Equity Research Report on Whitbread plc Essay Example | Topics and Well Written Essays - 2500 words

Equity Research Report on Whitbread plc - Essay Example The ratio analysis highlights the fact that the liquidity position of Compass Group Plc is better than that of Whitbread Plc. However, it is deduced that the profitability condition of Whitbread Plc is better than the former. From the ratio analysis and equity valuation method, it can be concluded that Whitbread Plc is a profitable company for the investors since it has increased its net income over the four years period from 2010-2013. It is recommended that Whitbread Plc should increase its asset base by improve the cash and equivalent by decreasing its operating expense. The increase in asset base will assist the company to become one of the strongest players in the industry. Whitbread Plc  is a  coffee shop,  multinational  hotel and restaurant company, which are headquartered in  Dunstable, United Kingdom (UK). It is regarded as the largest division in  Premier Inn. Premier is known to be the largest hotel brand in UK, which encompasses about 650 hotels comprising over 50,000 rooms (Whitbread Plc., 2011). It is as the leading hospitality company in UK. The company employs around 43,000 individuals who devote their hard work for its success (Whitbread Plc., 2011). They are motivated to provide their best services to customers every day. The number of customers visiting their coffee shop, hotels and restaurants is 22 million every month (Whitbread Plc., 2011). The financial statement of Whitbread Plc highlights transactions that have taken place throughout the year. It not only depicts profit or loss of company, but also gives opinion to investors about condition of the company financials. The framework for financial reporting that is applied during preparation of financial statement is International Financial Reporting Standard (IFRS), which is adopted by the European Union. The report is prepared for management of the company and also for investors. The managers have given their views regarding performance of the

Assessing and Understanding the Foreign Exchange Market Essay

Assessing and Understanding the Foreign Exchange Market - Essay Example (Investopedia) Chinese foreign exchange market plays an important role in the development of its economy. It is an important source of investment and income in China. The Chinese foreign exchange market mainly deals in Chinese RMB Renminbi Yuan. The basic function of Chinese foreign exchange market is to conversion the currencies. For example in this market the U.S. dollars can be converted into Chinese RMB. Another important function of Chinese currency market is that it facilitates international business transactions of China through the conversion of currencies. (Laura Acevedo) An important tool for stable economic growth is currency value and this market helps the central bank in controlling the value of its currency through buying and selling. It is also a productive source of investment for the investors in China because if they a currency at a lower rate and due to fluctuations in currency rate they are able to sell it at a higher rate than this sure is a profitable investment . (Maps of World) Spot rate is the price that a buyer is ready to pay for buying a currency in terms of another currency. Chinese spot exchange rates are determined by the central bank. This determination by the central bank is based on a number of factors which include the buying and selling of Yuan in different exchange markets, the value of Yuan in term of other currencies- as this value keeps on changing the spot rate of Chinese exchange market also changes simultaneously. These rates are very important in the Chinese currency market as they are the current exchange rate on the basis of which the day to day transactions of the Chinese stock market take place. And without these rates no business is possible in this market. (Investopedia) Forward exchange rate is the rate at which a currency can be traded for one currency at a particular time in future. This time ranges between two days to twelve months. China puts forward exchange rate reforms when necessary in order to maintain its social and economic stability. Forward exchange rate plays an important role in insuring foreign exchange risks because when a country enters in a transaction through forward exchange rate and in the meantime the exchange rates fall badly then the forward exchange rate act as insurance against unprofitable dealings. (Ozforex) One of the most important theories used for the determination of currency exchange rate is purchasing power parity theory (PPP). It is an economic theory that calculates the changes that are to be made in the currencies of two countries in order to make the difference between their exchange rates and their purchasing power equal. Mathematically this theory is represented as follows: S=P1/P2 Here â€Å"s† is the exchange rate between the two currencies. â€Å"P1† is the price of good x in country one and â€Å"P2† is the price of good x in country two. This theory can be elaborated by an example that if a cold drink costs 1.50 Yuan in ch ina than it should be worth 1.00 us dollars if the exchange rate between U.S.A and china is 1.50 USD/RMB. This theory helps the economists in determining the standard of living in different countries. (Investopedia) It is possible that a currency may be devalued but the standards of living may remain high due the higher purchasing power of the people. Most of the economists prefer purchasing parity concept in the calculation of GDP as countries like china intentionally understate their currency value which results in the understatement of GDP. Therefore mostly the GDP of different countries is calculated through purchasing parity approach. This theory also helps in the correction of trade

Media Audiences Are Manipulated, Passive Audiences. Art and Branding Essay

Media Audiences Are Manipulated, Passive Audiences. Art and Branding - Essay Example 119-129). Fashion advertising makes use of signifiers in the creation of an identity, which is usually through the portrayal of fashion through high status, youth; high-sexual appeal, which is augmented by constant reiteration, intended to enhance the identity continuum. Discussion The intermix of images which has been fashioned by the most talented designers, artistes, models and photographers is intended to sell the fashion as a creation founded on image and to sell these images as the epitome to the society (Martin & Bush, 2000, pp.441-454). There is clear evidence of this in fashion advertising in which the products are restricted to a select few by their high prices yet the identity images are sold to the public in the media. This means of advertising is therefore effective in creating an image in the society through media as to stylishness and power through the portrayal of fashion in the cultural and socioeconomic perspective. This mode of advertising therefore offers predicta bility and enables marketers to control their customers since the product functions as a consumption of the promoted images and as enhances the very images in the general society (Adomaitis & Johnson, 2008, pp.182-192). Through fashion advertising, firms that sell similar products get the motivation of competing since they find unity in their common objective of advertising of life styles and standards of fashion. An analysis of high fashion therefore establishes the image identities that are constructed by the media and the fashion industry. W magazine is a classic example of the unity in advertising as shown in the print media. The magazine portrays a particular constancy in the depiction of images showing an alter-reality of sexy youthful women, high-priced products, and art. The magazine stresses more on advertising and editorials are limited as its April issue clearly illustrates. Over half of the 544 pages contain direct advertising while the remainder is filled with photograp hs of fashion, which may be from several brands yet are united in a particular aspect such as model or photographer. The photographs in most instances display the brands and the costs of the products. Advertisement in the magazine therefore serves to reinforce images and identity, which is the primary objective of the magazine (Phillips, & McQuarrie, 2011, pp. 99). The distribution of the magazine is also centered on promotion and selling of the same. The magazine is intended for the high-class society and those that look up to them. A large part of the magazine is dedicated to a discussion and analysis of the life styles of the consumers of its high fashion products. The magazine has sections, which are dedicated wholly to the exploration of the lifestyles of their high-end clientele such as artists and directors. The W magazine is available for subscription at a price of two dollars fifty and has a bout a million subscribers. The remaining costs of production are met by the sale o f advertisements, which are priced at 44000 dollars for a page. This means that the magazine is in the main financed by the purchase of its pricey product offerings by a very small number of high-end societies (Phillips, & McQuarrie, 2011, pp. 99). Art and Branding An analysis of the print media brings out a unity in attributes in artistic expression such as the variety of the color, sense of fashion, and the gorgeousness of the forms, which is responsible for the creation of the identity of a

The Therac-25 and Its Accident Investigation Case Study

The Therac-25 and Its Accident Investigation - Case Study Example The Therac-25 falls into a class of machines referred to as Medical linear accelerators (linacs). They use the principal of accelerating electrons so as to create high energy beams that can be used to destroy any cancerous cells without affecting the other surrounding non- cancerous tissues. For shallow tissues, accelerated electrons were enough to treat them but for the deeper ones, the electrons beams have to be converted into X-ray photons. Defects that lead to the accidents The machine consisted of hardware and software that helped the machine run. The software also monitored the functionality status of the machine and turning on the beam. It was also responsible for turning off the beam and detecting any malfunctions. The software was responsible for running most of the machine functions in conjunction with the hardware. This therefore means that any small bug in the software will lead to malfunctioning of the machine. The software for running the Therac-25 was not extensively t ested before it was deployed for use. This was due failure to follow proper system development and implementation practices. Also the programmer didn’t provide enough documentation about the machine and software errors that could guide operators on when there is malfunction and what to do. The operators therefore were in the dark most of the time despite the machine displaying various error messages as they thought was normal. The hardware that was used to measure the dosage always provided a wrong dosage reading when it as overloaded. Instead of providing a high reading instead it displayed a low reading when it was actually so high. Another defect was how the machine was made to be operated. The machine was made that the operator and the patient were to be in separate rooms to minimize effect of radiation to the operator. Therefore in case there was any overdose and the patient complaining, the operator could not hear it. Also the operator could not ascertain whether the pa tient was in the right position every time. This was risky and costly assumptions that lead to the occurrence of the accidents. Therefore, software errors and design defects were major causes of the accidents. Collective responsibility The accidents happened over a 19-month long period and most certainly someone had to be responsible for allowing such life threatening accidents to occur for that period without doing anything. Many parties were responsible including the manufacturer, the operators and technicians and the federal government. As all the accidents happened from the first to the sixth one, the manufacturer seemed not to care. Only lame excuses were given. For example after the second accident, the manufacturer claimed it was an electrical failure even when an independent electrical firm had ruled out any possibility of the cause of the accident being an electrical fault. It was only after the sixth accident that there seemed to be any action form the manufacturer. The qu estion one would ask is why did the manufacture remain quiet for that long and let the machines to be in use when they were actually causing accidents. The federal government also had their share of the blame by allowing the AECL Company to continue with its operations despite its machines causing those fatal accidents. It was clear that the manufacturer was not following proper system development and implementation methods but yet was allowed to operate. Operators and techn

Networking in Business Organizations Essay Example | Topics and Well Written Essays - 1000 words

Networking in Business Organizations - Essay Example A leader must be fully equipped with social networking skills in order to gain further information and a proper reference list of who to go to with what problem (Alt & Flesch, pg. 395-401, 2001). The article’s main purpose is to educate leaders and future managers about the benefits of networking and how to become accustomed with the process. It aims to facilitate and inspire leaders by informing them of the peaks of success that they can accomplish with networking skills and the consequences suffered by a lack of them. The article clearly explains the importance of networking by illustrating a few examples from real life leadership situations in which leaders have lost out on promotions or the ability to stop an acquisition or merger because they did not take out enough time for networking or socialization. The article states that many leaders find networking as a useless or unethical activity. They believe it to be an activity of using acquaintances for your own advantage or â€Å"taking favors from strangers†. Hence, such leaders do not find it worthwhile or feasible to engage in networking activities. Discussion The article describes the three forms of networking which include personal networking, operational networking, and strategic networking. ... articular emphasis upon the skills required to properly network, but also gives a few tips through illustrative stories of real- life executives and how they overcame their lack of social skills (Ibarra & Hunter, 2007). Hence, it provides a solution to the problem instead of just stating the problem. Moreover, it shows us how bookish knowledge and technical expertise are not the only sources of information for a business executive and how important who-you-know is compared to what-you-know (Balkundi & Kindoff, pg 400, 2006). While the article gives sound information upon the acquisition of social skills and the importance of acquiring them, it does not mention how to use these skills and when it is not appropriate to use them. Networking should be used up to a certain extent; however, it does carry some ethical implications with it (Novak, pp. 29-33, 2008). These ethical considerations must be taken into analysis when using personal networks to your advantage in a business organizati on. Moreover, the article is well-organized but does not have a proper sequence to enhance the understanding of the reader. The information in it is repetitive to some extent and lays too much emphasis upon the value of networking opposed to knowledge and intelligence (Bartol & Zhang, pg 389, 2007). However, it does provide insight into an unexplored realm of leadership which may not have been considered just as important previously. It lays emphasis upon the acquisition of skills which were considered irrelevant or time-consuming without much benefit. The article uses simple language and is quite informative in its respect to what a leader should have. Opposing, the article lays too much emphasis upon the formation and use of networks and criticizes those leaders who have chosen not to

Hamlet Essay Example for Free

Hamlet Essay Shakespeares Hamlet remains at the pinnacle of high culture texts and the cannon as one of the most iconic texts in the modern world. Hamlet is a deeply philosophical in which grapples with metaphysical questions- existential in nature that underpins the human ethos. It is through the highly charged language, textual integrity and use of meta-theatrical techniques that ensure the plays modernity and continuing resonance in society through multiple perspectives. Hamlet is a revenge tragedy play that reveals the conflicting social paradigms of patriarchal Elizabethan society in transition, wherein the forces of reformation and renaissance were usurping the older world of medieval feudalism and hierarchy. The play also reflects the concerns of a society that questioned their social roles particularly the divine and moral standards of the church and crown. The play captures the spirit of inquiry through its opening question whos there? revealing the plays search for identity and truth- both literal and metaphorical- in which Hamlet drives at the moral centre of the play. Hamlet is essentially a grand narrative that follows the strictly controlled linear revenge tragedian format with Prince Hamlet as the avenging tragic hero. His role is indeed profound and equivocal; he questions the nature of freewill whilst seeking affirmation through the ghost to avenge his fathers murder. Yet it is by Hamlets pivotal flaws of hesitancy and uncertainty that he authors his own downfall and those innocents around him. Shakespeare reflects the conflicting values of his context through Hamlets statement o cursed spite that I was ever born to set it right he is torn between conflicting notions of medieval paganism and vengeance opposed to Christian humanism that demanded restraint and rationality. Yet it is through Hamlets melancholy and his questioning of humanity that the play becomes highly philosophical and personal drawing audiences in with the beauty of poetic language. Perspectives of Hamlet such as Kenneth Brannaghs 1996 film production and Marion Pots 2008 Bell Shakespeare theatre production demonstrate the plays continuing iconic status in society and its seamless ability to be re-appropriated into new contexts and perspectives. Brannaghs perspective of Hamlet is traditional, yet he stresses the conflict between truth and appearance through his stage design. The film depicts C19th castle of Elsinore, resplendent in its colourful pageantry, overpowering pristine white and extravagant costuming. Brannaghs implementation of secret hallways, mirrors and Hamlets dark clothing is juxtaposed to this lavish world that metaphorically reveals the entrenched and pervasive corruption that underlie this facade. Shakespeare stresses this notion through use of recurring extended metaphor in the rank, vile and un-weeded garden. This conflict between truth and appearance is illuminated in Act 3 Scene 2 via the play within the play. The acting on all levels in this scene causes the play to become highly reflexive and meta-theatrical, audiences are alerted to its constructed nature as twere a mirror up to nature yet also cautioning audiences over the masks that are constructed by people to disguise truth. The scenes reflexive and modernist techniques allow us to contemplate upon the nature of appearances demonstrating the iconic relevancy of the play. Brendan Cowells depiction of Hamlet in Pots Sydney production is that seemingly of a highly intellectual yet rebellious C21st college student. Cowell plays the role ironically subverting the worlds of adults through wit, puns and sarcasm that draws audiences into the plays self described comedic and cathartic nature. Potts perspective of Hamlet invokes a feeling of moral malaise through stage design. The use of worn dated clothing and seemingly dark decaying walls that seep water- hinting at underlying corruption and subverting the cleansing connotations of water. The presence of a large dominating spiral staircase gives the play a subterranean and stygian atmosphere that effectively alerts audiences towards looming mortality and hidden truth. In Act 2 Scene 2 Hamlet reflects upon the majesty of man- oh what piece of work is man- yet this is ironically juxtaposed to his own self disillusionment. Shakespeares movement from iambic pentameter to prose reflects Hamlets own loss of mirth; whilst also demonstrating the power of Shakespeares use of textual integrity to allow audiences to sympathise and connect to Hamlet. Hamlets paradoxical nature is revealed through evocative imagery concerning the goodness of humanity how like an angel yet this is subverted by Hamlets melancholy in his role as the avenger. Shakespeare juxtaposes this speech to his most iconic soliloquy to be or not to be in Act 3 Sc 1; the balanced opening thesis demonstrates our fear of the eternal mystery beyond death as opposed to the continuance of the hardships in life. The poetic and transcendent nature of Shakespeares language is demonstrated through his iconic sustained metaphor of death as the undiscovered country . This metaphor gives death a normality yet we are forever cautioned away by its eternal mystery. The soliloquy is highly evocative, subverting deaths connotations by giving it a tantalising quality through its ability to give us sleep, perchance dream. The speech causes audiences to reflect upon death, challenging our perceptions of life, whilst demonstrating Hamlets frustration at his own inaction and weakness that ironically drive the philosophical nature of the play. Shakespeares mediation on mortality continues in Act 5 Sc 1 which employs use of black humour and satire to subvert deaths connotations whilst providing comedic relief through the gravediggers banter. Hamlets monologue with Yorricks skull illuminates the finality and inexorable nature of mortality. The scene moves from satire and comedy to increasing seriousness with dramatic irony at Hamlets lack of knowledge of Ophelias death. The scene is juxtaposed to the entry of the coffin, taking on a deeper poignancy as it illuminates the irony of Hamlets feigned insanity as opposed to Ophelias true madness that resulted in her tragic demise causing audiences to reflect upon the nature of existence and fate. Ultimately Shakespeare affirms the existence of destiny at the end of the play through Hamlets statement there is a divinity that shapes our ends, coming down upon the religious paradigms of his day. Hamlet is a play challenges and questions our conventional paradigms and beliefs through Shakespeares mastery of literary technique, textual integrity and Hamlets contemplations. As a result the play examines universal concerns of humanity ensuring the plays continuing iconic status in society.

Mental Development of Children with Down Syndrome

Mental Development of Children with Down Syndrome Down Syndrome Research Paper Brandon D. Coronado Learning and Cognition All psychology students, at some point during their studies, learn about the topic of mental development in children. However, students sometimes fail to learn how those with disabilities differ when it comes to mental development. The typical child’s development differ dramatically when compared to children with a development disability. One of a large number of developments disabilities is Down syndrome, where an individual learns and functions on a different level than others. Children with this developmental disability primarily differ in their cognitive development, socialization, education and attachment. Pamela May, author of Child Development in Practice: Responsive Teaching and Learning from Birth to Five defines cognitive development as â€Å"The mental process of knowing, including aspects such as awareness, perception, reasoning and judgment† (2011, 16). Jean Piaget, a recognized psychologist, expresses that development split among four phases; sensorimotor, preoperational, concrete operational and formal operational. As stated by Cicchetti and Beeghly (1990), adolescents with and those without disabilities experience the same stages. Nevertheless, adolescents with developmental disabilities are believed to proceed through these various phases gradually compared to other adolescents with no developmental disabilities (Hill McCune-Nicolich 1981). Within a study concluded by Hill and McCune-Nicolich’s, children with Down syndrome developed at a much slower rate within the preoperational phase when compared to children without Down syndrome. The group comprised of adolescents with Down syndrome generating outcomes consisting of a 50% failure in development throughout the preoperational stage measure against the group of children without the disability. This study parallels Cicchetti and Beeghly theory, observing slight to no differentiation throughout the sensorimotor stage however observed a delayed developmental pace regarding children with Down syndrome throughout the preoperational stage. What precisely triggers this obstruction in adolescents with Down syndrome? These adolescents are affected by a variation in their genotype. These persons possess an additional chromosome called trisomy-21, which influences their development. Down syndrome influences adolescents in every phase of development. Sanz, Menà ©ndez Rosique state, â€Å"This chromosomal disorder affects the development of physical structures, motor functioning, cognitive abilities and communicative skills in varying degrees† (2011, 488). Language functioning seemed to be difficult during the preoperational phase for adolescent’s affected by Down syndrome. Cicchetti and Beeghly describe that despite the fact that this struggle is associated with the disorder, Down syndrome adolescents tend to be placed in inadequate linguistic surroundings. Parents of affected adolescents stereotypically lower their expectancies of language abilities upon discovering their adolescent’s disorder. Cicchetti and Beeghly refer to a 1985 study by Mervis and Cardoso-Martins where mothers confessed that they were fearful their children influenced by Down syndrome would never learn to talk. Nevertheless, Leifer and Lewis conducted a study in 1984 exploring Down syndrome adolescents’ verbal skills in depth. The researchers recognized various characteristics of language which had not been exclusively considered in earlier studies. Researchers chose to study whether or not adolescents with Down syndrome will continue to struggle with conversational language versus grammatical/relational language. The researchers discovered that adolescents affected by Down syndrome were essentially superior at holding a conversation compared to adolescents without a disability. In regards to the information provide, there is confirmation proposing Down Syndrome adolescents possess superior social language skills compared to adolescents without the disability. Sanz, Menà ©ndez Rosique conducted a study in which, adolescents affected by Down syndrome were subjected to a verbal strengthening group or a physical strengthening group. Each type of constructive reinforcement impacted the adolescents. The adolescents produced more encouraging responses to verbal reinforcement versus the physical reinforcement. Why the adolescents favored verbal reinforcement is not entirely evident, nevertheless a trend was obvious. The adolescents flourished when presented with social praise for their accomplishments. However this is also true for unaffected adolescents as well, it is crucial for adolescent affected by Down syndrome. Their disorder triggers reservation in their actions as to whether what they are doing right or wrong on a steady basis. As a result, these adolescents function at a higher level when they are socialized through affirmative support. Conversely, in a study by Drash, Raver, Murrin Tudor (1989), adolescents affected by Down syndrome did not successfully socialize when presented constructive support alone. They combined visual examination into the constructive support. When measure against affirmative strengthening alone, the addition of visual examination generated more social interaction from the children. It becomes evident that adolescents affected by Down syndrome need much more stimulus than adolescents not affected in regards to socialization. Their cognitive delay limits them from entirely comprehending reinforcement alone. Visual encouragement permits their minds to adapt to a new idea and absorb it. This cultivates the question of whether or not special education classrooms are necessary for children with Down syndrome. Some suppose that normal education surroundings afford sufficient stimulus to adolescents affected with the disorder. On the other hand, in most cases the typical education surroundings are not adequate. There are specialists educating adolescents with cognitive delays such as those with Down syndrome. Special Education is a stand-alone discipline of study and cannot be anticipated from all that enter this particular teaching field. Special Education demands diverse methods and compassions compared to that of normal teachers. If an adolescent affected by Down syndrome were to be placed into the average classroom, the presence of an aid would be necessary. This poses funding issues as well as the adolescent’s parental trust. It is much more feasible to place these adolescents in special educational environments which possess several aids in addition to a se t pace of learning for each individual (Fidler Nadel, 2007). Fidler Nadel furthermore describe a â€Å"culture† in special needs classrooms where adolescents affected by Down syndrome can succeed. Countless adolescents requiring special needs flourish when surrounded by others who also differ from adolescents without disabilities. Nevertheless, adolescent’s parents frequently worry about the equal treatment and lack of socialization among unaffected children. This all differs among particular adolescents as well as the school they attend. Countless schools fashion an atmosphere in which adolescents requiring special needs possess the ability to interact with the other students at lunch, recess, homeroom, etc. Contrary to what Fidler Nadel explain, a study by Sobelman-Rosenthal, Biton, Klein (2009) examined children with Down syndrome in regular educational settings and compared to special education settings. Parents were questioned as to the setting they preferred for their child. Parents were divided into three groups: those who favored life-skills, those who favored academic success and those who favored social success. Generally, parents seemed to prefer regular educational setting. The parents perceived substantial developmental advances when their child was placed in a regular school environment. It is evident researchers have achieved contradictory outcomes. This is presumably due to the fact that every case differ from one another. Certain adolescents require additional help compared to others in addition certain special education programs are better than others. The answer is uncertain in regards to which educational settings more beneficial for an adolescent affected by Down syndrome since each setting possess there advantages and drawbacks. The safest thing for a parent to do is research individual surroundings in their school district and formulate an educated assessment from there (Fidler Nadel). The connection an adolescent affected by Down syndrome possesses regarding his or her mother also effects their mental development. â€Å"Communication between mother and infant occurs by many means: it employs facial expressions, gazing, whole body movements, gestures, speech, writing, and even crying â€Å"(Fiamenghi, Vedovato, Meirelles, Shimoda, 2010, 192). Adolescents require the ability to understand this interaction and in adolescents affected by Down syndrome it becomes difficult to understand if they comprehend the communication and its’ effects. Adolescents affected by Down syndrome occasionally require the development of a connection in diverse ways compared to unaffected children. The manner in which they do this is vital since it may possibly signify particular needs the child must have addressed that may not be exposed through clinical assessment. Nevertheless, since parents do not normally comprehend the syndrome entirely in earlier stages in their child’s life, they tend to be opposed in nearly all they do with their child. Parents regularly tend be afraid they are not caring for their child appropriately as a result become reluctant to do everything they would for an adolescent not affected by Down syndrome (Fiamenghi et al.) A study conducted in 2010 regarding collaborative behaviors in adolescents affected by Down syndrome with their mothers, three groups of behavior were recognized: Interaction, Invitation and Imitation. The outcomes specified that a sizeable amount of these behaviors benefited however quality is what made the significant differences in the adolescent’s emotional attachment. Down syndrome adolescents depend on on these behaviors for the reason that it aids them mentally develop. It is considerably simpler for them to mimic somebody they trust for example their mother or father, in contrast to merely learning these behaviors as they grow. The greater quality the imitation is in addition to interaction obtained throughout their earlier ages, the greater articulated constructive behavior as they grow up. The reasoning behind this is due to their cognitive delay becomes more prevalent with age. They have a scarcity of a particular characteristic of cognition that other adolescents p ossess, consequently these interactions become significant in demonstrating to them how to behave (Fiamenghi et al.) A study conducted in 1999 investigated bonding behaviors in 53 children aged 14-30 months. The children were exposed to a â€Å"Strange Situation† where an unfamiliar person would come into the room and the parent would leave. Their response to the parent leaving was then observed. They established that although attachment is exceptionally significant with Down syndrome children, it is not necessary to grant considerably more consideration than in children not affected by Down syndrome. The researchers discovered that parents should be mindful of however no additional action can counteract the child from theoretically suffering from attachment issues. Parents should approach attachment the exact same way as if their child was not effected by Down syndrome (Atkinson, Chisholm, Scott, Goldberg, Vaughn, Blackwell, Tam). Atkinson et al. findings vary marginally from Fiamenghi et al. nonetheless they equally possess similarities as well. Both research groups distinguish the significance of attachment in adolescents affected by Down syndrome. It appears Atkinson et al. would approve of Fiamenghi et al. findings that quality is the predicting factor, not quantity. Since each study exhibited the interactional significance between the parent and adolescents affected by Down syndrome, additional research on the topic possess the probability of making momentous advances in both psychology and special education. Although there are numerous means where adolescents affected by Down syndrome and adolescents without any developmental ailments can relate, there are still several variances in their mental development in which we must account for. The main variances are comprised of cognition, socialization, education and attachment. Cognition deals with their development through the stages of learning and comprehension. Socialization is a strength many children with Down syndrome possess. Their ability to dive in to any conversation is remarkable. Education is and most likely will continue to be an issue for all families with children affected by developmental disabilities. Each program differs so greatly that there simply cannot be one assumption made. Finally, the way in which they develop an attachment with their mothers can be critical but not any more so than children not inflicted by a disability. Down syndrome can present many obstacles for the child as well as the family, but there is no r eason they cannot live a life as fulfilling and exciting as the rest of us. References Atkinson, L., Chisholm, V. C., Scott, B., Goldberg, S., Vaughn, B. E., Blackwell, J., Tam, F. (1999). Maternal sensitivity, child functional level, and attachment in Down syndrome. Monographs Of The Society For Research In Child Development, 64(3), 45-66. doi:10.1111/1540-5834.00033 Cicchetti, D., Beeghly, M. (1990). Children with Down syndrome: A developmental  perspective. New York, NY US: Cambridge University Press. doi:10.1017/CBO9780511581786 Drash, P. W., Raver, S. A., Murrin, M. R., Tudor, R. M. (1989). Three procedures for  increasing vocal response to therapist prompt in infants and children with Down syndrome. American Journal On Mental Retardation, 94(1), 64-73. Fiamenghi, G. A., Vedovato, A. G., Meirelles, M. C., Shimoda, M. E. (2010). Mothers  interaction with their disabled infants: Two case studies. Journal Of Reproductive And Infant Psychology, 28(2), 191-199. doi:10.1080/02646830903295042 Fidler, D. J., Nadel, L. (2007). Education and children with Down syndrome:  Neuroscience, development, and intervention. Mental Retardation And Developmental Disabilities Research Reviews, 13(3), 262-271. doi:10.1002/mrdd.20166 Hill, P. M., McCune-Nicolich, L. (1981). Pretend play and patterns of cognition in  Downs syndrome children. Child Development, 52(2), 611-617. doi:10.2307/1129181 Leifer, J. S., Lewis, M. (1984). Acquisition of conversational response skills by  young Down syndrome and nonretarded young children. American Journal Of Mental Deficiency, 88(6), 610-618. May, P. (2011). Child development in practice: Responsive teaching and learning  from birth to five. New York: Routledge. Mervis, C. B., Cardoso-Martins, C. (1984). Transition from sensorimotor Stage 5 to  Stage 6 by Down syndrome children: A response to Gibson. American Journal Of Mental Deficiency, 89(1), 99-102. Sanz, T., Menà ©ndez, J., Rosique, T. (2011). Study of different social rewards used in  Downs syndrome childrens early stimulation. Early Child Development And Care, 181(4), 487-492. doi:10.1080/03004430903507159 Sobelman-Rosenthal, V., Biton, E., Klein, P. S. (2009). Parental satisfaction with  special education versus mainstream education for children with Down Syndrome. Megamot, 46(3), 419-438.