Marc Antonys Speech In Caesar Essays - Julius Caesar,

Marc Antony's Speech In Caesar In just a few words, a complete portrait of a character can be formed. As in all Shakespearean drama, The Tragedy of Julius Caesar is masterful in its technique of characterization and eloquence. In Marc Antony's famous speech to the plebeians after Caesar's death, he repeatedly states that ?Brutus is an honorable man? (3.2.89). The quote, which can be taken both on a literal and nonliteral level, reveals much about the character of Brutus. Not only does Antony's quote point, obviously, to the fact that Brutus is seen as an honorable man, but in its tone and application, it also raises questions as to whether this honor is duly placed. Marcus Brutus is seen by all of Rome, including himself, as an upstanding man of the state. He has learned to take pride in his reputation and is eager to use his distinguished status to every possible advantage. After Caesar's assasination, Brutus gains the attention of the people by asking them to ?Believe [him] for [his] honor and have respect to [his] honor that [they] may believe? (3.2.14-16). He knows that he is seen as possessing nobility and uses this image to sway the minds of the commoners. Since he is honorable, after all, then all of his decisions must also be both honorable and true. Antony, however, sees the self-important side of Brutus that has developed. He notices Brutus' unassuming hubris and uses it against him. Through repeatedly stating the idea that ?Brutus is an honorable man? in his speech, and then pointing out the fact that Brutus is claiming to be so ?honorable? because he murdered Caesar, Antony quickly dissuades the people from Brutus' line of thought to his own. Although it is apparent that Brutus is perceived as a respectable member of the Roman community, this respect by the people is not strong enough to hold when Brutus takes his supposed moral obligations too far and murders his friend. Brutus' reputation, although sound, is not sound enough to cover such blatantly faulty motives: motives that serve his own conceited conscience rather than serving the concerns and fears of the citizens of Rome. Antony may have also noticed (and be using the knowledge in his speech) that Cassius' flattery, as well as the flattery of the other conspirators, has finally made its mark on Brutus. From the beginning of act one, Cassius attempts to lure Brutus into the Caesar assassination plot through flattery. ?Why should [Caesar's] name be sounded more than yours Cassius asks Brutus (1.2.143). ?Weigh them,? Cassius says, ?Brutus?, ?is as heavy; conjure with ?em, ?Brutus' will start a spirit as soon as ?Caesar'? (1.2.146-147). For a man of such nobility, it is strange that Brutus reacts so considerably to the praise that Cassius so easily offers. Brutus never questions Cassius' reasons for the murder conspiracy. He sees them as true. The only predicament he has in killing Caesar lies solely in the idea that Caesar is his friend--not that Caesar does not possess the characteristics of ambition that Cassius convinces Brutus are viable reasons for conspiracy. Since Brutus' image of himself has gain ed in intensity through the flattery of others, he comes to the point that he sees no wrong in his actions because they do come from such an upstanding member of Rome--himself. Brutus allows his self-assuredness to balloon into conceit, and, no doubt, sets himself to be trapped by Antony's speech to the plebeians. Brutus believes that all men who respect his dignity must share the same values as himself. He loves Caesar, but since Caesar does not share the same ideals for Rome that Brutus does, Brutus finds sufficient reason to slay him. Antony states that ?all the conspirators save only [Brutus] did what they did in envy of great Caesar? (5.5.69-70). Brutus in no way envies Caesar. He is merely afraid of Caesar's growing power and how Caesar may attempt a dictatorship in Brutus? beloved Rome. However, since Cassius appears to uphold the same standards as himself, Brutus states ?that [Cassius] does love [him], [he] is nothing jealous? (1.2.163). Since he is allegedly so ?honorable,? Brutus believes that only those with values in line with his are worth his complete

Medieval cities essays

Medieval cities essays Medieval towns were much more advanced then the feudal world surrounding them. These medieval towns popped up all over medieval Europe in the sites of the old cities. Medieval towns had many more opportunities for the common people then feudal communities did. In the feudal world you could only be one of three things: those who worked the field, those who fought, and those who ruled. Merchants in the feudal world traded mostly locally in their community. These merchants did not trade with money. They used the bartering system, which means they exchanged things for things . They traded chickens for a certain amount of grain or made payments in land use. Local markets or fairs were held, where merchants exchanged the products of their farms. People of the feudal world were knit together by their village and had a dependency upon the lord. Money was what transformed Europe from feudal villages to cities. The traveling merchants helped the flow of money by traveling from place to place exchanging coins. Great fairs and markets were held in the cities where goods of the east were available as well as European goods such as salt, metals, food, and wool .Moneychangers were flourishing from the trade and flow of money in Europe. These moneychangers consisted mostly of Jews because it was against Christian belief to lend money at interest. The moneychangers were basically bankers who changed foreign currency into the local currency. In medieval towns there wasnt much of a class distinction. People either made things, bought things, or sold things. Many cities developed around the bishops house and the cathedral. Merchants from distant places would often come to trade and end up settling around the cathedral in a little merchant community. Many landowners moved to town and some peasants where able to escape serfdom to live in towns. The bishops town and the merchants town would eventually merge and bec...

The Requirement and Concept of Professionalism Essay

The Requirement and Concept of Professionalism - Essay Example However, according to Vener (1780), professionalism can loosely be defined as the skills and competence required or held by a person regarded as professional. It is thus a status of practice capability (Vener 1780). In order to comprehensively understand the concept, there is only one effective way to use, and that is to understand the attributes that constitute professionalism. The desirable attributes include altruism, honesty, compassion, accountability, social responsibility, the ability to read and communicate effectively as well as dress and act appropriately-just to mention, but a few (Vickie 131). It is the integration of such attributes and many other desirable attributes that create the aura of professionalism that practitioners and institutions should possess so as to guarantee improved healthcare outcomes. This paper reviews my research study period, and how the events of the period and involved people displayed professionalism in practice. Working on the morning shift greatly differed in the facility from what I had observed on night shifts. The night shifts were busier and everyone was either in a hurry to prepare the patient room for the next coming patient or preparing already admitted expectant mothers for delivery. I arrived at the facility at 7.00 a.m. and waited for Mrs. Susan, who is the obstetric patient safety nurse, and she arrived at around 8.00 a.m. Upon her arrival, we went through the observation tool that I had created for the study with additional help from Carey. This was in line with the professional need to align the study tool the study goals and objectives so as to achieve informative outcomes that would inform better practice. After a three-hour review, we all decided to have the tool completed prior to 11th December. The earlier completion was meant to help me have more time working with the unit.

Motivation in organizations. Dan Pink Assignment

Motivation in organizations. Dan Pink - Assignment Example In this speech, Dan Pink compares the monetary and intrinsic incentives in organizations. His practical comparisons qualify intrinsic incentives as ideal methods of facilitating performance in the workforce. He makes a clear disqualification of exaggerated monetary incentives for an elevated performance in the organization. Traditional methods of motivation in organizations have survived antiquity to the present day. Modern organizations use antique methods of motivating their workforce. These methodologies do not always produce the intended impact. In this case, the organizations have suffered functional fixedness by blocking creativity that is requisite in discovering new techniques of motivation. Monetary rewards were traditional methodologies of motivating the workforce in an organization. Therefore, the management of diverse organizations would channel bonuses and commissions towards the workforce. The management would also establish punishments as corrective measures in the workforce. According to these techniques, workforce performance ought to elevate in their execution. However, an immense paradox exists in this method of motivation. A highly rewarded workforce would still perform dismally in their roles. Dan Pick communicates this fact through elaborating the incentive experiment performed by a scholar named Sam Glanzman. Two groups were assigned an equal task. The group that was assigned the monetary incentive finished later than the one with intrinsic incentive. Organizations have a major difference with the implications of science. Therefore, majority of the organization do not apply science for realistic recommendations. This fact accounts for the prolonged use of monetary incentives in the workforce. Monetary incentives in organizations even worsen the performance. They block creativity and the zeal that exists within the entire workforce. Monetary incentives are traditional methods of motivation, which ought to be shed off for a new phase in science application. The monetary incentives only work in few circumstances. Specific tasks that do not require creativity are the ones that should use monetary incentives. They are not applicable to the general performance of the workforce. This is a paramount discovery in the field of Social Science. Monetary incentives narr ow the scope of view in the workforce. Definitely, this deprives creativity in an elevated manner. Organizational challenges do not take a definite and predictable course. The course of the problems changes with time. Organizational and personal problems require ideal solutions. The solutions ought to bring a new phase in the development of the organization. Most organizational problems do not have clear solutions. The solutions and remedies are not obvious for the workforce to discover and implement. In this case, monetary incentives would only deprive the performance of the workforce. Modern times of the twenty first century require intrinsic methods of motivation. These methods entail the willful desire to execute roles, because they matter. In this case, motivation ought to develop from within an individual to accomplish tasks without supervision. Mastery, autonomy and purpose are the guiding pillars of the intrinsic motivation. I entirely agree with Dan Pick in this motivationa l technique. Intrinsic motivation techniques bring concrete assurance of outstanding performance within the organization. The methodologies are more scientific and are best

The Irish Participation in the American Civil War Essay

The Irish Participation in the American Civil War - Essay Example As the discussion highlights the Fighting 69th is lead by Thomas Francis Meagher during the American Civil war and led the said Union through the main visions. One is to have a clear message towards Britain on an action supporting the Union in Ireland regarding the interventions favoring the opposing group. For that matter, it also confirmed the second objective that is to set the goals of the Irish people to have a unified support for the group. Lastly is to have a unified cooperation from the Catholic minority. This paper outlines that Thomas Francis Meagher and the Fighting 69th had been chosen to represent the significant characters in the American Civil War on the basis of the courage and determination that they possess in helping the people of the US. It can be perceived that even with the conflicts in their homeland, the members of the group went to fight their battles to be able to contribute if not for the achievement of the unified goals of the people in Ireland but in the United States. Meagher although an Irish exile due to political reasons, had been able to contribute in the American Civil War by leading the Union. Included in the contributions of the Union can be related to the lineage and history of service through the period of the American Civil War. From the 1st Regiment of the Irish Brigade, the 182d Infantry New York State Volunteers and the 69th National Guard Infantry, the contributions of the group can be considered notable. These groups were united by Meagher under th e Irish Brigade with the historical fight during the Seven Days battles.

School Improvement Plan: The UAE

School Improvement Plan: The UAE School planning, organization and management is directly related to human and physical resources. The foundation behind it is that schools should be capable of utilizing the entire resources in a way that help them in performing their obligations successfully. All schools need their students to succeed and prosper. But schools can simply create a lifelong change when they have emphasis on specific goals and strategies for change. School improvement planning (SIP) is a process through which schools set goals for improvement, and make decisions about how and when these goals will be attained. The definitive purpose of the process is to promote student achievement by improving the way curriculum is provided, by building an advantageous environment for learning, and by increasing the parental involvement in their childrens learning at school and in the home. In this assignment, the investigator will develop SIP focusing on the common problem affecting the private and public schools in the United Arab Emirates. An action plan will be developed to help in improving schools and consequently increasing student achievement. What is a school improvement plan? A SIP is a road map that undertakes the changes required by a school to increase student achievement, and indicates how and when these changes will be constructed. SIPsare selective: they help principals, teachers, and school councils answer the questions What will we focus on now? and What will we leave until later? They boost staff and parents to follow on student achievement and other issues, such as the school environment,that are known to impact student success. schools will able to respond to the needs of students, teachers, and parents when updated and trustworthy information are provided on student performance. Moreover, a SIP is a mechanism by which the community can hold schools responsible for student success and through which it can evaluateprogress. One of the first steps-a critical one-in establishing an improvement plan includes teachers, school councils, parents, and other community members working together to collect and examine data concerning the school and its students, therefore they can decide what needs to be enhanced in their school. As the strategy is implemented, schools keep ongathering this type of information. By comparing the novelinformation to the primarydata on which the plan was grounded, they- and the public-can assess the accomplishment of their improvement plans. Authentic change takes time. It is essentialto keep all partners involved in theSIPinformed. Gradual improvements are significant, and they should be distinguished, but they do not comprisepermanent change. Therefore,SIPs are best designed over three years: à ¢Ã¢â€š ¬Ã‚ ¢ Year 1 the planning process à ¢Ã¢â€š ¬Ã‚ ¢ Year 2 the implementation à ¢Ã¢â€š ¬Ã‚ ¢ Year 3 -continue the implementation. During initial discussions, or as time goes on, schools may need to expand their plan for additional years to make sure that they maintain their focus and attain their targets. Anyway,SIPs should beconsidered working documents that can beutilized tocheck their development over time andto make revisions when necessary to ensure that the plans stay on course. In developing SIP, the principal, staff, school council, parents, and other community members actthrough a diversity of activitiesconcentrated uponthreedomains of priority: curriculum delivery, school environment, and parental involvement. For all these areas, schools set up the following: à ¢Ã¢â€š ¬Ã‚ ¢ A goal statement à ¢Ã¢â€š ¬Ã‚ ¢ Performance targets à ¢Ã¢â€š ¬Ã‚ ¢ Areas of focus à ¢Ã¢â€š ¬Ã‚ ¢ Implementation strategies à ¢Ã¢â€š ¬Ã‚ ¢ Indicators of success à ¢Ã¢â€š ¬Ã‚ ¢ Time lines à ¢Ã¢â€š ¬Ã‚ ¢ Responsibility for implementing strategies à ¢Ã¢â€š ¬Ã‚ ¢ Checkpoints for status updates à ¢Ã¢â€š ¬Ã‚ ¢ Opportunities for revisions. Appendix B contains a sample school improvement plan. All school partners must be involved in the SIP to guarantee its success. Schools represent the whole school community. The principal, who has the responsibility of school administration and delivering instructional leadership, is ultimately accountable for SIP. However,all school community should be actively engaged in all stages of the process: planning, implementing, monitoring, and evaluating progress. Purpose To identify effective strategies for developing school improvement plans that lead to enhanced student achievement and increased parental involvement in education Background According to KHDA (2009), there are 220 schools in Dubai; 189 schools were inspected between 2008 and 2009. The remaining 31 schools which use the Indian, Pakistani and Iranian curricula will be evaluated later. These 189 schools are composed of 109 private schools and 80 public schools. Among the private schools ; 49 schools follow the UK National Curriculum, 30 offering a US curriculum, 16 schools using the Ministry of Education (MoE) curriculum, 6 schools follow the International Baccalaureate (IB), 4 schools follow the French curriculum and a further 4schools provide unique curricula (German, Russian, Japanese and Philippine). All public schools in Dubai were checked, including Madares Al Ghad (MAG) schools and Model schools. The purpose of schools evacuation was to improve the delivery of education to students in Dubai and to help parents know that their children are being learned and are in safe, skillful, and caring hands. The overall findings of schools performance in Dubai were shocking as there are around 20,000 students in Dubai receives unsatisfactory quality of education, more than half the schools are presently delivering an education that is not yet of the good quality anticipated of all schools in Dubai.Additionally,9 out of 10 schools provide acceptable quality of education. None of the public schools got outstanding but 50% of them achieved good.As for the private section, 4 schools offering the UK curriculum attained outstanding, 50% of private schools achieved 50% while 75% were unsatisfactory. As for the students performance, the results were generally disappointed. Students progress in the key subjects, are not yet making sufficient progress in speaking and writing Arabic and English. In public schools, where English is taught as a second language, students English language skills are insufficient and expectations, chiefly in connection with writing and speaking, are not satisfactorily high. The students capability of using mathematics to solve problems is poor. In private schools, students skills in Arabic need improvement. Nearly 20% of students make unacceptable progress. In Islamic Studies, students progress in the public schools is better than the private schools. The majority of the students have good attitudes to learning. They are motivated, attentive and hard worker. Economic and environmental understanding is developing in most schools. Students are often unattended except in class. Different forms of bullying are noticed. The teaching and learning methods were not useful for the students as the majority of the teachers dominate the lesson discussion in the public schools and poorly performing private schools. Assessment in more 25% of all schools is unsatisfactory. Consequently, many students are not aware of their strengths and weaknesses. In schools delivering the MOE curriculum, and US curriculum, students are not prepared well for higher education or employment. Leadership and management are unsatisfactory in nearby 20% of private schools and in a similar proportion of boys public schools. Almost all schools do not have self-appraisal system to assess their own work. Finally, many schools have comprehensive connections with parents but they are unsatisfactory to some parents. What Areas Should Be Considered for Improvement? The main goal of SIP is to increase the level of student achievement. To achievegenuine change, nevertheless, the process needs to focus on specific priorities. Student performance becomes better when teachers use curriculum-delivery strategies that purposely address the studentsneeds, when the school environment is supportive, and when parents are effectively involved in the education of their children. To improve the process of planning, therefore, schools should institute one priority in each of these three components-curriculum delivery, school environment, and parental involvement. Basically, the planning process involves answering the crucial questions: What will we focus on now? and What will we leave until later? Curriculum delivery in the United Arab Emirates Curriculum is considered the foundation of the educational system. It incorporates the principles, underlying educational philosophy, goals, content and actual operation of the instructional program in the class, besides the written and other materials required to reinforce the educational system (Farah.S. Ridge.N. 2009).There are two new approaches presently being executed on a trial foundation in the United Arab Emirates (UAE)-a new standards-based curriculum in Abu Dhabi schools and a new English-medium curriculum in particular governmental schools, the Madares Al Ghad, over the UAE. Curriculum as a concept can be divided into three main components: intended curriculum, implemented curriculum and attained curriculum. The intended curriculum typically embraces the directorial documents shaped by the UAE-Ministry of Education (MOE) or other education authorities which command how much, how frequent and what should be taught in schools. The implemented curriculum is what really occur s in the class, how successfully teachers offer the material, how long they pass on a topic and what resources they need to deliver the content. Lastly, the attained curriculum is what students practically learn in the class, what skillsand values they grasp, and what content they assimilate and retain (Table 1). The focus of the MOE curriculum upon the buildup of factual knowledge rather than critical thinking limits students learning. Facts are learned in isolation and students are incapable of applying their knowledge in real life situations. This is proved evidently in the findings of the 2007 TIMSS survey, which examined students performance in the application of mathematics and science in many countries. The MOE curricula in mathematics and science give slight attention to practical investigation and the use of mathematical and scientific knowledge to solving problems (KHDA 2009). Consequently, students are not well equipped for the courses and careers they will study. Public school students have to choose either a scientific or literary arts for their last two years of school-based study. Both of these options have narrow scope, heavy content and do not prepare students for university. Curriculum Policy brief: The MOE (2008) has issued curriculum policy documents that set out standards, activities, strategies, expected outcomes and tools for teaching and assessment for student learning in all grades and subject areas. The policy documents also encompass achievement charts that assist teachers in assessingstudents achievement in respect to the expectations. Assessment strategies must focus on how the students integrate theory into practice to encourage independent thinking and enhance problem solving abilities. To set a goal for improving the delivery of the curriculum, principals, teachers, school councils, parents, and other community members participating in the SIP must understand the expectations emerged by the MOE and how well the those expectations are going to be achieved by the students. Main Findings Dubai Schools Inspection Bureau Annual Report(DSIB) will be used as groundwork for this investigation. According to DSIB(2009), the majority of the schools achieved an acceptable level in meeting the students educational needs in relation to their curriculum. Yet, in schools delivering curriculum of the MOE, and in many schools providing a USA curriculum, students are not equipped well to vie globally. Moreover,in these schools, wherethe mainstream of students are native Arabicspeakers, have limited selection of subjects and their physical, creative and analytical skills are developing. These curricula are not operated effectively to satisfy the prerequisites of students, including those with learning difficulties as well as the potentially highest achiever. Furthermore, curricular weaknesses in public schools hinder the progress of many students and limit their achievement. The ill prepared English curriculum and the reduced demands of the text books fail to sufficiently meet the requirements of students for English proficiency.The students are learning English as a second language where opportunities for using it in conversation are limited. Additionally, the curriculumprepares the students to use only a few vocabularies. The range of students reading and writing is alsoimperfect. Extended writing is rarely a feature in most public and poorly performing private schools. Students are customarilyneeded to give only short written answers to questions present in textbooks and English teaching is miserable. As a result, non-native speakers are often unable to communicate their thoughts and ideas confidently even in Grade 12. These limitationsalter thestudentspreparation for university. The curricula in mathematics and science dedicateminimal attention to implementing mathematical and scientific knowledge in investigating and solving problems of daily life. In private schools, a high number of the older students fail or do not complete courses, particularly in mathematics and science subjects a situation not helped by the lack of independent information, advice and guidance for students prior to their admission to courses. The ICT curriculum focuses barely on performing skills. In addition,it is taught in English and many students do not get it adequately. All schools physical education, art and music have low status in MOE curriculum anda plenty of the ill performing private schools. The time allocated to these subjects to beneficially effect students physical and cultural growth is not sufficient. Music and art is taught to only a few students after Grade6 and 9 respectively. These restrictions hamper thestudents opportunities to develop their capabilities for independent learning through such activities as team working. All schools provision for students with exceptional educational needs is poor overall.The governmental schools offer some support, mainly in separate classes, in Grades 1 to 3 School environment Environmental factors are the most influential on studentsachievement and success.Creating a well-fit school environment calls the involvement of, principals, teachers, school councils, parents, and other community members to make effective and relaxing placesfor learning. WHO defines a health-promoting school as one that constantly strengthens its capacity as a healthy setting for living, learning and working.The American Academy of Pediatrics (1993) defines a healthful school environment as one that protects students and staff against immediate injury or disease and promotes prevention activities and attitudes against known risk factors that might lead to future disease or disability. A schools environment is the thread that linkstremendous activities on a campus. In many situations this thread is nearly invisible; however each person experiences its effect. Positive social relations and attitudes about school are as significant to the environment as are safe and well-maintained buildings and grounds. The quality of the school-good or bad is reflected by the environment of the school. A safe, clean, and well-Kept school with a positive psychosocial setting and culture can nurture school connectedness, which in turn improves student and staff well-being as well as students educational achievement. A schools physical environment includes the school building and the surrounding grounds, such as noise, temperature, and lighting as well as physical, biological, or chemical agents. The disturbing increase in the number of asthmatic students is a unique problem that can, in part, be influenced by negative physical conditions in schools. The psychosocial school environment incorporates the attitudes, feelings, and values of students and staff. Physical and psychological safety, positive interpersonal relationships, recognition of the needs and success of the individual, and provision for learning are all part of the psychosocial environment. Other factors encompass: the economy; social, cultural, and religious influences; geography; socioeconomic status of students families; tax bases; and legal, political, and social institutions. Main Findings The quality of health care is good or outstanding in a majority both public and private schools. School nurses, doctors and social workers presentobviously in the schools to support the students and their families. Medical records are arranged properly and routine follow-up are difficult. The role of the social worker is to have positive relations with families and monitor students attendance carefully. In the majority of the public schools, however, social workers work in isolation and do not communicate properly with other staff in the school to provide a rounded view of students performance. Comparatively little healthy food is sold in school canteens in most public schools; students in these schools often eat crisps and sweets throughout the day. Safety issues including transport measures, fire safety procedures, supervision and security, affect some public and private schools. Students are frequently unsupervised except when in class. School transport is occasionally organized with few considerations for the safety of students in pedestrian areas and on board buses, where working seat belts are not always provided. In a minority of schools there are events of unsuitableusage of physical punishment in response to negative behavior. Different forms of bullying range from kicking, spitting, malicious teasing, taunting, making threats to spreading rumors, engaging in social exclusion, extortion and intimidation. Generalizations cannot be made to understand why bullying occurs; but it should be recognized in all its forms and not tolerated. A survey conducted by ADEC in 2009 involving 1728 students (grades 3 to 6). The findings revealed that young children have various concerns about bullying in the schools; more than 47% considered that students at the school are often endangered or bullied; and more than 63% favor remaining at home because it is more safer than the school. The procedures for student safety are feeble in most private schools excluding those categorized as the best performing. According to KHDA (2009) most private schools have effectual policies to handle bullying and other kinds of upsetting behavior, and students report such events as uncommon. Moreover, whilst the best performing private schools have well-defined procedures for bullying, in many others do not. Students in the schools that were identified to be lacking bullying policy have no person to tell to if there is mistreatment inside or outside the school putting them at risk. Sana, A. A., MOE psychology advisor in Dubai, states that the ministry admits bullying in schools and is trying to overcome it. Some students dont have sufficient information and competency to recognize and contend with the behavior of aggressors (Khaleej, T 2010). According to the head of KHDA, an attention should be given to new forms of bullying, such as cyber-bullying. Cyber-bullying has clearly increased in recent years and it can be more harmful and risky than other forms of bullying, (Samineh I. Undated). She cautioned of increasing incidence bullycide where children accustomed to escape to their homes to protect themselves from being intimidated at school, yet, through cyber-bullying there is no escape which give rise to many cases of bullycide ( bully associated suicides), Shaheem said (Gulf,N 2010). When the bully feels they cant express out their hostility on the school grounds, they will yell at either on the way home, on the bus or through text messages, chat rooms or Facebook. Speaking of one of the cases that came to Dubai Psychologist Dr. Singh, D., said that the plight of a small girl came to light only after her friend found her petrified at the sight of an older student and reported the incident. Her friend said that she was literally shaking at the sight of the older student, which led to an investigation that brought to light how the child was being bullied using social networking sites. Parental involvement Research found that parental involvement is one of the essential factorsleading to students success in school. Keeping the parents informed and involved in their childrens education will increase student achievement. Students attend school more frequently, finished more homework in a reliable manner, and exhibit more positive attitudes towards school. They also are more likely to complete high school. Parental involvement helps a child succeed in school and later in life. To ensure parents are informed about and involved in their childrens education, schools must foster partnerships with parents. Because parental involvement is one of the most significant factors in a childs success, it is crucial that all schools set a goal in their SIP for increasing it. Links with parents Many schools have comprehensive connections with parents but they are not continuously as effective as they want to be and some parents are unsatisfied withthe information givenabout their childs progress by the school. However,links with parents are usually good or outstanding in the best performing private schools. A small number of public schools have very good links with the local community and local businesses, which lead to enhanced outcomes for students. This is particularly true of schools in low economic status areas. The ADEC (2009) survey 1429 teachers in public schools and asked them about the number of times they met the parent personally and the degree of parents support to teachers .The result showed 6.9% have never met parents, 28.9% have met them once or twice a semester, 36.7% have met them once or twice a month, while 27.4% meet parents once a week. Regarding parents supporting the teachers teaching efforts, 55.5%feels some; while 13.5% feel never. More than 56.1% of teachers believe that only some parents make considerable effort to help their children learn; while only 5.6% do not at all. As for trust and confidence in parents as being partners in the teachers mission of educating the children, 19.3 % said no. Who Are the Partners in School Improvement Planning? Everybody involved in or interested in the operation of schools has a role to play in the SIP. District school boards and superintendents of education play vital roles in setting guidelines and in supporting and monitoring SIP. The most significantoperation, nevertheless, occurs within the school community itself. An effective SIParises when principals, teachers, school councils, parents, and other community participants work as a team to identify priorities, set goals for enhancement, apply strategies to reach those aims, and evaluate progress.Generally, principals responsibilities in SIP fall into three main categories:Communication, Leadership, Professional development. How Do We Begin? The first step of the SIP process is: Creating a SIP team; collecting and assessing data about student achievement, the school environment, and parental participation; and setting priorities for improvement through a sequence of activities. Principals play a fundamental role in these early platforms. They ease the creation of a planning team, which will be accountable for establishing priorities, and they ensure that the information needed for effective planning-such as report card marks, the results of assessments. Forming a school improvement planning team Principals should enlighten teachers, school council members, parents, and other community partners about the progressof SIP in a manner that appreciates their participation. In elementary schools, all the participants in the SIPconstitute a part ofthe planning process. Secondary schools, which usually comprise large teaching personnel, should guarantee that at least one representative from each section is part of the planning team, with the school council, parents, and other community affiliates who wish to share. In addition to expressing their preciousviewpoints and skills, teachers will alsofacilitate understanding ofinformation on students achievement as well as the expected value of and challenges implicated in a range of improvement suggestionsto other teammembers. It is imperative that the team be representative of the schools community. Principals should make hard effort to convince parents who correspond to a range of the school communitys demographic profile to play a part in the planning work out. Other communitymembers may offer worthinsights and perspectives, and their input should also be encouraged and vigorously sought out. Principals in the French-language systems will want to include leaders from the local francophone community. Finally, secondary school students should also contribute in the planning team. Principals should give confidenceto their involvement in the process, and possiblylook for those who are student leaders, motivating them to play a role. Principals in elementary schools may desire to engage interested Grade 7 and 8 with the teams work. All participants should have a positive attitude towards the process and realize that they have toact as a team. Scheduling meeting times for the planning team that are suitable to both staff and parents may be challenging. This issue can be solved by arranging parallel processes, whereby staff meets during school time whereas parents meet in the evening. The benefit of this organization is that it allows maximumparents participation. To insure consistency regarding decision makingbetween both groups, selected teachers could volunteer or be delegated to join both meetings. The SIPteam holds the role of analyzing data on student achievement in the school, the efficiency of the school environment, and parental involvement in their childrens education. Established on the results, team limbs make decisions about subjects that must be improved in priority. As figure 1 indicates, the planning work should take place between September and January of year 1. Understanding the context Before beginning a SIP, the planning team, together with parents, must be aware of and be familiar with particular types of information that school boards pass to staff and the public such as boards vision statement, national tests, and boards strategic plan, which includes short- and long-term goals for the district. In addition, members of the planning team should understand the nature and characteristics of the school and its community. Many schools create a school profile that sets out these characteristics in a simple way. Reviewing the school profile and debating each topic facilitate understanding of the school, and it places a context for the improvement strategy. A school profile could include information about the following: Student demographics Enrolment trends Languages spoken in the home The schools mission statement The schools program priorities Programs and services offered by the school (for example, guidance and library services) School facilities Class sizes Rate of student turnover or transfer Other relevant information. Schools in all systems should have other relevant information that will guide the readers of the profile obtain a realistic and full picture of their school. After acquiring an understanding of the boards targets and the schools characteristics, the planning team is prepared to start setting priorities for a SIP. Setting priorities SIPs are structured around three components: curriculum delivery, school environment, and parental involvement. The planning team must set up one priority in each of these three domains. The following activities will facilitate planning teams create these priorities: Priority for Enhancing Curriculum Delivery Collecting information The principal need to make sure that the planning team has the required data to identify which curriculum component (for instance, mathematics, science, reading, or writing) has the highest priority for improvement. Principal must also verify that the gathered information is reliable-that is, that it was collected according to the expectations and achievement outlined by the MOE. All teachers have to understand the MOEs policy obligations. The principal should therefore collect the following information for the planning team: Results of the annual assessments of students. Report card marks. Class profiles. Results of board-administered, national, and international tests. Discussing the information An open discussion, utilizing all the data collected about student achievement, allows all associates on the planning team to evaluate the strengths and weaknesses in providing the curriculum, and identifies a priority for improvement in this regard. Deciding on a priority The facilitator distributes red dot stickers to the team members. Each associate obtains a number of dots equal to one third the number of weaknesses. All team members vote, using the stickers, for the subject of curriculum weakness that they think should be called first. Members must use all their dots, but they may not use more than one dot per weakness. The weakness with the most dots becomes the priority for enhancing curriculum delivery. Priority for Improving the School Environment Collecting information The principal need to collect information that will help the planning team define a priority subject for improving the school environment, such as school layout, students behavior and health condition. Discussing the information Before the meeting starts, the facilitator should collect the responses to the parent survey, transcribe the strengths and weaknesses of the school as sensed by parents Deciding on a priority The facilitator allots red dot stickers to team members. Each person receives a number of dots equal to one third the number of weaknesses. All members vote, using the stickers, for the ranges of weakness that they suppose should be handled first. Participants must get through all their dots, but they may not use more than one dot per weakness. The weakness rank high dots becomes the priority for enhancing the school environment. Priority for Increasing Parental Involvement Collecting information To help the planning team arrive at an endorsed priority for improving parental involvement, the principal should supply them with duplicates of: the school profile, a summary of the information collected in the parent survey. Discussi

How to Make Draft Essay from This Outline

COMM 180Winter 2013Karen Crawford Hill Research Essay Outline—Due Week 7 Student Name & Number: Amandeep Cheema 300673568 Topic Number: (from assignment sheet): 2 Topic Name: (demonstrate your understanding by briefly explaining the topic in your own words, e. g. , characterization, theme, plot, social message/interpretation, etc. ) A theme is a piece of writing, a talk, or a discussion of an important idea or subject that run through it.In another word we can say that a theme is the central idea or ideas explored by a literary work and in order to identify the theme of the story, we need to composite, or assemble, the aspects of imagination that we gathered from investigation, and regard the story as a whole Relevant Textbook Unit(s): (identify the Unit number and name from SAU that relates to your chosen topic. Note: this is not necessarily the same unit in which your stories appear): Unit 2 â€Å"Types of characters† (p. 35), Unit 2 â€Å"Characterization† (p. 37), Unit 4 â€Å"Cultural and social setting† (p. 15), Unit 6 â€Å"Theme and interpretation† (p. 190). Primary Sources: (Required—two stories from Stories About Us) 1. A Handful of Dates 2. The Stolen Party Draft Main Points: (3 points, each relating to both stories) 1. The writers of both the stories use the method of characterization to create and portray characters. 2. The characters of both the stories had gone through certain experiences which they had encountered or undergone in the course of time. 3. Consequences which they met at the end of the stories for something which happened earlier.Draft Thesis Statement: (1—2 sentences; include subject, readings, and main points) The author of the story â€Å"A Handful of Dates† and the author of the story â€Å"The Stolen Party† are from different culture but treat a common theme of disillusionment. In my opinion characterization, experiences, and consequences are the most important aspec ts of these two stories. Planned Development: (Identify support from primary sources for main points; expand table by adding rows or sections as necessary) Point 1: (briefly restate your main point): The writers of both the stories use the method of characterization to create and portray characters.Story 1 Examples| Page| Story 2 Examples| Page| The strange thing was he never use to go out go out with his father, rather it was my grandfather. | 21 (5)| â€Å"Rich people go to Heaven too,† said the girl, who studied religion at school. | 27 (5)| Unlike other children, he used to love to go to the mosque to learn the Koran. | 22 (10)| â€Å"Get away with Heaven,† said the mother. â€Å"The problem with you, young lady, is that you like to fart higher than your ass. †| 27 (10)| As for his beard, it was soft and luxuriant and as white as cotton-wool—never in my life have I seen anything of a purer whiteness or great beauty. 22 (25)| Rosaure loved everything i n the big house and she also loved the people who lived there. | 28 (25)| | | | | Point 2: (briefly restate your main point): The characters of both the stories had gone through certain experiences which they had encountered or undergone in the course of time. Story 1 Examples| Page| Story 2 Examples| Page| â€Å"Yes my boy, forty years ago all this belonged to Masood-two-thirds of it is now mine. † | 23 (55)| Rosaura was the only one allowed into the kitchen. | 29 (55)| â€Å"I didn’t own a single feddan when I first set foot in this village.Masood was then the owner of all these riches. | 23 (60)| Rosaura felt she had never been so happy in all her life. | 30 (95)| He remembered that Masood remark to him â€Å"Palm trees, my boy, like humans, experience joy and suffering. † And I had felt an inward and unreasoned embarrassment. | 24 (100)| Rosaura thought that this was truly the most amusing party in the whole world. | 30 (115)| I looked at Masood and saw tha t his eyes were darting about to left and right like two mice that have lost their way home. | 25 (130)| | |Point 3: (briefly restate your main point): Consequences which they met at the end of the stories for something which happened earlier. Story 1 Examples| Page| Story 2 Examples| Page| I felt myself drawing close to Masood. | 25 (135)| Rosaura also leaned forward, stretching out her arm. But she never completed the movement. | 32 (175)| For some unknown reason, I experienced a sharp sensation of pain in my chest. | 25 (140)| â€Å"You really and truly earned this,† she said handing them over. â€Å"Thank you for all your help, my pet. †| 32 (180)| I felt at that moment that I hated him. 25 (140)| Rosaura felt her arms stiffen, stick close to her body, and then she noticed her mother’s hand on her shoulder. | 32 (180)| Then, without knowing why, I put my finger into my throat and spewed up the dates I’d eaten. | 25 (145)| Rosaura’s eyes had a c old, clear look that fixed itself on Senora Ines’s face. | 32 (185)| Secondary Sources: (Required—identify at least 2 appropriate, i. e. , literature specific, sources with APA documentation) 1. Hassan, W. S. (2003). Tayeb Salih: Ideology & the craft of fiction. Syracuse, NY: Syracuse University Press. 2.Diaz, G. (2007). Women and power in Argentine literature: Stories, interviews, and critical essays. Austin, TX: University of Texas Press. 3. Dasgupta, G. , & Mei, J. , J. (2005). Character and characterization. In G. Dasgupta & J. J. Mei (Eds. ), Stories about us (pp. 37). Toronto, ON: Nelson. 4. Liliana Heker. (2003). In Contemporary Authors Online. Retrieved from Literature Resource Center. 5. Khan, R. Y. (2001). Childhood and modern Arabic literature: The initiation story. Arabic & Middle Eastern Literatures, 4(2), 167-178. doi:10. 1080/13666160120057277OPTIONAL: Other Possible Secondary Sources: (Optional: secondary sources from program course material or GNED 500 material, or other non-literature-specific sources, with APA documentation) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Planned Development: (Identify support for main points; expand table by adding rows or sections) Note: At this stage of essay development, it is not necessary to complete all sections of this table, but you should provide at least one item of secondary source support for each of your main points) Point 1: (briefly restate your main point): The writers of both the stories use the method of characterization to create and portray characters. Story 1 Examples Secondary Source Support| Page| Story 2 Examples Secondary Source Sup port| Page| Masood, like Sheikh, is a loving and kind-hearted man who is deeply attached to his palm trees. (Diaz, G. 2007, p. 33)| 33| Implicit presentation of characters in action which is used primarily through dialogue and action of characters in a story (Dasgupta, G. , & Mei, J. , J. , 2005, p. 38) | | 38| | | | | Point 2: (briefly restate your main point): The characters of both the stories had gone through certain experiences which they had encountered or undergone in the course of time. Story 1 Examples Secondary Source Support| Page| Story 2 Examples Secondary Source Support| Page| He has so far imagined that the field and playground â€Å"belonged to my grandfather ever since God’s creation,† turn out to have belonged to Masood(Diaz, G. , 2007, p. 4)| 34| Her memories of her childhood are quite clear and insightful- perhaps the reason for the numerous stories she had written about children. (Hassan, W. S. , 2003, p. 185) | | 185| | | | | | | | | Point 3: (bri efly restate your main point): Consequences which they met at the end of the stories for something which happened earlier. Story 1 Examples Secondary Source Support| Page| Story 2 Examples Secondary Source Support| Page| It is a fall from childhood innocence that comes about with knowledge. (Diaz, G. , 2007, p. 34)| 34| What she discovers is that she has just begun her own training in servitude. (â€Å"Liliana Heker,† 2003, para. 2) | | | | | | | | | | | |

Role Play Exercise

Scenarios – Assume that Asian is a new hired outdoor sales executive for company Lennox Design which provide one stop solution for T-shirt and Uniforms supply. We get an Introduction from our existing customer who name Ms Eng that her friend Ms Learn factory have a sports day event by next two month. Now Asian had appointment with the purchases In-charge person Ms Elm, try to approach her to purchases our product to her event uniform.Asian:† Hi Ms Limit, I am Asian from Lennox Design, nice to meet you (Handing business card and a company prepared free gift t-shirt to Ms Limit), You friend Ms Eng introducing me that you are interested to order t-shirt for your company sports day event by the next two month. † Ms Limit:† Hello Mr. Asian, nice to meet you too (opening the t-shirt plastic) Woo, nice design for this t-shirt, it is free to me? Asian:† Yup, this t- shirt special deserve to you for free and this t-shirt is design from my company, you may see th e quality for our product too. † Ms Limit:† Thanks you, I like it very much.Well, we haven't made decision for the t-shirt use at the day of events, but we had no much Idea for choosing the new t-shirt, any suggestion Mr.. Asian? † Asian:† Yes, May I now how many pieces t-shirt and the budget for per pieces t-shirt you wish to order in this activity? Ms Elm:† Meme†¦ Elf consider the previous events experience, we need around 500-600 pieces red color plain t-shirt with my company logo and my company have enhance the budget for this events to have a better benefit to our staff, we were set the T-shirt budget in ARMY per pieces.Asian, you are welcome. Here is the deposit ROOM ( pass the money to Asian ), and can I know when can get my t-shirt? † Asian:† Well, normally after confirm the artwork, mass production will take reworking days to process the order. Please do not hesitate to call me if Ms Limit have question for the t-shirt and souv enir, we are the company which specialist in supply souvenir and t-shirt, I wish that you company can give me more chance to serve you in the future. † Ms Limit:† Mr.. Asian, you are modest and see you. (shake hand with Asian) Asian:† See you Ms Limit, Bye. â€Å"

The Road to PPB The Stages of Budgetary Reform

The Road to PPB The Stages of Budgetary Reform In his article â€Å"The Road to PPB: The Stages of Budgetary Reform† (1966), Allen Schick focuses on the aspects of the effective budgetary reform which could provide the significant positive changes in relation to national budgeting and the role of government in the process.Advertising We will write a custom critical writing sample on The Road to PPB: The Stages of Budgetary Reform specifically for you for only $16.05 $11/page Learn More However, instead of discussing the innovative approaches to budgeting, Schick pays attention to the previous strategies used to reform the budgeting system in the country. The author states that earlier the government used rather developed approaches to budgeting with references to effective planning and management of the changes in the system. Schick’s work contributes to the filed of public administration with references to discussing the budgetary reform as one of the major government’s functions an d presenting the procedure as the influential reform related to the public sector (Shafritz Hyde, 2011, p. 217-232). The aspects of the American federalism are discussed in the work â€Å"The American System† written by Morton Grodzins in 1966. Grodzins states that the government could perform more effectively in the situation of sharing the government’s functions within all the government’s levels and departments. This specific approach to regulating the American federal system could contribute to responding to the national and local interests as well as to creating the concept of New Federalism which is shared today in relation to public administration. The work by Grodzins is significant to conclude about the current involvement of the government in public administration in comparison with the previous periods (Shafritz Hyde, 2011, p. 233-237). Today, the progress of public administration principles is closely connected with the development of new forms of organizations relying on modern government, cooperation between companies, and avoidance of bureaucratic methods (Cox, Buck, Morgan, 2010, p. 157). The prediction of these processes is provided in the work â€Å"Organizations of the Future† (1967) by Warren Bennis.Advertising Looking for critical writing on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More The author concentrates on the processes which led to the decline of bureaucratic methods in regulating the work of organizations and tries to determine the principles according to which organizations could develop in the future. Bennis pays attention to the usage of innovative technologies, focus on changes and reformation and changes in the management of companies which are expected to become larger and more complex in their organization. Furthermore, the author states that the organizations of the future are more flexible in their structures and fun ctions because of depending on integration, collaboration, and partnership (Shafritz Hyde, 2011, p. 238-249). The contribution of the article written by Bennis in 1967 to the modern study of public administration is significant because of predicting the factors which are important today for the progress of organizations and their relations with public administration. Yehezkel Dror published the article â€Å"Policy Analysts: A New Professional Role in Government Service† in 1967, but it is still useful to discuss the role of policy analysis in the filed of public administration because the author was the first researcher who focused on the importance of combing the approaches typical for economics and methods of quantitative analysis in the context of public administration development. In his article, Dror focuses on the policy analysis of public administration’s decisions and strategies as the effective tool to improve the field of public administration and other ser vices provided by the government (Shafritz Hyde, 2011, p. 250-257). As a result, today the policy analysis discussed by the author is the procedure studied and followed in the field of public administration. References Cox, R., Buck, S., Morgan, B. (2010). Public administration in theory and practice. USA: Pearson.Advertising We will write a custom critical writing sample on The Road to PPB: The Stages of Budgetary Reform specifically for you for only $16.05 $11/page Learn More Shafritz, J., Hyde, A. (2011). Classics of public administration. USA: Wadsworth Publishing Company.

A Typology for foodservice menu development

A Typology for foodservice menu development Creating a menu for vegetarians, many food services do not think about the specifics of the nutrition of such people. Moreover, a lot of additional factors are to be considered about vegetarians while developing a menu fir them. Much attention should be paid to the reasons people have applied to which choosing their diet.Advertising We will write a custom research paper sample on A Typology for foodservice menu development specifically for you for only $16.05 $11/page Learn More The food services are to understand the psychology of vegetarians to make sure that they have developed the menu for them correctly and to know some particular rules according to which the menu is to be developed. Amir Shani and Robin B. DiPietro in their article Vegetarians: A typology for foodservice menu development† discuss the problems the food services ace when they are about to develop a menu for vegetarians. Firs of all, the authors state the fact that the research in t he sphere is not enough. The food service menu development is the theme which is considered in many journals, however, the problem of vegetarian menu is not usually discussed. Dining is one of the Western activities and vegetarians want to have a perfectly developed meal if it is possible. Therefore, paying much attention to the motivation for being a vegetarian as the main factor food services should refer to while developing a menu, the authors of the article have decided to consider the problem as close as possible. The authors refer to the following difficulties in developing the menu, lack of knowledge about vegetarian food, absence of the notification in the menu that a food is vegetarian, limited variety of choice of the vegetarian food, presence of the hidden meat in the food, such as beef flavoring, etc., and the inability to understand the reasons why people consume vegetarian food which is really important. Dwelling upon the reasons of the little research in the sphere, t he authors refer to the problem of boring and unsatisfying attitude to vegetarian food. However, this is not really correct and many cooks begin to pay more attention to vegetarian food in several reasons.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More First of all, many people become interested in vegetarian food. Second, the demand on such kind of food encourages the cooks create something interesting and the development of the vegetarian menu becomes a new issue for the restaurants. Moreover, the tendency to healthy nutrition increases the number of those who prefer vegetarian food, however, there are people who are vegetarians because of other reasons. Amir Shani and Robin B. DiPietro are sure that the reasons why people have chosen vegetarian diet should be considered while developing the vegetarian menu as to meet the desires of different customers, the restaurant is to try to satisfy the needs of each of the customers. The individual approach is really important as trying to direct attention to each particular customer, the restaurant is going to win in comparison with the food service where the menu is directed for all vegetarians without differentiation. Trying to differentiate the vegetarian diets with the purpose to pay attention to consumers’ needs, the author identify health-concerned vegetarians, weight-concerned vegetarians, sensory vegetarians, comfort vegetarians, religious vegetarians, economically vegetarians, social vegetarians, ethical vegetarians, environmental vegetarians, and humanitarian vegetarians (Shani and DiPietro 70). Depending on the reasons why people have chosen not to eat meat and other products of living origin, people will choose the meals in the menu. Therefore, the restaurant managers are to consider the needs of each group mentioned above and to make sure that the menu is going to contain the items which are going to satisfy the needs of each category. The article is valuable for its recommendations for the further research and implications for practitioners. The authors have conducted the literature review and they able dwell upon the future of the sphere. Thus, the authors of the research want to direct the restaurant managers who want to attract more clients to heterogeneous market segment. The researchers are sure that the motivation for following the vegetarian market is important in choosing the products. Therefore, the food service managers are to develop the menu in accordance with the needs of the customers. The authors conclude that the main factor the restaurant managers are to pay attention to is the strictness of the diet.Advertising We will write a custom research paper sample on A Typology for foodservice menu development specifically for you for only $16.05 $11/page Learn More To the point, while developing the menu for vegetarians, managers are to pay attention to market segmentation, appropriate staff training, menu design, and small details which may be really important. The example of such detail is the serving of the soy milk along with of cow milk. Developing an effective menu â€Å"Foodservice operators must regularly develop new products and tweak old ones to pique consumer interest and attract repeat business† is the statement which serves as the prologue in the article Developing an effective menu by Heather Henstock. The main idea the author of the article wanted to deliver to the audience is the idea that changes in the menu are obligatory. No matter how successful the menu is, the managers are to understand that only constant and regularly improvement may be a guarantee of success. The Nice Easy Grocery shops are chosen as the example at the beginning of the article. The shop has been selling the particular type of salads and the products were successful, however they could not reach their full pote ntial. The hiring of the new chiefs to the store helped to conduct the slightest changes which have increase the potential of the menu and of the shop as a result. The authors of the research have made the change in the menu the central idea for the discussion. Moreover, the author states that the changes are to be conducted regularly in order to make the clients interested in the future changes. Thus, if the customers get used to the fact that ach week (month, decade) the restaurant change the menu, the increase of the visitors in the day of changes may be observed as people like changes, they are interested in new dishes and the ability to provide the customers with what they want is exactly what should be the main idea of the menu development process. Heather Henstock stresses the idea that demographic and psychographic factors are to be considered while developing the menu. The menu developers are understand what kinds of clients attend their restaurants and how the choice of th is or that meal may impact their desire to come to the restaurant again.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The menu developers are to understand that the food which is too popular in one part of the city may be absolutely out of demand in another. This is connected with people and their preferences in eating. In combination with the changes which are to be present in any restaurant, the menu developers are to remember about the meals which are too popular to be changed. Thus, if a menu developer will provide the changes in the product some particular group of people attend the restaurant for, they will not come to the restaurant again if they fail to get what they need. Therefore, the author of the article stress on the idea of rational changes to the menu while its development. Along with changes, the author of the article recommends to pay attention to the absolutely new products which may be interesting to the consumers. There are a lot of meals and products and it is impossible to have all the variety of items in the menu of one specific restaurant. However, the attempts to add somet hing new o the menu should be encouraged as this is one of the aspects of a change. Presenting a new product in the menu, the menu developers will have to remove one of the items from the menu. To the point, it is economically advantageous to remove the items from the menu which are out of demand and substitute those with the changed or the new ones. The author of the article states that the failure of provide changes to the menu may spoil the reputation of the restaurant. People live in the modern civilized world where globalization plays an important role. Globalization of all spheres of human life has created the circumstances that people got used to constant changes and improvement. Stable life is not what people have got used to. Therefore, when people do not see the changes (in the menu in his case) they lose interest. Those who do not want the customers to lose the interest in their restaurant should regularly change the menu and implement the novelties as the part of the men u development process. Henstock, Heather. Developing an effective menu. Convenience Store Decisions 22.10 (2011): 62-66. Print. Shani, Amir, and Robin B. DiPietro. Vegetarians: A typology for foodservice menu development. FIU Hospitality Review 25.2 (2007): 66-73. Print.

Volkswagen Strategic Position Essay Example | Topics and Well Written Essays - 4500 words

Volkswagen Strategic Position - Essay Example Volkswagen entered with a share of ownership of 50% for production and sell of cars in the markets of Greater China. Subsequently in 1991, Volkswagen expanded its operations with a second joint venture in the name of FAW-Volkswagen Automotive Company Ltd. The markets of Greater china are one of the major markets of the German automobile group. By 2004, the German automaker group has laid its strong foundation to forms its subsidiary by the name of Volkswagen Group China. The company is governed by a six member committee of senior management. The senior management is responsible for corporate governance and supervision of the group in Greater China. The members of the governing body are accountable for several divisions of the operations and management that include sales and marketing, finance, operations, personnel and government relations, technology, etc. By focusing on these key areas and strengthening its strategic position in Greater China, the Volkswagen Group China today has s ixteen offices that are spread across the country that caters to the automobile markets. Volkswagen over the years has not generated huge scales of revenue from the sell of cars in the markets of Greater China but is also a key contributor to the rapid pace of growth of the economy of China. The members of the governing body in Greater China are not only responsible for the supervision of its operations but also look at the opportunities for new investments for expansion of the markets of the group. Volkswagen group in China has expanded its volume of production of cars over the years with the optimal use of resources of production. The volume of sales of Volkswagen Group China has reached around 2.81... This essay stresses that since the entry of VW in China it has become the largest Automobile Company in the country. One of the biggest reasons of success of VW has been the choice of market entry strategy which happened to be JV. This helped the company to reduce the environmental risks and set up effective distribution network in the country. As a result China has become the second largest market for VW after VW. Volkswagen has very few weaknesses. Some of them have been discussed in this section. Has relatively low amount of new technology and skills over the competitors. The management of the company is also quite old. One of the major opportunities has been the entry of China into WTO which has opened up the economy inviting a lot more investment opportunities. Another major opportunity has been the growth of the Chinese automobile market. This paper makes a conclusion that the company should focus on augmentation through augmented services such as make to order sales programs to gain customers trust and market share. Volkswagen and the JV partners may have to invest a lot more to boost up the out capacity and to increase sales in China. In future Volkswagen may have to use china as the base or hub to explore the Asian market. Already Volkswagen has made it clear about plans to export cars made in China to different Asian countries. This may help the company to lower the cost and improve quality.

Inquiring Minds want to know Case Study Example | Topics and Well Written Essays - 750 words - 1

Inquiring Minds want to know - Case Study Example It also has an acceptable margin of error for the survey was  ± 4 percent at the 95 percent level of confidence The stratified disproportionate random sampling allows Penton to focus on the reply of the decision makers of which their ads were directed making the sampling a more accurate representation of the target market. It can also be relatively cost efficient because having 676 respondents as an accurate representative of the 1.7 million subscribers saves the company money in handling a huge population. Above all, this guarantees that their intended market is well represented in the study. The other groups can also be subjected to another study which Penton no longer to spend to get representatives from said population. This however has a weakness of requiring more administrative effort and therefore time consuming and laborious because the huge population has to divided into 42 cells. 4. Describe the research design. Analyze its strengths and weaknesses. The method of getting the sample from a huge population of 1.7 million domestic subscribers through stratified disproportionate random sampling may have an effective in getting the right respondents of their target market. The coverage of the research was also extensive covering 1992 with 648 ads and 1997 with 697 ads. The research design however defeated the efficacy of the sampling because it made a faulty comparison of these subgroups by the sheer gap in the years of comparison. They are measured by the same parameter of the number of leads generated by each ad but their circumstances were entirely different. Thus, the result of increase from 3.3 in 1992 to 4.1 in 1997 is a suspect because the sample population in 1997 had more facility where potential customers can respond compared to 1992 whereby customer’s response was limited to traditional snail mail and perhaps telephone call where it can be tracked by cards to track inquiries from customers. Compared to 1997, there are more convenient th rough Information and Communication Technology options where customers can respond to the ads. They can conveniently send an email, go to the advertiser’s website and perhaps can chat in addition to traditional toll free call and fax. Tracking is also convenient because it is done digitally compared to cards previously used. The availability of website address in 1997 was also 60.9 percent (3 out of 5) where they can email at 17.7 percent of ads compared to 1992 which were non-existent. Postal mailing address may be up in 19992 at 69 percent and only 55.5 percent in 1997 but this is almost irrelevant when customers can send an email. The base of the sampling population but the research design was able to get samples that decently represent the entire population. When a survey was done, it had 710 completed questionnaires were received out of 1.7 million subscribers and 4,000 managers, executives, engineers, and purchasing agents selected from the U.S. Penton database. Of the 710 completed questionnaires, 676 respondents were decision makers indicating that the survey has indeed reached the right respondents. One of problem in quantifying the survey was also responses is weighed by their percentage mark up in the overall population. All other things being equal, this would have been an ideal method since it can accurately measure the increment or decrease of response to ad in relation to their representation from the overall population. Except that the 1997 population had access to information