Mcdonalds Restaurant Case Study free essay sample

Nawani is director of a McDonald’s eatery in a city with numerous seniors. She has seen some senior residents have become standard supporters as well as benefactors who desire breakfast and remain on until around 3 pm. A large number of these more seasoned clients were pulled in at first by a month to month breakfast uncommon for individuals matured 55years and more seasoned. The supper costs $1. 99 and top off of espresso free. Each fourth Monday, somewhere in the range of 100 and 150 seniors jam Siddhi’s McDonald for the exceptional offer. Be that as it may, presently nearly the same number of them are coming ordinary transforming the fst food café into a gathering place. They sit for quite a long time with some espresso, talking with companions. On most days, upwards of 100 will remain from one to four hours. Siddhi,s representatives have been well disposed the seniors, calling by their first names and chatting with them every day. Truth be told, Siddhi’s eatery is a cheerful spot with her workers growing cozy relationship with the seniors. We will compose a custom exposition test on Mcdonalds Restaurant Case Study or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page A few workers have even visited clients who have been hospitalized. â€Å"You know† , Siddhi says, â€Å"I truly get appended to the clients. They resemble my family. I truly care about these people†. They are all â€Å"friends† and it is a piece of McDonald’s corporate way of thinking ( as reflected in its site, www. mcdonalds. com) to be inviting with its clients and to offer back to the networks it serves. The more established clients are an organized gathering and agreeable to any individual who comes in. Further, they are neater than most clients and tidy up beneficiary tables before they leave. By the by, Siddhi is starting to think about whether anything ought to be done over her developing â€Å"non-quick food† customer base. There is no swarming issue yet, during when the seniors like to come. However, on the off chance that the size of the senior residents bunch keeps on developing , swarming could turn into an issue. Further, Siddhi is worried that her eatery may come to be known as a â€Å"old people’s† café which may dishearten some more youthful clients. Furthermore, if clients felt the café was packed, some may feel that they wouldn’t get quick assistance. Then again, a spot that seen as occupied may be viewed as â€Å" a decent spot to go† and a â€Å"friendly place†. Siddhi additionally stresses over the picture she is anticipating. McDonald’s is a drive-through eatery 9 there are more than 45,000 of them in 121 nations) and ordinarily clients are required to eat and run. Will permitting individuals t remain and visit change the entire idea? In the outrageous, Siddhi’s McDonald’s may turn out to be increasingly similar to an European-style eatery where the clients are never hurried and feel entirely good about waiting over espresso for an hour or two!. Siddhi realizes that the sum her seniors spend is like the normal customer’s buy however the seniors do utilize the offices for any longer time. In any case, the greater part of the more established clients leave McDonald by 11:30, before the early afternoon swarm comes in. Siddhi is likewise worried about another chance. In the event that taking into account seniors is OK, at that point would it be a good idea for her to do significantly more with this age gathering?. Specifically, she is thinking about contribution bingo games during the moderate morning hours-9AM to 11AM. Bingo is well known with certain seniors, and this could be new income source-past the additional food and drink buys that most likely would result. She figures she could charge $5 per individual for the two-hour time frame and run with two underutilized workers. The prizes would be coupons for buys at her stores (to keep it legitimate) and would add up to around 66% of bingo receipts (at retail costs). Assess Siddhi’s current methodology with respect to senior residents. Does this methodology improve this McDonald’s picture? What would it be a good idea for her to do about the senior resident market-that is, would it be a good idea for her to empower, disregard, or dishearten her seniors? What would it be advisable for her to do about the bingo thought?

Placement Portfolio and Interview Essay Example | Topics and Well Written Essays - 1500 words

Position Portfolio and Interview - Essay Example The company’s center around e-Learning is intriguing, e-Learning is a different type of learning and instructing, regardless of whether it be by means of CD, the Internet, or shared records on a system (Educational Resources, Apr 2006). It might be on the grounds that the preparation educational programs will be accessible to Saudi Aramco’s universal representatives or it might be on the grounds that the position is an adaptable one, relevant in any event, for somebody living outside of Saudi Arabia. If so, the position will be profoundly looked for after. If not, my nationality and instruction will make me an alluring candidate. I am a Saudi who is conversant in both Arabic and English. I have a certificate in Information Technology and I have considered databases and SQL language at the Community College just as regulatory Sciences and sight and sound. I have involvement with the board and correspondence, picked up at training organization I worked at in Saudi Arabia. After I completed secondary school in 2004, I proceeded to consider figuring system at the Communication College. I at that point followed a PC Major connected to the executives. To do this I moved to Abha City and finished a Diploma in Information Technology at the King Khalid University. Here, I acquired general information about correlations among processing and the board through modules, for example, prologue to database, visual fundamental and programming. After graduation, the University sent me to instruction organization that was related with the service of advanced education, in Saudi Arabia. I worked there for a quarter of a year and increased some key administration and relational abilities. I at that point moved to Brighton, England in August 2009 and finished a 10-month escalated English course before being granted a situation at the University of Derby to start a fulltime Bachelor of Science Degree. History: Saudi Aramco, officially known as Aramco [Arabian American Oil Company], was established in 1933, when the

Senior Week

Senior Week Today begins a weeklong event at MIT called Senior Week. During Senior Week, we celebrate the graduating class and provide them with their final week of excitement at MIT. Events include Breakfast with the Professors, a trip to Six Flags New England, and Tech Night at the Pops. And today on this blog, I also begin a weeklong celebration of our seniors. Ill profile a senior each day, each an amazing person in their own right. The profiled students are not necessarily MITs best seniors, not are they representative of the class as a whole. They are not random, but rather students that I know who replied to my request for a profile =) As such, some non-representative things can be seen: two of the students will be working for Lehman Brothers, for example, while last year 8 students in the entire class accepted offers to work there (last years most popular employer, if youre curious, was the consulting firm McKinsey Company, with 30 hires). Also, finance jobs are over represented in this blogs group; grad school (of all kinds) is under represented; Sloan/Management majors are over represented; etc. In short, this is for you to get a sense of some seniors experiences plans, but not a representative sample. Ill post some statistics about our graduating class when I get a chance. Anyway, lets start with someone you know

Comparing Sophia And Aiden Jones - 969 Words

Sophia and Aiden Jones were extremely close. They were in and out of foster homes all their life. No one would adopt them so each foster home stay in was brief. Most were awful but none could compare to the Evan’s family home they stayed in last. Each night Sophia and Aiden would come home from school to yelling and screaming. Mr. Evans would constantly threaten and abuse them. After a few months, Sophia had had enough and decided to stand up for herself and fight back. Mr. Evans got home from work late that night falling head over heels drunk. Sophia and Aiden had set the table ready for dinner. Mr. Evans stumbling over walked towards Aiden. He took one look and with no reason and punched him right in the face. Sophia raged with anger†¦show more content†¦Everyone would wake up, do house work, go to school, come home and then do more chores then go to bed. Each girl had a different role. One would cook dinner, one would mop the floors, one would clean the bathrooms e tc. The only day they were aloud to leave was on Tuesdays where they would sometimes have group excursions or visitation days where people they know could come and visit them. Each year they would hold an annual fundraiser to generate funds to keep the group home running. The fundraiser would attract a few sponsors and some neighbors suspicious about the girls as most of them had come from prison. A few weeks passed and Sophia was slowly settling in but still miserable and terrified about Aiden stuck in the Evans home. Leading up to the fundraiser everyone cleaned the group home and got it organized for the fundraiser. On the day of the fundraiser many people came one of which was a rich businesswomen named Mrs Jenn Sanders and her daughter Kylie. Kylie and Sophia looked complexly alike and were the spitting image of each other making everyone shocked. Sophia gave Kylie a tour around the home and they continued to talk for the rest of the day. Kylie and Sophia got on so well she invited Sophia out to spend a day with her and her mother on their yacht. Sophia was delighted and couldn’t believe her luck. Before she knew it it was Tuesday, the day she was going out on Kylie and Mrs Sanders yacht. She got dressed up and was

The Most Important Aspect Of Knighthood During The Middle Age

The most important aspect of knighthood during the middle age where religion, prowess, and feudal loyalty. Chivalry refers to the lifestyle and moral code following by medieval knights they pledged their loyalty and services to their lord. The term feudalism is used to describe a variety of social, economic, and political obligations and relationships. The Greatest Warrior knight was Godfrey and if asked anyone who was the greatest warrior at the time they would say Godfrey. Chivalry refers to the lifestyle and moral code following by medieval knights they pledged their loyalty and services to their lord. Chivalry included the values of honor, valor, courtesy and purity, as well as loyalty to a lord, a cause, or a noblewoman. They†¦show more content†¦Italy was the home of the most popular romance during the Renaissance. Three writers combined the romance of chivalry with epic. Spain saw a vast outpouring of chivalric romances. By 1575 more romance was translated in Spanish than from French. In England, chivalric romances were the most popular type of fiction after the introduction of printing. The tale of King Arthur became an important source of inspiration in England because it gave a great start for knights to tell tales. The values of old nobility gave way to the democracies of France to the Industrial Revolution. Godfrey is worth listing as a great knight because if you asked any medieval knight who the greatest knight had been, the most likely non heroic name you would get in reply would be his name. In chivalric folklore there were nine figures they were considered the epitome of knightly virtues at the time, generally known as ‘’Nine Worthies’’. They were divided into the ‘’Three Pagan Knights’’ (Hector, Alexander and Julius Caesar). The ‘’Three Jewish Knights’’ (Joshua, David and Judas Maccabeus) and the ‘’Three Christian Knights’’ (King Arthur, Charlemagne and Godfrey of Bouillon. Godfrey was born in 1060 and he was the second son of the Count of Boulogne. He got the small duchy of the lower Lorraine from his maternal uncle and he had it taken from him by the Holy Roman Emperor Henry IV. In 1096

Historical Background of Chinese Schools in Malaysia Free Essays

History of Chinese national type school Starting out early in the 19th century, the Chinese society has already made a stand on sustaining their language and culture to the point that they decided to request for their own Chinese national type school. Realizing that this could cause an up stir in racism in Malaysia, still the Chinese society in Malaysia strongly believed in preserving the Chinese language among the Chinese youths. In the beginning, they were asked to give up their properties to be incorporated with the National School system, which for the Chinese caused an uproar but after negotiating a deal was made and they agreed to instead become â€Å"National Type† schools. We will write a custom essay sample on Historical Background of Chinese Schools in Malaysia or any similar topic only for you Order Now Through this system, the government could only be in charge of the school curriculum and teaching personal while the buildings still belonged to the schools. During this time, primary schools were allowed to keep Chinese as the medium in the schools and their book but for Secondary schools they were required to switch to English-medium schools. More than 60 schools changed to National Type schools, including the famous Chung Ling High School, Penang Chinese Girls School, Jit Sin High School and Ave Maria Convent High School, Sam Tet High School. Even though according to the proposal that most subjects are allowed to use the medium of English, the teaching and learning of Mandrin remained compulsory in these schools, with most of them dedicating at least one seventh to one fifth of their teaching time per week to Mandrin studies. Even with all the compromising the proposal was looked at as almost impossible for a tad of them, making some of some of the Chinese schools turn to become private high schools or Chinese high schools as they were called later on. During the 1960s and 70s this concept slowly turned under the lime light making many of the National Type schools reopen their independent high school branch. The numbers kept increasing to a point where the political situation made it difficult to set up additional independent Chinese high schools. There are 60 independent Chinese high schools in Malaysia, including Foon Yew High School which is the largest secondary school in Malaysia with over 7000 students. Foon Yew High School was the first school to object and decline the government’s proposal, as well as the first high school to have a branch campus (located in Kulai) National-type Secondary Schools are called Malaysian Independent Chinese Secondary Schools (MICSS) which came into being after the Education Act 1961, determined to use their mother tongue to preserve the Malaysian Chinese culture. In 1973, Dong Jiao Zong formed the MICSS Working Committee, to develop the examination and syllabus of the 60 Independent Schools in Malaysia. The â€Å"Unified Examination started in 1975 and has continued to be run every year since. (UCSCA, page 1) http://www. nst. com. my/latest/chua-to-meet-dpm-over-teacher-shortage-in-chinese-schools-1. 48918# http://www. teo-education. com/teophotos/albums/userpics/053_Early_Education_in_Malaysia. pdf http://malaysia-today. net/mtcolumns/from-around-the-blogs/34572-why-we-chose-chinese-school-for-our-children- http://educationmalaysia. blogspot. com/2005/06/national-vs-chinese-school-i. html How to cite Historical Background of Chinese Schools in Malaysia, Essay examples

What Is Drama Essay Example For Students

What Is Drama? Essay The question asked is what is drama? Can we truly define it? Is there a textbook definition of something that can be so personal? What is drama in relation to theatre? Why is drama so important? What are its uses, its aims? Some have said that drama develops self-esteem and encourages creativity and imagination. This is true, and will be demonstrated through examples from personal experiences. Usually the first thing that occurs in a drama class is that someone will ask for a definition of the word drama. Most of the class will look away, as if in deep thought praying that they are not called on, because they do not know the answer. At first glance, it seems a simple question, but as one begins to delve into the true nature of drama, the answer is not so cut and dry. We will write a custom essay on What Is Drama? specifically for you for only $16.38 $13.9/page Order now For some, drama is a type of television show, such as a hospital or lawyer show. For others, it is that section of the movie rental place where all chick flicks are. For still others, drama means Sophocles, Euripides, and Aeschylus. For teachers, drama means all and none of these things. A clear definition is needed in order to lead the students in various activities, and towards various goals. What good is it to have the students explore within themselves if the teacher does not know what the aim or direction of the exploration is? Many teachers claim that their purpose of drama is to develop the childs sense of self. This however is slightly vague. Most people in education strive for this in one way or another. Bettering the child in body mind and spirit is a general goal for teachers, so this idea is not particular to drama. So then, what exactly is drama?There is one school of thought that defines it as an expressive process which is best understood through the idea of symbolizat ion and its role in the discovery and communication of meaning(McGregor 24). This is an accurate definition, as it also goes on to explain that drama is multi-faceted and that he child gains experience through voice, language, the body as prime means of expression; and the associated media of light, sound and space(McGregor 24). I have had many opportunities to participate in dramatic activities, and to express myself in different ways. One such activity I engaged in was a dance drama while attending my final year of high school in Toledo. The song was entitled Forever Young and it was about growing up and growing old without knowing ones place in life, without ever being happy. The melody was almost regretful in tone, and the lyrics were pleading in nature. At this point in time, I was two months away from graduation, about to leave the place I had called home for five years. I was not yet ready to leave my youth and enter into the unknown world of university. I was afraid, relucta nt, and introspective, much like the protagonist of the song. Through dance, two other girls and I expressed our feelings on graduation. We used gentle movements; always aware of the softness of the angles our bodies were making. The arms were always curved, the head rolling into positions, as opposed to jerking. The lights were dimmed, with only a pale, white light focused on the center of the stage, giving it a bit of a glow. Since we had three characters, we decided to act out three stages in life: the child, the teenager, and the adult. The child was dancing in the center of the stage, playing with the light, dancing with imaginary friends, happy, carefree, oblivious to its surroundings, and interested only in the moment. The teenager was standing just beyond the light of childhood, attempting to interact with the child, but never actually crossing the light. She would circle around it, look inward with longing, then turn with her back to the light, facing adulthood with fear an d trepidation. She would take a few steps in one direction, then turn the other way, and take a few more steps, as if she were lost and confused, like in a maze. She could always see the child behind her, but not the adult in front of her. The teenagers movements were mostly turns, implying confusion, and constant changes of direction. The adult was seated on the edge of the stage, watching the action. She began as an observer, as if remembering her past, but as the dance continued, she would stand up, walk around a little, then sit back down again, making good use of levels, but never distracting from the main action. The adult was reminiscent; she watched and reacted to the other two as if reliving her time as a teenager and her apprehensions on growing up. We were expressing our fears and worries through body movements and non-verbal expressions. Each of us had the chance to play all three roles, so we could experience three different emotions. Switching around like that allowed us to see the issue from different points of view. After this experience, we all felt a little more at ease with the transition we were about to make and ourselves. By expressing our fears, we had overcome them. When developing ones self through drama, there are a number of things one can concentrate on. The first is the senses. By using all of ones senses, whether each by itself or all at once, one begins to explore themselves and ones surroundings in greater detail than ever before. One becomes more aware of the physical world, i.e. the sound of the wind through the grass, the taste of a hand, and this leads to being more socially aware in the future. The senses are heightened, allowing the individual to be more perceptive around others and therefore have better relations in the adult world. Another aspect one can concentrate on is body movement and non-verbal communication. We say so much about ourselves through body language. If we can learn to control each part of our bodies and the movements it may make, we can be more in control of our lives. How we use our bodies is what we are most judged on by others. If we are aware of what messages our bodies are sending we can manipulate these m essages. By performing such activities as mime, tableaux, and mirror imaging we can learn to restrain any unnecessary movement and to make the most minuscule action mean so much. Focus and concentration also plays a large part in drama. Each person involved in the group must not only focus on what he/she is doing but also on what the group as a whole is doing. It is only through focusing on the tack at hand that any dramatic activity may be completed. One must block out all outside stimuli and distraction and concentrate on what is required of them. The rhythmic skipping exercise required the class to skip in time to the music, to skip in time to each other and to follow the commands of the teacher at the same time. Personal feelings are not the only subject for drama. Drama can be used to introduce the student to a number of different topics, be it historical, political, scientific, or artistic. A variety of situations can be concocted, allowing the child to explore his actual soci al relationships at the real level, and an unlimited number of hypothetical roles and attitudes at the symbolic level(McGregor 24). By experimenting with various roles in society, the child becomes better prepared to face these challenges in the real world. As well, by allowing him/herself to experience things as a different personality and by letting the imagination grow free, the teacher is building up the childs confidence in him/herself and the validity of their own ideas and feelings. The child is now more perceptive to the needs and feelings of others, having portrayed many different types of people. This fits in nicely with Gavin Boltons definition of dramatic action as a tool for learning that rests in its capacity (1) to separate and objectify an event and (2) to break down established concepts and perceptions (142). .ub54c25f95f8cdf5ca10e18a635ef3412 , .ub54c25f95f8cdf5ca10e18a635ef3412 .postImageUrl , .ub54c25f95f8cdf5ca10e18a635ef3412 .centered-text-area { min-height: 80px; position: relative; } .ub54c25f95f8cdf5ca10e18a635ef3412 , .ub54c25f95f8cdf5ca10e18a635ef3412:hover , .ub54c25f95f8cdf5ca10e18a635ef3412:visited , .ub54c25f95f8cdf5ca10e18a635ef3412:active { border:0!important; } .ub54c25f95f8cdf5ca10e18a635ef3412 .clearfix:after { content: ""; display: table; clear: both; } .ub54c25f95f8cdf5ca10e18a635ef3412 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub54c25f95f8cdf5ca10e18a635ef3412:active , .ub54c25f95f8cdf5ca10e18a635ef3412:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub54c25f95f8cdf5ca10e18a635ef3412 .centered-text-area { width: 100%; position: relative ; } .ub54c25f95f8cdf5ca10e18a635ef3412 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub54c25f95f8cdf5ca10e18a635ef3412 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub54c25f95f8cdf5ca10e18a635ef3412 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub54c25f95f8cdf5ca10e18a635ef3412:hover .ctaButton { background-color: #34495E!important; } .ub54c25f95f8cdf5ca10e18a635ef3412 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub54c25f95f8cdf5ca10e18a635ef3412 .ub54c25f95f8cdf5ca10e18a635ef3412-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub54c25f95f8cdf5ca10e18a635ef3412:after { content: ""; display: block; clear: both; } READ: Biovail Corporation: Revenue Recognition and FOB Sales Accounting Background Sample EssayAt the beginning of the course, we performed a few activities that illustrated this point. By using all of our senses, or deliberating inhibiting one of them, we as individuals were able to break down pre-established ideas about our environment and our fellow classmates. The objective given to us was to observe your own hand using all seven senses, i.e. sight, sound, smell, taste, touch, beauty and humour. I had never before taken so much time to explore any part of myself. In the past, I had always considered my hands as small and wrinkly, in fact I find all hands revolting. To me, ha nds had always been the filthiest part of the body, as they consistently were exposed to all kinds of germs. My hands were especially ugly. I had crosshatched lines covering my palms. During this exercise, I stared intently at my hands for a good ten minutes, following the lines up and down the palm, taking detours on the smaller lines; it looked like the road map of a large metropolitan city. I took time to notice that my hands were soft and smooth, the pads of my fingers were fleshy, but the bones of my fingers were pronounced and stiff. I noticed the difference between the first joint of one finger I had broken and one that I had not. When I listened to my hand, it sounded like the ocean. It was then that I discovered that my hand was no longer a hand, but a seashell instead. All along, I thought that my hand was ugly and useless, but drama had helped me to overcome my prejudices to see that I truly had something beautiful. This also occurred when I had the opportunity to compare my hand with someone elses. We told each other the story of our hands, and I actually could see the tree and its leaves on her hand. We were using drama to learn more about each other and to correct any prejudices we may have had against the other. The other exercise we participated in also occurred near the beginning of the semester. One of each pair of students was blindfolded and the other had to lead them around the vicinity, exploring familiar territory in a different light. I led my partner to the reservoir to walk through the grass and to explore the stone walls along Elm. I had always considered the res to be a dangerous place; somewhere I should never walk through at night. This time however, while leading my partner under archways and along the bike path, I discovered things I had never seen before. In the alcoves, there were large stone columns and intricate spider webs as large as picture windows. We found a tiny ditch filled with beautifully coloured leaves running alo ngside the field. What was even more wonderful was that she was discovering all that I was, but without seeing them. When I took off her blindfold, she could not believe where she had just been. My turn was next to be blindfolded. My partner led me down Main Street to Elm through the long grass at the side of the road. We then walked along Elm, taking a detour through the slight embankment leading up to the apartment buildings. I felt a number of seemingly foreign objects, including a bubble-like structure which I later found out was a window, and some sweet smelling flowers. On a regular day, I would walk by this area at least four times and never before had I seen the things I had just explored with six of my senses. Drama had helped me to see my surroundings in a different light, in fact without seeing at all. What I had established previously as an ugly building with an overgrown lawn became a refuge for Mother Nature in the middle of an urban apartment complex. Drama had truly broken my preconceived notions to show something beautiful. Drama is a very strong force in my life; it has determined the course of my development as a child. It is unfortunate however, that drama has not always existed in the way we know it as today. Agreed, throughout history there has always been some form of dramatic expression, but drama as an educational tool is a fairly recent development. In the early 1950s, a man named Peter Slade wrote a book entitled Child Drama. The world was changing; peoples perceptions were changing. Children were finally seen as people who needed to be nurtured, directed, guided. Unfortunately, there were still some groups who felt that the traditional outlook (drama with an audience) was the way to go. Slade was advocating drama for personal development. He stated that he sees formal theatre as a final stage in a childs development(Bolton 22). Many traditionalists extrapolated from this statement that he was anti-theatre. He was not anti-theatre, h e merely felt that not all activities had to be performed; some were for self-exploration only. He wanted to turn away from the formalised styles designed to make all children sound like little adults and turn back to the natural direction that children wanted to take. Slade stood for personal circles and child-centred activity and individualisation. It was not until Dorothy Heathcote came along that the focus went back to the importance of the collective experience and in doing so brought again to the fore the possibility of group members becoming united in their shared response to dramatic symbols(Bolton 31). .u06af8c8a47d57d643d455ce4b8bb02db , .u06af8c8a47d57d643d455ce4b8bb02db .postImageUrl , .u06af8c8a47d57d643d455ce4b8bb02db .centered-text-area { min-height: 80px; position: relative; } .u06af8c8a47d57d643d455ce4b8bb02db , .u06af8c8a47d57d643d455ce4b8bb02db:hover , .u06af8c8a47d57d643d455ce4b8bb02db:visited , .u06af8c8a47d57d643d455ce4b8bb02db:active { border:0!important; } .u06af8c8a47d57d643d455ce4b8bb02db .clearfix:after { content: ""; display: table; clear: both; } .u06af8c8a47d57d643d455ce4b8bb02db { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u06af8c8a47d57d643d455ce4b8bb02db:active , .u06af8c8a47d57d643d455ce4b8bb02db:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u06af8c8a47d57d643d455ce4b8bb02db .centered-text-area { width: 100%; position: relative ; } .u06af8c8a47d57d643d455ce4b8bb02db .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u06af8c8a47d57d643d455ce4b8bb02db .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u06af8c8a47d57d643d455ce4b8bb02db .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u06af8c8a47d57d643d455ce4b8bb02db:hover .ctaButton { background-color: #34495E!important; } .u06af8c8a47d57d643d455ce4b8bb02db .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u06af8c8a47d57d643d455ce4b8bb02db .u06af8c8a47d57d643d455ce4b8bb02db-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u06af8c8a47d57d643d455ce4b8bb02db:after { content: ""; display: block; clear: both; } READ: Information Technology EssayDorothy Heathcote concentrated on the material objects that the drama was based on. She took a scientific approach; to her the material objects of the world provide the common source of the scientists view of knowledge (Bolton 59). Content is very important to her; the action must be focused on some topic or object. The child will be aware of the object and by examining and exploring it, he/she will celebrate it. Brian Way, another celebrated dramatist, has a different view of drama and development from Dorothy Heathcote. He is very close associate of Peter Slade, and hence their styles are similar. Way tried to educate teachers to understand th at children were capable of more than just clowning around on a stage. They could reach into themselves and explore feelings such as sorrow and pain. There are four things that Brian Way concentrated on: (1) the individual, (2) exercises, (3) expanding horizons of what may be included in a drama lesson and (4) intuition. Some teachers who felt as if they had to train each child by itself and who subsequently ignored the group unfortunately misconstrued his work on the importance of the individual. Way included in his books a number of exercises that teachers could use as a starting point for their classes. These exercises consisted of instructions that the teacher would continually give to the students which put the teacher almost entirely in control, it also invites a particular kind of mental disposition from the participants(Bolton 48). He also strove to include a number of topics into creative drama, in order to teach the children about as many aspects of life as possible. He in corporates all these ideas into one phrase, his definition of the function of drama: the enquirer to moments of direct experience, transcending mere knowledge, enriching the imagination, possibly touching the heart and soul as well as the mind(Way 1). I believe that Ways definition of drama is the one I most agree with. For me, drama has always allowed me to become characters that I would never play in real life. Play-acting has made me more creative; I can use my imagination to its full potential, as I no longer feel threatened by an audience. I have always found play-acting and other creative drama exercises to be therapeutic whenever I was distressed. By interacting with others in the group I have developed an appreciation for the mind and for the spirit. My view of society has changed; each one of us has a place in it, and it is up to the individual to define that place, however it is the duty of the group to adapt to each individual. This is the only way to lead a successful and happy life outside of the classroom, in the real world. BibliographyBolton, Gavin. Drama as Education: An argument for placing Drama at the centre of the curriculum. London: Longman Group Limited, 1984. McGregor, Lynn, Maggie Tate, and Ken Robinson. Learning Through Drama. London: Heinemann Educational Books Ltd., 1977. Slade, Peter. Child Drama. London: University of London Press Ltd., 1954Way, Brian. Development Through Drama. London: Longman Group Limited, 1967.

Strategic Management †An Essential Tool

Strategic Management – An Essential Tool Free Online Research Papers Strategic Management is an essential tool employed by the senior management or leadership of a firm. It is an ongoing and complex process and hence, a dynamic one, where a firm’s management and leadership should be prepared to constantly adapt to competition and markets, reorganizing and retooling their organizations over time to meet set goals and objectives. Strategic Management is critical to ensuring any firm’s long term survival. It would analyze and evaluate the present and intended status of an organization; formulating varying strategies at differing organizational levels to meet those survival needs. This essay would highlight the various key areas and concepts, which comprise Strategic Management, defining what it is and how it can be used by an organization to ensure its future success. Strategic Management Strategy can be understood to be a science and an art, whereby one would attempt to execute well prepared and calculated plans, in an effort to accomplish given executive goals. This may be done through the use of various tactics, procedures, plans, decisions and measures. In addition, these strategies would serve to provide the organization with a desired competitive advantage. Management, on the other hand, may be defined as the process of effectively achieving organizational goals through Planning, Organizing, Leading and Controlling. Combining these two components together, one understands Strategic Management to mean, an ongoing and complex process of formulating an organization’s mid to long term goals and implementing the necessary strategies through management in order to realize them. Simply put, it’s the charting and directing of the future for an organization, ensuring its longevity and profitability within the aggressive business environment. Strategic Management would also been seen as the process of Crafting, Implementing and Execution of an organization’s strategies. This process would comprise five simple stages: The Development of a Vision and Mission. The Setting of Goals and Objectives. The Crafting Of Strategies. The Implementation and Execution of Planned Strategies. The Evaluation of Implemented Strategies. Vision and Mission Development Development of a Mission should be important to any organization. Mission statements would define an organization’s key values, beliefs, identity and purpose. It would reflect upon and answer such questions as what business do we want to be in, what customer needs are to be satisfied and what capabilities are to be developed. The Vision for an organization is a description of its desired future and operational state. The Vision would take into consideration future opportunities and changing conditions, essentially becoming a roadmap by which strategic decisions are crafted. For example, Eastman Kodak’s Vision is, â€Å"To become the world’s best in chemical and electronic imaging†; and Avis Rent-a-car’s Mission, â€Å"Our Business is renting cars. Our mission is total customer satisfaction.† Setting Goals Objectives The setting of Goals and Objectives transform the Mission and Vision into performance targets and serve to ensure commitment to the desired results. This in turn, can be used to create benchmarks by which the monitoring and tracking of performance and progress can be conducted. These goals should be quantifiable in nature. In defining goals and objectives, the following Criteria should be considered; Specific – where they are clearly and precisely expressed. Measurable – where tangible and assessable outcomes are produced. Agreed Upon – where those responsible for achieving the goals, have. Realistic – where they should be attainable. Timely – where they possess definitive start and completion dates. Crafting Strategy There are several questions which management should ask, necessary for the crafting of strategies. These questions include, how are we to succeed in the future? Are we going to delve into new and diversified markets? How are we to achieve a greater market share? And what values are we to build and develop upon. The strategies crafted at this point would guide the organizations on how these questions are to be answered, and as such, how the Mission and Vision are to be accomplished and pursued. There are essentially many types of Strategy, though only two will be highlighted. Firstly, a Planned Strategy, where management would prepare prospective game plans. Those plans chart the way forward, and the execution of actions necessary for constructing and maintaining a competitive advantage, ultimately attaining the successful business position. However, with time this Planned Strategy must react and respond to emerging business opportunities and conditions, therefore management would add new strategies and remove old ones. This is an Adaptive or Emergent Strategy. Examples of such conditions would include new competitive developments, technological advancements, developments, mergers and acquisitions within the industry, consumer trends and also prevailing economic and future conditions. Also, strategies are crafted at differing levels within the organization. In aiding with crafting, a situational analysis would be conducted. This is commonly known as a SWOT analysis, which looks at and evaluate the factors which would affect the organization’s competitive advantage and performance. Such as, The organization’s internal characteristic Strengths and Weaknesses, which serve to aid or retard internal organizational success. The business environment’s lucrative opportunity and imminent Threats, which serve to provide prospects for external organizational success or only serve to prevent it. The levels at which the Strategies are crafted would be the Corporate, Business and Functional. Corporate Level Strategies look at the organization in a holistic manner; and would include such actions as new business acquisitions, portfolio diversification, the synergy of business elements into one competitive force and ensuring priorities which promote the most successful business position. An example would be Cisco Systems, which purchased 71 companies between 1993 and 2000 to bolster its core competencies, and make it a foremost seller of IT products and solutions. Business Level Strategies look at the organization on a per unit basis. These strategies would define the competitive edge of the organization, unite its functions and also address any internal problems. Wal-Mart launched years ago an e-commerce site, where customers would make online purchases; and in so doing, further capitalized on its market share. Several of its competitors have also tried to keep up, launching similar services. Functional Level Strategies look at the functional departments within the organization and how they can be used to support and reinforce the Business Level Strategy. In 2005, the Dell Corporation sought to have a Dell computer in every home and business in America. To date, Dell has offered quality and affordable home and business computing solutions through very aggressive marketing, production, product development and customer support. This action has brought the company very close to the realization of its vision. The Implementation and Execution of Strategy This is the most complex and driven part of the Strategic Management Process. The Implementation stage of the process covers how management would put into action its organizational tools and resources, in a timely, efficient and effective manner, in order to achieve its goals and objectives. It can be shown to be done through the following. Leadership is the most critical area of Implementation. It would involve the influencing of others to agree upon and accomplish goals; generally through persuasion, motivation, a sense of involvement and purpose, understanding and culture-changing. Structure may be defined as follows†¦ â€Å"Organization structure is defined as (1) the set of formal tasks assigned to individuals and departments, (2) formal reporting relationships, including lines of authority, decision responsibility, hierarchal levels, spans of managers’ control and (3), design of systems to ensure effective coordination of employees across departments.† 1 Human Resources would cover all employees, their relative development, environments, conditioning, training, and employment status. Information and Control Systems would include information technology systems, information systems, policies and procedures, budgets, incentives and pay packages – all things necessary for ensuring success of other factors. Evaluation of Strategy Over time, management would have to monitor and evaluate the performance and progress of the organization, ensuring that it’s meeting its targeted goals. As mentioned previously, business and internal environments change with time, and management must ensure that its targets are being met effectively and on time. It may be found that the emergence and evaluation of new and existing conditions, strategies will have to be altered, redefined and improved upon to ensure Visions and Missions are held true. Organizations would need to make policy and budgetary changes, revise or modernize work processes and ethics, as well as improve financial reward systems and working conditions, hence, taking some remedial or corrective action. This would ensure that the organization stays on track for success. Conclusion Previous reading has shown that Strategic Management is indeed critical to an organization’s success, affecting every level and aspect of the organization. It is a cycle of events that take place over the lifetime of the organization, where CEO’s and Directors make long term decisions about their organizations; leaving the job of ensuring that the organization achieves its given goals and objectives to management. Ultimately, this would ensure the organization’s profitability to shareholders and investors, viability in given markets and survivability in the future and most importantly a sustained competitive advantage. References 1. Daft, R L (2003) â€Å"Management† – Sixth Edition. Ohio, USA: Thomson Learning South Western (p) 313. Online Resources 1. Wikipedia.com – The Free Online Encyclopedia. http://en.wikipedia.org/wiki/Strategic_management (23rd October, 2005) References 1. Daft, R L (2003) â€Å"Management† – Sixth Edition. Ohio, USA: Thomson Learning South Western. 2. Daft, R L (2004) â€Å"Organization Theory And Design† – Eight Edition. Ohio, USA: Thomson Learning South Western. 3. De Kluyver, C (2000) â€Å"Strategic Thinking – An Executive Perspective†: Prentice Hall 4. Hannagan, T (2005) â€Å"Management Concepts Practices† – Fourth Edition: Prentice Hall 5. Thompson And Strickland (1999) â€Å"Strategic Management: Concepts And Cases† – Eleventh Edition: Mc Graw-Hill Research Papers on Strategic Management - An Essential ToolThe Project Managment Office SystemOpen Architechture a white paperIncorporating Risk and Uncertainty Factor in CapitalAnalysis of Ebay Expanding into AsiaBionic Assembly System: A New Concept of SelfDefinition of Export QuotasResearch Process Part OneMarketing of Lifeboy Soap A Unilever ProductInfluences of Socio-Economic Status of Married MalesPETSTEL analysis of India

How Many Students Prep for the ACT

How Many Students Prep for the ACT SAT / ACT Prep Online Guides and Tips If you’re currently preparing for the ACT, you might be wondering how many other students are in the same boat. As you may have expected, you’re not alone - there are a lot of students out there who are trying to prepare for the ACT. In this post, I’ll go over exactly how many students take the ACT, before talking about the different methods of prep that these students use. How Many Students Take the ACT? The ACT is a very popular test with high school students. Over the past few years, it’s grown even more popular than the seemingly ubiquitous SAT. In 2015, more than 1.92 million students took the ACT, compared to about 1.7 million students who took the SAT. In total, about 59% of graduating seniors took the ACT this past year. The average score for these 1.92 million students? A composite score of 20. How Do Students Prepare for the ACT? Unfortunately, there aren’t any exit poll results available that illuminate how, exactly, students prepare for the test. We do know that there are a few different strategies students take in order to study for the ACT. Here, I'll go overthe major types of ACT prep that students use before talking a bit about their pros and cons. Independent Study Some students may prepare for the ACT independently if they don't have a lot of financial resources available to pay for more expensive methods. Independent study may also be effective for studentswho prefer working alone or who are self-motivated and disciplined. If you are up to the challenge of tackling ACT prep on your own, there are a lot of resources out there for you. There are a couple of key goals you should keep in mind. First, stick to a schedule. If you’re not accountable to anyone but yourself, it’s easy to fall behind in your work. No matter how good your intentions are when you start, you won’t prep to the best of your ability if you don’t give yourself enough time to prepare. For more info on setting a study timeline, read our 6-step guide to figuring out how long you should study for the ACT. Second, use the right materials. One of the hardest parts of studying effectively on your own is sifting through materials to figure out what’s useful and what isn’t. If you spend all of your energy preparing for the ACT, but you use materials that don’t help you learn to do well on the test, you’re unfortunately wasting your time. Start by checking out these top 10 recommended test books and complete official ACT practice tests. Private Tutor You might seek out a private tutor if you have large gaps in knowledge ortrouble with importanttest concepts. Independent tutors can give personalized, customized instruction on difficult ACT concepts and strategies. Meeting with a tutor can also help keep you on track as you prepare. Tutors can also be pretty expensive, and it’s hard to know ahead of time how effective they’ll be. I’d encourage you to read this guide to figure out whether it would be better to get a tutor or work independently. If you’ve pretty much decided on getting a tutor, learn more about how much they cost and what they actually do to help you prepare. Tutoring: very effective at its best, a waste of resources at its worst. In-Person ACT Prep Course In-person prep courses have set curriculums that help keep you accountable when it comes to sticking to a study plan. These may be good options for students who are pretty unfamiliar with the ACT and need a crash course to get familiar with the test. There are a few drawbacks to in-person courses, however. First, they're not customized to each student - you might be using your time inefficiently by reviewing things you don’t need to review, or not spending enough time on concepts you need more help with. Second, they focus more on test familiarity and strategy than on content, which is a drawback if you have weak content areas. Finally, they can be very expensive (depending, of course, on the program that you select). Online ACT Prep Course Students who want the flexible benefits of working independently + the added support of a study regimen may find what they're looking for with an online ACT prep course. There are a lot of different online prep options out there, all with different approaches, strengths, and weaknesses. In general, though, online courses have several things in common with each other: they make iteasier to set a study plan and stay on track, and theyprovide study contentwhich means you don’t have to dig around for it yourself. Ultimately, online courses will vary widely when it comes to quality and cost. It’s easy to make the same mistakes with these online prep courses that you may make with independent study - mainly, using ineffective materials or studying inefficiently. A good online course often comes with the benefits of independent work + in-person courses. What's the Best Way to Prepare for the ACT? This is the million dollar question, right? What’s the best way to make sure that you do as well as possible on the ACT? As you may have guessed after reading through the last section of this article, the answer will really depend on your own strengths, weaknesses, and goals. The most effective way to find a great ACT prep method may take some trial and error, but here are some starting points to get you on the right track: If you’re very self-motivated, generally pretty good at sticking to a schedule, and prefer working alone, independent study may be a good fit for you. If you perform better when you work one-on-one with an instructor, or you’re pretty frustrated with some core content and/or strategy areas, a private tutor might serve you well. If you’re looking for a true crash course on the ACT and like the idea of regular class meeting times, you might want to check out an in-person ACT prep course. If you need a little push to stick to a study plan, prefer flexibility in your prep work, and don’t want the hassle of finding your own prep materials, you should look into an online ACT prep course. The good news is that you can mix and match the above strategies to fit your specific needs. Maybe you want a short in-person crash course on the ACT before settling into independent study or an online prep course. Perhaps you supplement your primary study method with a few hours of work with a private tutor, just to get instruction on a difficult topic. Ultimately, there’s no one â€Å"best† method when it comes to preparing for the ACT - there’s only the method that’s best for you. Keep in mind that the best method might be a combination of some of the strategies listed above! To get more detailed infoon the pros and cons of different study methods, you should definitely check out our guide on the secret truths of ACT prep strategies. What's Next? Preparing for the ACT tends to be most effective when you give yourself plenty of time before the test, but perhaps you're working on a slightly tighter timeline. Not to worry - you can still get some good prep in! Check out these last-minute ACT prep programs, last-minute ACT tips, and last-minute ACT strategy guides. Maybe you have tons of time to prepare and want to get your score as high as possible. If this is the case, read our guide on how to get a perfect ACT score. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Francesca Fulciniti About the Author Francesca graduated magna cum laude from Harvard and scored in the 99th percentile on the SATs. She's worked with many students on SAT prep and college counseling, and loves helping students capitalize on their strengths. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Market Orientation Essay Example | Topics and Well Written Essays - 750 words

Market Orientation - Essay Example In such cases, marketing and advertising should be based on strategy different from the traditional approach (Mullins & Walker, 2010). Considering the case of funeral services, a business proposition that has gained widespread acceptance worldwide, still seems to be a taboo when it comes to marketing and advertising. Although human beings acknowledge the fact that death is inevitable, no one would eagerly wait or plan for it in advance, or even think about death. The Federal Trade Commission (2004) defines funeral services as services used to care for and prepare bodies for burial, cremation, or other final disposition; and, services used to arrange, supervise, or conduct the funeral ceremony or final disposition of human remains (Complying with the funeral rule, 2004; p.2). Without marketing the services, organizations providing these services will not be able to survive. However, marketing and advertising these services is very difficult as it might seem offensive to the general pu blic. Moreover, in this business, services are sought only when the need arises. The need is accompanied by many other deeper emotions, which could potentially suppress the buyers’ choice of company. This would again mean loss for the firms that are unable to spread awareness of their existence in the appropriate manner. In marketing sphere, advertising such products/services are commonly referred to as controversial advertising as they deal with socially sensitive issues. Such services have legal restrictions on advertising and portrayal. Waller (1999) points out that these products are faced with reasons related to delicacy, decency, morality, or even fear of distaste, disgust, offence, or outrage when mentioned or openly presented (p.289). In spite of these challenges, such services can be sold by adopting distant approaches. Advertising about provision of funeral services can be done through brochures, banners, posters, audio etc. Although it is good idea to make these ad vertisements impersonal or rather only information providing medium, it would be a better idea to make points that touch human emotions in the right manner. These advertisements must be more empathetic than sympathetic. In this sense, cognitive positioning that addresses the problems or solutions of the situation in which these services may be needed would give an empathetic perspective. To market about funeral services, the business owners cannot expect potential customers to walk up to them or start looking out for one. Hence, it becomes the onus of the business personnel to reach out to people where they can find potential for usage of their services. These could be hospice care centers, rehabilitation centers, florists, home for the elderly etc. When marketing or selling funeral services, it is important to establish a position as trusted partner who can assist the clients in the right manner in time of great need. By providing free information, funeral services can at least spr ead the awareness of their presence and their services which can be used when the need arises. The way this information is spread makes a lot of difference to the business. For example, when spreading information through brochures, video, audio etc, it is important to emphasize the name, logo, brad of the company and keep the information related to service more subtle in order to avoid sending out messages that might offend the public.

Carminal justice Essay Example | Topics and Well Written Essays - 1250 words

Carminal justice - Essay Example Therefore with the proper implementation and monitoring in place, we can project similar successes. Federal Bureau of Investigation figures on persons under 18 years of age arrested in the United States reflect a marginal (13%) decline from 1998 to 2002. Additionally in the 33 indices which are used to categorize criminal activity, the FBI figures reflect an appreciable decline in 27 indices, an increase in 5 areas and zero change in only one indices. The per capita crime rate for persons under 18 years of age in the United States decreased by 1% from 1998 to 2002.1 Albeit we have not yet turned the corner in ameliorating juvenile crime; these numbers represent light at the end of a long dark tunnel. For instance, on a national level From 1988 to 1992, the number of juveniles involved in aggravated assault increased 80 per cent to 77,900; the number involved in robberies went up 52 percent to 32,900, and the number involved in rapes rose 27 per cent.2 In the FBI figures presented in this proposal covering the period from 1998 – 2002, aggravated assault declined to 61,600 in 2002, or 21% since 1992. Also robberies declined to 24,500 in 2002, or25% from 1992. Although we are witnessing a downturn in the aggregate numbers, now is not the time to become complacent or satisfied with this trend. Of the 2, 261,000 arrests in 2002, 92,160 were violent crimes, of which 1,360 were murders, 4,720 were forcible rapes and 61,600 were aggravated assault.3 Crime has seriously affected teenagers’ lives, especially those who live in neighborhoods seriously hurt by crime, drugs and gangs. The effects are insidious and long-standing. Reports of juvenile crime dropping are of little consequence in light of the coming demographic surge of juveniles in their crime prone years from dysfunctional families. â€Å"How to deal with the Youth Crime Wave,† is an article written by professor dysfunctional families are committing murder,

Devaluation and Economic Recovery During the 1930s.

Devaluation and Economic Recovery During the 1930s. a) Evaluate the evidence of the relationship between devaluation and economic recovery during the 1930s. b) Evaluate the mechanisms by which devaluation had an impact on economic recovery during the 1930s. Although a wide range of uncoordinated policies were implemented in the 1930s, including devaluation, it is possible to classify the major trading nations into different trade policy regimes (Kitson and Solomou, 1990): the sterling bloc that devalued with or soon after Britain and linked their currencies to sterling; other countries which also devalued either early (before 1932) or later (1932 and after); the exchange control group, that was reluctant to devalue for fear of inflation; and the gold bloc countries which remained, at least in the short term, committed to the system. During the 1929-32 depression, world output declined by more than 6% per annum. The sterling bloc exhibited the mildest contraction, with GDP falling by an annual rate of less than 2% per annum, and just 0.5% if Canada is excluded from the sample (Canada was particularly adversely affected by its large agricultural sector and its links with the United States). This suggests that devaluation policies may have helped to mitigate the adverse effects of the depression. Leaving gold provided less help for the other devaluers group although there is evidence that those who devalued early experienced a milder depression than those who delayed and devalued late. Thus, the timing of the policy response was important. The positive relationship between devaluation and the economic recovery in the 1930s is depicted in specific countries and some groups of countries. Eichengreen and Sachs (1985), claim that devaluation benefitted initiating countries, and Bernanke and James (1991) demonstrate a strong link between deflation, depression and adherence to gold in their analysis of 24 countries. Shibamoto and Shizume (2014) find that exchange rate shocks independently had strong influences on the real economy in Japan. Their historical decomposition demonstrates that the exchange rate contributed to production growth after Japan left Gold in December 1931. However, a limitation is that their results may contain measurement error because their effective exchange rate is constructed using 1917 weights. On the other hand, Reinhart and Reinhart (2009) argue against the hypothesis of a positive relationship between devaluation and the economic recovery in the 1930s. They find that their timing variable is insignificant and the date of exit from gold does not help to explain the depth or duration of the downturn when examining 37 countries. However, a limitation is that their results posits having a large number of countries does not necessarily improve the reliability of results. Other literature argues that national heterogeneity played an imperative role in determining the relationship between devaluation and recovery. Later when Reinhart and Reinhart repeated Eichengreens 14 country 1929-37 analysis but using real GDP per capita rather than Industrial production as a proxy for growth, they found significant results supporting a positive relationship between devaluation and the economic recovery during the 1930s. It can be affirmed that devaluation was a beggar-thy-neighbour policy, in which one country attempts to remedy its economic problems by means that tend to worsen the economic problems of other countries, and thus explains why we see the relationship between devaluation and recovery vary for different groups of countries. For the period of recovery, from 1932-37, most countries exhibited reasonable cyclical growth. The exception was the gold bloc countries. Constrained by their commitment to their exchange rate parities they had to adopt tight monetary and fiscal policies to maintain internal and external balance. Thus although output was depressed, the French government in the early 1930s adopted contractionary fiscal policies to prevent destabilising exchange rate speculation. Reinhart and Reinhart (2009) states that the benefits of competitive devaluation went to the first movers and for those that devalued later it merely allowed for catch-up for lost competitiveness. It can be seen that US monetary policy was hampered by beggar-thy-neighbour problems as almost all devaluations relative to gold produced an appreciation relative to the dollar. A simple comparison of growth performance during recovery can be misleading, as it will include both a cyclical component (the automatic recovery from a deep depression) and policy induced effects. An alternative is to examine inter-period, peak to peak growth performance. Looking at the change in the annual rate of growth of GDP during 1929-37 relative to 1924-29, the results for the world economy indicate a retardation of the growth path. This is consistent with other findings that the shock of the Great Depression had persistent effects on the level of output. The performance of the different policy regimes, however, provides important contrasts. The countries that devalued, particularly those that devalued early, experienced only a small (or zero) fall in trend growth. Those countries that had the limited benefits of exchange controls experienced a deterioration in annual growth of 3.3%. The poorest performing group was the gold bloc, which had little flexibility to initiate poli cies for domestic recovery. Further evidence of the striking contrasts in performance of different policy regimes is shown in figures for annual growth of industrial production. These indicate that those countries which devalued, and to a lesser extent those that introduced exchange controls, had a milder industrial depression, faster recovery and a better inter-period growth performance. Evidence on the unemployment performance of the different policy regimes shows that the high unemployment that developed during the depression persisted throughout the period of recovery. Only for the sterling bloc was there any fall in the unemployment rate; for the other regimes unemployment increased during 1933-37. In part this reflects employment lagging output, plus changing activity rates and demographic shifts. But it is also evidence of the persistent effects of the Great Depression, the long-term unemployed having difficulty re-entering the labour market. As always, there are some authors (Beenstock et al, 1984) who argue that it was wage movements that accounted for the cyclical fluctuations in output, both for the Great Depression and subsequent recovery. It is true that real wages (adjusted for price changes) did move counter-cyclically over the 1929-37 cycle in Britain rising relative to trend during the recovery but the causes of the output fluctuations lay elsewhere, and the timing of the wage fluctuations do not actually fit the claim that recession was caused by wage rises and recovery caused by wage cuts. We have shown elsewhere (Michie, 1987) that this wage-output correlation itself does not, in any case, hold outside those particular years a finding which reinforces the argument that the output and wage series are independently generated, with output influenced crucially by the level of demand for output and wages by factors such as productivity levels and bargaining strength. Growth and improved economic performance during the 1930s was dependent on countries untying themselves from strictures of the gold standard and adopting independent policies, with different exchange rate regimes created and with some countries also reaping the advantages of increased protectionism and fiscal expansion. What is apparent, however, is that the cooperative regime failed and uncoordinated policies were a vast improvement. Almunia et al (2010) finds large defence spending multipliers of 2.5 on impact and 1.2 after the initial year. These demonstrate the large potential impact fiscal spending could have on the economy. Moreover, in Japan real gross national expenditure rose by 45% 1931-36 alongside which the economy approached full employment. However, Almunias findings have limitations as multipliers reduce to 0.43 on impact and 0.13 when total government spending is used instead of defence spending. The absolute size of fiscal expenditure in countries was actually relati vely small and thus despite potentially large multipliers, was unable to drive the economic recovery in the 1930s. The use of uncoordinated policies may have led to some resource misallocation effects. The overriding impact, however, was positive as independent policies overcame the deflationary bias of the gold standard and led to increased resource mobilisation. Despite these economic gains some commentators persist in identifying the 1930s as a period of economic nationalism which helped to usher in totalitarian and fiscal political regimes. This is a complete misreading of history. The rise of racism and fascism in the 1920s and 1930s was fuelled by mass unemployment and the destructive economic policies imposed on Germany at Versailles and on the rest of the world by the gold standard. Keynes had warned as much in The Economic Consequences of the Peace (1919) and The Economic Consequences of Mr Churchill (1925), but to no avail. Currency stability was of greatest importance. Devaluation can have beneficial impacts through a number of mechanisms. First, it can directly alleviate the balance of payments constraint on growth. Shifts in relative prices and improved competitiveness can raise exports and depress imports. The conventional account of this process is that it is a beggar-my-neighbour policy (Healey and Levine, 1992), as the improvement in trade performance is reflected in an improving trade balance for the initiating country and a deteriorating trade balance for trading partners. This account, however, ignores the effects of an independently pursued trade policy on the level of economic activity. Increasing exports and reducing the propensity to import will raise the level of demand in the domestic economy. With unemployment and excess capacity, such a policy initiative will raise output and employment as well as leading to an income-induced increase in imports, so that there need be no change in the actual trade balance. Indeed, this is precisely the reason why, although Britain devalued and adopted widespread protectionism in 1931, the current account deficits persisted throughout the 1930s. If countries get locked into a pattern of trade which constrains domestic expansion, an active and independent trade policy provides one means of overcoming the problem without necessarily affecting adversely other trading partners. Empirical support for this mechanism is found in Eichengreen and Sachs (1985) where they found that countries who devalued were successful in raising their Tobins Q. However, there is a limitation, Tobins Q represents the incentive to invest as opposed to actual investment, hence this does not actually tell us if investment had a real effect on the economic recovery. Nevertheless, increased investment demand which resulted from devaluation is likely to have had significant effects on economic recovery. The second benefit of devaluation is that it removes the exchange rate constraint on domestic policy, encouraging expansionist policies. In particular, monetary policy can be relaxed and therefore interest rates can be determined by domestic economic conditions rather than by the need to maintain the exchange rate or by the need to prevent excessive loss of reserves. For instance, Britains suspension of the gold standard allowed the government to pursue a more expansionist policy after 1932. This cheap money policy has been identified as a permissive policy for economic revival, especially important in stimulating a housing boom. Conversely, the reason that the British Governments claims on September 16, 1992 (that it would remain in the ERM by raising interest rates as far as was necessary) lacked credibility was that raising interest rates by 5% in one day in the midst of the longest economic recession for 60 years was not believed to be a feasible policy option. Eichengreen and Sa chs (1985) explore a more general model and depict that devaluation might give rise to interest rate differentials among countries, creating not only the expenditure-increasing effect but also an expenditure-switching effect. Due to data limitations in the 1930s it is hard to draw strong inferences regarding the impact of devaluation on interest rates. Eichengreen and Sachs (1985) do however find a positive relationship between exchange rates of countries and changes in the CB discount rate. Support for this is provided by Almunia (2010) who finds that countries abandoning Gold were quicker to cut interest rates in response to the slump. However, Eichengreen and Sachs (1985) find that the CB discount rate does not reflect market conditions. Therefore, devaluation is likely to have reduced interest rates in devaluing countries boosting investment and spending. The positive effect of devaluation on export growth is likely to have given a positive short term gain effect to economic recovery. Bernanke and James (1991) find large and statistically significant results on output growth for real export growth. Shibamoto et al (2014) argue that anticipated devaluation generated expansionary expectational effects in Japan. However, their use of railway traffic is a very poor proxy for GDP and thus their results are unreliable given that they are generated from poor quality data. Instead, we support the thesis that expectational effects were seen with a lag of 1 to 2 year as it took time for people to learn the effects of devaluation. Hence, in the US we can explain the lack of a lag in expectational effects as US agents had learnt from the European experience of devaluation. Thus, there is support for an expectational mechanism through which devaluation impacted on economic recovery but with a 1 to 2 year lag. Devaluation and the accompanying intro duction of other expansionist policies also led to a third, less mechanistic, benefit. Under the prevailing world conditions of uncertainty and monetary and financial turbulence, the reorientation of policy towards the domestic economy improved business confidence. The prospect of a stable and growing economy encourages home producers to increase, or at least bring forward, investment and expand production.

Different types of farming Essay

Farming has contributed to communities by being a source of income and food. As stated in the Oxford Dictionary â€Å"farming is the activity or business of growing crops and raising livestock.† Different communities use different types of farming to suit their way of living. They either use commercial or subsistence farming. Commercial farming is farming that is done by companies and raising of crops and livestock for sale in outside markets. Subsistence farming is self-sufficiency farming which means farmers focus on growing enough food to feed their families. Farming has been depended on to sustain a good economy in many societies. The term economy is defined as â€Å"the wealth and resources of a country or region, especially in terms of the production and consumption of goods and services,† in the Oxford Dictionary. There are three types of economies planned economy, mixed economy and free economy, and in The Bahamas the mixed economy is practiced. A mixed economy is an economic system that includes a mixture of capitalism and socialism. This type of economic system that includes a combination of private economic freedom and centralized economic planning and government regulation. The Bahamas is heavily dependent on the tourism, banking and construction industries. The Bahamas is mainly dependent on tourism but the tourism rates have and are declining. Tourism is the practice of traveling for recreation for business and leisure purposes. There are many different jobs that are in the tourism industry. Some are construction workers, hotel managers and other positions that are available and taxi drivers. Since the recession is global less people have travelled and visitor arrivals have fallen. This has forced businesses to close and as a result people have lost their jobs. The tourism industry has provided work for half of the Bahamian workforce. With contributions from other industries such as farming the effects of this recession can be minimized. Contribution means the act of giving in common with others for a common purpose. If the farming industry is used then less jobs will be lost and more jobs will be provided, and decrease our dependence on imported foods. One contribution that farming can make is creating jabs. Jobs in the country are important because it provides the necessary items for families. A Job is â€Å"to carry on public business for private gain,† according to the Webster dictionary. Jobs provide money to circulate around the country to improve the country and to help with the welfare of families in the country.

The Policy Analysis, The Design And Implementation Of...

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Essay on Religion in a Multicultural World - 1291 Words

Religion In a multicultural world where language, traditions and culture differ from country to country there is one thing that may be deemed to be true and this is that religion is the centre point for most of them. So then what exactly is religion? And how can you define it? In this paper I will be analysing and considering the different definitions that have been proposed by Victoria S. Harrison in her article â€Å"The pragmatics of defining religion in a multi-cultural world† and what I consider to be the most applicable definition of religion to date, though there may not be one. Firstly before we can analyse a text we must first understand what the author or publisher of that particular text is trying to bring forward. 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