`Examine the role in the witches in “Macbeth” Essay

In Shakespearian England witches were said to be in league with the devil. Shakespearian audience believed that witches were always up to no good and people thought they were wicked and devious. Old, Single or widowed women (who often kept pets for a companion) were often blamed as being witches and their pets were kept as servants. In those times people blamed any unexplained happenings such as bad weather, gone off food, deadly diseases, deaths of livestock and even murders. Despite this people were still fascinated by witchcraft they went to see horrifying plays just like we in modern days go to the cinema to watch horror films. Shakespeare wrote a play about witches to please King James 1, he was on the throne at the time when the play was written. King James wrote a book about witchcraft called Demonology because he was fascinated about witchcraft. Shakespeare knew he would win the king over by making a play like this. The witches were only in 3 scenes in Macbeth but they influence the atmosphere across the whole play. In the opening scene the audience would be thrilled because the witches created a theatrical atmosphere. The atmosphere was very negative because there was terrible weather â€Å"thunder and lightning† this would make the scene very frightening because of the loud noises of the lightning. The witches speak in riddles this unnerves the audience by their chants and riddles for example†fair is foul and foul is fair hover through the fog and filthy air†. The audience would find Macbeth is daunting because of the eerie atmospheres of the scenes and the spooky witches. At the beginning of act 1 scene 3 the three witches are talking about the things they have done to other people. Shakespeare does this because he shows what the witches are capable of. â€Å"I will drain him dry as hay† the first witch said this because she wanted to show what she could do. The three witches meet Macbeth and Banquo â€Å"upon the heath†. Meanwhile the witches predict that Macbeth and Banquo’ sons will be kings in the future. They say two facts that Macbeth is going to be thane of Cawdor and thane of Glamis. The witches do not tell Banquo or Macbeth what to do. Macbeth thought that it’s because the witches predict he is going to be thane of Cawdor. â€Å"Do you not hope that your children shall be kings, when these that gave the thane of Cawdor to me promised no less to them?† This shows that Macbeth trusts the witches by everything they predicted and he thinks that the witches gave him the role of being the king. Macbeth doesn’t believe he is the thane of Cawdor at first but eventually he learns he is. Banquo was really frightened about what the witches claimed but Macbeth was really excited. â€Å"two truths are told as happy prologues to the swelling act of the imperial theme† this shows Macbeth like what the witches tell him particularly that he is going to be king however, he has mixed feelings. â€Å"Why do I yield to that suggestion whose horrid image doth unfix my hair and make my seated heart knock at my ribs (against the youth of nature)?† this shows Macbeths reaction changes. In act 2 scene 3 Shakespeare makes the atmosphere dark and terrifying. â€Å"There’s husbandry in heaven their candles are all out† the dark represents evil and negativity which could be seen as a warning of trouble to come (foreshadowing). Macbeth’s original fear is demonstrated in his hallucinations after his immoral act of murdering. Macbeth shows signs of possessions â€Å"me thought I heard a voice say sleep no more† He says I thought I heard voices†. Macbeth shows he feels guilty by saying â€Å"amen stuck in my throat† he says this to show how he felt and whether he was regretting of the crime he just commit. The witches powers were demonstrated by strange happenings for example â€Å"tis’ said they eat each other† this was said because horses started eating each other which was very unusual and peculiar. This information was in the play to horrify the audience. Act 4 scene 1 begins with the witches chanting this reminds me of a spell. The witches always use trochaic tetrameter the effect of that makes it sound like a chant. The ingredients have unpleasant things in common for example animal parts and poisons. The most horrible point in the spell was â€Å"finger of a birthstrangled babe, ditch deliver’d by a slab† this means a baby born in a ditch from a prostitute strangled at birth. The Shakespearian audience would be horrified at the contents of the charm. In act 4 scene 1 Shakespeare included the spell in the scene to portray real witches and to show they made wicked spells considered associated with evil. The rhythm used is called trochaic tetrameter the effect of it makes it sound like a chant; trochaic tetrameter is always 4 beats per line. The witches added body parts of a Christian, Shakespeare knew it would affect the scene because people in those times didn’t trust non Christians and thought they were up to no good. Macbeth believes when he goes back to see the witches that they will tell him what to do. The witches make three prophecies, the first one warns†beware Macduff: beware the thane of fife† Macbeth thought to himself when this was shown I don’t believe Macduff anyway. The second one warns â€Å"a bloody chid† â€Å"for none of women born shall harm Macbeth† Macbeth felt he was invincible and decides to get Macduff and his family killed anyway. The third prophecy warns â€Å"Macbeth shall never vanquish’d be until Great Birnam wood to high Dunsinare hill shall come against him† this was meant by Macbeth will never be defeated until great Birnam wood comes and lives in his castle. Macbeth felt very pleased and assertive. The witches realise that Macbeth is now evil through the words they use just before he comes in â€Å"By the pricking of my thumbs something wicked this way comes† Macbeth asks the witches if Banquo’s sons will be kings. The witches reply†seek to know no more† they try to tell the truth and are warning him he doesn’t want to know. Macbeth realises he is evil and under the witches spell we know this because he says â€Å"infect’d be to air where on they rides and damn’d all those that trust them!†. â€Å"Macduff was from his mothers womb untimely ripped† At that point Macbeth realises the witches were deceiving him all along. One of the main reasons that Shakespeare included the witches in the play was because they influence the theme of deception across the whole play. The witches introduce the theme of deception in the opening scene act 1 scene 1 where they say â€Å"fair is foul and foul is fair† this affects not only Macbeth but all the characters this is shown when lady Macbeth says â€Å"look like the innocent flower but be the serpent under it†. Later on Macbeth realises he has to be deceitful in order to succeed he says â€Å"false face must hide what the false heart doth know†. The witches talk in riddles when they say â€Å"Macbeth shall never vanquish’d be until Great Birnam to high dunsinare hill shall come against him† Macbeth misunderstands this he thought this was impossible that the forest will come to his castle but the soldiers cut down the trees and bring the forest to the castle Macbeth is dumbfounded. Shakespeare creates typical witches to scare the audience the type of witches that fly, induce nightmares and stop people from sleeping. The witches predict the future but Macbeth thinks they are telling him what to do he then shows demonic possessions â€Å"I had almost forgot the taste of fear† Macbeth showed lack of fear. Shakespearian audience would go to see Macbeth to get a thrill for entertainment just like we nowadays go to the cinema to watch a horror film. The witches create an atmosphere of evil throughout the whole play.

Case Study of Stock Management System

In effect this means getting the correct product to the customer in the right place at the right time. When talking about the customer it is important to distinguish between the customer in the street i.e. general public, and the customer, the trader, who is buying the goods to sell on at any level. The term logistics applies to all customers but we are applying the term to the trader for the benefit of this study. In recent years, focus upon logistics has become of paramount importance at all levels of trade and has become a major emphasis in large-scale retail, especially those with a high and fast turnover i.e. supermarkets. This is reflected in recent reports:  ¡Ã‚ §A prime objective of any business should be constantly to seek ways of reducing the total costs of ownership while lowering their own costs ¡K ¡ Cost of ownership is the costs above those charged, for example, inventory carrying, warehousing and handling, ordering and quality inspection. To minimalise these costs, large-scale retailers have spent great deals of money upon centralized stock distribution and computerized inventory management systems, to try and gain a competitive market advantage. Centralized stock distribution involves using one as opposed to many warehouses to distribute stock for more efficient transportation. Inventory management systems automate many of the tasks involved in the control of stock and reordering. Without effective distribution and effective inventory management systems, other activities and functions carried out within the company may at best, fail to be optimized and, at worst, be rendered a waist of time if time. Therefore no money and (or) time saved in the long term. Leaders of these management systems include the likes of J. Sinsbury, Tesco, Asda, Iceland and Safeway, the case study I shall discuss in this piece of coursework. Safeway has a sales base ordering inventory management system, known as Stock Management III (SMIII), introduced in 1992/3. This was fully implemented to centrally distribute many of their product ranges, including; grocery, beers, wines and spirits and non-food department items. SMIII ¡s aim was to improve the accuracy of stock ordered in the stores, reducing the number of out of stock produce and therefor creating sales maximization. Moreover reducing wastage, reducing backstocks and creating a consistency in merchandising practices. SMIII uses data collected in each store to work out the sales forecast for each product using the store inventory. It then converts these quantities for ordering. These processes rely on data input for accuracy. There are six key concepts involved in this process. Firstly, the sales forecast. Line by line information on sales is built up at the checkout. A forecast of how much more stock is likely to be required is then calculated for future ordering periods. The demand is calculated using specific parameters for each line. The system must take into account: how much stock the store already has; the space allocated for each product; the code life of products (when they become out-of-date); outstanding deliveries; sales opportunities (promotions etc.) and current business policies. The system will then calculate how much stock is needed for sales and the amount needed to fill the shelves. Case Rounding rules are needed to convert the two figures, that of sales and to fill the shelf, for ordering. This is quite simple. The system will always order enough stock to fulfil the sales. It then decides according to the amount of shelf space, whether to round up or down to the nearest case to fill the shelves. It must be noted that the accuracy of the orders generated by the system is only as good as the data input. Data is obtained from a number of sources, therefor it relies upon each department or division getting its part of the process correct. The departments are responsible for entering product and item movement information into SMIII and processing stock as follows: Trading: ranging, space allocation, units per outer (UPO), data integrity. Supply chain: supply to depot, optimum lead times, data integrity. Distribution: delivery of right stock to store at right time. Store: replenishing shelves, scanning, accurate bookstocks. If any one of these items is omitted then the process will fail. These above activities affect the inventory and range, the two key aspects of SMIII. The system relies on accurate inventory data. Most item movement is updated automatically; deliveries through the companies central distribution system and sales captured by scanning at the checkouts. The store though is required to inform SMIII of any stock that enters or leaves the store through other channels. For example: spoilage; inter-store transfers; inter-departmental transfers (e.g. purchases for the staff restaurant); cross-picks (stock delivered but not ordered and vice versa); quality control (damaged stock that is not offered for sale). Moreover stores take a bookstock check.. This is where a check is undertaken for any product out of stock, or where stock levels are exceptionally high or low. If the bookstock is inaccurate, the system is informed, improving the accuracy of the next order. The range refers to the actual range of products the store holds. For instance, a smaller in-town supermarket will not supply the array of products that an out-of-town hypermarket will stock. Stocking plans are determined by the trading division and are transmitted to the store where they are accepted into the store range. Stores are required to carry the full range of products within their plan size. This is an important factor because it shows that stores are not allowed to delete products from the range. They are however allowed to change the space allocated to a product. SMIII calculates the optimum quantity of stock required to cover expected sales, safety stock levels (in cases where sales outstrip forecast) and stock levels required to maintain shelf presentation standards. In the case of groceries and long life products if accurate ‘fill and face ¡ information is not correctly input into the system by the store, shelf presentation may be affected and, moreover, out of stocks or high back-stocks may occur. Through these factors the, sales forecast is achieved. Inaccurate sales forecasts will result in incorrect orders being generated. This could result in out of stocks, excessive back-stocks and/or unnecessary wastage. The above factors must, in tern be undertaken accurately. To achieve this the store must enforce a number of disciplines throughout, from stockroom level i.e. tidy, with stock in correct place to maximize stock level efficiency. Through to daily checks for out-of-date goods, and ensuring shelf space is allotted correctly and displays are correct. A mid-morning inspection of a Safeway supermarket has been undertaken. There were a number of factors that can be seen as unsatisfactory from the stores point of view. I shall undertake to identify theses and solve them with minimum disruption to the store. There were a number of problems with the produce department. Firstly presentation was poor in a number of the commodity groups such as root vegetables and loose apples. If the display does not look good or is not up to a reasonable standard, this can affect the customer ¡s discussion to buy, this could affect forecasting levels especially if it occurred on more than one occasion. If the produce looks bad on a number of occasions it could affect the customers decision to shop at the store in the long term. Moreover, If the displays are not full this may jeopardize the SMIII ¡s calculation of quantities reordered as it runs on the assumption that the shelves are always optimally filled. Therefore sales cannot be maximized as the space allocation is not being followed. Finally it can be seen that if the display is bad this could mean that some of the produce is being caused damage unnecessarily. Creating wastage and again potentially affecting the customers decision to buy. This needs to be sorted out quickly and efficiently, although not at a busy time, as from experience it can be off-putting trying to shop when people are filling the shelves. Moreover it must be noted that blame should not necessarily be rested upon anyone due to it being a mid-morning inspection on a Friday; a popular day for the weekly shop, the morning probably being the busiest time especially just after the school run. It is quite possible and probable that the poor display is due to the morning rush of customers. There was only one item out of stock, cauliflower due to a delivery shortage at the depot. Obviously nothing can be done about this at store level. But this information needs to be input into the SMIII to keep the store inventory updated so that this will be taken into account when forecasting. This reflects well on the produce department as the whole range other than this is shown giving people the most possible choice. There are wider implications for an out of stock item in a situation where there are two competing supermarkets. If a different item on someone ¡s shopping list is out of stock each week, it may be a factor in persuading them to shop elsewhere. The produce delivery was being worked and the shelves were in the process of being stocked. Although this may cause shoppers some inconvenience it shows that the department is keeping the stock rolling, maximizing space used in line with the SMIII ‘thinking ¡. Deliveries though should ideally arive and be sorted before opening to minimise inconvenience for both the shopper and staff, as it is easier to attend to the task in an empty shop. Product quality was generally good, although a number of grapefruit, which were below standard, were now being removed. These grapefruit must then be counted and entered into the system to update the inventory for forecasting. It can be seen as good that the bad fruit were being removed, but bad stock must always be removed as soon as possible as customers will notice and may be put off buying. In a wider aspect though, perhaps stockholding levels should be looked at as they may have been in the store too long due to excess stock. This could also be damage through bad storage or transportation, which would need looking into if it recurred continuously. Overall it can be seen that bad stock, shortages and displays should be checked regularly and sorted out as soon as possible. People look at these factors when making buying decisions. This is concerned with relationship marketing where there should be a twin focus on total quality and service as a source of customer satisfaction. Customer satisfaction ensures better customer retention and therefor greater profitability. The customer can be put off by too many staff filling shelves as it can distract from the pleasure of being able to browse whilst shopping. Therefor a balance must be found. The forecasting potential was good in the produce section as long as out of stock and wastage was entered into the SMIII system. Otherwise stockholding levels could be affected especially with the non-full lines. Moreover the presentation must be kept to a high standard as this may affect peoples opinion of the shop and therefore customer loyalty. The grocery department had three main problem areas. The promotional point of sale was missing from an on-shelf promotion on the tea/coffee section. This is a major problem as it would have a great affect on the forecasting. The store would expect to sell more of this product through the promotion, and therefor have ordered in more to compensate. Sales would not reflect the expected response to the promotion, as people would be unaware of it. This needs to be rectified as soon as possible and the system notified as the anticipated extra demand would not be apparent. This would affect forecasting and therefore future orders; potentially causing a shortage once the promotion was displayed. Loose stock was stacked behind other adjacent products on the soup section and appeared to have been there for several weeks. This reflects bad organization. Stock may not be noticed by the customer and space allocation disrupted. Space for the stock is allocated so that the system can accurately forecast the quantity of goods required to both fill the shelf and for sales. Using the space incorrectly can affect stockholding levels due to the amount predicted to be on the shelves and in storage. Although actual recording of sales will not be affected, it must be noted that sales could be, if the product namely soup couldn ¡t be found. This needs to be sorted out immediately, and could possibly reflect a lack of motivation in store, as the shelves were not stacked correctly. It also reflects badly on myself as acting manger, as this problem appeared to have been so for weeks. Store inspections must be held regularly to ensure this type of problem does not occur.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

A Job Experience in story form

I am a Reader in English and earn my livelihood by delivering at least 35 lectures a week to undergraduate major degree students.Apart from my daily schedule, I enjoy writing for a reputed Essaywriters Company of United States and dabbling into creative writing along with that. Whatever the case may be, I am keen on taking my classes regularly with much devotion. My seniors are well-established academics. They love me and adore my dedication to this job.But things began to change as and when I earned my PhD from Wisconsin. I began to take Postgraduate classes, 6 in average per week and surprisingly enough I was offered   supervisor-ship by my immediate boss.As I took to guide a PhD student, I began to draw the ire of a spiteful colleague who thought that taking classes might be my forte but not, of course, guiding a PhD scholar. He began to look for my pitfalls. A month ago, when I was coming back from my class, the Dean of the Faculty sent a message to me asking me to meet him aft er the classes. My heart missed a beat or two.  However, I went to his cubicle after my day’s lecture-schedule. I found him engrossed in a book and as I entered he shot me a glance of nonchalance. A fear of some unknown flashed past my mind. He lifted his face from the book he was reading, and said, â€Å"So, Dr. Wilson, how do you feel to interact with the new students?† I hummed and hawed to answer. At last I said, â€Å"I enjoy really, I do.† He resumed, â€Å"Hmm, but I heard that you are neglecting these classes and devoting much time in guiding two PhD scholars.But your appointment in this college entails a regular class-schedule with the undergraduate students.† I could see ulterior motive of my envious, mischievous colleague behind it. And, of course, it was not totally baseless. However, I rejoined in an instant, â€Å" I know, and I never shirk my duties.† He reminded me again of my primary duties and I left his room mutely, feeling a b it enraged.I came straight to my cubicle where I found an undergraduate bursar was waiting for my return. I took up the matter he was in need of clarifying and as he went out, I fished out a pen and a sheaf of loose sheets from my drawer. I went on scribbling, lighting up a cigar and holding it in between my left fore-and mid-fingers—An individual must be aware of his duties first of all. Maybe he is capable enough of accomplishing too many jobs at one go, i.e. putting too many irons in the fire, he must yet be deterred in doing so. After successful completion of his scheduled works if he yet finds time to do that he is at liberty to do so.I stopped, touched my lips with the pen and continued, If he is honest to his profession, he must not any room for any criticism. Yet, if any sneaky colleague comes to cast a spanner in his way, he must not leave any hole unplugged for him to take an opportunity to commit any mischief. He should resolve that duty is his foremost concern. An d after that, he must enrich himself in accomplishing something of his choice. He must be free to choose a work he likes to be engrossed with.  What on earth was I up to? I put out the light and buried my head in my hands , crushed the last butt of the cigar in the ashtray and went on recounting . No doubt, I was deeply hurt by the Dean’s remonstrating attitude. But I was no less surprised by the jealous, denigrating backbiting of my colleague. However, though it is case in point, I must not attack or inflict any harm on him.If a superfluous suavity is maintained , he may not get any wrong signal. And again, he may change his line of action. However, no loophole in work might be allowed.   Later on, I faced no difficulty in smooth-sailing with my work.

ACCOUNTING FOR STRATEGIC & MANAGEMENT CONTROL'S [CASE STUDY] Case Study

ACCOUNTING FOR STRATEGIC & MANAGEMENT CONTROL'S [ ] - Case Study Example Strategic management accounting incorporates the concept of strategic management, the elements of management – planning, implementing and controlling, and the use of financial information to aid sustainable decision making (Ramljak & Rogosic, 2012, p. 56). Based on the above definitions of strategic management accounting, after the acquisition of the Boutique Hotel by Ave-Co, the 14 Hotels were divided into three regions headed by regional managers. First, each manager had an autonomous management authority over a region. Therefore, decisions such as price determination were done without prior consultation with the parent company. To some extent, the authority given to the respective regional managers contributed to the decline in financial performance of the Boutique Hotel. The reason is the regional managers, by acting independently, could lose sight of the overall objective of the company (Ma & Tayles, 2009, p. 473-480). Second, every manager should answer to another higher authority. This helps keep the managers interests and actions in line with the overall objectives of the company. The regional managers of Boutique Hotel were acting independently, thus were under no pressure to improve the financial performance of the organization. Therefore, the mentioned reason, partly led to the decline in the financial performance of the organization (Ramljak & Rogosic, 2012, p. 94-97). The two points discussed above were concerned with the control issues in the organization. Next in line are issues concerning the Ave-Co’s finance department. The financial department of the parent company had the dual responsibility of servicing both the parent company and the Hotel. However, there was little interaction between the Hotel managers and the finance department, which inhibited the sharing of financial information. Consequently, effective financial analysis and the implementation

Retail marketing of apple lnc Dissertation Example | Topics and Well Written Essays - 9000 words

Retail marketing of apple lnc - Dissertation Example †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 2.1. Company Profile †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 10 2.1.1. Market-Share Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 11 Chapter- 3 - LITERATURE REVIEW †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 3.1. Company-Owned retail marketing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 3.1.1. Marketing mix and Company’s own retailing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 3.2. Retail marketing / Own-store marketing strategy of Apple Inc†¦Ã¢â‚¬ ¦. 16 3.2.1. Rationale †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 3.2.2. What was pr edicted about Apple-stores? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 18 3.2.3. Apple’s experience of unique success with Retail-mark†¦. 19 3.2.4. Apple’s retail-store design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 3.2.5. Delivering Values to the customers †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 24 Chapter- 4 - THEORETICAL FRAMEWORK †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 26 AND RESEARCH METHODOLOGY 4.1. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 26 4.2. Explanatory Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 26 4.3. Research Process †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 27 4.3.1. Observation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 27 4.3.2. Data Gathering †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 28 4.3.3. ... 30 5.2.1. Apple’s retail marketing for Customer-Focus†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 31 5.2.2. Apple’s retail marketing for Brand-loyalty †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 32 5.2.3. Apple’s Retail stores for relationship marketing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 5.2.4. Retail marketing for Competitive advantages†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 5.3. Synthesis and Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 35 5.4 . Five Forces Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 37 5.5. Major findings of the research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 38 Chapter- 6 - CONCLUSION AND RECOMMENDATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 41 6.1. Evaluative Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 41 6.2. Recommendation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 42 6.3. Suggestion for future research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 42 REFERENCES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 43 Chapter 1 INTRODUCTION Apple Inc, established by Steve Jobs, Ronald Wayne and Steve Wozniak in early 1970s, has become one of the most influential and successful companies in today’s computer and mobile technology. Apple’s history goes back to one-off hobby machines that a very talented electronic wiz made for himself and that has become the core of the most successful companies of all times (O'Grady 2008, p. 1). Though its past 30 years of market ing strategies were full of highs and lows as normally anticipated of a highly technology and innovative company, Apple’s business and marketing success remained far positive despite the challenges it faced. It has been gradually growing to be a Fortune 500 and a multi-billionaire company being able to impact the social, cultural and economic spheres of

International perspectives Dissertation Example | Topics and Well Written Essays - 6000 words

International perspectives - Dissertation Example Some of the important models of inclusion education are described below (Anon., n.d.). Models of Inclusion Some of the important models of inclusion education are described below. The Teaming Model for Inclusion Education emphasises team work and has in place a special education teacher for every grade level team of teachers. This specialist teacher provides information, instruction strategies, revision ideas for tests and assignments, and strategies to promote acceptable behaviour in the class (Anon., n.d.). In the Co – Teaching Model for Inclusion Education, the special and general education teachers work together and teach the students by turns. This enables the learning experience to become important and tangible. This model prepares teachers, by means of student assessment, discipline, and instruction planning and delivery (Anon., n.d.). There are several obstacles to Inclusive Education; such as, negative attitudes, invisibility in the community and in school, cost, phys ical access to classrooms and facilities in the school, size of classes, impoverishment, discrimination on the basis of gender, and emergency and refugee situations (Anon., 2002). In the Adaptive Learning Environment Model (ALEM), special education students are integrated into the classroom. This model was propounded by Wang and is quite complicated. The objective of this model is to produce school learning environments that permit every student to acquire fundamental academic competency and enhance their confidence to address the intellectual and social requirements of school (Lazarus, 2010). In addition, this model is a blend of the following features. First, an exploratory learning component that includes an array of learning activities that are expected to enhance the capacity of the school to address the learning needs at the individual level. Second, a prescriptive learning component of hierarchically organised, highly structured learning activities (Leiding, 2009). Moreover, the ALEM model is characterised by instruction that is planned for the individual students. The pace of learning is adapted to the needs and capacities of the students. Classrooms in this model permit free movement and simultaneous activities. The learning content is sub – divided into small portions, in order to accommodate students with special needs. The students of this model have to plan and supervise their individual learning. In addition, they are made accountable for managing and completing their learning tasks in a timely manner (Lazarus, 2010). In general, inclusive education consists of isolating and discarding actual and latent sources of exclusion. This includes attaching importance to the opinion of stakeholders in the school community. It includes a philosophy of acceptance that respects and values all. The process of inclusion does not admit of culmination and it can be developed to gradually increasing degrees. Inclusion is the outcome of longstanding educati onal innovation and denotes improvement of schools at several levels for students (Gillies & Carrington, 2004). Inclusive education has to be viewed within the context of the policy relating to education. Undoubtedly, the UK Government adopts a qualified approach to inclusion, and this was disclosed by the Green Paper on Excellence for all Children (Department for Education and Employment, 1997).