Chapter 8 E-Supply Chain, Collaborative Commerce, and...

Chapter 8 E-Supply Chain, Collaborative Commerce, and Intrabusiness EC Learning Objectives Upon completion of this chapter, you will be able to: 1. Define e-supply chain and describe its characteristics and components. 2. List supply chain problems and their causes. 3. List solutions to supply chain problems provided by EC. 4. Define c-commerce and list its major types. 5. Describe collaborative planning and Collaboration, Planning, Forecasting and Replenishing (CPFR), and list their benefits. 6. Define intrabusiness EC and describe its major activities. 7. Discuss integration along the supply chain. 8. Understand corporate portals and their types and roles. 9. Describe e-collaboration tools such as workflow and groupware. Content How†¦show more content†¦Section 8.4 Review Questions 1. Define collaborative planning. In collaborative planning, business partners–manufacturers, suppliers, distribution partners, and other partners–all have real-time access to point-of-sale order information. 2. Define CPFR and describe its advantages. A project in which suppliers and retailers collaborate in their planning and demand forecasting to optimize flow of materials along the supply chain. This process helps improve integration and reduces costs and increases speed. 3. Describe APS efforts. Programs that use algorithms to identify optimal solutions to complex planning problems that are bound by constraints. 4. Describe PLM. Business strategy that enables manufacturers to control and share product-related data as a part of product design and development efforts. Section 8.5 Review Questions 1. What is an internal supply chain? An internal supply chain is the flow of materials from business unit to business unit. 2. List the major intrabusiness EC categories. The major categories include business-to-employee, business unit-to-business unit, and business employee-to-business employee. 3. Describe B2E EC. B2E EC is when an organization delivers products or services to its employees. 4. Describe EC activities among business units. EC activities among business units usually involve strategic business units interfacing with each other. 5. Describe EC among corporate employees. Can you think of additional activitiesShow MoreRelatedZappos.Com6734 Words   |  27 PagesZappos.com | Supply Chain Management | Submitted To : Raghuram Jayaraman Submitted By: Kiran Khokhar Divya Jain | Table of Contents S.No. | Content | Page No. | 1. | Agile Supply Chain and its Process | 3 | 2. | E-Business | 10 | 3. | Case Study – Zappos.Com | 13 | 4. | Flow Chart | 17 | 5. | Conclusion | 20 | 6. | References | 23 | Agile Supply Chain in the Fashion

Micromotives and Macrobehavior Essay - 811 Words

Micromotive is the inner motivation that leads us in performing particular acts. Those decisions are to pursue peoples’ own self interest, unintentionally lead to contradict with other people’s acts. Chasing that idea of human nature T. Shelling gives us variable results of how micromotives can guide the society in the world of externalities. Economists tend to rely on A. Smith’s â€Å"Wealth of nation† where he talks about invisible hand theorem† according to which people seek to promote their own self interests in the society and also promote the interest of society. (McConnel, B.). Schelling in his paper presents things from different angle. He convinces us that individual actions can lead to surprising results as an aggregate. In our†¦show more content†¦One meaning is seen in situations like choosing whether to drive on the left or the right lanes. The drivers must coordinate to each others behavior, so accidents will be avoided. Many times we have been challenged by those situations where you want to behave just like everyone else or not behaving just like everyone else. Invisible coordinating laws influence our decisions and behavior in those situations. For example at the funeral everyone is trying to wear dark colors rather then bright and flashy. Government is taking part in coordinating our behavior by establishing rules and regulations. For example you are not allowed to drive above speed limit otherwise a state trooper may pull you over. Schelling believes that segregation results from different micromotives that people may have because of different ethnicities, skin color or religion. He observed the phenomenon of diversity between people those qualities that choose to live in the same neighborhoods. That supports the idea of social contract where people of the same background have the same micromotives that help to interact with each other in harmony. He believes that racism is not the main factor of segregation in the neighborhoods. Based on â€Å"micromotives† theory broad diversity of viewpoints among individuals leads them to ling and interact more often with those who hold similar opinions. Black people are likely to buy or rent an apartment in a similar ethnic

Analyse the character of the nurse. How does she provide comedy and relief Essay Example For Students

Analyse the character of the nurse. How does she provide comedy and relief? Essay Romeo and Juliet is a tale of two star-crossed lovers, a tale much to do about hate, but more to do about love. In a story of tragedy, violence and love the nurse provides comedy and relief from an otherwise solemn storyline. The nurse is first introduced into the play in Act 3 scene 1; she is portrayed as a trusted family servant to Lord Capulet, sharing a close bond with Juliet that surpasses one of a girl and her servant. From a young age she weaned Juliet, for I had then laid wormwood to my dug. The nurses relationship with Juliet lasted for the entirety of Juliets life. The nurse lost her daughter, Susan, who was born on exactly the same day as Juliet, since her death, the nurse cared for Juliet and became more like a mother to her than lady Capulet. What lamb, the nurse refers to Juliet using terms of love and endearment, whereas when Juliet talks to her mother it is very formal, madam, the difference in speech shows the extent of Juliets relationship with the nurse. The nurse is invited to talk about Juliets possible wedding to Paris; she is very open with her opinions, advice and feelings, talking like a gossiping schoolgirl, hes a man of wax. When speaking she is not portrayed as particularly intelligent, speaking for long periods of time. It is implied that because of this she has a tendency of irritating lady Capulet, if not people in general, enough of this, I pray hold thy peace. This is a clear sign of how the Nurse can incorporate humour in the way she acts. She is constantly chattering, making bawdy comment casting a light hearted and easy spirit, her speech is relieving which provides comedy through the plays otherwise tragic themes. a sail, a sail, when the nurse appears in the town square searching for Romeo requesting his answer to whether he will marry Juliet she becomes subject to sexual teasing. Mercutio seems intent on telling jokes at the nurses expense, to hide her face, for her fans the fairer face. a bawd, a bawd, a bawd, Mercutio is relentless, he implies that she is a prostitute, a brothel keeper and that she is the reason for Romeos sudden happiness. From this he continues, the insults becoming progressively worse, but a hare that is a hoar, is too much for a score, he implies that she is too ugly, too old to be paid for. The nurse is involved in perhaps the lightest scenes in term of comedy value; she is the perfect target for Mercutios sexual teasing and her replies only improve the comedy in the scene, and as a result provide relief, from what to that point had been very serious. In act 2 scenes 5 the nurse continues to provide a degree of comedy, why lookst thou sad, recognising Juliets desperation for news the nurse pretends to be sad to imply that Romeo will not marry her. The nurse continues to tease Juliet, I am wary, give me leave a while, aware of her need to hear Romeos answer, the nurse delays telling her, to the audience, who already know the outcome of the visit to Romeo this would be considered to be light humour. Juliet becomes increasingly frustrated by the Nurses irrelevant replies; similarly this would be considered as relief from the events previous and those to come. This scene also re-emphasises the strong relationship between the nurse and Juliet. Another aspect of the nurses character is exposed in act 3 scene 3, stand up and you be a man, for one of the first times the nurses intelligence is shown, using sexual confrontation she effectively blackmails Romeo into achieving her goal. The commands him to be strong, for Juliet; this works and he goes to live in Mantua, and to beg for forgiveness. .u0d0ebfc63fe79e2c0a1d74b166194199 , .u0d0ebfc63fe79e2c0a1d74b166194199 .postImageUrl , .u0d0ebfc63fe79e2c0a1d74b166194199 .centered-text-area { min-height: 80px; position: relative; } .u0d0ebfc63fe79e2c0a1d74b166194199 , .u0d0ebfc63fe79e2c0a1d74b166194199:hover , .u0d0ebfc63fe79e2c0a1d74b166194199:visited , .u0d0ebfc63fe79e2c0a1d74b166194199:active { border:0!important; } .u0d0ebfc63fe79e2c0a1d74b166194199 .clearfix:after { content: ""; display: table; clear: both; } .u0d0ebfc63fe79e2c0a1d74b166194199 { 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; } .u0d0ebfc63fe79e2c0a1d74b166194199:active , .u0d0ebfc63fe79e2c0a1d74b166194199:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0d0ebfc63fe79e2c0a1d74b166194199 .centered-text-area { width: 100%; position: relative ; } .u0d0ebfc63fe79e2c0a1d74b166194199 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0d0ebfc63fe79e2c0a1d74b166194199 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0d0ebfc63fe79e2c0a1d74b166194199 .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; } .u0d0ebfc63fe79e2c0a1d74b166194199:hover .ctaButton { background-color: #34495E!important; } .u0d0ebfc63fe79e2c0a1d74b166194199 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0d0ebfc63fe79e2c0a1d74b166194199 .u0d0ebfc63fe79e2c0a1d74b166194199-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0d0ebfc63fe79e2c0a1d74b166194199:after { content: ""; display: block; clear: both; } READ: Hamlet – The Character Of Hamlet EssayIn conclusion William Shakespeare uses the nurses antics to break up the play, to provide comedy and relief, an alternative to the prominence of violence, hatred and love. It provides a completely different dimension to the play.

Write About a Life Changing Experience free essay sample

In a frantic effort to avoid a head-on collision which I thought would have been ghastly, I tried desperately to steer my car back onto the road. By this time, I had lost total control of my steering wheel and seemed to be controlled by the car. The car skidded on the slippery road and hit the front wheels of an 18-wheeler that had been driving next to us. On impact, the car flipped over and went under the truck. I saw my whole life flashed past in front of me. I was screaming and calling on God to come to our rescue. I thought the truck was going to run us over but somehow the rear wheels of the truck forced our car from underneath it. The car came to a standstill in the middle of the road and I had lost my consciousness at this time. I was awoken by the fumes coming into the car. We will write a custom essay sample on Write About a Life Changing Experience or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When I opened my eyes, I could not make sense out of what was going on. I was upside down and still strapped in my safety belt, so was my friend who was sitting in the front seat. It was cloudy and hot. All airbags had burst open releasing the white cloud inside the car. This was surreal to me and it all happened too fast. The car ceiling which at this time was the bottom was covered in shards of glass. I reached out to my friend to make sure he was alive. He was still unconscious. I was horrified when I realized that the engine had burst into flames and the thought running through my mind was that the car was going to explode as commonly seen in action movies. Suddenly, I had an adrenaline rush and I unstrapped myself and my friend. I tried to force open both front doors but we seemed to be trapped. I crawled to the back door which I couldn’t open too. I had to kick through the rear wind shield for us to escape the burning wreck. I had to pull my friend out with me because he was barely conscious. There was a crowd of bystanders who rushed to our rescue, some with fire extinguishers that helped put out the flames. Notable among them was a lady who prayed with us and thanked God on our behalf for having survived this ghastly crash. I stood by the wreck in disbelief. I had owned the wrecked Toyota camry for barely two months and my elder brother played a great part in buying the car. Tears welled up in my eyes as I contemplated what explanation I was going to give to him. Paramedics arrived the scene and put my friend and I in the ambulance and conducted a few tests on us to ascertain that we were alright. We were going to be transported to the hospital but I declined it. It was a miracle that we both emerged out of the wreckage unscathed. My belongings were salvaged from the wreck and we were transported by a tow truck to a nearby service plaza. Here, I was questioned by a state trooper who ended up giving me a citation for being a reckless driver. We were left at this service plaza where we had to wait for a few hours for my friends to drive from Orlando to come get us. Upon arriving in Orlando, I felt sick and had to be rushed to the ER. My entire body was in pain especially my neck and back and I was in shock. This accident impacted my life in several ways. Above everything else, it brought me closer to God. I remain forever thankful to him for this miracle. I have a deeper appreciation of life and I live life to the fullest. I’m a more careful and better driver. I don’t take anything for granted and I know tomorrow is not promised so whatever it is that can be done today I try to accomplish today. On the flip side, my neck and back are in constant pain; I’m left with a great deal of unpaid medical bills and an extremely high insurance.

Essay Revision Assignment Sheet Essays - Penology, Criminal Law

Essay Revision Assignment Sheet Directions: After you get back your essay from the previous module. Carefully, read the instructor feedback. Then, S elect three areas in your essay flagged for revision. Following the protocol below, complete the revision assignment. Submit completed assignment (in a Word document) to Dropbox. Example 1: Identification of Problem: Page numbers are not in MLA Format Sample from Essay: Smith p. 1 Solution: Use Times New Roman Font and eliminate "p." Revision: Smith 1 Example 2: Identification of Problem: Paragraph is overdeveloped. Sample from Essay: It is a fact that capital punishment is not a deterrent to crime . Statistics show that in states with capital punishment, murder rates are the same or almost the same as in states without capital punishment. It is also true that it is more expensive to put a person on death row than in life imprisonment because of the costs of maximum security. Unfortunately, capital punishment has been used unjustly. Statistics show that every execution is of a man and that nine out of ten are black. So prejudice shows right through. Solution: Identify each topic (the highlighting above notes the differences in topics) and then create new paragraphs based upon each topic. Revision: This paragraph talks about how the difficulty of finding suitable punishments for criminals. The topic sentence states the problem, while the remaining sentences support. The punishment of criminals has always been a problem for society . Citizens have had to decide whether offenders such as first-degree murderers should be killed in a gas chamber, imprisoned for life, or rehabilitated and given a second chance in society. Many citizens argue that serious criminals should be executed. They believe that killing criminals will set an example for others and also rid society of a cumbersome burden. Other citizens say that no one has the right to take a life and that capital punishment is not a deterrent to crime. They believe that society as well as the criminal is responsible for the crimes and that killing the criminal does not solve the problems of either society or the criminal.

The Conditional Tense of Spanish

The Conditional Tense of Spanish Just as in English, the conditional tense of verbs in Spanish is difficult to classify. Unlike the past, future and present tenses, it doesnt always refer to a particular period of time. And while its name suggests that it is used when theres a condition involved, in Spanish it also has some close connections with the future tense. In fact, in Spanish, the conditional tense is known as both el condicional and el futuro hipotà ©tico (the hypothetical future). The conditional also has various uses that dont at first glance seem closely related. But the connection among them is that verbs in the conditional dont refer to events that definitely or necessarily have happened or are happening. In other words, the conditional tense refers to acts that can be seen as hypothetical in nature. Conditional Tense Often Translates English 'Would' Fortunately for those of us who speak English, the theory is fairly easy to apply, since the conditional tense can usually be understood as the Spanish verb form that is used to translate English would verb forms. In most cases where we use would in English we use the conditional in Spanish, and vice versa. As long as you remember the rare exceptions, you wont go wrong often by thinking of the conditional as the would tense. Here are some examples (in boldface) of the conditional tense in use: No comerà ­a una hamburguesa porque no como animales. (I wouldnt eat a hamburger because I dont eat animals.)Si pudiese, vivirà ­a en Guadalajara. (If I could, I would live in Guadalajara.)Hay seis pelà ­culas que yo pagarà ­a por ver. (There are six films I would pay to see.) Here are the major usages of the conditional that can be understood by using the English would. If the explanations are confusing, read the examples for clarification: Using the Conditional for Actions Conditioned on Something Else Another way of putting this is that the conditional indicates the possibility of an action related to specific circumstances. The circumstances (that is, the condition) can be stated, but they dont have to be. Note the following examples, with the conditional verb in boldface: Si tuviera dinero, irà ­a al cine. (If I had money, I would go to the movies. The condition is having money. In this case, the condition in Spanish is stated in the imperfect subjunctive, as is very common. It is also stated in the subjunctive in the English sentence, and this is one of the few constructions where the subjunctive form is still used in English today.)Yo comerà ­a la comida, pero soy vegetariano. (I would eat the meal, but Im vegetarian. (he condition is being a vegetarian.)Marà ­a habrà ­a venido, pero su madre estaba enferma. (Mary would have come, but her mother was sick. The condition is her mothers sickness. This sentence is in the conditional perfect form, using the conditional tense of haber followed by the past participle.)Marà ­a habrà ­a venido. Mary would have come. (This sentence is the same as the one above, but without the condition explicitly stated. The condition would have to be inferred from the context.)Con ms dinero, yo ganarà ­a. With more m oney, I would win. (The condition is having money. This is a case where a condition is expressed without using si.) Yo no hablarà ­a con ella. (I wouldnt talk with her. The condition is unstated.) Using the Conditional in a Dependent Clause Following a Past Tense Sometimes, the conditional is used in a dependent clause that follows a main clause that uses a past-tense verb. In such cases, the conditional tense is used to describe an event that might have happened after the event in the main clause. A few examples should help clarify this usage: Dijo que sentirà ­amos enfermos. (He said that we would feel sick. In this case, feeling sick happened, or might have happened or will happen, after he made his statement. Note that in such a sentence construction, the que, or that, doesnt always have to be translated into English.)Supe que yo saldrà ­a. (I knew I would leave. As in the above sentence, the act of leaving isnt connected to a specific period of time, except that it takes place, or could take place, at some time after the knowing.)Me prometià ³ que ganarà ­an. (She promised me they would win. Again, we cant tell from this sentence whether they actually won, but if they did it came after the promise.) Using the Conditional for Requests The conditional can also be used to make requests or some statements sound less blunt. Me gustarà ­a salir. I would like to leave. (This sounds gentler than Quiero salir, I want to leave.) ¿Podrà ­as obtener un coche? (Would you be able to get a car?) Note that querer in the subjunctive is sometimes used in a similar way: Quisiera un taco, por favor. I would like a taco, please. Conjugating the Conditional Tense For regular verbs, the conditional tense is formed by adding a suffix to the infinitive. The same suffixes are used for -ar, -er, and -ir verbs. Hablar is used here as an example: hablarà ­a (I would speak)hablarà ­as (you would speak)hablarà ­a (you/she/he/it would speak)hablarà ­amos (we would speak)hablarà ­ais (you would speak)hablarà ­an (you/they would speak) Key Takeaways As its name suggests, the Spanish conditional tense is typically used, like would, to indicate that a verbs action that is conditioned on some other event, which need not be explicitly stated.The conditional tense can refer to real or hypothetical actions in past, present, and future.The same method is used to form the conditional tense for all regular verbs, regardless of whether they are -ar, -er, or -ir verbs.

The New Working Woman Essay Example | Topics and Well Written Essays - 750 words

The New Working Woman - Essay Example To attract more customers and smoothen the progress of making weighty quantities of sales, there was a growing need of new personnel. While the small shopkeeper could easily rely on relatives and trustworthy subordinates, the department increasingly became an employer of current industrial enterprises. However, as time went by, the storeowners saw a need to employ more academically qualified personnel in their stores; in addition these graduates had to be rewarded handsomely for their services. The graduates in the top hierarchy were to work with the sales clerks who were driving the business forward through more sales. Women were playing a crucial role in the entire business. In fact, even though they did not appear as the majority among the employees until 1914, they dominated certain core business departments. They were both the customers and the clerks in the growing business. They dominated departments such as the fashion industry, market place, dry goods, and the sales force. In these setup; the roles of women; was seen as an extension of their domestic duties and a significant experience in the specialty of business. The department owners faced various challenges when implementing their strategies. Among them was the necessary training needed for new staff. Older sales representatives’ trained new staff, their competitiveness’ and experience was a thorn in the flesh for the owners. The older sales women viewed the younger generation as competition and as people who would take up their jobs. The business owners faced other challenges related to the working conditions of their employees. These usually resulted in the proliferation of strikes by the union sable lower cadre staff. These led to a change of strategy by the business owners, they made their mind to employ women staff; because they were less aggressive and did nit participate in the

Research Paper Essay Example | Topics and Well Written Essays - 2000 words - 3

Research Paper - Essay Example Critics of the global warming phenomenon argue that global warming is in fact not an environmental crisis but a manufactured issue artificially created for a variety of unsavory and politically-inspired reasons. Despite the shrinking number of detractors, global warming is a phenomenon which affects our planet every single day. Seeking to address global warming, this research paper will provide a comprehensive and in-depth overview of the global warming phenomenon. We will begin with a discussion of the evidence in support of global warming and explore the connection between global warming and climate change. Since we aim to provide an accessible analysis of what global warming actually is, we will then analyze the causes and effects of this recent international phenomenon. Following this, and with an eye to the impact of global warming on the state of California, we will explore the possible consequences to the United States of the continuation of global warming. Global warming and climate change are two terms which are often used interchangeably. Has a link between global warming and climate change been established? Yes, global warming is caused by an increase in greenhouse gases in the atmosphere. As we shall see below, the effects of global warming include changes in atmospheric temperatures and rainfall, which can lead to climate change (Arnella & Reynardb 1996: 397). Global warming is most generally described as an average increase in the Earth’s temperatures. Importantly, global warming is not only a present phenomenon but is perceived as something which is expected to continue and increase annually. Global warming is the reputed cause of climate change on an international scale leading to extreme weather, ranging from uncharacteristic snowfall in autumn to extremely mild winter temperatures, major changes to precipitation trends, glacial

Social Inequality 2 Essay Example | Topics and Well Written Essays - 500 words

Social Inequality 2 - Essay Example They see employment opportunities in connection with the social network they have. If they don’t have connections, they have a slim chance of getting a job. Also, they view higher level jobs that are prominent in the present time as unreachable since they do not fulfill the requirements needed for them to be eligible to apply, like a clean background and a high school diploma. In contrast, the aspirations and expectations of the Brothers indicate a more optimistic view of a future life. Since they are in school and are exposed to a different part of the neighborhood, living near middle-class and even white families, they see society’s standards as a guide for their own aspirations and expectations. They value education and work compared to masculinity, violence and peer group (or subculture) solidarity as an important aspect of life for the Hallway Hangers. With that, they aspire to reach middle and higher level jobs and expect that with a diploma and perseverance, they will be able to reach their goals in life. Employment opportunities, they believe, are open for them as they have a better family and social background than that of the Hallway Hangers. Looking at these scenarios, we can also expect that the Brothers will be able to reach their aspirations and expectations, however, they ended up the same as the Hallway Hangers in the job market, as the unemployed or underemployed. This can be credited to the fact that since they have lived in lower-class neighborhood, born in lower-class families, they tend to be accepted in jobs that are more manual than professional. Also, the changing structure of the economy, from manufacturing (needing hard labor) to a more service-oriented one gave them lesser opportunities. This increases the validity of how the social background and job opportunities are triggered by social factors.

Examination Of Muted Group Theory Sociology Essay

Examination Of Muted Group Theory Sociology Essay Imagine for a moment that you find yourself in an exotic and far off land. You have been forced to live in a foreign country that speaks a completely different language than yours. You struggle day after day not just to articulate yourself in this strange, foreign tongue, but to simply be heard and have your opinions appreciated by your new peers. Instead you find your new neighbors disregard every word you say and write you off as inarticulate or just plain dumb; or even worse they ignore your unique existence and experiences altogether. This is exactly the sort of phenomenon that Muted Group Theory details and why it is so incredibly fascinating. This literature review will define exactly Muted Group Theory and its basic tenets are, delve into the theorys origins, and provide a few examples of its further use before moving on to several research studies illustrating the theory in practical, scientific application. The Muted Group Theory of Communication seeks to explain and rationalize the faults inherent in language and the ways in which it fails many of its users. While most individuals would simply dismiss language merely as a tool of communication to be molded in order to fit their specific needs; in actuality, language acts as a dominant and controlling factor in establishing and shaping its users. Muted Group Theory asserts that because language was developed primarily by the dominant group of society; specifically white males of greater income and socio-economic status, that minority cultures and non-dominant groups such as women, individuals of lower economic means, and non-whites are thus muted by their own lack of influence on the formation of their language (Wood, 2008, as cited in Turner West, 2009). Because non-dominant groups have had little to no contribution towards the creation of their language they are poorly served by it. Muted Group Theory emphases a minority groups inabi lity to fully and properly articulate themselves or designate their unique experiences due to the necessity of translating their individual views and opinions into what is essentially a foreign language (Wood, 2008, as cited in Turner West, 2009). The language of a particular group does not consistently support or function for all of its members with any sense of equality due to the disparity in their involvement in their languages development (Kramarae, 1981 as cited in Orbe, 1998). Muted Group Theory posits that language acts as a representation of a societys overall ideologies. The dominant sector of a group conceptualizes a means of communication which not only maintains, but perpetuates their specified worldview and establishes it as the correct and proper language for all of said groups remaining members (S. Ardener, 1975, as cited in Orbe, 1998). As it is defined as a critical theory, the Muted Group Theory of Communication is both valuable and worth exploring because it str ives to reexamine the established status quo of a society or culture, it highlights the imbalances and unfairness within said society for its possibly unsuspecting inhabitants, and lastly; and most importantly, it proposes potential solutions to these problems plaguing said culture (Turner West, 2009). Muted Group Theory interestingly illuminates individuals to the unconscious methods through which a language and its creators dictate and manipulate interpersonal behaviors and relations as well as concepts of ones own self-identity. Muted Group Theory finds its origins within the research of social anthropologists Edwin and Shirley Ardener and their work on social hierarchy and structure. Muted Group Theory developed following the Ardeners examination of the, at the time, male dominated fields of ethnography and social anthropology (Turner West, 2009). Individuals and groups which inhabit the highest tiers of a social hierarchy define the specific communication system within a culture and the non-dominant groups are thus relegated to working within the confines of whatever communication guidelines the ruling class has consciously or unconsciously imposed upon them. Subordinate groups are thus rendered mute as the mainstream structures of communication echo the dominate groups perceptions (E. Ardener, 1978, as cited in Orbe, 1998). A further implication of Muted Group Theory founded by the Ardeners is that the silencing of women as a muted group bears a direct correlation to deafness of their male counterparts. The notion put forth here is that even if a minority group has yet to be muted, on the whole or in a specified subject, the continued obliviousness committed by the dominant group as they ignore the assessments and opinions of their subordinates results in a lack of any further articulation on said subject by the non-dominant group as they thus become muted over time (S. Ardener, 1978, as cited in Turner West, 2009). Put simply, a dominant group, by not understanding or completely ignoring the views of their subordinate counterparts, can in essence silence these views completely. The repercussions of this sort of passive thought suppression are staggering. The undesirable ideologies and wishes of a silent minority can be expunged over time simply by ignoring them. This idea is highly reminiscent in the old adage to ignore a bully into leaving one alone. Though its genesis lies with the work of Edwin and Shirley Ardener, Cheris Kramarare is commonly regarded as the true founder of Muted Group Theory. Kramarares work expanded on the ideas brought on by the Ardeners, and tailored it primarily to the study of communication. Kramarare focused Muted Group Theory into three paramount assumptions: women, and other minority groups, view the world far differently from men due to the division of labor, due to male-centric political superiority, mens views and communication systems are given priority, thus restricting the communication of women, and other subordinate cultures, and lastly, in order to effectively partake in a society, non-dominant groups are forced to shoehorn their own ideologies into the dominant groups established system of expression (Kramarare, 1981, as cited in Turner West, 2008). Kramarares work expanded the bounds of Muted Group Theory and inspires further inquiry and analysis to questions and concepts raised by the Ard eners initial research. Far more intriguing than the unfortunate in-articulation of minority groups brought on by Muted Group Theory are the stunning implications of the theory on the development of an individuals self-concept. From birth men and women are treated vastly different by society at large. From the color of the clothes they are put in to the way in which they are described, male and female infants are immediately indoctrinated by the societal views and expected gender roles of the dominant group they were born into. Muted Group Theory further invades into ideas of self-concept via the ways in which dominant groups perceive society. Female nurses, for instance, are limitedly defined by societys dominant group as either hardened battle-axes of anti-femininity, or ultra-compassionate and sensitive angels of mercy. These highly constricting labels, imposed by dominant groups, limit these women to identifying themselves as one of these two, polar descriptors (Callan, 1978, as cited in Turner West, 2 009). Because of the restricted definitions provided by dominant groups, these nurses can only potentially conceive themselves as aligning with one of these completely differing camps and are thus limited in the development of their own self-concept and individual identity. The first of the research studies examined here focuses on the muting inherent in the culture of date rape found on many college campuses. A rape culture can be defined as an environment which supports attitudes conducive to rape and increase sexual violence risk factors (Buchwald, Fletcher Roth, 1993, as cited in Burnett et all., 2009). The study in question, Communicating/Muting Date Rape: A Co-Cultural Theoretical Analysis of Communication Factors Related to Rape Culture on a College Campus was authored by Ann Burnett, Jody L. Mattern, Liliana L. Herakova, David H. Kahl, Jr., Cloy Tobola, and Susan Bornsen and was first published in the Journal of Applied Communication Research in November of 2009. Burnett et al. (2009) sought to uncover how certain attitudes and outlooks regarding the act of rape, as expressed by social, individual, and cultural perspectives, stemmed from various behaviors preceding a possible rape, during a rape itself, and as a response to a rape occurring. Th ese attitudes served to mute college students, primarily women, and possibly perpetuate the continued creation of a rape culture on college campuses. Their research primarily utilized Muted Group Theory in a co-cultural theoretical paradigm in order to define campus rape culture through communication focused on rape and sex, the negotiating of sexual consent, the potentiality of a rape to occur, a rape itself, the aftermath and repercussions of a rape, and peoples perceptions of, and reactions to, date rape (Burnett et al., 2009). Burnett et al.s (2009) study methodology chiefly utilized hermeneutic phenomenological inquiry. Hermeneutic phenomenological inquiry involves delving into the shared, lived experiences of individuals who have been involved in a specified phenomenon (Lanigan, 1979, as cited in Burnett et al., 2009). Researchers utilizing a phenomenological approach search for any central, underlying themes behind a given experience and attempt to develop general or universal implications from them (Creswell, 2007, as cited in Burnett et al., 2009). Phenomenological inquiry involves researchers gathering descriptions of lived experiences, reviewing the various capta found to uncover any essential themes of the experiences, and discovering any interrelatedness among the established themes (Nelson, 1989, as cited in Burnett et al., 2009). The capta for Burnett et al.s (2009) study were gathered through nine separate focus groups at a Midwestern university. These focus groups contained five with just wome n, two of only men, and two groups were co-ed in composition. The university in question housed an approximate population of 12,000 students, contained fifteen fraternities or sororities, and had a Division 1 athletics program on campus. The study did not specify a need for focus group members to have been rape victims to be involved. Focus group moderators utilized an open-ended conversational style in order to encourage member participation (Nelson, 1989, as cited in Burnett et al., 2009). Topics put to the focus groups included various definitions of, and motivations for, rape, alcohols role in rape, post-rape options, potential reasons why rape is not reported, how to avoid possible rape scenarios, and group members perception of the prevalence of rape on their campus (Burnett et al., 2009). Following this, the gathered capta were reduced by recognizing what given factors were essential to the experience and which were not, and then attaching meaning to the essential elements re maining by contrasting and comparing the different given experiences and how the identified themes contributed to them (Nelson, 1989, as cited in Burnett et al., 2009). Burnett et al.s (2009) results indicated an ambiguity surrounding date rape that silences potential, meaningful intercourse on the subject and mutes both possible and actual victims of date rape. Burnett et al. (2009) found that focus group members had great difficulty in pinpointing a firm definition of date rape as they felt situational factors affected any interpretation of the event. For instance, although sexual consent was suggested as an essential element, focus group members probed which non-verbal and verbal actions could be construed as consent. Because they had no firm way of defining what date rape was, both male and female participants were muted from recognizing the signs of date rape or when to report it. Students are thus forced to rationalize their notions of rape because their culture, the college campus, fails to do so (Burnett et al., 2009). On an individual, psychological level, the focus group members, even the women, utilized primarily dominant, male-driven language to characterize known date rape victims as overtly promiscuous individuals whose state of dress could almost function as a form of consent. Participants also noted how males are often praised for extreme sexual prowess and a high number of partners whereas women are cast in a negative light for the same sort of behavior. These common views reiterate the dominant position of men in society and their influence on the language and ideologies concerning date rape (Burnett et al., 2009). From a post-rape perspective, female focus group members questioned the strength and validity of their ability to communicate a lack of consent. This sort of interrogation places the responsibility for the rape on the victim (Burnett et al., 2009). Both female and male focus group members agreed that the reporting of date rape is muted due to further ambiguity regarding the cor rect steps to take following a rape and a fear of others reactions to said rape. This fear of victim blaming only serves to further isolate and mute anyone who has been the victim of date rape or knows a victim who is choosing to remain silent (Burnett et al., 2009). Additional dominant groups such as a colleges administration and staff can silence victims and perpetuate a date rape culture through a lack of backing for anti-rape preventative education and post rape support services on campus. This lack of recognition of date rape in the dominant discourse leads individuals to mute themselves via various explaining-away tactics in order to not contradict the mainstream. Following their study, Burnett et al. (2009) concluded that both male and female students participate in the inherent muting of a date rape culture and that date rape victims are actively muted before, after, and even during a rapes occurrence. The largest factor in the continued perpetuation of campus date rape culture is the failure of the student population to properly and affectively define what constitutes date rape and sexual consent. Because there is no firm classification of either of these, date rape victims, and potentially the rapists as well, have no clue they are actually involved in a date rape. The scope of this study, while thorough on the campus it took place, is in actuality quite limited. Because Burnett et al. limited their focus to one specific college campus in one specific area of the country it cannot be considered an entirely accurate representation of possible rape cultures on college campuses across the board. Along with its scope, the studys testability is extremely limited because of their research methodology. While relying on interpersonal communication allowed for a more personal and in-depth examination of various individuals experiences with date rape, these particular views are that of the individual in question and cannot be affectively measured with any sort of documentable accuracy. The parsimony and heurism of the study are both notable, however. At its core, the explanation for the continuance of date rape culture is exceedingly simple and direct and the new thinking initiated by the study is of paramount importance. Hopefully, colleges can use the data provided here to better arm their student bodies against possible date rape in the future. The second research study being examined here involves the gender specific effects of muting on outdoor ropes challenge courses. The study, authored by Phillip A. Irish III, first appeared in the Journal of Experiential Education in 2006. Irish (2006) sought to discover the myriad of effects that verbal muting, a primary means for modifying a courses objectives, has on both genders and how successfully they can accomplish the tasks set forth by the moderators of these ropes courses when thusly limited. The ultimate goal of the study was to better arm ropes course facilitators with documented research to supplement their own experience and intuition in an effort to further the communication enhancing nature inherent in these sorts of challenges. The ropes course study examine two primary hypotheses: on specifically masculine-attributed outdoor ropes courses, muted males will experience stronger goal engagement, specified by proximal distance to said objective, than their muted, female counterparts, and, conversely, the greater time spent on a particular task will result in greater disengagement of muted males, measured by increasing distance from goal, than muted females in the same given time span. The methodology of Irishs (2006) study involved adult groups being given one of three possible outdoor ropes challenges: Doughnut, Thread the Needle, and Water Wheel. These challenges were selected specifically for because they involve the team members navigating a specific, centralized piece of equipment while simultaneously not limiting participants free movement about the challenge arena. These trials were also selected due to their generally male oriented objectives, such as lifting individual members up into the air. In differing groups, either all of the men or all of the women were verbally muted though gesturing and pantomime were allowed. The average group makeup consisted of five males to three females with individuals being lined up and divided my height in an effort to spread the height advantage out to each group. Distance measurements were taken every two minutes during the planning phase of the given challenge. The results of Irishs (2006) study indicate varying shifts in involvement by both sexes in regards to factors of group composition and the handicap of verbal muting. When looking at group makeup, there was no correlation on the involvement of males or females in the task based upon the increased number of females in the group, or male involvement based on the increased number of males in the group, however, when the number of males increased, regardless of other factors involved, female involvement dropped significantly. When the influence of verbal muting is examined, again, male involvement is curiously unaffected by muting or not, but female involvement dramatically lowered when they were muted. Irish (2006) felt his research was successful in terms of providing future researchers a methodology for empirically measuring involvement and interest in a task with relation to muting and non-muting factors. While muting had little variant effect on the position and involvement of males, muted females were generally twice as far away from the specified goal as non-muted females (Irish 2006). Muted females seemed to disengage entirely from the task as the positioned themselves farther away from the goal than their male counterparts. Irishs (2006) research shows slight correlation to male disinterest and disengagement overtime, but not enough, he felt, to be entirely conclusive and supportive of his original hypothesis. Irish posits that greater effect of muting on women may be due to the verbally communicative style generally attached to women. The implications of Irishs research on future Muted Group Theory are compelling. Even though Irish was not trying to illustrate the ways in which male dominant groups subjugate female non-dominant groups, the results of his research still support that central tenet of Muted Group Theory. As discussed previously, Muted Group Theory posits that male originated language forces women to translate everything into what essentially amounts to a foreign tongue. Irishs examination demonstrates how the severity of the male language barrier places women in an ingrained mindset of near constant verbal translation in order to be heard and understood by their male counterparts. When this verbal element is removed from their repertoire, women are left with no further tools to successfully navigate the ropes course or contribute in any meaningful way; because of both an inability to fully articulate themselves in a now non-verbal, male-centric language and because their male counterparts will essent ially ignore their female-oriented non-verbal communication tactics. The scope of this study is quite narrow as it only delves into a small aspect of muting; however, the study provides a high level of testability as the data provides an easily repeatable experiment in an effort to replicate the results and has great utility as it can be used to reinforce the basic notions of Muted Group Theory. The third research study being explored delves into the realm of email communication and how the once gender neutral communication arena now exhibits gendered voices which are being muted. The study, authored by Heather Kissack and Jamie L. Callahan was first published in the Journal of European Industrial Training in 2010. Kissack and Callahan (2010) sought to critically asses the validity of newfound research indicating increased textual gender cues in regards to preferred language use in email based communications. Kissack and Callahans goal was to illustrate how the muting of feminine voices occurs even in email communications. The methodology of Kissack and Callahans (2010) study is fairly straightforward. The study utilizes a vast array of previously completed research into the foundations and implications of Muted Group Theory on subjugating the speech of women and draws logical correlations to previous research on male-female communication in a structured organization as well as studies on genders impact on email conversing. The arguments posited are logically consistent and draw understandable conclusions between already researched topics. Kissack and Callahan (2010) discovered that feminine voices are more than simply marginalized in the work place as was once believed, but are in fact muted as well. Despite lacking the visual and audio cues of verbal language, email communication has still developed unique male and female centric consistencies which allow them to be easily distinguishable to a given reader (Corney, de Vel, Anderson, Mohay , 2002, as cited in Kissack Callahan, 2010). Even if the names of sender and receiver are omitted, either sex can easily identify the gender of email senders as gender specific language cues aid in this accuracy (Savicki et al., as cited in Kissack Callahan, 2010). Kissack and Callahan (2010) successfully accomplish their studys goal of shedding light on the still prevalent issues of feminine voice muting, specifically in an arena that most thought to be gender neutral be default. What is most intriguing about the work of Kissack and Callahan is that the majority of email users would claim the format to be primarily without gender bias. After all, the anonymity presented on the internet allows a user to appear as any gender they wish. This research study shows great logical consistency and scope through the great volume of research Kissack and Callahan have done to draw successful correlations between preexisting research topics. This study also shows potential to stand the test of time because it initiates a heuristic response to a fairly modern invention and the biases that have unfortunately come along with it. These growing trends could even be reexamined in the future to further track the validity of Kissack and Callahans work and to measure if any improvements have been made in the field. Kissack and Callahan focus strongly on the critical aspects of Muted Group Theory in an effort to inform (re: warn) our modern, technology-dependent society; as forward thinking as we think we are, to the dangers of gender muteness now creeping its way into email communication. The suggestions of their work are frightening. If gender bias and muted groups can find new life thriving in technology can these relics of a bygone era ever truly be stamped out? The fourth study observed focused on the application of two primarily feminism based theories, standpoint theory and Muted Group Theory, to emphasis the resilience and fortitude of individuals living in rural America and plan more effective methods of community-based healthcare promotion to better suit their needs. The study was authored by Deborah Ballard-Reisch and was first published in Women Language in 2010. Ballard-Reisch (2010) sought to rectify the vast differences in her previous research on the lives of rural Americans with that of some of her statistician and epidemiologist peers whose own research painted a vastly different, and far less optimistic, picture of frontier life. Ballard-Reischs (2010) methodology, in a similar fashion to the previously explored work of Kissack and Callahan, utilized a veritable melting pot of formerly gathered research and theoretical ideologies in an effort to repurpose them into a grounded, community based approach to better serve the healthcare needs of diverse rural and frontier constituents. Ballard-Reisch (2010) combined aspects of Muted Group and Standpoint Theories together with engaged scholarship and a community-based participatory research approach to more effectively recognize the strengths, needs, health issues, and dynamics of these rural residents to create and exercise far more efficient health promotion interventions. Ballard-Reischs research showed that rural areas contain a higher percentage of older adults than anywhere else in America (U.S. Census Bureau, 2009, as cited in Ballard-Reisch, 2010) and that women constitute a far larger portion of this percentage than anywhere else in the country; representing 52% of individuals aged sixty to sixty-four, and representing 68% of individuals aged 85 or older (CDC, 2010; ERS/USDA, 2001, as cited in Ballard-Reisch, 2010). Ballard-Reisch also discovered that despite containing a far larger portion of elderly Americans, one of the largest groups of consumers of healthcare products and services in the country (Wright, Sparks, OHare, 2008, as cited in Ballard-Reisch, 2010), rural areas hold a far lower concentration of able, effective healthcare professionals than their urban counterparts (ERS/USDA, 2007, as cited in Ballard-Reisch, 2010). The engaged scholarship approach suggested by Ballard-Reisch emphasizes collaboration and cooperation between both r esearchers and collaborators in a learning community to cultivate a theoretical and practical knowledge base (Van de Ven, 2007; Barge Shockley-Zalaback, 2008, as cited in Ballard-Reisch, 2010) and the community based participatory approach she posits underlines the participation of community members along with scholars to more properly research and address various issues of mutual interest (Israel et al., 2005, as cited in Ballard-Reisch, 2010). Ballard-Reisch (2010) theorizes that these two approaches in tandem can be utilized to unmute the healthcare issues of the disenfranchised elderly population of rural America and more successfully serve their needs. Ballard-Reisch believes the older individuals living in rural America must un-silence themselves and take an active role in shaping the future of their health. Ballard-Reischs research highlights the ways in which rural Americans, primarily older women, have their problems muted by a mainstream that instead chooses to focus its attention on the healthcare needs of urban individuals only, leaving the frontier population to fend for themselves. Because they are members of several non-dominant groups; elderly, female, and rural-based, these individuals are triply muted and to such an extent ignored by the urbanite healthcare professionals they so desperately need. Ballard-Reischs proposed solution would seem to be the most effective approach as it plays to the community focused nature of these rural areas and allows them the forge their own path to health moving forward instead of relying on the otherwise preoccupied dominant, urban groups for a hand out that may never come. Ballard-Reischs ideologies most notably show heurism as they seek to stimulate new kinds of thinking to solve old problems. The utility is less substantial as Ballard-Reis chs ideas require a lot of additional legwork and extensive knowledge and research of individuals who are often less educated, and less willing to educate, than their urban counterparts. The ramifications of Muted Group Theory are astronomically important. Something as simple and taken for granted as ones language has astounding implications towards ones ability to not only articulate their thoughts, but also generate said thoughts in the first place. By not having a specified word for something; whether it be an object, an idea, or a feeling, that notion cannot exist. It is fascinating to explore how; hopefully unconsciously, white, heterosexual, upper-class, males have strictly dictated for muted groups exactly how they can not only think, but perceive.

Economic growth and economic development Essay

Like the infrastructure development, improvement of legal mechanism Can now be regarded as the most important precondition for sustainable Growth, a stronger economy, and pro-people system of governance, Writes M S Siddiqui Economic development generally refers to sustained and concerted actions, taken by the policy-makers and communities, which promote the standard of living and economic health of a specific area. Economic development can also refer to as being quantitative and qualitative changes in the economy. Such actions might involve multiple areas including development of human capital, critical infrastructure, regional competitiveness, environmental sustainability, social inclusion, health, safety, literacy, and other initiatives. Economic development differs from economic growth. Whereas economic development is a policy intervention endeavour with aims of economic and social well-being of the people, economic growth is a phenomenon of market productivity and rise in GDP (gross domestic product). According to Amartya Sen, â€Å"economic growth is one aspect of the process of economic development.† Despite the good performance of Bangladesh in terms of many growth indices, it has been lagging behind in building a necessary infrastructure for achieving goals for the country to be treated as a middle-income one. Economic governance embraces all macroeconomic, microeconomic and fiscal policies, public economic agencies, regulatory bodies, company laws and legal institutions connected with economic matters. Good governance means an efficient, open, accountable and audited public service, which has the bureaucratic competence to help design and implement appropriate public policies and, at the same time, an independent judicial system to uphold the law. Good governance is a system of governance that is able to unambiguously identify the basic values of society, where values are economic, political and socio-cultural issues including human rights, and pursue these values through an accountable and honest administration. It is obvious that good governance is a must for the development and growth of a nation. Good governance generally implies a number of institutions, which regulate the behaviour of public bodies, stimulate citizens’ participation in government and control public-private relations. Governance is government plus the private and third (not for profit) sectors. In the 1992 report titled â€Å"Governance and Development†, the World Bank gave its definition of good governance. Good governance is defined as â€Å"the manner in which power is exercised in the management of a country’s economic and social resources for development†. In an October 1995 policy paper called â€Å"Governance: Sound Development Management†, the ADB outlined its policy on this topic. Further, in a separate opinion issued by the ADB General Council, it was explained that governance has at least two dimensions: (a) political (e.g., democracy, human rights); and (b) economic (e.g., efficient management of public resources). The United Nations Development Programme’s (UNDP) definition of good governance is spelled out in a 1997 UNDP policy document titled â€Å"Governance for Sustainable Human Development†. The document states that governance can be seen as the exercise of economic, political and administrative authority to manage a country’s affairs at all levels. The key elements of good governance as defined by UNDP are listed below: Participation: Participation by both men and women is a key cornerstone of good governance. All men and women should have a voice in decision making either directly or through legitimate intermediate institutions that represent their interests. Rule of law: Legal frameworks should be fair and enforced impartially, particularly the laws on human rights. Transparency: Transparency is built on the free flow of information. Processes, institutions and information are directly accessible to those concerned through it, and enough information is provided to understand and monitor them. Responsiveness: Good governance requires that institutions and processes try to serve all stakeholders within a reasonable timeframe. Consensus orientation: There are several actors and as many viewpoints in a given society. Good governance requires mediation of different interests in society to reach a broad consensus on what is in the best interest of the whole community and how this can be achieved. Equity: All men and women have opportunities to improve or maintain their well-being. Effectiveness and efficiency: Good governance means that processes and institutions produce results that meet the needs of society, while making the best use of resources at their disposal. Strategic vision: Leaders and the public have a broad and long-term perspective on good governance and human development, along with a sense of what is needed for such development. There is also an understanding of the historical, cultural and social complexities, in which that perspective is grounded. The rule of law as gauged by the responses to ‘efficient functioning of judiciary’ indicates that most low and middle-income countries rate it as a much higher obstacle than their high-income counterparts. The aggregate average of street crime, organised crime, and corruption are all higher in these countries than in the developed world. There are many problems that come up as barriers to good governance. To ensure sound local development, action should be taken to work towards achieving good governance. The legal policy regime of a country provides base to the potential Foreign Direct Investment (FDI). Unequivocal, neutral legal framework and better protection of property rights can lead to higher FDI. The legal and regulatory environment does matter for financial development. Countries with legal and regulatory systems that give a high priority to creditors receive the full value of their claims on cooperation, have better- functioning financial intermediaries than countries where the legal system provides much weaker support to creditors. Bangladesh is the seventh largest country in the world in terms of its population and now it is treated as ‘N-11’ after the BRICS countries. However, without progress in legal arenas, such as making suitable laws and their appropriate execution, speedy resolution of all corporate and financial disputes, and quick and transparent transfer of properties, some vital sectors of Bangladeshi economy may suffer irreparable loses. Like the infrastructural development, improvement of legal mechanism can now be regarded as the most important precondition for sustainable growth, a stronger economy, and pro-people system of governance. The writer is pursuing PhD at the Open University, Malaysia. shah@banglachemical.com

Cat on a Hot Tin Roof Essay

The character Margaret is married to Brick, the son of Big Daddy. They live together in Big Daddy’s house, along with his wife, Big Mama. We, as readers learn a lot about her character from the way she speaks, by what is said about her and by the stage directions. We also gain a good insight into her relationships with the people around her. Margaret’s relationship with Brick comes across as quite bizarre. His lack of interest in what she has to say gives the impression that he doesn’t care and also shows a slight lack of respect. For example, when Brick replies to Maggie’s first line in the play, he says â€Å"Wha’d you say, Maggie?†¦Ã¢â‚¬  The stage directions prior to his response read â€Å"A tone of politely feigned interest, masking indifference or worse.† Other stage directions describing his attitude to Maggie’s statements share the same negativity; such as â€Å"Without interest.†, â€Å"Wryly†, â€Å"Absent mindedly†, â€Å"Dreamily†, followed by sarcastic comments. We also get the impression that Brick doesn’t find his wife as attractive as other men do. On page twenty-one, Maggie says â€Å"Way he always drops his eyes down my body when I’m talkin’ to him, drops his eyes to my boobs an’ licks his old chops!† The fact that she’s telling her husband how other men show interest in her comes across as a subtle hint to her husband that perhaps he should appreciate her more. Almost reassuring herself, as well as him that she’s an attractive woman. Brick’s response however doesn’t seem like the reply she was looking for. He describes her â€Å"talk† as disgusting. There’s also a sense of insecurity on Maggie’s front. When she catches Brick staring at her, she asks him continuously what he’s thinking when he stares at her like that. On page twenty-five, Maggie says â€Å"†¦I wish you would lose your looks†¦Ã¢â‚¬  This is a particular strange request to make of one’s partner. It makes readers assume she doesn’t want to be attracted to Brick any longer. This assumption is soon backed up with further lines on page twenty-eight when the couple talk of the â€Å"conditions† Maggie has to follow in order for Brick to continue living with her. They also refer to their bedroom as a cage, giving the sense of entrapment. Margaret’s relationship with Mae seems strained and false. Maggie’s continuous insulting of Mae’s children gives the impression that they don’t get along particularly well. The topic of children in Maggie and Brick’s relationship also seems awkward. Mae seems to take a patronising tone with Margaret on page twenty-nine when she says â€Å"Maggie, honey, if you had children of your own you’d know how funny that is†¦Ã¢â‚¬  It seems that Mae is well aware of Maggie’s envy towards her for having children and likes to bring it up from time to time. Margaret often refers to Big Daddy when she’s attempting to make Brick jealous. When she was talking of the man who was looking her up and down, she was talking of Big Daddy, Brick’s father. She uses him as an example of a man who gives her attention to try and get Brick to do the same. She also talks of Big Daddy not getting along with Gooper, Brick’s brother or Mae. On page twenty, she says â€Å"Big Daddy dotes on you honey. And he can’t stand Brother Man and Brother Man’s wife†¦Ã¢â‚¬  Big Daddy is also supposed to be dying of cancer, therefore there’s a lot of talk of who will be getting the large share of his will. Margaret is obviously very aware of her sexuality. On the first page of the play, a stage direction says â€Å"She steps out of her dress, stands in a slip of ivory satin lace.† She also cares a lot about her appearance and what Brick thinks of her. I feel this because of her asking Brick what he thinks of her when he looks at her and because of stage directions such as â€Å"She adjusts the angle of a magnifying mirror to straighten an eyelash†¦Ã¢â‚¬  Her relationship with her husband seems one sided and cruel. It seems as thought she wants children and a happy marriage like her sister in law however it’s made obvious that Brick doesn’t share the same passion. We know from the continuous talk of Big Daddy’s will that she has dreams of being rich. So far, Williams has made Maggie seem like a desperate, hurt character that covers her pain up with her loud personality.

When To Apply For College Complete Timeline

When To Apply For College Complete Timeline SAT / ACT Prep Online Guides and Tips Manystudents start college in the fall after they graduate high school, but their planning and applying starts yearsbefore. Application deadlines may be in the fall or winter of senior year, and completing each step on the path to college mightstartas early as freshman year. This article is concerned with when to apply for college: when do you complete each step of the process, and when are your college deadlines? After reading this, you'll know exactly when to apply to college and what steps are needed. Let's first consider what the majority of students do. When Do the Majority of Students Apply to College? Most students apply to college in their senior year of high school. They graduate in May or Juneand then start college in Septemberof that same year. There are a few different deadlines, and schools offer variousoptions for when to apply forcollege. These options include one or more of the following: early decision, early action, regular decision, and rolling admissions. Generally speaking, you would apply for early admissions in November of 12th grade. To meet a regular decision deadline, you’d apply a few months later in January or February. Let’s take a look at each deadline in more specific detail, starting with early decision and early action. When Do You Apply for Early Admissions? Early admissions includes two options, early decision and early action. While early decision and early action differ in terms of their conditions, they share similar timelines. Both have a deadline in November and allow you to hear back about your admissions decision in mid-December. Some popular schools with early action deadlines of November 1 are Boston College, CalTech, Georgetown, Harvard, MIT, Princeton, Stanford, University of Virginia, Villanova, and Yale. Popular early decision schools with a November 1 deadline include Boston University, Brown, Columbia, Cornell, Dartmouth, Duke, NYU, University of Pennsylvania, and Vanderbilt. Some schools with early decisionnow also offer an Early Decision II deadline, which is in January. This binding option lets you hear back early from your first choice school, usually in February, about whether or not you got in.Some popular schools with Early DecisionII deadlines of January 1 are Bowdoin, Brandeis, Emory, NYU, Smith, Tufts, and Vanderbilt. Early admissions can be a great option for students who are prepared to apply early and appreciate early notification. If you're planning to apply early, when do you complete each step of the process? Your College Planning Timeline for Early Deadlines Rome wasn't built in a day, and neither should your application be. You need to take time filling out your application, thoughtfully writing about your extracurricular involvement, and proofreading all of the information for errors. Apart from filling out your app, you'll have to take time fulfilling other requirements. Three that demand the most planning and time are your personal essay, recommendation letters and SAT or ACT scores. You should spend a few months thinking about and writing your personal essay. Giving yourself space to brainstorm and mull over ideas is an important part of the writing process that can take weeks. Since your essay is such an important part of your application, you should spend a couple of months drafting, getting feedback, and revising it until it feels precise and authentic, almost like a work of art. To meet an early deadline, you might begin working on it over the summer before senior year. While it's rare that the Common App changes its essay prompts, they have done so in the past. Common App announced these changes in August. Keep this in mind when working on your essay, but don't worry about drastic changes in the questions. Generally speaking, they all ask you tocommunicatesomething important about your identity and show how you make meaning of significant experiences in your life. A second piece of your application that requires your attention early on is your recommendation letters. You should ask your counselor and teachers at least a month before your deadlines, likely by the end of September. You might also ask your junior year teachers at the end of 11th grade. Apart from making the request, you should also spend a week or so thinking about and filling out your "brag sheet," so that your recommenders have some thoughtful material to consult when they begin to write. Finally,you want to leave yourself plenty of time to take the SAT or ACT. You might take the tests two or three times to achieve your target scores. You also would benefit from several months to study and improve. To apply for an early deadline, you'd ideally have your test scores all set by the end of junior year. You might be able to take the tests in September or October of senior year, but these dates should be a last resort, rather than a "make or break" test date. To reiterate, you'll want to work on your essays a few months before your November deadlines, ask for recommendationsin junior year or September of senior year, and start prepping and planning for the SAT or ACT at the end of 10th or beginning of 11th grade. Applying early to college isan increasingly popular option among students, but the majority of students still apply under regular decision. Read on to learn about regular decision deadlines and how they impact your college planning. When Do You Apply Under Regular Decision? The most commonregular decision deadlinesare in January and February. January 1 is a common date, making for a busy winter break! January 15 and January 31 are popular ones, too. Some schoolswith regular decision January 1 deadlines are Boston University, Harvard, NYU, and Yale, among many others. Students who apply under regular decision usually hear back about their admissions decisions in March or April. Since regular decision deadlines are in the winter, how does your college planning schedule differ from that to meet an early deadline? Your College Planning Timeline for RegularDeadlines Does your timeline match the one described above for early deadlines except pushed forward two to three months? Yes and no. You have to consider how busy the fall of senior year is, both for you and for your teachers and counselors. If your schedule is packed with challenging courses and after school involvements, then you still might want to work on your essay over the summer months, when you have more time and focus for it. You also might still ask for your recommendations in September, or at least October. Some teachers set a cap on how many letters they'll write, and they probably don't want to spend their entire winter holiday writing letters. Try to ask early in the fall semester. You might have one more opportunity to take the SAT or ACT, like in December. It's still advisable to take it at least once in junior year, and many students take it twice - in the fall of 11th grade and again in the spring. Again, you want to think about your schedule in the fall and how to best balance putting together a strong college application with all your other assignments, clubs, and/or sports. Finally, some schools don’t have set deadlines at allandare flexible about when applications arrive. This option is called rolling admissions. When Do You Apply for Rolling Admissions? Your timeline for applying rolling admissions depends on a few factors and may vary from student to student. Schools with rolling admissions accept applications throughout a period of time, usually ranging from the fall to the spring. The University of Virginiaopens its application window on September 1, for instance. Since most schools with rolling admissionsaccept applicationson a first come, first served basis - sometimes notifying you of admission only a few weeks after you submit - it’s advisable to apply as early as possible. Sticking to an early deadline of November or regular deadline in January, even though you don’t absolutely have to, is a good guideline to follow. Not only will setting a deadline for yourselfhelp you keep better track of your college planning, but it will help you apply early and thereby impress admissions officers and gaina better chance of admission. Some schools with rolling admission also publicize a priority deadline, meaning students who apply by that deadline have an advantage. UVA’s priority deadline, for instance, is November 30. They’ll still accept applications after, but you’ll have improved chances if you apply by then. So far, this article assumes that you’re applying as a senior to go right into college. Of course, not all students immediately move ontocollege after graduating. Some choose to take a gap year or apply later in life. Others actually get a headstart on college and apply even younger. When do these students apply? When Do You Apply If You're Not a High School Senior? There are other timelines for applying to college besides the typical one that culminates in senior year.Maybe you want to work for a year or two before entering college. Maybe you have the opportunity to volunteer abroad or travel the world. Perhaps you graduated years ago and are now thinking about going back to school for your degree. In these cases, you'll still apply to meet the same early or regular deadlines or rolling admissions time frame. However, you might need to leave yourself extra time to collect all your application materials. Let’s consider each of the above situations individually. "I Want to Take a Gap Year" If this sounds like you, when do you apply for college? Actually, your timeline might still involve applying senior year. Lots of schools allow you to defer your admissions decision for a year. That means you would still apply by an early or regular deadline, or rolling admissions, and then if you got accepted, you'd defer your enrollment for one academic year. You might be thinking that you want to travel and then figure out where to go to college. This could be a good option too, but remember that your deadlines might still be in January. That meansyou’ll still need to have your SAT scores finalized, letters of recommendation gathered, and essays written throughout the fall. Not all that much time will have passed since highschool, so it could be a lot easier to get everything collectedwhile you’re still in the swing of schooland used to being a student. If you’ve been out of school already for a year or two, then that’s a different story. "I'm Going Back to College After a Year or More Off" If you’ve been out of high school for a while, then you’ll probably have to reconnect with your school for teacher and counselor recommendations and official documents, like your transcript. if you haven’t taken the SAT or ACT yet, then you may have to study and take one of those tests as well. Your deadlines will be in November or December, as mentioned above, and you’ll mostly wantto follow similar steps, like asking for recommendationsat least a month before your deadlines and leaving yourself a couple opportunities to prep for and take the SAT or ACT. If you've been out of school for several years, then colleges might not require you take the SAT or ACT as they would a high school student. You'll want to contact the colleges early to find out whether or not you need to prep for and take one of these exams. It’d be advisable to leave yourself extra time so that you can meet with your recommenders and help them write you a letter. Since you’re nota current student, you’ll want to have extra time to set up appointments with faculty and gather all the documents you need. Finally, when do students apply if they want to graduate high school earlierthan senior year? "I'm Graduating High School Early" There are rare advanced students who earn enough credits, perhaps from courses at a local community college or online, to graduate high school early and go straight into college at a young age. These students push their timeline earlier by a year or two, taking the SATor ACTas freshmen or sophomores, and gathering all their documents early. If this sounds like you, you'll probably wantto work closely with your counselors, administrators, and teachers to make sure they agree with your choice. You might take your tests in freshmen and sophomore year, ask your sophomore year teachers for recommendations, and apply in the fall or winter of your junior year. You may also have to take the GED to earn the equivalent of your high school diploma. Make sure you've met all graduation requirements and, of course, have concrete, realistic reasons for graduating high school early and enrolling in college. The aforementioned situations are exceptions rather than the rule, but can be great options if they apply to your situation and needs. In closing, let's review when most students submit their applications to colleges. ToSum Up... We've covered all the important details of when to apply for college. The majority of students apply tocollege in January or February of their senior year to meet regular decision deadlines. They hear back in April and choose a college by the national response date of May 1. Other students might apply in November with early decision or early action, or through a range of time with rolling admissions. To meet deadlines, college planning must start at least a year or two out. This includes prepping for the SATor ACTand writing essays, but it alsoincludesthe time it takes to reflect on your interests, explore new ones, and think deeply about where you'd like to go to college. As you explore and develop in high school, you should be thinking about your goals and what college communities wouldprovide you with the intellectual climate and opportunities to thrive. This journey starts early in high school, and of course continues throughout the rest of your life. What’sNext? Now that you have a sense of when to start applying for college, what aboutspecific deadlines forschools? This guide hasthe full list of early decision deadlines, and this one has the complete list of early action deadlines. Are you a younger student interested in getting more involved in community service?Learn all about community service here, plus check out the 9 best places to volunteer. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Shouldice Hospital Case Report Essays

Shouldice Hospital Case Report Essays Shouldice Hospital Case Report Essay Shouldice Hospital Case Report Essay Subject: Problems and Plans Operational Assessment of the Shouldice Hospital Thank you for the opportunity to consult on your Shouldice Hospital operational assessment. I understand that you have implemented a well developed focus strategy (market focus and internal focus) successfully and Shouldice achieves outstanding results by maximizing the difference between perceived quality and value to the patient on one hand and the cost of supplying services on the other. The nurses and doctors treat their patients with care and understanding and treat them more like family members. This has led to the high level of praise for this hospital and its treatment. The rising number of satisfied patients and word of mouth referral has led to demand for the facilities services which outstrip the facility’s current capacity. I understand that you are looking for guidance on specific actions in order to increase the hospital’s capacity while at the same time maintaining control over the quality of the service delivered, and the hospital management. I have identified the problems and offered a list of alternate courses of action. Problem Definition: The problem is that Shouldice is facing a paradox of change. Shouldice is operating at its â€Å"best operating level† for a service company with limited flexibility in its facility, a specialized work force but are failing to meet all the demand for its chosen market niche. Adding additional capacity to meet the unmet market need may upset the existing work force and lower service quality. Failing to meet the market demand may invite competition that could eventually cause Shouldice to lose market share and end up with excess capacity. Problem Justification: It is assumed that they are operating at the â€Å"best operating level† because the way the case describes how efficiently the hospital is ran and how the patients appear to be pleased with their treatment. Capacity is nearly 100% full if they do 30 operations a day and the patients stay 3-4 days. This would fill up 89 beds for a 5 day work week. They also have 15% (14 hostel rooms) additional capacity for peak times. This also works out to be about 70% capacity of their full time potential of 7 days. 70% of maximum capacity is the best operating point. To increase it rate of service utilization will decrease the service quality. For capacity analysis, refer to Appendix-B. To increase their output and maintain their quality they would need to increase the size of the hospital. This involves large capital investments and considerable time. Construction would also cause a disruption to the quality and country club atmosphere of the hospital. Due to shift restrictions the current operating rooms are completely un-utilized for 2 days of the week as well as 15. 5 hours of each weekday. Kitchen and common area are designed to accommodate one hundred patients and it is important that these facilities be kept up to ensure patients still receive the high level of satisfaction with the experience at Shouldice. The staff also has limited flexibility. Surgeons and surgeons’ assistants are specialized fields that have limited desire to be cross trained. It is assumed that the staff is happy with the existing work schedule and do not want a change. Increasing the days worked would cause more aggressive scheduling of the operating rooms and may make it hard to maintain the same kind of working relationships and attitudes. Alternative Courses of Action: Alternative courses of action are based on the assumption that the reason for their desired expansion is to meet an unmet market demand. i) They could add an additional day by operating on Saturday. ii) They could do nothing different and continue to do as they are currently doing. iii) They can add a new floor (i. e. 45 i. e. 50% more hospital beds). iv) They can meet the unmet market demand with external capacity (establish a new facility). v) They can utilize the current facilities during some of its present idle time. Evaluate alternatives and make decisions: i) Adding an additional operating day on Saturday is a valid consideration. It would utilize ideal hospital capacity. It could increase the number of patients served by 9% or 800 patient a year. Would this be a sufficient number of patients served to keep competition from entering the same market is unknown. Adding a Saturday is also assumed to have a negative impact on the work force that drive down the quality that gives Shouldice a competitive advantage. It would increase rate of service utilization beyond 70%. This could be offset by hiring addition staff. But one should consider the time it takes the new staff to come up the efficiency curve. For capacity analysis and financial details refer to Appendix-C. ii) Doing nothing is a valid consideration. Their existing system and reputation sets them apart as a market leader and it is assumed to be a profitable setup. If it is working do not try to fix it. We assume that the existing set up is acceptable to management as far as profit and other operating measures. The assumed risk is if they do not do anything then competition will enter the market place and could eventually take patients away from Shouldice. There is insufficient data presented to truly analyze this risk. iii) Increasing the number of bed by 50% would not be advisable unless they added more doctors and surgery rooms because the existing plant capacity and number of doctors could not fill an addition 45 beds. They would be operating the surgery rooms at over capacity. The construction requires large capital investment, time, and would disrupt the country club atmosphere. For capacity analysis and financial details refer to Appendix-D. iv) Meeting the unmet market demand with external demand is a valid consideration. It could be done in several different ways. They could look to other facilities that are similar and team with their doctors to train them in the Shouldice processes and share in the profits. This would help keep the competition out of the market and could be done as a silent partner until the service quality reaches a level that Shouldice would want to associate their name with the other facility. Another option would be to establish a new facility for Hernia. Another option would be to subcontract or franchise the operation. For merits and demerits refer to Appendix-E. v) Relieve the operating room bottleneck by utilizing the current facilities during some of its present idle time. Addition of weekend or evening surgeries will increase throughput without any capital investment. Expand the facility’s kitchen and social area’s to accommodate the increased patient throughput and continue to provide a high quality patient experience for its customers. Recommendations: I would recommend a combination of doing nothing with the existing staff and plant as to maintain the country club atmosphere and gregarious nursing staff that gives it its competitive advantage and meet the unmet market demand with external sources of capacity to keep the competition from entering the market. I would be happy to elaborate on my recommendations in future correspondence. Sincerely, An MBA Student Appendix-A Cost comparison – Shouldice vs. Other Hospitals: Cost Items| Shouldice| Other Hospitals| Remarks| Costs of typical operations| $954*| $2000-4000| * Without general anaesthetic| Transportation(round-trip fares for travel to/from Toronto)| $200-600| $200-600 **| **No data available. Considered the same as Shouldice. | Time Lost from work in Hospital| 04 days| 05 days| | Time lost from work while recovering| 05 days| 10 days| | Value of time lost (ranging from $50 to 500 per day)| $450-4500| $750-7500| | Total before Allowancefor recurrence| $1604-6054| $2950-12100| | Probability of Recurrence| 0. 80%| 10. 00%| | Expected Cost of Recurrence| $13-48| $295-1210| | Total cost to patient, employee and insurer| $1,617-6,102| $3,245-13,310| | Profitability of Shouldice Hospital Clinic: Hospital: Items| Shouldice Hospital| Remarks| Revenues per year(4 days X $111/day x 6,850 patients/year)| $3,041,400| Charges for hospital stay = $111/day. Operations per year = 6,850 (in 1982)| Cost per year| $2,800,000| | | | | Profit per year (A)| $241,400| | Clinic: Items| Shouldice Clinic| Remarks| Revenues per year(($450 + 60 + 75 X 0. 20) X6,850)| $3,596,250| Surgical fee=$450/operation. Fee for the assistant surgeon=$60. Fee for a general anaesthetic =$75. Operations per year=6,850 (in 1982)| Cost per year| $2,000,000| | | | | Profit per year (B)| $1,596,250| | Total (Hospital + Clinic) Profit per year (A+B)| $1,837,650| | Total Depreciated Assets = $5 million Return on Asset = $1,837,650/$5 million = 0. 36753 i. e. 37% Appendix-B Current Capacity Analysis Current Throughput: * 6,850 Operations/50 weeks = average 137 operations/week with a peak of 165/week in September. Capacity Analysis: * Examination Rooms: (6 rooms x 3 hrs (1-4 PM) x 5 days x 60 min/hr) / (20 min / exam) = 270 patients /week = 54 patients/day. * Admitting Procedure: (2 people x 4 hrs (1-5 PM) x 5 days/week x 60 min/hr) / (10min/patient) = 240 patients/week = 48 patients/day. * Nursing Station: (2 stations x 4 hrs (1-5 PM) x 5 days/week x 60min/hr)/ (10 min/patient) =240 patients /week = = 48 patients/day. * Operating Rooms: (5 rooms x 8. 5 hrs/room/day x 5 days/week)/ (1. 1 hrs/patient) = 187 patients /week = 37 patients/day. Average operation time = (82% x 45 min + 18% x 90 min) + 15 min file time = 68. 1 min/operation. * Surgeons: 12 surgeons x 3. 5 operations/day x 5 days = 210 patients/week = 42 patients/day. * Hospital rooms: 89 rooms = 147 patients per week (assuming 3. 5 days average stay, 3 days recovery and Monday – Wednesday admittance, No procedures on Saturday or Sunday only recovery and admittance) – 29 patients/day. 103 rooms (incld. 14 hostel rooms) = 161 patients (assuming 3. 5 days average stay, 3 days recovery and Monday – Wednesday admittance, No procedures on Saturday or Sunday only recovery and admittance and use of 14 â€Å"hostel† rooms for two nights each week) – 32 patients/day. Current: Check-in day| Beds Required| | Monday| Tuesday| Wednesday| Thursday| Friday| Saturday| Sunday| Monday| 30| 30| 30| 0| 0| 0| 0|. Tuesday| 0| 29| 29| 29| 0| 0| 0| Wednesday| 0| 0| 29| 29| 29| 0| 0| Thursday| 0| 0| 0| 29| 29| 29| 0| Friday| 0| 0| 0| 0| 0| 0| 0| Saturday| 0| 0| 0| 0| 0| 0| 0| Sunday| 30| 30| 0| 0| 0| 0| 30| | | | | | | | | Total Number in Hospital| 60| 89| 88| 87| 58| 29| 30| Total number of patients per week| 147| Appendix-C Adding an additional operating day on Saturday Use current 89 beds + 14 hostel rooms. Consider 3. 5 days average stay. Total number of patients per week = 180. Current throughput = 137 operations/week (refer to Appendix-B). Theoretical throughput = 161 patients/week (refer to Appendix-B). So, new throughput = (137/161)*180 = 153 patients/week. Therefore, additional patients per week = 153 – 137 = 16 Additional patients per year = 16*50 = 800 Additional revenue = 800*(450+75*0. 20) = $372,000 Total cost = $124,250 Therefore, Net increase in profit = $372,000 $124,250 = $247,750 for no additional investment. Demerits of this alternate action: * Require to schedule 23-25 operations on Saturday. * Six surgeons and a supervising surgeon have to work on Saturdays. * Additional other personnel (an anesthetic, nurses). * Violates the implied contract that Shouldice has with its surgeons, strong opposition by the senior doctors. * Operating close to the theoretical capacity of the facility. Merits of this alternate action: * No investment is needed. * Can still maintain quality service. Appendix-D Increasing the number of bed by 50% Current number of beds: 89 Add in a new floor (expand the capacity by 50%) at the cost of $2 million: 45 beds Total beds = 89+45 = 134 Total number of patents per week = 210 Current throughput = 137 operations/week (refer to Appendix-B). Theoretical throughput = 161 patients/week (refer to Appendix-B). So, new throughput = (137/161)*210 = 179 patients/week. Therefore, additional patients per week = 179 – 137 = 42 Additional patients per year = 42*50 = 2100 Additional revenue = 2100*(450+75*0. 20) = $ 976,500 Total cost = $176,500 Profit = $ 976,500 $176,500 = $ 800,000 Therefore, Return on investment (ROI) = $800,000/$2,000,000 = 40% Demerits of this alternate action: * Require to schedule doctors to the full capacity of five days per week * Increase work load on admissions, kitchen, laundry, housekeeping and accounting * Further staggering of meal hours for patients (100 seat dining room) * Disruption during construction. * Expensive Merits of this alternate action: * Easy to control and maintain quality * Retain the culture and environment Addition of 45 beds: Check-in day| Bed Required| | Monday| Tuesday| Wednesday| Thursday| Friday| Saturday| Sunday| Monday| 42| 42| 42| 0| 0| 0| 0| Tuesday| 0| 42| 42| 42| 0| 0| 0| Wednesday| 0| 0| 42| 42| 42| 0| 0| Thursday| 0| 0| 0| 42| 42| 42| 0| Friday| 0| 0| 0| 0| 0| 0| 0| Saturday| 0| 0| 0| 0| 0| 0| 0| Sunday| 42| 42| 0| 0| 0| 0| 42| | | | | | | | | Total Number in Hospital| 84| 126| 126| 126| 84| 42| 42| Total number of patients per week| 210| Appendix-E. Meeting the unmet market demand with external demand – Establish a new facility Merits of establishing a new facility: * New location close to current setup, say a major city (New York) in USA * Improve its competitive position and increase its profits * Operate in a less restrictive environment * New Opportunities for existing personnel * Transfer of knowledge and expertise to the new facility. Demerits of establishing a new facility: * Requires a significant investment and time * Difficult to maintain Quality control * Difficult to create the same culture and atmosphere * Potential competition with the existing facility.

Cubas Government before Communism Research Paper

Cubas Government before Communism - Research Paper Example Several people believed that to publicize information that exhibits that pre-Castro Cuba was accurately an emergent country was a way of justifying the actions of Batista. The reality is that Cuban advancement of the period was basically as a consequence of the efforts indulged in all these sectors of the nation, as it marked the 57th years of the republic. In the year 1950, two years before Batista’s were granted the second credibility to power. It was fortunate as the Cuban Peso has the same monetary value as the U.S dollar. Given suggestion not only by the authorized press inside the island, and also by Radio Havana Cuba, a nationalized- run radio station that relays information globally in various languages, and by the authorized information organization Prensa Latina, the movement made outstanding prominence on the financial woe and misery under which the island theoretically lived. The campaign made exceptional emphasis on the economic wretchedness under, which the island hypothetically lived, and on the economic control that the United States had exercised over it. This section of the campaign was meant to help validate the continuation of a communist novelist, whose goals and ambitions helped him to renovate the deep transformations in the nation. These social renovations were termed as items of diminishing poverty (Urlich, 99). Those who believed in the Castroism propaganda had a depiction that Cuba was a nation with a 40%literacy level, within the gluttonous hands of multi-national US Corporation controlling every aspect of the national economy. Cuba was a country that had no enough doctors, workers of farmers, due to the high level of redundancy, and with houses of prostitution and gaming casinos on each corner. Cuba was an underdeveloped country and its resources distributed equally among all the people (Urlich, 100).