Chapter Notes Demise - Original Writing - 1558 Words

Chapter 4: Demise I wasn t always a depressed human. I used to be very happy and joyful. I had so many friends, back then. I went through most of my life. I m barely at the stage of winter. But I must cut the season short. The burning cold is killing me on the inside. I can t take it. I was happy before winter, but then everything changed. My child began to grow older. My little child was ignoring me, he didn t care at all about her dad at all. No matter what, she won t notice me. I m like a ghost to her, a stalking shadow. A god, she doesn t even know that’s here. I still had my wife right. So all was well. But it wasn t, because I did some evil sin for the freaking gods to hate me. We were planning on having another child, so†¦show more content†¦Take care of my daughter before her demise!† There was a brief shine of light, then that light with her vanished. I was traumatized. I just watched my wife die. I fell down to the ground and broke down to tears. I lost it. I had to. I approached the murder, and told him, â€Å"Leave, and you better die!† He ran away in terror. I watched him disappear into the distance. Once he was gone, I tried to comfort her. However, I phased right through Ayama, I was like a mere illusion. I was always one. It covered up all my sins. Three years later, I finally could be a person. Ayama noticed me and actually kind of liked me. Then, someone took her away from me. As a result I fully lost it. I couldn t go on. I just couldn t! I have nothing. I have cried myself for so many nights, I have to take action now. He walked up to the chair. He sat down, tall enough to reach the rope. He grabbed the rope and wrapped it over his neck. He began choking, after a very brief moment. To speed up the process he grabbed the knife he used in his last fight. â€Å"I can t bare this pain.† He put the knife gradually into his chest. Blood began to bleed very slowly. His life was draining, like the cherry tree itself. Until it was winter, and all the petals faded away, leaving only little things for it to be remembered. â€Å"Hello there,† lord Kuro said. â€Å"Welcome to hell.† â€Å"Wait, why am I here,† the dead man said. â€Å"Why am I at hell.† â€Å"Why? Here s why. You let your

William Shakespeare s The Tempest - 1266 Words

One common theme throughout the stories of many young adults in literature is their desire to find romantic partners and their struggles with relationships. For example, the character of Miranda in The Tempest by William Shakespeare spends her entire life on her father’s island without any possibilities for romance, until Prince Ferdinand crashes there. Miranda immediately falls in love with him and he reciprocates those feelings, ending in their marriage. Another example of a young adult character that struggles with romance is Oscar in The Brief Wondrous Life of Oscar Wao. Differently from Miranda, Oscar falls quickly in love with nearly every woman he meets. He has certain expectations for himself as a Dominican man, including having many romantic relationships. At the end of the novel, Oscar finds love with a woman named Ybon in the Dominican Republic, although this relationship is not a mutual nor a healthy one. Miranda and Ferdinand’s relationship and Oscar and Yb on’s relationship are similar because they both started with passionate, quickly developing feelings on the part of two young people. By having read the story of Miranda and Ferdinand’s romance in The Tempest, readers can better understand the problems with Oscar and Ybon’s relationship. This can be seen in the deserving way that Oscar views women, his need for control over them, and his inability to listen and communicate with Ybon, especially about problems in their relationship. Miranda’s view of men hasShow MoreRelatedWilliam Shakespeare s The Tempest1267 Words   |  6 Pagesaudience. During the Enlightenment Era, William Shakespeare’s writing were a form of social commentary on the English Government. Endorsed by the king, Shakespeare’s works told tales of tragedy and whimsy, incorporating both fiction and nonfiction elements. One trademark of Shakespeare s plays were the subtle allusions to the concurrent events in the English government. This is evident in his well known and final play, The Tempest. The story of The Tempest tells the tale of Prospero, a fallen dukeRead MoreWilliam Shakespeare s Tragicomedy The Tempest1935 Words   |  8 Pagesstand alone, frequently including elements from other influences. William Shakespeare’s tragicomedy The Tempest (c:1611) is a play that uses intertextuality to enhance ideas about natural order. Banished to an island, Prospero, the rightful Duke of Milan, conjures up a tempest that bri ngs him his usurping brother, Antonio in an attempt to restore his Dukedom. The play’s amalgamation of tragicomedy and the pastoral genre allows Shakespeare to warn his audience about unbalance, criticising the lavish lifestyleRead MoreWilliam Shakespeare s The Tempest1256 Words   |  6 PagesWilliam Shakespare’s The Tempest introduces a dynamic and colorful protagonist, Prospero. Throughout the play, he establishes himself as a multi dimensional character. Prospero’s interaction with other characters in the play is vital in uncovering the many different sides of his personality. Prospero displays a different part of his personality when he interacts with Caliban, Ariel, and Ferdinand, all of whom are ploys in his master plan to regain his crown. Prospero assimilates his personality toRead MoreWilliam Shakespeare s The Tempest1229 Words   |  5 Pages William Shakespeare most definitely did not reference Jeffrey Jerome Cohen’s Seven Monster Theses wh en writing his play, The Tempest. One of Cohen’s theses though - thesis four â€Å"The Monster Dwells at the Gates of Difference† - appears quite prominently in Shakespeare’s work. The thesis articulates that monsters are divisive and often arise in a culture to make one group seem superior to another. Further, societies devise monsters in order to create a scapegoat for social and political inequitiesRead MoreWilliam Shakespeare s The Tempest Essay1019 Words   |  5 PagesStephen Greenblatt, believes that antagonists such as Caliban from The Tempest represent more than a source of evil. Some theorists argue that Caliban should been seen as a â€Å"colonial other.† I agree, and in this paper I demonstrate and give prime examples as to why Caliban is misunderstood and depicted as a monster when in fact he should be viewed as a native of the island. According to Greenblatt’s argument, in The Tempest, Caliban should be viewed as a colonial other ra ther than a universal evilRead MoreWilliam Shakespeare s The Tempest886 Words   |  4 PagesIn The Tempest, by William Shakespeare, there is a main issue of whether Prospero or Caliban have the better claim to control the island. In act 1, scene 2, we learn that Prospero, Miranda (his daughter), and Caliban are all located on an island. Caliban states, â€Å"This island’s mine by Sycorax my mother, (1.2.331), which means that he has inherited this island from his mother. However, critic Stephen Orgel has argued that â€Å"Power, as Prospero presents it in the play, is not inherited but self-createdRead MoreWilliam Shakespeare s The Tempest947 Words   |  4 PagesIn Shakespeare’s The Tempest, Caliban is the primitive monster who belongs to the bottom of the power hierarchy on the island claimed by Prospero. Caliban, the original inhabitant of the island, unwillingly becomes Prospero’s slave as he uses magic to take control of the island. Prospero sees Calib an as the savage and monster who does not acknowledge the order of civilization despite his efforts to educate him. Caliban appears as an inferior and beast-like figure from nature in the eyes of the civilizedRead MoreWilliam Shakespeare s The Tempest Essay987 Words   |  4 Pagesâ€Å"The rarer action is in virtue than in vengeance† (5.1.35-36). This quote from scene five of the Tempest gives the reader a glimpse of Shakespeare’s message regarding humanity. To be human means more than to have two feet, breathe in your lungs, and the ability to communicate. To be human is a choice. Being human means showing compassion and love for those around you. In the play the Tempest, Prospero struggles with his humanity. He possesses inhuman abilities that cause him to lose sight of theRead MoreWilliam Shakespeare s The Tempest1499 Words   |  6 PagesShakespeare’s play â€Å"The Tempest† outlines many complex characters. One of which was Prospero, former Duke o f Milan and powerful sorcerer. Prospero initially portrays a self-involved personality and God-complex but then throughout the course of the play this personality trait transpires into a more pragmatic approach to his life. All of these traits of this character makes it difficult to analyze the true character of Prospero. In the first Act of the play, we see Prospero using sorcery to drum upRead MoreWilliam Shakespeare s The Tempest1469 Words   |  6 PagesThe Tempest brings out the discussion of rule, in this play the theme of rule is prominent, especially in the beginning of the play where the conversation between Prospero and Miranda (his daughter) lead the actions of Prospero, this paper will be analysing the hierarchy of the characters, the definition of justice for Prospero and who’s the king of Milan. Prospero has magical powers which is seen later in the play, the play starts off by the telling the story of the current king and his crew on

Learning Styles (2956 words) Essay Example For Students

Learning Styles (2956 words) Essay Learning StylesThroughout our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. We canattribute this to our learning style. A persons learning style is the methodthrough which they gain information about their environment. Research is goingon all over the world to help explain learning styles. As teachers, it is ourresponsibility to learn about these different learning styles so that we canappeal to every type of learner in our classrooms. Howard Gardner has elaboratedon the concept of learning style through what he calls multipleintelligences (Gardner 3). Understanding these intelligences will helpus to design our classrooms and curriculum in a way that will appeal to all ofour students. We may even be able to curb negative behavior by reaching studentsin a different way. If we implement activities that call upon the use of allthese intelligences (Gardner 2) we will get the best out of all of ourstudents (Santrock 311). Their grades will improve and they will retain moreinformation for a longer pe riod of time. Learning styles can also help us todetermine possible career paths so that we can help to steer children in theright direction. Discovering our own learning styles can potentially maximizeour own information processing and teaching techniques. Howard Gardner is aprofessor at Harvard who has studied the idea of intelligence in a way thatlinks research and personal experience (Traub 1). He began speaking aboutmultiple intelligences in 1983. Since then, he has won a MacArthurgenius grant, he has written books which have been translated into twentylanguages, and he gives about seventy-five speeches a year (Truab 1). His ideashave been backed and popularized by many groups seeking to reform the currenteducational system. The idea is that we know a child who scores well on tests issmart, but that doesnt mean a child who does not score well is not gettingthe information or is incapable of getting it (Traub1). Gardners goal is toturn what we normally think of as intelligence i nto a mere aspect of a muchwider range of aptitudes (Traub 1). Most of us believe that doing well in schoolrequires a certain amount of intelligence. School work usually focuses on onlytwo avenues of intelligence. Traditional teaching focuses on verbal andmathematical skills. A person who is weak in both of these will probably dopoorly in school. Gardner suggests that their is eight different aptitudes orintelligences (Gardner 3). Each individual has the eightintelligences in various amounts. Our strengths and weaknesses in theintelligences influence how we learn (Gardner 5). They may even affecthow successful we are in life. Verbal- linguistic is the first ofGardners proposed intelligences (Gardner). A linguistic learnerthinks in words. This person uses language to express and understand meaning(Gardner 24) Linguistic learners are sensitive to the meaning of words, theirorder, and their inflection (Gardner 24) This type of person uses writing toexpress themselves, often through poe try, stories, and letters. Verballinguistic (Gardner 24) learners are usually very skilled readers. Speakingis another strength that they possess. Oral communication is used often forpersuasion and memorization (Gardner 133). They are often eloquent speakers andhave wonderfully developed auditory skills. This type of intelligence tends topick up foreign languages with ease. Identifying a verbal linguistic(Gardner 24) learner in your classroom is not difficult. Because of theirtalents at expressing themselves their class work will stand out. They tend todo well at expressing themselves through writing. The will often speak theirmind and can easily explain an event that happened through words, both speakingand writing. Planning lessons that appeal to the verbal linguistic(Gardner 24) learner is very easy. The traditional curriculum appeals best tothis kind of learner. They are very good at reading and writing which is alreadythe main method of teaching in most classrooms. Some activit ies that appeal tothis kind of learner are storytelling, writing essays, joking, debating, storyproblems, and crossword searches. These activities will allow the student to usewords to learn material and express what they have learned through words. Thevisual spatial intelligence has the ability to think in pictures (Gardner65). They perceive the visual world accurately and are able to think in threedimensional terms. According to Gardner visual learners can easily recreatesomething that they have seen (Gardner 67). Art is usually a strong area for astudent who learns this way. Constructing things is another activity that comeeasily to this type of learner. They have a knack for turning ideas intoconcrete examples (Gardner 67). An example of this type of student is some onewho can bring an architectural design from their minds to paper and then into amodel. A person strong in this type of intelligence (Gardner 133) has akeen awareness between space and objects. The student who learn s best visuallywill most often sit near the front of the class. They need to see theteachers body language and facial expressions to fully understand the contentof a lesson. This type of learner learns best from visual display. Diagrams,illustrated text books, videos, flipcharts, and handouts are crucial to thelearning of this type of intelligence (Gardner 24) . Activities that thistype of learner will excel at include: creating collages and posters,storyboarding, painting, and photographing. People who are strong in thevisual spatial(Gardner 17) type of intelligence are indispensable when itcomes to professions. We rely on them to be aware of the big picture with theknowledge that each element relies on another. They seem to have an instinctualawareness of what is going on around them and are wonderful navigators,mechanics, engineers, architects, interior designers, and inventors. Bodykinesthetic (Gardner 88) learners have the ability to control body movementsand handle objects ski llfully (Gardner 88). These learners express themselvesthrough movement. They have a good sense of balance and hand eye coordination. Interacting with the space around them is the way that the bodykinesthetic(Gardner 144) learner processes information. This learning styleinvolves a sense of timing and coordination. Michael Jordan, for example wouldmost likely have a well developed body kinesthetic intelligence (Gardner144). His ability to move quickly across a basketball court, while dribbling aball, with a roaring crowd, while processing the whereabouts of five opponentsand four teammates shows that there is a specific intelligence in his movementand perception of the basketball courts layout (Santrock 292). The bodykinesthetic (Gardner 2) learner can often be a handful in the classroom. As astudent it may be difficult for this person to sit still. This learner will dobest if they are able to work while moving around or standing. This type oflearner will do well with activities that involve acting out skits, directingmovement, and playing charades. They will often excel in physical education anddelight at becoming involved with sports. Logical mathematicalintelligence(Gardner 6) is another intelligence that is already heavilyimplemented in our current school system. It involves the ability to usenumbers, logic, and reason . These learners think conceptually, in logic andnumber patterns (Gardner 112). They are often able to perform complexmathematical problems. This type of intelligence involves deductive andinductive reasoning skills, as well as critical and creative problem solving(Gardner 122). Children who use logic and mathematics as a primary way oflearning tend to be obvious in the classroom. This child will ask a lot ofquestions and enjoys doing experiments. They will often excel in mathematics andscience. Finding ways to help this person succeed in language arts and socialstudies can often be a challenge. This person will do well if we help them tofocus on categorizing information. Grouping concepts together and then finding arelationship between them will help this type of intellige nce to understandconcepts not related to math or science. Helping a child master these techniqueswill no doubt help them tackle issues in their everyday life. MusicalRhythmic (Gardner 121) learners have the ability to produce and appreciatemusic. These musically inclined learners think in rhythms, sounds, and patterns. Business Ethics In The Enron Scandal Accounting EssayInteracting with living creatures comes easily to the naturalist. Gardner saysthat these types of learners have a certain skill for understanding animalbehavior, their needs, and characteristics. The naturalist intelligence(Gardner 156) will tend to have a green thumb and are able to grow plants withease. In the classroom the naturalist learner (Gardner 156) will often bean observer. They will enjoy field trips to places like the zoo and to farms. They will often have collections of insects and rocks which they could sharewith the class. They will benefit from activities such as collecting leaves,growing plants, doing experiments, and participating in field studies. Cookingand home economic related activities can also be a strength for thenaturalist (Gardner 156). One of the first interventions that can be usedby the classroom teacher to accommodate individual learning style of students ischanges in the classroom design. Many classrooms are formal in design with allstudents facing frontin rowsin desks. For the students whose preference isinformal this often is a hindrance to learning. Offering optional seating ingroups, pairs, and on couches can accommodate individual learning preferencesand increase student success. Gardner believes that each of the intelligencescan be destroyed by brain damage. According to Traubs article, Gardnerstudied brain damaged patients at Bostons Veterans Administration Hospital(Traub2). He found tha t patients who had profound damage to a main intellectualfunction, leaving them barely able to speak, could still recognize a metaphor oreven tell a joke (Traub 2). I recently saw a news segment on the actor DudleyMoore who has a disease that is deteriorating his brain. He reported that he canno longer play the piano: I can not bring the sounds from my head out throughthe piano (ABC News). This is perhaps an example of how brain damage orneurological diseases can affect intelligence. Each of the intelligencesinvolve unique cognitive skills and shows up in exaggerated fashion in both thegifted and idiot savants (Gardner 168). Studies are being done concerning autismand learning styles. It appears that people with autism are more likely to relyon only one style of learning. Having worked with autistic children, I am ableto say that each autistic child has his or her own way of interacting with theworld. This can easily be translated into their primary learning style and canbe very hel pful for those who work with autistic children. By observing theautistic person, one may be able to determine his or her primary learning style. For example , if an autistic child enjoys looking at books, watching television,and tends to look carefully at people and objects, then he or she may be avisual learner (Santrock 433). Once a persons learning style is determined,then relying on this modality to teach can greatly increase the likelihood thatthe person will learn and possibly communicate. Some people have problems withGardners theories about intelligence (Traub 3). Many say that there is noconcrete research behind Gardners ideas (Traub 5). The problem may lie in theterm intelligence (Traub 3). Intelligence is not often viewed as aconcept, but as a measurement, a term of value. (Traub 3). Gardner says that hisuse of the word intelligence (Traub 3) is intentional. He chose tochallenge the traditional view of the concept of intelligence. There are manydifferent avenues available to help people discover their own learning style andassess their intelligence. Mainly there are questionnaires to help assess theway that people process information. Looking through a few of the assessmentwhich can be found easily online, I found that they are pretty standard. Theycall for you to check statements that you find are true about yourself. Thesestatements are then put into their appropriate intelligence (Traub 3)category. The category with the most true statements is ranked as your strongestintelligence. Each of the other intelligences are put in order accordingly. As teachers, we can quickly assess our students at the beginning of the schoolyear by performing a similar inventory. We can take the statements and re wordthem so that they appeal to a younger audience. We can also assign activitiesand let our children choose how they are going to present them. A fun activitythat is often used is What I did over summer vacation. The children areasked to present what they did over summer vacation. They are able to presentthis any way they like and are given suggestions such as Write a song aboutyour summer vacation for the musical learner; perform a skit about yourSummer vacation for the body kinesthetic (Gardner 12) learner; andtell us what you learned about yourself over your Summer vacation for theintrapersonal learner. Getting to know the learning styles of the children inyour classroom at the beginning of the year will help you to plan yourcurriculum effectively for the rest of the year. Knowing about learning stylesand multiple intelligence is helpful for everyone, especially for people withlearning disabilities and attention deficit disorder. Although there is notconcrete research to back up Gardners theories; we know that using learningstyles in the classrooms is working. Knowing your own learning style and thelearning styles of your students will help to develop coping strategies,compensate for weaknesses, and capitalize strengths. It is every teachersduty to make the learning process a pleasurable one for all students; becomingfamiliar with the different learning styles will help us to do just that. BibliographyGardner, Howard. Frames of Mind. New York: Basic Books, 1988 Santrock, John. Child Development. McGraw-Hill, 1998 Special Report on Dudley Moore. ChannelSeven News, ABC Network. Nov. 1999 Traub, James. Multiple IntelligenceDisorder. The New Republic (1998). 5 pgs. 24 November 1999

Foundation of Management Bureaucratic Organizations

Question: Discuss about theFoundation of Managementfor Bureaucratic Organizations. Answer: Best Means Adopted by Rational?Bureaucratic Organizations to Achieve their Goals Whimster and Lash (2014) depicts that the bureaucraciesare goal-oriented organizations that followed rational principles so that the organizational goals can be achieved. Moreover, according to Weber, six elements are identified for a better bureaucracy. This section comprises of the two best means adopted by Rational?bureaucratic organizations so that goals can be attained efficiently. The two best means for the rational bureaucracy are the hierarchy structure of the organization and impersonality. Sturdy et al. (2016) defines that with a hierarchical structure, the employee is no longer confused regarding the boundaries between departments and jobs and helps in the time of crisis. This increases their chances of understanding the organizational requirement and achieves the goals. Salthe (2013) however, argues by stating that the in this scenario, the discrimination power of the managing authority increases. In addition to that, hierarchy enhances the lines of communication and helps in building a strong relationship between managers and subordinates Stalker et al. (2013). On the other hand, Pinho and Sacramento (2015) negates the above statement by stating that the communication between individual department increases and allocated goals can be attained; however, the communication between different section. This will hamper the overall goal achievement for the org anization. Regular communication and knowledge sharing can resolve this adversity and help employees to grow interpersonal relation with each other. Another problem that can be highlighted is the impersonality. Stein and Storr (2016) depict its advantage by stating that individual is recruited solely based on their qualification and skills and no favoritism of the managers will be allowed. Waters and Waters (2015) further adds that if the element of impersonality is considered with the diversity. This also provides equal rights with no personal preferences to every suitable candidate. Andreski (2013) highlights the negative consequence in this context that is conflict arise and discrimination due to the difference of the culture. Moreover, the benefits are that knowledge of diverse culture can be used for new market entry and formulate new products that can satisfy the needs of the customer in other countries. Transformation of Organizational Forms The organizational transformation process in this context that is considered is the combination of the old style of business with the practices of the new organizations. The paradox resides in this context is that both procedures cannot go hand in hand for the better organizational procedure. Jeston and Nelis (2014) depicts that both of this procedure is required as conventional procedure provide tried and tested results through which the outcomes will be predicted. The new procedure will help to enhance the organization's productivity and profitability. Andries et al. (2013) highlighted the advantage that adopting the conventional business models or the model that is previously tested by other is that the managing authorities can follow an approach of another leader to guide their employees. The disadvantage of the tested procedure is that it does not always relate with the organizational culture. Thus, the conventional method can result in an adverse result for the betterment of th e organization. Moreover, adopting a new technique that can be incorporated into the organizational culture will be beneficial. New technology helps in reducing the cost of the business procedure and enhances the productivity. The contemporary organization used a new procedure like employee training, reward system and job recognition that motivate the employees to serve their best for the organization. Amit and Zott (2012) mentioned that innovation is another step through which better results can be obtained by designing new production techniques and production equipment. Andries et al. (2013) further mentioned that both of the new and old procedure could be incorporated together by researching the requirement of the organization. The old procedure can be enhanced by adding new technologies and then a customized new system will be formulated that can provide maximum financial growth to the business. Reference List Amit, R. and Zott, C., 2012. Creating value through business model innovation.MIT Sloan Management Review,53(3), p.41. Andreski, S., 2013.Max Weber's insights and errors. Routledge. Andries, P., Debackere, K. and Looy, B., 2013. Simultaneous experimentation as a learning strategy: business model development under uncertainty.Strategic Entrepreneurship Journal,7(4), pp.288-310. Jeston, J. and Nelis, J., 2014.Business process management. Routledge. Pinho, J.A.G.D. and Sacramento, A.R.S., 2015. Brazil: between the modern bureaucracy of Weber and resilient patrimonialism.Management Research: The Journal of the Iberoamerican Academy of Management,13(2), pp.140-159. Salthe, S.N., 2013.Evolving hierarchical systems: their structure and representation. Columbia University Press. Stalker, T.J., Traxler, E.A., Wu, J., Wannemacher, K.M., Cermignano, S.L., Voronov, R., Diamond, S.L. and Brass, L.F., 2013. Hierarchical organization in the hemostatic response and its relationship to the platelet-signaling network.Blood,121(10), pp.1875-1885. Stein, S. and Storr, V.H., 2016. The Nature of the Market in Mises and Weber. InResearch in the History of Economic Thought and Methodology(pp. 73-91). Emerald Group Publishing Limited. Sturdy, A., Wright, C. and Wylie, N., 2016. Managers as consultants: The hybridity and tensions of neo-bureaucratic management.Organization,23(2), pp.184-205. Waters, T. and Waters, D., 2015. Max Webers Sociology in the Twenty-first Century. InWebers Rationalism and Modern Society(pp. 1-17). Palgrave Macmillan US. Whimster, S. and Lash, S., 2014.Max Weber, rationality and modernity. Routledge.

London Church Furniture

London Church Furniture is a small, privately owned company that specializes in the production of church furnishings. It has been in business for fifty eight years and employs an average of thirty employees.Advertising We will write a custom report sample on London Church Furniture specifically for you for only $16.05 $11/page Learn More Product The company’s product strategy is based on three major qualities: service, installation and quality. The company prides itself in using the finest quality of materials. Its furniture is made of genuine oak, which is renowned for its strength and attractiveness. The company also gives a warranty of 25 years when a client purchases a product from them. Most of the furnishings are made by hand in order to ascertain that adequate quality control is maintained in most of its products. The firm employs proven manufacturing methods for some automated processes such as staining, finishing and upholstering. Custome rs can also benefit from a wide selection of colors and patterns. Furthermore, it uses only the highest standards to make its foam fabrics flame resistant. Lastly, and most importantly, the organization specializes in church furniture. This means that it has mastered its craft. Dwelling on one line of furnishings has made the organization highly proficient in this sector. Examples of these products include frontal screens, pulpits, stackable chairs, communion rails and church pews (London Church Furniture par 5). Price structure The company’s furniture is competitively priced. Since the organization sells most of its products locally and lacks retail stores, then it does not need to include retail and distribution mark ups. Furthermore, the organization works with clients in order to meet their budgetary needs. However, most of its products have standard rates depending on the unit length. For instance, upholstered seats go for $60 per lineal foot while benches cost $33 per l ineal foot. A customer will pay for what he or she needs. Prices are adjusted to suit the church’s available space and number of units required. Distribution This organization only has one retail centre. Customers who need to see the products physically have to visit the company’s showroom at Kentucky. Alternatively, they may use the company website. If one needs to make an order, one may get the company’s catalogues via email after submitting one’s details online.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More One may also get this information personally from the company showroom. The company distributes its products to different churches in Eastern US. It offers shipping services that depend on the client’s location and mileage needs. The company’s strategy is to leverage on the internet, rather than traditional retail stores, to make the goods easily available to buyers. Promotional strategy The company does not employ aggressive promotional campaigns because it believes in establishing relationships with its clientele. However, it has used print media such as newspapers in order to let consumers know about its offerings. Furthermore, the organization uses the internet to promote its products. One can find its product offerings on websites like adpost.com and websitelooker.com. It also employs social networking websites such as facebook and iLike. These unconventional methods allow satisfied customers to tell other people about the products at London Church Furniture thus creating momentum for them. Conclusion This organization’s marketing strategy is based on its specificity and quality. The company’s small size allows it to provide that personal touch to clients, and this is its value proposition. Works Cited London Church Furniture. Home page. LTC. Kentucky. 2011. Web. This report on London Church Furniture was written and submitted by user V10let to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Henry Ford basic princples essays

Henry Ford basic princples essays Henry Ford operated in a time when our country was going through massive changes. The progressive era was in full swing and the industrial revolution had come to an end. With the progressive era came the idea for bigger, larger, better. Steel, railroad, and oil companies were becoming very large, and because of this many people were gaining unimaginable wealth. As some Americans were becoming richer, others were becoming poorer. This was the era, or macro environment, in which Henry Ford created the Ford Motor Company. Although people were becoming richer, and many people pushed Ford to create a line of cars for the wealthy, he had other ideas. Fords vision was to make a car in such a way and with such low cost that the men who made the cars would be able to buy one themselves. Fords mission though was not to make a cheap car, but to make one that was reasonably priced, reliable and efficient. Ford defied what other car companies were doing and what his investors pushed him to do. He created a low cost, efficient car, which was reliable. In order to create a low cost, reliable, efficient car Ford had to completely change the common used business strategies. Ford needed to create the first assembly line process for creating cars. This process gave Ford the ability to create the cars much faster then his competitors, and at a much lower cost. The assembly line put one person in one spot the entire day, doing one job. This didnt require much skill or knowledge, but put all together, created a car. As a result of this type of manufacturing process each person relied on another to complete their jobs. This caused for a very organistic work environment, with not many rules in place, as each person had a specific job to do. There was not much teamwork in this type of manufacturing process, as each person had a specific job and did not interfere with anothers job, unless the process was done incorrectly. ...

Strategic management Case Study Example | Topics and Well Written Essays - 500 words - 5

Strategic management - Case Study Example Every business in the ring fenced so that lenders have no rights to any other assets. Virgin evolved from private companies to a group where some companies are listed. I believe that inspite of the fact that The Virgin Group appears to have numerous organizations in as numerous distinctive fields, there are presumably some vital connections between the specialty units. With these key connections Virgin can attain a few advantages, for instance, economies of scale when purchasing supplies or with their logistics, more control over the business, access to more purchaser data over a few related organizations or by making it less demanding for the corporate guardian to comprehend and deal with every vital specialty unit on the off chance that they are all in comparable fields. (Keller, Parameswaran & Jacob, 2011).   However, overall Virgin takes pace after a random broadening method. This implies that The Virgin Group is an association which moves out of its own industry or market and seeks after new open doors wherever they are accessible. It adventures its present capabilities and sets about broadening in ways which can make utilization of these abilities easier and this further may overall be under-utilized. The Virgin Group as an issue guardian values all its organizations. The Virgin Group attains esteem by understanding the systematized markets. The Virgins administration group has made a decent showing in recognizing fulfillment in the business. The administration group aptitude and experience matched to the system permits the organization to offer more for less. The Virgin gathering likewise increased the value of its organizations with the brand name and utilized the brand name to overcome hindrances. The Virgin brand name is a shoppers supporter and as noticed before the brand is highly regarded with the British. The Virgin Group as a corporate parent additionally assists with restricting the dangers for alternate organizations