Est 310.2.1-05 (Company Q)

EST1 – Ethical Situations in Business A small local grocery stores disadvantages in a metropolitan areas EST1 Task 1 Being a small, local grocery store chain in a major metropolitan area does not come without its challenges. National and regional chains are frequently forcing small and locally owned stores to close their doors.For this reason, as well as the huge obligations to the social responsibilities required by their communities and customers alike pushes both the small business owner as well as the larger corporations to be able to adjust their organizations goals and objectives to balance not only their goal to be profit driven but to also be socially and ethically perceptive with the way they conduct business and operate their stores. Recently Company Q has chosen to close two store locations that operated in areas where crime rates were statistically higher within the city.The store closures are being driven by consistent losses the stores experienced year over year. If the stores have consistently lost money year over year, we need to analyze the reasons as to why. To take the social responsible approach at analyzing this question; we would first need to understand our customer demographic for each of the geographical locations. For example, if one of our stores is located in a highly populated Hispanic neighborhood and we are promoting Ethnic Asian foods, we could not expect these foods to sell at the same rate as we would handmade corn tortillas.Taking an ethical and cultural marketing approach to sell foods that are Hispanic-centric strongly supports the business and ethical approach that would be needed for our store to successfully show a profit. When we stop to understand our customer demographics and their communities in which they live, we then can recognize what is needed for our business to prosper within the community. After many years of customer requests Company Q, began offering a limited selection of health conscience and organi c products in their stores.Offering organic and environmentally friendly products in response to our customers’ requests is a large step in forming a social contract with our customers instead of merely offering then what we feel they need. Soliciting feedback from our customers provides us with the means to understand what they want and what they need. Offering a high end products to our customers that neither have the financial ability to afford the high costs that accompany high end products, nor do they have the desire to purchase these products to help Company Q’s bottom line.In fact it will actually drive our results in the opposite direction. Our product choices must be targets to the consumer within our communities. Ethnic foods must be customary to the neighborhoods in which they are being offered. The marketing of our stores in cultural or racially specific communities must be stocked with the products that meet the needs of our customers in those communities . It takes very minimal effort to understand our customers, but that minimal effort makes the difference between a store being successful or failing.There are multiple sources that can be used to help us understand our customer’s cultural and social desires. To gain a simple understanding of the cultural needs for a Hispanic – centric neighborhood can begin with a simple Google search on Hispanic Market Research. For example when preforming the following Google search we learned. â€Å"Market Research Hispanics† â€Å"According to the U. S. Census Bureau, the terms Hispanic (and Latino) refer to people â€Å"whose origins are from Spain, the Spanish-speaking countries of Central or South America, the Caribbean, or those identifying themselves generally as Spanish, Spanish-American, etc.Origin can be viewed as ancestry, nationality, or country of birth of the person or person’s parents or ancestors prior to their arrival in the United States. † His panics can be of any race. There are more than 48 million Hispanics in the United States. Latinos now account for 16% of the American population. The 32 million Latinos of Mexican origin account for around 66% of the Hispanic population. Hispanics accounted for more than half of all of the growth in the U. S. population that occurred between 2000 and 2009.Latinos also are expected to be responsible for more than half of the growth in the U. S. population between 2010 and 2015. With an estimated buying power of $616 billion, Latinos of Mexican heritage represent the single most influential segment of the Hispanic market. Mexicans in the United States account for 59% of all Hispanic buying power. On a per capita basis, however, Cubans are the most affluent of the major Hispanic population segments. Their per capita buying power is substantially higher than that of Mexicans ($32,724 vs. $19, 426).The vast majority (92%) of Hispanics under 18 were born in the United States as were about 47% of those 18 and over. Mexicans are most likely to be U. S. -born. More education leads to higher-paying jobs and increasing affluence among high-acculturation Latinos. High-acculturation Hispanics are more likely than their low-acculturation counterparts to work as managers and professionals (19% vs. 6%). They are twice as likely to have a household income of $75,000 or more (37% vs. 19%) and are much more likely to own their home (62% vs. 40%) (Census Bureau, 2012 www. marketresearch. om ). † Preforming a simple marketing search on the Hispanic cultural give us insight as to how we can begin to market and set ourselves apart in the marketplace. How we can currently target and begin to build a marketing strategy that will ensure the future growth and the economic sustainability of our stores within a Hispanic – centric neighborhood. Currently Company Q operates under the policy of disposing of day-old products, this a perfect example where our management team is mi ssing out on a great public relations and corporate social responsibility opportunity.When approach by the area’s food bank to donate day-old products that would otherwise been thrown away, our management team declined. Management being more focused on the possible loss of revenue due to the potential increase in fraud and stealing that could be done its employees who could claim that that they were donating the food. One thing that we need to understand it the actual cost associated with and or the actual / perceived benefits. Our company will write –off any product that needs to be disposed of due to the shelf life expiration date.The products are disposed if in a dumpster and therefore currently ends the usefulness of the product from the company’s perspective. If we are paying for the products by weight or volume, we will incur a greater disposal rates from the waste removal company for the disposal of those unsellable products instead of donating them to a local food bank. This concern of a possible increase in expenses does not begin to look at the tax benefits that could be received by the donating of the product to a local food bank as well as other possible economic impacts that this policy can have on the economy of our community.Another concern that we need to be aware of is the impact that our policy to throw away on day-old products will have on employees moral. If we’ve communicated to our employees that we will not be socially contentious to our local communities, then what is the message that we are delivering to our employees since they are part of our communities. How will they relate that to how valued they feel as an employee for Company Q? In our technology and media driven society it would e foolish not to except a socially aware employee or customer to film the disposal of the food that we may have not been able to sell, but it could easily be donated to our local food banks to help those in need. The potentia l of the negative publicity and feedback from such an event would be devastating to a small chain stores such as ours. The above mention concerns addressed not only some of the potential financial impacts but also the possible social capital losses that we could face in our current position.Thankfully, we do not need to pay out much financially or in employee efforts to make a substantial difference in our stores and neighborhood communities. One delivery van can be used at the end of each day to deliver the products that would have otherwise been thrown away to our local food bank. The food can be unloaded by the food bank staff while the food bank manager shares with the Manager or Supervisor of our company the impacts that this donation will have on the community. This same information can be taken back and share with the store employees.The minimal time spent delivering and unloading the products daily at the local food banks in a minor change in the daily operations for the sto re, but will have an overall impact to the community that will consistently strengthen our relationship within in the local communities, our relationships with our employees as well as enhancing our brand across our chain of stores. References * Census Bureau (2012). Hispanic Market: market research reports. Marketresearch. com. Retrieved from http://www. marketresearch. com/Marketing-Market-Research-c70/Demographics-c81/Hispanic-Market-c1692/

Noun and Ans

GRAMMAR Topics: †¢ A or an †¢ Sentences using Yes, it is/No, it isn’t †¢ Sentences using Yes, they are/No, they aren’t †¢ Singular Plural †¢ Punctuation †¢ My Favorite Fruit (Essay) †¢ This is, There is/These are, There are †¢ My Mom (Essay) †¢ Noun †¢ Proper Nouns †¢ Verb †¢ Sentences using can/can’t †¢ My Pet (Essay) †¢ Words/Opposites †¢ Masculine/Feminine †¢ Comprehension Unit 0: Topic 1: A or an Definition: Exercise: (in copy) Q1: Fill in the blanks with a or an? 1. It’s a mat. 2. This is an umbrella. 3. It’s a book. 4. It’s an orange. 5. This is a fish. 6. It’s a tree. 7. It’s a cup. . This is an egg. 9. This is a pencil. 10. It’s an insect. Topic 2: Introducing â€Å"Myself† 1. My name is _____________. 2. I am ___________ years old. 3. I like to _________________. 4. I live with my _____________. 5. There are __________ people i n my family. 6. I live in _________. Topic 3: Sentences using â€Å"Yes, it is/No, it isn’t† 1. Is it a mat? *. Yes, it is. 2. Is it an orange? * No, it isn’t. 3. Is it an apple? * Yes, it is. 4. Is it a rat? *. No, it isn’t. 5. Is it an egg? * Yes, it is. 6. Is it a cat? *. No, it isn’t. †Topic 4: â€Å"Singular / Plural† Definition: Singular |Plural | | | | |Cat |Cats | |Hat |Hats | |Pencil |Pencils | |Book |Books | |Door |Doors | |Egg |Eggs | |Banana |Bananas | |Rat |Rats | |Tree |Trees | |Biscuit |Biscuits | Topic 5: â€Å"Punctuation† Definition: Example: 1. Monkeys live in the trees. 2. I am a boy. 3. Dog is an animal. Exercise (in copy) Q1: Use capital letters and full stop. 1. there are two apples *. There are two apples. 2. sky is blue *. Sky is blue. 3. honey is sweet *. Honey is sweet. 4. ali has a pencil *. Ali has a pencil. 5. he was born in karachi *. He was born in Karachi. Work Sheet Punctuation Marks R ewrite these sentences using capital letters, full stop. 1. i like to eat vegetables __________________________________________________________________________ 2. this kite belongs to ali _________________________________________________________________________ 3. i like to paint and read books __________________________________________________________________________ 4. he is eating __________________________________________________________________________ 5. rana has a new bicycle __________________________________________________________________________ 6. i will go to school tomorrow __________________________________________________________________________ Work Sheet Punctuation Marks Rewrite these sentences using capital letters, full stop. 1. i like to eat vegetables I like to eat vegetables. 2. this kite belongs to ali This kite belongs to Ali. 3. like to paint and read books I like to paint and read books. 4. he is eating He is eating. 5. rana has a new bicycle Rana has a n ew bicycle. 6. i will go to school tomorrow I will go to school tomorrow. Topic 6: â€Å"MY FAVORITE FRUIT† (ESSAY) 1. My favorite fruit is apple. 2. It is red in colour. 3. It has many seeds. 4. Its taste is sweet. 5. I like it very much. â€Å"COMPREHENSION† Read passage and do the exercise? â€Å"A LITTLE FAIRY† Once there was a little fairy called Cindy. She lived in a little house in the forest. She had four lovely squirrels named Munch, Crunch, Punch and Bunch. They all had big, bright eyes and long tails. They loved to eat nuts.One day they left the nutshells all over the house and Cindy got very angry. She decided to punish them by not giving them food for a day. They learnt their lesson and did not mess up the house again. Answer the following question? Q1: Who was Cindy? Ans: __________________________________________________________________________ Q2: Where did she live? Ans: __________________________________________________________________________ Q3: How many squirrels were there? Ans: __________________________________________________________________________ Q4: What did the squirrels do one day? Ans: __________________________________________________________________________ Q5: How did Cindy punish them?Ans: __________________________________________________________________________ â€Å"COMPREHENSION† Key Read passage and do the exercise? â€Å"A LITTLE FAIRY† Once there was a little fairy called Cindy. She lived in a little house in the forest. She had four lovely squirrels named Munch, Crunch, Punch and Bunch. They all had big, bright eyes and long tails. They loved to eat nuts. One day they left the nutshells all over the house and Cindy got very angry. She decided to punish them by not giving them food for a day. They learnt their lesson and did not mess up the house again. Answer the following question? Q1: Who was Cindy? Ans: Cindy was a little fairy. Q2: Where did she live? Ans: She lived in a little house in the forest.Q3: How many squirrels were there? Ans: There were four squirrels. Q4: What did the squirrels do one day? Ans: They left the nutshells all over the house. Q5: How did Cindy punish them? Ans: She decided to punish them by not giving them food for a day. Topic 7: â€Å"This is, There is† â€Å"These are, There are† Definition: â€Å"Sentences on â€Å"This is† 1. This is a book. 2. This is a clock. 3. This is a pencil. 4. This is an orange. 5. This is an egg. Sentences on â€Å"There is† 1. There is a glass. 2. There is an umbrella. 3. There is an aeroplane. 4. There is a ruler. 5. There is a leaf. Sentences â€Å"These are† 1. These are apple. 2. These are cats. 3. These are buttons. 4. These are doors. 5.These are pins. Sentences on â€Å"There are† 1. There are two cups. 2. There are three balls. 3. There are some kites. 4. There are four fishes. 5. There are five tins. Topic 8: â€Å"MY MOM†(Essay) 1. My Momâ₠¬â„¢s name is ________________________. 2. She is ________ year old. 3. She is very beautiful. 4. She cooks food very tasty. 5. She takes care of me. 6. I love my mom very much. Topic 9: â€Å"Noun† Definition: Example: Sara, Table, Cat, Karachi. Q1: Underline the mouse? 1. I have a pencil. 2. Sara is reading a book. 3. The hen has a pen. 4. Fish lives in water. 5. He went to Islamabad. 6. Ali and Tom are friends. 7. This jug is big. 8. I like to eat pizza. Note: Pencil, Sara, book, hen, pen, fish, Islamabad, Ali Tom, jug, pizza are nouns) * Topic 10: â€Å"PROPER NOUNS† Definition: Example: 1. Tom and Jerry. 2. Monday. 3. July 4. Summer. 5. Lahore. â€Å"Exercise† Q1: Circle the Proper nouns? School, bag,Lahore, cake, Monday, van, pen, Donald Duck, ruler, Winter, shoes, March, book, America, bell, cup, Edison. Note: (Lahore, Monday, Donald Duck, Winter, March, America, Edison are proper nouns) Topic 11: â€Å"VERB† Definition: Example: 1. Eating. 2. Drin king. 3. Sleeping. 4. Reading. 5. Playing. Q1: Underline the verbs? 1. She is eating a cake. 2. They are going in a garden. 3. We are reading books. 4. You are laughing. 5. He is playing football. 6. Ali is crying. Note: eating, going, reading, laughing, playing, crying, are Verb) Topic 12: â€Å"SENTENCES USING CAN/CAN’T† Definition: Example: 1. I can sleep. 2. I can play. 3. I can’t swim. 1. Can a cat run? *. Yes, it can. 2. Can a bee swim? *. No, it can’t. 3. Can you play football? *. Yes, I can. 4. Can you jump? *. Yes, I can. 5. Can you cook food? *. No, I can’t. Topic 13 : |Animals |Sounds | |Cat. |mew. | |Dog |bark. | |Hen |cluck. |Cow |moo. | |Goat |bleat | |Duck |quack. | |Wolf |howl. | |Horse |neigh. | |Donkey |bray. | |Snake |hiss. | Topic 14: Words / Opposites |Words Opposite | |On |Off | |In |Out | |Up |Down | |Come |Go | |Black |White | |Sit |Stand | |Dry |Wet | |Old |New | |Hard |Soft | |Near |Far | Topic 15: Masculine / F eminine Masculine |Feminine | |He |She | |Boy |Girl | |Father |Mother | |Brother |Sister |Son |Daughter | |Man |Woman | |King |Queen | |Bull |Cow | |Sir |Madam | |Horse |Mare | Topic 16: COMPREHENSION† Read passage and do the exercise? â€Å"THE SINGING GRASSHOPPER† Once upon a time, there were two friends. They lived in the jingle. They were the ant the grasshopper. The ant was hard working insect. Everyday, it would go out to look for food. It would than bring the food back to its nest. The grasshopper was a lazy insect. It did not like to do any work. Instead, it lived to sing all long. Answer the following questions: Q1: Where did the two friends live? Ans: ________________________________________________________________________ Q2: Who were the two friends? Ans: ________________________________________________________________________Q3: What kind of an insect was the ant? Ans: ________________________________________________________________________ Q4: Wh ere did the ant bring back its food? Ans: ________________________________________________________________________ Q5: What kind of insect was the grasshopper? Ans: ________________________________________________________________________ Q6: What did the grasshopper do all the day? Ans: ________________________________________________________________________ â€Å"COMPREHENSION† KEY Read passage and do the exercise? â€Å"THE SINGING GRASSHOPPER† Once upon a time, there were two friends. They lived in the jingle. They were the ant the grasshopper.The ant was hard working insect. Everyday, it would go out to look for food. It would than bring the food back to its nest. The grasshopper was a lazy insect. It did not like to do any work. Instead, it lived to sing all long. Answer the following questions: Q1: Where did the two friends live? Ans: Two friends lived in the jungle. Q2: Who were the two friends? Ans: They were the ant and the grasshopper. Q3: What kind of an ins ect was the ant? Ans: The ant was hard working. Q4: Where did the ant bring back its food? Ans: The ant brought back its food to its nest. Q5: What kind of insect was the grasshopper? Ans: The grasshopper was a lazy insect.Q6: What did the grasshopper do all the day? Ans: It loved to sing all long. ———————– â€Å"A† is used before consonant. â€Å"An† is used before vowels. Vowels a, e, i , o u Singular means one thing. Plural means more than one thing. Every sentences should begin with a capital latter and end with a full stop. â€Å"This is and there is, are used with one thing†. There are and these are used with two or more things. Word that name things are called â€Å"Nouns†. Names of people, days, months, cities and seasons are a special kind of noun. They are called â€Å"Proper noun†. Doing words are called â€Å"Verbs†. We use â€Å"can† to talk about things that people are able to do.

Contact And Exchange Between Peoples And Cultures Essay

Occupation is not a victory, yet, discrimination and oppression evoke acrimony among the native people, which impedes European imperialists from conquering the native people. The Metis, a native group originally scattered across Canada as well as parts of the northern United States such as Montana, North Dakota and Northwest Minnesota. However, the Metis and other aboriginal groups suffered injustice in European colonialism, which is the main focus of this paper. The Aboriginal peoples were the original residents of Canada. It is a collective word for the diversity of the indigenous people. The word was incorporated in the Canadian Constitution Act of 1982 and concerns to the Inuit and the Metis people. The term aboriginal has provided a sense of unity among the indigenous peoples and also served the role of erasing the different historical, cultural practice, sovereignty and languages of over fifty countries that lived in Canada preceding to European colonization. It is believed that the Metis fatherly ancestry originated from different nationalities; Irish, French, English and Scottish while the mothers came from the Native Indian. So the Merits are of mixed blood. Nevertheless, the Metis were able to adopt both the European and the Indian culture through utilizing what was suitable to their necessities. However, the European colonization led to their suffering and injustice. During this time the Metis suffered prejudice, racism and injusti ce. The Relationship of the Metis To their Land and the Manitoba Treaty The Metis practiced the concept of communism, meaning personal ownership of land were prohibited. They resisted external pressures to abandon this concept. However, with the European colonization, the Metis was denied the freedom to live the way they wanted, thus, they were forced to abandon the communism concept. As a matter of fact, the Metis who had occupied the lands in North America for decades before the European colonization were deprived during the European colonization, which in turn is still today whereby the political and legal approached deprive Metis societies of fundamental human rights The European solidified their attitudes towards race in their experience with the Metis. The clash between England and Ireland went beyond rivalries between the two developing nations. This was a clash between the semi-nomadic pastoralist and those who were settled on the land as farmers and grew a sedentary culture. The treatment of the Metis people in Cnanda was extremely similar to the treatment of the other Aboriginal peoples. As a matter of fact, the European established a hierarchical view of the earth where the value of other communities was judged against the image of their own, whereby human beings were viewed as continuing through different regular and specific stages of growth ranging from savagery to civilization. Furthermore, it was not only a social philosophy, but a moral Christian obligation placed on the European to guide the Metis who was regarded as uncivilized beings to the pinnacle of civilization. The European presented the capital structure, which embroiled racial segregation. This was opposite to what the Metis and other Aboriginal groups practiced. As a result, this concept led legitimacy to the undertaking of the dominant power whereby the European dominated the Metis. Through racial segregation, the Europeans were able to push the Metis out of their land, and exert control over all the aboriginal groups in North America. Indeed, race became a social norm and an unquestioned reason to privilege. It was one employed with great insight against the Metis people in Canada. Thus, although most of the treaties had different positive effects in the aboriginals, most of them caused these communities a devastating effect. The treaties cost the Aboriginals a lot, including their land. Besides being forced to give up their culture, they ended up with a much smaller tract of land as a result of improper negotiations. Also, though the provision of education and health care has been cru cial in maintaining the Aboriginal cultures, other benefits such as farm implements and the right to utilize land were much smaller compared to the tracts of lands given in their exchange. Furthermore, the implications resulting in the signing of treaties caused a large number of deaths among them. According to Miller (2000), prior to 1870, the Aboriginal population decreased by about 75percent under the hands of the European settlers. The Fur Trade Canada expanded in a unique manner whereby it traded fur with other countries. Fur trade played a significant role in creating boundaries, which still exist today because borders are grounded on its dissimilar resilience in the North America. As a matter of fact, the importance of the fur trade lies in its commitment of the geographic platform. Through this trade, the development of the Metis emerged with their own language and culture. Indeed, the trade depended on the productive skill and the organizational capabilities in the Metis people. Therefore, the Metis and the Indians regulated the fur trade and only traded when it was convenient for them to do so. Moreover, the Metis were sought to travel through canoe into the interior to carry out trade with the Indian community. The fur trade helped the European to penetrate to Canada, and as a result, they started assimilating the Metis community. They disregarded their culture, beliefs and norms and waged to change their culture as w ell as their behavior. The Metis were culturally undistinguished from other Canadainas. The Land Scrip During the 18th century in Canada, the government gave out scrip certificate giving the right holder to either a certain acreage of land or an amount of money that could be used to the buy on land. These certificates were given out to individual Metis to fulfill their claim to land ownership. However, most people did not get the scrip who eventually was the original inhabitants of the land, meaning that the entire Metis communities who had stayed on the land for decades were sidelined of their rightful heritage. Moreover, it was not only the manner in which the Metis was deprived of their original land. Likewise, the Juvenile Act of Manitoba was modified to permit Metis minors to sell or dispose of their script, thus creating an opportunity for abuse. The government also opposed to a powerful Metis constituency and enterprise interests desiring to gather vast tracts of land colluded to ensure that the Metis of the West of forlorn become landless people. The Metis was not included, fr ightened, swindled or made to kill of the land consisting rudimentary way that consecutive Canadians would follow to open up Canada. As a result, the Metis were forced to live on unutilized parts of the land, which is the reason that they were referred to as the â€Å"Road Allowance People† meaning that they were bound to make their geographical area on the government land on either side of the road. Louis Riel and the Manitoba Drawing from Louis Riel who was the founder of Manitoba and a Metis leader, it is clear that the Metis were harassed unjustly. Riel was murdered by the government for treason. He had united the Metis community and led to a famous Metis government that was central in taking Manitoba into Confederation, but his aim was to preserve the Metis community from the Canadian authority. Riel also led the Metis at the Red River whereby the Canadian government had appointed McDougall as the governor whose mission was to re-stake the Metis land. The Metis opposed him through Riel so as to preserve their cultural, social and political status of the Metis in the Red River as well as the Northwest. As a matter of fact, intermarriages between the Europeans and the Metis or the aboriginals was prohibited. Riel was considered a hero because he defended the Catholic faith and the French culture in Manitoba. It is for this reason that went back to North America after being in exile for four months in the United States. The British and the Canadian government did not support the Metis beliefs and wanted to establish the Protestant beliefs. Nevertheless, the opposition from the Metis through the influence of Riel did not last long when he was captured and executed. Riel was executed without any trial with British or Canadian law for his section in the Red River resistance. The Residential Schools Just like other Aboriginal peoples, the Metis were placed in residential schools over the course of a hundred years. These schools stripped children of their languages and culture so as to eliminate the Metis problem and assimilate them into the society. The Metis in residential schools survived sexual as well as physical abuses, loss of identity as well as language. As a result, many of the Metis children as well as other Aboriginal people’s did not survive at all. Indeed, there are still unrequited questions about how some kids vanished. Nevertheless, the current dispute resolution program in North America, especially Canada does not address the fundamentals harms suffered by Aboriginal peoples as a result of the Indian Residential Schools system that was expressly introduced to remove Aboriginal languages and culture, and to murder the Indian in the child. The government’s strategy for accomplishing its policy aim concerned removing children from their families, puni shing them for speaking their aboriginal language and denying them the right to follow their spiritual teachings and traditional celebrations and failing to give them adequate education. In conclusion, from the above discussion, it is clear that the Metis as well as other Aboriginal communities in North America suffered injustices. They were killed because of their language and beliefs, disregarded because of their culture and mixed blood, they were racially segregated and denied their right to own land. As a result, they ended up in the Manitoba reserve with small parts of land and some none. Neither were their appreciated in residential schools whereby their kids were physically and sexually abused. And though all these things are known by the government, nothing much has improved in Canada for the Metis as well as other aboriginals. References Brown, D., & Kingston, O. (1992). Aboriginal governments and power sharing in Canada. Kingston, Ont.: Institute of Intergovernmental Relations, Queen’s University. First Nations in Canada. (1997). Ottawa: Indian and Northern Affairs Canada. Howe, P., & Bedford, D. (2007). Electoral participation of Aboriginals in Canada.Noble, T. (2008). Western civilization: Beyond boundaries (5th ed.). Boston: Houghton Mifflin. Rambaut, T. (1987). The Hudson’s Bay Half-Breeds and Louis Riel’s Rebellions. Political Science Quarterly, 135-135. Source document

Women & Narrative Term Paper Example | Topics and Well Written Essays - 1500 words - 1

Women & Narrative - Term Paper Example However, what makes American literature during this period remarkable are those written by Latin women authors, who have crossed bravely the boundaries of a well-established masculine culture not only by engaging into the literary world believed worthy only for men, but more so for what they write – â€Å"... their transgressive and contestatorial nature, and their critical reconsideration of hierarchical opposition, that make their texts revolutionary, conflictual, and dialectical...† (xi). Two Latin women authors worth of critical attention are Maria Lusia Bombal (1910-1980) – a Chilean fiction writer, who towed the dangerous literary path of revealing women’s innermost desires and power defiant of the realistic tradition in Latin America (Maria Luisa Bombal, par. 1), and Maria Luisa Bemberg (1922-1995) – an Argentinian self-professed feminist, whose critically acclaimed films had consistently depicted untraditional women, making her one of Latin America’s most significant female filmmakers (Maria Luisa Bemberg, par. 1). Though both writers tackled femininity from entirely different angles, indeed, both have contributed to a better understanding of women, as they have shaped a new consciousness that brings readers to confront long-ignored problems confronting women, such as ‘sexual abuse, abandonment, oppressive marriages, and the pressure of new-found independence’ (Mujica 44). To which Griselda Gambaro remarks, â€Å"... a w ork is feminist insofar as it attempts to explain the mechanics of cruelty, oppression and violence through a story that is developed in a world in which men and women exists† (qtd. in Jehenson xiii). But more than this, they were able â€Å"to change taken-for-granted views† (xiii). Silence is consent to abuse, as the famous saying goes. However, this is not the case in Bombal’s second novel The Shrouded Woman originally titled La

Business report on A service experience for local consumers Essay

Business report on A service experience for local consumers - Essay Example The analysis revealed that there are some problems with customer service, product fit, promotional efforts, parking, employee involvement, and parking of Starbucks. Surprisingly, the packaging is the only aspect where there are no objections at all. The recommendations proposed in this report include first, offering discounts, coupons, free benefits, rebates, premiums, lotteries. Second, increase the volume of promotional activities. Third, train and manage employees in such a way that they could associate themselves with the company. Fourth, at off peak one employee must greet the customers at the door and the other must help customers with their parking problems. Table of Contents Introduction 4 Discussion 5 Target Market of Starbucks 5 Pricing 6 Promotion 7 People 8 Product 9 Process 10 Physical Evidence and Place 11 Recommendations 12 Conclusion 12 References 14 Appendices 15 Appendix # 1 – Questionnaire 15 Appendix # 2 – Respondent # 1 18 Appendix # 3 – Resp ondent # 2 19 Appendix # 4 – Respondent # 3 20 Appendix # 5 – Respondent # 4 21 Introduction It was in March 1971 in Seattle, when three people Jerry Baldwin, Zev Siegl, and Gordon Bowker decided to open their coffee shop with the name of Starbucks (Bussing-Burks, pp. 26-34, 2009). The name came from their favorite novel Moby-dick but at that time they did not realized that this name would remain restricted to Seattle, but it is going to rule the hearts and minds of millions of people all around the world (Pride & Ferrell, pp. 36-38, 2007). With 2010 revenue of more than 10.71 billion US dollars, Starbucks is the biggest coffee house on the planet earth. With its 16,858 stores in more than 50 countries, Starbucks is one the corporations that have been able to survive when its fellow brands were failing due to revelations of corporate scandals, manipulations, socially irresponsible behaviour but despite going through all this, it was able to make it through to what it i s today (Armstrong et al., pp. 312-317, 2009). Currently, Starbucks is operating almost 23 stores in various parts of Australia. This report is an attempt to explore, investigate, and critically examine the service experience of the Starbucks shop at 201 Elizabeth St, Sydney, New South Wales. The report would first start by drawing lines to highlight the target market of Starbucks in Australia. The report has collected its data from four different people that fit in the picture of Starbucks’s target market and have who have recently been to Starbucks. The data collection method was primarily through an interview questionnaire, which is a part of this report under the heading of Appendix # 1. Furthermore, the responses of these people, in form of the brief bullet points and notes are also there in the appendix section. This report would be profound importance of to the Starbucks executives of Australia. For the past few years, Starbucks has been struggling in Australia to prod uce the same results that it has been showing in rest of the world. It was in the year 2000, when Starbucks entered the Australian market with hopes that it would capture the market and become the market leader as it is in the US and many other parts of the world. Important here to note is that this was the time when Starbucks was touching its peak. â€Å"Open a store a day and beat the competitors away† was the policy of the company (Michelli, pp. 255-256, 2007). However, Starbucks soon realized that this model is not producing the intended results and in mid 2008,

The psychological contract does not exist in the minds of employers in Essay

The psychological contract does not exist in the minds of employers in mature states and mature organisations. What is key is the legal contract. The psycholog - Essay Example ent the employer may promise to offer something to the employee or at the time of appraising an employee’s performance the employer could declare a reward for his satisfactory performance. Mutual obligations sometimes act as promises and sometimes as expectations. However, the employee is required to have trust in such promises or expectations as part of the relationship with the employer (The psychological contract, 2007). There is a vast difference between a legal contract and a psychological contract with regard to employment. Legal contracts offer a limited set of expectations and imperfect identification of the relationship involved in the employment. With the exception of refusing to accept such terms and conditions, the employee can do anything about the relationship mentioned in legal contracts. The courts and employment tribunals examine the nature and content of the legal contract of employment. These enforcing bodies interpret the nature of employment on the basis of the legal contract (The psychological contract, 2007). A psychological contract examines the practicality and reality of the work place environment as perceived by the employer and the employees. It has greater effect than a legal contract in determining the activities of the employees and the management. Under a psychological contract, the employees have a clear idea of their duties and the necessity to discuss them by adopting the process of collective bargaining. It also explains to them their expectations from the employer (The psychological contract, 2007). A psychological contract does not require to be enforced strictly. The courts examine the underlying relationship between employer and employee while interpreting the common law principles with regard to mutual trust and confidence. Researchers claim that there would be a negative effect on job satisfaction and a deterioration of employee commitment towards their job, if the management fails to fulfill its promises to its

Choose the topic Term Paper Example | Topics and Well Written Essays - 2000 words

Choose the topic - Term Paper Example She studied art from 1905 to 1912, and took up teaching for two years, in the Texas Panhandle, where she found the vast, dry country with heavy winds to be remarkable in its beauty (Goodrich and Bry 9). â€Å"A trip to northern New Mexico renewed a passion for sky, mountains, and magnificent vistas† (Harvey 36) earlier experienced when teaching in west Texas fifteen years ago†. O’Keeffe loved her country America, and its natural beauty in all its manifestations. As an artist, â€Å"the sun and sky; mountains and plains; trees, plants, and flowers were her frequent subjects† (Davidson 62). With great clarity and vibrancy, she revealed these as dynamic, growing forms, and not as stationary objects. Her flower paintings are particularly noteworthy in their sheer numbers, over 200, as well as in their beauty, realistic depictions, magnification to a huge size, and close examination of their form. O’Keeffe did not use the deconstructed, dislocated or fragmented styles of Cubism in her flower paintings. Most of her works in this genre were of single flowers, rarely did she use more than one flower in her art. She enlarged the image of the bloom to fill the frame, crowding out the other parts of the flower and its surrounding environment. For example, her painting of the Black Iris, 1926 is seen at close quarters (Fig.1). As seen in Fig. 1 below, the natural object stood out in the foreground, facing the spectator with a stark, almost frightening nearness. The oil on canvas painting of the Black Iris, 1926 by O’Keeffe is a monumental piece of art, and one of the artist’s masterpieces. She captures the fleeting colours of the springtime flower using a subtle gradation of shades and hues, from â€Å"impenetrable black-purple and deep maroon to soft pinks, grays, and whites† (MetMuseum, 2012). Expanding the petals to over-lifesize proportions, O’Keefe compels the viewer to face that which may otherwise be overlooked, thereby raising the