Saturday, August 24, 2019
THE GLOBAL CAR INDUSTRY - Essay Example A major change in the iron and steel industry will make great changes in the prices of cars. The market is greatly impacted by the reputation and quality of the product. A car company with good reputation that provides higher quality products and good after sales service will definitely capture more markets. But above all the primary factor that drives the industry is the usage of latest technology for the product as well as for production. This report studies clearly the competitive position of the car market. The report is based on Daimler Chrysler, one of the biggest car makers of the world. The company has its presence in almost all parts of the world either through production plants or through distribution channels. The company has many competitors which are equally potential and competitive to Daimler Chrysler. Therefore, the company is running through a highly competitive environment and is in a process of framing new strategies for its betterment. The report critically analyses the current position of the company as a car manufacturer. The current strategies of the company and its future plans are also referred in the report. The industry is highly influenced by the economic condition of the country. Daimler Chrysler was founded in the year 1998 by the merger of two old and giant companyÃ¢â¬â¢s Daimler Benz of Germany and Chrysler Corporation of US. German based Daimler Benz has been in the industry since 1926. US based Chrysler Corporation was formed in the year 1925. Daimler Chrysler is one of the leading manufacturers and distributors of passenger cars and commercial vehicles in the world. Ã¢â¬Å"Today, the company is a leading supplier of premium passenger cars as well as the worldÃ¢â¬Ës largest manufacturer of commercial vehiclesÃ¢â¬ (Corporate Profile-overview. 2008). The company operates in the various sectors of automobiles through its various brands. The different brands of the company
Friday, August 23, 2019
Advanced Seminar Final Take Home Exam - Assignment Example The fourth is education in order to enhance growth of knowledge and the management of activities that direct, organize or control activities that psychologists offer to the public. Fifth is ability to adhere to ethics of good practice and lastly the skills to develop appropriate attitudes towards the understanding of concepts such as individual differences, cultural diversity and professional development (Falender & Shafranske, 2008). MASTERY stands for Mastering knowledge, Assessing skills and competence, Setting minimal competency standards, Training to competency, Evaluating understanding of relevant legal and ethical principles, Reviewing skill level and Yielding to continuing education (Falender & Shafranske, 2008). I will ensure that the trainees have the knowledge required of them to become competent psychologists by providing training opportunities for them in order to build their knowledge and skills. After the training I will use various methods to assess whether they have acquired the right knowledge and skills necessary for them to perform their duties. In order for them learn faster and acquire these skills it is important to set minimal standards for them so that they feel motivated to learn. In the supervision I will continue to offer more avenues for training so that they build on their competencies so that they feel competent about their duties. I will also ensure that they do understand ethical concerns in handling patients by exposing them to various legal and ethical problems. I will also evaluate them to see whether they have learnt anything if not I will give them a chance to build their knowledge through continued education. Intentional self-disclosure is the deliberate verbal or nob verbal disclosure of personal information. It refers to both verbal and other deliberate actions that may include placing a given family photo in the office. There are two types:
Thursday, August 22, 2019
Constitution Paper Essay The weaknesses in the Articles of Confederation were pointed out by the Constitution. The Articles of Confederation were tweaked in May 1786. This introduced a set of fresh regulations for the central government. Thedeclaration of Independence was approved by the Congress on July 4, 1776. The Constitution paid attention to the irregularities in the Declaration of Independence and replaced all direct mentions of slavery. The Great Compromise drew an end to the disagreements among the states and set congressional representation upon population on an equal basis. The Bill of Rights was introduced by James Madison to the first United States Congress on August 21 1789 and was used by the House of Representatives. John Dickinson proposed an outline to the Articles of Confederation in 1776. The first establishment of a formal government in the colonies was introduced in this. The Articles of Confederation was accepted by thirteen states on March 1 1781. The document of unification introduced a semblance of control to the central government. The Articles of Confederation helped address a feeble government system and pointed out a number of failures. Nonetheless The Articles of Confederation offered very little success as a government tool. The U.S. Constitution was put in writing in 1787. The new U.S. Constitution attempted to address the unsuccessful failures of the Articles of Confederation. For example, the Congress had no authority to charge taxes on the states. The system relied on donations from the states. The notion of federal taxation was opposed by the states. This caused an overpowering rise in currency because Congress did not have proper funding.Another defect of Congress was that it failed be in command of the foreign commerce. As a result, merchants and consumers had to pay high prices. Though Congress did possess the power to pass regulations and laws they were not allowed The thirteen American colonies of Great Britain revolted and declared independence for good reason. The actions of the British governm ent the king deprived Americans of numerous rights that were guaranteed to all other British citizens. In fact, many of these rights were guaranteed as early as 1215 since the American colonists were British citizens they had good reason to expect those rights to be recognized. They werent and in 1776 the American colonies declared independence and became the United States of America. When Americans wrote the Constitution and the Bill of Rights, they made sure to fix the problems.Ã These are some of the ways they fix the problems The king exercised absolute power. The power of British kings had been limited since 1215 almost 400 years before the first American colony was settled. The US Constitution divides power among three branches of government, and there are checks and balances to make sure that no single branch gets too powerful. Colonials were taxed without their consent. British citizens were represented in Parliament American colonists were not represented in Parliament, even though they were British citizens The US Constitution gives Congress the power to tax US citizens, and US citizens are represented in Congress by representatives they elect. July 16, 1987 began with a light breeze a cloudless sky and a spirit of celebration. On that day two hundred senators and representatives boarded a special train for a journey to Philadelphia to celebrate a sing ular congressional anniversary. Exactly two hundred years earlier the framers of the U.S. Constitution, meeting at Independence Hall, had reached a supremely important agreement. Their so called Great Compromise Connecticut Compromise in honor of its architects Connecticut delegates Roger Sherman and Oliver Ellsworth provided a dual system of congressional representation. In the House of Representatives each state would be assigned a number of seats in proportion to its population. In the Senate all states would have the same number of seats. Today we take this arrangement for granted in the wilting hot summer of 1787 it was a new idea. In the weeks before July 16 1787 the framers had made several important decisions about the Senates structure. They turned aside a proposal to have the House of Representatives elect senators from lists submitted by the individual state legislatures and agreed that those legislatures should elect their own senators. By July 16 the convention had already set the minimum age for senators at thirty and the term length at six years as opposed to twenty-five for House members with two year terms. James Madison explained that these distinctions based on the nature of the senatorial trust, which requires greater extent of information and stability of character would allow the Senate to proceed with more coolness with more system and with more wisdom than the popular electedbranch The issue of representation however threatened to destroy the seven week old convention. Delegates from the large states believed that because their states contributed proportionally more to the nations financial and defensiveÃ resources they should enjoy proportionally greater representation in the Senate as well as in the House. Small-state delegates demanded, with comparable intensity, that all states be equally represented in both houses. When Sherman proposed the compromise, Benjamin Franklin agreed that each state should have an equal vote in the Senate in all mattersexcept those involving money. Over the Fourth of July holiday delegates worked out a compromise plan that sidetracked Franklins proposal. On July 16 the convention adopted the Great Compromise by a heart stopping margin of one vote. As the 1987 celebrants duly noted without that vote there would likely have been no Constitution. I think the bill of rights would be the perfect discussion what is the bill of rights The original Constitution as proposed in 1787 in Philadelphia and as ratified by the sta tes, contained very few individual rights guarantees as the framers were primarily focused on establishing the machinery for an effective federal government. A proposal by delegate Charles Pinckney to include several rights guarantees including liberty of the press and a ban on quartering soldiers in private homes was submitted to the Committee on Detail on August 20 1787 but the Committee did not adopt any of Pinckney recommendations. The matter came up before the Convention on September 12 1787 and following a brief debate proposals to include a Bill or Rights in the Constitution were rejected. As adopted, the Constitution included only a few specific rights guarantees protection against states impairing the obligation of contracts provisions that prohibit both the federal and state governments from enforcingex post facto lawslaws that allow punishment for an action that was not criminal at the time it was undertaken and provisions barringbills of attainderlegislative determinations of guilt and punishment Art. I Sections 9 and 10. The framers and notably James Madison its principal architect believed that the Constitution protected lib erty primarily through its division of powers that made it difficult for an oppressive majorities to form and capture power to be used against minorities. Delegates also probably feared that a debate over liberty guarantees might prolong or even threaten the fiercely-debated compromises that had been made over the long hot summer of 1787. In the ratification debate Ant Federalists opposed to the Constitution complained that the new system threatened liberties and suggested that if the delegates had truly cared about protecting individual rights they would have includedÃ provisions that accomplished that. With ratification in serious doubt Federalists announced a willingness to take up the matter of series of amendments to be called the Bill of Rights soon after ratification and the First Congress comes into session. The concession wasundoubtedlynecessary to secure the Constitutions hard fought ratification. Thomas Jefferson, who did not attend the Constitutional Convention,in a December 1787 letter to Madisoncalled the omission of a Bill of Rights a major mistake A bill of rights is what the people are entitled to against every government on earth. James Madison was skeptical of the value of a listing of rights, calling it a parchment barrier. Madisons preference at the Convention to safeguard liberties was by giving Congress an unlimited veto over state laws and creating a joint executive judicial council of revision that could veto federal laws. Despite his skepticism, by the fall of 1788 Madison believed that a declaration of rights should be added to the Constitution. Its value, in Madisons view, was in part educational, in part as a vehicle that might be used to rally people against a future oppressive government and finally in an argumentborrowed from Thomas Jefferson Madison argued that a declaration of rights would help install the judiciary as guardian ofindividual rights against the other branches.
Wednesday, August 21, 2019
Biological Membranes Essay Internal membranes for organelles Bilayer Permeability Ã¢â¬ ¢ Low permeability to charged and polar substances Ã¢â¬ ¢ Water is an exception: small size, lack of charge, and its high concentration Ã¢â¬ ¢ Shedding solvation shells for ions is very unlikelyCommon Features of Biological Membranes Sheet-like structure TWO-molecule thick (60-100A) Lipids, Proteins, and carbohydrates Lipids form the barrier. Proteins mediate distinct functions. Non-covalent assemblies (self-assembly, protein-lipid interaction) Asymmetric (always) Fluid structures: 2-dimensional solution of oriented lipids and proteins Electrically polarized (inside negative ~-60mV) Spontaneously forming in water Protein/lipid ratio = 1/4 Ã¢â¬â 4/1 Carbohydrate moieties are always outside the cell Protein/Lipid ratio Ã¢â¬ ¢ Pure lipid: insulation (neuronal cells) Ã¢â¬ ¢ Other membranes: on average 50% Ã¢â¬ ¢ Energy transduction membranes (75%) Internal membranes of mitocondria and Each atom i at position ri, is treated as a point with a mass mi and a fixed charge qi. What is the Force Field? In molecular dynamics a molecule is described as a series of charged points (atoms) linked by springs (bonds). To describe the time evolution of bond lengths, bond angles and torsions, also the non-bonding van der Waals and elecrostatic interactions between atoms, one uses a force field. The force field is a collection of equations and associated constants designed to reproduce molecular geometry and selected properties of tested structures. Energy Terms Described in the CHARMm Force Field
Roles And Responsibilities In Education And Training Understanding roles, responsibilities and relationships in education and training Oxford Dictionaries defines a role as Ã¢â¬Å"the function assumed or part played by a person Ã¢â¬ ¦.in a particular situationÃ¢â¬ . It defines responsibility as Ã¢â¬Å"a thing which one is required to do as part of a job, role, or legal obligationÃ¢â¬ . The role of a teacher is varied and you are required to Ã¢â¬Å"wear many hats: friend, counsellor, judge, mentor, hundreds of roles and different roles for different classesÃ¢â¬ ¦ Ã¢â¬Å"(Holtrop, 1997). The teacher needs to create a safe learning environment, facilitates open communication, and encourages students to discuss the material, whilst assessing the various learning styles in order to utilize the most appropriate teaching methods. It is important that all students have equal access to the learning. The roles and responsibility of the teacher can best be understood in terms of the teaching cycle. This is based on the learning cycled developed by David. A. Kolb (1984). Identifying needs and planning: The teacher (as an evaluator) needs to assess the students in order to establish their learning styles. A widely used learning style model in education is known as VARK (Fleming 2006). It is important to understand previous learning experiences and such factors as special educational needs. Having completed the assessment and established their needs. The teacher needs to develop a lesson plan, reaching all the students and that will deliver the learning outcomes. Designing the learning: The teacherÃ¢â¬â¢s role is to develop a lesson plan to ensure the syllabus/course material are completed on time, taking into account the course length and sessions available. The teacher needs to design the sessions using different teaching methods that take into account the students learning style s. He will also need to consider the resources required and the assessment methods to be used. Implement (facilitate): The teacher (as facilitator) needs to deliver the plan of learning in such a manner to ensure students are engaged and focused in each session. Students will need to understand the aims of the session and the outcomes expected. The teacher needs to deliver the planned session material, using the various resources, activities (e.g. worksheets, QA) and teaching methods identified during the design stage. He needs to be aware that he may need to adapt the session if students experience difficulties. Assessing: The teacher (as the assessor) is responsible for the continuous assessment of the students in order to ensure students are involved and understand the session. It is important to use a variety of methods. Two of the most recognised are formative assessment which contributes to learning through providing feedback, and summative which demonstrates the extent of the learnerÃ¢â¬â¢s success in meeting the required criteria. It must provide the teacher and student with a clear picture of the students understanding and progress being made. The assessments need to be reliable and consist enabling the teacher to provide any help required to make changes and improve the studentsÃ¢â¬â¢ progress. Evaluating: check learning and initiate change. The teacher must make sure all the administrative and organizational requirements have been completed, included the requirements by external bodies (i.e. awarding bodies). The teacher needs to evaluate the results of the students in the context of the course design, learning methods and resources used. This reflection needs to use to make the next session more successful. A teacher in the life-long learning sector needs to interact with other professionals depending on the situation. These may include managers, other support staff (e.g. librarians, technicians, facilities staff) administrators, managers, employers and governors. These conflicting demands may cause strain for the teacher. A teacher may be required to call on the expertise and advice of others in order to resolve issues faced by students e.g. abuse, illness, financial hardship, bullying, stress, study skills issues and depression. It is important to learn when a particular circumstance falls within their role or when it is more effectively dealt with by another trained professional. Often there is no clear line and it will depend on the issue the teacher is faced with, also causing strain. There are a variety of functions and professionals available to the teacher within the organization. A teacher is unlikely to come into contact with external professionals (e.g. Citizens Advice, Socia l Care), without prior internal consultation. A teacher must understand his own professional boundaries by acting professional, behaving appropriately towards students, being observant, managing inappropriate behaviour, creating a safe learning environment and only meeting students at the place of learning. He will undertake other many roles. Boundaries can be understood as the need to recognise role limitations and understand when further help is required, beyond what can be given. This is a point of referral and will depend on the nature of the student, the nature of the issue and the nature of the role the teacher is in. The teacher may identify behavioural issues and refer early to the tutor to resolve this. He may suspect undiagnosed cases of dyslexia or dyscalculia in more mature students and after discussions with the student, refer him to the learning support for assistance. A teacher may suspect a safe guarding issue (e.g. bullying at home or some form of abuse) due a studentÃ¢â¬â¢s behaviour. This may be a vulnerable adult in a care situation. He should discuss this with the safe guarding officer and refer the student. The safe guarding officer can share information with other organisation to ensure appropriate action can be taken. Legislation applies to the lifelong learning sector and teachers must ensure that relevant legislation is met. It is important to keep up to date as it can change. A framework of acts has be implemented for the protection of children and vulnerable groups. The first, Protection of Children Act 1999 requiring adults who come into contact with children or vulnerable adults to be subject of an enhanced check by the Criminal Records Bureau. This was followed by the Children Act 2004 Ã¢â¬Å"Every Child Matters: Change for ChildrenÃ¢â¬ (ECM). EMC promotes the well-being of children, young people (aged 0-19) and vulnerable adults focusing on five outcomes: Be healthy, Stay Safe, Enjoy and achieve; Make a positive contribution; and Achieve economic well-being. It introduced the requirement for information to be shared between organisations. The Safeguarding Vulnerable Groups legislation 2006 aims to prevent unsuitable people from working with children or vulnerable adults by vetting (Dis closure and Barring Service) all those who wish to do such work and barring those who pose a risk of harm based on the information held. Within FE institutions the role of the Safe guarding officer brings all these requirements together, ensuring sharing with other groups takes place. Health and Safety at Work 1974. This sets out the general duties employers have towards employees and members of public, and employees have to themselves and to each other. It defines the duties (so far as is reasonably practicable) the employer has to look at what the risks are in the work place and to take sensible measures to tackle them. The teacher must ensure learners are briefed appropriately to ensure a safe classroom (e.g. fire briefing), and to undertake risk assessment for any activities outside the classroom. Data Protection Act 1998 defines the law on the processing of personal data and governs the protection of personal data held by companies and organisations. It sets out eight data prot ection principles that are required to adhere to. There is an exception allowing the sharing of data for safe guarding. A teacher must follow the policy set down by the organisation using the systems and tools provided e.g. attendance tracking, progress tracking etc. Equality Act 2010 protects people from discrimination in the work place and wider society. It brings together several pieces of legislation covering discrimination. It defines a number of protected characteristics (age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex and sexual orientation) for which groups or individuals cannot be discriminated against. The teacher must be aware of these and ensure that he is inclusive and does not exclude any student. A teacher needs to be aware of the role of a number of other bodies such as: Ofqual regulates qualifications, examinations and assessments in England. Its task is to maintain standards by recognising and monitoring organisat ions that deliver qualifications. Ofsted inspects and regulates services which care for children and young people, and those providing education and skills for learners of all ages. It set standards of teaching in schools and colleges, initial teacher education, work-based learning, and other such services through an inspection/regulatory framework in England. It is important that teacherÃ¢â¬â¢s know and understand OfstedÃ¢â¬â¢s inspection framework. Awarding bodies develop and award qualifications to meet the needs of learners, employers and other stakeholders. They focus on developing qualifications, approving centres to deliver these. Teachers work closely with these bodies in the development of courses and delivery. Institute for Learning (IFL) is the independent body for individual teachers, trainers, tutors, assessors and other professional the further education and skills sector. It is important as it introduced a code of practise (2008), covering professional integrity, respect, reasonable care, and professional practise, thus providing a professional standard for FE teachers. Membership became voluntary (2012). Many of its responsibilities will be transferred to the Education and Training Foundation (2014). Task B reflective account Explain why it is important to promote appropriate behaviour and respect for others It is important to promote appropriate behaviour and respect for others to create a safe learning environment in which all students will have an equal opportunity to learn. This can be achieved through a defined set of ground rules for the group of learners. There are a variety of ways this can be achieved. I can set them as the teacher, or the learners can set them or we can do it together. It is best to have the rules agreed jointly and this can be done in a group discussion. Students are more likely to follow these grounds rules as they participated in their formation and will feel ownership. Ground rules should be written down and a copy given to all students and displayed in the classroom. I as the teacher still have a central role as Wallace (2007) states Ã¢â¬Å"The teacher can themselves provide a model of appropriate behaviourÃ¢â¬ . My behaviour needs to reinforce the Ã¢â¬Å"ground rulesÃ¢â¬ by me being on time, treating all students as individuals, supporting students a s necessary, teaching in an inclusive way and encouraging students to behave in a positive way. This will establish a positive and respectful working relationship, enabling me to focus on managing and challenging inappropriate behaviour demonstrated by any of the students. The methods used by me need to address issues early, they need to be non-judgemental, not put a student down, or use inappropriate language. The key is to maintain respect. Explain ways to promote equality and value diversity It is vital to promote equality and diversity in the FE sector. As a teacher I have to be inclusive and accessible to all my students, respect and celebrate the diversity of them as individuals, and ensure that I exclude no one through my actions: Equality I must ensure that every student is treated in the same way and I meet their needs, and if need be in different ways. All students are entitled to be taught according to their needs irrespective of differences. I will have assessed each students learning style, and I have to adapt my teaching style to help students overcome any learning difficulties they might have. I need to take those differences in account when I delivery the course material, and have the appropriate resources available for students with disabilities or learning difficulties. I need to ensure classroom is physical suitable for all the students. I must challenge any inappropriate behaviour e.g. inappropriate discriminating language, bullying. Diversity This appli es to everyone regardless of age, sex, religion, race, or nationality. As a teacher I have to recognise that students learn in different ways, and to take this as well as their social/cultural backgrounds and the experience they bring with them into account. Lesson plans must include realistic learning challenges students can achieve, whilst allowing for diversity through differentiated activities. I must be prepared for these activities. These activities can draw on the diversity within the group e.g. different religious festivals, living in different cultures/countries, and different life experiences. Explain why it is important to identify and meet individual learner needs Petty (1998:69) states: Ã¢â¬ËAll students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. It is not enough that they are tolerated. They must feel that they, and the groups to which they belong (e.g. gender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you workÃ¢â¬â¢. It is important for me as the teacher to identify and meet individual learner needs in order to ensure studentsÃ¢â¬â¢ can learn and achieve their goals irrespective of any barriers that might exist such as race, gender, social group, disability, age, sexual orientation or religion. Every learner must have equal access to the learning opportunity so he can maximise his potential. I do this by identifying needs of the students through continuously assessing their progress and their performance during the course and individual session. This taken with my p reviously established understand of their learning styles will allow me to prepare the session material in several ways to ensure all students needs are meet, that they are able to fully understand meet their learning outcomes. I must provide any students with special educational needs support within the regular session and not to isolate them. By understanding the studentsÃ¢â¬â¢ needs I can use a variety of different teaching styles (e.g. language, body language, visual aids, and multi-media material) to ensure none of the students are isolated and are able to fully participate in the session. It is also important to understand the studentsÃ¢â¬â¢ needs as this will enable me to gain an insight in what motivates them and why they want to learn. I can engage them more fully in the learning experience, leading to improved outcomes for them. In teaching MaslowÃ¢â¬â¢s Ã¢â¬Å"hierarchy of needsÃ¢â¬ (Maslow.A.1943) and the expectancy-value theory of motivation (Eccles.J.1983) pro vide a framework to understand motivation.
Tuesday, August 20, 2019
Symbolism in A Streetcar Named Desire by Tennessee Williams Ã¢â¬Å"Symbols are nothing but the natural speech of dramaÃ¢â¬ ¦the purest language of plays.Ã¢â¬ Once, quoted as having said this, Tennessee Williams has certainly used symbolism and colour extremely effectively in his play, Ã¢â¬ËA Streetcar Named DesireÃ¢â¬â¢. A moving story about fading Southern belle Blanche DuBois and her lapse into insanity, Ã¢â¬ËA Streetcar Named DesireÃ¢â¬â¢ contains much symbolism and clever use of colour. This helps the audience to link certain scenes and events to the themes and issues that Williams presents within the play, such as desire and death, and the conflict between the old America and the new. Scene Three is one of the pivotal scenes of the play. That Williams thought of it in this way is indicated by his choice of the title Ã¢â¬ËThe Poker PartyÃ¢â¬â¢ for the third version of the play. The scene begins with extremely explicit stage directions, and one will note that Williams intends the stage to be full of bright, vivid colours - to signify the coarseness and directness of the poker players and their surroundings. The yellow linoleum, the bright green glass shade, the blue red and green of the menÃ¢â¬â¢s shirts - all are colourful and contrasting, and this is indicative that they are impervious to subtlety and ambiguity, two of BlancheÃ¢â¬â¢s key characteristics. She is usually seen wearing whites and pinks, and looking very soft and feminine. This will, on stage, contrast oddly with the colour and brightness around her. Williams uses this technique of colour to signify BlancheÃ¢â¬â¢s inability to fit in with her surroundings. However, she is also seen in differe nt colours, symbolic of what she is doing at that moment. She is usually seen in white, indicative of the purity she claims to possess. At other instances, she is dressed in a scarlet silk robe, when she is flirting with Stanley and Mitch. This is suggestive of a Ã¢â¬Ëscarlet womanÃ¢â¬â¢, and draws the audienceÃ¢â¬â¢s attention to BlancheÃ¢â¬â¢s fatal flaw. When on stage together, BlancheÃ¢â¬â¢s frilly, dainty clothes are in sharp contrast with StanleyÃ¢â¬â¢s greasy seersucker pants, or his vivid green bowling shirt. Blanche herself is symbolic of the old, genteel South, while Stanley epitomises the new generation of working-class Americans; this clash is cleverly brought out by their contrasting costumes. It is also interesting to note that in Scene Eleven, Blanche is dressed in ... ... all the games. BlancheÃ¢â¬â¢s fear of bright light is symbolic of her fear of being exposed for who she really is, and her incessant bathing is almost like a ritual cleansing of sins that she can never really purge. Her inability to use the telephone to contact Shep Huntleigh and Mitch is also indicative of her inability to communicate with the other people in her world, which is partly the reason for her subsequent insanity. Few playwrights use symbolism as extensively as Tennessee Williams, and even fewer use it as effectively as he. Even in Ã¢â¬ËThe Glass MenagerieÃ¢â¬â¢ he uses LauraÃ¢â¬â¢s collection of glass figurines as symbols, giving insight into her multi-faceted character, and her delicate, fanciful ways. The fate of the unicorn is also a smaller-scale version of her fate at the end of the play. Williams is fully aware of the fact that plays are meant to be staged. His themes and issues are complex, so he uses symbols and colours to highlight events and important issues, thus helping his audience. Looking deeply into his play, we see that not only is Ã¢â¬ËA Streetcar Names DesireÃ¢â¬â¢ full of symbolism, the play itself is symbolic of the clashes between Old and New, the Past and the Present.
Monday, August 19, 2019
Crocs Value Chain Crocs entered the shoe market with a new style of brightly colored footwear. Crocs designed and manufactured footwear for all age groups. Utilizing an innovative value chain supported the phenomenal growth of the company. This paper will discuss the companyÃ¢â¬â¢s leadership, flexible supply chain and product diversification and how these aspects contribute to the overall value chain of the company. The Beginning Crocs began in 2002 by introducing a revolutionary boat shoe. The shoes became successful very quickly and the company founders decided to work with an old friend, Ronald Snyder, who had experience in manufacturing, purchasing companies, and merging the purchased companies (Crocs: Revolutionizing, 2007). One of SnyderÃ¢â¬â¢s initial decisions was to buyout the Canadian shoe manufacturer, Finproject NA. Completing this purchase allowed Crocs to control the proprietary material for the shoes. By owning the raw material to manufacture the shoes, Crocs controlled the initial step of the value chain. Once Crocs owned the formula for the shoe resin, the company used this to select contract manufacturers for making the shoes. Crocs were now manufacturing shoes in the original Canada plant as well as a Chinese manufacturing facility. Once the facility in China was established Crocs entered the foreign market. After entering the markets in Asia and China Crocs extended capacity with new contract manufacturers in Florida, Mexico, and Italy (Crocs: Revolutionizing, 2007). The addition of these sites provided a global supply chain which lowered costs and ensured value to consumers (Marks, 2008). A new supply vision The creative supply chain used by Crocs meant the manufacturers of the footwear had to... ...ears, the Crocs model has not proven as effective. Crocs has changed the strategy to accommodation the lower product volumes (Gonzales, 2009). Crocs should evaluate their organizational processes. Some of the processes once utilized by Crocs are no longer as effective. Management must work towards better demand forecasting, collaborating with value chain members, and how to best evaluate performance (Robbins and Coulter, 2009). By integrating all three of these items Crocs will adjust the value chain to support continued success. Finally, Crocs must have enough forward thought to sustain market changes and utilize feedforward control to prevent future problems. The leadership, flexible supply chain and diversification discussed here can still be employed for long term success as long as Crocs is willing to continuously evaluate the current value chain.