Racial Barriers in Grace Paleys Short Story Samuel Essay -- Grace Pal

Racial Barriers in Grace Paley's Short Story Samuel It is hard to distinguish the difference between which race is more important. One might ask themselves if white is superior over colored skin. There have been numerous struggles and much success in the fight towards equality between the races. Although many large steps have been made, there are still existing racial barriers. One particular struggle is whether or not people of different races should interact with each other. Should Caucasian adults interact with young children of color? A question that becomes especially critical when children are putting themselves in potentially dangerous situations. This moral debate is portrayed in Grace Paley's short story, "Samuel." The same conflict haunts both men and women, but is portrayed as two completely different groups. The narrator is selective omniscient and allows the men's and women's feelings to be expressed when presented with the same racial issue such as portrayed in "Samuel." This also allows the reader to observe how each sex responds to the issue. Grace Paley writes, "The men and women in the cars on either side watch the young boys playing on the platform. They do not like them to jiggle or jump but don't want to interfere" (191). This shows that both men and women did not like what the boys were doing outside on the platform, and each deals with it in very different ways. The men in the subway cars make no effort to break through the barriers. They take no initiative to interact and stop the boys from the risky situation the put themselves in. The men seem to excuse themselves and the boys' actions by reminiscing their boyhood and all the brave adventures they had in their lives. Instead of ... ... He becomes the symbol of hope that the Caucasian adults are willing to break down the barriers separating them from the African American children. When the other men just stood there daydreaming, this "citizenly" (192) man struck the first blow that could break down the racial wall. But because of this single action, one of the boys (Samuel) falls off the platform and dies. I believe that if we stand together to fight the battles and the struggles of our society today it would only make us stronger. One individual cannot make a difference. The one blow of the "citizenly" (192) man is nothing, but many blows that are consistent and strong will break down the wall of inequality. Bibliography: Paley, Grace. "Samuel." Literature for Composition: Essay, Fiction, Poetry, and Drama. 5th ed. Ed. Sylvan Barnet. New York: Longman, 2001. 190-192

Femininity

Images in the media today illustrate an unrealistic and even dangerous standard of ideal female beauty hat can have a powerful influence on the way women perceive themselves. The popular culture influences our ides of femininity to the extent that we hold high expectations of a women's appearance. Society is driven to judge or neglect a woman if they don't kick a certain way because they compare them to the unrealistic models seen on magazines, television, music videos, and so on. The media impacts the ideas of femininity to the extent that women are portrayed as sex objects who exist primarily to service men, or as weak individuals.To initiate, mass media is a powerful tool that is used to impact TTS audience in various ways. For instance, when I'm surfing the internet shopping for clothing in websites such as (Forever 21, Hollister, or H & M,) the models I perceive are usually extremely thin. When I look at the model info the height of the model tends to be about 5'8†³ or tall er and the waist is typically between 23 and 25. The models shown are always wearing a size extra-small or small, and they always appear very young and beautiful.They have perfect facial features and many times have colored eyes. They never display a model wearing anything bigger than a size small almost as if earring a size medium or anything bigger is unacceptable. The ideal expected body is also perceived in beauty pageants such as the Latin show â€Å"Muenster Bella Latin. † Beauty pageants like these push women to exercise a great deal and follow strict diets in order to meet the ideal weight. In one of the episodes that I watched a girl was eliminated simply because she was about two or three pounds over the expected weight.Common women are compared to these ideal models and society believes that in order for a woman to be sexy or attractive they must resemble these models. As a result, any women are disappointed with their bodies and are forced to exercise excessively, suffer anorexia or other eating disorders because they are obsessed with the idea of thinness. Not only are women disappointed with their bodies, but also fear aging and they are driven to various methods such as surgery or anti-aging creams in order to maintain a young appearance.In addition, advertising adds to the ideal image that is expected of woman. Advertising is a powerful force that surrounds us and influences us subconsciously on a daily basis. Advertisements use Photos and create artificial images of women, and women in real life attempt to measure themselves against those images. It gives women the idea that there's only one way to look good and receive the attention they want or deserve. For example, bikini or lingerie advertisements always have extremely thin woman hinting that a thicker girl would not look good wearing that.Not only does advertising promote the ideal image of a woman, but it also influences the idea that women are just sex objects, and that they are the weaker sex. In many occasions advertisements utilize sex appeal by illustrating naked omen or men who are in control over a woman. In â€Å"Two Ways a Woman Can Get Hurt,† Jean Kilojoules asserts that â€Å"Male violence is subtly encouraged by ads that encourage men to be forceful and dominant, and to value sexual intimacy more than emotional intimacy' (422).What Kilojoules states is that men believe sex is more significant and they forget the sentimental value. It is easier for men to identify women as an object because they justify their violent behavior, and if they perceive a woman as an object they overlook the fact that they have feelings and emotions. Moreover, music is another factor that influences ideas of femininity particularly in a negative way. The lyrics used by rappers constantly degrade women by referring to them as â€Å"pitches† and â€Å"host†.Women using their bodies and sexuality to get what they want are what make these words accepta ble. In the passage â€Å"From Fly-Girls to Pitches and Host†, Joan Morgan writes â€Å"but many of the ways in which men exploit our images and sexuality in hip-hop is done with our permission and cooperation† (459). What Morgan states, is that females will be willing to expose their dies in a music video or allow rappers to degrade them simply to make money or get attention. There are countless songs that degrade women such as the song â€Å"Pitches anti chit but hoes and tricks. The name of the song is a phrase that is repeated multiple times throughout the song as if once were not enough. Tag, the artist of this song sings, â€Å"Got this bitchy named Tar, she let me buck her in the car, / Like Kim Sardinian she wane be star. † These lyrics suggest that women are good for sex, and deserve no respect. The worse part of the particular songs is that women listen to them or dance to hem at clubs because they enjoy the beat of the songs, but they are not conscio us of the demeaning lyrics.If women themselves listen to these songs it gives society the idea that they can refer to women in such a way. Due to the fact, because women are degraded in this manner, men believe that women are only good for sex and they fail to love them. Yet some readers may challenge my view by saying that popular culture has a minor influence on society's ideas of femininity. It's not so much the media but typical gender stereotypes that impact our ideas of femininity. Gender stereotyping begins t a young age, and little girls believe only girls should wear pink or only girls should play with Barbie's.Many hold stereotypes that women should look a certain way in order to be identified as a woman. People hold stereotypes that women must be classy, and not trashy. Indeed, stereotyping plays a significant role, but as we grow older it's not so much about the gender stereotypes but rather about what surrounds us on a daily basis that influences our ideas. Once you get older individuals can decide to ignore or put their gender stereotypes aside, but popular culture is something that Anton be ignored by any means.Popular culture is everywhere go, and without a doubt it's the primary factor that impacts our ideas. Furthermore, there are various steps that the popular culture can take in order to improve the perceptions of women. For instance, beauty pageants should have models that are more like the average woman who are not extremely thin. Beau' pageants should choose contestants based on their talents rather than their appearance. Advertisements should be appropriate, and not objectify women because they are human beings. They should eliminate advertisements where women are practically naked.In addition, they should not Photos the image of women in advertisements, but rather display the true image of the model. Women need to speak out about how degrading it is to be insulted in music by rappers, and the songs should be banned from the radio. Wome n should not agree to be degraded simply because they want to be in the music video of some popular rapper. Females must stand up for themselves in order to be treated with respect. In conclusion, even if We tried to ignore it the popular culture constantly influences our ideas of femininity.If the media was not so powerful society would have more realistic perceptions of femininity. Women should be valued for who they truly are because there's so much more to femininity then just a physical appearance or sex objectification. Females are sensitive individuals who have feelings and emotions, and deserve to be respected. A woman should not be judged if she does not look a certain way because nobody is perfect, and we all have flaws. Females are not Barbie dolls with a perfect little waist or the ideal face, they are real life individuals.

Models for Learning and Development

our site – BUSINESS MANAGEMENT DISSERTATION TOPICS – CUSTOM ESSAY WRITING Abstract This essay critically appraises the validity of the 70, 20, 10 formula used for giving due recognition to different types of management learning. Using a wide variety of resources, the discussion assesses the current method, future potential and possible shortcomings. The research shows that the process of aiding employees to develop, any form of additional education on the job adds to the natural way people develop, aiding both the person and the company. Yet, in many cases the method is found to be outdated in the face of developing technology. This study will be of interest to those researching developing trends in relation to long standing practices 1 Introduction This essay critically appraises the validity of the 70: 20: 10 formula used for giving due recognition to different types of management learning. Burgess (2017) describes the 70:20:10 Model for Learning and Development as a learning model that seeks to improve overall performance through targeted efforts. Jennings et al., (2010) illustrates the formula in the following manner: Seventy per cent assignments Twenty per cent from relationships Ten per cent from training Watkins et al., (1992) argues that learning begins with motivation, leading to action.. Whilst this seems to be a simple form of beginning, this start could come in various forms that leave many things in question. For example, a mistake which is a very common beginning point, builds experience, leading to a learning experience. Yet, Pollock et al., (2015) describes the system as outdated . With many others critical of this approach including Blackman et al., (2016), the following discussion illustrates the pros and cons of the method. 2 The 70: 20:10 Models Rentroia-Bonito et al., (2015) argue that the 70:20:10 model helps people to extend their focus beyond the norm in order to build more resilient workforces thereby serving to create cultures that feature continuous learning. Critical of this Blackman et al., (2016) says that the 70:20:10 isn’t a simple rule as it only outlines the process of learning as it naturally occurs, only then offering a process to support that learning process. Furthermore, as part of the daily workflow the method helps in the effort to improve working as well as the art of and sharing with colleagues, empowering the entire company or effort to move forward. This seems to generate considerable questions regarding the meaning of the numbers and how this has been defined throughout its term of operation. The 70:20:10 models, although considered a change agent by most, is described by Watkins et al., (1992) as a consistently useful reminder that learning can also be found in the workplace and not just in the a educational format. Yet, Pollock et al., (2015) are critical of assigning any single meaning to the model, showing that learning is continually dependent on the person, the environment and the motivation. This seems to indicate that learning is a very personal based experience that can be successful for nearly anyone once the correct combination of method and motivation is found. Furthermore, this is a real indication that the influx of numbers cannot be considered a mantra, more of a guideline leading to a potential change. Blackman et al., (2016) supports the contention that many of the past years have continued to illustrate the condition that workplace learning is on the increase with more and more people are using the possibility of learning in organisations. Yet, Jennings et al., (2010) continue to be critical of such an assumption, arguing that alongside each new learning development is an advance in the science of education, which in turn is associated with increasing the ability for organisations to effectively reach their target employees. This seems to be a strong argument for the condition of consistent learning in every situation aiding the person in the entirely. Furthermore, this framework aids the understanding of learning within organisations that is widely considered a step towards more effective know-how learning (Rentroia-Bonito et al., 2015). Yet, every writer continues to agree that the elements of the method of completely interdependent, with each one impacting the other. This is best scene in examples that illustrate that mentoring and courses seem to be better when they support on-the-job development, leading to a consistent motivation. Blackman et al., (2016) describe the 70:20:10 formulas as an argument that is made when an organisation tries to innovate and prosper based on the abilities held by the employees. Yet, choosing to add to that description, Jennings et al., (2010) illustrates the method as a model designed to support individual, as well as any form of organisational learning. This seems to be indicative of a desire by this process to integrate each of the three types of learning: experiential, social and formal. Critical of accepting the method on initial value Marsick et al., (2006) argues that organisations assume more responsibility for any organisation’s learning, as a means of improving the entire company whether that education come from formal or informal conditions. Pollock et al., (2015) chooses to believe that the process is of value as a general guideline only, leading to many areas of for improving the effectiveness of learning. Yet, Rentroia-Bonito et al., (2015) is critical of this assessment, being quick to point out that the model is used heavily by organisations around the world.2.1 Meaning of the NumbersEach of the percentages associated with the 70:20:10 methods are associated with specific elements of the learning process (Jennings et al., 2010). This is an indication that there are areas that deserve more attention to and broader funding, leading to the development of priorities. Watkins et al., (1992) argues that the 70 per cent becomes the most beneficial for employees due to the possibility of for these persons to discover and further develop their skills, which in turn leads to better decision making and better performance in the face of ongoing day to day challenges. Although Blackman et al., (2016) argues that the key element of this portion of the program is the fact that the individuals receive immediate feedback on their performance and are able to quickly use this information on the job. According to this method, persons learn 20 per cent fro m areas of social learning, collaborative learning and of interaction with co-workers. Pollock et al., (2015:124) uses the following illustration to demonstrate the range of interpretations: A multinational company 70% comes from constant on-the job Encouragement and stimulation such as delegation and job rotation. 20%from daily contact with colleagues and management. A professional services firm 70% on the job such as stretch, projects, problems solving, client interaction, and rotation assignments. 20% undertaken through others such as social networking, performance conversations; work shadowing, communities of practice and social activities. 10% formal or prescribed. 10% from formal methods such as e-learning, the classroom, external courses. A distribution organisation 70% from work experiences such as stretch assignments, projects and overseas exposure. 20% others such as mentoring and learning from seniors and peers. 10% formal and informal channels. An Australian government body 70% is experiential. 20% is relationship based. 10% is formal. A not-for-profit organisation 70% on the job. 20% coaching and mentoring. 10% formal courses. A large multinational organisation 70% from on-the-job training, projects. 20% from exposure to teachers and other educators. 10% from learning material including online resources, books and external resources. The Pollock et al., (2015) approach outlined here only seems content that ten per cent of any class of trainees working to be a professional will complete the course and development optimally. This condition will result from the combination of the formal instruction alongside the contribution of outside offerings.2.2 Is the 70:20:10 still relevant?Jennings et al., (2010) argues that the internet, alongside developing communications technology has altered the training industry’s views of the 70:20:10 models, making some elements more meaningful, whilst reducing others. Perhaps the fastest and loudest growing criticism of the model is the fact that the old model does not reflect the current market’s fast-growing emphasis any type of learning. This seems to indicate that as technology continues to develop, so too do the opportunities for people to learn anywhere, seemingly lending support for the argument that the model needs to be updated for the modern world. Another observation that is commonly touted to the negative in relation to this model is the fact that the ratios do not reflect the many opportunities emerging, instead seemingly limiting the effectiveness of the tool (Pollock et al., 2015). Yet, Watkins et al., (1992) argues that no matter what may come in the markets the model will continue to be as a valuable guideline. Blackman et al., (2015) argues that the relevance of the method remains in the ability for the model to assist the transition from the formal learning to on the job application. This is best achieved using specific methods such as step by step instructions or allowing a person to instruct themselves leading to potential opportunities during training. However, Watkins et al., (1992) insists that any attempt to use the model in today’s markets rests on the ability for the course content to remain short in order to tackle a wider variety of concepts. Furthermore, this seems to indicate that any attempt at using the model will increasingly use methods such as micro learning, leading to innovation and development. Yet, Blackman et al., (2015) shows that if a model is not carried out correctly, the learnings will begin to occupy more time than the 10%, leading to a skewed attempt. This element seems to support the contention that the model is highly dependent on management style an d ease of any programs use. Jennings et al., (2010) asserts that job aids aid to provide possible learners with much of the supplementary materials that is needed in to succeed, leading to better skills for the person in the long run. Yet, Blackman et al., (2015) again asserts that the most valuable element of the program is the introduction of the peer learning component that allow employees to find methods of success outside of the norm, again, leading to innovation and possible development in the work place. The relevance of the model has further increased with Jennings et al., (2010) that the addition of mobile content adds a tremendous extension of any learning efforts. This seems to indicate that there is a real potential in this model to extend formal learnings and help in the persons personal efforts to establish a proper educational path. Yet, in every case Blackman et al., (2015) asserts that the most important element, and remaining relevance of this model is the self-as sessment that helps each person to learn and apply their knowledge.2.3 PotentialPascale (2017) asserts that learning programs provide potential as they are addressing employees as well as providing experience and the benefit of increased confidence. This seems to indicate that Pascale (2017) sees the method as learning that can be attributed to any single person’s capacities which in turn assist the person’s entire workforce. Yet, Jennings et al., (2010) cautions against this form of over optimism, stating that these skills are the employees, and the person may choose to use these emerging skills elsewhere or in a different manner than the company may have anticipated. Jennings et al., (2010:20) says that the system has the potential to â€Å"forces us into a mind-set of extending learning solutions beyond classes and courses and out into the workflow. It creates great opportunities to leverage work for learning and to bring learning closer to work. As the workflow is where the majority of learning happens, re-focusing there is not only a sensible approach, but it’s an effective one as well.† This seems plausible with a real opportunity for persons to learn through practice and establishing as well as learning through the day to day employee conversations. Yet, Watkins (1992) assert that the best possible element of the program rests in the element of reflective practice that both enhances the organisational learning as well as adding to any form of personal educational experience. This seems to indicate that there is support for a system that helps a person becomes the best form of themselves that they can be, which in turn seems to require a little more flexibility than a rigid model. Burgess (2017) describes this art of reflection as a link across any activities that assist to assess a person’s success or failure, which in turn adds to the likelihood of success in a new challenge. Furthermore, extending this principle sho ws that reflecting on improvement, alongside practice and is a natural and practical way for a person to improve their potential for growth. With intuitive elements already a large part of every person’s life in the form of teachers, coaches and mentors with endless sessions of practice in any number of educational efforts, the method provides a framework that adds to the potential for anyone to succeed (Watkins et al., 1992). However, this is not the same attitude evinced by the later studies such as Burgess (2017) citing the need for more flexibility in order to provide the proper potential for growth and innovation.2.4 ChallengesJennings et al., (2017) argue that the biggest challenge of using the 70:20:10 frameworks is how to do it correctly in any environment. Yet, Pascale (2017) cites the largest challenge as matching the various levels of understanding among the persons being educated. Whilst Pollock et al., (2015) argues that the largest challenge going forward is going to be the nature of the process and the inability of method to effectively integrate technology. Although, this contention is debated among many professionals with Jennings et al., (2017) making arguments clearly in favour of using innovative technology to aid in both reaching employees and the manner in which they would understand their material. This all seems to sustain the contention that although there seems to be a solid structure to the system overall, the lack of a solid step by step system that can be applied in nearly any circumstance is a drawback. Furthermore, it would seem as if the area of technology remains a key weakness that needs to be developed. Pascale (2017) cites the fact that leaders are actively seeking out new ways to train employees, that there is a need for more innovation and development. With nearly seventy per cent of hands on training, considered to take too long, the mistakes made by employees only serve to reduce effectiveness and potential revenue. Furthermore, Watkins et al., (1992) notes this same condition, with the companies that using temporary workers hit hardest. This seems to support the arguments that technology has brought on training that provides a focused way for people to speed up learning whilst keeping overall cost low. 3 Conclusion This essay critically appraised the validity of the 70: 20: 10 formula used for giving due recognition to different types of management learning, with the understanding that the learning model seeks to improve overall performance through targeted efforts. With considerable debate on the subject, the central area of challenges to the system was the assertion that it was becoming outdated and that the seventy per cent assignments, twenty per cent from relationships and ten per cent from training were not effective in the modern market, making the entire method questionable. Yet, support for the method centred largely on the ability for the educational material to provide a source of growth and reflection for the employee that would in turn aid them in learning in a natural manner that would easily integrate into their professional lives. This seems to support the Watkins et al., (1992) argument that learning begins with motivation, leading to action. This motivation is built upon the desire to better them through education, and the method does seem to provide a valid and practical process for attaining that goal. However, the critics of this process are a quick to point out that any mistake will build a faulty knowledge base that should be better controlled to ensure quality. However, with time being a key element of any business community, it does not seem practical for employees to expect to receive any long term education that many received in the past in formal educational settings. The material in this study seems to support the contention that when seeking to determine how long someone needs to train, it remains vital to look at the method and manner of training. There are many choices for each unique person, making some critics of the system point out that the need for flexibility is a real and lasting component of any system.. This works to build confidence in the assessment that a person’s learning program will help to build better overall working practices that will in turn benefit the company or organisation that the persons is associated with. Furthermore, the material clearly shows that there is more to learn than how to make the connection in the classroom, that there must be deeper elements that serve to encourage and develop the innovative nature of the person, whilst not relying on a single model for universal education. The research shows that the process of aiding employees to develop, any form of additional education on the job adds to the natural way people develop, aiding both the person and the company. Yet, in many cases the method is found to be outdated in the face of developing technology. This study will be of interest to those researching developing trends in relation to long standing practices. This study shows that formal training and development serve only a portion of a person, or employees learning and educational development, with valuable sources of education and knowledge coming from practice, reflection and the proximity and mentorship of experienced professionals in the field. The research illustrates that by aiding people, employees and leaders to work and develop educational process whilst on the job, the ability to naturally integrate this knowledge into their professional lives grows. This growth not only seems to aid the person on many levels, but aids the efforts of the companies associated with the person, supporting the contention that the 70:20:10 model is not only relevant but needed in the modern community. This continues to show that people develop on the job and in order to companies to remain or become successful education must be a cornerstone of that process. References Blackman, D. and Johnson, S. (2016). The 70:20:10 model for learning and development: an effective model for capability development?. International Journal of Engineering and Technology, 2(1), pp.112-116. Burgess, J. (2017). Is a Blended Learning Approach Suitable for Mature, Part-Time Finance Students?.. [online] Eric.ed.gov. Available at: https://eric.ed.gov/?id=EJ1098715 [Accessed 24 Mar. 2017]. Cotton, J. and Rechtschaffen, A. (1958). Replication report: Two- and three-choice verbal-conditioning phenomena. Journal of Experimental Psychology, 56(1), pp.96-96. Gardner, R. (1957). Probability-Learning with Two and Three Choices. The American Journal of Psychology, 70(2), p.174. Jennings, C. and Wargnier, J. (2010). Experiential learning – a way to develop agile minds in the knowledge economy?. Development and Learning in Organizations: An International Journal, 24(3), pp.14-16. Jennings, C., Jennings, C. and profile, V. (2017). 70:20:10 Primer. [online] Charles-jennings.blogspot.com. Available at: http://charles-jennings.blogspot.com/2015/08/702010-primer.html [Accessed 24 Mar. 2017]. KMI Learning. (2017). 70-20-10 Training – A New Approach | KMI Learning. [online] Available at: https://www.kmilearning.com/70-20-10-training/ [Accessed 24 Mar. 2017]. Pascale, C. (2017). 70:20:10 Guide: Provide Structure to the 70%. [online] Docebo. Available at: https://www.docebo.com/2015/04/16/informal-training-70-20-10/ [Accessed 24 Mar. 2017]. Pollock, R., Jefferson, A., Wick, C. and Wick, C. (2015). The six disciplines of breakthrough learning. 1st ed. Rentroia-Bonito, M., Goncalves, D. and Jorge, J. (2015). Clustering Students Based on Motivation to Learn:. International Journal of Mobile and Blended Learning, 7(3), pp.18-39. Td.org. (2017). 70:20:10: Where Is the Evidence?. [online] Available at: https://www.td.org/Publications/Blogs/Science-of-Learning-Blog/2014/07/70-20-10-Where-Is-the-Evidence [Accessed 17 Mar. 2017]. Td.org. (2017). 70:20:10: Where Is the Evidence?. [online] Available at: https://www.td.org/Publications/Blogs/Science-of-Learning-Blog/2014/07/70-20-10-Where-Is-the-Evidence [Accessed 24 Mar. 2017]. Training Magazine. (2017). Fear Not the 70-20-10. [online] Available at: https://trainingmag.com/content/fear-not-70-20-10 [Accessed 24 Mar. 2017]. Trainingindustry.com. (2017). The 70:20:10 Model for Learning and Development | Training Industry. [online] Available at: https://www.trainingindustry.com/wiki/entries/the-702010-model-for-learning-and-development.aspx [Accessed 24 Mar. 2017]. Watkins, K. and Marsick, V. (1992). Towards a theory of informal and incidental learning in organizations?. International Journal of Lifelong Education, 11(4), pp.287-300.

Improving the Sales of a Retail Store

This paper aims to apply the retail elements discussed in the book of Paco Underhill, â€Å"Why We Buy†. As discussed in the book, improving the state of certain but key retail elements of the store will likely improve its sales performance. For this study, the proponent opted to study the prospects of improving the retail elements of the Starbucks Coffeeshop located at 62 Boylston, Boston, Massachusetts and subsequently, the store’s sales performance. I. THE STORE – The proponent chose the Starbucks Coffee Shop located at 62 Boylston, Boston, Massachusetts for this study. It is a very small establishment that provides that rustic makeshift feel typical of Boston. While the coffee shop is successful in blending with the building that houses it and appears to have tapped a substantial percentage of foot traffic to keep it afloat, the proponent believes that it can do more once improvements are implemented to it. These improvements will be discussed in detail and will be conveyed after reviewing key retail elements. 1. Facade – As mentioned earlier by the proponent, the establishment blended well with the building’s color scheme and all with only the logo to distinguish it from afar. If one is new in the area and happens to pass this route to the office, chances are, the establishment will not register as on of Starbuck’s stores unless one looks up and sees the logo. 2. Layout– In general, the interior follows a typical Starbucks coffee shop with varying seat arrangements ranging from a 2-seater coffee table to bar tables on the glass panel provided with stools to suit to the dining preference of its customers. Similarly, the tables and chairs are arranged in such a way to allow a free flowing process for the customer, i. e. , from the time one enters the store, to approaching the counter, then dining until the customer heads for the exit. The interior painting provides a warm and homey feel enticing customers to stay a little longer. . Display – Inside the store, you will see the usual Starbucks merchandising showing their valued coffee beans, thermo mugs, coffee press and music cds to name a few. In front of the counter, one gets enticed to indulge in a sweet spree with all the pastries the store has to offer. The window panels while bare and boring from afar, allows passersby to get a glimpse of what is happening inside and what is in store for them and the proponent believes that this is the how Starbucks wanted it. . Value Added Amenities – The store provides its customers with mild pipe in music that stimulates an engaging conversation with friends. In addition, the store provides wireless fidelity connection to give customers access to the internet. 5. Customer – While the regular Bostonian walks to and fro school or work, most come from old rich descent. Life in Boston is a bit laid back compared to other areas in the United States making the theme of the store under study suitable for them. II. THE PROPOSAL – In reviewing the Starbuck’s store, the proponent attempts to apply the following retails points crucial in improving the sales performance of an establishment. These elements are: 1) A reason to return; 2) Interception Rate; 3) Display windows; 4a) Touch, trial, or other sensory stimuli; 4b) Immediate gratification; 4c) Social interaction; 5) Adjacencies and 6) Design, merchandising and operations (Underhill 2000). As the proponent conducts the analysis certain areas for improvement will be identified in the process. Among these areas, the proponent believes that application of certain modification on the stores design, i. e. , facade, and initiating activities that will enhance social interaction will not only increase the occurrence of repeat customers but will also enable them to tap other target markets. These two areas are discussed in detail below: 1. Design – Obviously, the operator of the Starbucks coffee at 62 Boylston, Boston, Massachusetts tried to blend in with the overall color and theme of the building, unfortunately, certain marketing concepts have been sacrificed in doing so. For instance, while people passing within the proximity of the coffee shop will likely identify it immediately, people from afar will most likely miss it not to mention if these people are new or are just visiting the area. The proponent also suggests that applying a contrasting color scheme will not only help increase the visibility of the store but as a matter of fact, will improve the appearance of the building en banc. 2. Social Interaction – Another avenue for sales improvement is in initiating activities that will enhance group meetings or social interaction in the store. To note, the baseline sales of the store is more or less dependent on the number of seats occupied. Oftentimes, the seating capacity of the store will be underutilized due to customers who would be dining alone. By initiating activities or promotions like group discounts, utilization of the store’s seating capacity, which as mentioned is a function of sales, will likely increase.

Analyzing the Supreme Court in Gregg v Georgia Research Paper - 1

Analyzing the Supreme Court in Gregg v Georgia - Research Paper Example The views of held by the Supreme Court in Gregg v Georgia were obviously well informed due to the fact that there was a need for a legal framework to make offenders of capital crimes such as murder pay maximally for their crimes. However, the move by the Supreme Court judges to delineate the death sentence and executions from racial discrimination was in itself flawed because the reality is that race, ethnicity and racial discrimination still play a role in the manner the death penalty is applied in the United States today (Walker, Samuel, Spohn, Cassia & Delone 39). This is true as far as Samuel Walker, Cassia Spohn, Miriam Delone, the authors of The Color of Justice: Race, Ethnicity, and Crime in America are concerned. According to this text, the three elements of race, ethnicity and crime go hand in hand in the American society, especially in the criminal justice and the jail systems. Walker, Cassia and Miriam offer compelling evidence in the text to support their assertion that race is a major determining factor in the administration of criminal justice within the US. The authors go a marked extent in to explain that racially based and selective application of the death penalty across the racial divide is mainly motivated by the existing deep-seated racial biases and historical stereotypes that tend to relate crime with the black community and other minorities (Walker, Samuel, Spohn, Cassia & Delone 491). This evidence, therefore, supports the assertion that it would be practically impossible to discuss the issues of crimes, employment, sentencing, policing and the death penalty as they are applied in America today without tying them to the racial menace because the reality is that racial discrimination does play a role in all these.  

Global MBA Operations Management Essay Example | Topics and Well Written Essays - 1500 words

Global MBA Operations Management - Essay Example (Hammer). The obvious reason for such failure has often been cited as the lack of developing operating performance metrices and other systems and procedures which can ensure the consistent and reliable operational performance of the firms. It is also because of this reason that it is now considered that the modern organisations need to concentrate more on the operational performance of the firms in order to remain more competitive as well as flexible in nature so that they can easily withstand the external shocks. In order to achieve the efficiency in the operational performance, firms need to concentrate on different functions of organisation like marketing, customer services, manufacturing etc. This will allow them to re-engineer the processes properly and achieve the desired level of efficiency in their operations. However, improvements in the operational performance largely depend upon the development of an effective operating performance measurement system therefore any initiative to bring in a culutre of performance improvement would largely depend upon how successfully an organisation set up its performance measurement system. This paper will attempt to discuss the development of performance measurement system by taking into account the nature of the ... From its very nature, the activities of the firm are diverse in nature therefore it requires the management of different internal and external players in different contexts each time we deal with them. It is also important to discuss here that we face a different and complex challenge in terms of managing different aspects of our operations into a completely new and radical way in order to ensure consistency in our operations. However, in order to face the competition effectively and to become more resilient and flexible, we need to implement operational performance standards which match that of the international quality standards such as ISO 9001:2000. This would also require us to improve different aspects such as resource management, business development, and client delivery etc. We also need to manage subcontractors therefore it becomes more complicated when it comes to managing the performance of the firms, working for your organization to ensure compliance with the already set standards of the firm. Performance Management & Measurement It is often argued that the use of automation and information technology to boost the results and operational performance of the firms has not yet yielded the results which were expected. (Hammer). It is therefore believed that the firms do not only need to automate but also take into account the softer side of the operational performance in order to achieve the desired results. One of the basic problems behind the failure of the organizations to effectively measure the operational performance is the fact that the existing systems tend to measure the performance of personnel rather than processes thus ignoring various aspects of performance management. (Hammer, The 7 deadly sins of performance

Brown vs board of Education Research Paper Example | Topics and Well Written Essays - 500 words

Brown vs board of Education - Research Paper Example As such, the paper seeks to critically discuss the impact of racial segregation especially on students in public schools. The case of Brown v. Board of Education (1954, 1955) marked a major victory for blacks in the US who were major victims of racial segregation in schools. Though the Supreme Court judges in this particular case were deeply divided over the case, they realized that racial segregation in public schools was unconstitutional. in delivering the judgement in this case, they stated that, "We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal. . ." (USCourts, n.d). Indeed, this judgement in the case of Brown v. Board of Education (1954, 1955) is plausible since it is a victory to those people who are segregated on the basis of their race. Racial segregation has negative impacts especially on the victims particularly the people belonging to an â€Å"inferior race.† Racial segregation is dehumanising since the segregated groups are relegated to lower levels of society and they are often treated as inferior. Under law, this practice should not be permitted since it impacts negatively on other people who may be deprived the opportunity to live happier lives through their hard work. People who are looked down upon often view themselves as inferior and they are not capable of doing anything meaningful that can improve their welfare. They also end up failing to get opportunities to pursue courses and careers that can improve their welfare. The aspect of racial segregation is inhumane since it is believed that all people are created equal by God. According to the Universal Declaration of Human Rights (1948), human beings are born with inalienable rights and these should not be violated by other people. Article 7 of the UDHR (1948) states that, â€Å"All are equal before the law and are entitled without any discrimination to equal