Saturday, December 28, 2019

Analysis Of The Book The Last Of The Mohicans Essay

American exceptionalism refers to the United States as unique or a different form of democracy from other governments; described as a free nation based on democratic ideals and personal liberties. This term stems from its political, intellectual, and religious, and from its’ enduring exceptional differences. The aftermath of the â€Å"revolution†, freeing the American colonies from British control are key aspects of the belief from where American exceptionalism came about. In addition, Thomas Paine makes clear, of the term in his pamphlet of Common Sense that he wrote anonymously in 1776. In John Winthrop’s A model of Christian Charity of 1630, he goes in-depth with his creation of an instrument of the enlightenment that challenges theocracy. The Last of the Mohicans captures a great visual exploration of how colonist and Indigenous people strived to break away from the British parliament. The set takes place during the French and Indian War (7 years’ war) in 1757. The three most compelling evidences I incorporated; all communicate systems of American exceptionalism. In the pamphlet, Thomas Paine includes his statement on American exceptionalism of the United States, best explaining on the topic of having such a diverse government could make the United States extraordinary compared to other forms of democracies in the world. The writings of Winthrop’s are still-in-effect today, for example, sexual repression and obsessive propriety that goes by the name of â€Å"puritanical†. InShow MoreRelatedReview Of The Last Of The Mohicans 1878 Words   |  8 PagesTayseer Abdelsalam 12/15/16 Early American Literature: Critique #3 The Book vs The Movie The main difference between, The Last of the Mohicans, book by James Fenimore Cooper and the last of the Mohicans movie, is that the book has a more adventurous theme and the moive has a more romantic and love them. I felt that both stories were extremely interesting. Due to the text’s complexityz and the author’s peculiar writing style, it took me quite a while to get into the story, thus reducingRead MoreAnalysis Of The Movie Hawkeye By Robert E. Lee2347 Words   |  10 Pageshis life by how they act and what they say, in general Hawkeye changes pretty drastically throughout the novel. Then I talk about the cultural and historical context of the book. Which include things such as background information about the French and Indian War. My paper also includes a general summary of The Last of the Mohicans, written by James Fenimore Cooper. This summary includes major events, character development, and conflicts in the story. Finally my essay analyzes Hawkeye and his uniquenessRead MoreThe Pioneers: An Analysis of the Character of Natty Bumppo781 Words   |  3 PagesThe Pioneers: An Analysis of the Character of Natty Bumppo The Pioneers is the first in a series of five books by James Fenimore Cooper, though in the time period that the five books covers, it is the fourth, chronologically. The most famous book in this series is The Last of the Mohicans. Together, the five books are known as the Leatherstocking Tales, as they tell the story of Natty Bumppo, who also went by the alias of Leatherstocking. The Pioneers, like the other books in the LeatherstockingRead MoreThe Strawberry Statement Essay924 Words   |  4 PagesDiscusses his lack of authority to write a book, but decides to write one anyway. Discusses that he is the one writing the book, however his thought are no different than the thoughts of the youth of another generation; what you think at nineteen is universal across all generations, youth as a movement has â€Å"always been happening.† (Intro) He wants to do something about racism, poverty, and war. He discusses who they are – kids who have â€Å"hopes and fears†¦ ups and downs.† They’re people in NYC whoRead MoreRacism From Cooper s Book The Last Of The Mohicans 1818 Words   |  8 Pages A reader of The Last of the Mohicans is able to notice the manifested racism in the book which is perpetuated through the cultural divide and racial stereotypes. Racism from Cooper’s book depicts itself in being one of the contemporary themes in the novel which offers derogatory and stereotypical concerns to people of various races. In a more stringent analysis, the racial stereotypic statements from the book drive racial and cultural tolerance along with the societal inequalities which are setRead MoreOrganisational Theory230255 Words   |  922 Pages. Organization Theory Challenges and Perspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work

Friday, December 20, 2019

Rhetorical Analysis of Tom Wolfe’s “Putting Daddy on”

Rhetorical Analysis of Tom Wolfe’s â€Å"Putting Daddy On† By: Robert Gribschaw Tom Wolfe sets the stage for discussion with his words in the essay â€Å"Putting Daddy On.† Every reader can relate to this story because the topic of life is very general. Everyone is responsible for his or her own actions and the decision each chooses to make is their lifestyle. Although it is ultimately up to the individual to create his or her own lifestyle, there are often major influences, like parents that aid in lifestyle creation. The father son relationship is a complex bond and Tom Wolfe clearly shows this through his writing. â€Å"Putting Daddy On† is a story that forces readers to question his or her feelings about life and how it’s meant to be lived. What is†¦show more content†¦It’s not in the storytellers’ favor to pick sides and persuade the audience that either character’s motives are correct. Due to this, the argument takes an unbiased approach allowing the reader to give the storyteller credibility. Tone alsotakes a major role in this essay. In the beginning of the story the tone appears to be humorous. Parker’s intellect and positive attitude give the reader the feeling that the situation will be resolved. Parker goes to talk to his son on a respectful level so that he can have a chance to persuade Ben to straighten his life out. When he arrives at Ben’s tone takes a shift in a pessimistic direction. The problem is that he is embarrassed that his son who had only one more year left at Colombia has dropped out and done nothing with his life. Because of this embarrassment Parker fails to show his son respect as he continues to indirectly make fun of him. With Parker’s inability to show respect, the reader finds out a weakness in Parkers seemingly perfect lifestyle. Ben then also chooses to take a rude approach to his father’s conversation. He answers all of Parker†™s questions in the simplest form possible and in some cases changes the subject to avoid the question. As a result of their stubbornness and unwillingness to except each other, Ben becomes angry and Parker shows signs of frustration. Once again tone has another shift, going from a slim chance to salve the problem to no chance. Parker

Thursday, December 12, 2019

Lobbying and Litigation in Telecommunications †MyAssignmenthelp

Question: Discuss about the Lobbying and Litigation in Telecommunications. Answer: Introduction The report helps in analysis of the internal and external analysis of the Uber Technologies Inc. The main different kind of leadership challenges has to be discussed as this will help the company in understanding the strategies that has to be adopted to overcome such challenges. The innovation challenges will be discussed in an effective manner and theoretical frameworks will be discussed to understand the different framework for innovation required in Uber. The main aim and purpose of the report is to understand the different kind of challenges related to leadership, innovation with the usage of theoretical framework as this will help in solving the different challenges. The SWOT and Porters Five Forces Model analysis will be done as this will help in understanding the challenges in an effective manner. Uber Technologies Inc is peer to peer ride sharing transportation network that has been headquartered in San Francisco. California. Uber is operating in more than 630 cities worldwide. The Uber application is accessed by the help of different websites and mobile applications. Uber Technologies is one of the superior and a pioneer in the sharing economy and it is growing fast in a rapid manner. There are different kind of services that are offered by Uber that includes vehicle for hire and delivery services. There are different kinds of services of ride provided by Uber that include UberPOOL, UberXL, UberGO and UberPremiere. There are more than 12000 plus employees who are working for Uber and the company has generated a huge revenue of more than US $6.5 billion. Internal and External Analysis Both internal and external analysis of Uber Technologies INC is essential in nature as this will help in understanding the strengths, weaknesses, opportunities and threats of the company effectually. Furthermore, the external environment has to be analysed in an effective manner as this will help in prioritizing innovation in Uber. The external analysis can be done with the help of Porters Five Forces Model as this will help in generating idea of the other competitors in the market. The operational costs are low in nature wherein Uber offers low prices to the customers in comparison to the other traditional competitors (Bohari, Hin and Fuad 2017). Uber has introduced cash less payments along with pricing strategy is clear in nature and it offers high standard service to the customers and it is well recognized brand in the market. The business model of Uber Technologies is unpredictable and there are different kind of privacy issues in Uber. Uber caters to the individuals who are tech savvy (Greenspan 2015). The application of Uber Technologies is highly dependent on the internet and there are low barriers in the entry as there are huge rate of competition in the respective industry (Mathooko and Ogutu 2015). There are different kind of dissatisfaction among the customers with the entire unorganized market. There is huge increase in the internet penetration as the usage of the smartphones are increasing day by day and this is expanding the Uber services in other countries as well. The rise in the disposable income is other opportunity for Uber as this is increasing the spending of the individuals on their convenience. There is an option for alternate transport wherein Uber has launched Uber Chopper in different kind of countries and this has provided Uber with opportunity for launching Bus aggregator system. The regulations of the government are unclear in nature wherein the primary concern of the disagreement between the different kind of cab aggregators and regulators of the government is relating to legal status (Sutherland 2014). There are different kind of conflicts with different kind of local authorities and this will lead to different issues for the respective company named Uber (Kuo et al. 2016). There is low margin in Uber Company wherein it helps the drivers to get high number of daily rides, however it does not create high profit margins for the drivers of Uber External Analysis Industry Rivalry is one of the forces wherein it is seen that Uber operates in different countries in worldwide and the different competitors might be different from one another. It has been seen that Uber faces huge competition from services of Lyft wherein the business model is similar to Uber and it provides competition to Uber in terms of the share in the market. There are different other competitors compete with Uber with different aspects such as customer service along with reliability and comfort. It helps in analysing that Uber is facing tough kind of competition in the industry (Slvell 2015). Threat of new entrants is the second force wherein the business mode in which Uber is operating takes lot of efforts in building. This kind of business operates in concept of people wherein the drivers get their own cars and get it registered and work for Uber in flexible hours. When a new company enters into the similar market, the barriers and cost of entry is low. Thus, it can be seen that there is high level of threats from new entrants (Yunna and Yisheng 2014). Threat of substitutes is the third force wherein the different substitute of Uber are not the ones who are in direct competition, however there are different companies who are having same business model. There are other indirect taxi companies that helps in providing same kind of services and they are in indirect competition with Uber. These are the different substitutes that are big threat to the Uber company and it is threat to market share and sales (Rezazadeh et al. 2017). Bargaining power of suppliers is the fourth force wherein Uber does not own any vehicles operating in the name and is dependent on the suppliers that is the drivers of the cars. Uber Company tries to outsource the different cars and there are different suppliers of Uber who have high bargaining power and it is the duty of Uber to take care of the different suppliers. It is because as anything bad happens it will affect the brand name of Uber along with brand image of Uber (E. Dobbs 2014). Bargaining power of the buyers is the fifth force wherein the buyers of Uber are not permanent in nature unless they become loyal to the company. It can be seen that there are different other car services available in the market and customers can shift from one service to the other and the cost of shifting in market is low in nature. It can be seen the bargaining power of Uber is high in nature (Sapra, Subramanian and Subramanian 2014). There are different kind of leadership challenges that is faced by Uber that are required to be analysed in an effective manner. Firstly, there is lack of communication and managerial effectiveness in Uber as the decisions that are taken by higher officials of Uber are late and it makes the tasks more ineffective in nature. The managers of Uber are able to adjust with the role effectively and managers are not supportive in understanding the queries of the driver partners. Secondly, guiding change is the other challenge of Uber wherein the leaders are not able to understand and lead change effectively. The leaders of the Uber Company are not able to lead to changes in an effective manner. The leaders do not set goals in the initial stage and they implement strategies after they are facing huge competition in the market (Yan, Xia and Bao 2015). Lastly, leaders of Uber Company are not able to manage the internal stakeholders along with politics as they fail in managing relationships in an effectual manner. There is no such managerial support from higher authority and this creates miscommunication among employees (Quitzow et al. 2014). From the above figure, it can be analysed that proper leadership is required to be maintained by Uber Company in overcoming such challenges in an effectual manner. The different analysis is required to be done that are as follows: The leaders need to set goals and they has to be proactive in nature as this will help the company in meeting the different deadlines. This will help the company in gaining competitive advantage with the implementation of transformational leadership style (Takata 2016). Secondly, the leaders need to delegate tasks in an effective manner wherein all the driver partners have to be provided with different facilities and understand their view point. The transformational kind of leadership will help in solving the different issues among the leaders and the employees. It is required to maximize the unique value in comparison to the other competitors in the market wherein the company will prioritize their organizational goals. This will help the company in increasing the efficiency effectiveness and performance of business. There are different kind of innovation challenges that is faced by Uber wherein firstly, the innovation challenge is that Uber introduces different kind of updates in their application. These kinds of updates can prove to be difficult for the users to use such applications in an efficient manner (Akhavan et al. 2015). Secondly, there are different kind of disruptive transactional costs of Uber wherein there are different fees or payments that is affecting the business and innovation strategies. With the help of the diagram, it can be analysed that Uber needs to implement different strategies to implement the different kind of disruptive strategies that are as follows: It is seen that Uber needs to eliminate the different transaction costs as this will help in providing conventional service to the customers. This will help in encouraging increase in the entire productivity of the different assets and rate of employment. Uber needs to take full advantage of the collaborative consumption concept with the implementation of mobile application and this can help in installation of different kind of packages as this will help in understanding the needs of the customers in an effective manner (David, David and David 2017) There are different kind of organizational priorities of Uber in relation to the innovation and leadership that includes the following: It has been seen that the Uber has introduced disruptive innovation strategies that has helped them in gaining competitive advantage in the market. Uber Technologies has tried to cut off different kind of transactional costs as this has helped the company in being better than the other competitors in the market with incremental innovation strategy in an effective manner. There were different leadership challenges in the organization that has been faced by Uber. The leaders in Uber tried to delegate the tasks and tried to maximise their unique value in an effective manner. This kind of incremental innovation will help in continuous improvement and solve them effectively. Recommendations Therefore, it can be recommended that Uber Technologies Inc need to analyse their opportunities in an effectual manner. The company named Uber needs to understand the different opportunities wherein Uber needs to increase the market penetration and this will help in increasing their footprints in different parts of the world (Datafloq.com, 2018). The other recommendation that can be suggested to Uber Technologies Inc is that Uber can develop and implement technology that will help the customers in searching movers and packers in their nearby areas via Uber application. These are the two kinds of recommendations that can be provided to Uber Company as this will help in implementing their technologies in an effectual manner. There are different kind of practical steps that has to be implemented by Uber in order to improve their innovation and leadership qualities. Firstly, proper human resource managers have to be appointed in the organization as this will help the company in gaining competitive advantage. Secondly, the company needs to understand the innovation that is required to be made as this will help in improving their issues and there will be continuous improvement. Thirdly, the leadership qualities has to be ascertained in an effectual manner as this will help in improving their strengths and solving the queries in an effectual manner. Conclusion Therefore, it can be concluded that the internal and external analysis of Uber has helped the company in understanding their different innovative strategies that can be adopted by them. Uber has helped themselves by understanding the different leadership and innovation challenges and solved them with proper implementation of technologies. The Uber Company can implement different kind of theoretical frameworks as this has helped the company in gaining competitive advantage. Lastly, the Uber Company has applied different disruptive innovation techniques that has helped the entire company in being the superior pioneer in the entire market. The different kind of theoretical frameworks has helped the respective company in understanding their weaknesses and solved them effectually. Uber Technologies Inc has tried to implement different kind of technologies wherein they have been proved superior in comparison to the other competitors in the market. References Akhavan, P., Barak, S., Maghsoudlou, H. and Antuchevi?ien?, J., 2015. FQSPM-SWOT for strategic alliance planning and partner selection; case study in a holding car manufacturer company.Technological and Economic Development of Economy,21(2), pp.165-185. Bohari, A.M., Hin, C.W. and Fuad, N., 2017. The competitiveness of halal food industry in Malaysia: A SWOT-ICT analysis.Geografia-Malaysian Journal of Society and Space,9(1). Datafloq.com. (2018). How Uber Depends on Data Analytics to Deliver Extreme Customer Service. [online] Available at: https://datafloq.com/read/how-uber-depends-data-analytics-deliver-service/2621 [Accessed 22 Mar. 2018]. David, M.E., David, F.R. and David, F.R., 2017. The quantitative strategic planning matrix: a new marketing tool.Journal of Strategic Marketing,25(4), pp.342-352. Dobbs, M., 2014. Guidelines for applying Porter's five forces framework: a set of industry analysis templates.Competitiveness Review,24(1), pp.32-45. Greenspan, R., 2015. Walmart: Five forces analysis (Porters model).Panamore Institute. Kuo, C.M., Huang, G.S., Tseng, C.Y. and Boger, E.P., 2016. SMART SWOT Strategic Planning Analysis: For Service Robot Utilization in the Hospitality Industry.Consortium Journal of Hospitality Tourism,20(2). Mathooko, F.M. and Ogutu, M., 2015. Porters five competitive forces framework and other factors that influence the choice of response strategies adopted by public universities in Kenya.International Journal of Educational Management,29(3), pp.334-354. Quitzow, R., Walz, R., Khler, J. and Rennings, K., 2014. The concept of lead markets revisited: Contribution to environmental innovation theory.Environmental Innovation and Societal Transitions,10, pp.4-19. Rezazadeh, S., Jahani, A., Makhdoum, M. and Meigooni, H.G., 2017. Evaluation of the Strategic Factors of the Management of Protected Areas Using SWOT AnalysisCase Study: Bashgol Protected Area-Qazvin Province.Evaluation of the Strategic Factors of the Management of Protected Areas Using SWOT AnalysisCase Study: Bashgol Protected Area-Qazvin Province,7(1), pp.55-68. Sapra, H., Subramanian, A. and Subramanian, K.V., 2014. Corporate governance and innovation: Theory and evidence.Journal of Financial and Quantitative Analysis,49(4), pp.957-1003. Slvell, ., 2015. The Competitive Advantage of Nations 25 yearsopening up new perspectives on competitiveness.Competitiveness Review,25(5), pp.471-481. Sutherland, E., 2014. Lobbying and litigation in telecommunications marketsreapplying Porters five forces.info,16(5), pp.1-18. Takata, H., 2016. Effects of industry forces, market orientation, and marketing capabilities on business performance: An empirical analysis of Japanese manufacturers from 2009 to 2011.Journal of Business Research,69(12), pp.5611-5619. Uber.com. (2018). Making career moves? Sign up to be an Uber Driver or get a ride to the airport | Uber. [online] Available at: https://www.uber.com/en-IN/ [Accessed 21 Mar. 2018]. Yan, J., Xia, F. and Bao, H.X., 2015. Strategic planning framework for land consolidation in China: A top-level design based on SWOT analysis.Habitat International,48, pp.46-54. Yunna, W. and Yisheng, Y., 2014. The competition situation analysis of shale gas industry in China: Applying Porters five forces and scenario model.Renewable and Sustainable Energy Reviews,40, pp.798-805.

Wednesday, December 4, 2019

Minority Shareholders Corporations Legislation

Question: Discuss about the Minority Shareholders for Corporations Legislation. Answer: Introduction Shareholders oppressive acts could take place when the majority shareholders of an organization mis-utilize their authority and power to oppress the minority shareholders. One of the main purposes which state that oppression could take place when there was no ready market for the securities in an organization was done in the perspective of an unlisted proprietary limited corporation (Dundas Lawyers, 2014). It was clearly observed that the beginning of the concept of oppression be positioned within an anxiety to conquer the apparent lacunas of the common law in connection to the minority members. Yet, the concept of oppression was initiated and modified in order to prevail over the issues which were related with the common law rule of Foss v. Harbottle, and in specific, an opportunity to recover on behalf of the corporation could be granted to the minority stakeholders. It was also noted in above mentioned matter in which primarily the tribunals were vigilant in understanding the definition of the word oppression (Dundas Lawyers, 2014). In this case the inheritance was approached in general with the underpinnings of the official non- interference and the ruling of majority which was physically powerful. The above mentioned restrictions and suggestions were granted which stated that the section should be amended so that, beyond the simple concept of oppression, an employee of the corporation could protest. Under the verdict of a committee, such protest should state that the dealings of a organization were being carried out in a way that was wrongly detrimental to that interest of the employees of a corporation (Legal Vision, 2015). Section 233 and 232 of the Act As per the provisions of section 233 of the Corporations Act 2001, relief could be sought in most of the disputes of the shareholders for the allegations of the oppression done by them on the minority shareholders. This section grants that the tribunal may ask a corporation to be wound up by its order (Shand Taylor, 2014). Section 233 of the Act also authorizes the tribunal with certain powers in order to make any command that it deliberates proper in connection to a corporation in situations where the necessities of section 232 were encountered. That authority comprises of giving a verdict that a person buys shares of another party with a proper discount of the share capital of an organization or an instruction that the corporation be convoluted up (Zammit, 2016). Under section 232 of the Act the tribunal has the prudence to make such a verdict of: The conduct of an affair of the corporation; A definite or projected performance or lapse by a corporation; A declaration, or a projected determination, of the employees or a class of employees of a corporation; Contrary to the interests of the members as a whole; or Oppressive to, unfairly prejudicial to, or unfairly discriminatory against the employees whether they were in that capacity or in any other capacity. The inquiry measured here was whether unit holders of a unit trust could seek the similar relief as shareholders under those sections. The law in this respect was vague; therefore the significance of having a Unit holders Agreement or correspondent privilege in the unit trust deed (Bal Lawyers, 2016). The vagueness occurs as the jurisdictions of New South Wales and Victoria have taken dissimilar positions on whether unit holders could seek assistance under the domineering act sections of the Corporations Act, even where there was a corporate trustee (Australian Institute of Company Directors, 2013). This principle of oppression against the minority has been applied by the Supreme Court of Victoria to the performance of the trustee corporations in connection to the privileges and entitlements of recipients. In spite of this in other jurisdictions an opposite view was being adopted; in relation to this act one the conduct of trustee organizations were measured for the reasons of the statutory oppression remedy well within the legislative definition of the phrase affairs of a organization i.e. a body corporate (Craddock Murray Neumann, 2014). In the case of Vigliaroni v. CPS Investment Holdings Pty Ltd, it was clearly stated that where the act of domination transmits to the process of a trust which has a corporate executor in that case the tribunal was given power under section 233 of the Act. Under it the tribunal has a power to work out its wide-ranging authority such as to wind up a corporation in certain proper situations. It was done so that the remedy would definitely get rid of the issue of oppression and facilitate the causes of any prospect oppression to be evades (Farrar and Boulle, 2016). Furthermore, the provisions of sections 232 and 233 of the Act for the act of oppression were to be read generally. It was open to beneficiaries of discretionary trusts managed by a company trustee to seek this remedy. Similarly, in the ensuing Supreme Court of Victoria case of Wain v. Drapac and Ors [2012] VSC 156 (26/04/2012), the applicants were the managers of the respondents group as a result they were provided with certain units in the connected corporations. It was done as part of a decision-making enticement scheme. They suspected that they were enforced out of the corporation by means of oppressive behavior on the part of the principal of the respondent (Addison, 2013). The Tribunal also concluded that the defendants had acted in an oppressive manner towards the workers and have ordered the organization and the principal of the organization to buy the shares in units of the workers who were leaving on a fair price (Thomson Reuters, 2013). Section 232 (d) of the Corporations Act But once a person has recognized that the behavior in question relates to either section 232 sub clause a,b,c then such a person must also institute that it was either: Under sub clause (d) Contrary to the interests of the members as a whole as it was characteristically met in the cases where there was a contravention of the duties of the directors of an organization. The above mentioned ground for relief contained in s.232 would in general include those contraventions of fiduciary duty which directors was obligated to perform in relation to the organization: "Carelessness and contraventions of fiduciary duty of directors, even though those duties were obliged towards the organization and not the shareholders, but they were circuitously contrary to the interests of the employees as a whole. If the corporation has negative impacts then the investment of the employees could be hurt (Corporate First Lawyers, 2016). One anxiety in relation of this term was what could be the understanding which the judiciary would provide to the employees as a whole. Utilization of the conduct, ground for relief or act in question would be less and would be contrary to each and every person or member because: "The interests of the controllers as employees may be well served by their selfish way of performing. Consequently not all of the employees would be underprivileged. More likely those words mean that, where managers act for their own benefit only, then they would be seen to be acting contrary to the interests of members as a whole. Even if the act of the managers in the interests of the majority they would not, under this elucidation, be acting in the interests of employees as a whole (Harwood Andrews, 2016). It was presented by providing a corrective environment of legislation that the tribunal should accept this view. As this part of section 232 came into effect in its current form on 13 March 2000. It was documented as a different foundation for the tribunals to intercede from the oppressive ground in section 232(e) (Turner, 2014). In the matter of Turnbull and Ors v Nrma [2004] NSWSC 577 it was stated that a extraordinary general meeting of the employees of the corporation was requested under section 249D of the Act. Certain employees gave the notice of a resolution of the company they projected to move at the subsequent general meeting. Both cases took place out of a manufacturing dispute among the organization and its employees (Shaw, 2016). The dispute was resolved proceeding to the call which was made by the corporation for the particular meeting in reply to the request of section 249D. On the foundation that it would be contrary to the interests of the members as a whole, the tribunal implements its authority that states that: even though genuinely it was requested, but the corporation may not hold the meeting; and the authentically planned determination need not be put at the subsequent meeting of the organization (Lin, 2017). It was specifically confirmed that oppression does not unavoidably engage commercial injustice. In the matter of Australian Institute of Fitness Pty Limited v Australian Institute of Fitness (Vic/Tas) Pty Limited (No 3) [2015] NSWSC 1639 it was concluded that an action was competent of being contrary to the interests of the members as a whole in customs other than by being profitably partial. One of the examples of this could be being pointlessly extravagant. An act or error, or a projected performance or error, by or on behalf of the organization, or a declaration, or a projected declaration, of a class of employees of the organization, was or would be domineering or unethically detrimental to, or unethically prejudiced against, an employee or numerous number of employees or was or would be contrary to the interests of the members as a whole. The ASIC has stated in a report which was made under Part 3 of the ASIC Act that the tribunal was of opinion that it was reasonable and fair t hat the organization be wound up (Victorian Law Reform Commission, 2016). In the matter of ASIC v Storm Financial Ltd it was stated that a variety of individuals may apply for a command to wind up a corporation, such as the corporation, a creditor, a contributing person, the liquidator, ASIC. A winding up on the reasonable and fair ground was of a prehistoric origin under the provisions of corporate law, and the fresh request was founded on protection of the public interest (Australasian Legal Information Institute, 2016). Section 232 (e) of Corporations Act In order to establish shareholders minority of usage of an act of oppression and mismanagement, under section 232(e), an individual must also institute that it was Oppressive to, unfairly prejudicial to, or unfairly discriminatory against, a employee or employees whether in that capability or in another capacity capability (Holding Redlich, 2012). The idiom Oppressive to, unfairly prejudicial to, or unfairly discriminatory against was alarmed with the behavior of an individual that includes profitable injustice or, as mentioned in the matter of Re Ledir Enterprises Pty Ltd [2013] NSWSC 1332; (2013) 96 ACSR 1 that, a exit from the principles of fair dealing, or where a verdict has been made so as to oblige a drawback, disability or trouble on the applicant that, as per the normal principles of sensibleness and fair dealing, was inequitable. In the above mentioned statement the word Oppressive conduct has to be construed barely and centers on the character of the behavior rather than its impact. In the case of Re Jermyn Street Turkish Baths Ltd [1971] 1 WLR 1042 it was held that the word comprises of the conduct which require the quantity of decency which the employees were unrestricted to anticipate in the conduct of the affairs of a corporation (Gilbert and Tobin, 2016). In the matter of Wayde v NSW Rugby League it was stated that as reputes unfairly prejudicial or discriminatory conduct, merely prejudice or discrimination was not sufficient. So, the tribunal must decide whether a sensible board would have determined that it was inequitable to make that verdict. The tribunal would provide respect to the verdict of the board where there was nothing to propose injustice. It was also confirmed in this case that where there was a noticeable exit from the principles of justice the tribunal may itself be obligatory to make a decision where the equilibrium of opposing welfare lies (Trumble Szanto Lawyers, 2016). So, there have been a number of remedies for the burdened stakeholders as per which the tribunal has wide authorities to make any verdict which it believes to be proper if shareholders could prove that the performance of the affairs of an corporation was contrary to the interests of the shareholders as a whole, oppressive, unfairly prejudicial or unfairly discriminatory. Some of the instances of verdicts that may be proper were set out in s233 of the Act which comprises of the fact that: The organization could be wound up; Engaging a new receiver or a receiver and director; Preventing an individual from employing in particular conduct or from doing a specified act; and Necessitate an individual to do a particular act. Conclusion So, it was observed that the strategy behind sub-section 232 and 233 of the Act was to permit an subjugated stakeholder to be free from the corporation in the situations which were set out in s 232. Where a verdict was made under s 233 of the Act, the claimant must file a copy of the verdict with ASIC within 14 days after it was made. Therefore, it could be concluded that whether the laws in relation to the concept of oppression were dependent on the Corporations Act 2001 apply or dont apply have been regarded as an academic question. The benefit in having a Unit holders Agreement was that if the document was well organized, then there would be obvious privileges and duties on each of the individuals to recognize what conduct was or was not satisfactory, dropping or even getting rid of the opportunity of assertions of oppression and providing unit holders with a clear path out of the unit trust. If a trade was premeditated to be an speculation it should also be considered to be apprehended. References Aherns Lawyers. (2016) Statutory Oppression Remedy Under the Corporations Act 2001 (cth). [Online] Aherns Lawyers. Available from: https://www.ahernslawyers.com.au/latest-news/statutory-oppression-remedy-under-the-corporations-act-2001-cth/ [Accessed on 2/1/17] Victorian Law Reform Commission. (2016) The oppression remedy in the Corporations Act. [Online] Victorian Law Reform Commission. Available from: https://www.lawreform.vic.gov.au/content/3-oppression-remedy-corporations-act [Accessed on 2/1/17] Turner, R. (2014) Corporate Advisory Update April 2014. [Online] Gilbert and Tobin. Available from: https://www.gtlaw.com.au/corporate-advisory-update-april-2014 [Accessed on 2/1/17] Dundas Lawyers. (2014) Shareholder disputes the fight for control. [Online] Dundas Lawyers. Available from: https://www.dundaslawyers.com.au/shareholder-disputes-the-fight-for-control/ [Accessed on 2/1/17] Dundas Lawyers. (2014) Shareholder oppression. [Online] Dundas Lawyers. Available from: https://www.dundaslawyers.com.au/shareholder-oppression/ [Accessed on 2/1/17] Legal Vision. (2015) What is minority shareholder oppression?. [Online] Legal Vision. Available from: https://legalvision.com.au/what-is-minority-shareholder-oppression/ [Accessed on 2/1/17] Craddock Murray Neumann. (2014) Shareholder remedies minority oppression rules. [Online] Craddock Murray Neumann. Available from: https://www.craddock.com.au/Document/Shareholder+remedies+-e2-80-93+minority+oppression+rules.aspx [Accessed on 2/1/17] Shand Taylor. (2014) An Unfair Abuse of Company Power Oppression Claims by Shareholders. [Online] Shand Taylor. Available from: https://www.shandtaylor.com.au/publications/an-unfair-abuse-of-company-power-oppression-claims-by-shareholders [Accessed on 2/1/17] Australian Institute of Company Directors. (2013) Dont forget minority shareholders. [Online] Australian Institute of Company Directors. Available from: https://www.companydirectors.com.au/director-resource-centre/publications/company-director-magazine/2013-back-editions/april/opinion-do-not-forget-minority-shareholders [Accessed on 2/1/17] Harwood Andrews. (2016) Oppression Remedies For Unit Trusts. [Online] Harwood Andrews. Available from: https://harwoodandrews.com.au/news/2016/10/7/oppression-remedies-for-unit-trusts [Accessed on 2/1/17] Thomson Reuters. (2013) Corporations Legislation 2013.[Online] Thomson Reuters. Available from: https://legal.thomsonreuters.com.au/browse/law-annuals/pdf/keysectionannotation.pdf [Accessed on 2/1/17] Zammit, M. (2016) Shareholders Oppression. [Online] The University of Sydney. Available from: https://sydney.edu.au/lec/subjects/associations/notes/Winter%202011/Shareholder%20Oppression.pdf [Accessed on 2/1/17] Farrar, J.H., and Boulle, L.J. (2016) Minority Shareholder Remedies Shifting Dispute Resolution Paradigms. [Online] Bond University. Available from: https://epublications.bond.edu.au/cgi/viewcontent.cgi?article=1207context=blr [Accessed on 2/1/17] Lin, E. (2017) Shareholder oppression explained. [Online] Find Law Australia. Available from: https://www.findlaw.com.au/articles/4614/shareholder-oppression-explained.aspx [Accessed on 2/1/17] Australasian Legal Information Institute. (2016) Corporations Act 2001 - Sect 232. [Online] Australasian Legal Information Institute. Available from: https://www.austlii.edu.au/au/legis/cth/consol_act/ca2001172/s232.html [Accessed on 2/1/17] Gilbert and Tobin. (2016) A changed and more risky management style does not necessarily result in unfairness or unreasonableness: KGD Investments Pty Ltd v Placard Holdings Pty Ltd [2015] VSC 712. [Online] Gilbert and Tobin. Available from: https://www.lexology.com/library/detail.aspx?g=6ad4f4f3-ecf1-4e82-bd7f-bb9249f12a35 [Accessed on 2/1/17] Corporate First Lawyers. (2016) Minority Shareholders have the right not to be oppressed. [Online] Corporate First Lawyers. Available from: https://corporatefirst.com.au/minority-shareholders-have-the-right-not-to-be-oppressed/ [Accessed on 2/1/17] Bal Lawyers. (2016) Oppressive Conduct Regime: Can Unitholders Take Advantage?. [Online] Bal Lawyers. Available from: https://ballawyers.com.au/2015/06/09/oppressive-conduct-regime-can-unitholders-take-advantage/ [Accessed on 2/1/17] Holding Redlich. (2012) Oppressed minority shareholders and appropriate relief - Is winding up a solvent company an extreme step?. [Online] Holding Redlich. Available from: https://www.holdingredlich.com/dispute-resolution-litigation/oppressed-minority-shareholders-and-appropriate-relief-is-winding-up-a-solvent-company-an-extreme-step [Accessed on 2/1/17] Addison, M. (2013) Stop that meeting! Court intervenes in meeting to remove director. [Online] Dibbs Barker. Available from: https://www.dibbsbarker.com/publication/Stop_that_meeting!_Court_intervenes_in_meeting_to_remove_director.aspx [Accessed on 2/1/17] Shaw, A. (2016) Unitholder rights to oppression remedies under Corporations Act. [Online] Robinson Gill. Available from: https://www.robinsongill.com.au/unitholder-rights-to-oppression-remedies-under-corporations-act/ [Accessed on 2/1/17] Trumble Szanto Lawyers. (2016) The office of trustee is a relatively unforgiving one. Equity is very protective of beneficiaries. [Online] Trumble Szanto Lawyers. Available from: https://www.tsz.com.au/content/remedies-dissatisfied-beneficiaries [Accessed on 2/1/17]

Thursday, November 28, 2019

Popular Culture Essay Example Popular culture and globalization

Popular culture and globalization â€Å"All the world’s a stage and all the men and women, merely players†, said the bard. This prescient observation of Shakespeare over four centuries ago is seen today as everyday experience of common people. We open our newspapers and read about local, national and international events. We switch on the televisions and view / hear about events anywhere in the world, in real time and space. Common people are effortlessly exposed to each other through the media. Our everyday experiences these days are shaped by the technological revolution of the past five decades on the one hand, and the movement of the world economies towards globalization on the other. Globalization is an opportunity and not a cost. Today it is possible to see the entire world as a market place, and each country as a potential source for gaining competitive advantages. Economical local costs and talent make globalization an opportunity to be exploited in every field. Globalization of economies of the world permits each country to exploit its natural advantages and play its rightful part in global trade. In the popular culture field, while the Hollywood films in the English language could reach a section of the people around world at one time, we see them dubbed into local languages for the vast global audience today. MTV which started airing its original US programs in English was soon facing stiff competition from other music channels that offered a great deal of local content in the local language, and had to follow suit. Television channels, be they for children or for grown-ups, be they for city based audience or for small town / village viewers, are now routinely offering content in a multi-language platform and gaining larger viewership and therefore revenues through advertisements. Movies and film music based events from Mumbai are huge draws for the Indian immigrants in UK and the USA. Madam Tussauds wax museum in London has attracted twice the number of South Asian visitors this year as compared to a year ago, after it launched its wax model of the current Hindi film star ( Deccan Chronicle). In the eyes of some groups, globalization is not an undiluted blessing. With particular reference to popular culture, some fear that the dominant cultures exploit mass media to overrun others, and that this results in loss of diversity, independence of thought and promotes decadent life style. For example, McDonalds, Pizza Hut, Coca Cola and Pepsi Cola brands invite as much accolades from the younger generation all over the world, as they incur the wrath of the environmental groups for the popularization of unhealthy food and drink habits; Feature articles from The Spectator, NYT or The Herald Tribune appear simultaneously in the Indian newspapers and shape public opinion; commentators like Tom Friedman or Rod Liddle are familiar names in English educated urban households; so also are the popular TV channels like BBC and CNN, much to the dislike of traditionalists. The above facts reveal a significant difference in the mindset of the different groups – governments promoting their geo-political strategies by manipulating public opinion; multinational companies exploiting global opportunities for increasing their business volumes and profits; environmental groups seeing this as an assault on the diversity of human culture and promoting decadent life styles, etc. Reference UK Honour for Bachchan, Deccan Chronicle 1 Dec 2007. Available: http://www.deccan.com as retrieved on 1 Dec 2007. Get Your Research Paper from Us We have the best quality research paper for sale online; exactly the kind you are looking for. The earlier you place the order, the more favors you do to yourself. Here’s why; you will be able to place the order with a longer deadline, and also have ample time to ask for a revision, just in case. So delaying really doesn’t work in your favor. Talk to us now.

Sunday, November 24, 2019

How to Get 36 on ACT Reading 11 Strategies from a Perfect Scorer

How to Get 36 on ACT Reading Strategies from a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26–34 range on ACT Critical Reading? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT Reading score isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've consistently scored 36 on Reading on my real ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 26 on ACT Reading or above. If you're below this range, my "How to Improve your ACT Reading Score to a 26" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview Most guides on the internet on how to score a 36 are pretty bad quality. They're often written by people who never scored a 36 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting a 36 available anywhere. I have confidence that these strategies work because I used them myself to score 36 on ACT Reading consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring a 36 is a good idea, what it takes to score a 36, and then go into the 10 key strategies so you know how to get a 36 on ACT Reading. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 Reading score is useful, since this will fuel your motivation to get a high score. Final note: in this guide, I talk mainly about getting to a 36. But if your goal is a 34, these strategies still equally apply. Understand the Stakes: Why a 36 ACT Reading? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton and when it comes to admissions, being average is bad, since the admissions rate is typically below 10%. So why get a 36 on ACT Reading? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score more than your individual section scores. If you can get a 36 in ACT Reading, that gives you more flexibility in your Math, English, and Science scores. It can compensate for a 32 in one other section, for example, to bring your average back up to 34. Harvard's 75th percentile Reading score is likely a 36. There's another scenario where a 36 in ACT Reading is really important. First is if you're planning to apply as a humanities or social science major (like English, political science, communications) to a top school. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a humanities/social science major, you're competing against other humanities/social science folks: people for whom ACT Reading is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, Yale, and U Chicago, the 75th percentile SAT Reading score is an 800, or equivalent to a 36 in ACT Reading. That means at least 25% of all students at these schools have a 36 in ACT Reading. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. I'll be honest- ACT Reading wasn't my strong suit in high school. When I started studying, I was scoring around the 31–32 range. I was always stronger in math and science. But I learned the tricks of the test, and I developed the strategies below to raise my score to a 36. Now I'm sharing them with you. Know that You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT Reading. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your ACT score is a reflection of how hard you work and how smartly you study. ACT Reading is Designed to Trick You. You Need to Learn How Here's why: the ACT is a weird test. When you take the Reading section, don't you get the sense that the questions are nothing like what you've seen in school? I bet you've had this problem: in ACT Reading passages, you often miss questions because of an "unlucky guess." You'll try to eliminate a few answer choices, and the remaining answer choices will all sound equally good to you. Well, you throw up your hands and randomly guess. This was one of the major issues for myself when I was studying ACT Reading, and I know they affect thousands of my students at PrepScholar. The ACT is purposely designed this way to confuse you. Literally millions of other students have the exact same problem you do. And the ACT knows this. Normally in your school's English class, the teacher tells you that all interpretations of the text are valid. You can write an essay about anything you want, and English teachers aren't (usually) allowed to tell you that your opinion is wrong. This is because they can get in trouble for telling you what to think, especially for complex issues like slavery or poverty. But the ACT has an entirely different problem. It's a national test, which means it needs a level playing field for all students around the country. It needs a solid test to compare students with each other. Every question needs a single, unambiguously, 100% correct answer. There's only ever one correct answer. Find a way to eliminate three incorrect answers. Imagine if this weren't the case. Imagine that each reading answer had two answer choices that might each be plausibly correct. When the scores came out, every single student who got the question wrong would complain to the ACT, Inc. about the test being wrong. If this were true, the ACT, Inc. would then have to invalidate the question, which weakens the power of the test. The ACT, Inc. wants to avoid this nightmare scenario. Therefore, every single Reading passage question has only one, single correct answer. But the ACT disguises this fact. It asks questions that sound subjective, like: The author would most likely agree with which of the following statements? The first paragraph primarily serves to: In line 20, 'dark' most nearly means: Notice a pattern here? The ACT always disguises the fact that there's always one unambiguous answer. It tries to make you waver between two or three answer choices that are most likely. And then you guess randomly. And then you get it wrong. You can bet that students fall for this. Millions of times every year. Students who don't prepare for the ACT in the right way don't appreciate this. But, if you prepare for the ACT in the right way, you'll learn the tricks the ACT plays on you. And you'll raise your score. The ACT Reading section is full of patterns like these. To improve your score, you just need to: learn the types of questions that the ACT tests, like the one above learn strategies to solve these questions, using skills you already know practice on a lot of questions so you learn from your mistakes The point is that you can learn these skills, even if you don't consider yourself a good reader or a great English student. I'll go into more detail about exactly how to do this. One last point: let's make sure we understand how many questions we can miss and still score a 36. What It Takes to Get a 36 in Reading If we have a target score in mind, it helps to understand what you need to get that score on the actual test. Unlike for English and Math, there's a large amount of variation in grading scale for the Reading and Science sections. On some tests, a certain raw score could get you a 36; on others, that same raw score could drop you down to a 34. I've compiled the conversion tables from 4 official ACT practice tests to show you what I mean. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) ACT Reading Score Raw Scores Test 1 Test 2 Test 3 Test 4 36 40 38–40 40 40 35 39 37 39 39 34 38 36 38 38 33 – 35 37 – 32 37 34 36 37 31 36 – 35 36 30 35 33 34 35 29 34 32 32–33 34 28 32–33 30–31 31 33 27 31 29 30 32 Notice that Test 1 is the strictest grading scale out of the four. In this case, missing one question drops you to a 35; miss another and you'll drop to a 34; miss one more, and you drop to a 32. This is a very unforgiving test that requires perfection. Test 2, on the other hand, is much more forgiving. You can miss two questions- with a raw score of 38- and still get a 36! The reason these tests differ so much is that the ACT tries to make the scores from every test equivalent to all other tests. A 36 on one test should mean the same as a 36 on another. So if a test has particularly difficult passages or questions, they'll soften the curve. Regardless: The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for a 36. Notice that in three of the four tests, you needed a perfect raw score to get a 36. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer five to seven more questions right to get to a 36. As a final example, here's a screenshot from my ACT score report. You can see that I likely missed one question, since I scored a 17 on Social Studies/Sciences. Also notice that a single mistake already drops me down to a 97 percentile- there are a lot of students who do extremely well on this test! OK- so we've covered why scoring a higher Reading score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll get into the meat of the article: actionable strategies and reading tips that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT Reading What's your greatest weakness? Strategy 1: Understand Your High Level Weakness: Time Management, Passage Strategy, or Vocabulary Every student has different flaws in ACT Reading. Some people don't have good strategies for tackling the passage questions. Others don't read quickly enough and struggle to get through all the questions. Here's how you can figure out which one applies more to you: Find an official ACT practice test, and take only the Reading section. We have the complete list of free practice tests here. For that section, use a timer for 35 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: the realistic score you got under normal timing conditions, and the extra time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT Reading subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than 2 points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow across most questions? Or did particular questions slow you down more than others? Or are you spending too much time on reading the passage? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting an 36. Compare your Extra Time and Realistic score- if they differed by more than one point, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last skill weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get an 36. This type of analysis is so important that it's a central part of my prep program, PrepScholar. When a new student joins, he or she gets a diagnostic that figures out specific strengths and weaknesses. The program then automatically customizes your learning so that you're always studying according to where you can make the most improvement. No matter what your weakness is, my following strategies will address all weaknesses comprehensively. Strategy 2: Learn to Eliminate 3 Wrong Answers This strategy was by far the most effective for me in raising my Reading score. It completely changed the way I viewed passage questions. I spent some time talking above about how the ACT always has one unambiguous answer. This has a huge implication for the strategy you should use to find the right ACT Reading answer. Here's the other way to see it: Out of the four answer choices, three of them have something that is totally wrong about them. Only one answer is 100% correct, which means the other three are 100% wrong. You know how you try to eliminate answer choices, and then end up with a few at the end that all seem equally likely to be correct? "Well, this can work...but then again this could work as well..." STOP doing that. You're not doing a good enough job of eliminating answer choices. Remember- every single wrong choice can be crossed out for its own reasons. You need to do a 180 on your approach to Reading questions. Instead of trying to find the one right answer, find a reason to eliminate three answer choices. "Can I find a reason to eliminate this answer choice? How about this one?" You have to learn how to eliminate three answer choices for every single question. "Great, Allen. But this doesn't tell me anything about HOW to eliminate answer choices." Thanks for asking. One thing to remember is that even a single word can make an answer choice wrong. Every single word in each answer choice is put there by the ACT for a reason. If a single word in the answer choice isn't supported by the passage text, you need to eliminate it, even if the rest of the answer sounds good. There are a few classic wrong answer choices the ACT loves to use. Here's an example question. For example, let’s imagine you just read a passage talking about how human evolution shaped the environment. It gives a few examples. First, it talks about how the transition from earlier species like Homo habilis to neanderthals led to more tool usage like fire, which caused wildfires and shaped the ecology. It then talks about Homo sapiens 40,000 years ago and their overhunting of species like woolly mammoths to extinction. So then we run into a question asking, "Which of the following best describes the main subject of the passage?" Here are the answer choices: A: The transition between Homo habilis and neanderthals B: The study of evolution C: How the environment shaped human evolution D: The plausibility of evolution E: The influence of human development on ecology (I know the ACT only has four answer choices, but we'll just pretend they have five for this example to discuss the different kinds of wrong answers.) As you're reading these answer choices, a few of them probably started sounded really plausible to you. Surprise! Each of the answers from A–D has something seriously wrong about it. Each one is a classic example of a wrong answer type given by the ACT. Wrong Answer 1: Too Specific A: The transition between Homo habilis and neanderthals This type of wrong answer focuses on a smaller detail in the passage. It’s meant to trick you because you might think to yourself, "well, I see this mentioned in the passage, so it’s a plausible answer choice." Wrong! Think to yourself- can this answer choice really describe the entire passage? Can it basically function as the title of this passage? You’ll find that it’s just way too specific to convey the point of the overall passage. Wrong Answer 2: Too Broad B: The study of evolution This type of wrong answer has the opposite problem- it’s way too broad. Yes, theoretically the passage concerns the study of evolution, but only one aspect of it, and especially as it relates to the impact on the environment. To give another ludicrous example, if you talked to your friend about losing your cell phone, and he said your main point was about the universe. Yes, you were talking about the universe (since we all live in this universe), but you were talking about only a tiny, tiny fraction of it. This is way too broad. Wrong Answer 3: Reversed Relationship C: How the environment shaped human evolution This wrong answer choice can be tricky because it mentions all the right words. But of course the relationship between those words needs to be correct as well. Here, the relationship is flipped. Students who read too quickly make careless mistakes like these! Wrong Answer 4: Unrelated Concept D: The plausibility of evolution Finally, this kind of wrong answer preys on the tendency of students to overthink the question. If you’re passionate about arguing about evolution, this might be a trigger answer since any discussion of evolution becomes a chance to argue about the plausibility of evolution. Of course, this concept will appear nowhere in the passage, but some students just won’t be able to resist. Do you see the point? On the surface, each of the answer choices sounds possibly correct. A less prepared student would think that all of these were plausible answers. But plausible isn't good enough. The right answer needs to be 100%, totally right. Wrong answers might be off by even one word- you need to eliminate these. Carry this thought into every ACT Reading passage question you do and I guarantee you will start raising your score. Strategy 3: Predict the Answer Before Reading the Answer Choices As we've discussed already, the ACT is designed to goad you into making mistakes by putting really similar answer choices next to each other. In Strategy 2, we covered the strategy of ruthless, unforgiving elimination of answer choices. Here's another Strategy that works well for me. Before reading the answer choices, come up with your own answer to the question. Gaze into your crystal ball and predict the right answer. This strategy is exactly designed to counteract the trickiness of the answer choices. If you don't apply this strategy, your thinking process likely resembles something like this: "OK, I just read the question. Answer A is definitely out. B can kind of work. C...it doesn't exactly fit, but I can see how it can work." and so on. By now, you've already fallen into ACT, Inc.'s trap of starting to muddle the answer choices. Take the opposite approach. While you're reading the question, come up with your own ideal answer to the question before reading the answer choices. This prevents you from getting biased by the ACT's answer choices, especially the incorrect ones. If it's a "Big Picture" type question asking about the main point of the passage, answer for yourself, "What would make a good title for this passage?" If it's an "Inference" question, answer for yourself, "What would the author think about the situation given in the question?" Even if you can't answer the question straight away- for example, if you have to refer back to the line number to remember what the passage was saying- try to form a hunch briefly before looking at the answer choices. (There are of course some detail-oriented questions that are hard to solve this way. For example, questions that ask "All of these were mentioned as details EXCEPT FOR" require you to look at the passage. Even in these cases, you can form hunches about details that you remember reading about, and those you don't.) The key here is that the passage must support your answer choice. Every correct answer on ACT passages needs to be justified by the passage- otherwise the answer would be ambiguous, which would cause problems of cancelling questions I referred to earlier. Note that this only works if you can read and understand passages well! That's why I don't recommend this strategy yet before you hit a 26 level since you're more likely to come up with the wrong answer choice in your head. Strategy 4: Experiment with Passage Reading Strategies and Find the Best for You In your prep for the ACT, you may have read different strategies for how to read a passage and answer questions. Some students read the questions before reading the passage. Others read the passage in detail first. At your high level, I can't predict which method will work best for you. We're going for perfection, which means that your strategy needs to line up with your strengths and weaknesses perfectly, or else you'll make mistakes or run out of time. What I will do, however, is go through the most effective methods. You'll then have to figure out through your test data which one leads to the highest score for you. Passage Method 1: Skim the Passage, then Read the Questions This is the most common strategy I recommend to our students, and in my eyes the most effective. I prefer this one myself. Here it is: Skim the passage on the first read through. Don't try to understand every single line, or write notes predicting what the questions will be. Just get a general understanding of the passage. You want to try to finish reading the passage in three minutes, if possible. Next, go to the questions. If the question refers to a line number, then go back to that line number and understand the text around it. If you can't answer a question within 30 seconds, skip it. My preferred way to tackle a passage: skimming it on the first read-through. This strategy is a revelation for students who used to close-read every detail about a passage and run out of time. This skimming method works because the questions will ask about far fewer lines than the passage actually contains. For example, lines 5-20 of a reading passage might not be relevant to any question that follows. Therefore, if you spend time trying to deeply understand lines 5-20, you’ll be wasting time. By taking the opposite approach of going back to the passage when you need to refer to it, you guarantee reading efficiency. You're focusing only on the parts of the passage that are important to answering questions. Critical Skill: You must be able to skim effectively. This means being able to quickly digest a text without having to slowly read every word. If you're not quite good at this yet, practice it on newspaper articles and your homework reading. Passage Method 2: Read the Questions First and Mark the Passage This is the second most common strategy and, if used well, as effective as the first method. But it has some pitfalls if you don't do it correctly. Here's how it goes: Before you read the passage, go to the questions and read each one. If the question refers to a series of lines, mark those lines on the passage. Take a brief note about the gist of the question. Go back to the passage and skim it. When you reach one of your notes, slow down and take more notice of the question. Answer the questions. Here's an example passage that I marked up, with questions on the right. Notice that beyond marking the lines and phrases referenced in the question, I left clues for myself on what's important to get out of this phrase. In the hands of an ACT expert, this is a powerful strategy. Just like Method 1 above, you save time by skipping parts of the passage that aren't asked about. Furthermore, you get a head start on the questions by trying to answer them beforehand. But there are serious potential pitfalls to this method if you're not careful or prepared enough. Here's one: when you first read the questions before the passage, you won't have enough time to digest the actual answer choices (nor will they make sense to you). So you have to make your best guess for what the question is asking when you're writing a note along the passage. In some cases, this can lead you astray. Take this example from above: When I read the question, I saw that it referred to lines 75-76, starting with "Like an eagle." So I marked this in the passage and added a note to myself: "Meaning?" The problem is, it's not obvious what this is supposed to mean. What does it mean for a person's words to "slip regally and strike with awful ease?" This is especially difficult with figurative language. If I were the obsessive type, I might struggle for far too long trying to understand what this means. What meaning am I supposed to extract from these lines? How deeply should I read into this? But when I read the answer choices, I can see the answer choice is actually pretty obvious. The line is referring to the rich customer's words. It has nothing to do with the narrator and her relationship with her parents. It's clear then that the answer is G. The customer is implying that most of the house is dirty, and that the narrator's mother should take care to find a place where there aren't cockroaches scampering about. Critical Skill: You need to have so much experience with the ACT Reading section that you can anticipate what the question is going to ask you for your notes to be helpful. If you're not sure of this, you can easily be led down the wrong track and focus on the wrong aspect of the passage. Passage Method 3: Read the Passage In Detail, then Answer Questions This method is what beginner students usually use by default, because it's what they've been trained to do in school. Some beginner books like Princeton Review and Kaplan also suggest this as a strategy. It's my least favorite method because there are so many ways for it to go wrong. But for the sake of completeness, I'm listing it here in case it works best for you. Here's how it goes: Read the passage in detail, line by line. Take notes to yourself about the main point of each paragraph. Answer the questions. As you might guess, I don't like this method for the following reasons: By reading the passage closely, you absorb a lot of details that aren't useful for answering questions. The notes you take aren't directed toward helping you answer the questions. By interpreting the passage ahead of time, you risk being led astray. But this might work especially well for you if you're very good at reading for understanding, and if you have so much expertise with the ACT that you can predict what the test is going to ask you about anyway. This can also work if taking notes forces you to read the passage much more closely than you would otherwise. In all other cases, I haven't seen this strategy work very well. Choose Which Works Best for You, Based on Test Data Because I can't predict which one will work best for you, you need to figure this out yourself. To do this, you need cold, hard data from your test scores. Try each method on two sample test passages each, and tally up your percentage score for each. If one of them is a clear winner for you, then develop that method further. If there isn't a clear winner, choose the one that feels most comfortable for you. As part of our PrepScholar program, we give you advanced statistics on your score performance so that you can experiment with methods that work best for you. Next strategy: find your weak links and fix them. Strategy 5: Understand Every Single Mistake You Make On the path to perfection, you need to make sure every single one of your weak points is covered. Even just two mistakes will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 ACT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason. If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who have done 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near a 36 on ACT Reading. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here's what you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by question type (vocab questions, big picture questions, inference questions, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes, you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- Why Did You Miss a Reading Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a Reading question, and how you take the analysis one step further: Elimination: I couldn't eliminate enough incorrect answer choices, or I eliminated the correct answer. One step further: Why couldn't I eliminate the answer choice during the test? How can I eliminate answer choices like this in the future? Careless Error: I misread what the question was asking for or answered for the wrong thing. One step further: Why did I misread the question? What should I do in the future to avoid this? Vocab: I didn't know what the key word meant. One step further: What word was this? What is the definition? Are there other words in this question I didn't know? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Reviewing mistakes is so important that in PrepScholar, for every one of our 1,500+ practice questions, we explain in detail how to get the correct answer, and why incorrect answers are wrong. We also point out bait answers so that you can you can learn the tricks that the ACT plays on test takers like you. Bonus Tip: Re-solve the Question Before Reading the Answer Explanation When you're reviewing practice questions, the first thing you probably do is read the answer explanation and at most reflect on it a little. This is a little too easy. I consider this passive learning- you're not actively engaging with the mistake you made. Instead, try something different- find the correct answer choice (A-D or F-J), but don't look at the explanation. Instead, try to re-solve the question once over again and try to get to the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new reason to eliminate the wrong answer choice, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information far better than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to 10 minutes. Only then if you don't get it should you read the answer explanation. Strategy 6: Find Your Reading Skill Weaknesses and Drill Them Reading passage questions might look similar, but they actually test very different skills. At PrepScholar we believe the major passage skills to be: #1: Big Picture/Main Point: What is the main point of the passage or paragraph?#2: Little Picture/Detail: What does this small detail mean? Where in the passage was the following detailed mentioned?#3: Inference: What would the author most likely feel about the following hypothetical scenario?#4: Vocabulary in Context: What does this word or phrase mean in the context of the passage?#5: Author Method: How does the author construct the passage? What is the author's purpose in utilizing the following method? Each of these question types uses different skills in how you read and analyze a passage. They each require a different method of prep and focused practice. Luckily, there aren't very many unique skills on ACT Reading. There are only five above, compared to 18 for ACT English, and 24 for ACT Math. The passage tends to repeat these types of questions over and over again for the entire section. The flipside is, getting better at these skills is often a bit harder than mastering a narrow math skill like trigonometry. Because you've been reading and making logical arguments your entire life, bad habits are a lot harder to unlearn. The ACT requires a lot of skills. Make sure you know which ones are your weaknesses. If you're like most students, you're better at some areas in Reading than others. You might be better at getting the Big Picture of a passage, compared to the Inference. Or you might be great at reading passages quickly, but bad at memorizing details. If you're like most students, you also don't have an unlimited amount of time to study. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms, you need to find your greatest areas of improvement and work on those. Too many students study the "dumb" way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to cover all your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time on their weaknesses. Instead, studying effectively for the ACT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT Reading? You need to find the sub-skills that you're weakest in, and then drill those until you're no longer weak in them. Fixing up the biggest holes. Within reading, you need to figure out whether you have patterns to your mistakes. Is it that you don't get Inference questions? Or maybe you're really weak at interpreting details? Or from Strategy 1: is it that you're running out of time in reading passages? For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of inference questions (this is typically the hardest type of question for students to get). You need to find a way to get focused practice questions for this skill so you can drill your mistakes. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work. When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 7: Force Yourself to Be Fascinated by the Passage Subject Matter The ACT has passages about a lot of weird topics. Victorian novels, underwater basket-weaving, and the evolution of gerbils are all fair game. It's unlikely that you're naturally thrilled about all the subjects you'll read about. This makes it easy to tune out when you're reading the passage. This makes it harder to answer the questions, which will make you more frustrated. Instead, adopt this mindset: For the next 10 minutes, I am the world's most passionate person about whatever subject this passage is about. For every single passage, be as excited as she is. Force yourself to care about what the passage is telling you. Pretend that your life depends on understanding this passage. Maybe you're about to give a lecture on this subject. Or someone's holding a puppy hostage if you don't answer enough questions correctly. When I was preparing for the ACT in high school, I even took this so extremely that I ended up genuinely interested in whatever the passage was telling me about. I remember reading a passage about Native American life and thinking, "Wow, I'm really glad I just learned this." (I know this sounds crazy.) If you stay engaged while reading, you'll understand the passage so much better, and you'll answer questions with way more accuracy. Strategy 8: Finish With Extra Time and Double-Check Your goal at the end of all this work is to get so good at ACT Reading that you solve every question and have extra time left over at the end of the section to recheck your work. I'll admit, this is hard for the ACT. You have 35 minutes for 40 questions, which means less than 10 minutes per passage and less than 60 seconds per question on average. After reading the passage, this might mean less than 30-40 seconds per question. But you get better at speed. In high school and even now, I can finish the 40 minute Reading section in 30 minutes or less. I then have 10 minutes left over to recheck my answers two times over. The best way to get faster is, as explained above, to choose an efficient reading strategy that works best for you, and to do so many questions that you're fluent at interpreting what the ACT wants you to do. Here are some time benchmarks that might help: You should finish skimming a long passage within three minutes. This ultimately means less than two seconds per line. If a question takes you more than 30 seconds to solve, and you're not within 30 seconds of the answer, skip it immediately. If you can do this well, you'll get a little less than a minute per remaining passage question. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate answer choices. Make sure that the passage supports your answer. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A J D F B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a near perfect raw score for a 36, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you two minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just five seconds per question, you get back 200 seconds on a section that has 40 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy 9: Be Ready for Turbulence in Scores Now you know what it takes to achieve perfection in ACT Reading. You know the best strategies to use for tackling the passage. You know how to identify your weaknesses and learn from them. You know how to save time, and you know to stay engaged while reading a passage. Even despite all this, sometimes a passage just won't click with you. Of all ACT sections, I find that Reading has the most volatile score. How you vibe with a passage has a big impact on your score. You might get a string of questions wrong just because you couldn't really understand what the passage was really about. This doesn't happen on Math or Writing. No matter what happens, you need to keep calm and keep working. You might swing from a 36 on one practice test to a 32 on another. Don't let that faze you. Remember from the scoring charts above that there's a huge variation from test to test, which also suggests that students tend to vary significantly from test to test. Don't start doubting all the hard work you've put in. Keep a calm head, and, like always, work hard on reviewing your mistakes. This might even happen on the real ACT. You might get below your target score and be crestfallen. Pick yourself up. This happens. If you've consistently been getting 36's on practice tests, you should take the test again and try to score higher. Very likely, you will. And because many schools nowadays Superscore the ACT, you can combine that new 36 with your other sections for an awesome ACT score. Strategy 10: Don't Focus On Reading Other Texts One strategy for ACT Reading I hear proposed often is to read a lot of advanced writing like the New York Times, the Atlantic Monthly, and the New Yorker. Their logic is, the more you practice reading, the better you'll get at ACT Reading. This seems so plainly obvious that many don't question it. I don't fully agree with this approach. As I mentioned above, ACT Reading tests very specific skill sets- can you read a passage of a certain length and type, and can you answer specific types of questions about it. When you're reading a text casually, you're not going to treat it with the same type of scrutiny and mindset. You're in more of a general understanding mode, trying to get the gist of the reading. You're not actively in the mindset to pick apart what specific lines mean, or to infer what the author would feel about a specific situation. If you'd have to force yourself to read an hour a day to pick up this habit, it's far more effective to practice on ACT Reading passages. The skills you'll use align far more closely this way. Now, if reading these texts is already part of your regular routine, by all means continue doing it. You're likely reading at a very high level, and you can only get better at reading more quickly and with better comprehension. But if these kinds of texts are difficult for you, or you don't regularly do this as a habit, focus your time on the ACT. Your score will thank you. (Note that reading in general is a fantastic habit, and as a nation we don't do enough of it. It can lead to a lot of personal growth, so I encourage you to do it for your overall growth- just not if the purpose is to improve at ACT Reading). In Overview Those are the main strategies I have for you to improve your ACT Reading score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect ACT Reading score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short, and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our accompanying guide to a 36 on ACT Math. Read our complete guide to a perfect 36, written by me, a perfect scorer. Learn how to write a perfect-scoring 12 ACT essay, step by step. Make sure you study ACT vocab using the most effective way possible. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Thursday, November 21, 2019

Ways To Improve Starbucks' Services Essay Example | Topics and Well Written Essays - 1000 words

Ways To Improve Starbucks' Services - Essay Example Indeed, Starbucks needs to drastically change the way they distributes their service so as to increase customer satisfaction to remain competitive in the particular industry. Starbuck was founded in 1971 as a Seattle coffee bean retailer and roaster and since then has expanded quickly. Thus Jerry Baldwin, Gordon Bowker and Zev Siegel obtained the idea from Peet Alfred(of the famous Peet’s coffee)/.Initially the store just sold coffee making equipment and coffee beans as opposed to selling drinks, of which they have become popular globally. After a decade, Schultz Howard was contracted as a Director of Retail Operations and concluded that they ought to be selling drinks instead of machines and beans. Failing to convince the owners, they parted ways and Howard started the II Giornale series of coffee bars in the year 1986. The following year, Baldwin and company decided to sell Starbucks to Schultz who immediately changed the name of his II Giornale locations to Starbucks and began expanding. After dominating Seattle the chain of coffeehouses spread throughout the US and later on became international. Over the length of time, Starbucks has been in e xistence, it has acquired and bought companies such as Seattle’s and Peet’s Best Coffee and taken over several locations of Coffee people and Diedrich Coffee stores. From 1987, Starbucks has been opening 2 new stores everyday on average. The first ever store outside of the US or Canada was opened in 1996 in Tokyo and it Starbucks still maintains a considerable presence in Japan even to date. Today Starbucks has been able to expand to more than 17,200 stores in more than 55 nations worldwide. They have the biggest presence in the US, which has over 11,200 stores. Starbucks can be located in such diverse nations as Romania, Chile, Bulgaria and Bahrain. The very recent expansion took place in Budapest. Presently the overseas stores make up about one third of Starbuck’s

Wednesday, November 20, 2019

Enterprise infrastructure Essay Example | Topics and Well Written Essays - 500 words

Enterprise infrastructure - Essay Example It is subdivided into smaller sections within a large portal. An EIP allows users to get information in the desired context. It categorizes information for easy access to users. It also allows employees to collaborate by sharing information regardless of their geographical locations. An EIP allows an organization to disseminate information efficiently. It also enables an organization to consolidate all its websites in a single platform. In addition, it provides quick access to information within an organization. EIP allows employees in an organization to access relevant personalized information quickly. EIP can also provide targeted employee information depending on their roles preferences. One of the most important guidelines for determining the best information sharing approach is information security. In any communication, the message is supposed to remain confidential. It should not reach unintended parties. An EIP is relatively secure for sharing organizational information because various categories of users can access different portals. The system allows authorized users to login to respective accounts and get personalized information. The second factor that determines the approach of sharing information within an organization is the accessibility of the information. A good system of sharing information should be easy to use and widely available. It should not be confined to specific places alone. It should enable users to get what they want at any place and time. The third factor that determines information sharing strategy in an organization is the speed of dissemination. Information should reach the recipient within the shortest time possible. A good information sharing system should, therefore, transmit the information to the recipient within a short period. An organization should encourage the use of three information flows within the organization. The three information flows are downward, upward and