The Wallingford Bowling Center Case free essay sample

Five alternative solutions are; more advertising, offering incentives to customers during slow hours to increase sales, use the extra space and rooms to generate income by renting that space, closing the business during slow times, put the business on the market to gauge potential profit from sale. In evaluating the alternatives we determine the adequacy of the alternatives that have been generated. More advertising would provide a larger customer base especially for the slow periods in turn increasing profits, but it may not be an adequate solution because of the company’s position of operating expenses; however it could increase profits by luring in more customers especially during times when capacity is low. Offering incentives to customers is an option that could provide more customers that otherwise would not have visited the business. Using the extra space of the bowling alley as a rental for special events especially during slow hours could provide a potential profit in space that would otherwise go unused. We will write a custom essay sample on The Wallingford Bowling Center Case or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Closing the business during slow hours would be a very viable option because it would save on operating costs and in turn increase the profits. Testing the market with this business could also be an option, although the profit pool has not been desirable, the business seems to be established which could be very attractive to potential buyers. It would at least be worth a look to see what kind of profit margin could be reached with a sell. Making the choice involves the concepts of maximizing, satisficing, and optimizing. I think that by shutting down the business during slow times we will be maximizing because we achieve the best possible outcome in that we increase occupancy and sales at the same time while decreasing expenses. After the choosing the alternative it must be implemented with careful planning that highlights a clear plan of what will happen and also take time to identify potential problems and potential benefits that could result from implementation. Evaluating the decision will involve evaluating the implementation of our chosen alternative by collecting and analyzing information on how well the decision is working. Question 2 As a general manager I would utilize the group decision making process by having controlled brain storming sessions that involve all employees in the company. All of the employees could potentially bring an idea or ideas to the table because creative ideas usually arise when there is total freedom of ideas minus criticism. I would first do it by email and then by a group. Question 3 I think this case provides a good background for involving group decision making because there happens to more than a few possible fixes, ultimately the owners make the decisions but they have a pool of resource and creativity within their workforce that could provide insight. Sometimes in a group format people can become anxious and uninhibited, conform to the ideas of others, set low standards, and engage in non creative behaviors such as telling stories totally unrelated to the matter, complimenting each other, and repeating ideas. Wallingford could combat these disadvantages by instructing the participants to write down ideas silently, using a facilitator, setting high performance goals, and using an electronic format so that people aren’t competing for air time.

Oreos v.s chips ahoy Essay Example

Oreos v.s chips ahoy Essay Example Oreos v.s chips ahoy Paper Oreos v.s chips ahoy Paper Chips Ahoy Is healthier Ores has so much fat. Many people has heart problems from eating Ore cookies all time. Im carving for something creamy. To start off, Chips Ahoy Is way healthier than Ore cookies. For example Ore cookies have more sugar than Chips Ahoy. Chips Ahoy has 11 grams of sugar and Ores has 14 grams of sugar. Although this doesnt seem like a lot, most people have the tendency to have more than one serving especially when eating cookies. In recent studies people eat about 8,000 Ore cookies in their lifetime. This is resulting in to 112,000 fats in a lifetime or about 4 Ore cookies everyday which is more than a serving size every day. Wow that a lot a fat each day! To keep things going, Ores has caused many people to have heart problems. 100 million people get diagnosed with heart robbers and Ore cookies are one of the leading problems. One of the biggest issues in Ores is that they fry the Ores. Even though the Ore industry is still growing and changing ever day, people still dont get the Idea that this is bad for us. So why are we eating a dessert than upraises the chances of getting these heart problems? To wrap things up, I think Chips Ahoy Is a great cookie. It Is healthier and many people has heart problem form eating too much Ores. Which one would you choose?

I do not have any idea Research Paper Example | Topics and Well Written Essays - 250 words

I do not have any idea - Research Paper Example It is therefore not surprising to equate â€Å"public interest† in planning to the (neo) Marxist model, which can be better understood from a theoretical rather than practical approach. This is so since the interest of the public or the greater majority of the people could be so broad to encompass issues like human rights and justice (Roche, 2003). Logically, the driving force in this kind of planning is a class struggle (Schoenwandt, 2008). To put class struggle into practice as the driving force is to ask for the enactment of laws that would favour the general public, particularly the underprivileged (Schoenwandt, 2008). This could mean that more social programs for the less fortunate people, who are presumed to greater in number than the rich. In a democratic society, planners should get the cause of legislators, who could be sympathetic with advocating the right of the poor to achieve a significant leverage on the realization of plans. Practitioners of this kind of planning should have grass roots support. Public interest planners should therefore focus on advocating the rights of the disadvantaged, translating the interest of the latter into ways that would empower them through all possible means and processes available to them under their own systems of

Bast fibers and glass fibers Coursework Example | Topics and Well Written Essays - 750 words - 1

Bast fibers and glass fibers - Coursework Example Data from various literature sources was compiled and used to a Life Cycle Inventory for the production of flax fibres. Three scenario were studied for the production of different fibers including natural bast fiber flax, glass fiber and china reed. The best method for agriculture practice was identified for the fibre production from the research. It is found out that flax fibre environmental characteristics can be enhanced with the use of biological control pests and organic fertilizers. Also, another most energy intensive fiber processing operation is spinning. This eliminates the energy use and eliminated associated environmental impacts. According to the energy analysis carried out, the reinforcement of glass fiber was found to be more effective in flax yarn. Similar amounts of Flax siver and glass fiber have same amount of energies quantities. The format chosen for reinforcement determines the environmental benefit arising from substitution of glass fibres by natural fibre. The most important factor to consider is the use of spun fibers as effective reinforcements in polymer matrix composites. In various engineering applications it is often the case that a given homogenous core material is reinforced using another material that is stiffer and also stronger to achieve required mechanical and material property. Usually the constituent material used for the reinforcement is fibrous. From a broad perspective fiber materials used for material composite reinforcement can be natural or synthetic.

Introduction to Criminal Justice Essay Example for Free

Introduction to Criminal Justice Essay The federal criminal justice system comprise of federal courts, corrections, and law enforcement agencies. The United States Attorneys is the primary agency taking charge of cases involving the U. S. government as a party and in collecting debt owed to the federal government. The federal judiciary has a Supreme Court, appellate courts, and trial or district courts. Federal law enforcement agencies derive their authority from the U. S. Constitution and federal laws while the state law enforcement obtains authority from the state constitution and legislations. The difference in source of authority, which determines jurisdiction and role, determines whether a criminal case is a federal or state matter. Federal Criminal Justice System The criminal justice system in America today comprise of courts, corrections and law enforcement operating at the local, state and federal level (Samaha, 2006). These tiers of decision-making operate independently according to the scope of their jurisdictions. The discussion focuses on the federal level relative to the local and state levels. The U. S.  Department of Justice comprises the primary criminal investigative and law enforcement agency at the federal level. The Office of the United States Attorneys, which falls under the U. S. Department of Justice, comprise the principal litigators assigned to judicial districts, within which each Unite States Attorney exercise the role as the chief federal law enforcement officer for the United States. The United States Attorneys Office mainly prosecutes cases involving the United States as a party and collect debt owed to the U. S. ederal government as provided by Title 28, Section 547 of the U. S. Code. (United States Attorneys, 2009) The federal judiciary or court system emerged from Article III of U. S. Constitution. This has three tiers of decision-making. At the top is the U. S. Supreme Court comprised of the Chief Justice and eight associate justices handling cases involving important constitutional or federal questions of law that originated in the state or the feder al courts. In the middle is the appellate court, made-up of 94 judicial districts pooled into 12 regional circuits. The U. S. Court of Appeals in every circuit handles appealed cases coming from the district courts or federal administrative agencies as well as handles appeals of special cases. At the lower level is the trial court comprised of the district courts, with criminal and civil jurisdiction. The Court of International Trade and the U. S. Court of Federal Claims are special trial courts. (Samaha, 2006; â€Å"Understanding the federal courts,† 2009) Federal law enforcement agencies derive their authority from the U. S.  Constitution. Article 1, Section 8 provides the power of Congress to enact laws needed in executing governmental powers. The constitutional powers of Congress accords federal law enforcement agencies with the authority to operate. Whenever, Congress enacts a statute, it designates the federal agency responsible for enforcement of this law. The provisions of the enacted laws assigned for enforcement to federal agencies indicate the limit and scope of the authority of the federal agencies. (May et al. , 2008) The difference in the role of federal agents and state or local law enforcement officers lies in the jurisdiction and scope of authority. A federal agent has a wider jurisdiction but with a narrower scope of authority determined by federal statutes. Federal law emanates from the constitution that empowers the U. S. Congress to enact laws at the federal level. State or local law enforcement officers have narrower jurisdiction limited only to the boundaries of the state or locality but with broader scope of authority covering the enforcement of all laws applicable to the state or locality. State/local laws come from the state legislatures obtaining authority from the state constitution. (May et al. , 2008) Investigation or prosecution of a crime is a federal matter when the criminal act or issue are covered by federal law or the U. S. Constitution, the U. S. government is a party, special cases within the authority of the federal law justice system, and other cases within federal question jurisdiction. A crime is under state jurisdiction in cases violating the criminal laws of the state. The state holds broad jurisdiction of various cases but with the exception of those falling under the exclusive statutory jurisdiction of the federal courts. (May et al. , 2008) It makes sense to have dual criminal statutes in the federal and state systems covering the same offense. In case of common jurisdiction over an offense, such as discrimination in employment, the parties can opt to file in case in federal or state courts. There are also ways of distinguishing jurisdiction such as the diversity jurisdiction of the federal courts in cases involving residents of two different states over a controversy amounting to more than $75,000 dollars. (May et al. , 2008) The federal criminal justice system operates independently from state and local criminal justice by having its constitutional and federal statute determined jurisdiction. However, it has links with local and state criminal justice in hearing appeals of cases originating from the state courts on grounds of pertinent issues of law.

Cyrano the Bergerac Love in Cyrano de Bergerac :: Cyrano Bergerac

Cyrano the Bergerac     Love      When we think about the force that holds the world together and what makes humans different from animals, one answer comes to our minds - that humans can love.   Love is a state of mind that cannot be defined easily but can be experienced by everyone. Love is very complicated.   In fact it is so complicated that a person in love may be misunderstood to be acting in an extremely foolish manner by other people.   The complexity of love is displayed in Rostand’s masterpiece drama Cyrano de Bergerac.   This is accomplished by two characters that love the same woman and in the course neither one achieves love in utter perfection.        First of all the question rises what is love.   Love is having a sense of security in someone.   When we love someone we usually mean that we can turn to that person comfortably if all other doors of the world are shut to us.   This is the one person that we trust and like to be in company with.   In the novel Cyrano de Bergerac, Cyrano loves Roxane more than anyone else but he is shy to tell her so.   When he finds out of her feelings towards another character Christian, who she likes because of his looks, Cyrano finds a way to express his love to Roxane.   He decides that he would write to her in the name of Christian who comparatively is a poor writer and "wishes to make Christian his interpreter"(II,85).        Both Christian and Cyrano love Roxane but Roxane loves only the person that has been writing to her.   It was actually Cyrano, who was writing to her but she thinks it was Christian.   Cyrano had said, "..And we two make one hero of romance." (II,85)   Since Cyrano was suffering with an inferiority complex, as he had a gigantic nose, he was shy to ask Roxane whether she wanted him or not.   He had assumed that she would not like him because of his deformity.   He one said , "..I adore Beatrice Have I / The look of Dante?" (I,42)   What he had not considered was that Roxane loved him for what he was from the inside, not outside.   Once she had told Christian that , "If you were less charming - ugly even - I should love you still.

Creativity in Maths Essay

The purpose and value of creativity in primary mathematics education Within this essay I am going to discuss the complex notion of creativity, In specific relation to creative teaching within the subject of mathematics. I will define the Issues of Interpreting creativity and the debates surrounding these issues. Secondly I am going to look at theories of creativity and the different views which have been argued. In relation to pedagogy, I will examine if the amount of assessment that teachers are now required to do restricts how creative they can be within their delivery of the curriculum. Furthermore, I will analyse the difficulties of creative pedagogy and the implementation of creative learning across the curriculum, focusing on mathematics. Creative learning can be highly beneficial for children’s learning and development, I will highlight the reasons for this and look at key theories relating to the debate. Lastly, I will look at policies and reviews which suggest that creative teaching approaches should be used across the curriculum. Wlthln education there are complex Issues relating to creativity. Creativity Is defined by different people In many different ways. Duffy (1998 cited In Brock, Dodds, Jarvis nd Olusoga, 2009) defines creativity as a means of forming new connections in a way that is meaningful to the individual. In this way creativity can be very useful for learning, due to the fact that it can help individuals create new distinctions within their learning and gain a firmer understanding of what they are being taught. Similarly Kohl (2008) suggested that creative activities are about exploring exciting and advanced ideas in the hope of discovering something new. Through experimentation learners may stumble across knowledge that was previously unknown to them, which gives them the opportunity to expand on their nderstanding. By provldlng children with creative opportunities practitioners are giving them a chance to expand their knowledge through self-directed learning, In a way that Is of Interest to them as an Individual. Freud (1900 cited in Woolfolk, Hughes and Walkup, 2008) took a psychoanalytical approach to creativity. He believed that creativity is present in all individuals within their unconscious mind and that it is brought about due to a wish to fulfil that individuals desires. Freud argued that all individuals have a creative potential, they just do not always display the use of it. Within children he identified creativity as ideation, a process of creating new ideas. When engaging in certain activities children will be creative In order to gain more enjoyment from what they are doing. Maslow (1943), however took a humanistic approach to the Idea of creativity. He suggested that the drive to learn is intrinsic as Individuals strive to reach self- actualisation. Maslows hierarchy of needs depicts levels of needs which Individuals can meet, starting with very basic needs and moving up to more complex needs which individuals have to strive for in order to achieve. He argued that in order for an Inalvlaual to reacn selT-actuallsatlon at tne top 0T tne pyram10 tney neeaea to extend their thoughts and actions through problem solving, creativity and morality. There are a number of issues surrounding creativity as it can be interpreted differently when put into different contexts. The core areas of learning within education are now heavily assessment based and there is a strong emphasis on literacy and numeracy, which is having a negative effect on creative pedagogy (Eaude, 2011). Within the teaching of core subjects there is very little time allocated to creative activities, instead the pedagogical focus is more on the acquisition of nowledge and facts Cones and Wyse, 2004). It could be argued that if teachers look beyond this structured approach to learning there is plenty of scope for fostering creativity in children’s learning within all areas of the curriculum. In the area of mathematics, children are taught specific skills and knowledge which they will need in order to achieve the level that they are expected to in accordance with the National Curriculum (DfEE, 1999). However, certain areas of mathematics involve a large amount of problem solving, which requires an individual to adapt their thinking n order to develop and discover how best to solve the problem at hand. Problem solving is seen as a creative process (Piggott, 2007). According to Cropley (2003, cited in Jones and Wyse, 2004) problem solving is intrinsic to creativity therefore the learner can be encouraged to use their creative thinking skills within the area of mathematics. On the other hand, children are often still given boundaries to work within, which again will stifle their chance to be creative or explore further possibilities. Creativity has been highlighted to be highly beneficial for children’s learning. Using creative methods of teaching can help to keep children engaged and motivated in their learning. Steiner (1861 – 1925 cited in Wood and Attfield, 2005) stated that within creative activities children become more engaged in their learning and therefore are more likely to learn from the activity that they were participating in. If children are provided with activities that they find captivating and interesting, they are more likely to actively participate, and therefore will gain something from the experiences that they encounter. In order for children’s creativity to flourish, within heir learning they need to be given a chance to do things for themselves (Wilson, 2008). Nickerson (1998 cited in Adams, 2005) suggested that allowing children to have a choice in the task that they are given enhances their creativity. Also the fact that they have chosen the activity for themselves means they will have more motivation to work towards their goals. If children can direct their own learning, by being given their own choices, they will use their current knowledge in a creative way to decide how best to approach the given task. Teaching mathematics in a creative way is seen by many teachers as a challenge. Mathematics is often regarded as a subject with set rules and structure; with right and wrong answers (Wilson, 2005). However, mathematics is not always recognised in it’s full capacity and can be present in areas which are not always deemed to be mathematically inclined, therefore making it a difficult subject to approach in a creatlve capaclty. Most teacners Delleve tnat matnematlcs snou10 De taugnt In a conventional and structured manner, although it could be argued that the reason for this is that teachers may not be confident enough to teach it any other way Cones and Wyse, 2004). Cropley (2001) would argue that conventional methods of teaching can have a negative effect on attitudes and motivation towards individuality as children may be encouraged to work in a certain way in order to logically work out the answers. In order to be creative within their teaching of mathematics, teachers need to provide children with opportunities in which they can extend their thinking and build on previous knowledge. It is often argued that creative mathematics is only accessible to the more able pupils, however it is possible to include all abilities. Furthermore, children of all bilities will always be willing to engage in mathematics creatively if they are given the opportunity. The DfES/QCA (1999) stated that mathematics as a creative discipline can stimulate exciting new achievements for learners and therefore teachers should facilitate all children’s learning by giving them a chance to engage creatively within the subject area. Introducing creative pedagogy in the area of mathematics can have a substantially positive effect on children’s development. Children who previously had little confidence within the subject can be taught different ways of dealing with athematical knowledge. Introducing children to different teaching methods and expanding mathematics using a cross-curricular approach will give children the opportunity to make comparisons and links between mathematics and other curriculum subjects (Cropley, 2001). The use of cross-curricular teaching will give the children the opportunity to partake in learning which links to a subject area that is of interest to them. Mathematics can help develop children’s thinking skills and it is important for children to be able to think creatively within all areas of the curriculum (Cropley, 2001). Within mathematics in particular children sometimes may need to think outside the box in order to discover the answers to what they are looking for. Mathematics can also be a chance for the involvement of abstract thinking skills as children learn to calculate mathematical sums cognitively. Mental arithmetic may be seen as something children commonly engage in, however they need to be able to deal with numbers and mathematics in an abstract context before they can fully develop these skills. Overall, the subject area of mathematics is much more widespread than is always recognised. The use of mathematics can be applied across he curriculum and within children’s every day life. Therefore it is essential to children’s educational development. The National Curriculum (DfEE, 1999) highlights the importance of fostering creativity while still ensuring that pupils gain the essential numeracy skills that they require. The National Curriculum suggests that all areas of the curriculum can be taught creatively, even the core subjects such as mathematics. A number of schools work towards the development of key skills which are outlined in the National Curriculum Handbook, while also including opportunities to be creative within mathematics NCSL, 2005). I ne Natlonal curriculum ) InTormea teacners tnat wltnln mathematics children should be taught to develop thinking skills, problem solving and learn to communicate mathematically. However this document focused more on the attainment of the children rather than the approaches that teachers could take in order to build upon these aspects using creative pedagogy. In 2000, the National Numeracy Strategy (DfE, 2000) was published in order to look at the teaching of mathematics in depth and to suggest to teachers ways in which they could incorporate better pedagogy within the area of mathematics. In his review, Williams (2008 cited in DSCF, 2008) looked at pedagogy for primary mathematics in the curriculum. He argued that in order for the content of a curriculum to be effective it must be partnered with excellent standards of teaching. He talked about developing positive attitudes towards the subject through delivering mathematics in interesting ways which will engage the learner. Through the use of creative pedagogy teachers can provide positive experiences which captivate the learner and therefore help them develop good attitudes towards the subject of mathematics. Similarly to Williams (2008 cited in DSCF, 2008), Ofsted (2010) drew parallels between the National Curriculum and creative approaches to teaching. They reported that children are more motivated by creative ways of learning, suggesting that providing experiences linked to the subject material within the National Curriculum, in which children can develop their creative learning, will in turn have a positive effect on their attitudes towards the subject. In conclusion, creativity is highly important within all aspects of the curriculum. Although it can be interpreted in different ways, this could have a positive effect as it llows for even more originality and diversity within teaching methods.