The Road Not Taken By Robert Frost - 940 Words

â€Å"The Road Not Taken† was written by Robert Frost in 1916, and it was the first poem in the collection Mountain Interval (Shmoop). Even though it was written many years ago, people of all ages still study this enticing poem. Frost wrote about coming to a fork in the woods and examining which path he should take and whether he might ever come back; the speaker believes each path is fine to take, but he takes the less used path (line 6). He wrote about this decision in clear, standard English. â€Å"The Road Not Taken† is considered an allegory because of the hidden meaning about the speaker’s decision (Shmoop). There were many choices made throughout the poem based on coming to the fork, which resulted in an extended metaphor (Shmoop). Frost†¦show more content†¦He wrote â€Å"Somewhere ages and ages hence: two roads diverged in a wood, and I, took the one less traveled by, and that has made all of the difference† (17-20). This was not about walking in the woods but a life decision he would revisit for years. Along with the literary elements, Frost used many elements of critical thinking. There are many excellent implications. One implication is that people will be more careful with the decisions they make. Another implication is they will consider the long-term effects of their decisions. Another implication is that the speaker is very conflicted. One implication is that the speaker took that life decision seriously too. Also, another implication is that the setting is in fall because of the â€Å"Yellow wood† in line one. According to line 15, the reader can imply that the speaker will never return to that point. In addition, He implies that it is necessary to stop and think, just as he does, weighing the good and the bad before making a decision. Next, according to line eleven, it is morning time; an implication is that the narrator could have been the first to come to the fork. Along with implications, Frost used assumptions point of view, pathos, and Kairos to entertain. The reader can infer that the speaker wishes he had someone to help him decide which path to choose since he is conflicted. Frost assumed that the reader knewShow MoreRelatedThe Road Not Taken By Robert Frost983 Words   |  4 PagesThe poem â€Å"The Road Not Taken was written by Robert Frost, a four-time Pulitzer Prize winner in poetry, and also a special guest at President John F. Kennedy’s inauguration (Robert Frost Biography). Frost was born on March 26, 1874 in San Francisco, California and he died of complications from prostate surgery on January 29, 1963. Much of Robert’s popularity was gained throughout Europe (An Analysis of Robert Frost’s Poem: The Road Not Taken). Frost became a poetic force, and the unofficial poetRead MoreThe Road Not Taken by Robert Frost764 Words   |  3 PagesWritten by Robert Frost, â€Å"The Road Not Taken† deals with abou t making choices in life and how those choices affect your whole life. The meter of this poem is iambic tetrameter, for the most part. In most lines, the meter follows the rule with four iambs, which means that there is one unstressed syllable followed by a stressed syllable. But the meter is not normal since, in some lines, an anapest, which means there are two unstressed syllables followed by one stressed syllable, is substituted forRead MoreThe Road Not Taken By Robert Frost1173 Words   |  5 PagesRobert Frost, one of America’s well-known poets is highly regarded for his realistic illustrations of rural life and poetry which is still relevant in today’s society. After being honoured on numerous occasions, he became one of America’s most popular public figures. Frosts’ poems reflect his greatness and his life in a variety of ways after he was confronted with such despair and grief after the passing of his father due to tuberculosis at just eleven y ears of age and his mother who passed awayRead MoreThe Road Not Taken By Robert Frost995 Words   |  4 Pagesthey can only move forward hoping for the best. â€Å"The Road Not Taken†, Robert Frost, 1916. In â€Å"The Road Not Taken† a traveler is strolling through the woods and comes across two different roads he could take, and unable to travel both the poet eventually chooses which path to take. The theme conveyed is about making choices. Frost does this through the use of diction, the use of figure of speech, and the use of imagery. To start with, Frost displays the main idea of decision making by the wordsRead MoreThe Road Not Taken By Robert Frost1055 Words   |  5 Pagesago. Either way, if you admit it now or in the wee hours of the night, like most people, you will come across this question at least once in your life. Robert Frost was able to grasp this raw, vulnerable life changing moment in the palm of his hand. Then he beautifully laid it out in the form of words in the narrative poem â€Å"The Road Not Taken†. Frost is able to take you back to a time when you have been faced with a life-changing decision. Then, causing you to ask yourself â€Å"Did I make the right choiceRead MoreThe Road Not Taken By Robert Frost863 Words   |  4 PagesThe Poem, â€Å"The Road Not Taken†, by Robert Frost is a detailed poem about a conflict in a person’s life, dealing with having to take the right path throughout life. The Narrator of this poem is faced with a predicament when he comes across tw o paths. The choices that he makes in his life, can alter the future for better or worse. This poem describes his attitude and emotion towards his choices as well as, shows examples of themes, mood, and different literary devices. The title of this poem canRead MoreThe Road Not Taken, By Robert Frost968 Words   |  4 PagesPersonal Response 3 Title: The Road Not Taken Text Type: Poem Author: Robert Frost The poem, ‘The Road Not Taken’ by Robert Frost is about the â€Å"roads† and different paths we take in our lives. Frost wrote about a traveler who had to chose between two roads. He had to decide if he wanted to go down the well used or less used path. In the end, he went down the less used path. The theme of decision making and choices is shown in this poem. I think that this is a way of describing the choices we makeRead MoreRoad Not Taken, Robert Frost942 Words   |  4 PagesEnglish 101 Burstrem October 7, 2009 The Road Not Taken Life is full of choices and decisions that could ultimately change the outcome of our lives. In the poem, â€Å"The Road Not Taken† by Robert Frost, a traveler is destined to make that decision. This traveler man has to decide which road to take, one that is frequently traveled, and the one that is not. After contemplating which road to follow, he comes to the decision to take the road less traveled because he doesn’t want to follow inRead MoreThe Road Not Taken By Robert Frost1100 Words   |  5 PagesRobert Frost reflects that poetry â€Å"begins in delight and ends in wisdom†¦.It runs a course of lucky events , and ends in a clarification of life—not necessarily a great clarification, such as sects and cults are found on, but in a momentary stay against confusion† (931). His poem â€Å"The Road Not Taken† is a clarification of life. This paper will analyze and evaluate the formal elements of â€Å"The Road Not Taken† and consid er how these elements work together to fit the author’s purpose and clarificationRead MoreThe Road Not Taken By Robert Frost1297 Words   |  6 Pagesthe poet at the time. The poem I’ll be unveiling is â€Å"The Road Not Taken† by Robert Frost, one of the most well-known poets of the modern literature movement. He lived most of his life in America but moved to the UK a few years before World War 1. (Schmoop, 2008). Frost is known for pioneering the idea that poetry deserves to be spoken out loud, using rhythm and meter, giving his work a traditional ambiance. The title ‘The Road Not Taken’ suggests there is no â€Å"right† path, only the chosen path and

Essay on Comparative Analysis of Art - 1087 Words

Art History Professor November 2012 Throughout history art has served as a preservation and representation of the time in which they were made. During the Ancient Greek period art was not only mare naturalistic and humanistic but also became directly affected by the events going around. Both the Marble Statue of an Old Woman and the Marble Statue of Aphrodite are sculptures that were made during the Ancient Greek era, they each tell a story of what was going on during that point in time. The Marble Statue of Aphrodite is the eldest of the two sculptures, it was sculpted between the 2nd and 3rd century B .C. During this period Greece was at its peak, the people of Greece had power and wealth. The art made at this time†¦show more content†¦Another reason why the arms have fallen off is because, unlike the major societies before them, Greeks believed in humanistic art. Societies before the Greeks, such as the Egyptians, used to keep the material between what would be spaces between arms and body and the legs. This form of art was not humanistic not realistic enough for the Greeks so most of their artwork follows the ideals of humanism. Artists would break off the extra material that would remain after the statue was fully sculpted. To further the realistic look of the Aphrodite sculpture the artist, who is unknown at this time, detailed the curves of her body. You can view the lines of her stomach and breasts which are simple and uncomplicated and create an ima ge that looks like a real woman. Greeks continued with the ideas of humanism and realism even as their society aged and changed. Like many great societies before them Greeks hit a climactic point in their era that had people uneasy and artist evolving away from the artistic norms that had been practiced for years; this new era was known as the Hellenistic Period. The Sculpture of an Old Woman is an example of this radical change in art; still loyal to the idea of humanism this sculpture is not of a goddess or soldier, as many arts were based on before, it was of a normal average, everyday elder woman who could have simply been walking down the street. Not only did the artist stray away from the norms of subject matter but theyShow MoreRelatedA Comparative Analysis of Characters in Oh Brother, Where Art Thou?, Homers Iliad and Odyssey and The Alchemist765 Words   |  3 Pagesrepetitive they appear again and again over time in literature, art, music, religion and culture irrespective of the time period of the geogra phical There are numerous examples of these archetypes in recent mythologically based stories. We have the Jedi Knights in Star Wars; the treasure varies from movie to movie; Harry Potter, Frodo Baggins, and many more. Two other examples of this are the hunt for the treasure in the movie Oh Brother For Art Thou, a modern retelling of Homers Iliad and Odyssey, andRead MoreComparative Politics Essay1392 Words   |  6 Pagessuch, comparison is necessary for the development of political science. The ‘art of comparing’ can be seen as what experimentation is to most sciences – the principal and most effective way to test theory. (Peters, 1998) This essay seeks to describe the different aspects of the ‘art of comparing’ and also to detail the reasons why the comparative method is a necessary tool in the belt of any political scientist. Comparative politics is one of three main subfields in political science, alongside politicalRead MoreDesign Of The Study On Art Education Curriculum And Practices1425 Words   |  6 Pagesresearch study examines ideas concerning how art education curriculum and practices might best engage students living in poverty. The main research question asks: How might art education curriculum and practices best engage students living in poverty? Sub questions that developed from the initial research question are: What art curriculum can be implemented to best engage students living in low SES situations? What teaching practices can be implemented in art lessons to encourage student engagement?Read MoreArt past to Present Essay741 Words   |  3 Pages How would you define art? What criteria would you use? -After being in the Creative Arts class my ideas about what art really is and how I would define it has changed. To me art is something that an artist has thought of and then made it. I also think that art should be something that stimulates the senses or the mind in some way. Whether it me a painting with a hidden meaning or music which stimulates your hearing senses. 2. In the coursepack discussion â€Å"what is art,† what four pieces doRead MoreSame Sex Desire, Conjugal Constructs, And The Tomb Of Niankhkhnum And Khnumhotep1241 Words   |  5 Pages Greg Reeder, author of  Same-Sex Desire, Conjugal Constructs, and the Tomb of Niankhkhnum and Khnumhotep,† proposes a theory that the tomb art found in the Ancient Egyptian tombs of manicurists Niankhkhnum and  Khnumhotep suggests the two maintained an intimate relationship with one another.   Previously, archaeologists had theorized that the artwork might have indicated the manicurists were either close friends or twins, but considering recent research from the Fourth, Fifth, and Sixth DynastiesRead MoreSummary Of The Merry Family 1642 Words   |  7 Pageshome. That sounds like the ideal family supper, doesn’t it? Keeping that idea in mind, imagine the same scenario only you live in the 17th century, then imagine the scene again in the 19th century. We are going to do j ust that in this thematic comparative analysis of two family meal paintings and then contrast them with a modern version of the same social construct. The first painting, The Merry Family by Jan Havicksz Steen is a 1410 x 1105 mm oil on canvas painting and was painted in the Baroque periodRead MoreStages of Grief1354 Words   |  6 PagesRunning  head:  STAGES  OF  GRIEF           1                              Healthy  Grieving:  A  Comparative  Analysis  Author Grand  Canyon  University:  HLT  310   Summer  19,  2016               2   HEALTHY  GRIEVING:  A  COMPARATIVE  ANALYSIS   Stages  of  Grief   Introduction   Here  in  this  essay  we  examine  the  stages  of  grief  as  defined  by  the  renowned  thanatologist   Elizabeth  Kà ¼bler ­Ross.  In  conjunction  with  this  review  of  grief  we  will  consider  the  work  of   Nicholas  Wollsterstorff  in  his  epic  Ã¢â‚¬â€¹ Read MoreProject Management Scheduling1657 Words   |  7 PagesTitle Successful Project Management Scheduling outcomes: A Theoretical Comparative Analysis of networking techniques between Event, Chain with other traditional methodologies Research Question Why it is important to conduct a comparative analysis of Event, Chain with other traditional methodologies and investigate how it contributes in being Successful scheduling techniques in Project Management discipline? Introduction to Dissertation Nowadays, Project scheduling plays lot of benefactorRead MoreThe Importance Of Research Program1471 Words   |  6 Pagesresearch course and earning credit with collaborative projects with undergraduates and PhD students through investigation of international law, lobbying, military activity, and banknotes (â€Å"IR 392: Undergraduate Research Program†). Within the college of arts and sciences at USC, undergraduates travel all over the world to perform service, study culture, or engage in a research program for a summer, semester, or even a year (â€Å"Overseas Studies†). Johana Reyes, graduate of USC’s IR program, was able to studyRead MoreWith The Recent Election Being Highly Controversial And1378 Words   |  6 Pagessubject matter between the protest poets of the Harlem Renaissance and rap artists who make political statements provides a documentation of how the protest poets created a pathway for rap artists to make political statements. The research is a comparative analysis compiled of scholarly articles, poems from the protest poets, and lyrics from politically charged songs. Throughout the research it will become evident that protest poetry had created a pathway for rap to become more politically charged and

eLearning - Free Essay Example

Sample details Pages: 25 Words: 7366 Downloads: 9 Date added: 2017/06/26 Category Education Essay Type Research paper Did you like this example? Chapter 2. Background and Related Work Introduction During the last decade the amount of literature published in the field of eLearning has grown noticeably, as has the diversity in attitudes and viewpoints of people who work on this subject. The general background presented here with regard to eLearning includes the definition, details of different types and the concept of quality. Don’t waste time! Our writers will create an original "eLearning" essay for you Create order Information quality within information systems (IS), web mining and information extracting techniques are the main areas on which supporting literature is primarily focused. However, an in-depth explanation of each branch of these research fields is outside the scope of this literature review. The literature presented here is particularly focused on the subtopics of these large research areas which are directly applicable to this research. The structure of this chapter is divided into three main parts: a general view of eLearning including definitions of eLearning, an overview of eLearning types and the concept of quality in eLearning; information quality (IQ) within ISs; and information extraction methods. Each section includes a number of subsections which address the factors that are relevant to this research. ELearning In this part of the literature review, we focus on eLearning by providing a discussion about the definitions of eLearning, eLearning types and the concept of quality in eLearning. Moreover, in this section we lay the foundation for the general concept of quality in eLearning upon which the research will be based. This section also presents a discussion about the relationships between technology, users and content in an eLearning context. ELearning Definition The term eLearning is used in the literature and in business to describe many fields, such as online learning, web-based training, distance learning, distributed learning, virtual learning, or technology-based training. During recent decades, eLearning has been defined in several instances in different ways. In any publication in the field of eLearning, it is important to ensure that the authors understanding exactly matches that of the majority of the readers, therefore, the specific definition used should be stated first. Moreover, to reach a clearer understanding of what eLearning is, in this part of the thesis we present numerous definitions of eLearning as mentioned in the literature. In general, most of the definitions of the term eLearning are used to express the exploitation of technologies which can be used to deliver learning (or learning materials) in an electronic format, most likely via the World Wide Web (WWW). Psaromiligkos and Retalis consider eLearning to be the systems which utilise the WWW as a delivery medium for static learning resources, such as instructional files, or as an interface onto interactive The previous definitions look at eLearning in general; in more detail, eLearning can be in the form of courses or in the form of modules and smaller learning materials it also could take various forms. Romiszowski takes these details into account and summarises the definitions encountered in the literature in a way that emphasises that eLearning can be a solitary, individual activity, or a collaborative group activity. It also suggests that both synchronous and asynchronous interactive forms can be engaged. Naidu also takes into consideration the differences in the forms of interaction when trying to formulate a general definition of eLearning: educational processes that utilize information and communications technology to mediate asynchronous as well as synchronous learning and teaching activities. The position adopted in thi s research is that eLearning entails the technology used to distribute the learning materials, the quality of these materials, and the interaction with learners. The definition of eLearning used in this research addresses these dimensions in terms of: the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchange and collaborations ELearning Types As mention earlier, eLearning takes many different forms and includes numerous types of systems. In the extant literature eLearning types are defined following two main axes: the user context (individuals, groups or a community of users) and users engagement and interactivity. Romiszowski takes these details into account and summarises the definitions encountered in the following table, which emphasises that eLearning can be a solitary, individual activity, or a collaborative group activity. It also suggests that both synchronous and asynchronous interactive forms can be engaged. Looking more deeply at the division of the forms of interactivity used in eLearning systems, there are two main types of eLearning: asynchronous and synchronous, depending on learning and teaching activities. Synchronous eLearning environments require tutors and learners, or the online classmates, to be online at the same time, where live interactions take place between them. In this context, Doherty describes an Asynchronous Learning Network (ALN) as a variety of eLearning systems which distribute learning materials and concepts in one direction at a time. Moreover, Spencer and Hiltz express ALN as a place where learners can interact with learning materials, tutors and other learners, through the WWW at different times and from different places. The focus of this research will be on a case where students log-in to and use the system independently of other students and staff members, as well as using asynchronous methods regarding learning content, quality management and delivery which fit firmly into the general definition of the asynchronous eLearning environment. Quality Concept in ELearning The definition of eLearning adopted in this thesis represents three fundamental dimensions: technology, access and quality. The focus in this research will be on quality, which is considered a crucial issue for education in general, and for eLearning in particular. This section of the literature review will discuss concepts of quality in eLearning generally, and highlight the importance of content as the most critical factor for the overall quality. Currently, there are two recognised challenges in eLearning: the demand for overall interoperability and the request for (high) quality. However, quality cannot be expressed and set by a simple definition, since in itself quality is a very abstract notion. In fact, it is much easier to notice the absence of quality than its presence. Despite efforts to reach a comprehensive, universal definition of quality in eLearning, there is still a fundamental ambiguity surrounding the issue. One position is to consider quality as an evaluati on of excellence, a stance which is primarily adopted by universities and education institutions. For example, in universities quality teaching and learning are promoted as the top priority, giving less attention to criteria or measurements regarding teaching input into courses, the learning outcomes, and the interactivity with the system. Another trend is to consider the improvement in quality, where quality is improved by moving beyond the set conceptions applied, and generally moving in the direction of a flexible process of negotiation, which needs a very high level of quality capability from those involved. Furthermore, quality can be viewed and considered from different aspects. Here, the SunTrust Equitable report illustrates what they perceive to be the value chain in eLearning in the form of a pyramid. The content is the most critical factor of eLearning. Indeed, to be able to use the internet as a tool to improve learning, the content should not distract learners, but increase their interest for learning. Learning tools and enablers are also important in the learning procedure. In reality, providers of learning platforms and knowledge management systems are key in the successful delivery of content. These companies provide the necessary infrastructure to deliver learning content. Moreover, learning service providers (LSP) are the distribution channels for content providers. One of the challenges facing these knowledge hubs and LSPs is to ensure that the learners are receiving fresh content. Companies focused on educational e-tailing then complete the value pyramid of eLearning. Looking at the pyramid it can be clearly observed that content is the most critical component of learning through the internet. In a similar manner, Henry stated that eLearning is composed of three main aspects: content, technology and services, he also emphasised that content is the most significant factor. Although this thesis will focus on the quality of content delivered by eLearning as the most important criteria and the most influential in the overall level of learning quality, the specified context and the perspectives of users also need to be taken into account when defining quality in eLearning. It is also essential to classify suitable criteria to address this quality. ELearning Technology, Users and Content Although most eLearning explanations focus on the technology and not on the learning, it is important to keep the people eLearning is designed for in mind. Moreover, individual learning styles and required learning materials should be addressed first. Then a suitable electronic delivery method can be adopted. On their website (agelesslearner.com), Karl and Marcia Conner commented, in this regard, that Maybe the e should actually follow the word learning'. Henry describes the content in a way that includes all delivered materials, including the materials which are usually offered in classroom-based learning and that are tailored for eLearning, in addition to any other knowledge the developer might offer. In fact, eLearning systems are considered to be user-adaptive systems, where systems are designed to react with user performance and choices. Webber, Pesty and Balacheff express user modelling as a central issue in the development of user-adaptive systems, whose behaviour is u sually based on the users preferences, goals, interests and knowledge. Moreover, they declare that a system can be considered user-adaptive when changes in its functionality, structure or interface can be monitored, in order to consider the different needs of users and, ultimately, their changing needs. In the area of eLearning Heift and Nicholson believe that eLearning systems as adaptive systems are designed to meet the diverse requirements of students who have different levels of knowledge and backgrounds [19]. There is a significant base of literature and research in the area of adaptive systems, which usually base their behaviour on user models. In more detail, Kobsa explained that the user model often depends on one user or a group of users sharing the same profile and it characterises users preferences, goals, interests and knowledge. Webber, Pesty and Balacheff notice that with regard to this point there are two main problems relating to user modelling: to identify the re levant information to be modelled and to decide which method is more suitable to apply in order to determine the relevant information about the user. In fact, personalisation plays an important role in all areas of the e-era, especially in eLearning, as stated by Esposito, Licchelli and Semeraro, where the main issue is student modelling. This is the analysis of student behaviour and the prediction of future activities and learning performance . Furthermore, Ong and Ramachandran perceive that the literature on adaptive systems shows that by modelling the learner, the human tutor and the knowledge domain of instructional content, powerful pedagogical outcomes can be obtained. Although eLearning systems are considered types of adaptive systems, the difference between the concept of the user and the concept of the student creates a fundamental problem in the eLearning area. In this context, Esposito, Licchelli and Semeraro believe that in a general web system the user is free to sur f and the system attempts to predict future user steps using the user model in order to improve the interaction between the user and the system, while in the eLearning system the modelling has to improve the educational route, adapting it to the model of the student. As a result it is essential to control and to assess student browsing. The systems should not give the students absolute freedom to decide their way through the content and learning materials, rather, the system should provide a specific educational path and offer a continuous evaluation activity of student performance, towards a defined pedagogical goal. Although delivering web-based educational materials can be very useful as the same content is distributed to a number of students and can be accessed regardless of time and place, this delivery would not be beneficial from a pedagogical point of view if the students, their level of knowledge and their learning style was not known. In fact, Sanatally and Senteni obse rve that the widely held principle of using the web simply as a form of distributed medium for learning materials does not add significant value to the learning process. This argument leads to the conviction of the importance of developing adaptive eLearning systems. Even if adaptive systems are focused on the interaction with users and changing the course and the content dynamically with their needs, and not on controlling the set sequence of a course, eLearning can exploit adaptive technologies to build learning environments that form user-specific sequencing. Tang and McCalla use the example of the Paper Recommender System as a good example of this exploitation: the system was designed to give recommendations to students about what conference or journal papers to read, based on their level of understanding and knowledge. We can see more clearly, as suggested by Conati and VanLehn, that the aim of adaptive systems is to build precise, interactively changing models of individual student learning, in order to use them as representations of how learners are progressing within the content of the course. Moreover, Papanikolaou et al. describe adaptivity as being system-controlled and in most cases assists in: planning the content, planning the delivery and presentation of the learning materials, supporting student navigation throughout the field of knowledge and problem solving. From this, it can be deduced that learner models generally characterise learner knowledge levels on the concepts of domain knowledge, pedagogical goals and learning preferences towards diverse styles of learning materials. In this context, they suggest that the domain model should be used in parallel with the learner model to provide a structure for the representation of learner knowledge of the defined domain. Using this procedure, tailored learning materials can be distributed to specific learners to be consistent with their requirements. This corresponds with the vision of Mittal et al., who realised that by creating several broad groups into which it is possible to segment target learners, it can be ensured that the content of learning materials for an absolute beginner student is not the same for that of a student getting ready for an exam. Nowadays, most student modelling systems follow the same method, in which the systems starting point is to create a reference template for a student, thus, the expertise or intelligence encoded into the system can adapt the course organisation and content to the individual student. The use of this method to decide the style and level of content that a student should be offered, according to how students interact with the system, will lead to a more personalised learning experience. In the case of this research, the student and domain model did not entail the complexity of those built in adaptive systems; however, several of the underlying principles of available student and domain modelling techniques proved to be usef ul. The key issue in most adaptive systems that feature student and domain modelling is a sequence of complex data repositories that give highly precise values about student performance and completion against learning materials. The focus in this research will be on measuring the quality of the content of learning materials distributed via eLearning systems, and establishing how the student will interact with the materials, how they will be able to extract the relevant information from the content and how the context of the online materials will help students to recognise the underlying structure of the content and easily access the parts in which they are interested. This research will gather empirical evidence using online questionnaires, which can be used to directly ask students about their preferences and perspectives. Summary This part of the literature review provided a general overview of eLearning, including definitions of eLearning, a note of eLearning types and consideration of the concept of quality in eLearning. It also identified the definition adopted for eLearning in this study and considered the type upon which this research will focus. Moreover, in this section we laid the foundation for the general concept of quality in eLearning upon which the research will be based. Finally, it presented a brief discussion about the relationships between technology, users and content in an eLearning context. The next part of this chapter will discuss the concept of IQ within ISs; this will be used later on to set standards for IQ in the context of eLearning systems. Information Quality in Information Systems In this part of the literature review we will start with a brief discussion of the terms data quality and information quality, and will shed some light on the concept of IQ within ISs and how it could be defined. We will also provide a comprehensive review of the major historical developments of IQ frameworks. Data Quality(DQ) vs. Information Quality During recent years, much work has been done to build quality frameworks for IQ dimensions. In the past, research focused on DQ, but due to the recent development of internet technologies, ISs today are providing users with information, not only data. Therefore, research attention has shifted to focus on IQ frameworks. While, some researchers explicitly distinguish between the terms data and information and explain information as data which has been processed in some way, sometimes, it may be difficult to discriminate between them in practice . Still, in some studies the term information is interchangeable with data. Likewise, the term data quality is often used synonymously with information quality. Consequently, in this study, the concept of information will be used in a broad sense, which covers the concept of data. Before reviewing the researches that were conducted to formulate (data/information) quality frameworks within ISs, first we will discuss the meaning of IQ a nd how it could be defined. How Information Quality Could be Defined Although it is important to set standards for IQ, it is a difficult and complex issue, particularly in the area of ISs, because there is no formal definition of IQ, as quality is dependent on the criteria applied to it. Furthermore, it is dependent on the targets, the environment and from which viewpoint we look at the IQ, that is, from the provider or the consumer perspective. Moreover, IQ is both a task-dependent and a subjective concept. Juran summarises these aspects of quality in his quality definition as fitness for use. Similarly, Wang described DQ (which could apply to IQ) as data that is fit-for-use. This description has been adopted by researchers because it brings to light the fact that IQ cannot be defined and evaluated without knowing its context. Defining IQ in a contextual approach seems to be logical because quality criteria, which could be used to assess IQ, can differ according to the context. In fact, IQ is expressed in the literature to be a multi-dimensional concept with varying attributed characteristics depending on the context of the information. However, taking into account the complexity of the IQ concept and that its measurement is expected to be multi-dimensional in nature, the prime issue in defining the quality of any IS is identifying the criteria by which the quality is determined. The criteria result from the multi-dimensional and interdependent nature of quality in ISs, and are dependent on the objectives and the context of the system. Thus, it is common to define IQ on the internet by identifying the main dimensions of the quality, for that purpose IQ frameworks are widely used to identify the important quality dimensions in a specific context, these dimensions can be used as benchmark to improve the effectiveness of information systems, as described by Porter. Information Quality Frameworks Today, for any IS to be judged successfully it has first to satisfy additional predefined quality criteria. An eLearning system is a special type of IS so it is important to examine the literature relating to the traditional IS success models and the proposed quality frameworks, in order to test the possibility of extending these success models to identify eLearning content quality criteria in an eLearning context. Much of the work done in IS success has its origins in the well-known DeLone and McLean (DM) IS Success Model.This model provided a comprehensive taxonomy on IS success based on the analysis of more than 180 studies on IS success and it identified over 100 IS success measures during the analysis. It established that system quality, IQ, use, user satisfaction, individual and organisational impact were the most distinct elements of the IS success equation. In a later work, the authors confirmed the original taxonomy and their conclusion, namely that IS success was a mul tidimensional and interdependent construct. Their model makes two important contributions to the understanding of IS success. First, it provides a scheme for categorising the multitude of IS success measures that have been used in the literature. Second, it suggests a model of temporal and causal interdependencies between the categories. The updated model, which was proposed in 2003, consists of six dimensions: Information quality, which concerns the system content issue. Web content should be personalised, complete, relevant, easy to understand and secure. System quality, which measures the desired characteristics of a web based system such as usability, availability, reliability and adaptability. Service quality Usage, which measures visits to a website, navigation within the site and information retrieval. User satisfaction, which measures users opinions of the system and should cover the entire user experience cycle. Net benefits, which capture the balance of positive and negative impacts of the system on the users. Although this success measure is very important, it cannot be analysed and understood without system quality and IQ measurements. In their model, DeLone and McLean defined three main dimensions for the quality: IQ, systems quality and service quality. Each one has to be measured separately, because singularly or jointly, they will affect subsequent system usage and user satisfaction. In 1996, Wang and Strong proposed their DQ framework, which will be discussed in more detail in the following section. In their framework they categorised characteristics/attributes in to four main types/factors: intrinsic, accessibility, contextual and representational. This method of categorising IQ factors and attributes proved to be a valuable methodology for defining IQ. Lately, several quality management projects in business and government have successfully used this framework. After Wang Strong DQ framework, diverse research efforts were spent in order to identify IQ dimensions in deference contexts. Although these frameworks varied in their approach and application, they shared some of the same characteristics conc erning their classifications of the dimensions of quality. In 1996, Gertz focused on finding possible solutions for the problems regarding modeling and managing data quality and integrity of integrated data. H proposed a taxonomy of data quality characteristics that includes important attributes such as timeliness and completeness of local information sources. While Redmans work aimed to set up practical guidelines to analyze and improve information quality within business processes, h proposed a number of quality attributes grouped into six categories: Privacy, Content, Quality of Values, Presentation, Improvement and Commitment. In the same year, Zeist Hendricks identified 32 IQ sub-characteristics grouped in 6 main IQ characteristics which covered functionality, reliability, efficiency, usability, maintainability and portability. Unlike general purpose IQ framework, in 1997 Jarke proposed a special purpose framework where he used the same hierarchical design established by Wang Strong. He defined IQ criteria depending on the context and requirements for specific application; Data Warehouse Quality (DWQ). In his framework, Jarke linked each operational quality goals for data warehouses to the criteria which describe this goal. The main defined criteria are accessibility, interpretability, usefulness, believability, and validation. In 1998, Chen gave a list of IQ criteria with no special taxonomy. He, however, proposed a goal-oriented framework focusing mainly on time-oriented criteria such as response time and network delay. One year later, Alexander Tate proposed their framework for IQ IN Web environment. This framework consisted of 6 main criteria; authority, accuracy, objectivity, currency, orientation and navigation. In the same year, Katerattanakul Siau adapted Wang Strong DQ framework to propose their four categories IQ framework of individual websites. Furthermore, Shanks Corbitt recommended a semiotic-based quality framework for inform ation on the Web. This framework includes four semiotic levels. Syntactic level to insure that information is consistent whiles the Semantic level focuses on the information completion and accuracy. Pragmatic level is the third level which covers the usability and the usefulness of the information. The forth level is the social level ensures information understandability. Within their framework there are 11 quality dimension distributed within the identified levels. Dedeke in 2000 developed a conceptual IS quality framework that includes 5 categories; ergonomic, accessible, transactional, contextual and representational quality. Each category consists of number of quality dimensions such as; availability, relevancy and conciseness. Whilst Zhu Gauch described 6 quality metrics for information retrieval on the web; these are availability, authority, currency, information-to-noise ratio and cohesiveness. Leung adapted Zeist Hendrickss quality framework in 2001 and applied it to Intranet applications. He defined 6 main IQ characteristics; functionality, reliability, usability, efficiency, maintainability and portability. Each quality characteristic in the proposed framework includes numbers of sub-characteristics. Several research in IS quality were undertaken in 2002, Eppler Muenzenmayer suggested two main manifestations for their proposed framework; content quality and media quality. The content quality is focused on the quality of the presented information and it consists of two categories; relevant information and sound information. Whereas media quality is focused on the quality of the medium used to deliver the information and it includes optimized process category and reliable infrastructure category. Each category in the framework contains number of quality dimensions. Khan categorised IQ depending on the context of the system. The framework divided IQ into two main quality types; product and service quality. Moreover, it divided these two type s into 4 quality classifications and each classification into number of quality dimensions. The quality classifications are sound information, useful information, dependable information and usable information. In addition, Klein conducted a research in the same year to identify five IQ dimensions chosen Wang Strongs DQ framework to measure IQ in Web context; accuracy, completeness, relevance, timeliness and amount of data. Mecella also proposed an initial framework for quality management in Cooperative Information System (CIS). This framework includes a model for quality data exported by cooperating organizations and the design of an infrastructure service and improving quality. More recent, in 2005 Liu Huang mentioned 6 key dimensions for IQ; source (focused on information availability), content (focused on information completeness), format and presentation (focused on information consistency), currency (focused on information currency and timeliness), accuracy (focused on information accuracy and reliability) and speed (focused on how easily information is downloadable). Besiki et all introduced in 2007 a general framework for IQ assessment. This framework consists of a comprehensive taxonomy of IQ dimensions, and provides a straightforward and powerful predictive method to study IQ problems and reason through them in a systematic and meaningful way. Lately, Kimberly et all presented in 2009 a model for how to think about IQ depending on the application context; they identified number of common IQ metrics. Kargar Azimzadeh also presented an original experimental framework for ranking IQ on the Web log. The results of their research revealed 7 IQ dimensions for IQ in Web log. For each quality dimension, quality variables associated coefficients were calculated and used so that the proposed framework is able to automatically assess IQ of Web logs. In the same year Thi Helfert conducted a research aimed to propose a quality framework based on IS architecture. In their research they identified quality factors for different construct levels of IS architecture. Moreover, they also presented impacts amongst different quality factors which help to analyze the cause of IS defects. In this part we gave a brief review of the researches conducted to formulate (data/information) quality frameworks within ISs. However in the next section we will focus on Wang and Strongs DQ framework as we will use it as a base for this research to measure IQ in eLearning systems along the dimensions of the framework. Wang and Strongs Data Quality Framework Wang Strongs DQ framework, one of the most comprehensive, popular, remarkable and cited DQ frameworks, was established by Richard Wang and Diana Strong in 1996. Their framework was designed empirically by asking users to give their viewpoints about the relevance of the IQ dimensions to capture the most important aspects of DQ to the data consumer. In their framework, Wang and Strong classified quality dimensions into four groups: Intrinsic DQ: refers to the quality dimensions originating from the data on its own. This aspect of quality is independent of the users perspective and context. Contextual DQ: focuses on the aspect of IQ within the context of the task at hand. In this group, the quality dimensions are subjective preferences of the user. Contrary to the first group, DQ dimensions cannot be assessed without considering the users viewpoint about their use of provided information. Representational DQ: is related to the representation of information within the systems. Accessibility DQ: refers to the quality aspects concerned with accessing distributed information. The defining feature of this particular study is that quality attributes of data were collected from the data consumer instead of being defined theoretically or being based on the researchers own experiences. Their research can provide a basis for measuring DQ/IQ along the dimensions of this framework. Summary In this part of the literature review we shed some light on the use of the terms data quality and information quality, we also discussed the concept of IQ within ISs and considered how it could be defined. We also gave a historical review of the researches conducted to formulate (data/information) quality frameworks within ISs, focusing on Wang and Strongs DQ framework which will provide a good basis for this research to measure IQ in eLearningsystems along the dimensions of this framework. However, this research will also investigate the possibility of integrating a web-mining approach, a data gathering technique, in order to automate the evaluation process. It seems logical, therefore, that the available methods for web-mining and information extraction are now reviewed. These will be discussed in the next section. Information extraction and Web-Mining This study focuses not only on the evaluation of IQ in the context of eLearning systems, but also it will investigate the possibility of integrating a web-mining approach, a data extraction technique, in order to automate the evaluation process. This part of the literature review will provide a brief overview of the information represented on the web. It will also focus on web-mining definitions and categories, and the idea of information extraction. Information on the Web Today, the web is becoming more popular and interactive information publishing mediums and the levels of web information are growing rapidly. Moreover, the web holds a huge amount of distributed information for news, education, government, e-commerce and various other information services. Also, the web contains a rich and dynamic collection of hyperlink information and webpage access and usage information, all of which raise an information overload issue. In fact, today web users can access vast amounts of information, however, it becomes ever more difficult to weed out the irrelevant and discover the relevant information which has drawn attention to a fundamental issue: information overload. The nature of web information is unstructured, thus it can only be understood by humans, but the massive amount of available information means that it can only be processed efficiently by machines. A lack of metadata, data about data, represents another challenge when dealing with the publ ished information. To be able to cope with these challenges researchers started to apply techniques from data-mining and machine learning to web data and documents. Web-mining applications help users in finding, sorting and filtering the available information, while the Semantic Web aims to make the data machine understandable as well. Web-Mining Extracting useful or valuable information from the web is usually referred to as web-mining. It refers to the application of data-mining methods for the discovery of useful information on the web. In the literature, several definitions exist relating to web-mining. It could be generally defined as the automated discovery and analysis of useful information published in web documents and services using data-mining methods. It is a large and new area converging from several research districts, such as database, information extraction and artificial intelligence. Web-mining techniques could be used to solve the information overload problem. Web-Mining Categories There are three categories for web-mining according to the different sources of the target data: Web-content mining: which addresses the discovery of knowledge from the content of web pages, thus, it includes the target data contained in a web page as text, images, multimedia, etc. Web-usage mining: which addresses the discovery of knowledge from user navigation data while surfing the web, thus, this includes the target data contained in users log files. Web-structure mining: which addresses the discovery of knowledge from hyperlinks on the web. This broadly used categorisation of web-mining started in 1997 when Cooley, Srivastava and Mobasher introduced web-content mining and web-usage mining, while web-structure mining was added in 2000 by Kosala and Blockeel. The focus in this research will be on web-content mining as a technique to automate the extraction process of the information needed in the quality measurement. Web-Mining and Information Extraction (IE) Natural language (NL) texts are used mostly as digital information storage mediums. The main goal of information extraction (IE) is to find the required information in NL texts and store this information in a way that is suitable for automatic querying and processing. IE involves defining output representations or templates and searching only for information that fits the defined representations. Summary Within this section of the literature review a brief idea of information representation on the web was provided. It also shed some light on the web-mining definition and considered the categories of web-mining, finally, the idea of information extraction was noted. Conclusion The literature review provided a general background to the subject of eLearning, including the definitions, types and the concepts of quality, IQ within ISs, and web-mining as an information extracting technique. The literature offered here mainly focused on the sub-topics of the larger research areas which will be directly applicable to this research. References Paulsen, M.F., (2002) Online education systems: Discussion and definition of terms. NKI Distance Education, Romiszowski, A., (2004) Hows the e-learning baby? Factors leading to success or failure of an educational technology innovation. Educational Technology. 44(1): p. 5-27 Gerhard, J. and Mayr, P.(2002) Competing in the e-learning environmentstrategies for universities. Proceedings of the 35th Annual Hawaii International Conference on System Sciences (HICSS02). 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1939- 1945 Were Possibly The Worst Years In American History.

1939- 1945 were possibly the worst years in American history. During this time, World War II was occurring. Adolf Hitler was in complete control. He even went outside the battle grounds to wreck havoc. He went to Babi Yar...the last place where Jews could hide. Babi Yar is located in Kiev, Ukraine. During World War II, a massacre took place in the small town, killing more than 1,000 Jews. The Nazis attacked them on September 29, 1943. Afterwards, the war continued to rage, only to end in 1945. During World War II, Adolf Hitler rose to fame as the harsh dictator of Germany. Hitler would then form his own army, then known as the Nazis. The Nazis would go on to terrify Germany, then would go on to slowly take control of Europe. As most†¦show more content†¦During the massacre, over 1,000 Jews, Soviet Officials, and Russian prisoners were killed. They were executed at the Babi Yar ravine. ( The Einsatgruppen) The total count of people murdered at Babi Yar was 34,000. The total count of Jews murdered in World war II was 6 million. This massacre occurred towards the end of the war. Shortly after the massacre, the United States would jump in to save the day! They would help the Allies defeat the Nazis and their army. Hitler would still g o on to terrify the rest of Europe after Babi Yar. The aftermath of Babi Yar is not a great one. It took over 6 years to rebuild Babi Yar and everything that was destroyed at Babi Yar. Many shelters, homes, buildings, and personal stations were destroyed during the massacre. The Nazis showed no mercy. (Hjelnguard, Kim) After the massacre, the Nazis tried to hide evidence that anything ever happened by covering the dead bodies with nothing but dirt and rock. The Nazis were convicted of what they tried to escape with, and some were caught. They not only tired to hide the bodies with dirt and rock, but they even burned them! 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Experimentation was the method and mathematics the language of a powerful coherent body of knowledge called classical physics. For a few years before

Report on Business Level Strategy Free Essays

BUSINESS LEVEL STRATEGY Any given organization may comprise a number of different businesses. Each operating in distinct markets and serving different customers. A market is defined by demand conditions and based on an organization’s customers and potential customers. We will write a custom essay sample on Report on Business Level Strategy or any similar topic only for you Order Now Industry is determined by supply conditions and based on production technology. Business level strategy is a means of separating out and formulating a competitive strategy at the level of individual business unit. This is sometimes referred to as a Strategic Business Unit (SBU). A Strategic Business Unit is a distinct part of an organization which focuses upon a particular market or markets for its products and services. The parent company sets the overall or corporate strategy. The role of the business unit is to devise a strategy which allows it to compete successfully in the marketplace and to contribute to the corporate strategy. GENERIC STRATEGY A sustainable competitive advantage is about performing different activities or performing similar activities in a different ways. In other words, the firm must be capable of producing value for the customer that is recognized as being superior to that of its competitors. Michael Porter (1980) developed three generic strategies to help an organization outperform rivals within an industry, and so successfully position itself against the five forces. These strategies are referred to as generic because they apply to different types of organizations in different industries. The first of these three strategies is called Overall Cost Leadership. A cost leadership strategy involves a firm being the lowest cost producer within the industry. This allows the firm to outperform the rivals within the industry because it can charge lower prices and its lowest cost base still allows it to earn profit. In effect, this firm can charge the lowest price within the industry which the rivals simply cannot match. Therefore, a cost leadership strategy allows the firm to make superior profits. A Differentiation Strategy is based on producing products or services which are perceived by the customers as unique or different. A differentiated product has the opportunity to meet different customer needs more closely. It is the difference that is the basis on which the customers are prepared to pay a premium price. Clearly, the cost of producing differentiation must not outweigh the price being charged. Or, put another way, customer should be prepared to pay a price which exceeds the costs of differentiation, thereby allowing the organization to earn superior profits. The third Strategy is referred to as a Focus Strategy. A Focus Strategy allows an organization to target a segment of niche within a market. The segment may be based on a particular customer group, geographical markets, or specific product lines. Unlike overall cost leadership and differentiation strategies which are industry-wide, a focus strategy is aimed at serving a particular target market efficiency. How to cite Report on Business Level Strategy, Essay examples

Starting Something that Matters

Question: Discuss about statement of Need and project Description? Answer: Introduction This is an essay that will be written in the form of a business proposal. This will be a plan on starting a new bakery in the Business Improvement Area of Washington DC. This report will reflect our understanding on various subjects of management as it will discuss all the details an entrepreneur needs to focus on while starting a new business. It will highlight the financial requirement so as to attract investors. It will also highlight the USP of the enterprise so that the company can attract the target customers in good numbers. The proposal will exhibit the understanding of the marketing related topics such as segmentation, pricing, targeting, etc. Summary Sweet Tooth will be a startup bakery and dessert bar. We are planning to locate the store in the Washington DC since it would be a strategic location given the number of tourists visits Washington DC every year. We have chosen to open up the store in the Business Improvement District of DC as it provides tax incentives and also have great traffic because of MCI center (Asghar Abbas, 2012). Also, BID is expected to grow as new businesses will open up here in the coming years which will boost the footfalls in our bakery in future. Because of this we can plan for aggressive marketing to increase the sales by 40% by the second year of the business. Since Washington DC has been reported as the national leader where people spend huge amount of money in eating out and bakery products, thus this will be an optimum location for our store. The main concept of our store will be to create a restaurant as an experience by letting the customers watch their desserts being made right in front of th eir eyes. We will position ourselves as a quick service restaurant where people can be seated at the bar, view their desserts being prepared, pay and leave without having to wait for long duration for their food to come. This would be the unique selling proposition for our store ('Bar in Questionnaires', 2013). We will try to maintain the feel of an old fashioned restaurant while bringing in this new concept to titillate the local customers as well as to serve the tourists with utmost zeal. The company can plan to boost its sales by 70% within three years of its establishment, considering the location advantage, future prospects, and lifestyle habits of the local consumers. Since we will be a management graduate, we must know how to start a company and run it. Development of this plan will help us to understand how to create a new business, develop appropriate strategies to run the company, effectively market the company at least costs and to adopt promotional strategies which can improve the footfall in the bakery while boosting the sales therefore generating enormous profits (Brresen, 2013). This business proposal will require us to put all our theoretical knowledge on management to practice. In this plan, we also need to identify how many people will by store require, how we can procure skilled workforce, maintain them. It will describe on how can we connect with our consumers and fulfill their needs and demands. Thus in a nutshell it can be said that this proposal will help us to polish our entrepreneurial skills. This report will have a brief detail about all the aspects of the business. By opening this store, we will be able to create employment opportunity for ourselves and other too (Chang, 2014). The local consumers can enjoy the delicacies at a reasonable rate while having a restaurant as an experience. Since the store will be a start up, it will have little impact on the economy. But it will contribute towards the expansion of the BID area, and also we aim to become a popular tourists destination that surely have the little impact on its way. Statement of Need This project was necessary so that we can put theory into practice and learn from our mistakes so that we are fully prepared to face the challenges in the real work setting. Thus, now we will discuss the mission of our company. The mission of the Sweet Tooth Bakery would be to offer the best quality desserts in a very appealing and comforting ambiance to consumers who search for fun gourmet experiences without visiting the restaurants (Danes, Craft, Jang Lee, 2012). The company plans to generate desired amount of profits so that it can provide reasonable return to the investors and to be committed towards the continual growth and development of the business and continuously improving the quality of the products. We also aim to sustain a fair, friendly and a consistent work environment which will encourage creativity, welcome new and innovative ideas, and respects and balances diversity and motivate the people to reach their potential to achieve the organizational objectives. The key to success for our business would be our commitment to using the finest quality ingredients in all our products and providing superior customer service so that they become loyal and long-term customers for us ('Dessert Dilemma', 2014). Our commitment to became a learning organization and encourage employee education program so that we can add a new touch to our products now and then. Adopting recognition programs would also help us to retain the talented employee as the success of the bakery is highly dependent on their skills and innovative ideas as they have the potential to keep the customer interested and satisfied. To succeed in our endeavor, we also need to give also need to give back to the society that helps us to create goodwill in the market ('Using Wheat Futures to Stabilize the Cost of Raw Material in Bakery Sector', 2012). We will provide employment opportunities that will in turn, improve the standard of living of the local people. Project Description Sweet Tooth will be located in Business Improvement Area of Washington DC, which will be based on the concept of the dessert bar. The USP of the bakery would be that the consumers will able to see their desserts being made in front of them in a very artistic way. This will be a sole proprietorship firm that will require funds from investors (Fischer, 2015). The startup cost for this project would be $320,000. That will be exhausted on the furnishing and construction of the outlet, equipment for the kitchen, the initial investment on start-up inventory and other miscellaneous expenses that will be incurred while setting up the new store. Description of our products and services- The Sweet Tooth will offer gourmet desserts that will be combined with superior customer service and all efforts will be directed towards creating a rich experience for the customers while they are in the store ('How to get the most dough from a bakery', 2006). They will enjoy the facility of dining in while watching their desserts being prepared. We will also take orders for special cakes for every kind of celebrations. We also plan to offer baking classes by our senior most chefs to our customers at very reasonable rates. This way, we can be transparent on the use of fine ingredients in our products. We will run special promotional campaigns that will target the mothers and encourage them to get their kids to our store help them in preparing milk cookies. This way, they will get to spend some fun time with their kids in the most creative way (Lee, Moon, Cho, Kang Jeong, 2014). Another way we are planning promote our stores is by pre-booking large tables for special celebrations and giving a complimentary cake to our guests on bookings for tables for birthday or anniversary celebrations. All this efforts are guided by our mission to attain loyalty and create long-term relationship with our customers while providing them with best of our services. Market Analysis- The bakery will target the local market of DC while targeting to attract the customers of ice cream and restaurant (Smith, 2014). Washington will be a strategic location for us as the local people spend a lot of money on eating out as compared to other parts of the country. We have divided our consumer into four main segments namely, gourmet wannabes (they look out for new experiences and experiment with food, they will easily sign up for the classes and they would love to see the preparation of their desserts), celebrators (these are those people who celebrate all the special occasions and would have a gathering with their family and friends), comfort seekers (they are driven by success and comfort yet they need comfortable atmosphere to relax and enjoy the feel of homemade food) and soccer mothers (to attract the families at our store). We have created this division based on their similar consumer behavior, and this will help us to cater to their diverse need in a better way (Paris, 2015). Our competitors would include all the restaurants that offer desserts, ice cream parlors, coffee and donut shops, supermarkets that offer frozen desserts and full-time traditional bakeries. Since we will operate in a competitive market, we will try to gain an edge by highlighting out USP (Pearce, 2012). The consumers who eat regular ice cream scoops at five dollars would not mind shelling out little extra to have quality dessert in a welcoming ambiance. We need to present our products in an innovative way to attract the customers and encourage them to spend on our products that are coupled with excellent customer service and warm environment. We will further plan to reinvest the profits into the expansion of the organization by opening up new outlets each year for the next five years (Tebben, 2015). We need to scout and develop partnerships with best chefs so that even they can invest money while bringing in their knowledge and talent within the organizations. Conclusion Thus, the business "Sweet Tooth" aims to become profitable during the first year of its establishment considering the spending power and eating habits of the local people. We seek to improve the profitability of the firm to provide desirable returns to our investors. We also seek to develop strong brand loyalty among our customers while offering them a wide range of services and best quality products. We are also committed towards the growth of our employees as they will be assets for the company. We will have internal promotion system and increase the accountability and responsibility of each of them so that they are satisfied with their job. References Asghar, A., Abbas, M. (2012). Dried egg powder utilization, a new frontier in bakery products.ABJNA,3(13), 493-505. doi:10.5251/abjna.2012.3.12.493.505 Bar in Questionnaires. (2013).CBR,12(10). doi:10.17265/1537-1506/2013.10.003 Brresen, T. (2013). KIC(K) Starting New Seafood Business Opportunities.Journal Of Aquatic Food Product Technology,23(1), 1-1. doi:10.1080/10498850.2014.850878 Chang, M. (2014). From engineer to intrapreneur, to entrepreneur: starting a business risk free.IEEE Engineering Management Review,42(4), 16-17. doi:10.1109/emr.2014.2364659 Danes, S., Craft, S., Jang, J., Lee, J. (2012). Liability of Newness: Assessing Couple Social Support When Starting A New Business Venture.J Marital Fam Ther,39(4), 515-529. doi:10.1111/j.1752-0606.2012.00308.x Dessert Dilemma. (2014).Teaching Children Mathematics,21(1), 12-14. doi:10.5951/teacchilmath.21.1.0012 Fischer, B. (2015). On the Contributions of Knowledge-Intensive Business-Services Multinationals to Laggard Innovation Systems.BAR - Brazilian Administration Review,12(2), 150-168. doi:10.1590/1807-7692bar2015140070 How to get the most dough from a bakery. (2006).New Scientist,192(2572), 17. doi:10.1016/s0262-4079(06)60652-0 Lee, D., Moon, J., Cho, J., Kang, H., Jeong, J. (2014). From corporate social responsibility to creating shared value with suppliers through mutual firm foundation in the Korean bakery industry: a case study of the SPC Group.Asia Pacific Business Review,20(3), 461-483. doi:10.1080/13602381.2014.929301 Paris, H. (2015). Origin and emergence of the sweet dessert watermelon, Citrullus lanatus.Ann Bot,116(2), 133-148. doi:10.1093/aob/mcv077 Pearce, F. (2012). Peak planet: are we starting to consume less?.New Scientist,214(2869), 38-43. doi:10.1016/s0262-4079(12)61566-8 Smith, D. (2014). Starting Up.Science. doi:10.1126/science.caredit.a1400144 Tebben, M. (2015). Seeing and Tasting.Gastronomica,15(2), 10-25. doi:10.1525/gfc.2015.15.2.10 Using Wheat Futures to Stabilize the Cost of Raw Material in Bakery Sector. (2012).CBR,11(06). doi:10.17265/1537-1506/2012.06.003

Bible Jeremy Bentham On Killing free essay sample

Examines views of Biblical authors utilitarian philosopher on morality of killing a human being. Is it morally wrong in every case to kill another human being, or are there instances in which taking another human beings life is justified? Moral philosophers have wrestled with this issue for centuries. The issue may be couched as directly as it is above that killing is morally wrong or it may center on specific instances which some believe alter the moral equation, such as in war, for purposes of euthanasia, or most recently, with reference to the issue of abortion. Of course, the latter involves the further question of when human life begins so that the killing of a fetus can be considered the killing of a human being. The Bible addresses the issue and does not produce as complete or direct an answer as one might think, and the utilitarian Jeremy Bentham also offers a somewhat clouded picture with different interpretations possible. We will write a custom essay sample on Bible Jeremy Bentham On Killing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Clearly, the..