Comparing Seasonal Imagery in Wharton, Le Guin, and Johnson :: comparison compare contrast essays

Seasonal Imagery in Wharton, Le Guin, and Johnson      Ã‚   Summer     Now in November The Left Hand of Darkness   Ã‚  Ã‚  The expression of Yeats's circularity of seasons goes back in literature at least as far as the poet Horace (Wirtjes 533). Traditionally, women's lives, centering on family maintenance, have mimicked the cycles of the seasons far more than men's. Theirs have been the lives that repeat the motifs of each preceding year, always reborn yet never wholly new. Women, then, have less experiential reason to view their lives as a part of an inexorable forward march rather than as several turns on the great wheel of birth and death. Women writers, likewise, may pay more attention than their male counterparts to the seasonal, circular nature of their protagonists' lives. This is the case with Edith Wharton's Summer, Josephine Johnson's Now in November, and Ursula Le Guin's The Left Hand of Darkness. All three novelists set current protagonist movement against a backdrop of immobility. Both Wharton and Le Guin set thei r protagonists' change against the seeming constancy of summer and winter, while Johnson sets a critical spring-to-fall family transition against her protagonist's assertion of year-to-year sameness. Thus, each novelist, while depicting the movement necessary to build a story arc, sets this movement within a larger context of circularity and sameness, represented for each by the recurring seasons.   Ã‚  Ã‚  Ã‚  Ã‚   Edith Wharton's Summer, written in 1916, charts the sexual awakening of young Charity Royall from her carefree abandon in June through her affair with visiting Lucius Harney in July and August, ending in autumn with her de facto abandonment and marriage of convenience to the man who raised her, Lawyer Royall. As Peter L. Hays notes, the seasonal imagery provides "an appropriate metaphor for Charity's development" (114). Hays links this development explicitly to the seasons, albeit simplistically, with Charity's "growth and maturation" during the summer leading to her "impending harvest, both of wisdom and child" in the fall (116). Yet, like Kate Chopin several years earlier in The Awakening, Wharton, I believe, avoids this simple ending. Indeed, another critic notes that "What Elizabeth Ammons says of The Reef applies with equal force to Summer: 'The fairy-tale fantasy of deliverance by a man appears to be but is not a dream of freedom for women. It is a glorific ation of the status quo'" (Crowley 87). Charity at novel's end neither achieves her dreams (love and freedom with Harney) nor endures her nightmares (destitution and prostitution as a single mother).

Directions in Language Essay

On this essay we are going to expressly talk on promoting Academic Success for ESL Students and also understanding second language acquisition for school, I will take my time to explain Linguistic processes and discusses the linguistic processes of first and second language acquisition. First language acquisition is a complex, lifelong process. And I will also explain in detail the influential factors of social and cultural processes on all aspects of linguistic, cognitive, and academic development. Students that are in English speaking Countries, who English language is very new to need to acquire profiency in the language, and this same student need to learn some things in addition such as, to learn a range of academic content, some of which they are very new to. Now let us look through these major model factors. The model defines factors that enable predictions to be made regarding English learners’ degree of second language acquisition in an academic context. Taking a critical look from the authors angle describe in detail the dimensions and components of the model and gives more clearly several currently popular types of education programs for English language learners in the United States. Such as their degree of adherence to the model. Finally, we compare the predictions of the model, using predicted rankings of relative program success, to the actual measured effectiveness of each program in producing varying degrees of English learners’ achievement gap closure with mother tongue-English speakers. Promoting Academic Success for ESL Students We are going to look critically at, why is necessary to promote academic success for ESL students and Understanding second language acquisition for school. In the recent research by (Thomas & Collier, 1995) shows that when examining interactions among student background you can deduce the difference in treatment and variables and their influence on student outcomes. The two-way bilingual education at the elementary school level which was found has giving a promising program model for the long-term academic success for language minority students. Language acquisition over the years has recently become a thing of necessity for every ESL students, acquiring language as a major tool for effective learning and successful years of study. In a scenario ESL student in country such as USA. It becomes a must for such a student to learn second language, if not it will be a little bit difficulty for such a student to learn fast and even relate with other friends around. ESL students must be encouraged to relate with English speakers and language minority students learning academically through each others’ languages. (Virginia, George Mason University, 1995). Perceptions among staff, students, and parents that it is a gifted and talented program, leading to high expectations for student performance with this kind of influence given to both languages a level of language stability would be achieved to a large extent creating self-confidence among language minority students. The duty of parents to promote both language minority and language majority for closer home-school cooperation can not be over emphasized to help in promoting the influence academic success for ESL Student, their must be cordial relationship between ESL students and Teachers/lectures or between ESL students and other colleagues and more so between wards/guardian and ESL students and the school authorities. We must watchfully guide against racism around us and protect the interest of ESL Students. The continuous support for staff development, emphasizing whole language approaches, natural language acquisition through all content areas, cooperative learning, interactive and discovery learning, and cognitive complexity of the curriculum for all proficiency levels. . (Virginia, George mason university, 1995). The linguistic processes of first and second language acquisition: The lifelong process: For us to really understand the progresses in language acquisition during the school years, it is expedient to recognize the complex, lifelong processes we actually go through to acquire our first language and second language acquisition in parallel processes. The complex oral language development system from birth to age five is universal, without any physical disabilities or isolation from humans. But the most talented five-year-old child entering pre-nursery is not yet half-way through the process of first language development. Research heard it that Children from ages 6 to 12 will continue to acquire steady or continuous distinctions, formal discourse patterns, vocabulary, syntax, semantics, and complex aspects of pragmatics in the oral system of their first language (Berko Gleason, 1993). More so, children that are properly brought up in this level adding reading and writing to the language of listening and speaking across the globe are usually very intelligent, skilled and increase in grades level and a clear increase in language academics subject. Adolescent that eventually gained admission into high school must have learned and acquired lots of vocabulary in every discipline of study and will continue to acquire more writing skills, this process continues like that till you get to adult age. Adult age is very sensitive age as language acquisition is concerned, as an adult you may not be able to learn too more language than your first language you had acquired. So first language acquisition is an unending process throughout our lifetime (Berko Gleason, 1993; Collier, 1992a). Let us take a look Second language acquisition is also a complex phenomenon. We use some of the same processes we have used to acquire our first language, going through progressive stages and relying on native speakers to provide modified speech that we can at least partially comprehend. The influential factors of social and cultural processes There are four major component of model namely, sociocultural, linguistic, academic, and cognitive processes. These four components are interrelated together and for you to really understand their importance in developing second language acquisition processes that occurs in the school context. There is a figure below to show the interrelationship between the four components. Figure 1 Language Acquisition for School (Virginia P. Collier, 1994. ) Sociocultural processes At the center of the figure above, you will notice that other components are surrounding social and cultural processes through the process of acquiring a second language in school. It is Central to that student’s acquisition of language are all of the surrounding social and cultural processes occurring through everyday life within the student’s past, present, and future, in all contexts-home, school, community, and the broader society. The work of Sociocultural may include individual student variables such as self-esteem or anxiety or other affective factors processes in promoting second language acquisition. These factors can strongly influence the student’s response to the new language, affecting the process positively only when the student is in a socioculturally supportive environment. Linguistic processes: A second component of the model, consist of the technical aspects of language development â€Å"(an innate ability all humans possess for acquisition of oral language)†, as well as the acquisition of the written system of language metalinguistic, conscious and formal teaching of language in school. First and second languages across globe include the acquisition of the oral and written systems of the student’s, such as phonology, vocabulary, morphology and syntax, semantics, Pragmatics, paralinguistic, and discourse. (Virginia 1994. ) Academic development. A third component of the model, academic development, includes all school work in language arts, mathematics, the sciences, and social studies for each grade level, Grades K-12 and beyond. It this succeeding grade, academic work dramatically expands the vocabulary, sociolinguistic, and discourse dimensions of language to higher cognitive levels. Academic knowledge and conceptual development transfer from the first language to the second language; thus it is most efficient to develop academic work through students’ first language, while teaching the second language during other periods of the school day through meaningful academic content. In earlier decades in the United States, we emphasized teaching the second language as the first step, and postponed the teaching of academics. Research has shown us that postponing or interrupting academic development is likely to promote academic failure. In information driven society that demands more knowledge processing with each succeeding year, students cannot afford the lost time. (Virginia 1994. ) Cognitive development: The fourth component of this model, the cognitive dimension, has been mostly neglected by second language educators in the U. S. until the past decade. In language teaching, we simplified, structured, and sequenced language curricula during the 1970s, and when we added academic content into our language lessons in the 1980s, we watered down academics into cognitively simple. (Virginia 1994. ) Tasks we also too often neglected the crucial role of cognitive development in the first language. Now we know from our growing research base that we must address all of these components equally if we are to succeed in developing deep academic proficiency in a second language. Interdependence of the four components All of these four components-sociocultural, academic, cognitive, and linguistic-are interdependent. If one is developed to the neglect of another, this may be detrimental to a student’s overall growth and future success. The academic, cognitive, and linguistic components must be viewed as developmental, and for the child, adolescent, and young adult still going through the process of formal schooling, development of any one of these three components depends critically on simultaneous development of the other two, through both first and second languages. Sociocultural processes strongly influence, in both positive and negative ways, students’ access to cognitive, academic, and language development. It is widely advice and crucial that educators provide a socioculturally supportive school environment that enable natural language, academic, and cognitive development to flourish. (Virginia 1994) Conclusion These few points raised above I belief has shown the importance of Language Acquisition for ESL students, crucially I have been able to raise some reasonable points concerning, understanding the relevance of Language Acquisition for ESL student. Promoting academic success for ESL students Understanding second language acquisition for school Then I have been able discuss the linguistic processes of first and second language acquisition which also link to First language acquisition is a complex, lifelong process. More so, I have been able to explain the very importantly the influential factors of social and cultural processes on all aspects of linguistic, cognitive, and academic development and interrelationship between these component and why they must be put in place, if we really want to promote Language Acquisition for ESL students. Without bordering our minds for ever am sure that these points contributed have immensely added to effect of promoting Language Acquisition for ESL students, understanding the importance of first language and second language acquisition and also the processes involved in learning these first and second language. The component involved in enhancing the Language Acquisition had been enumerated above. Reference Berko Gleason, (1993); Collier, (1992) Collier P Virginia, (1995). Directions in Language & Education National Clearinghouse for Bilingual Education. George Mason University. Vol. 1, No. 4, Collier. P. Virginia, (1997). Promoting academic success for ESL students Understanding second language acquisition for school (3rd ed. ). Woodside, NY: Bastos. Thomas & Collier, (1995).

African American art

NNamdi Collection of African- American Art is composed of musical art, literary works and other artistic works that expressed African American ideas for freedom. To speak of African American evoked many negative ideas during the human rights activism against slavery. Such ideas as post colonialism, transnational, ethnicity, race and racism, Black Nationalism and many other terms emerged during this period. According to Tololyan, 1996, the African Diaspora, as African Americans were referred to, became the paradigmatic case towards the end of the 20th century.The continued experience of the racial experience became crucial in the emergence of transnational identities of the African Americans due to their background as sons and daughters of slaves. The emergence of music as an art of expressing grievances by the African Americans in the 20th century has a relationship with the emergence of African American sensibilities. An essay, Travelling Music and musicians, the author explores the globalization of African Americans plights using music with special; focus on the exchange between African America, Europe, and the Black combined in the opposition to racial subjugation.The racial tribulations faced by the blacks brought the idea of unified black musical ethos. This consequently brought the forging of collective identity through opposition to common enemy. This brought out the ease with which the complexities of the African Americans dissolved into a binary opposition between Blacks and whites. According to Faye Harrison (1998: 617), the construct has become nearly impossible to uproot, even though currently there is an increasing multicolored and multicultural society where racial barriers are continuously sealed with interracial marriage. The contest is still on the whiteness or blackness of an individual.Faye continue to state that the unending structural quality of racism with its set of economic political, ideological as well as color hierarchies continuously places blacks at the bottom of the ladder and this consequently is the cause of ultimate contest that reinforces the tendency of binarism. Claims of ‘Africanness’ as idealized and articulated through music is more or less similar to the nationalists’ assertions of an opposite political valence in the 20th century (Potter 1998). According to Pamela Potter, German sense of superiority in music was principally used to uphold the racial superiority ideologies.According to her study, she revealed that claims of music’s attachments to the collective attachments to people’s characters ca never be separated from the political and historical use to which such claims are upheld. African America’s literature is celebrated musically, spiritually, and emotionally as a sign of remembrance to the past role of art in the common struggle against social in justice. It is also important to remember that German National Socialists in the early 20th century too claimed to be musical people, considering their passionate depth and spiritual transcendence through the work of art (Potter 1998: 200-234).Potter clarifies that this should not be used to suggest that African Americans assertions of the centrality of the music can be equated to those of National Socialists, but should be used to underscore the importance of placing the spiritual and emotional dimensions in the context of solid historical as well as social practice. This article therefore links music, cultural identities, historical and political forces, and globalized economies in the 20th century with crucial and larger projects of analyzing the African American musical sensibilities.This rejects the idea of static African American essence of favoring more continuous redefined and negotiated sense of culture that springs up from generation to generation in response larger majority white race. Black Atlantic- Paul Gilroy (1993) In his book, critical Atlantic, Paul Gilroy is critica l of the debate on the African American cultural studies and arguing for the centrality of the music for the construction and maintenance of the interethnic identities.Gilroy’s arguments centers on the multiplicity of the cultural flow between the African Americans, Caribbean, Britons, and North Americans. In his work, ships were chosen because of their symbolic middle age passage to invoke and provide his visual image for the transatlantic interaction. However, his continued work dwells in music is significant in making his point. He identifies three principles that regard relationship between race and culture. These three principle positions are: ethnic absolutism, anti-essentialism, and anti-antiessentialism.In his description of positions of black music, he believes that the music is divided between those who see the music as a source of political charge towards enhancing the blackness identity and those who would dispute the existence of such a unifying factor in any pol itical environment. According to his views, anti-essentialism is a social constructionist and ideological view of race that is often ‘insufficiently alive to the lingering power of specifically racialised forms of power and subordination’ (Gilroy 1998: 32).Gilroy expresses his displeasure by describing it as tantamount to forsaking the mass of black people in the societal system of governance. He elaborates his ideology by stating that he takes an exception to the idea that racial identity is simply an ideological effect. For Gilroy, even though he is against the idea of essentialism, race is not an imagined community, something that can be deconstructed so as to neutralize the importance of black homology.The ability of music to link several expressive styles like language, dance and clothing as well as presenting idealized ethical and social sensibilities is central in the symbolic presentation of African American settings. In understanding the spiritual and ethical a spect of the Jazz performance, the combination requires several combination of voice, the ability to play with multiple musical parameters during performance and well as understanding the cultural foundation of the music. This gives the ethical goal of the music that it eventually makes sense such that a particular group of people can identify with.Gilroy argues that this deep sense of belonging is not an escape but deep involvement of the art of music for the African Americans. This provides means of cultural integration with coping strategies for racism. In his book, ‘’Communities Style’’, Veit Erlmann analyses the song ‘The Lion Sleep Tonight’. This song was done by South African Zulu migrant workers lead by Solomon Linda and was recorded at various diasporic locations. Here Erlmann is specifically interested in the way this music was altered as it was revived and re interpreted by a succession of groups like the Weavers in 1952 and the Tok ens in 1961.These two groups were all American groups. Other versions came from the collaborations between Ladysmith Black Mambazo and the Mint Juleps in 1990. On all these versions of the song, at stake here was the construction of the African American identity through music. Erlmann described this as ‘Endotropic performance’ to emphasize the interracial construction of identity through similar styles. These forms of identities have emerged under this increasingly globalized social life. He describes this scenario as strange because a persons understanding of him or herself in the social world is no longer coinciding with the widely dispersed locations.Jerome Harris n his essay, ‘Jazz on the Global Stage’ , Jerome Harris provides an insiders analysis of the globalization of Jazz, based on his professional involvement for more than twenty years as a guitarist and bassist on a research he together with promoters, editors, journalists, other musicians and man agers. He calls his work‘Ecology of jazz’. This is a web of interrelations between art makers, art users and mediators. Harris provides a very rich portrait of jazz in terms of performance and reception, especially in Europe (Bob Thompson, 1962:221). More importantly is his approach to jazz music as a tool of identity and aesthetic.He asks two main questions, who owns jazz? And what is the appropriate aesthetic for the jazz music. He tries to delineate the tension between African Americans sense of ownership of the music and the increasing participation of the non African Americans both as musicians and consumers. According to his views, he suggests that the reason why many African Americans have believed that they own the origin and aesthetic value of jazz is because of the collective loss of identity that was threatening to dismantle the cohesive black communities in the post-civil rights era.This belief wa also held by many non-African Americans. In his views, Harris identifies two basic principle of coping with the dilemmas of who owns jazz. He chooses the classic dichotomies of tradition/innovation and mainstream/avant-garde. Both sides of his debate is respecting tradition and putting emphases on innovation. While other artists work tend to ward off the outside influence on the jazz music, some emphasizes the importance of accepting the necessary changes that may come with globalization of jazz music as a sign of identity by a particular group of people in their own way (Charles W, 1945: 33).At the end, Harris concludes that the globalization and the hybridization of jazz music pose a painful experience of identity as well as cultural ownership for African Americans. At the same time, he sees it as offering new interesting possibilities when players interact with the rest of the world’s music. Conclusion From the three works of art discussed above on the music as a sign of identity, it is clear that both artists agree that music has b een the defining link for cultural identities.In some of the African Americans views on the ownership and identity of the music, it has been grossly affected by the modernization and the globalization of the world where the different aspects of arts have been diluted. This is the conflict between tradition and modernity which has been said to be dominating the debates. In Europe the, the visual art seems to dominate the tribal art category where the sculpture was used to express the feelings of particular social response in the art scene (Alma Thomas et al 1973: 123)These arts explore the popular feelings of the people and to some extent the other group of people does not understand the con text of the grievances when responding to such complains. This was the dilemma of the music as an art in the early years of social uprising in the American society. Here western critics mostly devoted most of their attention to their culture and ways of thinking giving little attention to the exp ressions of these arts. The American cultural studies has shown emergence of arguments about the centrality of the music for the construction and maintenance of the interethnic identities.Such arguments centers on the multiplicity of the cultural flow between the African Americans, Caribbean, Britons, and North Americans. In most of this art work, ships were chosen due to their symbolic middle age passage to invoke and provide the visual image for the transatlantic interaction. However, most of the works of different artists continued to dwell in passing the message of discomfort. This identifies different principles that regard and guide relationship between different races and culture. BibliographyTololyan S, 1996: The African Diaspora-An African American perspective, Chicago, Chicago University Press Gilroy P, 1998: critical Atlantic-Movement of art, Martin Puryear, Lever Veit Erlmann, 1993: Communities Style, an art of expression, New York, Captive printers Faye Harrison, 1998: The slum Gardens, Gift of the Sandra and Charles Gilman, Jr. Foundation in memory of Dorothea L. Leonhard Alma Thomas et al, 1973: Red Rose Cantata, Denver, Colorado, acrylic on canvas Charles W, 1945: Mother and Awaiting His Return, New York, Gift of Jacob Kainen

Position of women in 16 and 17 century Essay

Women were challenged with expressing themselves in a patriarchal system that generally refused to grant merit to women’s views. Cultural and political events during these centuries increased attention to women’s issues such as education reform. Though modern feminism was non-existent. The social structure women limited opportunities for involvement; they served largely as managers of their households. Women were expected to focus on practical domestic pursuits and activities that encouraged the betterment of their families, and more particularly, their husbands. Education for women was not supported—harmful to the traditional female virtues of innocence and morality. Women who spoke out against the patriarchal system of gender roles, or any injustice, ran the risk of being exiled from their communities, or worse; vocal unmarried women in particular were the targets of witch-hunts. The seventeenth century women continued to play a significant, though not acknowledged, role in economic and political structures through their primarily domestic activities.They often acted as counselors in the home, â€Å"tempering† their husbands’ words and actions. Women were discouraged from directly expressing political views counter to their husbands’ or to broadly condemn established systems; nevertheless, many women were able to make public their private views through the veil of personal, religious writings. Marriage: The seventeenth century represents a fascinating period of English history, drawing the attention of whole generations of historians. This turbulent age saw three major events that had a deep impact on England’ s political as well as social life—the English Revolution, the Restoration of the Stuarts in 1660 and the Glorious Revolution in 1688. Amidst the turmoil of the events, people’s everyday lives unfolded. While it was men’s preoccupation to keep the country’s political and economic affairs going, women had an indispensable, though far less public, part to play. This paper aims at providing an outline of the seventeenth-century English marriage, viewed from the woman’s perspective. It touches upon topics such as concluding marriages, basic marriage values, duties of a married woman and possibilities of divorce. Attention is paid to the areas in which the  seventeenth-century reality was different from today’s. In seventeenth-century England, marriage and sexual morals played a far more important social role than nowadays. A family centred around a married couple represented the basic social, economic and political unit. In the Stuart period, a husband’s â€Å"rule† over his wife, children and servants was seen as an analogy to the king’s reign over his people—a manifestation of a hierarchy constituted by God. A woman was regarded as the ‘weaker vessel’ (a phrase taken from the New Testament)—a creature physically, intellectually, morally and even spiritually inferior to a man; therefore, the man had a right to dominate her (Fraser 1981: 1). In a society strongly influenced by Puritan values, sexual integrity and the status of a married person gave a woman respectability and social prestige. This, together with the fact that it was very difficult for women to find ways of making an independent living, meant that securing a husband was a matter of great importance. Theoretically, it was possible for two people to marry very young. The minimum legal age was 12 years for women and 14 years for men. In addition, it was possible for the couple to get engaged at the age of 7, with the right to break off the engagement on reaching the minimum age of consent (Stone 1965: 652). However, early marriages were rather rare—the average age of the newlyweds was about 25 years. Interestingly, the basic requirement for a legally valid marriage was not a formal consecration in a church, but the completion of a marriage contract, commonly called ‘spousals’. Spousals were an act in which the bride and groom said their vows in the present tense—‘per verba de prasenti’ (Ingram 1987: 126). In a majority of cases, this procedure was accompanied by a church ceremony (banns). Yet if the marriage was concluded without witnesses and not consecrated in a church, it had the same legal validity. This practice had existed in England since the twelfth century and lasted till 1753. Not having to go through a church ceremony made it possible for lovers to marry secretly, without the knowledge of their parents. In this way, they could escape the dynastic scheming of their families.

Confucius and Aristotle on Virtue Essay Example | Topics and Well Written Essays - 500 words

Confucius and Aristotle on Virtue - Essay Example Confucius and Aristotle on Virtue Similarly, the essay suggests ideas of virtue, which can apply to ethics in the contemporary society that has diverse workplaces. According to the concept of ‘virtue ethics’ by Aristotle, it is challenging to attain morality in a universal code. That indicates that the justified thing to do in a specific situation is what a virtuous individual would do. Aristotle defines virtue as the quality of character that is essential and ideal in ensuring a life well lived. In defining this concept, Aristotle focused on characterizing the good life as that lived under the influence of or in accordance with virtue. On the other hand, Confucius focused on going a notch higher to the process of defining the concept with the intention of escaping the potential circularity of virtue ethics. He further provided a starting point towards understanding how to achieve a good life. From that perspective, there is not a single, universal moral code. Nevertheless, there is a ‘root of humanity’ and, thus, the perfect opportunity for the attainment of closest loving relationships. Similar to most Greek philosophers, Aristotle focused on viewing virtue as a form of language. From that perspective, self-examination is essential in the generation of self-knowledge that eventually leads to the realisation of the good life. It indicates that knowledge comes out as a mean, which is relative to individuals. In Nicomachean Ethics, Aristotle focused on the integration of a patient, careful and descriptive approach to examining moral philosophy.

BizCafe Business Plan Coursework Example | Topics and Well Written Essays - 1750 words

BizCafe Business Plan - Coursework Example This business plan takes us through the Never Enough Cafe’s journey since birth to growth. This business has mimicked the production curve throughout its existence. The marketing plan plays a vital role in determining areas of improvement and the appropriate measures. The main aim of any business is to make profits; this is not an exemption, therefore, these strategies aim at improving the status of the business. 1.0 Company description Never Enough Cafe is a small business, which has been in existence for over a month. The main aim of this cafe is profit making, and its mission statement includes â€Å"to ensure that our customer’s professional and courteous service, by selling remarkable coffee at fair prices and maintaining a clean and comfortable space for our customers and staff; to consistently provide our customers with impeccable service by demonstrating warmth, graciousness, efficiency, knowledge, professionalism and integrity in our work, with a focus on styl e and hygiene.† The main objective of the business is to attract customers by offering the best services, with an aim of increasing revenues. This business specializes in only one beverage, which is coffee, but which varies from coffee latte, coffee black to cappuccino. The company is in its growing stages and has 10 employees among which three are managers while the rest are servers. The manager’s salaries are $670 while the servers are paid $9.00 an hour. The business operates six days in a week and recently changed its opening hours to 8.am as opposed to 9.am. The current prices of our coffee are as follows; small cup at $3.00, medium cup at $3.50, whilst the large cup goes for $4.00. This business has adopted the differentiation strategy, which enables it to be unique in terms of its products and services, for instance, by offering a variety of different type of coffee and in different sizes so as to cater for all types of customers. In addition, the cafe possesses a four-cup automatic espresso, which contributes to effectiveness when catering many customers. The cafe is also insured and has adopted a logo, which is visible on the coffee cups. The cafe markets its product via the newspaper at $200 per day and on the radio twice per day at $560. The cafe is located on the main street, therefore targeting a variety of customers, who include university students, the university staff, downtown entrepreneurs, and their clients. 2.0 Market analysis Marketing analysis is used as a tool by businesses aiming at understanding their operating environment better. According to the local labor news, the average manager’s wages is at $635 per week while the server’s wages are at $8.88 per hour. Nevertheless, our cafe pays the employees above the local average rates, such that, servers are paid $9 per hour while managers are paid $670 per week. In addition, the average turnover rate is low in the market as it is at 14%; our cafe has not had majo r issues with turnover as only one server has quit since the business started. We opted to offer our employees on-the-job training, which is cheap and effective. The employee salaries have always been reviewed and increased when necessary, according to Lathan (2009, p.78), motivated employees result to higher performance, which in return increases a company’s productivity. In period six, the customer satisfaction rate was at 54%, while the industry average customer’

Final Essay Example | Topics and Well Written Essays - 500 words - 14

Final - Essay Example At one point he gets to see the hall in a repainted form and more colorful. This gift is what makes him excel in his career as a blacksmith. He takes time to be precise in what he makes; this is because he gets to see things for what they really are and not what one is used to seeing. His journeys through fairyland bring out a sense of enlightenment. When he visits fairyland he gets to visit another realm not so far apart from reality and gets to see it in their eyes. He thus gets a fresher and refined view of reality when he is teleported back to it. The question of space and time also arises with the flow of the fairy tale. It is not said how long Smith takes in his travels through this unknown land; not in terms of hours, days nor years. It seems that the time he spends in this other unknown land does not heavily affect the time in the real world. With this advantage, Smith takes his time sometimes even ages studying features of this enchanted world, a tree or even a leaf with an intention of gaining greater knowledge in the understanding of things, some of these which seemed quite strange. The perilous moments Smith gets to experience are but a representation of what he had to go through to better his skills, to get to see what he had to see thus bring the knowledge back to reality where it yielded productive results. The story of the Smith of Wootton major can be taken as an allegory of the autobiography of its writer Tolkien. In this allegory he takes the Smith to be him, privileged to get the gift of artistic works in terms of words. He uses Wootton Major and fairyland as a comparison to the real world and the world of art, literature and book writing. The character’s journey through fairyland are but a representation of his struggle and experience in his field of work and what he could manage to bring forward to his readers(the real world). Finally he ends his allegory by making the main character Smith to pass down his star to the