Amd Vs. Intel :: essays research papers

AMD versus Pentium      A couple of years back when Advanced Micro Devices (AMD) presented it’s K5 microchip, the expression “too little, past the point of no return'; was put over their name on many occasions. Around then, if anybody somehow happened to name a longshot to the Intel commanded chip showcase, Cyrix with their low priced 5x86 processor would have been the top choice.      Intel had been the main processor that could deal with everyday capacities at sensible velocities. Such straightforward assignments as word preparing and counts, afterwards gaming and instructive work, the processors couldn't perform. The Pentium processor was presented in 1994; no organization could contend with Intel now. It took until 1997, for AMD to try and be seen, and afterward in 1997 the AMD k6 arrangement was presented.      When AMD’s k6 was acquainted with rival the Pentium!! Processor, it missed the mark in all territories, with the exception of one-cost. It was the least expensive small scale handling (chip) available. The drawback to this chip is that it didn't follow a similar organization as Intel chips. It required an alternate motherboard, an attachment 7 motherboard. This hurt AMD’s chances toward the start, yet in mid 1998 they divulged their strong K6-2 processor. The K6-2 Processor was “bigger, better, and less expensive.'; The processor ran on a 100mhz transport, while Intel’s chips despite everything ran on a 66mhz transport, this made AMD’s chip quicker. It additionally was about 16% less expensive than any Intel based Pentium!! PC.      The gaming network acknowledged the k6-2 with mindful, yet open, arms. With their new SIMD-Enhanced (Single Instruction Multiple Data) 3Dnow! the designs this processor had the option to deliver were astonishing, for the time, because of the utilization of skimming point concentrated projects. With the new processor and their own structure they were staying aware of the mammoth Intel, yet they were advancing.      Intel replied back with its “SSE';, which was to be remembered for its Pentium!!! processors. This new upgrade was to push illustrations increasing speed twice as quick as AMD’s 3Dnow! could. When Intel rashly discharged the Pentium!!! processor it missed the mark. Numerous individuals got opportunities to take the new P3 for a run, and they were scarcely quicker than the correspondingly timed AMD K6-2’s. That, however they sold for more than multiple times the cost. At the point when updates on this arrived at the vendors and open, K6-2s deals had soar to 43.9 percent of the market, while Intel’s dropped to 40.

Essay TopicsFor Writing A Womens Rights Essay

Essay TopicsFor Writing A Womens Rights EssayWhen it comes to writing a women's rights essay, you can either choose to focus on specific women's issues, or they can be the topic of the entire essay. These days, women are becoming very visible in society, making their voices heard and even speaking out in public. Women are forming more important relationships than ever before, from the head of the household to the owner of a big corporation. There is a lot more that women are doing than women used to, and a womens rights essay could cover this movement more completely.A womens rights essay needs to contain strong opinions, but it must also be written from the writer's voice. When writing for a women's rights essay, women must write from the perspective of their own personal experiences. This could be a mother who has been discriminated against due to her child's gender, or it could be a girlfriend who wants a man to respect her opinions about certain issues. There are more stories tha n ever before, so it is up to the writer to use their own experience as well as the experiences of others to make their essay relevant and comprehensive. It must come from a true perspective, but at the same time, should reflect the direction that the women are currently taking.Many times a women's rights essay can focus on a specific issue or many issues, depending on the topics that are chosen. It can range from abortion to domestic violence to the wage gap. No matter what the topic is, it is important that the essay reflects the true voice of the women. They should express their opinions in a clear and concise manner, but they must still express them in a way that is unique to them.The other thing that will help a women's rights essay is that the writer should be able to write effectively without being overly wordy. They must be able to convey their ideas in a short and concise manner. When they speak more than is necessary, then they run the risk of boring their readers and losi ng the attention of their readers.An important aspect of a women's right's essay is that it must be able to engage the reader and hold their attention. It is not required that they become enlightened, but they must read a piece of writing that is so interesting that they want to continue reading it. Many times, the power of an essay comes from the ability to grab the reader's attention, and the ability to create a sense of suspense is an essential part of making this happen.One way to spice up a women's rights essay is to do an investigation into the issue that the writer is discussing. They could start with what they know and then look into their knowledge and begin to uncover all of the information that is needed to provide a fuller picture. Even if the information is only partially true, the reader should be able to find the inconsistencies and then move on to the next piece of information. However, this does not mean that they should just accept everything the writer has to say without questioning it.A womens rights essay should be able to reach its full potential, no matter what it is talking about. Sometimes the truths are right in front of you, but you may not be able to see them because of the topic. If this is the case, then a women's rights essay must be written by an individual who is knowledgeable about the topic in question. It should include the information that is in their opinion the most important, but it should also be able to address other issues as well.Writing a women's rights essay is very different than writing a traditional essay. With the many topics that are being discussed, the essays must be written from a different point of view, so that readers get a glimpse of the larger picture. In addition, it must be relevant and current, but not be too long.

What’s the International Phonetic Alphabet and What’s so Great About it

Consonants IPA will help you with English, but also for learning any language! Nope, it’s not the beer, though that’s pretty great too! The IPA stands for the International Phonetic Alphabet and is a standardized way to write down the sounds of any language. Sounds impossible, doesn’t it? But we’ll see how this system captures nuances of sounds in the world’s languages and why this is a great tool not only for understanding English, but also for learning any language. You might have seen transcriptions before that almost look like English, but not quite, like the following for the word ‘casing’: /ˈkÄ siNG/ Many dictionaries use this kind of transcription, which uses terms that might be used in elementary school grammar, like â€Å"long a† (the Ä  sound there), but this system is not quite IPA. In fact, it’s better to shed your intuitions about what a â€Å"long a† or a â€Å"short o† are, because they won’t help you when you’re dealing with other languages! So let’s get into the actual IPA! You can check out the full chart here. Consonants First let’s talk about consonants. Luckily, as a speaker and writer of English, you’ll be coming into the International Phonetic Alphabetknowing a lot of the symbols already! The following chart shows most of the consonants that are common in the world’s languages. So what do these rows and columns actually mean? Let’s start with the columns, which represent the place of articulation--or where the sound is actually being made in your mouth. What do these terms actually mean?! We don’t need to get into the nitty gritty of what each word means, but remember this--as you go from left to right, you’re moving from the front of your mouth to the back of your mouth. So let’s go in order from left to right. A good source to follow along with while reading this is this website.If you click on a sound on that link, it will play what it should sound like to you. Click each sound as I describe it. So let’s start from the front of the mouth to the back! Places of Articulation First, check out the diagram below to see all the places of articulation we’ll be talking about and try to feel them in your mouth as your pronouncing the words below! Bilabials are consonants made with the lips. Say pat and you’ll notice that your lips come together for the [p] sound. Now say mat and you’ll see that your lips are together for the [m] sound too. Labiodentals are consonants made with your teeth on your lips. Say fat and vat and you’ll feel your teeth on your lips for the [f] and [v] sounds. Dentals are consonants made with your teeth. Say that and notice that your tongue is between your teeth for what is written as [à °]. Now say tattoo and feel where your tongue touches your mouth. That hard part just behind the teeth is called the alveolar ridge, so sounds made there are called alveolars. Say lateral and you’ll see that [l] is made there too. Say shape and you’ll notice that the sh (transcribed as [ÊÆ']) postalveolar sound involves hitting your tongue a little further back than the alveolar ridge. Next are retroflex consonants, which don’t exist in English, but involve rolling your tongue back as far as possible and hitting the roof of your mouth. If you try saying the t’s in tattoo by rolling your tongue back to that position, you may notice that it sounds like an Indian English accent. The reason is that Indian languages have both dental and retroflex consonants (so they have both [t] and [ʈ]) and American and British English (for example) alveolar consonants are perceived as retroflex. The only palatal consonant that exists in English is [j], which represents the y in yes. If you pronounce yes, you’ll feel the middle of your tongue moving upward but not quite touching the mouth. Now try canyon, and you’ll feel that same part of the tongue moving up at the ny part (transcribed as [É ²]) to touch what’s called the palate (or hard palate). Moving further back, say cat. The first consonant is velar and is transcribed as [k]. If you feel where the back of your tongue hits, that part is called the velum (or soft palate). Uvular and pharyngeal sounds do not exist in English, but these sounds are produced at the very back of your mouth. The dangly thing at the back of your throat is called the uvula, and if you speak French, you’ll notice that the French r (transcribed as [Ê€]) as in rouge is produced by trilling your uvula against the back of your tongue. The pharynx is just above where your vocal cords lie and these sounds are common in Semitic languages like in the Arabic ayn (transcribed [Ê•ajn]). Finally, we reach the glottis, which is where the vocal cords lie. Say hat and you’ll notice that air just passes through the vocal cords for the [h] sound. Another important sound to remember is the glottal stop, which is produced by briefly closing the glottis and releasing, as in the word uh-oh, transcribed as [ʔəʔoÊŠ]. Okay, now let’s move on to the rows of the chart. These are known as manners of articulation, and refer to how you are producing the sounds, rather than where. As you move from up to down, your mouth opens wider. Rows on the Chart, or Manners of Articulation Stops (or Plosives) First are the plosives, also known as stops. These sounds are made by making a full closure at some point in your mouth and then releasing the closure. Say bat, dam, and gas, and you’ll notice that for the [b], [d], and [g], there is a full closure at your lips, alveolar ridge, and velum, respectively. At this point, let me make an aside to talk about two extra features that can apply on top of most of the manners of articulation: 1. Voicelessness Put your fingers on your throat where your vocal cords are and feel how it vibrates when you pronounce [b], [d], and [g] in the above words (bat, dam, and gas). These are known as voiced because the vocal cords vibrate. Now say pack, tap, and cast and you’ll notice your vocal cords do not vibrate when you pronounce the [p], [t], and [k] (the vocal cords start vibrating when you get to the vowel). These sounds are voiceless. 2. Aspiration Another feature that is relevant particularly to stops is called aspiration. Say pulpit and put your hand up to your mouth and you’ll feel a puff of air at the initial aspirated [p]. Now say it again with your hand up to your mouth and feel the second unaspirated [p], which does not cause a puff of air. I’ve been transcribing all these p’s as [p] for simplicity, but to be more exact, we need to use a superscript h to represent aspiration, so pulpit would be transcribed as [phÊŠlpÉ ªt]. If we were to pronounce the first p in pulpit as an unaspirated [p] it would sound very funny, and the same if we were to pronounce the second p as an aspirated [ph]. However, in Spanish, all p’s are unaspirated, so Spanish speakers would pronounce pulpit as [pÊŠlpÉ ªt], while Georgian speakers pronounce p’s as aspirated, so they would say [pÊ °ÃŠÅ lpÊ °Ã‰ ªt]. Sounds like these make these accents distinctive to us when these speakers speak English. If you look at the International Phonetic Alphabetchart of consonants, you’ll see that many of the cells have more than one consonant in them. The left counterpart is voiceless while the right one is voiced, and depending on the language, there may even be a three-way distinction, where you have aspiration as well, and you’ll see three counterparts: p ph b All three of these sounds are stops and are all bilabial so they would occupy the same cell on the chart and it’s good to remember these sounds as a group when you’re learning a language since they make minimal distinctions with each other. In Thai, for example, [pa] is â€Å"aunt†, [pÊ °a] is â€Å"cloth†, and [ba] is â€Å"crazy†, so these distinctions matter! Now back to the main manners: Nasals Next are the nasals, which are made with a full closure in your mouth, but with a release of air through your nose. Say â€Å"mmm† and put your finger horizontally in front of your nostrils and you’ll feel some air coming out. The [n] in new and [Å‹] in sing are also nasal. Note that [Å‹] is one sound in the IPA even though it is written as two letters in English (if you try pronouncing IPA [n] and [g] next to each other it will sound very different, as if you’re saying something like ‘sinig’). Also note that English doesn’t allow [Å‹] at the beginning of a word, but that many languages, like Cantonese, do: tooth in Cantonese, for example, is [Å‹a], and see, we’re transcribing other languages already! Trills Moving down, we see the trills. English doesn’t have trills, but many languages, like Spanish, have what is often called in colloquial speech a â€Å"rolled r†. This is an alveolar trill, because it involves the tip of the tongue flapping back and forth continuously against the alveolar ridge. If you can roll your r, try saying [ra] (or better, if you speak Spanish, say ropa, which means ‘clothing’) and you’ll feel the rapid flapping. As I mentioned in the uvular section, French [Ê€] is a trill that involves the uvula flapping rapidly back and forth. Taps (or Flaps) Next up are taps, which are like trills but involve a single flap. English has taps in the middle of words. Try saying latter and you’ll notice that the tt part isn’t actually a [t] sound, nor is it a [d] sound (the difference between that part and the d in dam, for example, might sound subtle to you, but would be noticeable to speakers of other languages). Rather, this is the alveolar tap [É ¾] as it involves tapping your tongue quickly against your alveolar ridge. Fricatives Now the fricatives. Fricatives involve creating a narrow passage in your mouth and so they are slightly more open than the above sounds. Try holding [s] for as long as possible (as if you’re hissing like a snake) and you’ll see that it lasts as long as you can hold your breath. Now try [b] and you’ll notice that you can only hold it for about a second. Because [b] is a stop, you can only hold it until the air held in your mouth runs out, but since [s] is a fricative, the narrow passage allows air to continuously flow out until you run out of breath. Fricatives are also a good way to practice the difference between voiceless and voiced stops. Hold [s] again and then change to [z] in the middle and back to [s] again and you’ll really feel the difference in your vocal cords vibrating. Fricatives can also be in different positions in the mouth, so you can try with holding [f] and changing to [v] and back for example, where you’ll notice the air is flowi ng between your teeth and lips. Approximants We’ll skip the lateral fricatives because they are relatively rare in the world’s languages, and talk instead about approximants. Approximants involve making the opening in your mouth a little wider than a fricative (and if you made it any wider, you would be making a vowel). Say red and you’ll notice that the r (transcribed as [É ¹]) is made at around the same position as [ÊÆ'] (like shed) but with a bigger opening). The other English approximants are [w] and [j]. [w] is made by making a slight closure at your lips and this is more subtle, but if you feel carefully, you’ll notice the back of your tongue also moves up towards your velum, so this is called a labiovelar approximant (or also a labiovelar glide). [j] involves moving your tongue up towards your palate, so it is called a palatal approximant (or also a palatal glide). Laterals Finally, the term lateral refers to the fact that these consonants involve air moving out either side of your tongue. Hold and [l] and put your hand in front of your mouth and you’ll feel some air coming out both sides. Great, we’ve gotten through the consonant categories that exist in English! Another useful tool is to look at mouth diagrams, to see where a certain sound is made. Some of these can be found at this website: http://idrani.perastar.com/ISMS_phonics.htm . The left chart below shows a [t] sound, made by putting the tip of the tongue at the alveolar ridge, while the right chart shows a [k] sound, made by bringing the back of the tongue up to the velum. These charts are especially useful when you’re learning a sound in a language you’re unfamiliar with (for example, there are many tongue diagrams that can be found for the alveopalatal fricatives of Mandarin). If you look at the full IPA chart, you’ll see that there are many more symbols involving other airstream mechanisms to transcribe sounds not in English (such as [!] for the alveolar clicks of Sub-Saharan African languages or [É“] for the implosives of Southeast Asia or [p’] for the ejectives of languages in the Caucasus mountains), which you can look into if you choose to learn these languages! Vowels Okay, let’s talk about the other big class of sounds, vowels, which involve full openings in your mouth. The IPA vowel chart is as follows: Characterizing a Vowel How do we make sense of the shape of the vowel chart? Try saying eat (transcribed as [it]) and notice that the [i] vowel is made at the front of your mouth and that it is also at the top of your mouth. Now try saying oops (transcribed as [ups]) and notice that the [u] vowel is also made at the top of your mouth but is in the back. Now say follow (transcribed as [faloÊŠ] or [fÉ‘loÊŠ] depending on your dialect). Either way, this vowel is low in your mouth. Finally, say cut [kÊÅ't] and court [kÉ”É ¹t]. Notice that your lips don’t round in the first vowel, but they do in the second one. So we can describe vowels in three ways: Height: Vowels can range from high (or close) to low (or open), with mid vowels in between, which can be further subdivided into high-mid (or close-mid) and low-mid (or open-mid) vowels. The height roughly correlates with how high in your mouth it feels. Frontness (or Backness): Vowels can range from front to central to back. The backness roughly correlates with how front or back in your mouth it feels. Roundness: Vowels can be unrounded (the left counterpart of each slot in the IPA) or rounded (the right counterpart of each slot in the IPA). Roundness roughly correlates with whether your lips are rounded or not. The Vowel Space Because I’m describing the positions of the vowels as â€Å"feelings† of where they are in your mouth, it might sound scientific or vague, but vowels have features known as formants can actually be quantitatively measured (in Hertz). The first formant (F1) corresponds to the height (low F1 = high, high F1 = low) and the second (F2) to the backness (low F2 = back, high F2 = front), while both the second and third formant (F3) correspond to the roundness. If we chart the F1 and F2 values of different vowels on a 2D plane where the origin (0, 0) is at the upper right corner and F1 increases as you move left and F2 increases as you move down (as in the following diagram), you will get a vowel space that looks like the IPA vowel chart above. Mapping the vowel space this way is helpful, because just as languages like to keep consonants as symmetric as possible, they also like to keep vowels symmetric and as dispersed as possible so that they are easily perceived to be different from each other. For this reason, languages often have many vowels at the edges of the space and very few in the center. 5 vowel languages (such as Spanish, Japanese, and Hawai’ian) are the most common systems with [i], [e], [a], [o], and [u] (notice how these form an almost-regular pentagon on the vowel space) and 3 vowel systems are also common (such as Arabic and Inuktitut), with [i], [a], and [u] (notice how these form an almost equilateral triangle). English Vowels and Stress English happens to have one of the richest vowel inventories in the world, with most dialects having over 20 vowels (not just the five that we learn in grammar school, the spellings of which are a relic of the fact that Latin did have five vowels)! We can see just a few examples of the richness of the English vowel system by inserting different vowels between [b] and [d] and moving from the upper left of the vowel chart down along the edge until we get to the upper right: Another important sound that shows up a lot in English is called the schwa and looks like this: É™ The schwa is the central vowel (look at the chart above again) and exists in a lot of unstressed environments. When I say â€Å"stressed†, I mean that the syllable is generally louder, higher in pitch, and or longer. Say â€Å"peruse† for example and you’ll notice the stress is on the second syllable, but now say â€Å"perish† and the stress is on the first syllable. Notice that the first vowel sounds different too. In IPA (the straight apostrophe Ê ½ is used before the stressed syllable), these are: Both words begin with the syllable written as â€Å"per†, but the first one becomes a schwa because it is unstressed. If you transcribe words in English, you’ll notice it’s everywhere! To hear even more vowels of English, check this out! The best way to learn transcription is to listen to the sounds on the IPA chart in the sound files on the website given at the beginning of this post and to check them with words in languages you know. With enough practice you’ll be transcribing in no time and be able to practice on foreign languages that you’re learning! Knowing the exact places of articulation, manners of articulation, and position on the vowel chart of consonants and vowels will go a long way in helping you master the phonetics of a foreign language and fool a native speaker! For more blog posts on language learning from our language tutors in Boston and NYC, check out these posts:How to Learn a Language From Your Living Room,Why Should I Study Latin, andTips and Tricks for the French SAT Subject Test.Looking to work with Tyler Lau? Feel free toget in touch! Cambridge Coaching offers private in-person tutoring in New York City and Boston, and online tutoring around the world. ;

The Transition Of Medieval Western Civilization - 970 Words

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Strategic International Business And Competitive Strategy Of IKEA

Question: Discuss about the Competitive Strategy Practices of IKEA. Answer: Introduction: This paper is mainly relying on examination of the theoretical concepts related to international business as well as various competitive strategies and on the basis of observing the best practices of the industry on international competitive strategy it will be suggested which strategy would be best for IKEA , so deductive approach would be the best one for this study. The deductive approach is mainly based on testing the processes that start with a generalised concept or an established theory (Hyde, 2000) . In this case also the study will use deductive method as a theoretical framework will be used for collecting the relevant data so that an accurate analysis as well as conclusion can be drawn. Since qualitative approach is mainly created on the basis of comprehending or exploration of the meaning that the individuals or the groups can easily contribute towards any social issue and this research also covers a diverse range of questions , while focussing on the individual meanings (Creswell, 2014) . This paper will be using qualitative research approach because the subject that has been chosen for study is quite critical thus needs in depth investigation. Quantitative research approach has been eliminated because the main focus of the study is to collect relevant data in relation to international business as well as competitive strategies adopted by organizations to be successful in international markets. After the consideration of various research designs, descriptive research design has been chosen for this study because it will be based on finding that which would be the best practices for the industry in relation to international competitive strategy. Descriptive design for research has been chosen because it is common in relation to various business aspects and mainly aims at describing varied groups of entities or people (Bryman Bell, 2003) . Causal research design has been discarded because this kind of model is mainly used for finding out whether one variable is capable of determining the value of another variables or not (Ghauri Grnhaug, 2005). This research study will rely on just the secondary data as Case Study of IKEA will be done on the basis of previous data and studies that have been conducted on IKEA and what international market strategies has it adopted in past. The information will be collected from the past researches that have been complied as journal articles, annual reports of IKEA; this will help in gaining much holistic view about IKEA. Secondary data will be used because to will save both cost and time and will also provide an opportunity for longitudinal analysis as well (Bryman Bell, 2011 ; Krishnaswamy Satyaprasad, 2010). Case Study has been used as research strategy for this study because this will help the researcher to develop an in-depth analysis of the case and moreover in case study the data collected is mainly processed within a continuous timeframe (Hultman et al. , 2008 ; Creswell, 2014) . Case studies are moreover used mainly in the cases where a complex social phenomenon needs to be understood and it is very effective in showing the significant as well as holistic features of the real life matters (Yin, 2009). Case Organization Description IKEA is one of worlds well known furnishing companies that hold reputation for selling Scandinavian style furniture as well as other home based goods. Currently the company has worldwide 230 stores and the company is operation across the globe in 42 nations with more than 70,000 employees. The capacity of store itself is to host 410 shoppers in a year. The Swedish based organization has been built on the basis of the idea to offer a wide range of functional , and well designed home furnishing products at much lower rates , so that majority of the people can easily afford them. The INGKA Foundation currently solely owns the IKEA Group with the help of a holding company. Background of IKEA The company called IKEA was being founded by Ingvar Kamprad who was a Swedish native, at young age of 17 years in 1943 when he was being rewarded by father in the form of money for doing well in studies. He used this money for a start-up which initially sold basic items like pens, wallets, jewellery at much lower price (IKEA, 2012). In 1948 furniture was also included in its product range and since he got quite positive response, the product line was expanded. Customers were also allowed to view as well as touch the various range of furniture that was just viewable through catalogue. To gain competitive advantage IKEA also opened a showroom and later on flat packs and self-assembly concepts were introduced. In 1963 it opened a store in Norway and since then IKEA has been expanding to various countries like Switzerland, Germany, Denmark, Canada, Netherlands, Australia and Austria. Then 1980 onwards with its new concepts it started expanding further to new markets through franchising. And a new ownership structure was developed in the organization. Context of IKEA The vision of IKEA as an organization is to: Create a better everyday life for many people (IKEA, 2012). The entire business of IKEA strongly supports this vision by both manufacturing as well as selling wide range of home furnishing products that too at much affordable price. Current Strategic International Business and Competitive Strategy of IKEA In a comparative study regarding standardised marketing strategies internationally in retail sector when the international strategies of IKEA were compared in three entirely different markets , China, Sweden and The United States , it was found it adopts standardization approach worldwide with very minimal amount of adaptations that too depending upon the prevailing local cultural values (Burt et al. , 2011) . Therefore as per IKEAs standardised approach for doing business overseas, it suggests that following a standardized approach really works well for the big retailers, although there are quite notable cultural differences. IKEA is quite often used and quoted as an example for the successful centralized organization that implements standardisation strategy. It is a global retailer also that adopts the similar kind of approach in each and every market wherever it operates (Maktoba Porter, 2011) . Standardisation has been considered as the strength of the company and due to global sourcing decisions and selling modern furniture it has been able to reduce the price of its products by at least forty percent (Edvardsson Enquist, 2012). As per Porters Five Generic Competitive Strategies , IKEA has focussed on minimising the production cost and being a modern furniture manufacturing company it has created low cost efficient supply chains with the help of outsourcing. It has approximately 1400 suppliers that have manufactured various products for the organization that too at very low and affordable price, thus decreasing the cost of production. That is why IKEA is capable of providing highly unique as well as quality products, that too at much reasonable cost to the target demographics thus delivering competitive advantage to the firm(Chung, 2008) . To gain competitive advantage it has also adopted transnational strategy as well, where IKEA has created extraordinary tactics for every different nation. For example in case of Chinese markets it has developed compact stores as there are several locations that needs to be accessed and just for the stores in China balcony facilities along with other different layouts have been introduced (Nachum, 2012) . For home delivery services they have added rare-car ownership facility in its list of Chinese counterparts and by adopting transnational strategy IKAE has been able to get attention of customers towards its stores. Teams Perception of IKEAs International Business and Competitive Strategy Challenges and Opportunities As per the teams perception the goal of sustainability as well as environmental design will be the main points to be focussed in its business strategy .SWOT analysis acts as a strategic tool to achieve its objectives in case of IKEA. Any business can counter the threats by capitalising on its strengths and thus create opportunities for itself (Mintel Oxygen, 2010). Like in case of IKEA its major strength is its strategic objective of using not more martial than needed in the manufacturing of each and every item and it also creates its product plans so that it can use more of recycled or waste materials in its products. Strengths: It is a strong global brand that is capable of attracting major consumer groups while promising as well as delivering similar range and quality all across the globe. Focuses on a democratic design that helps in creating a balance between design, price, functionality as well as quality. Cost Consciousness feature of IKEA indicates that lower price is being taken into account whenever each product is being designed from very starting. Works on a strong concept that is entirely based on offering a wide range of functional as well as well designed products that too at lower price (Mintel Oxygen, 2010) . It uses Key performance Indicators (KPIs) for assessing its progress in terms of its vision and long term goals. Strengths in its production process like more use of renewable materials, smart use of raw materials, economies of scale, reducing transportation cost by sourcing materials very closer to supply chain, using latest technologies and volume commitments. Weaknesses: Size as well as scale of business might make it difficult for IKEA to control the quality and standards (Johansson et al., 2008). Need for lower price products is tough to be balanced with good quality products. It is difficult task to maintain good communication with the consumers as well as stakeholders due to large scale of business. Opportunities: Rising demand for greener products that are low priced. More demand for products that have lower water usage as well as lower carbon footprints (The Times, 2014). IKEA offers its customers solutions through which they can live a sustainable life at their home by giving online tips and ideas. Makes use of resources in sustainable manner for example IKEAs main aim is to create zero waste for landfills, methods for lesser water usage and wastewater treatment. IKEA also focuses on reducing carbon footprints by decreasing the use of energy and using more of renewable energy, cutting down its use of air transport as well as reduced packaging. It has developed social responsibilities through IKEA policies where it supports charities like UNICEF, Save the Children etc.(The Times, 2014) Threats: Some of the ongoing social trends like slowdown in the first-time buyers that are entering the housing sector and this are the core target market segment in case of IKEA (Tarnovskaya, 2012). Economic factors like recession might also decrease the consumer spending as well as result in declining disposable income. Since more competitor are making entry in the sector of lower priced household and furnishings so IKEA will have to reinforce its unique qualities to deal with its competitors (Johansson, Hansson, Hanssson, Thelander, 2008). Other Observations and Conclusion The above analysis suggests that IKEA has been a successful retailer in household and furnishings market and expanding into the international markets has provided it with great opportunities as well in these markets. It has achieved increased market size through its market development strategy by selling its existing products into the new markets. IKEA has been able to gain higher returns as well on its major initial capital investments from various other nations except for its home country. That is why they have started exploring new markets. It has been able to exploit its economies of scale by merely expanding in the markets that already consist of homogeneous consumer tastes that does not need much adaptation, by simply using the standardised products all over the globe (Hitt, Ireland, Hoskisson, 2012). The main focus of IKEA is to create and manufacture highly elegant products that are of good quality and low price. By expanding its market base it has also expanded its scope fo r internationalisation as well as has expanded its learning by expanding its knowledge base also. These new markets are also source of innovation in the specific sector of home furnishings and furniture. It also gains competitive advantage from location as every new location has different culture , while the economic factors are specific and it also makes use of geography as well as administration. Through internationalisation it has extended its product life cycle as Swedish market was saturated so IKEA decided to expand its business in other markets. Sweden not being a large market, there seems to be limited growth, so IKEA thought of expanding to various other international markets like Russia, China, European countries and US. IKEA tried to gain competitive advantage by adopting product differentiation by adapting to various markets. IKEA tries to increase its profitability by adopting cost reductions. Initially IKEA was also using global strategy where production along with marketing as well as various other activities that are concentrated in few locations, while there is no customization, to maintain economies of scale. IKEA basically follows standardisation strategy successfully as international strategy however at few places it does have to follow adaptation as per market needs. About ninety percent of its product line is same across the countries but adapting is needed whenever required. IKEA has thus managed to gain cost leadership while ensuring that it caters to local demands through product differentiation thus adopti ng transnational strategy. Bibliography Bryman, A., Bell, E. (2011). Business Research methods. Oxford University Press. Bryman, B., Bell. (2003). Business Reserach Methods. Sage. Burt, S., Johansson, U., Thelander, A. (2011). Standardized Marketing Strategies in Retailing? IKEAs Marketing Strategies in Sweden, the UK and China. Journal of Retailing and Customer Services , 183-193. Chung, H. (2008). The Impact of a Centralised Organisational Structure on Marketing Standardisation Strategy and Performance: The Experience of Price, Place and Management Processes. Journal Of Global Marketing , 83-107. Creswell, J. (2014). Research Design. Sage Pub. Edvardsson, B., Enquist, B. (2012). 'The IKEA Saga': How Service Culture Drives Service Strategy. The Service Industries Journal , 153-186. Ghauri, P., Grnhaug, K. (2005). Research Methods in Business Studies. Essex: Great Britain: Pearson Education Limited. Hitt, M., Ireland, R., Hoskisson, R. (2012). Strategic management: Concepts and cases. Cengage Learning. Hultman, M., Opoku, R. A., Oghazi, P., Bui, Q. T. (2008). Private label competition: the perspective of Swedish branded goods manufacturers. Management Research News , 125-141. Hyde, K. (2000). Recognizing deductive process in qualitative research. Internationa;l Journal , 83. IKEA. (2012). Welcome Inside: IKEA Group Yearly Summary FY12. Retrieved September 12, 2016, from IKEA website: https://www.ikea.com/ms/en_CN/pdf/yearly_summary/ys_welcome_inside_2012.pdf Johansson, U., Hansson, C., Hanssson, F., Thelander, A. (2008). Newspapers- Image formation agents for retailers? Medien im Marketing, Gabler. Krishnaswamy, O. R., Satyaprasad, B. G. (2010). Business research methods. Mumbai: Himalaya Publishing House. Maktoba, O., Porter, M. (2011). Reducing risk in foreign market entry strategies: standardization versus modification. Journal Article, Competitiveness Review: An International Business Journal , 382-396. Mintel Oxygen. (2010). Furniture Retailing - UK. Mintel Oxygen. Nachum, L. (2012). Global comparative strategy. Global Strategy Journal , 92-95. Tarnovskaya. (2012). Activating Stakeholders : An Approach by MNCs in Emerging markets . Emerald Group Publishing Limited. The Times. (2014). IKEA: SWOT analysis and sustainable business planning. Retrieved September 12, 2016, from The Times 100.UK: https://www.circleinternational.co.uk/circle/strategy_files/ikea%20mrktswot.pdf Yin, R. (2009). Case Study Research: Design and Methods. Thousand Oaks, CA Sage.

Willy Russells Our Day Out Essay Example For Students

Willy Russells Our Day Out Essay In the book Our Day Out, Willy Russell interests us in the characters of Carol and Briggs by showing us the contrast of personalities and the difference in lifestyle between the two. The main differences between Carol and Briggs are that Carol is from a deprived background, while the teacher Briggs, probably doesnt understand what kind of life Carol has out of school hours. In scene One, the introduction describes Carol. It says that she is rushing along the street wearing a school uniform which doubles as a street outfit and her Sunday best. This tells us already that she is poor and cant afford new clothes, so she has to wear her school uniform most of the time. When Carol is talking to Les, the lollipop man, she tells him that they are going on a trip. She tells him that only the kids who go to the Progress Class are going, and explains that children go there if they are backward. This shows us that Carol doesnt have a very high opinion of herself and she has a low self-esteem. We will write a custom essay on Willy Russells Our Day Out specifically for you for only $16.38 $13.9/page Order now On the bus, Carol sits by Mrs Kay, the Progress Class teacher. As she looks out at the passing Liverpool, she says to her teacher: Isnt it horrible, eh, miss. She goes on to explain that she doesnt like living in Liverpool, with the dirt. She explains that she likes the nice places, with the trees and gardens. She asks Mrs Kay whether she would be able to live in a nice place when shes older. Theres a pause, while Mrs Kay looks for an appropriate answer, because she probably knows that Carol will end up living in poverty, like her parents, unable to afford many luxuries. Well you could try, couldnt you, love, eh? When Mrs Kay treats the kids to an hour or two at the zoo, the kids decide to steal some of the animals! From what we have seen earlier on in the play, Carol has shown herself to be a girl who doesnt break the rules, but she shows a different side to her when in the zoo. When the kids steal the animals, she also decides to join in with the antics as well! After the kids return all the animals, they set out for Conwy Castle. When they reach the castle, Carol immediately sticks with Mrs Kay, following her to the tables by the sea. Then Andrews, another kid, says to them: Wouldnt it be great if we had something like this round ours. Carol replies to him that they couldnt have anything near where they live because theyd just wreck it, like they wreck everything that is given to them. Carols answer to Andrews shows that she would like something near her area to play in, but it is probably impossible because the people of the town would smash it up, like they chopped the trees down for Bonfire Night to burn them all, as she mentioned on the bus to Mrs Kay. It also suggests to us how she longs for something different, something better in her life than living in poverty with no money to buy luxuries for herself or her family. When the kids are at the beach, Carol follows Mrs Kay around, asking her when they will have to go home. Mrs Kay thinks that Carol actually wants to go home, but in fact, she is enjoying herself so much she wants to stay there; she doesnt want to go home. When the kids are playing football, Mrs Kay is in goal and then says that Carol can take her place. Carol isnt there. Mrs Kay, Colin, Susan (the young teachers) and Mr Briggs all go and look for her. Mr Briggs finds Carol standing on the edge of a cliff. Briggs tries to persuade her to come away from the sheer drop, but she refuses, and tells him to tell Mrs Kay that she is stoppin herein Wales. Briggs tells Carol not to be so silly and he moves towards her but she moves back, nearer to the edge of the cliff. She tells Mr Briggs that she will jump off the cliff, if he doesnt move away from her. Mr Briggs becomes very aware of how close Carol is to the edge of the cliff. Carol. Carol, please come away from there. Please. .ubc6d058615f767e44d0c0f110014c718 , .ubc6d058615f767e44d0c0f110014c718 .postImageUrl , .ubc6d058615f767e44d0c0f110014c718 .centered-text-area { min-height: 80px; position: relative; } .ubc6d058615f767e44d0c0f110014c718 , .ubc6d058615f767e44d0c0f110014c718:hover , .ubc6d058615f767e44d0c0f110014c718:visited , .ubc6d058615f767e44d0c0f110014c718:active { border:0!important; } .ubc6d058615f767e44d0c0f110014c718 .clearfix:after { content: ""; display: table; clear: both; } .ubc6d058615f767e44d0c0f110014c718 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubc6d058615f767e44d0c0f110014c718:active , .ubc6d058615f767e44d0c0f110014c718:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubc6d058615f767e44d0c0f110014c718 .centered-text-area { width: 100%; position: relative ; } .ubc6d058615f767e44d0c0f110014c718 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubc6d058615f767e44d0c0f110014c718 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubc6d058615f767e44d0c0f110014c718 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubc6d058615f767e44d0c0f110014c718:hover .ctaButton { background-color: #34495E!important; } .ubc6d058615f767e44d0c0f110014c718 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubc6d058615f767e44d0c0f110014c718 .ubc6d058615f767e44d0c0f110014c718-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubc6d058615f767e44d0c0f110014c718:after { content: ""; display: block; clear: both; } READ: Hide and Seek EssayDuring the play we can see that Carol is a girl who doesnt have a very high opinion of herself, and we can see this when she describes what kind of kids go to the Progress Class. She doesnt have a very high self-esteem. We can see that she longs for a new and different life in the play she tells Briggs that shes staying in Wales, and also on the coach, she asks Mrs Kay whether she would be able to live in one of them nice places when she grows up. Carol is the classic image of an underprivileged, vulnerable girl from the slums of Liverpool with no prospects and no chance of gaining a good job when she grows up. Mr Briggs character is a complete contrast to Carol; he is a teacher who believes that things should be taught strictly; he also believes that you shouldnt form a relationship with any pupils. We can see this when Briggs decides to come along with Mrs Kay and the other kids, he whispers to Mrs Kay: Youve got some real bright sparks here, Mrs Kay. A right bunch. Mr Briggs relationship with the children is more or less non-existent he doesnt really understand what kind of background the kids come from. He just thinks that they cant be bothered to learn to read or write, but in fact, they come from deprived backgrounds and probably havent had the opportunities that the children who arent in the Progress Class have. Briggs attitude towards the children is shown throughout the play, but we can see this more when he addresses the kids on the coach, when Russell uses words to describe his current mood: suddenly barks sighing, shaking his head and accusing. Briggs thinks that Mrs Kay is more like a mother hen rather than a teacher. The children dont really behave when Briggs is around, and when he confronts Linda Croxley about not wearing the correct school uniform; she doesnt really take any notice of him, and is cheeky towards him. He tells her if she carries on with her attitude shell be spending her time inside the coach: I dont care. I dont wanna see no crappy castle anyway. Briggs is appalled at this, and the fact that she swore indicates that the kids dont have much respect for him. When the Briggs and Mrs Kay are in the zoo cafà ¯Ã‚ ¿Ã‚ ½, Briggs tells Mrs Kay he didnt realise that the kids are actually interested in the animals, and he is enthusiastic at his own suggestion of bringing some slides in for the kids to see. When he finds out that the kids have stolen all the animals, he feels betrayed because he trusted the kids to behave themselves and act responsibly; but they dont, and he is angry. When Briggs finds Carol on the edge of the cliff, he starts to lecture her, asking her who gave her permission to come up here. When Carol tells him that shes staying in Wales, he dismisses it and tells her not to be so silly. He takes a step towards her but she takes a step towards the edge, the sea looming below her. Briggs is astounded. When Carol tells him that he hates everyone, all the kids, he realises that he is strict and possibly people my feel uncomfortable when he is around, and in the end he has to beg Carol to come away from the edge. She does, but she slips Briggs catches her and then wraps his arms around her. After they come back to the beach and get on the bus, the driver asks Briggs if its time to go back to school. Briggs suggests they take the children to the fair. When they get to the fair, Mr Briggs is like a different man. Mrs Kay takes a photo of him and Carol climbing out of a waltzer car, wearing a cowboy hat and handing a goldfish to Carol, and basically having a good time. On the coach on the way home, Briggs sits on the back seat, singing with the kids. The kids actually now enjoy being in his presence, unlike before when he came to sit at the back, they were stifled and bored by his presence. Mrs Kay takes a photo of him with the kids on the back seat, wearing the cowboy hat, with his tie loosened. .u40e98a6d6f6edc11cb7d152a18cc4084 , .u40e98a6d6f6edc11cb7d152a18cc4084 .postImageUrl , .u40e98a6d6f6edc11cb7d152a18cc4084 .centered-text-area { min-height: 80px; position: relative; } .u40e98a6d6f6edc11cb7d152a18cc4084 , .u40e98a6d6f6edc11cb7d152a18cc4084:hover , .u40e98a6d6f6edc11cb7d152a18cc4084:visited , .u40e98a6d6f6edc11cb7d152a18cc4084:active { border:0!important; } .u40e98a6d6f6edc11cb7d152a18cc4084 .clearfix:after { content: ""; display: table; clear: both; } .u40e98a6d6f6edc11cb7d152a18cc4084 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u40e98a6d6f6edc11cb7d152a18cc4084:active , .u40e98a6d6f6edc11cb7d152a18cc4084:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u40e98a6d6f6edc11cb7d152a18cc4084 .centered-text-area { width: 100%; position: relative ; } .u40e98a6d6f6edc11cb7d152a18cc4084 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u40e98a6d6f6edc11cb7d152a18cc4084 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u40e98a6d6f6edc11cb7d152a18cc4084 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u40e98a6d6f6edc11cb7d152a18cc4084:hover .ctaButton { background-color: #34495E!important; } .u40e98a6d6f6edc11cb7d152a18cc4084 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u40e98a6d6f6edc11cb7d152a18cc4084 .u40e98a6d6f6edc11cb7d152a18cc4084-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u40e98a6d6f6edc11cb7d152a18cc4084:after { content: ""; display: block; clear: both; } READ: The Bell Jar Essay ThesisAs he sees the familiar surroundings coming into view, he slips back into his former personality, tightening his tie and straightens his hair. Briggs takes the photo film off Mrs Kay, and says that he will develop the pictures in the lab in school. When the kids and teachers have all left, he exposes the film to the light, destroying the photos. I think he does this because he is embarrassed he has let his hair down, in front of the children and the teachers, because usually he is strict and has old-fashioned ways of teaching. He doesnt form any kind of relationship with the kids, maybe even the teachers, because he refuses Mrs Kays offer of a drin k after the kids all go home. In the play, Russell keeps us interested in the characters of Carol and Briggs by Briggs transformation during the trip; before the trip he is strict, and orders the kids around. He doesnt really understand what background they come from he just thinks that they cant be bothered to help themselves when it comes to education. After the trip, on the way home, he is almost a completely different person! He started to relax, and be friendlier after the incident with Carol. I think that really opened his eyes; he saw that someone, a young girl, someone who has her whole life ahead of her, actually wanted to take her own life because of the life she has now. It made him realise that not all people have an easy life and he realised what kind of background people have. Willy Russell uses comedy to a good effect in the play when the children decide to steal the animals, the stealing of the sweets, and the kind of language that they use. When the coach stops at a roadside shop, the kids are robbing sweets and chocolate left, right and centre, behind the backs of the two men. The fact that it says that it is a usual trick, implies that it has been used before the kids point up to jars on the shelves, and as soon as the mens backs are turned, racks of chocolate bars disappear into eager pockets. In the next scene (scene 16), it simply says: the kids are weighed down with sweets. This shows us that they stole lots and lots of sweets, around à ¯Ã‚ ¿Ã‚ ½60, and they didnt spend nearly that amount! When the kids stop at the zoo, they decide to steal some animals! When they return the animals, they all walk out rabbits, guinea pigs, chickens, even a young goat! The animals are all put into small cages, and then after the zoo-keeper leaves, Mr Briggs lays into the kids. The kind of language that the kids use reflect on the kind of home life they have. They dont really think about what they are saying, they just use the words talking normally. The kids use words such as crappy, dickhead, bastards, and bloody. The swearwords that they use are humorous because they talk like that towards their friends and even the teachers. Will Russell uses tragedy to good effect, in particular on two occasions during the play. When Carol is on the edge of the cliff, when she asks Mr Briggs if she would have been alright if he was her father, she means if she would have been alright as in gaining the right opportunities in life. She is thinking of ending her life so young because she knows, she knows that she wont be given the opportunities that other people will be given. When Andrews is caught smoking at the back of the bus, Briggs sends him to sit at the front, then later he joins him. Briggs asks him how long he has been smoking and he asks him what his parents think of him smoking. Andrews replies that his father belts him when he refuses to give him a cigarette. During the play, we are given little insights into the lives of the children, and we can see that it is a very deprived background. They will probably never have the opportunities that other children are given, and as Mrs Kay said, they are made for the factories, but the factories have closed down, so they have even less opportunities now.