The Hunters: Phantom Chapter 30

Stefan drove like a maniac al the way back to the boardinghouse. â€Å"I can't believe I forgot to tel him that his name had been cal ed,† he said for what felt like the hundredth time. â€Å"I can't believe we left him alone.† â€Å"Slow down,† Meredith told him, trying to hold Matt's sleeping body steady in the backseat as Stefan whipped around a corner, tires squealing. â€Å"You're going way too fast.† â€Å"We're in a hurry,† Stefan growled, yanking on the wheel to make a hard right. Alaric turned around in the passenger seat and gave Meredith a panicky look as Stefan narrowly missed a garbage truck. She sighed. She knew he was trying to make up for his mistake, for not tel ing them immediately that Matt's name had appeared in the herb shop, but kil ing them al in a race to get home wasn't exactly the solution. Besides, although they probably would have done things differently if they'd known, it might not have changed the outcome for Matt. It wasn't as if their precautions had saved either Bonnie or Elena. â€Å"At least you've got vampire reflexes,† she said, more to reassure Alaric than out of any particular confidence in Stefan's driving abilities. She'd insisted on being the one sitting in the back with Matt, and now she turned her attention to him. She put a restraining hand on his chest so he wouldn't go tumbling to the floor as the car jerked and swerved. He was so stil . None of the twitching and eye movements that usual y went with sleep, just the steady shal ow rise and fal of his breathing. He wasn't even snoring. And she knew from camping trips as far back as sixth grade that Matt snored like a buzz saw. Always. Meredith never cried. Not even when the worst happened. And she wasn't going to start now, not when her friends needed her calm and focused to try to figure out how to save them. But if she had been the kind of girl who cried, instead of the kind of girl who strategized, she would have been sobbing. And even now, the breath caught in her throat a little painful y, until she schooled herself into impassive calm again. She was the only one left. Of the four old friends who'd gone through school and summers and adolescence and al the horrors the supernatural world could throw at them, she was the only one the phantom hadn't captured. Yet. Meredith clenched her teeth and held Matt steady. Stefan pul ed up and parked in front of the boardinghouse, having somehow avoided causing any damage to other cars or pedestrians along the way. Alaric and Meredith started to inch Matt careful y out of the car, looping his arms around their necks and slowly shifting him forward into a half-standing position. But Stefan simply grabbed Matt away from them and threw him over his shoulder. â€Å"Let's go,† he said, and stalked off toward the boardinghouse, easily balancing Matt's unconscious body with one hand, not looking back. â€Å"He's become kind of a strange guy,† Alaric commented, watching Stefan alertly. The sunshine caught the stubble on Alaric's unshaven chin and it glinted with a touch of gold. He turned toward Meredith and gave her a rueful, disarming grin. â€Å"Once more into the breach†¦Ã¢â‚¬  he said. Meredith took his hand, warm and solid in her own. â€Å"Come on,† she said. Once they were in the boardinghouse, Stefan clomped straight upstairs to deposit Matt with the other bodies – the other sleepers, Meredith reminded herself fiercely. Meredith and Alaric, hand in hand, turned toward the kitchen. As she pushed the door open, Meredith heard Mrs. Flowers's voice. â€Å"Very useful indeed, my dear,† she was saying, a warm note of approval in her voice. â€Å"You've done very wel . I'm so grateful.† Meredith gaped. At the kitchen table with Mrs. Flowers, cool and calm and pretty in a blue linen dress, sat Dr. Celia Conner, sipping tea. â€Å"Hel o, Alaric. Hel o, Meredith,† said Celia. Her dark eyes bored cool y into Meredith's. â€Å"You'l never believe what I've found.† â€Å"What?† said Alaric eagerly, letting go of Meredith's hand. Her heart sank. Celia reached into a tote bag sitting by her chair and pul ed out a thick book bound in ragged brown leather. She smiled triumphantly and announced, â€Å"It's a book on phantoms. Dr. Beltram ended up sending me to Dalcrest Col ege, which actual y has a very comprehensive col ection of texts on the paranormal.† â€Å"I suggest we adjourn to the den,† Mrs. Flowers said, â€Å"where we can be more comfortable, and examine its contents together.† They moved to the den, but Stefan, when he joined them, did not seem any more comfortable. â€Å"Different types of phantoms,† he said, taking the book from Celia and flipping rapidly through the pages. â€Å"The history of phantoms in our dimension. Where is the banishment ritual? Why doesn't this thing have an index?† Celia shrugged. â€Å"It's very old and rare,† she said. â€Å"It was difficult to find, and it's the only book on the subject we're likely to be able to get our hands on, maybe the only one that exists, so we'l have to excuse things like that. These older texts, the authors wanted you to read straight through and real y learn about their subject, to understand what they wanted to tel you, not just to find the page you needed right away. You might try looking near the end, though.† Alaric was watching Stefan whip through the pages with an expression of pain. â€Å"It's a rare book, Stefan,† he said. â€Å"Please be more careful with it. Would you like me to look? I'm used to finding what I need in these kinds of books.† Stefan snarled, literal y snarled at him, and Meredith felt the hairs along the back of her neck rise. â€Å"I'l do it myself, teacher. I'm in a hurry.† He squinted down at the text. â€Å"Why does it have to be in such ornate print?† he complained. â€Å"Don't tel me it's because it's old. I'm older than it is, and I can barely read it. Huh. ‘Phantoms who are feeding like vampires on one choice sensibility, whether it be guilt, or despair, or grudge; or lust for victuals, the demon rum, or fal en women. The stronger be the sensibility, the worse be the outcome of the phantom created.' I think we could have figured that out ourselves.† Mrs. Flowers was standing slightly removed from the rest of the group, eyes fixed on empty air, muttering seemingly to herself as she communed with her mother. â€Å"I know,† she said. â€Å"I'l tel them.† Her eyes focused on the others as they stood around Stefan, peering over his shoulders. â€Å"Mama says that time is getting short,† she warned. Stefan leaped to his feet and exploded. â€Å"I know it's getting short,† he roared, getting right up into Mrs. Flowers's surprised face. â€Å"Can't your mother tel us something useful for once?† Mrs. Flowers staggered away from him, reaching out to steady herself on the back of a chair. Her face was white, and suddenly she looked older and more frail than ever before. Stefan's eyes widened, their color darkening to a stormy sea green, and he held out his hands, his face horrified. â€Å"I'm sorry,† he said. â€Å"Mrs. Flowers, I'm sorry. I didn't mean to frighten you. I don't know what came over me†¦ I'm just so worried about Elena and the others.† â€Å"I know, Stefan,† Mrs. Flowers said gravely. She had regained her balance and she looked stronger, calm and wise again. â€Å"We will get them back, you know. You must have faith. Mama does.† Stefan sat down, turning back to the book, his lips pressed together into a straight line. Her skin prickling with apprehension, Meredith gripped her stave more tightly as she watched him. When she had revealed to the others that the members of her family were hereditary vampire hunters and that it was now her turn to take on the duty, she had told Elena and Stefan that she would never turn on Stefan, that she understood that he wasn't like other, evil vampires, that he was good: harmless and benign to humans. She had made no such promises about Damon, and Elena and Stefan hadn't asked her to. They al shared an unspoken understanding that Damon couldn't real y be characterized as harmless, not even when he begrudgingly worked with them, and that Meredith would need to keep her options open when it came to him. But Stefan†¦ she had never thought this would happen, but now Meredith was worried that someday she might not be able to keep her promises about Stefan. She had never seen him acting the way he had been lately: irrational, angry, violent, unpredictable. She knew his behavior was probably caused by the phantom, but was Stefan becoming too dangerous? Could she kil him if she had to? He was her friend. Meredith's heart was racing. She realized that her knuckles had whitened against her fighting stave, and her hand ached. Yes, she realized, she would fight Stefan and try to kil him, if she had to. It was true that he was her friend, but her duty had to come first. She took a deep breath and consciously relaxed her hands. Stay calm, she coached herself. Breathe. Stefan was keeping himself more or less under control. It wasn't a decision she had to make. Not yet, anyway. A few minutes later, Stefan stopped flipping pages. â€Å"Here,† he said. â€Å"I think this is it.† He handed the book to Mrs. Flowers. She scanned the page quickly and nodded. â€Å"That feels like the right ritual,† she said seriously. â€Å"I ought to have everything we need to perform it right here in the house.† Alaric reached for the book. He read the spel , too, frowning. â€Å"Does it have to be a blood spel ?† he asked Mrs. Flowers. â€Å"If it backfires, the phantom might be able to turn it against us.† â€Å"I'm afraid it's going to have to be a blood spel ,† Mrs. Flowers replied. â€Å"We'd need more time to experiment to change the spel , and time is the one thing we don't have. If the phantom is able to use its captives the way we think it can, it's only going to get more powerful.† Alaric began to speak again but was interrupted. â€Å"Wait,† said Celia, a slightly shril note in her usual y husky voice. â€Å"A blood spel ? What does that mean? I don't want to get involved in anything† – she searched for a word – â€Å"unsavory.† She reached for the book, but Stefan slammed his hand down on it. â€Å"Unsavory or not, this is what we're doing,† he said quietly, but with a voice as hard as steel. â€Å"And you're a part of it. It's too late for you to back out now. I won't let you.† Celia gave a convulsive shudder and cringed back in her chair. â€Å"Don't you dare threaten me,† she said, her voice quavering. â€Å"Everybody calm down,† Meredith said sharply. â€Å"Celia, no one is going to make you do anything unless you agree to it. I'l protect you myself if need be.† Her eyes flew quickly to Alaric, who was glancing back and forth between them, looking worried. â€Å"But we need your help. Please. You may have saved us al by finding the spel , and we're grateful, but Stefan's right – you're part of this, too. I don't know if it'l work without you.† She hesitated a beat. â€Å"Or, if it does, it might leave you as the phantom's only target,† she added cunningly. Celia shivered again and wrapped her arms around herself. â€Å"I'm not a coward,† she said miserably. â€Å"I'm a scientist, and this†¦ irrational mysticism worries me. But I'm in. I'l help any way I can.† Meredith, for the first time, felt a flash of sympathy for her. She understood how hard it must be for Celia to continue to think of herself as a logical person while the boundaries of what she'd always accepted as reality col apsed around her. â€Å"Thank you, Celia.† Meredith glanced around the room at the others. â€Å"We've got the ritual. We've got the ingredients. We just need to gather everything together and start casting the spel . Are we ready?† Everyone sat up straighter, their faces taking on expressions of stern resolve. As scary as this was, it was good to final y have a purpose and a plan. Stefan breathed deeply and visibly took hold of himself, his shoulders relaxing and his stance settling into something less predatory. â€Å"Okay, Meredith,† he said. His stormy green eyes met her cool gray ones, in perfect accord. â€Å"Let's do this.†

Nature and Nature in Cognitive Development Essay

Why are both nature and nurture important in perceptual development? How do both help a baby’s brain and sensory organs to develop? The question of whether nature or nurture is more important in terms of perceptual development has bee long debated. In general, there are two theories that explain how humans develop these perceptions. The Nativists claim that our brains are built or hardwired to recognize certain stimuli by both design and construction. In contrast, an Empiricist would say that we learn through experience how to perceive things. There was an experiment done by Nativist researchers that sought to determine how very young mammals are able to perceive. The data concluded that early infants were able to perceive quite a lot before they really had a chance to learn anything. Gibson and Walk’s the â€Å"visual cliff† experiment was one such experiment, in this test both young animals and 6 month old human infants were taken to a side of a visual cliff, the test subjects would avoid the clearly deep drop. This indicated that children can perceive visual depth and that visual depth dominates even touch information. Additionally, studies have been done that show babies can recognize faces and that they often prefer the visual stimulation of carton faces as opposed to the same features arranged at random. In other tests it was shown that babies can also recognize whether or not and object is coming directly at their face or not. These experiments show that even the undeveloped infant brain has considerable capacity for perceptual capabilities. In contrast, several Empiricists experiments have been done as well. In one such study, scientists sought to determine the effects of depriving developing animals from perceptual stimulations. These tests have consistently shown that the longer the subject is deprived, the more severe the consequences. For example, humans are sometimes born without sight, due to a clouded cornea. Later in life some elect to have surgery to repair this clouded cornea. The result is sight, these people can see but they cannot perceive what it is that they see. As time goes on they slowly learn to distinguish one object from another, but this is however quite easily interrupted. Often changing an objects position or context is quite enough to slow down or prevent recognition. To conclude, although some argue that perception is due to nature, while others argue for nurture, it may in fact be that the two factors are interdependent and rely on each other. Support for this idea comes from an experiment that studied rats and found that those raised in a perceptually restricted environment had smaller brain development than those raised in an enriched environment, suggesting that while we are born with innate capabilities we need the environment to ensure we develop our abilities to perceive well. The perceptual capabilities we have at birth must be strengthened continuously through perceptual stimulation, furthermore, it would seem that perception in general follows the use it or lose it principle. Just as unused muscles become week, so to do our senses if left unused. Nature and nurture are both essential to health y perceptual development; stimulation begins in the womb and quickly follows all the way through adulthood. Sources. â€Å"Nature and Nurture in Perceptual Development. † . www. indiana. edu. Web. 11 Feb 2013. . . â€Å"Experiencing Sensation and Perception. † . physch. hanover. edu. Web. 11 Feb 2013. . Arterberry, M. â€Å"Perceptual Development. † . Colby College. Web. 11 Feb 2013. .

Environmental Science and Human Populations Worksheet Essay

Using the textbooks, the University Library, or other resources, answer each of the following questions in 100 to 200 words. 1. What would you include in a brief summary on the history of the modern environmental movement, from the 1960s to the present? Rachel Carson, an author, brought to light the harm in using a pesticide called DDT. The pesticide was sprayed to control Dutch elm disease, a fungus that kills trees. The pesticide accidentally killed birds and other wildlife in the process.In 1969 the Environmental Policy Act was passed by Congress. Shortly after that President Nixon recommended the creation of an agency named the Environmental Protection Agency (EPA). In 1970 the Clean Air Act was passed, in 1972 the Marine Mammals Protection Act was inducted, and the Endangered Species Act was passed in 1973. In 1974 the Safe Drinking Water Act was passed and the Superfund Act was passed in 1980 as a result of a hazardous waste problem in New York. 2. Explain the primary concern over exponential population growth. What promotes exponential population growth? What constrains exponential population growth? The primary concerns for the exponential population growth is how to feed, clothe, house, and support the growing population with gainful employment. Economic growth between and within countries is extremely unequal hindering the overall progress.The promotion of exponential population growth can be done with advances in education, health care, and more freedom and opportunities for women. Exponential population growth is constrained by the abuse and overexploitation of ecosystem resources. This can be improved by provisioning, goods obtained from ecosystems; regulating, services obtained from the regulation of ecosystem processes; and cultural, nonmaterial benefits from ecosystems. 3. What is carrying capacity? Compare predictions for human population growth in developed countries versus developing countries. What will occur if carrying capacity is exceeded? Carrying capacity is the population that can be supported indefinitely by an ecosystem without destroying that ecosystem. According to our textbook, policies and actions that reduce infant mortality increase the availability of family planning. Thus improving air quality, providing abundant and pure water, and preserving and protecting natural ecosystems. It will also reduce the erosion of the soil, reduces the release of toxic chemicals to the environment, and would restore health coastal fisheries which all move that society in a positive direction: a sustainable future. Exceeding the carrying capacity is detrimental in many ways. The world is already using a substantial amount of fossil fuels thus emitting more carbon dioxide. Society would not be able to sustain natural resources. Food and water supplies would be diminished or tainted. Disease and famine could also spread faster without cures or medicines to control them. 4. How do individual choices affect natural ecosystem? Provide examples from your personal or community experience. We as individuals have exponential power to support and help the ecosystem. Cultivating your own food is a great start. Growing up my family always planted a garden. We grew a multitude of vegetables including corn, potatoes, onions, and peppers. What we didn’t use right away we canned or froze so that we would have vegetables year round. I have other family members that raise cows, chickens, and pigs for food. Being able to provide your own food source is self-reliability but it is all organic; no fertilizers or pesticides. Other ways to help the natural ecosystem is by recycling; this would decrease the harvesting of other natural resources. Using alternate transportation such as bicycles, electronic cars, and hybrid cars will help diminish the use of fossil fuels that emit carbon dioxide.

Service Recovery Research Paper Example | Topics and Well Written Essays - 2750 words

Service Recovery - Research Paper Example Proper handling of complaints can, therefore, act as a key to service recovery and hence the need to research and evaluate literature associated with service recovery as well as the potential outcome of the process. Understanding buyers’ behavior is the key to unlocking the reasons for dissatisfaction and finding possible solutions. Companies produce goods and services for consumption and then market them to attract customers hence customer acquisition. Customer preferences change with time and therefore continuous assessment of the market is needed. The aim of the research is to make sure customers derive satisfaction after consuming the goods hence buy more. Buyers’ behavior is determined by various factors such as attitudes, personality, motivation, gender and the environment in general among others (Folkes, 1984). On the other hand, Blackwell et al (2006) argue that the buyer’s behavior is prompted by need or problem recognition. They make purchases but not all goods are up to expected standards hence customers are bound to make complaints. Consumer dissatisfaction poses a great risk to organizations as they risk losing market share due to bad mouthing by the affected customers (Singh, 1988). On the other hand, service recovery after service failure is the strength to the company as it enhances positive word of mouth and retention (Barlow & Moller, 2008). This can be achieved by handling the grievances amicably and ensuring customers are convinced and satisfied. The paper will evaluate consumers’ complaints and complaints handling for service recovery and benefits that are expected from the process. Consumer behavior involves making decisions on buying products or services by individuals or organizations. The decision to buy or not to buy may be impromptu or planned where consumers make the budget for goods they want to buy.

The department of finance and personnel (DFP NI) launched a best Essay

The department of finance and personnel (DFP NI) launched a best practice scheme in Jan 2008, the aim of which is to provide real examples of quality improvements in the delivery of services to citizens - Essay Example The company extends practical and personal care for clients round the clock. The home care company strives hard to improve the quality of care and several best practices have been accomplished to enhance the quality of care. The home care company lays emphasis to re-able people who require home care service. The re-ablement service is for duration of six weeks. Clients are offered care and assistance to re-learn normal life skills or learn new life skills to increase their independence. The significant aspect of re-ablement is to assist people to perform their routine activities rather than performing health care workers performing their tasks. On completion of the six week re-ablement service, the care plan is reviewed and further action is taken so that the person can move into the next step of learning. The action that follows the re-ablement service is either to follow the same care plan, increase the current care package, reduce the current package or allow the client to lead a normal life without the support and service of the health care worker. The last option is allowed when the person has completely adapted to their life skills. In short, re-ablement service optimizes the effort of the client to stay independent in the long run and lead a quality life. The service enables people to avoid unwanted visit or stay at care homes and hospitals and enables clients make optimum use of available resources. The in-house service of re-ablement is a value added service and results in positive outcomes that serve as a motivation to the staff (Using best practice (n.d)). The home care company intervenes into the patient’s affairs to avoid hospitalization. To achieve this objective, home care company provides training to health care workers to assist patients during emergency. Emergency care planning enables health care workers to assess the extent of risk and determine whether the patient requires hospitalization. The plan is also

Modern Dance Figure Essay Example | Topics and Well Written Essays - 750 words

Modern Dance Figure - Essay Example Among those who started such changes was Isadora Duncan who looked towards Greek culture as an inspiration to different movement forms and later danced with bare feet and simple garbs (van Rensburg) to make her feel more freely and control her movements that express the resistance and yielding of one’s self to gravity. Chopin and Liszt were dictated her choreography. Ruth St. Denis, a contemporary of Duncan on the other hand, sought ethnic and Asian dance style and later shared her talent and discoveries in Denishawn, a dance company she established with her husband. She taught and choreographed dance movements which were immortalized by the joint efforts of Katherine Dunham and Pearl Primus who continued to work on her style. Another contemporary in the person of Mary Wigman, looked to African and Orient culture where she widely made us of masks (van Rensburg). Towards the middle of the twentieth century, the second wave of modern dancers flourished in New York and were repre sented by Martha Graham, Doris Humphrey and Charles Weidman who danced with Denishawn and another dancer from the Wigman company. However, unlike their teachers who looked for external inspirations, they turned to basic human movements like walking, running, breathing, sitting among others and transformed them to aesthetic movements expressed in dances. Graham concentrated in the breathing process and improved her movements from there, using them as she indulged in the narrative structure. Humphrey on the other hand used the natural dynamic of human footfall expressing fall and recovery (van Rensburg). Twyla Tharp who came later, combined the styles of the aforementioned early dancers and choreographers with that of the ballet and social dances which is now largely reflected in the ‘modern’ modern dance. P. Diddy, one of the modern dancers nowadays, expresses the combination of the aforementioned dance styles in his dance movements. He is a living legacy of those who ca me before him who valued dance movements to express their thoughts and emotions. Diddy’s dance is under the genre of hip-hop and break dance, which reflects his expressions in his songs. Sometimes, Diddy just seems to be walking, a reflection of the second wave of modern dance perception who incorporated natural human phenomena in their dance steps. Most of Diddy’s steps are simple and basic so that he is criticized as one who cannot really dance or does not know how to dance. His skills in other ventures like business probably affected his patronage in the entertainment industry, coupled by his being linked to modern famous personalities like Jennifer Lopez. His dramatic and controversial lifestyle probably influenced his fame in the industry which is also basically reflected in his music and his dance. This made him a figure who young people could relate with, reflecting the life of a bad boy who freely expresses himself the way he wants to, going beyond the freedom one should have in doing anything he pleases, unmindful of what norms and people suggest. P. Diddy is able to reach out to the adolescents, strengthened by the effects of media and other entertainment figures, to express one’s freedom in whatever means one can have. The simplicity of Diddy’s dance is also an encouragement to those who are not skilled in dancing, or it

Professional development Essay Example | Topics and Well Written Essays - 1500 words

Professional development - Essay Example Unfortunately, there are some factors that disturb necessary reflective practice. At first, time restrictions do not give much air to reflective practice, as I have to solve numerous technical problems that should be settled immediately. Generally, my activity is not supposed to include much time for reflections, and custom practice also demands settling down definite concrete problems, rather than reflection in order to find alternative approaches or theoretical basis for professional strategies. Professional attitudes also comprise various kinds of activity, including technical support and resolving technical questions. Unfortunately, there are very few possibilities to implement mental activity for special theoretical reflections. But I need the time for mental activity, because it pushes me to self-development and this could help me in my professional sphere. In my experience over and over again I face the situations when technology outdoes the practice of tutor. These situations should be regarded from the point of view of the theory that comprises the notions of single-loop learning and double-loop learning. These schemes may be illustrated by examples from my professional experience. An example of single-loop may be a case when I have to print out a poster for a customer. At first, I need to choose a computer which is attached to the device. Then the poster is printed, I roll it up. The next step is to inform the user that the poster is ready and then I bring it to the reception and the customer collection for the user. As for double-loop learning, it is implemented in the case when after a virus that could damage the University system is reported; a team meeting is held out to find the most effective strategy to stop the virus. In this case the decision will depend upon the situation and possible effects. Often I implement reflection-in-action that is often described as thinking and making decisions while the situation unfolds. It involves changing the plans according to the circumstances of the situation. "The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation, which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings, which have been implicit in his behavior. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation." (Schn 1983: 68) Reflection-in-action may be characterized with the help of examples of single and double-loop learning. The former is implemented in the situation when I make copies of Microsoft CDs in QUB without changing the motives and governing variables. Double-loop learning is implemented in situation, when, for instance. A customer requires to provide him with a special equipment to be moved off, because it is old. In such cases I need to use a special program that is called autoclave to format a hard disk to delete the information. After that I contact Belfast City Council to learn about the costs, set a collection time and organize a session, where I will help a customer to get the equipment off. The practice described led me to use and explore the theories of Kolb. In order to make learning more helpful, Kolb (1976) came over with the idea that learners should go through four different stages. These stages are the following: the stage of experience, reflection, the development of new ideas and testing of the new ideas in practice (active

Assignment Example | Topics and Well Written Essays - 250 words - 125

Assignment Example Anyone can love anything; the sphere of loving someone or something is not limited. To love and to be loved is the greatest joy that is considered by many people around us. Love is different from lust. Love defines the purity of emotions towards a person whereas lust is centered towards the fulfillment of one’s sexual desires (James Giles). Therefore, it can be said that there is nothing as pure as a mother’s love for her child which is free of any returns and response from the child. Different people think differently about what freedom is. For some people freedom is a name of free will, while others believe that expression of thoughts, ideas and speech is the freedom. There are also few people who believe that freedom lies in doing whatever one wants without analyzing its influence on the lives of other people. In true meaning, freedom extends liberty to a person in a restricted sphere where one should not damage the laws and customs of the society. Freedom is conveying your message and showing your actions to others, the way you want to without pressurizing other people to follow your commandments. Freedom is gaining control over your actions and speech without any

The fall of Enron cannot be blamed on just a few bad apples, discuss Essay

The fall of Enron cannot be blamed on just a few bad apples, discuss critically - Essay Example lt was a replacement of Andrew Fastow, Enron’s Chief Financial Officer and the start of investigations on investment partnerships depicting the web of partnerships aimed at hiding Enron’s debt. The effect was a plummeting of Enron stock to less than a dollar, and Enron filed for bankruptcy in Dec 2, 2011. This study aims at analysing the strengths and weaknesses of the assertion that the fall of Enron cannot be blamed on just a few bad apples. The effect is the development of an in-depth understanding of the factors that were in play in the fall of Enron and provided a conclusion as to the reasons behind the fall of Enron. There are a number of strengths for the statement,â€Å"a few bad apples are to blame for Enron’s fall†. The statement takes into consideration the mistakes made by a few people including Arthur Andersen LLC, Enron’s accounting firm alongside Andrew Fastow for allowing Enron to use partnerships to hide debt and present questionable profits in its financial statements2. Andersen LLC overlooked problems at Enron since it was a lucrative client garnering over $100 million in fees; hence are among the bad apples to blame for Enron’s fall. Andersen is also responsible for the shredding of evidence relating to its dealing with Enron affecting the ability of investigations to unearth the cause of the fall showing that they are responsible for Enron’s fall. Andrew Fastow is to blame for orchestrating the minimal disclosure and the use of the mark-to-market accounting to hide debts at Enron and gives a false impression of profitability. He also demonstrated a conflict of interest in terms of the $30 million he gained from the partnerships aimed at helping Enron but allowing for him to gain from the transaction sat the expense of the stakeholders. The Enron executives form the other bad apples to blame for the fall of Enron through cashing in on their stock while using company funds for personal use through phony investments. The evidence for

Strategic management Essay Example for Free

Strategic management Essay Introduction Preparing an effective case analysis In most strategic management courses, cases are used extensively as a teaching tool. 1 A key reason is that cases provide active learners with opportunities to use the strategic management process to identify and solve organisational problems. Thus, by analysing situations that are described in cases and presenting the results, active learners (that is, students) become skilled at effectively using the tools, techniques and concepts that combine to form the strategic management process. The cases that follow are concerned with actual companies. Presented within the cases are problems and situations that managers and those with whom they work must analyse and resolve. As you will see, a strategic management case can focus on an entire industry, a single organisation or a business unit of a large, diversified firm. The strategic management issues facing not-for-profit organisations also can be examined using the case analysis method. Basically, the case analysis method calls for a careful diagnosis of an organization’s current conditions (as manifested by its external and internal environments) so that appropriate strategic actions can be recommended in light of the firm’s strategic intent and strategic mission. Strategic actions are taken to develop and then use a firm’s core competencies to select and implement different strategies, including business-level, corporatelevel, acquisition and restructuring, international and cooperative strategies. Thus, appropriate strategic actions help the firm to survive in the long run as it creates and uses competitive advantages as the foundation for achieving strategic competitiveness and earning above-average returns. The case method that we are recommending to you has a rich heritage as a pedagogical approach to the study and understanding of managerial effectiveness. 2 As an active learner, your preparation is critical to successful use of the case analysis method. Without careful study and analysis, active learners lack the insights required to participate fully in the discussion of a firm’s situation and the strategic actions that are appropriate. Instructors adopt different approaches in their application of the case analysis method. Some require active learners/students to use a specific analytical procedure to examine an organisation; others provide less structure, expecting students to learn by developing their own unique analytical method. Still other instructors believe that a moderately structured framework should be used to analyse a firm’s situation and make appropriate recommendations. Your lecturer or tutor will determine the specific approach you take. The approach we are presenting to you is a moderately structured framework. We divide our discussion of a moderately structured case analysis method framework into four sections. First, we describe the importance of understanding the skills active learners can acquire through effective use of the case analysis method. In the second section, we provide you with a process-oriented framework. This framework can be of value in your efforts to analyse cases and then present the results of your work. Using this framework in a classroom setting yields valuable experiences that can, in turn, help you to successfully complete assignments that you will receive from your employer. The third section is where we describe briefly what you can expect to occur during in-class case discussions. As this description shows, the relationship and interactions between instructors and active learners/students during case discussions are different than they are during lectures. In the final section, we Introduction Preparing an effective case analysis present a moderately structured framework that we believe can help you to prepare effective oral and written presentations. Written and oral communication skills also are valued highly in many organisational settings; hence, their development today can serve you well in the future. Skills gained through use of the case analysis method. The case analysis method is based on a philosophy that combines knowledge acquisition with significant involvement from students as active learners. In the words of Alfred North Whitehead, this philosophy ‘rejects the doctrine that students had first learned passively, and then, having learned should apply knowledge’. 3 In contrast to this philosophy, the case analysis method is based on principles that were elaborated upon by John Dewey: Only by wrestling with the conditions of this problem at hand, seeking and finding his own way out, does [the student] think If he cannot devise his own solution (not, of course, in isolation, but in correspondence with the teacher and other pupils) and find his own way out he will not learn, not even if he can recite some correct answer with a hundred percent accuracy. 4 The case analysis method brings reality into the classroom. When developed and presented effectively, with rich and interesting detail, cases keep conceptual discussions grounded in reality. Experience shows that simple fictional accounts of situations and collections of actual organisational data and articles from public sources are not as effective for learning as fully developed cases. A comprehensive case presents you with a partial clinical study of a real-life situation that faced managers as well as other stakeholders, including employees. A case presented in narrative form provides motivation for involvement with and analysis of a specific situation. By framing alternative strategic actions and by confronting the complexity and ambiguity of the practical world, case analysis provides extraordinary power for your involvement with a personal learning experience. Some of the potential consequences of using the case method are summarised in Exhibit 1. As Exhibit 1 suggests, the case analysis method can assist active learners in the development of their analytical and judgement skills. Case analysis also helps you learn how to ask the right questions. By this we mean questions that focus on the core strategic issues that are included in a case. Active learners/students with managerial aspirations can improve their ability to identify underlying problems rather than focusing on superficial symptoms as they develop skills at asking probing yet appropriate questions. The collection of cases your instructor chooses to assign can expose you to a wide variety of organisations and decision situations. This approach vicariously broadens your experience base and provides insights into many types of managerial situations, tasks and responsibilities. Such indirect experience can help you to make a more informed career decision about the industry and managerial situation you believe will prove to be challenging and satisfying. Finally, experience in analysing cases definitely enhances your problemsolving skills, and research indicates that the case method for this class is better than the lecture method. 5 Furthermore, when your instructor requires oral and written presentations, your communication skills will be honed through use of the case method. Of course, these added skills depend on your preparation as C-4 Exhibit 1 | Consequences of student involvement with the case method 1 Case analysis requires students to practise important managerial skills—diagnosing, making decisions, observing, listening and persuading—while preparing for a case discussion. 2 Cases require students to relate analysis and action, to develop realistic and concrete actions despite the complexity and partial knowledge characterising the situation being studied. 3 Students must confront the intractability of reality—complete with absence of needed information, an imbalance between needs and available resources, and conflicts among competing objectives. 4 Students develop a general managerial point of view—where responsibility is sensitive to action in a diverse environmental context. Source: C. C. Lundberg and C. Enz, 1993, ‘A framework for student case preparation’, Case Research Journal, 13 (Summer), p. 134. Introduction Preparing an effective case analysis well as your instructor’s facilitation of learning. However, the primary responsibility for learning is yours. The quality of case discussion is generally acknowledged to require, at a minimum, a thorough mastery of case facts and some independent analysis of them. The case method therefore first requires that you read and think carefully about each case. Additional comments about the preparation you should complete to successfully discuss a case appear in the next section. Student preparation for case discussion If you are inexperienced with the case method, you may need to alter your study habits. A lecture-oriented course may not require you to do intensive preparation for each class period. In such a course, you have the latitude to work through assigned readings and review lecture notes according to your own schedule. However, an assigned case requires significant and conscientious preparation before class. Without it, you will be unable to contribute meaningfully to in-class discussion. Therefore, careful reading and thinking about case facts, as well as reasoned analyses and the development of alternative solutions to case problems, are essential. Recommended alternatives should flow logically from core problems identified through study of the case. Exhibit 2 shows a set of steps that can help you to familiarise yourself with a case, identify problems and propose strategic actions that increase the probability that a firm will achieve strategic competitiveness and earn above-average returns. C-5 Exhibit 2 | An effective case analysis process Step 1: Gaining familiarity a. In general – determine who, what, how, where and when (the critical facts of the case). b. In detail – identify the places, persons, activities and contexts of the situation. c. Step 2: Recognising symptoms Recognise the degree of certainty/uncertainty of acquired information. a. List all indicators (including stated ‘problems’) that something is not as expected or as desired. b. Ensure that symptoms are not assumed to be the problem (symptoms should lead to identification of the problem). Step 3: Identifying goals a. Identify critical statements by major parties (e. g. people, groups, the work unit, etc. ). b. List all goals of the major parties that exist or can be reasonably inferred. Step 4: Conducting the analysis a. Decide which ideas, models and theories seem useful. b. Apply these conceptual tools to the situation. c. Step 5: Making the diagnosis As new information is revealed, cycle back to sub-steps (a) and (b). a. Identify predicaments (goal inconsistencies). b. Identify c. Step 6: Doing the action planning c. problems (discrepancies between goals and performance). Prioritise predicaments/problems regarding timing, importance, etc. a. Specify and prioritise the criteria used to choose action alternatives. b. Discover or invent feasible action alternatives. Examine the probable consequences of action alternatives. d. Select a course of action. e. Design an implementation plan/schedule. f. Create a plan for assessing the action to be implemented. Source: C. C. Lundberg and C. Enz, 1993, ‘A framework for student case preparation’, Case Research Journal, 13 (Summer), p. 144. Introduction Preparing an effective case analysis Gaining familiarity Identifying goals The third step of effective case analysis calls for you to identify the goals of the major organisations, business units and/or individuals in a case. As appropriate, you should also identify each firm’s strategic intent and strategic mission. Typically, these direction-setting statements (goals, strategic intents and strategic missions) are derived from comments made by central characters in the organisation, business unit or top management team as described in the case and/or from public documents (for example, an annual report). Completing this step successfully can sometimes be difficult. Nonetheless, the outcomes you attain from this step are essential to an effective case analysis because identifying goals, intent and mission helps you to clarify the major problems featured in a case and to evaluate alternative solutions to those problems. Directionsetting statements are not always stated publicly or prepared in written format. When this occurs, you must infer goals from other available factual data and information. C-6 The first step of an effective case analysis process calls for you to become familiar with the facts featured in the case and the focal firm’s situation. Initially, you should become familiar with the focal firm’s general situation (for example, who, what, how, where and when). Thorough familiarisation demands appreciation of the nuances, as well as the major issues, in the case. Gaining familiarity with a situation requires you to study several situational levels, including interactions between and among individuals within groups, business units, the corporate office, the local community and the society at large. Recognising relationships within and among levels facilitates a more thorough understanding of the specific case situation. It is also important that you evaluate information on a continuum of certainty. Information that is verifiable by several sources and judged along similar dimensions can be classified as a fact. Information representing someone’s perceptual judgement of a particular situation is referred to as an inference. Information gleaned from a situation that is not verifiable is classified as speculation. Finally, information that is independent of verifiable sources and arises through individual or group discussion is an assumption. Obviously, case analysts and organisational decision makers prefer having access to facts over inferences, speculations and assumptions. Personal feelings, judgements and opinions evolve when you  are analysing a case. It is important to be aware of your own feelings about the case and to evaluate the accuracy of perceived ‘facts’ to ensure that the objectivity of your work is maximised. Conducting the analysis The fourth step of effective case analysis is concerned with acquiring a systematic understanding of a situation. Occasionally cases are analysed in a less-thanthorough manner. Such analyses may be a product of a busy schedule or of the difficulty and complexity of the issues described in a particular case. Sometimes you will face pressures on your limited amounts of time and may believe that you can understand the situation described in a case without systematic analysis of all the facts. However, experience shows that familiarity with a case’s facts is a necessary, but insufficient, step in the development of effective solutions – solutions that can enhance a firm’s strategic competitiveness. In fact, a lessthan-thorough analysis typically results in an emphasis on symptoms, rather than on problems and their causes. To analyse a case effectively, you should be sceptical of quick or easy approaches and answers. A systematic analysis helps you to understand a situation and determine what can work and probably what will not work. Key linkages and underlying causal networks based on the history of the firm become apparent. In this way, you can separate causal networks from symptoms. Also, because the quality of a case analysis depends on applying appropriate tools, it is important that you use the ideas, models and theories that seem to be useful for evaluating and solving individual and unique situations. As you consider facts and symptoms, a useful Recognising symptoms. Recognition of symptoms is the second step of an effective case analysis process. A symptom is an indication that something is not as you or someone else thinks it should be. You may be tempted to correct the symptoms instead of searching for true problems. True problems are the conditions or situations requiring solution before the performance of an organisation, business unit or individual can improve. Identifying and listing symptoms early in the case analysis process tends to reduce the temptation to label symptoms as problems. The focus of your analysis should be on the actual  causes of a problem, rather than on its symptoms. Thus, it is important to remember that symptoms are indicators of problems; subsequent work facilitates discovery of critical causes of problems that your case recommendations must address. Introduction Preparing an effective case analysis theory may become apparent. Of course, having familiarity with conceptual models may be important in the effective analysis of a situation. Successful students and successful organisational strategists add to their intellectual tool kits on a continual basis. What to expect from in-class case discussions Classroom discussions of cases differ significantly from lectures. The case method calls for instructors to guide the discussion, encourage student participation and solicit alternative views. When alternative views are not forthcoming, instructors typically adopt one view so that students can be challenged to respond to it thoughtfully. Often students’ work is evaluated in terms of both the quantity and the quality of their contributions to in-class case discussions. Students benefit by having their views judged against those of their peers and by responding to challenges by other class members and/or the instructor. During case discussions, instructors listen, question and probe to extend the analysis of case issues. In the course of these actions, peers or the instructor may challenge an individual’s views and the validity of alternative perspectives that have been expressed. These challenges are offered in a constructive manner; their intent is to help students develop their analytical and communication skills. Instructors should encourage students to be innovative and original in the development and presentation of their ideas. Over the course of an individual discussion, students can develop a more complex view of the case, benefiting from the diverse inputs of their peers and instructor. Among other benefits, experience with multiple-case discussions should help students to increase their knowledge of the advantages and disadvantages of group decision-making processes. Student peers as well as the instructor value comments that contribute to the discussion. To offer relevant contributions, you are  encouraged to use independent thought and, through discussions with your peers outside of class, to refine your thinking. We also encourage you to avoid using ‘I think’, ‘I believe’ and ‘I feel’ to discuss your inputs to a case analysis process. Instead, consider using a less emotion-laden phrase, such as ‘My analysis shows’. This highlights the logical nature of the approach you have taken to complete the six steps of an effective case analysis process. When preparing for an in-class case discussion, you should plan to use the case data to explain your assessment of the situation. Assume that your peers and instructor know the case facts. In addition, it is good practice to prepare notes before class discussions and use them as you explain your view. Effective notes signal to classmates and the instructor that you are prepared to engage in a thorough discussion of a case. Moreover, C-7 Making the diagnosis The fifth step of effective case analysis – diagnosis – is the process of identifying and clarifying the roots of the problems by comparing goals with facts. In this step, it is useful to search for predicaments. Predicaments are situations in which goals do not fit with known facts. When you evaluate the actual performance of an organisation, business unit or individual, you may identify over- or underachievement (relative to established goals). Of course, single-problem situations are rare. Accordingly, you should recognise that the case situations you study probably will be complex in nature. Effective diagnosis requires you to determine the problems affecting longer-term performance and those requiring immediate handling. Understanding these issues will aid your efforts to prioritise problems and predicaments, given available resources and existing constraints. Doing the action planning The final step of an effective case analysis process is called action planning. Action planning is the process of identifying appropriate alternative actions. In the action planning step, you select the criteria you will use to evaluate the identified alternatives. You may derive these criteria from the analyses; typically, they are related to key strategic situations facing the focal organisation. Furthermore, it is important that you prioritise these criteria to ensure a rational and effective evaluation of alternative courses of action. Typically, managers ‘satisfice’ when selecting courses of action; that is, they find acceptable courses of action that meet most of the chosen evaluation criteria. A rule of thumb that has proved valuable to strategic decision makers is to select an alternative that leaves other plausible alternatives available if the one selected fails. Once you have selected the best alternative, you must specify an implementation plan. Developing an implementation plan serves as a reality check on the feasibility of your alternatives. Thus, it is important that you give thoughtful consideration to all issues associated with the implementation of the selected alternatives. Introduction Preparing an effective case analysis Exhibit 3 | Types of thinking in case preparation: Analysis and synthesis C-8 125 000 Sources: Income figures are approximate and based on A. Chatterjee, 1998, ‘Marketing to the superrich’, Business Today (Living Media India Ltd), 22 April; W. Berryman and J. McManus, 1998, ‘India: Turning the elephant economy’, Independent Business Weekly, 24 June. offered spicier sauces, such as McMasala and McImli (made from tamarind). Other elements of the menu, such as chicken nuggets, fillet fish sandwiches, fries, sodas and milkshakes, were in common with the rest of the McDonald’s system. In 1998, McDonald’s India set up a menu development team to collect consumer feedback. Subsequently, the team came up with its menu vision, and new products since then have been based on this vision. The adaptation of the strategy went well beyond the menu, encompassing many aspects of the restaurant management system. Two different menu boards were displayed in  each restaurant – green for vegetarian products and purple for non-vegetarian products. Behind the counter, restaurant kitchens had separate, dedicated preparation areas for the meat and non-meat products. The kitchen crew (in charge of cooking) had different uniforms to distinguish their roles and did not work at the vegetarian and non-vegetarian stations on the same day, thus ensuring clear segregation. The wrapping of vegetarian and non-vegetarian food took place separately. These extra steps were taken to assure Indian customers of the wholesomeness of both products and their preparation. To convince Indian customers that the company would not serve beef and would respect the culinary habits of its clientele, McDonald’s printed brochures explaining all these steps and took customers on kitchen tours. McDonald’s positioned itself as a family restaurant. The average price of a ‘Combo’ meal, which included burger, fries and Coke, varied from Rs 76 for a vegetarian meal to Rs 88 for a Maharaja Mac meal. This could be compared with KFC meal prices at Rs 59 (Crispy Burger, regular fries and large Pepsi) and Rs 79 (KFC Chicken, Colonel Burger and regular Pepsi). McDonald’s Happy Meal, which included a complimentary toy, was priced at Rs 46. The prices in India were lower than in Sri Lanka or Pakistan, and even the price of the Maharaja Mac was 50 per cent less than an equivalent product in the United States. To fight its premium image among the public, the company undertook selective price cutting and ran some periodic promotions. In February 1999, the company was offering ‘economeals’ for as low as Rs 29. The company reduced the price of vegetable nuggets from Rs 29 to Rs 19 and that of its soft-serve ice-cream cone from Rs 16 to Rs 7. Apparently, this still afforded McDonald’s a healthy margin (40 per cent for cones). As Vikram Bakshi, explained, ‘I will never become unaffordable, as I will not then be able to build up volumes. ’ The lower price could be attributed to two factors: the pricing strategies of MNC rivals as well as mid-range local restaurants, and the development of a local (low-cost) supply chain. McDonald’s pricing strategies, as well as special promotions, were influenced by rivals. In February 1999, several competitors were running special promotions, with KFC offering a meal inclusive of chicken, rice and gravy for Rs 39. For Rs 350, Pizza Hut was offering a whole family meal, including two medium pizzas, bread and Pepsi. Wimpy’s was offering Case 8 McDonald’s expansion strategies in India mega meals at Rs 35. A typical vegetarian ‘set meal’, or ‘thali’ (which included Indian breads, rice, vegetables and yogurt) at a mid-range restaurant cost around Rs 50, which was considerably lower than a McDonald’s meal. Some analysts believed that that by introducing loss leaders (for example, cones), McDonald’s wanted to highlight good value for all its products. Whether customers attracted by special promotions pay repeat visits to McDonald’s remains to be seen. In October 2000, the company introduced two new Indianised products to its menu – the Chicken McGrill and the Veg Pizza McPuff. At that point in time, 75 per cent of the menu in India was unique – that is, different from the rest of the McDonald’s system. The Chicken McGrill had a grilled chicken patty topped with onions and mint sauce, to give it an Indian flavour. The Veg Pizza was a takeoff on the popular Indian samosa (potato-based curry puff) with differences in shape (rectangular) and stuffing (capsicum, onions and Mozarella cheese with tomato sauce). In keeping with the low pricing strategy in India, these items were priced at Rs 25 and Rs 16, respectively. With its value pricing and localised menu, McDonald’s had attracted some loyal customers. One such customer said, ‘A normal kebab, with all the trimmings, at a regular restaurant would cost more than Rs 25 and if the new McGrill is giving us a similar satisfaction with its mint chutney (sauce), then we’d rather eat in a lively McDonald’s outlet than sitting in a cramped car on the road. ’ Some elements of the promotional strategy remained the same as in other parts of the world. One instance of this included the emphasis on attracting children. A Happy Meal film was consistently shown on the Cartoon Network and the Zee (a local channel) Disney Hour. McDonald’s also teamed up with Delhi Traffic Police and the Delhi Fire Service to highlight safety issues, again trying to create goodwill among schoolchildren. In October 1999, in conjunction with The Walt Disney Company and UNESCO, McDonald’s launched a search for Millennium Dreamers. The program would bring together 2 000 young people from around the globe who had made a positive and significant impact on their communities. Based on the number of its outlets, India was allocated two representatives. By June 2000, the company had started rolling out its first national campaign, as it was expanding beyond Mumbai and New Delhi. The campaign, budgeted at Rs 100 million, was expected to highlight (in phased order) the brand (the experience that there is something special about McDonald’s), food quality and variety. The company also ran special promotions during festivals, and ‘vegetarian’ days, and was even developing garlicfree sauces to bring in ‘hard-core’ vegetarian traffic. In terms of the selection of cities, McDonald’s followed the same strategy in India as in the rest of the world. Its initial focus on Mumbai and Delhi was driven by the following factors: they were the two largest cities in India; their citizens enjoyed relatively high income levels compared to the rest of the country; and they were exposed to foreign food and culture. After establishing a presence in the leading cities, McDonald’s then moved to smaller satellite towns near the metropolitan cities (for example, from Delhi to Gurgaon and Noida, both suburbs of Delhi, and from Mumbai to Pune). McDonald’s often found that there were positive spillover effects, in terms of its reputation, from the metropolitan cities to the satellite towns. In Jaipur, the company was hoping to attract foreign tourists. C-125 Developing the supply chain McDonald’s search for Indian suppliers started as early as 1991. Its initial challenge was to develop local suppliers who could deliver quality raw materials, regularly and on schedule. In the five-and-a-half years until start-up, McDonald’s spent as much as Rs 500 million (US$12. 8 million) to set up a supply network, distribution centres and logistics support. By mid-2000, some estimates placed the total investment in the supply chain at almost Rs 3 billion. Local suppliers, Exhibit 6 | McDonald’s supply chain in India Phillaur (sauces) Dehradun (lettuce) Nainital (lettuce) Taloja (veg. nuggets) Thane Pune (lettuce) Oo’ty (lettuce) Baramati (cheese) Hyderabad (mutton patties) Venkatapur (pickles) Cochin Supplier locations Distribution centres Case 8 McDonald’s expansion strategies in India distributors and joint venture partners and employees had to match the restaurant chain’s quality and hygiene standards before they became part of its system. McDonald’s experience in identifying and cultivating the supplier of lettuce provided an excellent illustration of the difficulties involved. In 1991, hardly any iceberg lettuce was grown in India, except for a small quantity grown around Delhi during the winter months. McDonald’s identified a lettuce supplier (Mangesh Kumar from Ootacamund in Tamilnadu, a southern state) and helped him in a broad range of activities, from seed selection to advice on farming practices. In the case of several other suppliers, such as Cremica Industries which supplied the sesame seed buns, McDonald’s helped them to gain access to foreign technology. In another instance, it encouraged Dynamix, the supplier of cheese, to establish a program for milk procurement by investing in bulk milk collection and chilling centres. This, in turn, led to higher milk yields and overall collections, as well as to an improvement in milk quality. McDonald’s ended up with a geographically diverse sourcing network, with buns coming from northern India, chicken and cheese from western India, and lettuce and pickles from southern India. There were as many as 40 suppliers in the company’s supply chain. (See Exhibit 6 for McDonald’s supply chain. ) A dedicated distribution system was established to match the suppliers’ production and delivery schedules with the restaurant’s needs. The first two centralised distribution centres were set up near Mumbai and at Cochin (in the southernmost part of India) in joint ventures with two local retailers, both of whom had to learn from international distributors of McDonald’s products how the restaurant chain handled distribution worldwide and, especially, how to enhance the quality of storage operations. The company estimated that each distribution centre could service about 25 outlets. McDonald’s strove to keep the storage volumes of products high in order to exploit all possible economies of scale. The distribution centres were also expected to maintain inventory records and to interact with suppliers and the logistics firm to ensure that their freezers were well stocked. Said Amit Jatia, ‘The most important part of our operations was the development of a cold chain [the process of procurement, warehousing, transportation and retailing of food products under controlled temperatures]. There is practically no need for a knife in any restaurant. All the chopping and food processing is done in the plants. Only the actual cooking takes place in the restaurants. ’ Even with the suppliers and distribution system in place, McDonald’s needed a distribution link to move raw materials to its restaurants. Logistics management was contracted out to AFL Logistics – itself a 50:50 joint venture between Air Freight (a Mumbai-based firm) and FX Coughlin of the United States, McDonald’s international logistics provider. AFL logistics was responsible for the temperature-controlled movement of all products (by rail, road or air, as appropriate) from individ.

Literature Review of Buyer Behaviour Models

Literature Review of Buyer Behaviour Models The purpose of marketing is to make consumers develop an urge for a particular product even if they are not looking for the same. That is why organisations are required to understand the behaviour of customers before marketing their products in a more desirable way. Consumer behaviour is defined as the way the consumers act or behave when looking for, buying and using products (ODougherty, Haynes, Davies OConnor, 2007). Consumer behaviour is significant to businesses as they determine the nature of the prospective buyers. Knowing consumer behaviour helps business enterprises to find out the best way to advertise the products in order to attract a particular set of consumers. In the earlier times, shop keepers were able to acquire a fair understanding of consumer behaviour because they sold their products directly to the customers. However, with the increasing growth in the size of firms, opportunities of direct contact with consumers have lowered. Increasingly, managers are investing more to gain an insight on consumer behaviour. As a consequence, business and academic researchers invest more resources in studying consumer energy for the improvement of businesses. Literature Review Several academics and professional have conducted their research on consumer behaviour. A review of the literatures would include significant theories and studies in this perspective. Stimulus-Behaviour Model One of the oldest models in regards to consumer behaviour is stimulus-behaviour model. The following model propagates that marketing and other stimuli influence the buyers black box, producing certain responses (The Institute for Working Futures, n.d.). The stimuli can be of two kinds. The marketing stimuli or the marketing mix consist of 4 Ps including product, price, place and promotion. Others include economic, technological, political and cultural stimuli. All these stimuli move through the consumers black box and help them to make the product choice, brand choice, purchasing timing and purchasing amount. Figure 1: Stimulus-Behaviour Model (Source: Tyagi Kumar, 2004) Apart from this simplified model, several other models have been developed by the marketing scholars in the field of consumer behaviour. The most prominent models have been developed by John A. Howard and Jagdish N Sheth, Francesco M. Nicosia, James F. Engel, Roger D. Blackwell and David T. Kollat. The five stage model of buying process includes steps like recognizing the problems, searching for information, evaluating the alternatives, purchasing decision and post purchase behaviour of the consumers. After purchasing the products, the buyer is expected to feel some level of satisfaction or dissatisfaction regarding the product or service acquired. The number of organisational buying processes can be quite large. Product and service marketers have recognized that at every step of the buying process, the purchaser can have different requirements and various groups can get involved in the same. Buy Grid Model According to the Buy Grid model, the process of decision making within an organisation has two parts including buy phase model and buy class model. The stages in the Buy Phase model are quite similar to the buying stages discussed above. After identifying the requirements, industrial buyers pass through a number of processes including determination of requirements, specific description of the same, search for probable sources, assessment of the sources, selection of the same, establishment of order routine and appraisal of the performance feedback (Baker Hart, 2003). Figure 2: Buy Grid Model (Source: Baker Hart, 2003) Buy class has been added to the same model to create a grid. Buy class model refers to the various types of buying decisions; the decisions are mostly based on consumers experience about specific products or services. The new buying decision takes into account the products and services which have never been acquired, along with the entire process. The straight re-buy process and modified re-buy process consider less number of tasks as consumers do not need to spend time on searching for sources (Dwyer Fanner, 2008). Industrial Buying Behaviour Back in the year 1973, Sheth had proposed a model on the industrial buyers behaviour. The model is a complex one with a large number of variables integrated in it. Figure 3: An Integrated Model of Industrial Buying Behaviour (Source: Sheth, 1973) The model considers many variables. However, all of these variables hold relevance in the process that determines purchase decisions. Certain conditions are there which can be simplified depending on the situation. Prior to that, in the year 1966, Nicosia has proposed a model which included attitude, motivation and experience as the driving force behind the purchase process (Swarbrooke Horner, 2007). Buyer Seller Interaction In 1985, Campbell criticized the Sheth model for not considering the interplay between the marketing and purchasing strategies and their antecedents. Another disadvantage is that the model concentrates on the buyers side rather than paying attention to the sellers influence on buying behaviour. In contrast, an interaction model introduced by IMP group has focussed mostly on the interaction of the two parties giving almost equal importance to the characteristics of both the buyers and the sellers. According to the Campbell, the model includes three variable groups: the buyers characteristics, the product and the supplier. Figure 4: Buyer Seller Interaction (Source: Baker Hart, 2003) The above model considers few probable types of buyer and seller interaction strategies. These are competitive, cooperative and command. A joint occurrence of the above mentioned strategies can happen if both the parties have almost similar level of power and the switching cost to other suppliers is almost equal for every case. In command buying, the consumer is expected to have more power than the vendor. Cooperative buying mostly happens between the manufacturer and the distributor of the products, when cooperation is required between the two. The above model shows buyers and sellers characteristics with detailed discussion on the interaction. There are certain other concepts related to consumers buying behaviour. There are a number of people, directly and indirectly involved in the purchasing processes. The buying centre is comprised of all the people involved in the buying process. The initiator, user, buyer, influencer, decider and gatekeeper are individuals or groups involved in the various stages of the process. The initiator is the individual or group who first suggests the need of purchasing a particular product. The influencer is the individual or group, who would have his or her input in the entire process. People, controlling the information flow and access to concerned individuals in the organisations, are the gatekeepers of the entire process (Folsom Boulware, 2004). Apart from those mentioned above, there are several others involved in significant stages of the process. Conclusion After critically examining all these models, it was understood that most of these models have taken into account a number of broad factors which are comprehended according to the model specifications. Most of these models start with the initiation of expectations among the consumers. Certain other factors such as lifestyle of the users, status of the consumers, information sources such as exhibition and shows, advertisements, word- of-mouth may result in influential factors behind the consumers purchasing processes. Certain factors, such as time pressure and inherent risk are quite specific to the respective product and have the ability to put an impact on purchasing process. Apart from these, there can be certain other situational and company specific factors influencing the choice of suppliers (Sheth, 1973). Post-purchase satisfaction also triggers the re-buying process. Reference Baker, J., M Hart, S. 2003. The Marketing Book. Butterworth-Heineman. Dwyer, R., F. Fanner, F., J. 2008. Business Marketing. New York: McGraw Hill. Folsom, D. W. Boulware, R. 2004. Encyclopedia of American business. NewYork: Infobase Publishing. ODougherty, D., Haynes, R., Davies, V. M. OConnor, M. 2007. Consumer Behavior. South Africa: Pearson Education. Sheth, N. J. 1973. A Model of Industrial Buyer Behaviur. [Pdf]. Available at: http://www.jagsheth.net/docs/A%20Model%20of%20Industrial%20BuyerBehavior.pdf [Accessed on November 01, 2010]. The Institute for Working Futures. No Date. Consumer Buying Behavior. [Online]. Available at: http://www.marcbowles.com/courses/adv_dip/module12/chapter4/amc12_ch4_two.htm [Accessed on November 01, 2010]. Tyagi, L., C. Kumar, A. 2004. Consumer Behaviour. Atlantic Publishers Distribution. Swarbrooke, J. Horner, S. 2007. Consumer behaviour in tourism. USA: Elsevier Ltd.