The Lord Of The Flies: Chapter 8

The Lord Of The Flies: Chapter 8 Lord Of The Flies Chapter 8 Goldings Lord Of The Flies is based on an island after the second world war. Through-out the novel, Golding treats the island as a microcosm of the war. Within this is microcosm, the island commences as a utopia but it is not until chapter 8 when it gradually evolves into a dystopia as the ultimate battle for jealousy and power breaks out. The modification and degradation in certain characters behaviour from their normal life of civilization makes chapter 8 key to Goldings Lord Of The Flies . It is the main chapter in which democracy is demolished, savagery kicks in and the definitive chapter in which Simon has the ultimate encounter with the Lord Of The Flies. I will explore Goldings use of symbolism, plot, imagery, language, Christian morals, setting, themes and story structure as well as the novels overall historical context to establish the fact that chapter 8 is the most significant chapter to the novel as a whole. This is the vital episode in which Ralph experiences difficulties dealing with the beast. He acknowledges its existence and in doing so spreads fear amongst the other boys. This is illustrated when Ralph portrays the beast as having teeth and big black eyes. Ralph instantly decides that fighting the beast is not an option; leaving the boys with no alternative than to hide from the beast and live under its shadow. Ralphs fear about the beast is conveyed in his own words for the preliminary time in chapter 8, expressing the chapters great magnitude and relevance. As evidenced in the above quotations, it is in chapter 8 that the beast is embellished and made to seem scarier than reality, again showing the chapters eloquence. This powerful section centres on Ralphs pessimism which contributes to his poor management of the beast. He does not appreciate that the littluns take him seriously and visualise the news as a sign for panic. Ralph explains, I dont think wed ever fight a thing that size, honestly, you know. Wed talk, but we wouldnt fight a tiger. Wed hide. Even Jack ud hide. Ralphs apathy is conveyed because he makes himself believe that his hopes are slim. From Ralphs language, the reader and other characters become under the impression that the beast is huge and can not be fought. Here, the key notion which makes chapter 8 substantial is that Ralph injects pain and fear into the unstable community instead of calming them. Ralphs priority is evacuating the island rather than confronting the beast. This is illustrated when Ralph says As long as theres light were brave enough. But then? And now that thing squats by the fire as though it didnt want us to be rescued So we cant have a signal fire Were beaten. The reader comprehends the boys inability of coping with darkness because of their strong fear of the beast. Little do the boys know, that the beast is living inside them like a parasite which can not live on its own but is in need of a host to live in. This is momentous to chapter 8 because we learn that Ralphs desire is not to stay on the island or integrate himself into the island in order to avoid mingling with the beast. Throughout chapter 8, the conch acts as a symbol of authority and order. At the beginning of the chapter, the conch glimmered among the trees. This is pivotal to chapter 8 because the glimmering of the conch confirms its importance and the way it stands out in nature, symbolises how right actions stand out from wrong actions. From the beginning of the book, the conch takes the place of civilization and democracy which are clearly two social aspects which the island lacks after the destruction of the conch. It is because of the conchs destruction or in other words the destruction of authority, that degradation and an uncivilized atmosphere are the shocking result. Jack blows the conch and calls a meeting at the start of chapter 8. This makes the chapter especially significant because normally, Jack has a certain disregard for the rules but however it is in this chapter that he uses the conch and applies the rules for his own benefit. Jack makes negative comments in the meeting about Ralph like, Ralph said my hunters are no good, Hes like piggyhe isnt a proper chiefhes a coward himself Hes not a hunter. Hed never have got us meat He just gives orders and expects people to obey for nothing, He competes with Ralph for leadership, which is unmistakably a direct challenge and describes Ralph as not a prefect which is the last reference to the boys previous school life. This is especially portrayed in chapter 8 because Jack attempts undermining Ralph in order to attract the littluns to his own life style. He also capitalises on the appearance of the beast, although he himself is scared of its shadowy presence too. However, he realises that the grou ps faith in Ralph is ever decreasing because of the fear and instability of the beast on the island. Jack reacts very violently to the beast, but does not aim his anger at the beast; instead he aims it at Ralphs leadership and at hunting. He has bloodlust and loves to hunt and kill, the food is merely a by-product of the adrenaline that it gives him to hunt, chase and kill another animal. He has passed his passion onto his hunters. This is predominantly shown in the chapter when Golding mentions that, The hunters followed, wedded to her in lust, excited by the long chase and the dropped blood This is particularly pivotal to chapter 8 because he uses the possibility of pacifying the beast as a way of seducing the boys to what he wants them to do. He uses the promise of exciting hunting, brilliant feasts and most of all, the promise that the beast will not bother them and the promise that the beast will cease to be a constant point of fear for the boys. Simon has a diverse reaction to the beast compared to the other boys in the novel. This is especially expressed in chapter 8 because it is when Simon instinctively knows that the beast is something that has manifested itself in the heads, hearts and minds of the boys, giving them a focus for their fear. He endeavours to disprove the beasts existence by climbing the mountain and discovering what it was that Ralph and Jack saw; I thought there might be something to do, something we- again the pressure of the assembly took his voice away I think we ought to climb the mountain What else is there to do? Simon climbs the mountain and his theory is proven, when he locates a dead parachutist and encounters the pigs head. This attests that Simons predictions about the existence of a physical beast were right. This is crucial to chapter 8 because Simons Christ-like figure is revealed. The imperative confrontation between Simon and the Lord of the Flies takes place in chapter 8 showing the chapters even greater magnitude. When Simon confronts the Lord of the Flies, it is just a pigs head on a stick, which Jack had stuck into the ground in Simons special retreat. However, when Simon is speaking to it he doesnt see it as a pigs head; he interprets it as evil. When the Lord of the Flies is talking to Simon, the dialogue is like a schoolmaster is telling him off. You are a silly little boy just a silly ignorant little boy. The Lord Of The Flies intentionally talks in this manner to try overpowering Simons thoughts and mind and acts as if he knows better. The pigs head then progresses by instructing Simon to go and socialise with the other boys, or they will think he is crazy. Youd better run off and play with the others. You dont want Ralph to think youre batty, do you? Overall, in this vital episode, The Lord of the Flies starts forcing Simon into thinking that no one on the island likes him. This is principally illustrated in chapter 8 because the Lord of the Flies tries to affect Simons thoughts by making him socialise with the evil boys. The beast attempts taking control of Simon by saying, There isnt anyone to help you. Only me. And Im the Beast. Simons reaction to this is to shout insults at the pigs head. Pigs head on a stick! This confirms that Simon understands that this is all it is. The Lord Of The Flies attempts gaining Simons obedience. This is ironic because it is similar to what happens to Jesus, making chapter 8 religiously momentous as well. Subsequently, the Lord of the Flies informs Simon that he cant kill it. The beast sarcastically says, Fancy thinking the Beast was something you could hunt and kill! This section is even more relevant because the Lord Of The Flies tries to embed its presence inside Simons head by declaring its state of immortality. The island itself, particularly chapter 8, functions as a kind of Garden of Eden that is gradually corrupted by the introduction of evil. The Lord of the Flies may be seen as a symbol for the devil, since it works to promote evil among mankind. An example of this is when the Lord of the Flies tells Simon to, Get back to the others. This promotes evil because the other boys evil will affect Simon. Chapter 8 is very considerable because it is when Simon is faced with the ethical reality of the novel and is killed sacrificially as a consequence of having discovered the truth. In chapter 8, Golding conveys that Simons life has strong parallels with that of Jesus which is a very pivotal part of the chapter. His conversation with the Lord of the Flies mirrors the confrontation between Christ and the devil in Christian theology. There are unfortunate consequences to Simons death in that the island is thrown into a deeper network of misery and unhappiness. The beast says to Simon, Arent you afraid of me? and You dont want Ralph to think youre batty do you? Simons wisdom is portrayed through the concept that he does not believe and act by the beasts words, indicating the importance and great significance of chapter 8 to the novel. To conclude, Chapter 8 is key to Goldings Lord Of The Flies because it is where the instability of Jack, Piggy and Ralph an the island is conveyed. This has strong comparisons with peoples physical and emotional feelings during World War 2. Additionally, being under immense pressure of the gradual immersion of a dystopia, some of the boys like Ralph loose control but others like Jack capitalise on the fear of the littluns. This is echoed in the war when Hitler capitalises on the fear of the other countries and the public. Golding also conveys the notion of fear in chapter 8 making the chapter significant. The chapter is also prophetic because of Simons death. Finally, Golding explains the divisions within the group of children as a symbol of destruction of order and authority. This originates from the biblical reference of Every kingdom divided against itself is brought to destruction. (Mathew 12.25) The above points tie together to prove the chapters eloquence to the novel as a whol e.

Conceptions of Curriculum

When looking at the curriculum, there are several conceptions that are used in defining which type of a curriculum will be used in schools the curriculum conception basically affects the material and teaching techniques that will be used in school. Depending on how a school or a country wants to educate its students, a school will have to base its curriculum top specific curriculum conception. One or more concepts can be incorporate when formulating the curriculum. Basically the school curriculum plays an important role in determining and shaping the student’s understanding of education and other important issues.The curriculum Print (1993), in his book discusses the way in which curriculum is understood in terms conceptions. To Print (1993) there are five main curriculum conceptions, these includes †¢ Academic rationalist conception †¢ Humanistic conception †¢ Cognitive progression conception †¢ Social Reconstructionist conception Different school and unde rtake to use one or more than one of the above outlined concepts in developing their curriculum. The choosing of the concepts will depend on the outcome that the school and the teaching professional want to get from students.Let us briefly examine each one of these conception is some details; (Print 1993) The academic rationalist concept The concept puts a lot of emphasis on knowledge, values and skills that are found in different academic fields. Academic rationalism conception curriculum has a distinctive discipline which is different from other concepts. Many curriculum developers today, use this conception. The concept originates from seven liberal arts that are in the classical curriculum. (Eisner, 1979)According to Eisner & Vallance, (1974) academic rationalism, is among the oldest conceptions, the conception puts a lot of emphasis on the responsibility of the school to enable the students to share the academic benefits of those who passed on before. The sharing is not limited to the concepts only, but it also includes any work that has resisted the test of time. for those individuals that embrace the academic rationalism conception, being educated to them means being initiated to methods thought that are represent by the different disciplines in the conception.There fore, the significant aim of understanding the academic rationalism is to pass the knowledge and aesthetics from one generation to another generation. This is attained through education that is organized within academic disciplines that are recognized. (Eisner & Vallance, 1974) Humanistic conceptions This curriculum conception offers opportunities in which to improve an â€Å"individual’s self- concept† and to attain self- actualization, this is according to Print 1993. This is the most common in main of the supporting material that is contained in the curriculum documents.Humanism curriculum conception is a perspective which is founded on the assumption that individuals have a n inclination of developing all their abilities that maintaining them. In general humanism conception, tries to facilitate releasing of present capacity and potential in a student. In humanism the understanding is that if some beliefs and specific conditions are already present in an individual, this individual or students will gradually let their self actualizing ability to override barriers that they have created international.Roger 1961 points out that the tree main aspects in humanism are; Genuineness, unconditional positive aspect; and emphatic understanding. Cognitive processes conception This conception provides students with opportunity and skill or methods to assist them â€Å"learn how to learn† and also to give students a chance to employ and improve the different faculties that they have (Print, 1993) Social theory This curriculum conception takes a critical look on the social aspect of education.One of the main values of the conception is the obligation in penetr ating the world of objective knowledge so that one can expose the social relationships which are underlying that are in many cases hidden . social conception believes that knowledge need to applied for emancipatory political objectives. The main objective of the social conception is to nullify the impacts of ideology in that individual perceptions are free from emancipation, the individual are able to visualize beyond and know the reality. (Kemmis, et al 1994) My personal Conception; Technology conceptionPersonally I will take technology concept, DeVore (1968) defines technology conception as an organization of knowledge and the use of resources in producing outcomes that respond to the human requirements and wants. Thus, this definition characterizes technology as a â€Å"body of knowledge† in the past this body f knowledge was being viewed as knowledge of practice. The conception goes on to explain that, the knowledge is used to gives methods of doing activities and show wh at is really valued through action. Technology is being viewed as a discipline in it self.The view that technology is discipline is justified by DeVore (1968) monograph that outlines technology as a discipline. DeVore (1968) articulates the points that points out that technology as an intellectual discipline; which is organized body of knowledge that has got structure that unites the different parts of the technology structure. Technology have also stood the test of time thus evidence that it is durable. Technology is cumulative naturally, and also technology relates to the future and provides inspiration and stimulation for other ideas and goalsBruner (1960) describes technology curriculum conception as a curriculum which is determined by underlying principles of understanding education purposes. To Bruner (1960) the basic learning purpose is economy. The conception views such learning process as permitting generalization thus making knowledge to be used in other contexts apart fro m the one that the knowledge was gotten from. It also builds the memory in allowing the student to relate what he/she would have forgotten. Thus, this education conception is important and has to be implemented in schools curricula.(Bruner, 1960) Shaping of education; Curriculum development Curriculum development is formulated for all schools and for various classes in manner that it can be taught and develop the students learning procedures. Depending on the curriculum conception/s that is being used it will shape the way the curriculum is developed. Curriculum development goes a long way to defining the way the education system of a school or a country will be. Curriculum development incorporates all the subjects to be taught and how they will be taught in the education program. Designing of a curriculumCurriculum conception plays important role in shaping and defining the education system of a country. Much of the reforms in the education sector occur due to embracing various cur riculum concepts. For instance, recommendations by the Holmes Group for teach reforms on preparations which are discipline based were based on curriculum conceptions. (Kemmis, et al1994) some of the recommendation by the groups was also to having education program for technology teachers, as technology was endorsed as a discipline in the education curriculum. That it was easy to redesign the curriculum in relations to the proposal by the Holmes group.In the same line, where school took technology has a discipline and incorporated technology in its curriculum, the discipline has gained respect and in the academic program. (Kemmis, et al 1994) A good example of how technology has shaped education system in schools is in the Maryland State Department of Education, where high school graduation requirement have been changed. Previously, the education standards in the state required that a one semester course be offered for the â€Å"practical arts† that could be achieved by a cour se in technology education or any other course in vocational education, home economic or computer education.The new standards that have been proposed eliminate the practical arts subjects’ requirements, but, the state department of education has put a new requisite in technology education. The requirements require that a student should take one year in learning technology education in the school before he/she graduates. Therefore technology education has to be elevated top be a main subject. This highly changes the policies and perceptions in the education system and helps to shape education system to be producing a system which embraces technology. (Maryland State Department of Education 1991)Education system is also shaped by new disciplines that are being brought forward by the curriculum conceptions. Education is dynamic and in order to remain relevant to the requirements of the masses and to solve the daily challenges in the education system it has to keep on evolving to cope up with the new challenges. In the same context newer disciplines in education curriculum have become much more appropriate than the old ones. For example, psychology has become more relevant to the education sector as it gives a good understanding of human nature.Thus, these conceptions have a direct impact in education systems as they are used in formulating the curriculum being taught in schools which determine the system of education that will be used. (Kemmis, et al 1994) Assessment In order to monitor the progress of students it is important that proper assessments methods has to be formulated and put in place, for the teachers to know the progress of their students in various discipline. Depending on the type of the curriculum conception that is being used in a particular curriculum in school it will determine the kind of assessment methods that will be used in the schools.Assessment methods are in important in ensuring that the learners are getting what is taught. (Kem mis, et al 1994) Global versus local issues that may impact developing curriculum Globalization plays important role in shaping the education system in the current education institutions. Today, global issues impact students strongly than never before. With the advent of television and internet opportunities to get information from other parts of the world has increased. The significant of education in assisting students in knowing their roles and responsibilities in the global society has increased.Thus, in formulating the school curriculum it is important that the curriculum should incorporate global issues. Some of the important global aspects that affects curriculum are; human rights, interdependence, conflict resolution, values and perceptions, diversity; sustainable development and social justice. Local issues like, culture, politics and education system will also affect the curriculum developed. (Eisner, & Vallance, 1974) Outlined below is a discussion on how teaching of diff erent subjects can incorporate global dimension in a manner that can ensure that progression by the significant stages of education;Developing English curriculum In developing the English curriculum, both fiction and non-fiction books from different countries in the world has to taught in schools so that students can learn different cultures in the world and get an opportunity to enhance their understanding of the world issues and them selves. (Eisner, & Vallance, 1974) Developing Technology education curriculum The curriculum will have to incorporate the current global technology trend and give students opportunities to design different products and analyze how these products work.This will give them also a chance to learn the various needs of people in various cultures and countries. At the same time the students will get an opportunity of knowing how technology can be applied in order to improve and at the same time develop the global society. (Eisner, & Vallance, 1974) Developin g History curriculum In formulating history curriculum in relation to global issues, the students can be given an opportunity to learn about the cultural, religious, ethnic and social diversities in the global societies. And related the information they have leant to the different societies and their own.In doing so, they can then link occurrences in different countries and make a comparison with the lives of those people currently and in the pas. This will highly developed their understanding of those countries and give them an insight on global issues. (Eisner, & Vallance, 1974) Strategic and operations After developing the curriculum it is important to have a clear strategy of how it is going to be implemented and in schools and how it is going to be affected in the learning process. The curriculum developers have to have clear administrative strategy that will be used in administering the new curriculum in schools.A proper structure should be provided that reflects how schools w ill practice and carry out the curriculum. The strategy or planning is important for educators and the practitioners in the education system. Strategies sets will ensure that the objectives of the curriculum are achieved. (DeVore, 1968) Proper analysis offers the educators with tools for planning and carrying out operations of the curriculum. Where necessary they can redirect the curriculum operation. In addition, operations will involve the way the curriculum will be implemented.This involves the teachers of schools and administrators who have to carry out the operations of teaching. The curriculum will only be effectively in operation if the teaching staffs are well prepared and informed about the curriculum. Other wise they may be a hitch in operation of the curriculum. (DeVore, 1968) Conclusion Curriculum remains an important tool in the education system of a country. A curriculum of a school defines the teaching material of a school. In developing the curriculum different curri culum conceptions are used in determining the type of a curriculum that will be used in schools.Curriculum conception affects curriculum development, assessments methods and curriculum alignments among other issues of the curriculum. Currently global issues also play important role in determining the kind of education curriculum that will be developed in school. In order to give students a more global approach it has become necessary that global issues have to be incorporated in the education system. However, strategic planning and operations have to be well formulated to effectively implement curriculum in schools. Reference: Bruner, J. S. (1960): The process of education.Cambridge, MA: Harvard University Press. Commission on Technology Education for the State of New Jersey (1987): Technology Education: Learning how to live in a technical world. Aberdeen, NJ: Vocational Education Resource Centre. DeVore, P. D. (1968): Structure and content foundations for curriculum development. Wa shington, DC: American Industrial Arts Association. DeVore, P. D. (1964): Technology: An intellectual discipline; Bulletin Number 5. Washington, DC: American Industrial Arts Association. Eisner, E W. (1979): The three curricular that all schools teach; The Educational imagination.New York; Macmillan, Eisner, E. W. & Vallance, E. (1974): Conflicting conceptions of curriculum. Berkeley, CA: McCutch Publishing. Eriksson, T. L. (1988): The teacher education reform movement: Tenets of the Holmes group. Journal of Epsilon Pi Tao, 24 Maryland State Department of Education (1991): Requirements for graduation from high school in Maryland. Baltimore, MD. Kemmis, S. , C et al (1994): Understanding Teaching: Curriculum and the social context of schooling. Print, M (1993): Curriculum development and design; Chapter 2. St Lenards, Australia. Unwin & Allen

Levendary Cafe Case study Essay

Introduction Levendary Cafà © has grown from a small restaurant that offers soup, salad, and sandwiches in Denver to a multibillion quick casual chain that operates 3500 stores around the U.S. The founder of the Levendary Cafà ©, Howard Leventhal managed to establish a strong market position for the Levendary Cafà © in the U.S and succeeded in creating a $10 billion business model. The Cafà © has two important elements that differentiate it from its competitors, which were offering nutritious soup, salads, and sandwiches, as well as, providing exceptional service for their guests in a genuine, and friendly manner. The company’s philosophy is satisfying customers’ needs by trying to make an impact on their life and look for the long run profit as encouraged by founder, Howard Leventhal to his staff. After 32 years of experience operating in the U.S domestic market and after a slowdown in the company’s domestic growth, the company considered expending its operation internat ionally, more precisely in China, a promising market that had shown  a strong annual GDP growth of 14.5% in previous years, as well as, the arisen number of middle class income. The responsibility of overseeing the China operation was given to Louis Chen, a Stanford MBA graduate, after a two-year contract agreement between Leventhal and Chen in September 2009. A year and six months into the two-year term contract, Mia Foster was named the new CEO of the Levendary Cafà © in February 2011. The public press viewed the new CEO as being inexperienced in the international market in addition to some doubt about Foster’s ability to build a multi-national brand. Louis Chen opened the first store in Shanghai in, January 2010; the first location was in a high traffic business area. Within a year Louis Chen was able to allocate 22 additional locations for the Levendary Cafà ©, due to his strong knowledge of the country’s geography and his ability to speak both English and Mandarin Chinese. However, after a review of China’s operation by the new CEO, Foster was not happy with the way the operation was managed in China, she noticed that the accounting report was not formatted in accordance with U.S. Generally Accepted Accounting Principles (GAAP). This was the turning point in the relationship between Foster and Chen, who had not met face to face. The new CEO decided to look more closely into the China operation and planned a trip to China to meet with Chen for the first time. Identification of Main Issue The case presented a number of main issues that Levendary Cafà © faced during the expansion into the Chinese market. From the case the main issue was identified as: the Levendary brand image is not consistent in the United States and China because there is a lack of communication between the parent company and subsidiary. The contributing factors to this were the management styles, the lack of standardization, the cultural differences and the limited experience in the foreign market. These issues have been detailed below. Management style The Chinese operation lacks close mentoring and evaluation by former CEO Leventhal, who gave too much freedom to Chen with a very hand off management style. â€Å"Do right by the concept† was the expression that Chen had as a guideline for how to strategize for the China operations. As a result, Chen  was providing little information to Denver headquarter about how the operation is managed in China, which differs from Foster’s management style who appears to be more demanding than the former CEO. There was no clear strategic plan for the operation in China, when Chen was asked about a plan he mentioned that he had no plan. Standardization Foster is more process driven and valued standardization, she believed that the China operation should align with Levendary Cafà © standards in the U.S in terms of reports, and look and feel of the Cafà ©. However, Chen had a different approach where he was trying to open as many stores as he could in a short period of time, paying little attention to the U.S standardized business model. The issue of standardization clearly was another challenge between Denver headquarters and Chen, as he insists in pushing what he thinks is right and resist what headquarter is asking him to do. Cultural Difference Whenever a company is entering a new market it has to take into consideration the cultural differences between countries. Based on the case study analysis, the difference between the two countries in terms of eating out habits and eating preferences seem not to be understood by the Denver headquarter. Denver headquarter believes that it can enforce the same business model applied in the U.S to its stores in China, regardless of local preference. In addition, Foster seems to lack knowledge about the Chinese culture because she was not familiar with the market in China, as she had no experience working internationally. There was a lack of cross-cultural communication between Chen and Foster; even though, Chen had experienced both cultures while studying abroad in the U.S. Limited experience in the foreign market There was a lack of international market experience since the China market was the second market, Levendary Cafà © entered aside from a partnership in Dubai. Due to this lack of experience Leventhal trusted Chen with implementing the needed actions to grow a successful franchise in China. Leventhal entrusted Chen with this given his strong knowledge of the market in China. Leventhal did not understand that entering a foreign market would  take more than knowledge on the country; it would also take strong communication and management skills. Analysis and Evaluation Operational Analysis The operational analysis will cover the company’s internal strengths and weaknesses as well as their external opportunities and threats. The SWOT analysis will be on Levendary Cafà © U.S. operations. This report will also look at problems with standardization in the China operations. Levendary Cafà © has gained much strength over its 32 years of business (Bartlett & Han, 2013). The company has created brand recognition around the United States with its 3,500 cafà ©Ã¢â‚¬â„¢s (Bartlett & Han, 2013). There is good brand consistency across all 3,500 cafà ©Ã¢â‚¬â„¢s due to standardization of the Levendary product. Each cafà © has a similar design and atmosphere and offer the same core products. Levendary Cafà ©Ã¢â‚¬â„¢s standardization has allowed the company to franchise their product and resulted in expansion across the United States. Currently, two-thirds of the company’s cafà ©s are franchised (Bartlett & Han, 2013). Each region also offers different menu items fr om one and other, on top of the core menu items. For example, fewer soups are offered in the southern regions of the United States (Bartlett & Han, 2013). This adds to the company’s strong business culture of â€Å"delighting the customer† and creating a personalized experience for each customer (Bartlett & Han, 2013). Levendary Cafà © detailed and strict operating standards, policies and practices has allowed for tight control of store level expenses and close monitoring of operations (Bartlett & Han, 2013). The founder, Howard Leventhal, is an entrepreneur who wasn’t afraid to take risks (Bartlett & Han, 2013). His willingness to take calculated risk led to the company using organic grains in its bread and hormone-free naturally raised meats (Bartlett & Han, 2013). Levendary Cafà © became part of the growing trend of consumers wanting healthier and more natural menu options. 81% of Americans over the age of 50 have become more conscious of what they eat (Agriculture and Agri-Foods Canada, 2010). Levendary Cafà © target market is white-collar professionals and upper-middle-class women (Bartlett & Han, 2013). Their choice to shift towards healthier menu options is meeting their target markets change in tastes. A fully scaled test kitchen and food science  laboratory also allows the company to meet the changing tastes of their consumers (Bartlett & Han, 2013). The food team, which includes highly trained chefs from the Culinary Institute of America, is responsible for the test kitchen and laboratory, as well as conducting quality checks across all 3,500 cafà ©Ã¢â‚¬â„¢s (Bartlett & Han, 2013). Levendary Cafà © has a good organizational structure. Each knowledgeable and highly experienced member of the management team knows their responsibilities and who responds to them. There is a clear power structure. Finally, Levendary Cafà © has a strong training program for their retail employees called Operating Tools and Learning (OTL) (Bartlett & Han, 2013). OTL sets operating standards and provides employees with materials to enhance their learning (Bartlett & Han, 2013). All these strengths have resulted in Levendary Cafà © being a successful business in the United States. Levendary Cafà © also has internal weaknesses. The U.S. operations are beginning to slow and investors are losing confidence in Levendary Cafà © (Bartlett & Han, 2013). This is one of the reasons the company chose to expand into China. However, there is no separate international division from the Denver Headquarters and the new CEO, Mia Foster, lacks international management experience. Although Levendary Cafà © personalized touch has led to repeat business, it is also considered a weakness because it slows down the speed of service. Currently, there is a lack of brand recognition in China for Levendary Cafà ©. Finally, financial reports from China are being submitted in their own format and the U.S. operations are then â€Å"massaging† them to apply the U.S. Generally Accepted Accounting Principles (GAAP) (Bartlett & Han, 2013). These are all weaknesses for Levendary Cafà ©. Every company faces external opportunities and threats. As domestic business for Levendary Cafà © is beginning to slow, the company must look at opportunities to continue to be successful. Firstly, Levendary Cafà © is part of an emerging category in the restaurant industry called the â€Å"quick casual†. Another opportunity is to expand internationally. Other than the expansion into China, Levendary Cafà © is experimenting with a licensing deal in Dubai (Bartlett & Han, 2013). Some potential threats for Levendary Cafà © are the rising food costs and shifts in food trends. Food costs are beginning to rise due to a variety of factors such as climate change and a rise in oil prices (Oxfam Canada). A cha nge in food trends is a potential threat for any restaurant. If a restaurants’  product does not meet consumer’s tastes, then revenues will decrease. Levendary Cafà © will need to look at their external opportunities and threats. Levendary Cafà © China operations has three areas that need to be standardized: look and feel of the restaurant, menu options and accounting practices. Firstly, all 23 restaurants have a different design and atmosphere. The first location to open was similar to Levendary design standards, but the second location in Shanghai was a takeaway counter with no seating (Bartlett & Han, 2013). Denver Headquarters should understand that they cannot put the same restaurant that is in the U.S., in China. There should be extensive market research conducted on design and atmosphere that would be successful in China. Another option is to follow what Cafà © Coffee Days did in India. Cafà © Coffee Days offers three different formats of stores, ranging from a smaller grab and go coffee shop to a larger cafà © with areas to sit down. Levendary Cafà © could have different formats for restaurants; however each format would have a similar atmosphere to help standardize the brand in China. Secondly, menu options are vastly different across all 23 locations. For example, the Shanghai Koreatown offers dumplings with an average check of $2 (Bartlett & Han, 2013). The Beijing Embassy location offers sandwiches and soups with an average check of $10 (Bartlett & Han, 2013). Some menu items were offered at all locations, such as the chicken sandwich. A solution to standardize the menu is to do something similar to the U.S. operations. All locations would offer the same core menu items, but each region would have some different menu items that vary from one another. Chefs that have been trained in China and educated on different regional tastes should help create the core menu items and the different regional items. The final area that must be standardized is accounting practices. The current financial reports are being sent to the U.S. and massaged to meet U.S. GAAP (Bartlett & Han, 2013). All enterprises in China are required to use the Chinese Accounting Standards (CAS) such as the Accounting System for Business Enterprises (ASBE) (China Briefing, 2014). ASBE has similar standings to the U.S. GAAP and the International Financial Reporting Standards (China Briefing, 2014). An international financial analyst should be hired in order to deal with both China and the U.S. financial reports and audits. Financial Analysis A financial analysis of the U.S. and China operations provided information on Levendary Cafà ©Ã¢â‚¬â„¢s current financial status. The income statement for China can be seen below. In China, their food and paper cost is at 51%, which can be attributed to their high number of food options on the menu and the lack of distribution system set up. Once a core menu is created and more locations begin to open, Levendary Cafà © will be able to take advantage of economy of scale and lower food and paper cost. China also has a high occupancy cost at 24%. This could be a result of having to pay extra to get the better locations. In addition the Chinese real estate market is very high meaning that any location is very expensive. During the time of the case study the Chinese real estate was going through a â€Å"golden decade† (Ranasinghe, 2014) which can demonstrate the higher occupancy cost that the Chinese division occurred compared to the United States. The pre-opening expenses (12%) also contributed to the loss of income in the first year for China. After the first year of business, China had a loss of $143,620. China operations also have a lower marketing expense. Marketing is generally not a large expense in China because the local population listens more to radio advertisement, which are cheaper, and rely on word of mouth. Income Statement- China The financial statement of the U.S. operations, which can be seen below, shows that Levendary Cafà © generally follows industry standards. Their food and supply cost are slightly lower than industry standards. Generally, food and supply costs are about 29% of total sales, but Levendary Cafà © food and supply cost are at 24% of total sales. Occupancy costs for Levendary Cafà © are about 4% lower than industry standards. Levendary Cafà © spends more on marketing then industry standards, about 2% higher. Income Statement- United States Cultural Analysis **The above information was sourced from The Hofstede Centre Website (Hofstede Centre, 2010).** By completing a cultural analysis on the two countries, United States and  China, it was easy to determine how the key issue, being communication, came about. Geert Hofstede identified five different dimensions that demonstrate how â€Å"values in the workplace are influenced by culture† (International Business Centre, 2014). The different dimensions that Geert Hofstede identified are: Power Distance, Uncertainty Avoidance, Individualism vs. Collectivism, Masculinity vs. Femininity, and Long Term Orientation vs. Short Term Orientation. Through using these five dimensions one can evaluate how each culture approaches these dimensions and how it influences them in the workplace. The score beside each dimension determines how much value they place towards each dimension. It is interesting to note that on only one dimension, Masculinity vs. Femininity, the two countries have a comparative score. It is with these differences that communication issues between the two countries can be seen. Power Distance The Power Distance Dimension looks at the relationship that people hold with others in that country. China scores very highly on this dimension as people value their superiors and do not act outside of their ranking in society. In regards to the case study it is confounding that Chen is unobservant of his superiors power being Mia Foster. In the case Chen is continually rude to Mia and questions her authority. This can be attributed to two different factors. The first of which is that Chen was originally hired by Howard Leventhal therefore Chen believes that Mia is not his superior. Leventhal gave Chen freedom to expand the Levendary business into China with little guidance or instruction. To have a new CEO enter the business Chen will not feel the need to respect Mia, as he still believes his true superior is Leventhal. In addition Chen, while he is from the Chinese culture, had many experiences and training in the United States. Therefore it can be seen that Chen was of American culture and acted as such. The United States had a low score on the Power Distance so while Chen is with the Chinese branch of Levendary he still has the American cultural values. Uncertainty Avoidance Uncertainty Avoidance looks at the way that culture embraces uncertainty. With a low ranking in the Chinese culture it is evident that this country looks at laws as flexible. This is seen in Levendary China as the standards between all the restaurants vary and are different from the brand standards that are seen in the United States Levendary stores. In addition the difference in accounting practices can be seen. The China division was very lenient about their reporting of finance to the US Division. Individualism vs. Collectivism This dimension looks at how individuals think and act, if it is for the greater good or if it is for their own well-being. The Chinese culture looks out for the group when making decisions. This is demonstrated in the case when Chen disrespects Mia Foster. He previously considered Leventhal to be his group and when Mia takes Leventhal’s position then he does not recognize her as an insider. This results in his mistrust of Mia and her authority within the Levendary Cafà © company. Masculinity vs. Femininity The Chinese culture has high ranking in this and is seen through Chen’s demeanor. He is very competitive and is eager to be successful. This is seen through his urge to keep his position with Levendary China and the fast pace in which he opened the stores in China. In addition his actions of being very abrasive with Mia Foster is because he feels threatened that she is trying to take over his position with Levendary. He had never had his business interfered before by anyone from the Denver Headquarters so he put his back up when Mia started to interfere with how he was running his operation. Long Term Orientation vs. Short Term Orientation Long Term and Short Term Orientation looks at how a culture is prepared for the future. The Chinese culture is very focused on planning for a long-term future. This dimension demonstrated the American culture that Chen must have picked up on his time in America. With his time managing the Chinese division of Levendary, Chen was very short sighted and opened up a large amount of stores in a short period time. Instead of formulating a business plan, which would encourage growth for the future of the business, Chen did not have one and was simply opening businesses when he found an available location. Parent Company vs. Subsidiary In this case, the parent company would be Levendary Cafà © U.S. operations and  the subsidiary would be Levendary Cafà © China operations. In terms of restaurant size, U.S. restaurants range from 2,500-4,000 square feet. China restaurants are smaller in size; they range from 500-1,500 square feet. These results in less staff needed for China restaurants, approximately 13-20 staff members. The U.S. restaurants need about 24-26 staff members. The larger U.S. restaurants are able to accommodate more customers; they usually have 84-120 seats and can serve anywhere from 560-3,210 guests per day. Due to smaller size, China restaurants have a maximum of 80 seats currently and can serve 260-430 guests per day. In terms of menu options, the only item that is offered in both the U.S. and China is the chicken sandwich. The Suburban U.S./Denver restaurants make more revenue and have a larger square footage then the China restaurants. However, the China restaurants have higher average revenue per square foot. Restaurants in Beijing make $537.33 revenue per square foot and restaurants in Shanghai make $576.00 revenue per square foot. The Suburban U.S./Denver restaurants make $531.50 revenue per square foot. A chart can be seen below which clearly details the difference between the parent and subsidiary company. Alternatives and Recommendations Alternatives Mia Foster is left with a very difficult decision at the end of the Levendary Cafà © case study. As the new CEO of the company she has to make a decision that will result in profitability for the company and chose an action plan that ensures long-term success for the business. As such that are a variety of alternatives that Mia Foster will have to chose from in order to move forward with the company. The following list presents the many alternatives that should be considered: 1. Shut down all operations and solely focus business in the United States. The China division stores look and feel vary from what the Levendary Brand is trying promote in their US Division. In order to continue with the stores in China then restoration will need to be completed to all the stores. Mia Foster will need to determine if the China division profits are worth the renovations and continuation of Levendary China. 2. Fire Louis Chen and hire a new manager for the China Division. Louis Chen has proven hi mself as a capable entrepreneur and someone who is  knowledgeable of the Chinese retail market. However he lacks communication skills, which was noticeable through the expansion of 23 Levendary shops in China that do not fit with the brand image. Chen is also extremely confrontational and may not be the best fit with the new CEO, Mia Foster, as he already had built a rapport with Howard Leventhal, the previous CEO. If Louis Chen cannot properly function and communicate with the US Levendary division then he may need to be replaced by someone with a fresh perspective on the business. 3. Hire a management firm to manage the China Division of Levendary. It is apparent through the case study that the US Division of Levendary has not been able to communicate in an effective manner with an international branch of their company. The Hofstede Dimensions that were listed above demonstrates the cultural differences that separate the two branches of Levendary. With no cultural training Mia Foster and the US Division are not communicating properly with Louis Chen. An alternative to the situation would be to hire a management firm to look after the China division. A management firm with International experience would be a solution to the communication problem because they would understand how to conduct business while ensuring good communication. 4. Create a separate division of Levendary for the China stores. The Levendary stores in China are off brand from the original concept that is seen through out the United States. This is largely due to the fact there is limited communication because the key players in the United States and Louis Chen in China. In order to fix this problem it would be wise to bring the structure that works so well in the United States and duplicate this order in China. With 23 stores in China, Levendary will need a separate branch in China, as it will provide structure to that side of the business. With more supporting players in China, asides from Louis Chen, then Levendary will be able to maintain the brand and in addition, more supporting managers will ensure that communication is maintained between the US Division and the China Division. 5. Make a joint venture with TATA Group to expand into China. The TATA Group is a â€Å"global enterprise headquartered in India, and comprises over 100 operatin g companies, with operations in more than 100 countries† (TATA, 2015). TATA has operating companies in China and as such they will be able to reduce the large operating costs that Levendary China is currently experiencing. As noted in the Analysis and Evaluation section, the operating  costs are very high. Entering into a joint venture with a company who has established infrastructure will help eliminate these costs and allow Levendary to increase their profits for the first couple of years. In addition the joint venture will allow Levendary to be partnered with people who are culturally aware and possess cultural intelligence. 6. Replace the US Division Chief Operating Officer, Nick White. It was easy to identify that communication was a large issue between the US and China Division Levendary. It is easy to target Louis Chen as the main culprit of this issue as he was combative and disrespectful to Mia Foster. However the blame can also be placed onto the COO of the US Division, Nick White because he was responsible for keeping communication with China and overseeing the brand image in China. Nick White clearly let this responsibility go and as a result the China Division does not reflect the US vision for Levendary. If someone has to answer for the mistakes that were made in China than perhaps it should not be Louis Chen but instead it could be Nick White. Recommendation After evaluating all of the above alternatives for Mia Foster and Levendary Cafà © to pursue it was decided that the best alternative would be number 4, create a separate division of Levendary for the China stores. This alternative includes renewing the contract for Louis Chen and brings more managers to China to help grow Levendary in the China market with the vision and brand image of the US Division. Levendary in the United States can contribute a large portion of their success to their hierarchal structure as it allowed for proper communication and good reporting methods. If Levendary China were to create a China Division then it would allow for better communication between the United States and China and Chen would have the support he needs to ensure the brand image is seen between all stores. Action Plan In order to properly implement the alternative that was stated above, an action plan is needed. The action plan is detailed below through three different stages. The Short Term Plan looks at what the business should do in one years time, the Medium Term plan looks at what the business should do in two to three years time and the Long Term plan encompasses a five year  outlook. This is detailed below: Short Term: 1) The first critical step that needs to be taken is to ensure that proper communication starts immediately between Mia Foster and Louis Chen. If the two parties were to sit together and put all of their issues out then they can sort their current problems. Starting with good communication between Foster and Chen will ensure that it continues into their future business dealings. 2) Renew the contract with that Louis Chen has with Levendary China. Louis Chen has proven to be a valuable asset with Levendary Cafà © as he knows the retail market and is passionate about the work that he is doing. While it is arguable that Chen did not complete his work in a successful manner, he was with out support and was given little direction and free reign from the former CEO, Leventhal. With support and proper structure Chen should be able to work within these constraints. Therefore it can be seen that his contract should be renewed for another term with the stipulation that Chen will be working underneath other Levendary managers in China. 3) Denver Headquarters will need to create a business plan for their operations in China. With 23 locations currently in China they will have to decide which locations needs renovations and if all 23 should be maintained. By restructuring the current operations in China, Levendary Cafà © will have a more focused plan that will allow for the China operations to strive. If the Denver Headquarters were to work with Chen and use his knowledge of the China market than they can collaborate and develop a structured business plan. 4) Once a proper business plan has been developed Chen will need immediate support in China. By creating a separate China Division Chen will have the support he needs to standardize operations and reinvigorate the Levendary brand. Managers with cultural training should be placed into the new China Headquarters. Chen will be a regional Vice President however a new top manager will be placed in this division who will be above Chen on the hierarchy and will be the direct contact between itself and Denver. Medium Term: 1) Standardize operations all throughout the China Division. This includes a standardized brand image through all stores and a consistent menu. As with all locations in the United States there are set menu items in all locations  with special items according to the region. Levendary China will need conduct market research that will allow them to understand menu staples that should be available in all locations. In addition regional specialties should be included on the menu. 2) In addition to the standardization of restaurant practices the accounting practices will also need to be redeveloped. As per Chinese law all foreign business enterprises must follow the Chinese Generally Accepted Accounting Principles (China Briefing , 2013). Levendary China must follow â€Å"Accounting Standards for Business Enterprises† (China Briefing , 2013) and the Denver Headquarters should hire an international auditor who can then transfer all numbers to follow the US GAAP. 3) Monitor the new business plan for Levendary China and ensure that it is being properly followed and that brand standards are being maintained. Long Term: 1) Mia Foster should monitor and evaluate China operations on a constant basis. This will ensure that communication is kept to a high standard and that the brand image remains constant. 2) Once operations in China find their place in the market, Levendary China should appoint a Chief Franchise Officer who will develop franchise opportunities in China. This will allow more stores to be built and the brand to have more exposure with less of a expense put on the company. 3) A re-evaluation of their foreign expansion should be completed. The company should decide if they would like to find other potential foreign markets where they could continue the growth of Levendary or if they should focus directly on their domestic growth. Additional Questions 1. As it relates to the case, explain what this passage implies: An old mentor had once told Foster that there were three types of managers in a new business’s evolution to greater scale: the go-getter, the local baron, and the professional manager. All three types could be entrepreneurial in spirit, but not all were equally well suited for the various stages of a business’s growth. Chen was clearly a go-getter who had evolved to become a local baron. The question in Foster’s mind was whether he could transition to become a professional manager. Before answering the question of whether or not Louis Chen can become a professional manager, it is important to  identify the characteristics of one. The discussion in class brought to light that a professional manager is someone that has an understanding of the long term goals of a company, understands the value of standardization among all locations and understands the value and importance of brand image. A professio nal manager should also be educated and trained; furthermore, this individual needs to assume the role of middleman and understand top management’s goals and relay this information to his employees while collecting their feedback. Lastly, the class discussion brought to the surface that a professional manager should have extensive core knowledge on how the company should operate. Further research has shown that a professional manager should know how to plan, organize, lead and control all the efforts of his/her employees to complement the company’s values and standards (Sandeep, 2013). Howard Leventhal chose Louis Chen for his role because of Chen’s energy and enthusiasm. On a personal level it reminded Leventhal of himself at a younger age. Howard had told Chen to establish a strong market position as a base to eventually franchise outlets throughout China with the instructions to â€Å"do the right thing by the concept† but was given the freedom to operate the restaurants as he saw fit (Han & Bartlett, 2013). To enter the market in China Chen said himself â€Å"We just have to be flexible†¦Chinese eat few dairy products, so we should downplay our cheese soup†¦most people arenà ¢â‚¬â„¢t familiar with turkey, but they love chicken, so we’ll adapt the menu just as we do in the States† (Han & Bartlett, 2013). Chen believed that Levendary could succeed if it adapted its food and concept. According to Merriam-Webster Dictionary a go-getter is a person who works very hard and who wants very much to succeed (Encyclopoedia Britannica Company). Chen demonstrated the characteristics of a go getter as he opened up the first Levendary Cafà © only three months after returning from Denver. This location was a corner ground floor location in a new high-rise office building and the concept of the restaurant was prominent and luxurious. This restaurant was positioned as casual dining with table service and higher prices than local fast food concepts (Han & Bartlett, 2013). This location proved to be a hit among the white-collar employees working in the building. Because of competition Chen was forced to move quickly to purchase locations for the remaining restaurants and in the first year managed to secure prime locations for good prices and grow the chain to  23 restaurants. Then Chen demonstrated he was a local baron with his in depth knowledge of the Chinese market and was familiar with the neighborhoods in Shanghai and Beijing; his real estate knowledge was a major asset for the Levendary brand. He said it himself that he wa s in the trenches running 23 restaurants that he had built by reading market needs and sending opportunities (Han & Bartlett, 2013). Based on the information collected from the case it does not appear that Chen could develop into a professional manager. Because Chen wasn’t given any direction, he took it upon himself to change the concept, the look and feel and the menu items of Levendary Cafà ©. However, the way he handled Mia Foster and her colleagues from Denver and based on the definition of a professional manager Chen can’t develop into a professional manager and Levendary should look for someone to lead the China team while he continues to focus on the 23 restaurants that he has already built. Chen also became very defensive when Mia tried to communicate with him and based on the definition of a professional, he should be open to listen to their suggestions and input and adapt them to Levendary in China. If Chen had the instincts of a professional manager he would have taken it upon himself to contact his colleagues in Denver to update them on the progress he was making in China and should have taken the standards and values of Levendary Cafà © and applied them in China because that was his responsibility. To become a professional manager Chen would have to see the value of standardizing all the restaurants; however he did provide a great platform for the future growth of Levendary in China and should be kept on the team with certain responsibilities and be made aware of the expectations from Mia Foster. Works Cited Agriculture and Agri-Foods Canada. (2010). Health and Wellness Trends : U.S. Market. Ottawa: Government of Canada. Bartlett, C., & Han, A. (2013). Levendary Cafe: The China Challenge. Boston: Harvard Business School. China Briefing . (2013, February 5). China GAAP vs. U.S. GAAP and IFRS. Retrieved February 10, 2015, from China Briefing: http://www.china-briefing.com/news/2013/02/05/china-gaap-vs-u-s-gaap-and-ifrs.html China Briefing. (2014). Retrieved February 10, 2015, from China GAAP vs. U.S. GAAp and IFRS:

Bipolar Disorder A Mental Illness Caused By A Person s...

Bipolar disorder is a mental illness caused by a chemical imbalance in a person’s brain. Bipolar disorder can causes mood swings that can be both manic and or hypomanic, changes in sleep patterns, energy and overall behavior of a person. An individual’s environment can either hinder or aid in coping with the diagnosis of bipolar disorder. A manic episode lasts for at least one week and consist of increased goal-oriented energy, along with overly confident and excited feelings. These feelings may cause reckless or impulsive decisions. Many people experiencing manic episodes are known to have delusions or hallucinations. Manic episodes, mood changes include an overly happy or outgoing mood, a period of feeling ‘high’ and extreme†¦show more content†¦The three types of bipolar disorder are Bipolar I, Bipolar II and Cyclothymic. Bipolar I is at least one manic episodes that lasted at least seven days, usually requiring immediate hospitalization. The m anic episode may be followed by major depressive or hypomanic episodes. Bipolar II is at least one major depressive episode that last at least two weeks, followed by at least one hypomanic episode lasting at least four days. The erratic mood swings and behavior cause difficulty in areas of a person s life. The Cyclothymic disorder, is when a person has experienced numerous periods of hypomania linked with periods of depressive symptoms, in at least two years. Symptoms appear half the time and will be present for two months. Bipolar disorder is not easily diagnosed and can go without detection for years. Signs of bipolar disorder often appear in mid to late teens or early adult years. Many symptoms such as mood swings can lead to poor performance in a job or school, damaging relationship and even suicide if not treated. When treated with the correct balance of medications and psychotherapy, people with bipolar disorder can control their mood swings and other symptoms. Finding the correct medication is difficult. Many people with bipolar