International Business Strategy Assignment Example | Topics and Well Written Essays - 1250 words

International Business Strategy - Assignment Example International business operators have adopted a new form of business that entails standardization of the product with the intention of offering and bringing together product and service development and processing. In this aspect, multinationals have tried to make one corporation with branches and operations across the world. The thinking, in this case, is influenced by the precise customer needs and the cultural and geographical factors that impact on the purchasing behavior. Therefore, it is possible to have an international company, say a restaurant, offering entirely different types of goods and services in different parts of the world. This depends on the people living in a certain global locality. Nevertheless, the company’s logo and brand name continue to unite its global customers.   Another thinking of the international business that has evolved is the arbitrage thinking. This involves the exploitation of the differences that arise between regional and national marke ts. Business operators are now required to be more vigilant in the location of important parts of the supply chain in different regions. For instance, Europeans, mainly value opening many retail shops while Indians value the initiation of call centers to monitor employees and customers and create a better channel of communication.Another strategic thinking, that has characterized and shaped international business, is the competitive rivalry between different producers and suppliers in the international markets.

Thief Lord Essay -- essays research papers

The Thief Lord   Ã‚  Ã‚  Ã‚  Ã‚  When the Thief Lord and he’s band of misfit orphans accepts Barbossa’s mysterious job from â€Å"The Conte†, he gets a picture of a wooden wing from a magical Merry-Go-Round and an address. He’s set to rob Ida Spavento, a photographer and former orphan herself. Victor, the detective following Prosper and Bos trail, catches onto the Thief Lords plans and follows the orphans back to the abandoned theatre â€Å"The Star Palace†, he then searches for the owner of the theatre, Dottor Massimo, a millionaire. Victor makes he way to Dottor’s mansion to buy the theatre, he’s offar is refused. But, there he discovers a boy, who looks similar to the Thief Lord, named Scipio Massimo. â€Å"He quickly lowered his head, but Victor had already recognized him. His hair was tied back in a tight little ponytail and his eyes didn’t look quite as arrogant as they had before, but there could be no doubt: This was the boy who had so innocently asked Victor the time, just before he and his friends had tricked him† (Funke, Chapter 17, page 114.) Victor makes his way back to the theatre where he is captured by the orphans and taken hostage. After hearing the boy’s story, Victor comes to the conclusion the boys are better off on there own, and agrees to keep their secret, and sends their Aunt on a wild goose chace.   Ã‚  Ã‚  Ã‚  Ã‚  Meanwhile, the Thief Lord and his band of thieves set up to lob Ida’s household. They are caught by Ida’s housemaid and then are...

Night World : Dark Angel Chapter 1

Gillian Lennox didn't mean to die that day. She was mad, though. Mad because she had missed her ride home from school, and because she was cold, and because it was two weeks before Christmas and she was very, very lonely. She walked by the side of the empty road, which was about as winding and hilly as every other country road in south-western Pennsylvania, and viciously kicked offending clumps of snow out of her way. It was a rotten day. The sky was dull and the snow looked tired. And Amy Nowick, who should have been waiting after Gillian cleaned up her studio art project, had already driven away-with her new boyfriend. Sure, it must have been an honest mistake. And she wasn't jealous of Amy, she wasn't, even though one week ago they had both been sixteen and never been kissed. Gillian just wanted to get home. That was when she heard the crying. She stopped, looked around. It sounded like a baby-or maybe a cat. It seemed to be coming from the woods. Her first thought was, Paula Belizer. But that was ridiculous. The little girl who'd disappeared somewhere at the end of this road had been gone for over a year now. The crying came again. It was thin and far away-as if it were coming from the depths of the woods. This time it sounded more human. â€Å"Hello? Hey, is somebody in there?† There was no answer. Gillian stared into the dense stand of oak and hickory, trying to see between the gnarled bare trees. It looked uninviting. Scary. Then she looked up and down the road. Nobody. Hardly surprising-not many cars passed by here. I am not going in there alone, Gillian thought. She was exactly the opposite of the â€Å"Oh, it's such a nice day; let's go tramping through the woods† type. Not to mention exactly the opposite of the brave type. But who else was there? And what else was there to do? Somebody was in trouble. She slipped her left arm through her backpack strap, settling it on the center of her back and leaving her hands free. Then she cautiously began to climb the snow-covered ridge that fell away on the other side to the woods. â€Å"Hello?† She felt stupid shouting and not getting any answer. â€Å"Hi! Hello!† Only the crying sound, faint but continuous, somewhere in front of her. Gillian began to flounder down the ridge. She didn't weigh much, but the crust on the snow was very thin and every step took her ankle deep. Great, and I'm wearing sneakers. She could feel cold seeping into her feet. The snow wasn't so deep once she got into the woods. It was white and unbroken beneath the trees-and it gave her an eerie sense of isolation. As if she were in the wilderness. And it was so quiet. The farther Gillian went in, the deeper the silence became. She had to stop and not breathe to hear the crying. Bear left, she told herself. Keep walking. There's nothing to be scared of! But she couldn't make herself yell again. There is something weird about this place†¦ Deeper and deeper into the woods. The road was far behind her now. She crossed fox tracks and bird scratches in the snow-no sign of any-l thing human. But the crying was right ahead now, and louder. She could hear it clearly. Okay, up this big ridge. Yes, you can do it. Up, up. Never mind if your feet are cold. As she struggled over the uneven ground, she tried to think comforting thoughts. Maybe I can write an article about it for the Viking News and everyone will admire me†¦ Wait. Is it cool or uncool to rescue somebody? Is saving people too nice to be cool? It was an important question, since Gillian currently had only two ambitions: 1) David Blackburn, and, 2) To be invited to the parties the popular kids were invited to. And both of these depended, in a large part, on being cool. If she were only popular, if she only felt good about herself, then everything else would follow. It would be so much easier to be a really wonderful person and do something for the world and make something important of her life if she just felt loved and accepted. If she weren't shy and short and immature looking†¦ She reached the top of the ridge and grabbed at a branch to keep her balance. Then, still hanging on, she let out her breath and looked around. Nothing to see. Quiet woods leading down to a creek just below. And nothing to hear, either. The crying had stopped. Oh, don't do this to me! Frustration warmed Gillian up and chased away her fear. She yelled, â€Å"Hey-hey, are you still out there? Can you hear me? I'm coming to help you!† Silence. And then, very faintly, a sound. Directly ahead. Oh, my God, Gillian thought. The creek. The kid was in the creek, hanging on to something, getting weaker and weaker†¦ Gillian was scrambling down the other side of the ridge, slithering, the wet snow adhering to her like lumpy frosting. Heart pounding, out of breath, she stood on the bank of the creek. Below her, at the edge, she could see fragile ice ledges reaching out like petals over the rushing water. Spray had frozen like diamond drops on overhanging grasses. But nothing living. Gillian frantically scanned the surface of the dark water. â€Å"Are you there?† she shouted. â€Å"Can you hear me?† Nothing. Rocks in the water. Branches caught against the rocks. The sound of the rushing creek. â€Å"Where are you?† She couldn't hear the crying anymore. The water was too loud. Maybe the kid had gone under. Gillian leaned out, looking for a wet head, a shape beneath the surface. She leaned out farther. And then-a mistake. Some subtle change of balance. Ice under her feet. Her arms were wind-milling, but she couldn't get her balance back†¦ She was flying. Nothing solid anywhere. Too surprised to be frightened. She hit the water with an icy shock.

Know the Structure of Education from Early Years to Post...

Schools As Organisations Know the structure of education from early years to post compulsory education Task 1 An education provides people not only with the academic skills required, but also the social skills such as having the self confidence and belief in ones self to achieve a fulfilling and happy life. It is every child’s human right to receive such an education from early years to higher, and therefore several stages in which they must travel for this to happen. Early Years Education The Early Years Foundation Stage (EYFS) is a structure in place for the learning and development of children from birth to five years old, for which all schools and early years providers must follow. The purpose of the EYFS is to allow†¦show more content†¦The funding mainly comes from school fees and income from investments, gifts and charities. The building and land is owned by the governing body, and as many of these schools have charitable status they would be tax exempt. They will set their own admission policy and curriculum through the governing body and head teacher. (L/O 1.2) Academies Initially a school had to source funding of  £2 million from businesses, charities or faith bodies to become an academy, however this requirement changed in 2010. The Government decided to allow any school within England the chance to achieve academy status with the involvement of the local community. An academy is obliged to follow the National Curriculum, but has certain freedom around its delivery. Its funding comes from central government rather than the LEA, which would be at the same level per pupil as a maintained school. This allows the academy to choose how their budget is spent in a way that’s most beneficial to its students. (L/O 1.2) Key Stages and Areas of Study As previously mentioned, children from the age of 5 to 16 who are educated in a maintained school must be taught the National Curriculum. This sets out the key stages and core subjects they will follow throughout their time at school. Within this framework, schools can plan and organise the way they teach to best meet the needs of theirShow MoreRelatedKnow the Structure of Education from Early Years to Post-Compulsory Education718 Words   |  3 PagesKnow the structure of education from early years to post-compulsory education Before a child reaches school age they are entitled to free early year’s education from the early year’s foundation stage (EYFS). The aim of the EYFS is to ensure that all children under five benefit from a safe, secure and happy environment where they can play and develop, laying the foundation for success with the primary school curriculum. There are 6 key areas the EYFS are trying to combat and they are: 1. PersonalRead More1.2 Explain the Characteristics of the Different Types of Schools in Relation to Educational Stage(S) and School Governance.627 Words   |  3 Pages1. 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Dr RAJENDRA PRASAD DEPT OF EDUCATION KAKATIYA UNIVERSITY By G.RENUKA HALL TICKET NO: 11000E1022 Master of education (1st semister) UNIVERSITY COLLEGE OF EDUCATION (Department of education) KAKATIYA UNIVERSITY WARANGAL A.P, INDIA S NO | CONTENTS | PG NO | 01 | INTRODUCTION | 03 | 02 | Meaning and nature of teacher education | 03 | 03 | Teacher education after post