Customer Strategy Plan of FedEx Assignment Example | Topics and Well Written Essays - 750 words

Customer Strategy Plan of FedEx - Assignment Example FedEx main metrics to retain the company’s most valued customers starts with examining potential avenues that could lead to loss of customers. The company will work to develop different ways to build value and strengthen its commercial relationship. There are four pivotal strategies FedEx can apply to win the client’s loyalty. The first is customer segmentation which involves the process of grouping the clients into segments based on their needs and preferences (Beck, 2010). Segmentation will allow FedEx to outline the major clienteles persona based on past relationship with the company. The main aim of this process is to identify what clients are committed to FedEx, up to what level they are loyal and what category do they fall under. Loyalty according to Beck (2010) is a result of customer orientation, brands in the market, the business transaction model and the client’s decision making. This will assist FedEx to determine what segments provide better opportunities so that the company can focus its resources, beneficial clients. The second strategy is to prioritize the customer needs using innovative means to offer tailor-made services. After realizing the customer’s realities FedEx intends to rise to the challenge by delivering the best value revising its service, price, and marketing strategy to boost the customer’s loyalty. FedEx seeks to elevate its staff skills to enable them to identify the customer’s specific need so as to provide them with the best solution to their need. Improving the employee’ skills according to Kumar and Reinartz (2012) allow the prospective customers receive personalized service. FedEx will revisit its pricing strategies to ensure that certain clien ts enjoy special annual discounts without sacrificing profit margins.  

Personal philosophy of science education in a primary class Assignment

Personal philosophy of science education in a primary class - Assignment Example Students are said to develop their thinking, hand and body skills better under the inquiry-based method of teaching (Akinoglu, 2008). According to Akinoglu, science projects develop the creative thinking skills of students (2008). In teaching science to a primary class, it is important that teaching be done through small group works (Woods-McConney, Wosnitza, & Donetta, 2011). This makes the students more motivated to learn and participate actively in the activity. Another important aspect of teaching science education to primary class students is to help students understand science by linking them to the needs of society (Eady, 2008). They should be made aware of the relevance of science in their daily lives. Lastly, one concurs with McTigue and Slough that design of science texts used should enhance the interests of students to direct their attention to the essential information (2010). Furthermore, science texts should have graphical representations that can assist the students in understanding the science concept presented (McTigue & Slough, 2010). One hopes to apply the philosophies stated above in teaching science to a primary class. These philosophies were based on several theories by science educators and which one deems effective in communicating scientific principles to children. Gilbert, A. (2009). Utilizing science philosophy statements to facilitate K-3 teacher candidates’ development of inquiry-based science practice. Early Childhood Educational Journal , 36 (5), 431-438. Woods-McConney, A., Wosnitza, M., & Donetta, K. (2011, September 1). Keep it positive: Using student goals and appraisals to inform small group work in science. Teaching Science: The Journal of the Australian Science Teachers Association ,

The Black Panther Party Essay -- essays research papers fc

"There is nothing more dangerous than a large segment of people in society that feel that they have no place or stake in it, who feel they have nothing to lose. People who have stake in the society perpetuate that society, when they don't have it, they unconsciously want to destroy it." Unknown As a culture, we are told how to act, think, and speak among other things. We are taught to do what is considered "right" and if we choose not to, we are punished, ridiculed, and considered a menace to society. We are considered thuggish and belittled and put down for living in an alternative way. Don't get me wrong, there is some good in having a controlled society because it brings some order and stability within our society. However, the questions at hand are, could there be a way for those who do realize that we're being controlled to free themselves from the power and control that causes them to become oppressed? Could it be that we are bound and constrained and unable to have some type of agency in order to be free? If we can free ourselves, what type of agency is used? These questions are the basis for my paper. I plan to present examples of control and oppression through the film Panther that shows the struggle of the Black Panther Party of Self-Defense. The film takes place in the 1960's and it shows the struggles that the members had to go through in order to form some type of agency to free themselves from the control and oppression that the government had over their lives and their community. Huey Newton and Bobby Seale were two African-American men growing up in the ghetto of California where they saw and experienced racism and police brutality. There voices weren't heard when it came to their communities and it took three young children to die by car crashes, and a peaceful candlelight vigil that turned into a fight between a neighborhood and the police (In which the police covered up their badges so that no one could report them to the police department) for them to want to make... ...oes have a place in society because without it, there would be no stability within our society and everything would be chaotic and confusing. However, for those who don't want to be controlled, and do have a form of agency which they feel will free them really don't seem to be free anyway. It seems to me that no matter what you do, say, or learn you are always controlled. I thought that the fact that the Panther Party becoming knowledgeable would have worked very well but soon some laws were changed such as the one concerning being able to carry firearms as long as they were in clear view. After all they went through they still weren't free. Many of the Panthers were either killed while fighting for the cause or are now political prisoners. So, from my observation, the only agency available to free oneself from oppression is, to become knowledgeable and that only works to a certain extent. I guess there is no plain yes or no answer to my question about whether we can free ourselves from oppression. It's as if you think you've won when you really haven't. Works Cited Panther. Dir. Mario Van Peebles. Polygram Video. 1995.

“Piano Lesson” Analysis Essay

A title of a work is carefully chosen to not only strike interest but also to give some sort of clue as to the significance of the work. In the case of August Wilson’s The Piano Lesson, the title, though a play on words, reveals how important the piano is to the message Wilson is trying to convey. The piano, as an object, moves the plot of the play along since the conflict is the two main characters fighting over it. On the other hand, the piano, as a symbol, represents the perseverance of history in an individual’s lives. It’s presence and symbolism work hand in hand to communicate the lesson that family history remains with a person and it’s their responsibility to decide how to use it. Looking at the different character’s and their views on the piano provides evidence of this message. The play begins with Boy Willie barging into the house where his sister, Berniece, lives with his uncle, Doaker. Boy Willie’s purpose for being there is to sell the piano that Berniece keeps so that he can buy the land from his relative’s former slave owners. He knows the importance of the piano but views it as an object and a means for achieving his own success so that he can prove that he deserves as much respect as the white man. He says, â€Å"The only thing my daddy had to give me was that piano†¦I ain’t gonna let it sit up here and rot without trying to do something with it† (1.2). In his mind, keeping his family’s legacy isn’t with remembering them through the piano but using the piano as a means of making money, which to him will honor them in the long run. He tells his sister, â€Å"I’m supposed to build on what they left me†¦now the kind of man my daddy was he would have understood that† (1.2). He does acknowledge though that the past is something to be proud of. He lectures Berniece, â€Å"You ought to mark down on the calendar the day that Papa Boy Charles brought that piano into the house†¦and every year when it come up throw a party. Have a celebration. If you did that [Maretha] wouldn’t have no problem in life† (2.5). Boy Willie’s sister, Berniece, takes an entirely different approach when it comes to her choice of how the piano is used. Berniece is a character that lives in the past in an unhealthy way. The past has hardened her and it shows in the way she raises her child, Maretha, telling her not to go off â€Å"showing [her] color† (1.1). When Doaker comments on Berniece keeping the memory of her deceased husband saying, â€Å"she still holding onto  to him† (1.2) is further evidence of her clinging to the past but not using those memories in a productive manner. Unlike Willie, she views the piano as a symbol of her family’s heritage but fears it. She scolds Boy Willie for trying to sell it when she says, â€Å"You always talking about your daddy but you ain’t never stopped to look at what his foolishness cost your mama†¦cold nights and an empty bed†¦For a piano? To get even with somebody?† (1.2). She shows her resentment to the past by refusing to play the piano and refusing to tell her daughter of it’s history. Berniece is also afraid of the piano because of those who died because of it. Her mother died honoring it and her father died trying to get it. She explains to her suitor, Avery, â€Å"I don’t play that piano cause I don’t want to wake them spirits† (2.2). She faces that fear when Boy Willie comes to the house bringing a ghost with him; however, the ghost isn’t their dead relatives but Sutter’s. The presence of the ghost forces Berniece to face the past and Boy Willie to acknowledge that the past matters just as much as the future. The play concludes when Avery, who is a preacher, comes to the house to get rid of the ghost. The ghost protests and â€Å"fights† with Boy Willie. It is then that Berniece plays the piano to call on the spirits of her dead relatives singing, â€Å"I want you to help me† (2.2). By doin g this she learns the lesson that the past isn’t there to burden her but to give her strength for the future. Boy Willie also learns the lesson that the past is alive and that using it doesn’t have to be materialistic. It can simply be used to remember who you are. The lesson that the two characters learn is Wilson’s way of communicating to the audience how important family legacy is. The character’s growth in terms of their views on the piano display how easily one can lose sight of what is important in terms of being a person. Boy Willie thinks being somebody is materialistic while Berniece hides from being somebody at all. Though the main characters take a big part of the play the piano’s reoccurring presence and symbolism is the central focus of the play since it is through it that the conflict comes together, through it that the characters learn their lessons, and through it that family history is brought to life.

The New Negro of Harlem Essay - 495 Words

nbsp; nbsp; nbsp;Between 1910 and 1920, in a movement known as the Great Migration, hundreds of thousands of African Americans uprooted from their homes in the South and moved North to the big cities in search of jobs. They left the South because of racial violence and economic discrimination. Their migration was an expression of their changing attitudes toward themselves, and has been described as quot;something like a spiritual emancipation.quot; Many migrants moved to Harlem, a neighborhood on the upper west side of Manhattan. In the 1920s, Harlem became the worlds largest black community; also home to a highly diverse mix of cultures. This unprecedented outburst of creative activity exposed their unique culture and encouraged†¦show more content†¦Visual artists were also a significant force in this era. One of the popular artists of the movement was Henry Ossawa Tanner, an man of international acclaim whose exhibits included the famed Paris Salon. His noted oil painting, quot;The Banjo Lesson,quot; is a valued piece of the collection of the Hampton University Museum in Hampton, Virginia. During the 1920s, he was recognized as the most important black artist of his generation. nbsp; nbsp; nbsp;A few of the notable writers and poets were Countee Cullen, Langston Hughes, Jean Toomer, and Zora Neale Hurston. Langston Hughes was the most popular and gifted of all poets during this movement. Many of his poems described the different everyday lives of working class African Americans by adapting the rhythms of their music to his poetry. Some of the poems moved to the tempo of jazz and the blues. Another major figure was poet Claude McKay, a Jamaican immigrant whose militant verses urged African Americans to resist prejudice and discrimination. His poems also expressed the pain of life in the black ghettos of the 1920s, and the strain of being black in a world dominated by whites. nbsp; nbsp; nbsp;The most accomplished writer of the Harlem Renaissance was Zora Neale Hurston. Hurstons many novels, books of folklore, poems, and short stories portrayed the lives of poor, unschooled Southern blacks, whom, in her words, were the greatest cultural wealth of the continent. Much of her work celebrated,Show MoreRelatedThe New Negro Of The Harlem Renaissance879 Words   |  4 PagesThe New Negro Movement, also known as The Harlem Renaissance, was a time in the early twentieth century where African Americans embraced literature, music, theatre, and visual arts (Alchin). They were inspired and gave inspiration to many blacks in the community. The Great Migration was the beginning of the Harlem Renaissance – it is, where it began the most significant movement in the black history. After World War I, â€Å"more than six million African Americans† traveled from â€Å"the rural South to theRead MoreThe Harlem Renaissance : The New Negro Movement1008 Words    |  5 PagesThe New Negro Movement, also known as the Harlem Renaissance, spanned in the 1920s in which African American culture attained unparalleled political and social recognition despite the ongoing horrors of being black in America. New Negro was coined during the Harlem Renaissance indicating a more open advocacy of dignity and a refusal to submit to Jim Crow laws and racial segregation. The movement weakened the notion of the African diaspora as an event of forced migration isolated in the past andRead MoreThe Harlem Renaissance : The New Negro Movement1459 Words   |  6 Pagesas the Harlem Renaissance. The main focus of the era for the African Americans was to establish some sort of identity and self-expression through literary, musical, theatrical, and visual arts. The story behind this began in 1890 when African American slaves migrated from the rural South to the urban North as they thrashed their way to freedom. Most of them migrated to New York, particularly in the district of Harlem (Bolarinwa). Harlem was characterized as â€Å"not merely the largest Negro communityRead MoreThe Harlem Renaissance : The New Negro Movement843 Words   |  4 Pages The Harlem Renaissance, also known as the New Negro Movement, was an important time period for African American culture in the United States. It was an innovating period where many unknown artists became prominent for their talent and ethnic heritage, and brought upon many new connections between races. As a cultural movement, the Harlem Renaissance brought changes to America that would have long term effects on how art is created, viewed, and accepted. â€Å"The Renaissance was more than a literaryRead MoreBlack Lives During The Harlem Renaissance1373 Words   |  6 PagesBlack Lives During the Harlem Renaissance New Negro Movement, the elegant roaring times of the Billie Holidays’, Dorothy Wests’, and the Augusta Savages’. The rebirth of African American arts, took place in Harlem, New York in the early 1920’s. The New Negro Movement was utilized to describe African American as artistic, conscious, sophisticated. The Great Migration was the movement of 6 million African Americans who began to move from the rural southern parts of the United States to the NortheastRead MoreWhat Was The Overall Impact Of The Harlem Renaissance1110 Words   |  5 PagesWall Street Crash of 1929 considered the beginning of the end of the Harlem Renaissance? The financial support of African Americans by rich whites came to end after the Wall Street Crash. 22. Who is the author of Their Eyes Were Watching God and when was it published? The author of Their Eyes Was Watching God is Zora Neal Hurston and was published in 1973. 23. What was the overall impact of the Harlem Renaissance? The Harlem Renaissance help to how American view African American and their cultureRead MoreJohn Altoon s Jazz Players From 19501396 Words   |  6 Pagesart deco style with his use of bold contour line outlining geometric shapes along with his use of strong saturated colors. Altoon’s Jazz Players reflects Modernism by exemplifying cubism as well as Harlem Renaissance art through the use of angular, geometric shapes and the depiction of the â€Å"New Negro.† John Altoon was born in 1925 in Los Angeles and died in 1969 at the of age 43 due to a massive heart attack (Orange County Museum of Art Website). Altoon’s other works were known for being involvedRead More`` Walls Of Jericho ``999 Words   |  4 Pagesgo out on the floor to dance I am lost in a sea of white faces†¦Time was when white people went to Negro cabarets to see how Negroes acted; now Negroes go to these same cabarets to see how white people act.† African-American physician, radiologist, musician and novelist Rudolph Fisher was coupled with the Harlem Renaissance, whose fiction credibly illustrated black urban life, particularly in Harlem. In his first novel, Walls of Jericho, Fisher humorously and satirically presented a hopeful visionRead MoreAnalysis of the New Negro Essay1605 Words   |  7 Pagesbeginning Alain Locke tells us about the â€Å"tide of negro migration.† During this time in a movement known as the Great Migration, thousands of African-Americans also known as Negros left their homes in the South and moved North toward the beach line of big cities in search of employment and a new beginning. As Locke stated, â€Å"the wash and rush of this human tide on the beach line of Northern city centers is to be explained primarily in terms of a new vision of opportunity, of social and economic freedomRead MoreThe Negro Movement1364 Words   |  6 Pagesthe history of the culture that has risen from the ashes; one may be quite surprised just how far the African American culture has come. The progression of the African American culture is indeed one to be proud of. From cotton fields to Harlem, â€Å"The New Negro Movement†, sparked a sense of cultural self-determination, with a yearning to strive for economic, political equality, and civic participation. This was a movement that sparked a wide range of advancements in the African Amer ican culture

German Proficiency Tests and Certification

At some point in your study of the German language, you may want to, or you might need to take a test to demonstrate your command of the language. Sometimes a person may want to take it for his or her satisfaction, while in some cases a student may be required to take a test such as the Zertifikat Deutsch (ZD), the Großes Sprachdiplom (GDS), or the TestDaF. There are more than a dozen tests you can take to certify your proficiency in German. Which test you take depends on several factors, including for what purpose or for whom you are taking the test. If you plan on attending a German university, for instance, you need to find out which test is required or recommended. While many colleges and universities have their in-house proficiency tests, what we are discussing here are established, widely recognized German tests offered by the Goethe Institute and other organizations. A standardized test such as the widely accepted Zertifikat Deutsch has proven its validity over the years and is recognized as certification in many situations. However, it is not the only such test, and some of the others are required instead of the ZD by some universities. There are also specialized German tests, particularly for business. Both the BULATS and the Zertifikat Deutsch fà ¼r den Beruf (ZDfB) test a high level of language competency for business German. They are only suitable for people who have the appropriate background and training for such a test. Test Fees All of these German tests require payment of a fee by the person being tested. Contact the test administrator to find out the cost of any test you are planning to take. Test Preparation Since these German proficiency examinations test general language ability, no one book or course prepares you for taking such a test. However, the Goethe Institute and some other language schools do offer specific preparatory courses for the DSH, GDS, KDS, TestDaF, and several other German tests. Some of the tests, particularly the business German tests, provide specific requirements (how many hours of instruction, type of courses, etc.), and we outline some of that in the following list. However, you need to contact the organization that administers the test you want to take for more detailed information. Our list includes Web links and other contact information, but one of the best sources of information is the Goethe Institute, which has local centers in many countries all over the globe, and an excellent Web site. (For more about the Goethe Institute, see my article: Das Goethe-Institut.) BULATS (Business Language Testing Service) Organization: BULATSDescription: The BULATS is a worldwide business-related German proficiency test administered in cooperation with the University of Cambridge Local Examinations Syndicate. Besides German, the test is also available in English, French, and Spanish. BULATS is used by organizations to assess the language skills of employees/job applicants in a professional context. It comprises several tests that can be taken separately or in combination.Where/When: Some Goethe Institutes around the world offer the German BULATS test. DSH - Deutsche Sprachprà ¼fung fà ¼r den Hochschulzugang auslà ¤ndischer Studienbewerber (German Language Test for College Admission for Foreign Students) Organization: FADAFDescription: Similar to the TestDaF; administered in Germany and by some licensed schools. The DSH examination is used to prove an international students ability to understand lectures and study at a German university. Note that, unlike the TestDaf, the DSH may be retaken only once!Where/When: Usually at each university, with the date set by each university (in March and September). Goethe-Institut Einstufungstest - GI Placement Test Organization: Goethe InstituteDescription: An online German placement test with 30 questions. It places you in one of the six levels of the Common European Framework.Where/When: Online at any time. Großes Deutsches Sprachdiplom (GDS, Advanced German Language Diploma) Organization: Goethe InstituteDescription: The GDS was established by the Goethe Institute in cooperation with the Ludwig-Maximilians-Università ¤t, Munich. Students taking the GDS must be virtually fluent in German as it is rated (by some countries) as being the equivalent of German teaching qualification. The exam covers the four skills (reading, writing, listening, speaking), structural competence and dictation. In addition to spoken fluency, candidates will need advanced grammatical ability and be capable of preparing texts and discussing issues about German literature, natural sciences, and economics.Where/When: The GDS can be taken at Goethe Institutes and other testing centers in Germany and other countries. Kleines Deutsches Sprachdiplom (KDS, Intermediate German Language Diploma) Organization: Goethe InstituteDescription: The KDS was established by the Goethe Institute in cooperation with the Ludwig-Maximilians-Università ¤t, Munich. The KDS is a German language proficiency test taken at an advanced level. The written test involves the understanding of texts, vocabulary, composition, understanding instructions, as well as exercises/questions about specifically chosen texts. There are also general questions on geography and German culture, plus an oral exam. The KDS satisfies university language entrance requirements.Where/When: The GDS can be taken at Goethe Institutes and other testing centers in Germany and other countries. Tests are held in May and November. OSD Grundstufe Ãâ€"sterreichisches Sprachdiplom Deutsch - Grundstufe (Austrian German Diploma - Basic Level) Organization: Ãâ€"SD-Prà ¼fungszentraleDescription: The OSD was developed in cooperation with the Austrian Federal Ministry of Science and Transport, the Federal Ministry for Foreign Affairs and the Federal Ministry of Education and Cultural Affairs. The OSD is a German language proficiency exam which tests general language skills. Grundstufe 1 is the first of three levels and is based on the Council of Europes Waystage Level specification. Candidates should be capable of communicating in a limited number of everyday situations. The exam comprises both written and oral elements.Where/When: At language schools in Austria. Contact the Ãâ€"SD-Prà ¼fungszentrale for more information. OSD Mittelstufe Austrian German Diploma - Intermediate Organization: Ãâ€"SD-Prà ¼fungszentraleDescription: Candidates must be able to handle a level of German beyond everyday situations, including intercultural skills. See the listing above for more about the OSD. Prà ¼fung Wirtschaftsdeutsch International (PWD, International Test for Business German) Organization: Goethe InstituteDescription: The PWD was established by the Goethe Institute in cooperation with Carl Duisberg Centers (CDC) and Deutscher Industrie-und Handelstag (DIHT). It is a German business proficiency test taken at an intermediate/advanced level. Students attempting this examination should have completed 600-800 hours of instruction in German business and economics. Students are tested on subject terminology, comprehension, business letter standards, and proper public relations. The examination has both written and oral components. Students attempting the PWD should have completed a course in intermediate business German and preferably an advanced language course.Where/When: The PWD can be taken at Goethe Institutes and other testing centers in Germany and other countries. TestDaF - Test Deutsch als Fremdsprache (Test (of) German as a Foreign Language) Organization: TestDaF InstituteDescription: The TestDaF is a German language proficiency test recognized by the German government. The TestDaF is most commonly taken by people who want to study at the university level in Germany.Where/When: Contact the Goethe Institute, other language schools, or a German university for more information. Zentrale Mittelstufenprà ¼fung (ZMP, Central Intermediate Test) Organization: Goethe InstituteDescription: Accepted by some German universities as proof of German proficiency. The ZMP was established by the Goethe-Institut and can be attempted after 800-1000 hours of advanced German language instruction. The minimum age is 16. The examination tests reading comprehension, listening, writing skills, and verbal communication at an advanced/intermediate level.Where/When: The ZMP can be taken at Goethe Institutes and other testing centers in Germany and other countries. Contact the Goethe Institute for more information. Zentrale Oberstufenprà ¼fung (ZOP) Organization: Goethe InstituteDescription: Candidates must show they have a good command of the regional variations of standard German. Must be able to understand complex, authentic texts and to express themselves accurately both orally and in writing. Level compares with that of the Kleines Deutsches Sprachdiplom (KDS). The ZOP has a written section (text analysis, tasks that test the ability to express oneself, essay), listening comprehension, and an oral examination. Passing the ZOP makes you exempt from the language entrance examinations to German universities.Where/When: Contact the Goethe Institute. Zertifikat Deutsch (ZD, Certificate German) Organization: Goethe InstituteDescription: Internationally recognized proof of basic working knowledge of the German language. Candidates must be able to deal with everyday situations and have a command of basic grammatical structures and vocabulary. Students who have taken about 500-600 class hours can register for the exam.Where/When: the examination centers set ZD exam dates. As a rule, the ZD is offered one to six times per year, depending on location. The ZD is taken at the end of an intensive language course at a Goethe Institute. Zertifikat Deutsch fà ¼r den Beruf (ZDfB, Certificate German for Business) Organization: Goethe InstituteDescription: A special German test aimed at business professionals. The ZDfB was developed by the Goethe Institute and the Deutsches Institut fà ¼r Erwachsenenbildung (DIE) and is currently being administered by the Weiterbildungstestsysteme GmbH (WBT). The ZDfB is specifically for those students interested in business relations. Students attempting this exam should have already completed an intermediate level course in German and additional courses in business.Where/When: The ZDfB may be taken at Goethe Institutes; Volkshochschulen; ICC members and other testing centers in over 90 countries.

Prima Facie The Spitzenkandidaten Election Model Is Not...

Prima Facie the Spitzenkandidaten election model is directly democratic, however, in practice this system is not without flaws. Electoral participation remained at record low levels when it was first introduced in 2009 and the following elections of 2014, at 43%. This low voter turnout illustrates that those who believed that Spitzenkandidaten would increase public interest and promote a pan-European debate about the future of the EU were clearly mistaken. The effectiveness of this voting system is much debated. From, aggregate election results it is clear that, such a system of voting continues to be akin to second order theory for two reasons. Firstly, low voter turnout exemplifies that citizens are disillusioned by politics at a European level and hence true voting patterns are skewed, as it is more likely for citizens with vested interests to vote at a European level. This has the adverse effect on European Integration through paving the way for Eurosceptic parties into the EP, whose representation is considerable in the current parliamentary formation. This is exemplified by the fact that the success of Eurosceptic parties was interdependent on the suffering of governing parties. For example the conservatives coupled with the liberal democrats in the UK lost 30%age points since the general election of 2010. The two Dutch governing parties suffered the same losses as compared to the 2012 Dutch general election. Finally, the governing parties of France and Spain lost