Case Analysis: Profitability of Wendy’s Chilli Essay

Dave Thomas, the founder of Wendy’s restaurant, opened his first restaurant on November 15, 1969 in Columbus, Ohio. Dave was born in Atlantic City, New Jersey on July 2, 1932. He was adopted at six weeks old by Rex and Auleva Thomas. Dave moved from state to state with his father when his mother passed at the age of 5. At the age of 12, Dave obtained his first job at a restaurant in Knoxville. Thus, he began his love for the restaurant business. At the age of 15, Dave dropped out of high school to work full time in the restaurant business. While working full-time at the Hobby House restaurant, Dave met Colonel Sanders, the founder of Kentucky Fried Chicken (now KFC). In 1962, Dave was offered the opportunity to turn around four failing Kentucky Fried Chicken restaurants in Columbus, Ohio. Utilizing his past experience, Dave turned the restaurants around, sold them back to KFC, and immediately became a millionaire all at the age of 35. He then co-founded Arthur Treacher’ s Fish and Chips. Dave again capitalized on his experiences in restaurant management when he decided to establish his own restaurant. Since hamburgers were his favorite food, Dave decided to start a restaurant that would serve a quality hamburger without a 30 minute waiting period. Named for his eight year old daughter, Dave started Wendy’s. In order to focus on quality and remain competitive, the menu was limited to four basic products excluding beverages. The product line included hamburgers, chili, french fries, and Wendy’s Frosty Dairy Dessert. Wendy’s hamburgers patties consisted of  ¼ pound of 100 percent pure domestic beef, served as a square shaped patty rather than a round shaped patty, and served â€Å"hot ‘n juicy† in accordance with individual customer orders. The french fries were sliced slightly longer and thicker from high quality potatoes and cooked in specially-designed fryers to allow the inside to be cooked without burning the outside. Wendy’s Frosty Dairy Dessert is a thick blend of vanilla and chocolate flavors and must be served with a spoon as a dessert rather than a straw. Wendy’s chili is the fourth basic menu item. Whenever the cook overestimated customer demand, beef patties stayed on the grill beyond the recommended  time. This caused the beef patties to be well done. To avoid customer dissatisfaction, Wendy’s used the â€Å"well done† beef patties that had been refrigerated from the previous day and could not be served to customers. Each eight ounce serving contained about a quarter pound of ground beef. Wendy’s chili is prepared by the assistant manager or an experienced crew member using an original recipe. The labor cost for the assistant manager and crew member is listed in Table 1. The cost to prepare the chili is listed in Table 2 below. Table 3, illustrates the direct cost associated with the production of chili. Table 1. Labor costs for assistant manager or a crew member to prepare chili in 1978 Table 2. Ingredients and costs in 1978. Table 3. Direct cost for 1978 In the event of a shortage of overcooked patties, beef patties were cooked for the sole purpose of inclusion in the chili. In order to prepare a pot of chili, it took 10 to 20 minutes of preparation time. This process required chopping the meat into small pieces, adding the other ingredients and stirring the batch six times. Sixty percent of the total annual sales for chili occurred during the months from October to March. The chili product has the lowest gross profit margin. The 1978 labor and additional direct costs are listed in Table 4 below. Table 4. Cost of Chili Preparation, Overall Cost of Chili and Profit of Chili. In November 1979, Wendy’s became the first national restaurant chain to introduce a Salad Bar on the menu. Initial test marketing of the salad bar concept had been successful. This innovative idea also posed a dilemma. If Wendy’s was to follow their limited menu concept, the salad bar would potentially replace chili since it had the lowest profit margin on a full cost basis. Then, management would be faced with containing the cost of the overcooked patties that resulted from overestimating customer demand and  cooking too many hamburgers. While hamburgers comprised 55 percent of total sales, chili sales comprised of five percent of total sales. The chili was most popular between the months of October through March. During these months, 60 percent of the total annual chili sales occurred. Management was faced with deciding which product would be best to sustain long-term profitability. Wendy’s revenues were derived from the sales made from company-owned restaurants, from royalties paid to the company by owners of franchised restaurants, from fees paid by the owners of franchised restaurants for technical assistance and from interest earned on investments. By 1978, Wendy’s operated 1,407of restaurants. Of this number, 1,119 stores were owned by franchisees. Franchised stores were built to a uniformed specification and were not located within the same market areas as company-owned stores. Most restaurants were located in urban or densely populated suburban areas; a large volume of customers was a primary factor for Wendy’s success. Each franchisee paid a $15,000 fee for technical assistance prior to the opening of a restaurant for services such as site selection, construction plans, initial training for owners and staff members, advertising materials, national purchasing agreements and operations manuals. For 1978, company-owned stores generated 84.13% of revenue, royalties generated 12.65% of revenue, technical assistance fees generated 1.87% of revenue, and interest from investments generated 1.35% of revenue. The income statement from Moody’s is listed in Table 5 below (Moody’s, 1980, p. 1565). Table 5. By focusing on a product differentiation marketing strategy, quality food, quick service and reasonable prices, Wendy’s was able to achieve its financial success and to grow rapidly at a time when the fast-food industry appeared to be saturated. The adoption of the limited menu concept also contributed to this success. Having a limited menu concept allowed Wendy’s to concentrate on the quality of a few menu items and allowed Wendy’s to quickly prepare a meal to the customer specifications. The limited menu  concept does not allow for changes in consumer preferences nor does it allow Wendy’s to compete with other fast food restaurants serving items such as chicken. In 1970, Wendy’s broke new grounds by opening a second restaurant with a unique feature. This restaurant featured a drive-thru window with a special grill within the pick-up window. Wendy’s was able to achieve success in their drive-thru window concept, because their product was served fresh from the special grill within a short span of time. While other restaurants offered a standard product through their dive-thru window, Wendy’s differentiated their concept by offering a product that was prepared fresh to the customer’s specifications. Therefore, the product delivery time did not increase when preparing the order as requested by the customer, whether in the dining room or through the pick-up window. Wendy’s used a product differentiation approach for their hamburgers. By marketing the hamburgers as a square patty rather than a round patty, Wendy’s was successful in advertising their hamburgers as â€Å"old-fashioned.† Wendy’s also cooked each hamburger in a manner that provided a customized hamburger for each customer quickly and at a reasonable price. Innovations have been the key to Wendy’s growth. Their innovative style of management has made Wendy’s a leader in the fast-food industry. By catering to young adults and adults, Wendy’s has attempted to create brand loyalty among their target customers. Wendy’s recognized the dynamic needs of their customers and consequently offered a dining experience that emphasized quality food, fast and friendly service within a setting that is common throughout all their restaurants. Wendy’s has made growth a priority in their strategic plan in order to achieve high employee retention and satisfaction rates. According to Doorley and Donovan, â€Å"employee satisfaction rises when a company grows, probably because people experience new challenges and are excited about being on a winning team (Swanson, 2001).† The introduction of a salad bar will contribute to a diversification strategy that will also augment their  innovative approach. Chart 1. Sales comparison of Wendy’s and competitors. Quality was a foundational component in the first Wendy’s restaurant. This was due largely to uncompromising passion for quality by the founder, Dave Thomas. Quality still remains the top priority in the food, people and service industry. The mission statement of Wendy’s is: â€Å"To deliver superior quality products and services for our customers and communities through leadership, innovation and partnerships (Wendy’s, 2004).† The vision statement of Wendy’s is: â€Å"to be the quality leader in everything we do (Swanson, 2001).† This core value has guided the organization and helps to define the corporate culture and distinguished Wendy’s from the competitors. Business Creations recommends Wendy’s pursue adding salads to their limited menu concept; however, this should be done as a menu item rather than as a Salad Bar concept. Since Wendy’s has placed a high emphasis on quality, a Salad Bar concept introduces various risk factors which may cause dissatisfaction among the customers. Risk factors such as foreign objects falling into items on the Salad Bar and the food area remaining sanitized are just two of the risk factors. Also, the Salad Bar concept would require additional labor to replenish the stock. To maintain a consistent standard, Wendy’s should prepare the salad and sell the item as a pre-packaged menu item. We also recommend Wendy’s further evaluate removing chili from the menu in the 128 restaurants in the southern states during the summer months since sales decrease to 40 percent during this time frame. Excess beef patties can then be used as a topping for a salad, such as a Taco Salad. References: Hoover’s fact sheet. (2003). Retrieved from: www.hoovers.com/wendy’s/–ID__11621–/free-co-factsheet.xhtml, www.hoovers.com/sonic/–ID__13112–/free-co-factsheet.xhtml, www.hoovers.com/krystal/–ID__15659–/free-co-factsheet.xhtml, www.hoovers.com/burger-king/–ID__54531–/free-co-factsheet.xhtml, www.hoovers.com/mcdonald’s/–ID__10974–/free-co-factsheet.xhtml on May 2, 2004. Moody’s OTC Industrial Manual. (1980). New York, NY: Moody’s Investors Service, 1565. Swanson, B. (2001). â€Å"New strategic plan combines the best of Wendy’s and Tim Hortons.† Wendy’s Magazine. 13. â€Å"Wendy’s strategic plan†. Retrieved from www.wendy’s-invest.com on May 2, 2004.

Classroom Management Plan Essay

In my first year as a teacher, I am committed to providing an environment where students are successful in learning, and understand the rules of the school inside and outside of the classroom. When students know they are in a safe environment, they feel safe to –ask questions, make mistakes, and be their selves. In keeping with tone of supporting students, behavior should not be punished, but re-directed to fit each students’ needs. My job as a teacher is to set the tone for such an occurrence and allow the students to see where they fit in. Providing the appropriate environment for all students to flourish will be my major goal in implementing good classroom management –it is necessary for the success of each student. I am committed to building my classroom into a safe and inspiring environment while engaging my students through the curriculum. While also getting to know them and interacting with them on a one-on-one basis. I know that meeting the needs of my students is a very integral part of my classroom management. Being comfortable with others students as well as myself, is also key to meaningful and respectful classroom discussions. I would like to have participation as a regular in my classroom, which could lead to group work. I want to make sure students are not afraid to learn from each other early on, so that when they are older they can see the importance of teamwork In my class I would say that I myself am very understanding and open with students. I recognize when they are not in the best of spirits, and when they have received good news. I will try my best to gage students by asking questions about their life outside of school. I want them to also feel comfortable with asking me questions, and know what is appropriate versus not-appropriate. Apart of self-rules, I don’t believe in forcing students to complete assignments, rather I give them the choice, along with consequences so they understand what is expected of them. I want my students to understand how to work for a grade, and know the feeling of satisfaction and earning an â€Å"A†. I am open to suggestions from students of what makes them comfortable in a classroom, so that they feel they are involved in the mechanisms of the classroom –which will give them motivation to learn and be enthused about learning. Physical Arrangement Coming into the classroom, students are met with natural lighting from the  windows and inviting tables and chairs with textbooks neatly stacked in each corner of the desk. Also upon entrance is a table where students can submit their work for the day as the exit the room to go to their next class. They feel excited and eager as they walk to their seats that they choose as their personal seat for the rest of the year. The seat formation is a square, in which students are two to a desk, and seated in front of or –in back of each other. There are three boards in the classroom: * A White-Board (in the front of the classroom) This board is used for writing down student comments. Daily news of important events Important information students should know for the day. * An Interactive Smartboard (on the right wall of the classroom upon entrance) This board is used for prompts and classroom discussions. Interactive classroom activities (i. e. , Jeopardy for test reviews, or lessons that describe how to mathematically explain graphing the equation of a line using slope intercept form) * A Cork Board (on the back wall of the classroom) This board will be used to display: â€Å"Student of the Week†, Top Assignment Grades, and Student Birthdays for the Month. My desk, which is at the head of the class and next to the whiteboard, has a bin for late assignments. Students are instructed to take out their notebooks and pens/pencils, and record the lesson for today located on the Whiteboard. The set-up of a classroom, as well as any room has an effect on the individuals that dwell in that space. I have the hopes that my classroom setting will be inviting to learning and exploration of growth. When I need the classroom to work in pairs or have discussions in groups, I will give them the opportunity to arrange the classroom into their comfort zones. On the walls, students are interested in an array of posters, showing basic steps in Mathematics, English and Science. I will refer to the posters throughout the year, to give students the independence necessary during their times of struggle –and help them recall where and what information is useful. In the far corner in the back of the room, will be a closet with books pertaining to unit discussions, and supplemental materials for writing, researching, atlases, dictionaries and art supplies for projects. These resources could be additional materials that students can look through out of curiosity or of obtaining extra information on a subject. In the far left, aligning the wall will be computers for individual use where students can research, and complete assignments. I have also attached a drawing of the schematics of the room, to show an environment that is conducive to discussions, individual work, and group work. By arranging the desks in square format, I am providing a learning atmosphere during times of lecture and note-taking, while allowing students to re-arrange during group work to give them that collective environment. The desks will not be connected to allow ease of access to each student, during times of monitoring. Teaching Rules/Behavioral Expectations I undeniably believe in keeping a safe environment where put-downs and name calling is not allowed –this also falls under respect. If I can have respect for my students as well as having them respecting each other, I believe this leads to a safe environment where learning can take place. As a part of school-wide rules, I am a stickler for gum chewing or eating and drinking in class. As far as cell phones and music, it is harder to stick to the status quo when it changes so much. I would like to give my kids the freedom to listen to music during their time of written expression or individual-work, as long as they are being respectful of each other, which means they are not blasting the music for everyone to hear, or interrupting other classmates. If it gets out of control, I will let them know that the privilege will be taken away, right from the beginning. As a part of school-wide expectation students are not to bring book bags/jackets to class, to which I uphold in my classroom. Students are required to wear a dashiki to school every day, and anyone not dressed in uniform is to be written-up (somewhat like a pink slip, that follows you throughout your school career), to which I am also an enforcer. I expect students to treat each other and myself with respect, which I outline in the beginning of class as –understanding for others and their lifestyles. I define the 5 step behavioral process as: Step 1: Verbal Acknowledgement Step 2: Verbal Warning Step 3: Name on Board Step 4: Call home Step 5: Write-Up and recommendation for Re-centering (Re-centering is a in-house detention served in the morning before school). If student behaviors are out ruled in the classroom, we will have a student-made Behavioral Process; where the students will come up with rules that will work to increase their learning potential. Students are more inclined to follow rules that they feel they have had input. This in turn will provide less resistance and more cooperation among students. Parents would also be sent a copy of the new rules, and informed of their child(s) desire to implement. Student will know that when the teacher is speaking, they are either taking notes as directed, or following along in required reading. There will be times, when a classroom discussion is held about the flow of material and how comprehensive it is to the students. Giving students the power to feel they have control over their learning. When I want to get the attention of my students I will hold up a quiet sign, and remain silent until all eyes are on me. I will then, say â€Å"Thank you for your cooperation†, and continue on with my lesson. Homework is to be given daily, unless there is a project due at the end of the week; in that case homework is given twice in the week. Late homework is to be turned into the appropriate bin located on my desk marked â€Å"Late†. Spelling, grammar, and organization will be counted towards total grade on ALL assignments. Communication/Daily Schedule It is my belief that involving parents can help with student issues while also gaining an insight to the student outside of the classroom. At the same time, engaging with parents to let them know they are a part of their childs’ education. I would like to send out a monthly newsletter or post an announcement on the web so parents can see what is going on in the classroom. I believe if parents are involved in their child’s school, the child will have more support at home and the parent can help with any issues that arise. I believe it is good to involve parents as much as possible. I will always have the agenda on the board so they can copy it down in their notebook everyday as they walk in. On some days I hope to have a free-writing assignment as a â€Å"Do Now†, so I can take role and they can be engaged and working on their writing. Notes will be taken in a notebook that I provide for easy-to-find assistance during a test, or review. Homework will be turned in at the end of class, as each student is dismissed by name. If the student did not get the homework done, they may lose a point each day it is not turned in. All assignments will have a chance to be turned in, and students will not be given less than half credit for an assignment turned in late. Next, we will begin out lesson. Pop up Quizzes can/will be given once a month, or as needed depending on participation in class. Interactive game days will be announces in advance, to give students something to look forward to in class. I want to make sure I leave at least five minutes to wrap up the lesson and reiterate the important points brought up that day. I will use different forms of assessment to make sure students understand the information, whether by passing out a graphic organizer, or having a discussion around the main points. I want to make sure my students understand the material as well as using higher-order thinking skills to analyze interpret or evaluate the material. I feel essays are a great way to let students express their learning, and interpretation. I would also like to give choices to students to demonstrate their knowledge of a given unit or subject, and believe that by allowing them to choose their way of competence they have another way in express their learning. I would grade on class participation including attendance, homework, group work and tests and quizzes. Group work is graded both at a group level but also at an individual level. I would like to grade as holistically as possible and I do not want students who are successful on tests, presentations or group work assignments to be penalized too much if they are not completing all assignments. My policy on late work will be that it is accepted but at a lower grade. I want students to learn, first. I do not want them to forget an assignment just because they missed the deadline. Encouraging Appropriate Behavior If students are showing signs of trouble getting homework in or not doing well on tests, I will have a meeting with them to help them get back on track. I will make a plan with them that their parents will sign, if necessary. I do not want my students falling behind because they are not doing their work. I want to stay on top of the students who may need an extra push. I want all my students to feel important in my class and another way I can accomplish this is helping them with their schoolwork and organization. I will be another person setting high expectations for all my students and helping those who may need some extra attention to accomplish their goals in the classroom. I want students to understand that they have control over their learning and it is not an innate skill or gene. I will help those who need it most by working with them one-on-one, if necessary. In the beginning of the year, all negative language in the classroom is immediately stopped. This will lead to students feeling safe to express themselves without fear of judgment. In turn, autonomy can prevent discipline problems as kids might act out if they are feeling attacked or unsafe in the classroom. I agree with this prevention strategy because once a student is not held accountable, then the problem will just perpetuate. Rogers talks about re-claiming teachable moments and how it is hard if you don’t catch a problem right from the beginning. I believe that this may make it easier in the long run, but I do not think you have to use a teachable moment right from the start to have it be meaningful. I believe if a problem is really out of control after two months or even five months, a proper, forceful teachable moment could teach the same thing even being later in the class. Establishing attention is one last preventative technique. Rogers insists that you should not talk over noise. I agree with this prevention and I notice that when I stand in the same place in the room, the kids will quiet down. If I â€Å"wait† for them to be quiet, they will quiet each other down. Establishing this early on is crucial in having an environment conducive to teaching and learning. It is essential that directions are heard and important points in class are heard. Discouraging Inappropriate Behavior If there is a consistent misbehavior problem, I will initially ask the student to talk to me after class. I will talk to him/her about the positive things they are doing in class and how I appreciate something they are doing, as in participating in class for example. I will tell them why their behavior is interfering in the class and have them meet with me later to make a plan of how they will be able to stop the behavior. In class, I will give them a warning and then ask them to move to the back of the room to work by themselves. I always want to keep consequences in line with the misbehavior. If the misbehavior continues, I will talk to the student and make a phone call home. I might also ask the parent to come into school for a meeting with the student. I think it is very important to involve the parents. I do not believe in throwing a student out of the room unless they are being harmful to others or me in the class–either physically or verbally. I believe that misbehavior should be addressed with the teacher and student communicating as much as possible. I feel that sending students to the â€Å"office† is overused. Instead of focusing solely on the misbehavior in the classroom, I want to focus on the good behavior and attitudes in my classroom. I want to acknowledge and encourage good behavior and academic success in my classroom. I will make sure that positive calls home will be given out for all students no matter how big or how small the accomplishment. I think parents really appreciate positive phone calls home and it also sets up a dialogue between parents and teachers. I also believe, in using rewards like stickers and stars, A’s or praise. I want my students to know it is okay to make mistakes and take risks in the classroom. I want to encourage my students by telling them specific feedback on assignments to let them know I am interested in their improvement individually. Although, I don’t want them to become dependent on my praise, I want them to be successful learners. I want to focus on improvement and effort, not just the final outcome. Conclusion As I have stated earlier, I believe Classroom Management is the key to an environment where students feel safe participating, and learning takes place. I hope to create an environment that is conducive to learning and involves all my students. The most important part of classroom management is not the behavior problems, but creating a good rapport with the students and encouraging them to succeed and setting high expectations for them. I believe creating a positive environment can limit undesired behaviors in the classroom.

Assessment Plan Research Paper Example | Topics and Well Written Essays - 1250 words

Assessment Plan - Research Paper Example The results will be used to gauge the level of knowledge and skills acquired by every student. Student participation in discussions, research papers, and writing assignments will also be used to evaluate them. These results will be graded according to the course assessment rubric and will serve as an indication of the level of skills achieved by every student. Students enrolled in this course will have to participate in a debate session, write a research paper, sit for written tests, and sit for a final examination. The debate or discussion forum will involve student groups of five members each. Every group member will present an item from the material prepared by the group. The purpose of the discussion is to evaluate communication, creative thinking, and performance skills. However, student performance will be graded according to the overall group performance and not on individual performance. This will encourage the students to work together as a group and will enhance individual participation during presentations. Students will also be required to write a research paper in groups of five students. The research question will be provided by the instructor, and students will have a maximum of five weeks to complete the research paper. The research paper will aim at evaluating the ability to analyze and evaluate a particular problem. The paper will be graded according to group performance instead of individual performance. A maximum of five written tests will be issued in a semester to evaluate writing skills and creative and critical thinking. These tests will be graded according to individual student performance and will cover the coursework covered by the instructor. Written tests will assess grammar, writing, clarity in expression, and precision in answering questions. The wording should capture the important and clear issues contained within the test questions. Students should have the ability to apply writing skills learned in the course and exhibit their understanding of a particular question. The final exam will cover the whole coursework outlined in the course outline. This involves areas covered in the class, assignments, and other areas included in the outline, which may not have been covered with the instructor. The exam will have the highest contribution in the overall student grade. Students who perform poorly in the final exam will be considered to have failed the entire course. Deficient Unpreparedness and the students have underdeveloped ideas. No research-based literature in the whole paper. Fragmented writing and ideas are not logically presented. Many spelling, grammatical, and punctuation errors. Poor sentence structures. Thesis and purpose are unrelated to the question and cannot be determined. No apparent transition between sentences, paragraphs, or sections. Underdeveloped Student has confusing ideas, and the topic is not well covered. Overemphasis upon non-research-based literature. Little research-based literatur e. Some ideas are presented in a logical order. Weak organization with constant shifting in presentation of ideas. Several spelling, grammar, and punctuation errors. Inconsistent sentences. Thesis and purpose are vague and loosely related to the subject. Vague transitional devices and unclear structural sequence. Average Student is prepared and presents major ideas. Adequate emphasis on important researched literature. Ideas are

Theme For English B Essay Example | Topics and Well Written Essays - 500 words

Theme For English B - Essay Example civil war in Sierra Leone, as witnessed through the eyes of a child soldier victim; introduction of the readers to the contextual and historical setting of the story is important because it facilitates interpretation of the unfolding narrative. This story presents the narrator in New York City in 1998, years after he fled the civil war in his country Sierra Leone; the conversation that occurs between the narrator and his friends at school reveals that the narrator has suffered the horror of having to witness things that he shouldn’t have at a tender age. The story also serves to build suspense and anxiety in the readers to carry on with the story, to unfold the mysteries alluded to in the passage; in other words, this piece of story raises numerous questions in the readers’ minds, which can only be answered by reading the full story. For instance, readers are curious to know that the war was about and the role of the narrator in the war; in that case, readers are anxiou s to read the entire story, to find out the exact events that transpired in Sierra Leone, forcing the narrator to run for his life finally arriving in New York City. The first page of chapter one further builds on the effect of this passage by providing details of the stories that were told by passersby about the war in other places away from the narrator’s home. The first page gives a snapshot of the entire story by alluding to the stories of the fleeing refugees, and their horrendous experiences in war torn zones; this page gives an overview of the events that are about to unfold in the next chapters, thereby arousing readers interest. Adults in families fleeing the war zones are described as having witnessed things that plagued their minds because they appeared disoriented and lost in their own thoughts during conversations. Their kids, on the other hand, were still to recover from the shock they had suffered in their homes, having to witness despicable things in the war torn zones; these

How could Dunn institutionalize the change once it is in place Assignment - 1

How could Dunn institutionalize the change once it is in place - Assignment Example To ensure the changes were instigated, Dunn needed to make sure a few things were implemented. The increase in the income and CSI would eventually lead to increase in Dunn’s salary too. First, to increase the income, Dunn could ensure that the technicians completed the affirmation jobs that were done within the warranty period, faster than the amount of time allocated per job. With this, more time could be spared and more jobs could be done per day in the given amount of hours. However, efficiency in the job done would also be something to deal with. Since they had expertise and the CSI percentage would be looked into, that would ensure quality work in a shorter amount of time, to increase their salaries and to increase their additional payments. The CSI was a very vital issue. Therefore, Dunn could also ensure that the experts handled the customers in a way that would lead to a higher percentage of the CSI. All matters in the CSI were not to be ignored. If the technicians handled their work in a keen way to answer each question in the index, the overall CSI percentage would increase per technician. This would lead to increase in their additional payments and thus Dunn’s salary leading to an overall institutionalization of the

The Intel Pentium Issue Essay Example | Topics and Well Written Essays - 750 words

The Intel Pentium Issue - Essay Example However, the microprocessor's flow in calculating long divisions causes minor errors not usually noticeable to most computer users. For example, the accurate answer for a division equation should be 2.345678, but P5 will come up with the answer of 2.345699. (1) The error is very minor, come to think of it, and Intel testers have realized and reported this problem to the Intel managers even before the microprocessor was released in the market that year. However, there was no significant reaction from the Intel managers to resolve the issue because â€Å"no one would really notice the slight error.† Months after, math professor Thomas Nicely of Lynchburg College noticed an error during the calculation of â€Å"reciprocals of a large collection of prime numbers on his Pentium-based computer.† (2) The professor wrote to Intel but did not receive any response from them, which prompted him to post on the internet about the issue. It then became a global issue against the corp oration. Obviously, bylaws seven and nine of the IEEE code of ethics were broken in various ways. Bylaw nine states that every member of a corporation must, in all cases â€Å"avoid injuring others, their property, reputation, or employment by false or malicious action.† (3) Intel failed to act along this bylaw by deciding to release the flawed chip in the market despite previously knowing of its problem. Furthermore, Intel's decision to replace processors would have resolved a big chunk of the problem had they not insisted the customers to prove their eligibility for that. Intel should have taken into consideration that several of the Pentium-based computer users invested their hard-earned dollars for the device. It is very true that Intel would not intentionally desire harming the customers by the defective chip, however, even minor errors could affect the customers in several ways. For example, those who deal with numbers on a regular basis like brokers, economists, or eve n bankers would require accuracy in every number calculation that they do. Even professors like Thomas Nicely and drug companies who tests new drugs could be adversely affected by what Intel deemed as â€Å"slight error.† Additionally, bylaw seven states that every member of corporations must exhaust all means to â€Å"seek, accept, and offer honest criticism of technical work, to acknowledge and correct errors, and to credit properly the contribution of others.† (3) When Intel testers informed the managers of the problem, the response did not go along what is stated in bylaw seven. They refused to admit making the mistake because it would definitely cause their company to lose millions of dollars. It was a total act of dishonesty to hope that the users of the newly released chip would not notice the flaw. It appears as if the managers decided to disregard the issue until problems become obvious. Doing this placed several users of the Pentium-based computers at the ris k of putting their crucial work at the hands of a flawed device covered-up by dishonesty. Had Intel decided to act under the guideline provided by bylaw ten, the global issue against the company would not have happened. Bylaw ten states that â€Å"

Organizational Behaviour and Human Resource Issues in the Conservative Essay

Organizational Behaviour and Human Resource Issues in the Conservative Party - Essay Example This assignment will examine the Conservative party in terms of its formation and the composition of its membership. Thereafter, it will look at the organisational structure, organisation culture and the leadership of the party. In addition this assignment will analyse the organisational behaviour and human resource impact on the operations of the party. The party was established on the basis of inclusion, reform of abuses, organizational law and order, reformed and organised system of taxation, trade, and industry (Kohan 2008). In 2014 The Conservative Party is guided by principles such as a stronger economy at home, renewed respect abroad and real change in Europe (www.conservatives.com). Today under the leadership of David Cameron has consistently emphasized the twin principles of trust and shared responsibility (Cameron 2005a). Most frequently, reference has been made back to the 19th century, a period when problems of social dislocation and breakdown were resolved by local initiatives, embodying ‘a new spirit of responsibility’ combined with ‘freedom and self-help’ (Cameron 2005c). In today’s world this translates into David Cameron’s Big Society (http://www.economist.com/blogs/blighty/2013/08/big-society) The Conservative Party needs to become more attractive both at the voluntary and professional level to a wider section of the population. The party needs to represent more women, people from different ethnicities and socio-economic backgrounds. It needs more MPs, associations Chairs, and party workers at all levels coming from different backgrounds. This assignment will focus on the current problem, why this has happened and whether it has been sufficiently identified by the party.

The Lawrence Textile Strike, known as the Bread and Roses strike Essay

The Lawrence Textile Strike, known as the Bread and Roses strike - Essay Example The paper tells that for many decades, Lawrence has been one of the most important centres of textile manufacturing in USA. In 1900s, the textile industry in the area was well developed. The American Woollen Company ‘owned the mils in Lawrence and employed approximately 40,000 people’. In the context of the industrial revolution, the company decided to proceed to the mass replacement of skilled workers with un-skilled workers, the compensation of whose could be quite low, compared to the skilled workers. At the same time, the rents in the buildings where the workers were staying, were continuously increased leading the workers to severe concerns in regard to their capability of covering their basic needs. Workers in other regions were also suffered similar problems. The owner of the mills, the American Woollen Company, had no intention to step back in regard to the demands of the workers, as it was made clear through its reaction to the workers’ efforts. The reluc tance of the company to provide fair wages, to keep the working hours stable and to ensure health and safety in the workplace has led to the development of the Lawrence Textile strike, known as the ‘Bread and Roses’ strike, the success of which was just temporary, as explained below. The union that joined the workers, the Industrial Workers of the World, has failed in securing the duration of the strike’s benefits, a fact that led to the decrease of the union’s power globally.... At the same time, the rents in the buildings where the workers were staying, were continuously increased leading the workers to severe concerns in regard to their capability of covering their basic needs (Brenner et al. 2009). Workers in other regions were also suffered similar problems. The owner of the mills, the American Woollen Company, had no intention to step back in regard to the demands of the workers, as it was made clear through its reaction to the workers’ efforts. The reluctance of the company to provide fair wages, to keep the working hours stable and to ensure health and safety in the workplace has led to the development of the Lawrence Textile strike, known as the ‘Bread and Roses’ strike, the success of which was just temporary, as explained below. The union that joined the workers, the Industrial Workers of the World, has failed in securing the duration of the strike’s benefits, a fact that led to the decrease of the union’s power gl obally (Greenberg and Watts 2009). 2.2 Key events of the strike - Parties The strike in Lawrence has begun in the 11th January of 1912 by workers in Everett cotton mills (Brenner et al. 2009) as ‘a reaction to the reduction in wages’ (Brenner et al. 2009, p.146). More specifically, the Polish women working in Everett cotton mills noted that their wages in January was further decreased, with no previous notice of the company. The women responded immediately: they left the workplace (Brenner et al. 2009, p.146). Shortly, workers in other regions joined the strike; the union, the Industrial Workers of the World, decided to take initiatives: a letter was sent to the company with the demands of the workers; the company did not respond (Lib organization 2006). The union decided to organize

Juvantus football FC Essay Example | Topics and Well Written Essays - 750 words

Juvantus football FC - Essay Example This paper will shed light upon the achievements of Juventus football club. 1 November 1897 was when Juventus football club was founded, they play their home matches at the newly built Juventus stadium, they used to play their home matches at the Delle Alpi stadium earlier but they have recently built a better stadium. Juventus won the European cup twice, the first time they won it was back in the 1984-1985 season, they won it for the second time in the 1995-1996 season. They have been the kings of Italy 27 times which means they have won the Serie A 27 times, they have won the Copa Italia on 9 different occasions. They have won the UEFA Cup once in the 1983-1984 season. They have won the UEFA Super cup twice, the first time was in the year 1984 and the second time was in the year 1996. Alessandro Del Pierro is an Italian Legend just like Paolo Maldini, Del Pierro currently plays for Juventus football club and holds several impressive records to his name. Del Pierro made his 646th appearance in 2010 and it was also a record for an Italian player, he has gone on to make many more appearances since then. Del Pierro is the current captain of Juventus football club. Zinedine Zidane is a legend who hung up his boots after the 2006 FIFA World Cup, Zidane played for Juventus football club. He made 151 appearances for the club and scored an impressive 24 goals for the Italian club. He was sold to Real Madrid football club for a record fee back then. Zidane won the World Cup with France in 1998 and came close to winning it again in 2006 but could not win it because France was beaten by Italy in the final and Zidane was sent off in the final. Gianluigi Buffon is the current keeper of Juventus, the keeper is a very sought-after player. Many top clubs across Europe want to sign the keeper but his high tag becomes a problem time and again for them. He has been playing very