Customer Satisfaction of AVIS Rent Case Study Example | Topics and Well Written Essays - 2500 words

Customer Satisfaction of AVIS Rent - Case Study Example According to Preis,   ‘High levels of customer satisfaction are important to marketers as both offensive and defensive tools and are capable of creating a lasting competitive advantage (2004). As earlier mentioned, Avis Rent a Car has been a leader in Customer Satisfaction in car rentals for almost a decade now; however, most of the studies are focused on how Avis perform in general and has not showed statistics on how each of the subsidiaries perform in the Avis ranking. Having this in mind, it is vital to measure how customers of different Avis rent a car system performs to satisfy their customers. Since Avis in United States, UK and Australia has found to be widely used by the customers who avail car rental services; it is essential to base this research on these three subsidiaries. With this in mind, the outcome of this research would primarily benefit the management of AVIS to evaluate the services offered by these subsidiaries and determine the contributing factors affe cting the rankings. This will help the management to aid the subsidiaries by applying services to other subsidiaries not only the countries mentioned but in other parts of the worlds with the services that has made the leading subsidiary excel in the ranking to determine the factors . †¢Ã‚  To measure Customer Satisfaction of Avis rent a car system in the United states, UK and Australia. †¢Ã‚  To compare these three subsidiaries in terms of ranking in Customer Satisfaction... The ranking is hypothesized to affect the general view on Avis rent a car system in Customer Satisfaction as it may lead to know the main contributor for its success as a leading brand in car rentals, The Main Aim of the Research: According to Preis, 'High levels of customer satisfaction are important to marketers as both offensive and defensive tools and are capable of creating a lasting competitive advantage (2004). As earlier mentioned, Avis Rent a Car has been a leader in Customer Satisfaction in car rentals for almost a decade now; however, most of the studies are focused on how Avis perform in general and has not showed statistics on how each of the subsidiaries perform in the Avis ranking. Having this in mind, it is vital to measure how customers of different Avis rent a car system performs to satisfy their customers. Since Avis in United States, UK and Australia has found to be widely used by the customers who avail car rental services; it is essential to base this research on these three subsidiaries. With this in mind, the outcome of this research would primarily benefit the management of AVIS to evaluate the services offered by these subsidiaries and determine the contributing factors affecting the rankings. This will help the management to aid the subsidiaries by applying services to other subsidiaries not only the countries mentioned but in other parts of the worlds with the services that has made the leading subsidiary excel in the ranking. Below specific aims will be addressed in the research: To measure Customer Satisfaction of Avis rent a car system in the United states, UK and Australia To compare these three subsidiaries in terms of ranking in Customer Satisfaction To determine the factors affecting the ranking; and To measure the

(Depend on the play) Movie Review Example | Topics and Well Written Essays - 500 words - 1

(Depend on the play) - Movie Review Example Its capability to transform simple objects into more valuable things tickles one’s imagination. It challenges character for one to be who he is not, where ever, whenever. The magic that happens on stage can be deemed contagious, especially when the pixie dusts of theatre arts touch the mind, heart and soul of the audience. First impression lasts, they say, but as for the play Midsummer Night’s Dream, it dominates. This first impression pushed the button of audience enthusiasm by simply creating impact from the set design and overall ambience of the theatre. The stage was set with a mini stage, circular with small wall- like structures and with three overlapping ramps. The set was white and glittery which created a magical feel for the magical play that it is. The different lighting designs created moods for scenes. It perfectly falls on the white palette of the stage. The music engaged the audience to their emotions while watching the play. The simple wonders crafted from set, music and lights design gave amazing effects to the ambience of the play, and improved overall performance. Speaking of performance, the actors were impressive. Individual characterization was effective. The actors seem to be in real connection to the fictional character that they are portraying. Line mastery is essential in acting but to transcend with it is the bigger challenge. To achieve the desired effect to the audience the actors need to commit to the character, in such a way that even their nails embody the nails of the portrayed character. The characters optics, kinesics, and movement are also some essentials that were excellently achieved by the actors. Costumes also greatly contributed in the production value and effectiveness of the production. Midsummer Night’s Dream is a fantasy play with queens, kings, fairies, and the like. The intricately designed costumes talk about the personality of the character the moment the actor stands on stage. Props are

Environmental Education Essay Example for Free

Environmental Education Essay Environmental education and play in Swedish and Australian early childhood curriculum. Environmental education and play are two important facets of both Swedish and Australian early childhood curriculum. Sandberg and Arlemalm-Hagser (2011) provide us with an overview of the Swedish curriculum, the current landscape of environmental education and the place of play in environment curriculum. An Australian perspective is demonstrated by Edwards and Cutter-Mackenzie who examines domestic responses to environment curriculum in early childhood settings and the importance of play in this context. A synthesis of both accounts provides us with an overview of environmental education across the two nations and the way in which place of play in the curriculum. Sandberg and Arlemalm-Hagser (2011) argue that Swedish early childhood education is influenced by sociocultural theory with a child-centred focus. Values of Swedish society are transmitted through the curriculum with sustainable development featured. Children are stakeholders because they are citizens and future leaders. Learning for sustainable development is implemented via the Pedagogical Programme for the Preschool which was adopted in 1987 which aims to promote environmental awareness. A key difference between the Swedish and Australian stances on environmental education is that Swedish curriculum explicitly refers to the concept as â€Å"learning for sustainable development† while the Australian documents use terminology such as â€Å"environmental education. † Sweden makes it clear that the purpose of environmental education is to equip children with tools and dispositions to address sustainability as adults. The Australian perspective may appear to have more emphasis on biodiversity and appreciation of outdoor environments, however Edwards and Cutter-Mackenzie point out that sustainability is dealt with through one indicator of the EYLF’s Learning Outcome Two which states: † (children) develop an awareness of the impact of human activity on environments and the interdependence of living things† (DEEWR, 2009, p. 29). For both Sweden and Australia, play permeates early childhood curriculum and is the basis for learning and development. Play can advance problem solving skills, and provide opportunities to practice creative instincts (Sandberg Arlemalm-Hagser, 2011). With regards to environmental education, both articles point out that many opportunities for environmental education take place during play activities in the outdoor. For Sandberg and Arlemalm-Hagser (2011), the principle of pleasure creates a joyful learning environment where the children are actively engaged. Similarly, Edwards and Cutter-Mackenzie highlight the uniquely Australian environment can be used to engage children with nature. For Edwards and Cutter-Mackenzie, play and environment education in Australia are two key features of the Early Years Learning Framework (EYLF) (Department of Education, Employment and Workplace Relations , 2009). The EYLF presents play as a pedagogical tool for connecting learning and environment involves children’s learning spaces. Play in the outdoors is highlighted and educators are encouraged to use the Australian learning environment to offer children groundwork for lifelong environmental education. Also, play develops social skills. Through play, friend making and social interactions take place. â€Å"Children become conscious of themselves through others† (Sandberg Arlemalm-Hagser, 20011, p45) and play promotes awareness of society as children grow to see themselves in relation to others, and as part of a group. Edwards and Cutter Mackenzie suggest that social skills can be developed through play as children begin to take moral standpoints. This dynamic relationship building and social experimentation can, as Mead (1995, in Sandberg Arlemalm-Hagser, 2011) suggests, lay the fundamental groundwork integral for a child’s development. In conclusion, both Swedish and Australian early childhood curriculum approaches environmental education in similar ways. While there are differences in terminology and focus, a key aspect of successful early childhood education is a consideration of context and making curriculum relevant. This accounts for the contrast in environmental education approaches. Play is seen as significant across both nations and creates a pleasurable learning experience that children can actively engage and learn in. In the future, it is likely that a global trend to environmentalise early childhood curriculum will develop as educators see a growing need to develop sustainable thinkers for the future. References: Department of Education, Employment and Workplace Relations. (2009). Belonging, Being Becoming. The Early Years Learning Framework for Australia. Canberra, ACT: Commonwealth of Australia. Edwards, S. and Cutter-Mackenzie, A. , (2011). Environmentalising early childhood education curriculum through pedagogies of play. Australasian Journal of Early Childhood; v. 36 n. 1 p. 51-59; Retrieved from http://search. informit. com. au/fullText;dn=185912;res=AEIPT ISSN: 1836-9391. Mead, H. G. (1995). Mind, Self and Society. From the standpoint of a social behaviorist. Lund: Argos. (Cited in Sandberg Arlemalm Hagser, et. al. ) Sandberg, A. and Arlemalm-Hagser, E. , (2011). The Swedish National Curriculum : play and learning with fundamental values in focus. Australasian Journal of Early Childhood; v. 36 n. 1 p. 44-50; March 2011. Retrieved from http://search. informit. com. au/fullText;dn=185911;res=AEIPT ISSN: 1836-9391. Tysan Allen: 43053157 ECH120.

Why Rome Fell (a Condensed Version) :: essays research papers fc

Why Rome Fell (a condensed version)   Ã‚  Ã‚  Ã‚  Ã‚  The sun had long ago set, the newborn moon peeked out from behind a scattering of thin, high clouds. From a vantage point atop one of seven hills I could see glimpses of how this great city must once have looked. The mammoth buildings seem to shed their long years and are once again as they were; huge, awe inspiring, it is as if a portal in time had opened and I am afforded a glimpse into what was Rome. What could have caused this once master of all cities to fall? This paper will attempt to describe some of the explanations generally accepted, or should I say argued, and possibly shed some light on what could have caused the fall of what was, unquestionably, the most powerful empire in history.   Ã‚  Ã‚  Ã‚  Ã‚  I feel that I must begin with the explanations given by Edward Gibbon. While few agree entirely with his logic, his Decline and Fall on the Roman Empire is certainly unavoidable in a paper such as this. His work could be best summed up by the word confusing. According to David Jordan, ‘the causes for Rome's fall march across the pages of the Decline and Fall, seemingly without pattern, and seemingly unrelated to each other. This quote taken from the seventh chapter of Jordan's Gibbon and his Roman Empire sum up my feelings concerning the work; however, I will attempt to show some of Gibbon's Causes for this decline. Two of Gibbon's causes are the political blunders of its emperors and their search for personal glory. These are especially obvious in his chapters on Constantine. In them Gibbon accuses the emperor of destroying Rome for his own personal glory. Another cause would have to be the anti-Roman nature of Christianity. Gibbons argues that the ‘insensible' penetration of Christianity was fatal to the empire by undermining the genius of a great people. On a pessimistic note, Gibbon also lists as a ‘causes' the inevitable collapse of all human institutions, some arguments on the corrupting nature of luxury, and some detailed reflections on the vanity of human wishes. While the arguments presented are lengthily backed, they seem to fail in explaining the true nature of the fall.   Ã‚  Ã‚  Ã‚  Ã‚  Others, many others disagree with Gibbon's explanations and proffer their own for approval. One such author is David Woomersley who in his work, The Transformation of the Decline and Fall of the Roman Empire , openly attacks Gibbon's work calling it ‘a blunt instrument with which to dissect these centuries.' That quote, taken from chapter sixteen, is one of many which show the violent disagreement of the two ideas.

Compare and contrast how the two short story writers use the theme of revenge Essay

The two writers Isabel Allende and Guy de Maupassant both use the theme of revenge in many ways in their short stories ‘The school teacher’s guest’ and ‘Vendetta’. Vendetta’s key theme appears to be revenge because of the title, the word Vendetta meaning ‘A bitter, destructive feud.’ Where as â€Å"The school teachers guest† seems, from its title, to be a pleasant story about a school teachers guest. The opening paragraphs of the stories are also different. The school teacher’s guest introduces the murder straight away by the schoolteacher Ines entering the pearl of the Orient and announcing to the character Turk that she had just cut off the head of one of her guests, Allende then goes back to explain why this happened. This is different in Vendetta as the murder does not happen until the very end and it isn’t until the middle of the story that we learn who the vendetta is for. The revenge in Vendetta is also build up in a different way by setting a depressing scene and working gradually into the son’s murder and the widow’s grieving. It also builds up the widow training the dog Sà ¯Ã‚ ¿Ã‚ ½millante to kill. This is different in the school teacher’s guest, as the murder is announced at the beginning, there is no build up and the killing of the man is more of an act of fate. The reason for the act of revenge is also described more thoroughly in the school teacher’s guest. The accidental murder of Ines’s son is told in lines 24-35 in great detail using phrases such as ‘drilling a black hole in the middle of his forehead through which his life rapidly escaped’. In Vendetta, Maupassant simply states ‘one evening, Antoine Saverini was treacherously stabbed in a quarrel by Nicolas Ravolati, who escaped that same night to Sardinia.’ This is a much shorted but not as thorough way to describe the main rea son for the climax of the story. One thing similar between the two stories is the scene in the aftermath of the son’s murder being described in great detail, although in the school teacher’s guest the act of revenge is almost committed by the towns people rather than swore by the victims mother. The aftermath in the school teachers guest is also more of a community parade, throwing mangoes and marching rather than weeping by the dead boys bedside as the widow does in Vendetta. We are also told more about the murder despite not knowing his name. We know that he is a truck driver and an outsider of Agua Santa. In Vendetta we know nothing of Nicolas Ravolati but his name which does not give him much character to hold a vendetta against. Both Maupassant and Allende use revenge in different ways in their short stories but Allende describes the characters and the reasons for revenge more thoroughly even if she doesn’t set the scene as well. In this way I found the school teachers guest used revenge in better and more high-quality ways.

Journey’s End and the Accrington Pals †Class System Essay

Explore the ways in which the class system is exposed in both Journey’s End and The Accrington Pals. How far do you agree that Sherriff explores this aspect in his play more successfully than Whelan? The theme of class is one that is important in both R. C. Sherriff’s Journey’s End and Peter Whelan’s The Accrington Pals. Class is explored through the use of characterisation, setting, structure, dialogue and also political ideologies. Both Sherriff and Whelan may have chosen to develop the class system to emphasise the change it has undergone since the war ended. The Accrington Pals is a modern novel, first performed in 1982. As well as portraying the political views of the time, there are also echoes of Thatcherism. Whelan shows this conservative ideology through the character of May. May is a working-class stall owner who aspires to be middle-class and has middle-class ideals â€Å"they’re just waiting to see you stumble, slip back and be as they are. In the end it’s just you†¦yourself. We don’t create the rules of life. They’re there. † The same ideologies are hinted at in Sherriff’s Journey’s End. There were few plays written during the 1920’s that commented on political and social events and not a lot were very successful. Sherriff said in his autobiography that his characters were ‘simple, unquestioning men who fought the war because it seemed the only right and proper thing to do †¦ (it was a play) in which not a word was spoken against the war †¦ and no word of condemnation was uttered †¦Ã¢â‚¬â„¢ What he hoped to do was to show ‘how men really lived in the trenches, how they talked and how they behaved. ’ Although unintentional there is clear class distinction and, like The Accrington Pals, a conservative ideology. In both plays there are clear divisions between the middle and working classes, this is shown through characterisation. Sherriff exposes the class system through the use of his characterisation of the officers and serving soldiers, he portrays the officers as being from the middle-class, public school section of society. For example, Raleigh is a public schoolboy who is, †just out from England†. He is also the only officer there who has â€Å"never been up on the line before. Due to his class, he is immediately instigated as an officer and therefore as a lot in common with the other officers in the dugout. He speaks with a Received Pronunciation accent (Queen’s English) and uses a lot of sporting idioms â€Å"He was a skipper of rugger at Barford, and kept wicket for the eleven. A jolly good bat, too. † The use of the sporting language here is closely associated with an education in a public school. Raleigh’s enthusiasm when speaking of his school days also emphasises his inexperience with war and the effect it has on people. This is a huge contrast to the character of Tom in The Accrington Pals, who is a working-class boy that lodges with May. Like Raleigh he is inexperienced with the workings of war. He studied at an art school and before joining the Pals, was an apprenticed lithographer and helped May run her stall. He has socialist and progressive views, which contrast greatly with the conservative ideals of Journey’s End. â€Å"It’s a free exchange of skills†¦of produce of hand or brain. That’s what’s needed. Not money. † Whelan may have drawn inspiration for the character of Tom from the Russian revolution of 1917 that lead to the monarchy falling and a provisional government being elected. It was dubbed the ‘socialist revolution’ and Tom shares similar ideals to the Russian working-class. Setting is an important form which exposes the class system. In Journey’s End, although the characters are no longer at home, they are served three-course meals and are waited on by servants. The officers are treated differently to the soldiers and still live in a similar manner they were accustomed to back home. For example, there is an incident in the play where Mason, the officers’ cook, forgets to pack the pepper in the mess box. The soldiers tell him to fetch someone get the pepper because â€Å"war’s bad enough with pepper – but war without pepper – it’s – it’s bloody awful! † Trotter’s uniform is also rather small suggesting he has put on weight and has been eating well, unlike the ordinary soldiers who eat bread and cheese. Although the officers are eating well, the food they have is questionable â€Å"What kind of soup is this, Mason? It’s yellow soup, sir. It’s got a very deep yellow flavour. † Their living conditions are not very habitable either. When Hardy is showing Osborne the dugout he explains how the beds are in poor condition â€Å"The ones in the other dugout haven’t got any bottoms to them. You keep yourself in by hanging your arms and legs over the sides. Mustn’t hang your legs too low, or the rats gnaw your boots. † The dugout is described in a warren-like way which makes the audience feel claustrophobic, â€Å"Two officers in here, and three in there. [He points to the right-hand tunnel. ]† The small setting allowed him to include extremes of emotion. In stressful situations, strained emotions are to be expected. In creating a play which leapt from high drama to calm, Sherriff showed a true understanding of human psychology and of the war itself. The main areas of setting in The Accrington Pals are May’s stall and her kitchen in her home, but other locations (such as Sarah’s backyard and the recruitment office) are also used. Some scenes cross-fade into each other, suggesting there are connections between the two scenes – for example, Act Two, Scene one, which begins with Ralph and Eva both lit on stage, Ralph being close to the front lines in in France and Eva in May’s kitchen. This scene isn’t just marked by the lighting change but also the change in sound, from the machine guns giving way to the sewing machines whirring. â€Å"The light on Ralph fades. There is more light on Eva who begins to work on the dress with a sewing machine. The sound of the sewing machine rises above the fading away of the machine guns. † One of Whelan’s qualities is the ability to give an impression of reality in the play with his use of, setting, lighting and sound. Journey’s End takes part over the space of four days and is presented in three acts. There is a very limited and confined time span and claustrophobic setting. The play is linked by a series of almost unrelated scenes; the disorganised nature of the play reflects the state of war; it has a jerky feel about it, where events do need lead on neatly or naturally onto the next. The play includes a number of complications, moments of drama and an exploration of the characters’ reactions and relationships showing the conditions of the war, leaving the audience to come to their own conclusions about the abrupt ending. These complications lead to mini climaxes all throughout the play, for example Raleigh’s letter in Act Two at the end of Scene 1. Stanhope confiscates a letter from Raleigh insisting on his right to censor it. Stanhope is in a relationship with Raleigh’s sister and is worried that, in the letter, Raleigh will reveal Stanhope’s growing alcoholism. He is surprised to find that the letter is full of praise for him, â€Å"He hardly ever sleeps in the dugout; he’s always up in the front line with the men, cheering them on with jokes, and making them keen about things, like he did the kids at school. This complication is resolved however and the play moved on to its next complication: the raid. The use of Mason as a character is to provide moments of light relief to the audience. â€Å"There was a bit of lean in the middle of yours, sir, but it’s kind of shrunk up in the cooking. † He brings a sense of normality to the war around them. The structure of The Accrington Pals is slightly different. It is split into two acts, with ten scenes in Act One and eight in Act Two and takes place over the space of two years (1914 to 1916). The play begins with the central relationship of Tom and May. Gradually as the play moves on May becomes the centre of the play. The relationship between Tom and May is then compared to the physical one of Ralph and Eva, whom may envies for her instinctive qualities. Throughout the play may increasing isolates herself from the people around her, for example ordering both Tom (Act One, Scene Six) and Eva (Act Two, Scene Six) from her home. It is almost as though she would prefer the safety and consistency of life alone to that of an intimate relationship. The final scene with Eva and Reggie suggests that May with accept life and carry on â€Å"I need you to put me right. † Whelan also applies film techniques to the play. The technique in Act Two, Scene Seven by which reality fades into May’s dream or nightmare as it may be, is very similar to what you would find in a film. The fluency of the scene enabled Whelan to develop a dialectic structure in which the scenes are viewed in relation to each other.

How to Write a Research Paper

How to Write a Research Paper How to Write a Research Paper How to Write a Research Paper A research paper is not an essay that presents your own interpretation of evaluation of the argument.   While writing a research   paper, you need to integrate your personal knowledge and thoughts on specific problem with the secondary publications.   The initial aim of research paper writing is to gather enough information on specific case and critically assess it.   Thus, while writing a research paper you use your own thoughts and ideas, but also try to find out what experts know or say about the problem. Research paper writing is about locating the best possible information in the field of your investigation. The main point of the research paper writing is to learn more about a topic. Research paper writing requires refined research skills to write what you have learned in an organized, readable form. Writing a research paper involves reading what scholars and critics have said about a particular topic and evaluating it. Research Paper Writing Research paper is an individual study.  The success of the research paper depends on how well the student can conduct research, analyze and organize the information and present it clearly in a written form. Your essay may focus on analysis of the topic and its solutions, from both historical and current perspectives for example. You can take a stand on the topic and defend it against opposing points of view. Thus, your research paper should present arguments for and against. Research Paper Ideas First, you need to define a good research paper topic. Choose a topic which interests and challenges you, the one which is not widely discussed, the one which is thoroughly researched.   Second, find information, arrange your ideas and make outline. Once you know what you want to talk about and you have written your thesis statement, you're ready to write body of your research paper. While writing the central part of your research paper, keep thesis statement in mind and avoid presenting irrelevant information.   For example, if your topic is abortion legislation, avoid touching moral side of abortion issue because it is not relevant to your initial purpose of research paper writing.   All ideas should be supported with examples and evidence. It is very important to reference many articles to lead your reader through your ideas. Add linking sentences between the paragraphs and develop ideas either chronologically or thematically. There can be many different conclusions to the s ame research paper depending on who your readers are and where you want to direct them. The last task is proofreading. Check carefully spelling, grammar, sentence structure, punctuation. Custom Written Research Papers Why to order custom written research paper?   First, guarantees 100% plagiarism free essay delivery.   Second, we provide free plagiarism report.   Third, we are never late with research paper delivery.   Forth, our writers are educated and experienced, there is no topic we cannot research. Fifth, you can request unlimited number of revisions.   Place an order and get 100% plagiarism free custom written research paper prior to deadline!