Grill case Essay Example for Free

Grill case Essay In this case, we can appreciate the Sunset Grill at Blue has operational failures on management of capacity and demand which should be considered to solve to get success. Also it explains how the Sunset Grill at Blue was a restaurant which his aimed was to provide affordable meals that appealed to the entire family during their vacations. This restaurant offered breakfast items and lunch menu through the day. The franchisor of this restaurant always was focused on how he could save waiting time to the client when they come to eat in the restaurant instead of customer’s satisfaction. For this reasons, the owner evaluated important points about the service he has on the restaurant. First, he had a strict police of no-substitutions plates even when they brought the wrong plate and he knows that was bringing complains from the customers. In addition, the franchisor thought that maybe he could reduce items from the menu. Also, he realized they have more clients during the weekend and for that reason he decided to hire one runner staff who just delivers the food from the kitchen to the tables, allowing serves to serve customers more efficiently. No concern for the client No waiting area The Sunset Grill was not able to making a special area for the clients give them a place more comfortable at the restaurant if they need to wait. As the case mentioned, the client had to wait around 40 to 50 minutes to get the table and order their food. The lack of this waiting area, was affecting directly to the clients. They could be losing some of them because they can find another place without waiting that time. Also, nobody wants to wait 50 minutes for a table on an uncomfortable place. No customer feedback â€Å"The relationship with the customers is of paramount importance because it is a source of innovation and differentiation† (service management, operations strategy, Information Technology, Fitzsimmons. J, 7th edition ). The franchisor of Sunset Grill shows he didn’t have any relationship with the clients in order to get feedback to improve the restaurant. He focused his business on reduce the time to their clients, instead of worry about client’s satisfaction. The first point the owner of a company or business should do, is create a close relationship with the customer in order to give them what they need or what they want.

Present Career, Carrer Interest, and the Value of a College Education E

Conflicts Resolutions within Work Groups   Ã‚  Ã‚  Ã‚  Ã‚  There are many things to consider when talking about working within a group. One of the major things is conflicts between the group’s members. People will always have conflicts among themselves and with others; it is just a way of life. One of the conflicts that occur within a group is Lack of Leadership, someone needs to be in charge and keep everyone else pointed in the right direction. Another conflict among groups is Group Roles; everyone needs to know where they fit into the puzzle and what is expected of them. Also everyone needs to have coinciding Schedules, that way you know the work is getting done. All of theses problems add up to one of the biggest issues in a group, which is Disagreements and or Arguments. When one thinks of leadership the first thing that enters there mine is Mentoring. Having the power and the ability to guide, motivate and lead others in any given task are concrete attributes of a good leader. When one or all of these does not happen there is probably a good sign of lack of leadership. Bosses are often accused of not motivation their workers. They assume that if a person is hired for a job they should perform their job and the motivation should come from the fact that they are receiving a paycheck. This could be deemed as a true statement if the company does not believe in promoting a team environment. When a boss, director, group leader or who ever is put in to a leadership position does not motivate their subordinate there is usually a lack in performance. People enjoy working for leaders with good motivational skills. Motivation skills discover what people are capable of doing and how well they can do it, plus encourage them to strive to do more while taking pride in what they have done. All leaders have to make decision. Once a leader demonstrate poor decision making skills it is extremely hard to be effective. This leader will find it very hard to get people to trust his or her decision. Poor decision would be a decision made with little regards of the consequences. Poor decisions are often made with little consideration for others. This leader will not be an effective leader without getting training and develop techniques for good decision making. Poor communication can be very damaging in any environment. A poor communicator transmits in a way th... ...resolution may also be employed. This method digresses to a loser and a winner. Once the competition is complete, one team member(s) is triumphant at the expense of their opposition. Although this method can be used constructively, it may also result in a further wedge between the team members.   Ã‚  Ã‚  Ã‚  Ã‚  Collaboration is the accumulation of all of the member's contributions. It meets the team’s goals, while supporting the individual needs of the team members. It often involves a more creative approach than the other methods, and usually results in an entirely different solution than used in the past. Collaboration is the exact opposite of all of the other methods, and can involve more time being needed to resolve the issue.   Ã‚  Ã‚  Ã‚  Ã‚  There are many different conflicts to consider when talking about working within a group. Leadership, Roles, Schedules, and Disagreements will always be an issue when people have to come together and work as a team. Though by working as a team the team members can band together to overpower or conquer the issues at hand. People will always have conflicts among themselves and with others; it is just a way of life

Literature Review Essay

Abstract The primary role of literature review in a quantitative research study to gain information on the subject of your research question and identify unbiased and valid studies connected with your research question. For instance, my quantitative research question is â€Å"all other factors being equal, do high school students reading popular fiction achieve better Language Arts test scores than high school students reading curriculum-required fiction? † My hypothesis is that high school students reading popular fiction will outperform the students who read curriculum-required fiction, because if you enjoy reading you will perform better. Then I need to do a literature review to discover if my question has already been answered and I may need to modify it or if there are related studies to my research question that can provide quantifiable research. Introduction Quantitative Research involves collecting numerical data though content analysis, performance tests, personality measures, questionnaires, etc. This type of research procedures include an objective/unbiased approach to collecting numerical data from a large number of participants and analyzes these numbers using statistics in order to answer a specific, narrow research question. As part of research, a literature review is required. A quantitative literature review is an extensive review of literature that may or may not influence the study and your research question (UOA 2013). The primary role of literature review in a quantitative research study to gain information on the subject of your research question and identify unbiased and valid studies connected with your research question. For instance, my quantitative research question is â€Å"all other factors being equal, do high school students reading popular fiction achieve better Language Arts test scores than high school students reading curriculum-required fiction? † My hypothesis is that high school students reading popular fiction will outperform the students who read curriculum-required fiction, because if you enjoy reading you will perform better. Then I need to do a literature review to discover if my question has already been answered and I may need to modify it or if there are related studies to my research question that can provide quantifiable research. Why This Research Question This research question â€Å"all other factors being equal, do high school students reading popular fiction achieve better Language Arts test scores than high school students reading curriculum-required fiction? † needs to be answered. There is a controversy over what types of literature is acceptable for students to have access. One of my favorite book series (Harry Potter) is a banned book in certain states. This research question would add to research already completed. Methodology in the Research Question This research question â€Å"all other factors being equal, do high school students reading popular fiction achieve better Language Arts test scores than high school students reading curriculum-required fiction? † is an experimental research question and a casual research question. An experimental research question tests the cause and effect and a causal research question that test for a cause and effect relationship between variables. The variables in this research question are the independent variable (IV), age, ethnicity, and gender, the dependent variable (DV), assigned popular fiction and curriculum-required fiction, and the covariant (CoV) socio-economic status. Additionally, this question has ratio data. Ratio data is continuous. Ratio data rank order, but also quantify and compare the sizes of differences between them. Ratio data has an absolute zero and allows for how many times greater. The research question can discover how many times greater or less are the test scores of high school students who read popular fiction than those who read curriculum-required fiction. Supporting Research My hypothesis of the research question is that high school students reading popular fiction will outperform the students who read curriculum-required fiction, because if you enjoy reading you will perform better. The other similar research found during the literature review relates to my research. Although, my specific research question has not been fully researched. Other research relates to my question. According to the article, Impact of Students’ Reading Preferences on Reading Achievement, middle school students in Canada found â€Å"The most significant indicators were reading novels or fictional texts, informative reading or non-fiction, and reading books or other texts from the school library. In-class reading and participation in discussions pertaining to school-related reading were also shown to enhance reading achievement. These results are somewhat surprising in that research documenting this subject mainly emphasizes the use of pedagogical material corresponding to the interests/needs of students to foster achievement in reading† (Bouchamma, et al. 2013). This research shows that reading achievement can come from both required and optional reading. Moreover, according to the article, Reading Attitude and its Effect on Leisure Time Reading, â€Å"gender, educational level, age, and amount of spare time have a positive effect on reading behavior† (Stokmans 1999). Additionally, there is â€Å"a positive relationship between time spent reading fiction and educational level† (Stokmans 1999). This research shows that reading fiction relates positively to reading level. Additionally, according to the article, Popular Publications May Help Students’ Reading Scores, â€Å"We are concerned about the struggle to increase scores that children are posting on state-required exams — not because of the scores themselves, but because they are strong indications that state students may not be gaining the thorough and analytical skills they need to become successful readers† (Michigan Chronicle 1997). This newspaper article shows that popular publications may help students on their reading score. Conclusion This research question â€Å"all other factors being equal, do high school students reading popular fiction achieve better Language Arts test scores than high school students reading curriculum-required fiction? † needs to be answered. This research question addresses the controversy over what types of literature is acceptable for students to have access to. Moreover, this research question would add to research already completed. It would allow  administrators and other educators to decide if certain books can be helpful in high school students learning environments. Bibliography Bouchamma, Y. , Poulin, V. , Basque, M. , & Ruel, C. (2013). Impact of students’ reading preferences on reading achievement. Creative Education, 4(8), 484-491. Retrieved February 6th, 2014 from: http://search. proquest. com/docview/1441488139? accountid=28844 Mia J. W. Stokmans, Reading attitude and its effect on leisure time reading, Poetics, Volume 26, Issue 4, May 1999, Pages 245-261, ISSN 0304-422X, Retrieved February 6th, 2014 from: http://dx. doi. org/10. 1016/S0304-422X(99)00005-4 http://www. sciencedirect. com/science/article/pii/S0304422X99000054 Popular publications may help students’ reading scores. (1997, Oct 01). Michigan Chronicle. Retrieved February 6th, from: http://search. proquest. com/docview/390200035? accountid=28844 University of Arkansas Libraries (2013, Oct. 30) Literature Reviews. LibGuides. Retrieved February 6th, 2014 from: http://uark. libguides. com/content. php? pid=110370&sid=1384703

How has the development of Social Media affected media regulation - Free Essay Example

Sample details Pages: 8 Words: 2388 Downloads: 4 Date added: 2017/06/26 Category Media Essay Type Analytical essay Did you like this example? Traditional media regulation is becoming significantly challenged by the user-centricity that is a feature of the contemporary media environment (Van Dijck, 2013). Social media means that users are able to exercise far greater control over the types of media that they wish to consume, and can also actively produce content (Vardeman-Winter Place, 2015). The traditional approach to media regulation is that there are a relatively small number of users who produce the media, coupled with a large number of those who consume it, who are powerless to directly influence the content (Van Dijck, 2013). Don’t waste time! Our writers will create an original "How has the development of Social Media affected media regulation?" essay for you Create order This means that the regulatory framework that was previously used which was founded on a command and control framework is inappropriate for a situation where there are substantial producers of content (Lievens Valcke, 2013). Regulatory action in social media is typically focused upon disclosure of interest, protection of children, codes of practice and the prohibition of offensive material (Van Dijck, 2013). This will be investigated as follows. First, the impact of social media upon media regulation will be discussed. Secondly, the approaches to self-regulation will be considered. Thirdly, the challenge of educating users that is necessary to achieve self-regulation will be discussed. Finally, the challenges posed to greater regulation of the media will be considered. The current model of media regulation has focused more upon the use of alternative regulatory instruments (ARIs). These are considered to be more effective in a fast-changing media environment. ARIs are defined as a collection of instruments, such as self and co-regulation, and have increased in its impact when referred by different media policy documents from the 1990s onwards (Lievens Valcke, 2013). However, in practical terms there is less clarity on what is meant by these types of regulatory instruments (Van Dijck, 2013). There seems to be a sense in which they involve the use of non-governmental players, and stand as an alternative to the governmental approach (Lievens Valcke, 2013). ARIs tend to refer to a regulatory framework that is distinct from the traditional form, and this tends to point towards self-regulation. Self-regulation is often seen as a solution in which the freedom of the internet can be maintained alongside a desire to reduce the impact of legislative regulation (Van Dijck, 2013). This means that regulation is effectively enforced by a group of actors within the social media, without any influence emanating from outside the group Lievens Valcke, 2013). Given that social media comprises the users as also those who produce media products, there is an intuitive attraction to their being involved in the regulatory procedure (Fuchs et al., 2013). Furthermore, the users of media are traditionally involved in the regulatory mechanism, such as through their representation in the bodies of public service broadcasters, or through audience research (Croteau Hoynes, 2013). Self-regulation also provides an empowerment to the users of social media, which is consonant with their position in the social media universe (Lievens Valcke, 2013). This allows the regulation of social media to be fitted to the features of its use. Education is, however, a requirement for effective social media regulation in order to ensure that the rights and responsibilities of using social media are understood (OKeeffe Clarke-Pearson, 2011). Providing content that is against the users terms and conditions of the specific site is not an effective means to educate users as t hese are rarely read (Fuchs et al., 2013). The publicity that ensues when a social media user unwittingly commits a crime often has the impact of educating users. It has been noted, for example, that for many users of social media an understanding of the intricacies of defamation may not be as widely appreciated as is the case for the newspaper industry (OKeeffe Clarke-Pearson, 2011). There are thus some issues where people have been prosecuted for retweeting a defamatory statement simply because it was not widely understood that broadcasting such information could be illegal regardless of its provenance (Campbell et al., 2014). However, this publicity then at least ensures that there is a wider appreciation of what constitutes defamation in such cases and thus functions as a method of education (Fuchs et al., 2013). Furthermore, the extent to which self-regulation can apply to some of the key concerns of regulatory bodies, such as the protection of children or the removal of hate speech may be challenged (Campbell et al., 2014). There is an argument that the greater consumer choice that is exercised in the case of social media should result in a reduced level of regulation to take into account the extent to which the choice exercised by the user can play a role (Van Dijck, 2013). Consumers may thus be put in greater control of their own choices, but in order to do so, they need to be aware of the dangers that can arise through a lack of knowledge of appropriate behaviour. Education is more commonly provided as a result of the users inappropriate behaviour being corrected by the social media site (Lievens Valcke, 2013). This means that where material is posted that concerns other viewers, it may be flagged as inappropriate with the viewers being asked why they find it objectionable. The content is then reviewed by the regulatory body of the site which then can either approve or remove the content (Lievens Valcke, 2013). This relies upon the users of the site to establish whether the material is likely to need regulating, rather than observing content individually (Van Dijck, 2013).ÂÂ   A significant drawback of this method is that it represents an ex ante approach, allowing the material to remain online for as long as it takes to be reported (Lievens Valcke, 2013). This means that where copyright is compromised or sensitive material is posted, the content remains public allowing for it to be copied (Buckingham Willett, 2013). Such examples may be seen in cases where the rules are broken; where the posting is taken down on the original account, it is already too late and the information may be reposted repeatedly (Lievens Valcke, 2013). This characteristic of social media regulation means that the regulation of material is significantly limited, as material cannot be prevented from being broadcast by being reported as offensive (Lievens Valcke, 2013). However, this does not extend as far as is the case for traditional me dia and stories that are entirely false that would not be permitted in a newspaper can be distributed freely through social media (Van Dijck, 2013). Although individuals may report them, they are often not removed unless they illustrate features that are against the terms of the use agreement (Baron, 2015). The process of reporting such content after it is published is therefore not a fully effective way to regulate content, and, moreover, involves looser regulation than is generally accepted for journalistic standards (Lievens Valcke, 2013). At the same time, censorship is not applied on the basis that the information presented may be false and misleading (Van Dijck, 2013). Although this model does tend to empower users, the extent to which it provides an effective model of regulation can be questioned, as it cannot prevent false material from being published, as is the case for the traditional media. The AVMS Directive was published by the European Commission in 2007, compleme nted by a Communication on media literacy (Lievens Valcke, 2013). It was suggested that the promotion of media literacy was a more appropriate approach that the provision of advertising bans (Bertot et al., 2012). This has been explored particularly in cases where social media is used to develop the employees approach to social media in governmental or corporate context (Lievens Valcke, 2013). Internal social media policies are usually created, and advice given on how best they may be used to elicit consumer or citizen engagement. However, there are divisions between how social media is used in an official capacity and the differences between how employees use social media as an individual can undermine the effectiveness of such regulation (Bertot et al., 2012). This illustrates that the trend towards self-regulation is only largely effective in the context where social media should be better understood by the user. For the majority of users, regulation is perhaps undermined by a lack of the education that has been argued as essential for its effective use. Despite the calls for greater regulation, resistance has come from the belief that it presents significant economic opportunities. The barriers to regulation against audiovisual content on sites such as Youtube has been seen as tantamount to reducing choice for viewers (Lievens Valcke, 2013). Parallels are drawn between how the highly regulated broadcasting environment in television in the 1980s reduced the level of choice for viewers. Furthermore, the use of social media to promote products and services provides a number of challenges to the regulatory environment in that it is not always easy to establish whether commercial activity is being undertaken by an individual for personal (Van Dijck, 2013). If an individual promotes a brand and does not conform to regulation that affects advertising, the extent to which they may be liable for omission or exaggeration poses a regulatory challenge (Evans, 20 12). For example, situations where an employee represents themselves as a consumer can undermine the validity of the media regulation (Evans, 2012). This lack of regulation can thus have significant effects on the veracity of other media. In April 2013, a bomb was detonated near the finishing line of the Boston Marathon (Lievens Valcke, 2013). Social media played a significant role in disseminating information about the bombing, much of which was accurate. However, there was a range of misleading information that included significant factual errors. A tweet suggesting that an arrest had been made was retweeted 13,930 times and reported as fact by major news corporations (Lievens Valcke, 2013). This is an example where the lack of regulation allowed assertions to be made, which could then circulate as fact without verification. Social media can thus perpetuate the misinformation available, and the fact that there is no regulation requiring users to only provide true material whe n broadcasting undermines this (Dabbagh Kitsantas, 2012). A similar issue surrounding social media use is the potential for it to be used for bullying (Creech, 2013). For example, for some individuals who have been insensitive may find themselves receiving death threats, and in other contexts their home locations may be shared (Croteau Hoynes, 2013). This means there is an apparent propensity of social media to provide a kind of mob rule. Unfortunately, because these situations escalate relatively quickly, the type of ex ante regulation that is usually applied is ineffective as it is impossible to challenge a fast moving story that is repeated thousands of times (Jewell, 2013). This means that social media challenges the traditional gatekeeping process of journalism, but is less regulated, undermining the extent to which information can be disseminated (Vardeman-Winter, Place, 2015). A final key area in which social media regulation is likely to pose significant challenges to the existing model of media regulation is due to its international nature (Van Dijck, 2015). Media regulation has previously allowed regulation to take place on a national basis, so material deemed unsuitable for broadcast were easily prevented. For example, allegations surrounding the royal family have often been regulated against dissemination in the UK, but are freely disseminated abroad. Social media allows such allegations to be freely disseminated (Lievens Valcke, 2013). In many cases, traditional broadcasters can be restricted, even where they are situated abroad and are cable operators (Lievens Valcke, 2013). Social media effectively undermines the potential for such broadcasting to take place, meaning that its effect on the regulatory environment extends to undermining existing regulation that is organised on a national basis (Van Dijck, 2013). Social media thus not only challenges the reach of media regulation in terms of its nature, it also acts to undermine the effe ct of existing legislation. In conclusion, social media has had a significant impact upon on media regulation. It does not fit clearly into traditional models of regulation and this undermines how such media may be regulated. Because it can blur the edges of different media types, in that it can provide news or advertising at the same time, it can also challenge regulatory frameworks based upon such media remaining discrete. Self-regulation is suited to the nature of the media, but poses significant challenges to existing regulatory frameworks, as it does not prevent the dissemination of sensitive or false material; it simply allows it to be removed ex ante. Social media also undermines the extent to which existing regulatory frameworks may be conducted on a national basis as any information that is disseminated is thus available globally. These features have effectively reduced the impact of regulation and thus far the focus on self-regulation has done little to prevent the whol e-scale diminution of media regulation. References Baron, R. J. (2015). Professional self-regulation in a changing world: old problems need new approaches.JAMA,313(18), pp.1807-1808. Bertot, J. C., Jaeger, P. T., Hansen, D. (2012). The impact of polices on government social media usage: Issues, challenges, and recommendations. Government Information Quarterly,29(1), pp.30-40. Buckingham, D., Willett, R. (2013).Digital Generations: Children, young people, and the New Media. London: Routledge. Campbell, K., Ellingson, D. A., Notbohm, M. A., Gaynor, G. (2014). The SECs Regulation Fair Disclosure and Social Media.The CPA Journal,84(11), pp.26-35. Creech, K. C. (2013).Electronic Media Law and Regulation. London: Routledge. Croteau, D., Hoynes, W. (2013).Media/society: Industries, images, and audiences. London: Sage Publications. Dabbagh, N., Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning.The Internet and Higher Education,15(1), pp.3-8. Evans, D. (2012).Social Media Marketing: An hour a day. London: John Wiley Sons. Fuchs, C., Boersma, K., Albrechtslund, A., Sandoval, M. (2013).Internet and surveillance: The challenges of Web 2.0 and social mediaLondon: Routledge. Jewell, M. (2013). Self-regulation, teenagers and social media use: Inquiry into online behaviour and the influence of digital architecture. https://matt.pm/assets/self-regulation-social-media-use.pdf [retrieved 17th October, 2015]. Lievens, E. Valcke, P. (2013) Regulatory trends in a social media context. In M. E. Price, S. G. Verhulst, L. Morgan (eds.) Routledge Handbook of Media Law, London: Routledge, pp.557-580. OKeeffe, G. S., Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families.Pediatrics,127(4), pp.800-804. ÂÂ  Van Dijck, J. (2013).The Culture of Connectivity: A critical history of social media. Oxford: Oxford University Press. Vardeman-Winter, J., Place, K. (2015). Public relations culture, social media, and regulation.Journal of Communication Management,19(4), pp.19-38.