Industry Analysis Paper (on Resturant business) Essay - 1

Industry Analysis Paper (on Resturant business) - Essay Example ides employments and career opportunities for thousands of people (Urban Justice Center, â€Å"Behind the Kitchen Door: Pervasive Inequality in New York City’s Thriving Restaurant Industry†). New York is regarded as the ‘restaurant capital of the world’. Restaurants are located in almost everywhere in the New York City. There were almost 15,000 food service places as of the year 2002 and the number is growing extensively. According to industry report, in 2002, among top 100 highest revenue earning restaurants in the United States, 24 were situated in New York City (Urban Justice Center, â€Å"Behind the Kitchen Door: Pervasive Inequality in New York City’s Thriving Restaurant Industry†). In the year 2008, New York had almost 13,249 restaurants which signify 25% increase compared to the year 2000, in which there were only 10,363 restaurants. The significant growth of restaurants in New York was characterized by Manhattan City. The majority of restaurants in New York are based on Manhattan City. Yet, Queens and Brooklyn had also experienced tremendous growths in restaurant business since 2000. The percentage of increases in restaurants in Queens and Brooklyn were 34 and 37 respectively from 2000–2008. The following table describes the concentration of restaurants throughout New York City from 2000–2008: In addition to food services, the restaurants also provide alcoholic drinks, nontheatrical entertainments, fast food services, snack bars, nonalcoholic brews, canteens and buffets (Center for Urban Research, â€Å"Employment in New York City Restaurants†). The economic structure of any industry determines the success or failure of any business. The Porter’s Five Forces model is a basis for examining industry and developing business strategy accordingly. Porter’s model is based on the forces of micro-environment which impact on organizations’ businesses. According to Michael Porter, there are five micro-environmental forces which are extensively used

Educational Theory of Teaching Writing Essay -- English Writing Teache

When I first encountered Paulo Freire’s work, I was struck with the hypocrisy of my own teaching. I had deluded myself into thinking, to a certain extent, that I was creating a democratic and equal space that was free from the influence of. It was a stark reminder last year when I encountered Richard Shaull’s introduction to Peter Freire’s The Pedagogy of the Oppressed. He writes, â€Å"There is no such things as a neutral educational process. Education either functions as an instrument that is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom,’ the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world† (Freire 16). Then, over the summer, as I delved into Lisa Delpit and Sonia Nieto’s work, I came face to face with the socio-econom ic reality of our education system, and how in some ways, I was not nearly as enlightened as I thought myself to be. According to Delpit, â€Å"Many liberal educators hold that the primary goal for education is for children to become autonomous, to develop fully who they are in the classroom setting without having arbitrary, outside standards forced upon them. This is a very reasonable goal for people whose children are already participants in the culture of power and who have already internalized its codes† (Delpit 28). I think that I fall into the category that Delpit discusses here. So many of my original assumptions about what I attempt to do in the classroom have been blown out of the proverbial water, and I am left with the question of what exactly am I doing in the classroom? I am specifically concerne... ... way in which I view grading my students’ essays. Despite the fact that I have found no clarity, perhaps it is the fact that I am still grappling with these issues, facing them on a daily level that keeps me an actively engaged teacher in the realm of teaching writing. Works Cited hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York, NY: Routledge, 1994. Delpit, Lisa. Other People’s Children: Cultural Conflict in the Classroom. The New Press, 1995. Freire, Paulo. Pedagogy of the Oppressed. New York, NY: Continuum Press, 1970. Bartholomae, David. â€Å"Writing with Teachers: A Conversation with Peter Elbow.† Cross-Talk in CompTheory. National Council of Teachers of English, 1997. Elbow, Peter. â€Å"Being a Writer vs. Being and Academic: A Conflict in Goals.† Cross-Talk In CompTheory. National Council of Teachers of English, 1997. Educational Theory of Teaching Writing Essay -- English Writing Teache When I first encountered Paulo Freire’s work, I was struck with the hypocrisy of my own teaching. I had deluded myself into thinking, to a certain extent, that I was creating a democratic and equal space that was free from the influence of. It was a stark reminder last year when I encountered Richard Shaull’s introduction to Peter Freire’s The Pedagogy of the Oppressed. He writes, â€Å"There is no such things as a neutral educational process. Education either functions as an instrument that is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom,’ the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world† (Freire 16). Then, over the summer, as I delved into Lisa Delpit and Sonia Nieto’s work, I came face to face with the socio-econom ic reality of our education system, and how in some ways, I was not nearly as enlightened as I thought myself to be. According to Delpit, â€Å"Many liberal educators hold that the primary goal for education is for children to become autonomous, to develop fully who they are in the classroom setting without having arbitrary, outside standards forced upon them. This is a very reasonable goal for people whose children are already participants in the culture of power and who have already internalized its codes† (Delpit 28). I think that I fall into the category that Delpit discusses here. So many of my original assumptions about what I attempt to do in the classroom have been blown out of the proverbial water, and I am left with the question of what exactly am I doing in the classroom? I am specifically concerne... ... way in which I view grading my students’ essays. Despite the fact that I have found no clarity, perhaps it is the fact that I am still grappling with these issues, facing them on a daily level that keeps me an actively engaged teacher in the realm of teaching writing. Works Cited hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York, NY: Routledge, 1994. Delpit, Lisa. Other People’s Children: Cultural Conflict in the Classroom. The New Press, 1995. Freire, Paulo. Pedagogy of the Oppressed. New York, NY: Continuum Press, 1970. Bartholomae, David. â€Å"Writing with Teachers: A Conversation with Peter Elbow.† Cross-Talk in CompTheory. National Council of Teachers of English, 1997. Elbow, Peter. â€Å"Being a Writer vs. Being and Academic: A Conflict in Goals.† Cross-Talk In CompTheory. National Council of Teachers of English, 1997.

A Response to Kant’s First Analogy of Experience

Leibniz, one of the famous philosophers, once wrote, â€Å"I believe that the consideration of a substance is one of the most important and fruitful points in philosophy. † Kant expressed his agreement for this statement in the way he presented the â€Å"First Analogy of Experience†. In this analogy, he proposed the schema of substance beyond physical appearance. In this part, Kant’s primary objective is to explain the conditions for the applicability of a category to appearances: the schema of substance cannot be determined without considering the relevance between its appearance and criteria for a certain category. Therefore, Descartes’ representation of a ball of wax as a substance as perceived by the mind alone is not sufficient for Kant. In contrast, he believed that the ball of wax, before it should be considered as a substance, must meet certain criteria set by a sensible perception. Thus, the schema of substance defines the fact that all changes occur in some substance. To illustrate it further, there are two instances mention below. In a certain situation which occurs in the workplace, employment process has criteria to come across whether an applicant is qualified or not. Furthermore, the qualification of a person may not be suitable for every job description. It is a proof that one substance’s representation varies and not consistent. Another specific example is the fact that an individual person is more describable if put in comparison or a specific category. X is smarter than Y. However, Y is more engaged in sports than X. There are lots of categories to consider. In every category, it is possible that the capacity of an individual is different from each category. In the present time, Kant’s philosophy towards substance is undoubtedly discernible. It has a great impact in today’s time. In fact, it is more applicable to the modern world than any other conflicting philosophies. The outcome of his belief provides evidence of how strong it is.

The Important Need of Financial Education in Schools

We don’t allow students to get their driver licenses without proper education in driving, so why do we allow high scholars to enter the financial world without being taught about finances. Being financially illiterate in the economy today is as dangerous as driving without a drivers education. Teenagers are not taught financial responsibilities in school, which leaves that job to the parents. A survey taken by FleetBoston Financial stated â€Å"75% of parents feel unprepared to teach their kids about personal finance.† We must also not assume that all parents are financially smart themselves. Therefore, it should be the high schools job to teach a mandatory class on the financial education. Financial knowledge is beneficial in all stages of life from collage loans to buying a home in the present economy and creating wealth for retirement. We can all agree that financial intellect would benefit our economy now and the future of generations to come. The 2008 Great Re cession occurred from lack of employment and low consumer spending also from poor financial decisions. In September of 2008 there was â€Å"$975 billion credit card debt held by Americans.†(Huff post) Citizens made faulty money decisions because they were ignorant about credit cards, loans, major purchases and debt. Most agree that a financial class seems appropriate and needed. So why aren’t there simple money management classes required? Four states in America require a financial 101 class to graduate. NationsShow MoreRelatedAssessment of Personal Financial Wellness of Teachers1115 Words   |  5 PagesProper financial education is an important part of life because it affects virtually every aspect of it. Everyone will likely someday face a difficult financial situation, whether large or small, that requires time and money. 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Therefore, students were school away from their homes to ensure that they were racially diversified. In contrast, neighborhood-based student Assignment