Explain the construction of the service package offered by the Lewis :: Business and Management Studies

Explain the construction of the service package offered by the Lewis Partnership at the Swan Hotel or the Moat House Hotel. 1. Define the concept of â€Å"service package† and explain the construction of the service package offered by the Lewis Partnership at the Swan Hotel or the Moat House Hotel. The Service Package is defined as: â€Å" a bundle of goods and services that is provided in some environment † 1 The Service Package is composed of the following four elements: Supporting facility, facilitating goods, explicit services and implicit services. It’s quite difficult for the service managers to identify their product. This is partly due to the intangible nature of services, but what really has a huge influence on the total service experience is the presence of the customer in the process. The service manager has to offer a total experience to the customer which is compatible with the desired service package. The four features of the service package are the base of the customer perception of the service. The Lewis Partnership, as a service company, take into account and manage all the parts of the service package. - Supporting facility: are the physical resources which a service needs to can be offered. For example a building for a restaurant, a swimming pool, etc.2 The main supporting facilities of the Moat House is the building with it’s rustic furniture. It is located in a accessible rural landscape not fare away from Stafford. With the collaboration of Lloyds TSB Corporate, Mark Lewis the General Manager of the Moat House has been able to realise big invests in the supporting facilities of the partnership. The eager of perfection and development leads to a constant evolution and improvement of the supporting facilities. - Facilitating goods: the material which the buyer purchases or or consumes, or the items provided by the customer. For example towels, skis, shampoo, etc. 3 For the Moat House the facilitating goods are part of his resources. Quality is the most important aspect of the culture of this family business, so we can find a long list of suppliers which provide excellent selection of products, like B&S Dairies, Cottage Flowers, Chartley Coffee, etc. - Explicit services: the benefits that are quickly noticed by the senses that are based on the intrinsic or essential features of the service. Examples are the relaxed feeling after a massage, the improved sound of a car after tuning, etc.4 Due to the policy of the partnership, we can find a intensive control of the Explicit Services which are the accommodation and feeding of their customers. The culture of this company is â€Å" Only the best is good enough† but his

Literacy Instruction

Language plays a critical role in literacy instruction. In fact, these two concepts are inseparable. Teaching a learner for the first time requires the use of a common language between the learner and the teacher. By sharing a common language, the two will be able to establish connection and achieve communication, thus lessening the barriers to literacy. Basic reading, for instance, requires modeling by the teacher of how the phonetic sounds of English are produced before the reader is able to decode a word. In addition, teaching reading involves communication between the teacher and the learner. In the pre-reading stage, the teacher needs to give instructions or guidance to reading, and in the post-reading stage, s/he needs to discuss with the reader regarding progress. In such cases, language is indispensable. Also, there are times when the teacher needs to explain what is being read, or determine the context for the reader to understand it better. The role of the language in facilitating learning in early childhood is very essential since â€Å"literacy skills are developed in conjunction with oral language skills.† (Shaughnessy, Sanger, Matteucci, Ritzman, 2004) In relation to this, it is the teacher's role to gauge the learner's oral skills at the beginning of the reading instruction. Knowing the learner's ability for language acquisition would help the teacher â€Å"recognize indications of delays in children's language development.† (Shaughnessy, Sanger, Matteucci, Ritzman, 2004) Likewise, this will also enable the teacher to determine whether interventions are necessary to avoid delays in literacy development. Literacy instruction for adults likewise suggests the importance of language. From giving directions to eliciting critical responses, language serves as a significant tool for acquiring and expressing ideas. Without it, other teaching tools and environment will prove useless. Literacy instruction does not end up in teaching a person how to decode or write words and symbols. The meaning of literacy has continuously evolved and so did literacy instruction. It includes not only basic reading and writing, but higher psychological processes of reading and writing. These two skills involve cognitive levels of thinking which start from the literal to the evaluative level. Reading can be characterized as a higher level of psychological process if it involves cognitive skills of identifying main ideas from minor ones, comprehending the selection, synthesizing central themes or message, analyzing truth in statements, and applying concepts to real-life situations. The last one which presents the evaluative level requires the highest psychological process. In the same way, writing also involves higher psychological process than merely identifying letters or symbols. For instance, writing an essay requires the use of the language to convey ideas in sentences, establishing coherence and unity in a paragraph, and applying past learning in writing activities. To ensure that students’ development does not stop at a certain point, teachers engaged in literacy instruction should guide students to aim for higher cognitive levels in consideration of their readiness. In his research, Morrow (1990) found that students who were provided with teacher guidance proved to display more literacy behaviors than those who were not given guidance. The same is true with adult-guided classrooms. Students tended to have more advanced literacy skills when guided closely. In both reading and writing, we see the role of critical thinking. Critical thinking is another skill involving higher psychological process. Mainly identifying ideas in a reading selection (those that answer questions like what, when, where) is not part of critical thinking. Critical thinking is present when the learners are asked to answer questions starting with â€Å"What if† or â€Å"If you were the character†¦Ã¢â‚¬  Essentially, these questions challenge the minds and response of the learners to their environment, and require the application of practical learning. In both reading and writing, critical thinking can be further enhanced through the method of collaboration in the literacy instruction. In this scenario, the learners’ role is taken to a higher level, from being passive receivers of instructions and information to being active reactors and players. â€Å"Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among participants but also promotes critical thinking† (Gokhale, 1995). Collaborative learning involves the participation of students and the exchange of ideas among them. Through collaborative learning, the students’ critical thinking is enriched by their peers’ ideas and experiences, resulting in a more productive literacy instruction. Importantly, literacy instruction in the beginners’ level should involve planning by the teacher. In this stage, the teacher serves an active role in providing activities which would challenge the higher psychological processes such as reading, writing, and critical thinking. As such, the teacher should be well-informed of the learners’ background and their capabilities. However, in the pre-adult and adult levels, planning for literacy instruction should likewise involve the students. Students’ suggestions and inclinations should be taken into consideration to assure a more fitting instructional design and to achieve the goal of higher literacy. The rationale behind this is, the students will participate more if they can relate with the situation, and if their needs are addressed well for it is best to start with what they are prepared and interested in. Similarly, the teacher’s guidance in the learning process is valuable to produce the best results. Indeed, in every literacy instruction, working hand in hand with the learners is recommended. References Gokhale, A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education vol. 7, no.1. Retrieved December 11, 2007, from http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html Shaughnessy, A., Sanger, D. Matteucci, C., & Ritzman, M. (2004, Feb. 3). Early childhood language and literacy: Survey explores kindergarten teacher's perceptions. The ASHA Leader, pp. 2, 18. Retrieved December 11, 2007, from http://www.asha.org/about/publications/leader-online/archives/2004/040203/040203c.htm ;

Franklin D. Roosevelt s New Deal - 1772 Words

It is undeniable that the Great Depression was one of the darkest economic times in American history. The start of the Great Depression is often marked by Black Tuesday, which was when the stock market crashed on October 24, 1929 (Tindall Shi, 2013). While many events led and contributed to the Great Depression, Black Tuesday is forever remembered as the day the nation’s economy plummeted. Banks throughout the country started shutting their doors and millions of Americans would soon lose their jobs. For the next few years, Americans struggled severely, even to the point of starving. America not only needed help getting out of the Great Depression, but Americans needed their spirits restored. The 32nd president, Franklin D. Roosevelt, assumed the Presidency in 1932 and intended to revive America with his economic stimulus plan, the New Deal (Tindall Shi, 2013). Although Roosevelt’s New Deal did not end the Great Depression, Roosevelt’s New Deal cannot be deemed as a failure, but rather a success, as the New Deal provided short-term economic relief and long-term structural reform. When Franklin Roosevelt took office, the Great Depression was nearly at its peak. Thirteen to fifteen million Americans were unemployed and Roosevelt knew he had to implement the New Deal immediately (Rauchway, 2008). In his first inaugural address, Roosevelt assured the American people that the â€Å"only thing to fear is fear itself (Houck Nocasia, 2002).† Roosevelt was also quick to identifyShow MoreRelatedFranklin D Roosevelt s New Deal2091 Words   |  9 Pages I spent a little time on you tube during my research for this essay in order to get an idea of how several current documentaries portray Franklin D Roosevelt’s New Deal implementations during his presidency throughout the Great Depression. I felt that many of the documentaries seemed only to highlight the benefits of FDR’s leadership as president. I couldn’t help but disagree because some of the mentioned â€Å"benefits† just didn’t sound like benefits from my perspective. I also noticed the overwhelmingRead MorePresident Franklin D. Roosevelt s New Deal1374 Words   |  6 PagesPresident Franklin D. Roosevelt’s New Deal did not solve the problems of the Great Depression and slowed economic recovery for America until World War II. The Great Depression brought about a high unemployment, and the New Deal did not deal with it successfully. The Democratic Party benefited from the New Deal’s social and work programs because it shifted the African American vote from Republican to Democrat. (Powell, 2003) Some of the programs from the New Deal that exist today are broken and manipulatedRead MorePresident Franklin D. Roosevelt s New Deal1119 Words   |  5 PagesWhen President Franklin D. Roosevelt was elected in 1932, he took office in one of the worst economic crises in American history. The preceding three years were three years of significant hardship that took a toll on the nation’s morale. He won the presidency in a landslide vote over the fairly conservative incumbent Herbert Hoover showing the American people were desperate for changes that could restore the nation to economic prosperity seen in the 1920’s. Once he was inaugurated, he quickly jumpedRead MoreFranklin D. Roosevelt s Impact On The New Deal939 Words   |  4 Pages3.)Franklin D. Roosevelt was elected into office in 1932 and promised a new deal for Americans. From a social welfare perspective he was viewed as the best president b ecause he advanced social welfare policies. Initial proposals were timid at this time and focused on balancing budgets, similar to prior thinking. Once Roosevelt was elected into office, the activism of those suffering helped push this period in a more progressive era. In 1933 Roosevelt initiated a variety of programs and policies duringRead MorePresident Franklin D. Roosevelt s New Deal1279 Words   |  6 Pagesnation was in a state of crisis when Franklin D. Roosevelt took office in 1933. The Great Depression had caused severe unemployment (up to 90% in some cities!), business failures, and serious disruptions in international trade. It’s no understatement that Roosevelt had a lot of work to do to fix the nation and restore trust in the government! This is when FDR’s New Deal comes in. As an AP US History student, it is important for you to know what the New Deal is, but also why it is important. ThisRead MoreFranklin D. Roosevelt s Implementation Of The New Deal Essay2062 Words   |  9 Pagescontributed to Franklin D. Roosevelt’s implementation of the New Deal in an attempt to restore confidence in the economy, and the political system. Ultimately, it would still take years until the world economy and especially the United States economy was anywhere near its pre stock market crash levels. The success of the New Deal was short lived when the economy started to take a turn downward in the late 1930s, because FDR could not get enough demand to successfully implement his New Deal. In 1939 thereRead MoreThe Great Depression By Franklin D. Roosevelt s New Deal Legislation1115 Words   |  5 Pagesone of the longest and innermost economic downturn in the world of history between the years of 1929 and 1939. Also, The Great Depression led to the Federal Government having a more involved role in America s economy, this was done through the creation of Franklin D. Roosevelt s New Deal Legislation, which turned out to be effective because, he helped the American people find more jobs, he created social security, and many more beneficial acts. On the other hand, The Great Depression had manyRead MoreThe Social Security Act ( Ssa ) Of President Franklin D. Roosevelt s New Deal1102 Words   |  5 Pages1935 was drafted during the Great Depression as part of President Franklin D. Roosevelt’s New Deal. The SSA was an attempt to limit what were seen as dangers in the American life, including old age, poverty, unemployment, and the burden of widows and fatherless children. The SSA was intended to provide a minimal level of sustenance to older Americans, saving them from poverty. By signing the Social Security Act, President Roosevelt became the first president to advocate federal assistance fo r theRead MoreFranklin D. Roosevelt : An Effective American President And Leader1509 Words   |  7 Pages1 Bernier Abby Bernier Mrs. Walden Sophomore Honors History Period 1 8 December 2014 The Presidency of Franklin D. Roosevelt Thesis: Franklin D. Roosevelt was an effective American president and leader. Franklin D. Roosevelt was a powerful leader and one of the most highly regarded presidents in American history. He connected well with American people, had a strong character, possessed a clear vision for America, had valuable political skills, and could lead people in challenging times. With recentRead MoreThe New Deal: Franklin Roosevelt879 Words   |  4 Pages The term, The New Deal, comes from Franklin Roosevelt’s 1932 democratic presidential nomination acceptance speech, Roosevelt says, I pledge you, I pledge myself, to a new deal for the American people.(Referring to the great depression) Roosevelt explains the New Deal as a use of the authority of government as an organized form of self-help for all classes and groups and sections of our country. The New Deal program was born in a Brain Trust meeting prior to Roosevelt’s inauguration. (Anonymous)