The Case of Marquee Garments Essay Example for Free

The Case of Marquee Garments Essay Question no1: â€Å"SR has taken a risk in entering a market that is large, but offeres little flexibility in terms of price and business eenvironment†. Discuss. Entering Indian market was quite a challenge for Simon not only convincing the board but taking up the responsibility to personally assist the whole process of franchising in India was a major challenge in his career. Indian market is famous for its â€Å"value buying† behavior; and SR is a brand known for its high quality and value for money all around the world. Unfortunately in India however the tariffs and strict regulation for direct foreign investment has been major hurdle in offering low prices. Though the launch of the two franchises have been a huge success but Simon believes asking for premium prices for the products is soon going to turn this profit into long term loss. He believes that as soon as the novelty factor wears off the customers will opt back to the value for money buying behavior. Question no.2: This may be the right time to enter India. But has S R positioned its brand right? The festivities .such as Christmas and Diwali has been the best time for Smith and Robin to take over the market for increased sales. This helps their two stores’ initial stocks to be sold out in three days flat. Since while positioning the brand, it is necessary for the organization to identify a market niche for a brand, product or service utilizing traditional marketing placement strategies (i.e. price, promotion, distribution, packaging, and competition). S R is well aware of their preposterous prices, but that ultimately makes Smith and Robin a premium brand, one with aspirational trimmings. This made their direct competitors turn into the boutiques. They were also perceives as a high end value for money brand. Question no.3: Do you think the current retail environment in India is conducive for the entry of a high-profile foreign brand? If yes – why? If not, state the reasons clearly. The current retail environment in India is not conducive for the entry of a high-profile foreign brand. Indian customers are becoming more self aware and conscious of the market trends. Therefore, post modernism along side the globalization has given the Indian market an edge to their customers. Indian economy has been raising substantially due to their own products and manufacturing plants. Despite that companies such as SR enjoy a brand equity in the Indian markets, the novelty factor surrounding SR’s launch wears off. Also, since these brands have to pay high tariffs, the brands offer premium prices, which are questionable by the customers. With such brands, their franchises would not be ready to show any interest in expanding a loss-making operation. Keeping in mind all these factors, one also has to remember the existing competition. A grey market already does a thriving business in both branded products smuggled into the country, and ersatz ones.

Listening Skills :: Communication

CLOSE LISTENING According to scholars in the field of listening, â€Å"Listening is the process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages" (qtd in Thompson, et al. 1994). While we may feel that we are already good listeners, we are also aware that sometimes our attention wanders, we space out completely, or we lose track of a speaker because we begin thinking about our own ideas. By asking you to practice listening, we are not suggesting that you are not a good listener already, but that by thinking about listening -- what qualities make a good listener, the various kinds of listening roles we play, and the personal challenges we have in effective listening – and doing some listening exercises, you’ll maintain the listening skills you have and perhaps develop new ones. Getting Started (Class 1) 1. First, working in groups of 4 or 5, generate a list of 8 qualities that good listeners have. These might include both visible and non-visible items. 2. Next, create a list of 8 things that can get in the way of ones ability to listen fully and effectively. For example, what kind of environments are best for listening? What kinds of emotional states make it harder to listen accurately? 3. Next, think about the different kinds of listening people engage in; what roles do listeners play from day to day? 4. Finally, come together as a class and compile a master list of your group’s findings. The â€Å"What I heard† Exercise (Class 2) Because a big part of engaged listening involves giving feedback to a speaker, sometimes we have to be able to both listen and think simultaneously. While focusing too much on our own thoughts can get in the way of effective listening, making simple connections to explore later can be very useful. In this exercise, you will listen to your classmates describe the main points from their Close-Reading papers (from Assignment One), and follow-up with a segue to your own paper. 1. First, one person says what passage his or her Close Reading is about and either reads all of it or an excerpt aloud. 2. Next, that person tells the class about the main points of his or her Close Reading, using the Close Reading paper as notes. 3. At this point, anyone whose passage is similar (some may even have identical passages) or raises similar issues, enters the conversation with an affirmation that he or she has heard the previous speaker by saying something like, â€Å"What I heard you say is †¦Ã¢â‚¬  followed by the link that the student sees between his or her own paper and the paper of the previous speaker. Listening Skills :: Communication CLOSE LISTENING According to scholars in the field of listening, â€Å"Listening is the process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages" (qtd in Thompson, et al. 1994). While we may feel that we are already good listeners, we are also aware that sometimes our attention wanders, we space out completely, or we lose track of a speaker because we begin thinking about our own ideas. By asking you to practice listening, we are not suggesting that you are not a good listener already, but that by thinking about listening -- what qualities make a good listener, the various kinds of listening roles we play, and the personal challenges we have in effective listening – and doing some listening exercises, you’ll maintain the listening skills you have and perhaps develop new ones. Getting Started (Class 1) 1. First, working in groups of 4 or 5, generate a list of 8 qualities that good listeners have. These might include both visible and non-visible items. 2. Next, create a list of 8 things that can get in the way of ones ability to listen fully and effectively. For example, what kind of environments are best for listening? What kinds of emotional states make it harder to listen accurately? 3. Next, think about the different kinds of listening people engage in; what roles do listeners play from day to day? 4. Finally, come together as a class and compile a master list of your group’s findings. The â€Å"What I heard† Exercise (Class 2) Because a big part of engaged listening involves giving feedback to a speaker, sometimes we have to be able to both listen and think simultaneously. While focusing too much on our own thoughts can get in the way of effective listening, making simple connections to explore later can be very useful. In this exercise, you will listen to your classmates describe the main points from their Close-Reading papers (from Assignment One), and follow-up with a segue to your own paper. 1. First, one person says what passage his or her Close Reading is about and either reads all of it or an excerpt aloud. 2. Next, that person tells the class about the main points of his or her Close Reading, using the Close Reading paper as notes. 3. At this point, anyone whose passage is similar (some may even have identical passages) or raises similar issues, enters the conversation with an affirmation that he or she has heard the previous speaker by saying something like, â€Å"What I heard you say is †¦Ã¢â‚¬  followed by the link that the student sees between his or her own paper and the paper of the previous speaker.

Genetically Modified Food Speech Essay

Attention Material :How awesome would it be if your pet glowed in the dark? Or your family had a zebra-dog? How about a family dog that could take out the entire neighborhood in one lick? Now how about owning this dairy cow? Looks normal but its not. All these animals have been genetically modified and their genes have been altered. The cow is injected with a growth hormone rBGH to increase it’s milk production, only problem, that hormone has been found to cause different types of cancers as well as a number of other health hazards. This hormone has been banned in Canada and Europe but sadly in American this hormone linked to 3-4x higher cancer rates was approved by the FDA in 1993 after the consumer tested it for 90 days on 30 rats. Today, we are seeing the long-term affects of drinking this potent milk. Before the genetically modified food explosion only 1:11 individuals had cancer, today 1:2 men and 1:3 woman will develop cancer and nearly half of you can expect it in your lifetime. Today 2/3rds of all foods in your local grocery store are GM and in 2013 it will have raised to 90%. The problem here is that GM foods are hardly ever tested before consumed, they have a number of associated health problems and they are not labeled so you cant pick to not eat them or not. Credibility Material: I have always been interested in GM organisms but a few years ago my professor at IU intreguied me with the effects of GM foods. Today, I’ve done countless hours of research on the subject and wrote many papers about it. Thesis Statement: Today I want to inform about GM foods Preview: Today I want to inform you about GM foods, what they are and why we should push for labeling of GM foods in our grocery. Transition: To begin, allow me to inform you about GM foods. BODY I. GM foods are everywhere but what are they? Are they good, bad, or okay? Should I eat them or should I not? A. Genetically Modified (GM) foods are food items that have had their DNA changed or altered entirely through genetic engineering creating completely different variants. 1. GM products include medicines and vaccines, foods and food ingredients, feeds and fibers. B. GM foods first appeared on the marked in 1990 C. Between 1997-1999 GM food ingredients suddenly appeared in 2/3rds of all U. S. processed foods 1. If you consumed soy sauce with Chinese, popcorn at movie or occasional candy bar you’ve undoubtfully consumed this new food. a. Nearly every American has eaten GM foods but only 26% believe they have. b. No labeling and no regulation 2. â€Å"Potentially, GM could breed new animal and plant diseases, news sources of caner and novel epidemics in human health†, Dr. Wald, Prof of Biology at Harvard University. Transistion: Now that we know what GM foods are, lets discuss the health concerns associated with them. II. There are extensive health hazards that have been shown to be caused by modified foods. A. Study done in 1999 showed GM foods have decreased levels of vital nutrients- esp. those that protect us from heart disease and cancer. B. Modified proteins exist in GM foods, new proteins never before eaten by humanity. 1. Foreign GM ingredients produce allergies a. 25% of Americans have mild adverse RXNs to foods and at lease 4% have life threatening allergies to food. b. Soy allergies have doubled since GM soy introduced. â€Å"c. No labeling of GMO in foods and people experience allergies they were unaware of-Anaphylatic shock 2. In last decade, percent of children in U. S. affected by serious food allergies has significantly increased. a. Today 6-8% children under 3 yrs old affected. C. As we ingest transgenic human/animal products there is no real the impact of human evolution. 1. Research mice show increase in birth defects and shorter life spans when feed GM soy. a. Mothers feed GM soy- nearly all babies died (10% died in control) b. Males developed changed testicle color. c. Infertility when feed GM corn. 2. Other animal studies indicate serious health risk associated with GM foods; fertility, immune problems, accelerated aging, insulin regression, changes in major organs and gastroninteitinal region. a. There are more than casual associations between GM foods and adverse health affects b. Confirmed in animal studies-consitancy and association between GM foods and disease 3. Number of autoimmune diseases are enhanced by foreign DNA fragments not fully digested in stomach and intestines a. DNA fragments are abundant in bloodstream. b. Potentially mix with normal DNA. Transition: Considering these factors about GM foods, let me explain why I think it is so very important that these GM crops be labeled. III. In other countries, GM crops are almost always labeled but in the U. S. no GM foods are labeled. A. Unlabeled GM foods can cause serious health problems for those with allergens to it. 1. Most people by a tomato and aren’t worried about their soy allergy but with GM foods and ingredients, soy genes can easily be placed or accidently cross pollunant 2. Many unlabeled GMO’s in our food are causing people to experience allergies they were unaware of- a. It’s possible that they can go into anaphylactic shock. b. DEATH. B. There are no regulated health safety tests. 1. FDA only requests that firms conduct their own test of new GM products a. FDA makes no reviews of those tests. b. No long term effects of eating GM foods. 2. Louis Pribly, an FDA microbiologist explains, â€Å"Companies tailor tests to get the results they need. † C. Why labeling and what you can do. 1. Choose hormone-free beef and rBGH-free Dairy products a. Foods that carry â€Å"USDA-certified organic† label contain no artifical hormones. 2. Lack of labeling of GM foods violates the 1st Amendment of the Constitution, â€Å"Food, Drug, and Cosmetic Act requires added substances to be labeled. † a. Without labels, our public health agencies are powerless to trace problems of any kind back to their original source b. Crisis? c. Why do you think labeling hasn’t occurred yet? Because, the manufacters of GM crops would lose buisness. Would you buy GM foods if you had a choice? Probably not. CONCLUSION Summary Statement:In conclusion, I hope that everyone gained some knowledge towards the effects of genetically modified foods and why it needs to be taken more seriously when involving peoples health. Concluding Statement:â€Å"Its like playing Russian roulette (referring to the lack of testing done on GM foods) with public health, We have became involuntarily guinea pigs in vast genetic experiences,† Louis Pribyl, FDA microbiologist. Be a Voice, Sign a petition for GMO’s labeled in our foods, get the knowledge & protect your future generations. Sign The World Science open letter to all governments calling for GMO’s to be properly labeled in our foods. Who wants to become sick from food they eat? We have the right as Americans to know what is put in our food. Don’t We? Work Cited Works Cited Admin. (2010, Apr 29). GM. org. Retrieved Feb 24, 2011, from Genetically Modified Foods: http://www. gm. org/category/gm-foods/ Batalion, N. (n. d. ). Genetically Modified Food. Retrieved Feb 22, 2011, from Raw-Wisdom. com: http://www. raw-wisdom. com/50harmful. Boston University College of Engineering. (2010, Feb. 12). Low Levels of Antibiotics Cause Multidrug Resistace in ‘Superbugs’. Retrieved Dec. 5, 2010, from Science Daily: http://www. sciencedaily. com/releases/2010/02/100211151647. htm GMO Dangers. (2010). Retrieved Feb 24, 2011, from Institute For Responsible Technology: http://www. responsibletechnology. org/ The National Agricultural Library. (n. d. ). (USDA) Retrieved Feb 22, 2011, from United States Department of Agriculture: http://www. nal. usda. gov/.

An essay considering whether Romeo and Juliet Essay

‘Romeo and Juliet’ was a play written by William Shakespeare in 1595. William Shakespeare died on St. George’s day, 23rd April, 1616, making ‘Romeo and Juliet’ one of his earlier plays; written in what is now described as his second period, from his joining the Lord Chamberlain’s men in 1594 to the opening of the Globe Theatre in 1599. The diversity of Shakespeare’s work included comedies, histories and tragedies as well as poetry. ‘Romeo and Juliet’ comes under the category of a tragedy, tragedy meaning an event in which something dreadful occurs, or in a theatrical sense a serious play with a tragic theme, often involving a heroic struggle and the downfall of the main character. This definition of tragedy relates to ‘Romeo and Juliet’ because it is a play in which both the principal characters die in preventable circumstances at the close of the play. The downfall of Romeo and Juliet occurs by the fact that both characters start as young, beautiful descendents of powerful families and find themselves fleeing the city of Verona in fear of their lives and their relationship – both banished by the authorities or their own households. However, an alternative view could be developed by looking at the perception of the word tragedy when the play was written; in the late 16th century. People of the time were of the view that if something tragic were to happen it must happen to a person of innocence, otherwise it is not technically tragic. Romeo is not an innocent person because he takes the life of another person on more that one occasion, with the murders of Tybalt and Paris. Even though there is the argument that these crimes were a consequence of his obsessive and at times over-enthusiastic love for Juliet, they are still actions that take away his virtuousness. Juliet damages her purity by treating the wishes and guidance of her parents with contempt and disregarding the arranged marriage to Paris. These egocentric actions help develop another, more imperfect impression of the two protagonists which provides an argument against ‘Romeo and Juliet’ being a tragic play. In further illustration, tragic storylines generally end in unhappy circumstances, which on the one hand ‘Romeo and Juliet’ does with the many deaths, â€Å"for never was a story of more woe, than this of Juliet and her Romeo.† Whilst on the other hand it could be argued that a more exultant conclusion occurs by the fact that the long-standing feud between the Montagues and the Capulets is finally resolved through their deaths. Basis for this statement is provided in the final scene by Capulet, â€Å"O brother Montague, give me thy hand, this is my daughter’s jointure, for no more can I demand.† In Shakespearean times ‘Romeo and Juliet’ would have been compared to such tragic plays as ‘Hamlet’ and ‘Macbeth’ which were tragedies to the exact definition because they entailed stories of monarchs with flawed characters diminishing from the highest place in society to death over the course of the play. These stories fulfilled the public criteria for a tragic tale; a concept initially introduced by Aristotle, a Greek philosopher who lived from 384 to 382 BC. He produced directives for the perfect tragedy, concepts which heavily influenced academics and writers throughout Europe. He dictated that, â€Å"the tragic heroes of any play must be people of royal or other high-born backgrounds.† Therefore, ‘Romeo and Juliet’ can be argued against being a tragedy because the two central characters are not royalty or part of any particular hierarchy. Many contend that being young and beautiful puts them in a social position to surpass most to begin with, although this does not fit unerringly into Aristotle’s theory. Aristotle exactly specifies the protagonists must be of â€Å"royal or other high-born backgrounds,† explicitly kings or generals, which Romeo and Juliet are not. The aforementioned statement can be supported by the following quotation from act three, scene one, in which Romeo’s killing of Tybalt is analysed, with the prince announcing, â€Å"Immediately we do exile him hence.† The fact that he has been exiled prior to his death illustrates further the fact that he is at a low point in society. Additionally, Aristotle also expresses his belief that these high born protagonists should have fatal flaws which lead to their downfall. Romeo’s fatal flaw is his impetuous and spontaneous nature which causes him to act before thoroughly thinking about what he is doing and considering the consequences of his actions. An example of his rashness comes when Balthasar tells Romeo that Juliet is dead, not knowing it is a faked death, â€Å"hire post-horses, I will hence to-night.† Here he is saying he will return to Verona, which he has been banished from, without waiting for news from Friar Lawrence; an action, as the audience soon finds out, that causes his death. His hot-headed rashness develops into the fuel for his uncontrollable obsession for his love, Juliet; who herself is fatally flawed by her notorious and narcissistic disobedience which causes her to defy the instructions and beliefs of her family. Juliet becomes so caught up in the irrepressible ardour of her relationship with Romeo that she fails to see the outrage and hatred she is rousing from an already hostile feud between two households. An example of her defiance comes when her mother tells her of her arranged marriage to Paris, â€Å"He shall not make me there a joyful bride.† Here she refuses to marry Paris, which infuriates her parents, causing them to reject their daughter; and inevitably her character’s downfall as she is now shamed. These self-centred actions defiantly caused their demise leading to their death because if they both were to act with less haste when fuelling their love for each other then some of the consequences that occurred may have been p revented. Therefore, it is possible to maintain that Romeo and Juliet both suffered dramatic downfalls due to their own actions. On the contrary to this it could also be argued that as both their families recognised their lives by erecting statues of them, â€Å"for I will raise her statue in pure gold,† their characters therefore living on in a manner of speaking, meaning that their characters were not entirely degraded by their actions, thus rendering their characters not downfallen. Moreover, another notion primarily introduced by Aristotle was centred around the audience’s perception of a tragedy, and how this could be used to define a tragic play. He said that the audience should feel pity and terror, pity for the hero and terror at the importance of the gods. This relates to ‘Romeo and Juliet’ in the sense that the heroic characters are Romeo and Juliet themselves, whom the audience does feel a certain amount of pity for because of the unfortunate and seemingly preventable misfortunes that happen to them throughout the course of the play. Juliet is pitied for the fact that she is disowned by her family, â€Å"do as thou wilt, for I have done with thee.†

Free Essays on Frankenstien Research

There are obvious similarities between Victor and his creation; each is abandoned, isolated, and both start out with good intentions. However, Victor’s ego in his search for god-like capabilities overpowers his humanity. The creature is nothing but benevolent until society shuns him as an outcast on account of his deformities. The creature is more humane than his own creator because his wicked deeds are committed in response to society’s corruption; while Frankenstein’s evil work stems only from his own greed. Victor Frankenstein and his creation are very much alike. Both are abandoned by their creators at a young age; Frankenstein is left without his mother after her death, the creature is rejected by Frankenstein's abandonment. Frankenstein and the monster are also similar in that they are isolated and outcasts of society. Frankenstein is hypothetically an outcast when he consumes himself in work and is isolated when the creature kills those he loves, and the creature is obviously isolated as a hideous outcast of society. Victor Frankenstein starts out with good intentions; he is merely seeking to gain knowledge of natural philosophy. Soon, his greed for god-like power overcomes him and he becomes consumed with the idea of creating life. â€Å"Summer months passed while I was thus engaged, heart and soul, in one pursuit† (32). The creature also starts out with kindness, he tells his creator, â€Å"Believe me, Frankenstein: I was benevolent; my soul glowed with love and humanity: but am I not alone, miserably alone?† (66). However, after society refuses to accept him based on personal appearance, the creature becomes angry. The creature has an overwhelming capacity to love as can be seen in his admiration for the peasants, â€Å"The creature’s thoughts now became more active, and Frankenstein longed to discover the motives and feelings of these lovely creatures, Frankenstein thought (foolish wretch!) That it might be in... Free Essays on Frankenstien Research Free Essays on Frankenstien Research There are obvious similarities between Victor and his creation; each is abandoned, isolated, and both start out with good intentions. However, Victor’s ego in his search for god-like capabilities overpowers his humanity. The creature is nothing but benevolent until society shuns him as an outcast on account of his deformities. The creature is more humane than his own creator because his wicked deeds are committed in response to society’s corruption; while Frankenstein’s evil work stems only from his own greed. Victor Frankenstein and his creation are very much alike. Both are abandoned by their creators at a young age; Frankenstein is left without his mother after her death, the creature is rejected by Frankenstein's abandonment. Frankenstein and the monster are also similar in that they are isolated and outcasts of society. Frankenstein is hypothetically an outcast when he consumes himself in work and is isolated when the creature kills those he loves, and the creature is obviously isolated as a hideous outcast of society. Victor Frankenstein starts out with good intentions; he is merely seeking to gain knowledge of natural philosophy. Soon, his greed for god-like power overcomes him and he becomes consumed with the idea of creating life. â€Å"Summer months passed while I was thus engaged, heart and soul, in one pursuit† (32). The creature also starts out with kindness, he tells his creator, â€Å"Believe me, Frankenstein: I was benevolent; my soul glowed with love and humanity: but am I not alone, miserably alone?† (66). However, after society refuses to accept him based on personal appearance, the creature becomes angry. The creature has an overwhelming capacity to love as can be seen in his admiration for the peasants, â€Å"The creature’s thoughts now became more active, and Frankenstein longed to discover the motives and feelings of these lovely creatures, Frankenstein thought (foolish wretch!) That it might be in...

First-Year Residency Requirements for College

First-Year Residency Requirements for College At many colleges and universities, you will need to live in the residence halls for your first year or two of college. A few schools require campus residency for all four years. Even if your school allows students to live off campus, consider the pros and cons of living on campus before making a final decision. Why Youre Required to Live on Campus Your First Year of College Students are most likely to stay at a college when they feel like they belong. This sense of belonging has a direct impact on a colleges retention rate and graduation rate. When new students live off campus, they are less likely to get involved in campus clubs and activities and will have a harder time making friends among fellow students.When a student lives on campus, the college has an easier time helping out should that student encounter trouble on the academic or social front. Resident Advisors (RAs) and Resident Directors (RDs) are trained to intervene and assist when students are struggling, and they can help direct students to the appropriate people and resources on campus.A college education is about much more than taking classes and earning a degree. Residential life teaches many important life skills: resolving conflicts with a roommate, suitemates, and/or students on your hall; learning to live with people who may be quite different from you; building a living and learnin g community; and so on. At most schools, campus residence halls are much closer to important facilities (library, gym, health center, etc.) than off-campus apartments.Colleges have little ability to monitor illegal behavior off campus, but within the residence halls, activities such as underage drinking and illegal drug use can be detected and responded to much more readily.  When you are a new student, it can be a huge benefit to be living in the same building with upper-class students and/or RAs who know the campus and academic expectations well. Youre also more likely to find mentors in a campus residence hall than in an off-campus apartment.Along with having upper-class mentors, youll also have a peer group that will include students taking some of the same classes as you. Living on campus gives you ready access to study groups, and peers can often help if you are forced to miss a class or if you find material from a lecture confusing. Along with the obvious benefits of living on campus, colleges have a few reasons for keeping students on campus that may be a bit less altruistic. Specifically, colleges dont make all of their money from tuition dollars. For the great majority of schools, significant revenues also flow from room and board charges. If dorm rooms sit empty and not enough students are signed up for meal plans, the college will have a harder time balancing its budget. If more states move forward with free tuition plans for in-state students at public universities (such as New Yorks Excelsior Program), all college revenue will come from room, board, and associated fees. Exceptions to College Residency Requirements Keep in mind that very few colleges have residential policies that are set in stone, and exceptions are often made. If your family lives very close to the college, you can often get permission to live at home. Doing so obviously has significant cost benefits, but dont lose sight of the valuable experiences you might miss out on by choosing to commute. By living at home, you wont be getting the full college experience, including learning how to be independent.Some colleges with two- or three-year residency requirements allow strong students to petition to live off campus sooner. If youve proven your academic and personal maturity, you may be able to move off campus earlier than many of your classmates.At some schools, it may also be possible to petition to live off campus for reasons related to specific health and wellness needs. For example, you might be able to petition to live off campus if the college cant meet your atypical dietary requirements or if you need access to regular healthcare that simply isnt feasible in a college residence hall.   A Final Word About Residency Requirements Every college has residency requirements that were developed for the unique situation of the school. Youll find that some urban schools as well as some universities that have been experiencing rapid expansion, simply dont have enough dormitory space to handle all of their students. Such schools often cannot guarantee housing and may be happy for you to live off campus. At any school, its important to weigh the pros and cons of living off campus before making a decision. Time spent cooking meals and commuting to campus is time that wont be spent on your studies, and not all students do well with too much independence.

Consistency in Building and Fire Plan Review Essay

Consistency in Building and Fire Plan Review - Essay Example S. D E D I C A T I O N This simple work is humbly dedicated to my loving wife Tami, and my inspiration Ronnie and Emily Salvaggio. R. S. TABLE OF CONTENTS Page ACKNOWLEDGEMENT ----------------------------------------------------------------- 3 DEDICATION ------------------------------------------------------------------------------ 4 LIST OF TABLES Chapter 1. INTRODUCTION ---------------------------------------------------------------- 9Statement of the Problem ---------------------------------------------------- 10 Significance of the Study --------------------------------------------------- 10 Theoretical Framework of the Study ------------------------------------- 11 Hypotheses ------------------------------------------------------------------- 11 Scope and Delimitation of the Study ------------------------------------- 12 DEFINITION OF TERMS ------------------------------------------------- 12 2. REVIEW OF RELATED LITERATURE ----------------------------------- 13 RELATED LITERATURE ------------------------------------------------ 13 3. METHODOLOGY ------------------------------------------------------------- 17 The Research Method ------------------------------------------------------ 17 The Study Area... The researcher's friends: Chesterfield County Virginia Commercial plan review Division; Jeff Ughi, City of Cherryville, NC; Bonnie S. Terra, Fire Marshal, Alameda County Fire Department, Vandergriff, Mike Ashley, and Gary who in their simple ways contributed to the completion of this work; and Above all, the researcher's supportive children, Ronnie and Emily who have sacrificed by giving him the inspiration and encouragement to pursue higher goals in his career, and his loving wife Tami, who was always there to sustain him all the way, from the achievement of his college degree to the completion of this manuscript as a firefighter. To determine the need for the development of a unified plan review check list is the interest of this study. This will be used by new fire plan inspectors of Collier County Fire Code Official's Office. The consistent chart will largely increase the reduction of multiple rejections. It will also facilitate the issuance of permits for building occupancy. Plus, this will ensure accuracy of gathered information. An identical evaluation measure would resolve inconsistencies resulting from the increasing number of evaluators.