Case Study Cultural Considerations of Shanghai Disneyland Essay

Shanghai Disneyland resort opening 2015 will have the biggest and tallest Cinderella castle in the world. The key players are the Chinese government, Disney, Shanghai Shendi Group and Mike Crawford, with the key event being the Chinese governments approval in 2009. The political, social considerations, education and economic environments are then explained. The context approach and dimensional approach are used to discuss the cultural considerations. The case will go on to discuss that while there are no current implications affecting the domestic and international business, it will tell of how Disney will benefit the Chinese economy, through growth in income, employment etc. It is recommended that Disney improve the cultural considerations through character costumes, food and by broadening their target market. The essay will look at the case of Shanghai Disneyland and discuss key players. Events and discuss case context through an international context. It will continue to determine the case issues and the relevant theories used to develop solutions to understanding the cross-cultural understandings of culture. The essay will then show the implementations that domestic and international businesses face that operate within the theme park industry, and give recommendations to improve the cross-cultural understandings. The Article looks at Disneyland opening in Shanghai in 2015 thanks to the Chinese governments approval on November 4, 2009 (Rapoza, 2013). The resort will compromise of two Disney hotels, 46,000 square meters for retail, dinning, entertainment venues, recreational facilities, a lake, parking and transport hubs (Rapoza, 2013). Shanghai Disney will have the biggest and tallest Cinderella’s castle in the world, will be interactive and called the Enchanted Storybook castle (Rapoza, 2013). Shanghai Disney sits on nearly 1,00 acres, and is three times bigger than Hong Kong Disney (Rapoza, 2013). The resort is budgeted at 24.5 billion Yuan ($3.7 billion) for the theme park and an additional 4.5 billion Yuan ($700 million) to build hotels and restaurant venues (Rapoza, 2013). Disney itself will own 43% of the property while the Shanghai Shendi Group will own the remaining 57% (Rapoza, 2013). Mike Crawford, Disney’s general manger states that ‘We are excited to see the resort development move into an intensive phase of construction’ and ‘We look forward to providing more updates in the future, as we reach key milestones’ (Rapoza, 2013). Key players in the case are the Chinese government, who hope to improve the local economy. The Shanghai Shendi Group, Disney and Mike Crawford are excited to reach key milestones towards the opening of Shanghai Disneyland. Disney have used various initiatives to lead to the approval of Shanghai Disneyland, included are television, motion pictures and consumer products (Yang, 2012). Key events started with the Chinese government’s approval for Disneyland to be China’s first mainland resort on November 4, 2009 (Rapoza, 2013). Hong Kong Disneyland then recorded profits of $14.1 million (Rapoza, 2013). Shanghai Disney has revealed that there will also be two themed hotels, with the grand opening late 2015 (Rapoza, 2013). In understanding culture it is imperative to understand the control of political, economic, educational and social variables (Kelley & Worthley, 1981). In China, political environments of both domestic and international companies operate under government control (Zhu & Xu, 2010). The Chinese government has been in talks with Disney for more than ten years, and has kept smooth communication (Zhu & Xu, 2010). It is important for Disney to have good relationship with the Chinese government as they share ownership of Shanghai Disneyland (Zhu & Xu, 2010). Due to China still being a developing country, Shanghai Disneyland has had to set a much lower entrance fee to catch more Chinese consumers (Zhu & Xu, 2010). Social considerations that Shanghai Disneyland has had to face are their main target group. Disneyland’s main target are children, in China however, children are expected to succeed academically before socially (Zhu & Xu, 2010). Most people in China do not speak English, and so Disney opened a chain of language schools in Shanghai, with the goal to teach children to speak English, Disney is also employing English and Chinese communicators (Brooks, 2009). High context cultures and low context cultures are used in understanding cross-cultural considerations, and can often lead to unintentional problems I the workplace and negotiations in governments (Beamer &Varner, 2011, p. 102). In a high context culture such as China, communication relies heavily on unspoken conditions or assumptions, whereas in a low context culture such as America (Disney), communication is usually taken at face value however, the context approach only represents one dimension (Peng, 2013, p. 37). However Hofstede’s dimensions of culture represent several dimensions and is far more influential and consists of long-term orientation, uncertainty avoidance, masculinity and femininity, individualism and collectivism and power distance (Peng, 2013, p. 37). Individualism and collectivism have impacted the case, due to Disney coming from an American/western culture, which is vast on individualism, and the Chinese being collectivists. Individualism values individual achievements, failures and rights over the collective (Beamer &Varner, 2011, p. 43). Collectivism values the group above the individual needs or rights (Beamer &Varner, 2011, p. 43). Disney was able to understand this particular issue and took advantage to use local companies instead of American resources to help build the technological environment and will help improve their reputation (Zhu & Xu, 2010). While there are no implications yet for domestic business in china, the Shanghai Disney project has already attracted many industries and corporations, including culture industries, restaurants, hotels and content production industries (Crawford, 2010, p.13). With a 330million target market population within a 3hour drive or train ride, and recent transportation investments will make Shanghai accessible by key provinces to Disneyland, which will all become a catalyst for growth (Crawford, 2010, p.13). This will generate income, employment, investment and infrastructure developments that can be leveraged by other industries (Crawford, 2010, p.4-20) There are no implications yet affecting international business in China. Shanghai will become a major destination for business travel with the opening of Disneyland in 2015 and for many state-owned enterprises establishing headquarters in the city (Jian, 2013). Shanghai has 230 international direct flights and all the worlds major hotel groups have hotels in the city to meet the business traveller demand (Jian, 2013). Through looking above it is shown that Shanghai Disneyland will improve the Chinese economy, and build growth towards their tourism industry in both domestic and international businesses. It is recommended that for Shanghai Disney to improve cultural perspectives, they should dress Disney characters in the Chinese Tang costume, and the food served to be Chinese-American. Disney would also need to adjust their main target in China, as students are more academically inclined and could therefore prepare for young couples and young families.

Essay on How to Make Teaching and Learning Intresting in Class Room Essay

It’s interesting to observe, isn’t it, how much higher education is still driven by a â€Å"brute force† model of delivery? As much as we might wish it were otherwise, postsecondary courses and degree programs are still largely delivered in a one-size-fits-all manner, and those students who can’t keep up are simply left behind, sometimes irretrievably so – the higher education equivalent of natural selection, some might say. (I once had lunch with a colleague, for example, who told me with no small amount of pride that he only taught to the 10 percent of the class who â€Å"got it.† The others, it seemed, were not worth his effort.) But surely anyone – teacher, student, or otherwise – who has ever sat in a classroom has seen glaring evidence of the fact that not all students move at the same pace. Some are prepared to move more quickly than the majority while others require greater attention and more time to master the same mate rial as their classmates. The limits of mainstreaming diversely skilled students are obvious to all and yet we largely persist in the vain hope that greater numbers of students will learn to move at â€Å"class pace† if only we underscore their responsibility to do so in syllabuses and first-class lectures. Of course, when teachers face classes of 20 or 40 or 200 students, personalized instruction isn’t much of an option. It’s simply too expensive and impractical – until now, perhaps. Witness the countervailing perspective emerging these days that the curriculum is the thing that needs to change pace. Indeed, after a number of years of quiet experimentation we may now be on the cusp of an evolutionary moment – one that promises greater personalization, deeper engagement, and stronger outcomes for students of many types. And it may even be affordable. In fact, it may even be cost-efficient, by virtue of allowing instructors to use their time more ju diciously. Welcome to the emerging realm of adaptive learning – an environment where technology and brain science collaborate with big data to carve out customized pathways through curriculums for individual learners and free up teachers to devote their energies in more productive and scalable ways. What promises to make adaptive learning technologies an important evolutionary advance in our approaches to teaching and learning is the way these systems behave differently based on how the learner interacts with them, allowing for a variety of nonlinear paths to remediation that are largely foreclosed by the one-size-fits-all approach of traditional class-paced forms of instruction. To put it simply, adaptive systems adapt to the learner. In turn, they allow the learner to adapt to the curriculum in more effective ways. (See this recent white paper from Education Growth Advisors for more background on what adaptive learning really looks like – full disclosure: I had a hand in writing it.) If the early results hold, we may soon be able to argue quite compellingly that these forms of computer-aided instruction actually produce better outcomes – in certain settings at least – than traditional forms of teaching and assessment do. In the future, as Darwin might have said were he still here, it won’t be the students who can withstand the brute force approach to higher education who survive, but those who prove themselves to be the most adaptive. A recent poll of college and university presidents conducted by Inside Higher Ed and Gallup showed that a greater number of the survey’s respondents saw potential in adaptive learning to make a â€Å"positive impact on higher education† (66 percent) than they saw in MOOCs (42 percent). This is somewhat surprising given the vastly differing quantities of ink spilled on these respective topics, but it’s encouraging that adaptive learning is on the radar of so many college and university leaders. In some respects, adaptive learning has been one of higher education’s best-kept secrets. For over a decade, Carnegie Mellon University’s Open Learning Initiative has been conducting research on how to develop technology-assisted course materials that provide real-time rem ediation and encourage deeper engagement among students en route to achieving improved outcomes. So adaptive learning is not necessarily new, and its origins go back even further to computer-based tutoring systems of various stripes. But the interest in adaptive learning within the higher education community has increased significantly in the last year or two – particularly as software companies like Knewton have attracted tens of millions of dollars in venture capital and worked with high-visibility institutions like Arizona State University. (See Inside Higher Ed’s extensive profile of Knewton’s collaboration with ASU, from January of this year, here.) Some of our biggest education companies have been paying attention, too. Pearson and Knewton are now working together to convert Pearson learning materials into adaptive courses and modules. Other big publishers have developed their own adaptive learning solutions – like McGraw-Hill’s LearnSmart division. But a variety of early-stage companies are emerging, too. Not just in the U.S., but all around the world. Take CogBooks, based in Scotland, whose solution’s algorithms permit students to follow a nonlinear path through a web of learning content according to their particular areas of strength and weakness as captured by the CogBooks system. Or consider Smart Sparrow, based in Australia, whose system supports simulations and virtual laboratories and is currently being deployed in a variety of institutions both at home and here in the U.S., including ASU. There is also Cerego, founded in Japan but now moving into the U.S., with a solution that focuses on memory optimization by delivering tailored content to students that is based not only on a recognition of which content they have mastered but also with an understanding of how memory degrades and how learning can be optimized by delivering remediation at just the right point in the arc of memory decay. These adaptive learning companies, and many others working alongside them, share a common interest in bringing brain science and learning theory into play in designing learning experiences that achieve higher impact. They differ in their points of emphasis – a consequence, in part, of their varying origin stories. Some companies emerged from the test prep field, while others began life as data analytics engines, and so on. But they are converging on a goal – drawing on big data to inform a more rigorous and scientific approach to curriculum development, delivery, and student assessment and remediation. In the months ahead, you should expect to be seeing more and more coverage and other discussion of companies like these, as well as the institutions that are deploying their solutions in increasingly high-impact ways. Last month, the Bill & Melinda Gates Foundation iss ued an RFP inviting institutions to collaborate with companies such as these in seeking $100,000 grants to support new adaptive learning implementations. The grants are contingent, in part, on the winning proposals outlining how they’ll measure the impact of those implementations. Before long, then, we may have much more we can say about just how far adaptive learning can take us in moving beyond a one-size-fits-all approach to teaching and learning – and in achieving better outcomes as a result. And for some students, their survival may depend upon it. source: Nityanand Mathur 9165277278 365/22Vidhya Nagar Colony Shujalpur Shajapur(465333)

Analyzing three poems by three different poets Assignment

Analyzing three poems by three different poets - Assignment Example The mother is sad because of her failure to execute her roles effectively as a mother. Brooks portrays a feeling of remorse, longing sadness, and incomplete destinies that the mother had hoped to achieve. In the third line of the poem’s second stanza the mother is sad because she cannot breastfeed the babies since they are dead.There is a sense of guilt and resentment for aborting the babies. The mother also expresses sorrow and justifiable reasons as if yearning for forgiveness. In the last lines, the poem vividly portrays mother’s love for her aborted children. The mother shows deep love for the aborted infants even though she knew them only for a short while. Therefore, the mother used depicts deep emotions for her children yet she aborted them. She is sentimental and sensitive and at the same time heartless because she aborted her babies. The poem has a smooth flow and vividly elucidates the events occurring in a straightforward manner. The poet used short lines with abortion personification employed as exhibited in the first line of the poem. Gwendolyn uses imagery style in the third line of the first stanza of her poem, she cites a mother referring to her aborted babies as damp small pulps. Therefore, the image of the aborted babies vividly displays in the readers’ mind. Imagery, death and feelings in the poem are concrete as they serve their roles for usage effectively. The mother is a symbolic representation of real life women and their actions plus associated consequences. Therefore, the poem plays a crucial role of warning women who opt to commit abortion. Structure -wise, the poem has a regular rhyme scheme, which the poet properly portrays especially in the first stanza. However, it is inconsistent and is majorly end-rhyme. Gwendolyn also employs the use of repetition for emphasis as well as contributing to

Is American Government corrupt in its purchase of land Essay

Is American Government corrupt in its purchase of land - Essay Example (Walter Lynwood Fleming lectures in Southern history. Louisiana State UP. Crosby, A. W. (1999). "Ecological Imperialism: the overseas migration of western Europeans as a biological phenomenon." American encounters: natives and newcomers from European contact to Indian removal. London: Routledge. Hoar, W. P. (2003). Manifest Destiny: Many 19th-Century Americans Believed Their Young Nation Was Destined to Extend the Benefits of Freedom and Opportunity across the Continent-From Sea to Shining Sea. The New American, Vol. 19. Lubragge, Michael T. "Manifest Destiny." Revolution to Reconstruction. Department of Alfa-Informatica of the University of Groningen in the Netherlands. http://odur.let.rug.nl/usa/E/manifest/manifxx.htm Remini, R. "Andrew Jackson and Indian Removal." (1988). The legacy of Andrew Jackson: essays on democracy, Indian removal, and slavery. (Walter Lynwood Fleming lectures in Southern history. Louisiana State UP. .. Marshall, W.I. (1911). Acquisition of Oregon and the Long Suppressed Evidence about Marcus Whitman. Vol. I., pages 25-140. McClintock, T. (2003). "British newspapers and the Oregon Treaty of 1846." Oregon Historical Quarterly. Vol. 104(1), 96-109. Merk, F. (1967). The Oregon Question: Essays in Anglo-American Diplomacy and Politics Cambridge, Mass.: Belknap Press. Morrison, M. A. (1997). Slavery and the American West: The eclipse of Manifest Destiny and the coming of the civil war. Chapel Hill: University of North Carolina Press. Neu, C. T. (2002). Handbook of Texas Online, s.v. "ANNEXATION," http://www.tsha.utexas.edu/handbook/online/articles/AA/mga2.html (accessed May 30, 2006). Remini, R. "Andrew Jackson and Indian Removal." (1988). The legacy of Andrew Jackson: essays on democracy, Indian removal, and slavery. (Walter Lynwood Fleming lectures in Southern history. Louisiana State UP. Rutland, R. A. 1987. James Madison: The Founding Father. New York: Macmillan. Smith, Gene A. 1999. "Our Flag Was Display'd Within Their Works": The Treaty of Ghent and the Conquest of Mobile. Alabama Review 52 (January): 3-20. Spence, M. D. (1999). Dispossessing the wilderness: Indian removal and the making of the national parks. New York; Oxford UP. Stephanson, A. (1995). Manifest Destiny: American expansion and the empire of right (Critical Issue Book). HarperCollins. Stuart, R. (1988). United States Expansionism and British North America, 1775-1871. U. of North Carolina. de Tocqueville, Alexis. (1990). Democracy in America, vol. 1 (New York: Vintage Books. 1835. Tutorow, N. E. (1978). Texas Annexation and the Mexican War: A Political Study of the Old Northwest. Palo Alto: Chadwick House. Wilson Moore, S. A. (2003). "We Feel the Want of Protection": The Politics of

Evaluate a Complex Decision Essay Example | Topics and Well Written Essays - 750 words - 1

Evaluate a Complex Decision - Essay Example I called the friend who had caused the problems at the work site into my office. I reeled into him, yelling at him for being so stupid and costing the company a very important sales contract. He had previously in the week told me how good the job was going, and perhaps if he had earlier mentioned to me the problems I could have solved them. I told him because of his neglect he was to be fired and that there was no discussing this matter, as I then had to go and try to patch things up with the company and hope to regain our contract. I then called the company and begged for the contract back. They told me that due to the efforts of that one person, they had already given the contract to somebody else. There were giving me the same treatment I had just given my employee, and were not further discussing the matter. Now looking back at the decision, I see that there were several other ways I could have gone about it. Looking at the formal methods of decision making addressed in this class, I now see that there were many other ways I could have better addressed the situation and come to possibly a better outcome. After my call with the company I realized that I was being just as rash as they were, and that I possibly should have at least listened to my friend’s side of the story before firing him. I was not sure if he would come back to work at the company after how I had treated him, but I at least wanted to given him the fair chance to tell me what had happened. However, I never got to find out, as he still won’t return any of my calls, and I have heard rumors that he has a new job elsewhere. To make matters even worse, I received a call from the company today, stating that the complaints against my worker were dropped, and were actually deemed to be their fault. They issued an apology and renewed our contract, and I felt horrible for how I had treated

Quality Leadership and the Technology Manager Research Paper

Quality Leadership and the Technology Manager - Research Paper Example From the discussion it is clear that  technology Management refers to a class of management principles that permit organizations to have control of their technological essentials to dictate competitive power. Typical ideas exercised in technology control normally follow as technology plans – a sense or task of technology within an organization. The other ideas follow as technology forecasting. This refers to noting of probable appropriate technologies for an organization, possibly through technology inspection. The second idea follows as technology road mapping; this means mapping technologies to businesses plus market requirements. Technology project portfolio falls as the third idea; it refers to a set of projects under expansion.  This report  will explain in details the materials used in research. The research used seven sources to come up with its findings. Below follows a detailed review of the seven sources of the research material. Quality management: creating an d sustaining organizational effectiveness stands as the leading book in the research. The author named Donna Summers compares a business to a kaleidoscope. He says that destructing the nature of the patterns of a kaleidoscope mirrors will only form a new pattern. This links to a business in the logic that managers set patterns to bring achievement and if a destruction or failure occurs it means that new pattern is formed. The second book talks about the fundamental values of total quality and stress on high performing management practices. It gives examples of wealthy existing leading organizations throughout the globe. The writing portrays quality as it emphasizes the practical aspects of managerial focus and relevant technical topics. The book covers most of the knowledge needed for management certification. It stands as everything managements would require, at the present and throughout their operations, this will make sure quality management comes to succeed. The third writing, authored by Robert Emerson referrers to as Business Law; the book written in Barron's Business Review Series focuses on the significances of legal assumptions in the day to day business sector, referring to such topics as tort responsibility, government policy, contracts, ecological law, product accountability, consumer protection, and international law, among many other subjects. Also, discussed in details are the legal aspects of franchises, partnership and corporations, and exceptional topics that comprise of business misdemeanors, property as a lawful concept, rational property, plus similar, relevant topics. The book c

Blue valentine Research Paper Example | Topics and Well Written Essays - 1500 words

Blue valentine - Research Paper Example Blue Valentine takes a non-judgmental and observant approach to the underlying forces of the associations that it discovers. Despite the fact that there are various small reasons for why the relationship sours, there is no singled fixed illustration for why it ultimately stops functioning. Accordingly, there is no any trial to allot responsibility to either individual and correspondingly to other marriage in crisis movies trying to argue who was more at fault. Blue Valentine by Derek addresses love or relationships that results into marriage as an issue of psychological culture in the society (Reynolds, 2003). Blue Valentine movie is a cultural and a psychologically ambitious and impressively subversive effort by Derek who is a new film producer. It is a subtle but clear way, a pro-life movie; this is means that it is quite vibrating and oppressive; the psychological intensity and instability surely are meant to keep viewers from relaxing and just enjoying themselves. The theory of interactionism derives social processes including struggle, collaboration, and personality development from human dealings. It is research concerning the way individuals behave within culture. Blue valentine has used this theory throughout in displaying its message to the audience. The main message that illustrates the cultural issues is that instinct or, better, natural guidance the social, personal; human beings are provided with in order to find life good lacks communicative and strong protectors in the present days. This is the reasons as to why the two main characters, which are husband and wife, are much extra broken, more bolted up than people need or should be. Their small daughters, in the meantime, looks to be very excited and very innocent or not broken at all; however, more reasons are not provided to show whether she is going to remain anywhere near that way. She is going to remain in a broke marriage, and with parents who even together, but certainly not s eparately will not provide her anywhere near what she requires to discover individual contentment. The movie is also, of course, about how poorly children are raised up in the present days, which illustrates the cultural changes in the present life worldwide. The wife referred to as Cindy it is noted that comes from an unemotional family with an at least orally offensive father. A lot of her past is exposed during what looks to be uselessly invasive interrogative at an abortion hospital. The author shows how Cindy had a poor upbringing making her to begin having sex at an early age with several sexual partners. Unfortunately, she got pregnant and the man responsible did not care about her; her father declares that she is not the kind to take her boyfriends to her family. The author demonstrates her more than once that she delight in perverse sex, which is more about physical control than individual love. She is particularly fascinated to a particularly bodily control enthusiast, who , in any profound intellect, is not stimulating or motivating at all. The author demonstrates just adequate to know that she rests more fascinated to him than to her husband, and one conceivable situation the audiences are left with is her reappearance to that person. Her husband declares, on their last night together, that he will not smash her and will not rape her no matter how much she likes it. Her future husband pointlessly courts her for a while; this is because he discovers her very substantially attractive and delightfully impractical and full of herself as most of beautiful women are always. On the other hand, she discovers him delightfully incompetent and so a waste of time. She becomes attracted in him only after she finds out she