British Film Culture Essay Example | Topics and Well Written Essays - 2000 words

British Film Culture - Essay Example Rife with nudging and guffawing, Peter Cattaneo 's film about steelworkers turned male strippers is somehow less raunchy, but every bit as jolly and as irreducibly English, as a Donald McGill seaside postcard. Populated by awkward, well-meaning lads who don't have it in them to behave too badly, its Sheffield is apparently the one part of Britain that Loaded never reached. What The Full Monty is, though, is political, in the gentlest, Ealing-comedy way. It starts with a brassy, breathlessly chipper documentary clip, a spot-on parody of the old Pathe Films. The men have nothing much else to occupy them, and Gaz is likely to lose touch with his young son unless he can pay his debts. Then they see some women queuing to see a troupe of male strippers. Gaz, realising there's only one way left for a man to make a fast buck, assembles a rival crew - not so much beefcake as meatloaf and scrag end. Unemployed Northern men trying anything to scrape a living and uphold their dignity sure enough, The Full Monty pays its respects to Ken Loach. There's a cameo by Bruce Jones from Loach's Raining Stones, as a hapless auditioner gauchely attempting to peel off his anorak. But this is light Loach and with a more focused comic touch. What makes the story compelling is that there's more at stake than just the few bob and laughs the lads stand to make. It's dignity they hope to regain, and more fundamentally, masculinity. Fatigued and disenfranchised, they all wonder if they're still men. Dave worries about losing his wife (Lesley Sharp), Gaz is already divorced, and their suicidal pal Lomper (Steve Huison) is living a dreary celibate life. Meanwhile, Sheffield's women are still in work and ruling the roost. They've even taken over the working men's club for women-only nights. A mortified Gaz sneaks behind enemy lines to witness the ultimate horror - women not only invading the sanctity of the Gents, but pissing standing up. The vision persuades him there's only one way for men to retaliate - reclaim their widgers. The Full Monty could have been made as course material for film-studies seminars on Marxism and the Phallus. Cattaneo and Beaufoy could have gone for a harsher lampooning of male sexual attitudes, but their approach yields subtler, more tender returns. Their heroes are adolescents who don't understand women but wish they did, and eventually are only too happy to confess their inadequacies. The presence of women in the film seems a little cursory, largely restricted to Lesley Sharp, Emily Woof, a few mouthy passers-by, and the crowds of the club scenes. But that's because the men see women from the outside - through the toilet window, as it were. Excluded from the female world of adulthood, they form their own society, a Just William club of eternal schoolboys with Gaz's young son Nathan (the engagingly sour-faced William Shape) tagging along as disapproving chaperon. This is something you rarely see a film on camaraderie among straight men (mostly), that doesn't indulge in slobbishness or Californian hugs, but celebrates the virtues of solidarity. Widgers United. The joke is that the men aren't really learning a new skill that will alter their lives. The Full Monty feels celebratory because it isn't about

Death penalty and its affects on the economy Research Paper

Death penalty and its affects on the economy - Research Paper Example The question arises if the death penalty is worth-applying if its efficiency is so doubtful and, moreover, it is considered to be unethical. It is essential to think over the issue as the government of several states still spends much budget facilities on the not well-grounded and unreasonable killing. We should not forget that in some cases capital punishment is applied to innocent people. This fact again reminds that capital punishment is unethical and ungrounded. The given paper will try to answer this question and define how much death penalty costs our government and if it would be more rational to direct this finances on the programs, which are proved to be efficient in crime prevention (Gaie, 2004). The analysis of the current state of the United States’ police brings upsetting results. The facts testify that in the current conditions of crisis the state is forced to fire many policemen, to release prisoners before the appointed time. And if to add the overfull courts, we will have the full picture of the current situation: the crime is rising rapidly. The state of criminal justice system was shaken due to the economic crisis the country is currently going through. The recession influenced every state differently: in Georgia the state had to fire around 1000 of police employees and in New Jersey 500 policemen remained without job. In Texas rearrests are frequent as prisoners can’t be kept for long. In Florida more than 3000 prisoners were released before the appointed time. Some of these states, and they are Texas, Florida and Georgia, spend too much money on death penalty without any positive result. â€Å"Over two-thirds of the states and the federal government have installed an exorbitantly expensive system of capital punishment which has been a failure by any measure of effectiveness. Literally hundreds of millions of dollars have already been spent on a response to crime which is calculated to be carried out on a few people each year and which has done nothing to stem the rise in violent crime† (Dieter). It is obvious that the high and ungrounded cost of death penalty makes the United States of America less safe as the financial facilities spent on death penalty are taken from the programs, the effectiveness of which are proved. For instance, in California the government does not have enough facilities to organize appropriate and needed policing, while it still spends much money on death penalty. Texas that is famous for the quantity of capital punishment cases, spend more than $2 million per case! It is no need to say that Texas is famous not only for the high number of death penalty cases, but also for its high murder rate. â€Å"The death penalty is escaping the decisive cost-benefit analysis to which every other program is being put in times of austerity. Rather than being posed as a single, but costly, alternative in a spectrum of approaches to crime, the death penalty operates at the extremes of pol itical rhetoric. Candidates use the death penalty as a facile solution to crime which allows them to distinguish themselves by the toughness of their position rather than its effectiveness† (Dieter). The capital punishment appears to be much more expensive that life imprisonment. First of all, the expenses on capital trials are very high as well as all the pre-trial procedures like professional witness research and the selection of jury cost much.

Gender Differences in Communication

Gender Differences in Communication   The Difference of Language Used Between Men and Woman Many have wondered why men and women are so different. Everyone knows that both genders have a different way of talking to each other but no one knows exactly why. Why do males speak differently around females than they do with themselves? Is it through gender stereotypes that cause different language features they use in their speech? Or is there an an outside influence that is causing this phenomenon? The different speaking styles males and females use to converse, shows that their conversations are limited because of the influences of society. Throughout time, males were seen to have a different style of communication with females compared to their usual conversations with their fellow sex. This could also be said for females in vice versa. In male to male conversations, men are more seen to tease and joke around with their friends through profanity, sarcasm, or humor. In addition, they tend to avoid serious and emotional topics while females have these type of topics as their every day conversations. In female to female conversations, women are more careful about the choice of words they use and reflect upon the topics of their conversations. But why do men tend do avoid emotional/serious topics and why do females have to think before they speak? Can men also talk to women as if they were talking to their fellow sex? A sample of fifty California State University of Fullerton students were observed and ask about their opinions of this matter. Forty out of fifty males have responded that revealing their feelings, private li ves, or relationships would show their weaknesses and that it would lower their status as a confident, strong male. Forty-six out of the fifty females have also stated women are more cautious about their choice of words because females tend to be more sensitive and judgmental. And when the males were asked if they can talk to females the same way they talk to their friends, most of them said they cant. They have stated that their words or jokes could be too harsh and possibly hurt a girls feeling as females tend to be more sensitive or emotional. After the experiment, it was concluded that gender stereotypes was a possible major influence in the reason why men and women both speak differently. Although it is concluded that gender stereotypes is an influence on how men and women speak, how early is one introduced and influenced to gender stereotypes? Parents are the role models for their children. Their point of view and beliefs can also influence their childrens beliefs and views. For example, a Dad will tell his son not to cry because men dont cry over trivial things or a Dad will tell his daughter that she is his princess and treats her very gently. A mom can also tell her son to never hit a girl or to never say any mean things to a girl. Therefore, the male would never speak harshly towards or girl or show weakness. Another example would be a Mom telling her daughter her words have consequences and to always be kind to others. Therefore, the female would speak in a polite matter and is cautious with her words. It is shown that the parents can unintentionally integrate the concepts of gender stereotypes in their mind to help their child fit into the social norms of what is right and what is wrong. However, how early can a child learn to differentiate their language between both genders? A study of a one day observation on fifteen preschoolers have been performed. In result, all fifteen pre-schoolers have equally treated their classmates the same. The boys would talk just as roughly to the girls as they would to the boys and the girls would also join in yelling some insults when provoked. However, in recess a boy and girl got injured while running around the slide. The teacher hold the crying girl and comforted her while the teacher aide who took care of the boy, discouraged him from crying. One can see that the children in this early age of development are still oblivious to differentiation of language in genders. Though as they grow up, their personal experience with the people they interact and the people who influence them would slowly change how they speak towards others. Men and women have different perspectives on the world of communication. Women use the language as an act of sharing and an opportunity to increase intimacy with others, as well as to   express themselves and seek advice from others. While men often more focused on small talk that often revolves around topics related to business, sports, weather, and news where they have a clear purpose of the conversation in mind. (World of Psychology, 3) There are many different types of perspective seen by both genders. But can gender change their fixed mindset to a growing mindset? What would happen if males and females were to change their perspective of language and be more tolerant towards each other? For example, would it be possible for girls to be more tolerant of what others says or for males to be more expressive in their conversations? A population of ten Fullerton College students were asked. Eight out of ten said that it would not be possible because gender stereotypes have been ingrained into our culture. Therefore, the majority of the people will always have a fix mindset about the language we use towards different genders. In spite of that, two of the ten have stated that it could be possible but it would   gradually take over a long period of time. It is evident that men and womens style of language and communication differs in many ways. The analysis of the studies performed for this research shows that the differentiation of the language between genders is due to gender stereotypes. As well as it could be also due to the fact how the person was raised and what types of people he or she was surrounded with. Although both genders speak the same language, the choice of words have been limited because of the pressures of the societys norms. However, there is hope that someday the people will adapt into a growth mindset and erase the language barrier between males and females. Works Cited 6 Ways Men Women Communicate Differently. World of Psychology. N.p., 16 July 2014.  Web. 13 Feb. 2017.

An Analysis of A Raisin In the Sun :: Raisin Sun essays

An Analysis of A Raisin In the Sun "A Raisin In The Sun" is a play written by an African-American playwright - Lorraine Hansberry. It was first produced in 1959. Lorraine Hansberry's work is about a black family in the Chicago's South-Side after the Second World War. The family consisted of Mama(Lena Younger), Walter Lee(her son), Ruth (his wife), Travis (their son), and Beneatha (Walters younger sister). The Younger family lived in poor conditions, and can't afford to have better living standards. However, Lena is waiting to receive a $10,000 check from her late-husbands insurance money. The two main characters in the play, Mama and Walter, want this money to be used for the benefits of the whole family. Even though both of them want to benefit the family, each one has a different idea of what to do with the money and how to manage it to benefit everyone. Walter Lee, like his father want's his family to have a better life and want's to invest the money in a liquor store. Walter want's the money so that he can prove that he is capable of making a future for his family. By doing well in business Walter thinks that he can buy his family happiness. Walter has dreams. Dreams he most likely got from his father. Dreams of better life for his family and himself. A dream of financial security and comfortable living. Ruth, on the other hand is stable and down to earth. She doesn't make rash choices to accommodate a dream. She will just make do with what she has. Mama is a loving person, she is wise but lives in the past. She is happy to have her family with and be safe from society. She thinks that money is not something that makes a family happy. Besides dreams Walter also has a husbands responsibilities which are universally thought of as being able to support his family and raise his children so they are morally in line with what he believes in. Walter's problem, however, seems to be that he is building his supposedly well thought out plan of investing money in a liquor store into something he is infactuated with. By creating this infactuation, he is not able to achieve his responsibilities. Besides having responsibilities Walter also has his

Play Writes Skills as A Dramatist Essay

Analysing A Scene from the play ‘A View from the Bridge’ Showing the P Play Writes Skills as A Dramatist   The paly which I analysis is by Arthur miller called â€Å"a view from the bridge†. In this play I analysed a scene which is the chair incident. In this essay I will be writing about what lead up to the chair incident. I will be also analysing the skill that Arthur Miller uses and write down its function.This play is set in America in 1960s. This play is about the Carbone family who brings two brothers who are Italian immigrants. There are six main characters, Eddie who is married to Beatrice, Catherine who is Eddies nice. The layer is Alfiera. The two immigrants are Marco and Rodolfo. At this time Italy was very poor and it was illegal for immigrants to come in America. Eddie helps his Italian cousins Marco and Rodolfo by smuggling them to America so they can provide for their family. When they by a ship they get jobs as longshoremen. Marco has a wife and two children and Rodolfo is single.  The events which led up to the chair incident is the boxing incident. This is where Eddie decides to teach Rodolfo boxing for self defence as he is to vulnerable. For example he says â€Å"I’ll teach you† to Rodolfo. This incident suggests that Eddie is trying to embarrass Rodolfo in front Catherine. This will make Catherine think that Rodolfo is nothing but a man mouse and Eddie is a man. Marco reacts to this by â€Å"rising† from his chair. This gives the audience the impression that Marco is going to do something to get his vengeance this builds up tension between Marco and Eddie as Marco is very protective over his brother Rodolfo. This leaves the audience feeling overwrought as they are wondering how Marco is going to get his vengeance. In the chair incident Marco gets his revenge for his brother. Firstly the atmosphere is tranquil; this is where Rodolfo and Catherine dance together. For example in directors notes is says â€Å"he took her hand; they go to the phonograph and start it.  This is when Marco decides to teach Eddie a lesson. Marco says â€Å"can you lift this chair†. Eddie thinks this is just a game but he doesn’t know what Marco’s ingenious plan is as he says â€Å"what do you mean† the gives us the impression that Eddie hasn’t got a clue of what Marco is planning. This is when a lot of tension and suspense builds up as it makes the audience aware of what Marco is planning. This also makes the audience think that Marcos plan must be vicious as he is ‘shy ‘. This implies that Marco is a very bashful and quiet person. Also the audience know that Marco is a person not to joke around with as Eddie says â€Å"nobody kids with Marco†. This gives the aud ience the impression that Marco is a very serious person. Eddie falls in Marcos trap when he lifts the chair. Eddie ‘grasps’ barely lifting the chair. This suggests that Eddie is struggling to lift the chair with straight with his arm. But Eddie does not give up ‘he tries again and again but fails’ this is what Marco wants Eddie to do. This gives us the impression that Eddie is putting all his effort to lift the chair and is trying vigorously to lift the chair. Also the audience now think he is weak and slow-witted for not realizing Marco plan. At this moment a lot of anxiety and tension is created. Marco then decides to lift the chair as it says in stage directions ‘with strain slowly raise the chair higher’. This symbolises that Marco is giving out a warning to Eddie. Marco raised the chair ‘higher’ then Eddie which indicate Marcos status and authority over Eddie as the height of the chair suggests that Marco has more status then Eddie.  There are many features of this scene that make this a climatic scene as in directors notes it says ‘Marco is face to face with Eddie a strike of tension gripping his eyes and jaws’ this is when Eddie finds out what Marco is happening to him. ‘Eddie grin vanishes as he absorbs his look’ this gives us the impression that Eddie feels apprehensive from the impact of the warning from Marco. This nail biting incident leaves the audience feeling perturbed as it makes them think of the various ways that Eddie can get his revenge and if he is going to do any think foolish.

Gb580 Unit 1

Theresa Guillory GB580 – Strategic Management Unit 1 Individual Assignment Professor Stephen Griffith Kaplan University October 28, 2012 My name is Theresa Guillory. I am a single mother of 3 wonderful kids: Gaylon, Dante and Madeline. I am currently employed at Texas School of Business in Houston, Texas. This organization is owned by Kaplan Higher Education. I am the Program Director for the Dental Assistant Program. I have been with the organization for 8 years.While working at TSB, I obtained my Bachelor of Science in Management/Healthcare Emphasis and Masters of Science in Management/Healthcare Emphasis. I am currently working on my Master of Business Administration. I will be complete with my degree in April 2013. Upon completion of this degree, I will get my specialization in Human Resources. My getting this advance education will be critical to the success of my future plans and goals. Mission Statement My future goal is to open my own dental assistant school.My plan is to have a school that will accept those who do not currently hold a high school diploma or GED. To me, these are the people who need the most help to become productive citizens and be able to provide for their families. While they are obtaining this skill (dental assisting); I will also be helping them obtain their GED. A mission statement â€Å"documents the purpose for an organization’s (person’s) existence. Mission statements often contain a code of conduct to guide one in implementing the mission† (De Kluyver & Pearce, 2012). A personal mission statement provides clarity and gives you sense of purpose. It defines who you are and how you will live. My mission statement is: I seek to create a challenging learning environment that encourages high expectations for success through development-appropriate instruction that allows for individual differences and learning styles. I will promote a safe and caring environment. I will strive to have the community and de ntal community actively involved with educating the students. Vision Statement A vision describes some achievement or some future state that the organization will accomplish or realize.It inspires, clarifies, and focuses the work of an organization for a significant time. A vision differs from goals, which express the steps of a plan for accomplishing an objective. A vision differs from a mission statement, which explains an organization’s reasons for existence or for seeking its objectives (Cartwright & Baldwin, 2006). My personal vision for my future plans and goals is structured around four elements that set out the long-term direction for my future – where I want to go and how I am going to get there: I will work to create a better future for the prospective student †¢ I will help people feel good not only about themselves but also about their life by giving them a skill that will be a life-long accomplishment †¢ I will inspire people to take small steps that can add up to a big difference for their future †¢ I will develop new ways of teaching to be able to reach out to the different learning styles of my students My vision will tell the Greater Houston area and surrounding communities that we care about our underserved people. It captures the importance of education and family.Environmental Scanning The environment that I will be operating in is the for-profit proprietary arena. This area has been hard hit the last couple of years as Congress has had an issue with the tuition that most of these types of school charge their students. Also on the talk is the outcome ratio. Both of these will be discussed later. Political Politics play a part in just about everything that is done in world. Starting a for-profit, proprietary school is going to take some knowledge of what the government will and will not let you do.Tuition is one area that will need some attention, as Congress is looking at schools and paying close attention to th eir prices. Does the price of tuition match what the student can make once they have completed the course? I will have to make sure that the price does match. Competition will be steep and in order for me to be successful, I have to have the ultimate advantage. Economic The economy is not in its best state right now and so I will have to make sure that I am putting out a product/service that is not only needed but wanted. One advantage I will go for is getting the money of the government.My focus will be on those individuals who receive government assistance and is looking to better their lives. I will go after those that the government will pay to go back to school and eventually become productive citizens in the community. The medical field is going to be a wide open career path in the future (if not already) and I want to be able to train those to be self-reliant. A person’s economic factor could have an impact on whether they attend school or not. If they are on public as sistance, there is a chance they cannot afford a student loan or a monthly payment. Many of the schools require students to make payments on institutional loans while in school. Many students cannot pay the monthly payments on institutional loans while they are in school and as a result are often terminated from the schools or are denied transcripts† (NCLC, 2011). By them getting help from the government, if is a win-win for everyone. Social The social impacts that I may face are lifestyles and demographics. In today’s society not every child coming out of high school wants to attend a four-year college.For this reason, for-profit school is their best choice. They want to learn a trade and in a short amount of time. This could be because of their home life, their learning habits or the area in which they live. â€Å"Trade schools perform the advertised function. They teach you all of the facets of a specific vocation and prepare you for a job in that field. Afterward, you will have already gained during school to immediately apply for job. When you graduate from a university, often students do not have experience in their field of study† (Vohwinkle, 2012).The fast-track training that the students will receive, will give them the opportunity to get out in the community faster and start making a living for them and their families. Technological Technology is a very growing area and one cannot be successful if they are not up on the latest. In the dental field, most dental offices are now â€Å"digital and paperless†. It will be my responsibility to make sure that I teach my students how to function in a digital environment. In order to do this, I must be proficient in this area.If I will be successful, I must know what new procedures and technology is being used in the dental field. â€Å"Dental technologies have been evolving continually, helping to transform the field of dentistry. New technologies are developed with a focus on crea ting products and developing techniques that can be used by dentists to help prevent, diagnose and/or treat dental conditions and diseases early and effectively† (Ranft, 2006). I am striving to have my graduates come out the box running and ahead of the competition. Strategy and Objectives Reference Cartwright, T. Baldwin, D. (2006). What a vision is. Communicating Your Vision. 2006, p7-10. 4p. Kluyver, C. A. & Pearce, J. A. II (2012). Strategy: A view from the top. (4th ed). Upper Saddle River, NJ: Prentice Hall. Kim, W. C. & Mauborgne, R. (2005). Blue ocean strategy: How to create uncontested market space and make the competition irrelevant. Boston, MA: Harvard Business School Press. Ranft, L. (2006). Dental technologies: The leading edge of dental care. Consumer Guide to Dentistry. Ceatus Media Group LLC Student Loan Borrower Assistance. (2011). Retrieved from: http://www. tudentloanborrowerassistance. org/blogs/wp-content/www. studentloanborrowerassistance. org/uploads/Fil e/proprietary-schools-loans. pdf Vohwinkle, J. (2012). Trade Schools vs. Traditional Colleges. Retrieved from: http://financialplan. about. com/od/students/a/Trade-School-Vs-Traditional-Colleges. htm Appendix PEST Analysis Template Situation being analyzed: _____Opening a dental assistant school _____________________ PEST analysis (political, economical, social, and technological) assesses a market, including competitors, from the standpoint of a particular proposition or a business. criteria examples |Political |Economical |criteria examples | |ecological/environmental | | | | |current legislation |Legislature interference |Start-up cost |home economy | |future legislation | | |economy trends | |international legislation |Become accredited with TWC and ACICS |Job placement at end of program |overseas economies | |regulatory bodies and |State exams with the University of Texas | |general taxation | |processes |Dental Branch |Government paid students |taxation specific to | |governme nt policies |Put in bids with the Texas Workforce | |product/services | |government term and change |Commission to acquire potential students | |seasonality issues | |trading policies | | |market/trade cycles | |funding, grants and | | |specific industry factors | |initiatives | | |market routes trends | |home market pressure- groups | | |distribution trends | |international pressure- | | |customer/end-user drivers | |groups | | |interest/ exchange rates | |wars and conflicts | | |international trade and | | | |monetary issues | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |criteria examples |Social |Technological |criteria examples | | | | | | |lifestyle trends |Medical/Dental field is growing |Updated equipment |competing technology | |demographics | | |development | |consumer attitudes and |Service the underserved communities |Updated software |research funding | |opinions | | |associated/dependent | |media views |Be a constant part of the Star of the Sou th| |technologies | |law changes affecting social |Dental Convention for exposure/free | |replacement | |factors |marketing & advertising | |technology/solutions | |brand, company, technology | | maturity of technology | |image |Become accredited with TWC and ACICS | |manufacturing maturity and | |consumer buying patterns | | |capacity | |fashion and role models | | |information and | |major events and influences | | |communications | |buying access and trends | | |consumer buying | |ethnic/religious factors | | |mechanisms/technology | |advertising and publicity | | |technology legislation | |ethical issues | | |innovation potential | | | | |technology access, licensing,| | | | |patents | | | | |intellectual property issues | | | | |global communications | | | | | | | | | | | SWOT Analysis Template Situation being analyzed: _____Self-analysis of SWOT _______________________ criteria examples |Strengths |Weaknesses |criteria examples | | | | | | |Advantages of proposition? |Name is known in the industry, but not as a|New to industry |Disadvantages of proposition? | |Capabilities? |business owner | | | |Competitive advantages? | |Dislike unpredictable environments |Gaps in capabilities? |USP's (unique selling |Advance degrees | |Lack of competitive strength? | |points)? | |Slow to make decisions | | |Resources, Assets, People? |Understanding | |Reputation, presence and | |Experience, knowledge, data? | |Avoids interpersonal irritation |reach? | |Financial reserves, likely |Highly skilled | |Financials? | |returns? |Difficulty sharing |Own known vulnerabilities? | |Marketing – reach, |Day-to-day planner | |Timescales, deadlines and | |distribution, awareness? | |Reserve and distant |pressures? | |Innovative aspects? |In touch with the world | |Cash flow, start-up | |Location and geographical? | | |cash-drain? | |Price, value, quality? | |Continuity, supply chain | |Accreditations, | | |robustness? | |qualifications, | | |Effects on core activities, | |cer tifications? | | |distraction? | |Processes, systems, IT, | | |Reliability of data, plan | |communications? | | |predictability? |Cultural, attitudinal, | | |Morale, commitment, | |behavioural? | | |leadership? | |Management cover, succession? | | |Accreditations, etc? | |Philosophy and values? | | |Processes and systems, etc? | | | | |Management cover, succession? |criteria examples |Opportunities |Threats |criteria examples | | | | | | |Market developments? |Dental/Medical field is growing |Too many schools in this industry |Political effects? | |Competitors' vulnerabilities? | | |Legislative effects? | | |New practices opening constantly |Tuition may be too high |Environmental effects? | |Industry or lifestyle trends? | | |IT developments? | |More people not graduating from high school|Constant updated technology |Competitor intentions – | |Technology development and | | |various? | |innovation? | |Low upfront cash flow |Market demand? | |Global influences? | | |New techno logies, services, | |New markets, vertical, | |Blockage from government agencies |ideas? | |horizontal? | | |Vital contracts and partners? | |Niche target markets? | | | |Geographical, export, import? | | |Sustaining internal | | | | |capabilities? | |New USP's? | | |Obstacles faced? | |Tactics: eg, surprise, major | | |Insurmountable weaknesses? | |contracts? | |Loss of key staff? | |Business and product | | |Sustainable financial | |development? | | |backing? | |Information and research? | | |Economy – home, abroad? | |Partnerships, agencies, | | |Seasonality, weather effects? | |distribution? | | | |Volumes, production, | | | | |economies? | | | | |Seasonal, weather, fashion | | | | |influences? | | | | Strategy Canvas | Competitive Alternative Map |   |   |   |   |   |   |   |   |   |   |   |   | |   |    |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |    |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |# |Competitive Alternative |My School |Junior College |Trad. College |   |   |   |   |   |   |   |   |   |   | |   |1 |Price |1 |3 |8 |   |   |   |   |   |   |   |   |   |   | |   |2 |Location |9 |2 |1 |   |   |   |   |   |   |   |   |   |   | |   |3 |Time |2 |5 |5 |   |   |   |   |   |   |   |   |   |   | |   |4 |Instructors |10 |5 |5 |   |   |   |   |   |   |   |   |   |   | |   |5 |Equipment |8 |10 |10 |   |   |   |   |   |   |   |   |   |   | |   |6 |Customer Service |10 |5 |5 |   |   |   |   |   |   |   |   |   |   | |   |7 |Motivation |9 |3 |5 |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   | |