Essay on Harley-Davidson Diversification Essay Example

Essay on Harley-Davidson Diversification Paper Harley-Davidson, Inc. is a company over 105 years old that designs, manufactures, and markets heavy weight motorcycles, motorcycle parts, and accessories, as well as collectibles and riding apparel. The world wide area of Harley-Davidson incorporate is a large area with a world wide network of more than 2,000 dealers. The company has a low to moderate level of diversification where seventy-five to ninety percent of the revenue comes from a single business (Hitt, 2010, p. 160). The company has firm control over the market, and has many competitors in the United States as well as other parts of the world. The competitive strategy used by Harley-Davidson is a highly differentiated range of products combined with a build-to order manufacturing capability. Harley-Davidson also attributes their success to their loyal company base, and a long-term strategy of building the perfect workforce in their company. By obtaining a diversified work force, Harley-Davidson will bring fresh ideas and perspectives to the table in hopes of uncovering techniques to charm and interest future clientele. Harley-Davidson’s strategy is trying to recruit diverse group of people into ts workforce. One way Harley is accomplishing this goal is by increasing the diversity of its job applicant pool, requiring the company to recruit from business schools in predominately black colleges and universities. A competitive strategy used by Harley-Davidson is a highly differentiated range of products combined with a build-to order manufacturing capability. This capability enables them to survive intense Japanese competition and define a new product concept in a highly mature market. We will write a custom essay sample on Essay on Harley-Davidson Diversification specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Essay on Harley-Davidson Diversification specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Essay on Harley-Davidson Diversification specifically for you FOR ONLY $16.38 $13.9/page Hire Writer To attract new customers, Harley created the Rider’s Edge Program in 2000, offering training for inexperienced riders though more than 160 dealers in 42 states. International Operations Harley-Davidson added dealer in thirteen international markets in 2010, these include India, Russia, Mexico, Turkey, Jordan, China and Ecuador (Annual Report, 2010). Never before has the number of full-service Harley-Davidson dealerships outside the United States exceeded the number in the United States until now. Harley-Davidson also has opened regional headquarters offices in Singapore and Miami, and also joining the longstanding EMEA headquarters in Oxford, England. In Europe, Harley-Davidson claimed the number two spot in the heavyweight market in 2010; this is no small feat in such a highly competitive motorcycling culture. Acquisitions or Mergers Harley-Davidson Inc acquired Castalloy Ltd, a motorcycles manufacturer and wholesaler, from Ion Ltd, on September 30, 2006. Harley-Davidson, Inc. purchased the majority of the assets of Castalloy, its Australian supplier of cast motorcycle wheels and hubs. The renowned U. S. motorcycle manufacturer has had a long business relationship with the supplier, which has been in voluntary administration since late 2004 as part of the insolvency of Ion Automotive Ltd. Under terms of the arrangement, Harley-Davidson has established an entity called New Castalloy as a wholly-owned manufacturing operation. The transaction secured jobs for over 300 of the Castalloy employees at the North Plympton, Adelaide site. The deal involved a unique combination of support from the ION Administrator, McGrath Nicol, and the South Australian Government. The South Australian Government acquired the land assets and offered protection to the purchaser against environmental risks. The transaction involved vast breadth of advice on areas of law including commercial terms, employment issues, workers compensation, property, environmental, mergers and acquisitions and superannuation. In July of 2008 Harley-Davidson set out to buy the Italian motorcycle maker MV Agusta Group to increase its presence in Europe (Korzeniewski, 2008). MV Agusta makes a line of premium sport motorcycles under its name brand and a line of lightweight motorcycles under the Cagiva brand. Harley-Davidson sold the MV Agusta brand to Claudio Castiglioni and his wholly owned holding company, MV Agusta Motor Holding, S. r. l. Alliance or Joint Venture Harley-Davidson anticipating the eventual decline in Baby-Boomer sales has developed a marketing strategy to seek female, black, and Hispanic riders. To reach women, Harley has formed alliances with women magazines like Jane, Allure, and Glamour magazine and Diva’s for a cure for breast cancer. Harley-Davidson Motor Company participated in the third annual Divas for a Cure (DFAC) Annual Cross-Country Breast Cancer Motorcycle Run. Divas for a Cure is dedicated to promoting early detection, education, screenings and supporting research organizations to continue the quest to one day find a cure and eradicating cancers of all kinds. Harley-Davidson is also heavily advertising during the NCAA Basketball Tournament as well as sponsoring the Roundup, an African American gathering of riders in Sturgis, South Dakota. Then, to capture the attention of Hispanics, Harley is publicizing the name in two Hispanic magazines; Hombre and Fuego. Finally, Harley-Davidson is joining low-rider shows to show the company interest in the Hispanic market. In conclusion, Harley-Davidson has been a name on the minds of every motorcycle enthuses for year and will be for years to come. The company has a very diverse organizational structure, with the company and employees. The company name, products and merchandise is known and sold world wide by dealership under the corporation and others that the company have formed alliances or joint ventures with. No matter who or what you are doing when you think of motorcycle you think Harley-Davidson.

The history of Olavinlinna Castle in Finland.

The history of Olavinlinna Castle in Finland. "Olavinlinna Castle"Olavinlinna castle is located in Finland. It is near the town of Savonlinna, which many people confuse to be part of it. The castle is found in the southeastern part of Finland. The castle is within the swift strait of KyrÂÆ'Â ¶nsalmi, (it is surround by water on three sides).Olavinlinna was created in 1475 by Erik Axelsson Tott. He was a Danish knight in the fifteenth century. He named his castle Olavinlinna after the patron saint of all knights, St. Olaf. St. Olaf was an eleventh century crusader from Norway. He was one of the more famous crusaders of his time. Erik was born during the year 1430. His father's name was Axel Ericsson KURCK. His mother's name was Christina Somme Abrahamsson.The history of Olavinlinna stretches across a fairly wide expanse of time. It was first built in 1475 to repel attacks from the east and to take more control of the Savo region for the Swedish Crown.Olavinlinna in Savonlinna, Finland Suomi: Olavinli...There were never any atta cks from the east. Olavinlinna served as a Swedish eastern border until the start of the eighteenth century. When the Great Northern War broke out, Olavinlinna fought but eventually had to surrender to the Russians during the year 1714. The castle had to surrender because there was no food left or munitions left in the castle. The Russian control was over by 1721 when a peace treaty moved the borderline so that the Swedes could have their castle back. After the peace treaty of Turku the Russians got the castle back and it was still under military use until 1809. The Russians still stayed in the castle until the year1847. Then in the 1850's Olavinlinna served as a prison in Finland. During the 1860's two fires broke out and caused major damage.

Grave, Gravy, and Gravity

Grave, Gravy, and Gravity Grave, Gravy, and Gravity Grave, Gravy, and Gravity By Mark Nichol Are grave, gravy, and gravity related? Though they could be interpreted to have associated senses, their etymological origins are distinct. The noun grave, referring to a burial place, may seem to refer to weight, but it is unrelated to gravy or gravity, as is its derivative engrave. Grave and engrave stem from the Old English term grafen, meaning â€Å"dig† or â€Å"chisel†; the latter word, describing the action of inscription in stone or another hard surface, is a later form of the obsolete verb grave, which meant â€Å"carve.† And though gravy, a sauce based on the juice of cooked meat, can be heavy, its French forebear, grave (also graue), is apparently a misspelling of graune, meaning â€Å"sauce† or â€Å"stew†; its origin is the Latin word granum, meaning â€Å"grain† or â€Å"seed.† (Gravy can also mean, by extension, something good that was not earned or expected, such as effortlessly acquired funds, hence the idiom â€Å"gravy train† for a source of easy money.) Meanwhile, gravel comes from the Old French word gravele, which pertains to sand or small stones. But gravity is weighed down by a family of words, a couple of them perhaps unexpected, that have as a common ancestor gravis, meaning â€Å"heavy.† One of them is the sister noun gravitation; the sense distinction is that gravity refers to weight or to downward acceleration, which consists of centrifugal and gravitational, or attracting, forces. The verb form gravitate has a scientific meaning of â€Å"exert weight† or â€Å"move downward† but has also acquired the sense of emotional attraction or philosophical tendency; one might be said to gravitate toward a certain personality type or a specific school of thought. Other terms include the adjective grave, meaning â€Å"solemn,† gravid, meaning â€Å"pregnant† (from the notion of the pregnant state as a heavy burden), and gravitas, which means â€Å"dignity,† â€Å"influence,† or â€Å"presence† and alludes to a person’s serious attitude or physical bearing. Two words whose kinship with these words and each other may not be apparent are aggravation and grief. The original meaning of aggravation is â€Å"the act or result of making something worse.† It has another sense, â€Å"irritation,† which dilutes the useful specificity of the earlier definition but is also hundreds of years old. Grief, meanwhile, is also descended from gravis. Its meaning, â€Å"suffering,† stems from an Old French word (spelled the same) meaning â€Å"injustice† or â€Å"misfortune.† One who experiences grief is said to grieve, although the term can also apply to anger or oppression, especially in the verb form aggrieve, and one who is aggrieved is said to have a grievance. (That word may also apply to a statement articulating one’s dissatisfaction.) The adjectival form, grievous, means â€Å"difficult† or â€Å"serious.† Meanwhile, the term gravamen refers to the gist, or focus, of a grievance, especially in legal contexts, in which it pertains to the grounds for a legal action. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to Use â€Å"That,† â€Å"Which,† and â€Å"Who†50 Synonyms for â€Å"Idea†5 Erroneously Constructed â€Å"Not Only . . . But Also† Sentences

Case study paper on - death penalty both pro and anti capital Essay

Case study paper on - death penalty both pro and anti capital punishment - Essay Example On the other hand, the article written by Hugo Bedau argues that death penalty is a lawful killing, and since it is a form of killing the law should rise above it and condemn it. He says that death penalty is an immoral act in an indecent form of action by the law, and the fact is that it is a dignified form of killing executed and polished by the law. I feel that both the articles make a very valid point, and it is upto the people and the law to decide what is right and wrong. However, keeping everything in mind, death penalty should be slowly taken away from the law and society as we move towards a more liberal and morally committed world. The first article is written in an extremist/radical style, while the other one is written in a liberal/radical style. Both the articles maintain a valid point of law, however, it is pertinent to note that death penalty should be tried to be done away with slowly, and not immediately. IN this context both the articles explain an important perspec tive, the perspective of doing away with death penalty but with slow time. Death penalty is not morally wrong. I am sure ernest van den hag would have reacted hard on this thought. Just as imprisonment is not considered morally wrong as a lawful kidnapping, or fine is not considered to be morally wrong as a lawful robbery, I don’t think that people should consider death penalty as morally wrong as a lawful murder. It is an example, which is set to the people and has been a very successful form of deterrence over the last many centuries. In many ways death penalty has acted as deterrence better than imprisonment, but as the society moves forwards, we need to realize that this form of punishment will not yield the same results again. Death Penalty as a form of deterrence will slowly fade away, as life imprisonment takes over. In answer to the second last question, both the arguments make sense either ways. However, lets try to move forwards and be more pragmatic. It is true tha t there is no going back once the death penalty has been executed. And therefore the point is that to be careful while executing the death penalty. This is because there are many criminals even today who deserve this penalty. One cannot do away with this form of punishment mainly because there exists an apprehension that innocent will get killed. What about the fact that there is being a miscarriage of justice? Even that is an apprehension, and therefore we need to sideline both the apprehensions and think from a logical and practical perspective. And that perspective teaches us that the execution of death penalty should be allowed, albeit with caution. The final question consists of Bedau contemplating that it is immoral and indecent to award death penalty in response to crimes such as rape and kidnapping. Crimes such as rape and kidnapping in them mind of Bedau is not that extreme or indecent to attract the award of death penalty. It is pertinent to understand that death penalty s hould only be awarded for the ‘rarest of the rarest’ crimes, and not for some petty crimes like kidnapping. Agreed, rape is a very severe crime which attracts a very severe punishment, but killing the rapist for such an act would be encroaching upon the boundaries of morality and responsibility. The correct punishment for rape would be to award life imprisonment, which is still la very harsh punishment, as deserved by the rapist, but not on the extreme

Writing Class Essay Example | Topics and Well Written Essays - 750 words

Writing Class - Essay Example I learnt a number of aspects about writing this semester. In the initial weeks, I kept using additional sources were they were not necessary. In the second week for example, I used different outside sources instead of sticking to the video that I was to describe. In the third week, I still used other sources, where I was expected to use my own ideas. In the fourth week however, I managed to use correct sources and I cited most of the statements I gave well. However, there were still a few ideas that lacked proper citations The biggest challenge I faced as a writer is that of creating paragraphs with a clear focus. This is majorly because I could create specific topic sentences that would guide me. A single paragraph should elaborate on one idea but mine were generally most often (Connelly 208). In my first two write-ups onto the third one, my paragraphs were still not clear since they did not seem to lead to one point. This is probably because I did not outline the work properly prior. The professor advised that I should stick to one idea in every single paragraph instead of mixing them all up in one paragraph because it will not only confuse the reader but also affect the flow of work. In the fourth week however, I had learnt how to create topic sentences since only a few paragraphs lacked the topic sentences. Moreover, in the third week, I also had problems with my choice of word. Generally, the language and grammar was not to the level expected. This is evident in the instance where I used the term cleavage as a synonym to differences. Growth was evident when it came to the creation of a clear thesis as well as strong introductions. In my early consecutive papers, the introduction could not interest a reader. Towards the third week, I still had problems producing good introductions that would capture the interest of the reader. It had however improved since I incorporated better choices of words.  

EUROPEAN DISEASES Essay -- essays research papers fc

The greatest adversary to the natives in the Americas was not the swords or guns of the invaders. It was the devastation brought by deadly diseases infecting an unsuspecting population that had no immunity to such diseases. The Europeans were said to be thoroughly diseased by the time Columbus set sail on his first voyage (Cowley, 1991). Through the domestication of such animals as pigs, horses, sheep, and cattle, the Europeans exposed themselves to a vast array of pathogens which continued to be spread through wars, explorations, and city-building. Thus any European who crossed the Atlantic was immune to such diseases as measles and smallpox because of battling them as a child. The original inhabitants traveled to the New World in groups of a couple hundred each. Because microbes such as the ones that cause measles and smallpox need populations of several million to survive, the original populations were unaffected by the deadly diseases. However, by the time Columbus arrived, the major Indian groups of Aztecs, Incas, and Mayas had built their populations up enough to sustain mass epidemics. Evidence shows that these populations suffered from such diseases as syphilis, tuberculosis, a few intestinal parasites, and some types of flu, but not the diseases that had been infecting the Old World for centuries. Thus when the Europeans arrived bringing diseases such as smallpox, measles, whooping cough, etc. the natives were immunologically defenseless (Cowley, 1991). It is believed that 40 million to 50 million people inhabited the New World before the arrival of Columbus and the Europeans, and that most of them died within a few decades. For example, Mexico's population fell from about 30 million in 1519 to 3 million in 1588. The other South and Central American countries as well as the Caribbean islands suffered the same devastation (Cowley, 1991). Mass epidemics were virtually unknown in the New World prior to the invasion of the Europeans. Aside from their lack of immunity to the pathogens, another factor in the rapid spread of the diseases could have been the weariness of the Indian populations. Due to their recent conquest and oppression by the Spaniards, the Indians were probably too tired to fight the infections. One thing that must be noted is that contrary to popular belief, infectious agents such as viruses, bacteria, parasites, etc. are not desig... ...o be like syphilis in that it was haunting isolated populations before becoming global. And just as syphilis was carried globally by ships; jet planes and world-wide social changes have brought AIDS out of isolation. Like smallpox and other infectious diseases in the 16th century and AIDS in the 20th century, what new disease will hit and destroy unsuspecting populations? BIBLIOGRAPHY Cowley, Geoffrey. "The Great Disease Migration." Newsweek (Special Issue, Fall/Winter 1991) pp. 54-56 Crosby, Alfred W. Jr. The Columbian Exchange: Biological and Cultural Consequences of 1492, Westport: Greenwood Press, 1972 Assignment: Write a short review of this paper for class on Friday. In addition, overwhelming historical evidence suggests that the greatest rates of morbidity and death from infection are associated with the introduction of new diseases from one region of the world to another by processes associated with civilized transport of goods at speeds and over distances outside the range of movements common to hunting and gathering groups. (excerpt from book of same title: pp. 131-141) Cohen, M. Health and the Rise of Civilization. New Haven: Yale University Press, 1989.

Information Seeking Behaviour of Primary School Teachers in Nigeria

TOPIC: THE INFORMATION NEEDS, SOURCES AND SEEKING BEHAVIOUR OF TEACHERS IN NIGERIA PRIMARY SCHOOLS IN IBADAN. PROBLEM STATEMENT: Every human needs information to solve a given problem and make decisions. There have been studies that have been focusing on the behavioural patterns of information seeking of humans, organisations and systems, but majority of these studies have been mainly on the information seeking behaviour of higher education stakeholders, industrial, economic and social societies.Studies have not been carried out on the educational grassroots (primary education). This study would focus on the patterns of information seeking behaviour of primary school teachers. PURPOSE: The purpose of this study is to explore the patterns in the information-seeking behaviour of teachers in primary schools in Ibadan metropolis. An in-depth analysis of what kind of information sources are used to cater for the growing needs a teacher, the channels used in conveying these sources and the teacher motivation factor.It is hoped that this study will lead to a better understanding of the information needs of teachers in primary education. OBJECTIVES: This study strives to assess the information needs and information seeking behaviour of teachers in primary schools in Ibadan metropolis. The objectives of this study are: a. To identify the information needs of teachers in primary schools their perceptual feelings that arise from these needs. b. To examine the selected attributes of information that primary school teacher’s value in their selection of information sources and content. . To identify the media/channels used to access their information. d. To identify the challenges in meeting their information needs. e. To examine teachers evaluation of selected information sources. RESEARCH QUESTIONS: a. What are the main sources used by primary school teachers to meet their information needs? b. What are the major barriers in meeting their information needs? c. Do te achers get all the information required from the required sources? d. Are these sources of information sourced for within or outside the schooling environment? . What is the level of awareness, accessibility, availability and satisfaction teachers gain when using this information sources? f. What are the relationships between their information needs and selected demographic fact? SCOPE AND LIMITATIONS: This study would be conducted with the awareness that certain limitations would be present during the design and the instruments used: This study would only be focused on the information needs and seeking behaviour of public primary school teachers in LAGELU local government area of Ibadan Oyo state.