Free Essays on John Kerry America

no activities of significance you’re the young people of America. John Kerry and John Edwards comprehend that demonstrating an American youngster with solid training will help lead them to a fruitful life. Kerry and Edwards concur with Bush that each kid ought to be held to better expectations, and each school ought to have the entirety of the assets to enable the youngster to meet his/her maximum capacity. Anyway that’s about to the extent that understanding goes. Each kid should graduate High School and e... Free Essays on John Kerry America Free Essays on John Kerry America John Kerry’s experience as a Vietnam Vet and long periods of military assistance give the experience that permits him to know, that the most essential duty of being leader of the United States in to protect the country and its residents. America has made enormous strides since the assaults on September 11, 2001. Anyway it has fallen into numerous openings en route as we are in this moment. John Kerry realizes that we can't take war to places that don't compromise our prompt opportunities; he likewise realizes that losing more than 1,000 warriors of the American Armed powers is a ghastly move. He has an arrangement to all the more likely facilitate the insight machine that America has readily available. By bouncing these correspondence escape clauses it would better make sure about America from future fear based oppressor assaults. His arrangements incorporate a rebuilding of the inelegance framework that is our center enemy of psychological warfare here on the country. Numerou s informants have cautioned the government that numerous states and enormous urban communities are not prepared if there was an atomic or biochemical assault on the country. George Bush has put off these admonitions and insight briefings causing an absence of security for the American open, Kerry won't permit this to occur on his watch. John Kerry knows this and is prepared and has an arrangement to reinforce our local status. Durings Geroge Bush’s presidential battle and now during his four years of office one of his key issues is his instructive arrangement, the greater part of his guarantees have been basically words no activities of importance you’re the young people of America. John Kerry and John Edwards comprehend that demonstrating an American youngster with solid instruction will help lead them to an effective life. Kerry and Edwards concur with Bush that each kid ought to be held to better expectations, and each school ought to have the entirety of the assets to enable the kid to meet his/her maximum capacity. Anyway that’s about to the extent that understanding goes. Each kid should graduate High School and e...

Symbolism In Patterns By Amy Lowell Essay free essay sample

, Research Paper Imagery in Patterns by Amy Lowell Interfering with the Patterned Mold At the point when one hears the words, I sink on a spot in the obscurity, they will in all probability signifier a visual picture in their caput, for example, an individual sitting under a tree. Amy Lowell, an imagist, utilizes fresh pictures, exact word usage, and nonliteral location as an office of lovely hope to evoke the faculties of the peruser. In Patterns, Amy Lowell investigates the cheerful self-governance of grown-up females in the mid twentieth century through a cardinal subject. A grown-up female s long for get awaying the limits that society has set on her disseminates when she learns of her sweetheart s rashly expire. Of the numerous pictures in this refrain structure, the unchanging motions of the blossoms and waterdrops, the gown the grown-up female is have oning, and her dream of her darling are generally significant in building up this subject of opportunity. In the start of the stanza structure, each piece great as all through the work, the talker portrays Narcissus pseudonarcissuss and different sorts of blossoms voyaging uninhibitedly noticeable all around current. Utilizing creative mind to engage the peruser s feeling of sight, these blossoms are given motion, and they are depicted as, blowing, ( 3 ) and Flutter [ ing ] in the breeze, ( 23 ) . This makes a feeling of opportunity and flexibleness. The grown-up female in the refrain structure, possibly Amy, wishes to resemble the voyaging blossoms, joyful and buoyant. In the second refrain of the stanza structure, the grown-up female starts to delineate the H2O in the marble wellspring. The, plashing of waterdrops, ( 28 ) and, thudding of the waterdrops, ( 54 ) portray fluid in motion. The way that she notification such little inside informations in a wellspring shows how hostage the grown-up female is on being free and ready to travel around however she sees fit. The unconstrained mov ement of the blossoms and the H2O show a way of life that the grown-up female would wish to populate. What is keeping up her from the discharge that she yearns for? The pictures in the refrain structure name the coupling dress as the culprit, yet after adding further to the characteristics of the creative mind, one will happen that there is a progressively confused ground for her wretchedness. The hardened, brocaded outfit ( 5 ) is referenced commonly all through the stanza structure. Of class, back in that cut, the grown-up female was non only in a firm, awkward gown in the warmth of summer, yet she was other than no doubt have oning a support. The Random House Webster s College Dictionary gives the meaning of brocaded as, a texture woven with an expand raised structure, as often as possible using gold or Ag yarn. This solid, imprisoning bit of vesture represents the limits that society has set on grown-up females during their clasp. They needed to move sufficiently, look pleasant, and maintain all models especially if they somehow happened to be sought and hitched to a decent grown-up male. The portrayal of the train on the grown-up female s d ress other than has explicit creative mind. The grown-up female arrangements about how, the train/Makes a pink and splinter stain/On the squashed stone, ( ) The primary picture an individual gets in their caput is one of a tr ain on a dress hauling over the squashed shake and go forthing behind colourss of pink and Ag. This illustration, by and by, makes them basic centrality, and represents the arrangement that she got to move modestly as a woman. This planning abandons an imperfection, or staining, of high request ( pink ) and familiarity ( Ag ) that she basically realizes how to proceed, and does non want to be a segment of her actual self image. She feels that larning the way the open needs her to move and look has someway frustrated her actual being. In spite of the fact that it was anguishing for the grown-up female to stay inside all of society s rules, she went along only in light of the fact that she realized that her darling held the way in to the lock on her discharge. In get marrieding him, she felt just as she would be liberated to do her ain judgments. The grown-up female idea that he would let her to bring him down the numerous waies in their lives. Next, the grown-up female dealings about how it will be the point at which her darling comes back to her. She would, run along the ways/And he would waver after, ( 43-44 ) furthermore, pick/To take him in a maze along the designed waies, ( 47-48 ) . These lines show how the nearness of her sweetheart permits her to take him, along these lines intruding on liberated from the limits hung on her. She is other than going through a maze, non strolling along the waies. This shows she is done making what others have done and have advised her to make, yet she is making her ain way and uncovering through and through freedom. This creative mind is utilized to demo that in her from this point forward with this grown-up male, she will non hold to populate her life the way others have designed it out for her. Through his adoration for her, she will be permitted to intrude on the cast and be her ain person. Lamentably, her darling kicks the bucket at war and she has returned to where she started, have oning a solid dress, after the waies effectively made, and trusting that another grown-up male will go along to convey her from this jail cell. I wonder what was the fate of this grown-up female in the stanza structure. I trust that she in the long run found another adoration to convey her from the limits of convention. I am truly appreciative that I live in a universe today where grown-up females aren T each piece abused as they were, harking back to the 1800s-mid 1900s. It must hold been detering to cognize that a grown-up female s felicity and opportunity in life relies upon what a grown-up male will let you to hold, and it really took a solid grown-up female to improve of the injustice appeared to them. From Amy Lowell s poesy, I can express that she had an enthusiasm to change grown-up females s lives. The way she portrays the free movement of blossoms blowing noticeable all around present and standing out it from a picture of a hardened, brocaded outfit genuinely causes you to see how she is encountering. Sadly, she needed to go on with her designed way of life for longer than she trusted. I, on the different manus, am allowed to take my ain way, or do up another one. I likely would non be the person that I am today had it non been for the ascent in grown-up females s rights. I am fortunate to be a grown-up female of the 90s and non the mid 1900s!

Wise Words From Mikey

Wise Words From Mikey Im going through my in-box today, taking care of some long-overdue things. I found an entry that Mikey wrote for me that I had intended to publish this past spring. The summer snuck up on me before I had a chance to, and I decided to wait until now instead of posting it in June this seems like a better time, as people prepare to arrive on campus and start their MIT experiences. Im sure some of you will be able to relate to the sentiments expressed below I just work here and I know Ive felt this way from time to time. :-) I am also publishing this because (a) I really miss Mikey, who has left us to attend grad school at the university down the road, and (b) because Ive been longing to post this picture of him, which always makes me think of The Matrix. (Its shamelessly borrowed from Mikeys page over on the Logs site.) So, some context: Mikey received an email from a student who had been admitted to MIT and was concerned that everyone else would be much better prepared than she. Recognizing her concern as a very common one, Mikey asked her if we could publish their correspondence. Here it is: So, mainly at this point I am very excited for MIT, but I am having some second thoughts. Concerning my peers. When I applied, I was well aware of the fact that MIT attracts the best and brightest and Im a bit worried that Im not as bright and shiny as the others. For example, almost all the people Ive talked to have been to the IMO or at least the USAMO or have won some science competition or another (Westinghouse, YES, Intel, take your pick) or have patented something, or have taken their schools science club to nationals. And Ive never done any of that Im basically a kid who likes math, cats, plants and some plumbing and thought MIT seemed like a cool place because everyone was always building one thing or another, all the time. But now Im worried that I wont be able to catch up to these kids and as a result, coming in with no research experience or major math competition experience or etc. will pull me far behind my classmates and Ill struggle to get good grades (I know grades arent everything, but Id like to get decent enough grades to apply for graduate school) or find research opportunities or basically show professors that I have something to offer when in fact Im not sure I have anything to offer in comparison to the rest of the class of 2011. I was really psyched to go despite the notoriously huge workload because I was pretty sure that Id love doing the work, no matter how much there was (I really enjoyed, for example, doing stoichiometry problems and math problems theyre fun for me, but I dont have any true talent for them Im a peasant of a student, not a poet if that makes any sense at all), but now Im more worried than anything. Please feel free to be honest if you think that my sort of person can still do well at MIT, thats great but if not, be as brutally honest as necessary! So how was your experience at MIT? If you dont mind, can you tell me a bit about yourself? Like, were you one of those USAMO kids? Thanks again for your time, and I hope I dont sound too hysterical :) And heres Mikeys response, which I love: Dont worry. I had never heard of Intel, Westinghouse, or IMO before coming to MIT. I did not know a USABO, USNCO, or USPhO existed. I didnt even know science fairs and research competitions existed. No joke. I took the pre-AMC (back then it was called the AJHSME, and the AMC was called the AHSME American (Junior) High School Math Exam), did okay on it, and never went any farther (I had heard of the AIME but wasnt even close to being considered for that test). And I felt exactly like you even before I applied to MIT. MIT students are way smarter than me I mustve gotten in by accident Ill be like the dumbest one there is what I seriously told myself. And I totally get your poet vs peasant analogy people would talk about how elegant a math proof was, or how neat and interesting the solution was to that physics problem, while I would just sit there and say heck, did I at least get the units right? or use brute force to solve the problem in a way that took 20x longer than it should have and said hey , I still got it right in the end, who cares if it took 2 hours instead of 2 minutes? Haha. But anyways, back to the original point. I came to MIT, and seriously, I probably had way more fun than I was supposed to. (Hanging out with friends in my living group, going on road trips, having spontaneous parties, watching TV shows and movies, playing video games Not all the time, but most of the time. Dont tell my parents.) Over my four years, I sang with an a cappella group, helped record and produce 2 CDs, sang in a classical group, was part of a religious club, did a UROP, and made many lifelong friends and memories. But wait what about the academics?? I graduated with a 4.8 GPA (out of 5.0) and I honestly had a blast. (I hope that didnt come off as arrogant I just wanted to let you know that you can have a lot of fun and still get good grades in your classes!) Believe me, there was definitely hard work involved (it was not ALL fun and games) but really, you wouldnt have been admitted if you we didnt think you could not only survive but THRIVE here academically, socially, emotionally, physically, mentally (and every other lly way). MIT is about educating the entire student, not *just* the academics, and the college experience is not *just* the classes its EVERYTHING. You literally passed through *at LEAST* 5 different rounds of screening before you were definitively admitted to MIT; we said not only can she do the work, but shes going to have fun, shell add to the campus community, shell be able to make great friends, and above all, shes a great match for MIT. Or something to that extent. Yes, there are geniuses at MIT, even for MIT standards. I met plenty of them throughout my four years. But you know what? I couldnt even tell for most of them I had plenty of friends where I didnt learn about their special and unique talents until after having known them for 2-3 years (examples: I didnt learn until junior or senior year that some of my friends consisted of: California State Nintendo Champion a child TV show star placed in the Putnam for more than one year went to Africa to help vision-impaired children worked on the Human Genome project owned his own design company etc etc etc). But when people get here, everyone pretty much leaves a lot of that at the door (unless it comes up specifically). Theyre all students just like anyone, eager to meet new people and it was incredibly exciting to have friends like them. So dont worry. I know exactly what youre going through, and as someone whos been through it all and is on the other side now, I know youll be juuuuust fine. :) Mikey speaks the truth! So if youre nervous about your forthcoming arrival on campus, dont be. Really. (And Mikey: we miss you! COME VISIT US.)

Cluster Sample in Sociology Research

Cluster sampling may be used when it is either impossible or impractical to compile an exhaustive list of the elements that make up the target population. Usually, however, the population elements are already grouped into subpopulations and lists of those subpopulations already exist or can be created. For example, let’s say the target population in a study was church members in the United States. There is no list of all church members in the country. The researcher could, however, create a list of churches in the United States, choose a sample of churches, and then obtain lists of members from those churches. To conduct a cluster sample, the researcher first selects groups or clusters and then from each cluster, selects the individual subjects either by simple random sampling or systematic random sampling. Or, if the cluster is small enough, the researcher may choose to include the entire cluster in the final sample rather than a subset of it. One-Stage Cluster Sample When a researcher includes all of the subjects from the chosen clusters into the final sample, this is called a one-stage cluster sample. For example, if a researcher is studying the attitudes of Catholic Church members surrounding the recent exposure of sex scandals in the Catholic Church, he or she might first sample a list of Catholic churches across the country. Let’s say that the researcher selected 50 Catholic Churches across the United States. He or she would then survey all church members from those 50 churches. This would be a one-stage cluster sample. Two-Stage Cluster Sample A two-stage cluster sample is obtained when the researcher only selects a number of subjects from each cluster – either through simple random sampling or systematic random sampling. Using the same example as above in which the researcher selected 50 Catholic Churches across the United States, he or she would not include all members of those 50 churches in the final sample. Instead, the researcher would use simple or systematic random sampling to select church members from each cluster. This is called two-stage cluster sampling. The first stage is to sample the clusters and the second stage is to sample the respondents from each cluster. Advantages of Cluster Sampling One advantage of cluster sampling is that it is cheap, quick, and easy. Instead of sampling the entire country when using simple random sampling, the research can instead allocate resources to the few randomly selected clusters when using cluster sampling. The second advantage to cluster sampling is that the researcher can have a larger sample size than if he or she was using simple random sampling. Because the researcher will only have to take the sample from a number of clusters, he or she can select more subjects since they are more accessible. Disadvantages of Cluster Sampling One main disadvantage of cluster sampling is that is the least representative of the population out of all the types of probability samples. It is common for individuals within a cluster to have similar characteristics, so when a researcher uses cluster sampling, there is a chance that he or she could have an overrepresented or underrepresented cluster in terms of certain characteristics. This can skew the results of the study. A second disadvantage of cluster sampling is that it can have a high sampling error. This is caused by the limited clusters included in the sample, which leaves a significant proportion of the population unsampled. Example Let’s say that a researcher is studying the academic performance of high school students in the United States and wanted to choose a cluster sample based on geography. First, the researcher would divide the entire population of the United States into clusters, or states. Then, the researcher would select either a simple random sample or a systematic random sample of those clusters/states. Let’s say he or she chose a random sample of 15 states and he or she wanted a final sample of 5,000 students. The researcher would then select those 5,000 high school students from those 15 states either through simple or systematic random sampling. This would be an example of a two-stage cluster sample. Sources and Further Reading Babbie, E. (2001). The Practice of Social Research: 9th Edition. Belmont, CA: Wadsworth Thomson.Castillo, J.J. (2009). Cluster Sampling. Retrieved March 2012 from http://www.experiment-resources.com/cluster-sampling.html

Peri Archon An Analysis - 1128 Words

1. The Peri Archon presents a systematic exposition of the basic tenets of the Christian faith, and represents a mid-point in the shaping of Origens exegetical practice, (Clements 4-5). Book IV of the Peri Archon represents the culmination of Origens hermeneutical and exegetical argument. Origen was living in Caesaria at the time of writing the Peri Archon, and was at the time heavily influenced by frequent contact with rabbinical scholarship. In the Peri Archon, Origen argues for the unity of scripture, (Clements 6). Origen and his contemporaries were concerned about judicious interpretations of scripture. The main problem with interpreting scripture, according to Origen, is twofold. First, there are different levels of meaning embedded in scripture. These levels of meaning include spiritual levels, which are not accessible or understandable to the average human being. Second, human beings can and do progress spiritually. This means that scripture will be interpreted differently at different times, even by the same human being. Origen holds that scripture should be interpreted on three distinct levels, which the author models after the threefold structure of the human person as soma, psyche, and pneuma. This tripartite division corresponds well with the levels on which scripture can be interpreted. The most obvious method of interpreting scripture is also the most obvious level of understanding human life: the basic physical level. Literal interpretations of

Describe Your Learning Style Free Essays

Running head: How Do I Learn Best How Do I Learn Best Kelli Powell Grand Canyon University: NRS 429V September 30, 2012 What is a learning style? Well a learning style is the way a person tends to learn best. It involves your preferred method of taking in, organizing, and making sense of information, Lake Washington Institute of Technology (2012). Some people prefer to learn by doing and touching, others prefer to learn by seeing, or by hearing the information. We will write a custom essay sample on Describe Your Learning Style or any similar topic only for you Order Now Still others learn using more than one learning style. If a person was interested in finding out what their particular learning style is would be to take the VARK questionnaire for learning styles. The most common learning style is the multimodal, but the learner can switch from one type of learning style to another depending on what the subject is being learned and or their mood, Fleming (2011). After taking the VARK questionnaire, Multimodal learning styles was assessed as the learning style of choice. The multimodal learning environments allow instructional elements to be presented in more than one sensory mode (visual, aural, written, and kinesthetic), Sankey, Birch amp; Gardiner (2010). In this particular case visual and kinesthetic were the dominate methods of learning. Strategies of learning that this person uses are highlighting and underlining notes, grouping subjects together with a certain color highlighter, use of charts, graphs and images to help them learn the subject matter. They would also make graphs or note cards with the information placed in sequenced that they can take with them, listen to music while studying and try to make the material personal to them and others that they know. They would also break their study time up into smaller sections so that it would not seem so overwhelming. As a multimodal learner they would be very adaptable to the different learning styles as they could adapt more easily to different situations and learning environments. For example if their instructor was only doing a verbal lecture an auditory learner may want to sit towards the front of the room away from windows and doors so that there was less distractions. As a visual learner they would try to take notes during the lecture, would color code their notes, and pay attention to any visual aids that were being used. Where a kinesthetic learner would ask questions and participate in discussions, take a laptop for notes so that they are doing something actively with their hands during lectures, consider taking a three hour class versus one three hour class, Student Development Centre (2009). As a multimodal learner, it is easier to learn when doing more than just reading a textbook as it harder to understand than when doing something that is interactive. As a multimodal learner some adjustments that they would need to make in their study habits would be to not to try and do the assignment all at the end of the week. By starting at the beginning of the week they would be able to break the assignment down into smaller sections so that it would not seem so overwhelming when typing a paper. Other changes that they would need to make would be finding an area and time to study where there were fewer interruptions. The use of more visual aids, for example outline of topic in chart or diagram format. This would help them keep track of where things fit together in their subjects and projects. The major benefit of having a multimodal learning style is that it â€Å"allows students to experience learning in ways in which they are most comfortable, while challenging them to experience and learn in other ways as well†. Someone who is a multimodal learner, that learners on more than one level tends to have a deeper processing of the information, maintains their attention span longer, making the information easier to understand and remember. Sankey, Birch amp; Gardiner (2010). The VARK Questionnaire Results My scores were: * Visual: 11 * Aural: 6 * Read/Write: 9 * Kinesthetic: 11| | You have a multimodal (VRK) learning preference Reference Lake Washington Institute of Technology, Learning Styles: Why do They Matter? , Retrieved from http://www. lwtech. edu/trio on September 26, 2012 Sankey, M. , Birch, D. amp; Gardiner, M. (2010) Engaging students through multimodal learning environments: The journey continues. In C. H. Steel, M. J. Keppell, P. Gerbic S. Hopusego (Eds. ), Cirriculum, technology transformation for   an unknow future. Proceedings ascilite Sydney 2010 (pp. 852-863). http://ascilite. org/au/conferences/sydney10/procs/Sankey-full. pdf Student Development Centre, The University of Western Ontario (2009), Learning Skills Services, Handouts amp; Advice, Learning Styles amp; Preferences, Retrieved from www. sdc. uwo. ca/learning/index/html? styles on September 29, 2012 Fleming, N. D. , (2011), VARK: A Review of Those Who Are Multimodal, Retrieved from http://www. vark-learning. com/english/page_content/multimodality. htm on September 23, 2012 How to cite Describe Your Learning Style, Essays

Managing a Value Chain Integration and Partnership

Question: Discuss about theManaging a Value Chain for Integration and Partnership. Answer: Introduction Value chain management is an analysis tool used to analyse business strategies for a unified integration and partnership of value chain constituents and resources (Bruhn George 2006). It involves the process of organizing an associated group of activities which includes producing goods and services from undone original materials for purchase by a consumer. It requires a full range of activities right from designing, production, marketing, and distribution, the primary objective of employing value chain management in business is to incorporate communication and enhance the relation between the members of production chain to reduce the time taken when delivering good, reduce inventories and finally upsurge customer satisfaction. The management of the value of the string in every company begins at raw materials used to make products plus everything needed before the products reach to the consumers. The main impact of the value chain to a company is it separates the companies' useful ac tivities which allow it engage into again competitive advantage from the uneconomical activities which obstruct the company from doing well in the market (Bruhn $ George 2006). The Managing of a value chain depends on the elementary economic principle of benefit. Firms get served by operating in sectors where at the end they will produce a productive advantage associated with their competitors. The Understanding of Managing the Value Chain Changed as through the Subject At the beginning of this question, I could not comprehend or even realize what consisted. However, as I progressed it became apparent to me that Managing a value chain consists of both primary and support activities (Bailey Francis 2013). The main activates involves all inbound logistics these include tasks like getting undone material and getting them processed. The outbound logistics which includes activities like delivering or distribution of the processed products to the sale point, marketing and auctions which involve selling, branding and promotion of products and the service which upholds the value and functionality of the product after the sale. Through the learning lessons, I certainly comprehend that support activates are all activities that feed into all the primary functions for instance MIS and give the managers a peaceful place to monitor the environment carefully, the Human Resource which erupts all the skills needed to keep the company going, source the products at the right price. The support activates vital, ensures the company benefits besides the pressing edges of the economic conditions and technology and at the end, the company can improve its speed accuracy and quality. Impact Created after Understanding the Importance of Managing the Value Chain After learning about and understanding it deeply managing a value chain impact was formed in my minds and the slight awareness I had earlier increased amazingly. I now started viewing it in a different way. The management of the value chain is essential to any operational efficiency. It can be employed to enhance the customer satisfaction, companies success and societal settings which involve medical missions, the operation of disaster relief plus any other kind of emergency cultural evolution and in general increase quality of life. Besides I now. They understand why many of the employers go for the employees with excellent skills and experience managing a value chain (Chyi Lee Yang 2013). The reason as to why I openly reveal this is because I didnt know a lot of thing concerning it. For example, I could not understand why companies would prefer hiring people with great knowledge as well as experience in managing the value chain than graduates. They prefer them since they would a b enefit to the organization. The biggest advantage which got to know through the discussions is that the value chain a very elastic strategy tool for incorporating into ones corporation, their competitors as well as all the respective dwellings in the value system of the organization. However, it can be used to analyze and create a healthy competition between cost and differentiation. It helps you to clearly understand the issues of the organization tangled in keeping the customer's value promise as well as their commitment.If you compare your business model with that of your competitors via the value chain analysis, it gives you a profound understanding of your sales strengths as well as the weaknesses. From the group discussions, it finally came to my knowledge that the value chain management has been the backbone of the business strategies teaching in schools for the last 20. The tool can adapt to every industry that exists such as manufacturing, retail or service either large or small. The last important thi ng that I got from the discussion is that value chain has advanced into the other model, the industry value chain that brings a profound understanding of a much competitive environment. Application of the Knowledge got from Managing a Value Chain. After completion of these subject, I will be able to apply all the knowledge I got in the workplace. For instance, I may be working in an organization; I will be organizing all the activities and engage in all healthy business competition (Dekker 2014). Besides I will be able to separate all the useful activates from the un- useful ones, and this would make the organization running smooth. Furthermore, I would ensure the company gains marginal value with all the product or service. I will make sure that the business's products are high to ensure the customers transact their services willingly since the return benefit will belong to the organization. Conclusion In conclusion, there are no other aspects I have reflected about the Managing a value chain; it is my perception that everything taught about it is amazing, adding some aspect may be obscuring. The Managing a value chain is critical, it enhances the relationship of a corporation activates and finally the organization benefit. Every business or enterprise should employ it. Otherwise, it will not be able to compete with other business which is using it and eventually may fail or remain stagnant for many years. References Bruhn, M. and George, D., 2006.Services marketing: Managing the service value chain. Pearson Education. Bailey, K. and Francis, M., 2013. Managing information flows for improved value chain performance.International Journal of Production Economics, 111(1), pp.2-12. Chyi Lee, C. and Yang, J., 2013. Knowledge value chain.Journal of management development,19(9), pp.783-794. Cravens, D.W. and Piercy, N., 2006.Strategic marketing(Vol. 7). New York: McGraw-Hill. Dekker, H.C., 2014. Value chain analysis in interfirm relationships: a field study.Management accounting research,14(1), pp.1-23. Narayanan, V.K., 2000. Managing technology and innovation for competitive advantage. Payne, A.F., Storbacka, K. and Frow, P., 2008. Managing the co-creation of value.Journal of the academy of marketing science,36(1), pp.83-96. Simchi-Levi, D., Kaminsky, P. and Simchi-Levi, E., 2004.Managing the supply chain: the definitive guide for the business professional. McGraw-Hill Companies.