BUY LOCAL FROM NB INFORMATION TECHNOLOGY FIRMS Research Paper

BUY LOCAL FROM NB INFORMATION TECHNOLOGY FIRMS - Research Paper Example In this regard, there are certain potential problems that are likely to be faced by the New Brunswick (NB) firms in their internal and external business environment context. The internal risks that could be faced by the NB organizations are generally non-marketable attributes namely brand, visibility, credibility as well as cost related constraints (Kramer, Jenkins & Katz, 2007). Problems in Internal Environment The potential internal constraints for the NB firms can be identified to be ingrained within the facet of non-marketable variables which can considerable affect to efficiently derive the potential benefits of ICTs. Moreover, the risks associated with internal environment of the NB firms can also create significant challenges for them in terms of building their long-term sustainability in the fiercely growing global IT industry. In accordance with the non-marketable risks in the SCM processes, certain potential problems can raise due to the integration of ICTs within the diffe rent operational activities. ... The integration of ICTs within the supply chain process provides adequate support to an organization to efficiently perform its range of supply chain functions. However, the functions of ICTs within the supply chain often been observed to involve issues related with its visibility. The integration of ICTs within the supply chain process tends to provide adequate flexibility to the organization along with offering them enhanced visibility amid the large NB purchasing organizations. In addition, the local NB IT firms face a major challenge due to the lack of visibility. This is because they generally use quite a less amount of marketing and promotional activities. This factor reduces their chances to have a prominent place as a prospective Business-to-Business player in the minds of large local NB purchasing organizations (Booz Allen Hamilton Inc, 2012). 2. Brand: The brand value of the NB IT firms can also be regarded as one of the major constraints which can occur due to the extensiv e practice of ICTs within different supply chain activities by the firms. An effective and strong brand position can provide adequate support to the organizations to effectively obtain significant benefits of the ICTs especially in the supply chain operations. However, the notion of brand or brand valuation can also be a major concerning factor of an organization which can further lead to significant issues. Owing to the stated concern, the integration of ICTs in the supply chain ensures to reduce the usage of different organizational resources and it also provides benefits to minimize the potential costs in the SCM operations. In relation to local NB IT firms, they generally do not use branding or product positioning as a major marketing tool. Therefore, a lack of brand identity tends to

Reflective Writing Study Skills Essay Example for Free

Reflective Writing Study Skills Essay At the beginning of the task no one took the initiative of introducing themselves. Our initial concern was getting started on the jacket. This seemed to be of more importance to everyone. This could be viewed as unsociable, but on reflection, previous to this task we all took part in an ice-breaker session, whereby we had to introduce our selves by name, followed by a descriptive word, this meant we were already acquainted with one another, so concentrating on the task in hand seemed most appropriate. I believe we were all very wary of taking over as we were always asking one another do you think this is a good idea? and shall we do this?, rather than just doing it without the opinion of other team mates. Although this was the case it is possible we were being very agreeable to any idea put forward in order to keep peace, and put over a likable persona. Upon reflection the organisation of our group to begin with was very inefficient, we did not consult one another about how we would make the jacket, before getting on with the task, this meant the sleeves were being made by myself, whilst the body of the jacket by another, with no idea how they would fit together. I believe this is because we all wanted to have a share in making the jacket and help as much as possible, but no one wanted to adopt the role of task leader. On the other hand our team displayed great efficiency in the way we worked together, at one point we had a production line, where one would pass the Sellotape, then one would hold the piece in place, while the other stuck them together. We became a more efficient team the more we worked together on the task. Communication between us became more important. On the whole and on the basis of the finished product, it is evident that our team did work together efficiently, as we finished the task in good time and all of us had an input in the overall finished product. I believe I took on many different roles within the team. Initially I took on the role of energiser. This was evident by my enthusiasm, I was eager to get started and began listing many different ideas I had about how to put the jacket together, Jake was also an energiser as he had many different ideas he wanted to express and was fully involved in the task. Ricky initially  took on the role of relaxer as he was contemplating how things would work out and managed to condense our ideas to form a jacket. In these kind of situations I would usually put forward a good argument as to why my idea should be used above someone elses. I did not adopt this attitude in this instance because my team mates were new acquaintances so I wanted to leave a good impression, I was more conscious of their thoughts and ideas and accommodating them was important to me. With this in mind I would conclude that we worked as a collective rather than a hierarchy. Further into the task I took on the role of nurturer. I wanted to make sure that everyone had an input on the finished product and that all of our ideas had been listened to fairly, and put in place if all agreed. This was evident in that I was asking my team members what other ideas they had, and finding ways of accommodating them. I did not want anyone to feel left out or less involved. Rickys mathematical mind meant that it was easier for us to measure out the different parts of the jacket equally and in proportion. As Jake is used to working as a team when he plays football, this quality was evident in this task, as he was an up building and upbeat member of the team, trying to include everyone in the activities. Jake was soon nominated by myself and Ricky to be the model for the jacket, therefore it was up to me and Ricky to actually make the jacket. We both had an equal share in the labour, cutting, sticking and measuring different parts of the jacket at the same time, then finding a way to fix them together. This was important because if somebody was uninterested or just giving out orders the whole team could be affected and not want to take part. We all helped each other when needed and were happy in our individual tasks. On a scale of 1 to 10 I would rate the importance of achieving the task 6/10. This is because I did view the task as a competition, even though we were never told it was such. On reflection this would show I am a competitive person and I like a challenge. When a task is viewed competitively one will be more inclined and motivated to try their best and ultimately reach their potential. Initially the task seemed menial and pointless hence why I only  scored 6/10. I was aware the jacket itself had little importance and that rather the emphasis was on team work. Even though I was aware of this my competitiveness made me want to create an excellent jacket. With the prospect of becoming a teacher one day, this teamwork exercise has taught me that there are many different roles people can take on under a team building exercise. Everyone within my team had different skills and abilities. This exercise has taught me, not only how to identify these skills and abilities but also how they can be used in a beneficial way to complete a task. As a teacher I will have to cater for the needs of each student identifying their strengths and weaknesses and using them in a positive and up building way, so they can reach their potential. I have also seen how important these exercises are in terms of the class getting to know one another, for the student this can help by taking the emphasis of social fear and more onto learning. This is evident by more members of the class being involved in group discussions after the task. This could have the same effect on my future students.

The Theory Of Physicalism

The Theory Of Physicalism Abstract: Physicalism is the theory that the universe and its phenomenon can all be explained through physical laws because physicalists believe the universe is completely physical. A philosophical theory opposing physicalism is proposed by the knowledge argument. Proponents of the knowledge argument say that complete knowledge of the physical world does not explain the subjective experiences of perception and interpretation of outside stimuli. If this is the case; then physicalism cannot be true. Physicalism is a philosophical theory that states everything is physical, and that everything can be explained purely by the laws of physics. These physicalists argue that even the processes occurring in the mind can be understood through physics. This belief raises a disagreement with the understanding conscious experiences, which philosophers label as qualia. Qualia refer to the varying levels of quality that our conscious mind experiences from the outside world. Our brains translate electrical stimuli that we receive from the outside world into qualia. An example of this is the human vision. The conscious experience of looking at a blue sky is a result of a set of translation processes that happen inside the human brain. The brain receives electrical stimuli and translates them into a quality. The electrical stimuli will be the light waves and the quality that our minds understand is the color blue. If one single property in the universe can be argued as a non-physical entity, the n theory of physicalism would be false. Quale, which is sometimes referred to the knowledge argument, is a famous theory that goes against the idea of physicalism, and this paper will focus on how the knowledge argument disproves physicalism. A famous example of the knowledge argument was proposed by Frank Jackson (1982). He argues that even if a person has all the physical knowledge about the world it is inevitable that this person will still learn something when s/he is exposed to real experience of the world. In this example, Mary, a brilliant scientist, learned all the physical information and facts, including the distinctive wavelength of each color, in a black and white room. Mary is then released from this room and there she learns the information of color vision that she did not learn in the black and white room (Jackson, 1982, p.291). This new piece of information that Mary learns after her release proves that not everything in this universe is physical. Before Marys release from the room, all the knowledge she had about colors was the physical properties of colors. Mary had no idea what red, blue, yellow, or green actually looked like because all she had experienced was black and white. Another famous example, what is it like to be a bat? proposed by Thomas Nagel (1974), also argues against physicalism. Nagel proposes that even if a human being has all the knowledge about bats perceptual system, including details of how bats sonar system functions, there is still no way a human being can understand what it is like to be a bat. This is because the human sensory system is too distinctive from the bats sensory system. A human being has the ability to explore and research on what it is like to be a bat based completely on scientific information. With the aid of our advance technology, human beings can map out the details how a bat perceives its sonar information easily. However, a human being will not be able to comprehend the qualitative experience that a bat receives because; ultimately a human being is, simply, not a bat. The only way to know what it is like to be a bat is to be a bat. Both examples above try to convey something in common, the fact that a subject X can never understand the quality of experience of another subject. This is because every subject has their own subjective views and physical laws cannot explain this phenomenon. Other than the learning behaviors, physicalists also cannot explain phenomena like memory, mental illness, belief, desires and the feeling of fear. Much of the information human beings have about the world is not in the form of physical information and cannot be explained by physical laws. Every human being is emotional and has a distinctive way of interpreting outside information. The differences between human beings result in different subjective experiences. Human beings not only learn about the world through sensory inputs and stimuli within the environment, but also through subjective opinions or point of views. This corresponds to the knowledge arguments presented above. A physicalist may argue that the way the human brain interprets information can be explained by physical laws. In the example of Mary learning new information after her release, a physicalist may argue that Mary had not acquired any new information about colors. Instead, Mary applied her knowledge of colors after her experience of colors. The knowledge that Mary acquired before her release enables Mary to interpret the new information that she receives from the outside world. The result of Mary being able to interpret a color is based on her previous knowledge about colors. Indeed, science has always been a powerful tool that helps us to understand the world. However, the physicalist argument does not deny the fact that Mary has learned new knowledge after her release from the black and white room. New information was introduced to Mary such as the ability to picture the color in her mind and the ability to distinguish each color without the aid of wavelength frequency devices. Also, normal human beings do not learn their world inside a black and white room. They are exposed to all the colors without the knowledge of every light wave property within each color. Physicalism fails to explain every phenomenon in this world with physical laws. The fact is that knowing all the physical information of how an experience is like does not explain what it is like to experience it. Physical laws cannot explain a subjective experience such as learning behaviors nor can it explain feelings. Since physicalism argues everything in the universe is physical, as long as any property in this universe is a non-physical entity, physicalism cannot be true.

Transformation in Louise Erdrichs The Red Convertible Essay -- Red C

Transformation in Louise Erdrich's The Red Convertible      Ã‚  Ã‚  Ã‚   In Louise Erdrich's "The Red Convertible," the two main characters start off doing seemingly well. However, there are many changes that these two young men go through during the story. Henry experiences the largest transformation due to his involvement in the Vietnam War. This transformation also alters Henry's brother, Lyman, although not for the same reasons. As the story progresses, and these certain events take place, the brothers' innocence is soon lost.   Ã‚  Ã‚   Before the war, the Lamartine brothers, Henry and Lyman, are naive and carefree. They spend all of their time together. They even buy a car together. This red convertible is the most notable way that Erdrich represents the boys' innocence in the story. To get this car, they spend all of the money they have, without even thinking about it. "[B]efore we had thought it over at all, the car belonged to us and our pockets were empty" (461). Soon after purchasing the red convertible, Henry and Lyman set off driving with no real destination. They simply explore the country, going where the road takes them. They have no responsibility, no worries, nowhere to be, and nothing that has to be done. The boys "just lived [their] everyday lives here to there" (461). Lyman and Henry fall asleep under willow trees, wake up, and begin driving again. During their expedition, they meet a girl named Susy. Susy lives in Chicken, Alaska, where they agree to take her. Upon reaching Alaska, the boys do not want to return home. There, where the sun never really sets in the summer, they hardly sleep at all. They live like animals. Before they leave, before winter, an interesting thing happens that truly exp... ...who endures pain. His brother, Lyman, suffers from many of the same things as Henry. Lyman also experiences post-traumatic stress. Although Lyman seems to acknowledge this stress in a rather different way than Henry, it is there all the same. Just as Henry tries to give the red convertible up to his brother, Lyman does the same in the end, and pushes it right back to him. The red car represents a bond between the two brothers, and with Henry gone, Lyman can not bear to have it around anymore. Unfortunately, getting rid of the car does not take care of Lyman's pain. Even a long time after Henry's death, Lyman still experiences post-traumatic stress.   Only now he has a tragedy of his own to endure.    Work Cited Erdrich, Louise. "The Red Convertible." The Story and Its Writer. 5th ed. Ed. Ann Charters.   Boston: Bedford/St. Martin's, 1999. 460-67. Transformation in Louise Erdrich's The Red Convertible Essay -- Red C Transformation in Louise Erdrich's The Red Convertible      Ã‚  Ã‚  Ã‚   In Louise Erdrich's "The Red Convertible," the two main characters start off doing seemingly well. However, there are many changes that these two young men go through during the story. Henry experiences the largest transformation due to his involvement in the Vietnam War. This transformation also alters Henry's brother, Lyman, although not for the same reasons. As the story progresses, and these certain events take place, the brothers' innocence is soon lost.   Ã‚  Ã‚   Before the war, the Lamartine brothers, Henry and Lyman, are naive and carefree. They spend all of their time together. They even buy a car together. This red convertible is the most notable way that Erdrich represents the boys' innocence in the story. To get this car, they spend all of the money they have, without even thinking about it. "[B]efore we had thought it over at all, the car belonged to us and our pockets were empty" (461). Soon after purchasing the red convertible, Henry and Lyman set off driving with no real destination. They simply explore the country, going where the road takes them. They have no responsibility, no worries, nowhere to be, and nothing that has to be done. The boys "just lived [their] everyday lives here to there" (461). Lyman and Henry fall asleep under willow trees, wake up, and begin driving again. During their expedition, they meet a girl named Susy. Susy lives in Chicken, Alaska, where they agree to take her. Upon reaching Alaska, the boys do not want to return home. There, where the sun never really sets in the summer, they hardly sleep at all. They live like animals. Before they leave, before winter, an interesting thing happens that truly exp... ...who endures pain. His brother, Lyman, suffers from many of the same things as Henry. Lyman also experiences post-traumatic stress. Although Lyman seems to acknowledge this stress in a rather different way than Henry, it is there all the same. Just as Henry tries to give the red convertible up to his brother, Lyman does the same in the end, and pushes it right back to him. The red car represents a bond between the two brothers, and with Henry gone, Lyman can not bear to have it around anymore. Unfortunately, getting rid of the car does not take care of Lyman's pain. Even a long time after Henry's death, Lyman still experiences post-traumatic stress.   Only now he has a tragedy of his own to endure.    Work Cited Erdrich, Louise. "The Red Convertible." The Story and Its Writer. 5th ed. Ed. Ann Charters.   Boston: Bedford/St. Martin's, 1999. 460-67.

Fraud, Waste and Abuse Research Project Essay -- Government Business A

Fraud, Waste and Abuse Research Project Combating fraud in the private sector is a difficult task. Trying to combat fraud in the public sector is daunting. In 1999 15.7% of the American workforce were employed by a government entity (federal, state, and local).[1] Mirroring society, government will have its share of perpetrators. The difference from the private sector is in the scope of the fraud committed, the loss of the public trust, the blaring headlines from news media, and difficulty in making necessary changes to combat the problems. A good definition of Fraud, Waste and Abuse (FWA) can be found in U.S. Air Force Regulations and can be applied to any government (or private) organization, it states: Fraud—â€Å"Any intentional deception designed to unlawfully deprive the Air Force of something of value or to secure from the Air Force for an individual a benefit, privilege, allowance, or consideration to which he or she is not entitled. Waste—‘The extravagant, careless, or needless expenditure of Air Force funds or the consumption of Air Force property that results from deficient practices, systems, controls, or decisions. The term also includes improper practices not involving prosecutable fraud. Abuse—‘Intentional, wrongful, or improper use of Air Force resources.†[2] Fighting abuse is not an easy prospect. Elected officials, executives, managers, staff, and the public must be vigilant and thorough. In this project we will review some specific cases of FWA. We will also explore why enacting laws and regulations isn’t enough to stop people from committing fraud. Educating people about what FWA is and why they should not commit these crimes should be an integral part of any FWA program. The Department... ...ublic Management class, CSU Dominguez Hills, April 24, 2001. [10] Project on Government Oversight. http://www.pogo.org/ [11] â€Å"Special Investigations Unit Report Regarding The Composite Center, Inc.† Texas State Auditor’s Office, Special Investigations Unit. Report Number 01-004, October 2000. [12] â€Å"Program Fraud†. The Last Word. November 2000, Volume 3, Number 4. [13] 9/2000 Major Criminal Tax Conviction in Trust Scam Case http://www.taxhound.com/ [14] â€Å"Union county woman convicted for Health Insurance Fraud.† Office of the Attorney General news release, March 22, 2000. [15] The False Claims Legal Act Center. http://www.taf.org/ [16] The Bauman & Rasor Group, Inc. http://www.quitam.com/ [17] Robert K. Elliot, CPA and John J. Willingham PhD, CPA, Management Fraud: Detection and Deterrence. New York: Petrocelli Books, Inc., 1980, pp. vii. Fraud, Waste and Abuse Research Project Essay -- Government Business A Fraud, Waste and Abuse Research Project Combating fraud in the private sector is a difficult task. Trying to combat fraud in the public sector is daunting. In 1999 15.7% of the American workforce were employed by a government entity (federal, state, and local).[1] Mirroring society, government will have its share of perpetrators. The difference from the private sector is in the scope of the fraud committed, the loss of the public trust, the blaring headlines from news media, and difficulty in making necessary changes to combat the problems. A good definition of Fraud, Waste and Abuse (FWA) can be found in U.S. Air Force Regulations and can be applied to any government (or private) organization, it states: Fraud—â€Å"Any intentional deception designed to unlawfully deprive the Air Force of something of value or to secure from the Air Force for an individual a benefit, privilege, allowance, or consideration to which he or she is not entitled. Waste—‘The extravagant, careless, or needless expenditure of Air Force funds or the consumption of Air Force property that results from deficient practices, systems, controls, or decisions. The term also includes improper practices not involving prosecutable fraud. Abuse—‘Intentional, wrongful, or improper use of Air Force resources.†[2] Fighting abuse is not an easy prospect. Elected officials, executives, managers, staff, and the public must be vigilant and thorough. In this project we will review some specific cases of FWA. We will also explore why enacting laws and regulations isn’t enough to stop people from committing fraud. Educating people about what FWA is and why they should not commit these crimes should be an integral part of any FWA program. The Department... ...ublic Management class, CSU Dominguez Hills, April 24, 2001. [10] Project on Government Oversight. http://www.pogo.org/ [11] â€Å"Special Investigations Unit Report Regarding The Composite Center, Inc.† Texas State Auditor’s Office, Special Investigations Unit. Report Number 01-004, October 2000. [12] â€Å"Program Fraud†. The Last Word. November 2000, Volume 3, Number 4. [13] 9/2000 Major Criminal Tax Conviction in Trust Scam Case http://www.taxhound.com/ [14] â€Å"Union county woman convicted for Health Insurance Fraud.† Office of the Attorney General news release, March 22, 2000. [15] The False Claims Legal Act Center. http://www.taf.org/ [16] The Bauman & Rasor Group, Inc. http://www.quitam.com/ [17] Robert K. Elliot, CPA and John J. Willingham PhD, CPA, Management Fraud: Detection and Deterrence. New York: Petrocelli Books, Inc., 1980, pp. vii.

Ex-Basketball Player Essay

Life is like a circus. It has cyclic patterns of ups and downs. People celebrate the ups and struggle with the downs. Sometimes people are happy and there are times when they are not. Sometimes they are lucky, sometimes not. What is important is people learn from life’s experiences and survive its challenges. John Updike’s poem, â€Å"Ex-Basketball Player† (Updike 1993) is a simple portrayal of a man who experienced the ups in his youth and settled with the fall. The poem confirms that a person’s future depends solely on himself and how he wants it to be. This paper discusses this thesis with a thorough analysis of the poem â€Å"Ex-Basketball Player† (Updike 1993) based on the elements theme, characters and style and with reference to the poet’s life and works. Background John Updike (1932-) wrote the poem â€Å"Ex-Basketball Player† in 1954. (J. H. Updike (1932-) 2004) It is among his works that were based on real life situations. Updike wrote other legendary novels and short stories as well. Among them, â€Å"Centaur† (J. H. Updike (1932-) 2004) in 1963 which used legends and myths to depict the life and relationship of a father and a son; â€Å"Rabbit is Rich and Rabbit at Rest† (J. H. Updike (1932-) 2004) both won Pulitzer Prize in the ‘80’s and were about the plagues in society or the AIDS in America. (J. H. Updike (1932-) 2004) Though Updike’s poems were not his carrier, Ex-Basketball Player became very popular especially to students and young athletes. According to the article Inside Game, it was even read widely during the recent NCAA finals, more popular than Shakespeare. (Inside Game) Updike’s comment was: I am surprised it still speaks to young readers, since much of the imagery—ESSO gas pumps, small-town garages, lemon phosphates, Nibs, and Juju Beads—has become obsolete. The garage I had in mind (also found in my early novel The Centaur) has long since become a Turkey Hill Minimarket. But perhaps the curve of adolescent success and adult disappointment is still with us, and Flick’s failure to produce a second act in his life’s drama worthy of the first is still a useful American metaphor. (Inside Game) Indeed, the setting and the mood of the poem projects the era of the blue jeans, like that of the Westside Story where most teenagers work as gasoline boys or automotive repairmen. Updike also likened the poem to â€Å"Rabbit, Run† (Inside Game) and his short story â€Å"Ace in the Hole† (Inside Game) which were both written in the ‘50’s. All of these were influenced by the author’s life in Pennsylvania when he was growing up. He said that he used to watch a lot of basketball games because his father was a high school teacher and a ticket taker. These experiences made strong impression to him; â€Å"the glory of home-town athletic stars and their often anti-climactic post-graduation careers†. (Inside Game)

Marketing communications plan

Trends in the pub industry The British pub industry includes approximately 60,000 pubs that fall into three categories: managed (operated by a manager), leased/tenanted, and individual (operated by the owner) pubs (Mitchells & Butlers, 2005).   The British Beer & Pub Association reports that â€Å"in the last 10 years food sales in Britain's 30,000 managed pubs have risen by 165%†, with smaller increases posted by the smaller 30,000 pubs (Bowers, 2005). The British pub has traditionally fulfilled a variety of roles, serving both as a point for informal communication, a social venue for watching sports games or playing indoor sports, or even a family get-together. Although recent scandals concerning â€Å"binge drinking and town centre rowdiness in 2004† attracted the attention to the pub as a source of such antisocial behaviour, its role in British society has traditionally been much broader (Mintel, 2004). In any case, exposure of pubs to negative publicity has led to strengthening of governmental regulations concerning the sector. The current fight in the pub industry is against â€Å"the government's health bill exempting non-food pubs from a proposed smoking ban† (Bowers, 2005). This supposedly creates an uneven playing field for bars that serve food since they have to restrict smoking on their premises. At the same time, the proportion of pubs offering food service rose from about 50% in the 1990s to roughly 80% (Bowers, 2005). Owners and operators of bars subject to the smoke ban point to the fact that it will disadvantage food-serving bars, since the proportion of smokers among pub visitors is estimated by the British Beer & Pub Association to be in the range of 40-50% – about â€Å"twice the national average† (Bowers, 2005). The economic landscape in the UK is favourable for spending since consumers feel confidence in the economy. At the same time, pubs can be affected by the growing popularity of healthy lifestyles that includes a greater number of people â€Å"who simply want a quiet (or lively) drink in the comfortable, friendly type of pub that is permanently attractive for foreign tourists as well the British themselves† (Mintel, 2004). More and more people will treat bars not simply as venues for drinking; on the contrary, they want to have meals there. Pubs begin to dissociate with rowdiness that tainted their image and emerge as credible eating establishments can be attributed to the industry’s attempts to appeal to a wider section of the market due to competition from supermarkets, government regulation and societal changes including a more health conscious consumer. Bright, open interiors and smoke free environments make them more appealing to such consumers and the female audience. However, alcohol sales remain the driving force of profitability in bars. In this area, consumers now seek a higher quality experience. One of the trends is increase in wine sales, attributable in part to the simple addition of ice to the drink (Solley, 2005). According to the National Office of Statistics, champagne is now one of the most regular purchases in the UK, particularly non-vintage and rosà © lines. The growth has been attributed to younger drinkers who treat champagne as less a drink solely for special occasions (Bill, 2006). Still, the British Beer & Pub Association (2003) reports that â€Å"in the UK 28 million pints of beer are consumed every day, which equates to 100 litres per head each year – compared to 20 litres of wine per head†. Positioning – A bar with a difference The proposed bar on Lisburn Road will seek to differentiate itself from other bars in the city by offering   a high quality customer experience catered to the tastes of a more exclusive clientele. The competitive advantage of the facility will be the provision of excellent service and superior food and drink not available in other establishments; focusing on these features, the bar will not engage in price competition. The wide assortment of traditional drinks will be complemented by a meticulously selected wine list including champagne varieties, locally produced cider and ale and a selection of less common malt whiskeys. Customers will be informed of the wide variety of drinks through wine and whiskey tasting promotions. The bar will appeal to health-conscious consumers with by offering low-cost meals from a standard menu prepared with the finest locally sourced ingredients. The emphasis on social experience, quality food, and large choice of drinks will be distinctive features of the new bar. Segmentation The new bar will target the following groups in the target market: Professionals coming in after work to have a few drinks and chat with colleagues after a long working day Couples looking for a pleasant social experience, dinner and sometimes a bottle of wine Students occupying the bar in the day-time and in the evening to enjoy a get-together and discuss class assignments WOOFS (well-off older folks) enjoying their post-retirement life and spending some of their time in local bars to have a pleasant dinner DINKS – couples without children but with a high income that permits them to allocate a large portion of their income to dining. Overall, the target audience will include individuals with high disposable income, high expectations of service, food quality and drink variety, and preference for establishments with style. References Bowers, S. (2005, October 28). Smoking ban is unworkable, says pub industry. Guardian. Retrieved April 29, 2006, from http://society.guardian.co.uk/health/news/0,,1602801,00.html British Beer & Pub Association (2003). Beer and Pub Facts. Retrieved April 29, 2006, from http://www.beerandpub.com/content.asp?id_Content=704 Mintel International Group Ltd. (2004, August 1). Pub Visiting – UK. Retrieved April 29, 2006, from http://www.marketresearch.com/product/display.asp?productid=1037778&g=1 Mitchells & Butlers. (2005). Pub Operating Models. Retrieved April 29, 2006, from http://www.mbplc.com/index.asp?pageid=425