Saturday, March 14, 2020
Hook the Mouse to Catch Events Outside an Application Learn how to track the mouse activity even when your Delphi application is not active, sits in the tray or does not have any UI at all. By installing a system-wide (or global) mouse hook you can monitor what the user is doing with the mouse and act accordingly. What Is a Hook and How Does It Work? In short, a hook is a (callback) function you can create as part of a DLL (dynamic link library) or your application to monitor the goings on inside the Windows operating system.There are 2 types of hooks - global and local. A local hook monitors things happening only for a specific program (or thread). A global hook monitors the entire system (all threads). To create a global hook you need 2 projects, 1 to make the executable file and 1 to make a DLL containing the hook procedure. Our article on working with keyboard hooks from Delphi explains how to intercept the keyboard input for controls that cannot receive the input focus (like TImage). Hooking the Mouse By design, the movement of the mouse is restricted by the size of your desktop screen (including the Windows Task Bar). When you move the mouse to the left/right/top/bottom edge, the mouse will stop - as expected (if you do not have more that one monitor). Heres an idea for the system-wide mouse hook: If for example, you want to move the mouse to the right side of the screen when it moves toward the left edge (and touches it), you might write a global mouse hook to reposition the mouse pointer. You start by creating a dynamic link library project. The DLL should export two methods: HookMouse and UnHookMouse. The HookMouse procedure calls the SetWindowsHookEx API passing the WH_MOUSE for the first parameter - thus installing a hook procedure that monitors mouse messages. One of the parameters to the SetWindowsHookEx is your callback function Windows will call when there is a mouse message to be processed: SetWindowsHookEx(WH_MOUSE, HookProc, HInstance,0) ; The last parameter (value 0) in the SetWindowsHookEx defines we are registering a global hook. The HookProc parses the mouse related messages and sends a custom message (MouseHookMessage) to our test project: function HookProc(nCode: Integer; MsgID: WParam; Data: LParam): LResult; stdcall;var Ã Ã mousePoint: TPoint; Ã Ã notifyTestForm : boolean; Ã Ã MouseDirection : TMouseDirection; begin Ã Ã mousePoint : PMouseHookStruct(Data)^.pt; Ã Ã notifyTestForm : false; Ã Ã if (mousePoint.X 0) then Ã Ã begin Ã Ã Ã Ã Windows.SetCursorPos(-2 Screen.Width, mousePoint.y) ; Ã Ã Ã Ã notifyTestForm : true; Ã Ã Ã Ã MouseDirection : mdRight; Ã Ã end;....Ã Ã if notifyTestForm then Ã Ã begin Ã Ã Ã Ã PostMessage(FindWindow(TMainHookTestForm, nil), MouseHookMessage, MsgID, Integer(MouseDirection)) ; Ã Ã end;Ã Ã Result : CallNextHookEx(Hook,nCode,MsgID,Data) ;end; Tip: Read the Win32 SDK Help files to find out about the PMouseHookStruct record and the signature of the HookProc function. Note: A hook function does not need to send anything anywhere - the PostMessage call is used only to indicate that the DLL can communicate with the outer world. Mouse Hook "Listener" The MouseHookMessage message is posted to your test project - a form named TMainHookTestForm. Youll override the WndProc method to get the message and act as needed: procedure TMainHookTestForm.WndProc(var Message: TMessage) ;begin Ã Ã inherited WndProc(Message) ;Ã Ã if Message.Msg HookCommon.MouseHookMessage then Ã Ã begin Ã Ã Ã Ã //implementation found in the accompanying code Ã Ã Ã Ã Signal(TMouseDirection(Message.LParam)) ; Ã Ã end;end; Of course, when the form is created (OnCreate) you call the HookMouse procedure from the DLL, when it gets closed (OnDestroy) you call the UnHookMouse procedure. Note: Hooks tend to slow down the system because they increase the amount of processing the system must perform for each message. You should install a hook only when necessary, and remove it as soon as possible.
Wednesday, February 26, 2020
Microfinance provides both opportunities and challenges for women. Critically discuss with reference to at least one case study - Essay Example Land titling, it is believed, gives the poor a way out of poverty and integrating them into the markets. But many land titling programs as development projects do not take into account gender inequalities. Land lies at the heart of agrarian economies; which includes much of the developing world. Traditionally it has formed the basis of power, social status and is a vital productive resource. For rural women, however, the unequal ownership and control of this valued asset has become a critical factor that has created and reinforced gender inequality. World wide, in many rural societies women, like men, are active farmers and play substantial roles in primary agriculture production. Yet, they own very little land and are instead dependent upon social and customary provisions for indirect use as daughters, wives, mothers and community members (Agrawal, 1996). These rights are linked primarily to access, which do not grant security when traditional family structures dissolve in the case of divorce, desertion, widowhood and separation (Agrawal, 1989). This is especially relevant in todays context which is characterized by globalization, land commoditization, HIV/AIDs epidemic and increased feminization of agriculture (Agrawal, 1996, Whitehead and Tsikata, 2003, Razavi, 2009). According to Agrawal (1996), the idea of male bread-winner underlies the justification of men as legitimate owners of land; as it is assumed that sons will take care of mothers, while husbands and brothers will take care of wives and sisters respectively. Drawing upon the existing feminist literature, the paper seeks to draw out the arguments for womens land rights as a development intervention paradigm which maintain that it will lead to equality, empowerment, welfare and efficiency; followed by the discussions on the difficulties of its enforcement and consequences given existing cultural norms. The paper then discusses two case studies to highlight the benefits that have accrued
Monday, February 10, 2020
Managing conflicts - Essay Example Conflict management is a common phenomenon in organizations (Rainey, 2009). Managing conflict aims at lessening the interdependent between the conflicting groups. It can involve physical separation of the conflicting parties. Physical separation buffers the creation of the inventory between the units of workflow making it less independent and reduces conflict. Generally, conflict is unending in any society where people live together. Introduction Many people and organization wish to compete peacefully with their market competitors, family members, and organizational departments. However, conflicts are inseparable from persons they form part of our daily living. Conflicts are the long live Methuselah and were present even in the beginning between the two brothers that is Cain and Abel. The term conflict has no definite meaning but scholars who are interested in studying it have created different accounts over the same. In an institutional setting conflict is a breakdown in the standar d mechanism of the decision making bringing difficulty in the management of the organization. Conflict is a dynamic process underlies the organizational behavior (Rainey, 2009). When people work together, there must be tension and conflict among the individuals from time to time. Conflict is the natural and the immediate outcome of disagreement and results individuals who differ in terms of thought and likes. Sources of organization conflict National organizational groupsÃ¢â¬â¢ conflicts source from the individuals persons who from the organization (Jones, 2010). Conflicts at work place, according to the university of Colorado faculty, stems from issues from the employees and the management or among the employees. One cause of conflict in an organization is differing values among the organizationÃ¢â¬â¢s persons. The work place consists of individuals who have different perspective towards the daily issue that emerge in the company and life generally. Some strongly believe to the m but are unwilling to comply with the standards. These beliefs are the main cause of conflicts to these institutions (McConnell and Leibler, 2011). For example some workers strongly belief in the diversity to the business, however they may not accept the different views from others or accept opposition over their belief. Another cause of conflict in an organization is the opposing interest of interest of the workers. This may come about if a worker decides to pursue his own goal without considering the goals of the business or the well being of other workers. It may result to result to strife among the workers hence a conflict. This situation occurs when some employees focus on achieving their own objectives without regarding their effect to the companyÃ¢â¬â¢s operation. In the first instance, the victim may forget that she is a member of the institutionÃ¢â¬â¢s team from which they are supposed to work to achieve a certain goal (Miller, 2008). The sole worker may work according to her own schedule in a manner that builds resentment to the whole organization. Personal conflict is another cause of conflict in an organization. Two or more people in an organization are prone to clash since no person is exactly like the other. One employee may possess a reversed personality while another may be an outgoing. When these two personalities clash, the immediate expectation is a conflict in the institution. Poor communication can also lead to strife among t
Thursday, January 30, 2020
No child left behind Essay No Child Is Left Behind (NCLB) is a federal state act of 2001 which was proposed by the then president, George W. Bush immediately after being inaugurated in to the White House. This legal framework was aimed at ensuring that the primary and secondary education system was improved by advocating for increased accountability and transparency in its management. It further focused on the education system increased the flexibility on how parents can choose the learning institution their siblings will attend. This paper provides a broad overview of the act and it includes its history, scope, player involved challenges, among other issues. Brief discussion of the relevant history The law was authored by John Boehner and Judd Gregg, a representative and a senator respectively from the Republican Party and George miller and Edward Kennedy, a senator respectively from the Democratic Party. It was then signed by G. W. Bush. Beside aiming at improving the performance primary and secondary education and increasing accountability, improved the focus on reading and re-authored the 1965 Elementary and Secondary Act. The act was brought forward in the 107th congress whereby it was passed in the House of Representatives and US senate on 2001, May 23rd and 2004, June 14th respectively. It was later signed in to law on 2002, January 8th. Scope The act was brought to the lime light after realization the quality of the education being offered was directly affecting the students, parents and all the citizens at large. At the international level, since the world was becoming a global village as a result of globalization, the quality of education needed to improved since many of the AmericansÃ¢â¬â¢ children had little hope in the future due to high levels of illiteracy and low self esteem (self doubt). The act was of paramount essence since the US, the world largest economy needed to produce intellectuals that would transform America and the globe at large. Context (historical, political, economic, social) At the time George W. Bush introduced this blueprint, he noted that though the American was entering the 21st century with a lot of promise and hope, many of the children who were in need of education support and aid were being ignored and thereby left around. 70% of the fourth graders residing in the inner city could not read or even pass the national reading trial which involved the elementary level of education. The senior high school student in other parts of the world, South Africa and Cyprus to be specific perform very poorly on the international mathematics test. Almost a 1/3 of the college freshmen of American origin take compulsory remedial courses prior to initiating the regular college level courses It is the responsibility of the parents, state and all the citizens to ensure that quality education is guaranteed for all the American children in order to have a bright future. This has not been the case and the United Sates Federal Government is to be blamed for condoning the poor results and failing to address the failure in the education system. The federal government has controlled the Americans, schools since through education policies since 1965 when the first major initiative on the elementary Ã¢â¬âsecondary was undertaken. Since then the federal government has established so many programs/ projects geared towards facilitation of quality education. A major drawback for these programs is that the results have not been analyzed to evaluate whether the programs achieve their objectives or not. Another factor for the failure of the programs is that they are formulated by the congress and the locals are not consulted, as a result, local population education needs are not addressed. There have been programs that are formulated for every single education program and this had led to a pile of programs across the federal states. These programs costed the federal government hundred billions each year but quality of education on the other hand has been falling since the objectives are not being realized. This has resulted to a wide and an increasing gap between the rich and the poor in America. Faced with this dilemma, some citizens have proposed that the federal government should not be involved the education sector. Another proportion of the population suggests that the new programs should be added to the old education system. , the federal government was therefore required to come up with effective programs and projects which would restore confidence in to the American education system. After a braining search of the best option, the federal government came up with the No Child is Left Behind policy which would transform the American education system. During the signing of the bill, the then US president, George W. Bush said; Weve got large challenges here in America. Theres no greater challenge than to make sure that every child and all of us on this stage mean every child, not just a few children, every single child, regardless of where they live, how theyre raised, the income level of their family, every child receive a first-class education in America. Individuals/agencies involved including a discussion of the major decision makers The No Child is Left Behind policy would involve a number of parties in order to transform the American education system, these entities include; o The teachers o The parents o The local citizens o The federal government The teachers will be involved in ensuring the No Child is Left Behind policy work. They will be trained to improve their quality. The schools that will perform well will be rewarded while those not achieving the expected results will be sanctioned. The federal government is expected to fund the training of school teachers and improve the schools in general. The parents are required to monitor the performance of their children and at the same time access more information concerning the performance of his/her child from the school administration. Additional funds will be provided to the state and district schools by so that they can become more flexible. The local society is required to ensure that it provide a conducive learning environment so that the students can utilize their potential to the best of their capability (Hammond 2007). Major stakeholders involved (who the policy/issue affects, who has an interest in the policy) Among the major stakeholders who will be involved and will be affected by the NCLB will include the students, the teachers, parent, the local authorities and the federal government. The teachers will be required to play a crucial role in ensuring that the gap between the poor and rich is closed by ensuring that they maintain high standards and accountability, offering annual academic assessment to children which will then be evaluated by the parents. The teachers are further required to give reading a priority. The parents are expected to work closely with the teachers so that they can assist in progress of the children education. The parentsÃ¢â¬â¢ flexibility and option for schools will also increase. The local authorities are expected to guarantee the teacher protection, promote school safety, rescue the schools from the schools that are not safe and advocate for character education. o The federal government is expected to provide funds and reward to the well performing schools and states in terms of accountability and transparency. The government will also give the teachers some initiatives like tax deduction in order to promote their performance. The role public administrators play in the policy/issue The public administers are expected to ensure that the funds provided by the federal government are utilized in the most efficient was possible while at the same time making certain that they reach the targeted entities. The public administrators are further expected to evaluate the performance of the school. They should also give feedback to the federal government on matter concerning the effectiveness of the No Child is Left Behind policy in meeting the academic needs of the American people (Samier, et, al, 2008). Policy alternatives and solutions Currently this is the best education program that has been formulated in the US. Proper implementation of the program will ensure that it becomes perfect since it will be evaluated from time to time. Corrective measure will be put in place to ensure that the expected results are achieved. Challenges facing policy implementation and solution The policy is faced with a number of challenges prior to its implementation. One of major critic is on the use of standards to gauge the performance of the states and schools. The schools or each state can lower their standards so that they cam purport to have improved in their performance. This is because each state has the capacity to set its own standards. This means that the incentives and penalties (sanctions) provided by the government would end up on the hand of wrong persons. This problem therefore calls for standardization of the examination if at all there is an expectation of correct unbiased results (Uzzell (2005). The use of standardized within states reduced the quality of education since the teachers Ã¢â¬Å"teach the testÃ¢â¬ to ensure that the students performs well in the schools. They, teachers, only teach the areas that are expected to be tested in the final standard exams. The standardized tests are also against Individuals With Disabilities Education Act. The tests have also been condemned of promoting cultural bias since different culture value certain skills than others. To avoid this kind of bias, the policy of standardized test should be re-evaluated in depth and a sustainable standard established (Abernathy 2007). The issue of offering incentives to the schools performing poorly enables the schools to continue performing poorly. The schools that are rewarded after performing well in the standards test is likely to push out the poorly performing students so that hey can maintain the standards. In order to ensure that the poorly performing schools improve they should be offered with technical expertise and not financial resources. The top performing schools on the other hand should be closely monitored to ensure that the poor students are not expelled on academic grounds. The No Child is Left Behind policy focuses manly on the core subjects, that is English and Mathematics, this has made the student to improve in these two subjects while the other broader education is lost. This therefore requires the NCLB policy to be considerate of other skills and subjects to ensure that education meets its purpose (Menken 2008). Importance of the No Child is Left Behind policy Its enables the children to understand the policies that have been implemented in the efforts to improve the quality of education in order to face the global challenges in bold. Precisely, the understanding of this policy enables a person to understand the existing education policyÃ¢â¬â¢s roots, challenges and its core values. This policy is also an indication of the federal government interest in leading the global by providing its citizens with quality education which will ensure that the illiteracy level decreases significantly. The policy also explains in details the expected level of participation by all the parties involved in ensuring that it is a success. The policy also explains the importance of the accountability and transparency for any program or policy to succeed (Peterson, et, al, 2003). Overview of the important values Irrespective of the stake holders involved in implementing this policy, is of great significance to evaluate the important values of the No Child is Left Behind policy. This policy is expected to; o Result to grades for tests o General improvement of all the standards o Increased accountability of all resources in the schools o Creating opportunity for the minority groups o General improvement of the quality of education o Offering the parent the option to select school for children o Guarantying of the federal funding Conclusion Though the change is well formulated, it needs to be cleansed off some of the issues that are raising eyebrows. It needs to be refined to address all the children depending on their needs. The policy provides clearly detailed guidelines which will ensure that the quality of the education system in America greatly improves to solve the ever increasing global challenges. While comparing the old and the new education programs, this new NCLB is likely to have better results since it focus on all the children with emphasis on the children from the minority groups. The local population, citizens and the federal government should ensure that the proper implementation and evaluation is carried out to make certain that the best results are achieved. As time passes by, a research should be carried out to find out area or clauses that need to be changed for upgrading of the programs. References Abernathy Scott Franklin (2007) No Child Left Behind and the Public Schools, Michigan, University of Michigan Press, (pp 130-149). Hammond Linda D. (2007) Evaluating No Child Left BehindÃ¢â¬â¢ retrieved on 18th, November, 2008, available at http://www. thenation.com/doc/20070521/darling-hammond Menken Kate (2008) English Learners Left Behind: Standardized Testing as Language Policy, NY, Multilingual Matters Press (pp 118-140) Samier Eugenie Angele, Stanley Adam (2008) Political Approaches to Educational Administration and Leadership, NY, Routledge, (pp 139-154) Peterson Paul E. , West Martin R. (2003) No Child Left Behind? The Politics and Practice of School Accountability, Brookings, Brookings Institution Press, (pp13-14) Smith Marilyn Cochran (2004) Walking the Road: Race, Diversity, and Social Justice in Teacher Teachers College Press (p 157) The white house, Foreword by President George W. Bush, retrieved on 18th, November, 2008, available at http://www. whitehouse. gov/news/reports/no-child-left-behind. html The White House, President Signs Landmark No Child Left Behind Education Bill, retrieved on 18th, November, 2008, available at http://www. whitehouse. gov/news/releases/2002/01/20020108-1. html Uzzell Lawrence A. (2005) No Child Left Behind: The Dangers of Centralized Education Policy, retrieved on 18th, November, 2008, available at http://www. cato. org/pub_display. php? pub_id=3769
Wednesday, January 22, 2020
Watson, Amy C., Otey, Emeline, Westbrook, Anne L., Gardner, April L., Lamb, Theodore A., Corrigan, Patrick W., & Fenton, Wayne S. (2004). Changing Middle SchoolersÃ¢â¬â¢ Attitudes About Mental Illness Through Education. Schizophrenia Bulletin, 30, 563-572. Introduction Ã Ã Ã Ã Ã This article shows the attitudes and intellect of Middle Schoolers about Mental Illness. The investigators are interested in the amount of improvement that the Middle Schoolers receive after being well-informed and educated about Mental Illness. They are especially interested in the changes in the attitudes of the pupils that think pessimistically about Mental Illness. Finding out if a curriculum informing the students about Mental Illness would significantly impact them is the other main interest of the investigators. Ã Ã Ã Ã Ã Previous studies show that many adults are almost naturally prejudice to people with Mental Illnesses. Most adults automatically stereotype them as people that are dangerous, shouldnÃ¢â¬â¢t be talked to, and have a slim-to-none chance of recovering. This comes from their lack of knowledge of Mental Illness growing up. In their childhood, they see Mental Illness as a disturbance and sway away from anything related to it. This concept is truly an unnoticed act of discrimination. Ultimately, the goal of the experiment was to find out how the minds of the students change toward Mental Illness after more knowledge of it is found out. The investigators supposed that there would be a bit of knowledge or at least some awareness of Mental Illness in the studentsÃ¢â¬â¢ minds. They figured that there would be many pessimists in the group (students that initially think negatively about Mental Illness.) Also, they assumed that the curriculum would benefit all of the students (especially the ones with the negative attitudes.) Method Ã Ã Ã Ã Ã The investigators used The Science of Mental Illness curriculum to educate the students. This curriculum consists of unique scientific discoveries and case studies that help students understand the link between the sciences and their applications to health care. Some parts of the curriculum are classic, lecture-style teachings and some are more interactive including online programs and situations on video clips. The variety of the curriculum keeps the students interested throughout the 5-week program. Ã Ã Ã Ã Ã Helping the students understand that Mental Illness can be diagnosed and treated very well (unlike they might have thought) is one of the curriculumÃ¢â¬â¢s main goals. The other is to make the students more aware of Mental Illness and understand its different aspects. The curriculum is broken up into 5 lessons that cover everything from the brainÃ¢â¬â¢s functions to recognizing Mental Illness to methods of treatment.
Tuesday, January 14, 2020
The Ã¢â¬Å"NecklaceÃ¢â¬ by Guy de Maupassant, is a story about a beautiful girl, named Mathilde Loisel who was born into an unfavorable family. She then got married, Monsieur Loisel who is a common clerk, who can only provide her with little things. Unhappy with her circumstances, Mme Loisel always felt beneath herself. So to become the person she wanted to be she borrowed a friends necklace for a party, she lost it, and then had to do everything she could to pay off the debt made from the replacement necklace. Maupassant shows that she had gotten exactly what she deserves for her vanity and pride. She not only was punished, but her husbandÃ¢â¬â¢s life was also affected. Since Mme Loisel had believed that because of her beauty she deserved to be of higher class that what she was in. She claims she had Ã¢â¬Å"suffered endlesslyÃ¢â¬ because she felt as though she was entitled to Ã¢â¬Å"delicacy and luxuryÃ¢â¬ . Maupassant is showing his reader how conceited Mme Loisel was being. Instead of being happy that she live in comfort, Mme Loisel dreamed of more. She dreamed of Ã¢â¬Å" delicate mealsÃ¢â¬ and Ã¢â¬Å"marvelous dishesÃ¢â¬ things that she believed she deserved just because of her beauty. Trying to make his wife happy Monsieur Loisel came home with an invitation to a party. Instead of being happy Ã¢â¬Å"she flung the invitationÃ¢â¬ and Ã¢â¬Å"was beginning to cry. The was another example, given by Maupassant, showing Mme LoiselÃ¢â¬â¢s vanity, and how much she hated that fact that she couldnÃ¢â¬â¢t afford dresses to match her beauty. Her husband, however still tries to please her by giving her money to buy a beautiful dress. However this was still not enough because she now needed jewelry to match. Thus showing more of how she thought highly of herself just because of beauty and wanted more to mach it. She borrowed her friends necklace, and unfortunately lost it on the way home. She bought a replacement and it caused her and her husband to be in debt. She began to do Ã¢â¬Å"the heavy work of the houseÃ¢â¬ and ten years went by and she began to look old and became like all other poor women. Maupassant showed his readers Mme LoiselÃ¢â¬â¢s karma for her wanting so much of what she cannot have. Then what made matters worse, she found out that the necklace she borrowed was fake and was worth a lot less than the replacement. This was MaupassantÃ¢â¬â¢s way to punish the conceited girl. Now she is no longer the beautiful girl she once was and she now lives in poverty. This was the best way to punish Mme Loisel. Unfortunately her husband suffered too. Her husband also was punished, mainly because instead of telling his wife she should just tell her friend what happened, he told her to buy time by saying theyÃ¢â¬â¢re getting it fixed. His punishment was using the money left from his father, and Ã¢â¬Å"risked his signatureÃ¢â¬ by borrowing money from different people. He now had to let go of their servant, changed their flat, because now they had work to pay off the debt, and in the process they fell into more debt. The husband had to work even harder than before having to pay off the many debts. He even had to work evenings and nights. Maupassant gave his reader the right punishment for Mme Loisel. She now was old, lost her beauty and became even more poor. This was a just punishment because she should have been appreciative of what she had. Even though she wanÃ¢â¬â¢t rich she at least lived comfortably. She now lost her beauty trying to be someone she wasnÃ¢â¬â¢t and now she lives with even less luxury than before. Maupassant wanted to show his reader that you must be grateful for what you have, and donÃ¢â¬â¢t look for things that is not of you nature. Mme Loisel didnÃ¢â¬â¢t live luxury so she shouldnÃ¢â¬â¢t have looked for luxury.
Monday, January 6, 2020
Only one year after the grand opening of EuroDisneyland, Robert Fitzpatrick left his position as EuroDisneyÃ¢â¬â¢s chairperson, citing a desire to start his own consulting firm. In April 1993, Philippe Bourguignon took over the helm of EuroDisney, thought by some to be a sinking ship. EuroDisney publicly reported a net loss of FFr188 million for the fiscal year ending September 1992, though cumulative losses through April 1993 approached half a billion dollars.1 The European park also fell one million visitors short of its goal for the first year of operations, with the French comprising only 29% of the parkÃ¢â¬â¢s total visitors between April and September 1992Ã¢â¬âa far cry from the predicted 50%.2 In addition to the financial woes weighing onÃ¢â¬ ¦show more contentÃ¢â¬ ¦A12. 5 Jefferson, Ã¢â¬Å"American Quits Chairman Post at Euro Disney,Ã¢â¬ p. B1. 2 A15-99-0007 In 1955, Walt decided to send his entourage of characters into the real world, through the creation of Disneyland in Anaheim, California. WaltÃ¢â¬â¢s Disneyland dream was to create a place where people from all over would be able to go for clean, safe fun, unlike the less-than-wholesome carnivals of the day. He wanted a place that would teach both young and old about AmericaÃ¢â¬â¢s heritage and about the diversity of the world. Since July 17, 1955, Disneyland has stood as the icon of WaltÃ¢â¬â¢s dreamÃ¢â¬âa park for family-type entertainment that would provide clean, safe fun. Cleanliness is a high priority. By 8 a.m., when the park opens, the cleaning crew will have mopped and hosed and dried every sidewalk, every street, and every floor and counter. This begins at 1 a.m., when more than 350 of the parkÃ¢â¬â¢s 7400 employees commence the daily cleanup routine. This routine includes using steam machines, razor scrapers, and mops towed by Cushman scooters to literally scour the streets and sidewalks in an effort to rid them of the chewing gum and other garbage left behind. Other examples of the emphasis placed on the small details include one person working a full eight-hour shift to polish the brass on the Fantasy merry-go-round; treating the meticulously manicured plantings throughout the park with growth-retarding hormones to keep the trees and bushes from spreading beyond their assignedShow MoreRe latedEuro Disney2974 Words Ã |Ã 12 PagesEuro Disney I found two mission statements for this company one is Ã¢â¬Å"to make people happyÃ¢â¬ and the other one is Ã¢â¬Å"we create happiness by providing the finest in entertainment to people of all ages, everywhereÃ¢â¬ (Strauss, h. n.d.). Each and every employee from maid to the president knows the mission statement. All employees are motivated to create happiness for their guest, and they do everyday. From what I have read and heard, Disney lives up to both of these statements. Euro Disney SRead MoreDisneyland Paris ( Formerly Euro Disney )1291 Words Ã |Ã 6 PagesDisneyland Paris (formerly Euro Disney) While Tokyo Disneyland is considered a great success, the Walt Disney CompanyÃ¢â¬â¢s next international theme park venture, Euro Disney, is quite the opposite. In the 1980Ã¢â¬â¢s with the great success of Tokyo Disneyland, TWDC entertained the idea of building another international theme park. The Walt Disney Company knew they wanted to build a park in Europe but needed to find a place where they could build their own reality free from the sights and sounds of the realRead MoreEssay Euro Disney the Failure1269 Words Ã |Ã 6 PagesWalt Disney is the world leader in family entertainment and one of the most valuable brands in the world. Recently, Walt Disney has decided to open up a Disney Theme Park in Hong Kong China, which will be the first theme park in China. Since the opening of Euro Disney, the Walt Disney Company has learned to take into consideration important determinants so that their investment will not be a huge financial loss. Unfortunately, Since Disney did not r esearch as much as they should of when decidingRead MoreThe Poor Performance Of Euro Disney1569 Words Ã |Ã 7 Pagesfactors came together and contributed to the poor performance of Euro Disney during its first year. The primary reason for the failure in its first year was its high cost as EuroDisney was charging 280 Dollars to enjoy the attractions of the park and the hotel was charging prices comparable to the most luxurious hotels in Paris. In addition the airfares were cheaper to Disneyworld in Florida with guaranteed good weather. The Disney executives also made a major mistake in understanding and researchingRead MoreEuro Disney - Case Study2145 Words Ã |Ã 9 Pages1 Introduction Ãâ" Euro Disney s Plans and Reality When the International Offer of Shares for the Euro Disneyland S.C.A. (in the following called Euro Disney) was published in October 1989 the plans for this new enterprise of the Walt Disney group were ambiguous. The financial plans for the first year of operation projected total revenues of FF 5,482 million and a net profit after taxation of FF 204 million. For the following years the development should be even more impressive. At that time theRead MoreEuro Disney Case Study1353 Words Ã |Ã 6 Pagesstill are to great success. Tokyo Disney followed with a slow start but quickly became a successful cash cow like the 2 parks in the United States. Disney next projected success was Euro Disney, today it goes by DIsney Paris. Disney was confident and quite optimistic that the 4th Disney theme park, located just over 30 minutes drive from one of the worlds biggest tourist attractions, Paris would be no different. Some would say a little too confident. However, Disney made some major plan ning mistakesRead MoreEuro Disney Case Study12599 Words Ã |Ã 51 Pagescase fourteen Euro Disney: From Dream to Nightmare, 1987Ã¢â¬â94 Robert M. Grant At the press conference announcing Euro Disneyland SCAÃ¢â¬â¢s financial results for the year ended September 30, 1994, CEO Philippe Bourguignon summed up the year in succinct terms: Ã¢â¬Å"The best thing about 1994 is that itÃ¢â¬â¢s over.Ã¢â¬ In fact, the results for the year were better than many of Euro DisneylandÃ¢â¬â¢s long-suffering shareholders had predicted. Although revenues were down 15 percent Ã¢â¬â the result of falling visitor numbersRead MoreEuro Disney Case Essay3399 Words Ã |Ã 14 PagesCase Analysis # 1 EuroDisney- Disney Land Paris 1. What factors lead to EuroDisneys poor performance during its first year of operation? EuroDisney had a disastrous first year in Paris, France. There were many reasons that contributed to the horrible start. I am going to discuss six reasons why I think EuroDisney had such a hard time adjusting in Europe. 1. It was cheaper for European families to travel to Disney World in Orlando, FL. Not only was the trip to Orlando going to be cheaperRead MoreEuro Disney Case Study1430 Words Ã |Ã 6 Pagesculture * Disney executives believed in cultural inconsistencies such as: Europeans didnÃ¢â¬â¢t eat breakfast which is not true * Disney didnÃ¢â¬â¢t stress the entertainment value of visit to the theme park in their promotions which Ã¢â¬Å"ruined the magicÃ¢â¬ * Europeans only spent 1-2 days at the park which contrasted the American experience which lasted at least 2 days * Europeans had different vacation tendencies; they preferred a month of vacation to a year b.) Hong Kong Disney: * OnlyRead MoreEuro Disney: First 100 Days1911 Words Ã |Ã 8 PagesEXECUTIVE SUMMARY The case Ã¢â¬Å"Euro Disney: First 100 daysÃ¢â¬ talks about the issues faced by the Walt Disney Company when expanding to international borders. The case begins with the history of Disneyland and then describes the reasons behind its success and expansion to various states across the country. It then describes the success of Tokyo Disneyland, first Disney theme park outside America and the factors affecting it. It then describes DisneyÃ¢â¬â¢s entry into Europe. The various entry barriers, decision