MIS Essay Example | Topics and Well Written Essays - 3000 words

MIS - Essay Example Each of these ERPs have their own unique infrastructure of the operating system, interfaces and databases hence making the modification of new inter-organizational systems to suit with the available ERPs expensive and time consuming. This leads to reluctance of the business partners in integrating with these inter-organizational system. (Chuo & Vincent, 2008, p.117-118) The second challenge facing inter-organizational systems is heterogeneity of the IT environments, technical skills, and financial resources of its trading partners. Most companies in an extended supply chain have the ability to some type of electronic transmission e.g. Electronic Data Interchange (EDI), file transfer etc. but with varied specific capabilities. Many small suppliers, may not have the internal infrastructure required to adopt the IOS. Therefore, each of the business partners will, have to incur cost of converting their infrastructure to comply with the new inter-organizational system. With the partners a dopting the new infrastructure, they would benefit from the ability to use the same approach to connect to any other business partner or even to disparate internal systems. However the implementation of these new architecture will require time, money, and technical knowledge that not all partners might be able or willing to commit to. (Chuo & Vincent, 2008, p.117-118) Solutions to the Challenges For the organization to succeed in encouraging its business partners for an electronic integration with its heterogeneous IT architecture, there has to be way of insulating these partners from the complexity and dynamism of its enterprise IT architecture. Therefore, the solution here is to create a reusable middle-ware platform to enable passing of standardized information between its backend systems and those of the business partners. This platform will also ensure that the initiator is also insulated from its business partners’ changing technologies which they use to connect to the initiator. (Chen &Chin, 2006, p.87) The solution to heterogeneity of the infrastructure of the business partners will be to not requiring each of the business partners’ upgrade to the new architecture but give them a range of options of electronic transmission to choose from i.e. EDI, File transfer and any other suite for web-based transactions. The development of a platform for managing these IOS will requires outsourcing so as to help in standardization on a single technology e.g. web-based service hence reducing the costs associated with developing and running the platform by themselves. (Chen &Chin, 2006, p.87) Advantages of Inter-organizational systems Adoption of IOS can create new ways of achieving vertical integration apart from merging the firms. IOS reduces the transaction cost between the buyer and the seller and when this occurs, technology could be a catalyst in altering the optimal size of the firm hence allowing it to focus on its main core business without wor ry on the high transactions costs with the partners. The IOS has advantage of promoting highly coupled relationships between the trading partners in the supply chain. This is driven by the need for total quality management where manufacturers and retailer must develop close relationships with the suppliers and realize their importance. This is necessitated by intense foreign competition that has resulted in a shrinking market hence need for close relationshi

Concepts of Language and Cognitive Development

Concepts of Language and Cognitive Development 1. Introduction Language is a symbolic system in which a limited number of signals can be combined according to rules that can provide an infinite number of messages. An important milestone in human development is mastering some type of language. (Sigelman, Rider De George-Walker, 2013). Language is the primary method that adults pass on culturally valued models of thinking and problem solving to their children (Vygotsky, 1962). Basic language skills develop through the influence of parents, other adults, peers and even the media. 2. Language Development The nature vs. nurture debate continues into language development. One school of thought is that the environment contributes to learning. Children learn the words that they hear spoken by others-even when the words are not directly spoken to them (Floor Akhtar, 2006). The other school of thought by nativists who minimise the role of language environment and focus instead on the role of the child’s biologically programmed capacities to acquire language. Chomsky (2000) proposed that humans have a unique genetic capacity to learn language and are equipped with knowledge of a universal grammar, a system of common rules that enable any language to be learnt. Interactionists believe that both learning theorists (nurture) and nativists (nature) have merit. Children’s biologically based competencies and the language environment interact to shape the course of language development (Bloom, 1998) 3. Interaction between language and cognitive development Piaget proposed four major periods of cognitive development: the sensorimotor stage, preoperational stage, concrete operations stage and formal operations stage. The core message is that humans of different ages think in different ways. (Inhelder Piaget, 1958). During Piaget’s sensorimotor stage, birth to two years, infants use their senses and motor actions to explore and understand the world. According to Gervain Mehler (2010) newborns immediately have a preference for speech over non-speech in their native language. By 7 months, infants demonstrate word segmentation. From birth infants produce a wide array of sounds that will eventually develop into language (Waxman Lidz, 2006), with cooing being the first vocalisation milestone at 6-8weeks. Babbling starts to occur at 4-6 months which Piaget labels as primary circular reaction. (Lee, Davis MacNeilage, 2010). As infants attempt to master the semantics of language, they begin to understand many words before the can say them and begin to say their first real words or holophrases at around 1 year. Many children have a vocabulary spurt at around 18months of age and the pace of word learning quickens dramatically. (Bloom, 1998). Secondary circular reactions begin to occur, following with tertiary circular reactions becoming intentional from the start. Piaget proposed that the child’s construction of reality takes place through the use of schemes and by the end of the sensorimotor stage they are capable of using symbolic thought using images and words. (Piaget, 2002) Vygotsky (1962) maintained that cognitive development is shaped by the sociocultural context in which it occurs. It develops from children’s interactions with members of their culture. Problem solving is passed on from generation to generation through oral communication, especially as it is embodied in language, shapes thought. (Sigelman, Rider, De George-Walker, 2013). In Piaget’s preoperational stage, 2 to 7 years, young children use their symbolic thought to develop language, engage in pretend play and solve problems. They use words to talk about a problem and use categorisations which become the basis for language with each noun or verb representing a category. (Waxman, 2003). The next step in language development is telegraphic speech where toddlers begin to use a combination of two or three word sentences to express basic ideas. Between ages of 2-5 years children start to use sentences that are much longer and more grammatically complex. (Hoff, 2009). Children learn to phrase questions to solve problems and propel their cognitive growth. Throughout childhood and adolescence, advances in cognitive development are accompanied by advances in language and communication skills. Adults also refine the pragmatic use of language, adjusting it to different social and professional contexts. (Obler, 2005) 4. Multilingual Development According to Schwartz, Share, Leikin Kominski (2008), being bilingual or multilingual has benefits, as children have greater awareness of the underlying structure of language. Bilingual children are better understanding that words are symbols for objects and are better at applying grammatical rules. Bhargava Mendiratta (2007) purport that their study indicates that Indian children who are multilingual by mid-childhood are able to effectively use different languages in different contexts and participate well in the global economy. Swanson, Saez Gerber (2004) also states that children who speak more than one language score higher on cognitive ability and flexibility, and analytical reasoning, indicating that there are benefits of being bilingual. 5. Conclusion Developing a language competence is one of a human being’s earliest learning challenge. Language lays the foundation for further education and the acquisition of reading, writing and many other skills. Language development requires a child to be at the appropriate biological phases in an environment that is conducive to growth, with at least one conversational partner who is prepared to tailor the speech to the level of the child’s understanding to enhance cognitive development. References Bhargava, S., Mendiratta, A. (2006) Understanding language patterns of multilingual children (8-10 years) belonging to high socio-economic class. Social Science International, 22, 148-158. Bloom, L. (1998) Language acquisition in its developmental context. In D.Kuhn R. S. Sigler (Eds), W.Damon (editor-in-chief). Handbook of Child Psychology: Vol 2, cognition, perception and language (5th ed., pp. 309-370). New York: Wiley Chomsky, N. (2000) New horizons in the study of language and mind. Cambridge: Cambridge University Press Floor, P. Akhtar, N. (2006) Can 18 month old infants learn words by listening in on conversations? Infancy, 9,327-329. Gervain, J. Mehler, J. (2010). Speech perception and language acquisition in the first year of life. Annual Review of Psychology, 61, 191-218. Hoff, E. (2009) Language development. Belmont CA: Wadsworth. Inhelder, B. Piaget, J. (1958) The growth of logical thinking from childhood to adolescence: An essay on the construction of formal operational structures. (A Parsons S. Milgram, Trans). New York: Basic Books. Lee, S.A., Davis, B. MacNeilage, P. (2010) Universal production patterns and ambient language influences in babbling: A cross-linguistic study of Korean and English learning infants. Journal of Child Language, 37, 293-318. Obler, L.K. (2005) Language in adulthood. In J. B. Gleason (Ed.) The development of language (6th Edn) Boston: Allyn Bacon. Piaget, J. (2002). The epigenetic system and the development of cognitive functions. In R.O. Gilmore, M, H. Johnson, Y, Munakata (Eds.). Brain development and cognition: A reader (2nd ed, pp. 29-35) Malden: Blackwell. Schwartz, M., Share, D.L., Leikin, M., Kominsky, E. (2008) On the benefits of bi-literacy: Just a head start in reading or specific orthographic insights? Reading and Writing, 21,905-927. Sigelman C.K., Rider, E.A., De George-Walker, L. (2013). Life Span: Human Development. Australian and New Zealand edition. CENGAGE. Swanson, H., Saez, L. Gerber, M. (2004) Literacy and cognitive functioning in bilingual and nonbilingual children t or not at risk for reading disabilities. Journal of Educational Psychology, 96, 3-18. Vygotsky, L.S. (1962) Thought and Language. E Hanfmann G. Vakar, (Eds Trans.) Cambridge, MA: MIT Press (Original work published in 1934) Waxman, S.R. (2003) Links between categorisation and naming: Origins and emergence in human infant. In D.H. Rakison L.M. Oakes (eds.) Early category and concept development: making sense of the blooming, bussing confusion (pp. 193-209). New York. Oxford University Press. Waxman, S.R. Lidz, J.L. (2006) Early word learning. . In D.Kuhn R. S. Siegler (Vol. Eds), W.Damon R Lerner (Eds). Handbook of Child Psychology: Vol 2, cognition, perception and language (6th ed., pp. 299-335). New York: Wiley

Jane Eyre By Charlotte Brontë :: English Literature

Jane Eyre By Charlotte Brontà « Jane Eyre by Charlotte Brontà « was published in 1848, under the name of Currer Bell. Although the novel is over 150 years old, there are still themes that we can relate to today, such as bullying, prejudice and hypocrisy. In this essay, I am going to discuss the three themes mentioned and also consider admirable characters from the novel; the authors narrative technique and the part that I found appealing. The first issue that I will discuss will be on the bullying that Jane received at Gateshead Hall: the home of her Auntie and cousins. She is bullied by not just her cousins, but her aunt as well. In Chapter one, it shows the bullying from her cousins and aunt, when she has begun reading and John Reed, her cousin, throws the book at her head, and she retaliates. But because she retaliated, John's sisters ran up to their 'mamma' and blamed the fight on Jane. She was then escorted upstairs and locked in the red room. This could be counted as a form of bullying, as she only puts her in the red room as a punishment for attacking John, but we, the readers, already know that John started all of the commotion. Verbal bullying is also used in chapter one, where John Reed calls her names for throwing a punch at him (QUOTE: CHAPTER1/LINE 16: "I don't very well know what I did with my hands, but he called me 'Rat!, rat! ') During Jane's First term at Lowood, Jane is bullied out of food, when there was very little and the older girls wanted some more food to devour. Jane Eyre is a first-person narrative, related in the voice of the protagonist, or heroine. Jane Eyre is the "I" of the story, the person whose voice we hear as we read, and everything that happens is seen from her point of view. Nowhere in the novel does the author break the flow of the narrator's voice to give us an objective view of her main character. However, she does remind us once in a while that the story is being told by Jane as a mature woman, looking back on events that happened some years earlier. The mature Jane occasionally comments on the younger Jane's reactions to those events, and sometimes she even addresses you, the Reader, directly. You'll also find occasions where her narrative includes long stories told to Jane by other characters (such as Rochester's accounts of his past), conversations that Jane overhears between other characters, and even accounts of Jane's dreams. These not only add variety to the style but give the reader a Jane Eyre By Charlotte Brontà « :: English Literature Jane Eyre By Charlotte Brontà « Jane Eyre by Charlotte Brontà « was published in 1848, under the name of Currer Bell. Although the novel is over 150 years old, there are still themes that we can relate to today, such as bullying, prejudice and hypocrisy. In this essay, I am going to discuss the three themes mentioned and also consider admirable characters from the novel; the authors narrative technique and the part that I found appealing. The first issue that I will discuss will be on the bullying that Jane received at Gateshead Hall: the home of her Auntie and cousins. She is bullied by not just her cousins, but her aunt as well. In Chapter one, it shows the bullying from her cousins and aunt, when she has begun reading and John Reed, her cousin, throws the book at her head, and she retaliates. But because she retaliated, John's sisters ran up to their 'mamma' and blamed the fight on Jane. She was then escorted upstairs and locked in the red room. This could be counted as a form of bullying, as she only puts her in the red room as a punishment for attacking John, but we, the readers, already know that John started all of the commotion. Verbal bullying is also used in chapter one, where John Reed calls her names for throwing a punch at him (QUOTE: CHAPTER1/LINE 16: "I don't very well know what I did with my hands, but he called me 'Rat!, rat! ') During Jane's First term at Lowood, Jane is bullied out of food, when there was very little and the older girls wanted some more food to devour. Jane Eyre is a first-person narrative, related in the voice of the protagonist, or heroine. Jane Eyre is the "I" of the story, the person whose voice we hear as we read, and everything that happens is seen from her point of view. Nowhere in the novel does the author break the flow of the narrator's voice to give us an objective view of her main character. However, she does remind us once in a while that the story is being told by Jane as a mature woman, looking back on events that happened some years earlier. The mature Jane occasionally comments on the younger Jane's reactions to those events, and sometimes she even addresses you, the Reader, directly. You'll also find occasions where her narrative includes long stories told to Jane by other characters (such as Rochester's accounts of his past), conversations that Jane overhears between other characters, and even accounts of Jane's dreams. These not only add variety to the style but give the reader a

Brooklyn Cop Essay

The cop appears to be a savage yet we are later made aware of his underlying vulnerability. New York’s reputation of violence and crime leads to our awareness of the cop’s fear of not returning home to his wife. †¦ We are first made aware of the cop’s intimidating appearance in the first line, of the first stanza when MacCaig uses the simile â€Å"built like gorilla. † This gives us a very negative and animalistic idea of the man, an enforcer, and almost a thug. This is reinforced with the metaphor, â€Å"hieroglyphs in his face† instead of eyes. We build a picture of someone who is very strong, brutish and somewhat sinister. MacCaig includes the element of humour by saying, â€Å"but less timid,† this is also ironic, as gorillas aren’t renowned for their timidity to begin with. We are further made aware of the cop’s threatening appearance when the cop is described as being, â€Å"steak coloured. † This suggests that the cop constantly looks enraged, due to the comparison to raw steak, which is bright red. A very important metaphor is created in the first stanza, which establishes the main theme of the poem: â€Å"he walks the sidewalk and the thin tissue over violence†¦ † This leads us to believe that there is an underlying threat of violence in the cop’s persona, which implies that the cop is an unpredictable and perilous character. We now know why this man has to be so strong: his world is one where, as the metaphor highlights, the thin veneer of peace and civilisation is very fragile and could easily be broken. MacCaig retains our interest by creating contrast in the cop’s persona in the first stanza. The stanza concludes with Norman MacCaig giving a more defenceless view of the cop, by expressing the intimate relationship he shares with his wife. He says, â€Å"See you, babe† as well as â€Å"Hiya honey. † We can now almost think of him as a gentle giant, less of a brute. The word â€Å"honey† is a term of affection that shows both his love for his wife and his relief at coming home safely from his work. These conflicting parts of his personality; his brutal, animal-like side at work, and his tender caring side at home are revealed in these two contrasting lines and contribute to the vivid description of the cop. We are further made aware of the cop’s vulnerable side when we are told, â€Å"he hoped it, he truly hoped it. † MacCaig uses repetition to increase our awareness of the cop’s fear of not returning home to his wife. In the last stanza, the poet shifts the image of the gorilla. No longer the powerful and dangerous animal, he has become one of an endangered species who faces death or extermination at every street corner. Who would be him, gorilla with a nightstick whose home is a place he might, this time, never go back to? † Norman MacCaig uses a rhetorical question, as he wants us all to consider the dangers this man faces on a daily basis; The fact that every working day is a life threatening situation for him is affluent throughout the poem, as is the fierce, tough and unyielding characteristics of this Brooklyn Cop, all of which are necessities in order for him to be able to fulfil his duties. MacCaig questions the cop’s integrity in the last sentence of the poem, he asks yet another rhetorical question: â€Å"And who would be who have to be his victims? † Here, MacCaig has used an elliptical sentence structure. This last question is almost encoded, requiring the reader to think of all the implications, but leaving us to make up our mind independently.

World Terrorism

Terrorism. It is a word that strikes fear into many. Terrorism has been around since the beginning of time, and has caused empires to rise, fall, and allowed people to gain power. Terrorism is a growing problem in this unstable world. A simple act of terrorism can cause tensions to break between two countries, as seen with Israel and Palestineaâ‚ ¬Ã¢â€ž ¢s conflicts due to religious beliefs and territory disputes. Among the various potential threats are wars with neighboring countries, missile attacks on cites, biological and chemical terrorism, suicide bombings, and hostage taking.In an April 1999 survey the most feared terrorism was bombings on US soil. (Cole, 1) There are many ways to combat terrorism. First, would be an international team that is always on call to respond to terrorist threats, and retrieve hostages with minimal loss of life. The second is gun control, which would limit the weapons accessed by potential terrorists. The last thing is to recognize terrorist organ izations before they have a chance to attack. Terrorism has been around since the days of ancient Egypt.People have been killing leaders of countries to try and overthrow the government, and for the past one hundred and twenty years terrorists have had ne Terrorism, which has been around for as long as people can remember, has been on the rise for the past ten years. Terrorists use murder, kidnapping, hijacking, and bombings to almost always achieve a political purpose. These radicals are not just subject to the United States, terrorism is all over the world, in every way, shape and form. There are many different types of terrorism, for many different purposes.The primary reason for terrorist acts are to force a change in their nation's government. If terrorists are not satisfied with there government's political positions, they may end up taking the matters into there own hands. Another reason for terrorist acts are because of hate towards a race, nationality, or religion. For exam ple, in 1972 the Palestine Liberation Organization invaded Israeli dorms in the Munich Olympics, and held the Israeli athletes hostage until Israel would agree to release Palestinian terrorists that were captured in Israel.When Israel refused to comply with the terrorists demands, they blew up two helicopters which held the Israeli athletes, killing the whole team. This was one of the many cruel types of terrorism. In recent years, terrorism seems to be at a new high and attacks are more violent than in the past. With terrorism being so secretive and having no forewarning, it has been a real problem to deal with. The governments of many countries have tried to stop these cowardly acts, but they just seem to be on the rise.I have a few ideas that might work Solution: Since there are no fool-proof ways to predict when a terrorist will strike next, there can really be no complete answer to this problem. Even though there is no way to totally eliminate terrorism, my solutions may still prove valid. With the bombing of the World Trade Center, and the federal building in Oklahoma, rental moving trucks have been used to hold the bomb. An idea I have for this type of attack.

Criminal Procedure Essay

Criminal Procedure Essay Criminal Procedure Essay Criminal Procedure Policy In the United States criminal justice system the criminal procedure policy is begins when a crime is committed and person is arrested for that crime. This person is now known as the defendant and is protected throughout the criminal procedure policy under the United States Constitution. The United States Constitution ensures fairness and justice to all through the Bill of Rights and other Amendments. Additionally, two procedural models help shape the criminal justice system. These two models are known as the Due Process and the Crime Control. The Bill of Rights and the 14th Amendment of the United States Constitution, along with these criminal procedure theories, have forged the criminal justice processes that exist today and in turn are what keep the balance between order and liberty. As mentioned earlier, within the criminal justice system there are two schools of thought that pertain to criminal procedure practices in the United States. The Due Process and Crime Control Models are in essence theories which reflect the beliefs of both conservatives and liberals (Zalman, 2008). Conservatives side with the Crime Control Model while liberals on the other hand side with the Due Process Model. According to Zalman (2008), the theories, which were originally created by Professor Herbert Packer, conflict with one another but do share some common ground. One shared value is known as the Rule of Law. The Rule of Law, which is also called the principle of legality, is the legal principle which states that government officials must not exceed their legal authority and the government in general must adhere to established laws. The second shared belief between the models is the belief that certain members of the criminal justice system, police and prosecutors, have a du ty to enforce the law. The third shared belief is in regards to the limits to the powers of the government which have been put in place to prevent the government from being able to do anything and everything without regard for the law. The last shared belief between the two theories is treating the accused as a person deserving of a proper trial (Zalman, 2008). While the two procedural models share few beliefs it is the purpose of the models that distinguish them and keep order and liberty in balance. The primary purpose of the Due Process Model is to protect the accused. According to Zalman (2008), â€Å"The Due Process Model stresses formal, adjudicative,

Strategic Management; McLaren group The WritePass Journal

Strategic Management; McLaren group Executive Summary Strategic Management; McLaren group ). Cross Sector Diversification Cross sector diversification occurs when a firm enters into business within a different industry which has a similar value chain as of its core business (Charles et, al. 2010). McLaren also ventured into cross sector diversification by entering into a marketing and advertising business. Similarly, its venturing into the event management and hospitality industry also qualifies for cross sector diversification. Both these businesses share the same value chain as of McLaren’s core racing business to some extent in that they both cater the internal demands of McLaren Group and serve its own customers. McLaren marketing overlooks the group’s marketing activities apart from operating as a separate entity while Absolute Taste (McLaren’s hospitality and event management business) caters the Group’s customer at formula one event along with serving other high-end customers globally. Unrelated Diversification Unrelated diversification occurs when a firm enters into a new business in a different industry than that of its primary business through which it does not aim to achieve any value chain synergies (Charles et, al. 2010). McLaren, diversification into applied technologies can be categorized as unrelated diversification in that this business engages an entirely different value chain in terms of suppliers, production, and customers. This business involves developing groundbreaking technologies for the field of sport, medicine, biomechanics and entertainment (McLaren, 2013). It is worthy to note that this business does benefit from McLaren’s overall technical know-how in providing improved technological systems and solutions and therefore it cannot be definitely termed as unrelated diversification. Historical Perspective on Corporate Diversification From 1950s to 1970s There was an era when there were only a few companies selling similar products within a particular market, while the demands of the customers were relatively simple and less sophisticated. At that time, the phenomenon of strategic management was neither popular nor deemed a critical element for business success. This was the case throughout the first half of the 20th century (Orcullo, 2007). In the following two decades, there was an emphasis upon several principles of management, which were deemed equally applicable across various industries and businesses. Throughout 1960s and 1970s, the simple faith in general management skills justified virtuous circle of corporate growth and diversification. Robert Katz noted in that regard that: We are all familiar with those professional managers who are becoming the prototypes of our modern executive world. These men shift with great ease and with no apparent loss in effectiveness, from one industry to another. Their human and conceptual skil ls seem to make up for their unfamiliarity with the new jobs technical aspects. (Goold and Luchs, 1993) Hence, during 1950s and 1960s, it was widely opined that any business with a relatively effective management could venture into any other related or un-related business solely based upon its managerial resources. Throughout this period, McLaren was simply focused upon its primary business of formula one racing. From 1970s to 1980s According to Orcullo (2007), the notion of strategic management only became popular and well known after the 1970s. Strategic positioning and market competition implied that firms were now under increasing pressure to grow and diversify in order to sustain and thrive in the changing business environment. Concurrently, there was a realization during 1970s and 1980s that different businesses had to be managed differently (Goold and Luchs, 1993). This view encouraged businesses to undergo main related-horizontal diversification so that a firm’s new undertakings may share the exact sources of synergies such as market, operational and management fit. At this time, McLaren strategized to expand into mass car market which closely shared the sources of synergies with McLaren’s racing team. 1990s and Onwards During the late 1980s and 1990s, management literature introduced new themes such as core competencies and management dominant logic view and business synergies. These themes further emphasized on achieving synergy through diversification and venturing into businesses which were directly or indirectly related to the core competencies and fell within the dominant management logic of the company (Goold and Luchs, 1993). Coinciding to these corresponding business views, McLaren was expanding in some of its current businesses during this time which are all either directly or indirectly related to its core competencies and create synergy for the McLaren Group. References Ansoff, I. (1957) Strategies for Diversification. Harvard Business Review. Vol. 35 Issue 5. Carroll, L. (1941). Through the Looking-Glass. The Heritage Press . New York, p. 41. Charles E.,   Bamford, G. and West, P (2010). Strategic Management. Cengage Learning. Goold, M. and Luchs, K. (1993) Why Diversify: Four Decades of Management Thinking. Academic of Management Executive. Vol. 7 No. 3 Johnson G.   Scholes K.   Whittingham W. 2008. Exploring Corporate Strategy. 8th edition. Prentice Hall McLaren (2013) Vodafone McLaren Mercedes. Available from mclaren.com/formula1/page/mclaren-group (cited on 8th, March, 2013) Orcullo, N. (2007) Fundamentals of Strategic Management. Rex Bookstore, Inc. Porter, M.E. (1979)  How Competitive Forces Shape Strategy,  Harvard Business Review, March/April 1979. Porter, M. E. (2001) Service Operations Strategy. Harvard Business School Porter. M.E. (2008). The Five Competitive Forces that Shape Strategy. Harvard Business Review, January 2008, p.86-104. Van Valen, L. (1973) A New Evolutionary Law   in Evolutionary Theory, p. 1-30. William, T. (2009).   McLaren  Ã¢â‚¬â€œ The Cars 1964–2008. Coterie Press.