Free Essays on The Queen Mab Speech

Queen Mab Speech Shakespeare uses Mercutios’ fantastical Queen Mab speech to foreshadow future events in the play. Romeo is very affected by the speech because it is he who has strong desires. Mercutios speech is about Queen Mab who is the mid-wife or the creator of desires. Queen Mab comes in your dreams and gives you your desires. When you desire too much she makes you suffer and pay the consequences. Romeo has strong desires for a storybook love and for a girl named Roselyn. Romeo feels that he will have to pay the consequence of death for his desires: L115 â€Å" I fear too early for my mind misgives some consequence yet hanging in the stars shall bitterly begin his fearful date with the nights revels, and expire the term of despised life closed in my breast by vile forfeit of untimely death but he that hath the steerage of my course direct my sail. On lusty gentlemen.† When Romeo said this he means that in his future he will have to pay for the desires he has and his consequence will be an early death. Mercutios speech had convinced Romeo that desire caused pain. And since he desired so strongly he feared that he would have to pay for the desires. Romeo feels that somewhere in his future his consequence will come Romeo states this in L 114 â€Å"some consequence yet hanging in the stars shall bitterly begin his fearful date.† Here Romeo foreshadows what is to become of him by the end of the play. Romeo does indeed have an untimely death in the end and suffers the consequences of those desires by the death of his true love Juliet and his own suicide.... Free Essays on The Queen Mab Speech Free Essays on The Queen Mab Speech Queen Mab Speech Shakespeare uses Mercutios’ fantastical Queen Mab speech to foreshadow future events in the play. Romeo is very affected by the speech because it is he who has strong desires. Mercutios speech is about Queen Mab who is the mid-wife or the creator of desires. Queen Mab comes in your dreams and gives you your desires. When you desire too much she makes you suffer and pay the consequences. Romeo has strong desires for a storybook love and for a girl named Roselyn. Romeo feels that he will have to pay the consequence of death for his desires: L115 â€Å" I fear too early for my mind misgives some consequence yet hanging in the stars shall bitterly begin his fearful date with the nights revels, and expire the term of despised life closed in my breast by vile forfeit of untimely death but he that hath the steerage of my course direct my sail. On lusty gentlemen.† When Romeo said this he means that in his future he will have to pay for the desires he has and his consequence will be an early death. Mercutios speech had convinced Romeo that desire caused pain. And since he desired so strongly he feared that he would have to pay for the desires. Romeo feels that somewhere in his future his consequence will come Romeo states this in L 114 â€Å"some consequence yet hanging in the stars shall bitterly begin his fearful date.† Here Romeo foreshadows what is to become of him by the end of the play. Romeo does indeed have an untimely death in the end and suffers the consequences of those desires by the death of his true love Juliet and his own suicide....

The Learning Years of Medieval Childhood

The Learning Years of Medieval Childhood The physical manifestations of biological puberty are difficult to ignore, and it is hard to believe that such obvious indications as the onset of menses in girls or the growth of facial hair in boys were not acknowledged as part of a transition into another phase of life. If nothing else, the bodily changes of adolescence made it clear that childhood would soon be over. Medival Adolescence and Adulthood It has been argued that adolescence was not recognized by medieval society as a stage of life separate from adulthood, but this is not at all a certainty. To be sure, teenagers were known to take on some of the work of full-fledged adults. But at the same time, such privileges as inheritance and land ownership were withheld in some cultures until the age of 21. This disparity between rights and responsibilities will be familiar to those who remember a time when the U.S. voting age was 21 and the military draft age was 18. If a child was to leave home before reaching full maturity, the teen years were the most likely time for him to do so. But this did not mean he was on his own. The move from the parents household was almost always into another household, where the adolescent would be under the supervision of an adult who fed and clothed the teenager and to whose discipline the teen was subject. Even as youths left their families behind and took on increasingly more difficult tasks, there was still a social structure to keep them protected and, to some extent, under control. The teen years were also the time to concentrate more intensely on learning in preparation for adulthood. Not all adolescents had schooling options, and serious scholarship could last a lifetime, but in some ways, education was the archetypal experience of adolescence. Schooling Formal education was unusual in the Middle Ages, although by the fifteenth century there were schooling options to prepare a child for his future. Some cities such as London had schools that children of both genders  attended during the day. Here they learned to read and write, a skill that became a prerequisite for acceptance as an apprentice in many Guilds. A small percentage of peasant children managed to attend school in order to learn how to read and write and understand basic math; this usually took place at a monastery. For this education, their parents had to pay the lord a fine and usually promise that the child would not take ecclesiastical orders.  When they grew up, these students would use what theyd learned to keep village or court records, or even to manage the lords estate. Noble girls, and on occasion boys,  were sometimes sent to live in nunneries in order to receive basic schooling. Nuns would teach them to read (and possibly to write) and make sure they knew their prayers. Girls were very likely taught spinning and needlework and other domestic skills to prepare them for marriage. Occasionally such students would become nuns themselves. If a child was to become a serious scholar, his path usually lay in the monastic life, an option that was rarely open to or sought by the average townsman or peasant. Only those boys with the most notable acumen were chosen from these ranks; they were then raised by the monks, where their lives could be peaceful and fulfilling or frustrating and restrictive, depending on the situation and their temperaments. Children at monasteries were most often younger sons of noble families, who were known to give their children to the church in the early Middle Ages. This practice was outlawed by the Church as early as the seventh century (at the Council of Toledo) but was still known to take place on occasion in the centuries that followed. Monasteries and cathedrals eventually began to maintain schools for students who were destined for secular life. For younger students, instruction began with the skills of reading and writing and moved on to the Trivium of the Seven Liberal Arts: grammar, rhetoric, and logic. As they grew older, they studied the Quadrivium: arithmetic, geometry, astronomy, and music. Younger students were subject to the corporal discipline of their instructors, but by the time they entered University, such measures were rare. Advanced schooling was almost exclusively the province of males, but some females were able to acquire an admirable education nonetheless. The story of Heloise, who took private lessons from Peter Abelard, is a memorable exception; and the youth of both genders at the court of twelfth-century Poitou undoubtedly could read well enough to enjoy and debate the new literature of Courtly Love. However, in the later Middle Ages nunneries suffered a drop in literacy,  reducing available options for a quality learning experience. Higher education for females depended largely on individual circumstances. In the twelfth century, cathedral schools evolved into universities. Students and masters banded together into guilds to protect their rights and further their educational opportunities. Embarking on a course of study with a university was a step toward adulthood, but it was a path that began in adolescence. University One might argue that once a student reached university level he could be considered an adult; and, since this is one of the instances in which a young person might be living on his own, there is certainly logic behind the assertion. However, university students were notorious for making merry and making trouble. Both official university restrictions and unofficial social guidelines kept the students in a subordinate position, not only to their teachers but to senior students. In the eyes of society, it would appear that students were not yet completely considered adults. Its also important to remember that, although there were age specifications as well as experience requirements to become a teacher, no age qualifications governed a students entry into a university. It was a young mans ability as a scholar that determined if he was ready to pursue higher education. Therefore, we have no hard-and-fast age group to consider; students were  usually  still teenagers when they entered university, and legally not yet in full possession of their rights. A student beginning his studies was known as a  bajan,  and in many  cases,  he underwent a rite of passage called the jocund advent upon his arrival at university. The nature of this ordeal varied according to place and time, but it usually involved feasting and rituals similar to the hazing of modern fraternities. After a year at  school,  the  bajan  could be purged of his lowly status by expounding a passage and debating it with his fellow students. If he made his argument successfully, he would be washed clean and led through the town on an ass. Possibly due to their monastic origins, students were tonsured (the tops of their heads were shaved) and wore clothing similar to that of the monk: a  cope  and cassock or a closed-over long-sleeved tunic and overtunic. Their diet could be fairly erratic if they were on their own and with limited funds; they had to purchase what was inexpensive from the shops of the city. Early universities had no provisions for housing, and young men had to live with friends or relatives or otherwise fend for themselves. Before long colleges were set up to aid the less affluent students, the first being the College of the Eighteen in Paris.  In return for a small allowance and a bed at the Hospice of the Blessed Mary, students were asked to offer prayers and take turns carrying the cross and holy water before the bodies of deceased patients. Some residents proved to be insolent and even violent, disrupting the studies of serious students and breaking in when they stayed out after hours. Thus, the Hospice began to restrict its hospitality to students who behaved more pleasantly, and it required them to pass weekly examinations to prove their work was meeting expectations.  The residency  was limited to a year, with the possibility of a years renewal at the discretion of the foundationers. Institutions such as the College of the Eighteen evolved into endowed residences for students, among them Merton at Oxford and Peterhouse at Cambridge. In time, these colleges began to acquire manuscripts and scientific instruments for their students and offer regular salaries to teachers in a concerted effort to prepare candidates in their quests for a degree. By the end of the fifteenth century, few students lived outside colleges. Students attended lectures regularly. In the early days of universities, lectures were held in a hired hall, a church, or the masters home, but soon buildings were constructed for the express purpose of teaching. When not at lectures a student would read significant works, write about them, and expound on them to fellow scholars and teachers. All this was in preparation for the day when he would write a thesis and expound on it to the doctors of the university in return for a degree. The subjects studied included theology, law (both canon and common), and medicine. The University of Paris was foremost in theological studies, Bologna was renowned for its law school, and Salernos medical school was unsurpassed. In the 13th and 14th centuries  numerous universities  sprang up throughout Europe and England, and some students were not content to limit their studies to only one school. Earlier scholars such as  John of Salisbury  and  Gerbert of Aurillac  had traveled far and wide to glean their education; now students were following in their footsteps (sometimes literally). Many of these were serious in motive and driven by a thirst for knowledge. Others, known as  Goliards, were more lighthearted in nature- poets seeking adventure and love. All this may present a picture of students thronging the cities and highways of medieval Europe, but in  reality,  scholarly studies at such a level were unusual. By and large, if a teenager were to undergo any form of structured education, it was more likely to be as an apprentice. Apprenticeship With few exceptions, apprenticeship began in the teens and lasted from seven to ten years. Though it wasnt unheard of for sons to be apprenticed to their own fathers, it was fairly uncommon.  Sons of master craftsmen were by Guild law automatically accepted into the Guild; yet many still took the apprenticeship route, with someone other than their fathers, for the experience and training it offered. Apprentices in larger towns and cities were supplied from outlying villages in substantial numbers,  supplementing labor forces that dwindled from diseases such as the plague and other factors of city living. Apprenticeship also took place in village businesses, where a teenager might learn milling or felting cloth. Apprenticeship was not limited to males. While there were fewer girls than boys taken in as apprentices, girls were trained in a wide variety of trades. They were more likely to be trained by the masters wife, who often knew nearly as much about the trade as her husband (and sometimes more). Although such trades as that of seamstress were more common for females, girls were not limited to learning skills they could take into a marriage, and once they married many continued plying their trades. Youngsters rarely had any choice in which craft they would learn, or with what particular master they would work; the destiny of an apprentice was usually determined by the connections his family had. For example, a young man whose father had a haberdasher for a friend might be apprenticed to that haberdasher, or perhaps to another haberdasher in the same guild. The connection might be through a godparent or neighbor instead of a blood relative. Affluent families had more affluent connections, and a wealthy Londoners son was more likely than a country boy to find himself learning the goldsmith trade. Apprenticeships were formally arranged with contracts and sponsors. Guilds required that bonds of surety be posted to guarantee that apprentices fulfilled expectations; if they did not, the sponsor was liable for the fee. In addition, sponsors or the candidates themselves would sometimes pay the master a fee to take on the apprentice. This would help the master cover the expenses of caring for the apprentice over the next several years. The relationship between master and apprentice was as significant as that between parent and offspring. Apprentices lived in their masters house or shop; they usually ate with the masters family, often wore clothes provided by the master, and were subject to the masters discipline. Living in such close proximity, the apprentice could and often did form close emotional bonds with this foster family, and might even marry the bosss daughter. Whether or not they married into the family, apprentices were often remembered in their masters wills. There were also cases of abuse, which might end up in court; though apprentices were usually the victims, at times they took extreme advantage of their benefactors, stealing from them and even engaging in violent confrontations. Apprentices sometimes ran away, and the sponsor would have to pay the master the surety fee to make up for the time, money and effort that had gone into training the runaway. The apprentices were there to learn and the primary purpose the master had taken them into his home was to teach them; so learning all the skills associated with the craft was what occupied most of their time. Some masters might take advantage of the free labor, and assign menial tasks to the young worker and teach him the secrets of the craft only slowly, but this was not all that common. An affluent craftsmaster would have servants to perform the unskilled tasks he needed to be done in the shop; and, the sooner he taught his apprentice the skills of the trade, the sooner his apprentice could help him properly in the business. It was the last hidden mysteries of the trade that might take some time to acquire. Apprenticeship was an extension of the adolescent  years  and could take up almost a quarter of the average medieval lifespan. At the end of his training, the apprentice was ready to go out on his own as a journeyman. Yet he was still likely to remain with his master as an employee. Sources Hanawalt, Barbara,  Growing Up in Medieval London  (Oxford University Press, 1993).Hanawalt, Barbara,  The Ties that Bound: Peasant Families in Medieval England  (Oxford University Press, 1986).Power, Eileen,  Medieval Women  (Cambridge University Press, 1995).Rowling, Marjorie, Life in Medieval Times  (Berkley Publishing Group, 1979).

Ethnic Conflict and Multiculturalism Essay Example | Topics and Well Written Essays - 3000 words

Ethnic Conflict and Multiculturalism - Essay Example This essay stresses that admittedly, there are enough instances in history that substantiate Huntington’s theory. But as many instances, if not more, can be presented that contradict the thesis. For example, there is undue stress on the apparent incompatibility of Islamic and Western civilizations and the resultant conflict between the two entities. But a brief look at twentieth century political history would suggest several instances where these two seemingly incompatible entities do successfully cooperate. In other words, the seemingly strong ethno-nationalistic bond within the Islam dominated countries of the Middle East would overwhelm opportunistic commercial alliances between the two ethno-national groups. This paper makes a conclusion that in the prevailing world order, the fight for supremacy in the realms of ideology, material wealth and territorial conquest have superseded conflicts on the basis of differing ethnicity and its attendant attributes such as religion, culture, language, etc. Of all the constituent elements that comprise a particular nationalism, its identification with religion, ethnicity and culture form the core. A nation’s affiliation with these elements is constantly being challenged by forces of change in the economic and ideological domains. In this scenario, justifications for aggression in the name of nationalism seldom holds true. Claims such as ‘aggression is defence’ are not only irrational, but also devoid of merit.

MGT 501 Mod 2 SLP assignment Essay Example | Topics and Well Written Essays - 750 words

MGT 501 Mod 2 SLP assignment - Essay Example This paper aims to project my reflection regarding my own personality traits as interpreted by the conducted test and its impact on overall effectiveness at work and overall career experiences. The Human metrics Jung Typology Test has also been undertaken to evaluate the peculiar traits that would help me in undertaking analysis. Following are the statistics provided as the test result: You have  moderate  preference of Extraversion over Introversion (33%) You have  slight  preference of Intuition over Sensing (12%) You have  marginal or no  preference of Thinking over Feeling (1%) You have  slight  preference of Perceiving over Judging (22%) (HumanMetrics, 2013) As per the results of the test, I found out that I am 33% of extravert, 12% institutive and perceiving is 22%. Also, my thinking capacity in complex decision ordained situations is 1%. As per the results, it is evident that I am a person who likes to socialize with people because they will motivate me the mos t. In other words, I would put more effort in teaming up with other individuals at work so that the end product is achievable by the team as a whole. This accomplishment of the team would furthermore enthrall the motivation level within me. This means that I am more likely to be effective at workplace when I am associated in a group combination. This also proves me as a person who does not want to keep ideas to myself. I am rather an expressive person who can undertake tasks of presentation which is one essential component in management career (Chatfield, 2007). Since I am not judgmental as per the score I have received after the test, it is probable that I can undertake risks and challenges. I believe that it is important to be versatile when it comes to work. In this way, I can learn a lot of things which will play as a motivational point for me. Limiting work is called the limitation that one puts against the better opportunities. Also, the aspect of judging can also be taken in terms of the coworkers I would work with. If a person becomes judgmental about the coworkers then it is more likely that adjustment to the team or group task would become difficult. Perceiving will make my working experience effective because one person is able to perceive people and environment by undergoing facts and in depth peculiarities (Semler, 2001). Another factor that makes my working effective or more likely to help me undergo progress during my career experience is intuiting. I am not among those who would sense things by undertaking an in depth analysis of the data and fixtures. I am more into inclining towards the patterns in which things would work. There are times at work when a person is expected to make decision based upon a precise analysis. In that case, I am sure that I can excel and make rather correct decisions. I rely more on my gut feeling which is advantageous for people who are in financial market (Karsten, 2006). My weakening point which might stop me to p rogress in terms of career is the decision making skills. As per the personality scoring, I have understood that I am more of a person who would think emotionally. I am quiet aware of the fact that practical life needs many decision making check points. One has to be practical rather than being emotional because it does not involve relationship (D'Almeida, 2007). I also believe that workplace is more of a station where you have to compete with others and make sure that even if you are working in a team, you are able to make sure that your commitment to the task leader is

E-learning Evaluation Essay Example for Free

E-learning Evaluation Essay The Problem The adaptation of a new e-training program have brought questions of performance gaps in our orientation program to light and have brought into question the usefulness of an e-learning system and weather we should proceed with a more classical training approach in this area. The importance of the information conveyed in this training, such as fire evacuation points and health coverage options, combined with the need to create a positive first impression for new employees makes this program a high priority item. As it can affect workplace safety as well as company liability regarding the mandated OHS training in these fields, it is critical that we ensure that the program is at maximum effectiveness and are able to distinguish training gaps as a result of program delivery or other variables. As employee training and employee orientation are roles of the HR department, it would seem clear that the responsibility for evaluating the effectiveness of the delivery of this training should fall under the same department. Institution and evaluation of new training systems is something that we should always consider a high priority, but these evaluations are generally carried our as part of the delivery model and not as an afterthought, as in this case. Common Methods for E-learning Evaluation Recent writings in the areas of e-learning support a five faucet evaluation of the e-training program and its effectiveness, but it should be noted that this is still an emerging field. These evaluation areas can be considered common industry practice: (1) (2) Reaction Learning Behavior Results Return on investment These areas of focus are considered in context of several factors such as the learner, technology, instruction, instructor, institution, and community (1) to create a rich matrix of evaluation for the program effectiveness and delivery. ROI can be difficult to calculate and so has been grouped in with results in a number of methods of analysis. E-Learning’s upside seems to outweigh any drawbacks, but more research needs to be done in the areas of concrete costs and benefits as well as the contexts for the transfer of knowledge. â€Å"Proving connections between e-learning and the outcomes – benefits and drawbacks – would assist in the use of evaluation methods† (2)  and the use of evaluation should be considered â€Å"at every stage of the e-learning process† (1). As this field further develops we will undoubtedly see more tools emerge to aid in this evaluation. While the benefits of e-learning are well documented for the right context, the drawbacks highlighted may have some impact for us as well. E-Learning programs may rely heavily on self-discipline, may have a high initial cost, can be difficult to support, and may not be suitable for all types of training or all types of learners. (2) We should keep these limitations in mind when evaluating this program and when looking at implementing further programs of this nature. Application of Current Practices The first and probably most obvious learning to take from these writings is that the evaluation of an e-learning program should take place a various places throughout the delivery cycle. Pre-course, formative, and summative evaluations (1) should have been evaluated prior to this point; this in itself is a lesson we can take away to future implementations. From an evaluative approach we can first look at the learner, their skills, attitudes, and preferences as they relate to this e-learning program. Many of these variables are tied to the reaction level of evaluation but the preset attitude towards a training program will carry much weight in the conscious and subconscious effort put forth by individuals towards it. This form of unintentional or deliberate sabotage, as well as extraordinary effort towards a program will greatly affect results. From this we can see that the attitudes conveyed toward and about the technology, instruction, instructor, institution etc will need to be scanned for any negative presets or experiences with training. An additional factor to be taken from these resources is that the skill sets and resources of the learners may not be capable for this type of training to work. An evaluation of the computer literacy, computer comfort levels, and computer/internet availability that employees may possess is in order. We cannot assume that all individuals will have access to a computer and internet, or the appropriate skills and comfort level for this type of training. Gaps in performance may come about from deficiencies in any of these categories. Evaluation in terms of knowledge transference should be broken into the categories of reaction (as mentioned above), learning – cognitive knowledge transfer, and behavioral  changes. Objective gaps in these areas may be due to factors which are easier to analyze when the barriers are properly identified and grouped. And finally we can learn that the evaluation of this program in an â€Å"almighty dollar† may not be a significant as a blended evaluation which takes into account any increases in program availability this will create, the ability for staff to review the material at any time, and the opportunity to create a dynamic first impression within our staff that may translate into a shift in culture. From these and more we can see that there is much to be gained for our organization in evaluating our training systems, not only in terms of due diligence for current operating procedures, nor simply in terms of ROI – but also in terms of how we can improve, an d aid our staff in their learning. Works Cited 1. A Systemic, Flexible, and Multidimensional Model for Evaluating E-Learning Programs. Mungania, Peni and Hatcher, Tim. 2004, Performance Improvement, pp. 33-39. 2. E-Learning: evaluation from an organizations perspective. Kathawala, Yunus and Wilgen, Andreas. 2004, Training Management Development Methods, pp. 5.01-5.13. 3. E-learning: The Relationship Amoung Learner Satifaction, Self-efficacy, and Usefulness. Womble, Joy. 2008, The Business Review, Cambridge, pp. 182-188.

Telecommunications Implementation at a Company Essay -- Networks Telec

Table of Content Introduction 3 PBX and Centrex 4 Rotary and DTMF 6 WATS and Leased Lines 7 ISO and OSI 9 Conclusions 11 Reference List 12 Introduction Networking and telephony is a part of our everyday environment, whether it be in our homes or in our place of business. We will somehow come into contact with one or the other in some shape or fashion. At Baker, we are no different from any other business. The infrastructure of Baker is not a simple pc and telephone setup. The network incorporates everything from a simple analog line to our data network backbone that is made of T-3 lines, ISND lines, and IPFR provided by the AT&T datacenter. Baker has 30 offices all over the country and a couple of offices in abroad in Europe. I will be discussing the setup of the Houston office, since I am most familiar with this office. PBX and Centrex The Houston office of Baker is comprised of three types of phones, well, at least until the company moves into one central location. Currently there are three offices in Houston that are all a block apart. The building that I support houses an old Merlin Legend telephone system. It's funny, because I have to set the date on the voicemail to the year 1999 so that when users check their messages, it will give the correct month and date. The system is comprised of about 100 direct-inward dialed (DIDs), some used as analog and some use as digital lines. The digital lines are ISDN lines that allow for digital transmission of voice and data over ordinary telephone copper wires. Direct-inward dialing routes calls from the outside lines to the PBX, which allows telephone systems to bypass an operator. The PBX then routes the call to the desired extension an... ... developers a better understanding of how to better design a network and works very well when they have to trouble shoot a problem. The end-users and specialized developers do not necessarily use the OSI model as a business tool to gain more clients, but they are indeed using the concept whenever they go out and market to clients about out hosting abilities. Conclusions With the internet and better means of communication being developed on a daily basis, there is going to be a constant change in the way data networks and telephony are today. We have gone from rotary dialed phones, which I can vaguely remember at my grandmother's house to voice recognition cell phones that dial the number for you. We have also went from some crazy number in the past for data travel, like 33 baud/s to what we are at today, reaching speeds that I can't imagine of over 12Mb/s.

Suitcase Industry Analysis

Suitcase Industry Analysis Nowadays, many people like traveling. When they travel to other cities or other countries, they must bring their luggage. They put their cloth, shoes, cosmetic, charges and a lot of things that you can imagine into their luggage. So, luggage has become the most important thing in our traveling. From wooden luggage to cortical luggage, from ancient to modern, from president to common people, they all need luggage. More and more Chinese luggage companies become OEM. They produce their company to some big brands such Samsonite, American Tourister, Tumi and etc.Certainly, some of companies have their own brands and sell them in China and foreign countries. This report is focused on the Chinese luggage companies. From the content that I mentioned above, more Chinese luggage companies are OEM. So, the brands of the companies are unfamiliar to final customers. More and more companies are small and medium-sized enterprises and only a few of them are large-scale ent erprises. Comparing with the introduction stage and growth stage, China luggage companies don’t have a strong increase. And, they are stable.From the data, we can find that the export volume doesn’t have a big change except the financial crisis period. So, we can easily find that it is not in the increasing stage. Then, comparing with the introduction stage and maturity stage, Chinese luggage industry didn’t appear the saturated situation because many Chinese businessman are entering into industry. They want to get a huge profit from this industry. And, even for some large-scale companies, they still have many competitors meanwhile the price of the same products has some fluctuation.So, it is easily found that it is not in maturity stage. Finally, comparing with the decline stage, it is obviously shown that it is not in the decline stage because the sale and profits in this industry doesn’t has any decline. After the comparison, Chinese luggage industry i s in the introduction stage. This industry rose after reform and open. It also has a long way to walk. Global economic recovery may bring a new chance for Chinese companies to have better performance than before.