Definition and Examples of Eye Dialect in English

Marketing Strategy Marketing Strategies - 871 Words

Purpose and Overview The purpose of this case analysis report for Mistine, direct selling in Thailand Cosmetic Market looks into the marketing strategies focus. The report includes external opportunities and threats as well as strengths that are to be discussed here. The external opportunities include new markets and new product and service development. External threats include growing competition and lower profitability external business risks. The weakness are high prices are possible, investments in research and development, brand portfolio, competitive market, future debt rating, cost structure and small business units. Internal strengths include domestic market and qualified workforce. The marketing strategies recommended related to the focus of this report and are based on the SWOT analysis are included. They are product strategy, distribution strategy, promotion and pricing strategies. Summary of Our Past and Current Situations Current Situation The current situation of the firm’s market can be looked in the following categories; The economic environment in the market is so resilient in the face of world economic uncertainty. There is economic freedom in the industry and this will work in favor of the organization. This is because the deficit-cutting efforts have managed to control public spending in the market to level of 70%. The labor reforms that have helped increase working hour flexibility are also in place. AccordingShow MoreRelatedMarketing Strategy1138 Words   |  5 PagesChapter 1 Marketing in Today’s Economy Exercise 1.1 CarsDirect http://www.carsdirect.com 1. Explore the CarsDirect website, including pricing a vehicle of your choice. How successful is CarsDirect in reducing the hassles associated with buying an automobile? 2. Does the design of the CarsDirect website convey confidence and trust in the car buying process? How has CarsDirect answered consumers’ concerns over the lack of a human element in their marketspace? Exercise 1.2 DaytonaRead MoreMarketing Plan For A Marketing Strategy909 Words   |  4 PagesA marketing plan is crucial to the survival of an organization. Marketing plans need to be well thought out and target a certain market. The market that an organization chooses will demonstrate what direction they want the organization to head in. However, choosing just one market will be problematic to the organization because they will be missing out on other opportunities to grow. The organization needs to operate like the old sane, kill two birds with one stone. Therefore, if an organizationRead MoreMarketing Strategies For Uber s Marketing Strategy1786 Words   |  8 PagesCurrent Marketing Strategy By December 2015, Uber has raised total equity funding of $6.61 billion in 12 rounds from 52 investors (Exhibit 2: Uber’s Investment Rounds) (CrunchBase, 2015). Compared to its seed capital of $200,000, the company has expanded enormously in these few years. Besides its evolving service lines, Uber is actively investing and developing marketing campaigns. This is highly related to Uber’s success in attracting customers, which is the most important revenue stream of theRead MoreMarketing Plan For A Marketing Strategy Essay906 Words   |  4 Pagesestimates and financials required for the proper and effective conduct of this marketing plan throughout calendar year 2016 by On-Target of SoCal can best be broken down and expressed within the following three major categories; implied, specified, and shared marketing activities. Each of which will be further addressed in the following paragraphs. Implied Marketing Tasks The Implied Marketing Tasks include all those marketing activities conducted directly and routinely by the entire staff of On-TargetRead MoreMarketing : Direct Marketing Strategies Essay1037 Words   |  5 PagesDIRECT MARKETING Direct Marketing is a form of advert in which a producer of one business introduces physical materials on market to consumers or other business entities and informs them about the services or products in stalk for them. The producer addresses customers through different channels such as mail, e-mail, phone, in person, etc. When one engages in direct market, he/she is not expected to make general adverts like the adverts on billboards to promote a brand or make people aware of theRead MoreMarketing Plan For A Marketing Strategy1897 Words   |  8 PagesMarketing plans are essential to businesses and companies in terms of coming up with a meticulous plan to market and advertise products, such as food brands you would see on supermarket shelves. For example, marketing and advertising highly revolves around a marketing plan as it plays an important role in organising and facilitating a marketing campaign (Kotler et al., 2009). Marketing plans consist of multiple different components/sec tions which, when put together form the overall plan as a wholeRead MoreAmazons Marketing Strategy1993 Words   |  8 PagesAbstract The purpose of this paper is to evaluate the marketing process of online retailer Amazon.com, Inc. Amazon.com provides a number of retail services as well as web and storage services. The corporate strategy framework, as discussed in Cravens amp; Piercy’s Strategic Marketing text, will be used to examine the background of the company and define its current position. The corporate framework includes the following: (1) corporate vision (2) corporate objectives toward vision (3) resourcesRead MoreThe Marketing Strategy Of Walmart1496 Words   |  6 Pagesrecognition by consumers escalate to never before seen heights. Because of this brand recognition, it has become important for businesses to design their websites to reflect their overall marketing strategies. This is especially important in the retail world. All retail businesses have a similar overall marketing strategy of generating sales and retaining the customer for future sales. Most of the retail giants still greatly rely on the success of their brick and mortar stores to turn a profit. HoweverRead MoreDells Marketing Strategy1802 Words   |  8 Pagesalways been careful in sustaining its marketing strategy of providing standard-based computing solutions (Official Website 2004). Today Dell is the third largest computer manufacturer in the world. On January 2004 Dell reports net revenue approximately $41,444 millions and 46000 employees (Annual report 2004). Marketing Environment Dells strategy is global. It realizes that being closer to the customers is essential in carrying out its marketing strategies as well as in enabling it to build customerRead MoreThe Marketing Strategy Of Walmart Essay1748 Words   |  7 Pagesdepartment where they work in (Sang-Hung, 2006). This is a great marketing strategy, because it doesn’t allow the consumer to feel that they are walking throughout the store without constant assistant. There are also employees who job is to provide the consumer with samples of products throughout the store on a daily basis, this allows the consumer to try the product before they buy it (Sang-Hung, 2006). This marketing strategy can be used as a survey technique that measure whether the product

Teaching in 21st Century

Question: Discuss about theTeaching in 21st Century. Answer: Analysis of the Scenario Looking at the case presented, it is clear that Mr. Benjamin and Ms. Newcombe prefer different teaching and learning practices. While the former prefers a more traditional teaching and learning practice, the latter prefers a more contemporary one. The emergence of technology in education has cut off the human connection between teacher and learner, something that is necessary for second graders. Recent research has indicated that educators who place themselves as partners with their learners, constantly learning alongside these children and contributing to their expertise, are most likely to encourage deep learning results (Costa, 2012). However, even though the traditional approach appears to be more suitable for grade two children, Mr. Benjamin needs to consider a few potential issues associated with this particular practice. For instance, given the fact that todays educational population is quite diverse, some of the children may fail to understand what Jim the firefighter might be trying to communicate. This means that some of them may not fully comprehend the English language, and thus have a difficult time understanding how they can go about putting out the fire should the incident repeat itself in future. Additionally, traditional teaching and learning practices such as the one preferred by Mr. Benjamin tend to create a setting where some of the second graders may be shy about asking questions or airing their concerns regarding the subject matter (Collins Halverson, 2009). Notably, Jim the firefighter may not have all the information needed to teach these children on fire safety, and how such incidences affec t the local community. Examination of New Practices, Partnerships, and Technologies for Teaching and Learning As indicated above, unlike Mr. Benjamin who prefers traditional teaching and learning practices, Ms. Newcombe prefers contemporary ones that would support the second graders well being and learning about fire safety. She believes that new teaching and learning practices would be suitable in this particular situation. Academic environments and their teachers are required to be mindful of the practical and cultural impacts, locally and internationally, while making explicit connections between politics, environment, economics, and technology (Kalantzis, Cope Fehring, 2002). Many would agree that technology contains the power to change education in the 21st Century through active mental participation and engagement. Furthermore, most innovative teachers are already offering guidance to utilize technology transformatively. By using technology such as the Internet to teach the grade two children about the coal mine and the fire, Ms. Newcombe will not only have considered the existence of diversity, but will also have catered to every childs educational needs. Thanks to language translation apps and websites, children who are not fluent in the English language can still understand what is required of them, should such a situation occur in future (Plowman McPake, 2013). It is important for Ms. Newcombe to consider new technologies and internal and external partnerships in order to better enhance learning and address her wellbeing concerns. Learning for the 21st Century should support learners to participate in knowledge-based activities in genuine contexts. Effective learning requires extra support, expertise, and resources from various individuals, with learning experiences more linked to the local community. Moreover, teachers need to be able to truly collaborate with experts, families, businesses, and organizations that can offer specific kinds of expertise, access to reach learning opportunities, or knowledge in community contexts (Fullan Langworthy, 2014). Ms. Newcombe should acknowledge that connectedness between educational institutions and other organizations, individuals and groups in the local community is an essential part of 21st Century learning. Such connections allow for learners to promote future oriented learning by keeping educati on closely linked to community developments, needs, and understandings. Ms. Newcombe should make a point of learning more about the New Media Consortiums Horizon Project which assists leaders and teachers in thinking across the globe to build upon and contribute to the innovation taking place at their schools (DEEWR, 2011). By so doing, she will not only be able to keep up with the latest and emerging technological trends, but will also have access to all the information required to educate the second graders on fire safety. Both Mr. Benjamin and Ms. Newcombe have a responsibility for sustaining and supporting professional development and learning. Therefore, they need the courage and wisdom to make decisions, together with the ability to change and adapt to meet the demands of fast transforming environments. The teachers also need to show willingness to do things differently, embrace new innovation and technologies, able to empathize and inspire, and have a local and international perspective (Costa, 2011). Mr. Benjamin and Ms. Newcombe should aim at providing a setting where discussions about opportunities and problems are encouraged. However, they should know that there is no single or ideal approach that works in all situations. Therefore, these two teachers should borrow from a wide range of practice and knowledge. Both Mr. Benjamin and Ms. Newcombe should consider the use of visual presentations where they either watch a documentary or animation film via the Internet regarding fire safety, since grade two children are more visual at this particular age. Furthermore, they should also consider taking the children on a visit to a recent fire site in order for them to understand exactly what is required of them (Fullan Langworthy, 2014). By so doing, the activity that they are planning on conducting will be suitable for the second graders, and the teachers will have incorporated both the conventional and modern teaching and learning practices. References Collins, A., Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press. Costa, A. (2011). Teachers as continuous learners. Retrieved on September 15, 2016 from https://www.nesacenter.org/uploaded/conferences/FLC/2011/handouts/Watts/Teachers_as_Continuous_Learners.pdf Department of Education, Employment and Workplace Relations (DEEWR). (2011). Strengthening family and community engagement in student learning resource. Retrieved on September 15, 2016 from https://www.partners4learning.edu.au/_uploads/_ckpg/files/Attachment_5_Strengnthening_family_and_community_engagement_in_student_learning_resource.pdf Fullan, M., Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. New York: Pearson Education. Kalantzis, M., Cope, B., Fehring, H. (2002). Multiliteracies: Teaching and learning in the new communications environment. Primary English Notes, 133. Pp. 1 8. Plowman, L., McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1). Pp. 27 33.

Juvenile Firesetters Essay Example

Juvenile Firesetters Essay John Fogelsanger Incendiary Fire Analysis and Investigation August 31, 2010 Don West Throughout the United States, there is an increasing problem with juveniles starting fires, and several communities have started intervention policies to help combat this problem. The Federal Bureau of Investigations has reported the crime that is committed by juveniles under the age of eighteen is arson, since 1996, approximately half of all the arson arrests were juveniles under the age of eighteen. Per author, G. Scott Burlin a questionnaire was presented to 20 juvenile male fire setters at the Cornell Abraxas Youth Fire Setter Program in South Mountain, Pennsylvania. This facility has the capability of having 36 juveniles to reside there for treatment for their severe history of setting fires. The information collected from this questionnaire shows that some of the juveniles started setting fires at the early age of one. When the juveniles were asked when they started setting fires 11 of the 20 stated that they started before they were 10 years old proving that this criminal behavior starts early in life. Numerous youths admitted to setting over 500 fires. They explained that anger was the reason they gave, for this type of juvenile behavior. They also answer that they came from a single parent family. In my research there has been a constant four different categories of juvenile firesetters identified. â€Å"The four categories are curiosity firesetter, crisis firesetter, juvenile delinquent firesetter, and pathological or mentally disturbed firesetter. These juveniles can be further classified as little risk, some risk or definite risk for future fire setting behaviors (Burlin 2007)†. The best way society can intervene and discriminate the behavior that has been known to be deadly is in the ability of society to identify this behavior. There are numerous reasons that juveniles set fires. Society has the challenging duty to take care of these kids. In most of the cases, the child will be sent to a juvenile detention, while others only need to be educated in fire safety. We will write a custom essay sample on Juvenile Firesetters specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Juvenile Firesetters specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Juvenile Firesetters specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Some people may view juvenile arson as a crime against property, but most investigators believe that it is a violent crime against people and needs to be addressed. According G. Scott Burlin the author of An examination of Juvenile Firesetting and the Reasons Kids Set Fires, that in 2002 children intentionally set over 68,000 fires, resulting in 630 deaths and 2030 fire injuries. A large number of young juveniles continue to start fires long after they have been convicted of their first arson charge in the juvenile court system, and even into their adulthood. Because of these cases involving fire, the communities believe that the problem should be handled by the fire departments. The reason most juvenile firesetters continue to set fires is that they are motivated by complex psychological dynamics; society often considers juvenile firesetting an issue that mental health professionals are needed to handle the problem. Because it is a crime of arson, most people believe that the police or law enforcement agencies need to be involved with the problem. Because the problem of arson is a complex problem, Fire Departments, Law enforcement, and licensed mental health professionals should all be involved and working together, Another solution that was discussed in the research was that the parents need to be responsible and held accountable by society for the actions of their children. (Zipper Wilcox, 2005). Early identification of juveniles that are at risk of becoming a juvenile fire setter is the first step in the elimination of the problem. However early identification cannot be completed until they can understand the issues that causes a child to start setting fires, and this understanding is also the best way that these kids can be treated and rehabilitated. In an article for Psychology Today in 1985, author Wayne Wooden outlined four distinct categories that each juvenile firesetters can be classified in. His four categories are curious, problem ridden, delinquent and mentally disturbed. Wooden first category is curious firesetters. In this category, e describes the curious fire setter as not intentionally setting the fire by as a accident because they were playing with matches or a lighter and accidentally started a fire. There is usually no close parent supervision of these children, and these children have not had any formal education in fire safety. Most of the children that are in this category are males below the age of ten Wooden’s second group is the problem-ridden firesetters. The children in this cat egory are children that are seeking the attention of their parents. Most of all juvenile firesetters can be classified into this category. The children in this group are usally children that have no or little self-esteem, cannot solve problems by themselves, and have little social interaction with other (Wilcox Zipper, 2005). Because of other emotional problems, physical stress that the child is having difficulty with, it is believed that this action of starting fires is a relief of those stressors, or attraction attention to them to get help to solve the problems that they are experiencing. Allot of the fire that are set in this group are started near or in there house. An example that the Burlin used was a fire they set in their bedroom burning their parents closes. Psychologists believe that since these children are burning there bed suggests that the child is upset with their life, because it is believed that the bed represents a warm and safe place. (Wooden, 1985). Approximately 14 percent of juvenile firesetters have been classified as delinquent youths. The juveniles in this group are normally have control problems and do not like to follow orders so they are protesting against authority. These juveniles are between the ages of 10 to 17. The largest amount of these juveniles do not have any type of supervision from their parents, are usually hang out in groups, and are pressured into starting fires from their peers. These juveniles often have a history of antisocial behavior and a previous history of starting fires. Usually are already known by the local police and law enforcement officers, and have previous experienced the juvenile justice system. Just like the problem-ridden children, the delinquent juveniles start their fires as a cry for help, or to get a response to deal with stress. Sometimes activities are to add excitement to their boredom, and are random acts of vandalism. Usually, these juvenile fire setters are starting their fire in safe places like abandoned buildings, old sheds or dumpsters. Unlike other juvenile crimes, arson is disproportionally a white middle class activity. There appears to be several possible explanations per Roy Spouse author of Juvenile Firesetter – Americas Troubled Youth. First, he believes that the juvenile comes from single family households in poor ethnic communities appear to differ from a single parent household in a middle class. Specifically single parents do not have an extensive family to look after the child while the parent is at work. Secondly and perhaps, more important, middle class children may be socialized to deal with their anger differently. Passivity and control are the middle class values, and as a result, the middle class children often resort to passive aggressive ways, they challenge those who threaten them but not directly. Overwhelmingly, firesetters come from troubled families. Whatever the exact nature of their respective problems is due to family instability, problem parent-child interaction, absent fathers’ parental pathology, or overindulgent and inconsistent mothers, the fact is clear that these juveniles are at rick because of family disturbances. Early identification and intervention of the youth that are at risk, is the purpose of any good juvenile firesetter program. For the juvenile program to be successful, it needs to be an important part to the community and needs the support of the community. This program is designed to prevent and control firesetting and arson related fires activities, Dr. Jessica Gaynor states that there are five essential components of juvenile firesetter programs; identification, assignment evaluation, education, referral, and follow-up. In addition, there needs to be community service, restitution and counseling to enhance the program. â€Å"The community needs to take the lead in building a comprehensive strategy to combat the juvenile firesetting and arson. The centerpiece of this approach is a continuum of care designed to provide a swift, certain, and consistent intervention for all youth (Gaynor, 1997, p. 31)†. The chances of successful intervention increase drastically with early identification. Early identification is defined in several ways: early can be defined by the child’s history that the child is not involved with firesetting. Early identification of emerging psychological or social conflicts is the second way of defining early identification. Counselor interrupting the beginning pattern of antisocial behavior that can lead the child to a criminal history later is the third way that early identification is defined. The second phase of a program per Gaynor is assignment, to be an effective assessment to the juvenile firesetter program involves systematic screening procedures and a formal intake process. The intake process is designed to provide a secure and standard pathway through the juvenile firesetter and their families. The main objective of evaluating the juvenile firesetter program is the ability to understand why the juveniles are starting the fires, and to evaluate weather a child will start another fire in the future. There are three different classifications the determine the risk of a child starting another fire. The three classifications are little, definite, and extreme. Once the risk assessment is completed for the child and the family, the next step is to recommend the appropriate intervention. The recommended intervention strategy for these cases is to have the child to attend a formal fire safety education program; in addition, three in ten cases are likely to be classified as definite risk. Most children also require a referral to receive additional treatment. The juvenile can be referred to various professionals to treat different problems, a mental health specialist, law enforcement, social services and appear before a juvenile court. Most of the time juvenile firesetters are referred to a psychologist for professional mental health. The parents need to be responsible and understand the need of obtaining the provided help. If the juvenile and parent fail to seek the recommended treatment they will be held responsible for their actions. When the referral is ordered by the court system, and not completed the court will impose harsher penalties REFERENCES Bradner, J. (2003) A Comparative Analysis of a Juvenile Firesetter Intervention Program Downloaded from www. usfa. dhs. gov on August 2, 2010. Burlin, G. Scott (2007) An Examination of Juvenile Firesetting and the Reasons that Kids Set Fires. Gayor, J (1997) Juvenile Firesetter Intervention Hand Book Downloaded from www. usfa. dhs. gov on August 5, 2010. Klingele, M. (2005) An analysis of the juvenile firesetter program in the Denton Fire Department downloaded www. usfa. dhs. gov on August 3, 2010 Sprouse, Roy (1993) Juvenile Firesetter – Americas Troubled Youth. Wooden, W. S. (1985). The Flames of Youth. Psychology Today, 19, 22-24. Zipper, P. , Wilcox, D. K. (2005, April). Juvenile arson: the importance of early intervention. FBI Law Enforcement Bulletin, 74, (4).