Marketing Plan of APPLET-I Research Paper Example | Topics and Well Written Essays - 3250 words

Marketing Plan of APPLET-I - Research Paper Example The paper presents the environmental analysis regarding the current situation of the organization or firm to the marketing environment (target market). The environmental analysis mainly considers the external factors influencing the market. There are a number of external factors they are, economic, competitive, political, legal (regulatory), technological and socio-cultural factors. These factors are also known as macro environmental factors. This study analyzes the strategic decisions for doing the market research. The competition among the computer training centre is strong in Cochin. The company faces competition from many online education organizations. The main competitors for the company are Gtech and Aptech and 30 to 40 percent of market share are holded by them. But the new courses like I phone and I pad applications are only provided by the Applet-I. So at the initial stage we are not expecting much competition. The economic factors are used to reduce the overall cost, like promotion expenses and other expenses. Economy force is an important macro environmental factor because, these forces effectively make decisions how to operate the business. Most of the new generation business largely invests the amount to the promotional activities. APPLET-i, introducing the specialty in promotion. There are some new techniques are used with low cost comparing with the competitors. The main promotion tool is social networking sites such as face book, orkut etc. No political influences is expected to affect the smooth operations of Applet-I. 4. Legal Forces: By paying more attention in advertisement through Medias and through the direct contact of targeted customers, the company can reach upto the target groups. So we are keeping ourselves aside from distributing advertisements through mails (junk mails). 5. Technological Forces: In this most modern world technologies are changing second by seconds. The technological forces include the aspects of research and develo pment, automation, the rate changes in technology etc. Technological forces influence the outsourcing decisions. The changes in technology can effects the cost, quality and make innovation like products, process, new technologies, services and ideas. In APPLET-i using the modern technology for its services. 6. Socio Cultural Forces: Today the people have a positive attitude towards the computer education. They find it as an easy  and convenient way for  attaining any certified course within a very short duration. They can learn it as a part course too. This is less time consuming and cost effective too. Company Analysis: APPLET-i is based

Together We Stand Outline Essay Example for Free

Together We Stand Outline Essay Suppose you live in a new suburban community that combines all the amenities and benefits of a tight-knit small community with the benefits of living close to the big city. Some years pass, and several children and adults in the community start developing extensive and similar illnesses. You think this is clearly not a case of genetics, and you become suspicious that something has gone wrong in the development planning and execution of your community. You start researching possible causes for the illnesses plaguing the community and, upon further investigation, find out that a company’s unsafe chemical-disposal practices may be to blame for the calamity. You decide to notify your community of your findings so that everyone can unite in a fight for justice. Create a detailed outline that you would use for composing the letter, which you intend to have published by your local newspaper, addressing your concerns about the community’s health. Address the following in your outline: Describe the types of questions that you asked yourself to ensure that you used critical thinking in your research and analysis of the problem. Explain what strategies you would have applied, if actually investigating the problem, to help foster critical thinking and to help lead you to the root cause of the illnesses. What assumptions did you have to be aware of to ensure that they did not interfere with your critical analysis of the situation? What fallacies did you encounter as you researched possible causes for the illness? Cite any sources and references consistent with Associate Level Writing Style Handbook guidelines.

A Study On Elizabethan Love Sonnets

A Study On Elizabethan Love Sonnets Our anthology of Renaissance poetry focuses on the Elizabethan period and in particular the sonnet as a genre. Furthermore, we have focused on the theme of love as a dominant trend through the sonnets of this time as it will provide a familiar yet central introduction to the Renaissance period for first year college students. Under the parameters of the theme of the love sonnet we have chosen to concentrate on love as a tool for courtship, the poets attempt to immortalise his beloved through verse, love conquering depression and the link between love, sex and sexuality which is obvious in the Renaissance period. Using sonnets from Shakespeare, Sidney, Donne and Spenser, we aim to provide a clear rationale as to why the love sonnet really was representative of the Elizabethan era and of the English Literary Renaissance on a broader scale. Along with the advancement of Renaissance Italian poetry came the introduction of the love sonnet, a genre which developed through the English Literary Renaissance from Sidneys time and reached its peak with Shakespeare. â€Å"There are periods in the history of any literature when what poets need most is a formal convention which will enable them to study the demands of the medium quite objectively, with a craftsmans eye, and prevent them from merely splashing about in a language that has not been tempered to meet the precise curve of the meaning. The sonnet form met this need for English poets in the sixteenth century†. (Daiches, 1960, 150) Although the English Literary Renaissance developed further after the Elizabethan period, we feel that the sonnet is representative of Renaissance. The sonnet as a genre represents the development in the cultural in Elizabethan time spanning from ranging from Sidney to Shakespeare. Sir Philip Sidney first introduces the sonnet to Elizabethan England, demonstrating a strict adherence to the Petrarchan sonnet, both in form and content. This can be seen in the use of unrequited love in Sidneys collection of sonnets Astrophil and Stella continuing to the later stages of the Elizabethan era with Shakespeare and his interpretation of the sonnet, the Shakespearean sonnet. The difference mainly revolves around the poets ideas of love and how it should be defined. In Shakespeares Sonnet 130, the poet represents the shift from traditional views of the definition of idyllic love, where beauty is defined by a womans perfect outward beauty. â€Å"My mistress eyes are nothing like the sun; Coral is far more red than her lips red; If snow be white, why her breasts are dun† which is in direct conflict with the unrequited love or chivalri c love presented in the earlier Sidney sonnets. In this way it can be argued that Shakespeare represents the development of the sonnet over the span of the Elizabethan period and as such gives a great introductory insight into how love was treated in the Renaissance as a whole. Similarly, although Spensers Sonnet 54 does not flatter the object of his affection in the usual Renaissance manner, it is clear his love is for the woman is strong. A typical use of Elizabethan love sonnets is as a courting mechanism for the poet; a tool for which he can woo his beloved. While Sonnet 54 is unflattering on a surface level, Spenser connects with the object of his affection on a deeper level, a method which may have made a stronger impression on her. Another aspect of Elizabethan love sonnets is the poets attempt to immortalise his beloveds beauty and the love he had for the subject through verse. Edmund Spensers Sonnet 75 and Sonnet 79 are perfect examples of this. Sonnet 75 has a reflective, pensive tone as while it celebrates the beauty of his lover, it laments the transience of the human condition, something which is characteristic of Renaissance poetry. Similarly, Sonnet 79 is a celebration of the poets beloved, but unlike Sonnet 75, Spenser wants to immortalise her inner beauty. We felt that this was important as it is not representative of Elizabethan poetry, yet shows that the poets have the capacity to delve deeper than the celebration of physical beauty. Often we are presented with an image of the Elizabethan poet in a transitory state of depression which he knows will dissipate in time because his wife ultimately makes him the happiest in this world. Sonnet 34 by Spenser likens the poet to a ship lost at sea during a storm at the worst of times. â€Å"The Amoretti describes the growth of the poets love, moving from lust, the desire for possession of the beloved, to charity, the experience of the Not-self. The character of the lady in the sequence is static because her virtue is perfect from the beginning.† (Benson, 1972, 185) Shakespeares Sonnet 14 â€Å"In a period where gender identity is so crucial, where being a man (or woman) has such profound meanings, and where these roles were heavily discussed, it seems improbable that there was not a sense of sexual consciousness.† (Hattaway, 2000, 685) This improbability is confirmed by the love sonnets of William Shakespeare. Shakespeare sonnets can be split up into three different sections. Sonnets 1 126 are thought to have been addressed to a young male, whom in Shakespeares eyes has outstanding physical and intellectual attributes. Although requited love was a theme of Elizabethan love poetry, many poems have been dedicated to unrequited love. Sonnet 30 from Spensers Amoretti describes the struggle of a poet who courts a woman who is not in love with him. Using the familiar metaphor of fire and ice and how they are incompatible, he describes his heated fire-like affection and longing for the woman but cannot understand her cold, detached and ice-like distance from him. Spensers incredulousness at the way in which his courtship did not melt her cold heart is significant as it gives a modern audience an insight into Elizabethan love as a whole; women had more influence over who could court them than is perceived in modern culture. â€Å"Obviously enough, if we read the lady of the Amoretti as a type of Beatrice, all of the sonnets which emphasize her apparent cruelty are in fact fitting expressions of the appro-priate and necessary reaction of perfection to imperfection.† (Benson, 1972, 186) In this same w ay, Sidneys Sonnet 31 from Astrophil and Stella portrays exasperation with its subject for her lack of romantic interest. Had Stella paid attention to Astrophil by reading his sonnets dedicated to her, she would have realised the depth of his love for her and in due course returned it. Furthermore, this poem gives us a wonderful example of chivalric love and courtship that is typical of the Elizabethan age. â€Å"Physical union alone did not lead to this new form just as lust did not lead to virtuous love. Only from the latter-a love which was constant and true came the union of souls towards which the love of rational creatures was supposed to strive.† (Cirillo, 1969, 84) Bibliography Cirillo, A. C., The Fair Hermaphrodite: Love-Union in the Poetry of Donne and Spenser, 1969

Terry Kays To Dance with the White Dog :: Dance White Dog Terry Kay Essays

Terry Kay's To Dance with the White Dog In the story To Dance with the White Dog, Sam’s daughters were constantly bothering him. Sam’s daughters thought that he could not do a single thing without them because their dad was getting older. Sam lost his wife of fifty-seven years, Cora, to a heart attack. Sam needed a companion, someone who could look at him and not think that he was losing his mind like his family did. One day Sam discovered a white dog running around his property. Sam did not want to support another stray dog like he did in the past. The white dog was something very special to him though. The white dog reminded Sam of a cute white fluffy dog that him and his wife had around the time they were first married. Sam’s daughters thought that the white dog was a figment of his imagination. White dog is real because of the physical evidence present from the time Sam discovered white dog to the time when white dog left him. Sam found white dog on the steps of his back porch licking up grease spots on the cement. Sam yelled at the white dog, â€Å"Get! Get!†(26). Sam then later saw strings of blood from where white dog was licking the cement. One night as well Sam fell on the floor in pain because of his hip. One of Sam’s daughters knew something was wrong because her father was never up that late at night. So, she sent her husband to check and see if everything was okay. When she looked out the window she saw the white dog running from the house with her own eyes. That was the first time that anyone was able to see the dog because white dog never went out of her way for anyone to see her until Sam was in desperate need of help. White dog would also run along the side of Sam’s truck to the graveyard to visit Cora’s final resting site. White dog was real because of her physically running after Sam’s truck. White dog was a special companion to Sam Peek. Sam was a lonely man and white dog kept him company. White dog was considered a figment of Sam’s imagination because no one could see her. There was physical evidence present that white dog was real.

Illogical Campaigns Against Vending Machines

Vending machines are ingenious inventions that come in all sizes and shapes giving customized and quick services in efficient manner at a cheap cost. In recent times, there has been a rigorous campaign to kick soda vending machines out of schools in the US owing to the perceived problem of increment of obesity among many American children.Soda vending machines should be included in schools but in the teachers lounge because for them (teachers), are mature enough to make decisions about their health. Contained therein in this paper are arguments in favor of this proposition and misconception of the same through facts that are present and are hard to ignore.For starters, these vending machines generate a lot of income for student organizations. A survey released at Roosevelt showed that these machines raked in about $40,000 in a recent year. Elimination of the machines from schools may result in the bankruptcy of student programs that depended on revenues from the vending machines.Clos ely related to this is the fact that these machines might be supplying less than par calories but this can not possibly eliminate obesity in the American society. Vending machines might be a part of the problem, but their contribution is negligible because obesity problems start at home with unhealthy eating habits of living on fast foods only.These campaigns are about patronizing students by parents and school administration in their thinking that they know what is best for them and forgetting that these students can choose for themselves from a rich menu of drinks that is offered by these machines.These students are aware of the side effects that are associated with consumption of sodas and many parents think that the machines only sell drinks that contain over added artificial sugars. In these same machines, you get sugar free diet sodas with no calories, bottled water, juices and even milk which are as popular as any other carbonated drink.Another baseless argument for banning v ending machines in schools is to rid our schools of commercialism claiming that this is detrimental to students learning. This is a very interesting argument that borders absurdity and ridicule. US is a capitalist country and the current culture trend supports this idealism through splashing of the whole country with advertisements from our TVs in our living rooms to erection of billboards on every available space in out cities.Soda companies are not the only companies that have their advertisement in our school but we have other companies erecting their billboards in schools like Nike cloth line labels. Most of the materials that we use in classes come with signatures of the manufacturing companies which then defeat the nonsensical idea of routing commercialism from our schools.ConclusionImportant and vital concerns have been raised about the influence of unhealthy sodas in our schools which might be contributing to the glide into abyss of obesity of obesity by the American society .Sodas are healthier compared to plain water available in taps and therefore it is better to take a soda than nothing. About riding commercialism from our schools, this is an argument that neglects to address other commercialism through advertisements that surround students around school and at home.The bid to kick vending machines from our schools is a campaign that tackles real concerns about obesity and commercialism in our society but from the wrong angle. This will only result in failure of the noble cause and therefore there is no point of denying our students much needed services of the machines and also the revenues associated with them.

Explain how Disability May affect learning Essay

The rate of development is dependent on many factors and can differ greatly from child to child. The main areas of development are: 1. Physical development 2. Social development 3. Intellectual development 4. Language development Read more:  Personal factors that affect child development essay Below is a short list of how they might develop in specific age ranges: 0-3 months: Smile, turn their head at familiar sounds, shake and hold a rattle, 6-12 months: Make noises and show feelings of joy and sadness, begin to crawl, recognise their name, look for dropped objects, reach towards food, show affection to familiar people 1-2 years: Begin to walk, begin to pick food up with fingers, wave, say no, hold drawing materials, shows preference for one hand, mostly cooperative, play alongside other children, use phrases 3 years: want to do things for themselves, demanding attention, jump, climb, paint, eat by themselves, understands how to do 2/3 things at once,  vocabulary extends, more controlled use of drawing materials, asking questions, making sentences, can walk on tip toes, pours liquid, kick and throw a ball, sense of humour. 4 years: Pedal a bike, throw with aim, confident with scissors, more cooperative with adults, likes to help with everything, sociable and starts to show concern for others 5 years: grammar more accurate, able to communicate own ideas, recognise their own written name, use pictures to follow stories in a book, questions become more complex, hold drawing material steadily and copy shapes and lettering 5-7 years: fluent speaker, can make up stories, handles books, start to read 7-12 years: team games, climb confidently and swing, hit a ball, skip run and jump, becoming less dependent on adults, aware of own gender, starts to form close friendships at about 8 years, can be shy, arrogant, bossy, uncertain, take an interest in certain subjects by 9, may need help with spelling but vocabulary will grow, know different tenses and grammar. 12-19 years: Adolescence is said to start for girls at age 11. At this stage they still lack clearly defined roles and feelings of anger, insecurity and frustration may surface. Rate of growth is different in children and a 15 year old girl can be physically mature by the time she is 15. Boys usually reach adolescence later at age 14 when their voices may break and they will develop body hair. Co-ordination and strength will increase greatly in both sexes. Their bodies are experiencing dramatic changes and they also become less worried about adult approval generally seeking peer approval in its place. Their pace of intellectual development depends now on what guidance they are given to make the connections between knowledge and practical application in daily life. The more they are supported the quicker they will grow. Task 2: Explain the difference between sequence of development and rate of development and why the difference is important The difference between sequence and rate is that the sequence of development is a process where one development is followed by another and achieves a certain level with a series of changes or growth that leads to a matured state. The rate of development is the pace of something that compares to something else. Although children follow the same pattern of development,  every child has a different rate of development. So sequence will mostly be uniform and rate is very likely to be different in each child. The difference is important because these principals run through all the areas of development from physical, social, intellectual and language no matter what the age of the child. If one or other is skipped or is slow it can be a cause for concern and may lead to a child being given a special recommendation or having a special need in or outside school. Task 3: Explain how children and young people’s development is influenced by a range of personal factors Home environment, relationships with carers/parents and siblings, the child itself, behaviours and health as well as personal characteristics, are all factors that can impinge on a child’s development, personal and external. If there are negative experiences in any of the factors it can be harmful to brain development and affect a child’s ability to gain the core skills that are necessary to reach developmental milestones. Developmental delays can happen in all areas of a child’s development or just one or two areas. Prenatal care can have a serious impact on a child’s development. Certain risks factors before birth can be avoided if the mother takes care of herself by not smoking or heavily drinking alcohol which could affect impact on brain development. Richard H. Schwarz, MD from American Baby states that ‘children whose mothers drank heavily during pregnancy may have problems with learning, memory, attention, speech, and hearing, as well as severe behavioral problems’ Health – is a very important factor in development. If a child has any serious health issues it can have a detrimental effect on their learning ability across all spheres of development. For example a deaf child will have language and communication issues and this will significantly slow down the learning process. Learning Difficulties – A child with learning problems may be many developmental years behind their peers; this will have a big impact on what they can do in all areas of development including physical skills, social skills and intellectual skills. Task 4: Explain how children and young people’s development is influenced by a range of external factors There are many risk factors which can impinge on a child’s development. Home environment is key to development and learning by positive experience can make a huge difference. Much of what a child learns comes from the culture around them, early exposure to books, parental involvement and informal education in the home will be positive in a child’s development whereas poverty and neglect will have the opposite effect. This may mean a child develops poor social skills, may live in cramped housing where there is no room for play or to develop, unable to afford resources in and out of school, therefore not encouraging the child to progress in development outside school. Inability of parents to care for a child properly providing a positive home environment can influence how the child behaves at school. Community environment can also have a big part to play. Available resources and structure and in the community as well as the home make a difference to how a child can perceive the world. Task 5: Explain how theories of development and frameworks to support development influence current practice The many different theories of development are all equally important as they help us to understand children’s behaviour, reactions, and ways of learning and therefore influence practice. Jean Piaget was the first psychologist to make a study of cognitive development using detailed observational studies of cognition in children, and a series of simple tests to reveal different cognitive abilities. Before Piaget’s work, the common assumption in psychology was that children are less competent thinkers than adults. Piaget showed that young children think in very different ways compared to adults. His theory is that a developing child builds mental maps for understanding and responding to situations. Development is therefore biologically based and changes as the child matures. Cognition develops in all children in the same sequence of stages. Piagets work influenced t eaching practices to provide more hands on and relevant tasks for children where they learn through play. Piaget has been extremely influential in developing educational policy and teaching. For example, a review of primary education by the UK government in 1966 was based strongly on Piaget’s theory. The result of this review led to  the publication of the Plowden report (1967). The idea that children learn best through doing and actively exploring was seen as central to the transformation of primary school curriculum1. Unlike Piaget’s theory that children’s development must necessarily precede their learning, Vygotsky argued, â€Å"learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function† In other words, social learning tends to come before development and the environment in which they grow will influence how they think and what they think about. He places more emphasis on social contributions from peers, family and teachers believing this has a greater contribution towards lea rning than development. Vygotsky’s idea was â€Å"reciprocal teaching†, used to improve students’ ability to learn from text. In this method, teacher and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting. The teacher’s role in the process is reduced over time. He believed that children could guide and develop each other by completing tasks together such as reading buddies which is widely used in schools today. Maria Montessori is associated with an educational method that encourages education through movement using multi sensory educational materials. Montessori also championed the concept of multi-age classrooms. She stated â€Å"The idea is for each child to move as quickly or as slowly as they need to move (in terms of learning).† Montessori believed that her ultimate aim would be accomplished by allowing the children to manipulate their environment. She believed it was not only important to Montessori to teach children the practical life skills necessary to live in society, but also to integrate the family into the learning process. Like Voygotsky, Montessori said that it was the union of the family and the school in the matter of educational aims that would enhance student learning and be beneficial to both the parents and the child. Montessori said that both home and school were places of social processes and it was important to educate children in both contexts to allow them the skills to generalize any lessons learned to their future schooling career and ultimately the greater society. Multi-age classes that are part of the Montessori method allow younger children to learn from older ones. The older children in a class are able to practice their skills by sharing them with younger children. The span of ages makes it easy for a younger  child with advanced skills in a particular area to be able to work at a higher level than other children of the same age. Older children build self-esteem by serving as class leaders.2 Schools now increasingly use â€Å"hands-on† methods to teach math and science. Though those schools may not use Montessori materials, the idea of using concrete items that children can manipulate is one promoted by Montessori. Many of these theories have come together and helped create a framework for learning and development. The Early Years Foundation Stage Framework for example uses some of these theories, positive relationships to encourage parents and carers to take an active part in their child’s learning (Vygotsky, Montessori), enabling environments, and the theory that every child learns and develops at different rates (Montessori). Children being allowed to play and explore by themselves as per Piagets theory, The Early Years Foundation Stage Framework states there are 3 prime areas for learning: communication & language: physical development: personal, social and emotional development: all of which our theorists believe in and articulated throughout their research. Task 6: Explain how to monitor children and young people’s development using different methods There are both summative and formative methods of assessment Summative monitoring such as SATS tests which are used to record progress and academic knowledge and general tests in class for example spelling and maths tests which will indicate a rate of progress. Formative methods such as different child observational methods such as focus child where the focus is on one child for a set amount of time, checklists where development is checked against specific milestones, time sampling recording information at regular intervals, structured which will monitor a child completing a pre set activity, naturalistic which a child will be observed during the normal course of events and a general diary record of the childs progress. An observer will evaluate the development of the child being measured against specific ‘milestones’ that should have been reached by a certain stage. The child is observed in the classroom or playground in their natural surroundings and also in the classroom to ascertain how they are progressing with their studies. The observer will gather a lot of information on behaviour patterns, interaction with peers and teachers, how the child co-ordinates and solves any problems. Specific emphasis should be  put on social behaviour, learning and motor skills. Sharing information with parents/carers and colleagues can be invaluable as they will see the child in a different setting perhaps to you and can also therefore make informed observations. An older child may need to be involved, according to their understanding, in any assessment of their development. This might include recording their feelings wishes and views. They would need to be monitored in different contexts (depending on which areas of their development is giving cause for concern). Culture and a different language being their first language must be taken into consideration. A child may not have developmental needs when using their first language and this will need to be noted and addressed. Any observational monitoring outcomes must be fed back to the parents/carers of a child. If developmental delays were found during the monitoring the SEN Code of Practice rules and guidance would need to be applied. There are many ways to monitor a child’s development and it is important that this monitoring is carried out throughout the early years and primary/secondary school to mitigate the risks of developmental delays. Task 7: Explain the reasons why children and young people’s development may not follow the expected pattern There are naturally many risk factors for development not following the expected pattern. These can be, but are not exclusive to, an emotionally unsettled family life, one parent family, disadvantaged environmentally, cultural differences, disability, learning difficulties, communication and language issues, lack of early exposure to informal education to name a few. Emotional difficulties can effect expected patterns of development. A child who experiences difficult relationships in the home, perhaps parents who argue or a one parent family situation where the single parent may have other children and no time for the individual child. If a child does not have a solid relationship with the adults in its life from an early stage they are more likely to develop low self esteem and are less likely to try new activities that would help their development. Parents who don’t talk or read to their children can also affect the child’s development educationally and socially. Environmental factors such as poverty and lack of facilities could affect a child’s development, if a family’s finances are  low some opportunities such as nursery will not be available and therefore reduce their exposure to early informal and formal education. If a disability is neglected or unidentified this could significantly affect a child’s development process. Not having the correct facilities or resources ca n obstruct a child’s development if a child or young person is physically not able to progress any further due to the severity of their learning need. Deafness will affect speech and communication. A child that is unable to use certain parts of their body will encounter developmental delays physically and possibly emotionally. A basic example is a child in a wheelchair will not be able to use a climbing frame and their physical development won’t be able to develop in the expected way. In addition the school they attend may lack facilities for their particular needs. Culturally there could be reasons for development delays for example girls in many cultures are not given the same opportunities as boys and this will limit their development, although that is unlikely to be the case in the UK it certainly is the case in some countries. Girls in certain cultures are perhaps not expected to do as well as boys as they will marry early and be taken care of by a husband and his extended family. Where this is ingrained into a child they might try less hard at school. Particular learning difficulties will have a huge impact on development without the correct help early on. A child having difficulties with reading and writing and understanding basic instructions will fall behind its peers. Communication difficulties, for example children with a different first language to that of the school where they attend may experience developmental delays due to lack of understanding on both the child’s and teachers part. In addition, incorrect/lack of communication resources can impair a child’s communication development. If the child or young person is physically unable to communicate, they will be unable to develop this area. This may lead to a lack of social skills or confidence which can negatively influence a child’s development. Taking all of the above examples into consideration it is vitally important that the risk factors are identified and where possible, mitigated early on.