Marketing audit Essay Example | Topics and Well Written Essays - 4500 words - 1

Marketing audit - Essay Example The study discusses potential theories and literatures available on marketing audit and describes its importance for present day organizations. Conducting a marketing audit for any organization involves analysis of the external and internal environments of the organization. Analysis of the external environment can be done through various models and frameworks which have been proposed by previous researchers. These analytical frameworks consider various crucial aspects of the external environment which have potential influence on the business operations of the organization. While scanning the environmental elements of Lenovo various factors have been considered which are external to the organization and have significant influence on it. Similarly the internal environment of the organization has also been analyzed deeply to identify the potential strengths and barriers which exist within the organization. While scanning the internal environmental of the organisation, various theories a nd analysis have been implemented to analyse the resources and capabilities present within it. For data collection various news and texts have been used as secondary sources. These organizational data are analyzed and inferred for identifying the strengths and weaknesses of the organization. A systematic plan for action has been suggested as recommendation at the end of the report. Marketing audit states the importance of aligning the marketing operations with the objectives of the business as well as the capabilities of the organization. Once it gets aligned, the organization experiences increased level of potential in its profit making and marketing activities. If classified broadly the process of marketing audit involves proper understanding of the goals, identifying current resources and techniques to be utilized by the organization, collecting information from organizational and non-organizational sources for understanding the internal environment of the organization and

Film History Movie Review Example | Topics and Well Written Essays - 2250 words

Film History - Movie Review Example In a profound research on screen history, one cannot ignore the importance of the genre called the Western and it is a fiction genre which has grown to represent the culture of western society. The westerns were the most common genre in Hollywood one time and between the 1930s and the mid-1960s it was the most dominant Hollywood film or an archetypical genre. "To say a film is a western is immediately to say that it shares some indefinable 'X' with other films we call westerns. In addition, it provides us with a body of films to which our film can be usefully compared..." (Grant 2003. P. 3). Arguably, it was the most significant American story form of the twentieth century, though the case is greatly changed today and it has become unlikely to find a western now. Thus, the influence, themes, and myths central to the classic Hollywood western, along with these movies, have disappeared, though the imprints of the genre can still be seen in the modern box-office success stories. Therefo re, an analysis of the western genre has great significance today. "Western themes and myths are still alive and well, but they have migrated to other genres, most notably, science fiction and action movies A look at the western today is not a revisiting of a dying genre, but an examination of a type of film whose shadow still falls across the theatre screens of North America." (The History of Film). This paper focuses on a comparative analysis of two modern western genre films in order to comprehend the significant elements and the history of the genre. The Western Genre: Film texts The popularity of the western genre in the twentieth century may be understood as the result of their specific characteristics which are reflected in the modern blockbuster successes. The western, which was once a Hollywood staple, has fallen on hard times. "Its complex and rich intertwining of a frontier setting, male action and themes of national identity and history no more sustains a viable genre, and the framework for analysing it through the oppositions of civilization and wilderness, the garden and the desert, has been challenged." (Geraghty 2007. P. 136). Edwin S. Porter's The Great Train Robbery (1903), which is the first western genre film, illustrates the essential elements of the genre and by 1929s the western became a generic clip. The Searchers (1956) by John Ford is an illustrious example of the genre type and the hero's status as a pathological outsider

Teaching Compound Nouns In The Classroom English Language Essay

Teaching Compound Nouns In The Classroom English Language Essay This essay will discuss the way of teaching particular compound nouns in the classroom through the context of Libyan classes. The first part of the essay deals with the learners and the learning context in Libya. The second one is about the analysis and arguments of the lexical set of compound nouns according to their use, form and meaning. Part three describes the approach that has been used in the teaching procedure within the Libyan context. The last part of this essay shows some errors and feedback and suggested corrections and suggested methods for improvement in proficiency. The lesson plan and materials used to teach the classes have been attached as appendices outside the main body of the essay. A brief profile of the learners and the learning context: The students in the class are aged between 14 and 17 years and they study in a private school in Libya. Their English language proficiency level is intermediate. They study English as a second language for four classes in a week with each class being about 35 minutes in duration. The students native language is Arabic and the class is monolingual. The students started studying English at the age of around eight in primary school. English is considered a second language in Libya; although it is a compulsory part of the educational curriculum. The English syllabus material in this level corresponds fairly closely to that of the degree in New Headway courses, but there is a wider choice of classes during the week. In addition, students are sometimes required to study other supplementary material in English in order to acquire optimum language skills. Analysis of the language point for this essay: The topic of this paper is about teaching concept and lexical uses of compound nouns. The word compound has several meanings in the English language. A compound is a combination of two words or more to form a new word with a different meaning: Compounds may be classified into three types; compound nouns such as toothpaste, compound verbs such as spin-dry, and compound adjectives which are usually hyphenated such as long-haired. Most compound nouns in English are formed by nouns modified by other nouns or adjectives. Sometimes the two words are joined together (e.g. tooth + paste = toothpaste), or they are joined using a hyphen (e.g. check-in), and sometimes they appear as two separate words (e.g. full moon). The language point that will be highlighted in this essay is the teaching of compound nouns. Compound nouns consist of two or more words combined together to form a new word with a different meaning. Graver (1986) points out that compound noun can be created like phrasal verbs by adding an adverb + verb; for example, outcome, takeaway and inlet. He says that there are two different ways to compound these elements. One of these ways is to place the verb and the particle in reverse order to form a compound noun or verb. For example, take over changed to overtake (verb), and put out to output (noun). Generally, to compound two words or more is a productive process in terms of word-formation (Schmitt McCarthy, 1997). Compound nouns can be written as one word, e.g. policeman; as two words joined together by a hyphen, e.g. easy-chair or as two separate words, e.g. air space. Compound nouns are usually made up of two parts, the first part tells us about the object or person or what the purpose of the object is, simply put the first part answers the question what is the purpose or what type it is? The second part tells us what or who the object is. For instance, in the word policeman, the second part of the compound noun tells us what or who the object is, in this case its man and the first part then identifies what kind of a man this noun is, so we know that he is a police man. A list of examples and a related practice exercise is added in appendix 2 for the purpose of giving the students some practical experience of joining words to form compound nouns. Explanation and description of the teaching approach in this context: The needs and the level of the students have been taken into consideration, and the method is suitable to their abilities and communicative style. Harmer (2007) says that students should be exposed amply to the language in use, in order to improve their skills and knowledge so that they are able to interact efficiently in real situations. Advocates of Task-Based Learning (TBL) approach argue that learners must learn the target language to be able to express themselves and be understood. Engaging in real language situations is one of most effective ways of learning the target language. To make the class interactive and allow for more student interaction the teacher encourages the students to interact in the most natural possible ways. How does one normally use language? We use language in a number of ways: to respond to questions, to explain or describe things, to ask questions, to tell stories, to talk about events and for many other purposes. So to reduce teacher-talk-time and allow more student interaction a task-based approach has been adopted here. A task-based lesson usually has a preparation and planning stage called the pre-task; then the task phase is followed by a post-task phase where the teacher facilitates discussions and the students can practice their skills. Pre-task activity involves eliciting some examples of compound nouns to make the students understand what a compound noun is. Teachers can use teaching aids like hand-outs, texts, flash cards, audio-visual materials etc. so that students can familiarize themselves with the concepts learnt. The teacher can then elicit information from the students pertaining to the text or audio/visual clip provided. The elicited compound nouns are collated and written on the board. The learners are asked to recognize and specify them in the text and to use these compound nouns in suitable sentences of their own in the in-task activity. Students work in pairs to come up with some compound nouns related to the task, and then each student in the class is asked to suggest another different compound noun and try to pronounce it correctly. In the post-task stage, students are asked to practice what they have been taught and to be more fluent. The students are engaged in activities where the whole class is expected to participate. The activity uses a set of compound nouns and utilizes these words in sentences in real life contexts. The teacher facilitates small group discussions, question-answer sessions, pop-quizzes, individual or pair work so that the students have ample opportunity to practice the newly learnt compound words in varied contexts. The teacher supervises the discussions and moves around the class and corrects mistakes wherever necessary. Some expected errors and feedback from teacher with suggestions for improvement: Non-native English speakers like the Arab students of this class may confuse or misuse lexical terms particularly complex ones like compound nouns. This confusion can occur especially for speakers of Arabic because of the influence of their mother tongue, which has a different grammatical structure from English. For example, truck driver is the right form of the English compound noun referring to a person who drives a truck. However, due to grammatical composition in Arabic the name of the doer (object) driver is placed before the name of the machine (purpose) truck which will make the word driver truck and will not convey the same meaning as truck driver. Another difference between English and Arabic is that Arabic does not have hyphenated words like break-out or passer-by and the students may be confused when they see or hear this pattern until they become familiar with it. To overcome such situations, the teacher needs to spend a significant amount of time in designing activities like role-plays, story-telling and use audio-visual clips that will help minimize language barriers and reinforce the positive learning outcomes. To be able to develop fluency and a moderately grasp of the language, learners must use every opportunity outside the class to practice their skills. The more they use the language in multiple contexts the more chances will they get of receiving feedback and have the opportunity to rectify their mistakes and learn to adapt themselves to the lexical and grammatical differences between their native tongue and the target language. Pica (1992 1994, cited in Ellis 2004) suggests that negotiation provides learners with feedback on their own use of the target language. When more competent interlocutors respond to less competent speakers they frequently reformulate their statements according to the proficiency of the listener. Conclusion: The objective of teaching English as second language to non-native speakers is to be able to help students to reach a fair level of competency in the target language so that they are able to make sense of lexical and grammatical structures and concepts that may be different from their native tongue. Exposure to the target language is important as is the motivation to practice and master the language. The teacher can only provide guidance and facilitate learning. The level of adaptability and use of more complex lexical and grammatical structures will be determined by the amount of practice that is put in by the learner. It has been the endeavor of this paper to suggest ways by which learners are motivated to achieve this level of competence.

Oedipus Rex †The Women Essay -- Oedipus the King Oedipus Rex

Oedipus Rex – The Women  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Charles Segal in Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge explains the protagonist’s concern for Jocasta’s burial in Sophocles’ Oedipus Rex:      Oedipus turns from his utter desolation and abasement to something of his old air of command, albeit in a chastened and softened tone. He asks Creon to expel him from Thebes as quickly as he can and gives orders for Jocasta’s burial (1446ff), a gesture of concern and responsibility characteristic of the Oedipus we saw in the opening scenes(73).    Oedipus’ attitude toward Jocasta in death – is it the same as in life? This essay will answer the previous question and many other questions regarding women in Oedipus Rex.    Michael J. O’Brien in the Introduction to Twentieth Century Interpretations of Oedipus Rex, maintains that there is â€Å"a good deal of evidence to support this view† that the fifth century playwright was the â€Å"educator of his people† and a â€Å"teacher†. Sophocles in his tragedy, Oedipus Rex, teaches about â€Å"morally desirable attitudes and behavior† (4), and uses three women to help convey these principles of living.    At the outset of Oedipus Rex no female characters are present; the reader sees a king who comes to the door full of curiosity: â€Å"Explain your mood and purport. Is it dread /Of ill that moves you or a boon ye crave?† When the priest has responded that the people are despairing from the effects of the plague, the king shows sympathy for his subjects: â€Å"Ye sicken all, well wot I, yet my pain, /How great soever yours, outtops it all.† Thomas Van Nortwick in Oedipus: The Meaning of a Masculine Life : â€Å"We see already the supreme self-confidence and ease of command in Oedipus. . ... ...s of the Antigone.† In Sophocles: A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Segal, Charles. Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge. New York: Twayne Publishers, 1993.    Sophocles. Oedipus Rex. Transl. by F. Storr. no pag. http://etext.lib.virginia.edu/etcbin/browse-mixed new?tag=public&images=images/modeng&data=/texts/english/modeng/parsed&part=0&id=SopOedi    â€Å"Sophocles† In Literature of the Western World, edited by Brian Wilkie and James Hurt. NewYork: Macmillan Publishing Co., 1984.    Van Nortwick, Thomas.   Oedipus: The Meaning of a Masculine Life. Norman, OK: University of Oklahoma Press, 1998.    Watling, E. F.. Introduction. In Sophocles: The Theban Plays, translated by E. F. Watling. New York: Penguin Books, 1974.         

Logic and Logically Consistent Manner

1. What is logic? Is it beneficial for you to think in a logically consistent manner? â€Å"The inherent ability to mentally compare and weigh two or more perceptions and to mentally conclude accurately what is the differences and/or similarities between each perception. † â€Å"Logic is the science or art of exact reasoning, or of pure and formal thoughts, or of the laws according to which the processes of pure thinking should be conducted and formation and application of general notion. † Logic is the study of information encoded in the form of logical sentences. 2.What if†¦ if the basic laws of logic such as below is not available to us? a. ) Law of Identity: A is A b. ) Law of excluded middle: A or not A c. ) Law of non-contradiction: A and not A both doesn’t follow. 3. Why symbols are important in the domain of mathematics and in the growth of scientific knowledge? Symbols, in the most fundamental sense of the word, can refer to anything which stands fo r something else (the signified). There could be a natural relation which immediately suggests the relation between a sign and signified or the relation could be arbitrary and chosen through some convention such as words in a language.Process of symbolization: It is the replacement of something by a symbol for example; one can replace ‘Mass’ by ‘m’, a number by ‘n’. In almost all cases such replacement or naming is conventional and arbitrary. The process of symbolization should not and does not modify or distort that which it stands for. 4. Is communication effective without the logical connectives such as or, and, implies, not, if and only if? 5. Why we treat mathematical truth as certain? Why logic emphasizes on â€Å"tautologies† rather than contradictions?Logic is non-contingent, in the sense that they do not depend on any particular accidental features of the world. Physics and the other empirical sciences investigate the way the wo rld actually is. That no signal can travel faster than the speed of light is depends upon the law of physics. If the laws were different, perhaps this would not have been true. While the principles of logic are derived using reasoning only and their validity does not depends on any contingent features of the world.

A Case Study on Formulation of the Information Strategy of Timberlodge Essay

Information strategy is an integral part of a business plan to improve the computer/communications architectures, hardware, software, peripherals, and training. The mentioned changes are targeted at refining business operations (Betz, 396). Accordingly, Timberlodge has benefited from restructuring of the technical aspect specifically its software/hardware architectures. Information strategy (IS) of Timberlodge should yield competitive advantage at a lower cost and higher profitability. IS is composed of three components namely information system (IS) strategy, information technology (IT) strategy, and information management (IM) strategy. In Timberlodge’s case study, they are looking to adapt the same innovative and technological approach into the product area of figurines based on the production driven by demand. The said aim is considered to be the company’s IS Strategy. Given the long business and supplier relationship of Timberlodge and Potterville, the company can meet halfway by integrating the new automated production processing system in their existing factory at Potterville. See more: Homeless satire essay In this way, the company and its highly skilled, experienced, and loyal workforce at Potterville that makes up the IM strategy. The company can make use of the same tool called KAPS Associates’ Systems Planning and Analytical Tool (SPLAT) as its IT strategy. Timberlodge can continue to achieve higher production through efficient, automated production system by integrating the new information technology into the traditional set up. The possible adverse publicity of the closure of its factory in Potterville can be avoided through adapting the new technology and retraining of the staff in Potterville. Timberlodge should also consider their loyalty and long standing job employment with the company. While these people are highly skilled, the new automated system requires low skilled people. Thus, workers must be re-assessed and rehired based on their skills.