Marketing and International Retailing Essay Example | Topics and Well Written Essays - 4500 words

Marketing and International Retailing - Essay Example 64), and that certain iue relating to corporate ocial reponibility are placed within the ame trategic context a, for example, pricing and continuity of upply. In the year ahead, retail trategit are likely to focu increaed attention on the election of appropriate partner organization (Wrigley, 1994, pp. 6-7; Lowe and Wrigley, 1996; Morganoky, 1997, p. 369; Martin et al., 1998, p. 14) and put in place appropriate leaderhip model to enure that interaction between individual throughout the partnerhip manifet itelf in buine deciion which in turn reult in a utainable competitive advantage being achieved and maintained. Thi mean that manager need to: A regard cutomer retention in particular, taff in each of the partner organization will in future need to be more pro-active in promoting the concept of cutomer relationhip management, which i underpinned by a clearly defined et of organizational value. A well crafted relationhip marketing trategy will help to enure that long-term, quality-baed relationhip are developed with taff in partner organization throughout the marketing channel (Grant, 1991, p. 45; Juttner and Peck, 1998). The adoption of thi approach will link marketing policy to human reource management policy, and attention will be focued on the co-ordination and flow of information among taff, between function and facilitate, and on the promotion of inter-organizational interaction (Cepede, 1995, pp. 251-2; Platt and Yeung, 2000). Furthermore, retail marketing planner and manager need to adopt a reflective approach to marketing deciion-making, and thi mean engaging more with marketing academic in order that a critical evaluation can be made of marketing policy and trategy related deciion. The reult hould be the development of marketing knowledge. New inight generated can be converted into new theoretical approache (Burton, 2005, p. 11). The outcome hould prove beneficial by advancing marketing theory, linking it to practice, and explaining development in current area of tudy uch a cutomer relationhip management (Baker, 2003). That aid, it i a quetion worthy of cloe conideration whether or not all thi can be achieved without a more holitic appreciation of what marketing intelligence repreent. An anwer will be offered during the coure of the paper. Firt, however, attention will be turned to what contitute a cutomer-driven international trategy, to the matter of developing long-term relationhip, and to the building of long-term partnerhip arrangement. Thee are conidered to be the key factor to be conidered when deviing a retailing trategy. Cutomer-Driven International trategie The focu on international trategy i not intended to exclude conideration of dometic trategy, but rather reflect the reality of twenty-firt century retailing and the focu of many of the other author whoe work i reviewed. That increaingly dynamic buine environment force manager to implement change, poibly through incremental adaptation and, when neceary, experimentation. Marketing manager therefore need to be aware of how intelligence gathered from the external and internal

Angie's list company Research Paper Example | Topics and Well Written Essays - 250 words

Angie's list company - Research Paper Example For instance, it uses an F-grading-system that is monitored through improved technology (â€Å"Angies List Unveils Naughty & Nice List – Newsroom† pr.10). Human review is used to certify clarity and genuineness of the reviews posted by the consumers. Utmost local companies rely on the company’s excellent review service. Angie’s List, Inc offers services in approximately 200 cities in the United States. The company offers satisfactory services to numerous small businesses. This implies that most companies and consumers appreciate the competence in service and technological reliability of Angie’s List Company ("Angies List Reports First Quarter 2014 Results (:ANGI)." Pr.6). It has a culture of inaugurating locally based affiliations. Local respondents insist that the company has assumed and partaken as one among the most reliable legal advisors. Most importantly, the founders and employees believe in sustained innovation with an objective of ascertaining better services. Success and failure are feasible experiences that any business can undergo. Angie’s List Company may have suffered from insignificant losses when it commenced operations. However, the company has gathered an admirable pace in development over the past few years. First, it intends to invest more on infrastructure and technology ("Angies List Loss Widens - Newsroom" pr.4). The company has a tendency of improving the quality of services through the adoption of new and reliable technology. In addition, increased infrastructural units will effectively harbor the 500 employees that the company intends to hire. Ideally, the company’s reputable status in customer review service is deemed to remain sustained in the

Role Of Hemisphericity In Activating Teaching Style Education Essay

Role Of Hemisphericity In Activating Teaching Style Education Essay The most distinctive feature of modern society is science based technology. The changes that occur as a result of the impact of its are called as modernization. This modernization has affected teaching .learning in many ways. Modern teaching learning is giving importance to students activity. It is called student centered approach. In a traditional society the aim of teaching learning acquisition of knowledge. But in modern society the main aim of teaching learning is not only acquisition of knowledge but also the awakening of curiosity, the stimulation of creativity the development of proper interest, attitude and values and the building of essential skills such as independent study teaching learning in the modern society is to keep pace with the achievement of knowledge and skills. According to Dictionary of Education (2005, p.521) learning is the process of acquiring knowledge, skills and belief through experience. Learning takes place when students interact with others and with environment by observing, talking, listening discussing, writing and relating their own ideas and experiences with others.(Reddy, 2006, p.11). Piagets (1964, p.17) describes learning is subordinated to development and not vice versa. He explained development as the active construction of knowledge and learning as the passive formation of association. He was interested in knowledge construction and believes that cognitive development came before learning. According to his view child cannot learn a concept before they are cognitively ready. Here by the term cognitively ready he means development of child. Cognitive development takes place first then they become able to learn where as Vygotsky believed that learning is an active process and it did not wait for readiness. Vygotsky, (1978, p.90) said properly organized learning results in mental development and sets in motion a variety of developmental process that would be impossible apart from learning. He saw learning as a tool in development. Learning pulls development up to higher level and social interaction is a key in learning. So in this way learning can be defined as an individual as well as socialactivity. Learning takes place as a result of experience. For example a first grade student sings, twinkle twinkle little star and second grade student leaves hot spoon immediately. First case is the example of learning while second case is not the example of learning, whats the difference between the examples of learning and not learning? The difference is the experience. In other words the first grade students behavior is the result of his experience. He was not biologically programmed to sing twinkle twinkle little star and leaving hot spoon is reflexive activity. The learning is what students do, teaching is what the teacher can teach. The improvement in teaching can be demonstrated if there is improvement in learning. As observed by prof.R.S. Adams and others students may learn what the teacher intended them to; they may not. Teachers like others are fallible,then may not always teach correctly. It Follows them that in any learning situation students may learn correctly what the teacher taught incorrectly or may learn incorrectly what the teacher taught correctly or fortunately the opposites. 1.2 TEACHING AND LEARNING Teaching and Learning are interlinked. The teacher teaches and students learn. Teaching learning has four aspects they are teacher, student, learning process figure1.1 explained The process in the interaction between student and the teacher Teacher development Pupil Learning Process and learning situation. The teacher creates the learning situation for the student. The process in the interaction between student and the teacher. This interaction is explained in the figure1.1 Teaching learning is influenced by the totality of the learning environmental situation. This interaction is possible through three way communication. This results is behavior changes in the learner. This is diagrammatically explained in the figure1.2 The teacher guiding their students in eight step. *Step 12 communication from the teacher to the learner. *Step 3 to 5 from learner to teacher. *Step 6 to 8 again from teacher to learner. Through this 3 way communication teacher could teach is a linear manner. On the other hand learner can know how well his learning is progressing and how he can success in his way of learning. The teaching components and learning components are interlinked. Teaching objectives are successful only when the learning outcomes coincide within it. The components of teaching learning are given below. 1.2.1.COMPONENTS OF LEARNING PROCESS *Task to be learned. *Characteristics of the task to be learned. * Characteristics of the learner. *Conditions under which effective learning takes place. 1.2.2.COMPONENTS OF TEACHING PROCESS: *Instructional goals. *Entering behavior. *Instructional procedures. *Performance assessment. 1.3.ROLE OF BRAIN IN LEARNING: Brain study research identifies the left brain is the academic brain. It is because educators generally emphasize its process in a traditional class room. It has some limitations in learning on the other hand the right brain is the artistic brain because it is the center for creative talents. Though science and medicines now give more attention to these brain process, education has traditionally neglected the right side, learning half of a students brain potential under educated. Nowadays more school systems are using whole brain learning technique. The brain study shows that learning can be flourished only when teachers make their students to integrate use both sides of their brain is a lesson. For Example in Kg classes, Teachers who use music, Dance, Story telling, Drama or other right brain activities in their class which trigger the left brain students. Their learning capabilities can be increased but in the primary section the teacher can use traditional teaching which reduce t he right brain activities. When right brain teacher teaches left brain students it affects the achievement of the learner. So the teacher should be whole brained their only he can produce right brain and whole brain dominated students. The present study has two phases. *First phase the matching between teaching and learning. *Second phase Brain dominance of the students and teacher. 1.4 STATEMENT OF THE PROBLEM: The problem for the present study is titled as compatibility between teaching style and learning style with reference to hemisphericity. 1.5 OPERATIONAL DEFINITION OF KEY TERMS Teaching Style: Teaching Style defined by Fisher and Fisher(1979) as a pervasive way of approaching the learners that might be consistent with several methods of teaching Gregorc(1979) Teaching Style consists of an instructors personal behavior and the media used to transmit or receive data to or from the learner. LEARNING STYLE: Cornett defined learning style as a a consistent pattern of behavior but with a certain range of individual variability. Geogorc and Ward (1977) stated that learning style consists of distinctive and observable behavior that provides clues about the mediation abilities of individuals. In operational terms ,people through their characteristic sets of behavior tell us how their mind related to the world and therefore how they learn. COMPATIBILITY Matching is defined in terms of compatibility the interactive effects of person and environment (Hunt 1979) HEMISPHERICITY: Hemisphericity is the cerebral dominance of an individual is retaining the processing mode of information in his own style of learning and thinking.(Venkatraman 1989) Researcher conducted during the last two decades have shown that the human left cerebral hemisphere is to be specialized for primarily verbal, analytic, abstract, temporal and digital operations (Bogey 1969,Gazzaninga 1970, Ornstein 1972).The same investigation revealed that the right cerebral hemisphere is to be specializes for primarily non verbal holistic, concrete, creative, analogical and aesthetic function. For identifying the hemisphere dominance the ways in which and levels at which the information is being proceed by the individual are to be studied. 1.6 OBJECTIVES OF THES STUDY: *The primary objective of the study is to explore the compatibility between teaching style and learning style and its influence on academic achievement with regards to hemisphericity. * The Secondary objectives are the following. A) To find out the difference in the learning style of the students with respect to demographic variables. B) To find out the differences in the teaching style of the teacher with regards demographic variables. C) To find out the relationship between learning style and information processing style if the students. D) To find out the relationship between the teaching style and brain dominance of the teacher. E) To find out the relationship between learning style and achievement score of the students. F) To find out the relationship between learning style and teaching style and achievement score. 1.7 VARIABLES OF THE STUDY: A) Independent Variables (i) Teaching Style (ii) Learning Style (iii) Information Processing Style (iv) Solat B) Dependent Variable: Achievement Score 1.8. SIGNIFICANCE OF THE STUDY: Learning style is a consistent way of functioning which reflects cultural behavior patterns. These may be revised as a result of training or changes in learning experiences According to Reid(1987:100) learning styles are thus moderately strong habits rather than intractable biological attributes.In all academic classrooms there will be students with multiple learning styles, and students with major, minor and negative learning styles. Teachers are accommodating these learning styles and to bring changes in their own teaching style and provide a variety of activities for them only teachers can meet out needs of different learning styles of students. In a class where mismatch occur the students tend to bores and inactive, inattentive, do poorly on tests get discouraged about the course. They may conclude that they are not good at the subjects of the course and give up. To reduce teacher student style conflicts some researchers in the area of learning styles be matched. KUMARA VADIVELU (1991:98) states that the narrower the gap between teacher intervention and learner interpretation , the greater are the chances of achieving desires learning outcomes. Effective matching between teaching style and learning style can be achieved only when teachers are aware of their learners needs, capacities, potentialities and learning style preferences in meeting these needs.It has been the researchers experience as a teacher may learners fail to achieve an acceptable level of success in achievements tests. Is it possible that some students are failing to be successful at school because teaching methods do not cater for their learning style?Investigator much of reading on this topic suggest that the boredom, lack of success and frustration of students experiences t school could be due to incongruence between teaching strategy of teacher and their preferred learning styles.This inherent problem gave rise to the idea for this researcher topic. It was thus born out of a desire to provide teachers with an alternative approach to improve the learning productivity of their students. 1.9 LIMITATIONS OF THE STUDY: The present study has demarcated with the following limitations *The time frame the data collection phase of the research was conducted over a periods of 12 weeks. *Level of intelligence and relevant previous knowledge of the learner could also have had as effect on the result of the study. *Size of the sample. The limited number of the population and hence the small sample size could have influenced the degree to which the findings of the research can be generalized to other population. *This is only a precise product study in the area of learning and teaching style. *Due to laborious calculations, only certain variables are studied in this investigation. * The study is limited to the pupils of class ix only. *The study is limited to kancheepuram and Chennai district only. 1.10 CHAPTERIZATION The study is organized into six chapters for easy understanding flexible discussion in statistical results. CHAPTER I The first chapter details about the problem of the study, objectives, significance and scope of the study CHAPTER II It deals with backdrop of the study.It explores about teaching style,learning style,brain study,compatibility between teaching style and learning style,information processing , and solat CHAPTER III It deals with the review of related literature in the present investigation.It explore Indian reviews and international reviews CHAPTER IV The fourth chapter explores the methodology of the study, the statement of the problem, need, hypothesis, variables, studies, method of research, construction of tools , collection of data and statistical techniques used in analysis of data are presented. CHAPTER V This chapter incorporate with descriptive statistics,differential analysis association analysis,correlation analysis and conclusion. CHAPTER VI It is connected with summary, major findings , conclusions, recommendations and suggestions for further study. Bibliography and Appendices are enclosed at the end of the thesis. Thus the finding is detailed in six chapters r.

Animal Cruelty :: Psychology, Conduct Disorder

For one to completely understand animal cruelty one must know how animal cruelty is categorized. Animal cruelty was first categorized as a symptom of conduct disorder by the American Psychiatric Association in 1987 (McPhedran; 2008). Conduct disorder is defined as â€Å"a repetitive and persistent pattern of behavior in which the basic rights of others are major age appropriate societal norms or rules are violated† (American Psychiatric Association; 1994 as cited as McPhedran; 2008). To be diagnosed with conduct disorder, a person must have at least 3 of the 15 symptoms of the disorder presented. Other symptoms of conduct disorder include persistent patterns of aggression towards humans, lying and deception, theft and/or robbery, and destruction of property (American Psychiatric Association; 1994 as cited as McPhedran; 2008). There is variety of studies that shows that their factors that influence people’s judgments about cruelty. Attitudes about abuse and neglect can be reliably differentiated among both men and women; women tend to more empathic towards the animals that were abused; men and women differ with the regard to the structure of their attitude (Henry; 2008). The attitude about animal abuse differ between women and men is because men reflect a lower level of empathy than women, and that can result in men judging acts of violence differently (Pakaslanhti & Keltikanga- Jarvinen; 1997 as cited as Henry; 2008). Research has found that women have a stronger and broader moral strictures against aggression than men do (Perry, Perry & Rasmussen; 1986 as cited as Henry; 2008). Women appear to have a broader scope of what constitutes cruelty than men. When it comes to punishing people for abusing animals’ research showed that women recommended harsher punishments for acts of animal abuse than men and that recommended punishments were harsher when the victim was a puppy compared to when the victim was a chicken (Henry; 2008). When it comes to be mind set of describing animal abuse the type of animals was similar and it depended on the type of animal that was victimized for them to consider it was animal cruelty (Henry; 2008). A person mood at the moment of being questioned about punishment for animal cruelty depended if they wanted punishment are not. Results indicated that participants in a positive mood-state recommended harsher punishments for animal cruelty for the perpetrator of the abuse (Henry; 2008). People also recommended harsher punishment when the animal-victim was perceived as being more similar to humans (Henry; 2008). Animal Cruelty :: Psychology, Conduct Disorder For one to completely understand animal cruelty one must know how animal cruelty is categorized. Animal cruelty was first categorized as a symptom of conduct disorder by the American Psychiatric Association in 1987 (McPhedran; 2008). Conduct disorder is defined as â€Å"a repetitive and persistent pattern of behavior in which the basic rights of others are major age appropriate societal norms or rules are violated† (American Psychiatric Association; 1994 as cited as McPhedran; 2008). To be diagnosed with conduct disorder, a person must have at least 3 of the 15 symptoms of the disorder presented. Other symptoms of conduct disorder include persistent patterns of aggression towards humans, lying and deception, theft and/or robbery, and destruction of property (American Psychiatric Association; 1994 as cited as McPhedran; 2008). There is variety of studies that shows that their factors that influence people’s judgments about cruelty. Attitudes about abuse and neglect can be reliably differentiated among both men and women; women tend to more empathic towards the animals that were abused; men and women differ with the regard to the structure of their attitude (Henry; 2008). The attitude about animal abuse differ between women and men is because men reflect a lower level of empathy than women, and that can result in men judging acts of violence differently (Pakaslanhti & Keltikanga- Jarvinen; 1997 as cited as Henry; 2008). Research has found that women have a stronger and broader moral strictures against aggression than men do (Perry, Perry & Rasmussen; 1986 as cited as Henry; 2008). Women appear to have a broader scope of what constitutes cruelty than men. When it comes to punishing people for abusing animals’ research showed that women recommended harsher punishments for acts of animal abuse than men and that recommended punishments were harsher when the victim was a puppy compared to when the victim was a chicken (Henry; 2008). When it comes to be mind set of describing animal abuse the type of animals was similar and it depended on the type of animal that was victimized for them to consider it was animal cruelty (Henry; 2008). A person mood at the moment of being questioned about punishment for animal cruelty depended if they wanted punishment are not. Results indicated that participants in a positive mood-state recommended harsher punishments for animal cruelty for the perpetrator of the abuse (Henry; 2008). People also recommended harsher punishment when the animal-victim was perceived as being more similar to humans (Henry; 2008).

The Managed Heart: Emotional Management vs Emotional Labor

Can a person†s heart be controlled? Do all people go have some form of emotional management or emotional labor in their lives? In the book, The Managed Heart, written by Arlie Hochschild , discusses the issues of emotional labor and emotional management. In the book, it describes the difference between the two issues and gives Hochschild†s opinion on those issues. The first issue is emotional management. This is where the fight attendants learn how to deal with certain situations that they might encounter. Basically, they are taught to manage their emotions and look at their situation from the other side. By doing this, the flight attendants can create a happy and more comfortable setting for the passengers. On page 113 in the book, it states that the fight attendants should imagine a reason to excuse an obnoxious or unruly passenger. This is what Delta teaches: emotional management. The other issue is emotional labor. The use of emotional management is emotional labor. They flight attendants use surface acting in everyday work life. They are there to make the passenger feel comfortable and happy. This is a cover sheet for the flight attendants emotions. They are in a way bottling up their feelings to produce another feeling. The problem with emotional labor and surface acting are they become a part of that person. Hochschild thinks that this is a bad thing because one will never break away from the emotional labor and in turn have trouble expressing their inner feelings, (deep acting) in their private lives. In summary, emotional management is emotional labor. Emotional management is the learning how to deal with situations. Emotional labor is the actual use of the emotional management. Learning emotional management is helpful, but can affect that person†s lifestyle. When they use emotional labor, they are hiding their inner feelings to create are better atmosphere for others. People using this might never be able to distinguish the difference between their surface acting and deep acting. Hochschild†s sees this as a problem for the people affected by this emotion manipulator. This will affect their friend†s, family, and the rest of society.

Olympic Village Project Management Essay

On July 6 2005, the International Olympic Committee announced the designation of London as the host of the 2012 Olympic Games. 8 days later, the Olympic Bill was introduced to the Parliament, allowing the launch of lottery scratch cards in order to fund the Games. In the preparation of the reception of the Games, the city of London started a big renovation plan that came with the construction of several infrastructures. Among them was the Olympic Village. Before Execution Presentation The Olympic Village had the most spacious accommodation in the history of the Games, with ample room to house the 16,000 athletes and NOC team officials in 17,320 beds, and with the capacity to add more if required. The Olympic Village was conveniently located in the midst of most sports venues. The great majority of competitors (80% of Olympic athletes and over 95% of Paralympic athletes) will be within 20 minutes of their venues. Though unified in design, the Olympic Village had distinct residential and international zones in strict accord with IOC Olympic Village guidelines. The international zone, located north of Stratford International station, comprises athletes’ entertainment and leisure facilities, the visitors’ welcome centre, the media sub-centre, meeting rooms and conference facilities and areas for the Welcome Ceremonies and flag displays. The residential zone contains the apartments, the main dining facility and the polyclinic. Adjacent buildings houses various services including athlete accreditation, sports information, the NOC centre, the Olympic Village operations and service area (VOSA), the athletes’ disco and the Chef de Mission meeting hall. The transport mall was split into two main areas. One served the Olympic Park and the other provided transit to other London competition venues. As the Games progressed, bus services operated from here to London’s key tourist venues. Transport within the Olympic Village itself was provided by a zero-emission continuous bus shuttle to connect apartment blocks with all the main facilities, including the transport mall and dining facilities. This service ran on a continuous 24-hour basis, although on a reduced basis during the early hours of the morning (01.00hrs to 05.00hrs). The Olympic Village’s main entrance is at the southern end of the complex, close to Stratford International station and the main vehicle pickup/drop off facility. Secure car parking for accredited guests and visiting officials will be nearby. Schedule Given the size and the nature of the project, the LOCOG (London Organizing Committee of the Olympic Games) and the ODA (Olympic Delivery Authority) did not wait for the IOC decision to begin the project of the construction of an Olympic Village. As we can see on the table below, the organizations started, since 2003, the groundwork for the athletes’ accommodation. By the time the IOC gave its verdict, the location was chosen and the designing details were already on their way. As the soon as the decision was made public, the tendering for the main contractor began. Shortly after, the construction on-site started with the demolition phase. The construction of the Village was completed in early 2012 for a total duration on-site of almost 6 years. Location The area chosen as the construction site was located in east London, seven minutes from all of the attractions of the city centre and in the heart of the Olympic Park. This location is part of the development project of Stratford City. Stratford City will bring almost 5 000 homes and 30 000 jobs to Stratford and has been given outline planning consent. The project, once completed, will be one of the largest mixed use developments in the UK for many years. It is the brainchild of development partners Chelsfield plc, Stanhope plc and London and Continental Railways. The plans include 465,000 square meters of offices, 4,850 new homes for approximately 11,000 people, 150,500 square meters of retail space and up to 2,000 hotel bedrooms. Work began in 2006 and is expected to take 20 years to complete. Environmental In early 2003, the governmental organizations carried a full environmental impact assessment as part of the Olympic masterplan planning applications. This environmental assessment considered existing site conditions, potential impacts of Olympic developments on the site and its surroundings, as well as opportunities for environmental management, awareness-raising and cultural activities. The studies and mitigation proposals have formed the basis for a detailed environmental brief for the Olympic Village. It includes: †¢ Application of the highest recognized UK standards for sustainable construction to meet carbon emission and waste minimization targets †¢ Climate-proofing to take account of predicted climate changes in the decades ahead †¢ An integrated approach to resource management and infrastructure development for energy, water and waste †¢ Emphasis on access, mobility and community services infrastructure to reduce car dependency and promote healthier lifestyles †¢ High soundscape quality and a legacy of exemplary noise management practices with supportive soundscapes for people with visual and hearing impairments †¢ Incorporation of green space and biodiversity into the design to provide ecological, water management, air quality and visual amenity benefits. Paralympic considerations Because the Village also welcomed the athletes participating in the Paralympic Games, the service providers were asked to make necessary adjustments to the physical features of their premises to allow equal access for all in accordance with the UK’s Building Regulations. The LOCOG will ensure that the Paralympic Village will meet any new standards agreed with the IPC, such as single room accommodation for every athlete with a severe disability (such as those who use an electric wheelchair for daily living). Every apartment will benefit from spacious bathrooms and shower rooms. Because the Paralympic Village will be specifically designed to be accessible, the IPC and the NPCs will – for the first time – be able to indicate in advance where any special aids and facilities should be located. Costs planning The construction costs were planned to reach $ 1 101 million for a 5 years project (from June 2007 to May 2012). As we can see on the table below, almost the total of that sum has been used for the main construction work of the site. The LOCOG financed the temporary works for an amount of  £ 61 million. Those temporary workers, employed in early 2012, were given the task to tune up the Village (equipping it with furnitures). The financing of the permanent workers for an amount of more than a billion pounds will be discussed in the next point.