Neolithic Vs Paleolithic Free Essays

Life changed dramatically between the Paleolithic and Neolithic times. Paleolithic is the early phase of the Stone Age, lasting about 2. 5 million years, when primitive stone implements were used. We will write a custom essay sample on Neolithic Vs Paleolithic or any similar topic only for you Order Now The Paleolithic Period was also called the Old Stone Age. Neolithic is the later part of the Stone Age, when ground or polished stone weapons and implements prevailed. The Neolithic Period was also called the New Stone Age. The Neolithic Revolution was the world’s first traditionally, provable revolution in agriculture. It involved the wide-scale change of many human cultures from a lifestyle of hunting and gathering to agriculture as well as settlement, which supported larger population. Important events significantly changed the way of life between Paleolithic and Neolithic times. Although life changed dramatically between these two times there are still some similarities and differences amongst them. Paleolithic and Neolithic times have a lot of things in common. Both of these times were dependent on natural resources. In Paleolithic times they moved with food supply. In Neolithic times they used need water and good soil for crops. Paleolithic and Neolithic both had a government. In Paleolithic times the males ruled the families. In Neolithic times there was a Chief with council. Both of Paleolithic and Neolithic times had a religion. They had religions, which meant they believe in life after death. Socially in both time period’s men hunted and farmed and women gathered. Neolithic and Paleolithic periods had technology. For Paleolithic they used stone tools, and in Neolithic they had farming, baking and firing pottery, specialized tools, and bronze tools and weapons. Both Paleolithic and Neolithic evolved. As found in Document 2 during Paleolithic times the Ice Age forced man to move and change. Mankind was forced to depend less on plants and animals. In Neolithic they farmed allowing them to settle in one place, which gave them time to develop settlements and new trades. Also both of these periods had accomplishments. In the Paleolithic Age they developed language, controlled fire and made and used tools. In the Neolithic Age they accomplished making the wheel, and farming. Although there are many similarities between Paleolithic and Neolithic times there are still several difference between them as well. One difference is that Paleolithic is the Old Stone Age and Neolithic the new Stone Age. Another difference that is found in Document 1, was that Paleolithic tools were used for hunting; they were heavy and basic whereas, Neolithic tools were used for clearing land and farming; they where sharper, lighter, more variety, and polished. The main difference between these â€Å"tool kits† is the purpose they were used for. Paleolithic man was a nomad, food gatherer, and a hunter. Neolithic men settled as found in Document 3. The people were agriculturist, who domesticate animals, and grew a variety of crops. The houses of Paleolithic man were skin tents or caves. The houses of Neolithic man were made of mud, wood and thatch. The Paleolithic and Neolithic Ages also have differences in the form of artwork. As found in the Document 4 the Paleolithic Age they had cave paintings showing the hunting of a larger animal and the danger of hunting. As found in Document 5 the Neolithic Age they domesticated plants and animals. In the Paleolithic Era, plants were used for medicines and food. Animals were used for hunting. However, in the Neolithic Era, plants were used for food in the New Stone Age, however, the difference was that plants were grown on farms. Animals were used for domestication as well as other purposes. Document 5 also displays another difference between the Paleolithic Era and Neolithic Era. Their artworks are very different from one another. In the Paleolithic Era they had paintings of cows, and they had small portable art. Their art is also represented by cave wall drawings. In the Neolithic Era they had megaliths and 3-D art. They were represented by structures and sculptures. These different artworks show change between Paleolithic and Neolithic times. The Neolithic Era was more advanced because based on their artwork it seemed they were harder to build, more complex and took more time. The diets of these two periods were also different. The Paleolithic man consisted of meat, fruits, berries and wild grain. Neolithic man had dairy products like milk, cheese, meat and grains like wheat, barley and rice. The clothing for Paleolithic man was made of animal skins and leaves, while Neolithic man made clothes of cotton wool. In the Paleolithic age there was no specialized occupation. As found in Document 3, in Neolithic age there was division of labor, and some specialization occupations so that that there was more variation of crafts like carpentry, weaving and pottery. In Document 6 it shows that the Neolithic architecture was different then Paleolithic architecture because the Neolithic architecture had settlements and villages while the Paleolithic architecture did not. Finally due to the invention of agriculture, farming and the wheel in the New Stone Age there where many revolutionary changes and progress that came upon man’s life, which was nonexistent in the Old Stone Age. In both Paleolithic and Neolithic times there were many events that helped change their way of life. If it weren’t for those events, today would not have been the same. For example the Paleolithic people invented fire. The fire helped the Paleolithic people move into colder regions, protected them animals, and helped them with their cook their food. The Neolithic people invented weaving, pottery, metalworking, and the wheel. They also discovered agriculture. Because of agriculture people can now farm instead of hunting and gathering. This permitted and allowed people to settle down and live in one place, which led to settlements. Because people settled they now lived closer to other, this allowed them to start using communication. This later developed into language. Also past experiences have led up to the structure of the Neolithic house. For example in Document 6, it says how discarded items, such as bits of pottery, were pilled around each house. This was to keep harsh North Sea winds from blowing through the stonewall through small gaps. This is an example of experience. Document 2 shows how the Ice Age changed the way of living, especially hunting. Because of the Ice Age it forced man to depend less on plants and more on animals. This event caused man to make adaptations to survive. All in all important events significantly changed the way of life between Paleolithic and Neolithic times. Even though these two time periods were very far apart and had a dramatic change in life these two times still have similarities and differences amongst them. There were similarities in government, religion, social, technology, and evolution. There were differences in architecture, diets, artwork, tools, dwellings, clothes and lifestyle. The events in the Paleolithic Era led up to the Neolithic Revolution. The Neolithic Revolution was the transformation that reformed people from being hunter gathers into being farmers. Because of the Neolithic Revolution, our world is the way it is. Both Eras had different drives and commitments to strive, but at the end of the day they’re foremost objective and aim was to survive. How to cite Neolithic Vs Paleolithic, Papers

Esa Methodology free essay sample

For many years Teachers of English have used the PPP model of Presentation, Practice and Production for the preferred model of teaching. It has worked well. The PPP model falls short however, in that it does not work well when teaching more complex language problems beyond the sentence level or when teaching communicative skills. Jeremy Harmer in How to Teach English (Longman Publishing 1998) proposed an alternative to PPP called ESA: Engage, Study, and Activate. We will write a custom essay sample on Esa Methodology or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In an article written in The Guardian Weekend, March 15 1997, Bridget Riley complained about the treatment she and her fellow students received at the Royal College of Art. â€Å"We were abandoned when what we needed and what we hoped for was help toward independence in teaching rather than having independence thrust down our throats. Jeremy Harmer responded to Ms. Riley’s complaint suggesting a consideration of his ESA teaching methodology. He stated that ESA stands for Engage, Study, and Activate. He used the example of a computer and suggested that in teaching trainees to teach that the ESA should be considered as the computer default mode. During the Engage phase, the teacher tries to arouse the students’ interest and engage their emotions. This might be through a game, the use of a picture, audio recording, video sequence, a dramatic story, or an amusing anecdote. The aim is to arouse the students’ interest, curiosity, and attention. Over the years the PPP model has always assumed that students come to lessons already motivated to listen or engage. The results of many years of PPP teaching do not support this assumption. The Study phase activities are those which focus on language or information and how it is constructed. The focus of study could vary from the pronunciation of one particular sound to the techniques an author uses to create excitement in a longer reading text. It could vary from an examination of a verb tense to the study of a transcript of an informal conversation. There are many different styles of study, from group examination of a text, to discovery related topic vocabulary, to the teacher giving an explanation of a grammatical pattern. Harmer says, â€Å"Successful language learning in a classroom depends on a judicious blend of subconscious language acquisition (through listening and reading) and the kind of study activities we have looked at here. In the Activate stage the exercises and activities are designed to get students to use the language as communicatively as they can. During the Activate, students do not focus on language construction or practice particular language patterns, but use their full language knowledge in the selected situation or task. In Harmer’s response to Bridget Riley’s complaint about the short comings of her training program, he once again returns to the computer analogy. â€Å"The ESA model is a macro default setting, almost (to extend the metaphor) a teaching program. All three elements need to be present when it is in use. But what makes it useful as a macro default is that the order of these elements is not fixed. Harmer describes the variations which can be used with the ESA model. He names his default level E. S. A the Straight arrow approach. The first variation is the Boomerang approach: E. A. S. A. It is a task based approach. The Boomerang approach after the Engage (E) phase, gets students to perform a task (A) using all and/or any language they know and only then does the teacher go back to the language Study (S). The Study phase is then undertaken based on what the teacher witnessed in the students’ language performance. The teacher in short will fill in the gaps of the students’ knowledge. To check that learning has taken place the students are then re-activated. Harmer goes on to say that most classes are neither â€Å"Straight Arrow† nor â€Å"Boomerang† classes. They tend to be more mixed up than this. The sequences in his â€Å"Patchwork† lessons include all these elements, but can do so more than once and in various orders. A sequence such as E. A. A. S. S. E. S. A would be perfectly possible. Harmer in conclusion states, â€Å"Trainers need clear models, just as computer users rely initially on a default setting. I have suggested a macro default ESA as a general proposal, which provides three micro default settings: Straight Arrow sequences, Boomerang sequence, and Patchwork sequences. I believe that these will be of use to a teacher preparing for a life time as a teacher. Sooner or later the teacher will be able to break away from them, emerging as diagnostically creative as anyone might want. †

Information and Communication Technologies in Education

Introduction Modern educators focus on finding the most appropriate and effective means to teach students and guarantee the active teaching and learning processes. In this case, the developed information and communication technologies (ICT) provide a lot of possibilities to plan and implement the effective teaching and learning methods and techniques.Advertising We will write a custom essay sample on Information and Communication Technologies in Education specifically for you for only $16.05 $11/page Learn More The sphere of ICT develops quickly, and today there is a range of technologies which can be successfully used in the everyday learning process at school and university. From this perspective, educators choose to integrate ICT into the teaching process because of a variety of advantages associated with the usage of contemporary technologies (Simon Nemeth, 2012). Thus, different ICT which are available for educators can be successfully used to enha nce the learning process, to stimulate students’ skills and abilities, to develop motivation, and to improve students’ performance. It is necessary to pay attention to the effectiveness of using such game-oriented ICT as multi-touch systems and such ICT as vodcasts in different age groups. Although the representatives of various age groups perceive the information presented with the help of ICT in a different way, the levels of the students’ performance and motivation can be discussed as high, and this fact allows speaking about the effectiveness of using different ICT in education. To conclude about the effectiveness of using ICT in the learning and teaching processes, it is necessary to focus on such aspects as the impact of using ICT on students’ learning and motivation, perception, and performance. The Impact of Different ICT on Students’ Learning and Motivation There is no single idea in relation to the effect of ICT on students’ learni ng and motivation because of impossibility to state strictly about the effectiveness or ineffectiveness of traditional teaching methods. ICT are actively used by educators in order to make the material presented more understandable and interesting for students and to stimulate their certain activities. From this point, ICT are used in their combination with the traditional teaching methods and techniques (Ardito et al., 2013). Moreover, appropriate ICT can be selected according to the needs of the age group, topic of the planned activities, and the objective set by an educator.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, to achieve the education goals in primary and secondary schools, it is effective to orient to the game activities. Modern ICT provide the opportunity to discuss a game as a part of the learning process. Different types of material can be presented to students in various way s. The form of the game based on using ICT provokes the additional interest of students to the activities. As a result, the usage of ICT can be considered as the additional motivator for students who become involved in the learning process (Ardito et al., 2013). To guarantee the understanding of the material and the development of definite skills, educators combine the methods of traditional teaching with ICT. This technique allows making the teaching process complete. The focus only on a game, ICT, or traditional methods cannot provide the effective results of the students’ learning process (Sluis Nijholt, 2012). Moreover, this situation can lead to decreasing students’ motivation and interest in the process. That is why, the complex approach is more advantageous. Thus, the historic material presented in the form of a game based on the multi-touch system is learnt by students more actively (Ardito et al., 2013). Students studying at high school, college, university, or student teachers can develop their motivation and improve learning with the help of more progressive or complex ICT. Different kinds of computers, computer programs, podcasts, and vodcasts are used to improve the teaching and learning processes. The development of new technologies provides new opportunities and previous effective technologies can be discussed as out-of-date. Thus, today vodcasts are discussed as more effective than podcasts which were actively used in education years ago. Vodcasts can provide students with more materials, information, and stimuli than podcasts (McNeill Fry, 2012). Students need illustration and demonstration in order to follow certain instructions and perform definite activities. In this case, such ICT as vodcasts function as illustration for students in order to provide them with the certain knowledge. Multi-media systems can be used effectively when an educator uses the appropriate instruction (Sluis Nijholt, 2012).Advertising We will wr ite a custom essay sample on Information and Communication Technologies in Education specifically for you for only $16.05 $11/page Learn More For instance, vodcasts can be ineffective to stimulate students’ learning process if they are not provided with the appropriate instruction to control students’ activities (McNeill Fry, 2012). The Effects of ICT on Students’ Perception Students are inclined to react more actively to vivid and interesting objects or materials which attract their attention immediately. The students’ interest in relation to the material can guarantee their further high performance regarding this or that subject. That is why, educators should focus on methods to stimulate students’ perception and reaction to the information and new knowledge. ICT can be discussed as the rather effective means to influence students’ perception (Ardito et al., 2013). Students’ perception is based on analyzing the new information and on its comparison with the knowledge with exists in students’ minds and memory. Thus, the new information is perceived during several stages, and these stages do not depend on the form of information perceived. However, the abilities of students to perceive this or that kind of information presented in the form of written text, audio, or an image are often different because students have various dominating types of perception (McNeill, Mukherjee, Singh, 2012). Nevertheless, different ICT can contribute to the development of students perception abilities in spite of the kind of the information presented. Thus, game activities involve the usage of the written text, images, and audio, and the students’ concentration increases as well as the participation in the learning process can become more active (Ardito et al., 2013). Such technologies as multi-media systems and vodcasts can contribute to students’ active participation in the learning process because they depend on the diverse presentation of information. From this point, the students’ reaction should be also active. The technology-based learning is discussed as more informal and active. Thus, students become the centre of the learning process, and they can use all the advantages provided by modern information technologies (Ardito et al., 2013). The informal learning with using the Internet, multi-media systems, podcasts, and vodcasts is more attractive for students because of their possibility to participate in the process more actively and consciously.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, attending lectures and seminars, students can prepare the vodcasts independently (McNeill Fry, 2012). Modern technologies can be considered as providing more opportunities for teachers to improve their strategy and for students to improve their skills and abilities. Students’ interest and understanding of the material can be influenced by using different resources and methods. Educational games, puzzles, quizzes, and tests can be presented not only with the help of traditional teaching techniques but also with the help of modern technologies which expand the range of variants for using this or that resource, method, or technique. Multi-touch displays, online educational games, online tests, podcasts, and vodcasts can be effective to change the approach to teaching and learning processes (Ardito et al., 2013). Furthermore, the usage of ICT stimulates communication between students, and this fact is advantageous for completing group and team tasks effectively. Th us, ICT can stimulate students’ perception with references to using resources and technologies which help apply the academic material to the real world situation. The Connection between Using ICT and Students’ Academic Performance Those technologies which are used in the classroom environments are oriented to develop students’ abilities and to improve students’ performance. Thus, the usage of ICT in education can be discussed as ineffective approach if students’ performance is not affected positively with references to technologies. That is why, researchers focus on examining changes in students’ performance depending on the frequency of using different technologies in the classroom. According to Ardito and the group of researchers, positive trends connected with increasing students’ results and improvement of their performance are observed after several weekends of the regular usage of ICT in the classroom environments in order to pr ovide certain material, present instruction, and stimulate activities (Ardito et al., 2013). It is necessary to pay attention to the fact that such ICT as multi-touch displays and systems are effective to promote and control a lot of everyday classroom activities which are usually associated with using many resources. From this point, these technologies not only influence students’ performance positively but also minimize the resources used by an educator along with maximizing positive effects. The changes in the students’ performance can be discussed with references to such aspects as changes in students’ learning activities, perception, and behaviour. Thus, the integration of ICT affects the teaching and learning processes as complexes, and high performance is the result of changes in the students’ understanding or comprehending the material. The assessment of students’ performance allows drawing conclusions about the general effectiveness of usi ng ICT in education. Simon and Nemeth focus on the fact that the alternations in performance can be directly associated with the changes in the students’ attitude toward the learning process (Simon Nemeth, 2012). The concentration on informal learning provokes students’ positive attitude and interest because of decreasing the stress and making the process more diverse. The improved performance is also connected with the concept of self-improvement. Thus, using vodcasts and online materials, students receive the opportunity to assess their successes independently and pay attention to the moments which should be changed or improved (McNeill Fry, 2012). From this perspective, new technologies help educators make the teaching process more focused on students. Individualization is one of the main characteristic features of the modern approaches in education (Ardito et al., 2013). ICT with a range of opportunities provided respond to the needs of the modern education orien ted to students and stimulation of their successes in study. Educators use ICT in order to differentiate instruction and reduce those forms of explanation which can decrease students’ attention and concentration on the object of discussion. ICT are appropriate to be used at different stages of the teaching process and to control the students’ involvement into activities (Ardito et al., 2013). This feature of ICT also works for the benefits of students because they can participate actively in the process during all the stages without reducing concentration and attention. For instance, focusing on vodcasts, students can improve their performance while analyzing their mistakes and paying attention to achievements (McNeill Fry, 2012). The communication based on ICT with the other students can also stimulate their motivation and activities with improving performance results. Conclusion The evaluation of ICT usage in the field of education can be possible only with referenc es to assessing changes in the students’ performance and to appropriateness of the techniques for helping teachers realize set objectives. ICT are important to be used in the field of education because researchers predict that further changes in the sphere will be closely associated with the development of new technologies with improved and extended functions. The focus on using ICT in combination with the methods of traditional teaching and learning can be rather effective for the development of students’ perception and performance. It is important to note that modern technologies can be effectively used by educators not only for improving the teaching strategies but also for stimulating students’ motivation. From this point, it is necessary to choose technologies which can be used successfully in different classroom environments depending on the students’ age category. ICT in education can affect the changes in approaches to developing education strateg ies. If ICT are used appropriately, they contribute to maximizing the advantages of the teaching and learning processes. That is why, further research is significant in order to focus on the most effective ways to integrate ICT in education to receive the highest results. References Ardito, C., Lanzilotti, R., Costabile, M. F., Desolda, G. (2013). Integrating traditional learning and games on large displays: An experimental study. Educational Technology Society, 16(1), 44–56. McNeill, M., Fry, J. (2012). The value of ICT from a learning game-playing perspective. Journal of Research, 7(1), 45-52. McNeill, M., Mukherjee, S., Singh, G. (2010). Podcasting in physical education teacher education. ICHPER-SD Journal of Research, 5(1), 16-19. Simon, F., Nemeth, K. (2012). Digital decisions: Choosing the right technology tools for early childhood education. USA: Gryphon House. Sluis, F., Nijholt, A. (2012). Designing a museum multi-touch table for children. INTETAIN, 4(7), 139-1 48. This essay on Information and Communication Technologies in Education was written and submitted by user Kane Mendoza to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

General Book Club Questions for Study and Discussion

General Book Club Questions for Study and Discussion As a member or leader of a book club, you are likely to be reading books on a wide variety of topics, both fiction and nonfiction. No matter the genre, age, notoriety, or length of the book of the moment, book club questions can kickstart or enhance your group discussion. Whether you are discussing characters and their actions, setting, theme, or images, having a guide to questions that will lead to fruitful exchanges on your enjoyment - or lack thereof - of the book, plot, and even its moral implications can help make your discussion more productive and keep it on track. Before Diving In Before you dive into the heavy plot points, character development, themes, or other weighty subjects, start off your book club discussion by finding out everyones  first impression of the book, advises Sadie Trombetta, via Bustle. Doing so, and starting slowly, will give you a jumping-off point to discuss what about the selection kept you turning the pages, she says, or what made the book difficult to get through. These introductory questions can help you ease into the more detailed book discussion. Did you enjoy the book? Why or why not?What were your expectations for this book? Did the book fulfill  them?How would you briefly describe the book to a friend?In a book in which the author was not a character or was not doing first-person reporting, was the author present in the book anyway? Was the presence of the author disruptive? Or did it seem appropriate or fitting?How would you describe the plot? Did it pull you in, or did you feel you had to force yourself to read the book? Characters  and Their Actions Before other elements of the book, such as the  setting, plot, and  theme, the characters who inhabit the book will either infuse the work with life or drag it down to dull reading. Your book club may encounter many types of characters:  you may have a round, flat, or stock character, or even a traditional  protagonist. Knowing what kinds of characters the author has used to populate her novel or book is key to understanding the story she is trying to tell. After asking introductory questions as discussed above, put the following book club questions before your group members.   How realistic was the characterization? Would you want to meet any of the characters? Did you like them? Hate them?If the book was nonfiction, do you think the characters accurately portrayed the real events upon which the book was based? If not, what would you have changed to make the book more accurate?Who was your favorite character?Which character did you relate to most and why?Did the actions of the characters seem plausible? Why? Why not?If one (or more) of the characters made a choice that had moral implications, would you have made the same decision? Why? Why not?If you were making a movie of this book, who would you cast? Setting, Theme, and Images Many  writers  believe that the setting is the most important element of any fictional work. Whether or not you agree - for example, if you believe the storys characters are the most significant element - setting can have considerable influence over the events, feeling, and mood of a story. If the setting is a horse racing track, such as with a Dick Francis novel, youre sure to find yourself reading about horse owners and trainers, jockeys, and stablehands working hard to prepare their mounts, as well as spirited and competitive races. If the setting is London, events may be influenced by the heavy fog and damp, dank cold that city experiences. Just as importantly, a books theme is the main idea that flows through the narrative and connects the components of the story.  Any imagery the author uses is sure to be connected to the characters, setting, and theme. So, focus your next set of book club questions on these three elements. Following are a few ideas: How does the setting figure in the book?  If the book was nonfiction, do you feel the author did enough to describe the setting and how it might have influenced the plot or narrative of the book?How would the book have been different if it had taken place in a different time or place?What are some of the books themes? How important were they?How are the books images symbolically significant? Do the images help to develop the plot or help to define characters? Summarizing Your Reading Experience One of the most enjoyable aspects of a book club - indeed, the very essence of why books clubs exist - is to talk to others who have collectively read a given work about their impressions, feelings, and beliefs. The shared experience of reading a single book gives members a chance to discuss how it made them feel, what they might have changed, and, significantly, whether they believe that reading the book altered their own lives or perspectives in some way. Dont move on to your next book until youve thoroughly hashed out some of these conclusion-type questions. Did the book end the way you expected?If the book was based on real events, what did you already know about this book’s subject before you read this book? Did the story reflect what you already knew? Do you feel the book helped enhance your knowledge and understanding of the subject?If the book was nonfiction, what did you think about the author’s research? Do you think s/he did an adequate job of gathering the information? Were the sources credible?At which point of the book were you most engaged?Conversely, were there any parts of the book that you felt dragged?How would you describe the pace of the book?What three words would you use to summarize this book?What, if anything, set this book apart from others youve read in a similar genre?What other books have you read by this author? How did they compare to this book?  What did you think of the book’s length? If it’s too long, what would you cut? If too short, what would you add?Would you recommend this book to other readers? To your close friend? Why or why not?

Case Study Example | Topics and Well Written Essays - 500 words - 16

Case Study Example The first recommendation for the company would be to ensure that the information technology department is adequately funded. This is likely to enable the department come up with systems that can help the management to make logical decisions concerning resource distribution and future plans. The funds can also be used to upgrade the systems hence, ensuring efficiency in carrying out tasks. The other recommendation would be for the firm to embark on an implementation plan to enable the top and middle level management to dialogue. The meeting would involve the discussion of strategies to be implemented versus tactics and resource required. This would ensure that there is even flow of information and that implementation of strategies take place. According to Gulachek, a business continuity plan can have a vast effect on the whole organization (6). When plans such as those of the middle level managers of the company are carried out without involving other members, the effect would be the rise of conflicts. For the I.T. planning process to have an impact on ModMeters various demands have to be accomplished. The demands made by the management at the company, to the I.T. department are two. One is to create and implement an automated system. The second demand is the execution the system. The system offers customers the chance to make direct purchases. Planning effort, forces certain disciplines to better understand and plan around their dependency on IT for their daily operations (Gulachek 6) .The department should therefore first, establish the necessary tools and resources required in strategic implementation. These requirements include more funds, so as to acquire the tools that can enable the development of an automated system. The staff members will also be increased so as to hasten the process of labeling applications and files to display the new logo. The department is also required to establish the methodology they are going to use to develop the system they

Customer relationship management CRM Essay Example | Topics and Well Written Essays - 1500 words

Customer relationship management CRM - Essay Example In this study, the key marketing principles of Primark will be evaluated. Product: - Most of the company’s merchandise of the company is manufactured by the company itself. The company specializes in menswear, childrenswear, womenswear and home-decor products. Some of the bestselling products of the company are footwear, accessories & hosiery, lingerie, and cosmetics. Most of the brands sold by the company are their own brand. Some of renowned ones are Atmosphere, Denim Co., Secret Possessions, Ocean Club, Backswing, Early Days and Rebel among others (Primark, 2013). With wide range of products, the company caters to customers of different segment. Distribution: - Alongside the importance of developing a sound product strategy, the development of distribution strategy is equally important (Bose, 2010). Moreover, for a company involved in apparel retailing, the importance of distribution is more (Dent, 2011). The success of the company is greatly dependent upon the distribution strategy pursued by the firm. Knowing the importance of distribution, Primark have also developed distribution strategy that ensures delivery of the products at the right place and right time. The company has appointed stockiest at different place of the country, where the company stores their manufactured products. One of the interesting facts is that most of the stock points are extremely close to the retailing outlets. This has allowed the company to make wide variety products available within the store (Michaels, 2010). Apart from the physical distribution, the company also markets their products through online store (primarkonlinestore, 2013). As a result of that the company has been able to streamline their distribution method. Pricing: - Likewise, product and distribution, the pricing strategy adopted by a firm is critical towards the revenue generated by the company as well as the profit earned (Kotler, 2010). In this turbulent business environment, companies have no other option but to maintain a steady profitability in order to sustain for a longer period of time (Craven, 2012; Dransfield, 2004). The pricing strategy adopted by the firm is cost plus pricing method, in which the company fixes the product prices on the basis of the cost incurred for producing one unit of the product. However, at some cases the company also pursues competitive pricing strategy for the sole purpose of dealing effectively with the competitors in terms of price-war. On the other hand, when the company makes it presence in a new market, it usually follows penetration strategy. Despite, the presence of strong brands, the company has kept the prices affordable in order to ensure customers from every section of the society can afford their apparels. Segmentation: - Segmentation is a process by which companies divide the market into different segments. It involves division of the target market into small subsets by considering the common needs of the consumers (McDonald and Du nbar, 1995). A company segments its market on the basis of different factors such as geographic segmentation, behavioural segmentation, psychographic segmentation, segmentation by occasions and segmentation by benefits (Alshorbagy and Elsaman, 2011). In the similar way, Primark divides its overall market into distinct markets. The principal reason for undertaking segmentation strategy is

The Anxiety of Writin. My Writing Habits Essay Example | Topics and Well Written Essays - 1000 words

The Anxiety of Writin. My Writing Habits - Essay Example I have many colleagues and class mates who seem to easily write their papers, and some even seem to enjoy the process of writing, but for me, it is a stupendous endeavor, and a task rather than an enjoying skill and an absorbing engagement. Through the writing of this personal essay, I not only plan to highlight my writing habits and manner, but also hope to discover what makes writing so hard for me, and what are the ways in which I can improve upon it. The kind of writing that I mostly am subjected to is academic and technical writing, owing to the classes and the courses that I have undertaken for my education. As a result, it is very formal in style, and needs to be authentic and properly referenced. Perhaps that is the reason for my dislike of this task. It is very difficult for me to get started in any paper. The beginning is often the hardest part of the paper for me. I tend to procrastinate and leave the actual act of writing for later; instead, I spend most of the time reading the source material and making notes. Although it is a good practice to thoroughly research the topic and make notes about it when writing academic papers, I make it an excuse for not doing the actual write-up. ... That might be one of the reasons for writing so many rough drafts first. Once I have copied the text on the computer from the notes that I have made, I leave it at that, without reading the final paper in order to find any mistakes that I might have made or any revisions that might be needed. Perhaps this is because I have exhausted myself writing the drafts, and typing the final paper is so much of a horror for me that once it is over, I do not have the heart or the nerve to go through the process of reading and revising again. Several times, due to my habit of not reading the final copy, I have ended my making many typing errors and grammatical mistakes which could have been easily avoided had I read the paper once. I believe the reason behind this is the fact that I get very conscious and nervous to get the facts write and to provide proper referencing to avoid plagiarism. This is essential when writing academic papers. I get very worried about the formalities of the paper, and in the process end up hating the actual practice of writing. I am more at ease when I am writing personal essays or fiction, which occurs rarely. However, I feel free to express myself then, without worrying about referencing and facts and figures. When writing fiction, I do not write a rough draft on a paper with pencil first; I type directly on the computer. Even if I feel the need to write a rough draft first, I ignore it, because I want to break free of the constraints of academic writing. Fiction writing gives me more opportunities to explore myself and my writing style, and to develop my interest in writing. Sometimes, I even happen to enjoy it, as long as I do not have to give it up for checking or review. This is because of my lack of confidence even as a fiction writer.