Principles of Marketing Essay

The course content includes a study of the relationship between marketing and society, nature and functions of marketing, marketing management processes, marketing tools, the markets, and the consumers. Course Objectives The main goal of the course is to provide an overview of the basic principles underlying modern marketing theory and practice. It will provide participants with an understanding of the analysis that is necessary for taking marketing decisions, and the wide range of factors (and interactions of those factors) that need to be considered in the design of a marketing program. Students should come away with this course with an understanding of the marketing system and its role within the Malaysian economy and within an individual firm by studying how products and services are planned, priced, promoted, and distributed in order to satisfy consumers’ wants. Learning Outcomes Upon completion of the course, students should be able to: ? define and apply knowledge of the key marketing concepts. ? explain how marketing decisions are influenced by environment, trends and developments. ? discuss the factors influencing consumer behavior. Please dress decently and appropriately (according to university’s dress codes) when attending classes. ? Group projects ; Assignments There will be group projects and assignments. For group project, work together with your group members and at the end of the project your group members will assess your contribution to the project. You are expected to do a group presentation before submission of written copy during the semester. Assignments will be uploaded in UNIEC. In class assignments must be submitted on the specified date otherwise you may be penalized for late submission. If you encounter any problem to submit assignments on the specific date, you are required to inform the lecturer within 2 days of the specified date. For any type written assignments given, the format of the paper should be as follows: ? A cover page with your details – Name, Student ID and Sections ( as registered in CMS) ? Font: Time New Roman , size 12 with 1. 5 spacing ? Include a reference page for every assignment that you submitted. ? Forums Students are required to participate in ALL 3 forums posted by the Course Leader and marks will be assigned based on the quality of the discussion. ? Accessing/ Checking UNIEC Virtual It is utmost important for students to access and check their UNIEC Virtual for any updates and information pertaining to the course regularly throughout the semester. Ignorance is NO EXCUSE. Examination Format Final examination will be a three hours-examination. The exam will evaluate your level of understanding and knowledge acquired in this course. The question formats may consist of multiple choice, true-false, short essays, and case-based problems. Week Topics Covered Overview 1 2 3 4 Topic 1: Marketing: Managing Profitable Customer Relationship Topic 2: The Marketing Environment and the Marketing Information Topic 3: Consumer Markets and Consumer Buyer Behavior Topics/Activities Remarks/ Deadlines Introduction. Class activities: – Getting to know. – Overview of course plan. Marketing: Managing Profitable Customer Relationship ? Definitions of marketing ? Basic concepts of marketing ? Evolutions of marketing ? Relationship marketing ? Marketing strategy and the marketing mix ? Marketing Challenges in the future Read. The Marketing Environment and Marketing Information ? Company’s Microenvironments ? Company’s Macroenvironments ? Marketing research process Read: Forum 1 ? Kotler: Chapter 3 ; 4 ? Real Marketing 4. 2 ‘Tracking consumers on the Web: Smart targeting or a little creepy’. p 151 Class activities: ? Discuss reading materials Topic 2 ? Discuss ‘Prius: Leading a Wave of Hybrids’ case Consumer Markets and Business Market ? Consumer Buying Behavior ? Consumer Decision-making Process ? Factors Affecting Consumer Buying Behavior ? The Organizational Market ? The Organizational Buying Process.

Connecting Superstition From Macbeth to Modern Day Society Essay

Macbeth, a play written by William Shakespeare, it is one of his more dark and sinister pieces. Even so, the multiple themes that Shakespeare incorporated into his play can be found in modern day society. Superstition, one of his many themes, is present even in the twenty-first century. Many people now believe in UFO’s (unidentified flying objects) coming to overrun our planet, the illuminati a group of influential and powerful people trying to take over the United Nations and unesco, along with old wives tales of superstition. Many different people have sited UFO’s all around the world. Some even claim to have been abducted, like Clayton and Donna Lee. They are a married couple living in Houston, Texas, they say that they have been abducted more than once, including an incident where Donna was pregnant and her baby was taken from her. Not only are UFO’s abducting people but they are also leaving signs in cornfields. A man living in the United Kingdom claims that aliens came over night and left a crop circle in his field, that isn’t all. The following day he caught a glimpse of an alien. No one knows what is to come but the people who have witnessed UFO’s and aliens first hand suspect they are planning to take over the Earth. Furthermore the illuminati want a new world order, where there is one government. There are famous people that are known to have joined the illuminati like late Michael Jackson, Beyoncà © and Lady Gaga. Before Michael’s death he started to reveal information on the illuminati because he was trying to free himself from their grasp, but by defying his contract he was murdered. You can tell which famous star is apart of the group quite easily. Their music videos would contain symbols of a triangle with an eye in the middle, like most of Lady Gaga’s videos. Or even by playing some of Beyoncà ©Ã¢â‚¬â„¢s music backwards, you can hear her saying bow down to the devil. To achieve their goal they have pawns that made a deal with the devil in return gained power and wealth. They make their move in the shadows, so they are unnoticed and a step closer to the civilization they want. Along with those two superstitious concepts are old wives tales. Few families have reported about â€Å"death knocks†, the family would here three loud knocks, and no one would be at the door. A few days later or even the next day someone in their family will be dead. Many people today believe in signs of what is to come like bad luck if they break a mirror or open an umbrella indoors. In conclusion all of these stories and events are relevant to Macbeth, to prove that a lot of modern day society is still relatable to old English literature.

Prp Theories

HUMAN RESOUCE MANAGEMENT CONTENTS 1. Introduction1 2. Literature review2 2. 1Emergence of PRP2 2. 2Concept of PRP3 2. 3Relevant theories of PRP4 2. 3. 1Maslow’s hierarchy of needs & Herzberg’s motivational theory4 2. 3. 2Equity theory in PRP5 3. Case study6 3. 1Case one: â€Å"Why Do Companies Use Performance-Related Pay for Their Executive Directors? † (Bender, 2004)6 3. 2Case two: â€Å"Evaluating performance-related pay for managers in the National Health Service† (Dowling & Richardson, 1997)9 4. Analysis and Evaluation of PRP Theory in Business Organisations11 4. 1Comparison11 4. Contrast12 4. 3Performance related pay theory in business organizations13 4. 3. 1Motivates employees and improve their performance14 4. 3. 2Facilitates change to organizational cultural14 4. 3. 3Encourages the internalization of performance norms15 4. 4Problems of PRP in practice15 4. 4. 1Setting performance objectives16 4. 4. 2Assessment and ratings17 4. 4. 3Reward17 5. Concl usion18 Reference19 Appendices21 1. Introduction Nowadays, Human Resource Management has become a strategic and coherent approach more than just managing the competencies and skills of employees in an organization. Armstrong (2002) noticed that HRM is much more focus on people not jobs, and so does business organization (Lewis, 1998). Yet, people have been placed as an important role of business. To this extent, this essay will take a critical look at PRP which is based on people, and also considered as an essential and sensitive part of the HRM in organizations today. The paper starts with a brief review of recent literature which reports studies of PRP systems. It continues with describing two case studies related to the practical discrepancy to PRP theories. It goes on to our own independent critical analysis by comparing the PRP theories and practice in real world. Finally, there are conclusions being drawn about the appropriateness of PRP in a research environment. 2. Literature review 2. 1 Emergence of PRP Performance-related pay (PRP) emerged in the early 1980’s which attempts to relate individual performance at work to reward, aiming to motivate people ad develop performance-oriented cultures. Besides business organisations, some public institutions such as governments and universities also adopt PRP as an essential level for championing values. By comparing with other payment schemes, the PRP idea was whole-heartedly accepted by employers and played a much more positive effect on improving employees’ behaviour and organisations’ culture. According to the IPD research into performance management practices in 1997, 43 per cent of respondents had PRP; additionally, IBS research in 1998 showed that 61 per cent of answers satisfied their merit pay. These figures make it easy to see that PRP have been widely applied among organizations whatever businesslike or public facility (Armstrong, 2002). There are a variety of reasons why organization may applied PRP. Armstrong and Murlis (1994) stated that ‘it is right and proper for people to be rewarded in accordance with their contribution’. According to Pilbeam & Colbridge (2002), there are a number of factors contributing to the emergence of PRP, which is identified in Figure 1. The Thatcher legacy and ‘enterprise’ values in the public sector Increasingly competitive environment and concern with employee performance Unitary and neo-unitary employment relations perspectives Reassertion of the ‘right to manage’ and increasing managerial control Influence of HRM demagogy & Strategic integration of reward Trends towards individualism and the weakening of collectivism Emergence of PRP Figure 1: Factors contributing to the emergence of PRP (Pilbeam & Corbridge, 2002) 2. 2 Concept of PRP ACAS (1990) defined individual performance-related pay (PRP) as â€Å"a method of payment where an individual employee receives increases in pay based wholly or partly on the regular and systematic assessment of job performance†. Additionally, Murlis (1996) claimed a significant distinction between the use of PRP to managing performance straight from the motivational stimulation of financial rewards (motivation) and the use of PRP to identify different levels of performance (reward). Based on these points, PRP can be commented as a combination of three key factors: motivation, performance and rewards, which work in two ways that motivating people to achieve expected performance; and rewarding these people who have achieved successful performance. Based on these three factors and their relationships, Pilbeam and Corbridge (2002) identified three stages for PRP application: Firstly, setting individual performance criteria by imposition, discussion or agreement firstly; secondly, assessing performance against individual performance criteria which established in stage1; thirdly, allocating pay to the assessment of performance by the exercise of managerial prerogative. 2. 3 Relevant theories of PRP 3. 2 2. 3. 1 Maslow’s hierarchy of needs & Herzberg’s motivational theory in PRP Maslow’s (1943, 1987) hierarchy of needs and the two factor theory of Herzberg (1959) indicated that pay can be considered as the most effective way to satisfy human’s need and further to motivate people to work more effectively, which means appropriate payment can stimulate employee to achieve successful performance that maximizing organisation’s benefits. Kessler and Purcell (1922) noted that employees will be easily motivated if there is a direct and close relationship between performance and reward. Therefore, PRP schemes could motivate the employees to increase their efforts to accomplish good performance. 2. 3. 2 Equity theory in PRP The Equity theory of Adams (1965) identified that employees have a strong need to be treated fairly which can be balanced by an equity between their input like work performance and output like rewarding. Compared to other types of pay like non-incentive pay which is based on collectively-negotiated rule, PRP associates employees’ productivity with their behaviour, rewarding employees for their successful performance, which is much more fair and reasonable. From these theories, we can see that PRP has brought a lot of potential benefits on improving HRM efficiency of organization. However, there are some shortages in PRP application in practice, which will be discussed in following two empirical case analyses. 3. Case study 3. Case one: â€Å"Why Do Companies Use Performance-Related Pay for Their Executive Directors? † (Bender, 2004) The paper focused on the issue of rewards to the listed companies’ executive director. There are variable ways to pay the rewards. Thus the performance-related pay introduced to this paper. At the beginning of this paper prior research introduces three types of theory to explain why companies use performance-related pay: agency theory , motivation theories (expectancy, equity), and institutional and legitimacy theories. Research designing utilized 12 companies’ interviews with 35 persons who stand in different positions. These interviews lasted for two years from December 2001 to May 2003. The interviews reflected different opinions about the influence of PRP. Some of the answers demonstrated PRP could motivate people to do work well: Alan Wilson, chief executive of Skandia UK regarded pay as a motivator; a HR director thought if everyone was paid the same base salary, they would always do the same. But a part of the respondents denied that PRP made an effort in motivating people in the work. A CEO argued that whether PRP works depends on which market you were in and also on when the people were on flat salaries. Also another respondent held a neutral idea on motivation of PRP to managers. A CEO categorized his employees into two types: one type chased money and the other worked for vocational interests and he realized that PRP was in a position to exert influence on those who chased money and not on employees worked for vocational interests. At the end of this part the author reaches the conclusion that lack of money is a de-motivator. Furthermore, interviews demonstrated some different ideas: a) Payment represents personal value of employees. The more contribution you have made, the more you can earn; b) Focus and fairness: according to the answers from interviewees, we can find that the company adopts PRP with the intention to make executives focus on their work efforts and fairness can improve employees’ performance; c) The need to provide alignment: here is a large number of factors influence performance in long-term and some of those cannot be observed currently; d) Other reasons to introduce performance-related pay: the requirement of government to adopt PRP and because of everybody has it so you has to have it; e) Problems with performance-related pay: a consultant pointed out that PRP system would bring unpredictable problems especially in long-term and it is difficult to select appropriate measure and tar gets. Market Practices Need for Legitimacy Need to Attract and Retain Implement a performance-related reward scheme Set performance measures and targets and use it to communicate strategy Directors’ actions and behaviours Business performance Performance-related award Monetary award Increased human capital for future negotiations Effect on individual’s self worth Figure 2: Why Companies use performance-related pay (Bender, 2004) In the final part, the author summarizes this case study according to three theories mentioned at the beginning of our description and draws figure 1 to show why companies performance-related pay. . 2 Case two: â€Å"Evaluating performance-related pay for managers in the National Health Service† (Dowling & Richardson, 1997) This paper includes 4 sections. Section 1 explains the NHS system which means the performance related pay system for general management in 1989. Section 2 concludes the evaluation criteria and explanatory framework. PRP is introduced on the initiative of management. According to Cannel a nd Wood’s survey, PRP could be introduced to overcome problems with existing systems, o encourage employees’ motivation, to improve communication with work force, to reduce problems of recruitment. Kessler suggested that the PRP might also be used to improve the fairness of a payment system, to reduce union influence and the importance of collective bargaining, can also give additional influence to line managers. The purpose of PRP is said to reward those manage who achieve a more than competent standard of work and motivate managers to perform better. Section 3 values the efficiency of the scheme and four measures are utilized to check the outcome of the scheme. Managers had to be assessed by their supervisors and receive reward based on their performance if they had finished targets set at the beginning of the year. In NHS, the HR department designed the PRP system in order to motivate managers. However, through self-reported data from the managers covered by the PRP system, a majority of respondents saw the scheme as having little or no effect on their motivation to do their jobs well. Also the authors did not found solid evidence to show that there are corresponding negative consequences of PRP. The initial examination of the raw data clearly suggests that the three elements of the scheme achieved different degrees of success. The objective-setting elements seemed to be widely supported. It could be observed that the scheme's rewards were either not appropriate or not sufficiently attractive to act as a motivator. PRP include the way in which performance standards are set and monitored. Section 4 explains the effects of PRP in the NHS. About 85% respondents showed satisfaction with the objective –setting process. Furthermore, they also agreed that the challenge offered by the objective measures increase their determination to achieve their goal set before. On the other hand, there was also much critical comment on reward system such as subjectivity and appraiser bias. In addition, the PRP reward system was always cash limited. 4. Analysis and Evaluation of PRP Theory in Business Organisations 2 3 4. 1 Comparison Both of the two cases are involved in the topic of PRP, and focus on the effectiveness of PRP scheme. In addition, both of the researches partly agree that PRP is successful in some areas or in some extend, however, PRP is still not a perfect scheme due to various reasons. As what has been pointed out to be the problems in PRP, among all of the reasons mentioned in the papers, the objective-setting process has been pointed out in both of the researches, which indicates that this might be one of the key points which should be considered to improve PRP scheme. What is more, both of the papers mention that PRP is introduced in order to â€Å"attract and retain executives with the potential of large earnings†(Bender, 2004) and â€Å"to improve the fairness of a payment system, to generate employee commitment† (Dowling and Richardson, 1997), which can be considered as the positive points of PRP. 4. 2 Contrast The methods used in the research in the two cases are different. The case about PRP in the National Health Service used both quantitative and qualitative date from a questionnaire survey (Dowling and Richardson, 1997). While, the case conducted by Bender (2004) used qualitative date from an interview survey. Moreover, the perspectives used in the two papers also vary. As to the reasons why PRP is not more successful, Dowling and Richardson (1997) consider that there are three kinds of employees as being particularly important: firstly, those who think that the objective-setting process of PRP is coped with terribly; secondly, those who think the assessments are handled badly; lastly, those who believe that the rewards are not attractive enough to encourage their motivation. They hold the opinion that PRP has a less important influence on these people, which indicates that the improvement of objective-setting process, assessments and rewards might lead to improving the effect of PRP. While, the paper conducted by Bender (2004) indicates that the reason that PRP is not so successful is also related to the market in which directors are. Besides, salary and rewards are not the only recourses that could motivate managers. For instance, leisure can also play a significant role in the performance of managers. Additionally, PRP scheme has less important impact on those people who mainly work for vocational interests. Meanwhile, this paper (Bender, 2004) pays more attention to the reasons that PRP is used by companies. The writer points out some more reasons from interviews with directors other than the strong points of PRP which have been mentioned above. To be exactly, pay can be deemed as a symbol of worth and how much one can earn is associated with the self esteem for the executives. In the end, we can see from the two papers that PRP has developed successfully from 1997 to 2004 because what are reflected in the papers shows us that PRP has been used much more and been recognized in a wider range. As a result, we can conclude that with the use of PRP, this scheme has become and also will become more and more mature and contribute a lot to business organizations. 4. 3 Performance related pay theory in business organizations This section conducts analysis of two empirical cases critically and assesses the value of PRP theory and benefits it achieves in business organizations. The whole objective of pay related systems like the PRP and other HRM theories is obviously to bring or add to the value of business organizations. When we take a look at the first paper, it is obvious that on the average PRP increases an organization’s value. The following are the perceived benefits of the PRP theory: 4 5. 1 5. 2 5. 3 5. 4. 1 Motivates employees and improve their performance The human needs hierarchy theory of Maslow (1943, 1987) and the two factors theory of Herzberg (1959) indicate that in modern society satisfying human needs like payment is in a position to motivate people to work harder. Furthermore, in business organisations payment related to performance can stimulate people to accomplish the performance that organizations want. Kessler and Purcell (1992) claimed that if direct relationship exists between effort, performance and reward, employees would be motivated. PRP schemes act exactly as this direct link motivating the employees to increase their efforts. 5. 4. 2 Facilitates change to organizational cultural Kessler and Purcell (1992) argued that PRP refers to flexibility, dynamism, entrepreneurial spirit and careful allocation of resources, leading to a performance-orientated culture. Therefore, the introduction of PRP facilitates change in business organizations culture from collectively negotiated formula to individual contribution, which assists in solving problems, increasing value of organizations, and reducing problems of recruitment and retention. 5. 4. Encourages the internalization of performance norms â€Å"PRP can encourage the internalization of the organisation’s goal or norms of behaviour among the employees of the organization† (Geary, 1992). In the implementation of PRP, the organisation’s norms of behaviour can be enhanced by rewarding congruous work effects and by punishing incongruous performance. Th ereby, it strengthens management control and clarifies job roles within organizations. 5. 4 Problems of PRP in practice Theoretically, PRP can produce many benefits for organizations, which have been demonstrated above. However, there are always gaps between theories and practice of PRP. In this part data from the NHS case will be utilized to illustrate some problems of PRP. Figure 3 above shows that only 2 percent respondents consider PRP as the motivator for them to work harder while respondents with opposite idea accounts for 45 percent. Also 67 percent respondents embrace neutral idea on the question of whether PRP scheme affect motivation to do the job and 77 percent respondents did not feel more co-operation after the introduction of PRP scheme. Question| Negative Positive| Does PRP have effect on your motivation to do the job well? 2| 3| 67| 25| 4| You consciously work harder because of the PRP scheme. | 45| 26| 17| 10| 2| You focus on PRP objectives rather than other activities. | 34| 34| 20| 10| 2| PRP changes co-operation level among colleagues| 2| 12| 77| 8| 1| Figure 3: PRP in the National Health Service (Dowling and Richardson, 1997) 5. 5. 4 Setting performance objectives It is essential for organizations to set up clear and measurable objectives so that the behaviour of employees can be guided by objectives. However, imposition and narrowness of PRP in objective-setting could lead to failure of the implementation. What’s more, short term approach stemming from narrow and misleading objectives could make employees ignore intangible aspects and long-term tasks. Therefore, the weakness of PRP in objective-setting could discourage behaviour that is not financially rewarded and prevent business organizations from functioning well. 5. 5. 5 Assessment and ratings Assessment and ratings are indispensable stage of PRP system. In practice, two crucial elements during these processes, scales of ratings and fair appraisals made by managers are difficult to achieved, which make employees not satisfied with ratings given to them. As Belfield and Marsden (2002) argued that the use of PRP will do more harm than good if the right monitoring environment is not in place. 5. 5. 6 Reward PRP regards reward as the motivator for employees to work hard, which is often not the case in practice. Maslow’s theory of the Hierarchy of Needs (1943) stated that payment is not the only need of human beings. Besides payment, people also have mental requirements such as belongingness needs, esteem needs and self-actualization. 5. Conclusion After critical analysis and assessment we can finally reach the conclusion that in theory PRP is in a position to provide business organizations certain benefits such as motivating employees, improving their performance, attracting executives, facilitating change in organizational culture and encouraging the internalization of performance norms. However, due to imposition and narrowness in objective-setting, unfairness and inaccuracy in assessment and ratings, and diversification of human needs, theoretical benefits of PRP cannot be reached. Therefore, more attention should be paid on the gap between HRM theories and their application in practice so that HRM theories can assist business organizations in increasing their values. Reference ACAS, 1990. Appraisal-related Pay. London: ACAS. Adams, J. S. , 1965. Inequity in social exchange. In: Berkowitz, L. ed. , Advances in experimental social psychology. New York: Academic Press, 267-299. Armstrong, M. , 2002. Employee reward. 3rd ed. London: Chartered Institute of Personnel and Development. Armstrong, M. ; Murlis, H. , 1994. Reward Management, London: Kogan Page. Belfield, R. ; Marsden, D. , 2002. Matchmaking: the influence of monitoring environments on the effectiveness of performance pay systems. Centre for Economic Performance, London School of Economics and Political Science, London, UK. Bender, R. , 2004. Why Do Companies Use Performance-Related Pay for Their Executive Directors? Corporate Government, 12(4), pp. 521-533. Dowling, B. ; Richardson, R. , 1997. Evaluating performance-related pay for managers in the National Health Service. The Intematioruil Joumal of Human Resource Management, 8(3), pp. 348-366. Herzberg, F. , 1959. The Motivation to work, New York: John Wiley. Geary, J. F. , 1992. Pay, control and commitment: linking appraisal and reward. Human Resource Management Journal, 2(4), pp. 36-54. Kessler, I. ; Purcell, J. , 1992. Performance-related pay: objectives and application. Human resource management Journal, 2(3), pp. 16-23 Lewis, P. , 1998. Management performance-related pay based on evidence from the financial services sector. Human Resource Management Journal, 8(2), pp. 66-77 Maslow, A. H. , 1943. A theory of human motivation. Psychological Review, 50, pp. 370-396. Maslow, A. H. , 1987. Motivation and Personality. New York: Harper ; Row. Murlis, H. , 1996. Pay at the Crossroads. London: Institute of Personnel Development. Pilbeam, S. ; Corbridge, M. , 2002. People Resourcing: HRM in Practice. 2nd ed. Harlow: FT Prentice Hall. Appendices Tow papers: Bender, R. , 2004. Why Do Companies Use Performance-Related Pay for Their Executive Directors? Corporate Government, 12(4), pp. 521-533. Dowling, B. ; Richardson, R. , 1997. Evaluating performance-related pay for managers in the National Health Service. The International Journal of Human Resource Management, 8(3), pp. 348-366.

The Gemstone of Minnesota's History Research Paper

The Gemstone of Minnesota's History - Research Paper Example After studying and conducting various researches for the matter, the Minnesota Department of Natural Resources reports the process by which the sediments were formed. For years, this erupted area sweltered in immense heat and volcanoes, after which Minnesota was covered with huge ebbs of sea water giving a cooling down affect. The ice-age period contributed towards the formation of sediments as the earth was covered with large pieces of ice throughout the period, as a result of which masterpieces like Lake Superior Agate were founded. Lake Superior located at the North of Duluth conceived the most historic and remarkable agate of Minnesota, the â€Å"Lake Superior Agate†. Lake Superior agate is Minnesota’s state gemstone, colored by the state’s biggest industrial mineral - iron, formed around a billion years ago from lava eruptions and distributed across the state by glaciers during the ice ages. Lake Superior Agate was a notable discovery as every geologist was interested in studying the causes behind the production of these sediments. After much research, a framework was developed to study the formation process. About a billion years ago, a catastrophic event hit the earth tearing apart North America and splitting it into two separate pieces. These events caused the rocks to hit deep beneath the earth which further caused the eruption of volcanic activities. The lava flowing out from the valley was, thus, exposed to the Northern and Southern areas of the earth. The tectonic force which was strong enough to break two continents apart also caused the trough of the earth to emerge which then became the basin of the Lake Superior1. The Lava eruptions, however, became the basis of the formation of the Agates. According to the geologists, the lava flows contained huge quantities of water vapors along with the carbon dioxide producing air bubbles within the deposits. Later, when there were ebbs of sea passing through the deposits, these bubbles dissolved ferric and quarts, along with other materials within the deposits which formed the basis of the colored areas within the agate. These sediments now became harder and, thus, started flowing free within the Lava flow. After about 20 million years, ice-age hit the earth, further triggering events resulting in the production of the Agates (Lynch and Lynch 2011). Not longer than 10,000 to 15,000 years ago, a Superior Glacier hit Minnesota carrying the sediments along and took them along towards South. Some of the agates were also crushed beneath the surface of the glacier and, thus, these were also transported south. The refined and polished agates were formed as a result of the activities of the huge glacier over the sediments (Wolter 1986). Whenever one observes the rock, the beautiful red color amazes a layman as a human mind is confused about how this color became incarnated within. However, the scientists have confirmed that the Ferric/Iron which is now vastly found in the mineral area of Minnesota has caused the pigmentation of the Agate after various chemical processes undergone by the events mentioned above. Thus, to understand the process which went into the production of the rock, studying the geography of the area also becomes important. Since the sediments had travelled through a distance, ending up in the shores of Lake Duluth, it is interesting to note the location and presence of the Agates

How Open was the Landed elite during the era 1780 - 1888 Essay

How Open was the Landed elite during the era 1780 - 1888 - Essay Example In European agrarian societies, after the medieval period, land was attributed as a highly demanded asset because it enabled the feudal lords to produce crops for subsistence. However, that was not the only purpose land served. Land was largely seen as a status symbol, a highly valued possession, whose worth could be gauged and flaunted .It was regarded as a safe asset, where wealth could be sustained for a long period, without the fear of deception or fraud. In addition to economic power, land enabled the landowners to amass political powers as well. This was so, as the owner of an estate also served as the head of the community and solved domestic disputes. Moreover, it allowed the landlords to control the inhabitants that lived on his estate, the majority of which derived subsistence through working on his lands. A landlord had a wide access to people who held positions of authority, which buttressed his influence and prestige in his region . Hence, land enabled him to uphold an administrative role in his area, in addition to it,accruing economic and political power. In England, while some men acquired land in order to establish their names, from a feudal family or become part of the landed elite, the others acquired it as an investment or amenity. Due to laws and policies, acquiring land became easier. For example, the Act of 1711 passed in Ireland, which forced MPs to hold land, which was later, revised in 1760 to add more people who were legally able to possess land, greatly incentive people to acquire landiii. The legal obstacles were removed for them and lawyers devised easy and cheap ways to acquire land. Some political entities also bought land in order to ensure their electoral strength.The demand for land also increased as people sought to keep it in order to undertake leisurely endeavors such as shooting and hunting. Some bought land in order to keep it as a buffer before they retirediv. Interest rates came to be greatly associated with the worth of land in the early eighteenth century. Sometimes, when the interest rates were low, espec ially during and after Louis XIV wars, many people expected that the value of land would adjust to ultimately lower levels and hence, acquired lands. During the mid-Victorian boom 1790-1815, rental rates in England surged, and hence, the attractiveness of land as an asset increased. In addition, it was regarded as a stable investment as its value did not fluctuate as much as government bonds in England, as a result of political shocksv. Marriages also allowed for acquisition of land, as office holders who belonged to prestigious families but did not have lands, often married into landholding families, and hence became part of the landed elite. Many of them either belonged to political establishment, or were rich merchants. Many of them were traders in East India Company, who later themselves married into land owning families, or married their sons and daughters, and became part of the landed elitevi. A number of these merchants, who served in the subcontinent, commonly known as â₠¬Ëœ

Report Type Assignment Based of Swatch Case Study Essay

Report Type Assignment Based of Swatch Case Study - Essay Example Based on the case study, working at the company must entail engaging in a lot of conversation, jocular gestures and more informal talk. This is because the management vouches for a less formal and relaxed mood in order to create an avenue for creativity, as well as motivate their employees. Its vertical frequency of communication places it at a highly vertically integrated state such that the open door policy enables individuals at different hierarchical levels, in the company, to interact freely. This makes all members of staff to feel important, valued, and respected. Their opinions must be considered in the decision-making processes, and they are free to share their ideas without fear of being judged or victimized. Such a work environment makes the Swatch organizational setting a fun yet focused place to be as an employee The core business of the company is manufacturing watches that would lead to customers imperceptibly becoming attached to them. Unlike other organizations, they believe that individuals can be manipulated emotionally such that they end up acquiring more than a couple of watches in their lifetime. This is the core of their business, and it is anchored on innovations, which appeal to potential buyers. As a result, consumers will keep coming for more and more watches; hence, keeping Swatch in business by boosting its sales. Finally, a customer would have a pleasant experience at a Swatch store since the staff is jovial and ready to assist them to explore the innovations offered by the company. Swatch has the ability to grow since it has four major development phases. The first phase, which was meant for the survival of Swatch, is its effective international distribution system. This helps the company to acquire a large market base all over the world. Secondly, the management of Swatch has employed good strategies, which have aided the company to succeed in reviving its luxury

Final Exam Essay Example | Topics and Well Written Essays - 500 words - 9

Final Exam - Essay Example The second speech talks intensively about the second largest wide celebrated international football, The Asian Cup. It explains the onset of the Asian Cup and their frequency of holding their sporting activities that happens every two years. The main aim of the speech is to address the soccer audience who are mainly the fans and the organisers of the Asian Cup football the benefit of holding their games at different times with the FIFA World Cup organisers. This in their view attracts more countries to take part in the competition thereby enhancing the football. This is noted as over the years, the number of countries participating in The Asian Cup competition increases. The strategy used in the speech is descriptive in nature. This is because the speaker clearly describes the origin of The Asian Cup competition, its expansion and the present stage and status of the competition as a unifying factor of many Asian countries which had been at wars with each other (King Lee 2004). The third speech focuses on the Asian Football Confederation, comparing its strength with other soccer confederation of the world. The speaker here illustrates the necessary requirements of taking part in the AFC Champions league tournaments. The main objective of the speech is to give clarity on the importance and position of the AFC Champions league in the world football. This is evident from the speech when he notes that the qualifiers in the AFC Champions league take part in the FIFA World Cup competitions, which is the worldwide celebrated football. The strategy employed in this speech that helps achieve the speakers objective is explanatory mode of speech delivery. This is noted in the way the speaker explains the necessity of participating in the AFC Champions League (King Lee 2004). The fourth speech clearly illustrates the challenges facing

Meditation Essay Example | Topics and Well Written Essays - 1250 words

Meditation - Essay Example I kept asking myself what might have been wrong with her. Something within me kept telling me something was amiss. Suddenly, when I heard hoots and brakes’ screeching is when I realized that I was so engrossed in my thoughts and I was almost being ran over. I quickly grabbed my bicycle brakes and came to a sudden halt; almost falling down. It is when I realized I had gone extremely far from home without noticing. I changed my course, and decided to ride back home. Today I meditated on being grateful for my bike. I got the bike as a present from my dad for my exemplary performance in school. I had always wished to own one and every day after school, I would drop off my school bag in my room and rush to Tom’s house, my neighbor and friend, in order to ride his bike. I adore my bike so much. Apart from exercising using it, sometimes I save my parents the pressure of dropping me to school when they are running late for work. Sometimes I wonder what I would do if sometime stole it; I guess I would be sick for a week. When sent on short errands such as buying groceries from the store, my bike usually plays an integral since it enables me take shortest time possible; thus, making my parents proud of me. In case I am stressed or bothered about something, taking a ride in the woods near my home always gives me amazing refreshment. A two-hour ride and I go back home rejuvenated and feeling better. My bike is a gem to me. Today I practiced meditating when taking a shower. A warm shower in the morning is the best way to jumpstart one’s day. While enjoying the warm water hit my back, I reminded what my History teacher told us in class yesterday about respecting and appreciating our parents. I could not help thinking of what I could do without my mum and dad. My thoughts wondered how they are always there for me. They comfort and encourage me every time I am worried about something. They have always provided me with everything I need and sacrificed a lot to take

Semiotic is a discipline, which can provide a unified framework for Essay

Semiotic is a discipline, which can provide a unified framework for conducting the different activities within information syste - Essay Example These elements will provide the basis of the discussion on how the unified frameworks along with other capabilities will help organisations solve the challenges entailed in designing, building and maintaining information systems. The Quest for Meaning Henry Stubbes was credited to have first coined the term "semeiotics" when he identified it as a branch of medical science that interpret signs (Bhaduri, 2008, pp.246). John Locke also referred to the terms semeiotike and semeiotics when he explained his notion about the branches of science. He stated: All that can fall within the compass of human understanding, being either, first, the nature of things, as they are in themselves, their relations, and their manner of operation: or, secondly, that which man himself ought to do, as a rational and voluntary agent, for the attainment of any end, especially happiness: or, thirdly, the ways and means whereby the knowledge of both the one and the other of these is attained and communicated; I think science may be divided properly into these three sorts (Locke, 1823, pp.174). It was Locke’s third branch, where he mentioned semiotics as one of those part of exact knowledge. The work of Charles Pierce and later on Ferdinand de Saussure, however, established the modern notion of the discipline. Pierce referred to the concept of semiotic as a quasi-necessary or formal doctrine of signs. His position on signs is based on his three classifications of its dimensions: icons, indices and symbols (Rahmann, 2001, pp.4). Saussure contributed to the semiotic thought through his discourse of his version of semiotics, which he called as semiology. In 1915, he declared that: A science that studies the life of signs within society is conceivable; it would be a part of social psychology and consequently of general psychology; I shall call it Semiology. Semiology would show what constitutes signs, what laws govern them†¦ Linguistics is only a part of the general science of semio logy; the laws discovered by semiology will be applicable to linguistics (cited in Rahmann, pp.3) Today, adherents of semiotics consider, interpret, classify and analyze signs according to the manner of transmission. The code is a crucial variable in this process because it is the means by which meaning is understood. A new word, for example could easily be coined. Saussure did this with his â€Å"semiology† term. The act alone did not ensure that meaning is transmitted. First, the word must be recognized by the society. Then, it must be transmitted according to the grammatical structures and codes of such society. This is the general framework that underpins semiotics. In the present language, semiology is semiotics. Let us consider the case of a poem. It is an example of a semiotic system because it is consisted of signs in the form of content or rhythm, wherein each constitute a term and a concept not unlike the sensation that one will experience with the aesthetics of the figure of speech. One can also cite the case of a song. Say, in Kenny Loggins’ song Footloose: the lyrics is the message, the score becomes a text and the device where these are communicated could be a digital music player. These examples show how semiotic systems are considered the organisation of patterns that typify signs, which –

Case Study Essay Example | Topics and Well Written Essays - 1000 words - 1

Case Study - Essay Example The company reviewed it’s its operations in the 2006 when SABMiller had just completed a three-year turnaround plan, establishing a platform for future growth. From that report it can be noted that in North America the company had made progress as it had continued to grow while giving better prices to the customers than its competitors in that market. SABMiller had heavily invested in that market which enabled it succeeds in price cutting without passing on the costs. It had a three year investment strategy which has enabled to remain strong despite tough conditions. From the foregoing, it can be deduced that SABMiller’s strategy in the North American market is heavy investment which in turn enables it lower prices hence driving out competitors (Hal, 2002). In relation to Europe SAB’s strategy was to increase its share and to expand its capacity. This was to be achieved through introduction of new brands and new packaging methods. This strategy has enabled it to increase its share, volume and expand its capacity in various European markets. SAB’s strategy in most of the countries has been to acquire an initial local stronghold firm to enable it advance into other markets which it had not penetrated before. It has achieved this by acquiring other brewing businesses in most cases to focus on brand portfolio which gives it a better market position, increases sales and to enjoy economies of scale in production and distribution. It seems that SABMiller has shifted its focus to developing countries having already established a substantial presence in the developed countries. It realised that its ability to succeed in developing countries has proved to be of advantage. This was noted in the company’s report of 2006. This strategy has to an increase in consumption of soft drinks by consumers in South Africa which in turn has led to increased sales ( Donald , 2008). To meet the demands of changing consumption patterns, SAB has introduc ed new sales and distribution systems and enhanced the flexibility of its production facilities. It has licensed more agents has brought more outlets into the mainstream. This means they can now operate more professionally and it can deliver to them direct - which in turn raises the performance of the business. The stakeholders expect that SAB’s businesses in Africa will continue to grow being helped by broader distribution and a clearer segmentation of SAB’s brands. The stakeholders also see plenty of opportunity to keep improving efficiency in these relatively underdeveloped countries and see the outlook for Africa as a whole to be encouraging. Possible strategic options open to SAB First of all, SAB can penetrate the market with its current products. This can be through heavy advertising or using any other strategy enable existing and potential customers get knowledge of its existing products. With this option, SAB needs to come up with a strategy to enable it incre ase sales to its current customers by convincing them without change of its original products. SAB can also gain competitors customers by improving the quality of its beer compared to that of its competitors. Since it is cheaper to retain current customers than acquire new ones, hence in this option SAB needs to improve its relationship with its current custo

Success Quotes Essay Example for Free

Success Quotes Essay The person who gets the farthest is generally the one who is willing to do and dare. The sure-thing boat never gets far from shore. -Dale Carnegie 1. Most successful men have not achieved their distinction by having some new talent or opportunity presented to them. They have developed the opportunity that was at hand. Bruce Barton 2. Would you like me to give you a formula for success? Its quite simple, really. Double your rate of failure. You are thinking of failure as the enemy of success. But it isnt at all. You can be discouraged by failure or you can learn from it, So go ahead and make mistakes. Make all you can. Because remember that? s where you will find success. Thomas J. Watson 3. The successful always has a number of projects planned, to which he looks forward. Anyone of them could change the course of his life overnight. -Mark Caine 4. There are three ingredients in the good life: learning, earning and yearning. Christopher Morley 5. There are three ingredients in the good life: learning, earning and yearning. 6. When a man feels throbbing within him the power to do what he undertakes as well as it can possibly be done, this is happiness, this is success. Orison Swett Marden 7. Pity the man who inherits a million and isnt a millionaire. Heres what would be pitiful,if your income grew and you didnt. The great successful men of the world have used their imagination? they think ahead and create their mental picture in all its details, filling in here, adding a little there, altering this a bit and that a bit, but steadily building steadily building. Robert Collier 8. Success doesnt come to you? you go to it. Marva Collins 9. The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather in a lack of will. Vincent T. Lombardi

Reading Strategy Essay Example for Free

Reading Strategy Essay What Is It? To aid their comprehension, skillful readers ask themselves questions before, during, and after they read. You can help students become more proficient by modeling this process for them and encouraging them to use it when they read independently. Why Is It Important? Dolores Durkins research in 1979 showed that most teachers asked students questions after they had read, as opposed to questioning to improve comprehension before or while they read. In the late 1990s, further research (Pressley, et al. 1998) Revealed that despite the abundance of research supporting questioning before, during, and after reading to help comprehension, teachers still favored post-reading comprehension questions. Researchers have also found that when adult readers are asked to think aloud as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading (Pressley and Afflerbach 1995). Proficient adult readers: Are aware of why they are reading the text Preview and make predictions Read selectively Make connections and associations with the text based on what they already know. Refine predictions and expectations Use context to identify unfamiliar words Reread and make notes Evaluate the quality of the text Review important points in the text Consider how the information might be used in the future Successful reading is not simply the mechanical process of decoding text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example: What is this story about? What does the main character want? Will she get it? If so, how? Even after reading, engaged readers still ask questions: What is the meaning of what I have read? Why did the author end the paragraph (or chapter, or book) in this way? What was the authors purpose in writing this? Good authors anticipate the readers questions and plant questions in the readers mind (think of a title such as, Are You My Mother? by P. D. Eastman). In this way, reading becomes a collaboration between the reader and the author. The authors job is to raise questions and then answer them – or provide several possible answers. Readers cooperate by asking the right questions, paying careful attention to the authors answers, and asking questions of their own. HOW CAN YOU MAKE IT HAPPEN? To help readers learn to ask questions before, during, and after reading, think aloud the next time you are reading a book, article, or set of directions. Write each question on a post-it note and stick it on the text you have the question about. You may be surprised at how many typically unspoken questions you ponder, ask, and answer as you read. You may wonder as you read or after you read at the authors choice of title, at a vocabulary word, or about how you will use this information in the future. You should begin to model these kinds of questions in the primary grades during read-aloud times, when you can say out loud what you are thinking and asking. Read a book or text to the class, and model your thinking and questioning. Emphasize that even though you are an adult reader, questions before, during, and after reading continue to help you gain an understanding of the text you are reading. Ask questions such as: What clues does the title give me about the story? Is this a real or imaginary story? Why am I reading this? What do I already know about___? What predictions can I make? Pre-select several stopping points within the text to ask and answer reading questions. Stopping points should not be so frequent that they hinder comprehension or fluid reading of a text. This is also an excellent time to model repair strategies to correct miscomprehension. Start reading the text, and ask yourself questions while reading: What do I understand from what I just read? What is the main idea? What picture is the author painting in my head? Do I need to reread so that I understand? Then reread the text, asking the following questions when you are finished: Which of my predictions were right? What information from the text tells me that I am correct? What were the main ideas? What connections can I make to the text? How do I feel about it? Encourage students to ask their own questions after you have modeled this strategy, and write all their questions on chart paper. Students can be grouped to answer one anothers questions and generate new ones based on discussions. Be sure the focus is not on finding the correct answers, because many questions may be subjective, but on curiosity, wondering, and asking thoughtful questions. After students become aware of the best times to ask questions during the reading process, be sure to ask them a variety of questions that: Can be used to gain a deeper understanding of the text Have answers that might be different for everyone Have answers that can be found in the text Clarify the authors intent Can help clarify meaning Help them make inferences Help them make predictions Help them make connections to other texts or prior knowledge As students begin to read text independently, you should continue to model the questioning process and encourage students to use it often. In the upper elementary and middle school grades, a framework for questions to ask before, during, and after reading can serve as a guide as students work with more challenging texts and begin to internalize comprehension strategies. You can use an overhead projector to jot notes on the framework as you think aloud while reading a text. As students become comfortable with the questioning strategy, they may use the guide independently while reading, with the goal of generating questions before, during, and after reading to increase comprehension. How Can You Stretch Students Thinking? The best way to stretch students thinking about a text is to help them ask increasingly challenging questions. Some of the most challenging questions are Why? questions about the authors intentions and the design of the text. For example: Why do you think the author chose this particular setting? Why do you think the author ended the story in this way? Why do you think the author chose to tell the story from the point of view of the daughter? What does the author seem to be assuming about the readers political beliefs? Another way to challenge readers is to ask them open-ended question that require evidence from the text to answer. For example: What does Huck think about girls? What is your evidence? Which character in the story is most unlike Anna? Explain your reasons, based on evidence from the novel? What is the authors opinion about affirmative action in higher education? How do you know? Be sure to explicitly model your own challenging questions while reading aloud a variety of texts, including novels, subject-area textbooks, articles, and nonfiction. Help students see that answering challenging questions can help them understand text at a deeper level, ultimately making reading a more enjoyable and valuable experience. As students become proficient in generating challenging questions, have them group the questions the time they were asked (before, during or after reading). Students can determine their own categories, justify their reasons for placing questions into the categories, and determine how this can help their reading comprehension. When Can You Use It? Reading/English Students who have similar interests can read the same text and meet to discuss their thoughts in a book club. Members can be given a set of sticky notes to mark questions they have before, during, and after reading the text. Members can then share their question with one another to clarify understanding within their group. Since students reading level may not necessarily determine which book club they choose to join, accommodations may need to be made, including buddy reading, audio recordings of the text, or the use of computer-aided reading systems. Writing  Good writers anticipate their readers questions. Have students jot down the questions they will attempt to answer in an essay or short story before they write it, in the order that they plan to answer them. Stress that this should not be a mechanical process – as students write they probably will think of additional questions to ask and answer. The key point is to have students think of themselves as having a conversation with the reader – and a big part of this is knowing what questions the reader is likely to ask. Math Students can ask questions before, during, and after solving a math problem. Have students think aloud or write in groups to generate questions to complete performance tasks related to mathematics. Social Studies Use before, during, and after questions when beginning a new chapter or unit of study in any social studies topic. Select a piece of text, and have students generate questions related to the topic. At the end of the unit of study, refer back to the questions and discuss how the questions helped students to understand the content. Science Use before, during, and after questions to review an article or science text. You can discuss articles related to a recent scientific discovery with students and then generate questions that would help them to focus their attention on important information. Lesson Plans Lesson Plan: Questioning, The Mitten This lesson is designed to introduce primary students to the importance of asking questions before, during, and after listening to a story. In this lesson, using the story The Mitten by Jan Brett, students learn how to become good readers by asking questions. This is the first lesson in a set of questioning lessons designed for primary grades. Lesson Plan: Questioning, Grandfathers Journey. This lesson is for intermediate students using the strategy with the book, Grandfathers Journey, by Allen Say. Lesson Plan: Questioning, Kokos Kitten This lesson is designed to establish primary students skills in asking questions before, during, and after they listen to a story. You can help students learn to become better readers by modeling how and when you ask questions while reading aloud the true story, Kokos Kitten, by Dr. Francine Patterson. This is the second lesson in a set of questioning lessons designed for primary grades. Lesson Plan: Asking Pre-Reading Questions This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Lesson Plan: Asking Questions When Reading In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL: http://www. teachervision. fen. com/lesson-plan/reading-comprehension/48698. html Asking Questions When Reading Grade Levels: 4 8 Lesson Summary. Generating questions plays a key role in the process of learning how to read, and then again in learning how to read better. There are so many question that students may have about the text that they encounter – questions about the authors style or purpose, questions about new vocabulary, questions about what might happen, etc. Students need to first begin to feel comfortable asking questions, then learn to ask the vital questions that will direct their focus and clear up confusion. In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each. Materials When you read the story ahead of time, write any questions that pop into your head on post-it notes and have them available. Provide large pieces of paper and post-its for students, and locate enough copies of the book The Wall for partners. Provide a piece of paper for each group of four students. Prepare a piece of chart paper titled QUESTIONS with different columns of categories: Questions that are answered in the text Questions that I have to make an inference to answer Questions that are not important to understanding the story. Questions that require research to answer Questions about the authors style Questions that clear up confusion Objectives: Students will ask questions before, during, and after reading. Students will categorize important vs. interesting questions with a focus on important questions. Procedure Explain that good readers ask questions before, during, and after reading to help them understand a story better. Today, were going to focus on asking questions. Present the book The Wall to the students and say, I will read the title, and the back cover and look at the illustrations and think of as many questions as I can. These are the questions that I have before reading. Read your prepared post-it notes to the students. Read the story to the children and think aloud, asking questions while reading. Stress that these are the questions you have during reading. Read your prepared post-it notes to the students. When you have finished reading the story, ask questions that pop into your head and stress that these are the questions that you have after reading. Read your prepared post-it notes to the students. Take your questions on post-its, think aloud, and categorize them in the appropriate column according to the type of question that you asked. The students partner-read and use post-its on pages where they have a question. Have partners narrow their questions down to two questions. Then have the partners share their questions with another paired group. The groups of four students choose one of their questions and write it on a larger piece of paper. Gather all students and have them share their questions. With help from the class, have students categorize their questions. Discuss the questions that are important vs. interesting, and have students focus on the important questions.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL: http://www. teachervision. fen. com/lesson-plan/reading-comprehension/48697. html Asking Pre-Reading Questions Grade Levels: 3 5 Lesson Summary This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Students should be able to differentiate between a question and a statement, generate questions, and work in cooperative, heterogeneous groups. Objectives Students will brainstorm prior knowledge about the topic of a text Students will make predictions about the text by asking effective before reading questions in order to improve our reading comprehension. Key Understandings Asking and discussing questions will improve our comprehension of the text. Good readers ask questions before they read. Materials Two narrative texts Pre-reading Show Rubric Pledge Procedure Select two narrative texts, one will be used to demonstrate the before reading questioning strategy, the other will be used for guided practice. It may be easier to choose two texts by the same author or two texts of the same genre. Discuss the ways in which a pre-game show and asking questions before, during, and after reading are similar. Good readers are like sports casters. Just as sports casters discuss the sports event before, during, and after the game, good readers ask and discuss questions before, during, and after reading. This improves comprehension, or understanding, of the text. You may say something such as, Who has watched a football, basketball, or baseball game on television? Sports casters help us understand the game by discussing it. They discuss the game with us before the game, during the game and after the game. Before the game, there is a pre-game analysis. That means that the announcer gives us background information about the game, teams, players, and coaches. This information can be used to make predictions about the outcome of the game. During the game, the announcers provide play-by-play coverage. They discuss important or controversial plays to help us understand whats going on in the game and to explain how certain plays may affect the outcome of the game. They even provide replays of the most important events of the game to make sure we remember them. Finally, after the game, announcers interview the coaches and players to get different perspectives about how the game was played. They review the highlights of the game, confirm or disprove their predictions, and discuss the implications of the outcome of the game. Tell students they are going to focus on asking questions before they begin reading a text. If possible, show a video clip of a pre-game sports cast. Use the analogy of a pre-game show and before reading questions to help students ask effective before reading questions. As you generate questions for each topic. Spend some time wondering about the answers and making predictions about the book. Write your predictions about the book in a separate column. Identify a purpose for reading the text. Narrative = for literary experience/enjoyment Expository = for information Functional = to perform a task/follow directions. Examine the cover illustration and read the title, modeling how to ask questions. Write the questions on chart paper or on an overhead projector. Look at the author and model how to generate questions. Activate background knowledge by taking a picture walk with students. Cover the print with sticky notes, and think aloud as you model how to generate questions, make predictions, and build vocabulary by carefully examining and discussing the illustrations in the text. Ask questions about the setting, characters, events, and genre of the book. Pre-Game Show Questions Before Reading Predictions Team A vs. Team B What teams are playing? What do we know about these teams? Where are they from? Have we ever seen either team play? In your opinion, are they skilled? Is one team better than the other? Title of Story/Cover What topic might this story be about? What do we already know about this topic? Have we read any other books about this topic? Do we have any experience related to this topic? Where and when did we have the experience? Coach Who is the coach? What do we know about the coach? What teams has he/she coached in the past? What is his/her coaching style? Author Who is the author? Who is the illustrator? What books have he/she written or illustrated in the past? Can we describe the style of the author/illustrator? Have I ever read other texts by this author? If so, what do I remember about those texts? Stadium Where is the game being played? Who has the home field advantage? What are the current weather conditions? How will the weather conditions affect the game? Setting Where and when does the story take place? Is the place/time familiar or unfamiliar to us? Have we read any other stories with a similar setting? Players Who are the key players? What positions do they play? What are their skills? Characters Who are the main characters? What role might they play in the story? Can we predict some of their character traits by examining the illustrations? Plays What plays are the coaches likely to run? Events What events may take place in this story? Rules/Principles of Game What are the rules of the game? What are winning strategies? Genre of Text What genre of story is this? (fairytale, folktale) Have we read other stories of the same genre? What are the characteristics of this genre? Tell students that the class will read the story together tomorrow, and learn to ask new questions while they are reading to help understand the story. Guided practice Give students the opportunity to practice writing and discussing some before reading questions for a new story. Place students in 6 groups and have each group record or role play a pre-reading show for the new book, just as sports casters broadcast a pre-game show. 1. title/cover 2. author/illustrator 3. setting 4. characters 5. events 6. genre of literature Select student leaders to guide each groups through the process of examining the cover of the new story and taking a picture walk. Allow groups to discuss their topic. Students should generate two of their own before reading questions on their topic, and then share their questions and provide feedback to each other. Have groups include information from their prior knowledge and personal experience as they discuss the before reading questions, and have them discuss the possible answers and make predictions about the book. After each student has had the opportunity to formulate and write two questions, jigsaw the groups to form TV crews for a pre-reading show. Each TV crew should have six students, one student from each group, 1-6. Review the parts of the rubric. Provide a time limit for each TV show, and tell students that each show should include: an introduction of the members of the TV crew slogan, jingle, or music a discussion of their prior knowledge about the topic a discussion of each members questions predictions about the book from each member Give groups the opportunity to practice asking and discussing their questions before role playing or videotaping their show. If time permits, allow students to make larger visual aids to display during the discussion. Microphones can be made quickly from rolling paper into tubes. Sharing Ideas Distribute rubrics to the class. Allow students to score each TV crew as they present. Independent Practice Have students think of a younger child that they will spend time with this week. Have them think of a book that they can read to the child. Have students use some of the before reading questioning strategies they learned to help the younger child understand the story. Students can use this questions framework worksheet to help them with questions to ask before reading, and help the child make predictions. The worksheet reminds students to ask questions about the title and cover, author and illustrator, setting, characters, events and genre. Assessment Each group will be assessed using the scores from the presentation rubric, scored by their peers and teacher.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Running Records Page Description: A running record is a way to assess a students reading progress by systematically evaluating a students oral reading and identifying error patterns. This template will help you track your students oral reading accuracy. Take advantages from kids that love harry potter Book Covers from Around the World: Harry Potter and the Prisoner of Azkaban Page Description: Enjoy comparing and contrasting colorful cover art for J. K. Rowlings Harry Potter and the Prisoner of Azkaban with this printable handout. Discuss the differences in interpretations from around the world with your students. Grade Levels: 2 7 Analyzing a Book Character Page Description: This chart of questions will help students analyze the cover art of a book. Use this worksheet when talking about the different cover art on each international edition of the Harry Potter books. Grade Levels: 3 – 8 Literacy Glossary Page 1 of 2 Accuracy Rate: This is the rate, shown as a percent, at which students accurately read the text. Concept Map: A concept map is a type of graphic organizer which allows students to consider relationships among various concepts. Often students are encouraged to draw arrows between related concepts enclosed in oval or other shapes. Error Rate: This is a ratio of errors to words in the text. Fluency: The rate and accuracy with which a person reads. Fluency results from practicing reading skills often and with a high rate of success. Formative Assessment: These tests are ongoing and based on the curriculum, providing a way to monitor student progress. They can be used to place students in groups, based on instructional needs. Frustrational Level: This is the level at which students are unable to read with adequate comprehension. Genre: A genre is a particular type of literature, such as narratives, poetry, dramas, or fables. Independent Level: This is the level at which students can read without assistance. Materials at this level should be chosen for independent reading, or fluency practice. Independent Reading Inventories: An informal formative assessment that provides graded word lists and passages designed to assess the oral reading and listening comprehension. Insertion: In a running record or informal reading inventory, this is a miscue in which students add another word when reading printed text. For example, if the sentence is: The dog played, the student reads: The happy dog played. Instructional Level: This is the level at which students can read with assistance from the teacher. Materials at this level should be chosen for reading instruction. Metacognition: This is thinking about ones own thinking, or being aware of ones own learning. When students are aware of how they think and learn, they can be taught to regulate their thought and learning processes. Omission: In a running record or informal reading inventory, this is a miscue in which students do not read a word or words in the printed text. For example, if the sentence is: The sky was bright blue, the student reads: The sky was blue. Onset: The part of a syllable that comes before the vowel of a syllable. The onset of the word box is /b/. Phoneme: the smallest unit of sound. It distinguishes one word from another (e. g. , man and fan are distinguished by the initial phoneme). Phonemic Awareness: This is a type of phonological awareness that involves the awareness and manipulation of individual sounds. Phonological Awareness: The auditory awareness of sounds, words, and sentences. The understanding that speech is composed of sentences made up of words. Words are comprised of syllables, and syllables are comprised of phonemes. Qualitative Data: Qualitative data consist of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis. It is often comprehensive, holistic, and expansive. Qualitative Tools: These are tools that produce qualitative data consisting of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis. Quantitative Data: Quantitative data consist of information represented in the form of numbers that can be analyzed by means of descriptive or inferential statistics. It is often precise and narrow data. Reading Conferences: Conferences conducted by teachers during independent reading time provide an opportunity to meet with a student to assess progress, to note reading strategies that are being used, monitor books being read, and to provide guidance in developing reading strategies. Rime: The part of a syllable that consists of its vowel and any consonant sounds that come after it. The rime of the word box is /ox/. Scaffolding: A scaffold is a supporting framework. Scaffolded learning is a teaching strategy that helps support students in their learning when they may have difficulties. A goal of scaffolded learning is to have students use a particular strategy independently. Screening Tests: These tests provide information that serves as a baseline. They are usually given to determine the appropriate starting place for instruction. Self-Correction: In a running record or informal reading inventory, this is a miscue in which students do not read a word or words correctly, but return to the text and read the word or words correctly. Self-Correction Rate: This is the ratio of self-corrections to errors when reading the text. Sound-Print Connection: Understanding the relationship between print and sound. Substitution: In a running record or informal reading inventory, this is a miscue in which students replace the printed word with another word. For example, if the sentence is: She said, No,' the student reads: She shouted, No. Summative Assessment: These tests are usually given at the end of a unit or at the end of the year. They assess a students strengths and weaknesses over a period of time.

The Actual Cause Of The Hundred Years War

The Actual Cause Of The Hundred Years War The actual cause of the war was between France and England over who was the heir to the throne. (Which Throne?) After the death of Frances Charles lV, both France and England claimed the crown because Charles had left no direct successor. Edward lll, King of England, asserted that he in fact had a superior claim to the throne because his mother was Philip the Fairs daughter. This then, was one of the primary causes of the Hundred Years War. The economic conflict was clearly another cause of this great war. England had major financial interest in the wool industry in Flanders and France supported the Scots in their wars against England. England had much better troops, a more efficient government and thousands of English soldiers were more than willing to campaign in France, and get rich in the process. The Hundred Years War is broken up into three stages or phases. The first lasted until the signature of the Treaty of Bretigny in 1360(1337-1360). The second phase lasted from 1360-1413 when Henry V became king, and the third phase lasted from 1413-1453. The first phase was marked by English victories in France and alliances with French feudal lords. The second phase was marked by English inactivity and French raids keeping The English on the defensive. The third phase began with major and dramatic English victories but ended in defeat and Englands nearly complete withdrawal from France. The entire war is just a series of on and off warfare against France and England, from(1337-1453). The war was nothing more than sieges, raids, sea and land battles, and long periods truce. The counts of Flanders were vassals to the king of France, but the English saw Flanders as their major center for their foreign trade due to its cloth manufacture. The English also controlled southern France after Eleanor of Aquitaine married King Henry ll in the mid 12th century. Therefore the French were allies with the Scots to control a northern stronghold, called the Auld Alliance. The two countries also fought over the English channel and the north sea. In 1337, King Phillip Vl of France moved his troops to the English control of Aquitaine. In 1340, the English won a major naval victory at Sluys. King Edward lll then declared himself King of France. In 1346, the English forces defeated the French at Crecy, and then in 1347, the English captured Calais. In 1350, John ll became King of France after Philip Vl died. In 1356 when the English defeated the French at Poitiers King John ll was captured. He died in 1346. IN 1360, the Treaty of Bretigny was signed, giving the English complete control of Aquitaine and ending the first phase of the long war. As the war dragged on the English lost land and money causing the English peasants to revolt in 1381. After the Treaty of Troyes in 1420, King Henry V was recognized as heir to the French throne. Then in 1427 after both Henry V and Charles V died Henry Vl was heir to the throne despite being an infant. After the war, the English lost focus on controlling continental territory and began to strengthen its maritime supremacy. The most significant result was that the nobility and secular leaders were busy fighting each other at a time when western Europe desperately needed leadership. Each side had their advantages. Henry V was a master of siege warfare, allowing for major English victories. Towns ere encircled by protective forts. Attack methods included blockades, digging tunnels, and catapults used to hurl rocks, flaming arrows, and filth into the air. The siege cannon, used after 1400, led to the end of the castle and fort. Sea battles involved 20-50 castle like ships. Generally, the English won on the sea. French had a population around 16,000,000 far richer and populous than England. At one point, the French fielded an army of over 50,000 compared to the Britains who maybe mustered up 32,000. In almost every engagement the English were outnumbered. Britains most successful strategies were avoiding pitched battles, engaging in quick, profitable raids, steal what you can and destroy everything else. The use of the English defensive positions was the use of the longbow. The arrows could penetrate an inch of wood or the armor of a Knight at 200 yards. A longbow could also be fired more rapidly, and was affective than a crossbow. Henry landed in Normandy intending on taking Calais, having 2,000 infantry and 6,000 archers and some primitive cannon. His drive was blocked by many heavily armored French knight who obviously forgot the lessons of Crecy and Poitiers. The war brought about dissimilar results for the French and the English. Both countries saw an increase in their monarchial rule, it was due to different reasons. England couldnt hold on in France and effectively rule the burden was too great. U nlike France, over the course of the war England also experienced a strengthening of the parliament. The French on the other hand experienced a increase in monarchial authority due to the peoples recognition and complaints with the feudal systems shortcomings, including its limitations in fighting and protection of the serfs. The eventual expulsion of the English and the consolidation of the kingdom made France one of the greatest counties during this time period.

Nora’s Relationship with Torvald Essay -- A Dolls House Relationships

Nora’s Relationship with Torvald The drastic change in Nora’s relationship with Torvald that occurs during the course of the play is made quite evident by what she says and the way she delivers her speech. At the beginning of the play Nora seems completely happy with her doll-like relationship with Torvald. She responds affectionately to Torvald’s teasing and plays along with him – â€Å"if you only knew what expenses we skylarks and squirrels have, Torvald†. She is quite happy to be Torvald’s â€Å"little featherbrain†. However, as the play continues, Nora starts to realise that her marriage has been a performance and that she needs her own freedom. She becomes more rebellious, starts to use the imperative with Torvald and somewhat abandons her childlike language. As the play reaches its end, Nora becomes totally independent from Torvald and talks to him from equal to equal, not daughter to father. At the beginning of the play, Nora’s relationship with Torvald seems that of a child with her father. She is patronised, called a â€Å"little squirrel†, a â€Å"skylark† and accused of being a â€Å"spendthrift† because she can’t save money although she seems quite happy to be called so as she doesn’t complain about it and even plays along - when Torvald says â€Å"scampering about like a little squirrel?† she just answers â€Å"yes† instead of complaining about being treated like a little girl. When Torvald asks her â€Å"what do they call little birds who are always making money fly?† she answers â€Å"yes, I know, spendthrifts† as if she had been taught that lesson many times because she is so childish that she keeps on making the same mistake. She never contradicts her husband – â€Å"very well, Torvald, if you say so† – asks for his approval like a... ...and that â€Å"it’s no good your forbidding me anything any longer† because she has freed herself. By the end of the play Nora has her own voice, not Torvald’s, she is no longer his doll that will do whatever he asks to please him, no longer his â€Å"little skylark† and â€Å"not the wife for you†. Over the course of the play, the alteration in Nora’s relationship with Torvald is made evident by the change in the way she speaks. At the beginning, she is his â€Å"little squirrel†, a childish â€Å"featherbrain† that is pampered and patronised by Torvald. The various turning points in the action, where Nora starts to change the way she speaks, using the imperative and contradicting Torvald start to show the change in the relationship that is completed by the end of the play, when Nora talks clearly to Torvald from equal to equal, having a voice of her own, no longer his doll.

The Entering of a Non-traditional Sport :: Genders Athletics Essays

The Entering of a Non-traditional Sport There are both many social and cultural costs and benefits of an individual (male or female) entering a non-traditional sport for their gender/sex. First, there are a variety of benefits. When women and men enter non-traditional sports, they are showing society that sports don’t have to be limited to one sex or the other. Women and men are setting an example for everyone around them that you people should do whatever you they want to do no matter what. The entering of a non-traditional sport may be easier for an individual when there is positive feedback from the people around him/her. For example, I don’t think that Bev (in the movie Pumping Iron II) would have been able to continue to weight lift if she didn’t have such positive and encouraging coaches and family. Another benefit of entering a non-traditional sport may just simply involve the use of skill. Although a sport, may not be traditional for a certain sex, athletic capability may be enhanced by participating in these other sports. For example, many football players take ballet lessons to work on their balance, grace, and stability. This kind of situation shows that ballet can be used for just performing ballet or it could mean that ballet is useful for other types of performance. Another way to look at entering a non-traditional sport as beneficial is by looking at upward social mobility. Participation in a certain sport can allow a person to better their chances of getting out of a situation or circumstance. An obvious example of upward social mobility is in the movie Girlfight. Diana has a chance to get out of her home and community through her participation in boxing. Because Diana is a women in a non-traditional sport, her chances of getting out are increased, unlike the many male boxers around her. Because other women boxers are rare, the demand for other competitors is high. Being an individual in a non-traditional sport shows uniqueness, and if that individual is good at what they do, this can bring in more attention and possibly help in achieving other things such as athletic scholarships. Also, in regards to females entering non-traditional sports, there is the benefit of proving to themselves and others that women are just as capable, if not even better, as men in performing certain tasks. This would not be such a big deal if historically sports weren’t established with men and only men’s participation and skill emphasized.

Thomas Becket vs Henry II :: European Europe History

Thomas Becket vs Henry II The High Middle Ages was a time of power struggles between the Church and the State. Increases in royal power and expeditions like the Crusades symbolized the teeter-totter of the balance of power between the two foundations, and a prime example of the fight for power is the conflict of Henry II, King of England, and Thomas Becket, Archbishop of Canterbury. Henry II gained his throne thanks to the efforts of his mother, who fought to maintain her family's stature in the royal family tree. Thomas Becket was the son of a wealthy London merchant, and lived a life of no worries. Theobald, the Archbishop of Canterbury at the time, recognized Becket's intelligence, and he was put under Theobald's church tree. There, Becket gained experience and serious attention from his great successes as the Archbishop's trusty servant, and King Henry II laid an eye on him also. Seeing Becket's potential intelligence, Henry II appointed Becket to the position of Chancellor of England. In England, the Chancellor was second-in-command only to the King. Any man of this stature was given great power, and any man placed in this position must be able to match his expectations. Henry's instincts were accurate, and Becket performed amazingly at his new position. He revolutionized how England's government was run, and turned the quiet castle into a busy place of work. Becket's fame rose instantly, gaining attention from all over England, and quickly gained the reputation of being Henry's greatest loyal worker. Becket, aside from being Henry's most trustworthy servant, also became Henry's greatest friend. Henry frequently visited Becket for dinner, and the two would discuss issues and exchange ideas almost every night. Henry was able to derive one conclusion from their dinner sessions à  Thomas Becket was the most intelligent man in all of England. At this point in time, the Church and State of England fought mainly for power over the judicial system of England. Henry II wanted to enforce common law in his country, a system of justice with a jury that accuses suspects and royal judges that determine the sentence on the criminals. The Church, headed by the archbishop of Canterbury, wanted to keep their traditional system of canon law. The huge flaw in canon law was apparent to all of England, but the church was not willing to back down to the State. In the church's court system, the two greatest concerns were the immunity granted to church officials and the immunity granted to those who sought sanctuary.

ALDI Business expansion through training and development Essay

Aldi (short for Albrecht Discounts) is a globally operating and expanding discount retailer with over 8,000 stores all over the world. The company was founded in 1913 in Germany by two brothers. In 1960 the former Albrecht KG was separated in Aldi Sued and Aldi Nord. The headquarters are located in Essen (Aldi Nord) and Mà ¼lheim an der Ruhr (Aldi Sued). Both companies still have a friendly relation and use the same brands occasionally but operate independently. Aldi Nord operates in Denmark, the Benelux countries, France, the Iberian Peninsula and Poland. Aldi Sued makes its business transactions in countries including Ireland, the United Kingdom, Greece, Switzerland, Hungary, Austria, Slovenia, USA and Australia. In Austria and Slovenia Aldi is represented by Hofer KG. Overall Aldi is one of the world’s biggest grocery chains. The sales strategy is well known as they offer the opportunity to buy cheap and good/fresh food. The main focus is on key markets in Europe, North Am erica and Australia. Store layouts are simple and opening hours focus especially on the busiest times of the day. The retailer is a specialist in food, beverage and household items but within the years the portfolio was extended. The company acts now among other things for example, as travel agency. Many of the offered products are own brands. The number of other brands is limited to a maximum of two for an item. Therefore it is possible to keep the shops smaller and to sell a larger quantity of a specific brand. The slogan â€Å"Spend a little, live a lot† reflects the strategy of Aldi. In a nutshell to keep prices low they are not taking effort on presenting their variety of goods. Worldwide main competitors of Aldi are Wal-Mart Stores, Inc., METRO AG and Lidl Dienstleistung GmbH & Co. KG. Particular Austrian competitors are Zielpunkt, Norma and Penny. The strategy of the mentioned chains is similar. They are all driving their main business in the food industry as they are primarily competing on price in order to increase their market share. Main customers are bigger families, housewifely people and people with less income. The marketing mix of every business is different. Aldi focusses on providing high quality products that are cheaper alternatives to famous brands. Moreover, the advertising strategy is very simple and cost saving. Apart from a weekly newsletter of  special offers Aldi is not advertising at all. Primarily this low price grocery chains arose due to the increasing population and economic challenges. Therefore it was necessary to construct bigger plants which resulted in fewer and larger firms. This had a negative effect on farmer’s return and all of a sudden people started to concern about the products they were consuming. Aldi was very hard affected by these changes and implemented sustainable products. Now they offer especially in the diary product sector regional goods. Certainly important to mention is the simple organization structure of Aldi. The very flat management hierarchy allows leaders to get their people known. At Aldi managers should be open for new ideas, improvements and it is common to involve all employees in decision making. They represent a philosophy of promoting and supporting talents within the organization. Consequently the performance of each employee is recognized easier. As the responsibility is increasing within promotions it is essential to support a transparent and effective decision making system. Subsequent the discretion of the Aldi organizational chart. On the very top of the management is the Vice President followed by several Directors like Director of Warehousing & Transportation and Director of Administration. The District Managers are directly reporting to the Director of Operations and are leading the individual Store Management Teams. The number of Store Employees is based on the frequency of customer visits. Worth to mention is also financial situation. The revenue of Aldi was not published until 2000. Since 2001, Aldi Nord publishes its numbers in the Federal Gazette. Sales in Germany in 2010 amounted to 22.5 billion euros. Furthermore the worldwide turnover was 52.8 billion euros. Aldi Nord and Aldi Sued are completely family owned. The capital is very solid and Aldi has no liabilities. Aldi Nord owns all logistic centers. Leased objects are increasingly replaced by own objects. Aldi Sued also owns almost all buildings and land but had to borrow money for further expansion properties. So they left the path of total independence. The return on sales constitutes between 3 and 3.7 % in 2010. The core values and principles that the brothers founded are still important for decision making today. These are presented from the management team as follows: Consistency – leads to reliability. We mean what we say. We are consistent in our dealings with  people, product, price and all other aspects of our day to day professional life. Simplicity – creates efficiency, clarity and clear orientation within our organization as well as for our customers. Responsibility – stands for our commitment towards our people, customers, partners and the environment. It also includes principles such as fairness, honesty, openness, service orientation and friendliness. Aldi places great emphasis in efficient human resource development. In the daily sales business they try to keep everything simple and cheap. This can only be realized with an increase of company’s performance. Furthermore it demonstrates how the training and development program ensures that their employees have the required skills. First of all the goal is to identify training needs in order to be prepar ed for the future. It is mandatory to plan both, the number of workers and specific skills and requirements. The company can then recruit new staff and is furthermore able to ensure that training and development programs are ready when needed. Training needs are identified through constant monitoring of the company’s performance. Aldi expands rapidly and therefore it is necessary to recruit more than 4,000 people within the next 12 months. Therefore the retailer follows the strategy to offer industry-leading salaries to make sure that they also attract the best candidates. Clear and detailed job descriptions help the Human Resource Department to find people with the right set of skills and competencies. Moreover there is process of interview and assessment where managers will find out if the applying person fits. After the most suitable candidate is recruited the training period starts. Depending on the position different trainee programs are offered. For example as a district manager you have to participate in a nearly one-year long training. This program is divided into several different phases where knowledge and skills are being strengthened. Furthermore the new recruits learn about the philosophy of Aldi and its expectations of them to make them feel part of the family. The training and development continues throughout the career with internal and external training seminars. Besides the effect of higher business efficiency training can enhance and motivate staff. Promotions are quite encouraging as personal growth and development is very much appreciated and supported. On the one side Aldi expects an immediate contribution to the business but on the other side they provide special trainings to help developing their careers within the company. Over  85% of Aldi Directors are recruited within the company. They start after school or college and work themselves u p into the general management. Additionally, they offer also an international Expatriate program. This is especially for experienced District Managers who want to learn more about the business in an entirely different culture. Aldi is looking for individuals who are willing to develop themselves further. What is more is that Aldi offers an internship of 10 weeks. During this period interns are given real responsibilities and they have the opportunity to show their competencies and skills. This work placement is for students in undergraduate or graduate programs and is well paid. Internships are very common in such big companies as they offer options for both, the company and the intern. The company has the chance to test the employee for a few weeks and can then decide to offer high potentials a permanent position. However, this is also an advantage for temporary employees because they do not have to sign a permanent contract. Furthermore, Aldi uses on-the-job trainings to continue the training of the employees. T his form of education is taking place in the working environment. Skills are improved by dealing with daily challenges and employees get the chance to learn through re-equipment and materials. Another advantage is that feedback is given right after the accomplishment of the task. Besides also Aldi benefits by saving costs as they don not lose working time and a specific training is although provided. In a nutshell, on-the-job training is very economical. There are four different forms of providing on-the-job trainings: Coaching: The trainee will be trained by a senior employee. These coaches are providing instructions to the trainees to improve their knowledge about the daily work processes. Even though coaching is often used wrongly as a synonym for mentoring. Mentoring: Is characterized by a strong communication between the trainee and the mentor. The main role of a mentors is to guide and help the trainee. Additionally communication. Compared to coaching the relationship of these two parties is more personal. Job rotation: Means that employees are moved within different positions just for a planned period of time. As a result they should be able to gain a wider variety of knowledge and learn about the processes in other departments. „Sitting next to Nellieâ€Å": Is a training very special technique where skills are provided by working alongside to a colleague. This method is very popular. It shows much more  efficiently than reading or studying a written documentation. At Aldi the training follows the principle â€Å"tell, show, do†. First of all the process is explained by the manager followed by a demonstration. Subsequently the trainee has to conduct the task and the manager observes. All kind of positions follow this structure. Prospective area managers get the possibility to become acquainted with different departments. Thus the trainees understand how each department and processes relates to each other. In the trainee period of one year they are supported from an area manager and they get the possibility to represent the branch manager for four to six weeks. In addition to on-the-job trainings Aldi provides off-the-job trainings as well. As indicated, these trainings are taking place away from work. Whereas on-the-job training is very specific, off-the-job training transfers more general skills which are transferable and therefore can be used in many parts of the company. Aldi uses this kind of development for courses covering: Hiring Techniques: Recruitment, interviewing and selection Employment law Influencing skills Performance reviews (appraisals) Aldi Management System (how to develop and performance manage people) Off-the-job training shows positive outcomes like motivated staff and greater staff productivity. Moreover it provides employees with better skills and Aldi profits from improved customer service. Beside these positive aspects it must be admitted that off-the-job training creates higher payroll costs. These additional costs are shown in payments for the trainings organization, the training itself and absenteeism which has to be covered from other employees. Aldi decides whether on-the-job or off-the-job training is more suitable for the given aspect of training. In general the different internal and external training seminars accompany employees through their whole career. Aldi defines learning and growth as a career-long process where there is always an opportunity for more. An example for the combination of internal and external training is Aldi’s apprentice scheme. Beside the regular apprenticeship the trainees are studying for an NVQ (national vocational qualification) in Retail Apprenticeship. When the traineeship ends after 3 years the apprentices  gained Level 3 – advanced qualification. Due to the growth of Aldi, trainees have good opportunities to be promoted. Fully trained have the possibility to acquire a position as a deputy manager or assistant store manager. The next step on their career ladder is to become a store manager. All these forms of training provide employees with work-related knowledge and skills that are needed to carry out their jobs. Besides on-the-job and off-the-job training there is another possibility to educate the employees of a company. Development is similar to training as it supports personal growth and improves skills which are directly related to the job. Furthermore, employees gain qualifications and which results in a higher value in the job market. At first glance it looks as if companies do not benefit from development, but they do in every way. Beyond employees can be used more flexible. Additionally they are able to take over more responsibility. Moreover, people are considered to be an important member of the business. Hence, the company cares about the performance and capabilities of employees, which enhances motivation. Aldi is greatly aware that further development of employees increases the change of losing high potentials. Due to better knowledge people are more likely to leave as other companies often promise better career objectives. Nevertheless Aldi is conscious of this risk but in order to remain competitive they prefer to invest in human capital. As this food retailer has a lot of subsidiaries it is possible to offer its employees relocation to different international countries. This helps to develop all-round expert ise and motivation. At first, strengths and weaknesses of each employee need to be identified. Next step is to help them to improve their skills. To support this process Aldi launched an appraisal form. In this special system the manager and the employee evaluate the past and current performance. According to this process it is easier to decide which development is necessary or useful for the individual. A very important procedure is also the personal goal setting. At Aldi managers and employees work very close together to find the right targets. The discounter also tries to attract especially university students. Students have the possibility to prove their theoretical knowledge during a one year long working experience. They enjoy the first time to be part of a company. Moreover Aldi benefits greatly from this system. If the students are doing well they usually get a permanent job offer. In this  case no further recruiting process is needed and subsequent time and money can be saved. In a nutshell Aldi puts great emphasis on training and development. Even though the company does not have a human resource department, it is rewarded with number 6 in â€Å"The Times Top 100 Graduate Employers 2013†. 85% of all directors have been recruited within the company this shows that the firm has a strong policy for internal recruitment. So promotion is permitted to every employee. Another factor of success is that staff is recruited from schools or colleges. The appropriate on- or off-the-job training guarantees that recruits are well-trained and lays the foundation of the employees’ careers. The retailer’s global competitor Wal-Mart has a similar training and development strategy. Wal-Mart uses a training and development system inspired by Nike. The difference to Aldi is the e-training process, which is a web-based training concentrating on selling skills and product knowledge. Besides all these positive aspects some valuations of former employees on the internet tell another story. Zeit online reports that discounters like Aldi are fallen into disrepute and try to clear their names as good employers with training and development offers. On the one hand former employees are largely satisfied with Aldi’s further development, but on the other hand they claim that the promised prospects for promotions and career are rare. To guarantee that every employee gets equal career development opportunities, we would suggest a development account like Fraport AG uses. Fraport is the operator of the airport Frankfurt and organizes staff development with the so called Q-Card (qualification card). The Q-Card is a credit account for further development, which gives each of the 13,000 employees the chance to redeem â‚ ¬ 600 per annum for personal development. If the development credit is not consumed, it expires on their own responsibility. All in all, Aldi has an effective way to train and develop staff. Open communication of the career prospects brings orientation for recruits and employees. The flat management hierarchy combined with career possibilities enables the staff to take over responsibility. Training ensures well-trained employees and promotion is open to all staff. In respect of staff development Aldi deservers number 6 of the 100 Graduate Employers 2013. Primarily, people associate Aldi with cheap products, but hardly anyone knows that they care about their employees especially in staff development. (2739 words) Reference List: http://www.aldi.com/?aldiurl=true https://corporate.aldi.co.uk/en/responsibility/our-people/everyone-achieving-their-best/ https://www.hofer.at/ http://www.aldi.de/