Feasibility Study Chapter 1-3 - 18936 Words

CHAPTER 1 The Problem and its Setting Introduction Apprendre à   Cuisiner is a Culinary School and Restaurant in one that serves authentic Italian and French cuisine. The word Apprendre à   Cuisiner can be translated in english which means â€Å"learn how to cook.† The owners of the restaurant have searched far and wide to set up a truly affordable and enjoyable Culinary school and restaurant in one in the Philippines. They have discovered that the Culinary experience is not just the wonderful cooking of recipes and ingredients, but also the place and ambiance that will surely make the customers feel like Chefs. It is about bringing people together for an unforgettable experience that starts with great service then guest have an option if they†¦show more content†¦To be able to maintain a good market position. To recognize the target market. To clarify the products and services of the restaurant to offer its target market. To identify the place accessible to the target market. Technical Aspect The study aimed to determine the following: To determine the capital expenditures of the business. To determine the equipment and machines to be used. To identify the products and services offered by the business. To maintain the high quality service of the business. Financial Aspect The study aimed to determine the following: To invest reasonable capital to start the business. To identify the estimated profit. To determine the needed capital for the assets. To avoid bankruptcy. Socio-Economic Aspect To decrease the rate of unemployed in the society. To help the government increase its income by paying the precise amount of taxes. To help professionals and newly graduates to apply and enhance their skills in the industry chosen. To be one of the most competitive theme restaurants in the industry. Significance of the Study This study will benefit the following: Students can use this feasibility study as a reference material, providing data concerning the establishment of a theme restaurant. They will be guided and have ideas for their future study and could apply and enhance their skills in the industry chosen. They will get an insight into the different aspects of theShow MoreRelatedEssay on Feasibility Study: Carwash and Autodetailing Services621 Words   |  3 Pagesï » ¿University of Southeastern Philippines College Of Governance and Business Economics Obrero Campus, Bo. Obrero Davao City A Project Feasibility Study on Carwash and Auto-Detailing Service In Partial Fulfilment of the Requirements on the Study Preparation of Project Feasibility Study Submitted to: Prof. Danilo B. Pacoy Submitted by: Florisa Mae R. Deniega Edgar B. Lepiten Charlo Briz O. Quià ±o Princess Ella M. 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Triumph Launching Event Free Essays

Executive Summary3 Introduction4 Customer Profile6 Demographic6 Behavioural6 Environmental scan7 SWOT Analysis7 PEST Analysis9 Store observations10 In-store10 Shoppers Behavior11 Online shop12 Ideas / Amendments for functional and creative online services12 Brand Awareness Survey14 Motorcycle range14 Clothing and accessories17 Conclusion and Recommendations21 Range evaluation21 Triumph dealers’ range21 Executive Summary Firstly, we shall present a little information about the company. The company was formed as a bicycle manufacturing company by Siegfried Bettmann in Coventry in 1887. In 1967, the production of the motorbike peaked at 47,000 units in this year. We will write a custom essay sample on Triumph Launching Event or any similar topic only for you Order Now Unfortunately the business went into liquidation because lack of government backing. But in that year, John Bloor, a businessman who is the current owner of the company, bought the land where the factory located and therefore have the rights to the name of Triumph and assembles a team to develop a new range. In 2008, the company could break the record of its peak production. They were able to produced more than 50,000 units in this year. Triumph now has five factories and all are 100 percent owned by the company. Two of these factories are based in Hickley, UK and the other three factories are in Chonburi, Thailand. The clothing and accessories are made in China. For Triumph motorcycle, there are six range which can be classifies as the following; Supersport, Adventure, Touring, Classics, Cruisers and Roadsters. The age ranges for each range are different from each other. The younger target market is more attracted to the Supersport, adventure and roadster range whereas touring and cruisers range attracts more of 45-60 years old. The range that is the most popular and has the biggest volume sold is the classic. Whereas the roadsters range has the most competitors. There are 54 dealerships in United Kingdom and Ireland. Sixteen of these are multi- franchise dealers and 38 are solus dealers. All of these dealerships are franchised. All dealers must follow brand standard such as colour the store blue with wooden floor. Fifty percent of the stores will have PCA specialist. There are 16 subsidiary markets and 36 countries nationwide. Introduction The aim of this project is to propose an effective launching event of Triumph clothing range to dealers around UK using the range evaluation that we have researched. Having an effective launching event can help the company to maximize and maintain relationships with the dealers in order to secure orders. This project also hoping to improve with the order management process which can reduce cost and time benefits both the company and dealers. We have been given the opportunity to evaluate and improve the sell at the launching event for the Autumn/Winter 2011 Triumph clothing collection. Triumph is a motorcycle company whom also sell biker’s clothing and accessories range. Their objective is to promote and be more emphasize with this range where they see potential opportunity. This project aims to gain knowledge about how to expand Triumph’s clothing collection to non-biker customers. We are appointed to evaluate and suggests a new lunching event(s) to dealers around UK. The problem that they are having now is that their clothing and accessories range are only known among bikers. It is our mission to come up with strategy to maximize their profit by expanding their customer base. We are here to think of ways that can attract those who are non-bikers. For clothing and accessories, they will launch collections twice a year, which consists of Spring/Summer collection and Autumn/Winter collection. The collection is made up of core and seasonal items. Core items are the items regarding to the season and the dealers can reorder any time because the stock is at Headquarter. For seasonal items, they focus on the climate during that particular time of the year and only available via forward order. Forward orders are crucial for both dealers and Triumph. This is the way dealers can secure products for the season and allows Triumph to understand the market and best seller. For the Autumn/Winter 2011 collection that we are appointed, Triumph has coordinate together with Barbour. Barbour is a UK owned clothing store broadening out from its countrywear roots. Todays the company produces clothing that is designed for a full country lifestyle. The collection is to be launch during February and March 2011. The launching event usually taken place at the factory where dealers visit the pop up store for viewing the new collection and this is to be joined by appointment only. Information, product demonstration and order making are taken place on the event day. Sometimes the person visiting the event may not have the authority to make the purchase, therefore the company is given them a 3 week launching event so that decisions can be made within this 3 weeks. During this 3 weeks, larger dealers have their individual bringing of 1-3 staffs whereas 2-4 small dealers are grouped together. The main goal of this collection is to start expanding the market to those who are non-bikers. But the problem being that they have not been considering about putting their products into any other department stores because they want to give priority to their existing dealers for stocking Triumph products. There is no budget limit for the launching event and sounded like the previous events made at the factory has been quite low. Their main competitor is BMW (for motorcycle department). If there were any stock left at the end of the season, participated dealers will pay extra to get their names printed on the sale adverts, which is usually published in the motor publishing. Customer Profile Demographic Supersport: Customer is male, in the mid 20s, single, and lives in the city. Adventure: Customer is male, in the 30s, married, lives in an upscale neighborhood. Touring: Customer is male/female, in the 30s, married, moves around a lot with no permanent resident. Cruiser: Customer is male, 50-60 years old, married, living in rural area. Classic: Customer is male/female, in the 50s, married, and does not live in big cities. Roadster: Customer is male, 25-40 years old, single, and lives in the big cities. Behavioural Supersport: People who like racing, and look for a motor technically outstanding with high specification. Adventure: People who like adventure, and look for versatile motor accompanying them in different environment. Touring : People who like sport and travel, they look for a powerful motor having grater practicality in touring or sports touring. Cruiser: People who like cruisers look and embrace attitude of the hotted up motorcycles of the  60s. Classic : People who like vintage style and look for a motor presenting modern interpretation of a timeless classic. Roadster: People who take speed and agility seriously and look for a middleweight streetfighter. Environmental scan SWOT Analysis Triumph was formed as a bicycle manufacturing company by Siegfried Bettmann in Coventry in 1887. The first motorcycle was built in 1902. Triumph now has five factories around the world. They have 750 dealers in 35 countries and 54 of them are in UK. The clothing range started in 1994 with collaboration with Frank Thomas. Strengths * Branding – A United Kingdom’s brand born in 1887. The brand is not only well known in the UK but throughout the world. * Worldwide presences – Triumph truly has an international presence with factories in UK and Thailand for the motorcycle sector and for clothing sector in China. Also there are 750 dealers around the world. Countries including Australia, Austria, Belgium, Brazil, Canada, Chile, Czech Republic, Finland, France, Germany, Greece, Hungary, Italy, Japan, Mexico, Netherlands, New Zealand, Poland, Portugal, South Africa, Spain, Sweden, Switzerland, Taiwan, UK, USA and Venezuela. * Collaboration – The company successfully collaborates with the well known British clothing brand â€Å"Barbour† for their 2011 Spring and Summer clothing collection. This is an opportunity for Triumph to extend their brand awareness to non-bikers sector. * Customization – There is an option â€Å"create my Triumph† on the website where you can build your very own Triumph motorcycle. Weaknesses * Undifferentiated products/service – Unlike their rival, BMW, they don’t only make motorcycles, they produce cars as well. This is why BMW is a much better known company because their target market is relatively larger. * Because Triumph refuses to expand their stores into a more commercial environment such as a department store, the chance of attracting larger non-biker audience is lower. * The company is lacking marketing expertise. This weakened the brand to expand to its potential customers. Opportunities * The virtual world is becoming an essential part of our lives, Internet is a powerful tool. Having a Triumph site where customers can order online is beneficial. * Joint venture with Barbour will give opportunity to Triumph for expanding the brand name and brand awareness. * Moving into a new market segment with the clothing collection will generates more interests in the brand itself and also generates more profit. Threats * The continuing Global recession – The economic decline result in the demand of consumers. Especially with the increase in oil price, a motorcycle is considered as a ‘want’ not ‘need’. * Intense competition – There are many competitors in this market. Many of the competitors offer marketing incentives and reduce in product price. This action will have a negative effect on Triumph pricing and market share. * Global warming – The issue of global warming will effect in Triumph motorcycle sales. People are becoming more conscious of fuel consumption. PEST Analysis Political: The government has discouraged bike usage by increasing taxes for all bike riders. Since 2009, there has been an increase in Bike Road Tax as well as Bike Parking Tax. Vehicle Excise Duty for Motorcycles has increased for the 2009-2010 period. With the increase in oil prices, it has become far more costly to ride a motorbike today. Even so, traffic congestion and overcrowded public transport favors motorcycle use as a means of commuting. Economic: Inflation rates in the UK are increasing as well as the exchange rate, while the interest rate remains low. Due to this situation, the production of motorcycles depend more on imports and labor cost have increased as a result. At the same time the increase in global trade has created severe competition in the industry due to the emerging foreign markets. However it is easier to escape this recession on a two-wheeler rather than a car. Social: More people in the UK now own motorbikes despite the increases in cost. It is more socially acceptable to own a bike, and there are a lot more female motorcycle owners. A lot of older individuals who used to ride bikes when they were young are now starting to purchase bikes once again (returner bikers). The number of motorcycle use has increased over the years as opposed to cars, as they serve as a status symbol and are more efficient and practical in traffic. Technological: Technological advances have added many safety features to motorbikes to make riders more comfortable. The demand of motorcycles has led to the emergence of larger capacity engines (around 500cc). These changes make motorbikes more attractive as a means of transport as well as a leisure activity. Store observations In-store North city Triumph North city Triumph opened this brand new store just a month ago and the shop outlook really inspires customers, even though you are not rider. Big Triumph flags outside and a fresh, clean environment welcomes you inside. The store is located in a busy suburban area, half an hour from London city, in a good marketplace if you are coming by car or by bike. The store is a Triumph Solus dealer and they have a PCA Specialist who is in charge of clothing and accessory parts. The Triumph brand is very well presented in the North city store: Wooden floors, bright and high spaces display their bike range and latest clothing collection range in a stunning way. The shop offers personal assistants for customers and all staff is most helpful and willing to serve clients to meet all their needs. The Triumph collection is still very monotonous and dark leather jackets and trousers make everything look like same. Unfortunately no product really stands out and even labels such as â€Å"new model† failed to make you more interested to buy. North city Triumph’s ideal customer is a man in his mid 40s, who buys products mainly for his needs rather than his wants. Metropolis Vauxhall Metropolis Vauxhall is located south of London city center, close to all transport connections. The shop is a Triumph multi- franchise dealer, so it also offers its competitors products. Here Triumph’s image as a brand is less highlighted and the collection range is narrower. The store visit is less inspiring than at the Solus store and Triumph’s products get lost among competing brands. Yet, a broad supply of competing products and brands attract a larger number of customers and this generates increased impulse sales for the more generic Triumph products, such as their leisure clothing line. The Triumph collection range remains vague and limited space availability makes displaying products, and brand imaging, challenging. Metropolis Vauxhall Triumph? s ideal customer is a man aged between 35 and 55 and they also might pop in store just for clothing, not just because of biking. Shoppers’ Characteristics †¢ Triumph clothes’ ideal customer is a man between 35 and 55 †¢ The ideal, and also potential customers, are males returning to their youth: they like to wear something classical, stylish and keep their individual style rather then run after the latest trends †¢ They like to shop in store †¢ They shop mainly for needs more than wants Triumph’s customers respect personal assistants and prefer visiting the same local store †¢ Customer respects practical clothes and a personal look †¢ Triumph’s brand is an important factor for customer ( SWOT,PETS, Dealers feedback) Online shop Online shopping has exploded during last decade and today it is normal to do a virtual shopping trip that satisfies the customer’s needs. This year e- retail sales ar e on course to a record 16% growth in the UK and as retailers start offering more and more e-services online shops will become faster and more functional. Also, using IMRG ( Interactive media in retail group) research report, clothing is one of the fastest growing online shopping sectors. Online shopping advantages are remarkable. Lower costs (expenses) to retailers and customers, user friendliness, fast delivery and independence of shopping hours are factors that every company should take advantage of as much as possible. Though Triumph’s image is built on customer service, this would be a further advantage that increases their competitiveness. Also, as no other competitor has a truly outstanding online store, small quality improvements could result in a decent increase of customers. Triumph world website and dealers’ websites are overall very professional compared to other motorcycle brands, but dealers’ own online clothing shops /services differ largely in their visual outlook, ranges and operating systems in general. Outstanding and interesting dealers stand out straight away. Carl Rosner and A1 Moto are good examples of online shops that are simple to use and harmonized/balanced within Triumph’s brand image and product range. Almost exceptional, Solus dealers stand out with a positive Triumph brand image and visitors get a feeling that the dealer is standing behind and believing in their brand 100%. However, surprisingly many dealers have a complicated order system and their product ranges are presented in a dull way, without a professional feel. The pictures are small and especially the light coloured casual clothes drown into the white background. At the moment some dealer’s pages don’t inspire to shop and their complicated order-system does not encourage online buying. Based on the research results and the feedback we got from consumers that are targeting Triumph’s target group, it is recommend that dealers’ webpages and online services would be similar and linked together with the Triumph brand nationally. Triumph’s target group and potential buyers mainly consists of men who usually appreciate user friendliness, and a straight forward clothing line, that can be bought with just a couple of clicks on the mouse Ideas / Amendments for functional and creative online services †¢ Dealers online services/ shop harmonized to Triumph official sites and brand image. †¢ Product info and pictures to have same the outlook as is used in the Triumph catalog and their official pages. †¢ Creating seasonal online campaigns that are targeted to inspire loyal customers and new potential bikers. Charity campains. †¢ â€Å" â€Å"Goes with† – boxes†. Website would automatically suggest clothes or accessories that would go well with previously purchased items. †¢ Making online shopping easier and more fluent. Product ranges displayed with uniform background image and a picture size that allows you to properly view the chosen product. * Clothing pictures with real people, using professional photographer †¢ Promoting of casual wear line should be more directed towards the target customer group, men that have spending power, but little time for shopping. †¢ Create competition â€Å" design your own jacket or t-shirt†. Winner’s design would be launched with limited number. Brand Awareness Survey We have set up a survey analyzing Triumph brand awareness amongst Fashion students aged between 21 to 35 years old and other category was people with no age limit. At the moment, out of 38 respondents, only 14 have heard of the brand ‘Triumph’. Whereas the main competitors such as Yamaha, Ducati and BMW have 35, 32 and 30 respondents respectively. There are many factors that can be the reasons why Triumph is not as well known as the competitors. * Locations of the stores * Sponsorships * Product variety * Brand reputation * Brand marketing * Brand accessibility Another point that we can observes is that out of 38 respondents, only 1 respondent wrote Triumph as the brand that comes first in their mind. Whereas Harley Davidson has 15 respondents and Ducati has 8 respondents. For improvements of the brand awareness, we can study how Harley Davidson presents itself to the audience. After this observation, we would like to focus the brand emphasizing its British heritage with the Classic look. We can see that Harley Davidson and Vespa also have the Vintage Classic look and we think if Triumph brings out the Heritage theme it can become better known as well. Also, taking considerations consumers, we see that most potential new customers are middle age people, who have interest to start new, youngish hobby or finally carry out their dreams. These people, mostly men, have also money to spend for bike and naturally for street wise/ credible clothing. Analysis of Product offers Motorcycle range Triumph’s 2011 motorcycle product contains the following ranges. Pictures of products are listed in appendix. Roadster range Triumph Roadsters range is for the street. It stresses attitude, style, performance and agility. This range has Street Triple and Speed Triple. The Street Triple’s specification includes Triumph’s trademark twin headlights and high level silencers, meaty dual brake discs up front and a comprehensive instrument suite that even includes a lap timer and adjustable gear change indicator. The Speed Triple’s specification includes four-piston Brembo brakes for eye-popping stopping power, fat alloy handlebars, fully-adjustable 43mm upside down forks for maximum control and a comprehensive instrumentation that includes lap timer and programmable gear shift light. Supersports range Triumph Supersports range is for the racetrack to compete with the best in the supersport class. This range has Daytona 675. With the lightest and narrowest chassis in the class, the Daytona 675 delivers outstandingly agile and intuitive handling. Fully adjustable suspension front and rear, with separate adjustment for high and low speed compression damping, gives the Daytona 675 superb composure on all surfaces, while top-of-the-range monobloc radial brake calipers up front deliver eye popping stopping power. Adventure range This range is designed for people who are looking for adventure and it has Tiger 1050. The Tiger 1050 is equally at home in the urban jungle as it is prowling on the open road. The Tiger 1050 with its commanding riding position, its muscular 1,050cc triple engine, powerful brakes and high specification sporty chassis making for real fun on the twisties and composure in the traffic. Tiger 1050 is a superbly competent bike and does scratch, tour and commute all. Touring range This range satisfied sport and touring at the same time and it has Sprint. (Sprint ST and Sprint GT) Equally capable of crossing continents or taking on a track day, the Sprint is one of those rare contradictions. The new Sprint ST has been given a number of improvements to ensure it remains one of the world’s favourite sports-tourers. Updates include new reflector-style triple headlight unit; re-designed cockpit; the same stunning 1050cc inline triple engine, but with latest spec ECU for ultra-smooth throttle response. Sportier than the GT, the Sprint ST is set to become even more attractive due to its new ultra-competitive price. The New Sprint GT is greater practicality and more emphasis on the ‘touring’ aspect of ‘sports touring’. It offers a unique proposition of performance, practicality and price. Performance from the uprated 1050cc triple with 130PS on hand. Practicality – the GT’s byword – with 117 litres of lugguage, ABS brakes,   u-lock, built in rack and grab handle, and a  200 mile fuel range. Classics range This range is designed for classic motorcycle style. It has Scrambler, Bonneville, and Thruxton. Scrambler is inspired by the 60s Triumph off-road sports motorcycles that were stripped down for racing and has a unique look and feel all of its own. It has styling details including gaiters, white seat piping and high swept chromed side pipes. Bonneville is a thoroughly modern interpretation of the definitive ‘proper’ motorcycle, this iconic symbol of rebellion and independence is even more accessible thanks to its low and narrow seat, clean and efficient fuel-injected engine and lightweight 17 inch alloy wheels for even sharper handling. Thruxton is named after the famous racetrack where Triumph ruled the roost and is inspired by the Ton Up Boys of the 1960s. The Thruxton is Triumph’s sportiest Modern Classic, and authentic cafe racer delivering a unique Triumph experience. Cruisers range This range presents classic cruiser looks and has America, Speedmaster, Thunderbird, and Rocket III. For the classic cruiser look, the America comes with shrouded front forks with polished lowers, chromed single headlamp and chromed engine covers, machined cast wheels, chromed detailing and twin reverse cone pipes. The Speedmaster is a tough looking, no-nonsense sports cruiser that’s dripping with attitude. With blacked out engine cases, slash cut pipes and cast black wheels with polished rims, the Speedmaster embraces the attitude of the hotted up motorcycles of the  60s. The Thunderbird oozes cruise from every angle with its strong, muscular lines. Powered by the all-new 1600cc T-16 parallel-twin engine, the Thunderbird delivers class leading power, torque and economy figures, with a refinement previously unheard of in the mainstream cruiser class. Rocket III Touring is a true mile eating custom tourer blessed with unique character and that memorable 2. 3 litre motor. The iconic engine has been retuned for effortless low down torque. Rocket III Roadster has Classic streetfighter looks and delivers the tree-pulling levels of torque. Clothing and accessories Triumph’s 2011 spring and summer garment and accessories product contains the following ranges. Pictures of products are listed in appendix. Roadster range Performance products with attitude, developed for the street and the city. Roadster garments are targeted at the riders of Speed and Street Triple and range from subtle to heavy branded products. Added comfort and features make these products more usable for everyday or occasional riding. This range has items in jackets, pants and jeans. Supersport range Performance supersport products follow the ethos of bikes like the Daytona 675. They are technically advanced with high specification, delivering a product range that is aimed at the track and sports riding. Visually strong, these pieces are heavily branded with a bold and distinctively triumph design. This range has items in one piece suit, jacket, and jeans. Touring range Touring series is a very functional range of products. Waterproof, windproof and breathable, this collection has been developed to allow consumers to enjoy long rides, providing the wearer with the essential protection from the elements. This range has items in jacket, pans, and jeans. Adventure range Inspired by the spirit of adventure, this collection of products has a more rugged, enduro style. Packed full of features, these functional garments will deal with the requirement of both road and off-road riding. This range has items in jacket and pants. Heritage range Classic looking products make up this range, inspired by motorcycle garments of the past. This collection is designed for the exacting requirements of a modern day motorcyclist, whist also maintaining that true authentic heritage. This range only has items in jackets. Modern retro range Where modern meets retro, a range of products inspired by the classic racing garments of the 60’s and 70’s. The use of racing stripes, graphics and colors are combined with classic style leathers and modern construction technologies to deliver a performance riding product. This range has items in jackets and jeans. Legend range The Triumph legends range includes a series of products that pays homepage to the icons of music and screen that had a close relationship with Triumph. Legend collection contains two special editions which Mare- James Dean special edition Jacket and Mcqueen special edition Jacket. Cruiser range This range have taken the classic image of the cruiser and given it a Brit Rocker attitude. The Cruiser range take their influence from the British Rocker culture of the 1960’s and 70’s and combined these looks with modern technology. This range has items in jackets and jeans. Triumph union range The triumph union range has a fashion influence with products that cross over between categories and can be comfortably worn on any bike or worn off-bike. These products have character and a style of their own. This range has items in jackets and blousons. Function range The function range of products comprises of waterproof oversuits and protector including protect vase, back pro-tech and pro-tech jacket. Men’s casual range This range presents casual look and has items in shirt, layer tops, leggings, jackets, T-shirts, shorts, polo, hoodies, and denims. These products can go with other Triumph products. Ladies range The ladies collection offers a focused number of styles and options to appeal to both rides and pillions alike. All styles are designed independently, conceived to appeal to women. This range has items in jackets, jeans, gloves, and boots. Ladies casual wear range This range presents casual look and has items in shirts, T-shirt, vests, and jeans. Junior range The junior range is fun and colorful, and is ideal gifts for younger Triumph enthusiast. This range has items in shirts, T-shirts, bike models, model kits, and Triumph Teddy. Personal accessories range Personal accessories range has items in following categories: – personal luggage (helmet bags, bum bags, laptop bags, and hold all) – gifts(magnets, cybertool, water bottle, and cards set) team hinckley(door mat, buff, beer mat, and bike mat) – headwear and buffs (hat, buff, and neck tube) – collectors scale models – wallets and pens – watches and wall clock – belts and buckles – key fobs and pin badges – mugs and glassware -patches and stickers Conclusion and Recommendations Range evaluation Triumph’s clothing line is strongly linked to t heir motorcycle collection. They offer a wide range of riding gear, of high technical quality, designed specifically for each motorcycle model. They renew their clothing line twice a year to suit their customer’s changing needs throughout the year, allowing them to adjust for different weather and climates. Triumph is proud of its roots and history. This becomes clear after only a brief glance through their webpages. Their clothes are designed and manufactured with utmost respect towards its image and heritage. This way they guarantee customer satisfaction and a first class biker look, suitable for riding and leisure. Their vast clothing line serves both the customers and the dealer’s needs. An ideal riding suit or just a jacket has been designed to every motorcycle type and this helps the dealers in designing their collection and building their order. Triumph pricing range is ideal and comparing biggest competitors BMW and Ducati, we see that their products offer best value for money. If the clothing range, especially in casual wears would be bit more mature and classical, we would even suggest higher prices for some products. Every dealer should offer best-selling products for all motorcycle range and also build up perfect combination for casual wears that goes together in style with modern motorcycle clothes. The climate and location are naturally also important factors, but it is more important in our view that the supply for their target group and demand of motorcycles are in balance. Collections offer great suits for driving and in that field Triumph are reaching their goals (touring, supersports, adventure). However problem is that most of these products aren’t something you buy every season, not even every year, so Triumph clothing should be stand out more through modern motorcycle clothes, casual wears, that goes as well as biking clothes (modern retro, legend, heritage, casual). Triumph dealers’ range Based on our store-visits, customer feedback and material that we received from the Triumph company, it seems like Solus and multi-dealers have certain problems defining an ideal clothing range. Solus dealers normally have a large range of products but the typical customer normally comes in to see motorcycles and if they buy clothes it is usually mainly for driving. The casual wear line is presented well but since the competition in this field is fierce, people tend to prefer buying clothes elsewhere. Multi-franchise dealers have other brands presented as well, so Triumph clothes are not standing out too well. However, these shops are visited by a larger number of new potential customers, so if the range matches the customers’ needs, this will affects sales positively. To be able to find a perfect balance for the range that is being ordered, dealers must target their potential customers and then build the perfect match of driving clothes, casual wears and personal accessories around it. The Triumph company must also be able to build a brand image that is identical with the products that are being offered. Every successful clothing brand has to focus on a certain look. Triumph’s history and success in motorcycles is defined by their individual yet stylish look and this should also be the brand message going forward. Appendix: http://www. triumphmotorcycles. co. uk/clothing, Triumph company materials, ——————————————– [ 1 ]. http://www. triumph. co. uk, http://www. a1moto. com, http://www. carlrosner. co. uk, http://www. metropolismotorcycles. com [ 2 ]. http://www. harley-davidson. com/en_US/Content/Pages/MotorClothes_Merchandise/pink-label. html [ 3 ]. http://eu. levi. com/en_GB/shop/index. html, http://www. asos. com [ 4 ]. http://www. streetshirts. co. uk How to cite Triumph Launching Event, Papers

Bilingual Education1 Essay Example For Students

Bilingual Education1 Essay The controversial debate over English immersion and bilingual education programs has effects in almost every school system. Advocates of bilingual education believe that it is necessary for children to be instructed in their native tongue and gradually be introduced to English or else they may fall behind in school. Supporters of English immersion say that bilingual education programs hinder the learning process of the English language, thus retarding the learning potential of a child. English immersion supports the sink or swim idea of immersing a limited English proficiency (LEP) child in an almost completely English-speaking environment. English immersion supporters then rely on the idea that LEP children will swim after being thrown into such a situation, and eventually catch up to the rest of their classmates. Are bilingual education programs a hindrance to learning English? If they are, should programs where children are forced to learn English through almost complete immersion be used in place of bilingual education programs? To answer these questions correctly, a full understanding of the advantages and disadvantages of both programs is required. It is important to first understand the techniques and goals of the bilingual education program before deciding if the program is harmful to a students potential to learn English. The creators of bilingual education strongly believe in the idea that teaching technical subjects, such as math and science, in English can be harmful to a childs development in that subject. The goal of bilingual education is to teach children mathematical and scientific concepts in a childs native language while teaching him or her conversational English on the side. Several noted scholars support this technique and feel that students learning the English language should be taught all academic subjects in their native language for no fewer than five, and preferably seven, years (The Changing Face of Bilingual Education). The knowledge and skills that are acquired after five to seven years of instruction in a students primary language will transfer to the his or her English speaking ability (Research Agend a for Adult ESL). The same scholars also believe that such academic instruction in the students native language is necessary for students to benefit from typical classrooms (The Changing Face of Bilingual Education). Like most contemporary models of bilingual education, children will gain competency needed to survive in a normal classroom. Supporters of English immersion programs feel that an approach where children spent a great deal of their academic time using English would bring a child closer to proficiency at a more rapid pace than a bilingual education program. English immersion supporters think that the best way to become comfortable with a language is to use it as much as possible. Supporters say that the only times that a child not proficient in English should be spoken to in his or her native language would be to clarify a point, to help a child to complete a task, or to answer a question (The Changing Face of Bilingual Education). After approximately a year in English im mersion programs children should be fluent enough to enter into regular classrooms (Put a Stop to Bilingual Education? Manana). Unlike bilingual education, the creators of English immersion believe that English instruction in an academic class, even a technical one, will benefit a child that is in the process of learning English, because the terms used in technical classes will almost always be new to both proficient and non proficient children. While evaluating both programs it is important to remember that some problems that cannot be solved by immersion or bilingual education. One such problem is finding the perfect age to start teaching the English language to a person. Some scholars have argued that at an early age it is easier for a child to learn a new language through immersion because the child has not fully developed his or her native language. These same scholars have agreed that for older people who have substantially developed their native language, a bilingual educatio n program would be more beneficial. Both immersion and bilingual education programs argue that their program is the best way to teach any child at any age. In actuallity, both groups are right and both are wrong. Biology in Daphnia EssayBilingual education and English immersion programs both have strengths over the other. Bilingual education uses native language insruction to make a familiar and comfortable learning environment for an LEP student. The student is also able to confidently communicate in his or her native language instead of having to struggle with words he or she has most likely never used before. communication in a native language increases the students self esteem and confidence. English immersion helps a student to learn the English language at a faster pace than bilingual education. The student will then have a higher familiarization with the English language that will lead to a higher level of communication and competency. It is usually quite simple to determine which program will suit the needs of an individual student. The challenge is to determine which program will benefit the majority of LEP students. Even after millions of dollars in research, the question of which program is best for the children is still unanswered. Bibliography:Works CitedBurt, Mariam. Research Agenda For Adult ESL. Center For Applied Linguistics 14 Sept. 1998. http://www.cal.org/ncle/agenda/index.htm. 5 Sept. 1999. Chavez, Linda. Being an American is a Privilege. USA Today Magazine April 1999: 1. Daschle, Thomas. Johnson, Daschle Announce Grant For Batesland Schools Bilingual Education Program. FDCH Press Release 17 May 1999. Gersten, Russell. The Changing Face of Bilingual Education. Educational Leadership April 1999: 41. Maceri, Domenico. Bilingual Education Goes Beyond Teaching Language. The Houston Chronicle 20 May 1998: A29. McCann, Jeanne. Bilingual Education. Education Week On The Web 16 Aug. 1999. http://www.edweek.org/context/topics/biling.htm. 5 Sept. 1999. Thomas, Wayne. Accelerated Schooling for English Language Learners. Educational Leadership April 1999: 46. Wildavsky, Ben. Put a Stop to Bilingual Education? Manana. U.S. News and Report 5 Apr. 1999: 41.

The Sun Also Rises - Response Essays - The Sun Also Rises

The Sun Also Rises - Response The Sun Also Rises [I cannot express to you how glad I am that I am taking this class. I am thoroughly enjoying Hemingway. The Sun Also Rises is one of the best books I've read in quite a long time. For a while there, I was, for God knows what reason, taking Physics and Chemistry and Biology. It is really an adventure to be back with books and words and reading. I am also amazed that I never could read more of Him when it wasn't an assignment. And how is it that when I am told to write "a 3-5 page essay" I can only come through with two-and-a-half, but a "one-page response" always wants to be twenty pages long?] I finished reading SAR around ten o'clock tonight. I could have taken it all in one big gulp when I began a week ago, but I couldn't do that. It wanted me to bring it out slowly, so I often found myself reading five or ten pages and laying it aside to absorb without engulfing. A man gets used to reading Star Wars and pulp fiction and New York Times Bestsellers and forgets wha t literature is until it slaps him in the face. This book was written, not churned out or word-processed. Again, I thoroughly enjoyed reading. I never noticed it until it was brought up in class, maybe because it wasn't a point for me in In Our Time, but He doesn't often enough credit quotations with, ",he said," or, ",said Brett," or, ",Bill replied." In SAR it stood and called attention to itself. I wasn't particularly bothered by His not telling me who said what, but it was very...pointed. I first noticed around the hundredth page or so. Then I realized I couldn't keep track of who was speaking. By not dwelling on it, though, sort of (hate to say this) accepting it, I managed to assign speech to whomever I felt was speaking. Gradually I came to enjoy it, in another plane of reading, figuring out from whom words were originating. To not notice it, as if it were one of those annoying 3-D posters that you can't see until you make a concerted effort not to try and see, became simple - much like those 3-D pictures are once you know what not to look for. (I abhor ending sentences with prepositions...) His not telling was heightening to the story. It made things come even more alive. As a conversation that you're hearing at a nearby table in a restaurant, the exchanges flowed, with me as a more passive reader than in a story written to be read instead of lived. It has always been troubling for me to read a book with the knowledge that there are things I am supposed to be catching, but not quite. The fish in the pools and the allegory and analogy and symbolism aren't fond of me. Trying to see that the bull-fighters and their purity or lack and how it relates to Him as a writer surrounded by a universe of new fiction printed for the masses, that is all fine and well. The short sentences, the lack of qualifying, "he said"s and "she saids" and such, the tragedy of his love for Brett, those are the things I enjoy reading. Those are the reasons I read and the reasons a man like Him writes. There are stranger things, Horatio...or something like that. I believe Paul Simon read Hemingway at some point in his life. Stillcrazymotherandchildreunionreneandgeorgettemagrittewith... It is a good book. I was surprised that more was not given to the bulls. The entire story was leading to it, and then it was done and they were gone. Very powerful they were but fleeting. I want to go now, of course, to Pamplona, as I'm sure everyone who reads does after finishing. It is probably terrrrrrrible now with touristas and Coke and Nike all around, but I bet still beautiful. A man was killed this year, did you know?

Kanji for Tattoos

Kanji for Tattoos Since I receive many requests for Japanese tattoos, especially those written in kanji, I created this page. Even if you are not interested in getting a tattoo, it can help you to find out how to write specific words, or your name, in kanji. Japanese Writing First of all, just in case you are not familiar with Japanese, I will tell you a little bit about Japanese writing. There are three kinds of scripts in Japanese: kanji, hiragana and katakana. The combination of all three are used for writing. Please check out my Japanese Writing for Beginners page to learn more about Japanese writing. Characters can be written both vertically and horizontally. Click here to learn more about vertical and horizontal writing.   Katakana is generally used for foreign names, places, and words of foreign origin. Therefore, if you are from a country that doesnt use kanji (Chinese characters), your name is normally written in katakana. Please check out my article, Katakana in the Matrix to learn more about katakana. General Kanji for Tattoos Check out your favorite words at the following Popular Kanji for Tattoos pages. Each page lists 50 popular words in kanji characters. Part 1 and Part 2 include the sound files to help your pronunciation. Part 1 - Love, Beauty, Peace etc.Part 2 - Destiny, Achievement, Patience etc.Part 3 - Honesty, Devotion, Warrior etc.Part 4 - Challenge, Family, Sacred etc.Part 5 - Immortality, Intelligence, Karma etc.Part 6 - Best Friend, Unity, Innocence etc.Part 7- Infinity, Paradise, Messiah etc.Part 8   - Revolution, Fighter, Dreamer etc.Part 9 - Determination, Confession, Beast etc.Part 10 - Pilgrim, Abyss, Eagle etc.Part 11 - Aspiration, Philosophy, Traveler etc.Part 12 - Conquest, Discipline, Sanctuary etc Seven Deadly SinsSeven Heavenly VirtuesSeven Codes of BushidoHoroscopeFive Elements You can also see the collection of the kanji characters at Kanji Land. The Meaning of Japanese Names Try the All About Japanese Names page to learn more about Japanese names. Your Name in Katakana Katakana is a phonetic script (so is hiragana) and it does not have any meaning by itself (like kanji). There are some English sounds that dont exist in Japanese: L, V, W, etc.Therefore when foreign names are translated into katakana, the pronunciation might be changed a little bit. Your Name in Hiragana As I mentioned above, katakana is normally used to write foreign names, but if you like hiragana better it is possible to write it in hiragana. The Name Exchange site will display your name in hiragana (using a calligraphy style font). Your Name in Kanji Kanji is generally not used to write foreign names. Please note that although foreign names can be translated into kanji, they are translated purely on a phonetic basis and in most cases will have no recognizable meaning.   To learn kanji characters, click here for various lessons. Language Poll Which Japanese writing style do you like the most? Click here to vote your favorite script.

If le Fait Que Is Supposition, Use the Subjunctive

If le Fait Que Is Supposition, Use the Subjunctive The subjunctive after le fait que (the fact that) is optional: It depends on what you mean.When youre actually talking about  a fact, you do not need the subjunctive, as in: Le fait quil le faitThe fact that hes doing it(You know for a fact that hes doing it.)However, when youre talking about a supposition, you do need the subjunctive, as in:Le fait que tout le monde sacheThe fact that everyone knows(Youre supposing that everyone knows, but you dont know it for a fact.) The Heart of the Subjunctive This goes to the heart of the subjunctive  mood, which  is used to express actions or ideas that are subjective or otherwise uncertain, such as will/wanting, emotion, doubt, possibility, necessity and judgment.   The subjunctive can seem overwhelming, but the thing to remember is: the subjunctive subjectivity or  unreality. Use this mood enough and it will become second nature...and quite expressive. The French subjunctive  is nearly always found in dependent clauses introduced by  que  or  qui, and the subjects of the dependent and main clauses are usually different. For example:      Je veux que tu le fasses. I want you to do it.  Ã‚  Ã‚  Ã‚  Il faut que nous partions. It is necessary that we leave. Dependent Clauses Take the Subjunctive When They: Contain verbs and expressions that express someones will, an  order, a need, a piece of advice or a desire.Contain verbs and expressions of emotion or feeling, such as fear, happiness, anger, regret, surprise, or any other sentiments.Contain verbs and expressions of doubt, possibility, supposition  and opinion.Contain verbs and expressions, such as  croire que  (to believe that),  dire que (to say that),  espà ©rer que (to hope that),  Ãƒ ªtre certain que (to be certain that),  il paraà ®t que  (it appears that),  penser que  (to think that),  savoir que  (to know that),  trouver que  (to find/think that) and  vouloir dire que (to mean that), which only require the subjunctive when the clause is  negative or interrogatory. They  do  not  take the subjunctive when they are used in the affirmative, because they express facts that are considered certain- at least in the speakers mind.Contain French  conjunctive phrases  (locutions conjonctiv es), groups of two or more words that have the same function as a conjunction and imply supposition.   Contain the  negative pronouns  ne ... personne  or  ne ... rien, or the  indefinite pronouns  quelquun  or  quelque chose.Follow main clauses containing superlatives. Note that in such cases,  the subjunctive is optional, depending on  how concrete the speaker feels about what is being said.   Why le Fait Que Sometimes Takes the Subjunctive Le fait que (the fact that) is an example of number 4:  an expression of doubt, possibility, supposition  and opinion. There are many expressions in this category and for all of them, its the same. If they are expressions of uncertainty and subjectivity, they, of course, do take the subjunctive. When they talk about an actual fact, they do not take the subjunctive. So think before you write or speak these common expressions, which most times take the subjunctive: accepter que  Ã‚  to acceptsattendre ce que   to expectchercher ... qui   to look fordà ©tester que   to hatedouter que  Ã‚  to doubt thatil est convenable que  Ã‚  it is appropriate/proper/fitting/suitable thatil est douteux que  Ã‚  it is doubtful thatil est faux que  Ã‚  it is false thatil est impossible que  Ã‚  it is impossible thatil est improbable que  Ã‚  it is improbable thatil est juste que  Ã‚  it is right/fair thatil est possible que  Ã‚  it is possible thatil est peu probable que  Ã‚  it is improbable thatil nest pas certain que  Ã‚  it is not certain thatil nest pas clair que  Ã‚  it is not clear thatil nest pas à ©vident que  Ã‚  it is not obvious thatil nest pas exact que  Ã‚  it is not correct thatil nest pas probable que  Ã‚  it is improbable thatil nest pas sà »r que  Ã‚  it is not certain thatil nest pas vrai que  Ã‚  it is not true thatil semble que  Ã‚  it seems thatil se peut que  Ã‚  it may be thatle fait que     the fact thatnier que  Ã‚  to deny thatrefuser que  Ã‚  to refusesupposer que  Ã‚  to suppose, hypothesize Additional Resources The French SubjunctiveFrench ConjunctionsThe Subjunctivator!Quiz: Subjunctive or indicative?

How the Draft has changed since the Vietnam War Research Paper

How the Draft has changed since the Vietnam War - Research Paper Example How the Draft has changed since the Vietnam War? Men found to have been insincere by the board for military tribunals tried various offenses with seventeen sentenced to death, three hundred and forty five to penal labor camps, and one hundred and forty two to life imprisonment. In the United States, conscription, or the draft, has been used a number of time, normally in the event of war, as well as when there is nominal peace, such as during the Cold War. The draft was discontinued in 1973 by the US government, which shifted to a military force that was all-volunteer. For this reason, mandatory draft is not in effect at the present time. The Selective Service System (SSS), however, is still in place for contingency purposes. Men aged between eighteen and twenty-five must register for quick resumption of the draft should there be a need for conscription2. However, most military and political experts do not consider conscription likely under the current conditions. The Military Draft While the United States did not initially join the Second World War, the Selective Training and Service Act (STSA) was signed by President Franklin Roosevelt in 1940. This required all American men aged, between twenty-six and thirty-five, to register for drafting into the military3. This acted as the United States’ first draft during peacetime, and it was responsible for the establishment of an independent federal agency, the SSS. Because of increasing threats from Japan and parts of Europe, President Roosevelt decided that it was prudent for the United States to train military personnel in case they had to defend the motherland. Germany had already invaded France and Poland, and it was becoming clear that Hitler was involved in persecution of European Jews, and Great Britain was his next target. In response to the distress that Great Britain was in, Roosevelt decided to sell more weapons to repel an attack by the Nazis, as well as to increase the humanitarian effort for the increasingly isolated British. On appending his s ignature to the STSA, he warned the American citizenry that America was caught in the middle of a war for her destiny with the distance and time that separated the US and Europe becoming smaller4. In his opinion, which was shared by a majority of Americans, it was not possible to remain neutral in a world of increased and rampant force. It was now up to the Americans to be prepared in the event that the war in Europe and the Asia-Pacific got to their shores The Americans were receptive of the draft after that impassioned appeal from President Roosevelt. Whatever resistance there may have been to the draft dissipated with the Japanese attack on Pearl Harbor in 19415. This event led to massive enlisting by American men and enlisting continued until 1973, both in peacetime and when the United States was involved in conflict, such as during the Korean War. Men were also drafted in order to fill the vacancies left by retiring or killed service men, which could not be filled using volunta ry conscription. In December of 1969, the United States military reinstated the lottery drawing, unused since 1942, in Washington D.C.’s Selective Service National Headquarters. This was meant to determine how men born between 1944 and 1950 would be inducted into the army. This lottery was a change from the earlier method where 366 plastic capsules with birth dates, representing the days of the year, were put in a large jar, after which they were drawn manually to assign all men born between the said years with

Alcatraz Prison Research Paper Example | Topics and Well Written Essays - 1250 words

Alcatraz Prison - Research Paper Example Alcatraz is located on Alcatraz Island, which is right outside San Francisco Bay. It earned its name from Juan Manuel de Ayala who named the island La Isla de los Alcatraces, which means island of the pelicans. Since its creation Alcatraz has served as an institution for multiple prisoners such as a military prison and then as a federal prison. The earliest history has the island serving as a prison for those in the Civil War. After serving as a military prison, it was turned over to the federal government in 1933. During this time it housed some of the most dangerous criminals of all time. It was closed in 1963 and now serves as a historical site, which can be toured by the public. In 1847, the United States Army began a topographical survey of the island assessing it’s potential due to the fact it was isolated, small, and had relatively little flora and fauna. The United States Army Corps of Engineers was called in and began construction of a military fortress. Another reaso n that the United States created this as a military prison was due to the fact that it had extremely strong and freezing currents, which would prevent escape of prisoners. It has housed military prisoners not only from the Civil War, but also from the Spanish-American War. It was considered a harsh facility due to the fact of military discipline and corporal punishment. The cellblocks in the island were divided into three levels and each level housed criminals who did a particular crime. There were also perks and privileges that were associated with each level i.e. Reading time, being able to write letters, etc. Unlike traditional prisons today in which inmates spend a majority of time in their cells, the military prisoners were only allowed to return to their cells in order to sleep. During the day, they were on work details in which they would be assigned work details based on their skill level and what was required, not unlike how duties in the military are assigned today. The de cline of the military presence was actually due to public dislike. They felt that the sterility and harshness of the island was an eyesore and wanted it renovated to look more pleasing. Unfortunately, this was also the time where the Great Depression was starting to set in and the military abandoned its investments there as it was closed in 1934 (â€Å"History of Alcatraz Island†). Before the prison could start taking on civilian prisoners, the federal government had to convert it and make sure that the island was reformed so that no prisoner could escape. It would end up costing the federal government around $260,000. The military buildings were renovated and new technology such as thicker windows and better bars were implemented to replace the outdated materials. There was also limited travel allowed and/or near the island. The restriction was only for government owned ships to come near the island. Thick iron gates were placed which kept everything contained and was only a ccessible via keys that the guards had. Electricity was rewired into all of the cells, as unlike the military counterparts, the prisoners, especially the dangerous ones, would be housed there. Prisoners also had access to a library, which contained many different types of literature that a person could read. There were also other amenities such as services and a chaplain that were

Coffee Shops Essay Example for Free

Coffee Shops Essay Whenever I am in need to study or just want to find a place to hangout, what instantly springs to my mind is a coffee shop. There are many different coffee shops around me, but only one is my absolute favorite. My favorite coffee shop is Beca House. Beca House is a locally owned business and is only about twelve minutes from my house. It is the coziest little nook, where I usually spend my mornings before class eating breakfast and drinking my favorite espresso coffee drink. After all, coffee is the best way to wake up and get the body moving. As I walk into Beca House every morning, the strong bitter aroma of ground coffee beans drift through the air, soaking into my clothes as I make my way to the counter to place my order. The smell was circulating because the coffee bar is located near the left side of the shop. The first attraction for me was the baked goods. They are tidily placed in the transparent glass cabinet, lining up and waiting for me to eat them all. There were all different types of baked goods like muffins, streusels, cheesecakes, cookies, and biscotti’s. Up above near the ceiling of the bar, there were an assortment of coffee beans packed into brown bags. The barista takes my order, large campfire frappe, double espresso. On a cooler day, I order a hot vanilla cappuccino. The delicious smell of coffee generates from the espresso machines. There is also a blackboard on the counter near the menu with a quote written with chalk that will change from day to day. The barista hands me my custom beverage order, and I stroll back to the front of the coffee shop to find a place to get comfortable. All along the walls of the shop are strategically placed vintage paintings and inspirational quotes. Dim lights shine on the spaced out vintage furniture, making for a very soothing and quiet atmosphere. No two pieces of furniture are the same, big couches, small wooden chairs, dark colored pillows, and rustic end tables. I like admiring this type of environment: soothing and calming, yet still inviting. In comparison to most restaurants, coffee shops are by no means a noisy place. The sound of chatters and laughter blends together with the background music playing around the shop, and the volume is set at a medium tone. Coffee shops provide a comfortable, yet sociable gathering spot for people of all ages. I often find peers of my own studying for big tests, writing papers, or maybe just reading a new book and relaxing. The Beca House is my favorite part to my day. I cannot start without it. Even on days that I do not have class, I find myself getting my daily cup of coffee at the crack of dawn, just before work. Stopping at Beca House has become part of my daily routine, and I do not see it being cut out any time soon. I know I go there a lot when the barista’s know my order when I walk through the door. There’s something so perfect about it being just me, my thoughts, and my morning cup of coffee.

Postmodernism and the commodification of art :: essays research papers

Postmodern Methodology is Hypocrisy   Ã‚  Ã‚  Ã‚  Ã‚   â€Å"What is striking is precisely the degree of consensus in postmodernist discourse that there is no longer any possibility of consensus, the authoritative announcements of the disappearance of final authority and the promotion and recirculation of a total and comprehensive narrative of a cultural condition in which totality in no longer thinkable.† So there is a consensus that there is no consensus, an authority saying there is no final authority and a totalizing narrative that totality no longer exists. These three ideas could lead one to believe that postmodernism is hypocrisy. In a way, it has to be hypocritical. If a definition of postmodernism is the erosion of the six pillars of modernity but those six pillars still exist regardless of postmodernism that how does postmodernism exist? Postmodernism seems to have two completely separate trains of thought. The first train of thought is the idea of paralogy and disrupting the hegemony . The second train of thought is the idea of commodification. The two seem to have nothing to do with each other. On one hand, one could think that postmodernism is a good thing because it frees people’s thought processes. Postmodernism is the destruction of hegemony, opening up plurality, diversity, and heterogeneity. On the other hand, it commodifies culture and feeds into capitalism†¦though back over in the first hand it seems to be against capitalism because capitalism is hegemony. Why does postmodern thought try to disrupt the modern capitalist hegemony that it is also feeding into? Postmodernists can claim to argue against everything modern, but where does that actually get them? They use the claim that there are no patterns or archetypes as a paradigm for postmodernism, therefore defeating the purpose. Postmodernism seems to be a push for Lyotard’s idea of paralogy. We’ll define paralogy as â€Å"faulty or deliberately contradictory reasoning, designed to shift and transform the structures of reason itself.† It seems that postmodernists are argumentative to modernists in hopes of changing reality and power structures, but appear to create a new just as static reality and power structure in their places. This new reality becomes hegemony, becomes modern. So do postmodernists need to evolve to stay ahead of the ever-changing modernism that they help create? Is the purpose of postmodernism only to engage modernism in some sort of power struggle? This is, of course, only my own speculation. Culture is Commodified After an arduous analysis of the reading, class notes and discussions, the author of this paper has come up with the following summary: All the forces of media and cultural production are interrelated.

Developing, Using Organising Resources Within the lifelong Learning Sector Essay

1. Understand the purpose and use of resources 1.1 Explain the purpose of resources in teaching and learning Different types of resources are used in lifelong learning process so that the knowledge of the learners can be practiced and their learning can be progressed. The learners’ level of understanding and the areas they find difficult can be assessed and identified by providing them with the resources. Moreover, the learners with learning difficulties can be provided with differentiated tasks and additional support by providing resources. The additional explanations that are not explained by me during the class can be provided to students in detail by giving them resources. Also, a vital role is played by the resources in avoiding bias and in increasing focus in the process of learning. The main advantage of utilizing resources in the learning process is that it will make the learners actively engaged in the learning activity as the tasks provided by the resources are planned interactively. Utilising the resources in the process of learning enables learners to develop their learni ng skills and achievements. Expertise knowledge of the tutors can also be developed as preparing materials for resources provide them training as well as the understanding of effective resource materials that can be used in teaching activity. 1.2 Review the effectiveness of specific resources in meeting individual learning needs in learning and teaching contexts Strengths and individual needs of all learners have to be identified by tutors as a part of their  responsibility and the needs of the learners have to be satisfied accordingly. Learners have to be motivated and encouraged by me so that they can reach their maximum potential in their learning activity and feel inclusive in the learning environment. The weaknesses of each learner have to be identified and I have to help them strengthen their weaknesses by working together with them and support them in their learning progression. Varieties of resources are used in my learning environment in order to make sure that the needs of the learners are met and satisfied. Resources such as interactive whiteboards, PowerPoint presentations, worksheets, textbooks and hand-outs are used in my learning environment so that each learner can get the benefits out of those resources. Using interactive whiteboards and its different features make my learners stay focused and engaged in their learning activity. It draws the attention of all the learners. Certain topics can be understood by reading various textbooks that are provided to my learners. The PowerPoint presentations again draw the attention of my learners and help them understand what they are going to learn in the class every day. The worksheets given to students are a way of assessing whether learners understood the topics and the teaching methods used by me are effective. The learners and peers are always encouraged to provide feedback on my teaching methods and resources so that the effectiveness of my methods and resources can be analysed and developed. Feedback forms are often provided to my learners so that they can express how useful did they find my teaching methods and resources provided. Regularly scheduled standardised meeting are attended in order to cope up with the standards as feedbacks will be provided in these meeting on the effectiveness of the resources I use by internal verifiers and my peers. External sources such as external examiners and verifiers also who come to assess the works of my learners also provide me with their feedbacks and comments which help me to improve my skills. 2. Be able to develop and use inclusive resources 2.1 Review sources which inform resource development A teacher has to also play the role of a resource developer. A resource developer can be referred to a person who is in charge of preparing and developing resources that can satisfy the needs of learners and help them achieve their full potential in their learning activity. The duties and roles that have to be carried out by a resource developer are explained by the figure above. Individual needs of every student have to be identified and plans have to be developed in order to satisfy the learning needs of all learners. The next step is to design the resources according to the individual needs that are identified and deliver those resources to the learners. Once the task in completed by the learners the resource developer then can assess their performance which will automatically enable the resource developed to identify the effectiveness of his resources. According to the information given by Turkish online journal of education technology (2009), two student groups are surveyed where one group of students provided with the lower level of teaching resources while second group of students are provided with the higher level of teaching resources. The surveys identified that the students who are provided with higher level of teaching resources have got muc h more positive outcome comparing to the other group of students. ‘We have found that when technologies are thoughtfully integrated with a sound pedagogical vision, students’ views of teaching and approaches to learning can be positively affected.’ The LeTUS report series (2003) also shows how important it is for the teachers to understand their educational capacities and utilise and organise educational resources in their teaching environment in order to develop an organised teaching environment. It recommends that the teachers should develop and plan resources that help learners to improve their knowledge and skills in various methods rather than developing a ‘one size fits all’ types of resources. Developing resources in such a way helps the teachers to enhance their utility and professional development which will then help them to create a deeper connection with their learners to make them feel inclusive in their learning environment. The advantages of providing personalised resources either via technology or textbooks are shown and proved by many research studies and articles where all of them stress the importance of providing learners with personalised resource documents in order to help them reach their maximum potential. Downloadable resources such as PowerPoint slides, eBooks, worksheets, Podcasts and word documents that can bring many benefits in the learning environment. All these resources have their own advantages and disadvantages. Online downloadable E-journals and article are available instantly and available for free most of the times. Knowledgeable and portable information are provided by the online journals and articles. However, the information provided in these resources will not be reliable if they are not updated regularly. Another resource that can be easily used and accessed is PowerPoint which is portable as well. But, as the information given are in a point based format and brief some students might find it difficult to understand. Especially learners with learning difficulties may not find it useful. E-books are another type of resources that are portable and useful as it is has a feature of audio speaker especially when it is accessed through Kindle. However, the limitations of E-books can be its limited battery life and expensive. There is a chance that the learners might get visual issues when it is used for a long period of time. Worksheets can be downloaded online so that the time spend in preparing new worksheets can be saved and it can be easily adapted. But by easily downloading worksheets online can make the tutors very lazy and the tutors will be demotivated. The worksheets available online might not suite the requirements of learners with learning difficulties. Another problem with downloading worksheets online, it can be time consuming if the tutor has got no proper searching skills in the internet. 2.2 Explain ways in which resources can be adapted to enable an inclusive approach It is important for me as a tutor to analyse and understand the strengths and weaknesses of  each learner and identify their learning needs in order to work together with them and help them overcome their learning difficulties and weaknesses. Learners have to be constantly motivated and encouraged by me in order to make them inclusive in the learning environment and enable them reach their full potential. There were many situations where the learning resources had to be adapted according to the learning needs and requirements of each learner in my class. The resources had to be adapted and differentiated for the learners with hearing impairments, visual impairments and dyslexic students according to their personal needs. The size of the fonts has to be changed to a bigger size, the colour of font can be changed to black and relevant pictures can be used in order to meet the needs of visually impaired students so they can easily follow the slideshows. In order to make my hearing impaired students inclusive in the learning environment the Podcasts can be downloaded for them so they will be able to understand the learning outcomes and lesson plans. Local care coordinators or specially trained and qualified staffs will be carried out some assessments according to the personal circumstances of these kind of students with hearing and visual difficulties (NHS and Community Care Act 1990). Learners with weak written skills will be provided with the voice recorder so their answers can be recorded verbally. A mentor can also be arranged for them to write their work. Specially trained and qualified staff members can also be arranged in order to help them with their learning activities. Another challenge that can be faced in my teaching environment is dyslexic students. First the level of their dyslexic has to be identified and then referred to qualified specialists in order to guide them properly. The resources and their contexts also have to be personalised and modified in order to suite their learning requirements. The resources have to be simple and easy so that they will be able to understand and achieve their learning achievements. 2.3 Design resources, including resources which involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area Please refer to attached Worksheet and PowerPoint Slides. 2.4 Justify the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area In order to satisfy the learning needs of my visually impaired, auditoria and kinaesthetic learners, the personalised resources are prepared and designed. Slides are prepared and provided to my learners so that they will be able to effectively follow the lesson and attain their learning targets by the end of the session. Learners who have hearing difficulties and visual impairments can be benefited by the PowerPoint presentations I provide. Lessons can be delivered to the visually impaired learners effectively by the clear and big fronts used in the slides so a clear perspective of lessons can be provided to them. Objectives of the learning sessions can be elaborated and explained effectively by presenting them in PowerPoint slides which will be beneficial to the hearing impaired and audio learners as well. In order to encourage team working skills I provide my learners with pair and group activities which will encourage them to share their knowledge and skills with each other. Group activities also motivate and encourage learners to progress in their learning targets. Personalised and different worksheets are provided to my learners with different learning needs so that I can examine their knowledge and test the effectiveness of my teaching methods. I always keep my students occupied by providing them various activities and tasks. Knowledge and level of understanding of students can be tested and examined by the adapted worksheets provided at the class which will also help them apply what they have learned. 2.5 Employ resources to engage and meet the individual needs of learners in own specialist area Please see set (SOW, Lesson plan, Self-evaluation & assessment observation) and session feedback form 3 Understand how to organise and enable access to resources 3.1 Explain ways in which resources can be classified and stored Learning resources are available in many forms in different sources and formats. There are various ways such as scanning and photocopying available  to reproduce learning resources. According to the different learning requirements of each learner resources will be amended. After amending the resources, tutors can reproduce and save those in the format of PDF or save the audio files in the format of mp3. In order to store these resources carefully a hard drive with a proper password can be used so others will not be able to access it. Ownerships of resources can be owned, reproduced and stored by an individual in different ways which is mentioned clearly in the Copyright Law 1976. Data are stored in variety of formats by different programs. Certain formats of files can only be supported by only certain programs and applications. Usually formats of file can be appeared in 3 letter format such as jpg, pdf, psd, tif, gif, ppt and doc which illustrates the different formats of files. Fi les can be stored in Adobe illustrator in different formats as follows: .ai — Adobe Illustrator, its â€Å"native† format .ait — Adobe Illustrator Template .pdf — Adobe Portable Document Format Although there are variety of file formats available to store resources, PDF can be considered as the most suitable and appropriate file format. PDF refers to Portabe Document Format which can also be called as ‘Paperless Office’. Documents can be developed and transferred without printing each files. In order to create PDF file Adobe Acrobat Reader have to be downloaded which is available for free download in the internet. Both bitmap and vector graphics formats can be represented by PDF file. Any applications can be converted into PDF formats, but unless other users have Adobe Acrobat it is impossible to edit the file. Additional it provides the option to merge files with other formats of applications and it can easily be transferred to the printing machine. Another format that is commonly used is Vector-Graphics. Files can be easily created, saved, transferred, printed and archived in the native format of the illustrator which is .ai. It has to be converted into the f ormat of EPS or TIFF file in order to transfer it to a PostScript Printer or to be able to use in a page layout program. The format that is most appropriate to save images is JPEG which has got best compression ability. Blackboard and Moodle are well-known resources that are widely used in learning environments to redevelop access and upload learning materials. Moodle platforms have got many educational aspects which stress the importance of interactive learning and inclusive learning environment. It is a useful platform for learners to access learning materials that can help in achieving their learning goals. Friendly and supportive user groups are available in the Moodle platform which can help learners to get support in their learning activities lively. Moodle platform is available to view in three different ways which are weekly view, topic view and social view. Combinations of various file formats and scheduling is available in Moodle. Different features such as chat, assignment, dialogue, choice, journals, glossary, forums, workshop, wiki and lesson are available on Moodle for the access of learners. However, it has got some disadvantages as well. The privacy of these platforms is questionable and these are very transparent. Initiative is required in terms of gathering support and it is timely. 3.2 Identify ways of sharing resources with other learning professionals Teaching resources can be considered as crucial tool in the process in teaching and learning. Formation of resources can consume more time and money when trying to connect them and present them with the use of technology. But it is not possible to carry out a teaching process without the use of teaching resources and materials. The learning needs and requirements of all learners are observed and the resources will be prepared and utilised to the maximum in order to achieve the learning targets. In order to reduce the financial burden, the financial costs of all resources can be shared among various teaching institutions. It is very common to share teaching resources between educational organisations, teaching organisations, subject fields, publishers and libraries as it provides benefits to learners and tutors. Mostly teaching resources are shared between various institutions to utilise varieties of resources available. Resources can be shared among professionals using different tech niques such as LAN (Local Area Network), VLE (Virtual Learning Environment), File Sharing and Published Journals. LAN can also be referred as Intranet which is a well-known technique of sharing resources inside the organisations. In  order to share these resources via Intranet, it is not necessary to have internet within the area and it will always have access within the organisation. Computers and systems that are connected in the LAN network will be connected with the same hard drive so that the resources can be accessed easily even without internet. File Sharing is a similar method of sharing resources thus the teachers within the institution can get access to all learning resources regardless whether it is created online or not. As different varieties of resources are available in File Sharing and LAN everyone in the organisations can be benefited by using these platforms. The individuals with learning difficulties will find it very useful as varieties of personalised resources by different resource developers and available instantly. Virtual Learning Environments (VLE) also another technique used to share resources online. It is very easy and convenient to share resources using VLE because all the learning materials and resources will be uploaded in the online portal and learners will be given the access to it which enables them to access the resources anywhere and anytime they want. But it is necessary to have an internet connection to get access to VLE. Another effective technique of sharing resources is through Published Journals. Published resources can be found in many copies whether on a newspaper, blog, textbook or magazine. For some published journal resources only a controlled access is allowed by the publishers. Valuable resources are published and shared in a large amount of numbers where the protection of the sources has not been given the importance it requires. However, this can be considered as very a valuable and useful study aid. 4 Understand legal requirements and responsibilities relating to the development and use of resources 4.1 Summarise legal requirements and responsibilities relating to the development and use of resources Development and use of educational resources need to meet several legal requirements and responsibilities. The current copyright law available in UK is Copyright Act 1998 – The Copyright, Designs and Patents Act 1988. The owners of the materials will be given the rights to decide in which ways their resources can be used and controlled by other users. Areas such as  public performance, broadcast, adapting, photocopying, renting copies to public and issuing are covered by this act. The owner will be given the right to call himself as Author. When a work is created by an individual and it can be considered as original and a degree of skills will be exhibited then the person will get the rights to acquire copyrights to his work. For example, the creator of a book cannot get the rights to protect the book itself, but the content of the book will be protected by the Copyrights. Another individual will be given the rights to get some idea of some particular book to create his own work, but the content of the book cannot be directly copied or adapted. However, if an individual creates a work as a part of his job, then the copyright cannot be acquired by him, thus the company or employer who hired will have the rights to hold the copyrights of that work. An individual still can have the copyrights for his work when it is created under a commissioned or freelance work, if there is no agreement exists between the individual and the company. Regarding any infringement the proceeding can only be brought by the owner of the work or his exclusive license. Intangible assets such as literary can be obtained with certain rights using Intellectual Property Act. The areas such as patents, trademarks, copyrights, some trade secrets and industrial design rights are included in the Intellectual Property Rights which can be used by individuals and companies in order to protect their work. Majority of the countries put this law in commonplace in the late 20th century although the principles of Intellectual Property Act have been in existence over hundreds of years. Rights of processing the data on public will be determined by the Data Protection Act 1998 which is created by the UK Act of Parliament who makes most of the law in the country. Although the term privacy is not mentioned in the Act, it determines the privacy every individual has to be given with respect to processing the personal data. In simple words, an individual can have the rights to decide to which extent his personal data can be used and processed. Thus, individuals and companies have to comply with this law and keep the personal information confidential when required. Disabled people are protected by the Disability Discrimination Act 1995 against discrimination against them related to employment, provision and disposal of good and services and management of premises. This act will decide provision about disables people’s employment and it will also help to  form a National Disability Council. All the above regulations have to be followed when creating and publishing the resources for educational purposes. Regardless of the learning difficulties faced by learners, the resources have to be created in a fair manner. 4.2 Review the implications of intellectual property rights and copyright for the development and use of resources It is both teachers’ and learners’ responsibility to enforce Copyrights Act 1998 and Intellectual Property Rights in the learning and teaching environment. The original authors of each resource have to be mentioned and cited in my work when using information from research materials, books, e-books, articles and journals in order to support my thoughts. The source of the information has to be mentioned briefly in my work and my learners’ work so other users will be able to refer that information when needed. The companies and organisations also have to comply with these laws. Some educational institutions will have the copyrights on their materials and work where their employees created the work and they must comply with existing law. If someone else’s work is claimed as an individual’s own work that will be called as Plagiarism and this is totally not accepted. Various books, journals, e-books and articles are used when creating resources for my tea ching. I always make sure that I have mentioned proper in-text and full referencing for the resources I used in my work. I always stress my learners on the importance of mentioning originality of the resource by citing proper referencing. My own work will be indicated with my name and my organisation’s name when needed in order to show that this resource is created by me or on behalf of my company. The original source of the information must be mentioned even though there are some adaptions made in relation to the learning needs of my students. Furthermore, it is not accepted to share the work with others when it is prohibited. When reading through materials and article to use them in my work it is important to make sure that it is acceptable to use them in my work as some books and resources do not give the permission to use them in others’ work. The permission from the owner of the work has to be obtained before using their resources. 5 Understand how to evaluate own practice in relation to  development and use of resources 5.1 Review the effectiveness of own practice in relation to development and use of resources In my teaching and learning environment resources are considered as valuable tool. Learners can be kept engaged in various class tasks and activities and they can have a clear progression in their learning with the use of appropriate resources. The resources such as worksheets, PowerPoint slides and Interactive whiteboards and used in my teaching environment. I use PowerPoint slide to give my students a view of the lesson objectives and what is going to be taught in class. The slides will be in simple and brief format. Font sizes of my slides are usually kept between 14 to 16. My learners and I find this resource very effective as it is pretty straight forward and convenient. It can be considered as an effective technique of guiding the lesson and explaining the lesson objectives. The knowledge and understanding of my learners can be examined and tested using the worksheets provided at the end of the session. The effectiveness of my teaching methods and techniques also can be assesse d using the worksheets and changes can be made to the way I teach if needed. Most of the students complete the worksheets I provide which indicates that they understand what they are being taught in my class and achieve their learning goals. 5.2 Identify own strengths and areas for improvement in relation to development and use of resources 5.3 Plan opportunities to improve own skills in development and use of resources Action Plan: development of resources (5.2 and 5.3) Strengths Areas to improve: Resources Objectives Methods used to improve By when My learners are always kept engaged by giving them varieties of challenging  activities and tasks Worksheets: For the different level of students in my class room two variety of worksheets have to be prepared for both higher ability learners and lower ability learners Develop the ability to create two varieties of worksheets for higher level of ability students and lower level of ability students. More worksheets can be obtained online and permission can be obtained from owners to adapt those materials in my class which will enable me to differentiate tasks depends on the learners’ needs 10st April 2014 At least one learner task will be included in my teaching session using the interactive white board resource Interactive whiteboard: Group activities have to be planned that can be practiced using the interactive whiteboards rather than providing activities based on whiteboards. To provide the opportunity to work with team so they can interact to share ideas for their own presentations and assignments. Online research can be done on effective ways of using interactive whiteboards to engage my learners in the learning activity and training can also be attended. 30th April 2014 My learners will be always guided properly with the learning outcomes, objectives and summary of the lesson PowerPoint: Lesson objectives have to be broken down to the different tasks that are going to be provided in the class Develop the ability to create tasks effectively for both individual and group activities so they will be aware of what they are learning More time can be spent in creating more slides in my PowerPoint presentations to make sure that all the learning outcomes and objectives are explained to my students 30 March 2014 BIBLIOGRAPHY Reece, I. and S. Walker (2007). Teaching , Training and Learning: A practical guide, Business Education Publishers, Limited Gravells A (2012) Preparing to Teach in the Lifelong Learning Sector London Learning Matters Gravells A & Simpson S (2012) Equality and Diversity in the Lifelong Learning Sector London Learning Matters A Contextual Guide to Support Success in LLN Provision: Embedded Learning. DfES (QIA 2008) Websites http://www.legislation.gov.uk/ukpga/1995/50/introduction http://www.copyright.gov/circs/circ21.pdf http://en.wikipedia.org/wiki/Intellectual_property http://files.eric.ed.gov/fulltext/EJ875780.pdf http://www.inquirium.net/people/matt/teaching_as_design-Final.pdf http://laeremiddel.dk/wp-content/uploads/2012/07/Quality_principles