SWOT and PEST Analysis and Their Relevance to the Marketing Planning Process - Apple Inc Free Essay Example, 2250 words

The relevance of SWOT Analysis to the marketing planning process is that this tool enables a business to gather information from its immediate environment, and then to separate the information into internal (strengths and weaknesses) and external influences (opportunities and threats) (Pearce, 2007:25). Once the business has done that, it is then better placed to determine how it is going to operate within the market that it seeks to serve, through taking advantage of its strengths and the available opportunities, while improving on its areas of weaknesses, and planning to overcome the possible threats. Secondly, the relevance of SWOT analysis in the marketing planning process is that this tool helps a business to be realistic in its marketing planning process (Macpherson, et al. , 2013:42). This is because, through the application of SWOT Analysis, a business is able to understand where it is weak and the areas in which it is strong, thus enabling the business to set goals that it is able to achieve, rather than engage in setting arbitrary objectives, which the business may not even be able to realize. We will write a custom essay sample on SWOT and PEST Analysis and Their Relevance to the Marketing Planning Process - Apple Inc or any topic specifically for you Only $17.96 $11.86/page Thus, SWOT Analysis does not only assists a business in improving its current situation but also presents the business with new ideas which enhances its marketing planning for the new project that it might execute.

Transportation And Economics Of The Industrial Revolution

The Industrial Revolution took place from the 18th to 19th centuries, when pastoral societies began to become industrial cities. The transition for the people however was not easy; it was a long process in which manufacturing techniques completely shifted from simple hand held tools to complex machines. Before the Industrial Revolution, everything was different. Manufacturing was often homemade or grown, not using big tools but rather basic machines. The period called a shift from old ways to factories and mass production! The iron and textile industries, as well as the development of the steam engine, played central roles in the Industrial Revolution. They improved transportation and economics of entrepreneurs, yet messed with the†¦show more content†¦No longer were people living together in peace, rather their homes became crowded apartments. Those who chose to not leave the country were treated by rich landowners, who pushed enclosures in order to gain pastures. There ac tions caused farm workers to be thrown out of work, and forced to work within the city. The unemployed migrated into the towns and cities, growing the labor force of factories. Factories began to grow and grow because as demand for British goods increased; merchants needed more cost-effective methods of production, which led to the rise of the factory system as well as the improvement on transportation. The textile industry, in particular, was transformed by industrialization. Developments in the iron industry also played a central role in the Industrial Revolution. The steam engine in 1712, Englishman was introduced by Thomas Newcomen who developed the first practical steam engine. The steam engine went on to power machinery, locomotives and ships during the Industrial Revolution. The transportation industry thus underwent significant transformation, and American Robert Fulton built the first commercially successful steamboat, and by the mid-19th century, steamships were carrying freight and exporting across the Atlantic. As steam-powered ships were making their debut, the steam locomotive was also coming into use, and in the early 1800s, Richard Trevithic k constructed the first railway steam locomotive. Once again as

Drop Out Risk Factors in High School Students Free Essays

Drop out risk factors in high school students Tyrone Galimore Parent, Child, and School Psychology 133A-AMEA Professor Melissa Harwin Tyrone Galimore Parent, Child, and School PSY 133A-MEA Professor Melissa Harwin Fall semester 2012 10/11/2011 Introduction The purpose of this Life Arts Project (L. A. P. We will write a custom essay sample on Drop Out Risk Factors in High School Students or any similar topic only for you Order Now )was to review the benefits of family involvement for children. For the purpose of this L. A. P. I am going to summarize some of the expectations that families and teachers have of each other, and what potential benefits of family involvement have on at risk high school dropout students. Some of the questions I am attempting to address are: why are African American and Latino students dropping out of high school at an astounding rate? Is there any difference when students get greater attention from advocate- counselors, and smaller class room sizes? And what are the expectations that families and teacher have on each other? In this Life arts project I focused on the impact of families and teachers involvement in high school drop outs. Literature Review What initiatives are in place to prevent high school students from dropping out of school? Researcher has found that three out of ten Latino students dropout of high school, and one out of five African American students has also dropout out of high school. Understanding and addressing the issues surrounding students who drop out of high school is a continuous concern and pressing issues in school districts around the country. Over the past 20 years, the high school dropout rate has declined. (Center for Labor Market Studies, 2009 Cited in Featherston, B. Carl, 2010) Some of the research has been done through qualitative methods, while other research was conducted using questionnaires and more quantitative methods. High school drop out rate has decreased from 14. 1 in 1980 to 8. 0 in 2008 (US Department of Education, 2010) for example, this is the case for African American and Latino students. The amount of African American students dropping out of school between the age of 16-24 also decreased from 19. 1 percent rate from 1980 to a 9. 0 in 2008, and decreased have also been demonstrated by Latino students, 35. percent rate in 1980 to a 18. 2 in 2008, (US Department of Education, 2010) These alarming high school dropout rates have pushed researchers and practitioners alike to distinguish the contributing factors causing students to drop out of high school. (Featherston 2010) Reflective Analysis When I was a high school student, I myself (being of African American descent) was an at risk student on the verge of dropping out of school. If not for my Micro system support team, â€Å"Micro system- A concept associated with Bronfenbrenners’ ecological theory. The micro system includes social systems closest to child’s daily life, such as the classroom teacher and home. † (Coleman 2013), I might have not succeeded in obtaining a high school diploma. â€Å"Understanding and addressing issues surrounding students who drop out of high school is a continuous concern and pressing issue in districts around the country. Over the past 20 years, the high school dropout rate has declined, but African Americans and Latinos still have the highest dropout rates in the country†¦Ã¢â‚¬ ¦. † (Center for labor Market Studies, 2009) Contributing Factors Many of us are concerned with the fact that there are little job in our economy today, despite the fact that unemployment is at an all time high; today’s young people are having a difficult time finding jobs. The competition is rough, and for young people with out high school diplomas are even rougher. Why do students drop out of high schools? Here are some contributing factors, and preventive method addressing academic achievement. â€Å"Many issues surrounding the decision to dropping out of school stems beyond the students immediate grasp. Among these factors are academic achievement, socio economic status, and student behavior. Student engagement is facilitated by all of these factors and gives a clear view as into why students drop out of high school. †(Featherston, 2010) Another contributing factor was that my family was a vulnerable family. In this course we learned that Vulnerable Families are families, who, because of their life circumstances, experience financial, emotional, and physical stress that can impair their functioning and well-being. The two examples used in our course books were, homeless families and working-poor families. At times we where both, along with no money to pay bills, we would find our self moving from home to home. Sometimes living with extended family members (by the way, you ever heard of the saying â€Å"theirs no place like home) well that saying is absolutely true!!!! So without adding the details, you could clearly see why I had to grow up so fast at an early age, and man up, which contributed to my failing grades. One of the major causes of students dropping out of high school is the accumulation of failing marks. Studies show that academic failure has the greatest impact on a student’s decision to drop out of school† (Suh, Suh, 2007) In my experience as a teacher assistant, at the alternative high school, for the City of New Rochelle’s Board of Education, I have seen many students dropout of school. If fact academic achievement is one of the leading reason studentâ€⠄¢s dropout at the institution I am affiliated with. In my opinion, student behavior is affiliated with poor academic behavior, which I think is a result for students being put out of school, or dropping out of school. To illustrate, when I was in high school, I failed to do homework, or take notes in class, obviously I was lost when it came to the course martial. I said to myself, what’s the point of coming to class if I don’t understand the class work. I could blame my parents for not staying together for the benefit of their children, but my parents broke up a long time ago, and I was the man of the house, being the oldest of three siblings. I toke this responsibility on, all by myself, and my mother who work long days, long nights, and occasionally on the weekend would be a weekend drunk, had vary little input when it came to making sure we went to school etc†¦Ã¢â‚¬ ¦.. â€Å"Shared factors associated with academic failure were the limited educational enrichment resources. † (Suh, Suh, 2007) Being the oldest of three siblings meant I had to share the responsibility with my mom, on keeping the family together. This meant getting my two younger rother up and ready for school each day, bathing and feeding them, etc†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Being the oldest meant, at an early age, I understood about the financial responsibilities that my mom was having a difficult time with. I learned how to be a man from men in my community (tie a tie, work for your money, etc†¦.. ), and I understood only money could help my mom in her situation. So I began to look in my community for ways I could get money to help the famil y progress, and be healthy. As a youth I had plenty of jobs, which consisted of working long hour at night and on the weekend. This definitely had an impact on my academic achievements, which resulted in me getting bad grades. Certainly I fell so far behind, that I felt, I was stupid. So I did everything under the sun (bullying, cutting class, not coming to school for academic’s, but showing up for football practice) to divert attention away from my academic’s issues. I already had a plan, if I was ever confronted with the fact that I was a troublemaker, I would quiet, and I just needed a reason. Benefit of family involvement There is limited amount of research on the benefits of family involvement for families themselves. Nevertheless, Coleman has reasonably hypothesize at least five benefits that should result when teachers and families collaborate to honor each others’ expectations and share responsibility for educating, socializing, and protecting children. (Coleman 2013), Parents’ knowledge of child development, schools sometime publish flyers to educate families about the physical, mental, and social â€Å"readiness skills†. Coleman 2013), Example, family participation practice can boost parents’ knowledge of child development and in turn, provide them with better insight into their children’s classroom performance. Parenting skills, teachers support children’s development and education not only in the classroom but also by responding to parents’ questions and concerns about their children’s behavior. (Coleman 2013), example, parents sometimes ask for help in addressing what they perceive to be unusual childhood behavior or a behavior that is out of character for their child. Parents may also ask for help in to such requests benefits children and families in the short and long term (knopf Swick, 2008 cited in Coleman 2013). Parents’ Self-Confidence as Advocated for their Children, to form a truly collaborative family-teacher partnership, parents need the self-confidence to advocate for their children’s education and general welfare (Hoover-Dempsey, Bassler, Brissie, 1992; Hoover- Dempsey Sander, 1995, 1997, cited in Coleman 2013) Colman states that as a teacher, you can strengthen parents’ self-confidence by their children’s development and education. Also teachers should remind parents of how they contribute to their children’s well being by listening to their concerns and answering their questions†¦.. (Coleman 2013) Parents’ Creativity, Coleman talks about family strategies provides opportunities to keep parents engaged in their children’s learning experiences. They also stimulate parents’ creativity in promoting their children’s emerging skills at home and in the community. Higher educational aspirations, with support, children are able to live up to their parents’ academic expectation (Fan Chen, 2001, cited in Coleman 2013) Family involvement can contribute to positive outcome and decrease at risk student behavior by increasing parent’s self- confidence and creativity in helping their children develop the skills and motivation needed to stay in school. Benefits of family involvement for teachers As with families, relatively little attention has been devoted to studying the benefits of families involvement for teachers. Nevertheless, Colman identifies at least five potential benefits. Understanding the â€Å"ecological child†, because of their training, teachers naturally tend to focus on the â€Å"classroom child†. Only by considering the â€Å"ecological child† can we truly understand how children’s classroom performance is grounded in family and community life. Reflect on this example, cultural macrosystems. One hallmark of socially competent children in high-context cultures (e. g. African American students or Latino students) is their mastery of subtle contextual communication signals (e. g. nonverbal facial and hand gestures) rather than explicit verbalizations(Han Thomas, 2010, cited in Coleman 2013) children from low- context cultures ( e. g. , United State, Western Europe, Australia) are taught to value just the opposite. They are encouraged to be direct in their verbal communication rather than rely on subtle forms of nonverbal communication. QUESTIONNAIRE I am asking these questions in order to gather information about what happens to students as they move through high school and make decision about what they are going to do after high school. Student at the New Rochelle Alternative High School, where I am employed, were told that their responses will be combined with those of other respondents, and the answers they give will never be identified as their own. Former students who drop out of school and participated in this questionnaire were also told that the answers they give will never be identified as their own. 1) Thinking back to yours in high school, do you remember when you frist thought about leaving school? (Circle one) yes no 2) Here are some reasons students might use for leaving school which one applies or might apply to you. Circle which one you think applies to you. †¢ I had a job. †¢ I found a job. †¢ I don’t like school. †¢ I couldn’t get along with the teachers. †¢ I couldn’t get along with the other students. †¢ I wanted to have a family. †¢ (FOR FEMALES ONLY) I was pregnant. †¢ I became the father/mother of a baby. †¢ I had to support my family. †¢ I was suspended too often. †¢ I did not feel safe at school. †¢ I wanted to travel. †¢ My friends had dropped out of school. †¢ I had to care for a member of my family. †¢ I was expelled from school. †¢ I felt I didn’t belong at school. †¢ I couldn’t keep up with my school work. †¢ I was failing school. I got married or planned to get married. †¢ I change school and didn’t like my new school. †¢ I couldn’t work or go to school at the same time. 3) Do you plan to get a high school diploma or GED? YESNO Refere nces Coleman, M. (2013) Empowering Family – Teacher Partnerships, glossary Featherston, B. Carl, (2010) Review of higher education and self – learning, High School dropout prevention: a review of the literature, (7) 68-75 Robelen, W. Erik, (2006, November 15) Education week. Detailed Dropout Studies Guide Policy in City Schools, 26, 8-9 Suh, S. , Suh J. (2007). Risk Factors and Levels of Risk for High School Dropouts. Professional School Counseling, 10(3), 297-306. Retrieved from Academic Search Premier Database. US Department of Education Institution of Education Science. (2010). Fast Fact. In The Condition of Education 2010 (NCES 20100-028). Retrieved 11/16/2012, from http://nces. ed. gov/fastfacts/display. asp? id=16. US Department of Education. (2009). Anniversary of Title VI Marks Progress and Reminds us that Every Child has the Right to an Education. In ED. gov. Retrieved 08/20/2010, from Http://www2. ed. gov/news/pressreleases/2009/07/0701200-a. html. Wallis, Claudia (2007, May 14) Stopping the Exodus. 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19th century Essay Example For Students

19th century Essay Firstly, I would like to highlight a profound difference in the approach to life in the 19th century and in the present based on the book. Love, determination, gentlemanship—all these values were traditionally cherished but we do not want to or we are not even able to preserve them in the present. My objective in the final part of the essay is to give you the notable examples of love, determination and gentlemanship found between the characters and to discuss the quality of relationships in the 19th century and in the present. Gaskell differentiated the North and the South of England but consequently these two parts are fused together due to the relationship between John Thornton and Margaret Hale. This relationship generates the discussion about long-standing relationships in the 19th century and kind of adoration of it. It gives rise to the question if these approaches are preferred in the present or not. This leads me to other points of my analysis. I would like to focus on a brief description of the plot as well as a depiction of the main characters. Next, I would like to point out the main features of the Victorian novel and the basic historical events that are connected with the Victorian era. After that, I intend to contrast Gaskell’s book with Dickens’ Oliver Twist because they use different attitudes to describe social classes. This also invites the comparison of Gaskell and Jane Austen. Even if Austen created her works before Gaskell, we can state that she was influenced by her. Finally, I would like to point out other themes which Gaskell deals with in the book but they are hidden and the general reader might not be able to reveal them. 1. A brief description of the plot and the main characters The story is set in England in the 19th century. As the title suggests, this works provides comparisons and descriptions of the North and the South of England. It tells the story of a young woman Margaret Hale who originally comes from Helstone in the south but she lives with her close relatives Aunt Shaw and Cousin Edith in Harley Street in London. The relation between Edith and Margaret is worth the attention because they are like sisters. However, Edith marries Captain Lennox and they leave for Corfu where his regiment is stationed. Margaret finds the state of being abandoned by her true friend scarcely bearable so she decides to return to Helstone. The most unexpected event occurs when Mr. Hale is determined to leave the vicarage of Helstone because he lost his personal faith in it. His wife and daughter follow him obediently into the town of Milton in the north. The Hales directly experience the industrial and bustling town. They get to know two men from two distinct classes—a worker Higgins and a manufacturer Mr. Thornton. Mrs. Hale passes away because of a harsh and unhealthy environment and later on she is followed by her husband. Margaret decides to live again in London. However, she has to acknowledge that her heart goes out to Thornton who is lonely and almost goes bankrupt. Coincidentally, Margaret and Thornton meet in London and they feel they are deeply in love with each other. Margaret Hale is a stubborn heroine of the story. The sudden loss of the parents makes her utterly desperate. She stoutly defends the life and values of Helstone. Margaret is filled with hatred of Thornton because of a cruel attitude to his workers. Mr. Richard Hale remains consistent in everything he does and he has to believe in it. Even if he is a local vicar and seems genuinely fond of living in the country parsonage, he stops believing in his mission. His role of being able to educate other people fulfills his life in Milton. Mr. John Thornton is a proud and hardworking northerner manufacturer who owns the Marlborough Mills. He is straightforward with his workers and devoted to Margaret in every way. Nicholas Higgins, who represents the working class, is the leader of the Trade Union. He starts the strike in a non-violent way. Nicholas loves his two daughters and he also manages to take care of his dead friend’s children. 2. Periodization and literary significance This book is traditionally placed in the category of Victorian novels. Victoria’s coronation in 1837 signals the official inception of this literary period and her death in 1901 marks its official demise. The term â€Å"Victorian† in general can be associated with sexual repression, stultifying middle-class family life and cramped views on women’s lives. General view of the Victorian period and its novels is slightly connected with being clipped or limited but Victorian novels are expansive, generous, deeply entertaining and ambitious. The novel is eager to show that it knows everything from poor workers, tradesmen, manufacturers to business, history, traveling, etc. (DEIRDRE et al. 2001: 1–3) Victorian novel is definitely not economical: 1984 Vs. Animal Farm EssayHe never went on with any subject, but gave little, short, abrupt answers †¦ with a face that is neither exactly plain, nor yet handsome, not quite a gentleman; but that was to be expected. (GASKELL 2003: 41) Nevertheless, Thornton is not a gentleman because he should have the title Gent. after his name which he does not have. Daniel Pool points out: â€Å"The person who used this title was defined by the law as someone with no regular trade or occupation.† (POOL 1993: 44) This is not possible at all because Thornton owns the Marlborough Mills. However, Margaret considers being a gentleman in social terms. I have to admit that she should not judge the book by its cover because Thornton undergoes a significant change during the plot—he is helpful to the Hales, caring and he even changes the attitude to his workers in terms of improvement of working conditions. If I were Margaret, I would not denounce Thornton of not being a gentleman because I am firmly convinced of the fact that I would have to try hard to find a man like this nowadays. A further theme repeated in the book is determination. Margaret and Mrs. Hale follow Mr. Hale into the town of Milton even if they do not quite like it. Another instance of determination is when Mr. Hale leaves the Church because he simply lost the faith in his mission: He has written to the bishop, saying that he has such doubts that he cannot remain a priest of the Church of England †¦ surely, he does not mean that he thinks differently—that he knows better than the Church. (GASKELL 2003: 28) I firmly believe that we should show appreciation of his decision owing to the fact that nowadays people would rarely quit their jobs deliberately because they stop believing in it. We can see that Thornton and Margaret Hale are full of a dogged determination as well. She is determined to hate him because of his behavior, which is not gentlemanlike in her opinion. He is determined to love her forever, which stems from the conviction that she is the first and the last woman he will ever be able to love. Thornton is excellent at courtesy which is based on the fact that courtship was a very serious matter indeed. Consequently, Thornton proposes Margaret and this is the moment where she hates him the most and rejects his proposal. Daniel Pool explains that gentleman’s course was to inform in advance the parents or guardians of the lady of his intentions and he also had to state his circumstances and property. (POOL 1993: 181) Margaret might have been offended for not telling her p arents first. A further aspect of this is that they are devoted to each other all these years and they are only waiting for the right moment to kiss. The kiss symbolizes the end of the book but at the same time the beginning of their relationship. However, the kiss is very serious matter as well as devotion and courtesy. In my view, we should worship the relationship between two people in a way they do. It would help to hold people in high esteem and generally it would raise the quality of human relationships which is poorer and poorer. Conclusion To summarize, I believe I included all the points that I wanted to achieve in the introduction. As far as I am concerned, the book provided me with a startling insight into the problematic of the relationships and even into the human mind of the 19th century. In other words, the main protagonists’ mutual devotion greatly impressed me. The books I used for writing my analysis helped me a lot because now I have my own personal view on the book as well as on the situation in England in the 19th century. I have been always interested in this topic which stems from the adoration of good manners, courtesy and the fact that even the kiss stood for something more than it means nowadays. On balance, I feel that our society will no longer be like in the 19th century. On the one hand, we can boast about our scientific and technical superiority but on the other hand, our relationships and values are poorer probably owing to a fast lifestyle. We should go back in time and refresh our memories with basic human values such as loyalty, politeness, respect for rules, etc.