Analysis of Pepsi Company Limited Assignment Example | Topics and Well Written Essays - 1000 words

Examination of Pepsi Company Limited - Assignment Example The procedure utilized by the organization demonstrates that the administration is making activity designs that attempt to expand the piece of the pie and start to lead the pack contender position in the soda pops industry. The organization attempts to do this by expanding tasks in every single significant city of the world to equal the worldwide nearness of Coca-Cola Company. b) The yearly report additionally brings up the reality the organization utilizes the straight line on both devaluation and amortization, a factor which implies that the organization doesn't utilize decreasing equalization strategy (PepsiCo, 2010). At the point when the diverse devaluation strategies are analyzed, it tends to be seen that the straight-line strategy is the best for this sort of organization. This is on the grounds that the straight-line strategy distributes the convenience of the advantages for the most gainful existence of the benefit, implying that when the advantage is close to out of date, the deterioration assigned to the benefit is little contrasted with the prior existence of the benefit. On the other hand, the diminishing equalization strategy for deterioration allots devaluation as indicated by the estimation of the advantage, which winds up allotting deterioration in any event, when the benefit is close to out of date. The organization additionally utilizes the straight-line technique to amortize resources, credits and assign capital consumption. c) From the yearly reports discharged in the financial year finished December 2010, the standard estimation of Pepsi Company regular stock is 1 2/3 pence per share (PepsiCo, 2010). This standard worth reflected by the fiscal reports of the organization demonstrates that the worth has stayed steady since the organization declared a stock split in 1996, which implies that the offer information have been acclimated to mirror the stock split. The standard estimation of the offers has stayed steady since the period, and capital in abundance of the standard worth is decreased to mirror the expansion in standard worth occasioned by the estimation of extra offers gave.

Business Contract Agreement and Possible Negligence Assignment

Business Contract Agreement and Possible Negligence - Assignment Example An offer is a revelation of the articulations on which the offeror wishes to hold fast to (Deakin et al, 2003). Articulation of offers comes in particular structures and can be as a notice, email, direct and a letter, just in the event that it imparts the grounds on which the offeror plans to contract. Be that as it may, an offer ought to be separated from a challenge to treat. Greeting to treat is a â€Å"expression of readiness to negotiate†. This is a greeting for clients to introduce their offer. Notwithstanding, an offeror making a challenge to treat isn't committed when it is acknowledged by the offered person. For this situation, the notice by Techno items was a challenge to treat and not an offer. This suggests the organization welcomed clients to contract. This infers the organization will undoubtedly offer the PCs to anybody ready to pay for them. This is found in Partridge v Crittenden (1968), where the court discovered that the appealing party just planned to offer to sell the winged animals and was not an offer (Young, 2010). In any case, an ad can be a proposal in specific conditions. For this situation, the notice by Techno items to sell the PCs at ?1 to the initial ten clients on twelfth September 2013 was an offer. For this situation, the activities of Peter depicted acknowledgment of the offer. This case is like Carlill v Carbolic Smoke Ball Company (1893). For this situation, the organization offered a prize to any individual who contracted flu because of utilizing the smoke ball for multiple times. The court verified that any person who makes a proposal for the offer of things through a notice impliedly waves warning of acknowledgment whether the essential goal is to sell however many things as could be expected under the circumstances (Young, 2010). For this situation, Techno items boss target completing the ad was to expand its deals after it had seen that its benefits were on the decline.â

What if You Didnt Like CPW

What if You Didn’t Like CPW How was your CPW? It was definitely one of my favorites. I had lots of fun meeting a you future froshies in person. Today I wanted to address some concerns about CPW by sharing my own experiences. Recently, I got into Reddit (bad idea at this time of semester), especially r/MIT. One post that hit close to home was titled Did anyone here not enjoy CPW but still love MIT once they were actually a student? A prefrosh talked about how he felt he wouldnt fit into the MIT community because, during CPW,  all the events were about legos and foam swords and other kiddie kid stuff for little kids. He went to the informative events, but found himself one of the few prefrosh there. It was really hard connecting with other prefrosh, as it seemed that they were all on board with doing kiddie things for fun but he didnt share those interests. Even though I personally had lots of fun during my CPW, that same thought always floated around in the back of my head. I felt I wouldnt fit in unless my idea of a fun time was playing Super Smash Bros until 5 am while stuffing my face with mashed potatoes. Like the prefrosh in that thread, I too was one of the few prefrosh to go to the more official and mature events. I was worried that people didnt share my interests. But, as it turns out, CPW was more of an indicator of the kinds of things you COULD do with friends if you wanted to, not the things youd have to participate in if you want to have fun here. When I came to MIT in the fall, I met so many people that destroyed that kiddie stereotype. During CPW, everything was hectic and squeezed into four days. During orientation and rush week, I got to know people from so many backgrounds, all with different ideas for fun. I immediately got involved with my dorm, other student groups, and fraternity life. I met people who liked the things I liked doing, so I felt at home. But I also become friends with people who I wouldve never imagined being friends with. We try making CPW as best as we can, but nomatter what, itll always be such a small window to the vastness of the types of people that make up MIT. Besides, if you think that all we do are kiddie things, then you are mistaken, just like I was. We do pretty manly stuff. You know whats really manly? Steak. You know whats even manlier? Steak at 1 am. You know what goes great with steak at 1 am? Milk shakes. Cue Steak and Shake, which was held at Phi Kappa Sigma every CPW night. After a long hard day of having fun, prefrosh came and relaxed, enjoying steak and shake while playing pool and talking to brothers and other prefrosh about anything and everything. On Saturday night, I stayed up with three prefrosh until 5 am, at which point we decided that we might as well continue staying awake to watch the sunrise. It always had such a chill atmosphere, and everyone had a great time. But I wasnt at Phi Kappa Sigma enjoying the classic atmosphere the entire CPW. I also did nonsensical things with my friends, like watching them cover their faces with sugar by blowing into cups. There was also a great performance by the MIT improv comedy troupe Roadkill Buffet. Super manly and mature? Maybe not, but who cares? It was funny. Let loose and have fun. At MIT, no matter what your type is, theres always a group of people who share your interests. Maybe your type is playing with foam swords in a ball pit. Maybe your type is going to a classy business luncheon and networking with econ professors. Maybe your type is playing pool at 1 am with a refreshing milkshake in one hand and a juicy piece of steak in the other. Or maybe your type is doing all three. Whichever way, MIT is a great place where youll meet some of the coolest people youll know for the rest of your life. Plus, who wouldnt want to hang out with these AXO girls?

The Good Doctor

The Good Doctor is a full-length play that exposes the ridiculous, tender, outlandish, ludicrous, innocent, and weird frailties of human beings. Each scene tells its own story, but the behavior of the characters and the resolutions of their stories are not typical or predictable. In this play, Neil Simon dramatizes short stories written by Russian author and playwright Anton Chekhov. Simon even gives Chekhov a role without specifically naming him; it is commonly accepted that the character of The Writer in the play is a quirky version of Chekov himself. Format The Good Doctor is not a play with a unified plot and sub-plot. Instead, it is a series of scenes that, when experienced one after another, give you a strong sense of Chekhov’s take on the human condition embellished by Simon’s wit and pithy dialogue. The Writer is the one unifying element in the scenes, introducing them, commenting on them, and occasionally playing a role in them. Other than that, each scene can (and often does) stand alone as its own story with its own characters. Cast Size When this play done in its entirety—11  scenes—appeared on Broadway, five actors played all 28 roles. Nine roles are female and 19 are male roles, but in a few scenes, a female could play a character designated in the script as male. The scene breakdown below will give you a sense of all the roles in all the scenes. Many productions eliminate a scene or two because the action in one scene is unrelated to the action in another. Ensemble There are no ensemble moments in this play—no â€Å"crowd† scenes. Each scene is character-driven by the small number of characters (2 – 5) in each. Set The set needs for this play are simple, even though the action occurs in a variety of locales: seats in a theatre, a bedroom, a hearing room, a study, a dentist’s office, a park bench, a public garden, a pier, an audition space, and a bank office. Furniture can easily be added, struck, or rearranged; some big pieces—like a desk—can be used in several different scenes. Costumes While the character names and some of the language seem to insist that the action occurs in 19th century Russia, the themes and conflicts in these scenes are timeless and could work in a variety of locales and eras. Music This play is billed as â€Å"A Comedy with Music,† but except for the scene called â€Å"Too Late for Happiness† in which lyrics that the characters sing are printed in the text of the script, music is not imperative to the performance. In one script—copyright 1974—the publishers offer a â€Å"tape recording of the special music for this play.† Directors can check to see whether such a tape or CD or electronic file of music is still offered, but the scenes can stand on their own without the specific music. Content Issues The scene called â€Å"The Seduction† scenes deal with the possibility of infidelity in marriage, although the infidelity is unrealized. In â€Å"The Arrangement,† a father purchases the services of a woman for his son’s first sexual experience, but that too goes unrealized. There is no profanity in this script. The Scenes and Roles Act I â€Å"The Writer† The play’s narrator, the Chekhov character, welcomes the interruption of an audience for his stories in a two-page monologue. 1 male â€Å"The Sneeze† A man in a theatre audience lets loose a monstrous sneeze that sprays the neck and head of the man seated in front of him—a man who just happens to be his superior at work. It’s not the sneeze, but the man’s reparations that cause his eventual demise. 3 males,  2 females â€Å"The Governess† An officious employer unfairly subtracts and subtracts money from her meek governess’s wages. 2 females â€Å"Surgery† An eager inexperienced medical student wrestles with a man to yank his painful tooth out. 2 males â€Å"Too Late for Happiness† An older man and woman engage in small talk on a park bench, but their song reveals their inner thoughts and wishes. 1 male,  1 female â€Å"The Seduction† A bachelor shares his foolproof method of seducing other men’s wives with no direct contact until she is on her way into his arms. 2 males,  1 female Act II â€Å"The Drowned Man† A man finds himself agreeing to pay a sailor for the entertainment of watching the sailor jump in the water to drown himself. 3 males â€Å"The Audition† A young inexperienced actress annoys and then enchants the Voice in the darkness of the theatre when she auditions. 1 male,  1 female â€Å"A Defenseless Creature† A woman dumps her considerable woes on a bank manager with such vehemence and histrionics that he gives her money just to get rid of her. (To view a video of this scene, click here.) 2 males,  1 female â€Å"The Arrangement† A father negotiates a price with a woman to give his son his first sexual experience as a 19th birthday gift. Then he has second thoughts. 2 males,  1 female â€Å"The Writer† The play’s narrator thanks the audience for visiting and listening to his stories. 1 male â€Å"A Quiet War† (This scene was added following the first printing and production of the play.) Two retired military officers hold their weekly park bench meeting to continue discussing their disagreements. This week’s topic of conflict is the perfect lunch. 2 males YouTube offers  videos of a stage production of scenes from the play.

An Analysis of Dreams Deferred by Langston Hughes

Importance of Achieving Dreams It is true that people often dream widely and unrealistically. But some people dream about basic human rights such as dignity, freedom, liberty, equal rights, and access to education. Socio-economic and political conditions sometimes put people in dire situations where they do not have access to such fundamental human needs. For such people, achieving their dreams is especially important, as the shattering of their dreams may lead to the shattering of their lives altogether. One can think of numerous such people, but one glaring example is the case of undocumented students in the United States who dream about equal rights and access to higher education. These students struggle with a lot of problems in their lives and some of those problems are beyond their control. It is important therefore that the government and the public build mechanisms that would allow the dreams of these students come into realization. It is important to keep in mind that the decision for undocumented children to be in the United States was not their own. They were forced out of their home countries or grew up in America because their parents had immigrated to the United States. Mario Escobar, for instance, lost his father, grandmother, and cousins in Salvadoran civil war. As an undergraduate at University of California, Los Angeles (UCLA), he would go to classes hungry and wore used clothes that he bought from Goodwill because he was poor and not eligible forShow MoreRelatedEssay about Analysis of Dream Deferred by Langston Hughes615 Words   |  3 PagesAnalysis of Dream Deferred by Langston Hughes Dreams are the driving force of America today. Every person has some sort of dreams and or goals. Although in life everyone has dreams and goals, there are obviously more struggles for some ethnic groups than for others. The poem, Dream Deferred, by Langston Hughes, is one mans expression of his dreams during a difficult time period. As a black man in a time period where African-Americans were considered an inferior group of peopleRead MoreAnalysis of Dream Deferred by Langston Hughes Essay617 Words   |  3 PagesDream Deferred A dream is a goal in life, not just dreams experienced during sleep. Most people use their dreams as a way of setting future goals for themselves. Dreams can help to assist people in getting further in life because it becomes a personal accomplishment. Langston Hughess poem Dream Deferred is speaks about what happens to dreams when they are put on hold. The poem leaves it up to the reader to decide what dream is being questioned. In the opening of the poem the speaker usesRead MoreHarlem: a Dream Deferred1043 Words   |  5 PagesHarlem: A Dream Deferred Langston Hughes Literally Analysis Dreams are aspirations that we hope to reach on our lifetime. They are the day that gives us the drive to live our lives and accomplish our goals. When reaching our goals, we will do anything to get to our destination. But what happens when your dreams deferred and put on hold due to unseen circumstances? Or what do you so when someone tells you that you can not so the things you want to so because of the pigmentation of your skinRead MoreLiterary Analysis of Langston Hughess A Dream Deferred1028 Words   |  4 Pagescirculated, analysis of the poem must take place. It unveils and discusses the themes, figures of speech, word placement, and flow of the piece, and A Dream Deferred, is no exception. In Langston Hughess poem, A Dream Deferred, the theme is that no really knows to dreams if they are not reached, and very realistic figures of speech help convey this idea; the poem can be surprisingly related to Mr. Hughess life through the subtitle and quotes from Langston himself. The meaning of, A Dream DeferredRead MoreAnalysis of Harlem by Langston Hughes602 Words   |  3 PagesAnalysis of Harlem by Langston Hughes Through the turbulent decades of the 1920s through the 1960s many of the black Americans went through difficult hardships and found comfort only in dreaming. Those especially who lived in the ghettos of Harlem would dream about a better place for them, their families, and their futures. Langston Hughes discusses dreams and what they could do in one of his poems, Harlem. Hughes poem begins: What happens to a dream deferred... Hughes is askingRead MoreAnalysis Of The Poem Harlem 1303 Words   |  6 PagesJames Mercer Langston Hughes was an American poet; a Joplin, Missouri native and an active, versatile writer, earning acclaim as a poet, novelist, playwright and columnist. He was one of the first poets to explore an innovative sing-songy, stylized delivery called jazz poetry. 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The poem consists of three stanzas that do not have a regularRead MoreLangston Hughes ´ Memories in His Poems Essay834 Words   |  4 PagesHarlem Renaissance, Langston Hughes was an inspirational poet who highlighted many aspects of the urban life of African-Americans through reflections of his own life and experiences. As a writer, a poet and a prominent activist of the civil rights movement, Langston Hughes was a man that was not only inspired by the world around him but used such inspiration to motivate others. Being that he was also one of the most influential writers during the Harlem Renaissance, Hughes held poetry demonstrationsRead MoreAnalysis Of A Raisin In The Sun1185 Words   |  5 PagesRaisin in the Sun is Langston Hughes poem called A Dream Deferred which was written as an example of life in harlem. The lines are a introduction to the white societys actions to take away equal opportunity from black citizens. Hughes main point is that there could be consequences when peoples frustrations build up or accumulate to the point where they have to either surrender their dreams or allow strenuous circumstances to literally devour their aspirations. With Hughes poem as a backgroundRead MoreThe Poetry Of Langston Hughes1498 Words   |  6 Pagescan be applied to the famous poet Langston H ughes, whom by expressing his feelings of oppression in a racist environment, motivated many blacks to learn how to read, play music, and revolutionize civil rights. As a result, this paper will critique how Langston Hughes’ works of Harlem and I Too encouraged Black independence, and how they were used as frameworks for revolutionary concepts such as the achievement of civil rights and social equality. Langston Hughes was an African American poet in the

Phonetics and Phonology Free Essays

string(93) " the low front vowel /\? /| | | | |for the central schwa /\? in the second| | | | |syllable\." REPUBLICA BOLIVARIANA DE VENEZUELA UNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGOGICO DE CARACAS CATEDRA DE FONETICA Y FONOLOGIA ASIGNATURA: FONETICA Y FONOLOGIA II AN ANALYSIS OF A SPEECH SAMPLE IN WHICH UNDERLIE A VARIETY OF ENGLISH VOWEL SOUNDS Authors: Aymara Villasmil Daniel Rodriguez CARACAS, FEBRERO DE 2011 INTRODUCTION Throughout the years, a variety of famous linguists have made an attempt to define the difficult question of what language is. For instance, Halliday (1973) affirms that language is an instrument of communication among members of a social group. In relation to this, Gimson (1962) states that a language is a system of conventional signals used for a communication by a whole community. We will write a custom essay sample on Phonetics and Phonology or any similar topic only for you Order Now On the other hand, Whitman (1975) when trying to describe the concept of language establishes a particular connection between the use of language and the mental processes speaker experiences. He states that language, far from being independent of the mind, was so inextricably tied to the mind that the study of language was virtually the study of human mind. These different assumptions of what language is impel us, as future EFL teachers, to recognize the enormous responsibility teaching English as a foreign language involves. Due to the fact that we will necessarily have to handle several definitions of what language is and its components (syntax, grammar, phonetics and phonology, semantics,†¦) in order to help students realize the variety of elements they use when communicating with others. For instance, when teaching our students a language level such as phonetics and phonology, which primary involves pronunciation we have to make them aware that it is not only a matter of pronouncing sounds in isolation, but that these sounds are part of a communicative system the use in daily life. In relation to this, Strickland ( U. D ) states that learning a language, whether it is the mother tongue or a foreign one, is learning a system of sounds and their arrangements in words and patterns of organization together with the concepts the words and patterns represent. The following written work has as a primary proposal, the analysis of a speech sample recorded from a beginner speaker of English language who read a four – paragraph newspaper article in which the following vocalic sounds were immersed: mid – low back /? /, low front /? / , mid -high back / /, mid – high front /? / . Through the record we will be analyzing the substitution the speaker made or not of any of the four vocalic sounds mentioned before. We will be explaining why the speaker made that substitution, which factors influenced in the substitution and finally, we will be giving a variety of suggestions / recommendations for the appropriated production of vowel sounds of English and the rest of the inventory sounds. General Objective ? To explain the transference the speaker makes when pronouncing the English vowels which do not belong / exist to Spanish inventory sounds. Specific Objectives ? To demonstrate the articulatory features that influence the speaker when pronouncing English vowel sounds. To establish different factors that affect the Speaker when pronouncing English vowels. ? To provide students accurate and useful pronunciation techniques that will make them improve their pronunciation of English. ONE of the few surprises at the Golden Globes two weeks ago — you’ll be forgiven if you’ve already forgotten about that odd little broadcast — was the award given to â€Å"Carlos,† t he French director Olivier Assayas’s five-hour-plus reconstruction of the life and career of the notorious terrorist of the 1970s and ’80s Carlos the Jackal. The award represented a high point of cosmopolitanism at a predictably parochial event: 11 languages spoken on screen; dozens of locations across Europe and the Middle East; a polyglot cast led by a Venezuelan star, Edgar Ramirez, who has the potential to become an international sex symbol. What more could you want from a foreign film? /w? n ? v fju s? rprajz? z ? t gold? n globz tu wiks ? go ju ll bi f? rg? v? n ? f ju vealready f? rg? t? n ? bawt t ? d l? t? l br? dk? st w? z ?w? rd g? v? n tu k? rlos, fr? nt? d? r? kt? r ol? vie assayas sfive- aw? r- pl? s rik? nstr? k n ? lajf ? nd k? r? r ? v not? ri? s t? r? r? st ? v 1970s ? nd 80s k? rlos d k? l. ?w? rd r? pr? z? nt? d ? haj p? jnt ? v cosmopolitanism ? t ? pr? d? kt? bli p? roki? l ? v? nt: 11 l gw? d z spok? n ? n skrin; d? z? nz ? v loke nz ? kr? s j? r? p ? nd m? d? l ist; ? p? liglat k? st l? d baj ? v? n? zwel? n st? r, dgar r? m, rezwho h? z p? t? n l tu b? k? m ? n ? nt? rn n? l s? ks s? mb? l. w? t m? r k? d ju w? nt fr? m ? f? r? n f? lm/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? / | | | | |/? f/ | | |Substitution of the mid-high front | | | | |vowel /I/ for the Spanish /i/ | |/ t/ | | | | |/l? t? l/ | | | | |/br? k? st/ | | |Back closing diphthong /ou/ instead of | | | | |the mid low back /? / in the first | | | | |syllable. You read "Phonetics and Phonology" in category "Essay examples" | |/br? dk? st/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? in the second| | | | |syllable. | |/g? v? n/ | | | | |/ol? vie/ | | | | |/? nd/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? in the second| | | | |syllable. | |/k? r? r/ | | | | |/t? r? r? st/ | | |Substitution of the Mid- high front | | | | |vowel /I/ for the Spanish /i/ | |/sev? nt? / | | |Deletion of the mid-high back vowel. |/? nd/ | | | | |/e? t? / | | |Deletion of the mid-high back vowel. | |/d k? l/ | | | | |/? t/ | | | | | | | | | |/pr? ? kt? b? l/ | | |Substitution o the Mid- high front | | | | |vowel /I/ for the mid front in the | | | | |first syllable and substitution of Mid-| | | | |high front vowel /I/ for the Spanish | | | | |/i/ in the second syllable. |/? v? nt | | | | |/l gw? d z/ | | |Substitution of the low front vowel /? /| | | | |for the central /? / in the first | | | | |syllable. | |/? kr? s/ | | |Substitution of the mid-low back /? , | | | | |for the Spanish /o/ | |/? nd/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? / in the second| | | | |syllable. | |/m? d? / | | |Substitution of the Mid- high front | | | | |vowel /I/ for the Spanish /i/ | |/k? st/ | | |Substitution of the low front vowel /? /| | | | |for the Mid-low back /? / | |/r? mirez/ | | |Substitution of the low front vowel /? | | | | |for the central Schwa /? / | |/h? z/ | | |Substitution of the low front vowel /? /| | | | |for the Mid-low back /? / | |/b? k? m/ | | | | |/? n/ | | | Substitution of the low front vowel /? | | | | |for the central Schwa /? / | |/? nt? rn n? l/ | | |Substitution of the low front vowel /? /| | | | |for the central Schwa /? / | |/? nt? rn n? l/ | | | | |/s? mb? l/ | | | | |/k? / | | | | |/f? lm/ | | | | Except that â€Å"Carlos† was not nominated for the Golden Globe in that category (the winner was â€Å"In a Better World,† from Denmark): it was made for, and first shown on, French television, a fact that also rendered it ineligible for consideration — as a foreign-language or any other kind of film — by the Academy of Motion Picture Arts and Sciences, which announced its nominees last Tuesday. Mr. Assayas’s dark-horse victory at the Globes was for best miniseries or motion picture made for television. Fair enough, given its origins. Then again, â€Å"Carlos† has encountered its American audience in the way more and more foreign films do these days: on a handful of movie screens in big cities, and on cable and video-on-demand. So its exclusion from the Oscars seems somewhat arbitrary. /? ks? pt t k? rlos w? z n? t n? m? net? d f? r gold? n glob ? n t k? t? g? ri ( w? n? r w? z ? n ? b? t? r w? rld, fr? m d? nm? rk): ? t w? z med f? r, ? nd f? rst ? on ? n, fr? nt? t? l? v n, ? f? kt t ? so r? nd? rd ? t ? n? l? d b? l f? r k? ns? d? re n ? z ? f? r? n- l gw? d? ?r ? ni r kajnd ? v f? lm baj ?k? d? mi ? v mo n p? kt r ? rts ? nd saj? ns? z, w? t? ?nawnst ? ts n? m? niz l? st tuzdi. m? st? r. assayas sdark- h? rs v? kt? ri ? t globz w? z f? r b? st m? nisiriz ? r mo n p? kt r med f? r t? l? v n. f? r ? n? f, g? v? n ? ts ? r? d nz. n ? g? n, k? rlos h? z ? nkawnt? rd ? ts ? m? r? k? n ? di? ns ? n we m? r ? nd m? r f? r? n f? lmz du ? iz dez: ? n ? h? ndf? l ? v muvi skrinz ? n b? g s? tiz, ? nd ? n keb? l ? nd v? dio- ? n- d? m? nd. so ? ts ? ksklu n fr? m sk? rz simz s? mw? t ? rb? tr? ri/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? ks? pt/ | | |Substitution of the mid high front /I/ for | | | | |the mid front /e/ | |/ t/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? | |/? n/ | | | | |/ t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/k? t? g? ri/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? | |/w? n? r/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? n/ | | | | |/? t/ | | | | |/? nd/ | | |Substitution of the low front vowel /? for| | | | |the central Schwa /? / | |/t? l? v n/ | | |Substitution of the mid high front /I/ for | | | | |the hig hest front /i/ | |/f? kt/ | | | | |/ t/ | | |Substitution of the low front vowel /? for| | | | |the central Schwa /? / | |/? t/ | | | | |/? n? l? d b? l/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ in the second | | | | |syllable. | |/k? ns? d? re / | | | | |/? z/ | | | | |/l gw? d? / | | |Substitution of the low front vowel /? / for| | | | |the mid-front /e/ | |/en? / | | | | |/f? m/ | | | | |/? k? d? mi/ | | | | |/p? kt r/ | | | | |/? nd/ | | | | |/w? t? / | | | | |/? s/ | | | | |/l? st/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? / | |/m? st? r/ | | | | |/v? kt? ri/ | | |Substitution of the mid high front /I/ for | | | |the highest front /i/ | |/? t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/m? st? r? z/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/p? kt / | | | | |/t? l? v n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/g? v? n/ | | | | |/? ts/ | | | | |/? ? d nz/ | | |Substitution of schwa /? / for the highest | | | | |front vowel /i/ in the second syllable, | | | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ in the third | | | | |syllable. | |/h? / | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/? ts/ | | | | |/? n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? d/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/f? lmz/ | | | | |/h? ndf? l/ | | | | |/h? ndf? l/ | | | | |/? / | | | | |/b? g/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/s? tiz/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? d/ | | | | |/v? dio/ | | | | |/d? m? nd/ | | | | |/d? m? nd/ | | | | |? s | | | | |? ksklu n | | | | |? sk? rz | | |Substitution of the mid low back /? /, for | | | | |t he Spanish /o/ | But so does everything else about the way the Academy deals with movies from the rest of the world. An elaborate and mysterious winnowing process pares down the thousands of potential nominees to five. This year they are â€Å"Dogtooth† from Greece, â€Å"Incendies† from Canada, â€Å"Biutiful† from Mexico, â€Å"Outside the Law† from Algeria and â€Å"In a Better World,† which might be considered the front-runner if you take the Globes as an omen. /b? t so d? z ? vri ?ls ? bawt we ?k? d? mi dilz w muviz fr? m r? st ? v w? rld. ?n ? l? br? t ? nd m? st? ri? w? no pr? s? s p? rz dawn ?awz? ndz ? v p? t? n l n? m? niz tu fajv. s j? r ? e ? r dogtooth fr? m gris, incendies fr? m k? n? d? , biutiful fr? m m? ks? ko, awtsajd l? fr? m ? ld ri? ?nd ? n ? b? t? r w? rld, w? t? majt bi k? ns? d? rd fr? nt- r? n? r ? f ju tek globz ? z ? n om? n/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? vri / | | | | |/? k? d? i/ | | | | |/w / | | | | |/? n/ | | | | |/? l? br? t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? | |/? nd/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/m? st? r? z/ | | |Substitution of mid high front /I/ for the | | | | |mid-front /e/ in the second syllable. | |/w? no | | | | |/ s/ | | |Replacement of the mid high front /I/ for | | | | |the highest front /i/ | |/j? r/ | | | | |/k? n? d? / | | |The speaker did not produce de vowel sound. |/? ld ri? / | | |Substitution of mid high front /I/ for the | | | | |mid-front /e/ in the second syllable. | |/? ld ri? / | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? / in the first syllable | |/? n/ | | | | |/w? ? / | | | | |/k? ns? d? rd/ | | | | |/? f/ | | | | |/? z/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? | |/? n/ | | |Substitution of the low front vowel /? / for| | | | |the central Schw a /? / | â€Å"Dogtooth† came and went on a few American screens last spring, and â€Å"Outside the Law† had a brief run in December (and may return shortly); only â€Å"Biutiful,† whose globally famous star, Javier Bardem, was nominated for best actor, is likely to be playing now at a theater near you. The others will be released in the late winter or early spring, in the hopes of realizing some kind of box office bounce. The usual pre-nomination handicapping — the canvassing of critical opinion and the weighing of popular sentiment — does not apply to these movies, which might in principle make the choices less compromised, but in practice only serves to make them more confusing. dogtooth kem ? nd w? nt ? n ? fju ? m? r? k? n skrinz l? st spr , ? nd awtsajd l? h? d ? brif r? n ? n d? s? mb? r ( ? nd me r? t? rn rtli); onli biutiful, huz glob? i fem? s st? r, h? vi? r bardem, w? z n? m? net? d f? r b? st ? kt? r, ? z lajkli tu bi ple naw ? t ? ?i? t? r n? r ju. rz w? l bi rilist ? n let w? nt? r ? r ? rli spr , ? n hops ? v ril? jz s? m kajnd ? v b? ks ? f? s bawns. ju w? l pri- n? m? ne n h? ndik? p k? nv? s ?v kr? t? k? l ? p? nj? n ? nd we ?v p? pj? l? r s? nt? m? nt d? z n? t ? plaj tu ? iz muviz, w? t? majt ? n pr? ns? p? l mek t js? z l? s k? mpr? m? j zd, b? t ? n pr? kt? s onli s? rvz tu mek m m? r k? nfjuz / Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? nd/ | | |Substitution of the low front vowel| | | | |/? / for the central Schwa /? / | |/l? st/ | | |Substitution of the low front vowel| | | | |/? for the low-back. | |/spr / | | | | |/? nd/ | | | | |/h? d/ | | | | |/? n/ | | | | |/? d/ | | | | |/? kt? r/ | | | | |/? z/ | | | | |/ple / | | | | |/? t/ | | | | |/n? / | | |Substitution of the mid-high back | | | | |vowel /I/ for the central diphthong| | | | |/I? / | |/w? l/ | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/? / | | | | |/w? nt? r/ | | | | |/spr / | | | | |/? n/ | | | | |/ril? jz / | | | | |/? ? s/ | | |Substitution of the mid low back | | | | |/? /, for the Spanish /o/ | |/h? ndik? p / | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/h? ndik? p | | | | |/k? nv? s / | | | | |/k? nv? s / | | |Substitution o f the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/kr? t? k? l/ | | | | |/? p? j? n/ | | | | |/? nd/ | | | | |/we / | | | | |/w? t? / | | | | |/? n/ | | | | |/pr? s? p? l/ | | | | |/? n/ | | | | |/pr? kt? s/ | | | | |/k? nfjuz / | | | | METHODOLOGY An IPC student from the Second semester was selected for the recording of the speech sample which was one of the main concerns of this investigation. The recording was made on February 9th in a classroom of the IPC. The electronic device used was a low quality cell phone whose recording application allowed us to record the student’s speech and then, through USB connection, transferred the audio to the PC and copied the data in a CD-ROM. ANALYSIS OF THE RESULTS †¢ CHART N? 1 Production of the vowel sound mid – low back /? / in a text read by a student of the second semester at the IPC. | |Pronunciation | | |Sound | | | | | |Substitution | | |Well – Pronounced | | | | | |Mispronounced | | | | | |Substitution of the mid | |/? |0 |4 |low back /? /, for the | | |0% |100 % |Spanish /o/ in most of | | | | |the cases. | †¢ For the vowel sound low front /? / (fifty – three times). †¢ For the vowel sound mid -high back /? / (two – times). â⠂¬ ¢ For the vowel sound mid – high front /? / (eighty – two times). †¢ For the vowel sound mid-low back /? / ( four times) Sound |Right |Wrong |Substitution | | |2 |0 | | |/? / |100% |0% |None | |Sound |Right |Wrong |Substitution | | |57 |24 | | |/? |70% |30% |In most of the cases, | | | | |replacement of the mid high | | | | |front /I/ for the highest | | | | |front /i/ | Sound |Right |Wrong |Substitution | | |22 |31 | | |/? / |42% |58% |In most of the cases, | | | | |Substitution of the low front| | | | |vowel /? for the central | | | | |Schwa /? / | 1- The speaker’s most troublesome sound was the mid – low back vowel of English /? /, although its incidence in the whole article was very low, only four times. Nevertheless, the student substituted the English sound /? / whose lip- position is similar to the one of Spanish / o /, that is, slightly rounded. 2- After the mid-low back vowel, the most troublesome sound was the low front vowel /? /, due t o the fact that the speaker substituted this sound /? / in most of the cases for schwa /? or Mid-low back /? /, in which the lips are slightly spread and the vowels for the substitution are lax (/? /) and tense (/? /) respectively. Some aspects that may cause trouble for the speaker is the word spelling, because sometimes they tend to get confused or doubtful when pronouncing a word, in the moment they see a difficult or uncommon spelling. RECOMMENDATIONS In order to facilitate our labor as future English teachers and to encourage our students to learn the language while developing effective skills, being speaking our main concern, the researchers selected a series of educational techniques: ? Readings As future EFL teachers we have to expose our students to English language through â€Å"readings† in which students will find a visual stage (graphemes) and an auditory one (phonemes). Students will read aloud pieces of writings made by them or any selected reading material made by the teacher such as, short stories A Christmas Carol by Charles Dickens, To Build a fire by Jack London, or any play such as: Romeo and Juliet by William Shakespeare. Students will read or hear structures like: pot – stop, tip – sleep, car – bad and the will also be aware of the likenesses or differences among vocalic sounds immersed in the readings. Dictation EFL teachers must develop listening skill, so as a speaking one, in their students and this can be done through the appropriate use of dictation as a useful and realistic technique that will allow students to receive a phonic background and then to analyze the spelling data involved, that is, graphemes. The most important part of this method is that students will be able to create the pieces of writings that will be read by the teacher or among the classmates and whose content will be according to their interests and experiences, so student? creative expression will also be taken into account as essential part of the learning process. ? Poetry According to Stuckland (1962) students like poetry first for its singing quality, for its rhyme, rhythm and all that goes into the melody of verse. That is, the enjoyable environment poetry creates when students interpret its content. Suggested poems will be: Hickory, Dickory, Dock by William Wallace Denslow in whose content are presented a variety of vowel sounds. CONCLUSIONS In order to make our students aware of the different vowels in English, we as English teachers, have to clarify and exemplify several exercises for them, to make a distinction in pronunciation patterns of the sounds they can find more troublesome in English. We can write similar words in the board and provide a distinction of sounds to differentiate them, so students could see the pronunciation if we would practice with them the distinction and very essential, the spelling patterns for the English vowel productions and examples with these. Furthermore, if we teach these spelling patterns criteria and we practice the pronunciation of these difficult vowels for our students, they will assimilate and acquire a better understanding, specifically if we focus our attention on these vowels /? / and /? /. As another useful activity, we can encourage our students to produce the different vowels of English by different techniques, and be aware of common mistakes in the utterance of the mid-low back and /? / and the low front /? /. Regarding this, we can explain our students different techniques to practice in the classroom, such as reading activities, dictations, spelling patterns, pronunciation differences and others. Finally, we as EFL teachers have to be more sensible while listening to our student? s vowel production and when they find it difficult to make a distinction between the vowel systems of English and Spanish, and we can provide them with a comparison and contrast pattern, in order to provide them with the comprehension and accurate distinction between these systems, making their pronunciation more accurate. BIBLIOGRAPHICAL REFERENCES SAPIR, EDWARD  (1921)  Language: An Introduction to the Study of Speech. Harcourt Brace and Company, Orlando, Florida. STRICKLAND, RUTH (1969) The language arts. D. C Health and Company. Lexington, Massachusetts. A. C,GIMSON (1962) An introduction to the pronunciation of English. Reader in Phonetics, University College, London. A. C,GIMSON (1975) A practical Course of English Pronunciation, a perceptual approach. Edward Arnold Publishers, 25 Hill Street, London. ———————– Professor: Viktor Carrasquero Hickory, dickory, dock The mouse ran up the clock The clock struck one, The mouse ran down, Hickory, dickory, dock How to cite Phonetics and Phonology, Essay examples

Marketing and Customer free essay sample

Megan Sedlacek Marketing Unit 4 Assignment 1. As a marketing consultant for a chain of hair salons, you have been asked to evaluate the kids’ market as a potential segment for the chain to target. Evaluate the kids’ segment against the four criteria for successful market segmentation. * Substantiality: Is the kids’ group large enough to warrant developing and maintaining a special marketing mix? I think so. However, there is a challenge finding the right size or balance. If the kids’ group is too large in one region, there is a risk of diluting effectiveness, and if the group becomes too small, the company will lose the benefits of economies of scale. There are often very large customers that provide a large portion of a suppliers business. These single customers are sometimes distinctive enough to justify constituting a segment on their own. This variable should be relevant to a substantial group of customers, such as parents who have children. We will write a custom essay sample on Marketing and Customer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page * Identifiability and measurability: Is the kids’ market large enough to be identifiable and measurable? Yes, with the population booming, however it’s almost impossible to get accurate strategic data on a number of customers. The best idea would be to use more persuasive methods while gaining clientele that compensates for the gap of accurate data measurement. * Accessibility: Is there a way to market and reach members of other targeted segments? There are several variables to consider when marketing to both a largely populated area with competition and low population areas that may not have as much competition. You may be able to reach the attention of kids’ and parents by marketing low cost haircuts and other services that they may be looking for. In a kids’ group, the only service you are probably going to supply is haircuts, so to combine a haircut sale with something that a parent might be looking for at a low cost, you are probably going to gain their attention and grab their business. * Responsiveness: Are we able to offer lower priced hair-cuts to kids’? Yes, it’s kind of like accessibility. If you market a lower cost haircut for children, the parents are probably more likely to react and bring their kids’ in for a haircut. If the service is outstanding you are probably going to receive a repeat customer. 1. Write a letter to the president of your bank suggesting ideas for increasing profits and enhancing customer service by improving segmentation and targeting strategies. * As a loyal provider to many people in the community, there is potential to increasing profits by enhancing customer service and improving segmentation and targeting strategies. Proper customer segmentation needs to be done to see who retains what as well as what product need to be sold and when it is crucial. The channels to be used to target a customer and how to do it with the least amount of costs plays an important role in increasing the profitability and bringing value to a customer. Using the right customer-centric strategies with help of latest systems we can slice and dice relevant customer data and enable institutions to ensure and expand customer profitability. We can retain happy customers and increase profits several ways. One way is to manage customer life cycles at the bank. Once the customer has been acquired using traditional or non-traditional sources, the challenge is keeping them engaged and making them profitable. We need to initiate customer centric initiatives to see that the customer in the center of all activities that are undertaken. Customer segmentation is made to distinguish profitable from non-profitable and use strategies to see that the bottom line is enhanced. Another idea would be to use effective channeling. Providing the best customer service and clear communication to the customers is key to reducing costs as well as costly mistakes. We should also be able to supply the customers with a spend analysis. Based on individual analytics and metrics customers can be sent mailers on the product which they plan to buy. Based on segments, customer centric offerings are to be offered. Each customer has their own liking and disliking as well as proper planning. The right time to offer also plays an important role. This will avoid unnecessary mailers/calls to be made. Customers normally tend to ignore mass mailers and emails which are sent on regular intervals as they feel that they are junk mail. It is also important to determine the best channel of communication the customer is most likely to respond to. Valuable resources and time is saved and also frees marketing resources to concentrate on other customer and plan for newer programs. Overall, we can work with our customers on helping us improve our customer service and provide the quality service that the customers deserve. It is in this endeavor to have a sustaining model to keep the customer engaged throughout their relationship with the bank for growth and profits in the long run. . You are the marketing manager for a specialty retailer that sells customized handbags. Describe how the company could benefit from one-to-one marketing. The company is more likely to attract customers by offering discounted items which are automatically selected to appeal to the individual recipient. Once clientele is received, the personalization of offerings can be based solely upon individual purchasing records because of the simplified a nd repetitive nature of their business. By being loyal to the customers and offering discounts on a personal level, the company is sure to win the business of the customer for a lifetime. 3. In the absence of company problems, is there any reason to develop a marketing decision support system? * Yes, a decision support system holds data of customers’ and potential customers’ profiles and purchase patterns. With this said, managers are able to probe for trends, isolate potential problems, and ask â€Å"what if† questions to make the appropriate decision in any case. 4. Prepare a memo to your boss at JetBlue Airlines to outline why the organization needs a CI unit. With competition of the industry on the rise, JetBlue Airlines needs a way to become better competitors to keep and gain more customer relationships. We can achieve the competitor advantage by implementing a competitive intelligence unit that allows us to assess our competitors and vendors information. We would be able to improve our performan ce standards to be on the same level as our competitors but also be able to increase our earnings over those in the industry. Overall, a competitive intelligence unit can help us in our marketing decisions and be a more successful company overall.