Marketing Strategies Of The Walt Disney Company - 1770 Words

Nicholas Pavick, Tucker Bentley , Giana Labanca Marketing Qiyu Zhang MK-240-05 October 29, 2014 I understand and will uphold the ideals of academic honesty as stated in the Honor Code.____________________ For Team Six’s Project, we have analyzed the marketing strategies of, The Walt Disney Company, using some concepts, models, and frameworks that we have learned in class. In this project/paper we have addressed in our power point presentation, the following issues: the product/service’s basic information, a description of the product/service’s marketing strategy, our own analysis of the firm’s marketing practices, and our recommendations to improve the effectiveness of marketing. To start, our group divided the workload evenly among our group members. We broke down company history competitors, core business, marketing strategies, marketing promotions, and marketing ethics into five equal parts, one for each member. As for the timeline for completing this project, we have met once a week (Every Saturday) to discuss each deliverable. We have given ourselves enough time before the due date to break up the work evenly amongst the group. Finally, once completing the paper, we all met for a final time as a group to fix any errors or make any necessary changes before turning in the deliverable. For this final paper we have combined all five of our parts to provide a thorough presentation and paper using the concepts, models, and frameworks that weShow MoreRelatedWalt Disneys Corporate Strategy1274 Words   |  6 PagesWalt-Disney Walt-Disney Company’s Corporate Strategy The Walt-Disney’s corporate strategy is to create a professional focused content. The Disney organization takes the newest innovation of technology to create a professional experience in entertainment. For instance, Walt-Disney utilizes innovation to bring the excitement of a carnival to the world. 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Stop And Frisk By Stephen Colbert And Jessica Williams

Many times in the world authors observe things and want to help make a change. The â€Å"Stop and Frisk† program that was happening in 2013 in New York City was an event that caused uproar from many people, authors included. The program allowed police officers to stop and search an individual if the officer believed the individual was guilty of committing a crime. The problem with the program was that minorities were being targeted much more than white individuals. In 2013, a judge made a ruling on the program. The judge ruled that â€Å"Stop and Frisk† was unconstitutional; however, she did not call for an end to the program, she just called for changes. Reacting to the judge s ruling and the â€Å"Stop and Frisk† program in general, Stephen Colbert and Jessica Williams both made satires about the program. The satires both appeared within a few days of each other in 2013, mocking â€Å"Stop and Frisk†. The satires appeared on two different comedy talk sho ws, â€Å"The Colbert Report† and â€Å"Jon Stewart†, where the audience is expecting to learn about current events through humor. Because the people who watch these shows want to enjoy them from a playful perspective, most of the people already agree with the viewpoints of the hosts, which is liberal. Both of the texts that appear on â€Å"The Colbert Report† and on â€Å"Jon Stewart† use humorous tones and unreliable characters to successfully persuade the liberal audience that the â€Å"Stop and Frisk† program needs to be ended. Both of the texts are effective

Effects of Integrating Drawing to the Writing Process Essay Example For Students

Effects of Integrating Drawing to the Writing Process Essay This study was conducted over an 8- week period with 20 first graders in an urban school setting. Students simply wrote on self-selected topics without drawing. During the first week students were limited to writing in a 30 minute time frame. Two weeks later students were timed for 30 minutes again and they were asked to draw and then write. Results showed that when students draw and then write their stories, their writing performance increased, Changes to their writing center occurred during this 8-week period. Hence, their feelings toward writing also increased at the end of this study as measured with a survey ND informal observations. Introduction: It seems that the Visual Arts is often a neglected aspect Of the elementary school curriculum and frequently at the top of the elimination list. According to Norris (1997) teachers are Often reluctant to bring art into the classrooms because they are faced with pressure to improve their students standardized test scores. Norris (1997) also points out that some teachers dont view themselves as being artistic, complicated by seldom having the benefit of an art teacher. Unfortunately, as lee seen it, art becomes an add on activity saved only for Friday afternoons or bad weather days when the students cant go outside for recess. In addition, if art is used, it is used in coordination with writing as an after-the-fact activity, as decoration, or illustration when stories are completed. As a first grade teacher I can attest to my students enjoyment of classroom time devoted to art activities. However, I ,like many teachers in my school, found art difficult to incorporate daily. The very few times that children had to draw were after theft written a story. Children seemed to enjoy this time of drawing but were often rushed to finish in order to share their writing. Many times I found myself saying, When you are finished writing you may draw a picture. Drawing was not stressed and at times not even required However, Graves (1983) describes drawing as an important component in childrens writing development. Lucy Calking (1983) also remarks: The act of drawing and illustration itself provide a supporting scheme inside which writing can be built. (p. 66) In addition, the only art media available on their desks were the basic eight crayons. This didnt allow for much creativity or expression in their drawing. I found their drawing to be simple and very small. Although my school doesnt eve a prescribed way Of teaching writing, Ive taught writing using the knowledge had from books or few workshops that I attended. Many workshops stressed the use Of graphic organizers as a preprinting strategy. Ive modeled using various graphic organizers but even with the use of these organizers Eve had many students express their frustration. I noticed some children struggle to get ideas to begin writing Often I heard students say, I dont know what to write. or l hate writing. This is not to say that children hate writing. On the contrary, Graves (1983) affirms the importance of childrens desire to write when e insisted, Children want to write. They want to write the first day they attend school. This is no accident. Before they went to school they marked up wall, pavement, newspaper with crayons, chalk, pens, or pencils Anything that makes a mark. (p. 21) Therefore, these levels of expressed frustration urged me to change my classroom into a more developmentally appropriate classroom. Combined both art and writing by creating a Writing/illustration Center since didnt have an art center. This center would make writing and art materials more available to them. Incorporated various art media. Also allowed my students the freedom to draw or create prior to writing. Therefore, this study attempted to answer the following questions: When writing is combined with art, would writing be improved? Will drawing before writing make writing an easier process? If so, would enthusiasm for writing be improved as well? I found this study important and valuable to teachers who are interested in searching tort ways to inspire and encourage their students, especially those students who write reluctantly. Literature Review Ive found very few researchers whom have done in depth study on the ambition of drawing and writing. One of the main researchers in this area is Janet Olson (1992) a professor in art education. Her extensive research and work with the young has suggested many benefits to the integration of drawing and writing find her research to be valuable in my own study because she explains how teachers can give students with various learning styles an opportunity to express themselves. She calls her version of this solution the visual-narrative p. 1) and feels that children can be trained to move back and forth between realms Of writing and drawing With little trouble. Olsen (1992) explains that childrens difficulty to write may stem from the fact that they are visual learners. According to her study if a child happens to be more Visual than Verbal he or she will find drawing a more enjoyable and suitable means of story -telling than writing. She says it best when she states: Unusual and verbal modes of learning can indeed be woven together in the classroom. Language need not and should no be separated from its initial component the way, all types of learners can benefit. (1 992, p. 6) Sharkskin (1996), to, suggested drawing as one of the primary ways young children communicate and should use their immunization potential to make sense of the writing process. In an article written by Karen Ernest (1997) she states that in her study, when children were allowed to draw, there an increased enthusiasm for writing and the writing was more descriptive. In addition, Norris (1997) states that the integration to drawing and writing resulted in more motivation for students to write and had fun doing it. Learning to Appreciate Reading and Writing EssayGiven choices, children can self-select drawing and writing activities that are appropriate to their needs and desires. (p. 37) observed children make various types of books from accordion books, cloud hooks, heart books etc. The children enjoyed this freedom and therefore expressed their enjoyment with the new center. I ended the study with the same survey as week l, with the exception that I added one more question about drawing. (See figure 1. 5) My focus was still on their feelings toward their writing now that the writing center had changed. Anted to see if their feelings toward writing had changed since the beginning of this study. Results The data obtained by the survey at the beginning of the study showed that 3 out of 20 felt that they liked writing, 14 out of 20 said that they felt O. K about writing and 3 did not like writing at all. At the end Of the study their feelings hanged results in 16 out of 20 students liked writi ng, 4 out of 20 felt K, and no one said that they did not like writing. (See figure 1. 6) Another data obtained was the writing rubric on the first week with no drawing. This resulted in some interesting results. The number Of available points for the writing rubric was 18 points. The writing was graded and averaged. The average of the writing with no drawing was 9. 3 out of 18 available points. Then two weeks later conducted the same study but this time students were to draw first then write. Used the same rubric and the scoring was the same. The class average this time was 13. 6 out of B available points. This showed an increase in class writing average. This suggested that drawing prior to writing improved their writing performance. The three dependent variables were organization, mechanics, and creativity in the student. Tidied these results in depth by calculating how many students scored in each area they just wrote. The criterion was scored as: outstanding, very good, good, fair, weak, and poor. Tooth students scored weak in organizational skills. Most students scored fair in mechanical skills and most students scored fair in creativity. See figure 1. 7) When the children drew and then wrote their stories, most of the students scored very good in organizational skills, Most students scored good in mechanics and most students scored very good in Alexis this part sounds weird Based on the graph Im not sure how to say Discussion This study suggested that there is a relationship between drawing and writing. First, this study answered my question if children would find enthusiasm with writing. The survey suggested that the students feeling toward writing the center changed at the end Of the study. This suggested that the changes allowed students the freedom to create and draw on their own when the center was changed from simply a writing center too Writing/illustration center. This increased their feelings toward writing in general. This study also answered if drawing prior to writing would make writing an easier process and if the writing would improve. The findings did show an increase in the class writing average. Children as well seemed to enjoy drawing their pictures and writing about them. The writing showed a wealth of information about how drawing made their writing an easier process. Found that a major increase was the organizational kills along with their creativity, I found this to be an interesting finding because many researchers stressed drawing as a pre-writing activity. Olson , 1992; Norris, 1997; Ernst, 1997; Johnson, 1 999), This seemed to have benefited my students when allowed them to draw first. The drawing seemed to increase their organization of ideas by allowing students to focus on having a good beginning middle and end to their story. I also observed that children tended to write more and write more creatively, I accidentally found that most of my students when they were asked to write without drawing, their writings tended o be more non-fictional writing, On the contrary, when they drew first most of them wrote fictional stories. These results changed my teaching and how view the writing process. As Janet Olson ((1992) says: leaches need to understand and incorporate visual thinking and visual learning strategies in conventional teaching methods in order to make it possible for both types Of learners to reach their full language potential. (p. 6) I have changed the writing center to 3 Writing/illustration center and this change actually had a great impact on my students. The greatest impact that this study is the improvement in the attitude award writing and the actual writing process. There was a particular child whom thought could have a learning disability. He disliked writing and would hardly write at least 3 sentences. When I asked the class to draw and then write, a wonderful transformation occurred. He is a natural artist and is a visual learner. The drawing helped him organize his ideas and they became very creative. He also showed enthusiasm toward the new writing/ illustration center. Limitation and Implications for Future Study The findings in this study are limited to the classroom setting and the group to children I studied.

Tips for Formal Writing

Tips for Formal Writing Writing assumes many categories. Formal writing is one category. It entails: academic writing, formal letters and business writing. It is governed by certain rules and regulations that should be adhered to. Below are tips for formal writing. Use concise language The language used in formal writing impacts on the understanding levels of readers. The language should be straightforward so that information is interpreted as it should be. Concise language ensures that reader are able to quickly comprehend the goal of writing. Literary devices such as exaggeration, imagery and metaphors should not be used in formal writing. Have a clear goal Formal writing does not offer space for deviations or integration of multiple topics as is the case in informal writing. It aims at conveying a clear goal right from the start to the end. When clarity is observed in writing, the goal is well communicated. In academic writing, a thesis statement asserts the specific goal that a research paper aims to fulfill. Use words that are familiar to you Using unnecessary complex words or vocabulary does not add any value to any category of formal writing. In fact, more harm than good is done making formal writing appear unpleasant. You should stick to words whose meaning is to the full of knowledge. Brevity must be upheld Express information in the simplest way possible. The use of short and simple sentences is the key to brevity. Writers should avoid the temptation to use too many words. It makes formal writing appear less formal. For example, the remedy to cancer is the use of vitamin supplements to aid in its prevention and treatment is not suitable sentence. This sentence is very long and to some extent ambiguous. Instead, it should be expressed as: vitamin supplements are the remedy to cancer prevention and treatment. Use a third person point of view This makes formal writing objective and increases a writer’s confidence. Using first person point of view-I am of the opinion†¦ makes writing both informal and unconvincing. There are exceptions in formal writing which require a first person point of view. If you are writing a formal letter seeking employment, you will have to use the first person mode in some instances. This also applies when writing an academic paper that requires your personal input. Use the non-contracted form of words The key aim in this tip is to refrain from using contractions. Contractions represent a shortened version of words. The contracted words replace specific letters with apostrophes. Words that are commonly contracted include: will not-won’t, cannot-can’t. Although the contracted words rarely alter the meaning of the original words, they make writing less formal. A writer should look out for contractions in an article and get rid of them. Using tools such as the find and replace option available in Microsoft Word writing software is an effective way of completely eliminating contractions in formal writing. Use correct punctuation and spelling Formal writing is greatly dictated by punctuation and spelling. To be certain that formal writing is perfectly punctuated, proofreading and editing must be done. Finally, accruing information about formal writing principles leads to a quality writing process. The tips discussed in this article will support writers in their quest to become proficient in formal writing. Apart from these tips, writers should find out what other tips enhance competence in formal writing.