Biography on Harlem Renaissance Research Paper Example | Topics and Well Written Essays - 1500 words

Biography on Harlem Renaissance - Research Paper Example The most peculiar aspect of the Harlem Renaissance was that it was ushered in by African American thinkers, artists, writers and musicians who evinced a prominent predilection towards the quintessential African American culture and heritage (Kramer & Russ 10). Harlem Reniassance was particularly marked by a distinct shift towards a self confident and strongly embracing notion of the racial pride and ethnic identity, which metamorphosed into remarkable cultural, artistic and literary achievements (Kramer & Russ 47). Harlem Renaissance evinced an effervescent and zealous interest in the black history and cultural moorings amongst the African American middle class. One of the salient objectives of the Harlem Renaissance was an honest portrayal of the African American talent and heritage through art, literature, music and thought. The objective of the central ideals eschewed by the Harlem Renaissance was to attempt a serious portrayal of the overall African American experience in its tot ality. The aim was to resuscitate and rescue a deliberately impaired collective psychology and to remould and revive a social perspective that got utterly warped over decades (Kramer & Russ 47). Harlem Renaissance had a marked influence on the African American musical heritage and the jazz music of the era flouted the conventional notions to voluntarily opt for improvisation and syncopated rhythms. Harlem Renaissance and Music It goes without saying that no one single aspect of the Harlem Renaissance played such an important role in influencing and shaping the American and world cultural landscape as the Jazz music (Wintz 183). Strongly favouring improvised solos and syncopated rhythms, the Jazz music of those times tended to be strongly averse to the many established musical conventions (Wintz 183). The composer of those times commanded such a strong following that people thronged in on a continual basis to listen to and appreciate their compositions. Yet, the remarkable thing abou t these compositions was that owing to a strong bend towards improvisation, no two performances of a single composition tended to be same. The musicians and singers of the era not only revived and invigorated the jazz music, but played a pivotal role in shaping and consolidating many new musical traditions. The musicians of those days played a major role in transforming the African American music and culture. The breath taking and engrossing pouring of the remarkable jazz compositions rendered by the musicians and singers of the Renaissance, happened to be a direct and emphatic expression of the hardships and travails faced by the African Americans in a racially divided South and an utterly severe urban North (Wintz 183). Harlem Renaissance attracted the public attention towards a musical tradition that would have utterly been lost or never contrived. In that context the Harlem Renaissance popularized the musical style of the African Americans amongst diverse cultures and racial gro ups. The salient composer of the era blended the poetry contrived by the African

Definitions Of Assessment And Classroom Based Assessment English Language Essay

Definitions Of Assessment And Classroom Based Assessment English Language Essay The aim of this chapter is to look at relevant research studies in relation to assessment in the classroom context, and to explore the role of classroom assessment in more details, with a specific focus on formative language assessment. It appears that the teachers classroom assessment practices and strategies may directly impact learners learning, and this includes young learners.(Oksana:not only with young learnersà ¢Ã¢â€š ¬Ã‚ ¦..so what should I put here) Classroom teachers are in the front line of helping learners learning and assessing their performance in the classroom. Thus, the literature review is mainly concerned with the role of classroom assessment and the relationship between classroom assessment practices and learning. The following section clarifies some terminology and explores the links between assessment and learning with young language learners in the EFL context through a review of literature on experiences of assessment with primary-age learners. 2.2 Definitions of assessment and classroom-based assessment In this section, the definition of the term assessment is provided and the definition of classroom-based assessment (CBA) is discussed to provide more details of the relationship between assessment and learning in classrooms. In the educational context, the term assessment is often associated with testing for most of the teachers, learners and other stakeholders. However, testing is only one element of assessment and it actually encompasses a wider range of factors from tests to dynamic and collaborative activities and tasks. Therefore, it is necessary to clarify the difference between assessment and testing before looking at the definition of classroom-based assessment(Oksana: insert page numberà ¢Ã¢â€š ¬Ã‚ ¦what?). 2.2.1 The distinction between assessment and testing Ioannou-Georgior and Sophie (2003: 4) provide a broader interpretation of assessment; they describe assessment as a general term which includes all methods used to gather information about childrens knowledge, ability, understanding, attitudes and motivation. Assessment can be carried out through a number of instruments (for example, test, self-assessment), and can be formal or informal. This definition suggests that teachers may use both formal and informal methods to collect information in relation to learners performance, such as their ability and attitudes, as an evidence of learning. Ioannou-Georgior and Sophie (ibid) point out that assessment refers to all kinds of methods, whether they are formal or informal, with the aim of collecting evidences of learners learning.(Oksana: similar to above, suggestion: remove it) The studies of Rea-Dickins(2000), Lambert and Lines (2000) go further to suggest that assessment is a constant ongoing process rather than a onetime thing. Rea-Dickins (2000) illustrates assessment as the general process of monitoring of keeping track of the learners progress. (p. 376). She highlights that such process is a continuous method to monitor the learners performance. Lambert and Lines (2000) also show the similar view of point, they define assessment as the process of gathering, interpreting, recording and using information about pupils responses to educational tasks (p. 4) From their viewpoint, assessment is related to what teachers do during the process of teaching and learning, including gathering, diagnosing, recording and using information about pupils performance and feedback. As can be seen, assessment is a part of both teachers and learners life within classroom and is integrated to the process of teaching and learning. It is also used to monitor and respond to lea rners regular work, such as learning activities, tasks and tests. On the other hand, testing refers to a procedure that is used to measure learners ability by teachers and examiners (Rea-Dickins, 2000). According to Ioannou-Georgior and Sophie (2003), testing is a procedure with a certain objective and is used by teachers to assess learners performance in order to understand whether the learner has achieved this objective or not. They also point out that testing used tasks or exercises and assigns marks or grades based on quantitative results (p. 4) This seems to suggest that testing is one of the tools that used by teachers to assess their learners ability and is a way to demonstrate what learners have learnt. It also implies that testing is a onetime thing rather than an ongoing process. As can be seen, testing is a procedure with a certain objective and is used to collect quantitative results, in terms of marks or grades. It is used to measure what the learners have learnt and to check whether they have met their goal or not; meanwhile, assessme nt refers to all methods of collecting both quantitative and qualitative data in relation to learners performance and is a continuous process. (Oksana: Yes, but it is classroom based assessment specifically that does thisà ¢Ã¢â€š ¬Ã‚ ¦..what?)In fact, through clarifying the boundaries between testing and assessment may help us to get insight into the meaning and definition of classroom-based assessment. 2.2.2 Definition of Classroom-Based Assessment Classroom-based assessment is defined by Airasian as the process of collecting, synthesizing and interpreting information to aid in classroom decision making (2005, p. 2). He highlights the work that teachers need to take during the process of assessment in the classroom context, with the aim of supporting teachers in decision making, such as deciding what forms of assessment are most appropriate for gaining information about learners learning and measuring achievement. In classrooms, teachers collect data in relation to learners needs, strength, and weakness and try to interpret the information on the basis of teachers own beliefs, capacities and knowledge. They then provide help to learners and may be able to support individual learning needs. Such ongoing processes, including assigning grades, providing feedback and learning opportunities, and modifying the teaching and learning, are aiming to renew, keep track and record learners performance in the classroom. By doing so, teacher s may be able to enhance learners learning and help them to close the gap between their current status and their target level (Sadler 1989). Further, Mckay describes that classroom assessment or teacher assessment refers to assessment carried out by teachers in the classroom (2006, p. 140). He then notes that classroom assessment may be formative, for instance, when the purpose is to provide feedback to help learners improve learning, or it may be summative, when the purpose is to record and report pupils achievement and attainment (Rea-Dickins 2000). As can be seen, the purposes for classroom assessment may lead to using assessment information formatively or summatively by teachers. For example, they may need to use formative assessment to identify learner needs and use summative assessment to provide learners achievement to school authorities in the end of a school year. In fact, there are a variety of purposes for teachers to use classroom assessment. Rea-Dickins suggests three objectives of using classroom assessment: teaching, nurturing learning, and measuring learning (2000). In other words, teachers may use classro om assessment to modify their teaching methods and materials, provide appropriate help to learners and meet the bureaucratic demands. Classroom assessment plays a significant role in collecting information about learners learning and can also be used to support teachers teaching and learning (Rea-Dickins, 2001). It is a continuous and integrated process which can be planned in advance as well as be unplanned, such as observing learners language performance during the course of teaching and assessment activities. The roles of teachers may have an impact on learners learning in the classroom, whether as facilitators to develop learners language development or as assessors to measure learners language learning, (Rea-Dickins, 2008). Teachers may use both formative and summative assessment as pedagogic tools to scaffold learners, adjust their teaching, and assign grades for learners in the classroom. It is important for teachers to develop classroom assessment skills and strategies, and bring about positive change in classrooms. The aims of adopting classroom assessment strategies are to support learners learning and te achers teaching, and to meet the ultimate achievement of the curriculum goals. Rea-Dickins (2001) provides a model of classroom assessment which illustrates teachers roles in four stages in the classroom assessment process (see Figure 2.1). It also reveals the fact that teachers may need to play a mediating role in order to deal with various demands from improving learning and modifying teaching. For instance, in stage 1, the Planning stage, teachers may be interpreters to explain the learning goals and assessment criteria with learners and evaluators to identify learners needs and levels. They may become supporter in stage 2 in order to scaffold learners and provide feedback to them. As for stage 3, teachers may also need to be interpreters to interpret the learning evidence and improvers to refine the assessment process; meanwhile, they may need to be reports to report and record the learning progress to administrative authorities. Stage 1: Planning Identifying the purpose for the assessment?(why?) Choosing the assessment activity(how) Preparing the learners for the assessment Who chooses/decides for each of the above Stage 4: Recording Dissemination Recording reporting progress toward NC Formal review for LEA or internal school purposes Strategies for dissemination of formal review of learners Stage 2: Implementation Introducing the assessment(why, what, how) Scaffolding, during assessment activity Learner self- peer monitoring Feedback to learners(immediate) Stage 3: Monitoring Recording evidence of achievement Interpreting evidence obtained from an assessment Revising teaching and learning plans Sharing findings with other teachers Feedback to learners (delayed) Figure 2.1 Process and strategies in classroom assessment  [1]   However, teachers may not be able to predict the complex interaction between these two assessment purposes before actually implementing the assessment active. For instance, teacher-planned summative assessment may also provide formative assessment opportunities for students during the teaching process. Rea-Dickins (2006) points out that the boundary and interaction between formative and summative purposes of assessment cannot be identified in any watertight way in advance, as they will unfold and be enacted through the classroom discourse (p. 183). As can be seen, teachers need to be flexible with their classroom assessment practices and be able to use both formative and summative assessment as pedagogic tools to scaffold learners, adjust their teaching, and assign grades for learners in the classroom. Thus, it is important for teachers to understand the functions of both formative and summative assessments and how to use them to modify their teaching, enhance pupil achievement, and report to school authorities, parents and other stakeholders. 2.3 The Functions of Classroom Assessment: Formative and Summative Assessment On the basis of the definition of classroom assessment (2.2), classroom assessment may be used as a variety of instruments by teachers to collect data in relation to learners needs, ability, knowledge, understanding and performance in the classroom. This seems to imply the primary role teachers play in classroom assessment process and the importance of linking formative and summative assessment to effectively enhance learners learning and report it to other stakeholders, including parents, other teachers, learners themselves, and school authorities. In this section, the functions of classroom assessment, in terms of formative and summative assessment, will be discussed, particularly with assessment for learning, through a review of the literature in relation to the role of both formative and summative assessment in classrooms. 2.3.1 The Role of Formative and Summative Assessment Classroom teachers are in the front line of assisting learners to develop their ability and enhance their learning, thus, it is crucial for teachers to recognize the different functions and characteristics between formative and summative assessments and to integrate them into everyday teaching and learning. Harlen and James (1997) share the different roles of formative and summative assessment in classroom assessment. They urge the need to distinguish the differences between formative and summative assessment, in terms of the functions and characteristics, and then connect and wave them together. To reveal the complexities of the differences between formative and summative, some research reports have provided a variety of interpretations to help teachers to clarify the concept of formative and summative assessment. According to the report of Task Group on Assessment and Testing, known as TGAT, it defines formative and summative assessment through clarifying the different purposes and timing between them. For formative assessment, teachers may use it to understand the the positive achievements of a pupil (DES/WO, 1988, para. 23) (Oksana: This is quite an old reference, is there anything newer/more recent on this point?)and then plan their teaching in order to help the pupil to reach to the next step. It highlights the dynamic process of teaching and learning in the classroom and more importantly, it points out the future direction through using the results of assessment. Formative assessment is a continuous process of adjusting teachers teaching and learners learning; meanwhile, summative assessment is used for systematic recording of learners overall achievement. In other words, teachers may use summative assessment to note learners performance, such as recording the grade or scores of teacher made and standardized tests, after a certain period of time. In 2001, Clarke expressed similar views in providing a clear illustration for formative and summative assessment: If we think of our children as plantsà ¢Ã¢â€š ¬Ã‚ ¦summative assessment of the plants is the process of simply measuring them. The measurements might be interesting to compare and analyse, but, in themselves, they do not affect the growth of the plants. Formative assessment, on the other hand, is the garden equivalent of feeding and watering the plants directly affecting their growth (p2). As can be seen, the main function of formative assessment is to nurture pupils and improve learning, which is a continuous process of interaction between teachers and learners. For instance, in classrooms, teachers provide guidance for learners toward improvement through formative assessment feedback during the processes of teaching and learning. As for summative assessment, it takes place after the teaching and learning. Teachers may grade or make judgments in relation to learners learning in order to inform and report to other stakeholders. In the classroom, teachers use formative assessment to help learners learning as well as modify their own teaching methods and materials. They also use summative assessment to assign grades and report attainment at the end of a school year for administrative purposes (Bachman Palmer 1996). As such, formative assessment requires the ability of the teacher to diagnose learners performance, in terms of what causes him or her to get struck, and to help learner to understand what to learn, how they learn, and how well they have learned. 2.3.2 Formative Classroom Assessment: assessment for learning More recently, the focus of the classroom assessment studies has shifted from forms of test to the interactions between assessment and classroom learning. This shift also highlights the importance of the improvement of learning through formative teacher assessment. Black and Wiliam (1998) review a variety of past research studies in relation to classroom formative assessment. They point out that several empirical studies show evidence to support the claim that improving formative assessment do raise standards and help pupils learning, particularly with low ability pupils. They also present evidence in relation to how teachers use formative assessment practices and strategies to enhance pupils learning in the field of general education. A broader explanation of formative assessment is provided by Black and Wiliam, they illustrate that all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged (1998, p.7). Their interpretation not only points out that formative assessment activities can be used by both teachers and learners but also indicates how teachers and students use feedback to adjust the teaching and learning. From this perspective, formative assessment is embedded in teaching and learning and can be used to prompt learner learning. Key formative assessment strategies, such as effective teacher feedback, teacher scaffolding, self- and peer- assessment, and raising learners self-esteem and motivation, may be integrated and embedded within teacher-learner(s) interactions(Rea-Dickins 2006). As can be seen, the activities that conduct by teachers, such as observation, teacher made tests, take-home tasks, and learners, including self- and peer- assessment, would provide information to help both teachers and learners improve themselves. Further, Brindley (2001) points out formative assessment should undertake by teachers during the learning process, by doing so, teachers can use the results to improve instruction (p. 137). In addition, Sadler (1989) connects formative assessment with feedback and believes that feedback to teachers and to learners are separate. He suggests that the aim of using feedback for teachers is to diagnose learners performance and modify their teaching in order to help learners to enhance their abilities; meanwhile, for learners, the purpose of using feedback is to monitor their performance and understand their own learning weaknesses and strengths. Further, Tunstall and Gipps (1996, p.393) identify two types of feedback used by teachers in classrooms: evaluative and descriptive feedback respectively. They suggest that the former seems to be more close to affective and conative (effort-based) aspects of learning with a performance goal, whereas the latter places the emphasis on the cognitive development with a mastery goal. Teachers act as facilitators in providing descriptive types of feedback, such as making suggestions and questioning as part of discussion, rather than directing (p. 401). As can be seen, there is a greater links between descriptive feedback and formative assessment. However, Torrance and Pryor (1998) point out that teacher feedback may have a negative influence on learners, for instance, when the teacher tries to correct learners mistakes which may lead to the impression of learners producing wrong answers. It may even be seen as criticism by the pupils and discourage learners self-esteem. Further, teacher feedback with praise may result in encouraging competition among learners instead of increasing learners motivation. Thus, it is important for teachers to recognize the influences and impact of formative assessment feedback on learner motivation and self-esteem. To sum up, classroom assessment is used by teachers to collect data in relation to the process and attainment of learners with aim of responding to individual needs and curricular demands. Formative assessment is crucial in enhancing learner learning and closing the gap between learners actual level and potential level. The following section explored assessment of young language learners in a foreign classroom context through review of past research studies in relation to classroom assessment in practice. 2.4Research on Assessment of Young Learners in the EFL Classrooms In this section, the relevant research studies of classroom assessment of young language learners are explored, followed by introducing a unique Taiwanese educational context, in terms of learning English in private ESL schools, as the classroom assessment context in this research. 2.4.1 Classroom Assessment of Young Language Learners Rea-Dickins (2000) points out that since the 1990s research studies in relation to assessment for foreign language learners has been more in evidence (e.g., Low et al., 1993; McKay et al., 1994; Edelenbos and Johnstone,1996; Breen et al., 1997; Leung and Teasdale, 1997). Language Testing proposes a special issue that is focusing on assessment for young language learners, who ages 5 to about 12, in the school system. The key idea of these reports in this issue is related to a variety of purposes for assessment for young language learners within an early years language learning curriculum which results in raising the awareness of wider issues in relation to assessment of young language learners, such as how the validity of classroom-based assessment is achieved. Teadeale and Leung (2000) draw the attention to the validity of implement alternative assessment and monitoring learners learning performance through teacher assessment. Rea-Dickins and Gardner (2000) also look at the same issue in relation to the implementation of formative classroom assessment, in terms of keeping track of learners language development, in the English as a Second Language (ESL) context. Their findings suggest the potential variables which may influence the validity of teacher assessment during the assessment procedure. This is followed by Gattullo who explores the way to implement formative assessment in the Italian primary foreign language classroom, where English is taught since grade 3 (age 8). She investigates different formative assessment processes through analyzing classroom assessment discourses and she also observes the everyday interactions between teachers and learners. The results suggest that instead of using formative assessment actions which may be m ore beneficial for learning, including observing process, examining product and metacognitive questioning; teachers use more common actions, such as questioning, correcting and judging. Continuing the theme of formative assessment of primary learners in the EFL context, Zangl (2000) provides the methods of assessment to gain information in relation to primary-age learners language skills. She argues that teachers may be able to draw a developmental picture for individual learners, including their general interactional skills and specific language skills, through ongoing assessment throughout primary school. Hasselgren (2000) looks at the innovative ways to develop materials, such as tests, teacher assessment, and learners self-assessment, which can improve both teachers and learners assessment skills in Norwegian primary schools. In the context of Norway, one significant difference is that there is no tradition of testing for young language learners due to local policy. This contributes to high-demand assessment methods, particularly in materials development and task design, and to the implementation of formative assessment, in terms of assessment for learning. Both teachers and learners are encouraged to develop their ability to assess. As can be seen, the national policy is one of important variables that influences teachers attitude towards integrating classroom-based assessment into their everyday language teaching. It is also crucial to take variables, such as learners prior cultural knowledge, teachers knowledge and ability in assessment, and the English curriculum, into account when assessing primary-age learners of English as a foreign language. Teachers should choose and design the appropriate assessment material for Young language learners. The material should be well adapted to learners cognitive and linguistic skills and to their interests. The work of Hasselgren suggests that classroom assessment may be influenced by a variety of factors, particularly by the national policy. These external elements, such as the government policy and English curriculum, may have direct impact on the implementation of assessment, teachers attitude towards classroom assessment and their classroom assessment practices in the EFL context. A brief history of primary school English education in Taiwan is explored in the next section to gain insight into a special English classroom in Taiwan. 2.4.2 ESL Program in Taiwan English teaching and learning for young learners has become increasingly important in Asian countries, such as Taiwan, China, Japan and Korea, where learners study English as a Foreign Language (EFL) over the past few decades. At this point it is useful to clarify some terminology before introducing the English educational context in Taiwan. The term English as a Second Language (ESL) used in countries, , such as Canada, North America and Australia, which refers to learners who are using English as the medium of instruction in school contexts but who are not English first language (L1) speakers (Rea-Dickins, 2000, p. 115). On the other hand, the term English as Foreign Language (EFL) refers to when English is taught to non-native English speakers in non- English speaking areas, such as Europe, Asia, and Africa. In 1997, the Ministry of Education (MOE) in Taiwan decided to implement curricular and instructional reforms in elementary and junior high school education. One of the most significant changes is that English courses are officially introduced in grade 3 (age 9) with two 40-minute lessons per week (Ministry of Education, Republic of China, 2010). Since then, learning English has become a popular movement for young learners from the ages of 5 to 12 across the country. Butler (2004) points out that some Asian countries, such as Korea, Taiwan, and Japan, have introduced English language instruction at the elementary school level, with special focus on oral communication skills. Although the officially suggested starting age is 9, most parents want their children to learn English as soon as possible. The assumption of the younger the better in foreign language acquisition is supported by many Taiwanese parents, who believe an early start will help their children to achieve greater profici ency. These factors above contribute to the significant growth in the number of cram schools and private language schools across the country over the last decade. Cram school also known as abuxiban in Taiwan are very common and popular in competitive Asian countries, particularly in Taiwan and Japan. The aim of these schools is to help pupils to enhance their achievement scores (Harnisch, 1994; Oneil Fukumura, 1992; Stevenson Stigler, 1992). In 1999, a report from China Central News, on 6 April 1999, stated that at least more than one quarter of elementary pupils attend private language institutions after school to learn English. Tsai and Kuo (2008) report that there are more than 5,000 cram schools in Taiwan. Most English cram schools offer additional after-school teaching to enhance pupils English ability. In particular, numerous so-called ESL schools aim to help Taiwanese learners to learn English as a Second Language (ESL) through using American elementary textbooks and teaching all subjects, including handwriting, computer, music, social science, reading, math, science, grammar, phonics and writing, in English. They also offer an ESL p rogram to kindergarten children of 3 years old up to students in grade 6 (age 12). In general, kindergarten pupils and grade 1 to 2 learners receive an average of 4 to 5 lessons a day, each 30 minutes long. As for grade 3 to 6 learners, they receive approximately 2 to 3 lessons a day due to their longer elementary school hours. Such ESL schools provide a unique educational context to investigate these ESL English teachers perceptions of classroom assessment and their own classroom assessment practices.

First Love: Pathway To Adulthood :: essays research papers

First Love: Pathway to Adulthood Love is one of the strongest emotions that a human being can feel. It can arise ever so suddenly, spreading a feeling of warm happiness through every inch of a person; like wildfire spreading through a tree. But as the feelings become more intense, the flame of passion can turn into a blazing fire that burns painfully through every vein. A person's first love is especially powerful because it grows from an innocent, naà ¯ve passion. Such was the case for both Vladimir, in Turgenev's First Love, and Tatyana, in Pushkin's Eugene Onegin. The first experience of unrequited love for Vladimir and Tatyana was filled with these raptures and tribulations, which, although left them broken hearted, gave them the strength and maturity needed to become adults. Throughout the genre of First Love, Vladimir was shown to be completely swooped up in overwhelming emotion for Zinaida. Vladimir was entranced with her beauty from the moment he first saw her, "I gazed at her, and how dear she already was to me , and how near. It seemed to me that I had known her for a long time, and that before her I had known nothing and had not lived†¦. (33)" Vladimir was in love at the first sight of her. He couldn't help himself from becoming infatuated with her because he didn't know the first thing about love. As the genre moves on, Vladimir's feelings for Zinaida became deeper and deeper. Vladimir thought to himself: I felt weary and at peace, but the image of Zinaida still hovered triumphant over my soul, though even this image seemed more tranquil. Like a swan rising from the grasses of the marsh, it stood out from the unlovely shapes which surrounded it, and I, as I fell asleep, in parting for the last time clung to it, in trusting adoration. (48) Vladimir allows himself to become completely wrapped up in Zinaida to the point where it becomes an obsession. He is in love with her so much that he even envisions himself rescuing her, as if from any other man: "I saw a vision of myself saving her from the hands of her enemies: I imagined how, covered with blood, I tore her from the very jaws of some dark dungeon and then died at her feet (71-72)." Vladimir was so lost in love for Zinaida that he fantasized about her in order to make their love seem real. Although Vladimir's obsessive love for Zinaida brought wonderful emotions, it also brought the pain and suffering of jealousy and rejection. The raptures that Vladimir experienced went hand in hand with the

Marketing Reasearch Topshop Essay

Many organisations use marketing research to contribute to the development of their businesses because Market research can improve marketing strategies. Market research gives you concrete feedback regarding the product or service. You can use the information from market studies in your marketing strategy to define your target market, position your product, and price it appropriately. TOPSHOP is one of the world’s most internationally recognized fashion design talent schemes its part of the Arcadia Group, which owns a number of other retail outlets, it seems to be the single biggest supporter of emerging design talent in the UK. Arcadia Group ones over than 500 stores in more than 30 markets, supporting franchisees. Retail is a popular market as many new designers and stores are always popping Using marketing research is the most common kind of research as you can determine your market how you need to brand your product. Also finding competitors can be very useful when selling similar products for example a very popular fashion necessity like leggings. These leather leggings are popular in London at the moment and many stores are selling them however as TOPSHOP is such a popular brand people would rather spend  £33 at TOPSHOP then  £12.99 at a more basic store even with the significant price difference. This shows the importance of market research and branding, TOPSHOP’s reputation and brand awareness allows them to sell product at a higher price than other market competitors. Both products are made from the same material 100% Polyurethane but TOPSHOPS modifies the basic shape by adding multiple seams and a metal zipper, this adds a more fashionable twist then other companies which then allow TOPSHOP’s marketing team to increase the price to beat competitors. Topshop is a British clothes retailer specialized in women’s clothing and fashion accessories. Topshop started life in 1964 as Peter Robinson’s Topshop. By the 1970s Topshop had the first stand-alone store which was opened in 1974 however in 1994 the brand began to grow and set up at 214 Oxford Store. TOPSHOP first had a reputation of being a tacky low price clothing outlet. As the brand started growing they created TOPSHOP ‘plus’ to appeal to a larger market and compete with potential market competitors, which has now earned the fame of now leading fashion retailer. This success is owed to market strategy made in 1994 by going upscale. TOPSHOP ‘plus’ products will arrive first in the market and will be of high quality and very low comparative price. TOPSHOP plus stock up to date fashion clothes and accessories before any of its competitors does in the market because of the brand status many sellers want to work with TOPSHOP as they have so much publicity and celebrity endorsement. The endorsement from the British super model Kate Moss acted to strengthen Top Shop’s image as being first class in fashion clothing additionally the collection arrived in stores, designed to capture the models’ unique sense of style, Kate Moss for Top shop was one of the most hotly anticipated high street collaborations. Over time, TOPSHOP will come to be known not only as just the fashion accessory provider but much rather a trend setter especially with its in-house designer brands and those exclusively introduced and introduced by fashion industry leaders. Due to its various marketing efforts, innovations in the business and exclusive services for its customers, it is now the biggest and the most differentiated name in the fashion industry especially when it comes to retailers in the field.

“Pride and Prejudice” offers an intensely personal story Essay

â€Å"Pride and Prejudice† offers an intensely personal story, and this story is written in light, airy, sparkling prose and is filled with witty and immensely entertaining dialogue. There are brilliantly drawn characters ranging from Elizabeth’s slightly eccentric mother to the gold-digging military officer Wickham. The two couples that I will be investigating in the following coursework are Elizabeth with Darcy and Collins with Charlotte. The two couples are both completely different in their relationships. The relationship between Elizabeth and Darcy is a peculiar one. Elizabeth first set eyes on Darcy at a public ball, and Elizabeth was not given the best if first impressions. This is because it was also the first appearance of Mr. Bingley and Elizabeth would have been comparing them both. Mr Bingley danced happily all night at every opportunity: â€Å"†¦Danced every dance, was angry that the ball closed so early†¦Ã¢â‚¬  Whereas Mr. Darcy: â€Å"†¦danced only once with Mrs. Hurst and once with Miss Bingley†¦Ã¢â‚¬  Elizabeth would be interested in a fun loving man, not some boring man that was too proud. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Or so she thought. When Mr. Bingley was in vain trying to persuade Mr. Darcy to dance with another Bennet his comment was: â€Å"†¦She is tolerable; but not handsome enough to tempt ME†¦Ã¢â‚¬  Although Mr. Darcy did not intend for Elizabeth to hear this, she did. And this brief meeting was enough to give Elizabeth a first impression, originally the novel of â€Å"Pride and Prejudice† was called â€Å"First impressions† and we can see why. So what of our second pair; were events more auspicious? Charlotte Lucas is a very close friend to Elizabeth, but even with this they have very different views on marriage and love. Elizabeth feels it is essential to have love in a marriage and she would not dream of marriage otherwise. Whereas Charlotte has a very different opinion, she thinks love is a bonus in marriage and not a necessity. She would be quite happy to marry blindly because all that she seeks in a marriage is social stability and the social status: â€Å"†¦Happiness in Marriage is entirely a matter of chance†¦Ã¢â‚¬  When Charlotte first sees Mr. Collins she is interested. She is not interested in his charming good looks, which is just as well, she is interested in his house, money and availability as a husband. Let us now consider the personalities involved in these two marriages. Elizabeth is the protagonist of the novel and the second oldest of the five sisters, she is lively, quick-witted, sharp-tongued, bold and intelligent. She is good looking, and is especially distinguished b her fine eyes. She has pride in seeing a person’s inner-self, yet this ability fails her on more than one occasion. Elizabeth is one of the few people to not be impressed by wealth or titles such as Lady Catherine De Bourgh. And what of her husband to be? Mr. Darcy is an aristocrat of great wealth. He is a proud man and conscious of class difference. Even though Darcy may be proud he still possesses honour. His pride is actually what makes him lose his pride; this is so because Darcy is very used to women falling at his feet but when he realises his adoration for Elizabeth she makes it clear that she isn’t interested. This challenges Darcy. And of our second couple? Collins is an extremely comical clergyman and adds a humorous side to the novel. His trademark is conducting very long and very silly speeches, the sole purpose of these speeches is to say what he thinks to the people around him. Another one of the purposes he has in the novel us being next in line to inherit Longbourn when Mr. Bennet dies. He thought it would help the Bennet family if he was to marry once of the daughters, but when this is refused he turns his affections to Charlotte Lucas. Charlotte is one of Elizabeth’s closest friends, but in the novel her main function is to act as a contrast to Elizabeth. She has little opportunity to find a husband whom she really loves so she settles for the social status and security a man like Mr. Collins can offer. What of the proposals towards Elizabeth? As I have previously stated, Darcy expects women to fall at his feet simply because he is used to it. But when I examine the relationship between Elizabeth and Darcy I see that Elizabeth had a deep hatred for Mr. Darcy. Although this is mainly due to the wrongful accusations imposed by Mr. Wickham, she thinks him to be a proud, cruel, insensitive and devious man. In reality Mr. Darcy is proud by mostly he is shy. Mr Darcy thinks he is successfully attracting Elizabeth, and the she knows it. When actually Elizabeth has no idea of this until Charlotte points it out: â€Å"†¦My dear Eliza he must be in love with you or he would never have called in on us in such a familiar way†¦Ã¢â‚¬  When the first proposal is made to Elizabeth she is absolutely outraged at how this man could think her to love him: â€Å"†¦you were the last man on the earth whom I could every be prevailed on to marry†¦Ã¢â‚¬  At this refusal Mr. Darcy was deeply hurt and left the room. We are not told the exact words of Darcy’s second proposal because firstly there is no need, and secondly Jane Austen chooses to leave the proposal to our imaginations. Elizabeth accepts this proposal because by that time she and Mr. Darcy are truly in love. And of the proposal towards Charlotte? Mr Collins only wants to marry because Lady Catherine advised him to, and he is not at all interested in love: â€Å"†¦make him the happiest of men†¦Ã¢â‚¬  The proposal was nothing at all towards the proposal of romance. This proposal was actually more of a practicality, something that had to be done before they could both do what they both intended to do; Charlotte wanted to find comfort in her children whereas Collins wanted to please lady Catherine. From looking at both relationships; Elizabeth with Darcy and Charlotte with Collins, I conclude that both couples are happy. Elizabeth and Darcy are happy because they both found their true loves and Elizabeth has the bonus of a husband of wealth and in ownership of a tasteful home. Collins and Charlotte are happy because Collins get to please Lady Catherine (which is all he seems to want to do) and Charlotte is happy because she was reaching quite a high age for unmarried status. The future is concerned is guesswork, but educated guesswork. And my educated guesses are that Elizabeth are and will always be truly happy as long as they have one another. Collins and Charlotte will also be happy in the future because; Collins never put any real commitment into marriage so has nothing to lose, and Charlotte will find comfort in her children. Jane Austen was very successful at putting her views across; she made her opinions obvious when she wanted to (which was not very often) and all of her opinions are justified by my standards and I think many others would agree.