Theme Analysis of Marriage: Jude the Obscure

Thomas Hardy, the author of Jude the Obscure, focuses on multiple themes throughout his book including social order and higher learning which is mainly seen in the first part of the book. Jude, a working class boy aiming to educate himself, dreams of a high level education at a university, but is pushed away by the cruel and rigid social order. In the second part of the book, Jude abandons his idea of entering Christminster and the focus shifts to Sue. The themes of love, marriage, freedom replace the earlier theme of education and idealism. Hardy pushes each of these themes to his audience and challenges everyday ideology by his audacious story about Jude Hawley. Hardy begins an argument against the institution of marriage, but he does not necessarily suggest that marriage is automatically bad; he just makes it clear that he believes people should be able to step away from a marriage if things do get dire. He also makes it clear that marriage is not necessarily linked to love in any way, so it's obvious that a decent, understanding society would accept Jude and Sue's relationship because they truly love each other, regardless of whether they are married or not. Hardy tends to view marriage with cynicism, and there are many disapproving comments about the nature of marriage being based on contracts. Hardy was conscious that women were not treated equally in society, and that the laws of nature were often heavily weighed against women. He treats the subject with sympathy and understanding. He also illustrates that marriage could victimize both men and women. There are no happy marriages or content couples seen in the book. Jude, when married to Arabella, feels trapped in a hopeless situation. Marriage is compared to being â€Å"caught in a gin, which would cripple him if not her also for the rest of a lifetime,† (43). However, Jude is partly aware even before the marriage that Arabella is the wrong type of woman for him. He recognizes that there is something in her â€Å"quite antipathetic to that side of him which had been occupied with literary study and the magnificent Christminster dream. It had been no vestal who chose that missile for opening her attack on him,† (27). A few chapters later, the reader is told, â€Å"he knew too well in the secret center of his brain that Arabella was not worth a great deal as a specimen of womankind,† (39). Naive and trusting, he does the honorable thing and marries her. But he has married the wrong woman, and the marriage is bound to be a disaster. Sue's marriage to Phillotson is another example of a disastrous marriage of rashness and thoughtlessness. Jude suspects that Sue has married Phillotson as a reaction to his own marriage, a kind of retaliation, a way of â€Å"asserting her own independence from him,† (129). She does not realize the enormity of the step she has taken, and after the ceremony, there is a â€Å"frightened look in her eyes,† as if she has only just become aware of the rashness of her decision. Barely a month later she admits, â€Å"perhaps I ought not to have married† (142). Sue is the loudest critic of matrimony in the novel. She makes sarcastic comments on the custom of giving away the bride, â€Å"like a she-ass or she-goat or any other domestic animal† (126). When her marriage is in trouble, she criticizes the institution, explaining the difficulty she experiences fitting into the conventional mold which society demands. The nineteenth century tradition of the subjection of women to fathers and husbands is reflected in Gillingham's advice to Phillotson to be firm with Sue until she has knuckled under. Hardy makes it clear, however, that it is the man here who is victimized in this marriage; Phillotson is far from being a cruel, tyrannical husband. Instead, he is an extremely patient and liberal husband. Sue's views on marriage should not necessarily be connected with Hardy's. Hardy himself points out her emotional inconsistency, and there are several signs that she is not really cut out for marriage. In Part V, both Jude's and Sue's divorces come through, but Sue avoids their possible marriage. She calls marriage a â€Å"sordid contract† and a â€Å"hopelessly vulgar† institution, and she fears that an â€Å"iron contract should extinguish† all tenderness between them, reinforcing Hardy’s negative view of the nature of marriage. Most of Sue’s views on marriage are given in parts V and VI. She feels that the contractual nature of it will kill all impulse and romance; â€Å"it is foreign to a man's nature to go on loving a person when he is told that he must and shall be a person's lover,† (193). The visit to the unclean registry office in part V, chapter 4 is horrifying for her, and she shows abhorrence to the ordinary church wedding. She sees it in terms of a sacrifice of the bride: â€Å"the flowers in the bride's hand are sadly like the garland which decked the heifers of sacrifice in olden times,† (215). Sue's views on marriage are rather extreme, and they represent a push away from the norms of marriage. Hardy also raises some valid arguments of the overly rigid attitude of society towards the unmarried and the unconventional. Phillotson's humanity and charity in letting Sue go scandalizes the school authorities, and his career is ruined. A kind, decent man who was only trying to be fair is scorned by society's intolerance. Sue and Jude also became the subject of cruel gossip at Aldbrickham: the neighbors ignore them, Little Father Time is taunted at school, Jude loses his job, and the family is forced into a nomadic existence. Hardy is pushing the fact that society is vindictive and intolerant of those who deviate from its normal codes of living and marriage. Hardy repeatedly emphasizes that marriage involves making a commitment that many people are emotionally unfit to fulfill, and this thought comes from the narrator, but it is also expressed by Sue, Jude, Phillotson, and Widow Edlin through the whole novel. Although the custom of marriage is such a central theme pressed by Hardy, he conflicts against other conventions in his society like education and social class which ultimately show a huge theme of fighting against the norm.

Johnson Pte Ltd. Case Study

According to the case study, en Azmi that been charge to make a research and turnaround strategy for Johnson Pte Ltd. En Azmi has implement 3 strategy. First is under production and services. The industry of food and beverages are competing between Johnson, Unilever and Nestle. For Unilever and Nestle always take turn to win. This giving an impact to Johson Pte Ltd competes in the industry itself. The strategy that been implemented by En. Azmi is by consistently research and investigated opportunities in new markets. With this research, it can help the company to explore the market of food and beverages.Researcher also can produce new product or new flavor according to the survey that been conducted through loyal customer. Second under Management Information System, Johnson Pte Ltd has problem in manage the proper accounting system in the company. So in order to fix that, en Azmi has taken initiative by improves the current accounting system at retailing division. With this improveme nt of accounting system, it can help giving better inventory and efficiency cash management in the division. Third is under Human Resources Management, En Azmi has implement 2 strategy. First is by undertaking cost reduction programed.Under this program, senior management of Johnson Pte Ltd pay or salary needs to cut down by between 5% – 30%. This can help to reduce the expenses that are too high. In order to reduce manpower costs, En Azmi also doing replacement of employees. Once Chairman receive the sweeping power, the unproductive management staff was been trimmed. This allows all the expatriates to leave. All the expatriates then been replaced with local expertise. This help to reduce the manpower cost and unnecessary compliance cost also speed up decision making within group.

Bec Curriculum

Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative, critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing, functional, and creative writing. Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Science and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in the English books for the grade. Grade III is considered the threshold in reading. Thus, at the end of the third grade, every child is expected to be a functional/successful reader. TIME ALLOTMENT Learning Areas English Daily Time Allotment III IV V 100 80 80 I 100 II VI 80 100 The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because basic literacy skills are expected to have been developed in Grades I-III. The 20-minute increased time allotment may be used for mastery of the skills through any of the following: peer tutoring spelling lessons enrichment/reinforcement for fast learners writing (practice) remediation for slow learners free reading 1 EXPECTATIONS GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes. At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms; and demonstrate interest in reading to meet one’s various needs. At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for pleasure and get information from various text types. At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using the basic anguage structure in oral and written communication; and read with comprehension. At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages in cursive form. At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in manuscript form. 2 The Philippine Elementary Learning Competencies (PELC) The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The expected outcomes (skills) for each component are in matrix form per grade level. With this arrangement, teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration within learning areas. The teacher is free to decide whether to have the four components or only two or three components integrated in a day’s lesson. Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. Science concepts are integrated in this lesson. I. Objectives Tell what the story heard is about (Listening) Use of this/that with singular form of nouns (Speaking) Give appropriate heading for a set of pictures/sentences (Reading) Write words/phrases – copying from a model (Writing) II. Subject Matter Telling what the story/picture is about Use of this/that with singular nouns III. Materials: short story, pictures 3 IV. Procedure A. Listening †¢ †¢ Motivation – showing pictures of animals; talking about pets or animals they know Listening to a story Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby kittens are very small. Pussy Cat is always beside the baby kittens. †¢ Comprehension Questions Who has baby kittens? What is Pussy Cat doing? What are the baby kittens doing also? What is our story about? B. Speaking Show picture of a cat and say: This is a cat. The cat is big. Ask pupils to hold the picture and repeat the sentence. Ask them to tell something about their personal belongings. e. g. This is my bag. My bag is red. Introduce the use of that. Teacher says: This is a bag. What is this? Guide the pupils to say – This is a bag. (pointing to the object) Practice: Pupils take turn in asking and answering questions using this-that. e. g. Pupil 1: This is a pupil. What is this? Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern. ) (There is pupil to pupil interaction with this kind of activity. ) Let the pupils understand that – This and That refer to one object. 4 C. Reading Teacher recalls the story used in listening. Teacher/pupils read the story. Question: Which of the following is a good title for the story? a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens Present these words on the board or show pictures. Pupils read the words or give the names of the pictures. a. pig b. pig dog goat bird carabao monkey cow Question: What are these words called? What words would be the title/heading for the animals in Set A? Set B? Science Concepts: There are different animals around. Some animals make good pets. Some animals give us food. Infusion of Values: Animals need care. We should be kind to animals. Practice: Read these sentences and give a title for each group of sentence. e. g. There are many animals in the farm. The animals make different sound. The dog barks. The cat says, â€Å"meow, meow. † The duck says, â€Å"quack, quack† Group Activity: Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or pictures distributed to the pupils. When the leaders show the strips of paper, the pupils holding the pictures/sentences group together to their respective leaders. D. Writing – Copy the sentences and fill in the blanks. My Pet I have a ______. I call it ______. Its color is _____. My pet eats ______. 5 V. Evaluation: †¢ †¢ Evaluation of written work, neatness, etc. Fill the blank with this or that. Father reads a book and says, â€Å"_____ is a good book. † (Picture of father holding a book. ) †¢ Give a title for the set of words and sentences. orange VI. Agreement: apples guavas pineapple Ask the pupils to write down words or sentences related to the following: Games I Like to Play The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be administered to measure mastery of the objectives/skills taught. ENGLISH – GRADE I LISTENING 1. Respond appropriately to expressions listened to * †¢ greeting others †¢ leave taking SPEAKING 1. Use expressions listened to in appropriate situations Ask and answer questions e. g. What’s your name? Where do you live? What grade are you in? How old are you? etc. 2. Give short commands and directions READING 1. Recognize wo rds commonly heard through sight word †¢ courteous expression †¢ one-step direction WRITING 1. Demonstrate Writing Readiness Skills * †¢ free-hand writing †¢ connecting dots 2. Follow simple one-step direction heard e. g. stand up sit down . Identify common printed materials e. g. book, newspaper, 2. 1 Turn the pages of a reading material properly 2. Trace and copy lines * †¢ straight †¢ slanting †¢ horizontal †¢ curve †¢ circular 3. Write legibly, accurately in manuscript form the capital and small letters of the alphabet 3. 1 Trace and copy letter with †¢ straight lines †¢ combination of straight and slanting lines e. g. Nn Aa †¢ combination of straight and curved lines e. g. Dd †¢ rounded strokes with loops e. g Cc 3. Identify specific sounds from a background of different sounds heard * †¢ loud and soft †¢ high and low 3. Talk about the meaning of sound signals heard e. g. roosters crow in the morning, ships make loud sounds when they arrive 3. Sharpen visual discrimination skills * †¢ similarities and differences of objects/pictures as to size, length †¢ identifying missing parts of pictures †¢ left to right eye movement Identify letters that are similar/ different in a group of letters * included in the 8-Week Curriculum 7 LISTENING 4. Identify speech sounds heard †¢ initial and final consonant and vowel sounds e. g. /f/ vs. /p/; /e/ vs. /iy/ SPEAKING 4. Produce words listened to with †¢ initial and final consonant ounds †¢ initial and medial vowel sounds READING 4. Associate names of objects/ pictures with their printed symbols e. g. words with †¢ initial and final consonant sounds †¢ critical consonant and vowel sounds 5. Sing/act rhymes, poems, jingles WRITING 4. Write the letters of the alphabet according to: †¢ grouping †¢ proper sequence 5. Ide ntify words that rhyme in poems/jingles 6. Recognize rising and falling intonation and meanings they signal †¢ yes-no questions †¢ wh- questions †¢ statement 5. Recite rhymes, jingles with correct intonation and stress 6. Talk about oneself/others/things 6. Read orally high frequency words in running print – Dolch Use singular form of nouns Basic Sight Word †¢ this/that is with objects 6. 1 Increase one’s vocabulary †¢ a and an in naming †¢ words about family members objects †¢ labels and sign in school Use the plural form of nouns †¢ synonyms and antonyms †¢ noun + s 6. 2 Identify the parts of a book †¢ these are/those are + cover, title, table of contents noun 7. Use personal pronouns 7. 1 Use the pronoun that agrees in gender with its antecedent 7. Tell what the picture or a series of pictures is about 7. 1 Tell what the story is about †¢ composite picture e. . a garden scene †¢ solo picture e. g. red rose 8. Answer wh-questions based on stimuli presented Objects: †¢ composite pictures †¢ experience charts 8 5. Write words and phrases 5. 1 Copying from a model †¢ name, grade, school 5. 2 Dolch Basic Sight Word †¢ days of the week 7 Give the main idea of a selection heard 6. Copy paragraph with 2 to 3 sentences †¢ use the correct punctuation mark 8 Note details in a selection heard †¢ answering wh- questions †¢ identifying setting, characters, events 8. Use verbs †¢ simple present form 7. Write from dictation †¢ common words †¢ phrases †¢ simple sentence LISTENING 8. Select the details of a story heard from a set of pictures SPEAKING 8. 1 Use –ing form of the verb in response to: †¢ What is _____ doing? ____ is cooking. †¢ What are _____ doing? ____ are playing. READING 9. Organize ideas †¢ Grouping pictures based on similar ideas †¢ Select appropriate heading for a: set of related pictures set of words/phrases set of sentences 10. Tell the sequence of natural events †¢ plant growth †¢ life stages of animals 10. 1 Tell what happened first, second, last in a series of pictures 11. Perceive relationship †¢ source e. g. egg-chicken †¢ function e. g. tab le-trees †¢ part-whole e. g. eyes-face 12. Predict outcomes †¢ Give the possible ending of a series of pictures/given events †¢ Tell what would happen next to a set of pictures 13. Infer 13. 1 what a person or animal does 13. 2 what have happened before/after an event 9 WRITING 8. Write names of common objects learned in listening and speaking †¢ common signs in the classroom 9 Tell the sequence of events in a 8. 2 Use the verb to be (am, is, are) story heard through pictures with nouns and pronouns as subject 8. 3 Use the simple past form of the verb (regular verb) 10 Act out best liked parts of story heard 9. Use words that describe persons, animals, places (adjectives) 9. Use the positive form of regular adjectives 9. Write sentences using synonyms and antonyms to describe objects 11. React to what the character said/did on a story listened to 10. Talk about topics of interest in 2-3 sentences 10. Write sentences about one’s self and family 12. Infer the feeling/traits of characters in a story heard 1 1. Compose greetings in cards e. g. Happy Birthday ENGLISH – GRADE II LISTENING 1. Identify speech sounds heard initial consonant blends initial and medial vowel sounds words with diphthongs 1. 1 Discriminate speech sounds heard critical consonant and vowel sounds e. g. /s/ vs. z/ /? e/ vs. /ey/ SPEAKING 1. Improve pronunciation skills 1. 1 Use initial consonant blends initial and medial vowel sounds words with diphthong critical consonant sounds critical vowel sounds 1. 2 Use courteous expressions in appropriate situations greeting others taking leave offering help READING 1. Associate names of objects. pictures with printed symbols 1. 1 Read automatically high frequency words in running print 1. 2 Recognize words using spelling patterns. c–v–v–c c–v–c–c consonant clusters in initial and final position consonant clusters and blends in initial/final position WRITING 1. Copy legibly, accurately and neatly in manuscript form of a given text sentences paragraph rhymes/poems learned 2. Recognize the rising and falling intonation in: yes-no questions wh- questions statements 2. Ask and answer questions 2. 1 Use short answer forms to questions e. g. Who is your teacher? Does the dog bark? 2. Increase one’s vocabulary by learning synonyms and antonyms of common words 2. Use capital letters in writing one’s address, names of persons, subjects, the beginning letter of the first word in a sentence 1. 1 Write common abbreviations e. g Mr. , Mrs. 1. Copy words in alphabetical order 3. Copy paragraph observing indention, capitalization and punctuation 4. Copy poems/rhymes accurately 5. Demonstrate readiness skills in cursive writing 2. Follow simple one-step directions heard 3. Give commands/directions two-step direction 3. Do accurately slow reading to follow a simple one-step direction 3. 1 Follow printed directions for test taking 4. Pantomime/act out rhymes and jingles 4. 1 Feel the rhythm through clapping, etc. 3. Identify words that rhyme in 2-3 stanza poems 4. Recite short verses, two-stanza poems with correct intonation and stress 0 LISTENING 5. Give the main idea of a selection listened to Tell what the story is about SPEAKING 5. Talk about oneself/others things/ events 5. 1 Use nouns This/that with singular form of nouns Plural form of regular noun These are/those are with plural noun 5. 2 Use possessive pronouns (My, You, His, Her, Your) Use the pronoun that agrees in gender with its antecedent READING 5. Get the main idea 3. 2 Tell what the set of related pictures is about Give the appropriate heading for a set of †¢ pictures †¢ sentences 3. 3 Group similar ideas under proper heading WRITING Write important dates, abbreviations in cursive Birthday Days of the week Months Address 6. Write from dictation Phrases Simple sentences Sentences in paragraph form 3. 4 Distinguish big ideas from small ideas 7. Write sentences/short paragraph about the pictures 3. Note details in selection listened to 3. 1 Answer wh-questions 7. Retell best-liked parts of a story heard 5. 3 Use verbs 5. 3. 1 Use simple present form of verbs with singular/plural nouns as subject 5. 3. 2 Use the -ing form of verbs (verbs of being) 5. 3. 3 Use the simple past of the verbs commonly used 5. 3. Use positive/negative form of auxiliary verbs 5. 3. 5 Use two-word verb 6. Use adjectives to describe people, animals, places Use the positive form of regular adjectives 4. Note details in short paragraph, poems, stories read 4. 1 Note explicit details descriptive words identify characters, setting etc. of the story 5. 2 Note implied details 5. Organize ideas 5. 1 Group pictures showing similar ideas 5. 2 Identify words/phrases sentences that go with a given concept/idea 7. Sequence events 7. 1 Tell what happened first, second, etc. 7. 2 Tell what happened before/after an event 7. Arrange words alphabetically based on the first letter 11 8. Act out best-liked parts of a story heard 7. Use preposition and prepositional phrase 8. Write the correct spelling of words learned in auditory discrimination LISTENING 9. Impersonate well-liked characters in a story heard SPEAKING 8. Talk about topics of interest in 3-4 sentences READING 8. Perceive relationship shown in pictures 8. 1 Identify the cause of a given effect 8. 2 Infer details in passages that are not signaled explicitly WRITING 9. Write sentences from a picture stimulus 10. Give a possible ending to a situation/story heard . Predict outcomes 9. 1 Tell the possible ending of a situation presented through pictures 10. Write a different story ending to a story read/heard 9. 2 Give events that could happen next 11. Make inferences Inf er hidden information from oral texts 10. Infer what have happened before/ after an event 11. Write a composition about a given topic 10. 1 Prepare an invitation card based on a model 10. 2 Write short notes to friends/family member 12 ENGLISH – GRADE III LISTENING 1. Identify words with – †¢ final consonant sounds †¢ initial and final consonant blends and clusters SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Use words presented under auditory discrimination in sentences READING 1. Recognize words using spelling patterns as clues e. g. digraphs Cvc Consonant clusters in initial and final position 1. 1 Recognize words through repeated exposure 2. Read orally 1-2 stanza poems with correct pronunciation, stress and rhythm 2. 1 Read orally or commit to memory well liked lines in a poem/selection 2. 2 Use context clues to get meaning of unfamiliar words 2. 3 Use the glossary to get meaning of new words 3. Read orally conversations/dialogs observing proper intonation 4. Follow simple two-step directions two separate simple sentences compound sentences 5. Get the main idea distinguish big ideas from small ideas give appropriate title for a paragraph identify key sentence in a paragraph WRITING 1. Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling copying from a model letters of excuse, apology name and write the parts of a letter 2. Identify words that rhyme in poems heard 2. Recite short verses, 1-2 stanza poems with correct intonation and stress 2. 1 Recite poems with gestures 2. 2 Memorize short verses . Write contractions correctly 3. Recognize the rising and falling intonation in questions and answers heard 4. Follow two-step directions heard 3. Use courteous expressions in appropriate situations e. g. inviting someone 4. Give short commands/directions three-step directions 5. Ask and answer questions about oneself/others using pictures dialogues comic strips 3. Write different kinds of sent ences Telling, asking, requesting and exclamatory sentences 3. 1 Write one’s own address correctly 4. Copy paragraph with 4-5 sentences observe indention, capitalization and punctuation 5. Give the main idea of a selection listened to 13 LISTENING 6. Note details in selections listened to (1-2 short paragraphs) answer who, what, when, where questions SPEAKING 6. Talk about oneself things/events 6. 1 Use the singular form of nouns with verbs of being 6. 2 Use the plural form of Nouns 7. Use possessive pronouns 7. 1 Use pronouns that agree in gender with its antecedent 8. Use verbs 8. 1 Use the correct form of the verb that agrees with the subject in number 8. 2 Use the correct time expression to tell an action in the present past future 8. 3 Construct sentences with simple subject and predicate 9. Use words that describe persons, places, animals, ideas, events (adjectives) READING 6. Note explicit and implied details from a story read Answer how and why questions 6. 1 Decode words using structural analysis prefixes compound words 7. Organize ideas 7. 1 Classify related ideas/concept under proper headings 7. 2 Identify proper heading for related sentences 7. 3 Outline a 2-paragraph text with explicitly given main idea 8. Sequence events 8. 1 Arrange events as to space order line order both space and time order 8. 2 Number events in a story read 8. 3 Arrange words alphabetically based on the first and second letter 9. Perceive relationship 9. 1 Identify cause – effect relationship 9. 2 Identify and use language clues that signify cause-effect relationship e. g. because, as a result 10. Predict outcomes 10. 1 Give an appropriate ending to a given situation 14 WRITING 5. Write from dictation different kinds of sentences with correct punctuation marks –telling, asking etc. 6. Write the correct spelling of words learned in listening, speaking and reading 7. Write simple letters for a given purpose letter of excuse letter of apology 7. Sequence events in the story listened to through pictures/groups of sentences/guided questions 8. Write utterances on a given situation/comic strip presented 8. Retell best-liked parts of a story heard Use the positive, comparative and superlative forms of adjectives 9. Write a different story ending 10. Write sentences from a set of pictures to make a story LISTENING 9. Make inferences Infer traits of characters based on what they do or say in a story listened to SPEAKING 10. Use expressions to show location 11. Talk about topics of interest in 4-5 sentences 11. Infer READING WRITING 11. Write a different story ending 11. 1 what have happened before or after 11. 2 insight from what is read or observed 12. Draw conclusion using picture-stimuli/passages 12. Fill out forms correctly †¢ library form †¢ Information Sheet 10. Distinguish between facts and fancy from stories heard 13. Evaluate ideas 13. 1 Tell whether an action or event is a reality or fantasy 13. 2 Identify irrelevant ideas in a passage 14. Read orally or commit to memory poems/verses 13. Write a short story from a given situation 15 ENGLISH – GRADE IV LISTENING 1. Distinguish rising and falling intonation 2. Identify the stressed and unstressed syllables e. g. stress on the: first syllable (library) second syllable (industrious) third syllable (elementary) 3. Recognize pauses and stops in utterances that signal meaning e. g. Roy, the boy in white/is my cousin. (describing Roy) Roy/the boy in white is my cousin. (talking about Roy) 4. Follow 3-4 step directions heard 2. Give series of directions using sequence signals e. g. first, then, next, etc. SPEAKING 1. Use words with stressed and unstressed syllables in sentences READING 1. Decode words in stories read using phonetic analysis e. g. /ze/z/- breeze /th/ thank Read orally stories/poems with correct stress and Intonation Show enjoyment of stories/poems read 2. Use the dictionary to interpret stress marks for correct accent select appropriate meaning from several meanings given to locate words using guide words 3. Do accurate, slow reading in order to follow common directions in: prescriptions medicine labels simple experiments 4. Identify meaning of unfamiliar words through structural analysis words with affixes and inflectional endings compound words and their components words written as: one word (backyard) two words (security guard) hyphenated (sister-inlaw) WRITING 1. Write the correct spelling of words with stressed and unstressed syllables e. . words with silent letters words ending in –ph sounded as f 2. Write sentences/paragraphs giving simple directions in doing something e. g. making a project playing a game 3. Write from dictation sentences and short paragraph observing correct spelling capitalization and punctuation marks 5. Get information from a conversation listened to 3. Use courteous expressions in ap propriate situations e. g. telephone conversation 16 LISTENING SPEAKING 4. Ask and answer questions about oneself/others/pictures use because, so that, in order 5. Use the plural form of nouns in sentences e. g. ouns ending in f: chief-chiefs leaf-leaves use expressions denoting quantity e. g. a lot of, some, etc. READING use context clues synonyms, antonyms, homonyms WRITING 6. Give the main idea of a selection listened to: -Tell what the story/poem/ news is about in two or three sentences 4. Give the main idea of a 2-paragraph text 4. 1 Identify the main idea that is implied or explicitly stated 4. 2 Evolve a title in topic form for text based on the main idea or big idea 4. 3 Skim the general idea on what the material is about 4. 4 Read orally one’s best liked part of a story 5. Note significant details that relate to the central theme 5. Locate answers to wh-, how and why questions that are explicitly stated in the texts 5. 2 Demonstrate knowledge of story grammar by be ing able to identify setting, characters and main events in the story 5. 3 Find descriptive words/action words in selection read 5. 4 Read orally one’s best liked part of a story 6. Organize ideas 6. 1 Classify related ideas/concepts under proper heading 6. 2 Give a heading or title for texts read 6. 3 Identify sub-heading for a given heading 17 4. Write a paragraph/short story from one’s experience 7. Note details in a selection listened to: -identify setting, suspense, climax in the story 6. Use possessive form of singular nouns e. g. Renato’s bag 6. 1 Use possessive form of plural nouns e. g. the boy’s shirt 5. Write letters observing the correct format thank you letter letter of invitation letter of congratulations 8. Classify related ideas from news/ stories heard 7. Use a variety of sentences declarative interrogative imperative exclamatory 7. 1 Construct simple sentences with modifiers and compliments 6. Write a paragraph based on an outline LISTENING SPEAKING READING 6. 4 Outline a two-paragraph passage 6. 5 Outline a story read 6. 6 Use the outline as a guide in retelling or summarizing the story 7. Sequence events/ideas 7. 1 Sequence the major events/ideas in a selection 7. 2 Arrange a set of given events in logical order to make a story e. g. time order space order both space and time order 8. Perceive relationship 8. 1 Identify statements/events that show cause-effect relationship 8. 2 Give cause-effect relationship in paragraph/passages read 8. 3 Use the word because/so that to identify statements that show cause-effect 9. Predict outcomes 9. 1 Give an appropriate ending to a given situation and give justification for such ending 10. Infer 10. 1 character traits from a selection read WRITING 9. Sequence events in the story listened to through groups of sentences/guided questions 8. Use object pronouns (me, him, her, us, them, you) 8. 1 Use the object pronoun that agrees in number with its antecedent 7. Write essays arrange paragraphs according to order of time/events and location 9. 10. Report on a news item/radio broadcast heard Use the different verb forms (regular and irregular) present form past future 9. 1 Use the verb that agrees with the subject in number 8. Write a variety of texts letters, paragraphs using a variety of sentences riddles, mottos, sayings 11. Predict the outcome of stories heard 0. Use words that describe persons, places, animals, events (adjectives) 10. 1 Use the positive, comparative and superlative forms of regular adjectives 11. Use adverbs of place and time 9. Compose riddles, slogans and announcements from given stimuli e. g. semantic maps, planned activities/programs 10. Write utterances/expressions on situations/comic strip presented e. g. Thank you! You’re great! 12. Infer the feelings of characters based on how they talk (volume, voice, stress) 13. Give conclusions to situations/ news/oral report heard 12. Use prepositions and prepositional phrase e. g. among in a month 11. Draw conclusions based on information given 18 LISTENING 14. Evaluate ideas and make judgments on oral texts presented orally 14. 1 Distinguish between fact and opinion SPEAKING 13. Talk about topics of interest in 56 sentences READING 12. Evaluate ideas and make judgments 12. 1 Tell whether an action or event is reality or fantasy 12. 2 Distinguish between fact or opinion 12. 3 Compare and contrast text information with prior knowledge 12. 4 Evaluate the likelihood that a story could really happen 12. 5 Determine an author’s perspective on the central topic WRITING 11. Write paragraphs Descriptive Narrative 12. Write diaries and journals 13. Write summary of story read fable fairy tale 19 ENGLISH – GRADE V LISTENING 1. Distinguish changes in meaning in sentences caused by shift in intonation e. g. She’s coming. (plain statement) She’s coming? (for confirmation) 1. 1 Distinguish changes in meaning of words caused by stress shift e. g. Please record (verb) the test result in the class record (noun) SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Pronounce words putting stress on the correct syllable 1. 2 Use the correct intonation for statements and questions 1. 3 Use courteous expressions in conducting a club meeting READING 1. Decode meaning of unfamiliar words 1. 1 Decode words in stories using structural analysis 1. 1. 1 words with affixes prefixes and suffixes 1. 2 Identify the different information given to a word in a dictionary syllabication stress marks multiple meaning of words. 1. 3 Use synonyms and antonyms 2. Follow printed directions in filling up school forms Information Sheet 3. Get the main idea 3. 1 Give heading to a set of related ideas 3. 2 Identify the key sentence in a paragraph 3. 3 Identify the details that support the key sentence 3. 4 Skim to get a general idea on what the material is about 4. Note significant details 4. 1 Identify the setting, characters and ending of stories read 4. 2 Draw pictures of Incidents/characters from a selection heard 4. 3 Identify oneself with a character in the story WRITING 1. Write the correct spelling of words learned in listening, speaking and reading 2. Follow a series of directions (5 to 6 steps) 3. Give titles to paragraph/stories listened to 4. Note details in a selection listened to: Make a story grammar to remember details (setting, character, events Give implied ideas or information 5. Get information from news report heard 5. 1 List down important ideas/events . Make simple and accurate descriptions and announcements 3. Use plural form of nouns in talking about oneself/others irregular nouns 4. Retell selections listened to 5. Use a variety of sentences simple compound complex 6. Use possessive form of plural nouns proper nouns ending in s or z 2. Fill out school forms correctly Information Sheet Bank deposit and withdrawal s lip 3. Write a paragraph from the pictures drawn Beginning sentence Middle Ending 4. Arranging sentences according to order of time/importance in writing a paragraph 5. Write rhymes/jingles related to the selection read 20 LISTENING 6. Sequence events in the story listened to through groups of sentences SPEAKING 7. Use pronouns 7. 1 Demonstrative (who, where, etc. ) 7. 2 Reflexive (myself, herself, etc. ) 7. 3 Ask and answer questions about oneself/others No + negative (No, I’m not. ) rejoinder Yes + positive rejoinder (Yes, I am. ) positive stem + negative stem It’s a puppy, isn’t it. negative stem + positive tag READING 5. Organize ideas 5. 1 Identify the major ideas/concept in a selection 5. 2 Organize the key sentence and supporting details into an outline 5. 3 Make a two-point outline of a 2 to 3 paragraphs 6. Sequence the major ideas/concept in a selection 7. Perceive relationship give possible causes to a given effect and possible effects to a given cause 8. Predict outcomes 8. 1 Give possible endings to a selection 8. 2 Give an appropriate ending to a selection WRITING 6. Write a 2-point sentence outline 7. Identify cause/effect from statements/situations heard 7. Write reports from writing models Science report television shows schools and community news 8. Write an ending to an incomplete story 8. Give justification to a possible ending to a story heard 8. Use the different verb forms 8. 1 Simple present for general truth 8. 2 Habitual past (use to + verb) 8. Future (going to + verb) 8. 4 Use two-word verb 9. Use words that describe Persons, places, animals, Ideas (adjectives) 9. 1 Use the positive, comparative and superlative forms of adjectives 9. 2 Use descriptive words and phrases as + adj. + as 10. Use adverbs10. 1 Adverbs of manner and frequency 10. 2 Use words that can function as adjectives and adverbs 10. 3 Use prepositio n + prepositional phrase 21 9. Identify action words/ descriptive words in sentences/paragraphs heard 9. Infer traits of character the general mood of expression in a selection how the story would turn out if some episodes were changed 9. Write descriptive paragraph letters of invitation/request telegrams announcements 10. Evaluate and make judgments on oral texts presented orally 10. Draw conclusions based on information given 11. Evaluate ideas/make judgements 11. 1 Identify facts/opinions in a selection read 11. 2 Give opinions about information read 10. Respond in writing based on stimuli- result of an observation/ experiment acceptance letter descriptive/narrative LISTENING 11. Report accurately information heard SPEAKING 11. Direct and indirect discourse e. g. Direct – Lydia said, â€Å"Fe write a letter. † Indirect – Lydia told Fe to write a letter. 1. 1 Transform direct to indirect or vice versa 11. 2 Change statement to question or vice versa e. g. Nora writes a letter. Does Nora write a letter? 12. Talk about topics of interest in 7-8 sentences READING 11. 3 Get information from newspapers parts of a newspaper and information from each part 12. Use library resources to get informa tion Card catalog Atlas, encyclopedia Newspapers WRITING 11. Write reported statements in paragraph form 11. 1 direct discourse to indirect 12. Write different texts Narrative Description Appointments Advertisements 22 ENGLISH – GRADE VI LISTENING 1. Distinguish changes in meaning of sentences caused by stress e. g. This is your dress. (It’s yours. ) This is your dress. (It’s definitely a dress. ) 2. Follow a series of directions listened to labeling diagrams completing a chart 3. Give the main idea of a selection listened to 2. Use courteous expressions on appropriate situations Participate in club meetings Conducting an interview 3. Ask and answer questions using pictures/dialogues/comic strips 3. 1 Change statements into questions 3. 2 Use tag questions negative and positive e. g. We get food from the forest, don’t we? You don’t buy junk food, do you? . Retell a selection listened to – news broadcast fiction stories 4. 1 Read orally/recite poems cast for a verse choir 4. 2 Give accurate announcements Give a report based on an interview SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Relay information accurately using different discourse (statement, questions, commands) 1. 2 Use the correct intonation Yes-No questions Questions introduced by interrogatives READING 1. Decode meaning of unfamiliar words using structural analysis words with affixes †¢prefixes and suffixes the dictionary †¢words with multiple meanings context clues 1. Learn some common idioms e. g. stone’s throw 1. 2 Use figurative language to describe people and events Simile; Metaphor; Hyperbole 2. Follow a series of directions in- experiments prescriptions cooking 3. Tell the big ideas/key concepts implied in each paragraph of the story read3. 1 Give the details that support the big idea 3. 2 State the main idea of a paragraph that is explicit or implied 4. Note significant details 4. 1 Identify the events of the plot of a story, poem, short plays 5. Sequence the key concepts/big ideas to show wholeness of the story/selection 5. Use a story grammar to show sequence of episodes in a story 23 WRITING 1. Write a composition showing introduction body conclusion 2. Write specific directions on given situations e. g. interpret a diagram/road map 3. Write a model composition arrange details in order †¢ home reading report †¢ diaries †¢ minutes of meeting 4. Write a summary of what was read 5. Write from dictation 5. 1 Reconstruct a dictated text by taking down important notes 4. Note details in selections listened to- identify the setting, main and secondary characters, climax and ending of the story 5. Sequence events of a story listened to through guided questions LISTENING 6. Give possible cause/effect to situations/news stories heard SPEAKING 5. Use nouns- plural of compound nouns, gerunds 5. 1 Use nouns that are plural in form but singular in meaning e. g. news, measles 6. Use a variety of sentences as to structure †¢ †¢ †¢ †¢ †¢ †¢ simple simple subject with compound predicate compound subject and simple predicate simple subject and compound predicate compound predicate and compound subject compound using connectors and and but complex dependent and independent clause READING 6. Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details, heading for an outline Make a three-point outline of an expository text read 7. Perceive relationship Tell the relationship expressed in the selection as to cause and effect Give other possible causes to a given effect and other effects to a given cause 8. Predict outcomes 8. 1 Give other events that could happen next 8. 2 Draw pictures of incidents/characters that is possible to happen 8. 3 Give possible endings to a selection 9. Infer traits of character the general mood of the selection how the story would turn out if some episodes were changed alternative actions taken by characters alternative actions taken by characters 24 WRITING 6. Write reported statements in a story form 6. 1 Change statements, questions, requests and commands to reported sentences 7. Analyze ideas as to what could happen next from stories heard 7. Write an ending to a given situation 8. Write a model composition write about one’s feelings/reactions using the correct form of the verb 8. Make inferences 8. Infer the mood of certain events through the speaker’s actions/ intentions/utterances 7. Use indefinite pronouns 7. 1 Use the verb that agrees with the indefinite pronouns 8. Use verbs 8. 1 Use the different verb forms present perfect form active and passive voice expressions about future plans – hope-can; wish, could if were 9. Write an outline of a story read Write a two to three point sentence outlin e LISTENING SPEAKING 9. Use adjectives 9. 1 Use descriptive words and phrases too + adj. + nominal e. g. too short for adjective + enough e. g. old enough two-word adjective e. g. two-story building 9. degree of comparison of irregular adjectives 9. 3 adjectives in series 10. Use adverbs degrees of comparison of adverbs words that can function as adjective /adverb 11. Use direct and indirect discourse 12. Talk about topics of interest use a variety of sentences preposition and prepositional phrases READING 10. Draw conclusions based on information given 10. 1 Evaluate if a conclusion made is justifiable 10. 2 Identify sufficient evidences to justify a conclusion/generalization 11. Evaluate ideas/make judgement 11. 1 Give opinions about information read 11. 2 Determine the purpose of the author 11. Identify author’s device to bring out his message 12. Use the library resources effectively 12. 1 Use card catalog, atlas, almanac, and other general references 12. 2 Get inf ormation from newspapers and other references Parts of a newspaper Information one gets from each part WRITING 10. Organize one’s thoughts in writing information description resume 9. Evaluate and make judgments 9. 1 Distinguish advertisement from propaganda 11. Respond in writing based on stimuli and triggers application letter directions ads for work, editorials 12. Fill out forms Information Sheet Community Tax Certificate Bank Notes 25

Thee prevalence of alcohol consumption in adults in various geographic Essay

Thee prevalence of alcohol consumption in adults in various geographic areas of Western Australia - Essay Example Through this study we have surveyed the opinion of people towards the legislation specific to alcohol consumption control. The imposition of taxes on this product is also under discussion for which feedbacks from consumers and distributors have been incorporated (WHO 2004, 234). The consumption of alcohol in Australia is at its extreme. Such consumption has potential to inject harmful effects on the young population of the region. The drinking of alcohol is related to the social and psychological factors, and at instances the increase in consumption of alcohol is requirements relevant to the social adaptation. The consumption of alcohol is also affected by social atmosphere; the place and weather are instrumental (Blum 1981, 50). The ignorance on the part of certain population is also responsible for the increase in the consumption of alcohol. The Australian population mainly comprises of people between the age group of 20-35, and this young group is exposed to several social temptations. The public and social events have greatly pulled and attracted the population towards alcohol. During one of the social survey, it was highlighted that at instances alcohol has been replaced by drugs including methamphetamines. The social bias and differences are among the reason behind alcohol consumption; the personal and professional grudge between two people is also the cause. Under research method, the sampling technique was instrumental to gather conclusive and accurate observations and results. As per the adopted method, the groups of alcohol consumer were divided on gender and age basis. The activities of the consumer were also studies, and the consumption of alcohol was related against such activities. The bar owners were also part of the analysis, and the bar managers were interviewed. The sample size was also critical; therefore more than 10 samples were taken for each study. In second phase,

I added my word files Essay Example | Topics and Well Written Essays - 500 words

I added my word files - Essay Example ‘Vegetarian Times’ Study indicates that currently, about 7.3 million Americans have adopted vegetarian diets and 22.8 millions are on the path of vegetarianism. About 1 million American people consume absolutely no animal products and study also indicates that at least 11.9 million have strong inclination to follow a vegetarian diet in the future. Many Americans today look for high-fiber, low-cholesterol, and low-calorie diet and in that sense their switching to vegetarianism is justified. Usually, vegetarian meals provide the lot of fiber, controlled calories and cholesterol free diet. Rudolph Ballentine argues that two-thirds of American households changed their diets due to health reasons in last few decades. The changes incorporated aimed at eliminating beef and pork in diets and increasing vegetable and fruit intakes. Americans are consuming now more fruits and vegetables in their diet than a few years ago. This implies that there is a conscious choice in this change discarding their age-old cultural or traditional habits. Several studies done in past few years indicate that vegetarian diet is complete in all respects and conducive to good health in comparison to the usual diet consumed by majority of Americans. Vegetarians are less prone to many diseases that are prevailing in Americans society today. More and more studies reveal that coronary heart disease, colon and breast cancer rates are much less in vegetarians than those who eat meat. The incidence of obesity, diabetes, and constipation are found much less in those who follow vegetarian diet. The rising incidences of health issues along with mass movement to give up cruelty against animals have been the major causes forcing Americans to change their eating habits. Rudolph Ballentine argues that if meat were dropped by the people in Americas and elsewhere, everybody on this earth could be fed well. From the view point of agricultural land use and its cost

In a well-organized Essay, respond to two of the following questions Essay

In a well-organized , respond to two of the following questions - Essay Example The First World War was triggered by both long-term and short-term factors and some of the long-term causes include alliance system1 particularly the long-standing alliances between central powers including Germany and Austria Hungary versus Triple Entente that comprised of Britain, France and Russia. Secondly, World War 1 was caused by imperialism, that is, most European countries wanted to expand their territory and some historian have described this war as an imperialistic struggle.2 Another long-term cause of the First World War is nationalism whereby, there were rivalries between European countries resulting from colonialism. Finally, arms race is also another triggering factor of World War 1 because Britain and Germany had the best navies during that period and so naval rivalry between the two countries played a significant role in the emergence of World War 1. In addition, there were also short-term causes of the First World War and these include Austria-Hungary’s attac k on Serbia among others. World War 1 had political, economic and social consequences, first, it led to the emergence of Versailles Treaty that stated that Germany had to pay reparations and disarm. More so, some countries started fighting for their independence. Economically, it led to worldwide depression, which lasted for years. Socially, it resulted to massive loss of lives, and left many individuals in Europe with home and food among others. The Second World War followed and it was the most widespread conflict that negatively affected the world. 3A number of factors including the Versailles Treaty that had imposed unfair conditions on Germany caused this war and this may have forced them to start the war. Secondly, the weakness of the League of Nations as it was not able to control aggressive actions of the axis powers when England and France embraced the policy of appeasement towards them.

Cause and effect Essay Example | Topics and Well Written Essays - 750 words - 3

Cause and effect - Essay Example Now, that Nancy finds it difficult to walk because of her obesity, her parents intend to sue one of the popular fast food restaurants in town. Parents and not the fast food restaurants are to be blamed for child obesity which makes them sluggish and lowers their self-esteem. Wealth causes parents to be unnecessarily fulfilling towards the demands of their children. In the case under discussion, Nancy’s parents have wealth. According to them, having wealth means one should get all one wishes for. They feel blessed that they are rich and are able to use their money to fulfill every demand of their child. In addition to that, there are several other factors that increase the tendency of rich children to become obese. There are servants to serve them, so they do not have to move much. Moreover, parents remain on work for most of the time. Lack of parental attention causes children to set patterns for themselves, like Nancy did in this case. Obesity is common in rich people because the lifestyle is conducive for that. Later, when they discover that their child is harmed by the junk food consumption, they tend to use their money to sue the fast food restaurant. ... It is the parents that fundamentally set the pattern for their children. Therefore, parents are to be blamed for the unhealthy eating habits of their children. They should not have fulfilled their daughter’s desire for junk food day and night. Instead, they should have inculcated the habit of consuming fresh fruits and vegetables in her. Much of the wrong eating habits of Nancy can be attributed to her parents. What makes it worse is that instead of realizing where the problem roots, the parents decide to sue the fast food restaurant they make a regular customer of. This is a mere wastage of time and money and a very useless way of solving the problem. Obesity lowers an individual’s self-esteem by way of added laziness. Obesity is fundamentally the name of condition in which an individual gains weight without increasing the height. The increase of weight makes the individual sluggish and laggard. In the case under consideration, Nancy can not participate in the marathon race in the school because she is too obese for that. What to talk of running, Nancy can hardly even walk with the speed, energy and agility with which girls of her age normally do. In her home, she keeps sitting on her bed all day long. She does not even bother to make it to the fast food restaurant. Instead, she makes use of the free home delivery service most fast food restaurants provide their customers with. Now, that she weighs 70 kilos in the tenth year of her life, she can not be involved in many physical activities. Her obesity has become her weakness. Her friends make fun of her and call her names. Nancy gets emotionally hurt by such attitude of her class fellows, and prefers to stay alone. Over the years, she has become a loner. She remains alone in

Answers Assignment Example | Topics and Well Written Essays - 250 words - 4

Answers - Assignment Example A manager can get a third party to ensure documents are cleared on time I worked for a particular company where, the manager did not take measures in indiscipline cases as time keeping, and most employees came to work drunk. The behaviors led to the closure of the company as a manager did not take considerable measures on his employees. HRIS system tracks down and records accurate information about an employee, which can cause overload, as a result, a company cannot handle payroll in-house as it is time consuming, which negatively affects the performance to the employee. An organization may hire a third party to handle payroll on company’s behalf and improve employees performance (Ray and Rajesh 286). An automated payroll ascertains that the company manages its payroll processes more effectively. It may be a difficult task for an expanding organization to keep track of the payroll by hand. The system ensures the company’s compliance with state regulations and laws as it automatically deducts services such as, taxes and insurance benefits, which secure the employees (Ray and Rajesh

Price elacity and discremination Essay Example | Topics and Well Written Essays - 1750 words

Price elacity and discremination - Essay Example In a market where travelers faces a highly inelastic demand, it implies for business, travelers are willing part with higher airfare price. Airline firm who can set elevated prices for these travelers can definitely increase their profits and revenue. However, other passengers will be highly sensitive to prices as they may face elastic demand. Therefore, this sort of passages will respond to special price discounts and offers. The airline firms can benefit if they can separate these different sorts of consumers and therefore decrease their consumer surplus. Price discrimination is common to most industries and that the price difference can never be explained by the products` cost differences. It is a common knowledge that the airline industry has ever practiced price discrimination for several years. We all realize that on every flight the passengers do pay different prices, and also that in certain cases we observe that the maximum price is at times five times the lowest price. How do airline businesses practice price discrimination? Still remains unknown to many. The airline market can easily allow price discrimination to prevail. Barriers to entry emerging from scale economies, sunk costs as well as hub-and-spoke systems offer carriers the necessary market power even on fairly competitive routes. Airlines distinguish among themselves through occupying various slots in flight schedules, and also by offering various route networks. For instance, a carrier with a broad number of connections to the West Coast distinguishes itself from another carrier flying only along the East Coast, despite both of them selling tickets for Boston-Miami route. A market of that kind is therefore monopolistically competitive. Moreover, airline passages differ since they have unstable price elasticities of demand. Even though it`s possible to do a resale of airline tickets, it entails high search costs and also it does not get rid of restrictions, for example blackout days or even time-of-day constraints. So as to price discriminate, airline firms require being able to take apart consumer groups having different demand elasticities. The airline firm can do it by attaching different restrictions to cheaper tickets, therefore making them less attractive to airline passages with high valuation of time or even convenience as well as low price elasticity. As a loophole to exercising price discrimination, the time of buying air ticket functions best. There is no fast and hard rule, but if one buys an air ticket many months in advance it appear to be cheaper. For example, for business travelers, the Virgin Blue demands a full charge of $249 one way. For the next- day travel during the peak, it`s possible to get a restricted discount of about $149 and its present advertised best fare is about $59. This forces the question of how far out does one need to book it? And the answer is at least two months. However, if price matters, then Jetstar is definitely the leading c hoice available to consumer as one can travel to Sydney from Avalon next-day flight for just $79 one-way though on restricted discount. A month earlier, one can find a $69 fare, however, you need to book at least six weeks up to two months earlier so as to get $59 special offer. If the demand for a particular flight is far above normal, then the airline firms starts raising the price of that particular flight. It implies that

Air legislation - mantenance, planning and organisation Essay

Air legislation - mantenance, planning and organisation - Essay Example The aircraft is capable of rotation along the three axes namely; Pitch ,Roll and Yaw, in addition to a linear motion along the specific air route when in- flight. For any type of movement shown by the aircraft ,the weight of the aircraft must be balanced out to maintain the position of the center of gravity for stability. An air craft can have Lateral center of gravity, Longitudinal center of gravity and even Vertical center of gravity. The most important if these being the Lateral cg, which has a critical role in stabilizing the pitch of the aircraft. Lateral cg is further partitioned into Forward and Aft cg. There are limits to the Fore and Aft cg positioning. If the Fore and Aft cg is out of range the aircraft may pitch uncontrollably up or down during take-off ,flight or landing. For example if the cg is too far forward , the plane is likely to tilt forward or crash The Lateral cg position is to be maintained in order to control and stabilize any unwanted roll movement during any stage of flight. The position of Lateral cg can shift if there is an uneven distribution of fuel in the tanks,or in case of an uneven seating arrangement of passengers in a small aircraft. The Vertical cg position is associated with the stability of the flight along the yaw axis. A shift in the vertical cg can result in yawing motion if not compensated for by the pilot during take-off, flight and landing. The center of gravity is a major factor in the stability of an aircraft in all the phases of flight ; take-off ,cruise / flight and landing. A disturbance in the longitudinal, lateral or vertical cg can upset the movement of the aircraft along either of the three axes ;pitch , roll or

Will come into handsome property Essay Example for Free

Will come into handsome property Essay Pip is very un-happy with his life, Pip loves Estella however Estella is just enticing him. Pip has been affected by Estella, Estella has made Pip feel he is common and so he decides to acquire an education. Pip turns to Biddy for support as she is well educated and he admires her with great respect. Pip has always wanted to work in a blacksmiths however he reconsiders this and thinks about the lifestyle. Our sympathy for Pip grows as we realise how un-happy he is in his place in life. Pips education is limited. He attends an evening school in the village run by Mr Wopsles Great Aunt. Usually Pip has to teach himself how to read, write and do simple sums as the teacher sleeps through the lesson. Learning to read and write does not come easily to Pip; he does not receive any help at home either. We feel sympathy for Pip as he wants to learn, however he cannot as he does not get the teaching and help he needs. Dickens does this to show how Pips home life is bad; although Joe would want to help Pip he cannot because he is not very well educated either. A lawyer from London, named Jaggers, tells Pip that the boy has great expectations and will come into handsome property. Jagger says that Pip must come to London and start his education with Mr.Pocket immediately. Pip is impatient to leave for London and begin his new life. Pip is already starting to act in a superior way; Dickens makes the readers feel distanced from Pip, due to the way he is acting. Pip says goodbye to Joe and Biddy and takes the coach to London, only then does Pip realise he might have behaved ungratefully to Joe. Pip arrives in London and is disappointed by the ugliness of it. Pip believed he was going to a paradise but is now seeing the complete opposite. Pip gets taken to Jaggers office and Jaggers tells him that he is going to stay in Barnards Inn and then going to Mr.Pockets father to see if it suits him there. Jaggers tells Pip about his allowance and then tells Wemmick to take Pip to Barnards Inn. Dickens creates sympathy towards Pip as Pip is being treated like a parcel. Jaggers spends no time on Pip and is being pragmatic towards Pip. Pips behaviour in London makes the readers feel distanced form the main character. Pip acts snobbishly and starts to show off about his Great Expectations. Pips education proceeds well but we are seeing the beginnings of Pips extravagance with money, Pip soon gets into debt as he is not used to the lifestyle. Jaggers invites Pip to dine with him and tells him to bring Herbert, Drummle and Startop. Bentley Drummle is a fellow student at Matthew Pockets. He shows himself to be bad tempered, condescending and unsociable. Drummle is a rival for Pip and there rivalry is for Estellas affection. At the party Drummle begins to boast and behave in an unpleasant manner. Jaggers soon realises that Drummle is trouble and nicknames him spider. Charles Dickens uses the adjectives idle proud niggardly and suspicious to describe Drummle. The author uses negative vocabulary to manipulate the reader about Drummle. We get the impression that all Drummle wants is attention and that also Dickens has created the character to be disliked. After the party Pip goes and says his apologies to Jaggers, this shows that Pip is transforming into a Gentleman. Pip receives a letter from Biddy, to say that Joe is coming to London. Pip doesnt want Joe to visit and says Not with pleasure. Pip has become ashamed of his background and so doesnt want Joe to visit. Joes visit is embarrassing and awkward as the blacksmith feels out of place. Joe upsets Pip by calling him Sir. Joe feels awkward like he did in Miss Havishams house, he fiddles with his hat and looks around the room and clearly displays his nerves, which creates a tense atmosphere. Dickens uses Joes visit to make the readers feel distanced from the main character as Pip has become a snob and has begun to deceive himself. Joe refuses Pips invitation to dinner and suggests that Pip would see him in a better light if he visited the forge. Dickens creates sympathy towards Pip however we still feel slightly distanced from the protagonist of the novel. Pip feels upset by Joes sudden departure but also feels ashamed of Joe and his background.

Video Games Bring People Together Essay Example for Free

Video Games Bring People Together Essay Ever since the day that I was born I have had some kind of video game console in my house. Having a video game console in my house my entire life has brought many joyful experiences to my life. So I believe that certain video games are able to bring people together. Even though my dad had two years to practice on the console, about one year after I started using the console I was already better than him. This forced him to start playing the game after I had gone to bed so that he would also improve. Many people always say that video games are a huge waste of time. They couldn’t be more wrong. I have realized after reflecting on my life that certain video games have given my some of my best memories. I even think that I am not the only person in the world who has noticed how games have affected their life. A video game also won’t just cause people to have fun together it will forge a special connection between them. The one game that affected me the most was my very first game, Diddy Kong Racing. Diddy Kong Racing is a racing game, if you can’t tell from the title. In the game you travel around into different areas trying to unlock keys, by winning races of course, that will allow you to progress. Diddy Kong Racing was my very first game that I had ever played and my dad was always trying to teach me how to play. This game also brought many fun and competitive experiences with my dad and my mom on certain occasions. The most memorable experience with this game was on a four hour trip from Washington D.C. to New York. My mom’s car was able to have a video game console installed in it and the car also included a video screen. So throughout the entire road trip my dad and I sat in the back of my mom’s car playing Diddy Kong Racing. I know four hours seems like a long time but as the saying goes â€Å"time flies when you are having fun.† These four hours was probably the best bonding experience I had with my dad. Video games have showed me that they don’t cause people to become anti-social but that it causes the exact opposite. If used in the right way video games could be used to bring people from across the world together and maybe even change it.

The Threat Of New Entrant Marketing Essay

The Threat Of New Entrant Marketing Essay Introduction Poh Kong Sdn. Bhd. was founded in 1976, by 3 Choon Brothers and their two brother-in-laws, which built in half of a normal retail store in Petaling Jaya. The company started to expand their business around the city in Petaling Jaya. On 1999, the company has reached 50 retail outlets around the Penisular Malaysia. Most of it located in Klang Valley, 3 branches in Johor Bahru, and one branch in each of these city: Melaka, Kuantan, Muar, Batu Pahat, Ipoh, and Sungai Petani. Poh Kong was listed on the main board of Bursa Malaysia Securities Berhad on 9th March, 2004, with 60 outlets and approximate 600 employees around the world. Then, the company started to expand the franchise division, and the first franchise outlet is in Complex Karamunsing in Sabah, to be part of the retail expansion in East Malaysia. As to date, the company has reach market capitalization of RM197millions and has more than 1200 of employees, with the total of 101 retail store and still expanding. The mission and vision of Poh Kong Group is to manufacturing and retailing the jewelries, while differentiates their products offered by achieving the four core business principles of value, quality, choice, and trustworthiness. Besides, they also try their best to serve their customers from the walks of life for many of their important moments. From setting the benchmark in retailing of jewelries in Malaysia, Poh Kong Holdings Berhad is known as a company with corporate successes in phenomenal growth over the years. The company also has several in-house brands such as Tranz, Happy Love, Anggun, The Art of Auspicious, and Bunga Raya Gold Bar. While, Poh Kong is also the licensee for Disney Collection, sole distributor for Schoeffel luxury pearls from Germany, Luca Carati and Verdi Gioielli from Italy, Angel Diamonds from Belgium, Cocoro from Japan, which that the company has variety of unique jewelries from around the world. Besides, the company also differentiate themselves by separate the retail concept store. Other than Poh Kong and Diamond Gold outlets, retail concept stores such as Diamond Boutique, Jade Gallery, Tranz Boutique and Oro Bianco are available. Besides, they also providing Gold Bar Buy-Back service to customer, its purpose is to letting the customer to trade back their Bunga Raya Gold Bar for jewelry or trade it for cash. While, they also helping customers to customize the design of the jewelries and also making of corporate awards and gifts, such as Gold emblem, gold plaque an d etc. The group mentioned that they will actively look for more business opportunities to expand, while grow its market share in the same time. Poh Kong is the market leader and will continue to stay on its market position as the largest jewelries retail store in Malaysia. Demand for gold is expected to be recovering over the long term due to its intrinsic values by Asian cultures of giving gold jewelries as customary gifts. Poh Kong also expects the retail sales will be boost due to the coming festive spending seasons and the purchase of gold jewelries and gold bars by customers as a hedge to against the global currency risks and inflation. On top of that, the group will utilize the loan proceeds raised from the ICP/IMTN Programme to grow its business by to finance group wide restructuring programme and the capital expenditure of the Poh Kong Group. Poh Kong will continue to drive and raise its market share by enhancing and differentiating its product to its targeted market segments. In addition, they are trying to attract new customers via introduction of new products and designs, while providing as good customer service as they can. Poh Kong provided different choices of retail concepts to meet the various needs and required of customers. They are also fully commits on the design of jewelries, its craftsmanship, and quality of their products with setting reasonable competitive pricing on them. Other than that, their retail sales teams are supported with advertising, promotions, events marketing and public relations. Strong retail network have been made to reach the mass market, while the image differentiation of its product brands and retail concept stores is performed to meet the needs of different customers. Recently, Poh Kong comes out with floral designs on the recent Hari Raya celebration and some new design and series such as the Anggun series and Melur collections. The well-crafted designs are combined with elements of tradition. Manja collection is designed for children to target new market others than targeting women only. They also teams up with the Italian jeweler, Moraglione 1922, which is one of the worlds finest brands being inspired by the Europes royal families. Customers who love fine jewelries can now have the opportunity to  obtain one of  the Europes finest  brands of gems. The collections available including Anastasia, Isabella, Grace and Sofia,  which comprise of diamonds and colourful precious stones. The executive chairman and group managing director said, Malaysians can now enjoy to wearing one of the best jewelries in the world. With the Moraglione 1922 collections, Poh Kongs customers can expect the best in terms of glamour and elegance. Poh Kong is now considering on the expansion outside of the Malaysia. The group is eyes on Asean marts by plans to open the overseas outlets in Asean before 2015. Research had been done and stated that Asean region especially Indonesia, Thailand and Vietnam are among the worlds key success gold markets, and they are taking opportunities of the setting up of the Asean Economic Community (AEC) by 2015. Moreover, the gold jewelry consumption are now mostly at China and India, and the company is also considering to expand on it in the future. Sales revenue is expected to rise by growth of 25% compare to this year. 2. Prospective and Strategies Products and services Poh Kong is selling different products in their outlets such as diamond and gem, Jade, Gold, and also Gold bar (Bungaraya gold bar). They also sell international products which consist of Schoeffel, Luca Carati, Angel Diamond, Cocoro, Disney and etc. Besides, wedding and Festive collection also available in the Poh Kong outlets, Chinese New Year and Hari Raya collection could be found on their outlets. Besides, they also providing Gold Bar Buy-Back service to customer, for customer to trade in Bunga Raya Gold Bar for jewelly or trade it for cash. Poh Kong Corporate Sales is also helping customers to customize in the design of jewelries andmaking of corporate awards and gifts, such as Gold emblem, gold plaque and etc. Missions and Visions Poh Kong Group, an integrated one-stop jeweller, from manufacturer to retailer of gold, jewelleries and precious stones, differentiates its products offering by meeting the four core business principles of quality, value, trustworthiness and choice. Poh Kong has served customers from all walks of life for many of their important occasions. Theres always something for everyone, from exquisite pieces to simple designs, from irresistible collections to dazzling custom-made orders are available to suit our patrons taste and budget. Setting the benchmark in the manufacturing and retailing of gold and fine jewellery in Malaysia, Poh Kong Holdings Berhad, as a public-listed company has earned a place in the countrys annals of corporate successes with phenomenal growth over the years. Milestone 1976 Poh Kong was established on March 26th, 1976, with its first outlet at Jalan 52/4, Petaling Jaya, more known as PJ Newtown or PJ State. It has been the Poh Kong Headquarters until today. 1982 First branch in SS2, Petaling Jaya, of retail space 1,500 sqft and 20 employees, was opened. 1983-1992 Poh Kong opened another 13 branches. 1993 Poh Kong upgraded all outlets with fully computerised point-of-sales and inventory systems. 1995 Poh Kong was made the exclusive distributor of Disney characters in gold in Malaysia. 1996 Poh Kong designer team won a gold medal for the Golden Design Awards 1996 organized by the World Gold Council Europe in Italy. 2001 Poh Kong invested RM12Mil to establish a 60,000 sqft modern manufacturing facility in Shah Alam. Poh Kong launched its first in-house brand, Tranz in collaboration with World Gold Council. 2004 Poh Kong was listed on the main board of Bursa Malaysia Securities Berhad on March 9th, 2004. Poh Kong opened its first Poh Kong Gallery-a stylish Italian Classic VIP lounge with 5,000 sqft, at the 1stfloor of its headquarters. Poh Kong reached 60th  outlet in Peninsular Malaysia. 2005 Poh Kong set up a franchise division. 2006 Poh Kong ventured into the diamond cutting and polishing, sales, import and export of precious stones in collaboration with Hong Kong companies. Poh Kong opened its first franchise outlet in Complex Karamunsing, Kota Kinabalu in September as part of its retail expansion into East Malaysia. 2007 Poh Kong was appointed as sole distributor for Schoeffel in Southeast Asia. Poh Kong Group participated in the International Trade Malaysia (INTRADE MALAYSIA 2007) exhibition organized by Matrade and supported by the Ministry of International Trade and Industry. 2009 Poh Kong and Luca Carati, one of Italys oldest and most prestigious jewellers launched the brand in Malaysia. Poh Kong is commemorated as the sole distributor in Malaysia. 2010 Poh Kong showcased in house brand products, Tranz and Anggun in Malaysian Pavillion at Shanghai World Expo 2010. 2011 Poh Kong reached 100th  outlet in Peninsula Malaysia. PEST Analysis Political As usual, government policies play an important role on the development of 1 industry. It can affect how well the industry can perform and influence the decision on consumer as well as the sellers. Based on the Malaysia Budget 2011, in order to promote Malaysia as a shopping haven in Asia, the import duty of approximately 300 goods is abolished and imitation jewellery is one of the listed goods. As effective from 1st January 2011, this imported as well as exported jewelry items will enjoy the tax free policy. The execution of this new tax policy has successfully transformed Malaysia to be a duty-free shopping paradise locally and internationally. The reduction on tax burden has encourages tourists and local buyers to spend more with lowest price and it is expected will bringing economic growth in the jewellery industry would expected to growth in both importing and exporting sector. In this gold and jewellery industry, there is an association which will govern the rule and regulation of the industry, which namely Federation of Goldsmith and Jewellers Association of Malaysia. This association was established in 25 April 1978 by 12 different goldsmith associations and today there is more than 1500 goldsmiths and jewellers are in the member list. As at year 2011, the group managing director of TOMEI Group, Mr. Ng YihPyng is the president of this association and the deputy president is served by Mr. Siow Der Ming, the executive director of Poh Kong Holding Bhd. The aim of establishing this association is to protect the interest of the member. They also dealt with lobbying with the government as well as standardize the retail charges of gold and other jewelry ornaments to prevent them from being distorted by competition among the goldsmiths and jewellers. In order to protect the member, the association will try to bargaining with the government on the taxation. E.g. In 1982 the Association bargained over the government for a free and open policy whereby gold bar imports would be exempted from tax, and eventually this had been executed in 1983. This execution had enhanced the performance of goldsmiths and jewellery industry. As mentioned, this association will standardize the retail charges of gold and other jewelry ornaments. However, starting from around October 2012, the standardization of the price no longer apply, which mean all the goldsmiths and jewellers can charges whatever the price of their product they want to. The abolishment of standardize gold price could cause the jewellers who achieved the economics of scale can charge for lower price of their jewellery compared to whose had cost competitive disadvantage. This brings up the more competitive in the jewellery industry and for sure, the larger size company with lower production will win the battle and the small scale goldsmiths and jewellery business will have to move out from the industry. Physical gold bullion is no longer a restricted item since 1987, which means general public can trade in gold like other merchandise. One can now buy and sell gold bullion at goldsmith shops which traditionally sells over-the-counter (OTC) gold jewellery and also at many gold trading companies which apply different trading model to attract business. This has been increased the confident of those investors which buy for the purpose for investment because the existing of physical gold is far better than a just a piece of paper prove that how much gold you have owned. This abolishment had further increased the growth of the industry. In recent the announcement of Malaysia Budget 2013 will also enhanced the lifestyle of the citizen especially of the medium range income receiver. One of the policies listed in Budget 2013 is that the tax rate will be has a reduction of 1 per cent for those chargeable income which currently fall into the category below tax rate of 19 per cent. This will increase the disposal income of those middle income ranges of household, which is 60% of Malaysia household and hence probably will increase the consumption of jewellery industry. Economic Jewellery industry in Malaysia from a very humble beginning of family-owned business transformed into one of the major exporters of jewellery in the Asian region. According to the industry write-up released on Malaysia External Trade Development Corporation (MATRADE), the Malaysian jewellery industry consists of 2 segments: Precious metals and gemstone jewellery Costume or imitation jewellery Jewellery sector was ranked the 13th largest contributor and accounted for 1.5% share of total exports of manufactured goods. Based on the trade performance from MATRADE (Appendix), the exports of jewellery in year 2011 grew by 1.7% compared to year 2010.   Malaysias exports of jewellery comprised three major product categories namely jewellery of gold, silver and platinum, which is the main export sector with 81.5% of total jewellery export and followed by is the articles of precious metals, which recorded 18.3 % share of exports and lastly is the imitation jewellery which has a share of 0.2%. According to the news reported in The Star on 13 July 2012, the growth rate of jewellery industry in Malaysia is expected to have a growth rate of more than 6% a year. In current economic condition, the increase of price of fuel, electricity and transportation and other costs has left companies no choice but to increase the price of their goods. According to the consumers of the industry, the prices for gold and jewellery have been increasing rapidly over the years. This has caused a drop in the demand for jewellery. If costs of gold and other precious metals such as silver and platinum continue to escalate, demand for jewellery would decrease and thus affect jewelers and the industry. Malaysia jewellery industry will continue to face keen competition from low-cost producers such as India, Thailand, Indonesia and China. However, the industry has the potential to successfully compete against the luxury goods industry and preserve its traditional domination of the consumers spending. Social In todays jewellery market, consumers preference seem has been changed. The traditional yellow gold jewellery can no longer attract younger customers which prefer their jewellery set in white gold and platinum. Most of the jewelers have changed their strategy to meet the demand of younger customers. One example can be found is the DeGemBerhad. In order to meet the preference of younger customer, one of the listed player in goldsmith and jewellery industry, DeGemBerhad, had purposely launched its division Diamond Platinum, which is more focuses on more trendy and fashionable designs to capture the demands of younger customers who preferred their jewellery set in white gold as well as platinum. Even though there are changes in customers preference in term of design and material the cultural may also affect the consumption level of jewellery industry. In this multi-racial country, the effect from different races can be greater than single race countries. In Malaysia, each race has its own new year, own festive, therefore the gold and jewellery industry performance can be further boosted by these festive. For example part of Chinese traditional culture, gold and precious stone jewellery will be the popular gift to their friend when they are get married or give birth. Furthermore, the Valentines Day, Christmas, and Mothers Day, and etc are also the main boost of the sales in the jewellery sales. Not only have those stated, most of the designs of jewellery in this industry are based on the different season. Different season the jewellers and goldsmiths will comes out with unique designs which use the seasonal theme as the basis. Therefore the innovation and creativity of the craftsmanship are crucial in this area in order to differentiate the product from the competitors and attracting the buyers. For Poh Kong, it used the spider and leaf as the theme for their autumn series design. Crimes affect the consumption of gold jewelry among the consumer. They afraid of being rob therefore they tend to not wearing the jewelry when going out. So the demand of gold will be affected as the crime of robbery increase simultaneously. Technology With today advanced technology, Internet had been effectively using and hence the increased the distribution channel for not only jewellery but also other product. Website has been a tool for the jewellers to list their precious jewellery and giving the information to the potential customers. Also with this technology, the imitation jewellery increased its position by offering the online buying the jewellery and shipping worldwide. The advanced technology in today jewellery industry had made the need of craftsmanship decreased. Before this, the responsibility of the craftsmanship are design the jewellery, supervise the jewellery making process (e.g. make sure the cutting is accurate.). Since the advancement of technology, the development of Rapid Prototyping and Tooling Technology in jewellery CAD (computer aided design) has made the jewellery process more precisely and less craftsmanship is needed. This new technology had simplifies the designing process, ease the adjusting processes if the design is not well designed hence it shorten the time of making a jewellery and increase the productivity. Not only that, the error rate of this technology has greatly reduced to only 0.0012 chances of error occurred. This technology is kept in improving and enhancing. Threat of New Entrant This industry needs very huge amount of capitals in order to operate the business, such as acquisition of shop lot, plant and machineries to manufacture jewelleries, high securities costs and so on. In consider that the inventory itself (gold material) is very expensive to afford compare to other industries (gold price as at 12 November 2012 2.34pm New York Time is USD1,234.87 per ounce, exclude the labour charges and other transaction costs). And of course, this industry will incurred a low exit cost, the disposal price of the inventory (gold jewelries) will be deducted 20% till 25% of the purchase cost and that is risky considered the fluctuation of the gold price. Whereas in terms of the government policys barrier, this industry is controlled by Bank Negara Malaysia, that not everyone can simply operate a goldsmith and jewellery business as there is a needed to get approval from the Federation of Goldsmiths and Jewellers Association of Malaysia, this create the barriers of entry a mong the jewellery industries in terms of capital investment, the rules and regulations and low exit costs. The threats of new entrance for jewellery industries is low because the high barriers of entry. Here, Poh Kong has managed to lower down the average cost by selling more product compare to the small-sized company, in order to utilize the fixed cost. Also, it is very unlikely for those small-sized companies to achieve these economies scale, considered that we need high cost of plant and machinery, and of course a high rental cost to expand the business in order to compete with Poh Kong. Threat of Substitute The more substitutes are available, the more elastic is the demand because customers have more alternative choices. When customers have more alternative choice to choose, the threat will become greater for a company. Jewellery actually is an item that is desired but unnecessary. Therefore only people with surplus income will buy precious metals jewellery. For those people who unwilling to afford a precious metals jewellery, they can choose to spend their money in buying imitation jewellery such as poly-plastic jewellery or non-precious metals jewellery such as stainless-steel jewellery and tungsten jewellery. And yes, there are many jewellers which are dealing with this kind of jewellery and target those low income consumers. All these jewellery will have very low relative price compare to precious metals jewellery such as gold and platinum jewellery. Not only the price, but consumers also can easily buy this type of jewellery through different channel, either from physical shop or b uy it online. Since this imitation jewelleries are cheap and customers usually will not examine them as they already know it is imitation. Therefore, the sellers can operate an online shopping which easier to reach to potential customers and provide free shipping service to attract those customers which unable to afford the precious metals jewellery. The implementation of online shopping by those jewellers has increase the availability of the substitution for precious metals jewellery. Other than that, jewellery market not only offers those precious and non-precious metals jewellery, there are also jewellery made of precious stone and gem which embed into the precious metal or ornament. For those people who do not like gold or any other precious metals but want something special or for collection, they also can opt for amber or crystal jewellery. Amber and crystal jewellery actually not cheap at all, some of the rare amber and crystal jewellery can cost more than a 4 carats diamond. If a person able to afford such expensive precious metal jewellery, it will be not a problem for that person to afford an amber or crystal jewellery. At the end of the point, its just depending on what is preferred by the consumers. The more choices of jewellery available in the market, the more option can the consumer choose from and the higher the threat. Currently the non-precious metals jewellery can be very easy to obtain from many goldsmiths and jewellers. Not all people will love jewellery. As mentioned above, jewellery is an item which desired but unnecessary, so it is considered as a luxury goods. Most of the people will first spending their money on daily necessities then only considers buying jewellery if there is a surplus. Those people who spend their money on luxury goods is try to enjoy better lifestyle. In todays world, those people who wearing or using a luxury product will giving a signal that the person is a rich man, should be more respect to them. So luxury goods in this world is not limited to jewellery only, there could have many other products, such as branded watches, designer clothes, branded hand bag and etc. These products can totally substitute the needs of jewellery for those people who wanting a better lifestyle. Furthermore, these products can also be very easy available, which has high distributional channels that easily distribute to potential customers, therefore the threat of substitute from these products is high. As the result from those many substitutions from the above, Poh Kong is facing a high threat of substitute. The direct substitution, amber and crystal, which will serve the same purpose as the precious metals jewellery, are the highest threat of substitute. It is because Poh Kongs does not sell these kinds of jewellery in its products range even though it is operating jewellery business. Threat of Buyers As an overall, the threat of buyers faced by Poh Kong will be considered as moderate to high. When supply more than demand, the threat of buyer will become higher. Poh Kong has no major customer and relies on this type of customer, which will rapidly purchase substantial amount of jewellery from Poh Kong for every purchase. This indicated that Poh Kong does not face any threat of major customer of discontinue get its sources from Poh Kong. Moreover, the switching cost of buyer is low as after they purchased the jewellery from Poh Kong, there is no restriction of law which disallowed the customers from resells their jewellery to other jewellers.(True?) In jewellery industry, products are differentiated mainly based on the design. When Poh Kong offered less variety of design can be chosen then its competitors, the higher the threat from the buyers as they can choose the preferred design from Poh Kongs competitors. This more alternative available to the customers has increase the threat of buyer for Poh Kong. Even though the jewelleries are served for the same purpose, however the designs of jewellery determine the preference of the customer. Therefore the uniqueness of the design is crucial to capture the customer demand. Human being is a weird creature, when there is a limited range of product can be choose from, they will only choose the best fit their preference from the limited range. Furthermore, Poh Kong actively comes out with different design based on different season, different festive as well as jointly design with foreign reputable company (who). Therefore no any crucial threat will face by Poh Kong in term of differentiation. In addition, most of the jewellers operate its outlets near to their competitors. Therefore, buyer can easily get the price and compare the price between them. If Poh Kongs jewellery prices higher than its competitors, buyer will try to negotiate with them. If they fail in negotiation, they can simply switch to Poh Kongs competitors. In this point of view, the bargaining power of buyer can be consider as high. Bargaining power of suppliers The raw material of jewellery of Poh Kong is mainly supply from gold bullion bank such as UOB Gold Bullion Bank, Al Rajhi Bank or Maybank. The price is set according to the market gold price and hence the supplier did not have any negotiate power for the gold price. The banks may earn the profit by charging the transaction costs and service charges against each transaction deal, therefore, the jewellery industries may negotiate with bank or choose the bank who offer the lowest charges. Therefore, the banks will very concern about these jewellery industries since they order in bulk quantity and they will try to retain the customer royalty and gain the market share. Another source of raw material also comes from the Pawnshop or Pawn Broker which the customer of pawnshop who fails to redeem their gold product such as jewellery, gold coin. This threat of supplier in this group also low because there have a lot of variety of pawnshop in Malaysia and they try to offer the lowest price to sell the failure redemption product. The minor supplies of gold are from individual through trade in or buy back schemes. The gold price is fixed and the price of trade-in is lower than outside by offering the spread. Therefore, the individual may negotiate with Poh Kong to reduce the spread and labour charges but the price cannot run away as the price set in market. Besides that, the gold bullion or gold is a homogeneous products and hence the only way to differentiation the gold bullion bank and pawn shop of industries can do is by good servicing and lower charges. Therefore, the threat of supplies basically is low because jewellery manufacturer may have variety of choices of firms which offer the best price and best services to them. In summary, the bargaining power of suppliers are low since gold is a homogenous product and the price is set in commodity market and also by BNM. Rivalry among the Competitors More than 1500 of goldsmiths and jewellers customer can choose from. The threat of new entrance is low, the bargaining power of buyers and substitutes are high while the bargaining power of suppliers are low There are only 3 listed companies in jewelry industry including Poh Kong, Tomei and DeGem. Poh Kong is not the only player in the jewelry market. Buyer can choose from many other goldsmith jewelrer. For eg: Tomei, DeGem, Habib, Wah Chan. Therefore buyer can choose from different jewelers can hence bargaining power of the buyer will be high because many alternatives can be chosen by the buyers. High industry growth rate The jewellery industry currently is expected growing by 6% per year hence, Poh Kong is able to continue expanding the jewellery market and generate the profit from there. Therefore, although there have an excited competition among the competitors such as Tomei, DeGem and etc, Poh Kong still can gain the profit from therecause the market is expanding. High fixed or storage costs There have a high fixed cost incurred in manufacturing process such as craftsmanship, rental, depreciation of plant and machinery, and there have need to incurred the high security costs to store the jewellery such as a special storage room, CCTV and security guards. This will encourage the rivalry among the competitors because the jewellery manufacturer and dealer will get the market share as much as possible to cover up those fixed costs. Low differentiation or switching cost There have low switching cost among the buyers because the buyers can change their suppliers anytime without incurred any compensation or legal fees (actually their switching costs is just learning costs, research costs). Therefore, these will cause the increases of bargaining power of buyers and threats of substitute. Degem, Tomei, Chow Tai Fook and other jewellery firm will try to lock-in the buyers through their innovation and marketing strategics hence increase the competitions among existing firm. High exit barriers There have low exit barriers for the jewellery industries, its actually just need to expose the risk of fluctuation of gold price when they dispose off their remaining stocks, hence these factor will weaken the rivalry among the competitions because the firms will not need to put the hard afford to stay in the market due to the high exit barriers. BCGs Matrix Attractiveness of portfolio Based on the information gather for each portfolio for Poh Kong, and the BCGs Matrix as at Appendix, trading division is star while manufacturing is question mark division for Poh Kong. For trading division, Poh Kong is a market leader among other competitor because it generates the highest external revenue among other competitors, which higher than the benchmark company is Tomei Consolidated Berhad, the 2nd