加拿大代写-VRIN模型为耐克创造的竞争优势

加拿大代写-VRIN模型为耐克创造的竞争优势。VRIN模式为耐克创造了发展和利用其竞争优势的机会。这种竞争优势的管理形式成为市场竞争力量管理的源泉。“耐克在其业务中嵌入了可持续性,这表明耐克继续致力于制定积极的可持续性目标,并投资于破坏性创新”(Businesswire.com, 2016),这已成为竞争优势的主要焦点领域。这也保证了公司能够以积极的方式开发目标市场。

The VRIN model creates the opportunities for Nike to develop and use its competitive advantage. Such form of management of the competitive advantage becomes sources for the management of the competitive forces in the market. “Nike has embedded sustainability across its business and signals Nike’s continued commitment to set aggressive sustainability targets and invest in disruptive innovation” (Businesswire.com, 2016) which has become the main focus area for competitive advantage. It also ensures that the company would be able to develop the target markets in a positive manner (Luck, 2008).
Nike has made sustainability as it key feature of innovation and competitive advantage (Businesswire.com, 2016). This model can be applied in the case of Nike by suggesting the points of valuable, rare, inimitable and nonsubstitutable. In the case of Nike, the management of the operations are likely to be developed in line with the working management of the operations (Weiers, 1984). The company has potential in terms of the innovative products which it offers in the market through sustainability. In terms of rare products, the company enjoys potential to reach out to the consumers through new products which are not seen in the product offerings of the competitors. The company manages to keep its innovation of such high calibre that it becomes a rare (Luck, 2008). Further, such products are not prone to be imitated in the market (Varey, 2002). Such kind of strategy would be essential for the company to develop the right marketing plan for the purpose of reaching to the intended target markets in an effective manner as millennial consumers have a greater demand for sustainable solutions. (Wilson & Thomson, 2006). Nike has certain inherent advantages and challenges in terms of the internal environment. The internal environment analysis comes in sharp attention focus on the account of the fact these internal environmental factors impact the management of the operations of the company. Also, it creates a lot of pressure on the working management of the operations of Nike. (Dawson, 1979) So, it becomes crucial for the proper engagement of the internal dynamics and factors affecting the work of the company, and internal analysis become significant aspects for the management of the marketing plans (Dawson, 1979).
The company enjoys opportunities in the form of the product innovation. This is an area where the company has been traditionally investing lot of resources. It has been seen that the development of the norms of the company has been marked and characterized with the presence of significant investment in expanding research and development of its products. It allows the company to continuously improve the management of the demand of its products (Kotler, 2000). The company’s products are considered to be innovative and exclusive which have made Nike a fashion symbol. This allows the company to target another segment in the market, in terms of fashion enthusiasts (Kotler, 2000).
However, the threats to the business are quite high in terms of the reduction in the disposable income of the company’s target markets. UK is facing economic troubles which create a reduction in the consumer demand for the company. Such kind of reduced income and spending by the consumer is likely to impact the operations of the company in negative fashion.

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多伦多论文代写-学习者“输出”的不同理论分析

多伦多论文代写-学习者“输出”的不同理论分析。简单地说,学习者在学习一门语言过程中的“输出”一词代表了所有鼓励学习者以一种交际方式使用该语言的例子(Gibbons, 2006)。它超越了课堂教学的设置,学生只需写下或说出“输入”提示的正确答案。许多研究者认为学习者的“输出”以积极的方式影响语言学习过程,并鼓励语言教师创造学习者使用目标语言的环境(Halliday, 1993)。监控这些以使用为基础的话语,不仅可以帮助教师衡量学生的学习进度,还可以帮助学习者在语言使用方面建立信心。本文对强调学习者“输出”的不同理论进行了元分析。

In very simple words, the term learner ‘output’ in the process of learning a language stands for all those instances where the learners are encouraged to use the language in a communicative manner (Gibbons, 2006 ). It goes beyond the classroom instruction setting where they just have to write down or speak up right answers to the ‘input’ prompts. Various researchers have argued that learner ‘output’ influences the language learning process in positive manner, and encouraged the language instructors to create environments in which the learners use the target language (Halliday, 1993). Monitoring these usage-based utterances would help the instructors not only measure the progress, but also build confidence among the learners as far as the use of language is concerned. This essay provides a meta-analysis of different theories that emphasize learner ‘output.’
It is important to note that the emphasis on learner ‘output’ critiques the idea of sole emphasis which is given to instructional ‘input’ or the grammatical and semantic information that is fed into the learners in form of classroom lectures. The importance of ‘input’ was significantly put forth by Krashen who said that is a major factor which contributes to successful second language acquisition (Gibbons, 2006 ).
Later scholars extended the concept of input to that of two-way interaction that created the scope for learner ‘output,’ which is an opportunity for the learners to use the language. Interaction among the learners for the purpose of clarification and check tends to improve language acquisition, because it gives a chance to the learners to repeat, even modify the input to make sure that the fellow learner understands what has been said. It is a great way to test their comprehension as well. This is the Interaction Hypothesis by Pica et al. that predates the Output Hypothesis by Merrill Swain (Gibbons, 2006 ).
The Output Hypothesis is the most important theory on learner output which states that using language is a great way to develop fluency, and prevents counterfeit understanding that may result from fake nods or guesswork (Swain, 1995). Swain argued that a learner processes the language more vigorously and comprehensively in the output stage rather than during the input or understanding stage. The theory builds the concept of collaborative dialogue whereby it is posited that ‘language use, and language learning can co-occur.’
According to Swain, learner output serves three functions – noticing the ‘gap’ in their language acquisition, test their hypotheses or knowledge about language use and remodify the sentences on the basis of feedback, and meta-linguistic dimension whereby the learners can internalize the right forms and words within their lexicon (Swain, 1995). Simply put, the language learners talk among themselves and arrive at the correct forms, meanings, and sentences structures.

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ps代写-Webley的说服技巧和真诚的方法

ps代写-Webley的说服技巧和真诚的方法。Webley通过对ethos, pathos, and logos这三个要素的运用,说服读者/分析者考虑所有可能的结果,并在分析了所有的诉求后才得出有效的结论。这篇文章完美地结合了说服技巧和真诚的方法,考虑了主要问题有助于提出的伦理和道德方面的考虑。

Webley has been an education correspondent for Timemagazine, and have also completed her graduation from the University of Washington. This is one of the ‘ethos’ element which can be considered, however it is not enough for the analyzer to get persuaded. The fact that Webley has been constantly informed about the petition filed by students for forgiving the debt loan, which she has studied various websites including the Occupy Student Debt site. And Robert Applebaum, a student in debt, who having started the petition has sent messages to Webley on her Facebook account, and speaks for the kind of influence she has in terms of securitizing such an issue through prime media for it to be properly presented to the government. These appeals of her as some kind of an authority, at least to an extent that she can take up the issue in the right direction and to the right person are elements of the ‘ethos’ part of persuasion that the article holds.
She then moves further by presenting many questions to Applebaum’s plea of forgiving one time student debt loan of $1 trillion dollar. She does this by raising ethical issues on the part of those who had studied in the past and fulfilled their loan obligations and on passing the burden of such a huge debt exemption to other citizens. Is it fair? The question makes one think in the line of ethical judgement that would consider while leaning toward asserting the debt forgiveness. In addition, she raises emotional feelings when the transfer of tax burden comes to those who have never been to universities but make themselves pay more taxes. This is an emotional consideration and appeal which makes one think about the fairness in allowing the loan to be forgiven. Emotional appeal wins much stiff logic when the strength in emotion is high enough to be sounding as something which is without evil (Braet 307-320). She further asks questions about the ethics and morality of allowing those students who could very well pay back their debt obligations to be included in the petition. Though she commits that segregating these two classes would not be easy. These appeals of emotions forms the ‘pathos’ element of her persuasion.
Lastly, nothing is more appealing in an argument which ends with strong evidence after the authority of the speaker and the emotional appeal is distinctly used to persuade (Stockwood and Spiro). Webley mentions multiple sources of student loan amount data, which precisely concludes that only a small fraction of students are holding very high loans and that most can afford to pay back the obligation. She mentions the Income based repayment program of the government where students can avail of liberal methods of fulfilling their obligation. She adds Justin Wolfers blog proposition that all the money that is alleged to be saved by forgiving the loan will not necessarily be reverted to the economy. In addition, she mentions Mark Kantrowitz argument in his website about the average debt loan of a student which is much reasonable at $27,500 unlike the very high amount claimed in the petition. These are factual evidence that work very strongly on persuading the analyzer, since it is clubbed with emotional and authoritative appeal that supports the end result of persuasion (Morgan). These evidence forms the ‘logos’ element of the persuasive argument. This together with ‘ethos’ and ‘pathos’ elements in the article proposes that simply forgiving the student loan may not be feasible and a much more analytical view must be taken of the proposition, since it can drastically affect politics and economy.

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