TESCO Marketing and Healthy Living Essay Example | Topics and Well Written Essays - 3000 words

TESCO Marketing and Healthy Living - Essay Example In 1979, TESCO attained a landmark by having sales of up to one billion pounds. In 1982, the sales of the business doubled, and it had sales of up to two billion pounds. In the same year, the company put up some of the computerized checkouts. The company also was the first to initiate nutritional value of its brand through an initiative referred to as ‘Healthy Eating’. The initiative made the company obtain more consumers because people were interested in the services that it offered. As a result, in 1991, it became one of the biggest independent and petrol retail sellers in Britain. Within few years, the company launched new services and products that included computers for schools, ‘Every little Helps’, and TESCO Organic range. Within a year, TESCO was in a position to improve its customer services through the customer champion’s policy stores. Through the policy, the company became an organic retailer in the UK market (Kingd, Lannon & Baskin 2007, p.90). Healthy brandIn 1985, TESCO launched the healthy eating initiative. The aim of the initiative was to provide customers with information on nutrition and health and the foods that are made for a healthier diet. The company was classified as the leading food retailer in Britain. TESCO also obtained a unique position to communicate with its customers and receive feedback. The customers gave feedback on their current needs and attitudes. TESCO provided information on the food that they eat and where they shop.

Differentiated Instruction for Student Readiness Essay

Differentiated Instruction for Student Readiness - Essay Example A statewide assessment of teachers in California recognized the top three challenges facing high school teachers regarding English language learners (Gibbons, 2002). The leading problem is communicating with English-language learners regarding academic, personal and social issues. The second challenge is motivating and encouraging English-language learners. The final challenge is addressing the diverse and individual needs of English-language learners in both English-language acquisition and academic skills. Critics have, however, proved that if teachers improve on their skill, then they will be in a better position to teach these ELL students (Cruz, 2005). Therefore, on to the thesis, this article is addressed particularly to teachers, as well as administrators in schools, which have bilingual, or dual language programs, but lack proper strategies of implementing them. The article will describe strategies that will help educators scaffold content along with language learning for ELL s. It will also suggest likely steps in implementing some of the vital elements of the strategies and direct educators to additional resources. These strategies are derived from numerous research studies from the past years that recognize effective methods for improving English language learners’ content knowledge. It also focuses on ways of improving English along with other subjects such as math, history, literature and science. Vocabulary and Language Development Content Knowledge The first strategy is vocabulary and language development whereby teachers or educators introduce fresh concepts through discussing vocabulary, which is vital to the concept being taught (Helmer & Eddy, 1996). Exploring crucial academic terms, such as algorithm, starts a sequence of lessons on greater math concepts, as well as the student’s background knowledge. Educators could join student-accessible concepts or synonyms to the essential vocabulary. Educators could also help students in d ifferentiating word meanings and their uses for subject-specific duties and prerequisite language skills (Gibbons, 2002). Academic Language It is essential to engage beginning-level learners in using the basic social and school phrases, vocabulary, as well as sentence structures (Gibbons, 2002). As the ELLs progress, educators should continue to contextualize instruction of complex language forms and uses. Teachers can, at this point, incorporate subject-specific vocabulary, sentences and grammatical forms in the readings and writings in the class (Helmer & Eddy, 1996). Sample Activities and Assessments Assessing the progress of these students could be done in a variety of ways such as word analysis and interactive editing (Hu & Nation, 2002). Word analysis involves practices such as ELLs dissecting words into their parts like prefix, suffix and root. Interactive editing, on the other hand, involves noting cloze paragraphs, reading subject-specific journals and dictations. Finally, when assessing the progress of ELLs, it essential to give them journals or A-B-C books to read out loud to the educators to check on their progress (Nation, 2001). Guided Interaction Content Knowledge Guided instructions assist teachers to structure lessons for students to learn together so as to understand what they read (Nation, 2001). This can be achieved through, speaking, listening, reading, as