Dyscalculia Wheres The Difficulty Education Essay

Dyscalculia Wheres The Difficulty Education Essay Mathematics is a subject that is challenging for almost every learner, during all the years of education. However, there are a great number of pupils that experience this challenge, in an even worse degree. These learners have to deal with a difficulty called, dyscalculia. Dyscalculia is a specific learning difficulty, which characterises a number of people, who face severe difficulties in mathematics, and it is caused by a combination of biological, environmental and cognitive factors. The focus of this essay, will be on explaining in more detail, two specific difficulties that are related to dyscalculia. These difficulties are, the numerosity difficulties, which are basically difficulties in understanding the most basic principles of mathematics, and the difficulties with number processing and calculation, which are related to the way individuals, process the numbers, in order to make mathematical calculations and solve arithmetical tasks. A new phenomenon has drawn the attention of researchers in the area of learning difficulties, the last few years. This phenomenon is associated to the area of mathematics, and specifically, to the difficulties that learners have in the particular area. A great number of pupils have difficulties in understanding the complex concept of mathematics, something that does not necessarily mean that these difficulties are caused by a learning disability. However, there are several learners that have an extreme difficulty in Mathematics (Reid, 2003, p. 252), a difficulty that is related to a specific type of learning difficulties, which is called dyscalculia. Dyscalculia can be defined as a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence (DfES, 2001). In other words, learners, that are dyscalculic, may have difficulties, not only in the procedures that are important in solving a maths problem, but also they may have difficulties in understanding the basic notions of mathematics, such as what does the magnitude of a number represents or what the maths symbols signify. Therefore, the difficulties that dyscalculic learners face, in the area of mathematics, can be rightly considered as more severe than the difficulties that pupils, who dont have a specific learning difficulty, face in maths. Regarding the causes of dyscalculia, there seems to be a variety of biological, environmental and cognitive factors that lead to this learning difficulty. In particular, a study by Shalev et al. (2001) revealed, that children, who have siblings with dyscalculia, are at a very high risk of becoming dyscalculic, in comparison with the general population. This study supports the idea that was firstly introduced by Kosc (1974), which proposes that dyscalculia is related to genetic factors. This idea is also supported, by a research with monozygotic and dizygotic twins, which revealed a percentage of 58% and 39% respectively, between the siblings, in the emergence of dyscalculia (Alarcon et al., 1997). In addition to this, there also seem to be some differences between dyscalculic individuals and individuals who dont have a difficulty in maths, in the way their brain functions, during mathematical procedures (Shalev and Gross Tsur, 2001). According to several researchers (Levin et al., 1996; Levy, Levy Reis and Grafman, 1999), who studied the brain activity of two dyscalculic adults during arithmetic processing (Shalev and Gross Tsur, 2001, p. 339), there seems to be a unilateral activation of the frontal and parietal areas of the left hemisphere of the brain and also a deficiency in the parietotemporal region of the specific brain hemisphere, in dyscalculic individuals. On the contrary, individuals, who dont have a specific learning difficulty, during mathematical procedures, have a bilateral activity on their prefrontal and inferior parietal cortices (Rueckert et al., 1996 in Shalev and Gross Tsur, 2001, p. 339) rather than a unilateral activation. One cannot be sure though ho w accurate is this fact about dyscalculic individuals, because the studies, that took place in order to examine the brain differences of dyscalculic individuals in comparison with the general population, had a sample of only two people with dyscalculia, who were adults. This small sample may not be very representative of the dyscalculic population in general, and therefore the suggestion that there are differences in the brain activity of dyscalculic individuals, in comparison with individuals without maths difficulties, during mathematical procedures, may not be factual and may need further examination. Furthermore, there are several researchers, who dont believe that dyscalculia, is a learning difficulty that has a biological basis. They consider a number of environmental factors to be more accurate in explaining the nature of dyscalculia (Shalev and Gross Tsur, 2001). Specifically, they believe that factors, like not having the opportunity for a proper education (Miller and Mercer, 1997; Gifford, 2005) or not being confident about your mathematical skills (Gifford, 2005), is the reason why several learners have dyscalculia. However, one cannot be absolutely sure that the difficulties, an individual has in maths, because of these factors, could truly cause dyscalculia or if they just characterise an average person, who has several difficulties in maths which can be reduced by improving these factors. Maybe further research, which will examine if dyscalculia stays persistent even after improving these factors, could solve this reflection. Another environmental factor, which may lead to dyscalculia, is the anxiety that is generated to the learner, because of maths (Ashcraft, 1995). According to Ashcraft (1995), maths anxiety can cause dyscalculia, because learners with this type of anxiety tend to feel really nervous when they have to deal with maths, something that makes them to do mathematical calculations really quickly. Therefore, the learners, because of their hastiness in making mathematic tasks, they may have low performance and inaccurate results in mathematics, something that could be considered as dyscalculia or it could make the situation for a dyscalculic learner even worse (Ashcraft, 1995). Also, maths anxiety could lead to low self confidence. Still, it is more possible that maths anxiety worsens and not causes dyscalculia or math difficulties in general, because if dyscalculic learners are forced to make arithmetical procedures hastily, then they probably will make more mistakes or they wont be able to solve a maths problem at all, because of the pressure they might feel. Furthermore, maths anxiety is something that all students and not only dyscalculic students may experience at some point, as a result of the complex nature of mathematics, and therefore its causal role for dyscalculia is questionable. Overall, one may assume that maths anxiety is not necessarily a causal factor for dyscalculia, but it is a characteristic that a dyscalculic learner could present. Regarding the cognitive factors that are responsible for dyscalculia, there seems to be a belief that a dysfunction on the visuospatial abilities or the verbal and auditory comprehension abilities, of an individual, can cause dyscalculia, as well as other cognitive disabilities (Rourke, 1993). In addition, several other researchers (Geary, 1993; Koontz and Berch, 1996) believe that problems with the working memory, can also lead to dyscalculia, because it affects the effort of learners in performing mathematical procedures. According to a research by Temple and Sherwood (2002) though, children with dyscalculia didnt have any differences in comparison with children without dyscalculia, in any of the tasks that measured their working memory, and also a correlation between the working memory and the arithmetic ability measures, was not found. Therefore, it is not certain if working memory difficulties have a causal role in dyscalculia or if they appear at the same time with the difficul ties that are linked to dyscalculia (Butterworth, 2005). Overall, a combination of all the factors, that are considered to play a causal role in the development of dyscalculia, may clarify in a better way the concept of dyscalculia. This is because, dyscalculia seems to be a disability that is more possible to be generated by a great number of factors, just like dyslexia (Frith, 1997), rather than by only one, and therefore, it could be better understood if it was seen as whole. That is, to be seen from all the aspects that could generate it, rather than from one aspect only. A better understanding of dyscalculia may also arise by examining the difficulties that are linked to it, and not only be examining the causes of it. Specifically, there appear to be several difficulties that can be identified on dyscalculic learners, difficulties, which in a way, are connected with each other. These difficulties have to do, with the way learners comprehend mathematics from their simplest form to their most complicated one. In particular, they have difficulties with understanding arithmetical concepts, like the numerosity of a number that refers to understanding the magnitude of a number, with the processing of mathematical facts and the calculation of them, which refers to how a learner processes the numbers and the maths symbols that he sees in order to solve a task, and also with difficulties that may be associated with other learning difficulties, such as dyslexia and ADHD, because of the high co morbidity there is between dyscalculia and these two learning difficulties (Shalev and Gross Tsur, 2001; von Aster and Shalev, 2007). For example, in the case of co existence of dyscalculia and dyslexia, the learner has maths difficulties that are related to language, such as reading mathematical problems and solving maths exercises following the correct sequence (Reid, 2003; Bennett, 2006). In the case of dyscalculia and ADHD, a possible difficulty that a learner may have, is not being able to finish a maths task, because of the lack of concentration he may present, something that usually characterises learners with ADHD. This difficulty may also be present to dyslexic learners as well, because of the high co morbidity there is between dyslexia and ADHD, and therefore a learner may have dyscalculia, dyslexia and ADHD concurrently (von Aster and Shalev, 2007). From this, one can assume that there are four categories of dyscalculic learners; learners with dyscalculia alone, learners with dyscalculia and dyslexia, learners with dyscalculia and ADHD, and learners with dyscalculia, dyslexia and ADHD. Even though the issue of the difficulties that a learner may present, because of the co morbidity between dyscalculia and these two other specific learning difficulties, seems to be really exciting and interesting, this essay will focus on the difficulties that characterise learners with dyscalculia alone. Specifically, it will focus on the difficulties that dyscalculic learners have with numerosity, number processing and calculation of mathematical procedures, rather than on the difficulties that result from this co morbidity. In particular, the first difficulty mentioned above, which is numerosity, refers to the abstract form of numbers, which reveals their magnitude (Butterworth, 2005), and it should be the first thing that learners should learn, in order to be able to understand mathematics. As Butterworth (2005, p. 3) indicated, numerosity can be the basis of arithmetic. The numerosity refers to an abstract type of numbers, because it is possible for numbers to be arranged in different sets that can be represented by different parts, which may have abstract or concrete substance, like straws, sticks, sounds etc. (Butterworth, 2005, p. 3). In addition, when several parts are being put in a specific set to form a number, something that represents the numerosity of this set, the learners can easily understand them, in comparison when they see these parts (e.g. dots on dice) in a different order (Mandler and Shebo, 1982). Therefore, numerosity is significant in learning and understanding the numbers, and w hat these numbers represent, especially when it is presented in specific groups. According to Butterworth (1999), there are four principles that a learner should follow in order to comprehend what numerosity is. Firstly, he must know the one to one correspondence principle (Butterworth, 1999 in Butterworth, 2005, p. 4), which refers to the ability of a learner to recognise when the numerosity of two sets of numbers is the same, by examining the parts of each set which must correspond to each other (Butterworth, 2005). In other words, in order for two sets to have the same numerosity, they must be constituted by exactly the same number of parts. Secondly, it is important for the learner to understand that numerosity is a variable and not a fixed concept and that different sets may have different or the same numerosity. Thirdly, the learner must have in mind that numerosity can be abstract, and therefore the sets may be represented not only by concrete things but by invisible, abstract things (Butterworth, 1999 in Butterworth, 2005, p. 4) as well. Finally, it is i mportant for a learner to be able to identify numerosities of sets of four objects the most, without needing to count them verbally. One can suppose that these principles are truly essential in order for a learner to be able to understand the complex meaning of numerosity, because in fact, these principles compose the concept of numerosity. Therefore, by being able to comprehend these aspects, a learner will be able to understand numerosity as well. Regarding the abilities that a learner must have, in order to have an appropriate understanding of numerosity, Piaget (1952) talked about three basic abilities. The ability to reason transitively, the ability to understand the stability of the number of items in a set, and the ability to recognise the abstract nature of the items that form a set despite their personal characteristics, like their colour or shape (Piaget, 1952 in Butterworth, 2005, p. 4). Specifically, the first ability refers to logical calculations that a learner can make, after examining several facts. For example, if there are three items, from which the two have the same size and the third is smaller, then the learner must be in position to identify that the third item will be smaller not only from the first item, but from the second item as well. The second skill that should characterise a learner, in order to possess the idea of numerosity, is to know that the number of items in a set will not change if there is a modification in their sequence, except if an item is removed or added to the set. The third ability, is relevant to the suggestion made by Butterworth (2005) regarding the abstract character of numerosity and also the one to one correspondence principle, because it has to do with the fact that the characteristics of the items of a set cannot affect its numerosity, and therefore it is possible, two sets that are structured by different items, to have the same numerosity. The principles, mentioned by Butterworth (2005), and the abilities, mentioned by Piaget (1952), about the comprehension of the concept of numerosity, may be affected in dyscalculic children, because these children have already problems in understanding the general idea of numerosity (Butterworth, 2005). Specifically, children with dyscalculia seem to have difficulties in comparing the magnitudes of several numbers (Geary, Hamson and Hoard, 2000) and also in counting tasks (Koontz and Berch, 1996), something that could lead to the conclusion, that these children have numerosity difficulties, as numerosity is the basis of this type of abilities. Regarding the counting skill, in order for a child to be able to count, he must firstly know the counting words, then he must connect each counting word with only one object, and finally he must have the awareness that, the last counting word he says, is the total number of all the things in a group that he counted, something that basically is the numerosity of the group (Butterworth, 2005). These three characteristics represent the three principles, which were suggested by Gelman and Gallistel (1978) to be essential for the ability to count, and they are called, the stable order principle, the one to one principle and the cardinal principle, respectively (Gelman and Gallistel, 1978 in Butterworth, 2005, p. 7). Two other principles were indicated by Gelman and Gallistel (1978 in Butterworth, 2005, p. 7) as well, which are the abstractness and the order irrelevance, and refer to the ability to recognise the abstract nature of numbers, something which was noticed by Piaget (1952) as well, and the awareness that the order, in which a learner starts to count the items in a group, is not important, as long as he counts each item only once. The principles indicated by Gelman and Gallistel (1978), depend on the principles of numerosity and therefore, in order for a learner to encompass these principles, he must first encompass the idea of numerosity (Butterworth, 2005) A dyscalculic learner may have difficulties with counting, because as it was noticed by Geary (1993) and Koontz and Berch (1996), dyscalculic children may have several difficulties with their working memory, and therefore they will find it difficult to count a large amount of objects. This is because, they probably wont be able to maintain in their memory the number of the items that they have already counted, in order to count the rest of them and therefore to find the total number of the items. This difficulty seems to be associated with the third principle, which was indicated by Gelman and Gallistel (1978), because if a learner is not able to remember the items that he counted until one point, he may then consider as the last number of a set, which will represent the total of the items as well, an incorrect number. In addition, sequential and visuospatial difficulties (Bennett, 2006; Rourke, 1993), that usually characterise dyscalculic learners, may also affect a dyscalculic lear ners skill to count, because he may find it difficult to count an item only once, following the one to one principle (Gelman and Gallistel, 1978 in Butterworth, 2005, p. 7), because of the confusion he may have about the sequence of the items. Therefore, one can assume that this kind of difficulties, affect not only the ability of a dyscalculic learner to count, but his knowledge about numerosities as well, as numerosity is essential for counting. These particular difficulties, can lead to the appearance of other maths difficulties as well. These difficulties have to do with the number processing and calculation abilities. According to McCloskey, Caramazza and Basili (1985, p. 173), the number processing skills, have to do with the ability of a learner to understand and produce numbers, and the calculation skills, refer to the facts and procedures that are necessary in making mathematical calculations. In particular, McCloskey et al. (1985, p. 173) referred to two different systems that are related to these skills, which are the number processing system and the calculation system. The number processing system, is composed by two subsystems, the number comprehension subsystem, and the number production subsystem (McCloskey et al., 1985, p. 174). These subsystems include two units, the Arabic numbers unit and the verbal numbers unit, which have to do with the appearance in which the numbers are presented, either in digit or in oral / written form correspondingly. Each of these units is divided into a lexical processing and a syntactic processing element (McCloskey et al., 1985, p. 173). These two elements are associated to the ability, to recognise each part of a number (lexical processing) and to the ability to recognise, according to its elements, the specific number (syntactic processing). For example, if the number 516 is presented to a learner, either in Arabic or verbal form, he must be able to recognise the meaning of each number of the set, something that has to do with the lexical element, and to understand that, with this order, the specific numbe r, will have five hundreds, one tens and six units, a procedure that depends on the syntactic element (McCloskey et al., 1985). Dyscalculic learners may present difficulties on one of the subsystems of the number processing system and consequently, on one of the units or the elements that these two subsystems include. Specifically, a research by Benson and Denckla (1969) with one dyscalculic individual, revealed a difficulty in the production of numbers of both forms and in the lexical processing of numbers, whereas the individuals comprehension and syntactic processing components, were fine. In addition, McCloskey et al. (1985) noticed in two dyscalculic individuals, that one of them had difficulties in distinguishing the magnitude of two numbers when those numbers were presented verbally, and the other individual had difficulties when the numbers were presented digitally. Even though the difficulties indicated by Benson and Denckla (1969) and McCloskey et al. (1985) are difficulties that a person could notice in dyscalculic learners, one cannot be sure about the reliability of the results of the specific studies, because the sample they used was really small and because the studies took place several years ago, and consequently the particular results, may not be adequate for today. However, some of these difficulties, like in the case were the individual had to compare two numbers about their magnitude, seem to be associated to the concept of numerosity mentioned above, and therefore these difficulties, may be sufficient in characterising dyscalculic learners. Regarding the calculation system that was indicated by McCloskey et al. (1985), it is constituted by three units and it depends in some point on the number processing system. These three units, work independently from each other, and have to do, with the way the maths symbols, or words, are processed, with the arithmetic facts, and with the calculation procedures (McCloskey et al., 1985, p. 179). The first unit refers to the ability of a person to understand what calculation he must do, in relation to the maths symbol or word that is presented to him (McCloskey et al., 1985). For example, when a person sees the symbol x or hears the word multiply, he knows that the operation he must do, is multiplication. However, a dyscalculic learner may confuse the arithmetic symbols and, even though he may know the right answer, he may answer incorrectly. Something similar happens when the arithmetic symbols are presented with words, but with the difference that when maths problems are related to language, there is a belief by several researchers (Reid, 2003; Bennett, 2006) that these problems are more associated to maths dyslexia rather than to dyscalculia, and therefore this suggestion is more related to the co existence of dyscalculia and dyslexia, rather than to dyscalculia itself. Overall, difficulties with the arithmetic symbols or words may be generated by visuospatial (Rourke, 19 93) or language difficulties (Reid, 2003; Bennett, 2006) that sometimes characterise dyscalculic learners, thus dyscalculia can be characterised by difficulties with the operational symbols as well. The second unit is related to the ability of an individual to maintain and retrieve from his long term memory, the correct answers of specific mathematical facts (McCloskey et al., 1985). An example of arithmetic facts, is the knowledge of a learner about the times tables. This unit is independent from the first one, because a learner may have difficulties in recognising the operational symbol, but his answer may be correct when another symbol is used, or he may do the right operation but retrieve the incorrect arithmetical fact. For example, Ferro and Botelho (1980), noticed in a dyscalculic learner, that instead of adding two numbers when she saw the symbol +, like for example 9 + 2, she multiplied them and answered 18 instead of 11. In addition, McCloskey et al. (1985) observed that a dyscalculic individual couldnt retrieve the correct answer in a case of multiplication, even though he understood the concept of multiplication adequately. Several dyscalculic learners may face diff iculties in learning or in retrieving arithmetical facts (Russell and Ginsburg, 1984; Kirby and Becker, 1988; Geary, 1993; Temple, 1994; Ginsburg, 1997; Jordan and Montani, 1997; Geary and Hoard, 2001; Shalev and Gross Tsur, 2001), and a reason for this may be the fact, that some dyscalculic individuals have difficulties with their working memory (Geary, 1993) or with their long term memory, as well (Reid, 2003). This, may limit the ability of a learner to maintain or to retrieve a mathematical fact from his long term memory, and therefore to cause him difficulties that characterise dyscalculia. The third unit of the calculation system refers to the abilities that learners have in making mathematical calculations (McCloskey et al., 1985). These abilities are related to the way learners comprehend and learn the procedures of executing math calculations, something that in dyscalculic learners is usually impaired (McCloskey et al., 1985; Temple, 1994; Butterworth, 2005). For example, dyscalculics may have difficulties in completing procedures in which they have to carry a number, whilst doing a maths operation, because of the fact that they may put the number on the wrong place, something that leads to wrong calculations. Also, they may have difficulties with procedures, in which they must do two different mathematical operations at the same time. Both of these difficulties, may be the result of sequential difficulties (Bennett, 2006), or again of memory difficulties (Geary, 1993; Reid, 2003), that are considered to be related to dyscalculia, and therefore dyscalculics may face this kind of difficulties, as well. The specific model for number processing and calculation abilities, even though it was created several years ago, is in general lines, sufficient in explaining this type of abilities, in relation to dyscalculia. In addition, the aspects described in the model, seem to be have a common ground with the numerosity, described above, regarding the causes of the difficulties that dyscalculics may present. Therefore, one can assume that similar methods can be used, in order to help a dyscalculic learner to limit his difficulties with numerosity and with number processing and calculation abilities. Specifically, several researchers suggest that multi sensory methods (Bennett, 2006) in combination with the learners learning styles (Chinn, 2001; Marolda and Davidson, 2000; Sharma, 1989) can be vital in teaching and helping dyscalculic learners. This is because, by focusing on the way that an individual learns the best, one can help this individual to grasp the concepts of numerosity and of nu mber processing and calculation, in the greatest extent, and by using multi sensory methods, he will make the learning for the individual to be fun, less stressing and more motivating. With this way, the learner will probably feel more confident, and therefore more determined to improve his difficulties in mathematics. In conclusion, dyscalculia is a very recent issue in the area of learning difficulties, and

Pizza Hut Marketing Brief Essay

As a matter of fact, we are rooted in family? literally. Two brothers, mom, and $600 turned into the recipe for the world’s largest pizza company in 1958, when a family friend with the idea of opening a pizza parlor approached the two college-age brothers in Kansas. The concept was relatively new at the time, and the brothers quickly saw the potential of this new enterprise. Borrowing $600 from their mother, they purchased second-hand equipment and rented a small building on a busy intersection in Wichita, Kansas. The result of their efforts was the first Pizza Hut and the foundation for what would become the largest and most successful pizza restaurant in the world. How far Pizza Hut came to be Pizza Hut franchisees exemplify the entrepreneurial spirit, which launched our system back in 1958. Through interest and initiative, the Pizza Hut system was able to develop new territories in the United States and overseas. Today, franchisees and joint-venture partnerships account for more than half of the Pizza Hut system’s total units. Our development on the international front is a good indication of the growth that has characterized our system. Following the opening of the first international restaurant in Canada in 1968, Pizza Hut restaurants quickly appeared in Mexico, South America, Australia, Europe, the Far East and Africa. Today, Pizza Hut operates in more than 100 countries and territories throughout the world. How they do their best Family ties. Another important step in our growth came in 1977 when Pizza Hut was acquired by one of the true giants of international business: PepsiCo, Inc. As part of the PepsiCo corporate family, Pizza Hut shared its leadership position with such fine products as Pepsi-Cola ® brand soft drinks and Frito-Lay ® brand snack foods. In October 1997, PepsiCo spun off the restaurant businesses (Pizza Hut, KFC and Taco Bell), and Tricon was founded. May 16, 2002, Tricon officially became YUM! Brands with the addition of two new brands, Long John Silver’s and A&W. YUM! Brands is now the parent company of Pizza Hut, Taco Bell, KFC, A&W and Long John Silver’s and is the world’s largest restaurant company with more than 34,000 restaurants in more than 100 countries and territories. How they’ve earned their reputation During the past four decades we’ve built a reputation for excellence that has earned us the respect of consumers and industry experts alike. Building a leading pizza company has required relentless innovation, commitment to quality and dedication to customer service and value. The qualities of entrepreneurship, growth and leadership have characterized our business through more than four decades of success. Through the strength of our heritage, our culture, our people and franchisees, we look forward to even more success in the decades ahead. Welcome to Pizza Hut Philippines! Philippine Pizza Inc. , the franchise owner and operator of Pizza Hut, has 138 restaurants and still growing, here in the Philippines since it began in 1984. Its locations are strategically located from Baguio to Mindanao & are now the country’s most popular pizza restaurant, with its dine-in restaurants, delivery units and express counters. For the more discerning food enthusiast, there’s Pizza Hut Bistro. A breakthrough concept in dining, Pizza Hut Bistro concept offers the best of casual dining, giving you the chance to enjoy the best Italian-American, along with classy ambience and first class service. Today, Pizza Hut serves over a million pizzas a day in more than 12,689 restaurants in 88 countries making it the No. 1 pizza brand in the world. In the Philippines, Pizza Hut began in 1984. It is now the country’s most popular pizza chain serving Metro Manila and surrounding provinces, as well as Visayas and Mindanao with its Dine-In Restaurants, Delivery Units and Express Counters. The Home of Pan Pizza has indeed come a long way. It is still delighting millions of customers with pizza that is like no other – no wonder it’s the world’s favorite. So why don’t you take home to your loved ones one of our world-famous pizzas today? Vision & Mission Integrity is their Core Value At Pizza Hut, our culture reflects our values. This includes a shared vision of who we are and where we’re headed. And it encompasses everything from the way we treat our customers to how we deal with our competitors. One of the most important values within the Pizza Hut culture is integrity. Our people are committed to providing uncompromising quality and to providing service that is personal. In fact, our people strive each day to provide what we call â€Å"customer mania. † We want to give the kind of service that will make our customers tell stories to their family and friends about Pizza Hut. Our commitment to integrity extends to the role we play in the communities we serve. Wanting to instill a lifelong love of reading in children, we created the BOOK IT!  ® National Reading Incentive Program in 1984. This unique program awards a complimentary Personal Pan Pizza ® and special recognition to elementary school children who achieve set reading goals. Former U. S. Secretary of Education Richard W. Riley cited BOOK IT!  ® as the model for corporate/education partnership. Today, 65% of public, private and parochial schools use BOOK IT!  ® in more than 910,000 classrooms. In 2005, more than 22 million children in the U. S. were enrolled in BOOK IT!  ®. Our integrity is also exemplified by how we treat our employees. We invest heavily in our people through skills training and management development. We encourage them to think unconventionally, to take prudent risks to achieve results. And we provide an informal environment with open communication to give them the freedom to make contributions on their own initiative. This is a part of our culture we value highly. We call it â€Å"ownership. † It’s the feeling that comes from knowing you can affect the company’s direction through your expertise, innovative ideas and hard work. And because we give our employees a stake in the company’s success, they take on the kinds of challenges people in other businesses only dream of. Core CompetencyÃ'Ž For me, Pizza Hut’s Core Competency is their very own unique recipe of their pizza. Frank and Dan Carney’s secret of success is that Pizza Hut pizzas are made with fresh dough baked daily and smothered with our very own Pizza Hut special tomato sauce, tender meat toppings, crunchy vegetables and a double layer of 100% pure imported Mozzarella cheese. The reason behind Pizza Hut’s success all over the world is its steadfast belief and uncompromising drive in providing customers the best in terms of product quality, service, cleanliness and value. Service is an attitude in Pizza Hut. Crew members are trained to make customers feel appreciated. Customers are treated with courtesy, attentiveness, respect, and enthusiasm. Cleanliness is a must in Pizza Hut as much as giving customers the best value for their money. Product Range The most commonly sold food at the restaurants is the â€Å"Pan Pizza†, which usually comes in four different sizes including Personal Pan (which is an individual serving), Small, Medium and Large, although most stores have done away with the small size. They come in a variety of toppings, including â€Å"specialty† styles, which consists of Meat Lovers, Pepperoni Lovers, Cheese Lovers, Veggie Lovers, Double Cheeseburger, Supreme, and Super Supreme, which is Pizza Hut’s most expensive pizza. Pan Pizza has a thicker crust than most other commercially available pizzas. Unlike most of Pizza Hut’s competitors (such as Domino’s deep dish or Papa John’s Perfect Pan), Pizza Hut does not charge extra for its pan pizza, except in Poland. In addition to the Pan Pizza they sell garlic cheese bread, which was the idea of a Grand Rapids, Minnesota employee named Mark Bondhus in 1979, Pizza Hut also sells â€Å"Stuffed Crust† (with the outermost edge wrapped around a coil of mozzarella cheese); â€Å"Hand-Tossed† (which is more like traditional pizzeria crusts); â€Å"Thin ‘N Crispy† (a thin and crispy dough which was the original crust); â€Å"Bigfoot†, which is a two-foot by one-foot square cut pizza; and the Dippin’ Strips pizza, which is similar to a Sicilian pizza but is cut into small strips that can be dipped into a number of sauces. Another is the â€Å"Edge† pizza, where the pizza is baked with no puffy crust, and the toppings reach nearly to the edge of the pie. Pizza Hut experiments with new products frequently. Less successful ones have been discontinued. These include Chicago Dish Pizza and Sicilian pizza; the Sicilian Pizza made a 2006 comeback as the Lasagna Pizza. Other products Pizza Hut has offered are the â€Å"P’zone†, Pizza Hut’s version of the calzone; the â€Å"Cheesy Bites†, similar to the â€Å"Stuffed Crust† except the crust has been divided into bite-sized pieces that can be pulled apart; and the â€Å"Insider†, where a layer of cheese is in between two layers of dough. Pizza Hut also has a number of side dishes including bread sticks, cheese sticks, cinnamon sticks, mozzarella sticks, onion rings, hot and mild chicken wings, boneless wings, chicken munchers, jalapeno poppers, and garlic bread. Depending on the individual restaurant size, Pizza Huts also may offer pasta dinners such as Spaghetti and Cavatini – a mixture of Cavatelli (shells), Rotini (spirals), and Rotelle (wheels). They often come with a side of garlic bread. Some Pizza Huts also serve lunch and dinner buffets with numerous types of pizza, breadsticks and pastas, as well as a salad bar. A new, upscale concept was unveiled in 2005, called â€Å"Pizza Hut Italian Bistro†. Unveiled at fifty locations nationwide, the Bistro is similar to a traditional Pizza Hut, except that new pasta dishes are offered, such as penne pasta, chicken pomodoro, toasted sandwiches and other foods. Instead of black, white, and red, Bistro locations feature a burgundy and tan motif. Pizza Hut Bistros still serve the chain’s traditional pizzas and sides as well. Key Officers PIZZA HUT MANAGEMENT STRUCTURE SUPPORT MANAGER The Support Manager is part of the management team and will help run our business by either managing shifts or working as a key team member. The key skills required for this role include flexibility, communication, leadership, teamwork and customer service. DEPUTY DESIGNATE MANAGER This is the role in which most new recruits kick off their management careers with us. After completing your initial training, you will take responsibility for key areas of the business, assisting the management on a day-to-day basis. We will look to you to get involved in customer service, team training and development and business controls. DEPUTY MANAGER The Deputy Manager works as part of the management team to ensure that the restaurant operates effectively, meeting sales and profit targets and quality standards. The role is also to assist the manager in ensuring that all the team is recruited and trained to meet all quality and product standards. The Deputy Manager will take responsibility for the restaurant on the shifts that they run and will assist the manager on financial reporting and analysis of the business. RESTAURANT GENERAL MANAGER. The Restaurant General Manager has a responsibility for the running of the restaurant, managing the business as if it were their own: managing the financial side, product ordering, production, quality monitoring, customer service and training and development of staff. Restaurant General Managers can progress on to become Area Managers who manage ten restaurants or more. They can also work on secondments at the Restaurant Support Centre in IT, Training, Marketing and Human Resources. Pizza Hut is committed to recruiting and developing the very best people. We have a strong track record of developing our very best people at every level. In fact all our Managers and half our Area Managers started working for us as trainees. We promote on merit and ability and have an excellent training program to assist in people development. The Training & Development Team: This team aims to support and develop team members to their fullest potential, using various programmes such as the Expert training programme, as well as the Developing Champions training programme for all levels of restaurant management. In addition we invest heavily in the further development of our management population through core and fast track management development programmes and specific technical training. The Recruitment Team: The Recruitment Team is split into two separate teams, one recruiting for management positions within the restaurants and the other recruiting for positions within the Restaurant Support Centre. Both teams work to recruit the right people into the right positions. The Compensation & Benefits Team: This team aims to provide all Pizza Hut (UK) employees with a comprehensive and competitive benefits package, including; fair pay, bonus, health care and pension. The team also works to produce HR policies and procedures, which are in line with UK legislation and manages the employment tribunal process, as well as managing HR information. The HR Operations Team: This is dedicated generalist HR support for the Managers and Team Members working in the restaurants. This team is separated by regions, and aims to support our employees through manpower planning, district compensation and benefits, employee relations, welfare advice and the further development of Customer Mania. The Organisational Development and Communications Team: This team focuses on business communication, organisational development and change. It also aims to support and develop team members to their fullest potential within our Restaurant Support Centre. 2. ) The Product Brand and Logo *Different Pizza Hut Product Logos* Stuffed Crust Pizza ? Launched 1995 The commercial for the Garlic, Herb and Cheese Stuffed Crust Pizza started with Jonathan Ross and Caprice. 135 pizzas were needed to shoot the ad, as fresh pizzas were bought onto the set every 5 minutes. Sicilian Pizza ? Launched 1997 The then Chelsea supremo Ruud Gullit was the big name star to feature in an hilarious Pizza Hut ad. The ad promoted Pizza Hut’s sensational Sicilian pizza ? the first pizza with corners. It only took 7 takes before Ruud was delivering his lines to perfection. It certainly compared favourably with Gareth Southgate, who took 27 takes for just one scene! Grand Pan Pizza ? Launched 1998 Pizza Hut reunited the classic comedy duo ? The Two Ronnies’ in an amusing ad campaign to mark the relaunch of Grand Pan. Ronnie Corbett is seen in the ad devouring a giant pizza, which measured 5 feet in diameter and had to be carried on set by 3 members of the film crew. Over the 5 days it took to shoot the commercial, 6 team members cooked an astonishing 550 Grand Pan pizzas. The Italian ? Launched 1999 In 1999 Pizza Hut launched a new thinner, lighter pizza in the traditional style. Soon it was accounting for 1 in every 4 Pizza Hut pizzas sold. The advertising campaign featured a chef gaining inspiration for the thin pizzas from flattened objects ranging from hats to flying saucers. The Edge ? Launched 2000 In 2000 Pizza Hut took consumers to The Edge with a new pizza which had no crust and loads of toppings all the way to the edge. The advertising captured excitement of the pizza and the unique cut with 16 pieces, which makes it great for sharing. Twisted Crust ? Launched 2001 Twisted Crust is a favourite with a seasoned twisted crust that can be ripped and then dipped into 2 delicious sauces. Pizza Hut invested over ? 3m in a multi media campaign to support the new pizza with advertising on TV, Radio, Outdoors and Print. The Quad ? Launched 2002 In May 2002 Pizza Hut launched the first UK developed new product. The Quad is four delicious pizzas in one, so when you can’t decide?have them all! Pizza Hut invested ? 3. 5m in a multi media campaign to support the new pizza with advertising on TV that featured the infamous Pop Idol Judges. The Big New Yorker ? Launched 2004 Pizza Hut launches its BIGGEST ever pizza! At the BIG value price of just ? 9. 99 it’s a staggering 50% bigger than a large Pizza Hut pizza making it the hottest and widest import since J-Lo first hit the UK shores. 4forALL ? Launched 2005 The 4forALL is 4 delicious square pizzas, individually topped with Pepperoni, Chicken Supreme, Vegetable Supreme and Margherita. It is the perfect product for Pizza Hut as it offers great tasting combinations of toppings to share and engages our customers in an exciting and interactive way. The Dipper ? Launched 2006 The Pizza Hut Dipper is the perfect pizza for sharing, with sixteen pieces which you can dunk, dip, dab and dollop into a selection of delicious dips including BBQ, Sour Cream and Sweet Chilli. Only suitable for people who are deeply dippy about pizza! Cheesy Bites ? Launched 2006 Calling all small kids, big kids, Mums, Dads, sisters and brothers to RIP, POP and SHARE the fun with Pizza Hut’s latest invention ?the new Cheesy Bites pizza. Heralded as Pizza Hut’s most innovative pizza EVER, Cheesy Bites is perfect for popping with 28 delicious cheesy filled bites coated with yummy garlic butter. Production Process A key part of Pizza Hut’s success has come from product innovation. The New Product Development Team runs focus groups with customers to generate ideas for new products. These ideas are then turned into concepts that are then put in front of a customer panel to see how exciting they are. The best concepts are then transformed into actual products ready to be tested by customers. If a product proves popular then it will move into the next stage of the marketing process. The Retail Marketing Team is responsible for creating awareness and bringing the new product to life. Marketing agencies are asked to develop creative ideas for advertising, in store point of sale material, leaflets and online promotion. The Retail Marketing Team are responsible for creating awareness and bringing the new product to life. Marketing agencies are asked to develop creative ideas for advertising, in store point of sale material, leaflets and online promotion. A lot happens behind the scenes to make sure that we achieve another of our values, executional excellence. The Finance team investigates the financial implications; the Operations team check that the idea will work in practice; Supply Chain source the ingredients or kitchen equipment and the HR team conduct training programmes for the teams in store. Pizza Hut adopts a truly integrated approach. Ingredients or Features ?Pizza Hut bought over 8,500 tonnes of cheese ? enough cheese to cover the surface of four football pitches! ? Pizza Hut served 50 million slices of garlic bread ?using approximately 12,500,000 cloves of garlic. ?Pizza Hut uses the equivalent of 525 million pounds of Portuguese tomatoes each year and more than 700 million pounds of pepperoni per year to make its pizzas. ?The cheese found in Pizza Hut’s Stuffed Crust pizza is imported from Wales. ?Pizza Hut pizzas are made with fresh dough baked daily and smothered with our very own Pizza Hut special tomato sauce, tender meat toppings, crunchy vegetables and a double layer of 100% pure imported Mozzarella cheese. ?Pizza can be part of a well-balanced meal. Ingredients in our pizzas include protein, complex carbohydrates, Vitamin A and calcium. And, depending on the toppings you choose, our pizzas have items from all of the four major food groups – meat, dairy, fruits and vegetables, and grains! Benefits or Advantages ?Their pizzas have Vitamin A and calcium. ?It is now more than just a pizza place. ? It offers a unique casual dining experience that is different from the usual fast-food environment. ?The casual dining restaurant now has an expanded pizza menu, appetizers such as ribs and a new line of desserts, soup options, smoothies, a variety of pasta dishes and a whole lot more. Veering away from plastic and tiles typical of fast-food joints of old, Pizza Hut now has a very classy, casual-dining feel with sleek wooden furniture, warm, ambient lighting, and a touch of whimsy dominating the whole interior. With the new ambience come more customer interaction and service that is made doubly fast and extra friendly. Packaging Their Pizza Boxes and other products have been packed in a unique and modern style of packaging. Price/ Value Pizza Hut Company offers an affordable price that meets the customers’ expectations to the product. Place or Distribution PROPERTY. The role of the property department is to ensure that our growth strategy is fulfilled via: ? Re-imaging current restaurants to keep them contemporary and appealing for both current and new customers. ?Developing new restaurants. These are some key criteria for the site of a new restaurant: 1. It should be in an out of centre location on a retail or leisure park with good parking and accessibility. 2. The tenant mix of the park must be of good quality with the ability to draw from a wide area. 3. Ideally there should be a wide range of users giving both a day and night time activity to the area. 4. The catchment area is of a specified minimum size and within a given drive time to the site. 5. There is good visibility both to the passing traffic and users of the park and corresponding good access to the unit. 6. The park will remain the major draw within its catchment area both now and in the future. 7. There is the opportunity to build a freestanding unit of Pizza Hut’s standard external design. 8. The unit can be standard size, built in line with our standard specification. 9. Ideally there is a 25-year lease with the opportunity for periodic rent reviews and exclusivity of pizza sales on the park. Pizza Hut International Places of Distribution *Pizza Hut restaurants are located throughout the world. Like many international chain restaurants, Pizza Hut locations outside of the United States and Canada offer different menu choices based on food traditions of the local culture. )Andorra, Bangladesh, Bulgaria, China, Hong Kong, Costa Rica, Egypt, Germany, Greece, India, Israel, Japan, Luxembourg, Malaysia, Netherlands, New Zealand, Pakistan, Philippines, Romania, Russia, Serbia, Singapore, Mexico, Spain, Sri Lanka, UK & Ireland) Promotion History ?(more information are explained in Brand & Logo Category) ? Old in-restaurant ad for Pizza Hut’s Pan Pizza ? Pizza Hut ad with the Muppets ? Pizza Hut â€Å"Dippin’ Strips† ad ?Pizza Hut’s main advertising slogan is â€Å"Gather ’round the good stuff†. Pizza Hut does not have an official international mascot, but at one time, there were commercials in the United States called ‘The Pizza Head Show. ‘ The ads featured a slice of pizza with a face made out of toppings called ‘Pizza Head’. In Australia during the Mid to late 1990s, the advertising mascot was a delivery boy named Dougie, with boyish good looks who, upon delivering pizza to his father, would hear the catchphrase â€Å"Here’s a tip, be good to your mother†. ? In 1994, Donald Trump and ex-wife Ivana Trump starred in a commercial. The ending of the commercial showed Ivana Trump asking for the last slice, to which Donald replied, â€Å"Actually dear, you’re only entitled to half†, a play on the couple’s recent divorce. ?In 1995, Ringo Starr starred in a Pizza Hut commercial which also featured The Monkees. Rush Limbaugh also starred in a Pizza Hut commercial the same year. ?In 1997, former Soviet Union President Mikhail Gorbachev starred in a Pizza Hut commercial to raise money for the Perestroyka Archives. In recent years, Pizza Hut has had various celebrity spokespeople, including Jessica Simpson, the Muppets, and Damon Hill and Murray Walker. Recent commercials have Queen Latifah providing the voiceover. Also in 1997, Pizza Hut, reunited â€Å"greatest of all time boxer† Muhamad Ali with trainer Angelo Dundee in a sentimental made for Super Bowl commercial. ?Talk show host, Jonathan Ross, co-starred in an ad with American model, Caprice Bourret. They were used to advertise the stuffed crust pizza, with Jonathan Ross saying â€Å"Stuffed Cwust†, to which is a play on Jonathan’s pronunciation of ‘R’s. Another UK ad shows British Formula One driver Damon Hill visit a Pizza Hut restaurant and order a pizza, with famous F1 commentator Murray Walker visiting with him, and narrating as though it was a Formula One race. As Hill is about to finish his meal, Walker, in a play on Hill’s 1994 & 1995 seasons, shouts â€Å"And Hill finishes second, again! † at which Hill grabs Walker by his shirt and shakes him angrily, Walker proclaiming, in his usual tones, â€Å"He’s lost it! He’s out of control! † ? The 1990 NES game Teenage Mutant Ninja Turtles II: The Arcade Game, came with a coupon for a free pizza. The game was filled with Pizza Hut advertising and pizza that would refill the character’s life. ?Pizza Hut sponsored the first space pizza delivery in 2001, and paid for their logo to appear on a Russian Proton rocket in 2000. [12] ? In Australia, 2006 saw the introduction of a mascot in Pizza Hut’s advertising – â€Å"Pizza Mutt†, a small dog who delivers pizzas. ?Early 2007 saw Pizza Hut move into several more interactive ways of marketing to the consumer. Utilizing mobile phone SMS technology and their MyHut ordering site, they aired several television commercials (commencing just before the Super Bowl) containing hidden words that viewers could type into their phones to receive coupons. Other innovative efforts included their â€Å"MySpace Ted† campaign, which took advantage of the popularity of social networking, and the burgeoning user-submission marketing movement via their Vice President of Pizza contest. Historical Sales (Arranged from Recent) 2006- Whitbread sells their share of the joint venture to Yum! Brands Inc. Pizza Hut UK Ltd is now 100% owned by Yum! Cheesy Bites is launched! 697 restaurants now in the UK! 154 stores are franchise owned by 61 franchisees. 2005- The 4forALL is launched. Over 600 restaurants now open in the UK. 70 of them are Franchise units 2004- Pizza Hut launches The Big New Yorker 2003- 500 restaurants are now open throughout the UK, employing over 20,000 people. 2002- Tricon Global becomes YUM! Brands Inc. The Quad Pizza is launched in the UK. Pizza Hut opens its 500th restaurant. A & W and Long John Silver’s join the Yum brand. 2001- Pizza Hut begins a franchising programme with its delivery stores 2000- Pizza Hut introduces The Edge, a thin pizza with toppings all the way round the edge 1999- Pizza Hut has over 400 restaurants, employing 14000 people. The Italian Pizza is launched in the UK 1998- Pan Pizza is relaunched as Grand Pan in the UK 1997- PepsiCo decided to focus on their drinks business. As a result, Tricon Global Restaurants is born, creating the largest restaurant brand in the World. Tricon became the partner company with Whitbread. The Sicilian Pizza is launched in the UK. There are 277 restaurants and 100 delivery stores in the UK 1995- Stuffed Crust is launched in the UK 1994- 10,000 Pizza Huts are open world-wide 1993- There are 300 restaurants and delivery stores in the UK 1992- There are 9000 restaurants in 84 countries 1990- Pizza Hut reaches Russia. In the UK there are now 200 restaurants 1989- The first restaurant is converted into a Restaurant Based Delivery store 1988- The UK’s first delivery unit opens in Kingsbury, London 1987- An average of one restaurant opened each week in the UK 1986- 100 restaurants in the UK and 5000 world wide. 1984- 50 restaurants so far in the UK 1982- UK joint venture commences between PepsiCo and Whitbread 1980- Pan Pizza Introduced 1977- PepsiCo buys Pizza Hut 1973- Pizza Hut goes international with restaurants in Japan, Canada & England. The first UK Pizza Hut opens in Islington, London 1972- 1000 restaurants are open throughout the USA 1958- Frank and Dan Carney open the first Pizza Hut in Wichita, Kansas Seasonality Pizza Hut pizzas are made for all seasons. However, minor products can be categorized seasoning. 3. ) The Market Market Demographics & Market Psychographics. (Age, Sex, SEC, Geography, Civil Status, Educational Attainment, Occupation) & ( Mindset, Outlook, Lifestyle, Influences, Media Habits, Consumption Behavior) The role of marketing within Pizza Hut is to ensure that the needs of customers are met whilst ensuring that the business makes money! Pizza Hut has a broad range of customers, as pizza is extremely popular to a wide variety of people. The first task is to understand our consumers by living our first value of customer mania. We invest considerable resources in researching who our customers are and their needs. For our Full Service Restaurants our primary customer segment is families with the need for a special place to share those little everyday moments. For the Home Delivery Service the primary customers are teens and young adults who seek convenience. We also conduct market research to find out what our customers think of the brand, whether they remember the advertising and what their dining experiences have been like. Having identified what the customer needs and wants are from our brand, the Marketing team is responsible for developing new products and new promotions to satisfy these needs and increase sales and profitability. 4.) The Industry Competitors Finance, Market Shares and Comparative Pricing In support of our business goals, the Pizza Hut Finance function is split into three teams: Control, Planning and SCM. The overall role of Financial Control is to ensure that our financial statements are accurate and reflect a true and fair view of our business performance. It ensures that all transactions entered into by Pizza Hut are appropriately recorded. It also has the responsibility to ensure that our assets are protected, through appropriate controls and processes. Within Financial Control, we have teams that are responsible for the following: ? Preparing and reporting accurate data to senior management, Yum and Statutory Bodies ? Supporting the expansion programmes of the Franchising and Business Development teams. ?Analysing variances from Plan and Forecasts to facilitate and influence decision-making. ?Paying over 18,500 employees on a weekly basis and 15,000 employees every four weeks, ensuring the related tax and statutory responsibilities are discharged. ?Paying suppliers who supply food, drink and the services that we need to run our restaurants. ?Treasury and Tax management. ?Insurance and Estates management. ?Loss Prevention. We also have specialised tax expertise to ensure that our Corporation, VAT, PAYE, NI and all relevant tax liabilities to the government is calculated properly. Planning’s role is to ensure that our underlying business performance is analysed and understood, that our business and units have suitably stretching performance targets and that our continual drive to improve our business return is well on track. Structurally, Planning is split into three teams: 1. Business Planning, who manage the total business and individual unit budgeting process, as well as providing commercial analytical support for our operations. 2. Sales & Marketing Planning, who ensure that Marketing initiatives are rigourously evaluated and aligned with our strategic and financial goals. 3. Capital Planning, where our focus on returns is displayed through control of investment processes. SCM is responsible for procurement for food and non-food items and managing the logistics of delivering products from suppliers to the outlets. More specifically this involves: – Supply chain strategy development for both short and long term – Supplier development for both existing and new products. – Negotiating and managing contracts for food suppliers as well as services – Working on cost reduction projects in conjunction with QA and operations – Negotiate and manage distribution contracts and ensure contract delivery performance to outlets remain at certain standards – Support strategic initiatives and cross functional projects like new product launches, promotion management Control, Planning and SCM team members spend much of their time helping other team members in Pizza Hut and in turn are sought out to add commercial and financial advice to the business as we work together in achieving our business goals.   

What Everyone Is Saying About Comparative Essay Country Topics Is Dead Wrong and Why

What Everyone Is Saying About Comparative Essay Country Topics Is Dead Wrong and Why What You Should Do About Comparative Essay Country Topics Beginning in the Next 7 Minutes If you opt for essay writing you always need to pick a topic that has enough scope for comparison along with being explained. You can begin with the sort of topic you pick for your compare and contrast essay. If you opt to write on comparative essay topics you must realize that you must do far more research especially because here you'll be comparing at least two things thus you might be working on more things than two things. Lucky for you, there are several topics you could concentrate on when writing and it's all your responsibility to figure out the precise topic that you would like to build on. You should research the selected topic and discover facts to contradict your primary thesis. You may also choose a single topic at the moment and get started practicing. You must research your topic to select three claims. Following that, you can't locate a perfect topic. Here's What I Know About Comparative Essay Country Topics The above mentioned compare and contrast essay topics are only a few of many topics it is possible to decide to talk about in your essay. Writing a great essay might be a bit of cake if you are feeling inspired. The soundest conclusion for such essay should appear to be a very brief overview of the main alterations and rate their negativeness or positiveness. It's possible to restate your thesis statement and point out a number of the arguments used over the full essay that backs it up. One with a better comprehension of facts and technicalities related to comparative essay writing will be in a position to steer you better. While writing a comparative essay all you want to do is keep in mind the fundamentals of essay writing and add the comparison in the essay. It's utterly crucial that you resolve the problem in such a way in which the readers can easily understand the essay. You may discuss a feeling of taste and the book of your favourite author. Since you may see, the topics are broken up into multiple categories so it would be simpler that you select one. Before you begin, it is vital to choose topics which you really know well. It's needless to mention your topics ought to be precise and on point. The topics should be specific. The building of an essay is dependent largely on the way in which the writer is presenting his ideas and observations about the comparative points of the 2 objects to the reader. Compare and contrast the method by which the aut hor elaborates on each theme and expresses their perspectives on the theme during the literary work. Essays have various structures. Comparative essays have to be well proportioned in its structure in addition to in its ideas. The Comparative Essay Country Topics Stories You must present your topic, naturally, and also your thesis statement that has the function of indicating to your readers what is the probable path of the whole work. Students who excel in writing about such complex topic can have an opportunity to be enrolled into a number of the ideal Art universities to come up with their abilities and talent. If you'll write a comparative essay, you will need to get a notion of the impacts of distinct aspects to the result which you might get at the conclusion of the writing activity. You simply need to order a very good essay from experts with the greatest academic degrees in an assortment of fields. Ok, I Think I Understand Comparative Essay Country Topics, Now Tell Me About Comparative Essay Country Topics! For example an individual may select a topic like, life in the shoes of a werewolf. Faith gives us an awareness of belief. Just because you're given total freedom what you're going to write, does not indicate you should write casually without giving any proof. Finding the perfect topic isn't the hardest job in the planet, all you need to do is to take a few factors under consideration. Essay samples become helpful once you are searching for ideas about how to begin your essay writing task. You ought to develop a list of methods where the subjects are the very same and how they're different. When you establish the comparison items you needs to do some appropriate research in order to have sufficient info on both to be in a position to do a suitable comparison. You need to pick the subjects for comparison which you're related to, so as to keep you interested throughout the approach.

Race, Ethnicity, And Culture - 1329 Words

Lin Qian Shao AAS33A-04 Second Essay Assignment November 26, 2014 Franks/Yamato MW 1:30-2:45 Topic number 2 As society progresses and history is created, many factors such as race, ethnicity, and culture tend to shape the ideas among different people. One major group of people that were severely impacted was the African Americans in the United States during the periods from 1804-1813, 1819-1831, and 1832-1848. Based on the definitions from the Asian Pacific Americans: â€Å"Keywords,† Concepts and History, it is said that race is impossible to be defined race from the biological view, because people have been evolved so much over the years, the gene pool is so mixed that distinguishing people from the biological view is not so accurate. For example, African Americans and native Africans both originated from Africa with similar biological and physical aspects, but they may have different lifestyles and preferences. As the African Americans continue to adapt to the life in the United States, and to have their kids be the first generation American citizens, the society has already shap ed this new group of people to live a complete different life than their native relatives. As the new population of African Americans in a certain region began to share similar lifestyles such as language, culture, and religion, and etc., they began to form similarities among themselves that isolates them away from others with different lifestyles. As people move to a newShow MoreRelatedReflection On Culture, Ethnicity, And Race909 Words   |  4 PagesReflection on Culture, Ethnicity, and Race No one can deny the fact that the United States is rapidly becoming a more culturally and ethnically diverse nation. 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