Explain why it is important for marketers to understand the concepts Essay

Explain why it is important for marketers to understand the concepts of market segmentation and target marketing - Essay Example Market segmentation has over time been regarded as one of the fundamental concepts in modern marketing. The segments formed are thus constituted by consumer groups who have similar requirements, as well as groups of services and goods that exhibit similar attributes. Ideally, market segmentation concept has been largely associated with Wendell R. Smith, in the paper he first he first published in the year 1956 (Kim, Park, Lee & Lee, 2006). According to him, "Segmentation is based upon developments on the demand side of the market and represents a rational and more precise adjustment of product and marketing effort to consumer or user requirements† (Flint, Woodruff, and Gardial, 2002). In this respect, therefore, segmentation is viewed as being disaggregative in regard to its trends and effects in bringing about recognition of various demand schedules where only one was initially recognized. The concept of market segmentation is dependent on the recognition of differentiated product demands, whereas its application as a tool for marketing is dependent on the effectiveness in identifying the most befitting variables which can be used to divide total demand into segments that are economically viable (Freytag and Clarke, 2001). The segments that are economically viable could be seen as having the sufficient size that enables the marketers to attain sufficient level of profit through catering to certain needs of the members therein. According to Yankelovich and Meer (2006), "the idea that all markets can profitably be segmented has now received almost as widespread acceptance as the marketing concept itself". This notion is shared by Kim, Lee and Koh (2004), who note that market segmentation relies on the idea that there is need for the company to divide or segment the market in a manner that enables the achievement of certain sets of buyers. The sets of buyers, or the resu ltant

Summary of Cooking Terms Essay Example for Free

Summary of Cooking Terms Essay The following is an alphabetical list of terms that describe ways of applying heat to foods. Basic cooking methods described earlier are included, as are more specific applications of these basic methods. BAKE To cook foods by surrounding them with hot, dry air. Similar to roast, but the term bake usually applies to breads, pastries, vegetables and fish. BARBECUE (1)To cook with dry heat created by the burning of hard wood or by the hot coals of this wood. (2) Loosely, to cook over hot coals, such as on grill or spit, often with a seasoned marinade or basting sauce. BLANCH. To cook an item partially and very briefly in boiling water or in hot fat. Usually a pre-preparation technique, as to loosen peels of vegetables, fruits, and nuts, to partially cook French fries or other foods before service, to prepare for freezing, or to remove undesirable flavors. BOIL To cook in water or other liquid that is bubbling rapidly, about 21. 2 degrees F (100 degrees C) at sea level and at normal pressure BRAISE (1)To cook covered in a small amount of liquid, usually after preliminary browning. (2) To cook certain vegetables slowly in a small amount of liquid without preliminary browning. BROIL To cook with radiant heat from above DEEP-FRY To cook submerged in hot fat. DEGLAZE To swirl a liquid in a saute pan, roast pan, or other pan to dissolve cooked particles of food remaining on the bottom. DRY-HEAT COOKING METHODS Methods in which heat is conducted to foods without the use of moisture. FRY To cook in hot fat GLAZE To give shine to the surface of a food by applying a sauce, aspic, sugar, or icing, and/or by browning or melting under a broiler or salamander or in an oven. GRIDDLE To cook on a flat, solid cooking surface called a griddle. GRILL To cook on an open grid over a heat source. MOIST-HEAT COOKING METHODS Methods in which heat is conducted to foods by water or other liquid (except fat) or by steam. PAN-BROIL To cook uncovered in a skillet or saute pan without fat. PAN-FRY To cook in a moderate amount of fat in an uncovered pan. (EN) PAPILLOTE Wrapped in paper (or sometimes foil) for cooking so the enclosed food is steamed in its own moisture. PARBOIL To cook partially in a boiling or simmering liquid. PARCOOK To cook partially by any method. POACH To cook gently in water or other liquid that is hot but not actually bubbling, 160 degrees to 180 degrees F (71 degrees to 82 degrees C). REDUCE. To cook by simmering or boiling until the quantity of liquid is decreased, often to concentrate flavors. ROAST To cook foods by surrounding them with hot, dry air in an oven or on a spit in front of an open fire. SAUTE To cook quickly in a small amount of fat, usually while mixing or tossing the foods by occasionally flipping the pan. SEAR To brown the surface of a food quickly at a high temperature. SIMMER To cook in water or other liquid that is bubbling gently, 185 degrees to 205 degrees F (85 degrees to 96 degrees C). SMOKE-ROAST To cook with dry heat in the presence of smoke, as on a rack over wood chips in a covered pan. SOUS VIDE Vacuum-packed. Refers to techniques for cooking foods that are packaged under vacuum in plastic bags. STEAM To cook by direct contact with steam. STEW To simmer or braise a food or foods in a small amount of liquid, which is usually served with the food as a sauce. STIR-FRY To cook quickly in a small amount of fat by tossing cut-up foods in a wok or pan with spatulas or similar implements. Similar to saute, except the pan is stationary. SWEAT To cook slowly in fat without browning, sometimes under a cover. FIVE-SPICE CHICKEN WITH VEGETABLES Ingredients: †¢ 2 tbsp sesame oil †¢ 1 garlic clove, chopped. †¢ 3 spring onions, trimmed and sliced †¢ 1 tbsp corn flour †¢ 2 tbsp rice wine †¢ 4 skinless chicken breasts, cut into strips †¢ 1 tbsp Chinese five-spice powder †¢ 1 tbsp grated fresh ginger †¢ 125 ml/4 fl oz chicken stock †¢ 100 g/3 ? oz baby corn cobs, sliced †¢ 300 g/10 ? oz bean sprouts †¢ Finely chopped spring onions to garnish(optional) †¢ Freshly cooked jasmine rice, (to serve) Procedure 1. Heat the oil in a preheated wok or large frying pan. Add the garlic and spring onions and stir-fry over medium-high heat for 1 minute. 2. In a bowl, mix together the corn flour and rice wine, then add the mixture to the pan. Stir-fry for 1 minute, then add the chicken, five-spice powder, ginger and chicken stock and cook for another 4 minutes. Add the corn cobs and cook for 2 minutes, then add the bean sprouts and cook for another minute. 3. Remove from the heat, garnish with chopped spring onions, if using, and serve with freshly cooked jasmine rice. SHINJAGA Ingredients: †¢ 1 ? lb new potatoes †¢ 1 tbsp vegetable oil †¢ 4 tbsp Kikkoman †¢ 2 tbsp sugar †¢ 1 tbsp mirin Procedure: 1. Wash and scrub new potatoes 2. Put them in a deep pan and pour enough water to cover them. 3. Bring to a boil on high heat. 4. Turn down the heat to medium and cook about 10 minutes or until softened. 5. Drain potatoes in strainer. 6. Mix Kikkoman, mirin, and sugar in a small cup and set aside. 7. Heat oil in a large pan on medium heat and fry potatoes until lightly browned. 8. Pour the sauce mixture over the potatoes. 9. Shake the pan to let the sauce coat new potatoes over high heat. Stop the heat. CORDON BLEU Ingredients: †¢ chicken breast fillet (marinated seasoned with pepper salt) †¢ bread crumbs †¢ egg †¢ oil †¢ toothpicks †¢ cheese †¢ ham Procedure: 1. Put the chicken fillet in a flat surface. Then add cheese and ham on top of the chicken fillet. Roll it and use the toothpicks to hold it. 2. Dip the rolled chicken fillet in the egg and roll it in the bread crumbs. 3. Deep-fry until golden brown. 4. Remove the toothpick when serving. FISH FILLET Ingredients: †¢ fish(Dory) †¢ calamansi †¢ seasoning †¢ egg bread crumbs †¢ mayonnaise Procedure: 1. Slice the fish. 2. Mix the calamansi and the egg with the fish. 3. Add a little bit seasoning on it. 4. Dip the fish on the bread crumbs. 5. Deep-fry it until it becomes golden brown. 6. After cooking, place the mayonnaise on a small bowl for you to dip your fish on it. SQUASH MIX Ingredients: †¢ oil †¢ egg †¢ squash (grated) †¢ cornstarch. Procedure: 1. Mix the grated squash and the egg. 2. Add cornstarch to the mixture. 3. Fry it. CRUNCHY CHICKEN FINGERS Ingredients: FOR CHICKEN FINGERS †¢ ? kilo chicken breast fillet, sliced into 1 inch thick strips †¢ 1 8g MAGGI MAGIC SARAP †¢ 1 cup all purpose flour †¢ 2 cups finely crushed NESTLE cornflakes †¢ 2 eggs, beaten †¢ Cooking oil for frying FOR TROPICAL CHILI SAUCE †¢ ? cup sweet-chili †¢ 1 tsp MAGGI MAGIC SARAP †¢ ? cup water †¢ Pineapple tidbits †¢ Salt to taste Procedure: 1. Rub MAGGI MAGIC SARAP on chicken strips and let it sit for at least 15 minutes. 2. Coat chicken strips in flour. Dip in egg then roll in crushed cornflakes. 3. Fry chicken strips until golden brown. Drain using paper towels to remove excess oil. Serve with Tropical Chili Sauce on the side. SWEET AND SOUR FISH Ingredients: †¢ 2-3 lbs red snapper, whole fish †¢ 4 tbsp vegetable oil †¢ 1 tbsp salt †¢ ? tsp ground pepper †¢ 2 tbsp soy sauce †¢ ? cup apple cider vinegar or white vinegar †¢ ? water †¢ ? cup brown sugar †¢ 1 large chopped onion †¢ 6 tbsp minced garlic †¢ ? cup ginger, julienned †¢ ? cup carrot, julienned †¢ ? cup red bell pepper †¢ ? cup scallion, julienned (spring onions) †¢ 1 tbsp sifted flour Procedure: 1. Clean the fish and slit it open. Let it stand for few minutes and drain well. 2. Sprinkle fish with 1 tbsp salt 3. In a medium skillet, heat the oil and fry the fish until brown. Remove the fish from the pan and set aside. 4. In the same skillet, saute the garlic until light brown, then saute onion. 5. Add salt and white pepper. Stir in ginger, scallions, carrot and red bell pepper. 6. Add soy sauce, vinegar, water and sugar. Salt and pepper to taste. 7. When the mixture boils, add the flour to thicken. Then, add the fish. 8. Cover the skillet and simmer for 5 minutes. PINAKBET Ingredients: †¢ okra †¢ eggplant †¢ squash †¢ MAGGI magic sarap †¢ Tomato †¢ Garlic †¢ Onion †¢ Salt †¢ Umami †¢ Oyster sauce. †¢ Cabbage Procedure: 1. Saute garlic and onion. 2. Add a little amount of water and put vegetables. 3. Add oyster sauce. 4. Season it with MAGGI magic sarap, salt umami. 5. Taste it and adjust flavors if needed. 6. Serve hot. RELLENONG TALONG Ingredients: †¢ egg †¢ eggplant †¢ ground pork †¢ garlic †¢ onion †¢ oil †¢ salt Procedure: 1. Fry the ground pork. 2. Slice the eggplant in the middle and get the inner part of the eggplant. 3. Mix the pork, garlic onion add salt to season it. 4. Then put the cooked pork in the middle of the sliced eggplant then, put the eggplant in the pan and put egg to close the eggplant.

A Seperate Peace, by John Knowles :: essays research papers

A Separate Peace was written by active author John Knowles from his real experiences and personal struggles. Knowles attended Phillips Exeter Academy, an exclusive New Hampshire prep school, for two summer sessions in 1943 and 1944. This book vaguely outlines his experiences at Exeter with himself as the main character but under the name of Gene Forrester. Knowles' novel tells the somber story of a young man's struggle to escape from himself and his world; to achieve a special and separate peace. The primary setting of A Separate Peace is at the Devon School. The exact location of this school is not known in terms of a state, but it is identified as being in the South, sitting between a freshwater and a saltwater stream. The bulk of the story takes place in the years of 1942 through 1944 at the same time as World War II, but the beginning and end of the book consist of Gene looking back on his years at the Devon School 15 years after he had attended it. A Separate Peace considers two conflicts: man against man and man against himself. Early in the story Gene believes that his problems lie within his best friend Phineas (Finny), but later he realizes that his conflict is internal. Misplaced jealousy, fear, love and hate fight for control of Gene's actions. When the dark side of him wins for a brief moment and he pushes Finny out of a tree it ends his man against man conflict and makes Gene realize that Finny's intention has never been to sabotage him. He had only wanted to have a close and meaningful relationship with his best friend, but their relationship was forever scarred by Gene's betrayal. Gene also learns that people destruct themselves all of the time for no reason, believing that others are enemies when they actually are not.. This can be observed in the last lines of the book when Gene states, "All of them, all except Phineas, constructed at infinite cost to themselves these Maginot Lines against this enemy they thoug ht they saw across the frontier, this enemy who never attacked that way -if he ever attacked at all; if he was indeed the enemy." The climax of the story occurs when Gene and Finny finally have a two-sited discussion about the incident at the tree. This tear-filled conversation makes each boy realize how much they actually care for each other.

Computer Class

You are writing a research paper for your history class and have found a photo on the Web that you would like to use. You are cautious about using photos on the Web because of copyright Issues and photos that have been altered digitally. How might you verify the validity of a photo on the Web? When using a source for a research paper It Is always very Important to verify the book, website, photo, etc.In order to verify the validity of a photo on the Web, people need to check the source as to wear It came from, If the website Is not a website with absentia validation, then the photo Is not a resource that they should use In their paper. Also there Is now a Google â€Å"Search by Images† page. This allows people to copy and paste the picture Into the search engine and see where It came from. If the sources that come up do not have accurate validation of the photo then It Is not an appropriate resource that person should be using for his or her paper. Work Password Management: Yo u must remember multiple user names and passwords to access various computer resources within your company. Each time your company introduces a new system, you must remember a new user name and password, some of which you are unable to customize. What steps will you take to manage your passwords? When managing passwords and user names that you were given by your company always make sure to write it down on a certain piece of paper and put it in a safe place.Nowadays there are so many things that you need to have a user name and password for. Work is one of the main things. When introducing a new system, and receiving a new user name and password create a paper that ash the rest of your swords and user names on there with a brief description of what the website is about. This will allow you to remember the website, but also have your user name and password handy.One more thing is that when creating this paper you must find a safe place to put it so that no one can use the paper to lo gin to your account. Make sure you know where the paper is and do not tell anyone because if they find out where the paper is, other workers can have the potential to mess up or change your career. Computer Class By ambassadors using photos on the Web because of copyright issues and photos that have been When using a source for a research paper it is always very important to verify the book, website, photo, etc. N order to verify the validity of a photo on the Web, people need to check the source as to wear it came from, if the website is not a website with substantial validation, then the photo is not a resource that they should use in their paper. Also there is now a Google â€Å"Search by Images† page.

Country Music

Country Music Purpose: The purpose and goal of this speech is to inform my classmates of the Country music and its importance. Thesis: In order to understand the impact of Country music on the very music we listen to today, we need to understand its history, the artists who made the genre what it is today, and the country artist who have found success today. Organizational Pattern: Chronological I. Introduction a. Attention Getter: Who here listens to music? In the survey I’d say almost all of you have filled out, I was surprised to see six people had answered country music as their favorite genre.That made it the highest chosen, next to Pop. b. Relevance: So all of you here listen to music at some point in any given day, it should be fairly obvious how any kind of music could be relevant to you and your present life. c. Credibility: Being a fan of Country music myself, and after several weeks of conducting research on the subject, I have been very much interested in the artis ts Country music since I reluctantly began listening a little over a year ago. d.Thesis: In order to understand the impact of Country music on the very music we listen to today, we need to understand its history, the artists who made the genre what it is today, and the country artist who have found success today. e. Preview: So first, we will learn about and understand where Country began and how it evolved. Then I’ll tell you about the artists who made the genre popular. And finally wrap things up by speaking about the Country artists who are successful and popular today. Transition: So I’ll start with the roots of country music and how it evolved into the country songs we hear today.II. Body f. First, Country music’s origins will be discussed i. In the book Country Music, U. S. A. , written by Bill C. Malone and published in 1985, he says that Country music is â€Å"older than the South itself. † Which means, as far back as it goes, the more music it ha s inspired, and influenced in the future years. ii. Country music was recognized by the beats, use of fiddles, and steel guitars and in the twentieth century, society began to urbanize and people flocked to big cities like Chicago and New York, which then created anti-rural feelings.Southern Grassroots bridged the gap between urban and rural. 1. This occurred right around the same time as the radio becoming popular. The radio made it much easier for urban influence to reach far out farm homes in the boonies. This was extremely important in Country music’s discovery and refinement into the genre we know today. iii. During the war years Country music had flourished and changed drastically 2. Pre-World War One the music industry was mostly a sheet music business. However, during the war years it evolved into a political tool for rallying the country together. . Jumping to the next World War, after the attack on Pearl Harbor patriotism in the country has soared, and the rural pop ulation which produced most of the nation’s country music, had ‘liberated by war’ as stated by the previous source mentioned. iv. After the Second World War, there was a boom in Country music’s popularity. This also began the movement of Country artist performing ‘crossovers’. Which was music that was 4. This is the type of music that was produced by legends like Elvis Presley and Chuck Berry.A few years later in the 50’s artists like Johnny Cash also emerged. I should also mention this genre was coined ‘Rockabillies’ being a mix of Rock and Hillbilly music. 5. This also caused a huge boom of music produced in Nashville, which then became known as the capital of Rock and Roll, and remains to be until this day. And from Nashville the music continued to evolve into the Country music we listen to, or hear about today. Transition: Speaking of the artists I have just mentioned above, I’m going to now talk about the artist s who have inspired music as we know it. . As I’ve previously mentioned, and some of you may have been surprised by Elvis’ name mentioned along with other Country artists. His style and music had begun influencing not only country music but an entire generation of future artists. v. He was one of the first artists to be considered very popular in the ‘rockabilly’ genre. His captivating voice and bad-boy hairstyle and clothing was the absolute most exciting thing for teens in the 50’s, and influenced music as we know it. vi. Another artist that came about in this time is Johnny Cash.He is more of a true country artist than most would consider Elvis because he stuck more to bluegrass and blues type roots. vii. Johnny Cash lived a literal rock and roll out of control life. He went through marriages and drugs like it was as vital to him as air. Continuing to make music until the 2000’s. One of his final songs released was a cover of Nine Inch Nai ls, ‘Hurt’ that according to Nine Inch Nails singer Trent Reznor in a VH1 interview, â€Å"It sounded as though my version was the cover, and the song was written for Cash. Transition: Now that you know more about the artists who made country popular, let’s talk about those who make country as we know it popular. h. I realize that not everyone here likes or enjoys country music, but I have no doubt that almost every person here can name at least one country artist. viii. Country music concerts sell out all across the United States, and even the big country music festival, Country Thunder, attracts hundreds of people every year as it continues to grow. ix. Artists like Taylor Swift, Jason Aldean, and Carrie Underwood are artists who continue to be successful country music artists in the music industry today.They continue to top Billboard Charts and sell out their own concerts. Transition: (cue visual aid) Now that we’ve seen Country artists both past and p resent who have been successful in making Country popular, we have a better understanding of the genre. III. Conclusion i. Thesis/Summary: It holds true that the same research done with Country music here, can be repeated with any genre, and we would still find a long history filled with artists who have been inspired, and inspire generations of artists, as well as finding current artists within the genre today. j.Memorable close: Even though Country might not be your favorite, but musicians like Elvis Presley and Johnny Cash had laid the foundation for the very music you listen to today. Refrences Malone, Bill C. Country Music U. S. A. ; a Fifty-year History,. Austin: Published for the American Folklore Society by the University of Texas, 1968. Print. Lynskey, Dorian. 33 Revolutions per Minute: A History of Protest Songs, from Billie Holiday to Green Day. New York: Ecco, 2011. Print. Holt, Fabian. Genre in Popular Music. Chicago: University of Chicago, 2007. Print. Petrusich, Amand a.It Still Moves: Lost Songs, Lost Highways, and the Search for the next American Music. New York: Faber and Faber, 2008. Print. Campion, James. â€Å"Elvis Presley – The Bad, The Sweet And The Boogie – Author James Campion Rates the King's Effect on the 20th Century. † Elvis Presley – The Bad, The Sweet And The Boogie – Author James Campion Rates the King's Effect on the 20th Century. N. p. , July-Aug. 1996. Web. 04 Oct. 2012. <http://www. jamescampion. com/elvis. html>. â€Å"Johnny Cash Biography. † CMT: Country Music Television. N. p. , n. d. Web. 04 Oct. 2012. <http://www. cmt. com/artists/az/cash_johnny/bio. jhtml>.

The Difference Between Intensive and Extensive Properties

The Difference Between Intensive and Extensive Properties Intensive properties and extensive properties are types of physical properties of matter. The terms intensive and extensive were first described by physical chemist and physicist Richard C. Tolman in 1917. Heres a look at what intensive and extensive properties are, examples of them, and how to tell them apart. Intensive Properties Intensive properties are bulk properties, which means they do not depend on the amount of matter that is present. Examples of intensive properties include: Boiling PointDensityState of MatterColorMelting PointOdorTemperatureRefractive IndexLusterHardnessDuctilityMalleability Intensive properties can be used to help identify a sample because these characteristics do not depend on the amount of sample, nor do they change according to conditions. Extensive Properties Extensive properties do depend on the amount of matter that is present. An extensive property is considered additive for subsystems. Examples of extensive properties include: VolumeMassSizeWeightLength The ratio between two extensive properties is an intensive property. For example, mass and volume are extensive properties, but their ratio (density) is an intensive property of matter. While extensive properties are great for describing a sample, they arent very helpful in identifying it because they can change according to sample size or conditions. Way to Tell Intensive and Extensive Properties Apart One easy way to tell whether a physical property is intensive or extensive is to take two identical samples of a substance and put them together. If this doubles the property (e.g., twice the mass, twice as long), its an extensive property. If the property is unchanged by altering the sample size, its an intensive property.

Documenting Primary school teaching in Mumbai (India) The WritePass Journal

Documenting Primary school teaching in Mumbai (India) Introduction Documenting Primary school teaching in Mumbai (India) IntroductionHypothesis RationaleLiterature Review Teacher’s Quality   Teacher’s Interpersonal Skills Documentation of the best practices Primary school teachers and primary educationMethodologyAims ObjectivesOperational DefinitionsData CollectionSampleResearch DesignResearch ToolsData AnalysisReliability and Validity of the researchEthical Issues References: Related Introduction A century ago, when we look back at the educational situation, it can be seen that the concept of ‘primary education’ was not seeded in the minds of the people. Mist of the countries focussed on education as knowing of their religious needs rather than a preparation for one’s active life. Only in 19th century did most countries make primary education compulsory and people began regarding education as a right (Amrung Gerald, 1999). Children usually enrol in primary schools by the age of 6 and it evolves as a five-year cycle and primary education forms as a basis for all further education and schooling and it is also the foundation to cope with the changing world and society (Pollard Bourne, 1995). India’s primary education is like a glass which is two-third full and one third empty having 67 million children aged 6 to 10 years attending primary schooling but 28 to 32 million children who are not (World Bank Publication, 1997). Millions of young children ha iling from lower socio-economic, comprising nearly 40% never complete their primary schooling and those who can have to face a number of problems like poor qualified teachers, very high teacher-student ratio, inadequate teaching materials (Saxena, 2005). All these factors contribute to low quality of education that imparts only little or no learning. Teachers teaching in primary schools account for the largest steadily growing profession in India, with nearly 2.8 million primary and upper primary teachers employed in the year 2000 (Tilak, 1995) It is rightly said ‘upon the teacher rests the school’; the ‘teacher’ becomes the prime revitalizing force and plays a pivotal role in the education system. Good teacher is the one who is T- thoughtful, E- Enthusiastic, A-Ambitious, C- Creative, H- Having high dignity, E- Executiveness and R- Reliability and it is the teacher who helps the child to build his self-concept (Devasenathipati, 2001). According to Miyan Rastogi (2005), a primary school teacher can be called as ‘competent’ only when she/he has a varied range of knowledge in all spheres and skills to achieve her/his goals. Primary schooling is very complex as teachers introduce the children to mathematics, science, language and other social studies which can be very tough and boring for the children, so the onus likes in the hand of the teacher to make all these subjects interesting by using various techniques of teaching like games, music, books etc (Richardson Stop, 1998). ‘A unique human being- the teacher’ who has to play multiple roles; of a listener, leader, psychological diagnostician etc and requires her/his total self, the personal and professional side to shape the personality of the child (Spodek, 1972). In India till the 18th century, education was confined to conventional beliefs and thoughts. It was only later when great thinkers like Raja Ram Mohan Roy felt the urgency to introduce an ‘institution for training teachers’ to help the students cope with the changing educational system around the world (Saxena, 2005). Cheng (1996) commented that â€Å"A teacher with ‘low educational efficacy’ believes that education cannot affect student’s performance, whereas a teacher with ‘high educational efficacy’ believes that education does positively affect learning outcomes. High educational efficacy has been constantly correlated with child centred (developmentally appropriate) environments and positive student outcomes†. Developmentally Appropriate Practice (DAP) is a term coined by the ‘National Association for the Education of Young Children’ which talks about the teaching techniques that identify and foster the developmen tal needs of children (Bredekamp, 1997).   Documenting these practices which can be named as ‘best practices’ will help teachers to enhance their skills and help them improve for the better, at the same time documentation will also prove as a link between the teaching fraternities globally giving birth to more systematic and educational system along with this it will be a boon for the upcoming generation of teachers to adopt these protocols. Hypothesis Rationale Many a time’s teachers are criticised for not doing their best in schools. There could be many reasons; either it could be ineffectiveness of the teacher or lack of resources. Hence it will be very useful to identify the best/healthy practices carried out by teachers with or without resources. This study will help in knowing and understanding the teacher’s effectiveness in primary schools and documenting the best practices so that other teachers who work under similar circumstances with similar goals and constraints get an idea of effective teaching.   The teachers will be observed, recorded and documented in 4 areas: Teacher as a Person, Teacher as a Professional, Teacher’s Interpersonal Relationship and Qualities of the Teacher. Literature Review The literature is based on past researches done on teachers and primary school teaching and it is presented on the following subtopics:   Teacher’s Quality Teacher’s Interpersonal Skills Teacher’s Qualification Documentation of the best practices Primary school teachers and primary education Teacher’s Quality According to Hammond (2000) teachers preparations and teachings are the strongest correlations of the student’s achievement and teacher’s quality is the most vital educational investment. Similarly Rvikin, Hanushek and Kain (1998) reported the student’s performance outcomes to the teacher’s quality, they analysed 400,000 students in 3000 schools from New York, which concluded that school quality is the most important factor in students achievement however teacher’s quality is the most important predictor whereas size and teacher education plays a very small role. Relationship between teachers’ personality and academic and social development was analysed by Heil and Washburne (1998). They found out that children made the greatest progress under the guidance of self-controlled teacher and least under fearful teachers. They also reported that children seem to grow as friendlier under self-controlled teachers.   Teacher’s Interpersonal Skills Dasgupta (2004) observed that those teachers who had a strong interest in their students as individuals and were sensitive to their needs, the students could relate themselves with such teachers in a much better way creating a level of comfort with them. On the other hand, those teachers who are friendly but make no attempt to know their students, the children feel anxious being with them and they even doubted the teacher’s ability to perform. Similarly, those teachers who did not show any interest, the students believed that the teacher had a very low ability to perform and was low self-motivated. A significant body of research reported that academic achievement and students’ behaviour is influenced by the quality of the teacher-student relationship. It also suggests that the emotional aspect of the teacher-student relationship is far more important than the conventional advice on methods and techniques of teaching (Gerald, 1999) Teacher’s Qualification Cheng (1996) conducted a study on high school students’ performance using data from the National Educational Longitudinal Studies (1998) and found that fully certified teachers have a significant positive impact on student test scores as compared to teachers who are not well qualified and certified. Heil (1998) through his study concluded that teachers who had been out from teacher education since long and were away from on-going professional development lacked familiarity with current knowledge. She also commented that there was a significant difference in strength of developmentally appropriate practice beliefs between novice teachers and veteran teachers. The more oriented teachers scored significantly high on measures of developmentally appropriate practices. Documentation of the best practices A study was conducted by Miyan in 2005 documenting the best practices on 25 children in 7 schools and it was seen that the most prominent best practices carried out were providing children with positive reinforcement, treating all children equally, spontaneity while teaching and innovativeness in teaching methods. Similar study conducted by Rastogi (2005) found out that the best teaching practices were using teaching aids and creative methods to teach like dramatizations, providing children with a stimulating environment. Primary school teachers and primary education According to Dasgupta (2004), ‘play’ should be the central activity of children even in primary schools and primary school teachers should teach children using the play way method as it helps children to relate to what is being taught. Introducing games in classroom is one of the ways of encouraging cooperation and motivating the children to study and learn the concepts. Washburne (1998) surveyed primary school children to see the kind of the teachers liked by them and those who were disliked. He found that physical characteristics such as grooming, nice voice, and pleasing personality were found to be more important along with teacher’s qualities like interest in teaching, enthusiasm, innovativeness etc. At the same time children also laid equal emphasis on the personality traits like being cheerful, fair, non-judgemental etc. Methodology Aims Objectives To identify and document the ‘best practices’ of teachers, nominated as ‘effective teachers’ by principals/supervisors To identify the practices that need improvement To observe, record and document the ‘best practices’ of primary school teachers in 4 areas: Teacher as a Person, Teacher as a Professional, Teacher’s Interpersonal Relationship and Qualities of the Teacher. To compare the teachers best practices in relation to the fee structure To compare the teachers best practices in relation to his/her years of teaching experience To compare teachers best practices in relation to the teacher child ratio. Operational Definitions Effective Teachers: These are the teachers having innovative and creative teaching practices and who will be nominated by the principals/supervisors Primary Teacher: Teacher teaching to children in 1st and 2nd grade Low Fee Structured Schools: Schools having fees ranging from Rs.15/- to Rs.350/- per month High Fee Structured Schools: Schools having fees ranging from Rs.350/- to Rs. 450/- per month Data Collection Sample Primary school teachers serving in the schools having low and high fee structure and located in Mumbai, India will be approached using an introductory letter. The schools will be selected keeping in mind the indicators like fee structure, location of schools, medium of instruction and minimum 5years of establishment. 10 schools will be approached and nearly 30 teachers will be observed and interviewed. From these 10 schools, 5 schools will represent schools having low fee structure and remaining 5 schools will represent high fee structure. Research Design The school authorities will be approached with a prior appointment and the school supervisor/principal will be given and introductory letter conveying the nature of the research (refer to appendix 2). The information and the facts about the school (profile of the school) will be obtained from the authorities including details of the school like the name, number of teaching staff, fee structure, teacher-child ratio etc. The principal/supervisor will be asked to nominate three teachers who according to them are effective in their teaching, in short who are exemplary. The teachers will be given a consent form (refer to appendix 1) which will agree their part-taking in the research. Research Tools The research tools that will be used for this study will be a fact sheet, an observation record documentation sheet along with an interview questionnaire. The sample of the research tools is provided in the appendix. The fact sheet will have two parts to it; first it will help in gathering the profile of the school and second one to gather the nomination of the teachers made by the principal/supervisor (Refer to appendix 3) The observation record sheet will be again divided in two parts.   First part will focus on gathering the teacher’s profile (age, qualification, number of years of experience) whereas the second part of the sheet who help in observing the nominated teacher in four criterias namely- Teacher as a Person, Teacher’s Interpersonal Relationship, Teacher as a professional and Qualities of the Teacher (Refer appendix 4a. 4b). The documentation sheet will help in documenting the best practices of teachers along with those practices which need improvement. This will also help in understanding the teacher-child interaction and noting down the minuscule but important details of classroom teaching (Refer to appendix 5) The interview questionnaire will help in interacting with the teachers on one to one basis. The nominated teachers will be interviewed on the basis of the four criterias namely- Teacher as a Person, Teacher’s Interpersonal Relationship, Teacher as a professional and Qualities of the Teacher. The interview will consist of open end questions will be give a chance to the teachers to be more expressive, so that all the details could be captured. (Refer appendix 6) To summarise, the researcher will visit the schools during the school hours for observation. Observation will be done for each teacher for 3 days and each session would be for an hour. The observation record sheet and the documentation sheet will be carried to the classroom to record the verbal comments as well as the non-verbal gestures of the teachers along with the recording of the best practices. So the researcher will observe 3 teachers for 3 days in each school (schools having high as well as low fee structure), one hour per teacher in each school.   The researcher will then interview the teachers during the school hours according to the convenience of the teachers. The interview session would approximately last for an hour. Data Analysis The observation record sheet will be analysed both quantitatively as well as qualitatively where as the documentation and interview sheet will be analysed qualitatively only. The data for the quantitative analysis will be encoded using the SPSS and co-relational analysis will be conducted for the statistical analysis. The data for the qualitative analysis will be encoded using the analysing conversation technique and the IPA (Interpretative Phenomenological Analysis) so that a rich data is collected. Reliability and Validity of the research To understand the reliability and validity of the research, a pilot study will be conducted on two schools. During the pilot study the effectiveness of the tool will be checked. A meta-analysis can also be conducted to understand the nature of previous researches done and certain improvisations in the present study can be made on the basis of the systematic review of meta-analysis. Ethical Issues Any research and the practical applications of the procedures come under the scrutiny of professional ethics (Anastasi Urbina, 2004).   Even for this research certain ethical issues have to be taken care of in a systematic manner. A formal approval will be taken from the principals/supervisors of the school who decide to become a part of the study, even the nominated teachers would be asked if they would like to participate and be one of the respondents, they will also be entitled to sign a consent form. All the data collected will be confidential. No one except the researcher will be allowed to access that data. There are no foreseeable risks involved with the tools used for the research. They will be assured that all their information will be kept confidential and privacy will be maintained. While conducting the observations and interview there could be some risk involved like anxiety and questions in the respondents mind. All the participants will be explained the nature of the study, objectives. They will be assured that all their information will be kept confidential and privacy will be maintained. References: Amurang, C., Gerald. 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