English P

In: Business and Management

Submitted By galipoli
Words 2564
Pages 11
A case study analysis

Group 5 Suthasina Chaolertseree (4802641060) Nutnaree Chaisirivichien (4802640583) Passamon Rattanawenawatee (4802641326) Jirawat Mahatraiphop (4802640302) David Eberle (5102940037)

TiVo: A case study analysis MK 413: Group 5

1. Management vision There are four directions that TiVo’s management team can choose; each strategy has issues that the management team should consider before making a decision. The first direction is doing stand-alone business. TiVo can successfully compete with others in this type of business and earn high profits due to its unique offering. Standalone business also gives TiVo flexibility in developing its product technology and in enhancing its brand awareness, which allows TiVo to set higher prices. On the other hand, the company will have more marketing expenses in order to compete in the market since it needs to pay for advertising costs itself. Moreover, cable companies can become new potential competitors since they can outsource consumer electronics manufacturing to produce DVRs for them and distribute DVR devices to their subscribers. Doing Comcast and Advertising business may require TiVo to assemble its product equipment with another consumer electronics product and to use co-branding causing TiVo’s brand awareness to decrease. Moreover, the management team needs to put huge effort in turning advertising-related business into one of its core businesses. Furthermore, TiVo’s monthly average revenue per unit or per subscriber (ARPU) from the customer base of cable network providers has dramatically decreased, turning the profit margin from this base to be very low. In contrast, customers who use TiVo have a low churn rate, so the company can use this competitiveness to attract cable companies to adopt and distribute TiVo products to their subscribers to help protect their subscribers from switching…...

Similar Documents


...International work and education 1.1. a) The internet has made it easier to find work and study opportunities abroad. (T) b) A period of study abroad can be part of university degree in your home country. (T) c) Business ethics differ depending on the culture of the company’s owner. (F) d) Internship programs help high technology companies make a lot of money. (F) e) For over fifty years Western countries have tried to stop the flow of foreign workers. (T) f) The brain drain is a benefit to the industrialized world.(T) g) Outsourcing helps local communities. h) Gap year activities are primarily for high school drop-outs.(T) i) ESP, or Extra Sensory Perception, is a method for learning English through mental concentration on the thoughts of native speakers. 1.4 A | B | Higher education | | Line of work | | Job market | | International conglomerate | | Language proficiency | | Opportunity | | Dress code | | Business ethics | | Employment | | Career | | Lingua franca | | Trend | | Internship | | Recruit | | Workforce | | Workplace | | Unskilled worker | | Expertise | | Environment | | Occupation | | | | | | | | a. A common language of communication used by people who do not share a mother tongue. b. A position designed to give beginners experience in an occupation of profession. c. A time or place that offers a chance of success. d. The......

Words: 399 - Pages: 2


... CHECK YOUR ENGLISH VOCABULARY FOR TOEIC ® by Rawdon Wyatt A & C Black London www.acblack.com First published in Great Britain in 2006 A & C Black Publishers Ltd 38 Soho Square, London W1D 3HB © Rawdon Wyatt 2006 All rights reserved. No part of this publication may be reproduced in any form without the permission of the publishers. A CIP entry for this book is available from the British Library ISBN-10: 0 7136 7508 5 ISBN-13: 978 0 7136 7508 X eISBN-13: 978-1-4081-0234-3 Text typeset by A & C Black Printed in Italy by Legoprint A & C Black uses paper produced with elemental chlorine-free pulp, harvested from managed sustainable forests. Introduction This book has been written for anyone who is planning to take the TOEIC®, and who wants to practice and develop their vocabulary. A greater command of vocabulary is one of the key factors that will help you raise your TOEIC® score. You should not go through the exercises in this book mechanically. It is better to choose areas that you are unfamiliar with, or areas that are of specific interest or importance to you. Each exercise is accompanied by a full answer key at the back of the book. This key also gives you other information about particular vocabulary items (for example, words with similar meanings, alternative words and expressions, etc.) that are not covered in the exercises themselves. When you are doing the tasks in this book, look at the instructions carefully to make sure you......

Words: 35363 - Pages: 142


...------------------------------------------------- Top of Form Studying Literature in Grade 12 By: Francis Azouri Graduating students in Ontario should only study Canadian literature in Grade 12. Although good writers exist in all cultures, Ontario students should specifically study Canadian writers, because we need to become more familiar with our past Canadian writers. Three reasons for this are; the need to focus on our own Canadian culture despite being surrounded by other cultures, the need to promote and establish our own writers, and the need to encourage younger Canadian authors. Students in Ontario taking English should particularly study Canadian literature because we are completely swamped by the American culture around us. This is a Canadian tradition in that we have always been a “branch plant” of another country starting with England and France meaning that our own culture has never had the chance to develop since we have always been under the thumb of a stronger foreign culture. For years, a student in Ontario will study Shakespeare and other British writers. Today everyone may also study American authors such as Fitzgerald and Hemingway; however, schools tend to limit a student’s exposure to Canadian novels. In this sense, Canada is an attic in that we have stored American and British literature without considering our own literature itself,1 no wonder a Canadian student has problems appreciating their culture. Often what Canadian......

Words: 1240 - Pages: 5


...використовувати для студентів німецького та французького відділення, які вивчають англійську як другу мову, на факультетах підвищення кваліфікації вчителів, а також на факультативних заняттях. ©Мінцис Е. Є., 2009 ©Мінцис Ю. Б., 2009 ©Карбашевська О. В., 2009 CONTENTS Unit I. Scheme of Text Analysis. Unit II. Rhetorical Devices Activities Unit III. Tasks for Text Interpretation and Analytical Reading: The Wrong Suitcase Importance of Being Earnest Supplement References UNIT I SCHEME OF TEXT ANALYSIS 1. What do you know about the author and his place in English/American literature (the author is a prominent, well-known, popular writer). 2. Historical and social background of the novel (the action takes place in ..., the events described in the book… text/story is connected with ..., the author paints a true and lively picture of ...). 3. The connotation of the title of the story (the story is entitled ... because it tells us about...). 4. The theme of the text (It is a description of..., the text shows us...). 5. The message of the text (the message of the text may be presented like this..., the text teaches the reader ...). 6. Brief summary of the text (let me give you a brief summary of the text). 7. What does the passage under study present : a) the passage under study......

Words: 14274 - Pages: 58


...Toán r i r c và nh ng v n đ liên quan Discrete Mathematics and issues related Ma29 Ngày 8 tháng 2 năm 2014 Tóm t t n i dung Mình l p topic này song song v i topic Toán r i r c và nh ng v n đ liên quan v i m c đ đ thi m c đơn gi n nhưng nó liên quan nhi u đ n tính toán phù h p cho các kì thi ch n HSG c a trư ng, t nh và olympic 30/4..... sau này mình còn tham v ng l p ra m t topic Các bài toán qua các kì thi olympic sinh viên nhưng đ u nh ng v n đ quen thu c vì mình còn y u và ít có kh năng sáng t o đ có th chinh ph c đư c nó ho c phát tri n nó lên như ki u toán ph thông đư c . Topic này s không khái quát lên đư c cái nhìn t ng quan cho các kì thi như m t s nhân v t thi HSG v n đang đang làm các trư ng chuyên toán nhưng tôi hy v ng nó s b ít cho ngư i em ngư i gi i ng i đ c và k c tôi n a . I made this topic thread in parallel with Discrete Mathematics and issues related with the degree of competition in a simple but relevant to calculating appropriate for the examinations of the selected intelligent student, provincial and olympia 30 / 4 ..... his ambition was later established through a topic The problem olympic exams but students are familiar problems because of their weak and less likely to be able to creatively conquer it or grow it up as the type of mainstream computing. This topic will not be generalized to the overview for the exam as some of the characters are still doing intelligent student exam in math magnet school, but I hope it will supplement the award at......

Words: 688 - Pages: 3


...University of Alberta English 123: Literature in Global Perspective Section A8 Fall 2014 Mon/Wed/Fri 1:00-1:50 pm HC 2-11 Instructor: Dr. R. Fowler Office: Humanities Centre 4-75 email: rfowler@ualberta.ca Office Hours: Mon. 2:00-3:00; Wed. 10:00-10:45 (or by appointment) (appointments will also be scheduled for writing conferences) This course introduces students to post-secondary studies in English through world literatures in English. Focusing on materials from an array of historical and cultural contexts, it will address the intersections between culture, language, oral traditions, and literatures in a global perspective. Students will examine representative genres including poems, plays, novels, short stories, and essays from several countries, in order to appreciate the diversity of English, both spoken and written, as well as perspectives and cultures not their own. Learning outcomes and objectives include becoming stronger critical readers, academic writers and editors, as well as active, thinking participants of global cultures, appreciating the role of English within them. A minimum of 30% of class time will be devoted to writing instruction. This can take many forms, including graded written assignments, informal writing, writing workshops, free-writing exercises, stylistic analysis, research skills, peer editing, multiple drafts, and ungraded writing. Students will be required to write at least two essays which will be marked......

Words: 1970 - Pages: 8


...Pronunciation Schwa Schwa is the most common sound in the English language. It occurs only in unstressed syllables and getting it correct helps spoken English to sound more natural and fluent. Any vowel letter can be pronounced as schwa and the pronunciation of a vowel letter can change depending on whether the syllable in which it occurs is stressed or not. The phonemic symbol for schwa is: /e/ Following are two exercises to help students develop their awareness of schwa. The audio examples from the exercises can be downloaded from www.bbclearninglish.com Pronunciation Schwa Exercise 1 Look at the words below and decide where in the word the schwa sound occurs. Underline and/or write the schwa symbol over the correct part of the word. The first one has been done for you. Hint: One word has two examples of schwa. All the others have only one. docto r banana difficult to mo rro w s u mme r le ve l prote ct survive pupil the atre me a s u re w izard Pronunciation Schwa © BBC Learning English bbclearningenglish.com Pronunciation Schwa Exercise 2 In this exercise, look at these sentences and decide where the schwa sound occurs. It may occur more than once in each sentence. The minimum number of schwas in a sentence is 1, the maximum 7. 1. It’s for y ou /e/ 2. 3. 4. 5. 6. 7. It tak es a lot of time How about a cup of tea? What are y ou doing tonight? What time will y ou arriv e at V ictoria? I was......

Words: 529 - Pages: 3


...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................

Words: 6646 - Pages: 27


...you may all need time to adjust. Our suggestion is to start slowly, be patient, and be persistent. 1. How big should groups be? a. Even two people are a group. b. Generally speaking, the smaller the group, the more each member talks and the less chance there is that someone will be left out. Also, smaller groups require fewer group management skills and can usually come to decisions faster. Thus, when starting with cooperative learning, groups of two or three may be best. c. Larger groups are good because they provide more people for doing big tasks; they increase the variety of people in a group in terms of skills, personalities, backgrounds, etc.; and they reduce the number of groups for the teacher to monitor.  October 1994 • English Teaching Forum d. Six seems to be the maximum size that most books recommend. However, many people prefer groups of four or less. For example, Kagan (1992) suggests foursomes and uses many cooperative-learning structures in which students first work in pairs, and then two sets of these pairs interact as a foursome. 2. How should groups be formed? a. Most experts on cooperative learning suggest that teacher-selected groups are best, at least until students become proficient at collaboration. Teacher-selected groups usually aim to achieve a heterogeneous mix. Such a mix promotes peer tutoring, helps to break down barriers among different types of students, and encourages on-task behaviours. b. In creating teacher-assigned teams,......

Words: 3220 - Pages: 13


...  Developed for analysis of Greek and Latin, this approach divided the target language into eight parts of speech: nouns, verbs, participles, articles, pronouns, prepositions, adverbs and conjunctions. Learning the language required study of the eight categories in written text and the development of rules for their use in translation.             However, when 18th century grammarians moved beyond the Greek and Roman classics and began the study of English, again using the eight categories to generate grammar rules, it became clear that the parts of speech could not be used as effectively to analyze a language in which word order and syntax produced grammatical function and where rules often had multiple exceptions. Nonetheless, this traditional approach remained the basis of instructional pedagogy in the United States and England until recently (Howatt, 1984), and is still being used in a number of countries as the primary method of English instruction. This is particularly true for many English as foreign language (EFL) classrooms, where English is learned mainly through translation into the native language and memorization of grammar rules and vocabulary.              Today, grammarians have been able to use modern pedagogical grammars for teaching and learning. Pedagogical grammars generally describe the full structural complexity of any given unit (Swan, 1995), but significant differences may emerge in the distribution of potential elements in actual discourse.  As......

Words: 4253 - Pages: 18


...TECHNOLOGY: IS IT A BOON OR BANE TO BUILD A BETTER EDUCATION An Undergraduate Thesis Presented to the Faculty of the English Department Gen. Licerio Geronimo Memorial National High School Rodriguez, Rizal BARILLA, BIANCA MAE I. CANETE, ALTHEA MARIE P. GALLER, MELANIE M. JACOBE, ABEGAIL M. RANOLA, LEXTER GIO P. February 2016 ACKNOWLEDGEMENT The researchers would like to extend their sincere and profound gratitude to the following persons who rendered their support and guidance in this study: Dr. Remegio B. Olesco, Principal II of Gen. Licerio Geronimo Memorial National High School, for being a good leader towards the fulfilment and realization of the school’s goals. Mr. Noel F. Perez, English Teacher, for his approval to conduct the research. The faculty and staff of Gen. Licerio Geronimo Memorial National High School, who molded them to become a responsible and better person. Their families, relatives and friends, for the support, encouragement and joy they had given to finish this work. FRIENDS AND CLASSMATES for the moral support and kindness. And most of all, TO THE ALMIGHTY GOD, for all the blessing and guidance. He had given, for without him, everything shall be considered meaningless. B.I.B AM.P.C M.M.G A.M.J LG.P.R DEDICATION We, the researchers, dedicated this piece but meaningful work to our beloved parents, Mr. and Mrs. Jacobe , Mr. and Mrs. Barilla , Mr. and Mrs. Canete , Mr. and Mrs. Galler, Mr. and Mrs. Ranola,......

Words: 1337 - Pages: 6


...Rembrandts in the world. artistic artistic skill-артистические способности; artistic taste-артистические наклонности benefactor, patron-благодетель, покровитель block (in/out) набрасывать вчерне to block in a picture (drawing) connoisseur (in/of) эксперт, expert (in) crayon 1) цветной карандаш; цветной мелок; пастель; 2) рисунок цветным карандашом, пастелью daub n плохая картина, мазня; v малевать dauber плохой художник depict v e. g. The drawing depicts a sleeping child. easel-станок exhibition-выставка art exhibition; special exhibition; permanent exhibition - постоянная выставка; one-man exhibition; centenary-столетняя/bicentenary exhibition; exhibition hall-выстовачный зал; exhibition of (e. g. English water-colours); (name of artist) exhibition: e. g. Theres going to be a Turner exhibition next month. When does the Turner exhibition open? to organize, arrange, hold, mount an exhibition master old masters 1) старые мастера, 2) картины старых мастеров masterpiece miniature in miniature - иниатюре; a portrait in miniature moderns современные художники nude (n, a)-обнаженная натура a study from the nude, to draw from the nude - писать с натуры, to see a model in the nude; a nude model (figure)-обнаженная модель, a nude male (female) model, the study of the nude form, to render the nude form, a semi-nude figure e. g. Famous nudes by famous painters. The picture is not......

Words: 15186 - Pages: 61


...Jonathan Dupre Professor Gabrielle English 101 Section 81 Doyle Essay 1 December 2015 The Wolverine & Horse Think about a wolverine for a moment. Wolverines live in the Northern Hemisphere in places such as the northern United States, Alaska, Greenland, Canada, Siberia, and the Arctic range of Russia. Wolverines prefer colder areas because they use the snow for dens, and food storage. It is a stocky and muscular carnivore, more closely resembling a small bear than other mustelids. The wolverine, a solitary animal, has a reputation for ferocity and strength out of proportion to its size, with the documented ability to kill prey many times larger than itself. The wolverine is a powerful and versatile predator and scavenger. Prey mainly consists of small to medium-sized mammals, but the wolverine has been recorded killing prey such as adult deer. Wolverine meaning as a spiritual animal consists of power. These are incredibly muscular creatures, and all that power is stored in their small bodies. These mammals can spring into ferocious action in an instant. Every single wolverine is different from one another, but each wolverine allows us to see power in a new form. Most other small carnivores will not attack larger prey that is bigger than themselves, but not the wolverine. The wolverine spirit pushes us humans to reach a higher and fuller potential. When things get tough the wolverine tells us to rise above and to overcome it with......

Words: 1476 - Pages: 6


...HISTORY OF ENGLISH General Bambas, Rudolph C. The English Language: Its Origin and History. Norman: U of Oklahoma P, 1980.* Barber, Charles. The Story of Language. _____. The English Language: A Historical Introduction. (Cambridge Approaches to Linguistics). Cambridge: Cambridge UP, 1993. Rpt. Cambridge UP-Canto, c. 2000.* (Rev. version of The Story of Language). Baugh, A. C. A History of the English Language. London: Routledge & Kegan Paul, 1951. 1952. 1954. 1956. 2nd ed. London: Routledge & Kegan Paul, 1959. 1960. 1962. 1963. 1965. 1968. 1971. 1974. 1976. Baugh, A. C., and Thomas Cable. A History of the English Language. 3rd. ed: London: Routledge & Kegan Paul, 1978.* _____. A History of the English Language. 4th ed. London: Routledge, 1993. 1993. 1994. 996. 1997. 2000. 2001. 2002. _____. A History of the English Language, Fifth Edition. Englewood Cliffs: Pearson Education-Prentice Hall, 2002; London: Routledge, 2002.* _____. A History of the English Language. London: Taylor and Francis-Routledge, 2010. Bex, Tony. "2. A (Very Brief) History of English." In Bex, Variety in Written English: Texts in Society /Societies in Text. (Interface). London: Routledge, 1996. 30-50.* Blake, Norman F. A History of the English Language. London: Macmillan, 1996. Rpt. Palgrave.* Bloomfield, M. W., and L. Newmark. A Linguistic Introduction to the History of English. New York: Knopf, 1963. _____. A Linguistic Introduction to the History of English.. Connecticut:......

Words: 2220 - Pages: 9


...English and Vietnamese Vowels 0 Running head: ENGLISH AND VIETNAMESE VOWELS Vowels in English and Vietnamese: A Contrastive Analysis Chu Thi Thuy Tien Class: 4C.06 University of Education English and Vietnamese Vowels 1 Abstract Pronunciation is a problem which usually occurs to Vietnamese learners of English. Many learners have difficulty pronouncing English sounds, therefore; they have difficulty in listening and speaking English. While these two skills are very important for students when they begin to work in an environment using English, students need to be aware of the errors in their pronunciation. This paper aims to contrast vowels in Vietnamese and in English. From this analysis, some similarities and differences can be drawn between the two languages. Then some teaching implications will be presented. The teaching implications will help learners to correct their pronunciation and also help them improve other skills. I will divide my paper into three parts. Firstly, I will describe vowels in Vietnamese and then in English. Secondly, I will contrast these two systems through two aspects: positions and manners of articulation of vowels to find out similarities and differences between them. And lastly, I will discuss some implications for teaching language. English and Vietnamese Vowels 2 Vowels in English and Vietnamese What is a vowel? We will find that it is not easy to define exactly what it means. According to Oxford Advanced Learner’s dictionary,...

Words: 2338 - Pages: 10

RAFAŁ PACZEŚ - Puder Do Cery Zimnej | Stand-Up | 2018 | Green Fingers | 소년 의류