Charron 2
Charron 7
Samantha Charron
Principles of Marketing
Northern Vermont University
March 6,2021
Marketing is the key part for the success of any business and it’s very crucial for a business owner to understand which customers to target and implement strategies that will ensure winning of new customers. Environmental analysis is a strategic analysis that assists a business owner to identify internal and external environmental factors that may impact a business's ability to conduct its tasks properly. The environmental analysis is mandated to assess the business external environment to find out threats and opportunities of the business and after the evaluation, the business owners develop strategies that respond to the environment.
Executive summary
In my residential area, there is no clothing shop for youths, and Value worth clothing is a business that will fit the area. I have seen a similar business in our nearby city and I have thought of investing in the business in our area as it will be a great opportunity for my business as there is no other business that offers or sells products similar to a value worth clothing business.
Environmental analysis
The value worth clothing (Murphy, 2019) was established as a retail clothing company has evolved into the marketer of high-quality clothing and it deals with sports clothing such as cotton T-shirts, baseball caps, fleece jackets, and vests. It also deals with selling sports footwear, apparel, equipment, accessories. The value worth clothing sells clothes for both women and men and also clothes for young children for sporting and casual wear. I have decided to establish this type of business in my residential area due to the increase in demand for sporting clothing that has been contributed by the construction of an international sporting center that attracts many people all over the country and international wise (Murphy, 2019).
Marketing environment
i. Competitive forces: competition within the sporting clothing industry is very strong and counterfeited attires have emerged in the market offering cheap priced products that make other original products have challenges as customers go for cheap rated products. As a business owner, (Murphy, 2019) one has to come up with his/her strategies to ensure products are appealing to the customers. Value worth clothing has been using a product differentiation strategy to market its products to its customers. We have ensured that our products are unique from those of our competitors. We have introduced climate control clothing such as t-shirts that make athletes feel like a second skin. We also have breathable fabrics that are very crucial during the summer seasons (Murphy, 2019).
ii. Economic forces: Nationwide, many business owners and companies can experience both positive and negative economic factors in the sporting clothing businesses. During the peak phases of the business, many businesses experience more disposable inco ...
1. Charron 2
Charron 7
Samantha Charron
Principles of Marketing
Northern Vermont University
March 6,2021
Marketing is the key part for the success of any business and
it’s very crucial for a business owner to understand which
customers to target and implement strategies that will ensure
winning of new customers. Environmental analysis is a strategic
analysis that assists a business owner to identify internal and
external environmental factors that may impact a business's
ability to conduct its tasks properly. The environmental analysis
is mandated to assess the business external environment to find
out threats and opportunities of the business and after the
evaluation, the business owners develop strategies that respond
to the environment.
2. Executive summary
In my residential area, there is no clothing shop for youths, and
Value worth clothing is a business that will fit the area. I have
seen a similar business in our nearby city and I have thought of
investing in the business in our area as it will be a great
opportunity for my business as there is no other business that
offers or sells products similar to a value worth clothing
business.
Environmental analysis
The value worth clothing (Murphy, 2019) was established as a
retail clothing company has evolved into the marketer of high-
quality clothing and it deals with sports clothing such as cotton
T-shirts, baseball caps, fleece jackets, and vests. It also deals
with selling sports footwear, apparel, equipment, accessories.
The value worth clothing sells clothes for both women and men
and also clothes for young children for sporting and casual
wear. I have decided to establish this type of business in my
residential area due to the increase in demand for sporting
clothing that has been contributed by the construction of an
international sporting center that attracts many people all over
the country and international wise (Murphy, 2019).
Marketing environment
i. Competitive forces: competition within the sporting clothing
industry is very strong and counterfeited attires have emerged in
the market offering cheap priced products that make other
original products have challenges as customers go for cheap
rated products. As a business owner, (Murphy, 2019) one has to
come up with his/her strategies to ensure products are appealing
to the customers. Value worth clothing has been using a product
differentiation strategy to market its products to its customers.
We have ensured that our products are unique from those of our
competitors. We have introduced climate control clothing such
as t-shirts that make athletes feel like a second skin. We also
have breathable fabrics that are very crucial during the summer
seasons (Murphy, 2019).
ii. Economic forces: Nationwide, many business owners and
3. companies can experience both positive and negative economic
factors in the sporting clothing businesses. During the peak
phases of the business, many businesses experience more
disposable income (Murphy, 2019). Therefore they may end up
purchasing more clothing, increasing the rate of sales for
clothing retailers. However during the decline in sporting
activities, Value worth clothing business will experience low
sales on sporting clothing. Value worth business has partnered
with lower-priced clothing brand manufacturers to compete with
its competitors who sell generic products. Consumers often shop
for cheaper brands when they have less disposable income
(Murphy, 2019).
Political forces: there are numerous political and legal factors
impacting sporting clothing businesses and some of them are
export policies, and commodity taxes (Murphy, 2019).
Corruption in the country is another impact on the business.
Many business retailers have been affected by the corruption
within the country as sporting clothing have been delaying to
get to the business owners not because the supplier has not been
delivering items on time, but its due to corrupt leaders who are
mandated to control the entry of sporting products in the
country. Political instability (Murphy, 2019) is another factor
that has been impacting small retail businesses in the country.
This is because, with political instability, suppliers fear
delivering the products, and also business owners are unable to
travel and get their products as they fear their businesses might
be destroyed by chaotic citizens (Stringfellow, 2017).
Technological forces: These factors (Stringfellow, 2017) are
concerned with innovating technology that may impact
business’s tasks and the market favorably or unfavorably.
Technological factors may impact decisions (Stringfellow,
2017) to enter or not enter certain companies, to launch or not
launch certain products, or to outsource production activities
abroad. By understanding what is happening on technology-
wise, business owners can prevent the business from over-
spending money on developing a technology that would become
4. outdated very soon due to disruptive changes in technology
elsewhere. Use of social media platforms such as Facebook,
Google, Twitter, among others, a value worth clothing business
products will become more accessible and the process will be
more convenient. As the business owner, I will manage to reach
out to many customers as they will be able to view a variety of
products we have, cost, and our location. Online marketing will
promote our business as customers will be purchasing our
products online and delivery will be arranged between
customers and our sales agents (Stringfellow, 2017).
Sociocultural forces: value worth business (Stringfellow, 2017)
has a variety of designs for its products that match the interest
of their customers and often available for any gender, age, or
lifestyle. We have also focused on health-conscious purchasers
with a love for sports through ensuring we have products that
favor their health conditions. We have also established
corporate volunteer programs to support the community and
foster the health of people within the society (Stringfellow,
2017). We have established other programs to support Olympics
within the area of operation through offering sporting clothing
at reduced prices. This has allowed us to leverage marketing
opportunities and attract other customers who can purchase our
products.
Target market
By focusing on a commitment to service and quality, value
worth business has successfully applied a niche differentiation
strategy in a somewhat diverse marketplace (Stringfellow,
2017). Value worth clothing has been using a product
differentiation strategy to market its products to its customers.
We have ensured that our products are unique from those of our
competitors. We have introduced climate control clothing such
as t-shirts that make athletes feel like a second skin. We also
have breathable fabrics that are very crucial during the summer
seasons. Our potential customers are energetic individuals
between 25 to 40 years of age who are willing to participate in
sports games and athletics or are already in the industry of
5. sports. Even though our products are a bit high in price from
our competitors’ products, we ensure our products are of high
quality and they serve our customers for long period, unlike our
competitors’ products that are relatively cheap but last for short
period forcing the consumer to spent more money on purchasing
sporting attires (Stringfellow, 2017).
Current marketing objective and performance
Marketing objectives (Okhuysen, 2020) are the undertaken
actions by the marketing team to achieve the marketing goal.
Objectives are the key essentials in the marketing plan thus its
necessary to define them first before the start of the business.
The main objective of the value worth business is to increase
company profit through the use of social networks and other
digital media platforms that will assist in reaching more
customers whom in return after purchasing the products, the
business's profit will be increased. We are aiming to increase
our sales and this will be achieved by involving marketing
agents who will assist in promoting and advertising our product.
Offering promotions to our customers will also increase our
sales (Okhuysen, 2020).
References
Marketing Environment: Macro and Micro Marketing
Environment. (2018). Retrieved 6 March 2021, from
https://www.iedunote.com/marketing-environment.
Murphy, D. (2019). Marketing Plan - Action Steps to Achieve
Your Goals. Retrieved 6 March 2021, from https://masterful-
marketing.com/marketing-plan/,
Okhuysen, N. (2020). PEST Analysis | Strategic Planning &
Environmental Scanning. Retrieved 6 March 2021, from
https://www.storyboardthat.com/articles/b/pest-analysis,
Stringfellow, A. (2017). How to Prepare a Marketing
Environmental Analysis. Retrieved 6 March 2021, from
https://bizfluent.com/how-5001707-prepare-marketing-
6. environmental-analysis.html.
٠ضا
Margaret Caspe, Andrew Seltzer, Joy Leo Kennedy, Meria
Cappio, and Cristian DeLorenzo
Using
Documentation
مح م ل
Assessment to Support Children's
earning
Infants, Toddlers, and Preschool
Engaging Families in the Child Assessment Process
and developmental needs 21055 the contexts of home, school,
and community. Founded 1111853 ٨5 currently provides early
childhood services in New York City 10 nearly 1,000 children
from birth through 25عع and their families. We offer a variety
of comprehensive home-based and center- based programs with
enriching curriculum, qua!- ity instruction, and a range 0٤
family supports that promote children’s development, including
family counseling and comprehensive health services.
Collaborative assessment: Background ل definitions
Guidelines for administering and using child assessments
emphasize 110ع importance of I involving families (NRC 2008).
In the broadest ق
sense, assessment refers 10 the ongoingprocess ة of monitoring
a child’s competencies 20ل using ة this information to improve
the child’s learning ؛ (ECLKC 2013). Assessment often takes
the form of ع
though, the responsibility for developmental as- sessment 1ى
increasingly shared with teachers 2104 other professionals.
1471 12417117144٤ 5712ى appropri- 4Í2 741٠11؛4122 5712
2٠۶45؛g7127 milestones? How 2411 we tailor the program
٤٠better meet her strengths and needs?
7. Because families play such an integral role 11٦ children’s lives,
1ا is essential for families 2101 teachers 10 work together 10
promote children's development. For this reason, our
organization, the Children's Aid Society (CAS), has worked in-
tentionally 10 make child assessment an integrat- ed 01ه
collaborative effort between families and practitioners. This
collaboration allows teachers 20ل families 10 gain insight
11010 ه child’s skills
Young Children July 2013
assessment shines ه spotlight 011 these discontinuities 10 help
teachers support the child's development.
Promising practices for engaging families in the assessment
process
while there 1ى consensus that families should be involved in the
assessment process, different branches 0٤ the early childhood
field tend ٤0 conceptualize families' roles and responsibilities
in overlappingyet different ways. Each branch contributes
important 12550105 01 11ع best ways 10 engage 211011105 10
child assessment. ٨5 has used ه combination 0٤ these
approaches with children in our pro- grams from birth through
age 5. At 0101141205 Aid Society, we attempt 10 draw from
three perspectives (see “How Different Branches 0٤ the Early
Education Field Integrate Families 110 11ع Assessment
Process”) 10 4202100 strate- 15ع that better integrate families
into our child assessment process. The following are ٦٧
promising practices that our
teacher observation records, checklists 1ها teachers com- plete,
and samples 0٤ childrens work. Involving families 11 this
process enables them 10 share their expertise about their
children and creates an exchange 0٤ information be- 1٧221
families and teachers that supports children as their strengths
and needs change.
Collaborative assessment creates a common basis for
discussion, allowing teachers 21121001115ل to set realistic
goals for children5 learning. Moreover, children thrive when
they ٣ه part 0٤ a community 11 which families and teachers
9. r atnemele ni setacifitrec gnihcaet sdloh dna sloohcs م العأاطy and
special education, [email protected]
Andrew Seltzer, EdD, is the deputy director ٤٥٣ family services
in the early childhood division of the Childrens Aid Society in
Cristian DeLorenzo is ٥ masters candidate at the ٧٥٧٧ School
for
٥٧٧٧٠٣*ل City, [email protected] Public Engagement in New
٧٠٣ City. ٨٨ director ٠أ early childhood م٥-
erations at the Childrens Aid Society, much of her work focuses
on the
Joy Lorenzo Kennedy is a doctoral candidate in developmental
use of data 10 promote طاوا performance and inform ٤٧لاها
improve-
psychology at New York University. Her research focuses on
[email protected]
bilingual childrens language and cognitive development.
[email protected]
9
2013 ٧للاا Y٥ung Children
the classroom. After consulting ٧111 11 عprogram 052000- gist
(one of the authors), the teacher invited the mother to observe
110 عchild in 11 عclassroom. The clinician joined the
observation, and while the ٤00 watched 11 child, 1 عexplained
the different ways he perceived 11 child show- ing control 204
attentive mastery 0٤ 115 environment. This guided observation
helped alleviate the mother’s concerns and gave the teacher
deeper insight into 10٢٢٧ the structure 0٤ her classroom was
benefiting the child’s development.
2٠ Ensure assessments include children's develcpment 1ل
behavier in multiple settings children develop and 122110 11
multiple settings, includ- ingthe home environment, the early
education setting, 1ع neighborhood, and the larger culture
(Bronfenbrenner 1989). ٨ complete assessment evaluates how
children perform at the program and 1٦ .1010ها CAS programs,
our family partnership staff begin the enrollment process by
conducting a home visit, during which they get10 00٧ 10ع
10. family 21ل child by interviewing them ها home. Although 11ع
home visits are made as part 0٤ the Early Head Start and Head
Start requirements, this method 15 an extraordinary way for 20ل
practitioner 10 develop trusting relationships with families and
gain better insight 11010 children’s devel- opment as well as
their social and cultural backgrounds. Even short 30-minute
visits make ه difference.
educational team 1 وinstituted ٤0 foster collaborative child
assessment.
1. Create various opportunities for families and teachers to
communicate
Families and teachers need numerous opportunities 10
communicate about children's development (Lawrence-
Lightfoot 2004). 10 be meaningful, the information teach- ers
provide 10 families must ع unbiased, clear, jargon free, and
presented 11 different ways. Some families prefer seeing charts
and checklists 0٤children’s progress, while others 001212[
001101105 or observational narratives. 1٤ 18 important for
educators 10 provide notes and documentation 11 each 2101105
home language.
While family-teacher conferences are one important avenue for
conversations about children's progress, 01- going written
notes, phone calls, and home visits 2150 offer occasions for
parents and teachers ٤0 discuss 1ه individual child’s
assessments. 11 each 0٤ these interactions, it is important 10
find ways for families 10 receive the informa- tion 4114 take 21
active role 11 the assessment process. 10 achieve this, childrens
Aid Society programs use both formal standardized 10015 and
organic informal discussions.
For instance, our Early Head Start programs use 11ع Ounce
Scale assessment for children ages 0-36 10011115, which
contains a Family Album component (Meisels et 1ه. 2003).
Parents receive ه booklet in which 10 write down, draw, or
include photos 10 510٢٢٧ their own observations of their
children. They 115ع these 10 prompt conversations ٢٧11
teachers. Although families complete 115 activity as part 0٤ 2
11. standardized assessment, teachers 1٦ other programs can easily
draw 01 scrapbooking ل0ه journaling 2 ways for families 10
chronicle children’s development in ٤1 home and share their
observations with the children’s teachers.
0٨5 programs also use the Ages and 514208 Question- naires 0[
children ages 0-5 11 which both families and teachers rate
children on various aspects 0٤ their 42٧2100- ment (Squires &
Bricker 2009). 111 our 0-3 programs, home 0151٤015 complete
11ع questionnaires together with families. In our preschool-age
programs, families answer 1ع ques- tionnaires ٤ه home and
return them to 11 teachers who review the results ل11ه use them
as a starting point for 415- cussion. 30٤1 methods allow our
staff 10 gain 11ع family’s perspectives 01 the child and 115 or
her social, emotional, and cognitive development, and to ensure
that communi- cation 15 bi-directional, with information
flowing 11 both directions between families and practitioners.
Our programs also rely 011 informal discussions 10 un-
derstand [2101119 evaluations 0[ their children. For exam- 01, a
mother recently approached 0٨5ه teacher ٧1٤1 con- cerns that
her child was extremely active ها home, she was worried that 1ع
might have an attention deficit disorder. The teacher, however,
did not observe these behaviors in
Young Children July 2013
10
standing 0٤children’s development. However, 1٤ is 00٤ enough
for family members 10 understand their children’s development.
1210011125 must have 11ع tools, resources, and confidence ٤0
010وعع this information ٤0 further children's learning in
supportive 214 caring relationships (Weiss, Lopez, & 5211
2010). ٨5 one example, 110 response ٤0 evaluation findings
showing that the language and literacy development 0٤ children
110 CAS programs needed more attention, teachers and families
worked together 10 create developmentally 204 culturally
appropriate home-school connection activities for families and
children ٤٥ do ٤.emoh و
Shortly after visiting the 10102, family partnership staff
12. conduct 4 Family Partnership Assessment (11٨) either 111 the
home or at the program. The FPA 15 210 approximately 40-
12101 questionnaire developed by ٨5 staff that 1205 into the
seven family outcomes promoted in the Head Start Parent,
Family, and Community Engagement Framework (11115 2011),
such as family well-being 2111 positive parent- child
relationships. Staff ask families 10 speak about their daily life
110 the home, their community participation, their interactions
with each other 0ل their children, their perceptions 0٤ their
children, and their 100005 and dreams for themselves and their
children. For instance, families indicate how 011211 they read
books at 110100, visit the library, or sing songs with their
children—all behaviors that are highly predictive 0٤ children's
success. Moreover, families specify different workshop topics
they ع٥٣ interested 11 or ways they might need support for their
well-being. 1115 process 15 particularly important for CAS
programs because we serve a predominantly immigrant
population who might not be familiar with the US education
system. The 1ه1؟ pro- vides an opportunity for US 10 begin a
conversation 501111 families regarding their strengths and
about program and school expectations.
111 111010 44ه, staff from different program areas (for
example, special needs coordinator, mental health workers,
122111 clinicians, classroom teachers, and home visitors) come
together at least once a year (0+ more frequently depending on
2 family's needs) 10 meet in coordinated confer- ences 10 share
their perspectives 011 each child. 1115 integrated approach
generates an understanding of a 0114 and 115 or her family,
2114 allows staff 10 formulate strategies that include 11ع entire
family when seeking 11ع best way to assist 11 child. Under-
standing the family context also 1ه- lows staff to connect
families with the comprehensive supports they need.
Learning Management System
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3٠ Use assessment results ٤ cennect heme and school teaching
practices
Assessment results provide teachers and families with greater
under-
July 2013 Young Children
indicate that they didn’t realize 11 ها their children knew certain
things, and are proud 0٤ their children’s abilities to explain
books, count, or sing. 1125 activities bolster the parent-child
relationship, help families increase the ways they use language
and learning opportunities during daily routines, and encourage
families to 5٤ع aside specific time ٤0 listen 10 children share
their feelings and ideas.Journal reflections 0100100 an im-
portant window 10٤0 families’ assess- ments 0٤ their children’s
learning.
4. Help families make connections between assessments and
educational standards
Early childhood practitioners are increasingly called 01٤0 align
curriculum and instruction with standards developed at 11٥
local, state, and national 120215 (NAEYC 2012). These
standards are critical in helping teachers and families 11ل-
derstand the generally agreed-on developmental expecta- tions
[0[ children 0٤ different ages. For example. New York State
13ى adopted the 0010010000 Core State Standards, ٧1 indicate
that children 110 prekindergarten are expected to demonstrate
increasing awareness and competence 111 several areas,
including physical development and health, social and
14. emotional development, and language 20ل lit- eracy (NYSED
.2011).
When developing the activities for preschool-age chil- dren, ٦٧
learned that many families supported children’s language and
literacy in 1ع home by sharing elaborate oral stories—detailed
narratives told ٧111 vivid vocabulary about true or imaginary
events—with their children, rather than reading books with 121.
10 build 01 this family strength, we ٤00 photographs 0٤ the
surrounding com- munity 20ل developed questions 10 match
each picture, ٢٧111 the intent ٤0 spark new and interesting
conversations between families and children. For example, we
provided 4 photograph 0٤ an ambulance 110 one 0٤ 11ع
activities, asking, “Why do you 1111* an ambulance makes
such 2 loud noise?” and “Where 0و٥ an ambulance travel?”
Activities can also be tailored 10 the specific needs 0٤221ع
child. For example, with children for whom letter, number,
shape, or color recognition 15 4 targeted growth area, families
might also choose to talk about the letters and words 0م the
ambulance or the colors they see.
As part 0٤ the language and literacy development 0[0ز- 2او٤
once a month preschool teachers ask families 10 reflect
informally on using the activities, notingtheir thoughts 111
ajournai. These journal reflections provide an important window
into families’ assessments مم their children’s learn- ing. ع٦٧
learned that families using these activities see many changes in
their 3- and 4-year-od children over 11ع course of 110ع year 11
different developmental areas. Families report being surprised
by what their children say during activities.
Introducing The Creative Curriculum• System for Preschool
Exploration and discovery as the basis tor learning.
38 research-based objectives.
Daily opportunities tor individualized instruction.
I Teachingstrategies®Who lives م:trees?
Teaching children to be creative, confident thinkers.
TeachingStrategies.com/CCSystem 800.637.3652ا way allows
15. families to understand how their individual child compares 10
others 0٤ the same age both at the local program level and 110
comparison 10 national 10011005. We also explain that each
child follows an individual path 10+ development 110 the early
years and that development 211 be uneven across domains. For
example, a child might excel in gross motor skills 111
comparison to her peers but need 2441- 1101021 911010115 11
the area of social-emotional development.invise families
ojeinacommunity 0٤ learners around child assessmenteffectively
engage families 11 collaborative assessment, 1ا is important that
211 stakeholders in the process come together 10 share ideas
and lessons learned. 1115 can 10ه- pen at the program and
community levels. ٨5 an example of community-level
engagement, 11 2011 and again 111 2012, 4 group 01 local
parents, practitioners, researchers, policy makers, and advocates
convened ها New York University’s Forum on children and
Families م discuss child هوومىى- ment (CFPC 2012). Following
the 2011 Forum, a working group explored family engagement
110 the assessment pro- cess. The group created a Parents’
18111 of Rights designed 10 121•+ inform parents about their
rights during the child 45- sessment process1111 1115؛ of
rights was 10010 presented and disseminated at the 2012 Forum.
11ع bill 0٤rights included items such as
" The right 10 be treated with respect 20ل to 1ع a paft 0 the
assessment process
Today, 4 variety of assessment systems that align with these
prekindergarten standards are available for teacher use؛ two
such examples are the Work Sampling System and Teaching
514122125 GOLD, children’s Aid Society recently invested 110
one 0٤ these assessment systems, and preschool teachers have
reported 112 it provides an effec- tive starting point for
conversations with families about setting goals for 11412115
10ع learning. 10٣؟ example, systems provide parent-teacher
conference forms and online parent newsletter templates that
concretely 1111 1011- dren's progress ٤0 expectations for
typical developmental progression.
16. Additionally, we have found that classroom meetings, parenting
groups, schoolwide workshops, and in-school family events
provide ه chance for preschool staff and families 10 talk about
standards and how they relate to child development and learning
milestones. During these discus- 510106, practitioners and
families can explore what children should know ل10ه be able to
10 at different ages, 210ل how the prevailing standards might
differ from expectations when the parents were growing 110.
These conversations 21 espe- cially important for families who
might have 10010 educated 11٦ different countries and are new
10 the school system 11٦ the United States. Moreover, by
aggregating child-level as- sessment data—that 15, by
mathematically combining data about groups 0٤ children 10
provide an overall summary 0٤their progress-practitioners can
talk 10 families about overall program performance. Using
assessment results inReferences
Bronfenbrenner, 1989لآ "Ecological Systems -٠
Development 6:187-249 0/c٩
011 (اانلل * Eamily Policy Center). 2012. “ImprovingChiJd٠j
Assessments i Early hildh od Educational Settings.’’
Forum on children 477٦3اا8ولث5دسحل. New York: CFPC. h،;
steinhardt٠nyu.edu/scmsAdmin/media/users/lec321/Foni٠٤
FINAL_2.15.13.pdf. lie(
Couple, » & 5 Bred k?p, eds. 2009 DevelopmentallyApproprk
Practice.inEarlyChildhoodProgramsSerymgChildrenFrornali
Through Age 8.3rd ed. Washington, عب.CEN م
Crais, E.R, ٦٧1 Roy, * K. Free. 2006. “Parents’ 20ل
Professionals’
perceptions of the Implementation oEa^ily-Centered Practices¡!¡
Child Assessments? American Journal ofSpeech-LanguagePتر
15(4): 365-77 ٦
ECLKC (Early childhood Learning and Knowledge
Center).20!3.
“Learning From Assessment [LFA] Toolkit.”
http://eclkc.ohs.acf*
gov/hslc/ttasystem/teaching/eecd/Assessment/Ongoing%20
17. Assessment/lfa.html#welcome.
11115 (US Department 0Health and Human Services). 2011.
TheHead StartParent, Family, 4714Community
EngagementFramework: Promoting Family Engagement and
School Readiness FromPrenatalti Age 8. Washington, 10:
11115. http://eclkc.ohs.acfhhs.gov/hslc/
standards/ims/20H/pfce-framework.pdf.
Jablon, J.R., A.L. 10100110, & M.L. Dichtelmiller. 2007
ThePowerof Observation. 2nd ed. Washington, 100: Teaching
Strategies.
Lawrence-Lightfoot, 5.2004 17221022271141 Conversation:
WhatPwifc and Teachers Can Learn From Each Other. New
York: Ballantine
Meisels, S.J., 193. Marsden, A.L. 100100110, 10.1 Weston,
&A.M.Je١vkes. 2003. The Ounce ScalezAn
ObservationalAssessmentforlnfantsJoi■ dfers,4ndF4m7'h'e5.
New York: Pearson Early Learning.
NAEYC. 2012. 171٥ Common Core State Standards: 041411071
6114 0000ام nityforEarly 071107004 Education. Washington,
10: NAEYC. ؛١١٩١٦١
naeyc.org/files/naeyc/lLCommonCoreL2A_rv2.pdf.
11م (National Research Council). 2008. Early
071114/100442525301ش1ه 1567 What, and How. Committee on
Developmental Outcomesand Assessments for Young children,-
Board on children. Youth, هلل Families, & Board on Testing and
Assessment, Division of Beha١ioral and Social Sciences and
Education. Washington, 10: NationalAcad- 2110108 Press,
www.nap.edu/catalog.phprecordidl2446.
NYSED (New York State Education Department). 2011. The
New York State Prekindergarten 10117144٤107100 the
00711711071 Core. Ne١vYork:
NYSED.www.pl2.nysed.gov/ciai/common_corestandds/pdfdoc.
nyslsprek.pdf.
Squires, 1ل., & Bricker. 2009. Ages and Stages Questionnaires.
3rded. Baltimore, 1٧110: Brookes.
Weiss, 11.8., M.E. Lopez, & D.R. Stark. 2010 "Breaking Ne١v
18. Ground: Data Systems Transform Family Engagement 111
Education.” ٠د 1٧ا Involvement Network ofEducators (1112)ل
Newsletter 2 (3) www.hfrp.org/publications-resources/browse-
our-publications/ breaking-new-ground-data-systems-transform-
family-engagement in-education.
Copyright 9 2013 ٧ط the National Association ٤0٢ 1٥ Education
of Young Children. See Permissions and Reprints online at
www.naeyc.org/yc/permissions.
■ me right 10 request 2 meeting with program statt who can
explain your child's assessment results in 4 language 00لا can
understand
CAS administrators participated 11 this community-wide effort
10 foster a collaborative relationship between teach- ers and
families throughout the assessment process and circulated
information back to teachers and families at program
sites.addition 10 these kinds 0 community-levelopportuni- 1125,
11ها program level, our early childhood administrators bring
teachers together regularly throughout 11 year 10 discuss
classroom-based assessments. For example, at the beginning 0٤
every 0ه formal training is conducted 0[ 1هل CAS home visitors
0٤ children ages 0-3 and teachers 3]م - and 4-year-o!ds 10
ensure that they are administering ل0ه scoring mandatory
screening assessments in the correct way across all programs.
puorg a sa weiver م1 rehtegot srehcaet eht gnirb osla ٧٦ع
children’s work samples 10 ensure that the teach- ers
understand and rate children's abilities consistently. It is
essential لاها teachers use consistently 1ع different scoring
rubrics that CAS uses, 50 that families can be sure that, for
example, 2 4 means the same thing from one classroom to the
next. This gives families confidence that the assessment process
18 objective ل1ه that their children would be assessed the same
way by ه teacher in another class.are now beginning to include
families in these train- ings and discussions, while this isه new
area مم focus, we believe that it will help 15ل improve 11 our
attempts 10 under- stand, respect, ل1ه incorporate families’
cultural back- grounds into our assessment practices. Some
19. steps we 1000 10 take to 11000100 these efforts 1ع )1)ه to
conduct informal interviews with a diverse group of families 10
52 10٢٢ they assess children's ٢5٧011 and understand their
perspectives, and (2) 10 invite groups 0 families 10 talk 10
teachers about their own methods 0 evaluating their children’s
growth in the home.
Concluding *houghts
Effective child assessment integrates 121011125 into the as -
sessment process in ه collaborative and welcoming ex- change
of knowledge. 110 suggestions ٢٧ provide here are methods that
children's Aid Society programs have used 10 foster successful
collaborative assessment. An integrated, collaborative
assessment approach creates many opportuni- ties for two-way
communication, empowers families, and takes both cultural
differences and formal standards into account, all within 3
community of learners. Families are the constant :1 children’s
lives: they are 11 experts 011 their children’s habits, interests,
and abilities. By inviting families 10 participate 11 the
assessment process, early childhood educators gain access 10 an
invaluable resource for under- standing 221ن child’s individual
needs and abilities.
Young Children July 2013
14
Charron 1
Charron 5
20. SWOT analysis
Samantha Charron
March 10, 2021
The value worth clothing was established-- as a retail clothing
company, which has evolved into the marketer of high quality.
It deals with sports clothes like vests, baseball caps, fleece
jackets, cotton t-shirt. It sells sport shoes, accessories, apparel,
and equipment. It sells cloths for both adults, youths, teenagers
and children both sports and casual wear. The reason for
establishing this clothing line is due to higher demand of sports
cloths, which was due to the construction of an international
sports center. In order to build on what the cloth line(Gürel, E.,
& Tat, M. 2017) does well SWOT analysis is needed which will
also help in minimizing risks and taking any advantage of any
chance for success.it can also help in business planning to
achieve goal of the value worth clothing(Krasavac, B. C. at
el,2018).
SWOT analysis for the value worth clothing.
Strength
-Value worth clothing has ensured its products are unique from
the competitors.
-Their products are of high quality and serve the customer for a
long period thus most customers will be satisfied with the
products.
- Have introduced climate control clothing such as t-shirts that
feel like a second skin. This will increase the number of the
buyers during different season like summer or winter.
-It is the only clothing business in the area for athletes hence
making the best fit. Since no competition, it will be easier for
the brand to grow at a faster rate.
-Value worth clothing does not major on athletic cloths only but
also casual thus during off sports seasons the clothing line will
still earn from the casual cloths.
-Value worth clothing does not major on youths alone but both
21. women, men and children hence they will reach a bigger
percentage of people.
-Have cloths for people with health issues. This will be queue
thus the cloth line will earn more praises thus attracting more
people.
Weakness
-Experience low sales on sport cloths during decline sporting
activities.
- Selling products at higher price because they are of higher
quality. It will be hard for some customers to afford thus they
will buy cheap products that emerged.
Opportunities
- Use social networks and digital platform will increase
companies profit since they will reach as many as they can
through platforms like twitter, Facebook and Instagram.
-Increasing sales by involving marketing agents who will assist
in promoting and advertising the products.
-Online selling which due to online marketing will increase
sales and the products will be delivered to customers.
Threats
-Competitive force as cheap products have emerged from
counterfeited attires.
-Political forces that affect sporting clothing such as the export
policies and commodity taxes.
-Corruption that delays the sporting clothing businesses to get
to their owners due to the corrupt leaders who control the entry
of sporting products in the country thus leading to late delivery
of the products by the supplier.
-political instability is another thread facing value worth
clothing line. This causes fear for products destruction or lose
of products due to chaos.
22. Reference
Gürel, E., & Tat, M. (2017). SWOT analysis: a theoretical
review. Journal of International Social Research, 10(51).
Krasavac, B. C., Radosavljević, K., & Bradić-Martinović, A.
(2018). SWOT analysis of the rural tourism as a channel of
marketing for agricultural products in Serbia. Економика
пољопривреде, 65(4).
1. Marketing objectives.
The foundation of marketing objectives development is the
analysis of the environment where an organization intends to do
its business, the Strengths, Weaknesses, Opportunities and
Threats (SWOT) analysis, the organization’s resources and its
overall objectives.
An organization’s objectives must be specific, measurable,
achievable, realistic and time bound (SMART). They should be
achieved within a specified amount of time.
2. Value Worth Clothing Company.
The company was formed following the construction of an
international sports center. There was a high demand for sports
clothing. Value worth is a retail company that deals in cotton t-
shirts, baseball caps, fleece jackets, sports footwear, apparel
and equipment accessories. The consumers of its products range
from children to men and women. Youths between the age of
25-40 are also consumers (Murphy, 2019).
2.1 Environmental analysis.
This analysis may be internal or external. It consists of a
23. number of factors that may be internally or externally impact
the operations of value worth clothing. From this analysis, the
owner of a business determines the business’s strengths,
weaknesses and opportunities and helps one to come up with a
sound business strategy to achieve his objectives.
There is no other business in the area that sells sports products
and value worth comes in handy to bridge the gap. Similarly, no
business sells products of a better quality than those of value
worth (Murphy, 2019).
There is stiff competition in the sports clothing business. This
has seen many businesses produce counterfeit products which
are sold at cheaper prices than the original products. There are a
number of other external factors that affect a business such as
political factors including political instability, corruption,
technological forces, socio-cultural forces and the nature of the
target audience.
2.2 SWOT Analysis.
2.2.1 Strengths.
a) Value worth company has products of higher quality than any
other business and its products last longer than those of others,
affording more satisfaction to consumers.
b) The company has products that are unique from those of the
competitors making the company stand out.
c) The company has introduced all climate friendly clothing that
is suitable for both summer and winter. They have cotton t-
shirts which when worn during winter, feel like a second skin.
This will increase and retain the customer baggage.
d) During off sport seasons, value worth produces casual wear
for its customers. This retains the customers.
2.2.2 Weaknesses.
a) During seasons when there are no sporting activities, the
company sells less or no sports clothing hence the proceeds do
not fully fletch its potential.
b) Value worth sells its products at higher prices than those of
its competitors. Most customers would go to purchase cheap
counterfeit products to reduce spending.
24. 2.2.3 Opportunities.
a) The involvement of marketing agents to promote and
advertise the products will help increase the company’s sales.
b) The putting into use of the digital platform generally and
social media and networks in particular like Facebook will help
reach many potential customers hence increasing sales and
profits.
c) Moving the market online means more sales and more profits.
Products are also delivered online.
2.2.4 Threats.
a) Stiff competition is a threat. Counterfeit products emerge and
are sold cheaply than original products. Customers flood to
purchase them as there is little income circulating in the
economy.
b) Corruption causes unnecessary delays in the delivery of
products from suppliers to the value worth company. This
results in less or no sales.
c) Government export policies and product taxes that are unfair
and unfavourable political forces affect the company negatively.
d) Most organizations fear that their products might be
destroyed due to political instability and that they may be
injured when chaos occur. This affects particularly small retail
businesses.
2.3 Overall business marketing objectives analysis.
These are actions taken by the business owners to achieve the
goal of marketing (Okhuysen, 2020). The main objective of the
company is to make profits through maximizing the digital
platforms and offering promotions to customers.
2.4 Company resources.
During the peak seasons and when there is more disposable
income, the sales are high increasing profits. When sporting
activities reduce and there is less income circulating, there are
less sales and the customers opt to purchase cheap counterfeit
25. products.
REFERENCES.
1. Murphy, D. (2019). Marketing Plan- Action Steps to Achieve
Your Goals. Accessed 6th March 2021 at https://masterful-
marketing.com/marketing-plan/
2. Okhuysen, N. (2020). PEST Analysis| Strategic Planning &
Environmental Scanning. Accessed 6th March 2021 at
https://storyboardthat.com/articles/b/pest-analysis,
