Similarities And Differences Between Charles Dickol And A...

The book A Christmas Carol is a well known book. It is a book written by Charles Dickens. This 1843 book, shows a remarkable journey of Scrooge, a cold hearted banker getting haunted by his old deceased business partner and other ghosts to make him a better person. In 1969 Animated A Christmas Carol was made. The two have many similarities and differences. There are many similarities/differences between A Christmas Carol and a 1969 Animated Film A Christmas Carol from Charles Dickens, which are Marley the Ghost, the ghost’s characteristics, also the Christmas day events. On a bitter Christmas Eve Ebenezer Scrooge started his transformation from Marley’s dead message. Scrooge’s deceased business partner, Jacob Marley has a message†¦show more content†¦At the end of the contact with Marley, similarly to the book, he dismissed the interaction and woke up to the bell, with the Ghost of Christmas Past by Scrooge’s side. In the story A Christmas Carol, there were three spirits that came to him at night. The First ghost, The Ghost of Christmas Past was portrayed as a man with long white hair. It’s face was without wrinkles and resembled Scrooge as a child and also a man. It wears white and holds holly in its hand. With Scrooge they visited where he grew up and old workplaces to show where his greed came from. The second ghost was the Ghost of Christmas Present. The Ghost of Christmas Present was tall and wears holly on his head. Dark brown hair curls cover his face with a green robe hanging on him. The ghost guides him through the streets of his town, showing him how happy the Christmas time is for people. Then the ghost took them to the Cratchits house, the owner Bob Cratchit is an employee of Scrooge. The ghost mentions that there is going to be an empty crutch in the corner. This means that Tiny Tim’s life about to be gone. This is because of Scrooge’s greed to mankind. The last ghost was the quiet Ghost of Christmas Yet to Come. Scrooge was scared of this ghost because it did not talk. The ghost wore a black garment that covers it head and only shows his skeleton hands. This spirit shows that Tiny Tim dies in the future and also foreshadows Scrooges death. The 1969

Irony in Kate Chopins Story of an Hour Essay - 796 Words

Irony in Chopins Story of an Hour Irony is a useful device for giving stories many unexpected twists and turns. In Kate Chopins The Story of an Hour, irony is used as an effective literary device. Situational irony is used to show the reader that what is expected to happen sometimes doesnt. Dramatic irony is used to clue the reader in on something that is happening that the characters in the story do not know about. Irony is used throughout Chopins The Story of an Hour through the use of situational irony and the use of dramatic irony. Situational irony is used in The Story of an Hour through Mrs. Mallards reaction to her husbands death and the description of the settings around her at this time. Upon†¦show more content†¦Mrs. Mallard is pleased that her husband has died, which certainly is not the reaction that one would expect. Another case of situational irony is the description of Mrs. Mallards surroundings after hearing the news of her husbands death. When Mrs. Mallard retreats to her room, she looks out the window. The majority of times when surroundings are described in stories after bad news, everything looks dark and gloomy because of the sadness that the character must be feeling. However, the surroundings Mrs. Mallard experiences are anything but dark and gloomy. The world was described as warm and friendly. She could hear someone singing and the birds twittering. There were patches of blue sky showing here and there through the clouds (Chopin 213). It seems as though her surrounding s are a reflection of her feelings. Normally, one would expect her to be feeling sad and depressed, and therefore her surroundings to be depressing as well. Dramatic irony is also used in Chopins The Story of an Hour through Mrs. Mallards realization that she is free from her husband and with her death. During the time Mrs. Mallard spent alone in her room, she experienced a revelation that she no longer would be bound to her husband. However, no one else in the story knew of this realization. They all believed that she was extremely depressed, and that was the reason she had gone to her room. Josephine even thought that Mrs. Mallard was making herself sick. SheShow MoreRelated Irony in Kate Chopins The Story of an Hour Essays1295 Words   |  6 PagesIrony in Kate Chopins The Story of an Hour A very dull and boring story can be made into a great story simply by adding in something that is unexpected to happen. When the unexpected is used in literature it is known as irony. An author uses irony to shock the reader by adding a twist to the story. The author of â€Å"The Story of an Hour† is Kate Chopin. Her use of irony in the story is incredibly done more than once. Irony is thinking or believing some event will happen but in return the unexpectedRead More Contrast of Irony and Style in Kate Chopins The Story of an Hour1411 Words   |  6 PagesContrast of Irony and Style in Kate Chopins The Story of an Hour  Ã‚  Ã‚   Kate Chopins use of irony in her short story, The Story of an Hour, stands in direct contrast to the subtle manner in which she tells the story. Strong use of irony in a short story yields more honesty in a character. She achieves this quality by immediately setting the premise, that Mrs. Mallards fragile health would ultimately lead to her demise, upon receiving the news of her husbands death. Before an immediate assumptionRead MoreThe Story Of An Hour And A Pair Of Silk Stockings By Kate Chopin1057 Words   |  5 Pagesliterary repertoire, or style, to appeal to the audience in which they are writing to. Kate Chopin is a well-known writer, known for her works that mainly focus around women and their expected roles in society. Chopin’s writings are often based on the effect that the turn of the century had on women, which she best expresses in her two short stories â€Å"The Story of an Hour† and â€Å"A Pair of Silk Stockings†. In both of the stories previousl y stated, the author gives the audience just enough background on theRead MoreThe Story Of An Hour By Kate Chopin862 Words   |  4 PagesFiction Analysis: The Story of an Hour Kate Chopin’s short story, â€Å"The Story of an Hour†, is about one married woman’s true hidden feelings of being married in the 19th century. The story was published in 1894, a time where it was unacceptable for women to express their wants and needs as a woman. Women were not seen equal to men and did not have the same privileges as men such as voting. Therefore, some of her literary works were considered controversial. It wasn’t soon until the late 20 centuryRead Moreexemplification essay653 Words   |  3 PagesEssay Types of Irony Is it strange how love can be a source of happiness, but also cause a lot of pain? Yet people tend to search for love, and once these people find love it comes with both pleasure and ache. Irony plays a role in love because love is what people perceive as joy but also causes hurt, yet people still search for love. In Kate Chopin’s Story of an Hour, there are different forms of literary, situational, and dramatic irony used. The first type of irony which Kate Chopin uses isRead MoreThe Story of an Hour by Kate Chopin632 Words   |  3 Pages The term â€Å"irony† is not easy to define perhaps because it is largely misunderstood. For instance, there are some people who use the term â€Å"irony† interchangeably with â€Å"misfortune† or the term â€Å"ironic† with â€Å"cynical.† Oftentimes, literature is an excellent teacher about what certain terms mean. Indeed, Kate Chopin’s â€Å"The Story of an Hour† and Edward Arlington Robinson’s â€Å"Miniver Cheevy† seem to provide excellent insight as to what â€Å"irony† truly means. In addition to these, scrutiny of Lawrence Berkove’sRead MoreThe Story Of An Hour Analysis1120 Words   |  5 Pagesuntil death should be a reaction of hurting and a change in the way one views the future. In â€Å"The Story of an Hour.† Kate Chopin’s makes use of irony to show how sometime s people do not show what they truly feel because most of ones feeling or reactions have already been predicted by others. In â€Å"The Story of an Hour,† the readers are introduced to a woman named Louise Mallard, which Kate Chopin’s informs over her â€Å"heart trouble† in the beginning to make the readers understand the position Mrs.Read MoreSymbolism In Kate Chopins The Story Of An Hour1013 Words   |  5 PagesWhile most of Kate Chopin’s short stories were well received, â€Å"The Story of an Hour† was originally rejected by publishers until 1894 when Vogue decided to publish the short story. However after her death most of Chopin’s work was forgotten, that was until the 1950s when her work again was recognized as insightful and moving, setting into motion a Kate Chopin revival which was both successful and remarkable (Biography). â€Å"The Story of an Hour† focuses on the liberation and new found freedom of a newlyRead MoreLouise Mallard’s Demise in â€Å"The Story of an Hour† by Kate Chopin600 Words   |  3 PagesLouise Mallardâ₠¬â„¢s Demise in â€Å"The Story of an Hour† by Kate Chopin Kate Chopin’s short story, â€Å"The Story of an Hour†, is about a woman, named Louise Mallard, in the late 1800s who is told that her husband, Brently, has died in a railroad accident. Initially, Louise is surprised, distressed, and drowned in sorrow. After mourning the loss, the woman realizes that she is finally free and independent, and that the only person she has to live for is herself. She becomes overwhelmed with joy about her newRead MoreIrony Of An Hour By Kate Chopin1008 Words   |  5 Pagesare his in his car. The officer then conducts a search on his car and finds a plastic bag full of cocaine. This is an example of irony. Literary irony can be used to get the readers attention, to cause the reader to stop and think, and to emphasize the author’s main point or idea. Kate Chopin’s â€Å"The Story of An Hour† has many instances of irony. These instances of irony are used as ensure the reader’s attention, to provoke thought, and the most important use is to emphasize the idea of how oppressive

English Language and English Proficiency Levels Free Essays

string(89) " instruments that are used to determine the results on what is being taught by teachers\." Carrie Wertepny Domain 1: Culture (Cross-Cultural Communications) Standard 1: Culture as a Factor in ELLs’ Learning Why are having Domain’s and Standards important to teachers? Domains and Standards play a huge part in giving teachers indicators on their children’s performances. We as teachers need certain domains and standards on identifying and monitoring the children’s performances throughout the classroom. Having standards allows us as teachers to indicate their levels of ability and performances to be met. We will write a custom essay sample on English Language and English Proficiency Levels or any similar topic only for you Order Now Their are three levels of standards that can be measured on the children’s ability how well they perform. The three types of standards that teachers use are Approaches Standards, Meet Standards and Exceeds Standards. (  2003. by teachers of English speakers of other languages, Inc, TESOL  ) In Culture (Cross-Cultural Communications) the first domain of five. This  is an important factor in ELLs to learn and understand the language knowledge from the diverse backgrounds. The most recent survey says in (2005-2006) the population of ELL’s is up approximately  10 percent of the total public school enrolled and increasing every year. (Why TESOL? pg 5-6) Why TESOL? States, â€Å"Providing for the English Language learners is one of the school districts greatest challenges. † Their are many indicators we can use to help us engage in our children’s diversity. Some ideas I found interesting to help would be, displaying artifacts from different cultures. Celebrating ethnic holidays throughout the year would be a great way to inform others and help the children feel comfortable. I believe that getting to know your students background and engaging in their life stories will help us succeed and be effective in their learning for ELL’s and  their diverse background. Performance Indicators 1. 1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. 1. 1. b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. 1. 1. c. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. . 1. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. 1. 1. e. Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families (e. g. , Parent Leadership Councils (PLC)). 1. 1. f. Understan d and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 1. 1| Why Tesol? Chapters 1-4| Victor video, You tube| TSL 4081| | | | | | | | | | | | | | | | Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL) Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. See attached paper) Performance Indicators 3. 1. a. Demonstrate knowledge of L2 teaching methods in their historical context. 3. 1. b. Demonstrate awareness of current research relevant to best practices in second language and literacy instruction. 3. 1. c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 3. 1| Why Tesol? School research paper and Reserch| TSL 4081| | | | | | | | | | | | | | | | Hyperlinks to (attached documents must be saved in the Portfolio folder) Attachment(s): School research paper URL(s): Summary: See attached paper, for Domains 1,3,5 Domain 5: Assessment (ESOL Testing and Evaluation) Standard 1: Assessment Issues for ELLS Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e. g. , standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations. As teachers it is very important to understand and beware of the different testing and assessing the students. Testing and assessment are two very different things. Mitchell (1992) states that a test is a â€Å"single-occasion, one-dimensional, and timed exercise, usually in multiple choice or short-answer form. † (Why Tesol, pp 201)   Tests are given in the same time frame and the conditions never change. They call these standardized tests. Not all standardized tests work for everyone, especially English Language Learners (Ell)s . An assessment on a student is a done on a wider range of a scale. We as teachers need to get a more oral assessment on the knowledge, background, history, language where the (ELL)s came from. Upon entering a new school for the first time, us as teachers need to know everything about our student’s background and language. We ask every parent or guardian to fill out an Home Language Survey (HLS) which in tails about 3-5 questions about their language used at home. This (HLS) will give us an indication how much school the student has had and a background about their family as well as their native language. It is up to administrators to make sure the students are placed correctly and teachers to watch and document their language growth throughout the year. As for the testing and assessing, formal and informal are a type of assessment that is brought in to teach ESL students. It is important to test them on their linguistic skills, which include, phonology, morphology, syntax, and vocabulary. These are just language assessments instruments that are used to determine the results on what is being taught by teachers. You read "English Language and English Proficiency Levels" in category "Language" Formal measures are based on standardized test. They are very structured, timed and trained to be given and administered by very strict rules. It is sometimes very hard for and (ELL)s to take a formal test due to their reading,writing capabilities. As for informal measures, they are a little more hands on learning. As teachers we can do activities and determine students strengths orally and visually. Their is no set time and can be given in various languages not just English. It is very important the student is assessed correctly for the correct placement in his/her program. It is also very important to understand the federal laws that coincide with the equal educational opportunities for all students regardless of national origin, ethnicity,or languages. (Why TESOL? , 2010)   The consent decree was a law that was passed that consists of six different principals to be met in each section. Each (ELL)s student has to be assessed in six steps which include: identification, appropriate and categorical programming (LEP), personnel, monitoring and outcome measures. (Why TESOl? pp 210) After the (ELL)s are measured they now are placed in a certain level. Levels such as (A1- E) each of these levels indicate what (ESOL) service or basic program they will be placed into. Making sure the proper assessments are given before, during and after school is very crucial to ones learning. The very initial start of school is the most important evaluation and steps that need to be taken to follow the correct standards and laws for the English Language Learner. Performance Indicators 5. 1. a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. b. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. c. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. d. Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. 5. 1. e. Distinguish among ELLs’ language differences, giftedness, and special education needs. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 5. 1| Why Tesol? Chapters 22-26| Power point/ You tube| TSL 4081| | | | | | | | | | | | | | | | Standard 2: Language Proficiency Assessment: Teachers will appropriately uses and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse ackgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Factors influencing the assessment of English Language Learners are very important to understand. Language factors and guidelines consist of: * Different linguistic backgrounds- * Varying levels of proficiency in English * Varying levels of proficiency in native language Educational Background Fact ors: * Varying degrees of formal schooling in native Language Cultural factors can also be a great source that adds complexity of appropriate assessing and (ELL)s student. T To plan the assessment, polls are taken by the general student population, which includes English Language Learners. Test taking is a way to getting a clear and valid interpretation of the students ability. Testing is done for all major purposes. They can be used to evaluate readiness for advancement, or for remediation. It is very important according to the laws that modifications must be made for ESOL students, based on the level and language skills of comprehension. It is very crucial that teachers don’t wait until the â€Å"know enough† to instruct the, in school content. Educational Testing Service, 2009, ETS, the ETS logo) It so happens that in many states, ESOL students who have been in the ESOL program for less than two years might be exempted from taking other testing. It is very important that the ESOL committee and school districts of that state evaluate all testing for ELL learners. (Why TESOL? p. 223-225) Domain 5: Assessment (ESOL Testing and Evaluation) Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Performance Indicators 5. 2. a. Understand and implement district, state, and federal requirements for identification, reclassification, and exit of ELLs from language support programs, including requirements of the LULAC Consent Decree. 5. 2. b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels. . 2. c. Use multiple sources of information to assess ELLs’ language and literacy skills and communicative competence. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 5. 2a5. 3b| Why TEOL? Chap 25| Online E-Learning Journel| TSL 4081| | | | | | | | | | | | | | | | Standard 3: Classroom-Based As sessment for ELLS Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders Colorin Colorado (2007) states â€Å"Informal assessments (also called authentic or alternative) allow teachers to track the ongoing progress of their students regularly and often. While standardized tests measure students at a particular point in the year, ongoing assessments provide continual snapshots of where students are throughout the school year. By using informal assessments, teachers can target students’ specific problem areas, adapt instruction, and intervene earlier rather than later. † Adapted from: Eastern Stream Center on Resources and Training (ESCORT). (2003). Help! They don’t speak English. Starter Kit for Primary Teachers. Oneonta, NY: State University College. It is important to identify and develop certain assessments in a classroom. We as teachers can use performance based assessments by evaluating the language proficiency and schooling through oral reports, speeches, demonstrations, written work and personal portfolios. Here some examples of assessment activities that are geared up for ELL students, for their English speaking proficiency. * Reading buddies * Story telling * Role playing * Visual prompts with writing * Oral note taking * Telling a story with picture books * Playing fun games * Brainstorming with buddies These are some of hundreds of ideas for teachers to develop assessments with different techniques and tools. Teachers can track their growth an ability for placement for the student. Domain 5: Assessment (ESOL Testing and Evaluation) Standard 3: Classroom-Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Performance Indicators 5. 3. a. Use performance-based assessment tools and tasks that measure ELLs’ progress in English language and literacy development. 5. 3. b. Understand and use criterion-referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels. 5. 3. c. Use various tools and techniques to assess content-area learning (e. g. , math, science, social studies) for ELLs at varying levels of English language and literacy development. 5. 3. d. Prepare ELLs to use self- and peer-assessment techniques, when appropriate. 5. 3. e. Assist ELLs in developing necessary test-taking skills. 5. 3. f. Assess ELLs’ language and literacy development in classroom settings using a variety of authentic assessments, e. g. , portfolios, checklists, and rubrics. Course| Indicator(s)| How I learned about this Standard| Evidence that I learned about this standard| TSL 4080| 5. 3a,5. 3c5. 3d| Why TESOL? | http://www. colorincolorado. org/educators/assessment/informal/| TSL 4081| | | | | | | | | | | | | | | | How to cite English Language and English Proficiency Levels, Essays

Product Life Cycle Management (PLM) Click Now to Get Solution

Question: ExplainProduct Life Cycle Management (PLM). Answer: Introduction: A business organization in order to initiate its business related activities should be aware of the processes that need to be incorporated and maintained for proceeding with development and growth process. Appropriate and well-informed knowledge about the products to be produced along with the presence of the advanced technology, are the required fields that have to be taken into consideration during the inception of the business organization. Proper know-how about the concepts of the product life cycle and product portfolio are the major factors determining the future progress of the companies (Sharma et al. 2016.). Product Life Cycle Management (PLM): PLCM or the Product Life Cycle Management refers to a business solution or a business approach that deals with the aspects involved in managing various processes related to the entire lifecycle of a product. These processes include right from the inception, designing, manufacture to the service and disposal of the products. PLM is one of the phases of the entire marketing process, right from the inception of the product in the market till the selling of the products. The people remain aware about the price of the products and about the constituency of the new products launched (Yue et al. 2013). Hardly, people are informed about the complete process of the PLM or the management of the life cycle of the products that are launched in the market. Therefore, Theorode Levitt did mention in one of his articles, that PLM or the Product Life Cycle Management is akin to the Copernican view of the universe. In case of the Copernican view of the universe that was devised by Copernicus, people c ame to know about the whole concept, but they hardly incorporated the fact into life. The product life cycle management shows the manner in which the span of any product is maintained in the market (Al-Refaie and Bata 2016.). The entire process of sales of any particular product reveals a definite pattern or structure. This pattern of the sales is known as the Product Life Cycle Management. The cycle consists of four definite stages, namely, Introductory stage ,Growth Stage, Maturity stage and Declining stage. Preceding the Introductory stage, there is the stage of Research and Development. The business firm incorporate specific industrial processes of Research and Development to upgrade and review the quality standards of the product before launching. The next stage is the introductory stage that initiates the process of PLM. At this stage, the business organization introduces or launches the product in the market. During this time, the demand for the product is minimal, as this is the stage when the consumers are in the process of perceiving the features and the standards of the product. Growth stage is the second stage of the PLM. This is the stage when the product begins to gain its demand, and the demand graph records an upward rising status. This is the moment, when the customers develop a trust over the products quality and suggest other consumers to do so (Askham et al., 2013). The third stage is one of Maturity. This is the stage, when the products demand continues to record a growth; however, there remains a decreasing trend in the demand. The last or the fourth dimension in the PLM is the Declining stage. At this stage, sales and the sales revenue of the product begins to decline. This is the phase that shows the fact that it is difficult for any product to continue its demand or sale with the same intensity throughout (Stark 2016.). In relation to the concept Product Lifecycle, many critics and authors did put forth various opinions. It has been proposed by few critics that that PLM or the Product Lifecycle Management process cannot be taken as a model or framework to measure or anticipate the changes that may occur in the sales revenue that can be incurred from the product, or in its demand structure. Neither this model can be presumed as a suitable framework for assessing any alternative strategies for the product. On the other hand, other critics such as Dhalla and Yuseph, opined that the it is not possible always judge the expected sales growth or demand for the product that may take place n the future. It is known that the market for any product is based on the current and expected sales growth as well as on the expected competitive intensity for the product. Thus, it is also difficult to judge or anticipate at which stage the product can be at any particular time. Moreover, PLM is such a strategy that only informs about the stages of the product that a product undergoes after it is launched in the market; however, it does not take into consideration any issue from the consumers viewpoints (ElMaraghy et al. 2013). An analysis of Product Life Cycle of Kellogs Nutri Grain (A Leading Brand in the manufacturing of the Cereals): Kellogs is known as one of the chief brands in terms of the breakfast cereals. Kellogs brands or the products have become the most common names around the world. Introductory stage: At the initial stage financial uncertainty is common due to high expenditure incurred to develop the product and investment made for promotion and extensive research expenditure. Advertising is an highly expensive part of marketing as the marketing managers have to make their customers aware of their new product (Meinrenken et al. 2014.).Although introduction is a highly expensive and uncertain stage there are ways to assist the product through the unpleasant stage; Selective distribution- distribution should begin at one place and reaction of the customers should be evaluated Introduction of various sales related schemes and discounts for attracting the demand of the consumers. Advertising and Management Proper promotion of the brands, in order to develop consumer awareness. One of the most important products of Kellogs, i.e., Kelloggs cornflakes, has reserved their market position for a long time. Nutri Grain was launched in 1997 and it was an immediate success as it was brought into the market to meet up with the needs of busy life when people hardly have time to prepare their breakfast. Nutri-Grain received about 50% share of the cereal bar market in just two years which was a great achievement for a product of any kind (Kwak and Kim 2015). Growth Stage: The second stage is that of growth stage where the consumer acceptance for the product and the sales rises. During this stage competitors up grades the information about the product sales and starts developing the competitive products. Nutri-Grains sales steadily increased as the product was promoted and became well known. It sustained the growth in sales till 2002. The market position of Nutri-Grain also subtly modified from a missed breakfast product to an all-day healthy breakfast or snack, thereby increasing its sales. (Varley 2014). Maturity Stage: In maturity stage sales continue to grow up to a certain extent. But, eventually it falls down due to increase in the competition by the competitors. As competition grows, the producers have to cut the prices for the sake of maintaining the demand for the product (Belasco 2014). Kelloggs Nutri-Grain bars faced tough competition from Alpen bars, which offered the same features as did the Nutri-Grain bar. This slowed down the growth of the market for the Nutri Grain. Kelloggs was one of the strong companies who fought for their product to succeed and overcome this stage. Kelloggs continued to support the development of the brand but some products such as Minis and Twists find competition in the crowded market. Elevenses continued to progress with its demand; this was not enough to control the overall sales decline. Declining Stage: The last stage in the PLC is the stage where the sale starts decreasing. Profit level is extremely low at this stage as the company has to reduce the price of the product in order to keep make the customers buy the product. By mid-2004 Nutri-Grain found its sales diminishing at the same time the market continued to grow at a very slow pace. Clearly, at this point, Kelloggs had to make a key business decision (Ding et al. 2014). Sales were falling; the product was in decline and losing its position (Schenkl et al.2013). However, at present the market condition of the brand in the market proves that Kelloggs has been able to retain its quality standards in the global market. The Product Life Cycle of Kellogs Nutri Grain has been also managed well throughout these years, as the market share of Kellogs has shown stability without any drastic rise or fall in demand and supply. The quality and benefits of the product with reasonable cost structure enables the consumers to satisfy their needs in everyday life (Corallo et al. 2013). Thus, in case of any kind of product, if the quality levels and the ethical standards are maintained judiciously, it becomes possible for the lifecycle of the product to complete the cycle but without losing its constancy in the market zone. Introduction to Product Portfolio: Product Portfolio refers to the range of the products that an organization manufactures or deals with in the market. A particular organization may comprise of different categories of products, which together form the Product Portfolio (Archibald and Archibald 2015). For instance, in the case of Hindustan Unilever, the brand consists of various types or an entire range of products, namely, Dove, Vaseline, Pepsodent, Lakme, Lux, Clinic Plus and many more. In case of the brand Unilever, the product Portfolio of this brand comprises of a huge range of products (Gyulai et al.2014.). The company excels in the production of different products that serve the individuals in the fields of sustainable living, personal care, refreshment, entertainment. Brands like, intercos, Lumi, REN, Sunlight, Dove, Surf Excel, CyDen, Lux, Lifebuoy, ioma, B.LAB, iluminage and many more constitute the product portfolio of the Unilever. Product Portfolio Management is such a strategy that helps the organization in managing a wide range of products. In a company, there exists many departments, and thus, in order to manage the functioning of all the departments, the company sets forth a different and separate managerial department that deals with and manages the supervision of all other departments of the company. In the similar manner, the incorporation of the concept of Product Portfolio along with the Product Portfolio management is required to manage and supervise the sales and supply of various products manufactured by the organization. The concept of the Product Portfolio Management did originate through the research that had been conducted in the arena of NPD or the New Product development. Introduction of a wide variety of new products in a company with new innovative measures is integral for an organization to prosper in the market (Li et al l2013.). When a company is able to conduct the Product portfolio Management, the company is ensured of a planned business strategy. Furthermore , if the management strategy is superior and upgraded , especially the one that is involved in the innovative measures, prudent selection, better allocation of resources and evaluation and decision making procedures, the growth of the firm in the global market zone is inevitable (Kim et al.2013). Thus, appropriate analysis of the Portfolio decisions; demand a clear understanding of the intersection among the resources, the needs of the clients of the company as well as those of the consumers and the technological strength of the organization. Four goals are associated with the strategy of the Product Portfolio Management. These include maximization of the value of the Portfolio, achieving the correct form of balance between the projects, having a strategically aligned portfolio and suitable allocation of the resources (Go 2015). Decision-making related to the portfolio is regarded as one of the most important processes or factors associated with the process of NPD of an organization . In case of one of the most well-known companies of the world, Kellogs, the aspect of the Product Portfolio management becomes very important. The presence of a varied set of products that are sold by the organization in the field breakfast cereals, demands the company to undertake favourable allocation of resources and decision making strategies in order to maintain its stability and progress in the world market (Abbey et al. 2013.) Product Portfolio of Apple: Apple Inc. Has proved itself to be one of the most innovative companies in the field of technology. It caters to a wide range of people and meets wide scope of demands. The company has been successful to satisfy the changing trends in the demand criteria of the consumers across the world (Giachetti and Dagnino 2015). Starting from Desktop and Portable Computer, it has excelled in dealing with the products like, iPod, iPhone, Smartphone and in the introduction of iTunes (the online music store). Various products in the Apple Portfolio face challenges in the market from the other competitors. These competitors are able to provide the same devices at low process unlike apple, thereby incurring less profit in order to compete with Apple. This happens mainly with the music products and services. However, the founder of the company Steve Jobs had aimed to provide the quality services to the consumers and anticipate the changing demands of the customers beforehand (Li et al.2013). Thus, the product Portfolio Management of the company is able to succeed in its innovations and strengthen its Product Portfolio by providing latest products and value-added services to the consumers. This helps the company to retain its stability in the world market, although the cost structure of the companys products and services may be high. Conclusion: Thus, it becomes clear that the Product lifecycle management strategies and the Product Portfolio management are the two major strategies of any business firm that are required to be strictly followed for the sake of encouraging and enhancing the business interest of a company (Chang et al.2014.).PLM is actually concerned with the process of updating and managing knowledge about the creation and management of the product and the technology that is implemented in the production of the product. PLM is the means that provide information about the product to both the concerned business organization and its extended enterprise as well as to the consumers. PLM consists of a set of business solutions that can give the right information about the product at the right time. On the other hand, when a company is engaged in dealing with a large number of products, it becomes a tough job for the organization to deal with the management of all the products in a prudent manner. Therefore, Product P ortfolio is incorporated by the organization to manage the hierarchy of the products in terms of their supply and sales (Meinrenken et al.2014). Recommendations: Maintenance of accurate supply and sales strategies, incorporation of the new products with the help of the innovative technologies, recruitment of specialized individuals in different departments of a company for the incorporation of developmental decisions in the company are the major prerequisites for the growth of a business (Hitt et al.2012.). These rudiments, if followed, can make the sales and supply curve of a company to move upward. These strategies coupled with PLM and Product Portfolio management can contribute towards the betterment of the promotion a particular product. References: Abbey, J.D., Guide, V.D.R. and Souza, G.C., 2013. Delayed differentiation for multiple lifecycle products. Production and Operations Management, 22(3), pp.588-602. Archibald, R.D. and Archibald, S., 2015. 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