Research Writing

Benefits of customer loyalty scheme and brand loyalty programmes of Accor Hotels: A case study based on Mercure London City Bankside Hotel.

The research on the subject of customer loyalty in the hotel industry and fostering such loyalty through a multi-brand loyalty programme by Accor group of hotel evaluates the concepts relating to behavioural and attitudinal loyalty. It was found that loyalty programs not only reward the customers for repeat purchase behaviour, but also has an important strategic role in collecting the information about the customers. The various viewpoints relating to the implementation of loyalty programs, design of reward schemes and the utilisation of information collected from the customer are discussed. In the case of Accor hotels, there are several brands with differentiated service offerings and the reward scheme is an integrated one. The Accor hotels reward scheme provides points to the customers for staying in the participating hotels/brands such as Sofitel, Pullman, MGallery, Grand Mercure, Novotel, Suite Novotel, Mercure, Adagio, Ibis and Spa.
Through convenience sampling method two managers and four junior managers in the marketing department were interviewed. From the research, and mostly through the interview data it was found that the customers are able to accrue the points for their stay and spend at the hotel, and redeem their loyalty benefits at more than 2500 participating hotels from the lower end Ibis (budget hotel) to the upper end luxury Sofitel and Pullman hotels. The customers are able to exchange these reward points at various points of sale such as at the airports, taxis and related travel services. All the redemptions are targeted at the travelling customer and their needs and hence travelling customers are benefitted. The loyalty programme is also inducing the customer to spend more as the rewards collected can be redeemed against the services of the different hotel properties.
Since there is collaboration between travel and hospitality organisations, Accor hotel is benefitting significantly. It is clear that with the entire organisation the Mercure Hotel is also benefitting from the multi-brand loyalty scheme. The customers at the bottom of the pyramid in the brand structure of Accor group would be moving upwards and there are a considerable number of properties under the lower mid-scale and lowest scale such as the Ibis. The recommendations is to target and capture restaurant customers with the help of direct sales approach from the waiters and customer facing employees in the restaurant to become member in the loyalty programme. The customer-facing employee’s right from the lobby to the restaurant should be provided training to give special service to such repeat customers.

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Conducting educational research involves various stages, with an interdependence and inter-relationship which can be both iterative and progressive in nature. One of these stages is the review of literature sources related to the focus of the research. Reviewing related literature involves tracing, examining, critiquing, evaluating and eventually recommending various forms of contents to the intents of the research based on the content’s typicality, relevance, correctness and appropriateness to what the research intends to achieve.  The main variables as stated in the title of the research, the research questions, the research objectives and the hypotheses, dictates the literature sources to review.
Reviewing literature focuses on the existing related topics that bear relevance to the title of the research and through which reviewing, appropriate theories can be picked up as the review of related topics and phrases goes on. As soon as the related topics are reviewed and main points noted, the reviewing process proceeds to review the theories underpinning the study. Some of these theories would have been established while reviewing the related topics and can now gain momentum, while other theories can now be generated considering the title, research questions, research objectives and findings of the topics reviewed and discussed earlier.
Reviewing related topics generates main points of arguments, solutions, gaps and propositions. Similarly, reviewing theories does produce the same set of corresponding or contrasting agreements, gaps and propositions. Despite reviewing different sources of literature, it is the same research at hand, with same objectives and same methodological layout. Hence, a need to shape a strategic, literature direction for the research by consolidating the key findings of the different sources reviewed, in view of the intents of the research.
The process of consolidating the multiplicity of key literature findings relevant to the research into a whole single unit, with one standpoint revealing the strategic literature direction for the research, is called constructing a conceptual framework. The end product of this construction is the conceptual framework, which is the informed and consolidated results presented narratively or schematically, revealing the strategic position of the study in relation to what exists in literature.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

"Trainee teachers following the three-year undergraduate BEd course at the University of Wolverhampton undertake a final-year research study. This project requires each individual to investigate an aspect of teaching and learning within an early years or primary school setting.

Reflections on Research presents, in publication, a selection of these final-year projects completed by trainee teachers in 2008 and 2009.

The students themselves have looked back upon the project to critically evaluate the positive and not so positive elements of their investigation. They also considered how what they did as student teachers remains relevant to what they do now as qualified professionals working in the classroom.

See also ‘A Beginner’s Guide to Doing Your Education Research Project’, published by SAGE: http://bit.ly/IrLHvD, and on FACEBOOK: http://on.fb.me/QsLY2Q"

Knowing that writing is a crucial but challenging language skill in both academic and career lives, researchers have continually explored ways to facilitate learning and teaching of writing at different educational levels. This experimental study investigates the impact of using mentor texts in undergraduate writing classes on the students' writing proficiency. A quantitative, pre-posttest experimental design was used to achieve this purpose. Based on the strong relationship between reading and writing, and stemming from the modeling approach to learning, mentor texts are tested as potential tools in teaching word choice, sentence structure, and organization for Arab university undergraduates studying English as a foreign language. This is done by examining expository essays written by 128 female students before, during, and after the fifteen-week study period. The subjects are divided into control and experimental groups. A non-parametric Friedman test of differences among repeated measures is conducted and rendered a Chi-square value of 125.242 which is significant (p<.01). Comparing the scores of the three components of the essays, which are word choice, sentence structure, and organization, resulted in the finding that mentor texts could be an effective strategy to teach these three writing traits to undergraduate students.

It is increasingly accepted that academic literacies form an integral part of undergraduate learning, yet the field is dominated by qualitative research and too little attention has been paid to the postgraduate level. This paper contributes a quantitative analysis of students at the postgraduate research level. The survey investigated forty-eight postgraduate research studentsA¢â‚¬â„¢ academic literacies beliefs and researcher identity. The quantitative method employed here proved to be effective. Further, research studentsA¢â‚¬â„¢ researcher identity and academic literacies beliefs appeared to be related. This study validates the use of quantitative instruments in academic literacies research. It is therefore suggested that similar quantitative instruments may prove valuable in future research.

In this teaching document, the following is covered:

> Understanding the term "literature review"
> Starting the literature review.
> Literature review sources
> Understanding the term "academic writing"
> Applying academic writing
> Things to avoid
> Conclusion

Higher-degree thesis assessment has recently been receiving a fair amount of attention from the education research community, examiners’ reports being the starting point for many of the inquiries. Most discourse focuses on PhD dissertations and tends to neglect less advanced academic works such as Honours’ theses, Master’s theses and Master’s minor theses. Writing at these levels is, however, of vital importance considering the fact that many students go through it not only to lay the foundation for their early research experiences but also to produce the good results that allow students to get accepted and proceed into PhD programs. This research article presents a systematic evaluation and analysis of 47 reports from examiners of students’ M.Ed. minor theses written by graduate students at Monash University in Australia. Employing thesis examination reports as data, the project investigates the strengths and weaknesses of the Masters’ minor theses written. Among different criteria on which a thesis is judged, choice of suitable topic and overall quality of presentation have been addressed relatively well, while data analysis, interpretation and literature review appeared to be the most difficult. Lack of critical thinking was identified as a common weakness, and writing quality played a significant role in deciding the outcome. There was generally a good level of consistency in assessment practices across different reports, with the exception of minor rules and guidelines. Certain influence was also exerted on the evaluation process by examiner’s background and level of engagement with the topic.

While a wealth of resources is available for teaching research writing of traditional IMRD research papers, instructors have little to draw on when working with graduate students in mathematics. The present study offers insight into recent mathematical research articles through an exploration guided by phrase-frames, recurring multiword units with a variable slot or blank. The paper introduces the concept of key phrase-frames. In doing so, the potential of phrase-frames for understanding subregisters and for teaching is shown. The starting point of this exploration is a 2,289,670-word corpus of 128 recent mathematics research articles collected from eight scholarly mathematics journals. Five-and six-gram phrase-frames were generated in KfNgram. Key phrase frames are identified as those with an occurrence of at least 20 per million words, occurring across 75% of journals and with a sMAPE of 1.95 cut off or higher when compared to the academic section of the Corpus of Contemporary American English as a reference. The 180 resulting frames were coded for open slot position and common pattern before being consolidated and functionally grouped. Core functions related to the aboutness, coherence and moves of the text. The discussion centers on how these groups reveal different aspects of mathematical texts

Writing Today third Edition acquaints people with the shows of composing journals, profiles, scholarly examinations, contentions, look into papers, and that's just the beginning. Every section includes a bit by bit process for creating inside a given classification, just as model proficient readings to advance expository information and basic investigation. The 42 short parts, the lumped composing style, and visual guidance work to guarantee that people will move the abilities and procedures rehearsed to their lives and vocations. From its realistic "Snappy Start Guides" to its "Compose This" prompts, Writing Today provokes people to broaden the limits of their composing capacities as they work on creating for this present reality.

* The eighth Edition acquaints major developments with the way of thinking and subtleties of MLA works refered to sections. Reacting to the "expanding portability of writings," MLA now urges scholars to concentrate on the way toward creating the reference, starting with similar inquiries for any source. These changes, at that point, line up with current accepted procedures in the instructing of composing which benefit request and basic thoroughly considering repetition review and rule-following.

Se evaluó el papel del contacto visual del escritor con lo que escribe, sobre la coherencia y precisión. 24 estudiantes de psicología leyeron un artículo de un diario, después escribieron una cita y su opinión. En la segunda sesión, realizaron tareas similares pero leyeron otro artículo. Se formaron 2 grupos, en uno, los participantes no tenían contacto visual con lo que escribían (SCV) y en el otro si tenían contacto visual (CV). El grupo CV escribió textos más precisos. Ambos grupos alcanzaron índices de coherencia similares. Se discute que la relevancia de revisar lo que se escribe depende de otros elementos de la interacción escritora específica. Se sugiere revalorar el concepto de revisión en el análisis de la elaboración de textos.

Conviene no confundir escritura con una forma de lenguaje determinado a comunicar de modo narrativo y lógico, como un alfabeto o una lengua; la escritura es un lenguaje que presenta aquello que se escabulle al saber, la escritura tiene un fin exploratorio. Con el tipo de escritura al que hace referencia la Gráfica habrá que renunciar al saber dado e inscribirse en los objetos para actuarla; balbucear apenas por medio de pensamientos sueltos que, a manera de “títulos de la obra”, ayuden a desinformar e invitar a formar parte de una inestabilidad que libere a la graphía, la acidez, trazos, objetos y pensamientos para «crear» relaciones como resultados significantes de una experiencia estética. Tal y como se conforma en todas y cada una de las imágenes artísticas que, a propósito de un pretexto de reproducción, se han logrado reunir en algunos espacios para mirar, reflejar y producir acontecimientos en los que su trascendencia reside en la sensación generada por lo visto-actuado en tiempo real.

One of the most prevalent ways in which power works in education is by separating out and segmenting knowledge areas so that their corresponding synergies and connective augmentations are nullified. This article takes secondary English teaching as an example of these complex social processes, and presents research that brings disparate fields of investigation together. On the one hand, teachers may be polarised and challenged by curriculum changes and governmental mandates that could infringe upon their everyday practice. On the other, every teacher in the profession will bring their interior and emotional life to bear on their ways of working, and this aspect of teaching has not been connected to curriculum change. This research proposes a conjunction of educational emotion and discursive identities, through an analysis of the ways in which teachers perceive curriculum change and their personal teaching and learning realities. This investigation has also been worked into the teacher training of pre-service (or trainee) secondary English teachers, so that they may realise how such concerns may be understood conjointly.

In scientific times, such as ours, we refuse to think that any elixir could postpone our death or secure our immortality; yet, we desperately seek an alternative. Robert T. Eberwein contends that our dreams have a phasic nature and that through them we step into "the D (desynchronized) state" of our minds (17). Dreams, as well as profound reveries, disclose the unfathomable structure of our sentient dimensions. Many of the arguments of this essay revolve around the "D state," where the mind and body are not in binary opposition, but ex-tend from what we usually take to be their delineated contours. By proposing for analysis reflections on Pedro Almodóvar's film All about My Mother (1999), I argue that, like dreams and desires--whose linearity, logic and coherence are rarely contested--sketching in imagination an immortal, immaterial body is attainable. The body experiences an effervescent folding, pouring itself into the future while keeping/storing the echoed versions of its former embodiments.

Critical duoethnography, as a research methodology, can be used in innovative ways to assist educational researchers engaged in social justice research projects. This chapter offers four responses to the question of how critical duoethnography, as a form of qualitative inquiry, can be used by educational researchers to further social justice initiatives. First, critical duoethnography will be described as a tool for reflexivity; second, as an engaged form of collaborative reading and deciphering; third, as an interactive feminist approach to interviewing; and fourth, as a research methods pedagogy.

Homicide in Malta is not a common crime. Till the present day there is no academic research that inquires the trends associated with this heinous act. After analysing aspects related to homicide committed between 1970 till the latest in 2018, the paper aims at providing the first findings on homicide trends in the islands of Malta. The findings aim at providing the significant statistical outcomes related to homicide trends particularly in relation to the modus operandi, gender, relationship between the offender and homicide clearance.

Este artículo crea un diálogo entre la literatura y la psicología con un enfoque en la problemática social de la violencia intrafamiliar. Mediante el análisis de La espina, de Alejandro Carrión, se muestra que la literatura tiene un poder transformador de realidades. Una de las funciones de la narración es la performativa y, por tanto, las confesiones del protagonista de la novela contribuyen a liberarlo y sanarlo. De esta manera, tanto la lectura como la escritura se convierten en una potencial fuerza de resiliencia para las víctimas de maltrato y violencia intrafamiliar.

This article establishes a dialogue between literature and psychology with an approach to social problems such as domestic violence. Through the analysis of La espina, by Alejandro Carrión, this study shows that literature has the power to transform realities. Among the narrative functions we can find the performative one; therefore, the confessions made by the main character of the novel contribute to release and heal him. In this way, both reading and writing are transformed into a potential force of resilience for victims of child abuse and domestic violence.

This paper reports on an ethnographic study of classroom practices in a township school in the Wesbank settlement near Cape Town, South Africa. Focusing on the ways in which a multilingual and highly diverse student population confronts English literacy, we argue for a view in which norms are seen as emergent and contingent on occasion, place, social and sociolinguistic environment. The school, Wesbank High, is by all standards a 'peripheral' school in a marginalised community struggling with very serious socio-economic marginalisation corroborated with a dearth of high-quality public provisions in the settlement. The school is one of these provisions, and teachers and learners share ideals of upward social mobility, often crystallised in discourses on English as an instrument of spatial and social mobility. Learners' writing in English, however, displays many features of 'grassroots literacy'-sub-elite literacy characterised by orthographic, syntactic, lexical and pragmatic peculiarities. These peculiarities -'errors' when seen from a punitive and homogeneist viewpoint -appear to be shared by learners and teachers alike, both groups being inserted in a particular, peripheral economy of English. 'Errors', thus, are systemic, normal and hence normative, they do not preclude effective and differentiating assessments of learners' performance but are a productive, positive mechanism that allows teachers to reach a degree of effectiveness with their marginalized and heterogeneous groups of learners. We witness the production of locality through peripheral normativity, as well as the creation of a problem of 'mobility' when such locally valid forms are deployed elsewhere. These 379 findings have implications for globalisation theory and views of systemic power in Third-World classroom environments.

I wrote up the following tips a couple of years ago when I was teaching assistant for an introductory philosophy class at Yale led by Daniel Greco called “Problems in Philosophy.” The tips were intended, then, for college students, many of them right out of high school, and most of whom had never written a philosophy paper before. So the focus is on clarity and mastering the basics. With that in mind, I hope you will find these tips helpful for teaching or writing in philosophy (or any other relevant field or discipline).

Som de flesta andra svenska lärosäten har Karlstads universitet under 2000-talet haft en växande skrivhandledningsverksamhet. Denna typ av språk-och skrivhandledning, som på vissa andra håll kallas studie-eller textverkstad, har etablerats med syftet att erbjuda studenter stöd, främst i studiernas skriftliga moment. Verksamheternas framväxt kan förstås mot bakgrund av direktiven om breddad rekrytering till högre studier. Farhågor finns att otillräcklig skriftspråkskompetens i sig är en orsak till studiemisslyckanden. Än så länge finns en ganska begränsad kunskap om de behov och de studenter som de svenska lärosätenas text-och språkhandledningar möter. Studier som gjorts av studenters skrivande i Sverige (Ask 2007; Blåsjö 2004; Blückert 2010) har ofta ett socialiseringsperspektiv, snarare än ett verksamhetsperspektiv. I mycket få fall har det fokuserats på de mest utsatta studenterna. Detta är det angeläget att få veta mer om. Under våren 2015 gjorde jag därför en pilotstudie bland de studenter som kontaktade skrivhandledningen vid KAU. I enkätform ombads studenterna besvara dels en rad bakgrundsfrågor, dels ett antal frågor om sina specifika behov och önskemål. Dessutom gjordes intervjuer med verksamma skrivhandledare vid Karlstads universitet. De ger sin – kompletterande – bild av de behov, de utmaningar och möjligheter som hänger samman med de skriftspråkliga krav som studenter möter i det akademiska skrivandet. Inledning och syfte Under de senaste åren har studenters skrivande och språkkunskaper uppmärksammats i olika sammanhang. I flera fall verkar studenterna ha svårt att leva upp till de krav som högre utbildning innebär. Exempelvis blev debattartikeln Våra studenter kan inte svenska i Upsala Nya Tidning (2013-01-02) starten på en kritisk diskussion om studenters förmåga att läsa och skriva på en adekvat nivå. Sedan dess har brister hos dagens studenter ventilerats i olika fora.

The introductory section of an essay is essential since it determines whether the reader will be interested in continuing to read the text or not. For this reason, the use of essay hooks is necessary to perform the task of leading and grabbing the attention of the reader regarding the subject of a particular essay. There are several types of hooks that one could consider making their work interesting to read. Thus, this paper seeks to carry out an exploration of the different types of essay hooks and provide the relevant examples for each.

Making linguistics accessible and relevant to all teachers, this text looks at language issues in the classroom through an applied sociocultural perspective focused on how language functions in society and in schools—how it is used, for what purposes, and how teachers can understand their students’ language practices. While touching on the key structural aspects of language (phonetics, phonology, morphology, and syntax), it does not simply give an overview, but rather provides a way to study and talk about language.

Each chapter includes practical steps and suggests tools for applying different kinds of linguistic knowledge in classrooms. The activities and exercises are adaptable to elementary or high school settings. Many examples focus on the intersection of math, science, and language. Teacher case studies show how real teachers have used these concepts to inform teaching practices. Given the increasing use of multimedia resources in today’s schools, multiple mediums are integrated to engage educators in learning about language. The Companion Website provides a multitude of relevant resources that illustrate the diversity of language functions and debates about language in society.

Abstract: The argument I will develop in this essay is that the foreign students are a latent human resource who can assist with overcoming English monolingualism in the Australian population. Foreign students, properly rewarded, can be a major source of skills transfer. Every one of those students is a walking compendium of language and cultural skills that Australians need to know.

The goal of this study was to identify common mistakes made in research study manuscripts submitted to journals of Education and the effects of these mistakes on rejection by the journal editors and referees. An online questionnaire was developed for this purpose with 43 items and five open-ended questions. Common mistakes were identified by administering the 43 questions, which were to be answered in two stages: first by using 5-point Likert scale responses, and then by responses arranged according to semantic differential scale (for the effects of the mistakes on rejections). The online questionnaire was sent to the editors and referees of Turkish journals of Education indexed in SSCI and ULAKBIM. Data were then collected from 232 participants and examined. The quantitative data obtained from the questionnaire items were analyzed, and the mean and standard deviation scores were presented in tables. The qualitative data gathered from the open-ended questions were analyzed descriptively. The results show that researchers mostly make mistakes in the discussion, conclusion, and suggestions part of the manuscripts. However, mistakes made in the methods part are the most significant causes of manuscript rejection.

A book review of Helen Sword's "Air & Space & Light & Time: How Successful Academics Write." Taking a new track, Sword focuses less on the writing and more on the writer. I highly recommend this book to anyone writing regular analytical and academic works.

Dr. Carolyn Ellis is a sociologist and communications scholar whose major contribution to anthropology is her originating development of, and research in, autoethnography. Ellis describes autoethnography as “a reflexive approach to research, writing, and storytelling that connects the autobiographical and personal to the cultural, social, and political”. She applies an ethnographic, literary, and evocative writing approach to research articles, short stories, and documentaries to present and understand lived experience in a cultural context.  Her research centers on how individuals negotiate their identities, emotions, and meaning making through their close relationships with the people in their lives.
Autoethnographic methodology has gained much momentum in current academic discourse due, in part, to the use of the method in research conducted by Indigenous scholars who resonate with the recognition by qualitative research that the researcher is not a neutral, unbiased instrument of the research process.

O objetivo deste trabalho é observar as características de um discurso que, como procuro mostrar, se constituiu a partir do final da década de 70, no Brasil: o discurso da mudança nas concepções de linguagem e no ensino de língua materna (discurso da mudança). O discurso da mudança se caracteriza por argumentar quanto à necessidade de mudanças nas concepções de linguagem e de ensino, e por apresentar um componente de divulgação científica: a argumentação se realiza amparada na divulgação de teorias lingüísticas, sociológicas e/ou sociolingüísticas, que fornecem então subsídios para demonstrar a procedência da concepção de língua/linguagem apresentada pela Lingüística, e os problemas apresentados pela concepção de língua e de ensino que pretende modificar. Esse discurso se inicia, assim, afirmando a necessidade de: i. considerar a diferença entre a língua da escola e a língua das camadas populares que começavam a chegar à escola; ii. considerar a realidade da variação lingüística e respeitar a variedade do aluno; iii. relacionar ensino de linguagem e condições socioeconômicas com o objetivo de produzir práticas pedagógicas democráticas e transformadoras; iv. divulgar informações produzidas pela Lingüística e outras ciências, a fim de alterar as práticas pedagógicas existentes. Proponho a hipótese de que o discurso da mudança cumpre uma necessidade interna à própria Lingüística em sua constituição como ciência no Brasil, deixando a “torre de marfim” que então acusavam-na de ocupar, e passando, desse modo, a tratar de problemas nacionais.

This work aims to observe the characteristics of a discourse constituted, in Brazil, in the end of 70’s: the discourse for changing in language and teaching conceptions — discourse for changing. This discourse shows some characteristics of scientific divulgation, which is associated to argumentative needs. The divulgation of linguistic, sociological or sociolinguistic theories, provides resources to demonstrate the language teaching conception presented by Linguistics, and the problems that it intends to solve. This discourse proposes: i. considering the difference between the school language and the reality of linguistic variation, respecting the students’ varieties; ii. relating language teaching to social and economic conditions in order to produce democratic pedagogical practices; iii. presenting information produced by Linguistics and other sciences, in order to change the current pedagogical practices. I present the hypothesis, as well, that discourse for changing fulfills a need, inherent to Linguistics in Brazil, by considering social problems.