Mmk227

MMK2 7 MM 277 U it Out ne Uni O tlin rimes ster 1, 201 1 13 Tr Un Code nit e: Un Nam nit me: ourse: Co MMK277 Marketing Manag g gement of merce Diploma o Comm of a ommunic cation Diploma o Media and Co of gement Diploma o Manag For more infor rmation con ntact MIBT: : T + 61 3 9 9244 5197 F + 61 3 9 9244 5198 E [email  protected] eakin. edu. au u W mibt. vic c. edu. au Melb bourne Institut of Business and Technolo te s ogy Pty Ltd (M MIBT) CRIC COS Provider c codes: MIBT 01590J, Deak in 00113B 0 CONTENTSA Note from your Unit Co-ordinator †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3   Contact details †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3   Unit overview †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3   Learning Objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3   Content and Topics Covered †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦    Learning Approach and Activities †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5   MIBT Transitional Attributes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5   Prescribed texts †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5   Recommended Reading †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5   Deakin University Library †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6   Assessment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6   Missed Classes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6   Assessment reviews / appeals †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7   Academic misconduct †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦    Assignment submission †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8   Late submission of assignments †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8   Learning support †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8   Grading system †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9   Changes to enrolment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..    Class Attendance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9   Student evaluation of this unit †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10   Trimester timetable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11   APPENDIX A: Exam Requirements and Instructions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 This document is current at 21/02/2013. Once printed this document is no longer a controlled document.L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 2 A Note from your Unit Co-ordinator Welcome to MMK277 Marketing Management. This unit outline explains the aims of the unit and describes the assessment requirements. This Unit Guide is an essential part of this course and will be referred to throughout the trimester in lectures and tutorials. You should always read this unit guide first and check it frequently when preparing to study, or embarking on assignment work. Contact detailsUnit Co-ordinator: Room: Telephone: Email: Lecturer: Room: Telephone: Email: John Boyd Gerny la4. 111, Level 4 Building la 0419 369 114 [email  protected] edu. au Craig Allen la4. 111, Level 4 Building la 0412 735 443 [email  protected] edu. au Unit overview Unit: Unit title: Prerequisites: Teaching Method: Nature of the Unit This unit examines the nature of marketing management from a marketing planning perspective. The focus of discussion is the coordinated activities of the network of producers of goods, services and experiences which seek to satisfy their customers.Emphasis is placed on marketing strategy formulation and the use of strategic marketing mix elements in developing and maintaining a market orientation and assessing organisational performance. Aspects of marketing such as marketing research, customer behaviour, product innovation and marketing communication are also examined. MMK277 Marketing Management Nil Four hours of class contact per week are allocated to this unit. Learning Objectives On completion of this unit students should be able to: 1. 2. 3. 4.Identify and explain theoretical concepts and the marketing mix elements employed in marketing strategy development; Explain the use of market information in developing segmentation and positioning strategies; Apply the marketing concept and marketing strategy in various contexts including profit and not-for-profit organisations, including government; Demonstrate effective group-based oral and written communication skills when presenting marketing plans for selected organisations. This document is current at 21/02/2013. Once printed this document is no longer a controlled document.L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 3 Content and Topics Covered Module 1: Module 2: Module 3: Module 4: Module 5: Module 6: Module 7: Module 8: Module 9: Module 10: Module 11: Marketing: Creating and Capturing Customer Value. Prescribed Text : Chapter 1. Company and Marketing Strategy: Partnering to Build Customer Relationships and Analysing the Marketing Environment. Prescribed Text : Chapters 2 and 3. Managing Marketing Information to Gain Customer Insights. Prescribed Text : Chapter 4. Understanding Consumer and Business Buyer Behaviour. Prescribed Text : Chapters 5.Customer-Driven Marketing Strategy: Creating Value for Target Customers. Pr escribed Text : Chapter 6. Products, Services and Brands: Building Customer Value Prescribed Text : Chapters 7 and 8. Pricing to Capture Customer Value. Prescribed Text : Chapter 9. Placement: Customer Value Fulfilment. Prescribed Text : Chapter 10. Communicating Customer Value: Advertising and Public Relations. Prescribed Text : Chapter 11. Communicating Customer Value: Personal Selling and Sales Promotion Prescribed Text : Chapter 12. Direct and Digital Marketing: Building One-to-One Customer Relationships. Prescribed Text : Chapter 13.Graduate knowledge and understanding, skills and attributes This Institution aims to ensure that its higher education awards provide educational experiences designed to develop attributes (including skills, knowledge and attitudes) appropriate to the discipline area and level of the award, which will support graduates in their future personal and professional life and contribution to society. This unit contributes to the following attributes: Linked Learning Objective(s) 1, 2, 3 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 4 N/A N/A Knowledge and understanding, Skill or Attribute Understanding of, and the bility to work with, a systematic body of knowledge, appropriate to the focus and level of the qualification based on the highest standards of scholarship and research Where research is undertaken: ability to initiate and formulate viable and relevant research questions Where research is undertaken: contribution to new knowledge, or an original interpretation and application of existing knowledge Where research is undertaken: understanding of the social, economic and cultural impact and application of their research, and its academic relevance and value Understanding of the professional, social, economic and cultural contexts of the discipline and related fields Awareness of ethical issues, social responsibility and cultural diversity Awareness of environmental sustainability issues and the contribution of the field of study t o address such issues Understanding and appreciation of international perspectives in a global environment Critical analysis, problem solving, and creative thinking Identifying, gathering, evaluating and using information Communicating effectively and appropriately in a range of contexts Developing, planning and managing independent work Working effectively as part of a team Effectively using information and communication technologies Applying knowledge learned in the program to new situations This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 4 Learning Approach and Activities The unit involves four hours contact per week. It is the intention to build knowledge on the marketing planning process and how this is successfully implemented in market- and competitororiented organisations that include profit-oriented companies, government and the n ot-for-profit sector.Internet access is mandatory for this unit with all students as all lectures and learning material is provided on it and all students are expected to frequently check with the MIBT portal for ongoing course activities. Tutorial exercises will be given to students to complete on a weekly basis during the Trimester. Learning in this unit is aided by an enthusiastic and experienced teaching team. They will monitor the classroom during week days throughout the trimester in order to engage with students, facilitate discussions of key concepts, and clarify any unit content and to make announcements. Class room discussions and experiences are a unique aid in understanding marketing concepts. The input of students will significantly help the understanding of critical marketing concepts by sharing their experiences and opinions.Furthermore, it will aid the students by offering examples of actually marketing experiences and make the classes more enjoyable. Tests are held during the semester with details available on the MIBT portal. The case study presentation must be completed in groups. Forming a group to work with, to produce an oral presentation and written assignment is a fundamental part of completing this part of assessment. It is essential you become proactive in communicating with your fellow group members, and with approaching potential group members you wish to work with. This assessment can not be completed individually. You must be part of a group in order to complete this piece of assessment.It is known that group work enhances your teamwork skills, reduces work load and provides the opportunity for you to test your knowledge with fellow students enabling you to learn valuable life long skills. Specific details and instructions related to all assessment in this unit are provided on the MIBT portal. MIBT Transitional Attributes All ? ? ? ? ? ? ? ? MIBT Diploma units contribute to the following graduate attributes: independent learner kn owledge base research skills time management skills report writing skills awareness of ethics of tertiary education use of appropriate technologies ability to work alone and as part of a team Prescribed texts The content of the text book and the lectures are examinable in this subject. The lecture program will provide you with key points on the range of topics to be covered in the course.Lecture material will predominantly come from the prescribed text, as well as other sources. Armstrong G, Adam S, Denize S, and Kotler P 2012, Principles of Marketing, 5e (5th edition), Pearson Australia, Frenchs Forest, New South Wales It is strongly recommended that you purchase or at least have access to this book Recommended Reading Each week introduces new chapters that must be read in the prescribed textbook. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/1 3 Page 5 Deakin University Library Searching the Internet is a key way of finding information – especially for general and everyday topics.The Library website is a key way to find academic journals, books, e-books, subject databases and websites that contain quality information for your study of this unit, and as research for assignments. Many of these resources are online so that you can access them on campus, at home or at work – any day, any time. The Library’s help services, in person or via email, phone or instant messaging, will assist you to make the most of library services and save research time. Journals ? Journal of Marketing ? Journal of Consumer Research ? Journal of Marketing Research ? Journal of the Academy of Marketing Science ? European Journal of Marketing ? Journal of Retailing ? Journal of Service Research ?Journal of Advertising ? Journal of Marketing Management ? Journal of Consumer Psychology ? And many, many more! Newspapers and Magazine s Newspapers and weekly magazines will provide a valuable insight into current issues and developments in marketing. Many also provide articles on the Internet on topical issues. The Age (http://www. theage. com. au) The Australian (http://www. theaustralian.. com. au Australian Financial Review (http://www. afr. com. au) Business Review Weekly (http://www. brw. com. au) Ausstats database (http://www. abs. gov. au) Assessment The assessment for this subject is a combination of tests, case studies and a final examination.Weight Due date Brief description The case study has two parts, an oral presentation and written report. Each component is worth 15% of the total marks for this subject. Trimester tests. Details available on MIBT Portal The exam is a two-hour, closed-book. The examination covers the entire trimester's work. It is the students responsibility to determine the date, time and location for the examination. Linked learning objective(s) Case Study 30% During Trimester Durin g Trimester End of Semester Examination Period 1, 2, 3, 4 Tests 30% 1, 2, 3 Examination 40% 1, 2, 3 Notes: Full details regarding all assessment tasks will be provided on the MIBT portal. You must read and understand these details.The information provided here in this outline and the table above only provide a summary. Missed Classes Please note it is the responsibility of students to sit for a test on the scheduled date. Failure to sit a test must be supported by a medical certificate and shown to the lecturer WITHIN 48 HOURS OF THE SCHEDULED TEST DATE. THE MARKS FOR THE TEST WILL BE ALLOCATED TO THE FINAL EXAMINATION. IF YOU ARE GOING TO MISS A TEST PLEASE CONTACT THE RECEPTIONIST AT MIBT AND LEAVE A MESSAGE. COPIES OF THE MEDICAL CERTIFICATE MUST ALSO BE GIVEN TO YOUR LECTURER OR BY SOME OTHER ARRANGEMENT. This document is current at 21/02/2013. Once printed this document is no longer a controlled document.L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27â⠂¬â€œ 02/13 Page 6 If a student misses a mini test, they cannot sit that test in another class. Students can only sit tests in the class they are enrolled in. If a student completes the test in another class, it will not be marked and the student will get a zero for that piece of assessment. There will be an opportunity for students to catch up on missed classes. This will be discussed in class. Assessment reviews / appeals Students may appeal against the mark/grade awarded in any component of their assessment. The appeal must relate to the assessment procedures and not simply dissatisfaction with the final grade given.Appeals will be considered by the unit co-ordinator and a recommendation made to the MIBT Academic Progress Committee. Appeals are made by completing a Review of Assessment Application available from the Student Portal under Students / Forms. The form must be lodged at MIBT Reception by 5. 00 pm on the Friday after the publication of results. Special Consideration Spe cial Consideration may be provided when a student completes a piece of assessment and the student believes there have been exceptional and adverse circumstances affecting their performance. (Note: Special consideration is not normally intended for assignments and other forms of continuous assessment.Here the Request for Extension of Assignment Due Date form should be used and submitted to the lecturer concerned. The form is available from the Student Portal under Students / Forms. ) Applications for Special Consideration will be accepted on medical, compassionate, and/or trauma grounds. Supporting evidence, clearly stating specific reason, must be given with the application. Reasons such as headaches, colds or returning home, will not be accepted as grounds for Special Consideration. Students are required to complete a Special Consideration/Deferred Exam Application available from the Student Portal under Students / Forms and submit to MIBTReception, together with supporting documen tation before the assessment is due, or within 2 working days of completing the assessment. Academic misconduct The Academic Integrity and Plagiarism and Collusion Policies are available on the Student Portal under Students / Forms / MIBT Policies and Procedures. Students should make themselves familiar with the content of these policies. Plagiarism and collusion are academic offences. They are forms of cheating and severe penalties are associated with them. If a student is caught plagiarising they may be failed in that piece of assessment. ? Plagiarism occurs when a student passes off as their own another student’s work, or copies without acknowledgement of its authorship, the work of any other person. Collusion occurs when a student obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in submitting an assignment or other work. ? Submitting your own work when it has been previously submitted for another unit or course. Wh enever you refer to another person’s research or ideas (whether by directly quoting or by paraphrasing them) you MUST acknowledge the source. Also, copying paragraphs from the Internet and presenting them as your own work is plagiarism. If you download and copy paragraphs from the Internet you must identify the source. References / acknowledgement of authorship (including electronic resources).You MUST acknowledge the sources that you have drawn on. This is a necessary courtesy to the original authors, and also allows the readers of your work to follow up any points you have raised. If you directly copy another writer's phrase, sentence or paragraph, then you should use quotation marks and note the source of the quote. If you use another writer's ideas, but not his or her exact words, you should again note the source. There are a number of ways by which you can refer to other people's work. This document is current at 21/02/2013. Once printed this document is no longer a cont rolled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 7For an essay the reference list should include full citations of all sources consulted for the essay and these sources should appear in the body of the essay EG. (Thwaites, 2012 ) wherever a reference to someone’s work is made, instead of footnotes. This referencing method, like all methods, involves noting the author's name, the title of the article and journal, or book, the year of publication, the journal's volume number, the book publisher's name and location, and the relevant page numbers. A copy of Guide to Assignment Writing and Referencing is available to every student during Orientation. It is also available on the Deakin University website: http://deakin. du. au/currentstudents/assets/resources/study-support/study-skills/assign-ref. pdf Assignment submission Assignments must be submitted by the due date. Students should complete the Assignment Cover Sheet (av ailable from the Student Portal under Students / Forms), attach it to their assignment and then submit the completed assignment as outlined in the assignment details. (Assignments will not be accepted at MIBT Reception). Students must keep a copy of each assignment submitted and must be able to produce the copy in the unlikely event that the original assignment is misplaced. Students must maintain backup copies of all their assignment work.Electronic loss of data is common, but is NOT a satisfactory excuse for an extension of a submission date. Late submission of assignments Extension of an assignment submission date If there is a compelling reason why you are unable to complete your assignment before the due date you should complete a Request for Extension of Assignment Due Date form, available from the Student Portal under Students / Forms and submit it to your lecturer. This must be done at least 24 hours before the assignment due date. If you submit your assignment without an ap proved extension, penalties for late submission will apply. The only exception to this is if your work is late for medical reasons and you have a doctor’s certificate to support your claim.You will not need to seek the prior approval of your lecturer but you must attach the doctor’s certificate to your assignment with a note that the work is late for medical reasons. Under these circumstances, the medical certificate must cover the entire period from the time the assignment was due until the time it is submitted. Penalties for late submissions Assignments received late and without prior approval will be penalised. A penalty of 10% of the available marks will be deducted for every day the assignment is late. Assignments received after 7 days without an approved extension, will not be marked. Learning support Students have access to group-oriented and individual learning support at MIBT.During each trimester, students can attend a series of study skills workshops conduct ed both at MIBT and Deakin University on topics such as time management, avoiding plagiarism, referencing, academic writing, critical thinking and exam preparation. The MIBT Study Skills Drop-in Centre provides students with one-to-one consultations with the Academic Skills Advisor. Students can also access the Deakin University Language and Learning Drop-in Centre at Student Life. For flexible learning, all students have access to the Academic Skills Moodle site which contains a number of resources to improve students’ study skills and language proficiency. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 8 Grading systemAll students enrolled in any unit will be graded according to MIBT’s standard grading system as follows: GRADE HD D CR P N DE EX RI RPL RW UP W WN XN DESCRIPTION High Distinction Distinction Credit Pass Fail Deferred Examination Exemption Granted Results Not Finalised Recognition of Prior Learning Results Withheld Ungraded Pass (Safety Units) Withdrawn without academic penalty Withdrawn Failure Enrolled Assessment Incomplete PERCENTAGE 80 – 100 70 – 79 60 – 69 50 – 59 0 – 49 Changes to enrolment ? Enrolment changes can be made through the student portal until 5. 00 pm Friday of the ? A unit can be dropped until the end of the fourth week (without penalty) and fees paid for ? ? ? second week of the trimester. the dropped unit will be credited to the next trimester.After week four if a unit is dropped fees for that unit will be forfeited. Students who drop a unit after Week 4 will have ‘W’ (Withdrawn) recorded as their result in the unit. A unit dropped after Week 8 will be recorded as ‘WN’ (Withdrawn – Fail). A unit cannot be dropped in the final two teaching weeks of a trimester. Class Attendance Attendance is an import ant element of a student’s success in their studies and it is strongly recommended that attendance is maintained in all classes. All work covered in class is examinable. Attendance will be recorded in all sessions and students should make themselves aware of the ‘Attendance Policy’ located on the Student Portal under Students / MIBT – Policies and Procedures.Where alternative classes exist for a unit, students are permitted to attend a maximum of two alternate classes per unit during the trimester. Students should collect a Lecturer Attendance Variation form from reception or from the Student Portal under Students / Forms and submit it to the lecturer of the alternate class to sign and verify the student’s attendance. The form is retained by the lecturer who submits this with the class list. Further, grants of leave from a class can be given for medical, compassionate or compelling reasons provided that original or certified medical, psychological, police or other certificates are provided. Students are to complete an Explained Absence Form from reception or from the Student Portal under Students / Forms and submit to reception.Compassionate or compelling circumstances are generally those beyond the control of the student and have an impact upon the student’s course progress or wellbeing. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 9 Student evaluation of this unit At the end of trimester students will be asked to evaluate all of the units they have studied during the trimester. Students are strongly encouraged to complete the Student Evaluation form for this unit and give feedback. All ratings and comments are read and given careful consideration following completion of each trimester and inform the changes which may be introduced in subsequent trimesters.This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 10 Trimester timetable Week 1 2 3 Week Commencing Monday 4 March 2013 Monday 11 March 2013 Monday 18 March 2013 Topic Marketing: Creating and Capturing Customer Value. Analysing the Marketing Environment. Company and Marketing Strategy: Partnering to Build Customer Relationships. Managing Marketing Information to Gain Customer Insights. Textbook Chapters Ch 1 Ch 3 Ch 2 Comments 4 Monday 25 March 2013: Thursday 28 March 2013 to Wednesday 3 April 2013 Ch 4 Mini Test 1TRIMESTER BREAK – EASTER Managing Marketing Information to Gain Customer Insights. Understanding Consumer and Business Buyer Behaviour. Customer-Driven Marketing Strategy: Creating Value for Target Customers. Products, Services, and Brands: Building Customer Value. Pricing to Capture Customer Value. Communicating Customer Value: Advertising , Public Relations, Sales Promotion and Personal Selling. Placement: Customer Value Fulfilment. Direct and Digital marketing: Oneto-One Customer Relationships. Revision. Ch 4 Ch 5 Ch 6 Mini Test 1 4b 5 6 Thursday 4 April 2013 Monday 8 April 2013 Monday 15 April 2013 7 8 9 Monday 22 April 2013 Monday 29 April 2013 Monday 6 May 2013 Ch 7,8 Ch 9 Ch 11,12 Mini Test 2 10 11 12 13Monday 13 May 2013 Monday 20 May 2013 Monday 27 May 2013 Monday 3 June 2013 – Friday 7 June 2013 Ch 10 Ch 13 Mini Test 3 EXAMINATION WEEK Trimester 1 Census Date: Results released on portal: Wednesday 27 March 2013 Tuesday 18 June 2013 This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 11 INSTRUCTIONS TO CANDIDATES READ BEFORE COMMENCING Note: A tick (X), in a box indicates the instruction applies. A blank box indicates the instruction does not apply. X This exam is a CLOSED BOOK exam. This exam is an OPEN BOOK exam. XYou may use a (non-electronic) LANGUAGE ONLY DICTIONARY. You may use a CALCULATOR. If programmable, the memory must be empty. Mobile phones cannot be used as calculators. SPECIAL INSTRUCTIONS: 1. 2. 3. Answer all questions in the exam booklet provided. There are three (3) sections in this exam. All sections must be attempted. Section 1 – Answer all parts of the one (1) mini case question in Section 1(26 Marks). Section 2 – Answer ten (10) short response questions in Section Two (10 x 3 marks = 30 marks). Section 3 – Answer two (2) out of five (5) extended response questions in Section Three (2 x 12 marks = 24 marks). Students must complete ALL parts of each question answered.This exam is out of 80 and is worth 40% of the marks for this subject. Answer all questions in the exam booklet provided. 4. 5. 6. 7. 8. THIS EXAMINATION PAPER MUST NOT BE REMOVED FROM THE EXAMINATION ROOM This document is current at 21/0 2/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 12 APPENDIX A: Exam Requirements and Instructions SUMMARY OF EXAM REQUIREMENTS FOR STUDENTS 1. 2. 3. 4. 5. You should arrive for your exam at least 15 minutes before it is scheduled to commence. You will not be permitted to sit the exam if you are more than 30 minutes late.You MUST have your MIBT student ID card with you for every exam you sit. You will not be permitted to enter the exam room without it. No electronic equipment whatsoever, with the possible exception of a calculator, may be used in an exam. Personal items (purse, wallet, mobile phone) may be brought into the exam and should be left underneath your desk. Do NOT leave valuables in bags at the end of the exam room. Mobile phones MUST be switched off. Any mobile phone which rings during an exam will be confiscated and not returned until the exam papers have bee n collected and placed into storage Find out before end of the trimester whether your exam is ‘Open Book’ or ‘Closed Book’.Find out before the end of the trimester whether or not you can bring a calculator or a printed dictionary into the exam. The penalties for misbehaving or having unauthorised material (cheating) in an exam are severe. Make sure you know before hand what materials you can take into your exams. Any extraneous written material must be handed in before the exam commences. Students found with unauthorised material in their possession during an exam may have their paper cancelled. Students who are ill during an exam may apply for special consideration using the form found on the student portal. An application for special consideration MUST be accompanied by supporting documentation and submitted within 2 working days of the exam. Students who are prevented from

Barriers to Learning Essay

The main object of any educational system is to create equal opportunities to provide quality education and effective learning so that all learners can reach their full potential and make a meaningful contribution to their future and participate in our society throughout their lives. It is imperative that the educational system is able to prevent learning breakdowns and exclusions. Barriers to learning can be found within the learner, be located within the centre of learning, found within the educational system or located within a broader social, economic or political context. Sometimes it is possible to identify these barriers which can then be addressed appropriately. The key to preventing barriers from occurring is the effective monitoring and meeting of the different needs amongst the learner populations and within the educational system as a whole. But the current focus of school improvement policies and practices are too limited to ensure that all students have an equal opportu nity to succeed at school. Socio-Economic Barriers Effective learning is influenced by the availability of educational resources to meet the needs of all the learners in the educational system. The lack of numbers of learning centres does not meet the learning population number. Inadequacies in resources and inequalities of discrimination in gender, race and disability found in our society result in forming barriers. The discrimination of the race factor was influenced by the apartheid era where the black population received a poor quality of education and even today non-urban districts are more marginalised with the educational system then urban-based districts that achieve higher exam marks. The inability to pay school fees will lead to the total exclusion of learners from the educational system due to the socio-economic barriers that further include; serve disabilities, living in poor communities and high areas of violence and crime. Basic Services With the inability of learners to access services or the non-existent services that are linked to educational provisions that contribute to the  learning processes, learners can not gain anything from the educational system. If learners are unable to reach the learning centres due to there being inadequate transport facilities, the roads being poorly developed or the learners are disabled and the transport is unwilling to transport them to the learning center, they will be excluded from the educational system. Clinics also affect the learner being involved in the educational system as the learners either have to get regular treatment that will leave the learner experiencing long periods of absence or if learners are unable to acquire the necessary treatment, will decrease their concentration, their capacity to learn and increase impairment. The lack of access to other services such as communication services and welfare also hinders the learning process. Educational systems are also largely inaccessible to deaf learners due to the lack of sign language interpreters. The lack of and distribution of different resources creates barriers to learning. With no money; no books, no human resources or writing material, the learners will not benefit from the educational system. Poverty and Underdevelopment The inability of families to meet their basic needs such as shelter and nutrition, effect the learning process of learners as there is increased emotional stress and under-nourishment that leads to a lack of concentration. Communities in poverty are also poorly resourced with limited educational centres and the learners are more likely to leave school and find a job to provide an income for their family. Disable learners are more easily excluded from the educational system and labour markets as able-bodied siblings have been accommodated first. Environment conditions can form barriers to learning through economic deprivation, community disorganization, violence, drugs and the rural people being in the minority. Attitudes Negative and discriminatory attitudes on the basis of prejudice towards gender, race, class, culture, disability, religion, ability; remain a critical barrier to learning. The negative attitudes and the stereotyping of learner’s differences due to poor knowledge as well as from fear and lack of awareness are easily picked up by other children who further alienate other learners. These attitudes result from traditional and religious beliefs. Disturbances Disturbances that arise within a social, economic and political environment can affect the social and emotional well-being of learners. A learner who is abused emotionally, physically or sexually, can be physically and emotionally damaged. Other factors that influence learners are substance abuse, conflict within the family, young girls being raped and falling pregnant, the lack of a support system and the lack of infrastructure that could lead to the learner’s breakdown or dropout of the educational system. In the wider parts of the African society, civil war and other forms of political violence can lead to trauma and emotional distress in learners. Some families that are evicted become refugees and the learning process is disrupted while the family seeks a safer environment. A safe environment for the educators and the learners cannot be guaranteed and this can prevent effective teaching and learning taking place. An unhealthy environment with a lack of electricity and toilets places learners at risk to diseases. Natural disasters and epidemics such as HIV/AIDS result in the learners having to deal with the loss of family members and making them vulnerable because they might have to fend for themselves. School and Peer Influence Learners who drop out or who are going through a learning breakdown can further manifest their negative behaviour to become disruptive and self-destructive. This negatively influences the other learners and may result in resistant and harmful attitudes in the classroom. Learners may have a negative encounter with a teacher or their peer and a mental block can be formed towards the educational system. Inappropriate teacher and peer role models cause a critical barrier in the learning process. Curriculum The curriculum itself creates barriers by being inflexible in the style and tempo in which teaching and learning takes place, the way in which the classroom is organised and managed as well as the availability of materials and equipment as it prevents, the needs of the diverse learners, from being met. The way in which assessments are designed can form a barrier between the learners who can memorise a certain amount of information and the learners who understand the concepts that are involved. The teachers need to  be enthusiastic about their teaching subject and get the learners more engaged and active in their lessons. Language and Communication Barriers to learning arise when the medium of teaching and learning takes place through a language that is not the learner’s first language. It places the learners at a disadvantage. Different Abilities Learners with disabilities may not be able to have effective learning taking place nor have their particular needs met due to the fact that their impairments may prevent them from learning and developing which results in barriers being met. Some learners will more easily experience a learning breakdown. Unsafe Environment The majority of learning centres are physically inaccessible to a large number of learners. The amount of learners in an area compared to the amount of schools is a shocking comparison, creating a barrier for learners to eventually get accepted into a school or to go to a school with many learners in the one class and have no one-on-one attention and it becomes difficult to meet the different needs of the diverse learners. Many schools are not built for the accessibility of blind, deaf and wheelchair bound learners, with these disabilities, and the environment becomes unsafe. Lack of Family Care and Involvement The parents and community’s active involvement is central to the effectiveness of learning and developing. Learners need to get recognition from their parents because without support and encouragement learners become insecure, have a low self-esteem and lack innovation that leads to the learning process being hindered. Individual Conditions All learners come from different backgrounds and have grown up in different environments but in the African context we have generalized their situation. An individuals barriers could include; medical problems, inadequate nutrition, underdevelopment, psycho-physiological problems and having a difficult temperament and adjustment problems. â€Å"If the education system is to promote effective learning and prevent learning breakdown, it is imperative that mechanisms are structured into the systems to break down existing barriers.† These mechanisms must be able to recognise the different barriers, overcome the barriers that occur, prevent barriers from occurring and promote the development of effective learning and teaching environments. It is important to have the ability to recognise, identify and understand the nature of the barriers at hand. There must be dedicated commitment to develop those mechanisms which will then allow diversity to be accommodated in the educational system. The enforcement of positive behaviour as well as the challenge to overcome negative attitudes must be effectively monitored to ensure that there are results. The promotion of mental and physical health to all the learners will help them become more aware to how they can improve their learning process. These mechanisms include: the improvement of protective legislation and policies, innovative practices for recognising and accommodating the continent’s diversity, government and non-government owned organizations aimed at including learners that were previously excluded from the educational system, activities that challenge attitudes against discrimination and curriculum restructuring. It is most important to work towards the involvement of the learners, parents, educators and community members, in the process to govern centres of learning and create training programmes that are equipped to deal with diverse needs. These mechanisms need to be supported in order to organise and d evelop teaching and learning environments as well as to help transform the economic, political and social environments.

Fdi’s in Retail Sector in India-a Special Focus on Farmers.

FDI’S IN RETAIL SECTOR IN INDIA – A SPECIAL FOCUS ON INDIAN FARMERS. PAPER PRESENTED BY M. V. KALESWARA RAO, K. CHALAPATHI RAO DASARI. NIVAS. (Research Scholars) Dept Of Economics, Kakatiya University. WARANGAL. ? FDI’S IN RETAIL SECTOR IN INDIA – A SPECIAL FOCUS ON INDIAN FARMERS. The Foreign Direct Investment means â€Å"cross border investment made by a resident in one economy in an enterprise in another economy, with the objective of establishing a lasting interest in the investee economy.FDI is also described as â€Å"investment into the business of a country by a company in another country†. Mostly the investment is into production by either buying a company in the target country or by expanding operations of an existing business in that country†. Such investments can take place for many reasons, including to take advantage of cheaper wages, special investment privileges (e. g. tax exemptions) offered by the country. Major benefits of F DI : (a) Improves forex position of the country; (b) Employment generation and increase in production ; c) Help in capital formation by bringing fresh capital; (d) Helps in transfer of new technologies, management skills, intellectual property (e) Increases competition within the local market and this brings higher efficiencies (f) Helps in increasing exports; (g) Increases tax revenues GLOBAL RETAILING SCENARIO: Retail has played a major role in improving the productivity of the whole economy at large. The positive impact of organized retailing could be seen in USA, UK, and Mexico and also in China. Retail is the second largest industry in US.It is also one of the largest employment generators. It is also important to understand that Argentina, China, Brazil, Chile, Indonesia, Malaysia, Russia, Singapore and Thailand have allowed 100% FDI in multi brand retail. These countries benefited immensely from it. Also small retailers co-exist. The quality of the services has increased. Chi na permitted FDI in retail in 1992 and has seen huge investment flowing into the sector. It has not affected the small or domestic retail chains on the contrary small retailers have increased since 2004 from 1. 9 million to over 2. million. Take for example Indonesia where still 90% of the business still remains in the hand of small traders. FDI IN RETAIL PRESENT STATUS: 51% FDI in multi brand Retail and 100% in single brand is put hold till the time consensus is reached between the political parties. There is stiff opposition being seen within the UPA allies in context of FDI in retail. Also opposition party is seeing this as an opportunity to get the political mileage. REASONS FOR ALLOWING FDI’s IN RETAIL MARKETS Foreign Direct Investment (FDI) complements and supplements domestic investment.Domestic companies are benefited through FDI, by way of enhanced access to supplementary capital and state-of-the-art technologies; exposure to global managerial practices and opportuni ties of integration into global markets. Government had instituted a study, on the subject of â€Å"Impact of Organized Retailing on the Unorganized Sector†, through the Indian Council for Research on International Economic Relations (ICRIER), which was submitted to Government in 2008. The ICRIER study indicated significant benefits for various stakeholders, such as consumers, farmers and manufacturers, arising from the growth of organized retail.Based upon the study, as well as the experience of other countries, it is the Government’s assessment that implementation of the policy permitting FDI, up to 51%, in multi-brand retail trading, is likely to facilitate greater FDI inflows into front and back-end infrastructure; technologies and efficiencies to unlock the potential of the agricultural value chain; additional and quality employment; and global best practices. This, in turn, is expected to benefit consumers and farmers in the long run, in terms of quality and pric e.The 30% mandatory sourcing condition has been incorporated to encourage local value addition and manufacturing. The increased level of activity, in the front-end, as well as in the back-end, resulting from greater FDI inflows, is expected to create additional employment opportunities for rural and urban youth. It is, further, expected to encourage existing traders and retail outlets to upgrade and become more efficient, thereby providing better services to consumers and better remuneration to the producers from whom they source their products.There is no procedure to shortlist companies. Foreign investors desirous of investing in retail trade (multi brand or single brand) in India are required to submit their applications in the Department of Industrial Policy & Promotion, where their applications are examined to determine whether the proposed investment satisfies the notified guidelines, before being considered by the Foreign Investment Promotion Board, in the Ministry of Finance , for Government approval. As per some news items published on 17. 11. 012, Wal-Mart, USA, is stated to be inquiring into allegations of potential violations, under the Foreign Corrupt Practices Act of USA, in certain countries where the company is operating. India has stringent anti-corruption laws. Any corrupt practices are liable to be dealt appropriately under applicable laws. This information was given by the Minister of State for Commerce & Industry Dr. S. Jagathrakshakan in written reply to a question in Rajy Sabha. IMMENSE GROWTH OPPORTUNITY FOR RETAILERS India is Asia’s third largest retail market after China and Japan. Organized retailing is very virgin space in India.It provides immense growth opportunity. Only 5% of the total sales are being done by organized retailer. Currently Indian Retail sector have sales of around $500 billion. Retail sector is expected to have sales of $900 billion by 2014. It still far behind China, whose retail sales by 2014 is expected t o cross $4500 billion mark. Purchasing power of Indian urban consumer is growing and branded merchandise in categories like Apparels, Cosmetics, Shoes, Watches, Beverages, Food and even Jewellery, are slowly becoming lifestyle products that are widely accepted by the urban Indian consumer.The Indian retail sector can be broadly classified into: Food Retailers Health and beauty Products Clothing and Footwear Home Furniture & Household goods Durable goods Leisure & Personal Goods Of these above segment Food and beverage and clothing segment is expected to grow exponentially. GROWTH DRIVERS OF INDIAN RETAIL SECTOR: Rising Income and increase in convergence of consumer taste and preferences. Dual family Income. Knowledge about different product through different medium like Internet, Television etc. Also knowledge abou t the latest trend and fashion. 7% of the India’s population is under the age of 30. This category is driving the consumption story. Emergence of new retailing for mat. Availability of Credit Facilities. HOW FARMERS TO GET BENEFITED: Farmers in India get only 10%-12% of the price the consumer pays for the agri-products. Coming of organized retailing will benefit farmers in big way. Big retailers sell their product at very competitive prices. So, they source it directly from the farmers. Middle man does not have any place in this format of retailing. This will not only benefit farmers but also help in checking the food inflation.Also India has very inadequate facilities to store the food grains and vegetables. As the investment will flow into back end infrastructure, supply chain will get strengthened. Storage is a major problem area and 20%-25% of the agri products get wasted due to improper storage. Another area which is also the cause of concern is movement of vegetable and other perishable agri item from one place to another. Lack of proper transportation forces the farmer to sell their produce in local market. This results in the lower rea lization on the produce. Impact of FDI on farmers all over the world: In 1970, hog producers received 48 cents of each dollar spent on pork. in 2000 they received only 12 cents. Prices to consumer did not decrease. †¦ In 1990 ranchers and farmers received 60 cents of the dollar spent on beef, retailers received 32. 5 and meat companies 7. 5 cents. In 2009 Farmers received 42. 5cent (down by 17. 5), retailers 49 cents, meat packers 8. 5cents. .. †¦ 4 pints of milk in UK costs 1. 45 pounds and farmer receives 40%(58 pence) of it. Causing a loss of 3 pence per 4 pints. Causing small farmers to close there shops. In Indian farmer receives 75% of consumer spend on a litre of milk. †¦ US farmers received direct commodity subsidies of over $167 Bn in 1995-2010. EU paid farmers direct subsidies of $51 Bn in 2010 alone. So why these big retailers are not helping reduce the subsidies to the farmers. †¦ †¦. In Mexico 25% of small farmers are off farming now due to big retail and imports under NAFTA. †¦. As mentioned in image above in Europe flow of goods from 3. 2 million farmers is controlled by 110 buying desks of big retailers catering to 160 million consumers. Today India has more than 600 million (78% 0f total farmer population) small and marginal farmers and a huge consumer base of more than a billion.Now imagine what havoc it may create when our small and marginal farmers will have to compete with bigger farmers of developed nation who fetch huge subsidies from their governments. 32 Lakh European farmers received total subsidy of Rs 26,970 Crores i. e. average Rs 8,41,68 per head approx. Now 21 Crore Indian farmers received total subsidy of nearly Rs. 1,54,00 Crores i. e. average Rs 19,494 per head approx. Now if tomorrow these retail giants start importing (using free trade agreement) from foreign farmers since the prices would much lesser with the help of their governments where would Indian farmer go?Why FDI is Opposed by Local Peo ple or Disadvantages of FDI : (a) Domestic companies fear that they may lose their ownership to overseas company (b) Small enterprises fear that they may not be able to compete with world class large companies and may ultimately be edged out of business; (c) Large giants of the world try to monopolise and take over the highly profitable sectors; (d) Such foreign companies invest more in machinery and intellectual property than in wages of the local people; (e) Government has less control over the functioning of such companies as they usually work as wholly owned subsidiary of an overseas company; SIDE EFFECTS OF THE FDI AND SOLUTION: Nevertheless much said about good things that FDI in retail will bring but argument will not be justified if we do not take into account the grey areas. Some of the grey areas are: -Predatory pricing could strangulate the domestic retailers. -It has been seen MNCs retailers uses there big size to kill competitors. -In order to bring goods at lowest poss ible price for customers they squeeze the margins of their suppliers. So as claimed by thousand that suppliers will benefit, it still doubted. In order to correct these anomalies, India need to have strong regulator for the sector.And at the same time strengthen the Competition Commission of India before these Big Retailers prowls into the Indian Territory. How can Indian farmer compete with rival farmers, – when basic infrastructure is not in place? – when rival farmers receive subsidies almost triple the yearly turnover of Indian farmers? – when crop insurance is not in place? I’m afraid that such uneven and misplaced competition would lead our farmers off their land into labours jobs since they do not have enough capital and supporting government. On other hand that farmer’s income will be improved argument fails sharply since even after having established big retailers network the USA and EU is consistently increasing the subsidies to the farme rs and still their farmers are into losses.What is the guarantee that FDI in multi-brand retail won’t displace Indian farmers? and put pressure on government to increase the subsidies too? Lastly, lets not blindly copy paste western models. We can definitely learn from them but by looking evenly at all sides and not just one which is shiny. Brief Latest Developments on FDI (all sectors including retail):- 2012 – October: In the second round of economic reforms, the government cleared amendments to raise the FDI cap (a) in the insurance sector from 26% to 49%; (b) in the pension sector it approved a 26 percent FDI; Now, Indian Parliament will have to give its approval for the final shape,† 2012 – September : The government approved the a) Allowed 51% foreign investment in multi-brand retail, (b) Relaxed FDI norms for civil aviation and broadcasting sectors. – FDI cap in Broadcasting was raised to 74% from 49%; (c) Allowed foreign investment in power exchanges 2011 – December : (i) The Indian government removed the 51 percent cap on FDI into single-brand retail outlets and thus opened the market fully to foreign investors by permitting 100 percent foreign investment in this area. While the government claims that foreign direct investment (FDI) in multi-brand retail chains will create jobs, not a single global behemoth has come forward to set up shop in the country.A senior official of the commerce and industry ministry confirmed to Mail Today that â€Å"we have not received any application so far for FDI in retail†. According to industry sources, big foreign retail chains such as Walmart , Tesco and Carrefour that were expected to respond to the government's decision have gone into wait-and-watch mode due to uncertainty over the issue. Although Parliament had cleared the Bill to allow 51 per cent FDI in retail last December, the Opposition still had the right to a 30-day time limit to make amendments to the modific ations in the Foreign Exchange Management Act (FEMA) that the government had made to implement the decision.Since the notification on the changes in FEMA was tabled In Parliamenton November 30 and the 30-day period did not end even on December 20, which was the last day of the Winter Session, this right can only be exercised in the Budget Session. Commerce minister Anand Sharma has been trying his level best to get Walmart, Tesco and Carrefour on board and held several meetings with them. However, there is little point for a foreign retailer to invest money until this uncertainty on FEMA is cleared,a ministry official said. Left parties, in fact, have now moved a motion against the changes made in FEMA to implement the FDI decision and this has been admitted by the chairman of the Rajya Sabha during the current Budget Session. This will require a fresh round of voting for clearance.The Supreme Court has also added to the uncertainty as during the course of hearing a plea against FDI in multi-brand retail, it said that interests of small traders should not be affected. The apex court has said that there is apprehension in the minds of small traders that their business would be affected with the coming of multinational companies in the retail sector which needs to be addressed by putting some regulatory mechanism in place. The court Bench had also stated that big companies can bring down prices through unfair trade practices forcing small traders to shut their shops. Subsequently, these companies will increase the price and monopolise the market.According to senior officials, with general elections fast approaching, the political opposition to the move is expected to become even more vociferous. A senior official said that although the Bahujan Samaj Party and the Samajwadi Party had bailed out the government during the voting for the Bill, they have made it clear that they are in principle opposed to the move as it will cost jobs in the country. CONCLUSION: We w ish row over FDI in retail gets over soon and India should embrace new era of retailing. And Govt makes right kind of body to vigil these giants. Indian consumers are waiting to splurge. Indian consumers’ balance sheet is still clean, which provide much of room to consumption related debt.

Community Service Essay Example | Topics and Well Written Essays - 1250 words - 1

Community Service - Essay Example Community Service When magistrates compel first time law breakers to undertake community service, they aim at promoting discipline and advocating for reform that will restrain the law-breaker from repeating the offence (Godhbole). Community service is aimed at the development of the community where a volunteer or philanthropist, or a group of people may get into projects such as to teach children from less fortunate backgrounds, help build homes, clean and attend to the elderly in homes, clean the streets, plant trees, fix public utilities or assist in animal shelters. Institutes of education tend to direct young people to community service so that they can develop a sense of purpose for their lives as they progress to other levels and overall to groom their personalities. Philanthropists, who are people that are involved in making the society better through various works of donations, usually create foundations that focus on the problems which often affect the society, such as education or environmen t (Daniel). One of the biggest advantages of community service is that it creates within a community the ability to do things together that would seem overwhelming to an individual. For example, if a person notices there is a piece of land that is neglected and that this land would look better with trees and flowers, these persons can decide to come together with their friends and start a beautification activity. The activities of such persons may inspire others within the community to decide to join together to make similar projects. As a result, this may ignite a chain reaction where many people may end up working together to turn a single activity started by others, into a project that covers the entire community. Community service projects has the effect of bringing people together and this turns into a spirit of togetherness and caring for one another, and the environment in which they live (Arrington). My own personal experience working in community service took place when I v olunteered to work in a Buddhist temple for several months. The activities that I took part in included serving lunch, cleaning the temple and statues, and directing people to the different prayer sessions. It was an experience that was fulfilling for me as it taught me the importance of spirituality. I got the opportunity to interact with the priests who gave me an opportunity to help people from different occupations and many backgrounds. The way the priests lead such simple lives inspired me and interacting with ordinary people emulating their lives made it seem achievable. I developed a sense of discipline from following the schedule of the activities at the temple as they were adhered to strictly. In addition, the community service gave me a chance to expose myself to people of different backgrounds, cultures and ages. The experience of community work in the Buddhist temple exposed me to a process of learning that was beyond the formal idea of learning. The practice accorded me the opportunity to explore areas of knowledge that I had not encountered in the formal learning processes. The understanding and practice of community service usually involves an awareness of the real things that make up the social order in the world of those who

Markiting Essay Example | Topics and Well Written Essays - 250 words - 9

Markiting - Essay Example The Diet Cereals brand is meant to assure the targeted clientele of their health status while still maintaining the delicious qualities of food. The marketing strategy would involve the messages for weight maintenance in order to appeal to the concerns of the target market segment. Matters of convenience and time-saving factors will also be included in the packaging of the message in order to meet the standards of the markets. The middle class urban individuals are informed and often engage keenly with matters of calories and weight. Particularly, the marketing will seek to appeal to the female clientele who are naturally fastidious about politics of calories. The potential employer should develop an element of confidence in my strategy, which are flexible and responsive to the changing needs on the market. The art and science of marketing requires an awareness of trends and the possession of persuasive techniques that would endear to the tastes of the market (Ranchhod and Calin 40). As such, it would be strategic to consider the weaknesses of the dominant competitors in order to respond with the kind of products that fill into the

Motivation Assignment Example | Topics and Well Written Essays - 500 words

Motivation - Assignment Example For instance, people who do menial jobs will always increase their performance if the wages are improved (Whiteley, 78). However, it is further seen that in cases where the job only requires even the most rudimentary cognitive skills to perform, then the higher the amount of reward then the poor the performance realized. This certainly contradicts the expectancy theory. In the same way, once the nature of the job requires above average cognitive skills, then an increase in the rewards will not always lead to better performance on the part of the workers. In fact the situation gets much worse for those people who get the largest rewards as their performance usually becomes the worst compared to those who are least rewarded. 2) In a way, the message of the speaker is a bit consistent with what is normally seen in real life situations. Across many organizations, the people at the lower levels usually receive the least wages and salaries. These people are therefore very sensitive to aspects of money and any slight increase in their wages will definitely increase their performance. For instance, people who do mechanical jobs tend to increase their input in the job in case they are promised higher pay. On the other hand, the top executives at the organization receive large amounts of money and are therefore very insensitive to such issues. Increase in their bonuses cannot therefore make them improve their performance. Since they get huge rewards to motivate them, such rewards are normally wasted in most cases since they do not really affect performance positively but negatively. I experienced such a case while working at a paper making factory where many people performed mechanical jobs while other worked i n the offices at the factory. 3) As a manager, the knowledge gained from the video would be very appropriate in enabling me to effectively know how to reward

Mental Effects Of Vietnam War On Soldiers Research Paper

Mental Effects Of Vietnam War On Soldiers - Research Paper Example Following the end of the war the Americans lost 58000 lives and almost 350,000 were seriously injured. After the end of the war when the Americans returned home majority of them did not either want to talk about the war or they were so much frightened by the devastations of the war that they remained stunned and silent. The only war which the United States lost was this. An essence of moral degeneration also played very strong in the minds of the Americans. The dangerous guerilla warfare was adopted by the Vietnamese and the U.S. succumbed under their tactics of warfare ending up being confused and losing their lives or being tremendously injured. Continuous war fought by them and barrage of continuous gun firing and ‘shell shock’ jeopardized the mental state of the U.S. soldiers as they were traumatized. They were seriously affected by mental disorders like depression, hallucinations suicidal tendencies, conflict in marriage relations etc. Mental shock among the soldier s also came from the pessimistic behavior of the country. They were treated as second class citizens and were cursed and sometimes recognized as ‘baby killers’. Discriminations were faced by them in unemployment scenario also. They were devoid of grants and pensions and proper healthcare. So the paper focuses on the description of the mental disorders faced by the Vietnam veterans like shell shock, combat exposure and mental disorders occurring from spraying herbicides like Agent Orange, effects on family satisfaction and functioning, treatment of the soldiers from the country and in the VA hospitals (Sitikoff). Research focus The research question addressed in this paper is what are the effects of Vietnam War on the mental state of the soldiers and what are its implications? The topic has been selected in order to examine the factors which led to the psychological disorders among the Vietnam War veterans. The justification behind the selection of this topic is to analy ze the kinds of mental constraints faced by these soldiers and also the reason why these brave heroes succumbed to mental disorders despite being a part of this prolonged warfare. Literature review The states of mental disorders prevalent among the soldiers are invasive memories, major depression, night mares and loss of concentration (Cromie). A reevaluated study of National Vietnam Veterans Readjustments Study (NVVRS) states that war related PTSD which was developed among the men during their lifetime was 18.7%. A study by the Centers for Disease Control found that Vietnam veterans suffering from psychological problems were approximately twice as compared to the military veterans of the other countries like Vietnam and Australia (Aneli and Hendrix, 87). Research Methods A study about the different types of mental challenges faced by the soldiers has been described in this paper. Firstly a backdrop of the war and an account of overall psychological torment and deprivations of the V ietnam War veterans is provided and then in a synchronized manner the paper concentrates on seeking answer to the research question. For analyzing the different aspects of the mental disorders faced by the Vietnam Veterans qualitative analysis have been adopted from secondary sources like journals and authentic books. The focus of the study is on issues like ‘Shell Shock’ (Wood), mental problems suffered from spraying toxic herbicides like Agent Orange for clearing the forests (Singer and Hodge). A major focus has been entailed on the comparative analysis between the Vietnamese soldiers and the American soldiers who fought the Vietnam War in order to

Business ideology Essay Example | Topics and Well Written Essays - 500 words

Business ideology - Essay Example The centralized, authoritarian technology is portrayed as bad technology that squeezes the human spirit and manipulates people’s minds. Apple personified the Mac as the good technology – independent, individualized -- that can liberate the individual from the bad technology. Microsoft presented a similar ideology with the message by CEO Steve Ballmer (1986) that depicted Microsoft providing people-ready computing. Microsoft claimed that their innovations facilitated the supremacy of people. A comparison with IBM in the form of a direct assault, Microsoft declared that the pitch of IBM is to help companies with its innovations, at Microsoft the tone is to give power to the people to innovate. Microsoft, like Apple, emphasized the ideology of empowerment by making a striking contrast to IBM as the veiled power behind the centralized, spirit-subduing hegemony. In effect, Microsoft was duplicating Apple’s ideology and strategy. But Apple’s approach went deeper than its marketing implication. Apple advanced the integration of its technology as the nucleus of its strength. By keeping up a closed system, uniting proprietary software and hardware, Apple could provide, it asserted, a more enhanced user experience. The message was: You did not have to be bothered about the technology – it simply worked – so that you could focus and be creative on doing your work. Microsoft, which built up its market dominance in PCs on an open structural system, is now embracing the Apple strategy as well. Microsoft claimed that its integrated platform of corporate software provided a better enhanced user experience, from the operating system to the desktop application. Microsoft argued through Jeff Raikes (Business Week, Mar.2006) that Microsoft offered more capabilities by product integration, a blend of technologies having more impact. Again the message was: Liberating people to innovate. Would this integrated ideology work for Microsoft? It may be recalled

Media Assignment Example | Topics and Well Written Essays - 250 words - 2

Media - Assignment Example Any story that sells means that the advertisers have a field day. Prior to the 2008 US presidential elections, Mr. Obama’s religion was questioned. There were claims that the former senator was a Muslim (Smith et. al., 2009). The media made this such a debate, so much so, he had to lay the issue to rest. Pundits viewed the scandal as a propaganda meant to derail his presidential ambitions then. The media have always capitalized on such scandals to cash in money (Smith et. al., 2009). Although the issue of religion is a â€Å"public issue†, one wonders why it did not generate endless debates prior to the campaigns. For instance, does one have to account for their middle names? Such was the case with Obama’s â€Å"Hussein† middle name. Politicians, like the rest of us, deserve to a fair treatment by the media (Marion, 2010). Some scandals were able to expose the mistakes and ‘evil’ sides of the politicians; majority of them were ‘created’ by different media houses so that they could make more money selling the stories to curious citizens (Marion, 2010). The pubic have a right to know the integrity of their leaders or would-be leaders; however, the politicians are entitled to their privacy. The media must ensure they expose only the scandals that touch of the politician’s integrity and efficiency concerning their public

Using more community service combined with probation we can eliminate Research Paper

Using more community service combined with probation we can eliminate the broken windows theory - Research Paper Example This may be a key policy issue for city management, which may be forced to weigh their options in an attempt to reach at the most effective method of dealing with crime. Would using more community service accompanied with probation prove effective in eliminating the â€Å"broken windows theory†? Does disorder actually spread in the neighbourhoods? Previous research has not offered a strong empirical support so far, and it is difficult to define what constitutes disorder, what may lead to its spread or which may be the most effective means of curbing disorder and crime (Harcourt, 2001). Using hypotheses generated about the systems of combating disorder and crime, we tested the hypotheses in a different field experiments. We found that when an offender was sentenced to more hours of community service and/or probation, people who observed them were less likely to indulge in violation of other rules or norms that may cause the disorder to spread, thus the theory of broken windows is eliminated. Law enforcement agencies have in the past adopted community service and probation as effective methods of reducing recidivism among offenders and supervision of offenders in the community. Community service is a form of alternative sentencing by courts in which individuals convicted of crimes are obliged to take part in compulsory unpaid work that is intended to be of social value, in place of serving a prison sentence, other sanctions and judicial remedies such as fines or incarceration. For instance, the court may reduce or write off offenders’ prison terms in exchange for a specified number of hours of community service, which the convict may be allowed to choose after which it is documented by credible agencies like NGOs. The sentencing may sometimes be specifically targeted to the offender’s crime. 4 Sometimes community service may be accompanied by probation-a court ordered sanction that permits an offender to stay free from detention subject to a prescribed perio d of proper behavior under the supervision of a probation officer. The types of supervision vary and include intensive, home detention, GPS monitoring, informal, standard or unsupervised probation. 4 2.Literature review 4 3.1 Introduction 4 Studies and available literature on community service and probation have stressed the significant role of developing effective and concrete strategies of eliminating the broken windows theory. This chapter will put forward what is already known regarding the use of community service accompanied with probation to eradicate the spread of disorder as proposed by the broken windows theory. We examine the core principles of effective community service and probation putting into account some of the research questions advanced in the introductory chapters- how effective is a community service and probation in eliminating the broken windows theory? There is plenty of research is available on what is considered to be effective in tackling the spread of di sorder. Essentially, there is an abundance of research focusing on a collection of approaches deemed to possess the most impact on convicts in helping them minimize or desist from more criminal behavior. In addition, this section also analyzes the approaches and community work skills commonly employed by probation officers, and also consider the

The First Industrial Revolution Essay Example for Free

The First Industrial Revolution Essay The end of the 18th century has become the turning point in the technological evolution of society. The First Industrial Revolution dates back to the 1790s, and is interesting in a sense that it was caused by a whole set of social and economic factors and led to the development of the new social order. It should be noted that prior to the First Industrial Revolution, European society in general (and England, in particular) had displayed the features of pre-industrial economy: the economic surplus was almost zeroed; the economy was stagnant; agriculture was the basic economic activity; broader populations were not given a single opportunity to enjoy the benefits of higher living standards (Deane, 1999). The First Industrial Revolution came as an urgent and unexpected response to the rapid growth of population, introduction of laws in England, and dramatic increase in food production (Hooker, 1996). New English laws led peasants to leave their lands and to move to cities, thus increasing urban population and leading to the re-distribution of income opportunities. With the emergence of mercantilism and with the pursuit of wealth turning into the major social value in England, more and more people found it necessary to achieve better living standards, which was not possible without technological revolution. The cotton gin was the first and the critical product of the First Industrial Revolution. Due to mechanization of cotton manufacturing, textiles have slowly ceased to be a matter of family business, turning into a large system of corporate manufacturers. The steam engine is fairly regarded as the second major invention of the industrial revolution. â€Å"Along with the cotton industry, the steel industry began to grow by leaps and bounds† (Hooker, 1996). Mining and coal industries have also undergone a strategic shift. The First Industrial Revolution produced a set of irreversible social effects, including the growing role of the middle class, emergence and growth of cities in their present day form, urbanization, and the dramatic change in living conditions across different population groups. Job specialization and the development of the new occupation groups were also the results of the First Industrial Revolution. Finally, the creation and use of steam power sped up the expansion of book publishing, further increasing the levels of literacy and reinforcing political participation of masses (Deane, 1999). References Deane, P. (1999). The First Industrial Revolution. Cambridge University Press. Hooker, R. (1996). The industrial revolution. Washington State University. Retrieved June 15, 2009 from http://www. wsu. edu/~dee/ENLIGHT/INDUSTRY. HTM

Blood Brothers Essay Example for Free

Blood Brothers Essay Her gestures towards Eddy were quite fidgety, she was always fretting over him- making sure his clothes and hair was neat so he looked respectful. This constant need to make Eddy look neat would be so the Lyons family kept up their reputation and Mrs. Lyons may have also been trying to cover up any likeness between Mickey and Eddy, so she was constantly fidgeting over him. This attitude was also reflected in the atmosphere she generated, as she was always quite nervous and twitchy, because she was always worried that the public or her husband would find out that Eddy wasnt her child and that he was the offspring of a working class family. You can see this nervous attitude from her facial expression as she always carried a worried look, and also from her body language as her hands always flustered nervously. Mrs. Lyons relationship with Mrs. Johnstone got more impersonal as the play went on. They stood further apart from one another and they spoke in raised voices. Mrs. Lyons was very protective of Eddy so she walked and sat very close to him all the time and didnt like feeling that she has no control over him. Narrator Phillip Stewart: I think that the narrator was the character that had the highest status on stage. He didnt emotionally relate to any of the characters. You could see this reflection of impersonality towards the characters when he was face to face with a distraught Mrs. Johnstone or an excited Mickey his facial expression didnt alter, showing he had no understanding of the characters emotions. The fact that the narrator didnt relate to any of the characters, means that they fear the narrator and are intimidated by him. Further more, the fact that the characters were actually aware of the narrator is unusual as most narrators are kept separate from the characters. This may be because the narrator acted as something more spiritual, like he was a figure of destiny or life who is moving the actors around like chess pieces. He would creep up on people, or pull them away as he had the power to do this. He stood tall, had a domineering presence and was the person with the most authority. His accent, like his costume, was neutral, his tone was quite deep and the volume of his voice was load throughout the whole of the play. Mickey Johnstone Stephen Palfreman: Mickey was brought up in the Johnstone family so he had the same accent as his mother- Liverpudlian. 7-8yrs: He was amazingly energetic and he completely took over the stage when he came on. He shouted, ran around madly, spoke in a high-pitched voice, muddled up his word and so reflected a seven year old boy in a physical and intellectual state. When he first came on stage he was banging on his door and sat down like this: He started picking his nose e. t. c. He fidgeted constantly, scratching himself, and typically stretching his jumper over his legs. To reflect his age he spent a lot of time on the floor, as it was an adult playing a seven year old this made him look shorter. He was very over powering, so when he was talking to the other characters there was about an inch between them-nearly nose to nose, so obviously like any seven year old he had no sense of personal boundaries. 12-14yrs: At this age he was desperately trying to impress Linda so he was doing typical guy poses and walking with a skip in his step to try and look cool. He also talked to her in a deep, what he thought to be, manly voice. He really wanted to impress Linda but he was also very nervous especially in Act two, Scene 1 when Linda asks Mickey to help him over the gate and as he approaches her she screams be gentle, be gentle Which puts him off completely! 18+: Now he seemed a lot more serious because as hes on his own. When hes in prison you could see him slowly going mad. The carefree attitude he used to have had now disappeared. He was always very edgy, and he barely moved. In prison he was edgy but he felt safe, once he was out of prison he got even worse. He got angry with Linda when he didnt get his tablets and he was constantly sweating. His relationship towards Linda was reflected in his body language, as he seemed to stop showing affection towards her and never liked standing to close to any one. This distance was in contrast to the seven year old Mickey. Eddy Lyons -Mark Hutchinson: Eddy took after his mother in his accent as his was also quite posh. The tone of his voice was quite feminine and it was like this through all ages. 7-8yrs: Unlike Mickey, Eddys voice was quieter and his movements were timid but once he was with Mickey and wasnt being over shadowed by his mother he could let go. A typical example of this would be when Eddy, Mickey and Linda get caught by the police throwing stones through windows, and the policeman asks him: Whats your name? And Eddy replies: Adolph Hitler! So you can see that Eddy could be brave, even more so than Mickey and Linda, he just needed to be let out of his shell. Eddys lexis was a lot different to Mickeys as he used words like smashing and goodness; whereas most of Mickeys lexis consisted of swear words. Eddy didnt seem to change that much from the age of 7-18 years old. He still has quite a feminine voice he just sounded matured. As he grew up Eddy spent less time on the floor so he was taller, Mickey also used this tactic. Also, Mickey didnt influence him quite as much. Eddys relationship with the characters was reflected in his distance between them and his body language. When Mrs. Lyons was fidgeting over him he tried to stop her. At first the distance between him and Mrs. Johnstone was far but as the play went on they got closer showing that their relationship was growing closer. Linda Louise Clayton: Linda 7-8yrs: She had come from the same class as Mickey so she had a Liverpudlian accent too. Her voice was quite high pitched she was also very energetic. Her gestures and the distance between her and the other characters reflected her affectionate personality and like Mickey she had no sense of personal boundaries but she was a little more gentile than Mickey was! 12-14yrs: Now she was very confident especially towards Mickey. She was constantly telling Mickey that she loved him in public even though he didnt really like it that much. Her gestures were quite sexy towards Mickey as was her movement-swaying her hips as she walked was one example. 18+: Her tone was now a lot more mature and so were her clothes. When she went to go and visit Mickey in prison she always put on a happy face. As she was older she had more responsibilities so she wasnt as energetic and happy as she used to be. Marriage seemed to have trapped Linda and all she wanted to do was to go back to her old carefree life. This was probably why she kissed Eddy because it was like starting again but you could always see that she still really cared for Mickey. Once Mickey was out of jail Linda tried to get close to him and to understand him but he just turned her away. The fact that she stayed with him showed just how much she cared for him. Her body language and gestures towards him werent as confident as they were when she was fourteen. It was Mickey who had the most comical value out of all the characters. When he first made his appearance in Act 1, Scene 2 as a seven year old, fidgeting madly and pulling his jumper over his knees it was really funny. When he was a teenager and he was trying to impress Linda he spoke in a deep voice, which made the whole audience laugh out load! When sadder moments in the play came the lights were usually blue. The final scene of the play was a mixture of passion, fear, tension and sadness. When you were sitting on the edge of your seat wondering who was going to shoot whom, you could sense the tension in the auditorium. You could see the passion between Mickey and Eddy as they found out they were brothers from just looking at their faces and the fear from Mrs. Johnstone and Mrs. , Lyons as they feared that Mickey was going to kill Eddy. I thought that the play was very thought provoking as it made you think about the social injustice of our society today. This social injustice was the plays main theme along with superstition as the narrator frequently quoted superstitions like-new shoes on the table. Social Injustice is the basis of many other plays like Teechers by John Godber. This play sends the message through the ideal of school, and the social injustice at the school. I really enjoyed the play and I would definitely go and see it again. I thought that all of the actors performed their characters brilliantly and showed absolute commitment to their role throughout the whole of the play. They seemed to have got into their characters and know them of by heart.

Analysis of Nutrient Composition in Fermented Fish Meal

Analysis of Nutrient Composition in Fermented Fish Meal INTRODUCTION Background of study Fish meal had been used as feed stuff since the 19th century starting in Northern Europe and North America where it undergoes drying and grinding before turned into fishmeal for animal feed (Ariyawansa, 2000). Major portion more than 60 percent of fish meal produced worldwide is used for aquaculture farming and due to increasing extension of aquaculture farming in Asia, the demand for fish meal increases dramatically although the supply are unable to grow correspondingly. Fish meal are made from undersized or low value fishes which is unfit for human consumption (Ponce Gernat, 2002) and are discarded at sea or left unutilized. These unutilized fish are then be used to turn it into a source of high protein feed for animal consumption. However, these days, fishmeal is mostly produced from smaller oily fish specifically caught for the production of fishmeal (Leeson Summers, 2005). Now days, the interest of pursuing good-quality, low cost protein sources has been increasing worldwide. These are due to the total cost of feed where nutrition is the most expensive component in the intensive aquaculture industry representing 50% of the operational cost of aquaculture production (Sulieman Ahmed, 2011). Shortage in world fishmeal production together with the increasing demand for fishmeal in the livestock and poultry industry had caused reduction in the dependence of fishmeal as one of the main protein source in aquaculture (El-Sayed, 1999). Fishmeal had been the major choice for many aquaculture producer also livestock producer due to the excellent amino acid balance (Rand et al., 1960; Ponce Gernat, 2002), rich in protein, calcium, phosphorus, iron, vitamin B12 choline, niacin, pantothenic acid and riboflavin (Ponce Gernat, 2002). Due to its high nutrient content, fishmeal had been used as a source of protein in diets of pig (Kim Ester, 2001), Poultry (Ponce Gernat, 2002) and aquatic animals (Steffens, 1994). Tilapias had been part of the major farmed species in Malaysia constituting over 46 % of total aquaculture production (Ng et al., 2013). In 2007, the production of fisheries sector in Malaysia contributed 1.42 million tonnes of seafood valued (US$1.66 billion) (DOF, 2007). Out of the 1.42 million tons, around 16 percent (268 500 tonnes) of it were contributed by the aquaculture industry valued around US$0.41 billion (DOF, 2007; Ng et al., 2013). Favors from the government policies (MOA, 1999) had impact an increase production of the aquaculture species (Ng, 2009) which were proven by the annual growth recorded of an increase in 10 percent from 1993 to 2007 (Ng et al., 2013). Tilapias constitutes many species of the Cichlidae family where these fishes are prevalent to Africa and the Middle East but long before, they were presented into most tropical and subtropical countries for aquatic weed control and aquaculture farming (Boyd, 2004). Red hybrid Tilapia, Oreochromis sp are gaining p opularity among aquaculture producer due to their resemblance to premium marine species such as sea bream (Chrysophrys major) and red snapper (Lutjanus campechanus) (Stickney, 1986) also due to its excellent growth and feed conversion rates in freshwater (Liao and Chen 1983; Watanabe et al., 1989). Red hybrid tilapia is originally genetic mutants that are selected from tilapia species of genus Oreochromis. They are crossed with two different types of species or even more and hence that is what constitutes the genes of red hybrid tilapia. Taxonomically, Oreochromis differs from other tilapias due to the difference of female incubating fertilized eggs in their mouth. 1.2  Problem statement Crude Protein (CP) content in an animal’s feed is very crucial for the development of growth of the animal. In Livestock, Aquaculture and Poultry production, each of them requires the usage of feed with high percentage of crude protein making it important in the animal production field. In this part, fish meal is one of the meals that contain the highest number of crude protein available in animal field. Fish meal was used in the production of aquaculture, poultry and also livestock making it to be the highest demand feed resource around the world. Due to its high demand, many companies started producing fish meal using fishes and it’s by product which is not suitable for human consumption. What happens nowadays is that, due to rapid production of fish meal, the number of resources to produce fish meal which is the fishes drops rapidly causing it hard to produce fish meal. What comes next is that; feed producers starts to find alternative resources to replace fish meal. Focus had been onto plant-based resource such as soybean, oilseed and etc. which can be found easily anywhere and is cheap. Targeting to gain the highest crude protein in the feed that they produce high protein plant-based types are used such as palm oil, soy bean and others. Fermentation is a method which had been used ages before to prolong shelf life of the abject. Knowing what microbes will be available in the Fermented Fish Meal sample makes it easier to study what causes the fermentation to happen smoothly and also what microbes that can trigger the success of the fermentation process. Research Hypothesis Fish meal that undergoes fermentation process will have an increase in crude protein and decrease in anti-nutritional factors and when it is given to the Red Hybrid Tilapia, the growth and survival rate would increase compared to unfermented fish meal. Ho : p≠¤ 0.05 Fermented Fish Meal significantly can increase the growth rate of Red Hybrid Tilapia, Oreochromis sp. Ha : p> 0.05 Fermented Fish Meal significantly can decrease the growth rate of Red Hybrid Tilapia, Oreochromis sp. 1.4  Research Objectives To investigate the nutrient composition in fermented fish meal and microbes available in the fermented fish meal that aids in the fermentation process. To study the effects of fermented fish meal on the feed consumption, growth and survival rate of Red Hybrid Tilapia, Oreochromis sp. 1.5  Scope of research The scopes of this research are as follow: Fish Nutrition Microbiology 1.6  Significance of Study According to the research title, this research study would be focusing on the content of crude protein in the fermented fishmeal whether it will be increasing or decreasing. This is important because by studying on this matter we can find other alternative to increase the protein content in the feed that we want to use. Feed prices are very pricey due to the content of crude protein as it is one of the main components needed for growth of any animal. Further, this study would also be reviewing on the microbial activity in the fermented fish meal and the type of microbes present during fermentation that causes the fermented feed to turn out well. In regards to that, it is best to know what causes the fermentation to work and whether the microbes affect any changes that happen to the feed. Other than that, this study is determined to prove whether by feeding fermented fishmeal to Red Hybrid Tilapia (Oreochromis sp), the growth of the fish would be faster and better. With these analyses , it is hoped that the improvement of feed through fermentation will help to shorten the period of growing out for the fish hence it will be beneficial to the producers.

CAM and the Medical Community :: Medicine Medical Health Essays

CAM and the Medical Community Alternative, complementary, and integrative healing are all part of a well debated but poorly researched area of medicine. Doctors of the conventional American and European medical communities have been long prone to dismiss unconventional healing methods such as acupuncture, herbal supplements, and massage therapy as ineffective, or outright crackpot methods of treating illness. The view of the medical community, however, seems to have little impact of the growing popularity of CAM (complementary and alternative medicine) among patients. An increasing number of people in the United States and Europe have been turning to these treatments in addition to or instead of traditional Western medicine. The sheer popularity of CAM has forced the medical community to better examine the acceptance of CAM in medicine. CAM encompasses a wide range of healing methods from acupuncture to massage therapy to herbal remedies such as St. Johnà ­s Wort and Echinacea. Many of these remedies have been around for centuries. In the case of Acupuncture, there have been regulations on acupuncture in China and Japan for years. However, since many of these procedures have not been proven à ¬scientificallyà ®, western medicine had largely rejected the remedies as being effective forms of treatment. One professor of medicine at the Rabin Medical Center likened CAM to beliefs in magic and superstition that medicine relied on before modern scientific advances. "The deep model of Alternative medicine is anthropocentric magic. The explanations of the practitioners of alternate medicine are giving patients a set of magical rules to control the physical world, rules that have the human as the fulcrum."(1). In this article, he argues that alternative medicine is fraudulent, impossible to prove in clinical trials, and t herefore, unacceptable even on the fringes of modern medicine. Arguments to the contrary have grown increasingly louder as acupuncture, holistic therapies, and herbal remedies grow popular in the western markets. Most of these remedies and treatments have been around for centuries, so there must arguably be some healing properties to these treatments. People turn to CAM treatments when western medicine fails them. CAM provides people with more options and gives them hope for remedy. One argument for the acceptance of CAM is the Psychological impact it has on its patients. Herbal treatments and acupuncture give people hope for alleviation of their symptoms. One example of this can be seen at the Memorial Sloan-Kettering Cancer Center. They provide their cancer patients acupuncture, massage therapy, yoga, and other CAM services in addition to their chemotherapy treatments. CAM and the Medical Community :: Medicine Medical Health Essays CAM and the Medical Community Alternative, complementary, and integrative healing are all part of a well debated but poorly researched area of medicine. Doctors of the conventional American and European medical communities have been long prone to dismiss unconventional healing methods such as acupuncture, herbal supplements, and massage therapy as ineffective, or outright crackpot methods of treating illness. The view of the medical community, however, seems to have little impact of the growing popularity of CAM (complementary and alternative medicine) among patients. An increasing number of people in the United States and Europe have been turning to these treatments in addition to or instead of traditional Western medicine. The sheer popularity of CAM has forced the medical community to better examine the acceptance of CAM in medicine. CAM encompasses a wide range of healing methods from acupuncture to massage therapy to herbal remedies such as St. Johnà ­s Wort and Echinacea. Many of these remedies have been around for centuries. In the case of Acupuncture, there have been regulations on acupuncture in China and Japan for years. However, since many of these procedures have not been proven à ¬scientificallyà ®, western medicine had largely rejected the remedies as being effective forms of treatment. One professor of medicine at the Rabin Medical Center likened CAM to beliefs in magic and superstition that medicine relied on before modern scientific advances. "The deep model of Alternative medicine is anthropocentric magic. The explanations of the practitioners of alternate medicine are giving patients a set of magical rules to control the physical world, rules that have the human as the fulcrum."(1). In this article, he argues that alternative medicine is fraudulent, impossible to prove in clinical trials, and t herefore, unacceptable even on the fringes of modern medicine. Arguments to the contrary have grown increasingly louder as acupuncture, holistic therapies, and herbal remedies grow popular in the western markets. Most of these remedies and treatments have been around for centuries, so there must arguably be some healing properties to these treatments. People turn to CAM treatments when western medicine fails them. CAM provides people with more options and gives them hope for remedy. One argument for the acceptance of CAM is the Psychological impact it has on its patients. Herbal treatments and acupuncture give people hope for alleviation of their symptoms. One example of this can be seen at the Memorial Sloan-Kettering Cancer Center. They provide their cancer patients acupuncture, massage therapy, yoga, and other CAM services in addition to their chemotherapy treatments.