Marketing communications plan

Trends in the pub industry The British pub industry includes approximately 60,000 pubs that fall into three categories: managed (operated by a manager), leased/tenanted, and individual (operated by the owner) pubs (Mitchells & Butlers, 2005).   The British Beer & Pub Association reports that â€Å"in the last 10 years food sales in Britain's 30,000 managed pubs have risen by 165%†, with smaller increases posted by the smaller 30,000 pubs (Bowers, 2005). The British pub has traditionally fulfilled a variety of roles, serving both as a point for informal communication, a social venue for watching sports games or playing indoor sports, or even a family get-together. Although recent scandals concerning â€Å"binge drinking and town centre rowdiness in 2004† attracted the attention to the pub as a source of such antisocial behaviour, its role in British society has traditionally been much broader (Mintel, 2004). In any case, exposure of pubs to negative publicity has led to strengthening of governmental regulations concerning the sector. The current fight in the pub industry is against â€Å"the government's health bill exempting non-food pubs from a proposed smoking ban† (Bowers, 2005). This supposedly creates an uneven playing field for bars that serve food since they have to restrict smoking on their premises. At the same time, the proportion of pubs offering food service rose from about 50% in the 1990s to roughly 80% (Bowers, 2005). Owners and operators of bars subject to the smoke ban point to the fact that it will disadvantage food-serving bars, since the proportion of smokers among pub visitors is estimated by the British Beer & Pub Association to be in the range of 40-50% – about â€Å"twice the national average† (Bowers, 2005). The economic landscape in the UK is favourable for spending since consumers feel confidence in the economy. At the same time, pubs can be affected by the growing popularity of healthy lifestyles that includes a greater number of people â€Å"who simply want a quiet (or lively) drink in the comfortable, friendly type of pub that is permanently attractive for foreign tourists as well the British themselves† (Mintel, 2004). More and more people will treat bars not simply as venues for drinking; on the contrary, they want to have meals there. Pubs begin to dissociate with rowdiness that tainted their image and emerge as credible eating establishments can be attributed to the industry’s attempts to appeal to a wider section of the market due to competition from supermarkets, government regulation and societal changes including a more health conscious consumer. Bright, open interiors and smoke free environments make them more appealing to such consumers and the female audience. However, alcohol sales remain the driving force of profitability in bars. In this area, consumers now seek a higher quality experience. One of the trends is increase in wine sales, attributable in part to the simple addition of ice to the drink (Solley, 2005). According to the National Office of Statistics, champagne is now one of the most regular purchases in the UK, particularly non-vintage and rosà © lines. The growth has been attributed to younger drinkers who treat champagne as less a drink solely for special occasions (Bill, 2006). Still, the British Beer & Pub Association (2003) reports that â€Å"in the UK 28 million pints of beer are consumed every day, which equates to 100 litres per head each year – compared to 20 litres of wine per head†. Positioning – A bar with a difference The proposed bar on Lisburn Road will seek to differentiate itself from other bars in the city by offering   a high quality customer experience catered to the tastes of a more exclusive clientele. The competitive advantage of the facility will be the provision of excellent service and superior food and drink not available in other establishments; focusing on these features, the bar will not engage in price competition. The wide assortment of traditional drinks will be complemented by a meticulously selected wine list including champagne varieties, locally produced cider and ale and a selection of less common malt whiskeys. Customers will be informed of the wide variety of drinks through wine and whiskey tasting promotions. The bar will appeal to health-conscious consumers with by offering low-cost meals from a standard menu prepared with the finest locally sourced ingredients. The emphasis on social experience, quality food, and large choice of drinks will be distinctive features of the new bar. Segmentation The new bar will target the following groups in the target market: Professionals coming in after work to have a few drinks and chat with colleagues after a long working day Couples looking for a pleasant social experience, dinner and sometimes a bottle of wine Students occupying the bar in the day-time and in the evening to enjoy a get-together and discuss class assignments WOOFS (well-off older folks) enjoying their post-retirement life and spending some of their time in local bars to have a pleasant dinner DINKS – couples without children but with a high income that permits them to allocate a large portion of their income to dining. Overall, the target audience will include individuals with high disposable income, high expectations of service, food quality and drink variety, and preference for establishments with style. References Bowers, S. (2005, October 28). Smoking ban is unworkable, says pub industry. Guardian. Retrieved April 29, 2006, from http://society.guardian.co.uk/health/news/0,,1602801,00.html British Beer & Pub Association (2003). Beer and Pub Facts. Retrieved April 29, 2006, from http://www.beerandpub.com/content.asp?id_Content=704 Mintel International Group Ltd. (2004, August 1). Pub Visiting – UK. Retrieved April 29, 2006, from http://www.marketresearch.com/product/display.asp?productid=1037778&g=1 Mitchells & Butlers. (2005). Pub Operating Models. Retrieved April 29, 2006, from http://www.mbplc.com/index.asp?pageid=425

Investigate differing learning styles of an AVCE second year student group Essay

1. Abstract This report investigates differing learning styles of an AVCE second year student group. Firstly the report provides a critical account of the context of the course; it’s provision and relevant information about the learners and how some aspects of learning theory can be applied within the delivery of the Project Management module. Taking into account the theoretical issues a scheme of work, lesson plans and teaching material was prepared for the project management module, which I am unit leader for next semester. The second part of the report provides a critical review of the scheme of work and lesson plans and justifies the learning strategies used. It explains how individual needs and support issues have been addressed and considered when planning and delivering a lesson. The report concludes with an evaluation of the strengths and weaknesses of the sessions. 2. Table of Contents 1. Abstract 1 2. Table of Contents 2 3. Terms of Reference 3 4. Understanding and Managing the Learning Process 4 4.1 Introduction 4 4.2 Factors influencing the ability and desire to learn 4 4.2.1 The Course Provision and Group Members 4 4.3 Theories of Learning 5 4.4 Relevance of Bloom’s Classification of the cognitive domain within the learning process of AVCE students 7 4.5 Aims, objectives and outcomes of the scheme of work, lesson plans and learning materials in relation to the cognitive learning taxonomy 10 4.6 Teaching and learning strategies deployed in the development of the project management unit 12 4.7 The importance of language, literacy and numeracy 13 4.8 Evaluation of teaching and learning strategies 13 4.9 Evaluation of learning materials used 14 4.10 Evaluation of Student Learning 14 4.11 Strengths and weaknesses of the sessions 15 5. References 16 6. Bibliography 17 Appendix A Scheme Of Work†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..18 Appendix B Lesson Plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.19 Appendix C Teaching materials†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..21 Appendix D Presentation Slides †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..22 3. Terms of Reference This report is intended to satisfy the requirements of an assignment that has been set as part of an In-Service PGCE in Education. A group of learners will be selected that I am currently teaching and relevant information about these learners will be provided along with some of the factors influencing (positively or negatively) their learning. An account will be given of the main features of one or more theories of learning, which seem to you to be relevant to these learners. As a result a scheme of work and lesson plans will be prepared and delivered. The report will conclude with an evaluation of the scheme of work and lesson plans and how the experience will affect future practice. 4. Understanding and Managing the Learning Process 4.1 Introduction Understanding and managing the learning process is key to enhancing the teaching and learning experience. In order to achieve this goal research was undertaken into relevant learning theories and factors that influenced the ability and desire to learn. The knowledge gained was then applied to the planning and delivery of curriculum to students enrolled on the Advanced Vocational Certificate in Education (AVCE) at Wakefield College studying. The report includes a critical review of the scheme of work, lesson plans and learning materials designed to meet the learning objectives and outcomes of the course. 4.2 Factors influencing the ability and desire to learn Some of the factors that influence the ability and the desire to learn of a group of students on the second year of an AVCE in ICT at Wakefield College have been examined in order that the learning process can be understood and therefore more effectively managed. 4.2.1 The Course Provision and Group Members The Project Management module is one of 12 units that are studied as part of the AVCE for students at Wakefield College. Students on the course are aged between 17 to 19 and most have achieved GCSE results at mainly Grade D and Grade E. The group of consists of 14 students and of these a cross section were selected to discuss their aspirations and motivations. To keep the identities of the following students confidential, students have been addressed A to E respectively: Student A came into the college with poor GCSE results and had to complete the foundation course before undertaking the GNVQ Intermediate in IT. During this time she was diagnosed dyslexic and since has received support for exams and her dyslexia tendencies are taken into account during delivery on the units. She contributes well verbally in group discussions, however she is always reluctant to type or write down information whilst being observed by other students or class tutor. Her motivation to succeed is exceptional which has led to outstanding achievements on her first year of AVCE. She has applied for IT courses at several universities and now awaiting offers. She is employed part time at a local solicitor’s and has been offered sponsorship to continue to study for a degree in computing. Student B is a close friend of Student A and also completed a GNVQ Intermediate in IT with above average grades, he now wishes to eventually obtain a degree in a computer related subject by studying for his HND in Computing at Wakefield and then topping up to the Sunderland University BSC in Computing. His preference is to complete a good proportion of work at home, which he does to a high standard, however this often leads to him distracting other members of the group during class time. This impacts on other students who do not have the commitment to work at home for example student C. Student C again started at Intermediate level and achieved adequate grades, however his levels of concentration are poor, he is easily distracted and he often fails to complete his work. This is a concern as he is planning to progress onto the HND Computing course and will need to prove that he has the motivation and the ability to cope with the workload. He has worked part time in the computing section of Staples and shows a good understanding of hardware issues but struggles with the application side of computing and completing course work. He appears to be more ‘hands on’ student rather than academic. Student D has chosen to do a computer related course to increase his prospects of employment in the computing field. He intends to continue his studies at Wakefield College in order to achieve a BSC in computing. Although not academically brilliant he is a very conscientious and independent worker who tries exceptionally hard to succeed and consequently achieves good grades. He work part time as a window cleaner. Student E is the girlfriend of Student D and initially chose to do a computer related course to increase her prospects of employment and has no intention of progressing to University. The fact that she receives Education Maintenance Award (EMA) is the key motivation for attending the course and she gives the impression that doing this course is better than doing nothing. She lacks enthusiasm for the subject matter and at times the only thing that keeps her on track is the help and support she receives from her boyfriend. 4.3 Theories of Learning Evidence suggests there are many theories of learning often one theory contradicting another, this is substantiated by Reece (2000, p.69) who claims â€Å"that for every piece of research that tells us to do something a particular way, there is another piece that suggests, not necessarily the opposite, but a different way†. This report concentrates on some theories on learning styles and learning taxonomies and how these can be applied to understanding and managing the learning process of a group of AVCE students. 4.3.1 Learning Styles There is strong evidence to suggest that students learn in several different ways and planning to deliver curriculum to the AVCE group must consider the four main learning styles identified by Honey and Mumford (1986): Activists – enjoy the present, like the immediate experience and respond to short-term issues. Reflectors – prefer to think about things and explore all aspects before coming to a conclusion. Theorists – like principles, theories, models and systems. Logic rules! Pragmatists – look for new ideas and are keen to experiment. The choice of learning strategies will therefore determine how much a student is motivated and a key aim must be to offer all learning styles some element within the lesson that enhances there learning experience. 4.3.2 Learning Taxonomies In addition to the recognised learning styles, learning can be separated into three main domains, psychomotor, cognitive and affective domains. Within each of these domains there are specific levels identified by Honey and Mumford, Bloom and Kolb amongst others. Taxonomies usually refer to the classification of life into similar groups, but for the purposes of Bloom, a taxonomy was described by McLeod (p. 1029) as: â€Å"†¦the science or practice of classification.† Cognitive Domain The Cognitive domain looks at the intellectual skills and abilities, considering knowledge, comprehension, application, analysis, synthesis and evaluation with knowledge being the easiest level. The cognitive domain suggests that knowledge allows someone to state something. Moving sequentially through each stage to higher levels, allows a student to learn the full range of cognitive skills i.e. to explain, apply, differentiate between, summarise and evaluate. Petty (1998, p.347) states that it is important to â€Å"†¦include the higher-order objectives in your teaching or these skills will not be developed†¦Ã¢â‚¬  Simply gaining knowledge is the first stage of learning and is the building block for the higher cognitive levels, which without such could not be reached. Encouraging the student to comprehend, apply and evaluate, enhances their learning process. For example, a student may know what a mathematical formulae is, understand that it can be used to solve some mathematical problem, but may be unable to apply it and derive an answer. Affective Domain The Affective domain is concerned with attitudes and deal with feelings and emotions. Petty (1998) suggested that this means a student has the social skills, is able to listen to, be aware of, or is able to appreciate something. Psychomotor Domain The Psychomotor domain focuses on a student’s dexterity, and is predominately physical tasks that need practice. It is similar to the cognitive domain in that it progresses from the simple to the complex where physical skills are concerned. Although all three domains could be considered appropriate to the teaching and learning experience of the AVCE group, Bloom’s taxonomy of the cognitive domain has been identified as the most relevant to the AVCE group and the theory has been studied in much greater detail and then applied to the case study. 4.4 Relevance of Bloom’s Classification of the cognitive domain within the learning process of AVCE students Bloom defined the following areas in his classification of the cognitive domain, as knowledge, comprehension, application, analysis, synthesis and evaluation. Knowledge is the ability of a student or person to be able to recall and recognise information. Child (1993) proposed that someone couldn’t operate cognitively without a basic amount of knowledge. The AVCE students have demonstrated that they have a certain level of knowledge by being accepted on to the second year of the course. Some students have more knowledge than others, which is likely due to a greater degree of application on the first year and the motivation to work at home. Some of the students appear to have a slightly wider experience of relevant computing knowledge and are able to recall and recognise information more readily. Student C who is easily distracted and often fails to complete his work does show he has quite extensive knowledge in specific IT areas that are related to his work at Staples where he deals with the computing hardware side. Comprehension is the ability to illustrate, explain or describe the reasons for something. This area of understanding can be fairly basic. All the students have a generally equal level of comprehension in the subject areas, although Student A has more difficulty explaining reasons in written report format or under exam conditions. Application is the ability to take the knowledge and comprehension of something and to utilise this in new situations. Using the mathematical formula example, knowledge is where a student is aware of or knows the formula, comprehension is the understanding that the formula can be used to solve a particular problem and application is having the ability to use the formula to actually solve it. There was evidence of prior learning being applied to a new situation whereby the knowledge gained when produced a user manual for a spreadsheet unit was applied to producing a user manual for the database unit. Also Students explained that the group work undertaken in the multi media unit was a good way of pooling knowledge and comprehension. Consequently, the project management unit I am leading will include a group project to develop a web site. The intention is to team those students who demonstrate good organisational skills with those who show an aptitude for graphical design. Group work has shown that the knowledge, comprehension and application of a group can be higher than the individuals themselves would achieve, as not everyone is a specialist in every field. Analysis is the breaking down of something into its component parts, differentiating between similar items and the ability to compare and contrast. All the students interviewed for this report were able to use the knowledge and comprehension of information they have been given and apply this to new situations. Synthesis is the ability to take the component parts and either rearrange or combine them to form a new or different whole. A particularly relevant example of analysis and synthesis is demonstrated when considering the rescheduling of tasks when a crisis situation arises during the project lifecycle. The project manager can study the critical path of the project and determine where resources can be reallocated or extra resources brought in order to ensure that the project is still delivered on time and to specification. The project plan can then be updated to produce a new schedule, which does not necessarily look like, or work in the same way as, the original. In the Project Management unit they are able to look at the scheduling of other Project plans prior to producing their coursework assignment. Synthesis will then allow them to take individual processes from this analysis and combine them as they investigate a business problem and produce a Project Management solution. For the second semester unit students will be shown how to create a project plan for the websites development, and will gain an understanding of the importance of scheduling and resource allocation. Evaluation requires judgements to be made as to what elements of the project went to plan and what lessons can be learned from the overall project experience. For example, the project manager will evaluate the finished product after implementation. This allows them to see if future projects can be managed more effectively and efficiently. Using the Project Management unit as an example, once the project plan is implemented, an evaluation of the project will allow the students to check if the product they have designed was produced as planned, to specification, within budget and timescale. Word Count 2083 4.5 Aims, objectives and outcomes of the scheme of work, lesson plans and learning materials in relation to the cognitive learning taxonomy The evidence gained during the research and interviews carried out facilitated the production of scheme of work, (Appendix A) lesson plans, (Appendix B) and learning materials (Appendix C) for the Project Management unit. The scheme of work identifies how each session builds on the previous session and each lesson plan shows evidence of how Bloom’s taxonomies has been incorporated into the learning process. The aim and objectives of the unit were to outline how to produce a project plan prior to the student producing their own project plan for the web development. Knowledge – All lecture topics have been developed on the basis that students have no prior knowledge of each stage of project management. The only assumption was the students had completed the tasks in the preceding practical session, however, not having completed the tasks should not interfere with their learning of the lecture topic. The scheme of work has been written in a way that does not penalise a student for not having grasped any particular fragment of the course, being as it is, modular in design. Each lecture consists of a PowerPoint presentation followed by a brief demonstration on the interactive whiteboard. Each week previous learning is checked prior to and often during the lecture to check the learning. building upon the week before with the subject matter progressively gaining in complexity. Comprehension – All the students will be encouraged to ask questions at any point during the presentation/demonstration if they require additional clarification. The intention is to check their comprehension by asking if they can provide examples to justify a point made and then opening up discussion to the whole group. Application – Knowledge and Comprehension will be combined when attempting the task sheets written to accompany each week’s lecture topic. These sheets are not handouts in the usual sense, each one consisting not of information for a student to refer to at a later date, but tasks that will facilitate their learning. The tasks cater for individual interpretation of the problem statements, allowing each student to develop the subject matter with their knowledge and understanding. Analysis, Synthesis and Evaluation – Students will be actively encouraged to explore alternative project management software, breaking each one down into specific functions and comparing and contrasting how well they facilitate the task of managing a project and the application limitations. There will be a requirement to evaluate the overall effectiveness of the application. 4.6 Teaching and learning strategies deployed in the development of the project management unit The project management unit was designed in line with the cognitive taxonomy described earlier. Lectures/Group discussions Students are given lectures whereby information is presented from which knowledge and comprehensive can be gained by interaction in group discussion. For Student A and Student B asking questions and providing answers to questions comes naturally as they are both confident members of the group. However Student D is a very quiet member and through a basic lack of confidence always appears reluctant to come forward therefore subtle probing is required to check his learning and ensure that he has fully understood the subject matter. One to one tuition Although Student C is usually willing to interact if directly questioned often, one to one tuition is needed as due to his lack of concentration he often lags behind the rest of the group and needs more thorough recapping of prior sessions. Whilst Student E often shows little interest in group discussions she will ask later in the practical session if she has not understood a certain element. Tasks In order to encourage students to apply knowledge and comprehension to a new situation the scheme of work includes a simple task to plan a birthday celebration and consider all the tasks involved, and the sequence with which they undertook the tasks and who would be responsible for each task. Students were then given the opportunity to apply this knowledge by completing the task sheets. Demonstration In the later weeks once the basic project management principles have been taught then students progress to using the project management software at this point demonstrations are included in the lesson plan to illustrate the use of the features of the project management tool. Students are at this point encouraged to part take in these demonstrations. One of the main problems is that students progress at varying rates throughout the unit and to ensure that this issue is addressed I have built in further complexity to stretch the more able student by for example introducing more complex scheduling and updating techniques within the project plans. This provides an opportunity for the tutor to concentrate on an individual group member without restricting the progress of others, meaning that all students will be able to feel that they have accomplished something of value in each session. However, the scheme of work does progress through a logical pattern. For example, the principles of project management precede the creation of a project plan. The students will then learn topics of progressive complexity before creating a project plan for a commercially acceptable web site. 4.7 The importance of language, literacy and numeracy In today’s environment where employers are increasingly looking graduates that possess good communication and numeracy skills it is important that these elements of teaching and learning are incorporated into lesson plans and schemes of work. Presentation skills are developed within the project management unit as students are required to present their website to their client in a professional manner by the use of a PowerPoint presentation. Report writing skills are developed, as the assignment brief requires students to produce their evidence in report format. Students are encouraged to communicate both verbally in group discussions and by written communication in the form of agendas and minutes of meeting they have held within their group and with their client. Student A who is dyslexic is supported by proof reading her assignment work prior to submission and understanding her anxieties about being watched whilst keying in information. The application of numbers within the project management unit is limited to calculating the estimated duration of a task using the Program Evaluation Review Technique, a formulae that explores the probability, i.e. optimistic duration + pessimistic duration + (3 x most likely duration) divided by 6 Other mathematical skills are using when determining the critical path of a project. 4.8 Evaluation of teaching and learning strategies Detailed study has shown that Bloom’s taxonomy is relevant to all the students I teach. In particular, recent experience teaching the AVCE group has highlighted the need for students to have both knowledge and comprehension, and in order to achieve the higher grades students must also possess the ability to apply, analyse, synthesise and evaluate. As is evident in the study, if the lower levels of learning are not achieved i.e. the knowledge and the comprehension then students will be unable to achieve the higher levels such as analysis, synthesis and evaluation. Although these higher levels are not often required to pass the AVCE unit there is an expectation that they will need be achieved if they progress to Higher Education (HE). Student A, Student B and Student D are already showing signs of reaching the higher cognitive levels however in the case of Student C and Student E there will be a strong need to build on their knowledge and subject understanding in order to become proficient in analysing, synthesising and, most importantly, evaluating their work to ensure that they succeed at any higher education qualifications they undertake. In conclusion the cognitive domain theory can easily applied to the development of the project management unit in order that students can learn to produce good project plans. 4.9 Evaluation of learning materials used As a result of doing this research, I now ensure that basic knowledge and understanding of subject matter is achieved by recapping both in group discussion and on a one to one basis with individual students. I also plan individual lessons in greater depth and look for new ways to break up the learning process into more manageable chunks, by using tasks sheets and group work and the requesting agendas and minutes are taken. I have explored the use of electronic tools such as Course Genie in order to provide a much interactive way of presenting information. I am now proficient at using the whiteboard and actively encourage students to use it during group discussions. In conclusion I feel that by gaining a good understanding of the individual needs of my student I can adapt lessons to suit. This is substantiated by Stephens and Roderick (1971) who state, â€Å"that a failure to select methods that are appropriate to the real needs and interests of the students will weaken their educational achievement† 4.10 Evaluation of Student Learning Assessment of student’s learning is two fold. Firstly work produced during each practical session, is checked and commented upon. Secondly more formal assessment takes place by marking the three assignments and feeding back on the PowerPoint presentation. As this is the first course for which I have been responsible for the complete management of the learning process, I am as yet unable to critically discuss the effectiveness of the strategies and materials. However, I am confident that the students will learn more effectively from this style of content delivery than they have from the previous project management material that was I asked to deliver last year delivered with the very limited material provided for me by previous unit leader. 4.11 Strengths and weaknesses of the sessions As the scheme of work and lessons are not planned to be delivered until 24 January 2005 the strengths and weaknesses cannot at this moment in time be reflected upion. 1556 5. References Child. D., (1993), Psychology and the Teacher, Casell Education Ltd, London. Curzon. LB., (2000), Teaching in Further Education: An Outline of Principles and Practice, Continum, London. Huddleston. P. & Unwin. L., (1997), Teaching and Learning in Further Education: Diversity and Change, Routledge, London. Petty. G., (1998), Teaching Today, Stanley Thornes, Cheltenham. Reece, Ian & Walker, Stephen (2000) Teaching, Training and Learning a practical guide 4th Edition, BEPL, Sunderland. Stephens. MD. & Roderick. GQ., (1971), Teaching Techniques in Adult Education, David & Charles, Newton Abbot. 6. Bibliography Bennett. N. & Carre. C., (ED’s), (1993), Learning to Teach, Routledge, London. Borg. WR. & Gall. MD., (1983), Educational Research: An Introduction, Longman, New York. Broadfoot. PM., (1996), Education Assessment and Society, Open University Press, Buckinghamshire. Castling. A., (1996), Competence based Teaching and Training, Macmillan, Basingstoke. Chitty. C., (ED), (1991), Post 16 Education Studies in Access and Achievement, Kogan Page, London. Cohen. L. & Manion. L., (1983), A Guide to Teaching Practice, Routledge, London. Cohen. L. & Manion. L., (1989), Research Methods in Education, Routledge, London. Cohen. L. & Manion. L., (1996), A Guide to Teaching Practice – 4th Edition, Routledge, London. Cosin. B. & Hales. M., (1983), Education Policy and Society: Theoretical Perspectives, Routledge, London. Entwistle. N., (ED), 1985, New Directions in Educational Psychology: 1 Learning and Teaching, Falmer Press, London. Freeman. R., (1993), Quality Assurance in Training and Education, Kogan Page, London. Jarvis. P., (1995), Adult and Continuing Education: Theory and Practice, Routledge, London. Minton. D., (1991), Teaching Skills in Further and Adult Education, Macmillan, Basingstoke. Murphy. R. & Torrance. H., (ED’s), (1987), Evaluating Education: Issues and Methods, Open University Press, Buckinghamshire. Reeves. F., (1995), The Modernity of Further Education, Bilston College Publications, Derbyshire. Rogers. J., (1989), Adults Learning, Open University press, Milton Keynes. Stores. E., (1994), Supervision in Teacher Education: A Counselling and Pedagogical Approach, Routledge, London. Tansley. P., (1989), Course Teams: The Way Forward in Further Education, NFER-Nelson, Windsor. Waddington. DJ., (Ed), (1985), Education Industry and Techniques, Pergamon Press, Oxford. Walklin. L., (1982), Instructional techniques and Practice, Stanley Thornes, Cheltenham

Critical Analysis of Lisbon Treaty Literature review

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Gramsci and Hegemony Essay Example for Free

Gramsci and Hegemony Essay Antonio Gramsci is an important figure in the history of Marxist theory. While Karl Marx and Friedrich Engels provided a rigorous analysis of capital at the social and economic levels – particularly showing how capital antagonises the working class and gives rise to crisis – Gramsci supplemented this with a sophisticated theory of the political realm and how it is organically/dialectically related to social and economic conditions. He provides us with a theory of how the proletariat must organise politically if it is to effectively respond to capital’s crises and failures, and bring about revolutionary change. Incidentally, this innovation has proven to be of interest not only to Marxists, but also to those involved in other forms of progressive politics, from the civil rights movement, to gender politics, to contemporary ecological struggles. The reason why his approach has proven so popular and generally adaptable is because Gramsci was himself a man of action and his fundamental concern was with progressive strategy. Thus while in this article I plan to give a give a general outline of Gramsci’s theory of hegemony and the reasons behind its formulation, it’s important that we build on this by thinking about how we can use these concepts strategically in our own struggles. What is hegemony? It would seem appropriate to begin this discussion by asking What is hegemony?’’ It turns out to be a difficult question to answer when we are talking about Gramsci, because, at least within The Prison Notebooks, he never gives a precise definition of the term. This is probably the main reason why there is so much inconsistency in the literature on hegemony – people tend to form their own definition, based on their own reading of Gramsci and other sources. The problem with this is that if people’s reading of Gramsci is partial then so too is their definition. For example, Martin Clark (1977, p. 2) has defined hegemony as how the ruling classes control the media and education’’. While this definition is probably more narrow than usual, it does reflect a common misreading of the concept, namely that hegemony is the way the ruling class controls the institutions that control or influence our thought. Most of the academic and activist literature on hegemony, however, takes a slightly broader view than this, acknowledging more institutions than these being involved in the exercise of hegemony – at least including also the military and the political system. The problem is that even when these institutions are taken into account, the focus tends to be exclusively on the ruling class, and methods of control. Hegemony is frequently used to describe the way the capitalist classes infiltrate people’s minds and exert their domination. What this definition misses is the fact that Gramsci not only used the term hegemony’’ to describe the activities of the ruling class, he also used it to describe the influence exerted by progressive forces. Keeping this in mind, we can see that hegemony should be defined not only as something the ruling class does, it is in fact the process by which social groups – be they progressive, regressive, reformist, etc. – come to gain the power to lead, how they expand their power and maintain it. To understand what Gramsci was trying to achieve through developing his theory of hegemony, it is useful to look at the historical context that he was responding to as well as the debates in the movement at the time. The term hegemony’’ had been in general use in socialist circles since the early 20th century. Its use suggests that if a group was described as hegemonic’’ then it occupied a leadership position within a particular political sphere (Boothman, 2008). Lenin’s use of the term gegemoniya (the Russian equivalent of hegemony, often translated as vanguard’’), however, seemed to imply a process more akin to what Gramsci would describe. During his attempts to catalyse the Russian Revolution Lenin (1902/1963) made the observation that when left to their own devices, workers tended to reach only a trade union consciousness, fighting for better conditions within the existing system. To bring about revolutionary change, he argued that the Bolsheviks needed to come to occupy a hegemonic position within the struggle against the tsarist regime. This meant not only empowering the various unions by bringing them together, but also involving all of society’s opposition strata’’ in the movement, drawing out the connections between all forms of political oppression and autocratic arbitrariness’’ (Lenin, 1963, pp. 86-87). In the post-revolutionary period, however, the implication changed. Lenin argued that it was crucial to the establishment of the hegemony of the proletariat’’ that (a) the urban proletariat retain an ongoing alliance with the rural peasants (who made up the majority of Russia’s population) in order to retain national leadership and (b) that the expertise of the former capitalists be utilised, by forcing them to effectively manage state industries. These dual processes of leadership via consent and the command of force in the development of hegemony would play a crucial role in Gramsci’s theory. Gramsci had been in Russia from 1922-23 while these debates were raging and it was after this time that we see hegemony begin to take a central role in his writings. Italy As much as he was influenced by what was going on in Russia, Gramsci was also influenced by his own political experiences. Gramsci had been heavily involved in the struggle against capitalism and fascism in Italy and for a while served as the leader of the Communist Party of Italy. In the period following the World War I, there had been a lot of optimism in Europe, and Italy in particular, that now that people had seen the atrocities that the ruling classes could unleash and the alternative that was developing in Russia, some kind of workers’ revolution in Europe was imminent. Gramsci certainly shared this optimism. Events that took place in the early 1920s seemed to confirm this. Tensions at all strata of society were high, there were mass agitations and people were forming factory councils and workers co-operatives. But despite the intensity of the mobilisations, it fizzled out remarkably quickly. Unions were co-opted, workers’ co-ops became marginal and uncompetitive. Common people were intimidated by elites or otherwise captivated by the allure of fascist rhetoric. Gramsci and others formed the Italian Communist Party to try to reinvigorate the movement, but it was evident that people were too disillusioned by the failures of the previous years to really become involved. Votes for the Communist Party were disappointingly low. When Gramsci was arrested in 1926 as a part of Mussolini’s emergency measures, he found himself in prison with a lot of time to reflect on what had happened and where things went wrong. How was it that the ruling class had been able to so effectively stifle the potential of the movement, and what would be required for the progressive forces to mobilise the masses in a way that would enable them to bring about a fundamental change in society? These questions would of course be central to Gramsci’s theory of hegemony. Stages As suggested above, in The Prison Notebooks Gramsci refers to hegemony to describe activities of both currently dominant groups as well as the progressive forces. For Gramsci, whatever the social group is, we can see that there are certain common stages of development that they must go through before they can become hegemonic. Drawing on Marx, the first requirement is economic: that the material forces be sufficiently developed that people are capableof solving the most pressing social problems. Gramsci then goes on to state that there are three levels of political development that a social group must pass through in order to develop the movement that will allow change to be initiated. The first of these stages is referred to as economic-corporate’’. The corporatist is what we might understand as the self-interested individual. People become affiliated at the economic-corporate stage as a function of this self-interest, recognising that they need the support of others to retain their own security. Trade unionism is probably the clearest example of this, at least in the case of people joining a union for fear of pay cuts, retrenchment etc. One can also speak of short-term co-operation between otherwise competing capitalists in these terms. The point to emphasise is that at this stage of a group’s historical development there is no real sense of solidarity between members. In the second stage, group members become aware that there is a wider field of interests and that there are others who share certain interests with them and will continue to share those interests into the foreseeable future. It is at this stage that a sense of solidarity develops, but this solidarity is still only on the basis of shared economic interests. There is no common worldview or anything of that nature. This kind of solidarity can lead to attempts to promote legal reform to improve the group’s position within the current system, but consciousness of how they, and others, might benefit through the creation of a new system is lacking. It is only by passing through the third stage that hegemony really becomes possible. In this stage, the social group members becomes aware that their interests need to be extended beyond what they can do within the context of their own particular class. What is required is that their interests are taken up by other subordinate groups as their own. This was what Lenin and the Bolsheviks were thinking in forming an alliance with the peasants – that it was only through making the Bolshevik revolution also a peasants’ revolution, which peasants could see as being their own, that the urban proletariat could maintain its leading position. Gramsci reckoned that in the historical context that he was working in, the passage of a social group from self-interested reformism to national hegemony could occur most effectively via the political party. In this complex formulation, the different ideologies of allied groups come together. There will inevitably be conflict between these ideologies, and through a process of debate and struggle, one ideology, or a unified combination thereof, will emerge representing the allied classes. This ideology can be said to be hegemonic, the group that it represents has acquired a hegemonic position over the subordinate groups. At this stage, the party has reached maturity, having a unity of both economic and political goals as well as a moral and intellectual unity – one might say a shared worldview. With this unity behind it, the party sets about transforming society in order to lay the conditions for the expansion of the hegemonic group. The state becomes the mechanism by which this is done: policies are enacted and enforced that allow the hegemonic group to more effectively achieve its goals and to create symmetry between its goals and those of other groups. Although these goals are formulated with the interests of a single group in mind, they need to be experienced by the populace as being in the interests of everybody. In order for this to be effective, the hegemonic group must have some form of engagement with the interests of the subordinate classes. The dominant interests cannot be simplistically imposed upon them. Progressive hegemony While Gramsci considers these pragmatic moves as being requirements for any group to come to power, he also has a very deep ethical concern for the way in which the process occurs. In this sense, we can detect in Gramsci’s work a qualitative difference between the operations of hegemony by regressive, authoritarian groups on the one hand, and progressive social groups on the other. At an ethical level, Gramsci was above all else an anti-dogmatist believing that truth could not be imposed from the top down, but only made real through concrete and sympathetic dialogue with people. Where a regressive hegemony involves imposing a set of non-negotiable values upon the people, chiefly through use of coercion and deceit, a progressive hegemony will develop by way of democratically acquired consent in society. To give some flesh to these differences, the remainder of this article will elaborate on the different ways in which Gramsci talks about hegemonies of currently and previously ruling classes and how these contrast with the progressive hegemony that he hoped to see in the future. It is evident that if we look through history, the capitalist class has retained its hegemony primarily through various forms of coercion, ranging from the direct deployment of the military through to more subtle forms, for example, using economic power to marginalise political opponents. It would, however, be a great mistake to think that capitalism does not also rely heavily upon building consent. Indeed, it could be argued that it is capitalism’s consent-building that we, from a strategic point of view, need to pay more attention to, as it is on this level that we compete with them. The nature and strength of this consent varies. There are ways in which capitalism succeeds in actively selling its vision to subordinate classes. This means not only selling the distorted vision of a society of liberty, freedom, innovation, etc., but also deploying the ideas of bourgeois economics to convince working people, for example, that although capitalist policy is in the ultimate interests of the capitalist class, they too gain some of the benefits via trickle-down effects. Capitalism can also win consent among those who perhaps don’t buy the idea that the system is in their interests, but who have been convinced that there is no alternative or that the alternatives would be worse – in other words, through the promotion of the belief that the system is a necessary evil. The 20th century saw capitalism massively expand this form of consensus, largely through the corporate control of the media and advertising. In the United States in particular, the promotion of the American dream’’, and all of the useless commodities required to attain it, served not only to massively boost consumption and thereby the economic interests of the capitalists, it also sold a way of life which only capitalism could deliver. This was of course aided throughout the Cold War with simultaneous attempts to smear any alternative to capitalism as slavery. The capitalist class, in opposing any policy attempts to close in on corporately owned media, used its hegemonic political power to create the conditions for the building of further consent, in turn expanding their interests. The hegemonic group will continually struggle in this fashion to reach greater levels of consent – in this case by locking people into rigid mindsets and overcoming any optimism. We can look at former Australian Prime Minister John Howard’s attempts to expand privately owned schools, and to change high school history syllabi to make them more favourable to bourgeois perspectives as a part of this ongoing hegemonic process. The ruling class will constantly try to expand its field of interests and win further consent in response to changes in context and challenges to legitimacy. `Syndicalism’ Certain forms of trade unionism can also be seen as examples of capitalist hegemony. What Gramsci calls syndicalism’’ the view that the conditions of the workers can be maximally uplifted via the increasing power of the trade unions reflects a social group (the workers) left in the economic-corporate stage of development due to the hegemonic influence of capitalists, specifically free trade advocates, in the realm of ideology. The free trade advocates argue that the state and civil society should be kept separate, that the state should keep out of the economic sphere, which functions autonomously – leave it to the invisible hand of the market’’ and so on. The syndicalists had adopted this assumption of an arbitrary separation of the social and economic realms on the one hand and the political realm on the other, and assume that they could bring about radical change without political representation. The concrete result of this is that they are left to negotiate for narrowly defined improvements in the economic sphere, with no policy changes that would allow these wins to take on a more permanent basis. Meanwhile, the free trade advocates are themselves actively involved in policy, despite their claims, setting up conditions that will be favourable to the capitalist class! When the interests of the capitalist class are directly threatened, however, the hegemonic forces will inevitably resort to coercion. There is no room to negotiate on this, within the current hegemonic order. On a simple level this can mean legislating to allow police to crack down on workers taking industrial action, who threaten profits in an immediate sense. But a far bigger threat to the capitalists is the development of a hegemonic alternative within civil society. The threat is that people will move from the economic-corporate phase, and recognise that their interests overlap with all of those whom capitalism marginalises and holds back, that they will come to recognise their power and demand radical change. This being the greatest threat to capital, the most effective way for it to use coercion is to break apart emerging progressive alliances between subordinate groups. When confronted with force and economic bullying, the people are less able to relate to the group. Concerns for survival mean that people have to defend their own interests as individuals. The movement of the progressive hegemony is slowed, as people are forced to behave in a corporatist manner. The ruling class can also try to violently break apart movements by stirring up ideological differences, appealing to religion, for example. Democracy and consensus Gramsci saw the development of a progressive hegemony involving a far greater degree of openness, democracy and consensus, rather than coercion. In so far as there is coercion, it should only exist to hold back those reactionary forces that would thwart society’s development. This would allow the masses the space in which to reach their potential. A large part of The Prison Notebooks is devoted to figuring out what would be required for this kind of hegemony to develop, and a lot of Gramscian thinkers since have devoted themselves to this puzzle. As a starting point, we can say that while the existing hegemony tries to keep all the disaffected and subordinate social groups divided, the emergent progressive hegemony must bring them together. Gramsci certainly recognised the challenge involved in this. In his own historical situation (and as is undoubtedly still the case in ours), there were considerable barriers between the marginalised groups in terms of experiences, language and worldview. What all of these groups had in common, however, was that none of them had adequate political representation within the current system. Gramsci calls these groups that lack political representation subaltern’’. The challenge of the hegemonic group is to provide a critique of the system such that subaltern groups are made aware of their commonality and then raised up’’ into the political life of the party. In order to facilitate this incorporation of others, Gramsci stressed the need for the hegemonic group to move beyond its economic-corporatist understanding of its own interests, sacrificing some of its immediate economic goals in the interest of deeper moral and intellectual unity. It would need to overcome its traditional prejudices and dogmas and take on a broader view if was to lead while maintaining trust and consensus (both necessary to overcome existing power). If these aligned forces are to have any historical significance, they need to be enduring and organically related to conditions on the ground, not merely a temporary convergence. To develop mass momentum they would need to demonstrate, both in people’s imagination and in action, that they were capable of coming to power and achieving the tasks they had set for themselves. These tasks must effectively be everyone’s tasks – they must come to represent every aspiration, and be the fulfilment of the failed movements of the previous generations. Such a demonstration of power and historical significance could not be achieved through a passive action, of which Gramsci provides the example of the general strike. If the movement simply represents the rejection of the existing system or non-participation in it, then it would quickly fragment into everyone’s unique ideas of what should replace the system precisely at the moment when unity is most called for. It must be an active embodiment of the collective will, crystallised in a constructive and concrete agenda for change. Clearly this is no small ask, and Gramsci is certainly not of the view that one can just implement these strategies as though reading from a manual. What is called for is for rigorous work on the ground laying the moral and intellectual terrain upon which these historical developments can occur. One develops the unity, self-awareness and maturity of the movement, making it a powerful and cohesive force, and then patiently, with careful attention to the contextual conditions, waits for the opportune moment for this force to be exerted. Moment of crisis This moment is the moment of crisis within the existing, dominant hegemony: the moment at which it becomes clear to the populace that the ruling class can no longer solve the most pressing issues of humanity. Provided that the progressive forces adequately assert the alternative at this moment and the ruling group is unable to rapidly rebuild consent, it becomes visible that the conditions under which the ruling group became hegemonic are now passing away and society can collectively say We don’t need you anymore.’’. Gramsci calls this process of historical purging catharsis’’ in which structure ceases to be an external force which crushes man, assimilates him to itself and makes him passive; and is transformed into a means of freedom, an instrument to create a new ethico-political form and a source of new initiatives.’’ (Gramsci, 1971, p. 367.) For Gramsci the need for this transition from the world as it is to the freedom to create the world anew should be the starting point for all Marxist strategy. So, what does Gramsci have to offer us? His insistence that the socialist political form should be one of openness, democracy and the building of consensus certainly provides us with greater vision and focus and really ought to inform the activities of all progressive political groups – if not for ethical reasons, then at least because in the present environment, without a willingness to genuinely work on building consensus with others, one’s chances of success are very much diminished. (We’re not the ruling class – we don’t have the means to coerce). More than this, however, Gramsci provides us with a way of thinking; he gives us the conceptual tools to dissect the political situation we find ourselves in, to view it in historical context and to understand where we can find the conditions for the further development of our power. †¢ [Trent Brown is a doctoral student at the University of Wollongong and a member of Friends of the Earth Illawarra.] Bibliography Boothman, D. (2008). Hegemony: Political and Linguistic Sources for Gramsci’s Concept of Hegemony’’. In R. Howson and K. Smith (Eds.), Hegemony: Studies in Consensus and Coercion. London: Routledge. Clark, M. (1977). Antonio Gramsci and the Revolution that Failed. New Haven: Yale University Press. Gramsci, A. (1926). Some aspects of the southern question’’ (V. Cox, Trans.). In R. Bellamby (Ed.), Pre-Prison Writings (pp. 313-337). Cambridge: Cambridge University Press. Gramsci, A. (1971). Selections from the Prison Notebooks of Antonio Gramsci, Q. Hoare G. N. Smith, eds. trans. London: Lawrence and Wishart. Howson, R. (2006). Challenging Hegemonic Masculinity. London: Routledge. Howson, R. Smith, K. (2008). Hegemony: Studies in Consensus and Coercion. London: Routledge. Lenin, V. I. (1963). What is to be Done? S.V. Utechin P. Utechin, trans. Oxford: Oxford University Press. From: http://links.org.au/node/1260

Integrated Marketing Communications Essay Example for Free

Integrated Marketing Communications Essay Answer1: The Vocalpoint program launched by PG was a well sought out mean to market the products by using the word of mouth marketing strategy. Inclusion of the mothers from around the country was a cunning decision made by the managers at PG the reason for this being was that mothers are the ones who usually purchase the products for the household or domestic use so convincing them and then make them work in marketing the new offering so an immaculate move by the management of PG. Another benefit which PG gained by devising this Vocalpoint program was that, housewives are hard to target as they do not use technology that often, rather they spend a big part of their leisure time in gossiping with their friends hence the best possible way to market the offerings to them was by this word of mouth publicity. PG earned pretty much short term and long term benefits by applying this strategy; the most outstanding one was that launching this program helped the firm in increasing the sales by a considerable extent which obviously is the sole aim of launching any marketing campaign. In addition to this external clients of PG also earned huge profits by using this program and so as a result PG got its share in the profits, this amount was as higher as 1 million USD. The job of the RD department got less hectic as it was able to get the desired feedback on the latest products; this was helpful for it in making changes to the existing products and also to the ones which are undergoing the process of development. One of the long term benefits which came to PG’s way as a result of this program was that it got a solid loyal customer base on which it can capitalize in the forthcoming years. The ‘connect and develop† program of PG also got immense support as a result of this program and the marketing intelligence of the company overall increased. Better customer relationship management is also one aspect of the Vocalpoint program which was advantageous for the firm because it helped the managers in comprehending the consumer’s mindset and thus forecasting the consumers’ behavior became easily. The customers on the other hand became increasingly brand loyal to the company as they were getting tailor made products for themselves because PG was able to understand their latent and covert needs in an adept manner like no one else was doing. The overall impact of this project on the position of the firm was immaculate as it was a win-win situation for the company; the managers were getting the ins and outs of the target market in no time whatsoever so the overall time consumed in the processes of product development got reduced. This decrease in the overall product development time acted as a competitive advantage for the managers as they were able to deliver the market with the products it wanted in much lesser time than the competitors. Another addition was that the managers at the firm were getting customer generated feedback on the latest products and that too in negligible time so this enabled them to alter their strategies if needed be; the consumer on the other hand were liking this as they were getting tailor-made products for their usage (Sirgy 1998). Answer2: Analyzing from the business perspective one has to say that the programs such as Vocalpoint and Tremor must go on as they are beneficial for the businesses in the longer run and same is the case with PG. Having said that one has to admit that these projects and programs are certainly not the ones, which are based on the ethical principles and norms laid by the society. In my opinion there are various ethical issues which are present in such kind of WoM programs. The first and the foremost being is that the person to whom the offering is being marketed is unaware of the reality he is perceiving the interaction as a social one but in general the other person is acting as a sales person for a specific firm. My objection regarding this is that if a person is being marketed something then he must have prior knowledge of this. For me there is a thin line between marketing and deceiving and this difference has to be understood by the firms and the marketing managers; if there are ample ethical ways of marketing then what is the point in using the deceptive means? Another issue in my opinion is that by hiring or deploying WoM marketers the managers are making the society increasingly materialistic even the sacred relationships like friendship etc are being used just as an asset and even that without the other person being aware of this all. Objectifying the society is one thing which to me is intolerable and as this eventually ruins the whole basic structure of the civilization which really is denting in terms of the future perspectives. Considering the Tremor program I can firmly state that this was one project on which I have serious reservations; the reason for this being is that PG was using minors (children under 18 years ) to market its products; this is one ridiculous way of marketing. The reason for this is that this is the age where the person learns the most, from its society and surroundings and if the society is indulged in inducing the materialistic thoughts in kids then this will be injurious for the entire social setup; this is the stage at which the children must be taught how to honor and value the relationships but such deceptive marketing projects destroys the whole brought up of a child. One legal issue which too arises as a result of the inclusion of minors in the marketing programs is that these kids are underage legally so they cannot be made a part of any marketing project without the prior consent of their guardians (Malachowski 2001); this is one thing which was completely neglected by the managers at PG and hence they violated the rules and regulations laid by the government. In the Tremor programs the minors were not allowed to tell the reality to the person to which they are interacting this is something which is immoral and to me for this the firm has to be penalized; can we teach our younger generations to indulge into immoral activities just for the sake of money? This is a million dollar question which has to be answered by the managers at PG. The Tremor program targeted the minors too which is also an unethical way of making business the reason for this is that the underage people are immature hence they cannot make decisions for themselves (Malachowski 2001); influencing a buyer’s decision by using rational marketing ploys is a justifiable act but making the kids addict by using deceptive means and backdoor channels has to be abandoned as this certainly is not favorable for the social composition. In sum commercialization of human relationships is one thing which must be stopped by the marketing managers if someone is indulging in WoM marketing of a firm then he should disclose his affiliation as this is beneficial for the society; involving money in the activities of daily life will hurt the society in the longer run. In the Vocalpoint program the managers at PG were looking to select the mothers which are more social; the main reason behind this move was that, as mother is the most sacred and trustworthy relationship in this universe so mothers enjoy a unique position in the society; using their social stature for the marketing purposes was an unreasonable attempt. Answer 3:  The value of WoM is immense in the present global marketing scenario, the primary reason for this is that due to the increase in the globalization the nature of the competition has increased exponentially and so to do business and earn profits a firm has to market it’s offering to the target buyers. With the increase in the intensity of competition and technology the media of marketing have too increased and thus in such an overall marketing environment WoM publicity is something which is of great significance (Bothma 2003). Direct marketing and interactive marketing have always been profitable ways of interacting and influencing the consumers the reason behind this is that first of all these means are less expensive than the other marketing tactics (Tuckwell 2004). In addition to this the marketers get to know more about the ins and outs of the buyer’s black box; as known that these are the two methods which are an integral part of the IMC mix hence applying them together makes it easier for the marketers to timely comprehend the latent and covert needs of the buyers and thus they can make the necessary changes to the offerings and strategies. WoM advocacy is beneficial in the present scenario because it enables the marketers to interact with the customers and hence they can obtain the customer generated feedback regarding their products in addition to this, as there is no such middle channel involved in between the marketer and the buyer (as the WoM marketer is a part of the company) so it becomes easier to get the message of the consumer. The firms once get the timely feedback can make suitable adjustments and alterations in the product designs, strategies etc and in this way eventually WoM publicity acts as a source of competitive advantage for the company in this era of fierce competition. After understanding the consumer psyche if need be, then suitable sales promotions can be launched which are an essential component of the overall IMC mix (Blakeman 2009) The holistic marketing concept has to be applied as per the book because consumer centricity is something plays a vital role in the overall growth of the firm. Establishing long term business relations with the buyers is only possible if the market is provided with what is demanded by it. The nature of the relationship between the firm and its related publics should be exceptional, as this affects the performance of the company in the longer run WoM publicity is one thing which helps in building stronger relationships between the publics and the company (Baker 2001).

Voluntary Euthanasia Should Be Legalized Philosophy Essay

Voluntary Euthanasia Should Be Legalized Philosophy Essay Euthanasia comes from the Greek word Eu which means good and Thanatos meaning death Euthanasia. In modern usage, it has come to mean a gentle and painless death. Life is ended for a compassionate reason by an active or passive step taken by another person or the individual whom is suffering from a terminal illness or agonizing pain with no hope recovery. Voluntary euthanasia should be legalized in the United States, because a terminally ill, rational human being has the right to choose how they live and how they die. Individuals can choose to drink alcohol, smoke tobacco, eat an unhealthy diet and choose to not exercise, which will enviably lead to a shorter life expectancy as well as a terminal disease. However, none of these choices are illegal, uncommon or generally perceived as unethical. To force someone who is essentially going to die a very slow and agonizing death to live, changes their right to live to an obligation to live. Therefore, to deny euthanasia is to deny a persons right to autonomy and obligate them to suffer for the benefit of an outside agents belief. Euthanasia is broken down into voluntary, involuntary, non-voluntary categories and into sub categories of active and passive. Voluntary euthanasia refers to choosing to end life to escape prolonged suffering with either verbal consent or a written document such as a living will. Involuntary euthanasia refers to the mercy killing of an unconscious or comatose patient who is otherwise unable to explicitly make his intentions known. Non-voluntary euthanasia is taking a patients life without consent; murder. A well known philosopher Peter Singer believes, The consequences of an act or omission will often be, in all significant respects, indistinguishable. If a child needs antibiotics to survive an illness, not giving them is the moral equivalent of administering a lethal injection. Most of our moral guidelines are written to be in a negative format, do not kill as opposed to a positive format, you must preserve life. This is the only thing that bares weight to the argument that there is a difference between killing and letting die. Singer also believes, Just as preference utilitarianism must count a desire to go on living as a reason against killing, so it must count as a desire to die as a reason for killing. Singer has declared that the principle of respect for autonomy tells us to allow rational agents to live their own lives according to their own guidelines and decisions and to be free from coercion or interference. Should a rational agent choose to die, then respect for autonomy will lead us to assist them in their decision to die if they choose to do so. Singer refers to an earlier section of his book and restates these four reasons not to kill a self-conscious being; 1. The classical utilitarian claim that since self-conscious beings are capable of fearing their own death, killing them has worse effects on others. 2. The preference utilitarian calculation that counts the thwarting of the victims desire to go on living as an important reason against killing. 3. A theory of rights according to which to have a right one must have the ability to desire that to which one has a right, so that to have a right to life one must be able to desire ones own continued existence. 4. Respect for the autonomous decisions of rational agents. When considering voluntary euthanasia, active or passive, all four of these ideas favor euthanasia not the preservation of life. In 1 the fear of death does not exist and others will not fear being killed against their will if they must ask for euthanasia before it can be administered. In 2 the victim of euthanasia has no desire to go on living and can only be thwarted by prolonging their life. If a person must desire life to have a right to it no right is violated by voluntary euthanasia as in number 3. The fourth reason is one of the foremost arguments for euthanasia, autonomous decision. Mirko Bagaric, a professor at Deaken University, argues that legalizing voluntary euthanasia will cause health care professionals to carry out acts of non-voluntary euthanasia and cites 2 wide spread studies from the 1990s that revealed abuse of end of life decisions in the Netherlands where it is legal. Professor Bagaric asserts that in roughly 1000 cases in each study euthanasia was carried out without the patients legal consent. However, he fails to conclude whether or not these causes were due to the lack of ability to consent or articulation of wanting to continue life. Another argument brought forth by Professor Bagaric is the risk that some lives, namely the terminally ill, will be seen as less valuable than others. This would lead to a logical conclusion that an individuals capacity to flourish is diminished due to mental, social or physical problems and they would be candidates for euthanasia also. The Declaration on Euthanasia by The Sacred Congregation for the Doctrine of the Faith issued by The Second Vatican Ecumenical Council and signed by Pope John Paul II argues that, Human life is the basis of all goods, and is the necessary source and condition of every human activity and of all society. The declaration goes on to state that, Nothing and no one can in any way permit the killing of an innocent human being, whether a fetus or an embryo, an infant or an adult, an old person, or one suffering from an incurable disease, or a person who is dying. The justification offered is the intrinsic value of human life and to their believers the divine gift life represents. According to Roman Catholic teaching suffering, particularly during the last moments of life has a special place in Gods plan and is a sharing of Christs pain and sacrifice. The declaration offers exclusion for double effect action. According to James Fieser, if a pain medication is given to alleviate pain, even if the medical practitioner administering it knows it will speed the death of the patient, and no other pain management is available the act is morally permissible. The declaration further elaborates that even if the patient is not lucid enough to indicate whether they want the medication or not, it should be given. The declaration also distinguishes the difference between medical and biological life support being removed. Feeding tubes serve a biological function by feeding a patient and cant be discontinued on a live person. However, dialysis or chemotherapy serves a medical function and the decision to discontinue treatments such as these is the discontinuation of a medical support and therefore permissible if the costs are disproportionate to the expectations. All four of these positions focus on a few key points. First, is the intrinsic worth of life subject to termination under the authority of personal autonomy? Taking a utilitarian perspective of maximizing pleasure and minimizing pain, ending all pain permanently is preferable to existing in pain with no hope of pleasure and therefore moral. Arguments made by the Roman Catholic Church declare that life is divinely inspired and taking life for any reason not moral. However, even under the guise of divine moral law, it is permissible to administer pain medication in lethal doses and refuse treatment which could sustain life. This conflicts with the statement, It is necessary to state firmly once more that nothing and no one can in any way permit the killing of an innocent human being, whether a fetus or an embryo, an infant or an adult, an old person, or one suffering from an incurable disease, or a person who is dying. Singer and Battin showed that there is no moral difference between an act and omission in terms of the consequence. Therefore, the churchs declaration truly describes two opposing views in an attempt to make a definitive statement that is consequentially as clear as mud. From a utilitarian perspective the authors advocating euthanasia make good logic points that euthanasia, at least in some cases, is moral and often active euthanasia is a moral requirement. The authors condemning euthanasia still put forth evidence and arguments that, from a utilitarian perspective euthanasia is at least sometimes moral. However, if I was sick and in pain with no hope of recovery I would feel much more comfortable in the Netherlands with Singer as the executor of my durable power of attorney for healthcare.

Sport Utility Vehicle Essay -- Vehicles, Cars and Trucks

For as long as there have been roads to drive on, Americans have had a love affair with their cars and trucks. Ever since consumers became interested in car design and styling in the 1920s, the car manufactures have invested in innovation to quench the thirst of the American car buyer (Pauwels, Silva-Risso, Srinivasan, and Hassens, 2004, p. 143). When I was young, September was the time of year when the car manufactures showcased the new models, generating excitement and of course new sales. In the 1990s and 2000s, a new breed of vehicle was introduced, the sport utility vehicle (SUV). This was a marketing term for vehicles similar to the station wagons of the 70s but built on a truck chassis. These vehicles were perceived as rugged and capable of being used off road. Since they were considered trucks, they were less regulated as cars and had poor fuel economy. Nevertheless, these vehicles grew in popularity due to their versatility and low gas prices at the time. However, gas prices in the United States increased in the summer of 2003 before declining in the fall of the year to levels that prevailed in the spring of 2003. Gas prices began another increasing trend in January 2004, which lasted through May of that year before beginning to moderate once again. The average per gallon price reached in May 2004 was 39.1 percent higher than the May 2003 average, and the May 2004 average was 22.5 percent higher than the average price reached in September 2003 (United States Department of Energy, 2011) A reasonable expectation is that increases of this magnitude in gas prices would motivate consumers to purchase more fuel-efficient vehicle for their transportation needs. The trend during the 1990s in the United States had been char... ...data reported year over year sales decreases for full size SUVs. Examples of their reporting includes a decrease of sales for Ford Expedition of 33.6%, Cadillac Escalade down 16.3%, and Chevrolet Tahoe down 11.9% (Healey, & Eldridge, 2004, pp. 10). Today, with gas prices hovering between $3 and $4 per gallon, the customer demand for SUVs has moved from full-sized SUVs to the more fuel midsized and crossover economical models where miles per gallon is significantly higher than models sold in 2003, generally offsetting the increases of gas prices. In general, this hypothesis test along with the supporting data validated that there was a correlation between the price of gas and the sales of full-size SUVs by way of increased manufacture price incentives. This correlation could have been used to direct corporate strategies for future models in the SUV market class. Sport Utility Vehicle Essay -- Vehicles, Cars and Trucks For as long as there have been roads to drive on, Americans have had a love affair with their cars and trucks. Ever since consumers became interested in car design and styling in the 1920s, the car manufactures have invested in innovation to quench the thirst of the American car buyer (Pauwels, Silva-Risso, Srinivasan, and Hassens, 2004, p. 143). When I was young, September was the time of year when the car manufactures showcased the new models, generating excitement and of course new sales. In the 1990s and 2000s, a new breed of vehicle was introduced, the sport utility vehicle (SUV). This was a marketing term for vehicles similar to the station wagons of the 70s but built on a truck chassis. These vehicles were perceived as rugged and capable of being used off road. Since they were considered trucks, they were less regulated as cars and had poor fuel economy. Nevertheless, these vehicles grew in popularity due to their versatility and low gas prices at the time. However, gas prices in the United States increased in the summer of 2003 before declining in the fall of the year to levels that prevailed in the spring of 2003. Gas prices began another increasing trend in January 2004, which lasted through May of that year before beginning to moderate once again. The average per gallon price reached in May 2004 was 39.1 percent higher than the May 2003 average, and the May 2004 average was 22.5 percent higher than the average price reached in September 2003 (United States Department of Energy, 2011) A reasonable expectation is that increases of this magnitude in gas prices would motivate consumers to purchase more fuel-efficient vehicle for their transportation needs. The trend during the 1990s in the United States had been char... ...data reported year over year sales decreases for full size SUVs. Examples of their reporting includes a decrease of sales for Ford Expedition of 33.6%, Cadillac Escalade down 16.3%, and Chevrolet Tahoe down 11.9% (Healey, & Eldridge, 2004, pp. 10). Today, with gas prices hovering between $3 and $4 per gallon, the customer demand for SUVs has moved from full-sized SUVs to the more fuel midsized and crossover economical models where miles per gallon is significantly higher than models sold in 2003, generally offsetting the increases of gas prices. In general, this hypothesis test along with the supporting data validated that there was a correlation between the price of gas and the sales of full-size SUVs by way of increased manufacture price incentives. This correlation could have been used to direct corporate strategies for future models in the SUV market class.