Impact Of Sales Promotion On Long Term Shareholder

Impact assessment of Sales Promotion on long term shareholder wealth in Retailing Industry Introduction Retailing has been an important industry in any country. History would indicate that its form has changed with time as competition was no more a local phenomenon. Retailers started moving from being â€Å"neighbourhood stores† to expand their horizons nationally as well as internationally. Technology brought revolution in the retail industry with the advent of internet. Online retailers today have become a common part of everyone’s life. Mobile commerce too has started growing with the innovation of â€Å"App Stores† brought by Google and Apple. In this face of retailing, competitors have pushed themselves to gain more market share by trying†¦show more content†¦This research aims to test the impact of sales promotion on generation of profits and shareholder wealth maximization. Research Objectives The research undertaken would have 3 main objectives: 1. To study and understand the sales promotion activities carried out by retailers 2. To study its impact on sales and profits of the company 3. To study the impact of such promotional activities on shareholder wealth Research Questions The research will try to address the below questions in a sequential manner in order to assess actual impact: 1. What sales promotion activities are carried out by participants in the retail industry? 2. What are the effects of sales promotion on the sales of the retailers? 3. What are the effects of the sales generated by sales promotion on the profits of the retailers? 4. What are the effects of sales promotion activities on long term shareholder wealth? Literature Review Marketers have come to identify that advertising alone is not always enough to move their products into the hands of consumers. Sales promotion is used to ensure that customers are aware of the products that organizations offer. Sales promotional activities were originally intended as short term incentive aimed at producing immediate consumer buying responses. Consumer promotions are short-term incentives targeted directly at consumers and they include: buy-one-get-one-free, price discount, event sponsorship, coupons,

Racism And Stereotypes Of African American Males - 1363 Words

Racism and stereotypes occur greatly throughout the life of Jesmyn ward. The Men We Reaped would talk about how African American males would not leave their town because all of the influences that are around their life. So the research articles in sociology and psychology talk a lot about the stereotypes of African American males and women are more prone to stay in their home town and not do much with their life. So these articles hopefully will give insight to anybody that reads these articles and realize how people actually stereotypes African Americans. The way Men We Reaped relates to the topic that I chose and the book has material that talks a lot about racism and stereotyping. Men We Reaped by Jesmyn Ward had a lot information on†¦show more content†¦So the article talks how people actually experience discrimination in their own life. The first article is the one that gave me more insight about how discrimination actually effects African American people in their every day life. This article gives us example on 15 participants, who were the age of 18-68 and from both genders. This article talked more about how the participants felt in certain situations. The four situation that they want to get is shopping experiences, law enforcement contact, employment, and being black in Topeka. Here is an example of one of the participant experience while shopping â€Å"Now when I go to clothing stores, I’ll look up and there’ll be other folks in the store and they’re watching me while the store is being stolen blind two aisles over† (Birzer and Smith- Mahdi pg.27). The next experience would be contact with law enforcement and this what the participant said that â€Å"one particular incident involved when his keys were locked in his car. While he was using a coat hanger to retrieve his keys the police arrived. He stated â€Å"Two more squad cars came through. They were like, whose car is this?† He reported that the officers not only ran his tags for warrants but also would not assist with retrieving his keys. He also added that when a Black female officer drove up she was willing to assist them with retrieving the keys. He questioned if the

Information and Communication Technology Standard

Question: Discuss about the Information and Communication Technology Standard. Answer: Introduction: AS-8015 is an Australian standard that would be utilized during the internship which has been defined for the corporate governance of information and communication technology (ICT). The standard would be applicable as there are a number of different components and entities that would be involved associated with ICT. These entities will also interact with each other and exchange information and it would be necessary to monitor and manage the same. AS-8015 provides the guidelines and mechanisms to perform the same which would be utilized during various activities carried out during the internship. The application of the standard would be carried out in the form of various principles on which A8015 is based upon which include the establishment of well defined responsibilities, design and planning of ICT in such a manner that it would support the organization in the best possible manner, gain the validity in terms of ICT, ensure that the performance of ICT is not compromised at any level , adherence to the rules and regulations that are applicable and human factors are respected and considered at all times. AS8015 would make sure that the governance is applied accurately and would also make the tasks of the senior management and administrative units much easier. AS-8015 has not been defined for a specific domain under ICT and therefore it would be easier to apply the standard in the project during the internship to make sure that the project activities are executed and managed accurately and adhere to the defined guidelines as well (Wibowo, 2008). References Wibowo, A. (2008). Australian Standard 8015 : 2005. [online] Available at: https://itgov.cs.ui.ac.id/itgov/AS-8015%202008.pdf [Accessed 23 Nov. 2016].

Policy Responses during the Great Recession

Introduction The great recession of 2008 led to monetary and fiscal policy responses to end the recession and prevent similar occurrences. Many policy responses were unconventional at the time of their proposal and enactment. They gained popularity because of the need for a solution in the shortest time possible.Advertising We will write a custom term paper sample on Policy Responses during the Great Recession specifically for you for only $16.05 $11/page Learn More After implementing the policies, countries and particular sectors of an economy would face inflation and GDP growth problems, while others that were favored by the policies would enjoy better circumstances of the same parameters. The events that contributed to the occurrence of the great recession included inadequate monetary controls, global misconceptions, laxity in regulation, and misunderstanding of risk. The impact of policy on recovery was diverse on the direct channels, transmission ch annels, and vulnerabilities of economic sectors to the recession and subsequent policy changes (Verick and Islam 2). Demand and supply numbers in any sector have a significant role to play in policy responses of governments. At the same time, interested parties in governments’ reaction to a recession have to rely on the available microeconomic data to initiate programs and advise governments accordingly. The United Nations, as an example, relied on the microeconomic data of several countries affected by the great recession to come up with new policy guidelines for high-income and low-income countries. It measured the impact of policies on the increase in demand for labor. The UN used this as a means of verifying the overall impact of various policy interventions.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Stimulus package as a policy response, its motivations, and effects T he most common policy response by countries was to create a stimulus package that would target the most affected sectors of the economy. Stimulus packages involved the release of funding by the government to act as cheap credit and stimulate demand for products and services in a particular sector so that there would be enough reasons to increase supply. With the rise of the sectors out of the recession, economies would be able to return to their normal functioning as employment rates would improve, and people would find full employment and stop being in underemployment. Increased demand would also increase government taxation base to provide funds for managing fiscal and monetary policies of the affected countries. The United Nations Development Program (UNDP) is a super-national organization under the United Nations. It has been monitoring the effects of stimulus packages around the world. It advised governments on the effectiveness of the policy responses towards the significant r ecession. The organization provided various research reports used by Verick and Islam in evaluating policy responses by countries (34-38). According to a report by the United Nations, global rebalancing after the great recession is taking place at the expense of the growth of economies (xv). The report argues that the effects of policy responses have been welcomed as solutions to the great recession, but they have also created an economic growth problem.Advertising We will write a custom term paper sample on Policy Responses during the Great Recession specifically for you for only $16.05 $11/page Learn More Citing the United States as an example, the document shows that the current growth in the domestic savings rate is due to structural adjustments created by stimulus package policies. However, in the same country, the government has increased its deficit and businesses have shrunk their investment rate significantly, which shows that the current econo mic growth can only last for a short while before succumbing to structural problems that will lead the country back to a recession. The country will then recover as the government and businesses adjust. The report explains that policy responses in many countries only pave the way for a cyclic imbalance in the economy (United Nations xv). Governments around the world responded to the great recession by initiating policies that boosted domestic consumption. China created monetary policies that increased the available money supply to consumers in an effort to spur domestic demand and reduce reliance on the export market. Japan initiated similar responses, while the appreciation of its currency created an automatic buffer against increased consumption of imports. Nevertheless, the United Nations cautions against the imbalances in the global arena, which threaten the global exchange rate stability. The global trade volume among countries withers with every country seeking to boost domest ic consumption and limit dependence on exports. This affects the robustness of the market-based exchange rate equilibrium negatively. An increase in global transactions is supposed to increase the reliability of the exchange rates as demand and supply match. However, specific country policies only increase imbalances in the demand or supply of global currencies and skews the exchange-rate equilibrium unfavorably (United Nations xvi).Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More As measured in 2008 in 48 countries, the UNDP confirmed that stimulus packages accounted for 3.9 percent of the global gross domestic product (GDP). It also accounted for 4.8 percent of national GDPs of 20 out of the 48 countries, which are developing countries. The clearest beneficiary of the stimulus packages in developing countries was social services. One major aim of policy response in the countries was to provide social protection. Therefore, the stimulus package expenditures helped to meet the goal. According to the International Labor Organization (ILO), as reported by Verick and Islam, the critical areas of stimulus packages intervention were stimulating job demand and supporting jobs, job seekers, and the unemployed (36). Others were expanding social protection for food security and the use of social dialogue to protect the right to work. The findings of the super-national organization were that some policy interventions were more popular than others. While support goes ma inly to the small and medium enterprises for their role in providing jobs and stimulating GDP growth, there is less than adequate focus on the employed who need an income boost and job protection due to their vulnerability to the effects of the great recession (Verick and Islam 36). Many policy responses in developing countries have been sector-specific and touching on businesses and public expenditure. Few policies touch on particularly vulnerable groups like youth, migrant workers, and public sector employees, as well as the informal economy workers. As a result, the policy effects stimulate economic growth, but they do not immediately affect the most vulnerable groups. This creates an illusion of governments failing to do everything that is required to protect the welfare of the citizens. It also explains some of the dissatisfaction with governments, as expressed through strikes in developing countries and different groups of employees demanded wage increases or reduction in the cost of living. At the time of the great recession, many central banks introduced new credit facilities to ensure that their countries’ financial sectors had sufficient access to liquidity. Central banks continued to increase their balance sheets from 2009 onwards, as they bought more assets from financial institutions to provide them with sufficient liquidity. However, their approach was gradual, unlike the immediate response during the 2008 financial crisis (Carvalho, Eusepi and Grisse 4). An analysis of many stimulus packages by governments does not differentiate between tax cuts and public expenditure. In the first case, the government provides more funds to businesses and individuals by reducing their tax obligations. In the second part, governments increase their expenditure in the economy to stimulate economic activity, mainly the demand for goods and services (Carvalho, Eusepi and Grisse 5). The adoption of monetary and fiscal policies by authorities in response to th e great recession was mainly endogenous. Decisions relied on external expectations on central banks to stabilize financial markets and the economies of their respective countries (Carvalho, Eusepi and Grisse 6). The external sources of expectations included the banks and non-governmental organization concerned with policy advice and implementation at the national level. At the same time, stabilization efforts were aimed at influencing microeconomic circumstances facing individuals in an economy, such as the availability of employment and demand for goods and services (Verick and Islam 40). The United Nations notes that currency challenges are the biggest threat to policy implementations in developing countries (xvi). They can derail the outcome of the policy and cause the country’s exports to remain uncompetitive. Dependence on global trade also comes as a disadvantage because other countries limit their imports as part of their responses to the great recession. On the other hand, developed countries have to grapple with the unwillingness of policymakers to go for structural choices that create permanent shifts and use unpopular options. Instead, they are likely to succumb to pressure from the electorate and financial lobby groups to create short-term policy changes that favor existing conditions and spell doom for the future. After being bailed out by their more capable neighbors, countries in Europe are likely to enter into austerity periods where they avoid too much expenditure. This can lead to reduced overall economic activity and increase the burden of government provision of social services. However, governments at the same time face resistance from the public on any action meant to raise revenues through increased taxation. The United Nations calls for a pervasive and well-coordinated global plan for dealing with the effects of the great recession. It calls for an increase in short-term fiscal stimulus programs by countries most affected by the great recession. The main reason for the support of the additional economic stimulus packages that rely on taxation policies of governments is that there are weak private demand and high unemployment rates. F or developing countries, the situation is different as their main concern is to prevent a rise in food prices and handle volatility in commodity prices and exchange-rate stability (United Nations xviii). Unfortunately, with the current response model, the only global coordination among countries in their policy responses is discussions in global forums. There is no tangible coordinated action among countries. Instead, every country goes on to implement its stimulus package, according to the domestic needs. The reliance on domestic conditions affects the global balance of trade and policy and causes additional problems for countries in their exchange rates. Therefore, the United Nations wants countries to look beyond their domestic problems of unemployment and keep commodity pri ces low. Countries should work with other countries or blocs to have a better exchange rate stability that will allow them to achieve their domestic goals (United Nations xix). Meanwhile, Verick and Islam (42) explain that it is difficult for developing nations to rely on the trickle-down benefits of policies implemented by the G20 countries. The systematically coordinated fiscal responses by developed nations will not create quick effects on the global scene to allow developing countries to reach their recovery goals fast. The developing countries still have to grapple with their lack of social protection structures that can ensure the unemployed and the poor do not remain susceptible to the enormous costs of the global recession. The International Monetary Fund (IMF) shows that responses to the great recession involved a mix of tax cuts and spending in the global nine largest economies. Even though the size of the stimulus package was large, it was not enough to offset economy out put gaps caused by the recession. Another finding was that delay in implementing the policies led to reduced chances of closing the jobs gap created by the recession (IMF 3-5). Specific interventions in high-income countries on sustaining high employment levels in their economies were as follows. The first intervention was to provide training for the people threatened by layoffs and those who are unemployed. The other solution was work sharing, while the third intervention was to increase public employment services. They included job search assistance and job/wage subsidies. Most countries did not implement public work programs because their labor markets were less responsive to such interventions, as they relied more on private enterprise participation. This made the other interventions more popular (Verick and Islam 44). Unfortunately, only countries that enjoy the high-income status also have the highest ability to implement labor relevant policies. As incomes decline, the financ ial constraints for implementing such policies also set in. As a result, many low and middle-income countries can only rely on training as a policy response to ensure that a large number of citizens remains employable, in addition to reducing economy-wide effects of the recession. In countries that were most affected by the great recession, firms that were most affected tended to participate most in lobbying for the inclusion of favorable provisions in their countries’ stimulus packages. According to the research by Adelino and Dinc, the effect of lobbying for the implementation of stimulus packages was skewed in favor of the most active firms in the lobbying process (257). The effect of this was that the stimulus package implementation in some sectors did not provide full recovery of all firms; instead, it created competitive advantages for some firms over others. Supporting evidence on the effect of lobbying and allocation of support in stimulus package came from Adelino an d Dinc, who showed that the allocation of stimulus funds was correlated to stale-level economic distress, but weakly (258). Instead, it strongly associated with congressional politics. Therefore, non-financial institutions that were the most active in lobbying the US Congress for assistance got the most out of the stimulus packages in the United States. The goal of the Stimulus Act of 2009 in the United States was to increase federal investments so that there would be a subsequent decrease in overall unemployment in the country. However, the differing effects of the recession on some sectors of the US economy and the predominance of the sectors in some states more than others also ensured that there was skewed application of the stimulus package (Adelino and Dinc 264-265). Other than lobbying, in any country, firms can appoint politically connected directors or increase their campaign contributions for a political party that wins elections and provides favorable treatment to the fir m or the sector (Adelino and Dinc 270). Supplying credit was a major intention of the various stimulus packages developed by states. In the classical economics sense, an increase in credit does not influence asset prices. According to Mian and Sufi, the great depression was caused by an outside shift in the supply of credit from 2002 to 2006 (55). The main reason for the outside shift was the global imbalance in savings. There were also subsidies for mortgages through government home ownership initiatives. At the same time, the research by Mian and Sufi showed that companies in the US mortgage industry increased their campaign contributions significantly (55). The contribution likely affected voting behavior in the Congress. In relation to that, representatives from the most affected constituencies voted for various bailouts for companies in the mortgage and financial industry. This finding increased support for the claim that microeconomic indicators played a role in influencing de cisions on the distribution of economic stimulus packages. However, the participation of firms and political leadership in decision-making affected the reliance on economic fundamentals in allocating funds and intervention measures. The availability of microeconomic data on many economic sectors helped to shape the stimulus package in many countries. Governments could pinpoint the expected responses of industry and firms when allocating assistance. For example, employment numbers in small and medium enterprises in a particular economic sector could tell the severity of the recession on the sector and the opportunity of recovery presented by a particular intervention. In such cases, increasing training or providing job sharing opportunities could work based on data showing consumer spending, borrowing, and repayment burdens. Conclusion The highlights of this paper are that the governments that were affected most by the great recession responded to domestic circumstances before evalua ting the existing options in a globally coordinated policy response. There was a big difference in the response approaches adopted by the high-income countries compared to those taken by the low-income countries. For instance, most of the economic activities in high-income countries are formal. It was easy for governments to collect relevant data about employment and causes of employment or unemployment rate fluctuations. An increase in unemployment was caused by reducing demand for labor, which arose out of reduced demand for goods and services. Thus, a cyclic relationship existed in the microeconomic conditions affecting economic performance. Focusing on one aspect without taking measures to control other economic conditions creates short-term solutions and long-term systematic problems. Based on analysis and advice from various super-national organizations, a globalized outlook is important, even when responding to domestic economic problems. For example, the global effect of tra de on the world currency exchange affects the affordability of goods and services in an import-reliant country. This goes on to affect demand for capital or labor as substitutes in the production process. Thus, when a country is seeking to increase demand for in a particular sector, it has to consider the ongoing dynamics of its economic policies and those of other countries. Lastly, this paper shows that domestic policy interventions after the great recession depended on the amount of the supply and demand for their goods and services in various sectors, which also affected their demand and eventual allocation of funds from economic stimulus packages. Works Cited Adelino, Manuel, and I. Serdar Dinc. â€Å"Corporate Distress and Lobbying: Evidence from the Stimulus Act.† Journal of Financial Economics 114.2 (2014): 256-272. Print. Carvalho, Carlos, Stefano Eusepi, and Christian Grisse. â€Å"Policy Initiatives in the Global Recession: What Did Forecasters Expect?† Fede ral Reserve Bank of New York: Current Issues in Economy and Finance 18.2 (2012): 1-11. Print. IMF. The Size of the Fiscal Expansions: An Analysis of the Largest Countries. Washington, DC: International Monetary Fund, 2009. Web. Mian, Atif, and Amir Sufi. â€Å"The Great Recession: Lessons from Microeconomic Data.† American Economic Review 100.2 (2010): 51-56. Print. United Nations. World Economic Situations and Prospects 2012. New York, NY: United Nations, 2012. Web. Verick, Sher, and Iyanatul Islam. The Great Recession of 2008-2009: Causes, Consequences and Policy Responses. Discussion Paper. Bonn: Institute for the Study of Labor, Germany, 2010. Web. This term paper on Policy Responses during the Great Recession was written and submitted by user Korath to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Comparison of Malls and Big Box Stores

MP3s the wav of the future essays

MP3s the wav of the future essays If you're a big "net junkie" you may have noticed that many sites are offering files called MP3s. Just what is an MP3 you may ask? MP3 is the shortened, more popular name for the Mpeg Layer 3 file compression format. MP3s are highly compressed sound files. While the Mpeg compression format has been out for awhile now, the Mpeg Layer 3 has compressed these sound files so greatly that they are now being widely distributed, and are just now making it into the public eye. MP3 compression has been a major contribution to how people distribute music. This high compression, "...1/10 of the original dat file's size." , brings "CD quality music at bit rates ranging from 128 to 384 KB/sec." Distinguishing an MP3 file encoded at these high bit-rates from a real CD, is nearly impossible for the un-aided ear. MPEG compression is also used in the encoding of movies for digital media. To better explain just what MPEG compression does, I will quote Stephen A. Booth from his article How Compression Works. "In a movie, for example, a vast expanse of blue sky needn't be encoded bit for bit; identical pixels in the scene are mapped and bit-coded to repeat, while only differences need be registered uniquely." What makes MP3s such a major break-through is the fact that you don't need any high-tech equipment to create and play them. All that is needed is a computer, and special software which can be downloaded from the internet. The music industry has the most to gain from the MP3 compression format. MP3s will greatly increase the distribution of music samples, one of the leading ways that music companies increase their profit margins with. MP3s are so greatly compressed that low-bandwidth users browsing the internet from home can download music samples quickly. This will greatly increase the reach of the music industry and convince more people to buy music from them. The web site known as GoodNoise has already jumped on this chance t ...

Final Project for a linguistic class called Introduction to Essay

Final Project for a linguistic class called Introduction to Linguistics - Essay Example In 1889 operators of central telephone exchange were called as hello girls. Hello can be used in a lot of senses; it can be used as a greeting, to answer a telephone, to attract attention, an exclamation of surprise or wonder (e.g., we went to see Eiffel Tower and hello! It was beautiful). We can even use hello as a noun when we say (e.g., it was a cry of hello), basically hello is an interjection expressing some informal greeting. It is also used when we’re questioning something with someone being addressed, (e.g. are you happy with what is going to happen here? Hello!). We can use hello as a noun as well (e.g. I went to meet Alex but he gave me a cold hello), as verb (e.g. I helloed very loudly before someone could take notice of my arrival). Tough the whole world now uses Hello but British people still use hullo. This word â€Å"Dude† is from American vocabulary, it was first used in the year 1883. Dude is used for a male and when using for a female. Two words dudine & dudess are used; however dudine is more popular than dudess. This word is pronounced as â€Å"dood† and it has quite a few meanings, initially it was used in America for those Easterners who move to west and start living there but that meaning is not accurate anymore. Dude in present day is used in quite some other meanings. Dude can be used as slang for friend, chap, mate or a fellow. Other than that dude is also referred to some guy who is very concerned about his dressing as per fashion, another meaning of dude is used for a some man who is staying on a farm but that is also an old meaning of Dude. We also say dude up as slang for dress up (e.g. look at him! All dude up to impress the girls at bar). Some people are of the opinion that dude is derived from another word dud which means a failure or a flop which is the opposite of Dude. This word has a very long history; it was first recorded in 1050 in England. It was first called godsibb which means godparent as in god-sib (sib as

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

2 - Assignment Example University of Oregon track coach Bowerman wanted lighter and more resilient racing shoes for his runners. One of them, Phil Knight, was trying to devise a marketing plan to fulfill a school project. During his trip to Japan, Knight met with a Japanese shoe manufacturer. He told them his company, Blue Ribbon Sports, would distribute the manufacturer’s running shoes in the USA. Knight was able to sell $8,000 worth of Japanese-made running shoes. Later, Knight and Bowman named changed their company’s name to Nike. (A brief history of Nike, n.d.) Almost a decade after Nike was created Microsoft was invented by well-known software developers Bill Gates, Paul Allen and their friends because of their love for computers. Gate and Allen successfully wrote and sold a software program to Altair manufacturers. After this, they decided to form Microsoft. (The history of Microsoft, 2001) Even if I know how these brands were created, I would still buy their products. I believe in thes e brands. The quality of their products is always satisfactory. I think because of their status in the industry, the companies will always try to make excellent products. References: A brief history of Nike. (n.d.). Retrieved from http://xroads.virginia.edu/~class/am483_97/projects/hincker/nikhist.html on May 10, 2011.

Project Communication Plan Assignment Example | Topics and Well Written Essays - 500 words - 1

Project Communication Plan - Assignment Example Project managers should use the available tools of communication such as; letters, telephones, and video conferencing. A good communication plan is the most effective way of letting different end users of a project knows the effects a particular project to them. Project managers who have the responsibility of developing a communication plan should take into account a number of key components to ensure that they have a good communication plan. This will ensure that all the parties who are interested in a project are well served with the relevant information regarding the project. Audience forms a major component of a good communication. Campbell (2012) refers to this as the Stakeholder analysis. Different persons who are interested in the project cycle such as sponsors, stakeholders, and team members will require different information. A good communication plan should identify each audience with the aim of providing relevant information to them. The purpose of identifying audience is to see if we can determine how each audience is concerned. In addition to Audience, Content is the second component of a good communication plan.This component describes the kind of information that each audience needs. Such information may include the details about accomplishments and progress of the project. This information may be very relevant to the high level stakeholders (Biafore, & Stover, 2012). All these audience groups have unique interest in the whole project which the project manager will reflect up on when developing a communication plan. Method of communication is another important aspect of a good communication plan which project management should take into account. With a lot of technological advancements in the methods of communication, project managers have numerous methods of communication to the relevant audience (Heldman, 2011). Means of communication include; in person meetings, videoconferencing, telephone calls, email, and written

Aggressive Contests in Male Jumping Spiders

Aggressive Contests in Male Jumping Spiders Tutorial of Elias et al.s Assessment during aggressive contests between male jumping spiders Assessment strategies are a vital factor in game theoretical models of contests. In contests animals may engage in mutual assessment; where individuals assess both their own and their opponents resource holding potential (RHP) and make decisions based on estimated differences (Prenter et al, 2006; Briffa, 2008). Alternatively, they may partake in self-assessment, in which individuals set thresholds based on their own RHP (Prenter et al, 2006; Briffa, 2008). Using a statistical methodology which enables the distinction between assessment strategies, the study examined contests in Phidippus clarus, a common jumping spider.The study had three main aims: to determine whether substrate-borne signals are important in aggressive contests, the assessment strategies used in contests, and the factors that decide contest outcomes. Adult and penultimate male and female P. clarus were collected. They were individually housed in the laboratory for a minimum of 4 days to allow them to acclimate prior to use. The experimental arena was a plastic cylinder with petroleum jelly on the inside of the wall to prevent spiders escaping. In order to avoid visual disturbances, an opaque paper ring was placed around the cylinder. Graph paper was used as the arena floor, this allowed movement to be measured. It was replaced after every two trials to prevent chemical cue build up. An empty female nest was placed in the center of the arena. To begin with a removable barrier split the arena into two equal sections. Randomly selected males were placed in separate halves and left to acclimate for 5 minutes. The barrier enabled acclimation and removed potential ownership effects. Contests were observed and substrate-borne vibrations were recorded using a laser droppler vibrometer. Contests were terminated after three bouts, a male was considered to have won a bout when the rival male turned away and retreated more than two body lengths. Male behaviours during aggressive interactions were divided into two phases: the precontact phase and the contact phase. The contact phase began when the two spiders started to leg fence. During the precontact phase males produced substrate-borne signals. The signals generally preceded movement toward rivals and rarely preceded retreat. Following the contests, males were weighed and digitally photographed to measure patella-tibia length and cephalothorax width. These measurements were used a s an indicator of size. A range of statistical analysis was performed on the data. A statistical methodology outlined by Taylor and Elwood (2003) and Morrell et al (2005) was used to distinguish assessment strategies. The results indicated that contest duration, particularly contact phases, were based predominantly on self-assessment and to a lesser degree mutual assessment. It was suggested that males may shift between self-assessment and mutual assessment as more information becomes available or more reliable. In the case of partial mutual assessment, as more rival assessment occurs, a negative correlation will grow between winner weight and contest duration (Prenter et al, 2006). The study found a nonsignificant negative relationship between winner weight and contest duration. This is congruous with partial mutual assessment. It was suggested that relying more heavily on self-assessment to determine contest duration may be an economical strategy that avoids the costs of mutual assessment. Mutual assessment requires energetic demands to detect and process a rivals signals, as well as needing time to process the information in order to make accurate decisions. These costs would be heightened if the signals were unreliable. Hence, self-assessment enables the individual to pay only the costs they are willing to but maintain a high probability of winning against inferior rivals. Â   The male jumping spiders used multimodal signals during aggressive interactions: visual and substrate-borne. Substrate-borne vibrations appeared to be of particular importance, given that the number of vibratory signals accurately predicted the contest outcome. More actively signaling males were more likely to win.ÂÂ   Additionally, precontact phase duration was based on relative vibration behaviour. Males which vibrated at similar rates had shorter precontact phases. Figure.1 Effect of experience on contests. (a) Differences between contest phase duration in different bouts. Both precontact and contact phase duration were significantly reduced after initial contests. (b) Difference between vibrational signalling between different contest bouts. **P et al, 2008) 53/56 of the males that won the first bout went on to win all three bouts. The study found contest experience affected males signalling rate. While winners signalled repeatedly at a similar rate, losers significantly decreased the rate at which they signalled after losing the first bout (Fig. 1b). As well as this, experience affected the time that males spent in contest. Both precontact and contact phases were notably shorter in the second and third bouts (Fig.1a). This indicates that experience effects are important for multiple contests with the same opponent in P. clarus. In the field, males would most likely escape after losing a single contest, so repeated bouts with the same individual may be rare. However, these results important because they highlight that experience, especially losing experience, can influence subsequent behaviours. Following these results an area that needed more research is the impact of experience on future contests with new rivals and the duration of the se effects. This is addressed in a later paper by Kasumovic et al (2010). They found that winner and loser effects have a similar magnitude, but loser effects persist longer. They also found previous experience alters actual fighting ability. They suggested that experience should be integrated into models, particularly when competitive signals or traits are unreliable. Arnott and Elwood (2009) also wrote a subsequent paper which encouraged game theorists to update models. The paper explored how the abilities of contestants to assess RHP influences fights. The paper cited Elias et al (2008) to support the existence of partial mutual assessment. They stated that strategies, such as partial mutual assessment, point to limitations of current game theory models. Arnott and Elwoods (2009) work has been influential, with further work finding winner and loser effects change with age, which is often a disregarded factor in studies (Fawcett and Johnstone, 2010). References Arnott, G. and Elwood, R.W. (2009) Assessment of fighting ability in animal contests, Animal Behaviour, 77(5), pp. 991-1004. Bridge, A.P., Elwood, R.W. and Dick, J.T.A. (2000) Imperfect assessment and limited information preclude optimal strategies in male-male fights in the orb-weaving spider Metellina mengei, Proceedings of the Royal Society B: Biological Sciences, 267(1440), pp. 273-279. Briffa, M. (2008) Decisions during fights in the house cricket, Acheta domesticus: Mutual or self assessment of energy, weapons and size?, Animal Behaviour, 75(3), pp. 1053-1062. Elias, D.O., Kasumovic, M.M., Punzalan, D., Andrade, M.C.B. and Mason, A.C. (2008) Assessment during aggressive contests between male jumping spiders, Animal Behaviour, 76(3), pp. 901-910. Fawcett, T.W. and Johnstone, R.A. (2010) Learning your own strength: Winner and loser effects should change with age and experience, Proceedings of the Royal Society B: Biological Sciences, 277(1686), pp. 1427-1434. Kasumovic, M.M., Elias, D.O., Sivalinghem, S., Mason, A.C. and Andrade, M.C.B. (2010) Examination of prior contest experience and the retention of winner and loser effects, Behavioral Ecology, 21(2), pp. 404-409. Morrell, L.J., Backwell, P.R.Y. and Metcalfe, N.B. (2005) Fighting in fiddler crabs Uca mjoebergi: What determines duration?, Animal Behaviour, 70(3), pp. 653-662. Prenter, J., Elwood, R.W. and Taylor, P.W. (2006a) Self-assessment by males during energetically costly contests over precopula females in amphipods, Animal Behaviour, 72(4), pp. 861-868. Prenter, J., Elwood, R.W. and Taylor, P.W. (2006b) Self-assessment by males during energetically costly contests over precopula females in amphipods, Animal Behaviour, 72(4), pp. 861-868. Taylor, P.W. and Elwood, R.W. (2003) The mismeasure of animal contests, Animal Behaviour, 65(6), pp. 1195-1202.

Globalisation and trade liberalization are worldwide phenomena that hav

Globalisation and trade liberalization are worldwide phenomena that have significantly changed Australia's trading relationships over the past decades. Globalisation and trade liberalization are worldwide phenomena that have significantly changed Australia's trading relationships over the past decades. Traditionally , Australia is a highly protected country against foreign competitors by using methods of protection such as tariffs and subsidies. However, since the 1980s Aust and many of the world economies has faced substantial reductions in trade barriers in order to promote what we known as Free Trade. Australia gradually reduced its trade protections, which can be any actions by national governments that will give an artificial competitive advantage to domestic producers over foreign producers. The changes to the free trade and protection policies has caused a significant improvement in the number of Free Trade Agreements (FTA) and a shift in Australia's trading relationships, which in turn has affected firms, individuals and also the Australian government. Since the mid 1970s, Australia has started to reduce protection by cutting tariffs, tax on imports, from average tariff levels of 23% in 1968 -69 to 4.4% in 2001. Traditionally, the highly subsidized industries (any form of support to keep domestic industries competitive) are sectors such as motor vehicle and textile, clothing and footwear (TCF). These industries have a fixed low tariff level between 2000 - 2005, to allow them to restructure and become more internationally competitive. Australia's tariff reduction levels have gone way below those required by international trade agreement such as WTO agreement and the APEC. Australia in the last ... ...d this would affect the voting ratios for the government as benefits of tariff reductions and free trade promotion would take a much longer period to arrive. Through the significant change of Australia's protection levels and the promotion of free trade, it is obvious that Australia's major trading partners is shifting from European countries to the high trading potential Asian countries. This is due the enormous demand in many developing countries, which results in a greater market for export. This has brought a positive impact on Australia's primary base industries such as minerals, therefore increasing the amount of export revenue for Australia. Free trade and the reduction in Protection result in the better performance of export as it generates Australia's economic growth, which in turn benefits firms, individuals and the government sectors overall.

Blood Pressure & Pulse during exercise Essay

Introduction: The blood pressure of a person is the force exerted by the blood on the walls of the arteries per unit area. The blood pressure unit is mmHg. The blood pressure of an individual is expressed in two ways, the systolic (due to the contraction of the ventricle) and diastolic, (due to the relaxation of the ventricle). The normal blood pressure of an individual is 120/80 (systolic / diastolic). Various factors can alter a person’s blood pressure; this includes exercise, smoking, stress, diseases and age. Materials and Methods: Stepping stool, timer, blood pressure measurement kit (Sphygmomanometer and a stethoscope) and students in-groups of four. In each group one student acted as a patient, while the other acted as a physician or nurse. Another acted as the timekeeper. The fourth student acted as the data recorder. The base-line pulse rate and blood pressure of the patient (student) were obtained. The patient was asked to perform stepping – up and down the stool 30 X within 5 minutes. After the stepping stool exercise, the patient’s blood pressure and pulse rate were immediately obtained again. After resting for 2 minutes, the measurements were repeated and also after 5 minutes. In order to obtain more data each student in the group acted as a patient and the measurements were repeated.

Eugenics & The Non-Therapeutic Sterilization of Incapable Ad essays

Eugenics & The Non-Therapeutic Sterilization of Incapable Ad essays Eugenics Eugenics is the science of improving the population by controlled breeding for desirable inherited characteristics. The horrible effects of Canadas eugenics movement, which spanned from 1885 to 1945, still resound through Canadian courts to this day. The eugenics movement spawned the horrific practices of government-enforced, involuntary sterilization programs such as the Sexual Sterilization Act passed in Alberta. Alberta was one of two provinces (B.C. 1933), to pass such legislation. The Sexual Sterilization Act, which was introduced in 1928 in Alberta, was based on the principals of eugenics, meaning "good birth". In the 1920s, it was believed that if only those people with desirable genes bore children, the human race as a whole would improve. The Alberta government and pressure groups including the United Farm Women of Alberta sought to limit the reproduction of many kinds of people, including visible minorities and the "feeble-minded". They associated much of the rise of crime, poverty, alcoholism and other vices to these people. Regardless of the reasons in support of sterilization at the time, restricting an individuals ability to reproduce is viewed as a violation of their constitutional rights. It is for this reason that the province repealed its Sexual Sterilization Act in 1972. Leilani Muir was a victim of Albertas former sterilization laws. Her case was brought before Alberta Provincial Court in 1996. Her case set a precedent for many future settlements awarded to other sexual sterilization victims. In 1999, the Alberta government offered an $82-million compensation package and apology to those who were forcibly sterilized under the Sexual Sterilization Act of 1928. Under the Canadian Charter of Rights and Freedoms, we are guaranteed equal protection under the law (S.7). This right has come under severe scruti...

Instagram Influencer Marketing How to Get it Right in 6 Steps

Instagram Influencer Marketing How to Get it Right in 6 Steps Why tell the world how wonderful you are when you can get someone else to do it and make 1000 times the impact? Big name department stores have fashion bloggers on their payroll because their target market is influenced by the say-so of the people they engage with daily. They’ve recognized that people’s purchasing behaviour has changed. A  Nielsen survey  found that only 33 percent of people trust advertisements while 90 percent trust peer recommendations. And Instagram is where peer recommendations are happening more than ever. Instagram influencer marketing  may just be the golden ticket that provides your business with access to a huge pool of potential customers. If you follow the right strategy†¦ Instagram Influencer Marketing: How to Get it Right in 6 Steps by @acquireconvert via @ Table of Contents: Whats In This Post? What Exactly is an Instagram Influencer? How Powerful is Instagram Influencer Marketing? STEP 1: Define What Success Looks Like to You STEP 2: Identify the Right Influencers to Partner With STEP 3: Refine Your Pitch to Influencers and Increase the Chances of a Response STEP 4: Design and Optimize Your Influencer Campaigns STEP 5: Follow Best Practices and Maintain Transparency STEP 6: Track the Success of Your Strategy How Much Does It Cost? Who Should Be Using Influencer Marketing? A Problem With Instagram Influencers (And a Solution) What You’re About to Discover†¦ When the retailer Lord Taylor  enlisted the help of 50 influential names in fashion on Instagram, its strategy involved all influencers wearing the same dress which promptly sold out by the end of the weekend. How can you start getting a piece of the action? Instagram influencer marketing is more challenging than most marketing strategies on the platform especially if you’re just starting out. Everyone  wants a ‘piece’ of the influencers that’s why they’re influencers! Your efforts will fall flat on their face without a strong guiding strategy. But the potential rewards are huge. You’re probably not ready just yet to ask Prince Harry and Meghan to endorse your brand.  But that’s OK. Any size business can use influencer marketing. The main question is: how do you get the right influencers sitting up and taking notice? That’s what I’ll take you through here. As well as clearing up a myth or two about influencers, you’ll learn why Instagram influencer marketing is so powerful, what it costs, and what types of businesses it’s for. Most importantly, I’ll take you through a series of six practical steps covering: How to create an influencer marketing strategy that can be measured Who you should be trying to partner with How to approach influencers and actually get a response The types of influencer campaign you can run: Best practices transparency and disclosure Tracking how your campaigns are going Before we get into the practicalities of your strategy, let’s understand a little more about Instagram influencer marketing and why it’s so powerful†¦ Make @instagram influencer marketing easier with these free templates What Exactly is an Instagram Influencer? When you think ‘influencer’, do you think ‘celebrity’? If so, you’re only partly  right; celebrities ARE often influencers but not all influencers are A-listers. In fact, most aren’t like this chap: So let’s not restrict ourselves to Ronaldo, Beyoncà ©, Taylor Swift, and Jay-Z. As well as celebrity A-listers or ‘top tier’ Instagram influencers, you have: ‘Macro’ influencers  - those who have built up a very large Instagram following in their specialist area (generally 10,000 plus) ‘Micro’ influencers  - those who have built up a smaller but highly engaged Instagram following (generally 1000 - 10,000 or more) For our purposes, we’ll focus less on the celebrities and more on the two other types of influencers - because we want results, not pipe dreams. Only 3 percent of buyers are influenced by celebrity endorsements in their purchase decisions, according to a 2016 Collective Bias survey. And, according to Google, The Top 25 YouTube stars attract 12 times more comments than traditional celebrities. We’ll get into who exactly who you should be targeting in STEP TWO  below. For now, it’s enough to recognize that Instagram influencers have significant networks of followers and enough ‘pull’ to be able to sway opinion amongst followers. By engaging these influencers in marketing initiatives, we tap into their ability to build favorable sentiment towards us and our products. Curious to know what #Instagram influencer marketing is all about? Check out this guide from... How Powerful is Instagram Influencer Marketing? Ever since brands started hiring celebrities to wear their trainers, carry their designer bags, or endorse their sports gear, the power of influencer marketing has been no secret. It’s why you see David Beckham collections in HM stores. That it has come to Instagram should be no surprise. Everyone from YouTubers to Tweeters, Facebookers and Snapchatters have been dabbling in it in recent years. In 2016 for instance, Twitter reported  that: Nearly 40% of users claim to have made a purchase as a direct result of a tweet from an influencer Elsewhere, the Collective Bias survey mentioned earlier reported that: 70% of millennial consumers are influenced by recommendations from their peers in buying decisions Instagram as a marketing vehicle has been on a sharp upward trajectory over the past few years. As a result, Hashoff reports  that 91.9 percent of 150,000 influencers chose Instagram as their number one platform. With 800 million active users, the potential is obvious. But standing out from the crowd has become ever-more challenging when all the smartest kids on the block are marketing the hell out of Instagram. Instagram influencer marketing can set you apart. Let’s go†¦ Recommended Reading: The Best Guide on How to Use Instagram For Business STEP 1: Define What Success Looks Like to You All the best marketing strategies are measurable. Set out with some expectations, goals, and KPIs in mind. This will help you decide not only which influencers you partner with (STEP 2) but what type of campaigns you run (STEP 4) and what you will end up tracking (STEP 6). Here are a few of the most important questions to consider when working out your goals: Do you want to increase brand awareness in general? Do you want to simply gain more followers and more engagement? Do you hope to expand your reach? By how much? Are you hoping to increase click-throughs (store traffic)? Is the main aim to increase sales of a particular product (like the Lord Taylor dresses)? Do you hope to raise revenue in general? If so, by how much? Are you looking to increase conversion rates? Do you want to raise awareness about a particular event? Do you need help making a splash with a startup launch? Is the main aim to find brand reps to work with on an ongoing basis? If there's a way to add a fun illustration to represent each goal, that'd be cool if time allows. Identify precisely what you want to achieve and then how you’re going to measure success. This will help decide the types of engagement levels, reach, and traffic you need from your partner influencers, as well as how much you’re willing to spend. Here's how to decide the engagement levels, reach, and traffic you need from your Instagram... . STEP 2: Identify the Right Influencers to Partner With If there’s one golden rule for Instagram influencer marketing it would be this: make sure you find the right influencers. It’s easier said than done: two-thirds of marketers consider finding relevant influencers their biggest challenge, according to a joint study  by Tapinfluence and Altimeter. It’s made easier by a wide range of tools  specifically designed to identify influencers that suit you. Find out more about these tools here  but let’s assume that you’re trying to work it out without their help. Where do you start? What should you be looking for in an influencer? Firstly, let’s return to the three basic types of Influencers: Celebrity influencers ‘Macro’ influencers ‘Micro’ influencersHere are three different types of Instagram influencers to knowWhy Focus on Micro-Influencers? The vast majority of small businesses should focus on micro influencers and perhaps a few macro influencers. Most can forget about celebrities. If you’re a food brand, you might think ‘Jamie Oliver’ at first but you need to get more realistic. Besides, there’s plenty of evidence to suggest that aiming smaller is more effective. The Collective Bias survey referred to above found that 30 percent of consumers were more likely to buy a product recommended by a non-celebrity blogger  whereas only 3 percent were influenced by celebrity endorsements. (Note: this applies to influencer marketing in general rather than just Instagram.) People often find it hard to relate to celebrities. While they may dream to be like Beyoncà © or LeBron James, it’s a fantasy world. And always at the back of the mind is the question: â€Å"Are they just saying that because they’re getting paid for it?† The opinions of people a little closer to home are more trusted  and believable. The best Instagram influencers may be experts in their field; they are influencers because they’ve earned it and risen through their niche; but they’re mainly people like you and me rather than big-name actresses, singers, or sports personalities (i.e. from another niche or even another planet!) There are exceptions but the general rule is to find influencers who are prominent in the specific niche that you play in. Their audience is the same as yours so it helps you get really targeted and in front of the right people. For instance, if you sell women’s shoes, it makes sense to target micro-influencers in ‘women’s shoes’ rather than ‘women’s accessories’ or ‘women’s fashion’. Some micro-influencers may not even consider themselves as an ‘influencer’ until you approach them - even better! They’re more likely to be authentic and won’t have an Instagram feed full of product endorsements; so their support of you will seem more selective. Ten posts from well-selected micro influencers will normally be less of a risk and may be more effective than one from a celebrity. Ten posts from well-selected micro influencers will normally be less of a risk and may be more...Their recommendations appear like authentic recommendations from friends. This encourages more engagement between the influencer and the audience - which is better for you. With limited budgets, multiple posts from micro-influencers are also good for increasing the amount of content out there about you and your brand - especially if content is simultaneously published by several influencers. Suddenly this has the effect of making your brand look ‘bigger’ and more ‘buzzy’. Recommended Reading: Everything You Need to Know About Instagram Analytics to Smash Your Goal The all-important metrics to look out for OK, so you’ve decided on targeting micro influencers. What metrics should you be looking at? The wrong influencers can be expensive mistakes, remember. So invest time into the prep work. Here are the most common metrics to pay attention to: Industry niche - usually there must be an intersection between their niche and yours. If you specialize in yellow hats, make sure they have a strong connection to yellow hats too. Engagement levels of posts - are followers deeply engaged with posts - liking, commenting and sharing? (At least 2-4% and ideally higher). Use tools like Iconosquare,  Tapinfluence  or  Sprout Social  to help calculate engagement levels. Follower numbers - this has become less important than engagement as Instagram’s algorithm has changed. Follower quality -  does the influencer’s audience reflect the quality of potential customer you’re looking for? A good example of follower makeup/quality trumping everything was when HP Australia  partnered with 20 Instagram fashion influencers  to promote the HP Spectre laptop. While they play in very different niches, HP wanted to reach a young audience that was well-aligned to the fashion influencers. The results? 62,943 direct engagements with campaign content and almost a million consumers reached. Traffic - how much web traffic does the influencer generate? Post costs - how much do they charge for posts? Does it realistically fit within your budget? You probably can’t afford what Kim Kardashian West charged for this one†¦ Location - is the influencer’s location important to you and your followers or for marketing your products/services? Are you going global or hoping for more of a local uptake? In general, go for balance. Raw follower numbers are a poor yardstick to use on their own because the temptation to go for huge follower numbers may ignore a lack of engagement. Celebrities may have hundreds of thousands or even millions of followers but low engagement levels.  A survey by Markerley  of over 800,000 Instagram accounts with over 1000 followers found that: Influencers with 10-100,000 followers were most effective at providing a balance of engagement and reach; Influencers with fewer than 1000 followers get their audiences to like their posts 8% of the time and comment 0.5% of the time Instagram influencers with 10 million+ followers get their audiences to like their posts 1.6% of the time and comment 0.04% of the time. In most cases, target micro influencers who already have a strong affinity with your niche and who, preferably, are experts in the field. And while lower follower numbers may limit your potential audience initially, it may help your case for building a strong influencer partnership. You should also tailor this advice towards your target market. According to Twitter, youngsters 13-25 lean heavily towards social media influencers while people over 45 tend to prefer established, household names. Beware!   It’s not unknown for some unscrupulous influencers to buy followers to boost their appeal to businesses. Some may even artificially boost engagement rates with automated comments. Do your homework on influencers and avoid those with questionable followings or repetitive or bland comments. If something seems fishy, it probably is! Final tip:   Don’t limit yourself to human influencers! Get creative: pet care companies often partner with ‘influencer animals’: cute dogs, cats (or raccoons) with large followings (1.5 million) for instance: STEP 3: Refine Your Pitch to Influencers and Increase the Chances of a Response So you’ve boiled it down to a shortlist of influencers you want to target. What next? Before we look at how you contact them, let’s get into the mind of an influencer a little. Why are they doing what they do and how can you demonstrate the right approach to working with them? Are there any approaches that will increase the likelihood of successful outcomes? Influencers won’t necessarily agree to work with you just because you pay them. In fact, you want your influencer to be choosy because it means they’re authentic and interested in alignment and quality, above all. So here are some basic ground-rules to follow: Ensure that you make it easy for your influencer to understand how your brand aligns with their own values: Crowdtap found  that influencers value work that is aligned to their own; create an easy-to-read one-page overview of what your brand represents. Here’s how Fast Company does it on their website: Show respect to influencers you approach - as you would any potential publisher of your content: this was considered vital to influencers interviewed by Crowdtap in their survey. Guarantee the freedom for influencers to express themselves creatively - don’t try to dictate terms to them; it’s their audience and they know their followers better than you. If you’ve selected the right influencer and are well-aligned, trust them to talk to their target audience in a way that will get your own message across and produce win-wins. Keep it authentic - trying to fake it with influencers won’t work. They’ll see through you - and they won’t jeopardize their relationship with their followers for you! â€Å"...when working with influencers, brands have to let go and allow influencers control of the narrative to preserve the authenticity of what is being communicated.† Priyanka Dayal, content marketing manager at Centaur Media PLC. Work directly with the influencer rather than going through a marketing agency- they just prefer it  that way. Tracking Down Your Influencers Now- how do you actually find and get in contact with your influencers?   Fortunately, the Instagram search engine makes it relatively easy to search for influencers. Here’s what you do: Search for hashtags that relate to your industry. For a men’s shoe store you might look for #mensleathershoes: Identify more hashtags by clicking on posts in the search results and exploring what other hashtags they use. Try each of these hashtags - they needn’t all contain the word â€Å"shoes†. They can be closely related to shoes. The posts with the most engagement are listed at the top - these are usually from influential Instagrammers: Examine the accounts of leading posts with these hashtags. Check for content, frequency of posting, engagement levels, follower quality, etc. Really do your homework before identifying them as candidates. Have you found a potential influencer? Beyond this, there are several tools that you can use to make life easier with finding and contacting influencers. These are covered in some detail here. Recommended Reading: Instagram Marketing Strategy: How to Build One the Best Way Outreach to Your Influencers Understand that you’ll be most effective if you look to build a relationship  with your influencer. One direct message is not going to cut it. Use your communication and relationship-building skills rather than treating it as a single ‘transaction’. Assuming you don’t use one of the influencer search engines included in the tools mentioned above, expect to contact your influencers multiple times by direct messaging (DM) or email. For DM-ing: tap  Ã‚  in the top right of FEED. From there, you can  send messages and manage received messages. For email, you can ask for an email address, if it is not listed on their bio. Note that DM is not available on the browser versions of Instagram. You’ll need to download the desktop app to use on a PC; it is however included in the mobile versions of the app. You’re ready to start your outreach to your influencers: 1. A very brief initial introduction message  to test the water and to pop your head up on their radar. Make sure you’re knowledgeable about your influencer and sincere. You don’t want it to sound like spam! Something like this: â€Å"Hi Melanie! This is Jon from XYZ here. Your Instagram content is pretty inspiring and aligns closely with what we’re trying to do. I see quite a few similarities with your values and ours - particularly your XXXX and your XXXX. We’d love to work with you. If you’re interested in making that possible, let me know and I’ll call at your convenience.† 2. Follow up according to their response: if NO - thank them and point out that the door is always open. If YES - email or call to discuss details (what you’re trying to achieve, what your budget is, etc.) 3. Even after you have run the campaign, stay in in contact with your influencer  and share their content if it’s of use to your followers. Who knows when you can hook up again? STEP 4: Design and Optimize Your Influencer Campaigns There are many creative ways to set up campaigns once influencers agree to work with you. Start to collaborate to create more brand awareness, promote certain products or services, or achieve other goals defined in STEP ONE. Before you get going, you might like to create and share a mood board  with your influencer, as a guideline for the content of posts. This can help the creative direction of posts - though typically, remember, influencers like their own freedom of expression. So play this one by ear. Some of the most common types of influencer campaigns are: Sponsored Posts This is when influencers provide exposure for particular products or services by creating a post that you pay them for. Contests Give your Instagram contest a boost by getting an influencer to either run it on their account or to promote it to their followers: Branded Content Work with your influencer to weave your brand name or products into their content in informative or entertaining ways that engage their followers- and get your message across: Reviews A thorough review of your product or service can educate and inform your target audience, building trust through a peer recommendation from an influencer. Brand Rep Programs Brand reps are influencers that you send free products to; enthusiasts in your field who may appreciate the quality of your products and communicate it to their followers†¦ Influencer Takeovers Some influencers will agree to take over your Instagram account for a day. This will be appreciated by your existing followers and should attract the influencer’s followers to your account, expanding your potential following: Campaign Optimization Tips Create branded hashtags:  For each campaign, decide on a hashtag that suits your products or brand. Then all influencers can use this hashtag, helping to build identity and consistency for your brand. Get promoting yourself:  Just because you have an influencer in charge of posting content for a while doesn’t mean you can sit back and watch the sales roll in. Do your own promotional stuff too.

Using Geography to Survive the Zombie Apocalypse Research Paper

Using Geography to Survive the Zombie Apocalypse - Research Paper Example He argues that geography skills are important during this time because it will help people analyze the push and pull factors of migration, or movement, that can help them survive. Push factors refer to elements that make people want to leave the place, while pull factors are factors that make people want to go that place. Hunter (2013) mentioned that some of the pull factors of migration are cities that are connected to other cities, access to resources, such as food, water, reliable shelter, weapons, and transportation, and safety levels. Finally, he explained three steps that can help people analyze their options: (1) identifying points of analysis; (2) finding connections among communities or cities; and (3) finding patterns of movement over these connections. I agree with Hunter (2013) that geography skills will help people survive during the Zombie Apocalypse because they will help examine the movements of people, resources, ideas, and other factors that can help them decide whe re to go, in case it happens. If Zombie Apocalypse happens, the five pull factors that are critical to my movement are: (1) access to basic resources, including weapons and transportation, (2) access to people with ideas on how to survive during these times, (3) existence of safe havens, (4) connection among cities through transportation systems, and (5) availability of open, flat lands. I find access to basic resources important, particularly food, water, shelter, and medicine, because they are critical to survival.

External influences on career decision Essay Example | Topics and Well Written Essays - 3750 words

External influences on career decision - Essay Example A few years down the line, the child starts asking the same question, â€Å"When I grow up what will I be?† like the words of the famed song â€Å"Que Sera Sera.† Today a child sees a toy engine and wants to be an engine driver, tomorrow he sees the smart firemen on their shiny fire engines and he wants to be a firefighter, the next day he sees Superman on TV and wants to be him. Even when the child visits a doctor he immediately wants to be him. Every day he wants to be something new, something wonderful, something adventurous. Gradually, as he grows into a teenager, he wants to do something great like to become an astronaut flying into space, a scientist making the most important inventions, and so on. Then the time comes when he has to actually make the decision. What is he going to do? It is a very difficult question. Very few have an answer ready, though one has mulled over it a million times in the past. Let us consider these lucky ones or smart ones who have alre ady decided what they are going to do with their lives. Who are they? We can call them the lucky ones because they have recognized their innate ability, their talent. These are the ones who have been born with some extraordinary skill and have been able to identify this talent or skill either on their own or with the help of others. It could be a great voice, ear for music, a talent for dancing, sporting, mimicry, acting, painting, or sculpting. They are the geniuses. They know what they want to do with their life and that becomes their career choice, or more accurately their passion in life. This is more of an internal influence on career choice. There is no confusion. He simply aims to reach the pinnacle of excellence in that field. These are the extremely talented people who are lucky to have identified their talents. Hence, we can say that they fall into the category of the chosen few. The next category of people being those who are less talented but extremely interested in spec ific fields – these fields mostly include the arts like music, painting, etc., or any specific sporting activity. These people are passionate about their interests and don’t mind working really hard to groom themselves to acquire success in their field of interest. This again is an internal influence. So, an internal influence can be defined as â€Å"originating within the individual† and the main motivation here is individual satisfaction† (Duffy and Dik, 2009). External influences are those â€Å"which originate outside the individual† and the main motive is to satisfy this â€Å"external factor or criteria.† There are too many external influences on an individual’s career choice. It is not possible to list all of them. But in this research we will make an attempt to study the major ones. First of all the external influences are of two kinds – those that motivate and those that restrict. Motivating factors could be the people around you, your needs, and your inspirations. Constraints could be your belonging to a certain race or gender, living in a certain geographic location, the resources at your disposal (financial or otherwise). But, as we can see, though most of them are not within ones personal control, all these factors do play a major role in the choice of career. Family Most studies show that the family and the immediate social environment play a major role

A Training Program for Persons with Mental Retardation Program Assignment

A Training Program for Persons with Mental Retardation Program - Assignment Example The test development can be traced back to the 1980s. In 1986, there was a trial version of it created by a student pursuing Masters Degree under one of the authors. The test operates on samples of the elderly population. In its first test, normative data was provided differently in groups of respondent ages, (50-69 and 70+ years) and the National Adult Reading Test Estimated IQ (NART-IQ) group (85-89,100-114,115 and above). This test was conducted on 186 men and women (50 to 96) inhabiting England, and the majority of those tested came from Bristol Area. Unfortunately, there is little validity evidence to underscore conclusions made from the LLT experimentation on the elderly people. As said before, the exam is purely conducted on the elderly people though not in groups but as solo individuals. The exam, however, faces criticism due to its minimal levels of validity in evidence purported to have been gathered and therefore not appropriate for clinical applications. (Coughlan. A Holl ows, S.p.22) 2 The Substance Abuse Subtle Screening Inventory (SASSI) is developed with the aim to identify people who are most probable to have substance dependence malady (is). The test can be of use in a forensic setting if one wants to know whether an individual’s behavior is dependent on substance dependence. It has been noted that behavioral traits of people dependent on substances vary a lot.     The test was authored by Miller, Glenn. A and published by The SASSI Institute. It has been reviewed in the book ‘’the fifteenth mental measurements yearbook’’ by Plake, Impara, and Spies (2003). The test includes face valid and items that are considered subtle that have no relationship with substance abuse. Materials used for the test includes guides that have instructions for administering, filling in the scores, interpreting and manuals providing information on validity, reliability and development. Examples of professionals’ inferences that may be extracted on the premise of scale scores include awareness of the negative effects of substance abuse, evidence of emotional pain, and risk of being in touch with the legal or judicial institutions and people. The test is applicable to adults and Adolescents between 12 and 18years.The SASSI’s room for easy administration, scoring and analysis and the availability of computer styles for relia ble storage of data and analysis makes the test instrument highly useful in producing valid results in research ventures. For example, the Adult SASSI-3 has helped identify persons who have high chances of substance dependence problem with a total objectively-tested accuracy of 93%.The Adolescent SASSI-A2 has a 94% overall tested accuracy. 3 The Wechsler Adult Intelligence Scale, 4th ed. (WAIS-IV) is used to examine IQ or Cognitive functioning and is designed to target adults who fall in the 16 to 90 years age bracket. The exam looks into cognitive ability using a basic group of 10 subtests that aim at four specific areas of intelligence: perceptual reasoning, verbal comprehension, working memory and speed of processing.

Harley Davidson Essay Example for Free

Harley Davidson Essay Mission Statement Our diversity mission is to foster a culture that integrates diversity and inclusion into all aspects of the business in order to further fulfill dreams through the experiences of motorcycling.   Vision Statement Harley-Davidson values, embraces and celebrates diversity in order to develop and continuously improve mutually beneficial relationships with stakeholders to fulfill dreams and provide extraordinary customer experiences in an increasingly dynamic, diverse and global market. Objectives   Create a viable brand that would effectively compete within the Non-Menthol, Lo-Fi category. Attract more young adult (25-49) male smokers into the Lorillard family.   Develop a highly targeted â€Å"Niche Brand’ that would generate modest share goals.   Build strong brand awareness and imaginary.   Gain trial and repeat purchase.   Create consumer confidence. Strategies   MARKET PENETRATION Get some more market share from the existing market, like U. S, U. K, and Japan etc through more marketing techniques like advertising. Harley-Davidson has a good brand name so it’s easy for them to eat up the competitor market share if they can provide some more customer benefit. PRODUCT DEVELOPMENT Younger generation and female are now coming to this segment so expand the motor cycle segments to younger generation and females.   MARKET DEVELOPMENT Harley-Davidson can bring in their vehicle to Asian countries like India and China, because these countries have a high population and the market potential is also high.   DIVERSIFICATION Bring new bikes to attract customer and market. INVESTING IN THE BRAND The Company is reinforcing its support of the Harley-Davidson brand, accelerating its ongoing marketing efforts to reach out to emerging rider groups, including younger and diverse riders. In addition, the Company will continue to focus on product innovations targeted at specific growth opportunities with its strong core customer base and new riders.   ADJUSTING THE COST STRUCTURE Consolidate its two engine and transmission plants in the Milwaukee area into its facility in Menomonee Falls, Wis. OBTAINING ADDITIONAL FUNDING FOR HDFS The Company said it is evaluating a range of options to provide the necessary liquidity for the wholesale and retail lending activities of Harley-Davidson Financial Services (HDFS)   Recommended Mission To be branded as the best motorcycle available in the world. Recommended Vision The best quality motorcycle, motorcycle products and financial services will be provided worldwide is the commitment of Harley-Davidson. Customer satisfaction is our motto and the Harley-Davidson customers can experience the taste of reality of motorcycle dreams by relaying their satisfaction on us. Harley- Davidson is dedicated to use the advanced technology to produce the most superior motorcycle in domestic and international markets. Stay competitive and continue growth worldwide remain profitable and survive is our philosophy. Employees of Harley-Davidson are the foundation of the company and they are the driving force behind the Harley-Davidson name. The total team effort of Harley-Davidson employees is devoted to fulfilling dreams of customers and we believe that there is not a motorcycle riding experience like a Harley-Davidson’s. Excellence is our push though our Harley-Davidson bar and shield logo that says superior quality. Honesty and customer loyalty and these morals are the heartbeat of Harley-Davidson organization. Harley-Davidson do our part in supporting all environmental laws in every country we do business. Determination and commitment is the place where Harley-Davidson intends to stay.   External Opportunities The European demand for Harley Davidson is the highest in the international market and represents the single largest motorcycle market in the world Women and younger riders are increasing becoming interested in bikes The international heavy weight market is growing and is now larger than the U. S. heavyweight market Market share increasing in Europe and Asia for the last two years   Increasing demand in US markets for bike. Customers value quality parts   External Threats   Harley’s ongoing capacity restraints caused a shortage supply and a loss in domestic market share in recent years.   Harley’s average buying age is 42 years old and increasing.   The European Union’s motorcycles noise standards are more stringent than those of Environmental Protection Agencies in the U. S and increased environmental stand. Some competitors of Harley Davidson have larger financial and marketing resources and they are more diversified.   Environmental protection laws. S customers to the Asian customers they can increase the sales.   PRODUCT DEVELOPMENT Younger generation and female are now coming to this segment so expand the motor cycle segments to younger generation and females.   In Europe they can increase or expand the Buell’s market share by introducing new motorcycles.   MARKET DEVELOPMENT   Harley-Davidson can bring in their vehicle to Asian countries like India and China, because these countries have a high population and the market potential is also high. The cost to bring in the old vehicles (old product) to India is so much difficult because there are so much environmental laws are there which won’t allow that type of vehicles to come to India, and its difficult that taxes and levis are high in India so starting new plant in India can solve this problem. Negotiations with the Government can solve these problems. DIVERSIFICATION Bring in new vehicles to new markets like India and china is a good choice, but it’s too costly.   Bringing new types of recreational vehicles is a best choice.   Recommended Long-Term Objectives. Establish Harley-Davidson as a recognized leader in the development and participation of its people, to maximize each employees potential. Grow and maintain demand by providing exceptional product styling, performance, quality, reliability and customer service at prices our customers can afford.   Meet the demand by expanding our existing distribution and manufacturing capacity, and, where necessary, adding new production and retail distribution points.   Improve information services capabilities to enable all stakeholders to easily do business with Harley-Davidson, through the creative integration of information technologies. Drive financial results to the levels achieved by acknowledged high-performing companies.   Recommended Procedure for Strategy Review and Evaluation   Review underlying bases of strategy   Once again prepare all the internal and external analysis.   Compare the already prepared analysis with the one which will be prepared after the new strategy implementation. Measuring organization preferences Analyze all financial ratios current and the future.   If any advantage, then implement the new strategy, otherwise continue with the present one.

Problems of Medieval Europe :: European Europe History

Problems of Medieval Europe The setting: Medieval Europe. The problem: the pope is living in Avignon, under strict control from the French King. The plague is ravaging Europe, leaving behind whole cities of corpses. Sanitation is very poor, there are no sewer systems, and more often than not, one could find human and animal feces lining the streets. The standard of living is very low, and much of this is blamed on religion. Many people would like to see the pope dead. Solutions are virtually non-existent. The pope is looking for a way to restore his power, and improve the life of Europeans. The main problem facing the pope was, of course, the plague. Nearly twenty-five million people had died of this highly infectious disease already, and it didn't appear to be slowing. Medieval physicians had developed a number of "cures," some as absurd as placing live chickens on the wounds of the infected. Due to the primitive technology at that time, there were very few actual cures. Many of the practices of the doctors were invented simply to deceive the populous into believing that they had cures, and that all was not lost. The pope, in his quarters at Avignon, sat between two large fires. They thought that this would purify the "bad air" which most blamed for the spread of the plague. Although there was no bad air, the fires actually did prevent the plague, killing off the bubonic bacteria. This was an example of what some people call "accidental science," or a discovery made from superstition, or by accident. From the viewpoint of a medieval doctor, there were few things you could do. Most medicine at that time was based on the four humors, and the four qualities. The four humors were phlegm, blood, bile, and black bile. Illness would occur when these humors were imbalanced. Doctors often let blood, attempting to restore balance. There were also four qualities; heat, cold, moistness, dryness. Diseases were often deemed to have two qualities, i.e. hot and dry. If a person had a disease that was hot and dry, they would be administered a plant that was considered cold and moist. Basically what I have tried to say in the previous two chapters is that there was no medicinal cure for the plague in medieval times. If they had antibiotics, however, there would have been very few fatalities.

Ground rules for students Essay

As a teacher I have a duty to provide an environment that facilitates a positive learning journey for my students, one of the ways to do this is by introducing some ground rules. Ground rules can be used to underpin unacceptable behaviour and reinforce respect for others. Ground rules are defined as boundaries, rules and conditions which enable students to work safely and learn. Ground rules can be divided into two groups, imposed and negotiable. As a teacher I have imposed ground rules which are not negotiable, some for Health and Safety reasons and others for the smooth running of my class. No smoking, prevention of fires and following health and safety regulations are ground rules which are set in stone. Arriving to class on time, respecting others views and beliefs, not interrupting and no offensive language are ground rules I impose to help my classes run as smoothly as possible. Negotiable ground rules are equally as important as imposed and I discuss them with my students so we can come to a mutual agreement regarding issues such as dress code, length of breaks and turning off mobile phones. Negotiable ground rules empower students and let them take ownership of those rules thus ensuring they recognise appropriate behaviour. Once the ground rules have been established it is important they are maintained. I will remind the learners about their rules for example if someone is late I will ensure they understand the need for punctuality ensuring the ground rules have value and their other students will continue to respect them. I will always follow the ground rules that are set helping to create a culture of mutual compliance and leading by example. As a teacher I have a duty to provide an environment that facilitates a positive learning journey for my students, one of the ways to do this is by  introducing some ground rules. Ground rules can be used to underpin unacceptable behaviour and reinforce respect for others. Ground rules are defined as boundaries, rules and conditions which enable students to work safely and learn. Ground rules can be divided into two groups, imposed and negotiable. As a teacher I have imposed ground rules which are not negotiable, some for Health and Safety reasons and others for the smooth running of my class. No smoking, prevention of fires and following health and safety regulations are ground rules which are set in stone. Arriving to class on time, respecting others views and beliefs, not interrupting and no offensive language are ground rules I impose to help my classes run as smoothly as possible. Negotiable ground rules are equally as important as imposed and I discuss them with my students so we can come to a mutual agreement regarding issues such as dress code, length of breaks and turning off mobile phones. Negotiable ground rules empower students and let them take ownership of those rules thus ensuring they recognise appropriate behaviour. Once the ground rules have been established it is important they are maintained. I will remind the learners about their rules for example if someone is late I will ensure they understand the need for punctuality ensuring the ground rules have value and their other students will continue to respect them. I will always follow the ground rules that are set helping to create a culture of mutual compliance and leading by example.

Level 3 Stl Unit 302

Luke Winters Unit 302: Schools as Organisations. Explain the main points of entitlement and provisions for early year’s education? There are different types of childcare options available for early years, these include: Sure Start Children’s Centre: Working with parents right from the birth of their child, providing early years education for children, full day care, short-term care, health and family support, parenting advice as well as training and employment advice. Nursery schools:    Provide early learning and childcare for children between three and five years old.They are often based at Sure Start Children’s Centres or linked to a primary school. Preschools and playgroups: Usually run by voluntary groups providing part-time play and early learning for under-fives. Three and four year olds can get their 15 hours of weekly free early year’s education at these providers. Day Nurseries: Often based in workplaces and rum by businesses or voluntary group s providing care and learning activities for children from birth to five years old. Child minders: Look after children under 12 in the child minder’s own home. Associated essay: Post 16 Options for Young People and AdultsThey can look after up to six children under eight years old, although no more than three of them must be aged under five. Nannies and home-based carers: Provide care for children in your home and can look after children of any age. Since 2004 all children in the UK aged three and four years old have been entitled to free places at nursery or another preschool setting (including child minders). From 1st September 2010 the Government extended these hours from 12. 5 to 15 hours for up to 38 weeks of the year.The free entitlement provides universal access to early childhood education and care, ensuring that all children have the opportunity to benefit from early years education. The extended hours also supports parents who wish to go back to work or develop their careers through further education by providing affordable daycares. Explain the different types of schools in relation to educational stages and school governance? Th ere are many different types of schools in the education sector; state schools as well as independent schools.Community schools; is a category of state funded school which is ran solely by the Local Education Authority (LEA), staff are employed by the Local Authority and the land and buildings of the school is also owned by the Local Authority although the schools governing body is responsible for the running of the school. The LEA also decides which ‘admissions criteria’ to use if the school has more applicants than places. These criteria could be some of the following; †¢ If you live in the area of the school. If the child has any siblings at the school. †¢ If the child has a disability which makes traveling to a remote school difficult. The local Authority also provides support services, for example, psychological and special educational needs services. Pupils who attend a community school must follow the national curriculum. Community schools also help to develop strong links with the community by offering the use of their facilities and providing services i. e. childcare and adult learning programs.Voluntary schools; there are 2 types of voluntary schools: †¢ Controlled. †¢ Aided. Voluntary controlled schools can be also known as religious or faith schools. In a voluntary controlled school the land and buildings are owned by a charity which is more often than not a religious organization such as a church. The local education authority employs the staff and also provides support services for the school. The charity appoints some of the members of the governing body although the local education authority is responsible for running the school.Voluntary aided schools; as with a voluntary school the land and buildings are usually owned by a charity such as a church but the governing body is responsible for running the school and also contribute to building and maintenance costs. Voluntary aided schools are partly funded by the local education authority, partly by the charity and by the governing body who will also employ its own staff. Pupils who attend a voluntary aided school have to follow the national curriculum and support services are provided by the local education authority if needed.Trust schools; are state funded foundation schools which receive extra support from a charitable trust that is made up of partners e. g. business or educational charities who work together for the benefit of the school. Any maintained school that is a primary, secondary or special school can become a trust school and will remain local authority maintained. Having a trust status will enable schools to raise standards through strengthening new and existing long term partnerships between schools and external partners, as well as broaden opportunities for pupils and support a child’s all round development.Specialist schools; Children who have a statement of special educational needs (SEN) can and usually are educat ed in mainstream schools if the school has provisions that are suitable for that child, however children with SEN can also be educated in specialist schools. Special schools usually take children with particular types of special needs. The majority of a schools funding is provided by the department for education and skills (DFES) through the local education authority, however not all schools for pupils with SEN are maintained by the local authority and are funded by fees that are paid by the parents or charitable trust funds.Independent/private schools; these schools are not maintained by the local authority and are independent in their finances and governance. Independent schools are funded by a combination of tuition fees that are paid by parents and income from investments. Only half of independent schools are of ‘charitable status’; all donations that are made to public schools that are supported by local government allows them to claim charitable deductions. Indepe ndent schools do not have to follow the national curriculum and the admissions policy is determined and administered by the head teacher along with the governing body.All independent schools have to register with the DFE (department for education) under the Education Act 2002 and applications of new schools must be made before a school begins to function and admit pupils. Regulations made by the Education Act 2002 sets out standards that all independent schools in England must satisfy as a condition of registration. Free schools; free schools are an all ability, nonprofit making, state funded school that are set up in response to what local people say they want and need in order to improve education for children in their area.Free schools can be set up by a varied range of proposes i. e. universities, businesses, educational groups and parents who would like to make a difference to a child’s education. These schools are being set up in response to a demand in local areas wher e there are not enough places in mainstream schools. Free schools have to meet rigorous standards and are subject to the same Ofsted inspections as all state schools. Explain what further training is available for post 16 adults and young people? The choices Post 16 are: †¢ Continuing to study at a Sixth Form Continuing to study at a College of Further Education †¢ Applying for an Apprenticeship – or a similar work based learning programme †¢ Entering the labour market – although some form of continued training should be attached to the offer of employment By 2013 everyone will have to be in some form of recognized education and training up to the age of 17. This rises to 18 by 2015. Further Education (FE) An extra year at an FE College is an option if you want to boost your grades, gain more skills or improve existing ones.You'll need to check with individual colleges to see if there would be a charge for this additional education. Continuing at school sixth form is also an option depending on who offers the course you are interested in. Apprenticeships At 18 you can still go into work-based learning. This option usually involves taking recognized courses such as apprenticeships. With an advanced apprenticeship it's likely that you would work towards an NVQ level 3 qualification. You would spend most of your time at work and some time at either a college or a training centre.It's possible to take apprenticeships in a wide variety of job areas. Higher Education (HE) If you're thinking about  higher education you'll probably be looking to go to either an HE college or a university. There are a range of  HE qualifications in 100's of different subjects and subject combinations. Higher education  could be for you if you need a degree for the career you want to enter or if you want to study a subject or set of subjects in more depth. It could also be a route to consider if you're unsure about your future career and want to keep y our options open.Work Jobs for 18 year olds vary depending on where you live and the type and level of work you're looking for. The wider and more flexible your search the more likely you are to find something suitable. Some firms advertise management or other traineeships for holders of A Levels (or equivalent) but there's often a lot of competition for these vacancies. Gap Year Many young people choose to take a ‘gap year' between finishing sixth form or college and starting higher education. There’s a range of things that you could do such as traveling, volunteering or paid employment.You could consider it as an option if you want to travel before entering higher education or need a bit of time before you decide what to do next. It could also be an option if you need to earn some money or get some work experience before you enter HE. If you plan on taking a gap year before entering HE you will need to decide whether or not to apply for an HE course this year and defe r entry until next year. There are lots of different types of qualifications. Some of the main qualifications include: AS and A Levels Usually studied over 2 years.Most people will study for their AS levels in the first year, and then continue them at A2 level in the second year. Diplomas A new qualification that combines classroom and practical learning. Available at three levels – Foundation, Higher and Advanced, (equivalent to GCSEs or A levels depending on the level †¦) and usually studied over 2 years. NVQs There are 5 levels of NVQ and people normally choose to study them to compliment a paid or voluntary job. For example, someone working in an admin office role may take an NVQ in Business and Administration.Apprenticeships Apprenticeships give you training and experience in a ‘hands-on’ role, whilst helping you work towards a qualification (such as BTEC or NVQ) at the same time. BTECs Six levels of BTEC are available, which are equivalent to GSCE (Lev els 1 & 2), A-level (Level 3) and university degree (Levels 4-6). Key Skills Key skills are designed to get you ready for the working world. You’ll gain these skills as you study for qualifications or vocations. They are split into 6 categories over 5 levels. Explain the responsibilities of the following? School GovernorsThe school governors have a range of duties and a general responsibility for the conduct of the school to promote high standards of educational achievement including: ensuring the curriculum is balanced and broadly based; setting targets for pupils achievement; managing the school’s finances; appointing staff and reviewing staff performance and pay. Senior Management Team The senior management team of a school will respect the position of the headteacher who bears the ultimate responsibility for success or failure in pursuit of both the school's aims and the requirements of government departments.The head is the ultimate ‘leader' but the activity of leadership is one that can be shared among the senior management team and beyond in the case of curriculum area responsibilities. The team must be prepared to line up in support of the head teacher’s initiatives, helping to turn them into practical action and sharing his vision. They must also be confident in putting forward their own ideas and points of view in a constructive and cooperative way. It is important that the staff and governors of a school work together co-operatively.To steer this wider team is easier if all members want to work in the same direction. The senior management must therefore be able to communicate effectively, initiating and motivating discussion within the wider team in order to share the initial vision and build upon it. The management must be able to enlist the support and capture the imagination of all those people, diverse in both background and personality, who must work together to evolve and develop the curriculum that we deliver to our children. Leadership is required in all areas of school life.The development of the curriculum and the education we provide is underpinned by the management of staff and their professional development, the buildings and grounds that provide the environment for learning, the careful handling of budgets, resources for learning and the management of an ethos that leads to a constructive approach to school life by children and adults alike. Teachers The responsibilities and duties of a teacher are many and varied. Teachers act as facilitators for incorporating and encouraging intellectual and social development in the formative years of a student's life.The emphasis that education helps uplift someone socially, intellectually, emotionally, and personally is what a teacher fosters in children all through preschool, high school and college. A preschool teacher plays a pivotal role in a child's development, and although, the role of a preschool, high school and a college teacher may diffe r to meet specific age and subject criteria, it cannot be argued that the duties and responsibilities of a teacher will always remain the same. The class or subject teacher is responsible for the preparation and maintenance of an appropriate learning environment within their own class and/or subject area.Working as part of a team the teacher decides how best to use the resources allocated to the class which includes teaching assistants as well as the necessary equipment and materials for learning activities. Support Staff Adults who work in classrooms alongside teachers have various job titles including: learning support assistant; classroom assistant; special needs assistant and non-teaching assistant. ‘’Teaching assistant’’ is now the preferred term for adults (in paid employment) whose main role is to assist the teacher in a primary, secondary or special schoolA teaching assistant’s role will depend on the school and experience/qualifications. Th ere may be different requirements between teaching assistants even within the same school. A teaching assistant may have a general role working with different classes in a year group/key stage or specific responsibilities for a pupil, subject area or age group. Within a schools support system there are also other supporting roles these can include: Administrative Assistant – An administrative assistant is one of the most important positions in the entire school.A school administrative assistant often knows the day-to-day operations of a school as well as anyone. They are also the person who communicates most often with parents. Their job includes answering phones, mailing letters, organizing files, and a host of other duties. A good administrative assistant screens for the school administrator and makes their job as a whole a lot easier. Encumbrance Clerk – The encumbrance clerk has one of the most difficult jobs in the entire school. The encumbrance clerk is not only in charge of school payroll and billing, but a host of other financial responsibilities.The encumbrance clerk has to be able to account for every cent a school has spent and received. An encumbrance clerk must be organized and must stay current with all laws dealing with school finance. School Nutritionist– A school nutritionist is responsible for creating a menu that meets state nutrition standards for all meals served at school. They are also responsible for ordering the food that will be served. They also collect and keep up with all monies taken in and spent by the nutrition program.A school nutritionist is also responsible for keeping track of who is eating and for which students qualifies for free/reduced lunches. Teacher‘s Aide – A teacher’s aide assist a classroom teacher in a variety of areas that can include making copies, grading papers, working with small groups of students, contacting parents, and a variety of other tasks. Paraprofessional â⠂¬â€œ A paraprofessional is a trained individual who assists a special education teacher with their day-to-day operations. A paraprofessional may be assigned to one particular student or may help with a class a whole.A paraprofessional works in support of the teacher and does not provide direct instruction themselves. Nurse – A school nurse provides general first aid for students in the school. The nurse may also administer medication to students who need it or are required medication. A school nurse keeps pertinent records on when they see students, what they saw, and how they treated it. A school nurse may also teach students about health and health related issues. Cook – A cook is responsible for the preparation and serving of food to the entire school.A cook is also responsible for the process of cleaning up the kitchen and the cafeteria. Custodian – A custodian is responsible for the day-to-day cleaning of the school building as a whole. Their duties includ e vacuuming, sweeping, mopping, cleaning bathrooms, emptying trash, etc. They may also assist in other areas such as mowing, moving heavy items, etc. Maintenance – Maintenance is responsible for keeping all the physical operations of a school running. If something is broke then maintenance is responsible for repairing it. These may include electrical and lighting, air and heating, and mechanical issues.Computer Technician – A computer technician is responsible for assisting school personnel with any computer issue or question that may arise. Those may include issues with email, internet, viruses, etc. A computer technician should provide service and maintenance to all school computers to keep them running so that they may be used as needed. They are also responsible for server maintenance and the installation of filter programs and features. Bus Driver – A bus driver provides safe transportation for students to and from school.Explain how the following regulator y bodies monitor and enforce legislative frameworks? †¢ Health and safety executive †¢ School specific regulatory bodies Regulatory bodies relevant to the education sector exist to monitor and enforce the relevant legislations. For example, general bodies such as the Health and Safety Executive are responsible for ensuring the enforcement of health and safety matters in the workplace including schools. While school specific regulatory bodies such as Ofsted are responsible for ensuring standards are maintained in a wide range of education settings.Ofsted is the Office for Standards in Education, Children’s Services and Skills. Ofsted regulates and inspects childcare and children’s social care. Ofsted also inspects: schools; colleges; initial teacher education; work based learning and skills training; adult and community learning; education and training in prisons and other secure establishments and the Children and Family Court Advisory Service. Explain why sc hools have policies and procedures? All schools have policies and procedures that help maintain a structured and consistent learning environment.These policies relate to the legal requirements within schools and provide guidance on the procedures for implementing the policies in the school. Summarise the policies and procedures schools may have relating to: A) Staff. All schools have policies and procedures in place to support staff in their management of situations these may involve violence, threatening behaviour or abuse amongst other policies which are all legal requirements within the setting of a school, you must adhere to these policies and familiarise yourself on where these policies can be found within the school surroundings.Within my setting all policies can be found on the schools internal computer system for staff to access as and when they need to. Policies can also provide prospective employees, governors and parents of prospective pupils with valuable information. Fo r example, a prospective parent might wish to see a school’s homework policy or behaviours policy before deciding whether to apply for their child to attend the school. Similarly, a prospective employee may wish to see the school’s staff development policy, its performance management policy or its leave of absence policy before deciding whether to accept a position at the school.Policies should also enable school staff, governors, parents, LEA officers and Ofsted inspectors to see at a glance what principles they can expect to see applied at your school. B) Pupil Welfare. The schools policy for safeguarding children should include information on the roles and responsibilities of staff members and the procedures for dealing with child protection issues. This should include: 1) All staff members should attend child protection training. 2) The school will comply with the Local Safeguarding Children Board (LSCB) procedures 3) If any member of staff is concerned about a chi ld he/she must inform a senior colleague.The member of staff must record information regarding such concerns on the same day. This record must give a clear, precise and factual account of their observation. 4) Confidentiality is of crucial importance and incidents should only be discussed with the relevant person, e. g. senior colleague. 5) The head teacher will decide whether the concerns should be referred to external agencies, such as the social services and/or the police. 6) The school should work cooperatively with parents unless this is inconsistent with the need to ensure the child’s safety. ) If a referral is made to social services, the head teacher will ensure that a report of the concerns is sent to the social worker dealing with the case within 48 hours. 8) Particular attention will be paid to the attendance and development of any child identified as ‘at risk’ or who has been placed on the Child Protection Register. C) Teaching and Learning. Schools s hould be able to explain their approach to the curriculum and to show how they meet the statutory requirements for all learners, including any variations to meet the needs of individual pupils.Detailed information about a school’s curriculum plans can be found in: policy statements for the whole curriculum and for each subject of the curriculum; schemes of work and teaching plans for pupils in each key stage; class or group timetables and Individual Education Plans. Developing curriculum plans involves planning learning activities that will provide all pupils with appropriate opportunities to learn which reflect the range of needs, interests and the past achievements of pupils in each year group at each key stage.Curriculum plans include: †¢ Policy statements showing the balance between different parts of the curriculum at each key stage. †¢ Practical guidelines for staff assisting the delivery of each curriculum subject e. g. general information about resources and important teaching points. †¢ Long term-plans showing the content and skills in the programme of study for every subject at each key stage and hoe these are covered, including links between subjects as well as progression, consolidation and diversification for pupils across units. Medium-term plans defining the intended learning outcomes for units of work, including information on learning activities, recording and assessment methods. †¢ Short- term plans setting out detailed information on learning activities for pupils in each class on a weekly and daily basis, including lesson plans and/or activity plans with details of specific targets, organisation, resources and strategies to support learning. D) Equality, diversity and inclusion All schools have an equal opportunities policy with procedures to ensure it is implemented.These policies and procedures must be followed together with any relevant legal requirements when dealing with these issues As a member of staff you should: †¢ Challenge discrimination or prejudice when necessary (For example, if a colleague makes an inappropriate comment about a person’s race, culture or disability, you should tell them why it is unacceptable to express their views in this way. ) †¢ State that you will not condone views that discriminate against another person. †¢ Provide support for children and adults who experience discrimination or prejudice by encouraging them to respond with positive action.E) Parental Engagement. Parents and families play a fundamental role in helping children achieve their full potential in education by supporting them in their learning and developing within their own homes. By working together with the child’s school parents can create a learning environment to help reinforce lessons that are learned at school. Homework policies contribute towards building responsibilities and self-discipline in a student. Homework should provide a student with the opportun ity to apply the information they have learned in class, complete unfinished class assignments and develop independence within he individual. Home School Agreement: can raise standards and contribute to school success by providing structure for partnerships between home and schools on issues such as; pupils progress, information on what pupils will be taught and any concerns that may affect the pupils ability to learn. Parents are able to support and help their child’s learning at home with more success and confidence. Evaluate how school policies and procedures may be developed and communicated? Schools need to ensure that polices are in place and regularly revised and updated.Each policy will be dated and have a date for its revision. There are model policies available on the internet through local education authorities to assist the schools in drawing them up as this can be a time consuming process. Depending on the policy, the person responsible for a curriculum area (for example, the numeracy coordinator) may produce a draft policy and then have it checked by other staff during a meeting. It will then need to be agreed or ratified by the governing body before it takes effect.Although staff will not be required to know the contents of every school policy, they should have read and know their responsibilities, in particular with regards to the safeguarding policy, health and safety policy and the behaviour management policy. Summarise the roles and responsibilities of national and local government for education policy and practice? National government. The Department for Education is responsible for education and children’s services. Basically, this means that they are responsible for. †¢ Setting the national curriculum. †¢Early years foundation stage.Which the schools and nurseries operate and also looks into new ways to develop the quality of service available to children under the five outcomes of every child matters. †¢Enjoy and achieve. †¢Stay safe. †¢Be healthy. †¢ Achieve economic well-being. †¢ Make a positive contribution. Other roles and responsibilities of the Department of Education. †¢Funding research into Education based projects concerning children and young people. †¢ Developing workforce reform such as the 2020 children’s workforce strategy. †¢ Promoting integrated working for those who work with children and young people. Develop the role of the third sector, which is non-government organisations, such as voluntary, community organisations and charities that work with children and young people. Local government. Responsibility is to provide services to all the schools in the community. The local Education authority is responsible for providing. †¢Promoting community cohesion. †¢ School management issues. †¢ Behaviour management. †¢ The development of school policies. †¢ Staff training and development. †¢ Special educa tional needs. Local authorities need to provide documents which sets out their own aims, vision and boundaries.They will have policies which communicate their own leadership for schools in the community. The local authority will employ specialist advisers for different aspects of the curriculum. They will also have people with their own area of expertise in place for pupils with challenging behaviour and special educational needs. Majority of these services will be provided free to schools by the LEA, but in some circumstances the school could be expected to pay, this will be when specialist teachers need to come into the school setting.The LEA will be responsible for informing the schools in the community of changes to the education policy and they will then be given extra training within the area of changes. It is the responsibility of all the schools to make sure they are up to date with all the current policies which are put in place for children, young people and their families . One of these being The every child matters frameworks which is one of the largest provisions which has been put in place for developing their roles in the community.They should have their own policies in place that will meet the expected national requirements and also follow the LEA guidelines. There will be some schools which could be chosen to trial new ideas to develop the national policies and the curriculum; if this is successful then these will be put in place. There are an extensive range of organisations that will work with children and young people. All these organisations will delegate with each other as a team and share their knowledge and experiences to achieve the best interest of children and young people, by doing this they will develop links for pupil support for.Social services. Will work with schools if certain information comes to light about pupils or if they need to gather information for court reasons. Children’s services. Is based on the framework Eve ry Child Matters outcomes. These are basically based in different areas of professionals including. †¢Education. †¢ Health. †¢ Early years. †¢ Child care. †¢ Social services. Youth services. These will work with secondary schools, but will be more involved with the training and provision of young people from the age of 14 and beyond. National health services.There are many different services which will work with and within the school setting; these may be employed by the national health services and the primary care trust. This will include. †¢Speech therapists. †¢ Occupational therapists. †¢ Physiotherapists. Explain the role of schools in national policies relating to children, young people and families? As part of the National Governments incentive to help provide backing and encouragement to practitioners in schools 2 new funding programs were introduced by the Department for Children, Schools and Families as part of the Government Childre n Plan.These programs; Every Child a Talker (ECAT) and Social and Emotional Aspects of Development (SEAD). These were launched to increase the skills of early year’s specialists and were a part of the government’s wider pledge to the education workforce development. These packages were designed to address the need for children in schools to experience a language rich setting through staff in ensuring that they work successfully with both parents and families.Through SEAD, staff in schools would gain the knowledge and understanding to help engage parents more effectively in order for them to be better prepared to support their child’s social and emotional needs. It was the abuse and ultimate death of Victoria Climbie in 2000 which prompted changes in children’s services. The Every Child Matters paper set out a national agenda and plan with the aim of providing more services that were accessible for the needs of children, young people and families which sta ted that schools and other child care providers must demonstrate ways that they could work towards each of the outcomes.The 5 key aims and intentions were; Be healthy: schools needed to play a leading part in health education towards children and young people which included questioning the significance of snacks and the nutritional contents of school meals, as well as enabling children to enjoy a good physical and mental health by being part of a healthy lifestyle.Stay safe: a survey among 11~16 year olds in mainstream schools claimed that almost 46% had been the victim of some form of bullying, in order to break these statistics it is vital that pupils need to feel that they are being protected in school, in order for schools to do this they must continue to make behaviour management and anti-bullying an significant issue. Enjoy and achieve: in order for students to get the most out of life and develop the necessary skills for adulthood children and young people must enjoy their li ves and achieve their potential.In order for schools to assist with this they must make improvements in failings across different ethnic groups and unauthorised absences that are unacceptable. Contribute: children and young people need to be involved in their community rather than involve themselves in anti-social behaviour. Schools can teach children the ethics of social responsibility and a feeling of ‘belonging’ by providing links to a pupils own community and how they can become a part of it.Achieve a good standard of living: children and young people with parents who are unemployed or existing on low incomes must be encouraged to aspire to a better career and lifestyle for themselves. Schools can develop strategies to enable all students to reach their full potential. Within my work setting there is a whole area of vocational training and community opportunities and links which reinforces the idea behind Every Child Matters. Explain the roles of other organisations working with children and young people and how these may impact on the work of schools?There are numerous organisations that will have an impact on the work in schools. Multi agency teams bring together professionals from different agencies to provide an integrated way of supporting children, young people and their families. As well as giving advice and guidance to teachers and other staff in schools. It is a way of working together that guarantees children and young people who need additional support have the professional that is needed to give them that support. Professionals who work alongside schools are likely to include Social Workers, Early Years Intervention Agencies, Youth Workers, Police and Youth Justice.Social Workers: their central role is to offer help and assistance to children, young people and families dealing with children at risk. They play a major role of gathering information about a pupil’s social, emotional and behavioural development in school. Conduc ting interviews with the student as well as making classroom observations. They will conduct interviews with senior members of staff and parents on strategies that will benefit the child in school. Early Years Consultants: offer support and advice to teachers and other members of staff in school.They work closely with both children and parents to identify, assess and respond to a child’s additional need and to ensure that the appropriate intervention is given to that child in order to develop their learning within school. Youth Workers: promote the personal, educational and social development of young people aged between 13~19, they respond to the needs and interests of young people and attempt to resolve issues involving health awareness and education by developing positive skills and attitudes within a young person..Youth Workers have an influential role in empowering young individuals to take on issues that are affecting their lives. Police: hold debates in schools to chil dren and young people on issues such as knife crime and anti-social behaviour in order to discourage children from imitating that behaviour. They hold open discussions in order for the child or young person to give their opinions and views. Youth Offending Teams: will offer support to young people in education who are at risk of offending, they liaise with schools and the Education Department when a young person is experiencing difficulties at school.They will often assist with school work and enable communication between the young person, school and their families. Explain how the ethos, mission, aims and values of a school may be reflected in working practices? The Ethos of the school should be recognisable when entering the school setting as it is part and parcel of the environment of the school and the daily practice of the staff and pupils there.I am aware that all adults that work and are part of the setting have an important responsibility in modeling standards of behaviour, both in their dealings with children who attend the school and amongst colleagues, as their own example has an influence on the children. Good associations and strong collaborations between adults will encourage the good behaviour in children. All adults within the school should aim to create an optimistic and positive environment that holds high but reasonable expectations of every child who attends the school, emphasize the significance of being respected as an individual within the school.Encourage, through example, truthfulness and politeness while encouraging children to have relationships based on fairness, kindness and understanding of the needs of the other children within the school. Evaluate methods of communicating a schools ethos, mission aims and values? The ethos and mission of a school is often referred to as the same thing, however, they are both very different. The mission of a school is based upon what the school intends to achieve in a more physical and academical way as set out by the head teacher. This is often seen as a motto and slogan as you enter a school.The Ethos of a school is more related to the beliefs and feelings of a school. The Ethos of the school should be recognisable when entering the school environment as it is part of the nature and daily practice of the staff and pupils who work there. The ethos is set out for the whole school to be aware of and is reinforced through daily activities. It enforces that children’s safety is paramount and with the purpose of children are at the centre of everything. The aims of the school are set out by the head teacher in partnership with the parents, staff, governors and he community which should provide all members of the school community with a safe and respected environment which is paramount in obtaining a successful learning environment. The aims for the children in my work setting are to increase each pupils understanding of the world around them and to provide each pupil wit h the appropriate balance of both challenge and support in the learning, to provide for the spiritual, moral, intellectual and physical development of the pupils regardless of their disability, gender, race or ethnic background.