Philips Vs Matsushita Case Study Essay

CASE STUDY ASSIGNMENT: Philips vs Matsushita Philips and Matsushita are two principal consumer electronics companies that adopted two different strategies that lead them to some success, and later losses. Philips, as a multinational company, was more into a global organizational portfolio; whereas, Matsushita was focusing its operations in Japan. Unfortunately, both companies face loss of profitability even if their top managers were putting a lot of effort into the success of their respective business. Philips employed seven CEOs, and each used different strategy to reach the company success. Matsushita strategy was to turn the company into a cost containment mode, but the losing trend appeared by then. While Philips pursued its path into innovation and entrepreneurship by using their local resources to create new products, Matsushita was more focusing on a strategy based on standard products. Philips began closing useless plants and identifying businesses as either core or non-core. Purchasing the North American Philips Corp was to regain control and spending on basic research was to make the R&D the direct reasonability of the business. However, the spending was wasted; NOs were unwilling to use the new technologies developed. Matsushita, on the other hand, was more focusing on its subsidiaries; for instance, it implemented the operations localization that gave more power to the subsidiaries and more choice to their managers. After collapsing, the latest CEO decided to consolidate manufacturing facilities. However, it did not focus on innovation and did not develop new products. Nevertheless, both companies had many disadvantages in their strategies. For instance, Philips lacked the ability to deal with a changing international environment, exceeded by the competition in terms of price since it was offering the most expensive products in the market, and also, faced many problems internally like disputes between its NOs and its product divisions. On the other hand, Matsushita has a centralized production which led to losses throughout the years. Also, their cultural values were not adaptive enough to let the firm cope with the changing environment. Even by adopting strong strategies, Philips and Matsushita continue to lose profitability and now for sure, they need to restructure their businesses and risk should be spread in order to mitigate unforeseeable disasters.

Mkt 505 Courseguide

MKT 505 – International Marketing COURSE DESCRIPTION This course reviews the organization for international marketing, foreign demand analysis, product development and policies, trade channels, promotion policies, pricing, and legal aspects. Emphasis is on development of effective international marketing strategy addressing the major global market areas (Europe, Africa, Asia, and the Americas). INSTRUCTIONAL MATERIALS Required Resources Keegan, W. J. , & Green, M. C. (2011). Global marketing: 2011 custom edition (6th ed. ). Upper Saddle River, NJ: Prentice Hall / Pearson. Supplemental Resources Colton, D. A. , Roth, M. S. & Bearden, W. O. (2010). Drivers of international e-Tail performance: The complexities of orientations and resources. Journal of International Marketing, 18(1), 1-22. Friedman, T. L. (2005). The World is flat 3. 0: A brief history of the twenty-first century, New York, NY: Picador. McCue, S. (2006). Force to force: Building profitable e-commerce strategies. Mason, OH: Thomson Higher Education. Mulki, J. , Jaramillo, J. , & Locanders, W. (2009). Critical role of leadership on ethical climate and salesperson behaviors. Journal of Business Ethics, 86(2), 125-141. Okazaki, S. , Mueller, B. & Taylor, C. (2010). Global consumer culture positing: Testing perceptions of soft-sell and hard-sell advertising appeals between U. S. and Japanese consumers. Journal of International Marketing, 18(2), 20-34. Santos, N. J. , & Laczniak, G. R. (2009). Marketing to the poor: An integrative justice model for engaging impoverished market segments. Journal of Public Policy & Marketing, 28(1), 3-15. COURSE LEARNING OUTCOMES 1. Formulate, implement, and evaluate effective marketing strategies based on an analysis of global operating environments, market dynamics, and internal capabilities. 2. Analyze the major economic, cultural, and political/legal aspects of the international business environment, including the economic dynamics of foreign trade, impact of regional and global trade integration, and key cultural dimensions affecting marketing operations. 3. Assess the potential risks and benefits of various international markets and formulate ffective market entry strategies to support foreign market expansion. 4. Integrate global information systems in the use of market research. 5. Integrate the concepts of market segmentation, product development, and pricing policies into viable marketing strategy to fit a variety of international market environments. 6. Configure product distribution channels and logistics to meet marketing objectives and fit a variety of global market envi ronments. 7. Analyze an integrated marketing communication (IMC) strategy to support global marketing operations. 2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 1 of 17 MKT 505 – International Marketing 8. Evaluate and adapt corporate marketing strategies to fit the changing dynamics of foreign markets and foster a competitive advantage. . Develop and integrate global e-Commerce into the marketing strategy. 10. Use technology and information resources to research issues in international marketing. 11. Write clearly and concisely about international marketing using proper writing mechanics. WEEKLY COURSE SCHEDULE The standard requirement for a 4. 5 credit hour course is for students to spend 13 . 5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode. Week 1 Preparation Reading(s) o Chapter 1: Introduction to Global Marketing o Case 1-2: McDonald’s Expands Globally While Adjusting Its Local Recipe Activities †¢ †¢ Discussions Evaluation †¢ 2 †¢ None Reading(s) o Chapter 2: The Global Economic Environment o Chapter 3: Regional Market Characteristics and Preferential Trade Agreements Preparation 20 Preparation, Activities, and Evaluation Points e-Activity o Research the NAFTA trade agreement to determine the pros and cons of the agreement and the ethical issues of outsourcing as a byproduct of the agreement. Be prepared to discuss Activities †¢ †¢ Discussions Evaluation †¢ 3 †¢ None Reading(s) o Chapter 4: Social and Cultural Environments o Chapter 5: The Political, Legal, and Regulatory Environments o Case 4-1 Disney Adapts to Cultural Differences e-Activity o Research the marketing mistakes that were made at Euro Disney. Be prepared to discuss. o Go to the Transparency International Website, located at http://www. transparency. org/, to review the global corruption Preparation 20 †¢  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 2 of 17 MKT 505 – International Marketing links. Determine the pros and cons of doing business in countries that are recognized as being corruptive. Be prepared to discuss. Activities †¢ Discussions Evaluation †¢ 4 Case Study 1: Acer (Case 1-3) 20 280 Preparation Reading(s) o Chapter 6: Global Information Systems and Market Research o Chapter 7: Segmentation, Targeting, and Positioning o Case 6-1: Market Research Transforms Coach Activities †¢ †¢ Discussions Evaluation †¢ Case Study 2: America's Cuban Conundrum (Case 5-1) 20 240 5 Preparation Reading(s) o Chapter 8: Importing, Exporting, and Sourcing o Chapter 9: Global Market Entry Strategies: Licensing, Investment, and Strategic Alliances o Case 9-2: Jaguar’s Passage to India Activities †¢ †¢ Discussions Evaluation †¢ None Reading(s) o Chapter 10: Brand and Product Decisions in Global Marketing o Chapter 11: Pricing Decisions o Case 11-2: LVMH and Luxury Goods Marketing e-Activity o Research the NAFTA trade agreement and be prepared to discuss the pros and cons of the agreement and the ethical issues of outsourcing as a byproduct of the agreement. Be prepared to discuss. o The top-ranked brands for 2008 are shown in the textbook as Table 10-2. Browse through the list and choose any brand that interests you. Compare its 2008 ranking with the most recent ranking at http://www. usinessweek. com/interactive_reports/top_brands. html. Determine how the brand's ranking has changed and support your assessment with outside sources. Be prepared to discuss. 20 6 Preparation †¢ †¢  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise d isclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 3 of 17 MKT 505 – International Marketing Activities †¢ Discussions Evaluation †¢ 7 †¢ Case Study 3: Carmakers Target Gen Y (Case 7-2) Preparation Reading(s) o Chapter 12: Global Marketing Channels and Physical Distribution o Chapter 13: Global Marketing Communications Decisions I: Advertising and Public Relations o Case 12-1: Tesco Expands in the United States Activities †¢ Discussions Evaluation †¢ 8 †¢ None Preparation Reading(s) o Chapter 14: Global Marketing Communications Decisions II: Sales Promotion, Personal Selling, Special Forms of Marketing Communications o Chapter 16: Strategic Elements of Competitive Advantage o Case 16-2: Kodak n the Twenty-First Century Activities †¢ Discussions Evaluation †¢ 9 Case Study 4: Advertising, Public Relations, and the 2008 Beijing Olympics (Case 13-1) 20 240 20 20 240 Preparation Reading(s) o Chapter 15: Digital Revolution o Case 15-1: Global Marketers Use Social Media Activities †¢ †¢ Discussions Evaluation †¢ None Reading(s) o Chapter 17: Leadership, Organization, and Corporate Social Responsibility o Case 17-2 Boeing versus Airbus: A Battle for the Skies e-Activity o Research the news and present a company that has currently violated its commitment to corporate social responsibility 20 10 Preparation †¢ †¢  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 4 of 17 MKT 505 – International Marketing (CSR). Be prepared to discuss. Activities †¢ Discussions Evaluation †¢ 11 †¢ Case Study 5: eBay in Asia (Case 15-2) Preparation Reading(s) o Case 4-2: Barbie: Growing Pains as the American Girl Goes Global o Case 10-2: The Smart Car Activities †¢ Discussions Evaluation †¢ None 20 20 240 GRADING SCALE – GRADUATE Assignments Case Study 1: Acer (Case 1-3) Case Study 2: America's Cuban Conundrum (Case 5-1) Case Study 3: Carmakers Target Gen Y† (Case 7-2) Case Study 4: Advertising, Public Relations, and the 2008 Beijing Olympics (Case 13-1) Case Study 5: eBay in Asia (Case 15-2) Participation (22 discussions worth 10 points apiece) Totals Total Points 280 240 240 240 240 220 1,460 % of Grade 19% 16% 16% 16% 16% 15% 100% Points 1,314 – 1,460 1,168 – 1,313 1,022 – 1,167 Below 1,022 Percentage 90% – 100% 80% – 89% 70% – 79% Below 70% Grade A B C F  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 5 of 17 MKT 505 – Assignments and Rubrics Case Study 1: Acer (Case 1-3) Due Week 3 and worth 280 points Write a 4-5 page report that answers the following: 1. Acer's strategy has been described as â€Å"divide and conquer. † Compare and contrast this to Lenovo's strategy. . Explain how the â€Å"global markets-local markets† paradox figures into Stan Shih’s strategy for China. 3. Determine what strategies Acer can apply to become the world’s third-largest PC company, behind Dell and Hewlett-Packard. 4. Even before the current economic crisis deepened, growth in the U. S. PC market had begun to slow down. Despite strong competition from Dell and Hewlett-Packard, Acer’s U. S. market share increased from 1 percent in 2004 to 3. 3 percent by the end of 2006. Analyze Acer’s prospects for gaining further share in the United States. . Provide evidence from at least three (3) qualified sources with the answer to number four, e. g. , textbook, peer-reviewed journals, government, or professional organizations Websites. Note: Properly cite your sources in the report and on a separate reference page that follows the APA style conventions. Your assignment must: †¢ Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. †¢ The specific Course Learning Outcomes associated with this assignment are: †¢ †¢ †¢ Formulate, implement, and evaluate effective marketing strategies based on an analysis of global operating environments, market dynamics, and internal capabilities. Use technology and information resources to research issues in international marketing. Write clearly and concisely about international marketing using proper writing mechanics. Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. Points: 280 Criteria 1. Acer's strategy has been described as â€Å"divide and conquer. † Compare and contrast this to Lenovo's strategy. Weight: 20% 2. Explain how the â€Å"global markets-local markets† paradox figures Case Study 1: Acer (Case 1-3) Unacceptable (Below 70% F) Did not submit or incompletely compared and contrasted Acer’s strategy to Lenovo’s strategy. Did not submit or incompletely explained how the Fair (70-79% C) Partially compared and contrasted Acer’s strategy to Lenovo’s strategy. Proficient (80-89% B) Satisfactorily compared and contrasted Acer’s strategy to Lenovo’s strategy. Exemplary (90-100% A) Thoroughly compared and contrasted Acer’s strategy to Lenovo’s strategy. Partially explained how the â€Å"global markets-local Satisfactorily Thoroughly explained how the explained how the â€Å"global markets-local â€Å"global markets-local  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 6 of 17 MKT 505 – Assignments and Rubrics into Stan Shih’s strategy for China. Weight: 20% â€Å"global marketslocal markets† paradox figures into Stan Shih’s strategy for China. Did not submit or incompletely determined what strategies Acer can apply to become the world’s third largest PC company, behind Dell and Hewlett-Packard. Did not submit or incompletely analyzed Acer’s prospects for gaining further share in the United States. No references provided. markets† paradox figures into Stan Shih’s strategy for China. Partially determined what strategies Acer can apply to become the world’s third largest PC company, behind Dell and HewlettPackard. Partially analyzed Acer’s prospects for gaining further share in the United States. markets† paradox figures into Stan Shih’s strategy for China. Satisfactorily determined what strategies Acer can apply to become the world’s third largest PC company, behind Dell and HewlettPackard. Satisfactorily analyzed Acer’s prospects for gaining further share in the United States. markets† paradox figures into Stan Shih’s strategy for China. Thoroughly determined what strategies Acer can apply to become the world’s third largest PC company, behind Dell and HewlettPackard. Thoroughly analyzed Acer’s prospects for gaining further share in the United States. 3. Determine what strategies Acer can apply to become the world’s third largest PC company, behind Dell and Hewlett-Packard. Weight: 20% 4. Analyze Acer’s prospects for gaining further share in the United States. Weight: 20% 5. 3 References Weight: 10% 6. Clarity and writing mechanics. Weight: 10% More than 6 errors present Does not meet the required number of references; some or all references poor quality choices. 5-6 errors present Meets number of required references; all references high quality choices. 3-4 errors present Exceeds number of required references; all references high quality choices. 0-2 errors present  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 7 of 17 MKT 505 – Assignments and Rubrics Case Study 2: America's Cuban Conundrum (Case 5-1) Due Week 4 and worth 240 points Write a 4-5 page report that answers the following: 1. Analyze the key issue that prompted the EU to take the Helms-Burton dispute to the WTO. 2. Decide who benefits and who suffers from an embargo of this type and explain your rationale. . Compose a resolution to the trade situation between the U. S. and Cuba. 4. Given that trade relations resume between the U. S. and Cuba, determine what type of economic barriers would have to be overcome by a U. S. firm to conduct business successfully in Cuba. Your assignment must: †¢ Be typed, double spaced, using Times New Rom an font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length. †¢ The specific Course Learning Outcomes associated with this assignment are: †¢ Analyze the major economic, cultural, and political/legal aspects of the international business environment, including the economic dynamics of foreign trade, impact of regional and global trade integration, and key cultural dimensions affecting marketing operations. Use technology and information resources to research issues in international marketing. Write clearly and concisely about international marketing using proper writing mechanics. †¢ †¢ Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. Points: 240 Criteria 1. Analyze the key issue that prompted the EU to take the Helms-Burton dispute to the WTO. Weight: 20% Case Study 2: America's Cuban Conundrum (Case 5-1) Unacceptable (Below 70% F) Did not submit or incompletely analyzed the key issue that prompted the EU to take the Helms-Burton dispute to the WTO. Did not submit or incompletely decided who benefits and who suffers from an embargo of this type and explain your rationale. Did not submit or incompletely composed a Fair (70-79% C) Partially analyzed the key issue that prompted the EU to take the HelmsBurton dispute to the WTO. Partially decided who benefits and who suffers from an embargo of this type and explain your rationale. Partially composed a resolution to the trade situation Proficient (80-89% B) Satisfactorily analyzed the key issue that prompted the EU to take the Helms-Burton dispute to the WTO. Satisfactorily decided who benefits and who suffers from an embargo of this type and explain your rationale. Satisfactorily composed a resolution to the Exemplary (90-100% A) Thoroughly analyzed the key issue that prompted the EU to take the HelmsBurton dispute to the WTO. Thoroughly decided who benefits and who suffers from an embargo of this type and explain your rationale. Thoroughly composed a resolution to the 2. Decide who benefits and who suffers from an embargo of this type and explain your rationale. Weight: 20% 3. Compose a resolution to the trade situation between the U. S. and  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 8 of 17 MKT 505 – Assignments and Rubrics Cuba. Weight: 25% resolution to the trade situation between the U. S. and Cuba. Did not submit or incompletely determined what type of economic barriers would have to be overcome by a U. S. irm to conduct business successfully in Cuba. More than 6 errors present between the U. S. and Cuba. Partially determined what type of economic barriers would have to be overcome by a U. S. firm to conduct business successfully in Cuba. 5-6 errors present trade situation between the U. S. and Cuba. Satisfactorily determined what type of economic barriers would have to be overcome by a U. S. firm to conduct bus iness successfully in Cuba. 3-4 errors present trade situation between the U. S. and Cuba. Thoroughly determined what type of economic barriers would have to be overcome by a U. S. irm to conduct business successfully in Cuba. 4. Given that trade relations resume between the U. S. and Cuba, determine what type of economic barriers would have to be overcome by a U. S. firm to conduct business successfully in Cuba. Weight: 25% 5. Clarity and writing mechanics. Weight: 10% 0-2 errors present  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 9 of 17 MKT 505 – Assignments and Rubrics Case Study 3: Carmakers Target Gen Y (Case 7-2) Due Week 6 and worth 240 points Write a 4-5 page report that answers the following: 1. Explain the strategy behind Asian automakers targeting Gen Y. 2. Analyze the strategy behind Honda and Toyota creating new vehicles such as the Element and the Scion. 3. Determine the rationale behind Toyota's decision to limit the number of Scion vehicles available for sale. Do you agree or disagree? Provide a rationale. 4. Research current strategies that Ford and GM are using to cater to this particular market segment. Your assignment must: †¢ Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. †¢ The specific Course Learning Outcomes associated with this assignment are: †¢ †¢ †¢ Integrate the concepts of market segmentation, product development, and pricing policies into viable marketing strategy to fit a variety of international market environments. Use technology and information resources to research issues in international marketing. Write clearly and concisely about international marketing using proper writing mechanics. Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. Points: 240 Criteria 1. Explain the strategy behind Asian automakers targeting Gen Y. Weight: 20% 2. Analyze the strategy behind Honda and Toyota creating new vehicles such as the Element and the Scion. Weight: 20% Case Study 3: Carmakers Target Gen Y (Case 7-2) Unacceptable (Below 70% F) Did not submit or incompletely explained the strategy behind Asian automakers targeting Gen Y. Did not submit or incompletely analyzed the strategy behind Honda and Toyota creating new vehicles such as the Element and the Scion. Did not submit or incompletely determined the Fair (70-79% C) Partially explained the strategy behind Asian automakers targeting Gen Y. Partially analyzed the strategy behind Honda and Toyota creating new vehicles such as the Element and the Scion. Proficient (80-89% B) Satisfactorily explained the strategy behind Asian automakers targeting Gen Y. Satisfactorily analyzed the strategy behind Honda and Toyota creating new vehicles such as the Element and the Scion. Satisfactorily determined the rationale behind Exemplary (90-100% A) Thoroughly explained the strategy behind Asian automakers targeting Gen Y. Thoroughly analyzed the strategy behind Honda and Toyota creating new vehicles such as the Element and the Scion. 3. Determine the rationale behind Toyota's decision to limit the Partially determined the rationale behind Toyota's decision to Thoroughly determined the rationale behind  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 10 of 17 MKT 505 – Assignments and Rubrics number of Scion vehicles available for sale. Do you agree or disagree? Provide a rationale. Weight: 25% rationale behind Toyota's decision to limit the number of Scion vehicles available for sale. Provided a rationale for agreement or disagreement. Did not submit or incompletely researched current strategies that Ford and GM are using to cater to this particular market segment. More than 6 errors present limit the number of Scion vehicles available for sale. Provided a partial rationale for agreement or disagreement. Partially researched current strategies that Ford and GM are using to cater to this particular market segment. Toyota's decision to limit the number of Scion vehicles available for sale. Provided a satisfactory rationale for agreement or disagreement. Satisfactorily researched current strategies that Ford and GM are using to cater to this particular market segment. 3-4 errors present Toyota's decision to limit the number of Scion vehicles available for sale. Provided a thorough rationale for agreement or disagreement. Thoroughly researched current strategies that Ford and GM are sing to cater to this particular market segment. 0-2 errors present 4. Research current strategies that Ford and GM are using to cater to this particular market segment. Weight: 25% 5. Clarity and writing mechanics. Weight: 10% 5-6 errors present  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further d istributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 11 of 17 MKT 505 – Assignments and Rubrics Case Study 4: Advertising, Public Relations, and the 2008 Beijing Olympics (Case 13-1) Due Week 8 and worth 240 points Write a 4-5 page report that answers the following: 1. Analyze the reasons why the Chinese government hired a Western public relations firm to work on the 2008 Beijing Olympics. 2. Assess the reasons why protesters and activists target events such as the Olympics. 3. Evaluate whether the opportunity to reach a global audience by advertising during the Olympics offsets the potential for bad publicity. 4. Analyze how well of a job the companies identified in this case did in anticipating and responding to the protests. Your assignment must: †¢ Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific Course Learning Outcomes associated with this assignment are: †¢ †¢ †¢ Analyze an integrated marketing communication (IMC) strategy to support global marketing operations. Use technology and information resources to research issues in international marketing. Write clearly and concisely about international marketing using proper writing mechanics. Grad ing for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. Points: 240 Criteria 1. Analyze the reasons why the Chinese government hired a Western public relations firm to work on the 2008 Beijing Olympics. Weight: 20% Case Study 4: Advertising, Public Relations, and the 2008 Beijing Olympics (Case 13-1) Unacceptable (Below 70% F) Did not submit or incompletely analyzed the reasons why the Chinese government hired a Western public relations firm to work on the 2008 Beijing Olympics. Did not submit or incompletely assessed the reasons why protesters and activists target events such as the Fair (70-79% C) Partially analyzed the reasons why the Chinese government hired a Western public relations firm to work on the 2008 Beijing Olympics. Proficient (80-89% B) Satisfactorily analyzed the reasons why the Chinese government hired a Western public relations firm to work on the 2008 Beijing Olympics. Exemplary (90-100% A) Thoroughly analyzed the reasons why the Chinese government hired a Western public relations firm to work on the 2008 Beijing Olympics. 2. Assess the reasons why protesters and activists target events such as the Olympics. Weight: 20% Partially assessed the reasons why protesters and activists target events such as the Olympics. Satisfactorily assessed the reasons why protesters and activists target events such as the Olympics. Thoroughly assessed the reasons why protesters and activists target events such as the Olympics.  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 12 of 17 MKT 505 – Assignments and Rubrics 3. Evaluate whether the opportunity to reach a global audience by advertising during the Olympics offsets the potential for bad publicity. Weight: 25% Olympics. Did not submit or incompletely evaluated whether the opportunity to reach a global audience by advertising during the Olympics offsets the potential for bad publicity. Did not submit or incompletely analyzed how well of a job the companies identified in this case did in anticipating and responding to the protests. More than 6 errors present Partially evaluated whether the opportunity to reach a global audience by advertising during the Olympics offsets the potential for bad publicity. Partially how well of a job the companies identified in this case did in anticipating and responding to the protests. Satisfactorily evaluated whether the opportunity to reach a global audience by advertising during the Olympics offsets the potential for bad publicity. Satisfactorily how well of a job the companies identified in this case did in anticipating and responding to the protests. Thoroughly evaluated whether the opportunity to reach a global audience by advertising during the Olympics offsets the potential for bad publicity. Thoroughly how well of a job the companies identified in this case did in anticipating and responding to the protests. 4. Analyze how well of a job the companies identified in this case did in anticipating and responding to the protests. Weight: 25% 5. Clarity and writing mechanics. Weight: 10% 5-6 errors present 3-4 errors present 0-2 errors present  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 13 of 17 MKT 505 – Assignments and Rubrics Case Study 5: eBay in Asia (Case 15-2) Due Week 10 and worth 240 points Write a 4-5 page report that answers the following: 1. Analyze the key factors that have caused eBay to struggle in Japan, China, and other Asian markets to determine if these mistakes could have been avoided 2. Compare and contrast the strategies used by Yahoo and eBay in their Asian market approach. 3. Assess what eBay’s shift to giving control of its main China operation to Tom Online signifies. 4. Formulate some additional strategies that eBay could use in the Asian market. Your assignment must: †¢ Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. †¢ The specific Course Learning Outcomes associated with this assignment are: †¢ †¢ †¢ Evaluate and adapt corporate marketing strategies to fit the changing dynamics of foreign markets and foster a competitive advantage. Use technology and information resources to research issues in international marketing. Write clearly and concisely about international marketing using proper writing mechanics. Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric. Points: 240 Criteria 1. Analyze the key factors that have caused eBay to struggle in Japan, China, and other Asian markets to determine if these mistakes could have been avoided. Weight: 20% Case Study 5: eBay in Asia (Case 15-2) Unacceptable (Below 70% F) Did not submit or incompletely analyzed the key factors that have caused eBay to struggle in Japan, China, and other Asian markets to determine if these mistakes could have been avoided. Did not submit or incompletely compared and contrasted the strategies used by Yahoo and eBay in their Asian market approach. Did not submit or Fair (70-79% C) Partially analyzed the key factors that have caused eBay to struggle in Japan, China, and other Asian markets to determine if these mistakes could have been avoided. Partially compared and contrasted the strategies used by Yahoo and eBay in their Asian market approach. Proficient (80-89% B) Satisfactorily analyzed the key factors that have caused eBay to struggle in Japan, China, and other Asian markets to determine if these mistakes could have been avoided. Satisfactorily compared and contrasted the strategies used by Yahoo and eBay in their Asian market approach. Satisfactorily Exemplary (90-100% A) Thoroughly analyzed the key factors that have caused eBay to struggle in Japan, China, and other Asian markets to determine if these mistakes could have been avoided. Thoroughly compared and contrasted the strategies used by Yahoo and eBay in their Asian market approach. Thoroughly 2. Compare and contrast the strategies used by Yahoo and eBay in their Asian market approach. Weight: 20% 3. Assess what eBay’s Partially assessed 2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 14 of 17 MKT 505 – Assignments and Rubrics shift to giving control of its main China operation to Tom Online signifies. Weight: 25% incompletely assessed what eBay’s shift to giving control of its main China operation to Tom Online signifies. Did not submit or incompletely formulated some additional strategies that eBay could use in the Asian market. More than 6 errors present what eBay’s shift to giving control of its main China operation to Tom Online signifies. assessed what eBay’s shift to giving control of its main China operation to Tom Online signifies. Satisfactorily formulated some additional strategies that eBay could use in the Asian market. 3-4 errors present assessed what eBay’s shift to giving control of its main China operation to Tom Online signifies. 4. Formulate some additional strategies that eBay could use in the Asian arket. Weight: 25% 5. Clarity and Writing Mechanics. Weight: 10% Partially formulated some additional strategies that eBay could use in the Asian market. 5-6 errors present Thoroughly formulated some additional strategies that eBay could use in the Asian market. 0-2 errors present  ©2011 Strayer University. All Rights Reserved. This document contains Strayer Univer sity Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 15 of 17 MKT505 – Student Notes Weekly Course Schedule The purpose of the course schedule is to give you, at a glance, the required preparation, activities, and evaluation components of your course. For more information about your course, whether on-ground or online, access your online course shell. The expectations for a 4. 5 credit hour course are for students to spend 13. 5 hours in weekly work. This time estimate includes preparation, activities, and evaluation regardless of the delivery mode. Instructional Materials In order to be fully prepared, obtain a copy of the required textbooks and other instructional materials prior to the first day of class. When available, Strayer University provides a link to the first three (3) chapters of your textbook(s) in eBook format. Check your online course shell for availability. Review the online course shell or check with your professor to determine whether Internet-based assignments and activities are used in this course. Instructional materials are obtained through the university’s virtual bookstore and can be accessed through iCampus: http:bookstore. mbsdirect. net/strayer. htm. Courses with Internet-based assignments and activities on publisher sites may require the purchase of onetime access codes. When purchasing used textbooks, a separate access code purchase will be necessary. Discussions Students taking this course online are required to post their discussions to a weekly thread in the online course shell. Respond to at least two (2) other students’ posts to earn full credit for each discussion. As it is always possible that you could lose your work due to unforeseen circumstances, you should routinely save your work in a separate file before posting in the course discussion area. Professors hold discussions during class time for on-ground students. Check with your professor if any additional discussion participation is required in the online course shell outside of class hours. Assignments A standardized performance grading rubric is a tool your professor will use to evaluate your written assignments. Review the rubric before submitting assignments that have grading rubrics associated with them to ensure you have met the performance criteria stated on the rubric. Grades are based on individual effort. There is no group grading; however, working in groups in the online or on-ground classroom is acceptable. Assignments for online students are always submitted through the online course shell. On-ground professors will inform students on how to submit assignments, whether in paper format or through the online course shell. Resources The Resource Center navigation button in the online course shell contains helpful links. Strayer University Library Resources are available here as well as other important information. You should review this area to find resources and answers to common questions. Technical support is available for the following: †¢ For technical questions, please contact Strayer Online Technical Support by logging in to your iCampus account at https://icampus. strayer. edu/login and submitting a case under â€Å"Student Center,† then â€Å"Submit Help Ticket. † If you are unable to log in to your iCampus account, please contact Technical Support via phone at (877) 642-2999.  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 16 of 17 MKT505 – Student Notes †¢ For concerns with your class, please access the Solution Center by logging in to your iCampus account at https://icampus. strayer. edu/login and submitting a case under â€Å"Student Center,† then â€Å"Submit Help Ticket. † If you are unable to log in to your iCampus account, please contact the IT Help Desk at (866) 610-8123 or at mailto:[email  protected] edu. TurnItIn. com is an optional online tool to assess the originality of student written work. Check with your professor for access and use instructions. The Strayer Policies link on the navigation bar in the online course shell contains academic policies. It is important that students be aware of these policies. .  ©2011 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. MKT 505 Student Version 1118 (1016 9-27-11)    Page 17 of 17

T0 what extent are law graduate denied access to the legal profession Essay

T0 what extent are law graduate denied access to the legal profession - Essay Example This implies that the students who somehow decide to adopt law as a profession have to face the acute financial crises (BAG, 2005). Complains received from these types of students shows that they are over stressed and lost the charm in their lives, because after working hard and sacrificing their time, they cannot even earn enough to pay their dues on time. Besides the dues problem, another important factor that influences the mindset of law students, is rareness of pupillage for the solicitors, they think if they cannot earn enough as a solicitor then who they can? And if they cannot, then what is the need to destroy their time and money. Inequalities that are present in the education system made worse by the law professionals along with the funding system introduced. Most of the cases decisions taken by the law profession are not satisfying the condition of equality and as a result the student who deserves is empty handed. In addition to this a trend is set that the student who comes from the private school becomes a barrister and the student from state school becomes a solicitor. Private school students think to be more worthy of getting the scholarships, whereas if the actual figures are considered then 57% of students belongs to private school said that they are fully supported by their families and 34% are dependent on the loans. While in case of state school students 66% students are dependent on the loans and remained supported by their families. But still the ratio of awarding scholarships is more to the private school students as compare to the state school students, despite the fact that they deserve (BAG, 2005). Competition is present betwixt all the professionals in their respective fields. The law professionals irrespective that they are barristers or solicitors they have to compete with each other in their professional careers. Now when they pay huge dues then they feel unsatisfactory not just because of the huge expenses and rivalry, but

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

Business ethic case - Essay Example â€Å"In the end, racist behavior by employees lands at the door of corporate executives. They face a dilemma: If they admit theres a problem, the company is exposed to lawsuits and negative publicity. But denial only makes matters worse. Until more employers confront the rise of ugly racism head on, Americans will continue to see behavior they thought belonged to a more ignominious age† (Bernstein, 2010). If employers confront this behavior, they can act on their impulse for social justice, and seriously influence company policy. There are many stakeholders in the modern company, when one considers racism in terms of issues of causality, intention, and understanding. Different areas of the company can share the responsibility, even if the company ownership and directors must bear the ultimate responsibility. For it is the leadership of the company that determines its direction, and in eliminating bias, leadership can set an example as well as effective policy. Bias is being subjectively favorable towards one group or conclusion even when faced with contrary evidence. It can be applied to a person’s race, gender, nationality, sexuality, disability, or other variables. For example, whether positive or negative a lot of reportage on African Americans tends to deal more with an in-group perceiving an out-group than a true cultural synthesis of understanding. This is far from a comprehensive definition of discrimination, which can also include social decisions that are based on the gender, disability, or r ace of a perceived group, to name just a few possible delineations. The cause for most discrimination and prejudice in the workplace is the fostering of stereotypes that seek to assay out-group homogeneity from the perspective of the oppressor. This oppressor is also seen to organize the future of the system through a media system that emphasizes paternalist authority, causing psychological damage through discrimination of

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Effects of Free

Effects of Free Primary Education Essay The research will investigate the effects of free primary education on learners with diverse needs in the main stream primary schools. (A case of Lilongwe Urban Schools) Identification of a sample of teachers, parents, pupils, schools. Distribution of questionnaires, conduct interviews, and observations. The Data will be conducted from four mainstream primary schools in Lilongwe district. 3. 0. RESEARCH METHODOLOGY 3. 1. A statement of search method. Many learners with special educational needs experience a number of challenges in the mainstream primary schools in which in some way or the other prevent them from receiving quality education. (Ministry of Education PIF Document on special needs, 2000) At a conference held at Salamanca in Spain 1994, it was declared that learners with special educational needs acquire education in their home schools. (World Declaration on Education For All, 1990). This meant that they were to be included in the mainstream schools and the schools were supposed to accommodate these learners by providing them with specialized resources so that the children acquire quality education. The introduction of free primary education in Malawi in 1994 posed a threat towards the education of learners with special educational needs in their home schools, because much as it increased access to educational opportunities for all Malawians, it brought many challenges towards the education of learners with special educational needs in mainstream schools and to the ordinary learners as well. (Ministry of Education PIF document 2000). One of the challenges emanating from the implementation of free primary education policy towards the education of learners with special educational needs is overcrowding in schools which lead to poor performance due to poor methods of teaching. Statistics indicates that in 1993, there were about 1. 6 million primary school students in Malawi. However, when free primary education was introduced in 1994, the number of students jumped to over three million (World Bank report 2004). This created a lot of problems, overcrowding in classes made teachers not to consider the needs of learners with special educational needs because there was too much work load. Teachers use poor methods of teaching as a result of overcrowding in classes and lack of resources. Teachers are failing to practice the individualized education plan meant for learners with special educational needs due to increased enrollment rates. (Ministry of Education PIF Document). This results in poor performance, high repetition rates for both learners with special educational needs and the ordinary pupils. It is thus of great importance to asses on how poor methods of teaching is a challenge to the education of learners with special educational needs. Some indications suggest that overcrowding in classrooms is pushing out pupils with special educational needs; an issue which the World Bank (2004) recommends that needs further research. Furthermore, due to overcrowding, survival rates for all learners (ordinary and those with special educational needs) have also been affected. The double/triple shifts are also making it hard for schools to plan for remedial programmes for learners with special educational needs and teachers complain of increased pupil teacher ratios. (Ministry of Education, PIF Document, 2004). Thus, it is the interest of the researcher to further assess the effects of overcrowding in classrooms towards the education of learners with special educational needs. The shortage of teaching resources is also another problem that is making the education of learners with special educational needs difficult. The shortages of teaching and learning aids worsened as a result of the implementation of free primary education. The number of pupils per text book was 2. 9 prior to Free Primary Education, declining to 7. 1 in 1994/5. Even more worrying is the fact that repetition rates are over 20%. (Riddel R. , 2003) What should be noted is that, learners with special educational needs require specialized resources for them to receive quality education. This is expensive and need expertise to use specialized materials. In this case, if the government is failing to provide learning materials for ordinary learners, what more to the provision of teaching and learning materials to learners with special educational needs. The shortage of teachers and recruitment of unqualified and untrained teachers who did not have any knowledge on special needs education was also another recipe for disaster because the needs of learners with special educational needs were not given a priority. (Ministry of Education PIF document 2000). Thus, it is reported by 1997, more than half the teachers were untrained, compared with 13% before the introduction of Free Primary Education. The World Bank Report on effects of free primary education (2004) states that this left learners with special educational needs to struggle to meet the needs of the school and not the schools meeting the needs of learners with special educational needs. As such it is to the interest of the researcher to assess on how this has led to low academic achievement to both learners with special educational needs and ordinary learners. Poor infrastructure is also another area of concern, according to an article by Ligomeka. B. (2000), it is stated that the ambitious plan by the Malawi government to boost its education levels by offering free primary education backfired, largely because of the terrible poor conditions of the country’s primary schools. Ligomeka adds to say that conditions at schools remain terrible; there has been a shortage of classrooms for the pupils, resource centers, teacher’s houses, and toilets for over a decade. The inaccessible physical environment makes it difficult for children with disabilities to survive. ( e. g. poor hygiene in toilets) Additionally, many of the preliminary surveys seem to show that the existing facilities make a mockery of the free education program. As a result, the situation of the teaching force in most of the districts is generally bad. On quality issues, the World Bank Report (2004) states that, the free primary education has produced unintended and unforeseen negative consequences. The reforms that Malawi has come up with have produced some consequences including quality issues which are of concern in Malawi. Whilst the enrolment expansion has been remarkable, the quality of education – and many would say, even the ‘value’ of education – has deteriorated. The question might be; if ordinary pupils are complaining of quality issues, what about the quality of education being offered to learners with special needs? This puts in question for the quality of education being delivered and if the needs of learners with special needs are being met. It is for this reason that the researcher would want to assess the quality of education being offered to learners with special educational needs in the mainstream primary schools with regards to the challenges emanating from the implementation of free primary education. Kadzamira and Rose (as cited at http//www. Introduction of free primary education in sub-Saharan Africa) point to the continued lack of access of some sub-groups (street children, out-of-school youth, those with special needs, orphans. ) who still face problems to meet some of their needs ( such as learning materials, food, accommodation, wheelchairs, hearing aids, and clothes) despite the education being free. As such, this has resulted in a lot of absenteeism, poor performance, a very high repetition rate and dropouts for learners with special educational needs, street children and orphans, because despite the education being free, they still have to meet other expenses such as stationary, uniforms, food, wheel chairs, and other specialized materials. (Ministry of Education PIF document 2000). The researcher therefore, would like to investigate if the needs of the above mentioned subgroups are taken into consideration by the schools. Through the reports, articles and journals, it has been discovered that the effects of free primary education worsened the problems learners with special educational needs were facing in mainstream primary schools. These problems do not only affect learners with special needs but also those without, and this has made/created a lot of learners to fall under special educational needs because their needs are not being met by the education system. In conclusion, there is evidence that free primary education brought challenges towards the education of learners with special educational needs, as such, it will be necessary to find out the extent to which the challenges are making the education of learners with special needs difficult in the mainstream primary schools, so that the feedback can be used to correct deficiencies in the schools. This research will be beneficial to teachers, schools even the researcher herself to diagnose barriers to inclusion hence coming up with strategies to reduce or eradicate the barriers. Definition of Key terms. Mainstream refers to the integration of learners with special educational needs in general education settings (Heward, 2000) Special educational needs refer to learners who require specialized instruction and different levels of support if they are to realize their full human potential, or to facilitate their academic, social, and emotional development. It also includes those coming from poor socio-economic backgrounds. (Heward 2000) Inclusion is the process of accommodating learners with special needs in the general education settings, with support services provided by the school. (Index for inclusion, 2002) Sub-questions What challenges do learners with special educational need face in the mainstream primary schools as a result of free primary education in Malawi? How do the challenges affect education provisions for learners with special educational needs? What support services are provided by parents towards the education of learners with special educational needs? 3. 2. RESEARCH METHODS The research shall be conducted using the survey strategy. 3. 3. Survey Studies Survey studies as pointed out by Cohen (2003) Is another way to get unique material. It is regarded as one of the best tool for collection of data by many scholars. Cohen added that surveys take one or two forms, questionnaires or interviews. During a survey, a researcher can ask people questions in person or draw a written questionnaire, but in either case, it is advised that questions must be phrased carefully so that people can respond easily and clearly. A Gay L. R. etal (2009) state that surveys requires the collection of standardized, quantifiable information from all members of a population or of a sample. It is from the above understanding that the researcher has seen it necessary to use this design, in the collection of data to examine on how the introduction of free primary education has affected the education of learners with special educational needs in terms of human resource, teaching and learning materials, and the quality of education being provided. 3. 4. SOURCES OF EVIDENCE The following instruments will be used for data collection: Questionnaires, interviews, and observations. 3. 4. 1Questionnaire. A questionnaire is a written collection of survey questions to be answered by a selected group of research participants. (Gay L. R. etal). And it is a widely used and useful instrument for collecting survey information. However, Bell (1993) warns that one needs to ensure that the questionnaire is well designed in order to give the researcher the information needed, acceptable to subjects and that will not give problems at the analysis and interpretation stage. The questionnaire will contain both open ended questions and closed questions. Among the advantages of a questionnaire is that it is cheap compared to interviews, and can be used to collect data from a large sample without the researchers presence, and one of the disadvantages is that respondents can delay information and could be difficult to make follow ups. (Cohen, 2003). To minimize errors, the researcher will make sure that questionnaires be taken for supervision before distribution to ensure that they are clear. The researcher shall follow guidelines for writing effective questions, such as avoiding complex questions, avoid irritating questions or instructions, just to mention a few. Cohen (2003). And in this study, a sample of ten teachers and Primary School Education Advisor (PEA) will be given questionnaires. See appendix,( item number 2 a,2b). 3. 4. 2Focused Interviews Interviews are an oral, in person question and answer session between a researcher and an individual respondent. (Gay L. R. etal 2009) Here, the researcher will use focused interviews. Ary D. etal (2002), describes focused interviews as those where the researcher ask questions designed to draw out subjects’ responses on a topic of interest. Subjects are free to answer in their own words rather than having to choose from pre-determined, open ended format, this permits greater flexibility and responsiveness to emerging issues for the participants. Among the advantages of interviews as pointed out by Donald etal (2002) is that, a researcher gets instant feedback, participants are able to ask for clarity, and the researcher probes participants where ever necessary. Donald adds to say that interviews enable an interviewer to get information concerning opinions, beliefs, attitudes and feelings in relation to certain questions. Hence making a researcher acquire rich information from respondents which will make the research to be standard. Nevertheless, the disadvantage of interviews is that it could be time consuming to both the researcher and the participant; it is expensive in terms of travel costs and materials, besides it is also difficult for individuals to articulate their feelings in a one to one interview. As such focused interviews will be conducted with head teachers, experienced teachers (those with over 16 years experience), parents, ordinary learners, and learners with special educational needs. The researcher shall prepare a list of standardized questions ahead of time and shall be taken for supervision to minimize errors. Furthermore, the researcher will make herself available at a time that is convenient for the respondents. The researcher shall begin by sending a letter of Identification, requesting an interview with the Primary School Education Advisor (PEA), head teachers, teachers, parents and pupils and specify the sort of information needed. See appendix ( item no. 1. a,1. b, 1. c, 1. d) 3. 4. 3Observations. Cohen (2003), states that observation data are attractive as they afford the researcher the opportunity to gather â€Å"live† data from â€Å"live† situation. The researcher will observe, teaching methods, attitude of teachers and peers, classroom organization, and availability of resources. Cohen continues to say that observation makes data to be reliable and generalization can be made. Stringer (2004) also points out that observations principle purpose is to familiarize researchers with the context in which issues and events are played out, however, Gay R.L. (2009) warns that researchers that when obtaining observations there should be objectives, unbiased and accurate in the sense that the observer has avoided influencing the behavior of respondents. The disadvantage of observation according to Alkins Encyclopedia of Education Research (1992) is that it more naturalistic and researchers are not constrained by what is in a checklist or rating scale. If an observation is well planned and carried out, it can give both qualitative and quantitative data. Observation has limitations on bias to an extent that the individual perceptions and interpretations of the observer, influenced by previous experience, affect the recording of the behavior, (ibid p. 271). However, the researcher will be aware of this problem so that learners with special educational needs be observed thoroughly in order to detect their difficulties which they face in mainstream primary schools. Observations shall be carried out in all the primary schools. See appendix (item no. 3). 3. 5. Population Sample This involves identification of a sample of schools, teachers, parents, and pupils, from the schools. Three mainstream primary schools in Lilongwe urban will be selected for the collection of data. Schools will be selected based on their experience in the education of learners with special educational needs. Teachers shall be selected according experience (those with more than 16 years experience prior to the introduction of free primary education). Pupils will be selected based on their age and class. (Will start from standard 3 up to 8 and within the age range of 9-15) the Primary School Education Advisor will also be contacted to answer a few questions and parents will be selected based on proximity (those living around the school and available). A total of six Learners with special educational needs and six ordinary learners will be interviewed from each school, will al so be interviewed, a total of eight teachers will be given questionnaires and two teachers will be interviewed, all the head teachers will be interviewed, and Observations by the researcher will also be carried out in all schools. The reason behind this sample is: To find out teacher perceptions on how free primary education has undermined the quality of education being offered to learners with special educational needs. To know how involved parents are in the education of their children. To find out from learners on the challenges they face in the classroom and how this is affecting their academic achievement. To find out from Primary school Education Advisor if the government is aware of such problems and necessary measures are taken to minimize the effects. 4. 5DATA ANALYSIS Data analysis is one of the things the prepared researcher needs to consider. It involves filing and organizing data collected (Cohen 2003). Gay etal (2009) add to say that the planning of data analysis will need to consider the organization, accounting for and explaining the data; It indicates what needs to be done with the data when they have been collected and how will the data be processed and analyzed, additionally, it shows how the results of the analysis will be verified, cross-checked and validated. (Bell 1993). In analyzing data, the researcher will re- write notes as soon as possible after making a set of observation. Full notes shall be typed and two copies of the notes shall be produced so that the other copy should act as a backup. The files shall be created in chronological order of events including notations of the dates and times they were made. Ultimately, observations shall be analyzed and interpreted to find the underlying meaning in the things observed. And the organization and filing of notes is the first step in discovering that meaning. (Donald A, etal 2002) All the results from different participants shall be analyzed and interpreted cordially, and data will be presented in the form of tables, type written text and charts. 3. 6Reliability and Validity According Kubiszyn T. etal (1996), reliability refers to an extent where similar results are obtained from different samples and after using different methods of data collection. Cohen (2003), states that validity is an important key to effective research, because if a piece of research is invalid then it is worthless. He further points out that that validity of research results refers to the extent where the research measures what it was intended to measure. The extent of triangulation is also another form of validity. To ensure reliability, the researcher, will use different tools of data collection, use standardized questions in both questionnaires and interviews and will make sure that the questions should be in line with the research question to ensure validity. 3. 7 LIMITATIONS Ethical issues, travel cost and time will be taken as some of the barriers to this study, nevertheless, ways will be found to deal with these problems. To overcome the problem of travel costs, the researcher started saving money meant for this purpose, where there will be a shortage, it will be required to ask for funds from guardians. To deal with ethical issues, the researcher will try by all means to be careful in the use of language so as not to harm participants psychologically because this might affect the outcome. The researcher will also take the interview and questionnaire questions for supervision to make sure that language used does not offend the participants. In the case of time, where the researcher will be on a short holiday and at the same time collecting data, appointments for interviews, observations and distribution of questionnaires. The researcher shall make herself available at a time convenient to the participants. Prompts/follow up shall be made in the case of questionnaires so that all the data should be ready before the holiday ends. To avoid doubts from participants, a letter of identification shall be obtained from the Special Needs Department of the Catholic University of Malawi. People will be assured of privacy and the research shall seek parental/teacher consent before interviewing learners below the age of fifteen. REFERENCE Ary Donald. Lucy Cheser Jacobs. Asghar Razaviah. (2002), Introduction to Research in Education, Thomson Learning, Belmet. Bell J (1993), Doing your Research Project. A guide for first research in Education and social science. Suffolk, st Edmunds bury press. Cohen L. etal (2003). Research Methods in Education. Prentice-hall Inc, New York. EFA Global Monitoring Report @ http:// www. EFA report @ unesco. org. Gay L. R. , Geoffrey E. Mills, Peter Airasian. (2009), Educational Research Competencies for Analysis and Applications. Pearson Education, Inc; New Jersey. Heward W. L. (2000). Exceptional Children: an introduction to special education. Prentice-hall, New York. (http://www. aft. org/research/rel-site. htm) (http: //www. World Bank report on effects of free primary education. org. ) Riddell R. (2003) The introduction of Free Primary Education in Sub-Saharan Africa Report. Ministry of Education (PIF document on Special Needs Education in Malawi, 2000) IRINA MANJOMO CALENDAR FOR DESSERTATION MONTH YEAR DATE ACTIVITY JUNE-2010 15-20 25-30 Writing letters to institutions where data will be corrected. Distribution of questionnaires for data collection and making appointments for interviews JULY -2010 Data collection, Data analysis and data entry. AUGUST- 2010 1-17 Data analysis and entry. 18-23 Editing analysed data, submission. 24-25 Meeting the supervisor 25-31 Literature Review SEPTEMBER-2010 3-13 Writing of chapter two (Lit. Review) begins ends 14-15 Meeting the supervisor 16-19 corrections 22-29 Writing of chapter III submission 29-30 Meeting the supervisor OCTOBER-2010 1-4 Corrections 7-14 Writing chapter IV submission 15 Meeting the supervisor 15-17 Corrections 19-25 Writing Chapter V and VI submission 26-27 Meeting the supervisor 28-30 Corrections NOVEMBER-2010 2-9 Writing Ch. 1 submission 11-14 Meeting supervisor corrections 16-21 22-23 Writing first Draft of Dissertation submission corrections DECEMBER-2010 24-30 1-3 Writing 2nd Draft of Dissertation submission 5-7 Meeting supervisor JANUARY-2011 Making Corrections on the Dissertation draft FEBRUARY-2011 13-18 Defending the Dissertation 21-23 Making corrections submission MARCH-2011 1-3 Meeting the supervisor 3-20 Making final corrections on the Dissertation Draft. APRIL- 2011 Writing the final copy of the Dissertation begins and ends. MAY-2011 16-23 submission to the supervisor

Disclosure of material facts by proposer of insurance Essay Example for Free

Disclosure of material facts by proposer of insurance Essay A fact is considered to be material as per the provisions of Section 18(2) of the Marine Insurance Act 1906 if it would influence the judgment of a prudent insurer in fixing the premium, or determining whether he will take the risk. This rule applies is also applicable to non-marine insurance and despite the proposals of the Law Commission not being addressed to marine insurance, undoubtedly the decisions of the courts on disclosure of hull risks will have repercussions for householders. The degrees of influence are given below. The three degrees of influence. (A) Information type A is so material that the insurer, if he had known about it would have refused to enter the contract or in the alternative the insurer would have made further investigations resulting in refusal to do so. (B) Information type B consists of facts, which if the insurer had been aware of, would have resulted in the insurer’s making the contract of insurance but on quite different terms especially in respect of premium or conduction of a further investigations leading to insurance on a different set of terms altogether. The proposer has to reveal the material facts known to him whilst proposing insurance. However, in Berger Ltd. v. Pollock , non-disclosure of certain information, was held to be immaterial because the judge was far from satisfied that, if the undisclosed matters had been fully reported and explained to these underwriters, they would in fact have declined to accept this declaration under open cover or have sought to vary its terms or to require an increased rate of premium. (C) Information type C is that information, whose knowledge would have made the insurer consider it relevant but would not have resulted in the insurer’s refusal of the contract or insistence on different terms. It is information, which though affecting his judgment would have, in conjunction with other facts, had they been present, would have resulted in a different contract, but, which of its own accord, would not have affected the particular contract or its terms. This is the present position in England and is the consequence of the judgments of the Court of Appeal in CTI v. Oceanus . It has been suggested that this case propels English law in the direction suggested by the Law Commission. However, the Court of Appeal’s objective was to respect the Courts view of precedent. The reality is that the Court has succeeded in distancing the law from precedent, principle and the interests of the assured. This decision has met with almost universal concern and disappointment. CTI v. Oceanus CTI entered into an insurance contract successively with A, B and Oceanus. A and B being dissatisfied with the claims experience wanted a change in the terms of cover which were not acceptable to CTI . Hence, CTI insured with Oceanus on the basis of an account of their past claims record which, was not complete or entirely fair and accordingly Oceanus endeavoured to avoid the policy for misrepresentation and non-disclosure. Lloyd J. held that, even in the event of disclosure of all the relevant information the insurer would have made this contract on the same terms and that such information, which could be classified as belonging to type C, not being material, the contract could not be avoided. On appeal the Court held that the undisclosed information was to be classified as type B and not type C and therefore the decision at first instance had to be reversed resulting in the avoidance of the insurance. Nevertheless, the Court also stated obiter but after hearing argument, that there is no requirement that the particular insurer should have been induced to take the risk or charge a lower premium than he would otherwise have done as a result of the non-disclosure. The consequence of all this is that information of type C in English law is material and its concealment enables the insurer to avoid the contract of insurance, without any reservations in respect of commercial insurance and most likely in other lines too. It was hinted by Kerr L. J. that this rule might differ in respect of consumer insurance but the Law Commission has refused to countenance a special rule for consumers. Practicality. First, despite the absence of an absolute standard, the test of materiality is that of the prudent insurer, which is an objective test controlled and applied by the court on the basis of expert evidence. This is similar to that of a reasonable man in tort. In the parlance of insurance practice this test of a prudent insurer is no more a genuine inquiry into a particular person’s mind than it is in relation to the other reasonable or prudent persons who populate the rules of law to legitimise the dominant role of the judge. Secondly, despite the objective nature of the materiality test, it is not understandable as to why it is easier and therefore more pragmatic and definite to state that a fact has some influence or is of the type C, rather than to state that it has a decisive influence or that it can be classified as type A or type B. Thirdly, if the proposer has to perforce disclose information of the type C, then there is the further objection that probable assureds will be better off by exercising caution and not taking any risks by indulging in a total disclosure. The decision in CTI v. Oceanus does not take into cognizance the basic nature of misrepresentation and non-disclosure as connoting something that vitiates consent, in this case the consent of the insurer. It becomes to accept that the consent of the insurer was vitiated and that consequently the contract should be avoided, if the insurer would have made the same contract on the same terms, despite the lack of misrepresentation or disclosure.

Student Attendance And Achievement

Student Attendance And Achievement The relationship between students attendance and achievement in public schools has become a drawn out issue. Among different studies by scholars, policymakers, specialists, and parents the outcome has been determined there is a positive correlation between school attendance and academics. This group study has evaluated that the number of days students attended school improved their learning. Research has determine, lack of attendance not only affected individual students academically, but also affected the learning environment of the entire school. Reducing the rates of student truancy and chronic absenteeism has been and continues to be a goal of many schools and school systems. Despite the long history of concern over student attendance, the issue has received relatively little attention from educational researchers. If schools can improve the truancy of students, then education will begin to gain academically. It is deem, the more students are between the four walls of the classro om, the better prepared they will become and achievement levels will begin to show improvement. The issue of poor school attendance has been a serious concern for many years. The correlation between attendance and achievement has policy makers and researchers questioning the efficacy of family involvement. According to Sheldon 2007, analyses showed when schools worked to implement the concerns of the school with families, and community partnerships, student attendance improved an average of 5%, whereas in comparison to schools that did not implement such strategy, rates of student attendance declined slightly from one year to the next (Sheldon, 2007). In respect of this declination, the present education climate, policy makers have placed a heavy emphasis on getting more children to stay in school in order to pass or score proficiently on standardized tests. This major push was attributed to the federal (NCLB), No Child Left Behind Act of 2001. The importance of this act has placed heavy sanctions on schools with chronic student failure and poor achievement test results. The si gnificance of this act holds school accountable for high levels of student attendance (Sheldon, 2007). The NCLB placed a rigorous implementation on student achievement and individual schools accountability. Given the major push for academic success, the focus should be redirected more heavily on attendance, mobility, socio economic status and educators in order to improve student achievement (Sheldon, 2007). How Truancy Factors Measure up to Achievement According to Sheppard, 2007, the issue on truancy can best be defined as any unexcused or undocumented absence from school taking into account the attendance rules of the state. Every state has their own set of rules regarding the attendance. These rules are designed to determine the age at which a child is required to start school, the age at which a child may officially finish school and the reasons that might be invoked for any excused absence from school (Sheppard, 2007). The true factors on truancy is the evidence of students performing poorly on tests, in the classroom and not completely prepared for real life situations. One of the obvious reasons for the lack of cleared results in the fight against truancy was the complexed phenomenon, occurring as a result of interplay between various determining characteristics of the family structure and the priority placed on education within the home (Sheppard, 2007). In light of evidence research identified three kinds of factors that contributed to truancy. Currently these factors can be situated at the individual, the family, and the school level of concern. In reasoning on the individual level, it has been established that truants are characterized by lower levels of academic self-esteem (p.267). The family level suggested pupils who are often absent tend to display signs of academic anxiety, sometimes even leading to symptoms of neuroticism. On the school level, truancy was most endemic at the age 15, and in general, the problem was more prevalent among boys than among girls, and proved an impossible accuracy task (Sheppard, 2007). Family Involvement According to Anne Sheppard, 2009, poor school attendance and low achievement tended to occur because of parental variables such as low socio-economic status, conflict, neglect, criminal record and mental illness. However, although research has shown that pupils from poorer socio-economic backgrounds had less positive attitudes towards school and learning and lower levels of academic self-concept than their more advanced peers (Sheppard, 2009). It seems that the poorer economical the family structure, the less likely the family unit will be in support of advancing academically especially outside of the classroom. It has also been viewed that the age of the student plays a role in regards to achievement gap. In other words, the differences were not as great as it might have been expected from the achievement gap between the age group up to 16 years, as it were between their socio-economic statuses (Sheppard, 2009). Sheppard suggested the impact of parental involvement was thought to wo rk through parents educational values and aspirations being presented in a positive parenting style, which influenced how pupils perceived education, schoolwork, and their motivation to achieve. If the parents valued higher educational level, the students value would be of equal importance (Sheppard, 2009). In considering this value, the author suggested that parental involvement affected childrens achievement more than school procedures, especially in the primary years. This lack of involvement was determined to have an effect in the later school years in determining the magnitude of learning. This same involvement was perceived in pupils educational aspirations and staying in education rather than measured achievement (Sheppard, 2009). Research and Data Research on truancy among schools, families, peer groups, and individuals factor has slowly evolved according to the results from this study data from principles of middle-high school students of different states. Information on participants came from those who attended an average comprehensive school and based on their percentage of pupils receiving free or reduced school meals. The average targets for these schools were 91.9% (Sheppard, 2009). This figure indicated that all pupils with an attendance below 92% could be considered poor attenders. These attender names were obtained from the participating schools register (Sheppard, 2009). In retrieving such information, an interview was used to elicit in depth pupil descriptions of their parents behavior over matters of school attendance and their explanations of why it occurred. An interview was chosen instead of a written questionnaire as the pupils were judged unable to put detailed responses in writing. The questionnaire was desig ned to give quantifiable data from qualitative questions which would have been suitable for statistical analysis (Sheppard, 2009). Data were collected and throughout the frequency was rated on a 4 point grading scale. The categories determined (0-3), where 0 represented never, 1 represented once or twice a term, 2 represented once every 2-3 weeks and 3 represented once a week or more often students missed school(Sheppard, 2009). In this statistical correlation, researchers viewed in secondary schools, there were correlations between related poor attendance, antisocial behavior, anxiety, low academic attainment and poor future outcomes regarding employment, adult relationships and crime driving the poor academic down turn (Sheppard, 2007). Within the down turn, it was self -evidence that the students that were in truant jeopardy were more likely to have a track record related with law enforcement. Outside of being in jeopardy with the law, good and poor school attenders within the age bracket of 12-13 years of age, were compared on quantifiable measures of their self- reported requested on numerous occasion to be absent from school with parental permission. Results found this age bracket claimed that they asked their parents to allow their absences from school on an occasional or more often basis using illness as an excuse (Sheppard, 2007). Sheppard reported the study done by M. Morris and S. Rutt in 2004, addressed an uneven association between school attendance and achievement with 14-15 year old pupils. Sheppard conveyed this study showed boys underperformed girls with the same level of attendance problem. The report also revealed better attendance among black Caribbean pupils than their white pupils, but the data did not reflect higher achievement. It did show the relationship reflected attendance and achievement varied according to subject between these two groups with poor attendance being associated with poor achievement in English, but not mathematics (Sheppard, 2007). Implication of Time In considering poor achievement in Math and English, author Richard Schiming, 2009, measured the impact of time and students commitments to various course activities one of the major factors students performance where low in given classes. The results were revealing by far, the most valuable and important time commitment in a course was the time actually spent in the classroom proved major improvement. Time spent was the key importance determinant of a student success and each unit of time in the class itself provided, among all the class related activities, proved the greatest improvement in student performance (Shiming, 2009). The importance of students performance was viewed as time spent in a class in discussion sections that accompanied lectures. Also the importance of time spent studying outside of class preparing for the class session itself shown to be effective. Perhaps most surprisingly was the result that the least significant time commitment in improving student performan ce in a particular class was the time spent studying for the tests or quizzes. The greatest positive impact overall daily basis preparing for and participating in class were the students outperform those students who do not attend or skip class regularly (Shiming, 2009). The role of class attendance specifically in this research demonstrated that the lack of attendance was statistically significant in explaining why a student received failing grades of a D rather than an A, B, or C in any specific class (Shiming, 2009). The statistical tests employed found that regular class attendance was a significant determinant in minimizing a students chance of receiving failing grades. This study strongly suggested that regular class attendance can aid significantly by acting as an insurance policy in avoiding a D or an F grade in any given class. Data were also sorted to determine the relative impact of each absence in the students final letter grade for a particular course (Shiming, 2009). The empirical results showed that absence from class was statistically significant in lowering the letter grade of the typical student. Specifically, each absence from class lowered a students grade by 0.06 in a 4.00 grading system. Thus, a student with 10 absences in a giv en term would lower his/her grade by 0.6, which would be the difference between a C plus and a B for example. Therefore making attendance one of the major factors in student achievement and schools accountability (Rutkowski, Gonzalez, Joncas, Davier 2010). Other Factors In recent years truancy has become a contextual and school related problem around the country. This behavior has sparked various governments and educational agencies to develop a stricter policy to reduce truancy levels, mainly based on the argument that truancy was associated with risk behavior, crime and substance abuse. Researchers shown in various countries, school systems and government agencies increasingly perceived truancy as a major and salient problem for the education system (Claes, Hooghe Reeskens, 2009). Other countries have developed a vigorous policy to reduce truancy and other form of absenteeism in order to improve and build the achievement gap. Mainly this new stricter policy was deeming from the fact that police and welfare officers had to effectively control the presence of minors on the streets during school hours (Claes, Hooghe, Reeskens, 2009). Since students were choosing to skip out on being in class learning, law enforcement agencies had to imposed sanctio ns on parents to take appropriate action in truancy matters or be fine, forced to take parenting courses or be prosecuted. If schools were going to change the level of achievement, then the level of truancy must be dealt with in the same manner as risky behaviors like the use of alcohol and illegal drugs or violence (Claes, Hooghe, Reeskens, 2009). Penalties and the Law Legislation firmly states that childrens attendance at school were the responsibility of the parents. Official guidance encouraged education social work/welfare services and school pastoral staff to use largely punitive, or perceived punitive methods, with parents of poor attenders. The findings suggested that by the secondary school years, poor attenders were likely to have a history of inconsistent parental reaction to school absenteeism and perhaps education in general (Sheppard, 2007). Limited research evidence suggested that prosecuting parents of non-attenders did not result in improved attendance. It was concluded that such prosecuted parents tended to be socially excluded and disadvantaged, with financial penalties serving a mixture of deterrence retribution and a culture of blame. Similarly, education policy makers should demand high-quality evaluations and empirical studies to examine the relationship between parental prosecution and childrens school attendance, if educatio n welfare services are to use such legal procedures with conviction (Sheppard, 2007). The key to absences and tardiness were finding the right consequences. Under some schools new policy, when a student misses a single class, he or she does not receive a lower class grade or a zero for missed work. Instead, within a few hours of the infraction the students parents receive a phone call (and, if available, an e-mail), and within 36 hours a staff member meets with the student to inquire about the absence. There after every unexcused absence resulted in after-school detention. The response of this action students showed that they took these consequences more seriously than they took a change in their grades. In the research one student commented, Last year I could skip and nobody cared. This year, if I skip once Im taken to the woodshed (Reeves, 2008). Since the adoption of this new policy, unexcused absences have dropped by 42 percent, the number of disciplinary referrals has dropped by 64 percent, and suspensions have dropped by 37 percent. These results were strikingly consistent with evidence from other schools. When schools improved their grading policies-for example, by disconnecting grades from behavior-student achievement increased and behavior improved dramatically (Reeves, 2008). Conclusion In regards to truancy, data clearly demonstrated that policies should not be based solely on repressive policies, but measures should be included as an instrument in the fight against school absenteeism. Investigating truancy, it has been proven school does make a difference. Schools that encourage participation environments can offer supporting climates that are seen as open environment for participation produced a lower truancy record and performance level increased. Also, schools that intensified the involvement of parents with what goes on at the school, and increased achievement challenges strengthened their supporting school climate (Claes, Hooghe, Reeskens, 2009). The research findings supported the claim that truancy should be considered a vital educational problem. High truancy prevented schools from reaching their goal of providing children with a sufficient level of skills to play a meaningful role in society. As much of a fight against truancy, it has not being eliminated as a school issue, but was looked at as a matter of law and order, a core element concern of the education system. As lifelong learners, professional must recognize that professional practices continue to evolve as reflections are placed on new information. If and when information arises that helps and identify the root of educational challenges and track progress which can more readily develop an action plan that will have a positive impact on students, then a common goal will emerge to see every student succeed.