Promoting and Protecting Public Health - 1639 Words

- Evaluate the effectiveness of promoting and protecting public health . Lung Cancer [pic] One of the campaigns is lung cancer campaign ‘got a cough, get a check!’ it shows the symptoms of lung cancer, saying that if you are coughing a lot or if you cough up blood, neck pain and shortness of breath to see your doctor. This will mean that people can be checked earlier than leaving it for it to just get worse. Lung cancer is the most common cause of death ‘’it is known that smokers and ex-smokers have a particularly high risk of developing the disease: although most lung cancers are related to smoking, 10% of people with lung cancer have never smoked.’’ (http://lungcancercampaign.org/patient-information/). Which links to the smoking†¦show more content†¦For lung cancer I feel like there is a lot of campaigns that are helping to minimise cancer for example the national none smoking day ‘’ helping over 1.5 million smokers quit for good since 1984. And around three quarters of a million people make a quit attempt eac h No Smoking Day’’. (http://www.nosmokingday.org.uk/). However although all these campaigns and advertising are helping, what happens if people don’t watch the TV much as they are working most of the day then have children, they don’t pay attention to the adverts and also don’t have time to go to different events like the national no smoking day holds. Therefore I think for the future the government should have more advertising on the risks of smoking around the public for example on the windows of the local shops, so when people go in to buy their packs of cigarettes they notice the warning. Also the price of cigarettes should continue to go up, with less jobs these days if people are having to pull out more and more money they may realise cigarettes are too much and they need to spend the money on supporting their family. Sexually Transmitted Diseases Unfortunately there are not many campaigns for sexually transmitted diseases; one of the most popular ones that people know about is about chlamydia. The chlamydia campaign is the chlamydia screening campaign; it is encouraging people theShow MoreRelatedImportance Of Public Health1006 Words   |  5 PagesPublic health is defined as the science of protecting and improving people’s health and their communities. Public health is achieved through promotion of healthy lifestyles, researching the prevention of diseases and injuries, as well as detecting, thwarting and responding to infectious disease outbreaks. As such, public health involves protecting the health of entire populations, for example, in local neighborhoods or in an entire country or region of the world. The mission of public health is toRead MoreHow Public Health System Helps Improve The Quality Of Life And Health Of People847 Words   |  4 PagesPublic health has developed to address several issues, including ch ronic diseases, infectious diseases, birth defects, injury prevention, violence, and bioterrorism. The knowledge gained through the social sciences, Biostatistics, epidemiology, laboratory science, pharmacology, proteomics, genomics and biochemistry has facilitated the advancement and growth of public health. In addition, the involved practitioners vary. In addition to the nurses, doctors, nutritionists, and engineers, the systemRead MoreEssay on Nurses Promoting Mental Health1102 Words   |  5 PagesPromoting Mental Health Introduction The World Health Organization defines health as â€Å"a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity† and that the â€Å"enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social condition.† (World Health Organization. 2006) As nurses, health and health promotion are fundamentalRead MoreWho Is The First One Fired?836 Words   |  4 Pagesin community mental health. The position paid more money than the position I was currently in at the time. I found it strange that they would even be hiring during an economic downturn, but thought I needed the practice interviewing. I went to the interview and when it was my turn to ask the questions I asked if the last one hired was the first one fired? They said â€Å"yes, typically,† that answer was enough to make me not want to work there. I work in community mental health and have for the pastRead MorePublic Health And Social Health1027 Words   |  5 PagesPublic health may implore images of community medical clinics or awareness movements advocating healthy living, but the field is nowhere close to being restricted. Instead, public health professionals are engaged in everything from recognizing diseases to designing public policy to assisting refugees unite in new communities. Public health is a considerable part of our everyday lives because it focuses on promoting, protecting, and reestablishing population health. Public health previously shiftedRead MorePublic Health1163 Words   |  5 PagesPUBLIC HEALTH Health is the word used to describe how your body feels. Being healthy is important because it makes you feel good and live longer. The field of health psychology is focused on promoting health as well as the prevention and treatment of disease and illness. Health psychologists also focus on understanding how people react, cope and recover from illness. Some health psychologists work to improve the health care system and the government s approach to health care policy. HealthRead MoreIntroduction. The Very Controversial Issue Being Discussed956 Words   |  4 PagesTexas became the first state to mandate the use of this vaccine, but the state legislature overrode this decision. Different perspectives revolve around this controversy. Law professor R. Alta Charo argues that states are completely justified in promoting HPV vaccinations. She even thinks it is alright to make it mandatory unless parents object. Opposing perspectives from Gail Javitt and Lawrence O. Gostin, law professors and Deena Berkowitz, a physician, based their premises on the lack of informationRead MoreEPA Protecting the Planet Essay697 Words   |  3 PagesThe environment and the health of the surrounding population go hand in hand. The Environmental Protection Agency takes on this ever so important mission of protecting them both. The mission statement of the EPA states, â€Å"The U.S. Environmental Protection Agencys Office of Small Business Programs is to support the p rotection of human health and the environment by advocating and advancing the business, regulatory, and environmental compliance concerns of small and socio-economically disadvantagedRead MoreExplain The Importance Of Safeguarding The Welfare Of Children And Young People1229 Words   |  5 Pagesorganisations. Safeguarding the welfare of children and young people is extremely important. It involves more than just protecting children from abuse – it also includes promoting their interests, keeping them safe and protecting their rights. Young children are extremely vulnerable and rely on adults to meet all their basic needs. This includes providing food, warmth, shelter, as well as protecting their security and keeping them safe from neglect and harm. Children and young people also need to be supportedRead MoreRole Of Three Agencies Where Health Care Administrators Help Promote Public Health731 Words   |  3 Pages3 Agencies Where Health Care Administrators Help Promote Public Health Health care administrators must make many decisions during their careers. Some of those decisions lead to exciting developments. The medical field is one of modern society’s most dynamic professions and offers a vast supply of opportunities and challenges. Health care administrators might work in one of many settings, which could include consulting agencies, home health agencies, hospitals, integrated delivery networks, long-term

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MMK2 7 MM 277 U it Out ne Uni O tlin rimes ster 1, 201 1 13 Tr Un Code nit e: Un Nam nit me: ourse: Co MMK277 Marketing Manag g gement of merce Diploma o Comm of a ommunic cation Diploma o Media and Co of gement Diploma o Manag For more infor rmation con ntact MIBT: : T + 61 3 9 9244 5197 F + 61 3 9 9244 5198 E mibt@de eakin. edu. au u W mibt. We will write a custom essay sample on Mmk227 or any similar topic only for you Order Now vic c. edu. au Melb bourne Institut of Business and Technolo te s ogy Pty Ltd (M MIBT) CRIC COS Provider c codes: MIBT 01590J, Deak in 00113B 0 CONTENTS A Note from your Unit Co-ordinator †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3   Contact details †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3   Unit overview †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3   Learning Objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3   Content and T opics Covered †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦    Learning Approach and Activities †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5   MIBT Transitional Attributes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5   Prescribed texts †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5   Recommended Reading †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5   Deakin University Library †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6   Assessment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6   Missed Classes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6   Assessment reviews / appeals †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7   Academic misconduct †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦    Assignment submission †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8   Late submission of assignments †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8   Learning support †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8   Grading system †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9   Changes to enrolment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..    Class Attendance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9   Student evaluation of this unit †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10   Trimester timetable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11   APPENDIX A: Exam Requirements and Instructions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 2 A Note from your Unit Co-ordinator Welcome to MMK277 Marketing Management. This unit outline explains the aims of the unit and describes the assessment requirements. This Unit Guide is an essential part of this course and will be referred to throughout the trimester in lectures and tutorials. You should always read this unit guide first and check it frequently when preparing to study, or embarking on assignment work. Contact details Unit Co-ordinator: Room: Telephone: Email: Lecturer: Room: Telephone: Email: John Boyd Gerny la4. 111, Level 4 Building la 0419 369 114 johnboyd@deakin. edu. au Craig Allen la4. 111, Level 4 Building la 0412 735 443 craigal@deakin. edu. au Unit overview Unit: Unit title: Prerequisites: Teaching Method: Nature of the Unit This unit examines the nature of marketing management from a marketing planning perspective. The focus of discussion is the coordinated activities of the network of producers of goods, services and experiences which seek to satisfy their customers. Emphasis is placed on marketing strategy formulation and the use of strategic marketing mix elements in developing and maintaining a market orientation and assessing organisational performance. Aspects of marketing such as marketing research, customer behaviour, product innovation and marketing communication are also examined. MMK277 Marketing Management Nil Four hours of class contact per week are allocated to this unit. Learning Objectives On completion of this unit students should be able to: 1. 2. 3. 4. Identify and explain theoretical concepts and the marketing mix elements employed in marketing strategy development; Explain the use of market information in developing segmentation and positioning strategies; Apply the marketing concept and marketing strategy in various contexts including profit and not-for-profit organisations, including government; Demonstrate effective group-based oral and written communication skills when presenting marketing plans for selected organisations. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 3 Content and Topics Covered Module 1: Module 2: Module 3: Module 4: Module 5: Module 6: Module 7: Module 8: Module 9: Module 10: Module 11: Marketing: Creating and Capturing Customer Value. Prescribed Text : Chapter 1. Company and Marketing Strategy: Partnering to Build Customer Relationships and Analysing the Marketing Environment. Prescribed Text : Chapters 2 and 3. Managing Marketing Information to Gain Customer Insights. Prescribed Text : Chapter 4. Understanding Consumer and Business Buyer Behaviour. Prescribed Text : Chapters 5. Customer-Driven Marketing Strategy: Creating Value for Target Customers. Prescribed Text : Chapter 6. Products, Services and Brands: Building Customer Value Prescribed Text : Chapters 7 and 8. Pricing to Capture Customer Value. Prescribed Text : Chapter 9. Placement: Customer Value Fulfilment. Prescribed Text : Chapter 10. Communicating Customer Value: Advertising and Public Relations. Prescribed Text : Chapter 11. Communicating Customer Value: Personal Selling and Sales Promotion Prescribed Text : Chapter 12. Direct and Digital Marketing: Building One-to-One Customer Relationships. Prescribed Text : Chapter 13. Graduate knowledge and understanding, skills and attributes This Institution aims to ensure that its higher education awards provide educational experiences designed to develop attributes (including skills, knowledge and attitudes) appropriate to the discipline area and level of the award, which will support graduates in their future personal and professional life and contribution to society. This unit contributes to the following attributes: Linked Learning Objective(s) 1, 2, 3 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 4 N/A N/A Knowledge and understanding, Skill or Attribute Understanding of, and the bility to work with, a systematic body of knowledge, appropriate to the focus and level of the qualification based on the highest standards of scholarship and research Where research is undertaken: ability to initiate and formulate viable and relevant research questions Where research is undertaken: contribution to new knowledge, or an original interpretation and application of exist ing knowledge Where research is undertaken: understanding of the social, economic and cultural impact and application of their research, and its academic relevance and value Understanding of the professional, social, economic and cultural contexts of the discipline and related fields Awareness of ethical issues, social responsibility and cultural diversity Awareness of environmental sustainability issues and the contribution of the field of study to address such issues Understanding and appreciation of international perspectives in a global environment Critical analysis, problem solving, and creative thinking Identifying, gathering, evaluating and using information Communicating effectively and appropriately in a range of contexts Developing, planning and managing independent work Working effectively as part of a team Effectively using information and communication technologies Applying knowledge learned in the program to new situations This document is current at 21/02/2013. Once p rinted this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 4 Learning Approach and Activities The unit involves four hours contact per week. It is the intention to build knowledge on the marketing planning process and how this is successfully implemented in market- and competitororiented organisations that include profit-oriented companies, government and the not-for-profit sector. Internet access is mandatory for this unit with all students as all lectures and learning material is provided on it and all students are expected to frequently check with the MIBT portal for ongoing course activities. Tutorial exercises will be given to students to complete on a weekly basis during the Trimester. Learning in this unit is aided by an enthusiastic and experienced teaching team. They will monitor the classroom during week days throughout the trimester in order to engage with students, facilitate discussions of key concepts, and clarify any unit content and to make announcements. Class room discussions and experiences are a unique aid in understanding marketing concepts. The input of students will significantly help the understanding of critical marketing concepts by sharing their experiences and opinions. Furthermore, it will aid the students by offering examples of actually marketing experiences and make the classes more enjoyable. Tests are held during the semester with details available on the MIBT portal. The case study presentation must be completed in groups. Forming a group to work with, to produce an oral presentation and written assignment is a fundamental part of completing this part of assessment. It is essential you become proactive in communicating with your fellow group members, and with approaching potential group members you wish to work with. This assessment can not be completed individually. You must be part of a group in order to complete this piece of assessment. It is known that group work enhances your teamwork skills, reduces work load and provides the opportunity for you to test your knowledge with fellow students enabling you to learn valuable life long skills. Specific details and instructions related to all assessment in this unit are provided on the MIBT portal. MIBT Transitional Attributes All ? ? ? ? ? ? ? ? MIBT Diploma units contribute to the following graduate attributes: independent learner knowledge base research skills time management skills report writing skills awareness of ethics of tertiary education use of appropriate technologies ability to work alone and as part of a team Prescribed texts The content of the text book and the lectures are examinable in this subject. The lecture program will provide you with key points on the range of topics to be covered in the course. Lecture material will predominantly come from the prescribed text, as well as other sources. Armstrong G, Adam S, Denize S, and Kotler P 2012, Principles of Marketing, 5e (5th edition), Pearson Australia, Frenchs Forest, New South Wales It is strongly recommended that you purchase or at least have access to this book Recommended Reading Each week introduces new chapters that must be read in the prescribed textbook. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 5 Deakin University Library Searching the Internet is a key way of finding information – especially for general and everyday topics. The Library website is a key way to find academic journals, books, e-books, subject databases and websites that contain quality information for your study of this unit, and as research for assignments. Many of these resources are online so that you can access them on campus, at home or at work – any day, any time. The Library’s help services, in person or via email, phone or instant messaging, will assist you to make the most of library services and save research time. Journals ? Journal of Marketing ? Journal of Consumer Research ? Journal of Marketing Research ? Journal of the Academy of Marketing Science ? European Journal of Marketing ? Journal of Retailing ? Journal of Service Research ? Journal of Advertising ? Journal of Marketing Management ? Journal of Consumer Psychology ? And many, many more! Newspapers and Magazines Newspapers and weekly magazines will provide a valuable insight into current issues and developments in marketing. Many also provide articles on the Internet on topical issues. The Age (http://www. theage. com. au) The Australian (http://www. theaustralian.. com. au Australian Financial Review (http://www. afr. com. au) Business Review Weekly (http://www. brw. com. au) Ausstats database (http://www. abs. gov. au) Assessment The assessment for this subject is a combination of tests, case studies and a final examination. Weight Due date Brief description The case study has two parts, an oral presentation and written report. Each component is worth 15% of the total marks for this subject. Trimester tests. Details available on MIBT Portal The exam is a two-hour, closed-book. The examination covers the entire trimester’s work. It is the students responsibility to determine the date, time and location for the examination. Linked learning objective(s) Case Study 30% During Trimester During Trimester End of Semester Examination Period 1, 2, 3, 4 Tests 30% 1, 2, 3 Examination 40% 1, 2, 3 Notes: Full details regarding all assessment tasks will be provided on the MIBT portal. You must read and understand these details. The information provided here in this outline and the table above only provide a summary. Missed Classes Please note it is the responsibility of students to sit for a test on the scheduled date. Failure to sit a test must be supported by a medical certificate and shown to the lecturer WITHIN 48 HOURS OF THE SCHEDULED TEST DATE. THE MARKS FOR THE TEST WILL BE ALLOCATED TO THE FINAL EXAMINATION. IF YOU ARE GOING TO MISS A TEST PLEASE CONTACT THE RECEPTIONIST AT MIBT AND LEAVE A MESSAGE. COPIES OF THE MEDICAL CERTIFICATE MUST ALSO BE GIVEN TO YOUR LECTURER OR BY SOME OTHER ARRANGEMENT. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 6 If a student misses a mini test, they cannot sit that test in another class. Students can only sit tests in the class they are enrolled in. If a student completes the test in another class, it will not be marked and the student will get a zero for that piece of assessment. There will be an opportunity for students to catch up on missed classes. This will be discussed in class. Assessment reviews / appeals Students may appeal against the mark/grade awarded in any component of their assessment. The appeal must relate to the assessment procedures and not simply dissatisfaction with the final grade given. Appeals will be considered by the unit co-ordinator and a recommendation made to the MIBT Academic Progress Committee. Appeals are made by completing a Review of Assessment Application available from the Student Portal under Students / Forms. The form must be lodged at MIBT Reception by 5. 00 pm on the Friday after the publication of results. Special Consideration Special Consideration may be provided when a student completes a piece of assessment and the student believes there have been exceptional and adverse circumstances affecting their performance. (Note: Special consideration is not normally intended for assignments and other forms of continuous assessment. Here the Request for Extension of Assignment Due Date form should be used and submitted to the lecturer concerned. The form is available from the Student Portal under Students / Forms. ) Applications for Special Consideration will be accepted on medical, compassionate, and/or trauma grounds. Supporting evidence, clearly stating specific reason, must be given with the application. Reasons such as headaches, colds or returning home, will not be accepted as grounds for Special Consideration. Students are required to complete a Special Consideration/Deferred Exam Application available from the Student Portal under Students / Forms and submit to MIBT Reception, together with supporting documentation before the assessment is due, or within 2 working days of completing the assessment. Academic misconduct The Academic Integrity and Plagiarism and Collusion Policies are available on the Student Portal under Students / Forms / MIBT Policies and Procedures. Students should make themselves familiar with the content of these policies. Plagiarism and collusion are academic offences. They are forms of cheating and severe penalties are associated with them. If a student is caught plagiarising they may be failed in that piece of assessment. ? Plagiarism occurs when a student passes off as their own another student’s work, or copies without acknowledgement of its authorship, the work of any other person. Collusion occurs when a student obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in submitting an assignment or other work. ? Submitting your own work when it has been previousl y submitted for another unit or course. Whenever you refer to another person’s research or ideas (whether by directly quoting or by paraphrasing them) you MUST acknowledge the source. Also, copying paragraphs from the Internet and presenting them as your own work is plagiarism. If you download and copy paragraphs from the Internet you must identify the source. References / acknowledgement of authorship (including electronic resources). You MUST acknowledge the sources that you have drawn on. This is a necessary courtesy to the original authors, and also allows the readers of your work to follow up any points you have raised. If you directly copy another writer’s phrase, sentence or paragraph, then you should use quotation marks and note the source of the quote. If you use another writer’s ideas, but not his or her exact words, you should again note the source. There are a number of ways by which you can refer to other people’s work. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 7 For an essay the reference list should include full citations of all sources consulted for the essay and these sources should appear in the body of the essay EG. (Thwaites, 2012 ) wherever a reference to someone’s work is made, instead of footnotes. This referencing method, like all methods, involves noting the author’s name, the title of the article and journal, or book, the year of publication, the journal’s volume number, the book publisher’s name and location, and the relevant page numbers. A copy of Guide to Assignment Writing and Referencing is available to every student during Orientation. It is also available on the Deakin University website: http://deakin. du. au/currentstudents/assets/resources/study-support/study-skills/assign-ref. pdf Assignment submission Assignments must be submitted by the due date. Students should complete the Assignment Cover Sheet (available from the Student Portal under Students / Forms), attach it to their assignment an d then submit the completed assignment as outlined in the assignment details. (Assignments will not be accepted at MIBT Reception). Students must keep a copy of each assignment submitted and must be able to produce the copy in the unlikely event that the original assignment is misplaced. Students must maintain backup copies of all their assignment work. Electronic loss of data is common, but is NOT a satisfactory excuse for an extension of a submission date. Late submission of assignments Extension of an assignment submission date If there is a compelling reason why you are unable to complete your assignment before the due date you should complete a Request for Extension of Assignment Due Date form, available from the Student Portal under Students / Forms and submit it to your lecturer. This must be done at least 24 hours before the assignment due date. If you submit your assignment without an approved extension, penalties for late submission will apply. The only exception to this is if your work is late for medical reasons and you have a doctor’s certificate to support your claim. You will not need to seek the prior approval of your lecturer but you must attach the doctor’s certificate to your assignment with a note that the work is late for medical reasons. Under these circumstances, the medical certificate must cover the entire period from the time the assignment was due until the time it is submitted. Penalties for late submissions Assignments received late and without prior approval will be penalised. A penalty of 10% of the available marks will be deducted for every day the assignment is late. Assignments received after 7 days without an approved extension, will not be marked. Learning support Students have access to group-oriented and individual learning support at MIBT. During each trimester, students can attend a series of study skills workshops conducted both at MIBT and Deakin University on topics such as time management, avoiding plagiarism, referencing, academic writing, critical thinking and exam preparation. The MIBT Study Skills Drop-in Centre provides students with one-to-one consultations with the Academic Skills Advisor. Students can also access the Deakin University Language and Learning Drop-in Centre at Student Life. For flexible learning, all students have access to the Academic Skills Moodle site which contains a number of resources to improve students’ study skills and language proficiency. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 8 Grading system All students enrolled in any unit will be graded according to MIBT’s standard grading system as follows: GRADE HD D CR P N DE EX RI RPL RW UP W WN XN DESCRIPTION High Distinction Distinction Credit Pass Fail Deferred Examination Exemption Granted Results Not Finalised Recognition of Prior Learning Results Withheld Ungraded Pass (Safety Units) Withdrawn without academic penalty Withdrawn Failure Enrolled Assessment Incomplete PERCENTAGE 80 – 100 70 – 79 60 – 69 50 – 59 0 – 49 Changes to enrolment ? Enrolment changes can be made through the student portal until 5. 00 pm Friday of the ? A unit can be dropped until the end of the fourth week (without penalty) and fees paid for ? ? ? second week of the trimester. the dropped unit will be credited to the next trimester. After week four if a unit is dropped fees for that unit will be forfeited. Students who drop a unit after Week 4 will have ‘W’ (Withdrawn) recorded as their result in the unit. A unit dropped after Week 8 will be recorded as ‘WN’ (Withdrawn – Fail). A unit cannot be dropped in the final two teaching weeks of a trimester. Class Attendance Attendance is an important element of a student’s success in their studies and it is strongly recommended that attendance is maintained in all classes. All work covered in class is examinable. Attendance will be recorded in all sessions and students should make themselves aware of the ‘Attendance Policy’ located on the Student Portal under Students / MIBT – Policies and Procedures. Where alternative classes exist for a unit, students are permitted to attend a maximum of two alternate classes per unit during the trimester. Students should collect a Lecturer Attendance Variation form from reception or from the Student Portal under Students / Forms and submit it to the lecturer of the alternate class to sign and verify the student’s attendance. The form is retained by the lecturer who submits this with the class list. Further, grants of leave from a class can be given for medical, compassionate or compelling reasons provided that original or certified medical, psychological, police or other certificates are provided. Students are to complete an Explained Absence Form from reception or from the Student Portal under Students / Forms and submit to reception. Compassionate or compelling circumstances are generally those beyond the control of the student and have an impact upon the student’s course progress or wellbeing. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 9 Student evaluation of this unit At the end of trimester students will be asked to evaluate all of the units they have studied during the trimester. Students are strongly encouraged to complete the Student Evaluation form for this unit and give feedback. All ratings and comments are read and given careful consideration following completion of each trimester and inform the changes which may be introduced in subsequent trimesters. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 10 Trimester timetable Week 1 2 3 Week Commencing Monday 4 March 2013 Monday 11 March 2013 Monday 18 March 2013 Topic Marketing: Creating and Capturing Customer Value. Analysing the Marketing Environment. Company and Marketing Strategy: Partnering to Build Customer Relationships. Managing Marketing Information to Gain Customer Insights. Textbook Chapters Ch 1 Ch 3 Ch 2 Comments 4 Monday 25 March 2013: Thursday 28 March 2013 to Wednesday 3 April 2013 Ch 4 Mini Test 1 TRIMESTER BREAK – EASTER Managing Marketing Information to Gain Customer Insights. Understanding Consumer and Business Buyer Behaviour. Customer-Driven Marketing Strategy: Creating Value for Target Customers. Products, Services, and Brands: Building Customer Value. Pricing to Capture Customer Value. Communicating Customer Value: Advertising, Public Relations, Sales Promotion and Personal Selling. Placement: Customer Value Fulfilment. Direct and Digital marketing: Oneto-One Customer Relationships. Revision. Ch 4 Ch 5 Ch 6 Mini Test 1 4b 5 6 Thursday 4 April 2013 Monday 8 April 2013 Monday 15 April 2013 7 8 9 Monday 22 April 2013 Monday 29 April 2013 Monday 6 May 2013 Ch 7,8 Ch 9 Ch 11,12 Mini Test 2 10 11 12 13 Monday 13 May 2013 Monday 20 May 2013 Monday 27 May 2013 Monday 3 June 2013 – Friday 7 June 2013 Ch 10 Ch 13 Mini Test 3 EXAMINATION WEEK Trimester 1 Census Date: Results released on portal: Wednesday 27 March 2013 Tuesday 18 June 2013 This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 11 INSTRUCTIONS TO CANDIDATES READ BEFORE COMMENCING Note: A tick (X), in a box indicates the instruction applies. A blank box indicates the instruction does not apply. X This exam is a CLOSED BOOK exam. This exam is an OPEN BOOK exam. X You may use a (non-electronic) LANGUAGE ONLY DICTIONARY. You may use a CALCULATOR. If programmable, the memory must be empty. Mobile phones cannot be used as calculators. SPECIAL INSTRUCTIONS: 1. 2. 3. Answer all questions in the exam booklet provided. There are three (3) sections in this exam. All sections must be attempted. Section 1 – Answer all parts of the one (1) mini case question in Section 1(26 Marks). Section 2 – Answer ten (10) short response questions in Section Two (10 x 3 marks = 30 marks). Section 3 – Answer two (2) out of five (5) extended response questions in Section Three (2 x 12 marks = 24 marks). Students must complete ALL parts of each question answered. This exam is out of 80 and is worth 40% of the marks for this subject. Answer all questions in the exam booklet provided. 4. 5. 6. 7. 8. THIS EXAMINATION PAPER MUST NOT BE REMOVED FROM THE EXAMINATION ROOM This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 12 APPENDIX A: Exam Requirements and Instructions SUMMARY OF EXAM REQUIREMENTS FOR STUDENTS 1. 2. 3. 4. 5. You should arrive for your exam at least 15 minutes before it is scheduled to commence. You will not be permitted to sit the exam if you are more than 30 minutes late. You MUST have your MIBT student ID card with you for every exam you sit. You will not be permitted to enter the exam room without it. No electronic equipment whatsoever, with the possible exception of a calculator, may be used in an exam. Personal items (purse, wallet, mobile phone) may be brought into the exam and should be left underneath your desk. Do NOT leave valuables in bags at the end of the exam room. Mobile phones MUST be switched off. Any mobile phone which rings during an exam will be confiscated and not returned until the exam papers have been collected and placed into storage Find out before end of the trimester whether your exam is ‘Open Book’ or ‘Closed Book’. Find out before the end of the trimester whether or not you can bring a calculator or a printed dictionary into the exam. The penalties for misbehaving or having unauthorised material (cheating) in an exam are severe. Make sure you know before hand what materials you can take into your exams. Any extraneous written material must be handed in before the exam commences. Students found with unauthorised material in their possession during an exam may have their paper cancelled. Students who are ill during an exam may apply for special consideration using the form found on the student portal. An application for special consideration MUST be accompanied by supporting documentation and submitted within 2 working days of the exam. Students who are prevented from How to cite Mmk227, Essay examples

The Crucible Literary Essay free essay sample

Abigail commits many sins and manipulates many people so she can prevent herself from getting in trouble. It all began when she committed adultery. According to the Old Testament, lust is one of the seven deadly sins. Abigail’s lust for John Proctor provokes her to commit adultery with John who is married to Elizabeth. Even though John Proctor isn’t free of blame, Abigail has more responsibility for the affair. After John Proctor realizes that it is wrong to have an affair behind Elizabeth’s back, he tells Abigail â€Å" Abby, I may think of you softly from time to time. But I will cut off my hand before I’ll ever reach for you again. Wipe it out of mind. We never touched. † (Miller, 23) But Abigail says: â€Å"You loved me John Proctor, and whatever sin it is, you loved me yet. † (Miller, 24) She tries to convince John to be with her even though she knows it is wrong. We will write a custom essay sample on The Crucible Literary Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She thinks John will be with her if his wife is gone and tries to curse Elizabeth when she is in the woods dancing with Tituba and other girls. Then she tries to manipulate other girls to help her get what she wants. Abigail is very manipulative. After being accused of witchcraft when she was caught dancing in the forest, she manipulates other girls to do as she says to avoid getting in trouble. At the beginning of Act I, Abigail says to the girls: Now look you. All of you. We danced. And Tituba conjured Ruth Putnam’s dead sisters. And mark this. Let either of you breathe a word, or the edge of a word about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. Miller, 20) This shows that Abigail is threatening the girls to listen to her and do as she says so Abigail can stay out of trouble. When Abigail knows that she is able to easily influence the girls, she abuses her power by making false accusations. Abigail starts to make false accusations when she is at Parris’s house after seeing Tituba confess and get saved by God. She knows confessing and accusing other people of associating with the Devil wi ll allow her to be saved too. At the end of Act I, Abigail says:† I saw Goody Hawkins with the Devil†¦ I saw Goody Booth with the Devil! (Miller, 48) Afterwards, Abigail starts to gain more power because people believe she has the ability to see who has associated with the Devil. Abigail abuses her power to accuse even more innocent people. One day, Elizabeth Proctor finds out that Abigail accused her of practicing witchcraft. She says to John: â€Å"It is her dearest hope, John, I know it. There be a thousand names; why does she call mine? She thinks to take my place, John. † (Miller, 61) This shows that Abigail is accusing Elizabeth because she is spiteful that Elizabeth is married to John. Many other people are accused and eventually, those who are accused but do not confess are put to death. The power and influence Abigail has over the people of Salem has resulted in the death and misery of many people. Her false accusations made the court suspicious of the accused victims. Those who didn’t want to lie to the judges, such as John Proctor and Martha Corey are hung. However, â€Å"twenty years after the last execution, the government awarded compensation to the victims still living, and to the families of the dead. This means all of the people who were executed or convicted were punished wrongfully. Abigail is indirectly responsible for the death of many citizens of Salem. If she hasn’t practiced witchcraft or accused people, the witchcraft hysteria in Salem wouldn’t have started. Abigail is a hypocrite who falsely accuses others of practicing witchcraft while committing countless sins herself. Her influence over the people of Salem has caused the death of many innocent people. Ultimately, she is the villain of â€Å"The Crucible†.

The Need to Restructure Gender Identies essays

The Need to Restructure Gender Identies essays In her novel To the Lighthouse Virginia Woolf explores love as a construct of gender systems. Being good to someone, a simple, basic definition of love, has a destructive effect on both the giver and receiver of the love. These destructive tendencies of love are shaped by gender identities, which Woolf establishes early in the novel; Mr. Ramsay is fixed as hard and logical and Mrs. Ramsay as soft and emotional. In the novel Mr. and Mrs. Ramsays love is destructive, such that it is wearing each of them individually because of their strict gender identities. Woolf focuses on this damage their love does because of their gender identities, yet also provides a sound basis for promoting loves benefits, for although they are draining each other as individuals, their love produces a functional marriage and happy family. Also many of the summerhouse visitors reap benefits from their love. Woolf emphasizes the need for individuals to not restrict themselves to a single gender identity, b ut blend both male and female traits into their personalities. Although love cannot exist without some harmful consequences, love is more constructive for the individual this way. Mrs. Ramsays version of love, determined by her gender identity, is giving too much sympathy. Mr. Ramsay is worn by her love because by giving him comfort, she weakens his self-esteem or self-assurance. He relies on her for reassurance. As Bankes points out, It was astonishing that a man of his intellect . . . could depend so much as he did upon peoples praise (22-23). During the Last Supper, somebody poses a question, inquiring about the Waverley novels staying power (lasting ability). Because of Mr. Ramsays . . . temperament, which must have praise, which must have encouragement, naturally [he] began to be uneasy; to want someone to say, Oh, but your work will last (107). Even when the topic is not...

How to Start a Story Kick Off the Writing Process to Invest Readers

How to Start a Story Kick Off the Writing Process to Invest Readers How to Start a Story Kick Off the Writing Process to Invest Readers You want to learn how to start a story because youre smart. You know the introduction of the book is the most important part.After all, most readers skim those first few pages before deciding to read or not.So what if you had a process that intrigued readers from the first page?What if anyone who read your first few pages immediately wanted to buy your book?Its possible, and we have a proven system to make it happen.Here are the steps for how to start a story:Connect the readers and characterProduce intrigueElicit an emotion in your storyStart your story with a strong visual snapshotWrite a compelling first paragraphLeave a hintEnd the first chapter on a cliffhangerEnd the first chapter with a bookendNOTE: We cover everything in this blog post and much more about the writing, marketing, and publishing process in our VIP Fiction Self-Publishing Program. Learn more about it hereHow to Start a Story with IntentionBy default, nobody wants to read your book. Not even your mother. Not real ly. She’ll humor you, she’ll hope for you, but she doesn’t want to.Since nobody is instilled with an innate commitment to read your book, you must craft that desire personally. Your opening paragraph, hell, your opening sentence is as much largess most people will be offer.As any good salesperson knows, a crack is an opportunity and anything that opens a little can be forced to open a lot. All you need is confidence, technique, and the guts to push forward.To this end, when starting a story, you must:Hook the readerOffer promises to sustain interestCultivate a connectionSell the book!Yes, that is a lot to ask from the first page, which is why so many writers stop before they get started.Remember, the first page isn’t the first page you write, it is the first page someone reads. Of all the darlings you must get used to killing, your original first page should always be ripe for the axe. #1 Connect the reader to your characterYour opening sentence shouldn’t be a warning shot. No haphazard hail Mary you hope lands. It needs to be well aimed and land solid. It sets a tone, introducing the reader to you and your world.Like any first impression, it has as many don’ts attached as it has do’s. Let’s hit the do’s first.You want to achieve a minimum of one and a maximum of three of these in your first sentence. Three is pushing it, you might want to try for that all-in approach, but you will just end up coming across disorganized. A page long sentence can be an interesting, impressive feat, but as a first sentence it reeks of smarter-than-the-room and will alienate most readers.Connect the Reader to a CharacterProduce IntrigueElicit an EmotionSnapshot a Vivid ImageDiving off a cliff puts the reader immediately into the action. In film school you will see this as in media res. It works by forcing the reader to accept everything that is currently happening while also inviting them to see what happens next or hear what brought the character to this moment.To execute this action-packed introduction, you need to have a firm idea of what is happening and deliver the setting with confidence, don’t over explain and don’t linger.How to Start a Story Example:â€Å"The man in black fled across the desert, and the gunslinger followed.† – The Gunslinger by Stephen KingConnecting a reader to a character is done in several ways. You can show off a strength, reveal a weakness, or share an in:Locke Lamoras rule of thumb was this: a good confidence game took three months to plan, three weeks to rehearse, and three seconds to win or lose the victims trust forever. The Lies of Locke Lamora by Scott Lynch#2 Produce intrigueProducing intrigue works a lot the same as the Dive. The difference is you want to leave more questions than generate answers.Again, the more you know about the story when you drop this first hint, the more clearly it will communicate.Avoid vague prophecy, hit them with something that will echo when the reader arrives at the resolution.How to Start a Story Example:â€Å"Chris Mankowski’s last day on the job, two in the afternoon, two hours to go, he got a call to dispose of a bomb.† – Freaky Deaky by Elmore Leonard#3 Elicit an emotionEliciting an emotion is about getting the reader to feel something, not just displaying emotive language. You don’t want the reader to feel for the character or the world, as those fall into other categories.With this opening, you need to place the reader in a specific emotional headspace to engage with the rest of the page. You accomplish this by using trigger phrases and touchstones.How to Start a Story Example:â€Å"The sky above the port was the color of television, tuned to a dead channel.† – Neuromancer by William Gibson#4 Create a strong visual snapshotFinally, a snapshot is exactly that, a picture painted in words. You don’t want to make a whole landscape. Take a look at a random post card for five seconds.What stood out to you? How would you describe that scene to someone else? Thatâ⠂¬â„¢s the essence of a snapshot, the highlights, and standouts, not the overview.How to Start a Story Example:â€Å"The thing was big and white and hairy, and it was eating all the ice cream in the walk-in freezer.† Monster by A. Lee MartinezWhile you toil to create these openings, you want to avoid a few key elements. Each of these can destroy your efforts and drive the reader into dismissal mode.Avoid these elements when starting a story:MundaneClichà ©sâ€Å"He woke up†World building is about establishing what your world is, not what it isn’t. Describing how the regular world works and then adding ‘but mine doesn’t do that’ wastes a lot of time.Expect your reader to know mundane information and don’t bother repeating it. It bores you to write and the reader to read.Clichà ©Ã¢â‚¬â„¢s have their place in an established book genre. Don’t confuse a genre trope with a clichà ©. What you want to avoid is saying the same thing in the same way.Your fantasy world may well have a dungeon and a dragon, but you don’t want to put those facts too close to each other.Clichà © will kill emotion in its cradle. Readers want to feel something genuine and clichà © is the opposite of that.Far too many science fiction stories start with someone coming out of some kind of sleep. There is a temptation to start the story from the very first conscious moment of the character but remember that you don’t even really remember the first few minutes of your day.Start the story where you remember starting your day, usually after breakfast and post stimulant.Not convinced? Alien 3 started with Ripley waking up in a tube. Nobody likes Alien 3, ergo, no starting by waking up.#5 Construct a compelling first paragraphIf everything has gone to plan you have gotten a foot in the door, wedged the sucker open, stepped into the vestibule, and presented your wary, but accepting, mark†¦ er reader, with your wares.You ha ven’t made the sale yet, but you have an opportunity to deliver a spiel before they work a clever excuse to get you out.Seize that advantage by showing that your opening sentence leads into an opening paragraph that isn’t just more of the same but a makes some promises that most of the rest of the pages are also going to offer something worth sticking around for.Having gained some headway, you have more to lose than gain. That is, there are more wrong things to do with the first paragraph than there are right things.The right course of action has three options for your starting paragraphs:Stay the CourseRamp Up GraduallyDouble DownStaying the courseStaying the course means keeping the same tone and attention you presented in the first sentence. This works best for mystery stories or when you have started with a Dive.In both of these cases, the idea is often to put the reader immediately into the world and you need to be careful not to shake the hook loose with too much pull.Example: Back to Stephen King and The Gunslinger, the paragraph after the opening line is a delicious snapshot of the desert mentioned. It holds the reader, drawing them further into the enormity of the task presented by the preceding sentence. He already has us ready to find out more, so he sets the hook gently, rather than pulling us right into the boat.Note also how he goes from one strong type of opening, the Dive (mixed with a character connection), into a snapsh ot. Right there he’s established three strong openings without breaking a sweat.Ramping up graduallyRamping up gradually is seen more often in character connections and snapshots. With each detail you add through the paragraph, you build interest. The character gets slowly separated from other characters of their type.If you start with a high school student, you see how they break the mold. If you start with a city, you reveal what makes that city unique.Example: Consider the wide panoramic opening of EM Forester’s Passage to India, how he shows the country in an almost dreamlike shot you can immediately visualize. The book was written before film was invented and yet it used a standard technique employed in nearly all aerial establishing shots.Double downThe hardest technique to use is the double down. Here you pull hard and fast, hoping to take the opportunity gained by your first sentence to really wow the reader.While this can be done with several techniques, you s ee it least commonly with the Dive. If your action is strong enough, more action blows the reader away. However, a complication to the action works.By slipping in some Emotion or Intrigue you deepen the scene without pushing the reader out.Example: In The Night Circus by Erin Morgenstern, a mysterious circus appears in the first sentence. Complicating this matter is the first paragraph which suggests the sudden appearance wasn’t the kind where it was simply not advertised in advance but hints it may well have materialized out of nowhere.Regardless of the approach, remember that the first paragraph serves to grow your lead and hold the reader through the chapter.While pulling is the goal, the main aim, as mentioned several times, is to avoid pushing the reader out.We call these the Goldilocks Paradox:Too ObviousToo ObscureIn the Too Obvious scenario the reader develops a certain â€Å"Simpson’s Did It!† mentality. If they feel like they know exactly where the story is going, that this is just one more reprise of the hero’s journey, the fetch quest, the star-crossed lovers, they will put it down.Conversely, if you go Too Obscure, they won’t have any investment. Sure, nobody has ever really read a book quite like those composed by Thomas Pynchon, but then again, ask anyone what Gravity’s Rainbow is about and be prepared to get a ‘the what and who?’ in response.You want to land in familiar territory with some new spins. You don’t want to reinvent story structure or character, not in the first chapter. You need to gain trust before you start pulling the rug out from a reader.#6 Leave a hint in the last paragraphWhile the first sentence gets the reader hooked and the first paragraph makes promises, the last paragraph needs to introduce more concepts while limiting resolution.That sounds like a heavy order because it is. It isn’t all that bad once you break down the components.Aim for one of the following: Hint at the EndRoadmap to a PlanCliffhangerBookendEach of these chapter endings provides the reader a reason to keep going. Many television pilots fail at this, they either wrap up the first story and have nowhere to go, or they toss in a last-minute villain preview to suggest a larger threat somewhere.Sure, it worked out for Avengers to tease Thanos but they also had the advantage of a sixty year comics history to assure viewers they know how to build a multi-part story.When you give a Hint you want it to be broad enough to be interesting but narrow enough that your resolution (within the next chapter or two) satisfies it completely. If you toss an owl through a window to get Harry Hunter or Harry Potter to explore a magical world, you better make good on the magical world sooner than later.If you are building up a large world and need to set several things in motion before you get to the major plot, which is a risky move in itself, you need to show the reader a roadmap. The hobbits need to get out of the Shire before they can get to Rivendell on their way to the ultimate goal.#7 Opt to end the chapter on a cliffhangerEnding on a cliffhanger is usually a good call. The pulp stories of the 30s were sometimes christened Cliffhangers because they used this technique extensively. When releasing serial stories, it is the default way to go, how will our heroes get out of this sudd en predicament!?It makes the ending exciting and demands the reader pick up the next installment, or, in your case, turn the page and keep going just a bit further.Cliffhanger Generation Tricks and Tips:Someone Appears!A Lingering QuestionA Sudden InsightThe Depths AppearDropping a new character into the scene, especially one that shows up with the same aplomb as a first sentence Character Connection, gets the reader going. They want to know who this is, and why they will have importance to the next section.The end of the first chapter of Stardust by Neil Gaiman does this perfectly, introducing us to a baby delivered via faery door. You have to turn the page to find out more.In a Lingering Question scenario, you invite the reader to ponder something about the event that just transpired. Why was it so hard, so easy, what was the significance of the turns? Any question that goes unanswered makes the reader wonder. In a serial, they would have to wonder for weeks, or months. In a book, they can always find out by turning a few pages.Sudden insight works somewhat the opposite of the Lingering Question.Here, a character understands something that just happened, something the reader may have been in the dark about, this often goes hand in hand with the next tip. Knowing what is at stake drives tension and the character and reader both being ‘in on it’ delivers.The Depths Appear works well in science fiction, horror, and fantasy stories.Any place where the world isn’t just what is known, where other dimensional forces can act, where a universe of possibilities can exis t, it is possible for something else to be out there.Alluding to the larger forces at the end of a first chapter puts the story into a context against these larger, more meaningful threats. This is especially a good idea when your first chapter reads like a self-contained story.#8 Try a bookend for the first chapterI lied about the mother thing, turns out she really does want to read your book. She always did, she can’t not, mostly because she loves you.This type of ending paragraph reflects the Bookend. Here, you offer a mirror version of the first sentence to show that what has been set up and was so gripping originally has turned around. This works especially well for stories that start in a known world.Dorothy isn’t in Kansas anymore, Alice ends up down the rabbit hole, and the once bright sky is now overcast with the coming troubles.Start a Story off RIGHTAre you ready to start your story the right way- not just with the writing but with the entire process?Weve got the training to help make that happen.

External Enviroment Research Paper Example | Topics and Well Written Essays - 1000 words

External Enviroment - Research Paper Example This paper seeks to explain how big companies can affect the government role as an external environment. The government stipulates policies on how and when companies should remit their taxes. Big companies are key contributors to tax collection and when they remit the tax as per the regulation, the government is able to finance other expenses (Claire 13). This enhances government performance. Big companies are likely to have outlets all over wide region of the sphere and still a wide range of products. The explanation of this is that the company will have a lot of product transportation from one region to another or even to its scattered customers. Consequently, roads will wear out more often than not hence that government has to keep on replacing the worn out roads. Although this keeps the government on its toes to in making sure that roads are in good state, this affects the government budget negatively as it has to look for finances and may lead to borrowing (Hardgrave 15). A big company like coca cola uses big and heavy commercial trailers to transport product to its outlets, such trailers speed up the wear and tear of a road. Big organizations are powerful in government during policy formulation and adherence. They have a lot of information from the market which they can use to assist government on decisions. Such advice help the government n make informed decisions (Hardgrave 32). Big companies are likely to carry out activities in more than one country. This shows that it has a big volume of resources and can execute government regulations on product control with ease. For example, if the government passes a bill stipulating that the company should use anew packaging, it becomes easier for bigger companies to pull resources together and act accordingly. Contrarily, big companies can pull its wide range of resources to challenge legally some of

Michelangelo Research Paper Example | Topics and Well Written Essays - 1750 words

Michelangelo - Research Paper Example helangelo was born in 1475 to a middle class family, in Italy, where he became a trainee to a painter before pursuing his studies in sculpture gardens. His father was working as a magistrate in the small village of Caprese. His family moved to Florence where his mother got ill while he was an infant. He was placed under the care of a stone cutting family where his passion for art developed. Michelangelo was a committed student and admired the works of Dante (Hayun, 210). Michelangelo is renowned for his works, which include Pieta and David statutes and the Rome’s Sistine Chapel ceiling paintings. While still young, his father realized that he had little interest in the family’s financial businesses, and he agreed to put him under the training of the trendy Florentine painter’s workshop. This was after he developed an interest in watching the painters at the near churches, and drawing what he observed while in school. While still at school, Michelangelo was introd uced by his grammar school friend to Domenico Ghirlandaio, a painter (Hayun, 211). Later, while under training at the workshop, an unexpected opportunity begot Michelangelo. Ghirlandaio recommended him to attend Medici Gardens, in the palace of Florentine king Lorenzo, to study sculpture. This provided Michelangelo with a platform to have access to the social elites of Florence. In addition, this gave him a leeway to be taught by the respected and renowned sculptor Bertoldo di Giovanni and other well-known scholars, poets and taught fellers (Lerner, 426). He also obtained significant authorization from the Catholic Church to examine cadavers for a deeper understanding of the human anatomy. However, this exposure to dead bodies had a significant effect on his health. With these mixtures of influences, groundwork for Michelangelo’s distinctive style was developed. His style was widely regarded as with a muscular exactitude and authenticity Mish mashed with an almost lyrical magnificence (Lerner,