Mmk227

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

Diversity Considerations Essay

Introduction The purpose of this paper is to analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations. The discriminatory factors that promote societal, political, socioeconomic, and spiritual oppression of culturally diverse populations will also be illustrated in this paper. The paper would further examine the racial and cultural diversity within non-native English-speaking communities. Moreover, this paper will also analyze how current research may positively impact the delivery of public safety and enhance the evaluation of information and resources. Lastly the chosen articles used for this paper will be evaluated on the basis of their reliability and credibility. Influence of culture on attitudes, values, perception, human behavior, and interpersonal relations The behavior, values, perceptions, and attitudes of different human beings are greatly influenced by their experience as well as their genetic inheritance. The ways in which different people are developed are formed by the social circumstances and experiences within the context of their innate genetic potentials. The question remains that how hereditary potential and experience serve their roles in developing the behavior, values, perceptions, and attitudes of a human being. All human beings are born into specific cultural and social settings and ultimately develop several social connections. The characteristics of a person’s cultural settings greatly influence the way they learn to behave and think, by means of example, punishments, rewards, and instructions. In addition, the culturally induced behavioral patterns, like forms of humor, body language, and speech patterns, become so profoundly embedded in the mindset of human beings that they frequently operate without the people themselves being  completely aware regarding them. All the various cultures include a slightly different mesh of meanings and patterns; attitudes towards different cultures, expectations for behavior, customs and habits in arts, clothing, foods, and religions, social roles, systems of government and trade, ways of earning a living, and values and beliefs regarding each of these activities (Chan, et.al, 2012). What is perceived as acceptable human behavior is different in different religions and in different periods of time. All the cultural and social groups have typically accepted varieties of behavior for their members, with possibly some particular standards for subgroups, like children and adults, males and females, athletes and artists. Atypical behaviors might be considered either simply distasteful or amusing, or punishably illegal. A behavior considered as normal in one culture might be considered as deplorable in some other religion. For instance, assertively competitive behavior is perceived as arrogant in exceedingly coope rative cultures. On the other hand, a lack of interest in competition might be considered as being out of step in many subcultures of an exceedingly competitive society, for instance, the US. It is widely accepted that the expectations, understandings, customs, rules, roles, and norms of interactions in interpersonal relationships are mainly marked out and transmitted by culture and cultural factors. However, it has been found that the cultural influences greatly extend from the expression and interpretation of interpersonal relationships. It has further been found that culture not only influences the internal but external aspects of interpersonal relationships as well. For instance, there is significant evidence which indicates cultural variations in the demonstrations of emotions and feelings underlying interpersonal relationships (Crisp & Turner, 2011). Discriminatory factors that promote societal, political, socioeconomic, and spiritual domination of culturally diverse populations Race Racism may be defined as the unconscious or the conscious belief in the dominance of one race over some other race. This definition presumes the existence of various biological races, specifically the human genome project. Nevertheless, despite that race is evidently a social construct; racism is still widespread all across the globe. In spite of the fact that a  very small number of people now remain to believe in a superior race having an innate right to practice power over the ones that are considered as inferior; there are a lot of people who still exercise ethnocentrism or racism. They believe that some of their known cultures have some sort of superiority over some others and also that some customs, traditions, cultures, and histories are not appropriately compatible with theirs. Any sort of racism is related to power and the powerful people usually determine what is superior and discriminate against people who have less power. For this reason, racism may be considered as the practical translation of discrimination into action (Chan, et.al, 2012). Ethnicity Discrimination, as with cultural racism, on the basis of culture and ethnicity considers some minorities and cultures as intrinsically undesirable or inferior. Hostility or Anti-Semitism toward Jews as an ethnic or religious minority persists from the medieval times when the Jews were generally the only non-Christian minority that existed in Europe. Jews, expelled from their nations or murdered, stripped of property, penalized with high taxes, compelled for living in ghettos secluded from the Christians, and generally forbidden from practising majority of the professions and trades, strived for hundreds of years against prejudice and injustice of the Christian societies. Xenophobia As a response to the increasing diversity and globalization in the society, many individuals respond with xenophobia that refers to the aversion or fear to foreign countries or foreigners. The concept of foreign in majority of the cases depends on the ideas and images constructed socially, which reduces the globe to â€Å"us†, â€Å"them†, â€Å"good ones like me†, and â€Å"the normal†, the others who are distinctive: a disruption, a threat demonstrating a degradation of appropriate behavior and values. Despite that majority of the individuals consider xenophobia as generally acceptable and in contradiction with the human rights culture; it is not atypical. Discriminations on the basis of xenophobia, for instance acts of violence and verbal abuse, are evidently the violations of human rights (Correa, 2000). Gender Gender discrimination is quite pervasive in our society. Schools, childcare institutions, family, media, and other societal institutions transmit and preserve stereotypes regarding women and men. In the Western societies, conventional gender traits are frequently related to power – men and their specific activities are classified as influential, public oriented, important, brave, productive, strong, outgoing, and having increased value, social recognition, and monetary rewards. On the other hand, it is widely believed that the main traits of women include; family-oriented, caring, dependent, and passive. Religion The boom of Islamophobia is of specific concern these days and since ever, which refers to the discrimination, hatred and fear of Islam, and that is the most common religion in Western countries after Christianity. The antagonism toward Islam following the terrorist attacks on targets in England, Spain, and the US during the past years has unveiled deep rooted discriminations in majority of the Western countries. Amongst the most widespread public expressions of the discrimination is the rejection of being authorized to construct mosques, a scarcity of official recognition of Islam as a religion, restraints on girls and women on wearing the headscarf, and failure in supporting facilities for the religious communities or groups of Muslims (Crisp & Turner, 2011). Sexual orientation Homophobia refers to hatred for or aversion to homosexual people, lesbians or gays, or their cultural backgrounds, or typically to individuals having a different sexual orientation, counting in the transgendered and bisexual individuals. Despite that the legal reforms in a number of Western nations have greatly reinforced the human rights of lesbians and gays; there is a great variation in conditions. This ranges from the urban regions wherein homosexual individuals work and live openly, and also from the civil unions having rather less difficulty, to the rural regions and areas of Central and Eastern Europe wherein gays might follow harassment, discriminatory laws, and even aggression as a psychological disorder, a disease, or even an  ethical offense. The heterosexual norms are unconsciously or consciously applied by several others to lesbians and gays, faulting them for being unsuccessful in conforming to the types of behavior expected of normal individuals. Disability It is misconceived by a number of individuals that individuals having disabilities may not be productive members of the society. The major negative attitudes either include that the individuals having disabilities are sick or broken and need healing or fixing, or even that are good for nothing and require being cared of (Correa, 2000). Racial and cultural diversity within non-native English-speaking communities People belonging to different linguistic backgrounds face a number of issues in their daily lives. For the fact that culture and language are entwined, language minority individuals are anticipated to use and learn the novel cultural dispositions and the novel language in an effective and efficient manner. This novel culture and language is diverse from what they have learned at home. Despite that the United States is amongst the most diversified nations of the world, there are some languages which are widely employed like Spanish and English. English is the global language which a good majority if individuals employ for communicating in the United States and specifically for global interrelationships. Despite that a number of non native English speakers seek for English language classes in their nations and communities prior to migrating to any Anglophone nation for the purpose of making it convenient for them to intermingle and interact with others, there are many amongst them who yet strive when they face up the reality of interacting with an actual Anglophone. Such people are then discriminated and criticized in various walks of their life. For this reason, the society compels them for improving their communication skills to their earliest (Correa, 2000). Positive impact of current research on the delivery of public safety and evaluation of information and resources The current research contributes to the delivery of public health by enhancing the knowledge base regarding the  factors promoting cultural discrimination in our society. Previous studies related to similar constructs have been explored and analyzed in depth which helped in analyzing the impact of cultural diversity and discrimination on various groups and communities existing in the society. Furthermore, the study contributes towards increasing awareness amongst diversified cultural groups and minorities regarding the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations. In addition, this research paved the way for cultural harmony in societies that are exceedingly culturally diverse. This research give power to the communities and individuals to meet the challenges allied to the economic, cultural, and social inequality and discrimination in the society. Reliability and credibility of the chosen research articles The reliability and validity of the study are highly important for increasing the credibility and accuracy of the data collected by the researcher. Reliability is referred to the consistency of the data which is achieved when the research instrument gives same results when used again. Moreover, validity is the credibility of the research instrument which checks if it measures what it is supposed to measure. In this study, the reliability of the research method was achieved through matching it with the aims of the study. The sources of data were disclosed in order to have reliable research findings. The validity of the research instrument was ensured by comparing previous researches which have used the same method. Attempt was made by the research to ascertain that the reliability errors are cut down so that in case disparities are noted in the data, they may be attributed to the intervention rather than sloppy inferences. Furthermore, this research meets the criteria of generalizability or the external validity of the research, which entails if the conclusions derived from the research may be transferred to different groups. Conclusion This paper analyzed and explored previous researches related to the topic of this research, that is: cultural diversity. The paper started with the demonstration of the way culture influences on attitudes, values, perception, human behavior, and interpersonal relations. This was followed  by the illustrations of the discriminatory factors that promote societal, political, socioeconomic, and spiritual domination of culturally diverse populations. The factors presented in the paper include; race, ethnicity, xenophobia, gender, religion, sexual orientation, and disability. The last topic of the research content was the racial and cultural diversity existing within non-native English-speaking communities. In the concluding part of the paper, positive impact of current research has also been presented on the delivery of public safety and evaluation of information and resources. Lastly, reliability and credibility of the chosen research articles was presented. References Chan, K., Satterfield, T., & Goldstein, J. (2012). â€Å"Rethinking ecosystem services to better address and navigate cultural values†. Ecological Economics, Vol. 74, pp. 8-18. Correa, C. (2000), Beyond TRIPs, in D.A. Posey (ed.), â€Å"Cultural and Spiritual Values of Biodiversity†, London: Intermediate Technology Publications, pp. 533-534 Crisp, R. J., & Turner, R. N. (2011). â€Å"Cognitive adaptation to the experience of social and cultural diversity†. Psychological bulletin, Vol. 137(2), pp. 242.

P2 and M1 for communication Essay

There are a wide range of skills we can use to communicate for example we send, receive, and process huge numbers of messages every day. But communication is about more than just exchanging information; it’s also about understanding the emotion behind the information. Communication can improve relationships at home, work, and in social situations by deepening your connections to others and improving teamwork and decision-making. It enables you to communicate even negative or difficult messages without creating conflict or destroying trust. Communication combines a set of skills including nonverbal communication, attentive listening, the ability to manage stress in the moment, and the capacity to recognize and understand your own emotions and those of the person you’re communicating with Argyles theory, communication cycle has six different stages that help you communicate you ideas.it also takes into consideration how you put your ideas across e.g. body language. An idea occurs, you have an idea that you want to communicate. Message coded, you think about how you are going to say what you are thinking. You put your thoughts into language or sing language. Message sent, you speak, sign, write or in some other way send a message. Message perceived, the other person has a sense of your message. They hear you words or see your symbols. Message decoded, the other person understands your message or what you have just said. This may not always be easy as they may make assumptions about your words and body language e.g. for example you went to the doctors and the doctor asked what wrong and you reply saying ‘I have a constant pain in my ear’. The doctor would need to keep the conversation going by rephrasing the question to something like so it’s your ear that’s hurting? This is to make sure you understood or got the right answer. Message understood, if all goes well your ideas will be understood. Argyles theory, communication cycle is a very useful thing to use when trying to communicate to sensitive patients. The communication cycle is a very useful cycle as it makes sure that you don’t say anything insensitive or hurtful to the person who is meant to be receiving the information. the communication cycle is also useful because there are a wide range of stages to help you communicate with others which helps you send someone information with them understanding what you are saying for example a doctor telling a patient when there next appointment is they could use the cycle to help them give the patient the information. But what do you think? Here is a diagram  of Argyles theory. Tuckmans theory In Tuckmans theory explains that as the team enters each stage they develop maturity, ability, relationships and the leader changes leadership style to fit in with the group.it also allows the team to look at the stages to see what stage they’re currently at. There are five different individual stages forming, storming, norming, performing and adjouring.Tuckmans stages are all necessary and inevitable in order for the team to grow, to face up to challenges, to tackle problems, to find solutions, to plan work, and to deliver results. Forming, the team is assembled and the task is allocated. The team members rend to behave independently as they don’t know each other and may feel intimidated. Individuals are also gathering information and impressions about eachother. Storming, the team starts to progress, addressing the task by suggesting ideas. Relationships may also be starting to develop. It is also essential that a team has a strong leadership. Depending on the culture of the organisation and individuals the conflict will be more or less supressed. As the team starts to move out of the storming stage they will enter the norming stage. This tends to be a step forward by the team agreeing on the rules and values by which they operate. By now the team should start to trust each other. After the arguments, they now have a better understanding of eachother and are able to appreciate each other’s skills and experience. Performing, at this stage the group will be filled with enthusiasm. The team will be able to function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict. Some people don’t get up to this stage Adjouring, when team members are proud of what they have achieved and happy to have belonged together but at the same time they recognise that it is time to move on.tuckmans theory is a very useful theory as it gives you a range of information about team building, group skills and there stages. Overall, Tuckman’s Stages is a balanced group effort. And also shows how they’re progressing by maturing and building relationships. Here is a diagram of Tuckmans theory. Personally I think argyles theory is more effective and important than  Tuckmans theory as he gives you a load of communication skills to help you give people information. so it’s more than likely that the other person will understand the information they’re receiving. I don’t think Tuckmans theory is more important than Argyles because in Tuckmans theory he doesn’t give you much information about communication. But both theories are effective and are useful. Effective communication and interaction play an important role in the work of all health and social care professionals. For example, care professionals need to be able to use a range of communication and interaction skills in order to: work inclusively with people of different ages and diverse backgrounds, respond appropriately to the variety of care-related problems and individual needs of people who use care services, enable people to feel relaxed and secure enough to talk openly, establish trusting relationships with colleagues and people who use care services, ask sensitive and difficult questions, and obtain information about matters that might be very personal and sensitive. Nurses may have used their communication and interaction skills to find out about the symptoms of your health problems or may have given you advice or guidance on some aspect of your health behaviour or lifestyle. website Date Time http://www.studymode.com/essays/p-2-Discuss-The-2-Theories-1360439.html 29/09/2013 23:15 http://www.studymode.com/essays/Argyles-Communication-Cycle-And-Tuckman’s-Interaction-1092710.html 29/09/2013 23:19

Local Beaches Essay Example | Topics and Well Written Essays - 1250 words

Local Beaches - Essay Example Years later when I got married, my husband, who is from Virginia Beach, introduced me to the region where he grew up. I discovered that Virginia is a conservative state. The Virginia Beach area has a large military the  presence, and conservative family values such as the ‘proper’ role of women in the home and church attendance are dominant. Virginia Beach, which is 35 miles of waterfront property, has three different beaches within the city. They are the Chesapeake Bay of the  Virginia, Virginia Beach Resort area and Sandbridge. By comparing the beaches of my childhood with the beaches of my husband’s childhood, I was able to get a better sense of place and the type of people who might enjoy each location. The beaches of Virginia all have their own distinct personality. The section of Virginia Beach called the Chesapeake Bay area is for the person who is looking for tranquility and a more relaxed atmosphere. It is calmer, quieter and more laid back than many of the party beaches you see on TV. The traditional beach activities such as swimming, building sand castles, strolling along the beach and playing volleyball or throwing a football around are all a part of this scene. The Virginia Beach Resort area consists of a three mile concrete boardwalk. It has hotels, a few outdoor cafes and novelty shops. In addition, on the boardwalk there are roller-bladers, bikers, live music and street performers. There are many special events held here throughout the whole year.

Computers in architecture- Mercedes-Benz Museum in Germany Assignment

Computers in architecture- Mercedes-Benz Museum in Germany - Assignment Example It is based on the geometrical shape of a clover in which spaces are connected through two ascending ramps. The exterior design of Mercedes Benz Museum sets up a completely novel and astonishing typology by the acquisition of spatial principles. This novelty is solely attributed to the digital design of this building in which the perfect infusion of ratios between space and design has been considered (Szalapaj). This building was designed in a three dimensional data which was revised numerous times during its realization in Stuttgart. The utilization of three dimensional digital designs and its effectiveness is also represented in the use of glass in the exterior design of this building. A special kind of glass has been utilized in this building which is clear, transparent and does not gets affected by the sunlight regarding heat (Noden). These glasses are divided and placed in several panels which, in combination, present the impression of the building as a double dimensional facade . This feature is also based on the scientific principles of light and geometry which is sufficiently presented in the design of this building, increasing its creativity and aesthetics (Glasner and Schmidt). The whole exterior design of Mercedes Benz Museum is a correspondence to the modern technology in which digital art, especially of three dimensions, in a remarkable manner. From the color of the building to the shape and from the utility of glass to the connections of spaces, this building is a complete representation of digital design into practical form (Turnbull). Interior: As far as the interior design of Mercedes Benz Museum is concerned, the ramps bridging spaces from... Over the past few years computers have become a necessary tool in the field of architecture. Architects all around the globe are using digital tools to make their creative thoughts into a reality (Bermudez). Digital technology allows architects to form models and create prototypes without having to use or waste any physical material. Moreover, latest architectural digital tools allow architects to view these models in three dimensions and from all sides. With the help of these tools architects have been able to create buildings that comprise of a complex structure (Bermudez). One such building is the Mercedes-Benz Museum in Stuttgart. The building was designed by a number of architects from UNStudio. In their book Ben Van Berkel and Caroline Bos, founders of UNStudio, stated that the creation of the building made use of a number of expertise and that it was a joint effort by architects of the entire studio (Berkel and Bos). UNStudio was founded in 1988 in Amsterdam and specializes in the fields of architecture infrastructural programs and urban development. UNStudio stands for United Network Studio (UNStudio). UNStudio is one of the most popular architectural firms in Europe and Asia. The company has been accredited with designing innovative structures such as the Star Place Luxury Shopping Plaza, Erasmus Bridge and The Burnham Pavillions. In the completion of these structures computers and digital tools have played a major role. The same can be said about Mercedes Benz Museum. Every aspect of the building’s structure sheds light on how digital tools were used to design the building as a whole.

Fair trade for the developing countries Research Paper

Fair trade for the developing countries - Research Paper Example Fair trade mainly exists in developing countries and it targets specific areas, for instance, the Handicrafts, Coffee Industry, Tea Industry etc, it does so in order to make sure that the workers and the producers are benefitted and their economic stature improves by participating in Fair trade. To understand the concept better, its principles should be well understood and they are as follows:â€Å"Creating opportunities for economically disadvantaged producers, Fair trade is a strategy for poverty alleviation and sustainable development. Its purpose is to create opportunities for producers who have been economically disadvantaged or marginalized by the conventional trading system.† The most important principle of Fair trade is to ensure that there are ample opportunities provided to the producer, the sole aim of Fair trade is to ensure the well being of the workers and the producers and in this process the first is to provide opportunities to the producer because only when th e producer has opportunities, it can be passed on to the workers.â€Å"Transparency and accountability, Fair trade involves transparent management and commercial relations to deal fairly and respectfully with trading partners.† Another important principle of Fair trade is to make sure transparency exists in every activity initiated by it, in the sense that every activity initiated by Fair trade should be without any fusses and problems, fair rules and policies are followed hence ensuring the economic and financial safety of the producer.

I am awesome Essay Example | Topics and Well Written Essays - 250 words

I am awesome - Essay Example Awesome managers listen to the staff since they offer insights on how to run the property better. I always share what I know with my staff not only to foster a sense of empowerment but also to make my job easier. Teaching is part of my job as I equip my staff with knowledge and skills that they can use to perform their job without constant supervision. Having regular collaboration sessions with my staff gives me a well of ideas on areas to improve in including customer satisfaction. Dedicating some little time a day to read industry news keeps me abreast with the current affairs and emerging trends in the industry (Daum, 2010). I always ask for help since I cannot pretend that I know everything. Even though everybody expects me to handle virtually everything that comes my way, I have limitations just like any other human being. I do not get embarrassed to admit not knowing an issue if confronted, and this helps me to get help from my staff. I am liberal and welcome criticisms. Instead of being defensive, I take criticism as a stepping-stone to get better at the job. I also motivate my staff and challenge them to achieve bigger. I give credit where it is due and goes an extra mile to know my staff at personal levels. I don’t micromanage my staff and always have the organization’s interest at

HCM HR discussion board week 8 Assignment Example | Topics and Well Written Essays - 250 words

HCM HR discussion board week 8 - Assignment Example The first stage of training and development occurs when an employee joins a company. The initial training should include a segment dedicated to corporate culture. Once an employee joins a staff there is periodically trainings that are given to the employees to improve general and specialized skills. Due to the changes that are occurring in all professions continued education has become more important than ever. The healthcare field requires professionals that keep up with the latest changes in diagnostic and treatment of diseases. As a future human resource manager in healthcare I will emphasize training and development as a value added function that can help the employees in the short, medium, and long term. The creation of a balance training and development program that includes both internal and external training sessions can benefit both the employees and the company. The inclusion of technology can help the firm provide training using online learning techniques. Smartphones such as Iphones and Androids can serve as databases to store medical

Persusive research paper on stem cell research and why it needs to

Persusive on stem cell and why it needs to continue and be funded by congress - Research Paper Example The present enthusiasm over prospective stem cell-produced remedies radiates from the new innovations of genetic biology. Though one cannot forecast the results from basic research, there is enough information available to suggest that a good deal of this enthusiasm is justified. This enthusiasm is not shared by those of the religious right. This faction is opposed to embryonic stem cell research which they claim as immoral and characterize as devaluing human life, much the same as does abortion, drawing a link between the two. This discussion will provide a brief overview of stem cell research and its benefits to society, the debate surrounding the issue and the arguments for continued research. Embryonic stem cells possess the ability to restore defective or damaged tissues which would heal or regenerate organs which have been adversely affected by a degenerative disease. Cell therapy has the very real potential to provide new cures for diabetes, cancer, kidney disease, macular deg eneration, multiple sclerosis and many other kinds of diseases. Cell therapy has also demonstrated a great potential to help repair and regenerate spinal cord injuries which would help paralyzed patients recapture lost body functions. The possibilities are limitless including greatly advancing the human lifespan because aging organs could be replenished. â€Å"We may even have the ability one day to grow our own organs for transplantation from our own stem cells, eliminating the danger of organ rejection† (â€Å"Future of Cell Therapy†, 2006). The three main objectives given for pursuing stem cell research are obtaining vital scientific information about embryonic development; curing incapacitating ailments and for testing new drugs instead of having to use animals. The scientific techniques for obtaining stem cells could lead to unparalleled advances and even cures for these and other ailments. It has been substantiated from animal research that stem cells can be diff erentiated into cells that will behave appropriately in their transplanted location. For example, the transplantation of stem cells following treatments for cancer has found much success for many years. There are numerous potential sources. The first is bone marrow stem cells. This type of stem cell is probably the most recognized of the stem cells. It has been used routinely to treat a variety of blood and bone marrow diseases, blood cancers and immune disorders. Leukemia is the most recognized disease that has been treated with a bone marrow transplant. New evidence suggests that bone marrow stem cells may be able to differentiate (the process by which an unspecialized cell acquires the features of a specialized cell) into cells that make up tissues outside of the blood such as liver and muscle (â€Å"Stem Cells In Use.† Learn.Genetics). The second type of stem cell is the adult stem cell. An adult stem cell is thought to be an undifferentiated cell, found among differentia ted cells in tissues or organs. These cells can renew themselves and can differentiate to become some or all of the major specialized cells types in the tissue and muscle it resides in. The primary function of this type of stem cell is to maintain and repair the tissue in which they reside. Because there are a very limited number of adult stem cells in each tissue coupled

Aggregate upply Essay Example | Topics and Well Written Essays - 1000 words

Aggregate upply - Essay Example The Aggregate supply is defined as the amount of goods and services rendered by the national economy during particular time period. According to Keynesian economic model, two different versions are related to it,The aggregate supply in the Keynesian cross diagram is represented by Z curve. If the desired total spending line 'bypasses the Z curve of aggregate supply' (Theory of Linear Economics), the intersection represents the level of production, spending and income.In some of the cases, the aggregate supply and aggregate demand curves are represented by Marshallian supply and demand curve. The curve of aggregate supply is shown increasing in upward direction, with slope parallel to the vertical axis. The upward slope of the aggregate supply is time bounded, and such behavior is prominent only for small time interval. The upward slope of the aggregate supply is because 'aggregate production and price level are directly proportional to each other' (Theory of Linear Economics). The di rect relationship between the aggregate production and price level is because of,According to the neo classical economic model, the production can be increased if the prices of certain commodities are increased for wooing the profit oriented organizations. The reason behind increasing the production, and then subsequently increasing the prices is due to the diminished returns, and therefore the rise in marginal cost is forecasted because one or more production related factors remain stable in short run, and is considered to be at highest extreme, this is termed as fixed capital equipment.Taking into consideration the relationship between the income and production, during certain interval the income is fixed, and therefore the rising profit exemplify the expansion of output. However in case of the previous economic models, the income was subjected to vary with the economic conditions, and both the income and economic conditions share direct relationship. This theory is used to expres s the vertical behavior of the aggregate supply curve in long duration. Another model suggests that the economic behavior is dependent upon many non- uniformed and non- related input parameters. Those input parameters include both the labor and fixed capital accessory. However both the parameters can be unemployed, which has subsequent impact on the profit ratio. The positive slope of the AS curve is well explained with the reasons that, some input parameters are fixed priced on short term basis, and the production experiences resistance as it surges. When the demand of the production unit is lowered, the industrial units avoids optimized usage of their capital equipment, therefore keeping the average price level controlled, the production can be increased in case on minimized returns. Therefore 'flat AS curve is obtained' (Alternative Economic models of Transition). However if the demand factor surges, the production units have other unemployed input parameters, therefore the increase in demand and production increases the prices. Therefore AS curve is vertical. The practice of aggregate supply is normally implemented by the government for increasing the efficiency of production and over all national output. The government mainly applies the aggregate supply principle with the reforms in conformity of supply side policies. The government practices aggregate supply in different public institution including research and development, education and training, social welfare reforms, reforms associated with working class, minimizing the authority of trade union. AGGREGATE DEMAND The net demand of goods and services during particular time interval is termed Aggregate Demand. The individual curves sum up to give aggregate demand. The aggregate demand curve is the

Aid impedes development, it does not promote it. Discuss Essay

Aid impedes development, it does not promote it. Discuss - Essay Example For the purpose of this essay, development is defined as â€Å"the process of eradicating factors that bring about hindrances to social, political and economic progress. These factors include poverty, unemployment, lack of access to education and health facilities to name but a few. (Pieterse, 2001, pg 15). Development in this regard collarets with the views of Sen (2001, pg 3) that states that â€Å"development is the process of expanding the real freedom people enjoy and it requires the removal of major sources of unfreedom such as tyranny, poor economic opportunities, systematic social deprivation and neglect of public facilities† This essay will be divided into two sections. Section one is dedicated to the understanding of the notion of aid; what it is, how it emerged and what are the factors driving its existence? Focus in section one will be on defining the term development aid, highlighting the different types of aid as well as presenting a brief history of aid. The objective of section one is to gain an in-depth understanding of the notion of development aid before scrutinising it. Section two is the crux of this essay. This section will essentially discuss the role of aid in development by presenting the views of proponents and opponents of aid. This section will essentially highlight the view points of different scholars on the subject of development aid. The main aim of this section is to present a balanced scrutiny of the role of aid by evaluating the debates that present both positive and negative impact of development aid. Noteworthy examples of how aid has impacted positively and negatively in development will also be highlighted. These examples are meant to act as evidence of the reality of aid so as to determine whether it impedes or promotes development. It is also in this section where alternatives to aid are briefly discussed before the conclusion of the essay is

Installation Art and Architecture Essay Example for Free

Installation Art and Architecture Essay Architecture has produced works that was revered, respected and something that captured the awe of the people for years. It was the source of something beautiful and even artistic. It was because of architecture that the likes of the Parthenon, as well as the other majestic palaces and cathedrals and other structures things that people have considered as artistic and beautiful was created and later enthroned in the annals of what is beautiful and what is artistic. Architecture has endured for years, but the growth of the practice of architecture also made it possible for the creation of other disciplines from which what is beautiful and artistic would be derived from. One of the things that were always placed side by side with architecture today, when it comes to the consideration of art and beauty inside space and location, is installation art. Over the years, installation art has become widespread and gained popularity. But the spread of installation art has one serious repercussion its act of intrusion in the realm of architecture, an act of intrusion that is not harmoniously creative but is sometimes destructive too. There maybe instances wherein the collaboration and fusion of architecture and installation art can produce something that exudes harmonized beauty and reflect certain artistic values and content. What captures the attention of professionals is how installation art appears to be more inclined in attacking the space and the features of architecture, either as part of its overall artistic outlook or just because this is a necessary characteristic for installation art to fully manifest itself. This has been an important point of argument since installation art has emerged. There are those who believe that the two disciplines exist in harmony together while there are those who believe otherwise. Because of this, the paper will try to discuss and analyse what the relationship is between installation art and architecture, how art invades architectural space, when and how art and architecture intersect and what will be the result of the collaboration of art and architecture. The Evolution of Installation Art Installation art, as the name implies, is all about a work of art that was installed in a particular place. It maybe a simple object or a collection of objects, that occupies very little space. It can be something a sight or visual cue that can make the audience feel as if they were transformed in another place because of the broadness of the reach, physically, of the installation art that a whole new environment was created because of installation art. There are many different components that may make up a work of art considered as installation art (since anything that can be installed in a place can be a part of installation art). From video presentations to exhibited photographs, sculpture and other artworks, these all contribute to make installation art what it is and to help installation art achieve its goal, and that is to transform a particular place in such a way that what was achieved was the experience and sensory cues that the artist(s) wanted or anticipated in the creation of installation art. Installation art, like any other art styles, genres and movements have beginnings in different countries and many places around the world proved amenable to the growth, patronage and continued development of installation art (Childs, Storry, 1999, p. 273). Considered as a genre or art movement that is still under the contemporary art era, installation art was felt as early as the seventies. A very good example of some of the earliest installation art include the latrine turned fountain by Marcel Duchamp entitled â€Å"Fountain†, a work of art that was controversial and sensational largely because of what it presented and the social taboos and conventions that it challenged during its release. Joining Duchamp as some of the earliest proponents of installation art includes Kurt Schwitters, as well as the Gutai group, an art group that was situated outside of the US and in Japan, and the American Allan Kaprow. These individuals are just some of the prominent individuals in installation art – browsing intensively through the history of installation art. Research would reveal several other individuals who participated in the establishment and growth of installation art around the world (Childs, Storry, 1999, p. 273). Kaprow was considered as one of the artists who helped guide the idea of installation art towards what it is today. He has postulated many different ideas that concretized the concept of installation art since its early years. Kaprows idea about environmental art contributed towards the development of installation art as how it is known today. By the start of the last two decades of the 20th century, installation art was already known in many parts of the world, including European countries (Childs, Storry, 1999, p. 273). The term installation art has been in common use since at least the mid-1980s and installations have become familiar sights in British museums and galleries in the 1990s (Childs, Storry, p273). Besides Kaprow, there is also the famous installation art pioneer, Ilya Kabakov, who was also instrumental in developing installation art. Together with Kaprow, Kabarov helped in bringing installation art closer to the people, as well as to the artists by using the academe and including installation art in what they teach in school so that students will understand installation art better and maybe even contribute to installation art in the future (Al-Qawasmi, De Velasco, 2006, p. 117). Two of the key coiners of installation art are Allan Kaprow and Ilya Kabakov. Both artists not only made art installation but they also introduced the practice into academia (Al-Qawasmi, De Velasco, 2006, p. 117). Kabakov and Kaprow and their role in the introduction of installation art in the consciousness of art students learning in the academe is instrumental in the growth of installation art, which , in one way brought installation art and architecture closer together. The idea behind the creation of the discipline that would be known as installation art lies on the belief of the artists that there are other ways that can be explored. The viewing experience of the people who are trying to appreciate art is something that the audience can experience, detect and maximize (Kronenburg, 2003, p. 229). The physical attributes of the place contributes in making the artistic exhibition what it was, therefore, bringing the artworks and the experience closer to the people and helping them identify with their selves better while being immersed in the art they are witnessing in installation art exhibits. Installation art attempts to reduce the boundaries between the viewer and the viewed and bring the artists ideas to a situation where they can be communicated more directly (Kronenburg, 2003, p. 229). From lifting from available materials, installation art experienced an important change when television and video recording was introduced. It allowed the artists more diversity in their works and allowed more ways and means for the artwork to be presented to the public. Because of this new technology, installation art was able to add a new dimension to itself. Today, video has been an integral part of installation art anywhere in the world. Artists, like Martin Firrell and Jenny Holzer, are some of the installation art specialists who are known to use the technologies, videos and digital presentation. Over time, the support for installation art, its ideas and the discipline, grew. Many entities like the Museum of Installation located in London, as well as the Mattress Factory in the United States, sounded their support for the growth of installation art as a separate and independent movement in the world of art. This is concretized by the growth of the artists immersed in this style. There are many installation art works to come out of England. One example is the work entitled Neon Rice Fields exhibited in 1993 by an artist from Vietnam who was already based in Great Britain named Vong Phaophanit (Childs, Storry, 1999, p. 273). This also signifies the relevance of the countries, too, that supported installation art. For example, the British prides itself with several artists, some of them are not even born in that country. However, because of the artistic atmosphere in the country, even foreign born artists are now based there because of how the country creates a local artistic community that is amenable for the art and the artists. Part of the development and evolution of installation art is the introduction of this particular art form in the academe. By being introduced to the academic world and being studied and used by professionals, it was a way of awarding installation art a sense of legitimacy in the art world, like giving it its rightful place in the world of art. And an important point in the discussion of the intersection of installation art and architecture can be seen in the discussion of installation art in the academe, although historians are not quite sure when this began (Al-Qawasmi, De Velasco, 2006, p. 117). It is difficult to trace the exact history and point of departure for using installations in architectural education (Al-Qawasmi, De Velasco, 2006, p. 117). Some observers believed that when installation art was introduced in the academe, it was placed inside the educational system for learning architecture, placing installation art as a part and not something greater than architecture. Notably, installation art was greatly embraced in the realm of architecture, even in the academic realm. Installation practice in architecture schools is growing both in undergraduate and diploma studies as well as postgraduate research (Al-Qawasmi, De Velasco, 2006, p, 117). Role of Installation Art Installation art is here because of a particular reason; one of the reasons is the role which artists believe installation art has. Often, it is the role of message-sending, addressing issues that can be as broad as socio-political issues or even personal issues; the focus is on the individual and the realization of the individual/audience after being exposed to the installation art (Al-Qawasmi, De Velasco, 2006, p. 117). â€Å"Some practice installation as urban interventions to question cultural or socio-political issues (Al-Qawasmi, De Velasco, 2006, p. 117). Here is an example. If you would one day happen to see a sculpture of an image of a polar bear sitting under a very small pack of ice placed on the sidewalk, placed there by the artist, it may mean that the artist is trying to send a socio-cultural message that is environmental in nature (i. e. tackling the issue of global warming and how the work of art represents the effects and changes that will happen to the planet if global warming remains unchecked and unresolved, and that would include the loss of natural habitats of animals in the polar regions and the displacement of animals inside locales they are not known to thrive in the first place). Another good example is the work of British artist Michael Landy. Landy became more popular after his Breakdown installation art which he held at the CA building located in London. He protested about consumerism through his art composed of installation and performance art that saw Landy bringing in his possessions on sight and burning it in front of the audience (Walford, 2001). Installation Art: Rise and Recognition The emergence of installation art as a specific discipline in the world of art has gained notable rise and earned the recognition of the authorities in the field of art. Today, there are many reputable organizations, as well as award giving bodies, that acknowledge installation art and their significance. For example, the Turner Prize shortlists have increasingly included such work (installation art) by British or British-based artists including Vong Phaophanit, Douglas Gordon and Rachel Whiteread (Childs, Storry, 1999, p. 273). These award giving bodies and the recognition that they give to installation art and the artists of installation art, helped cement the place of installation art. It also helped the artists in the local and international community, contributing to the growth of installation art. This is important in the rise and recognition of installation art. How Installation Art Invades Architectural Space Architecture thrived because there were available spaces that were transformed through the use of construction and the implementation of design and creation policies and concepts exclusive to architecture. Because of that, architecture cannot be considered as creating physical outputs that are intrusive towards existing objects that occupied space to where they would encroach. Architecture did not encroach because the buildings were made atop a land previously featureless. If there were any buildings before architectural efforts were made, it was considered as an act of improvement for the previously placed structure, which is made by architecture. Regardless of how old the type of architecture would be, still, it is architecture. The case is different with installation art because installation art places itself inside the design of architecture – designs which did not accommodate such features, and sometimes, will not accommodate such features. And when this happens, installation art invades architectural space. For example, public parks where installation arts are in place can be considered as an act of destroying the concept of what is beautiful. This is because an alien thing was added to the park, a feature that was not planned to be there in the first place, ergo giving the people the chance to redefine what a beautiful park is– was it the one with the installation art or the one without it? Even if installation artists argue that installation art has aesthetic value, design is not a simple mathematics of putting one beautiful thing inside another beautiful thing and the automatic result is a beautiful and artistic thing. Sometimes, the combination of two separate, beautiful and artistic things may not be a harmonious endeavour. The characteristic of one of the two will be affected by how the other will minimize, alter or damage the original state of the half of the two, making the union sometimes just beneficial to one and disastrous to the other. Installation Art, Architecture and Purpose An important aspect in the analysis of architecture and installation art and the times the two are intersecting each other and invading each others space is hinged on purpose the purpose of the artist and the purpose of the person who allowed the creation of the installation art or architecture (or both), which is usually the artists financier or benefactor. What is the purpose of the installation art and what is the purpose of architecture? This will take a long discussion starting with the origins of the two. Architecture was primarily created so that the creation of a functional structure (both permanent and temporary) can also feature aesthetics at the same time. However, the creation places more importance to functionality and usability than beauty and aesthetics. Installation art, on the other hand, is hinged strongly on artistic background. The focus of installation art is art itself and not functionality. Therefore, when the two collide in a single space, there is a fight between which should prevail in the space is it architecture and its functionality or installation art and it’s more artistic and aesthetic purpose? For those who give installation art a space, their main reason is its humanistic impact on the viewer art appreciation, and even detoxification from stress through the beauty in art. An ideal example is Spaceplace created by Maurice Agis and Peter Jones, which was created for its non-functional purpose and yet the artists believe that there is an important role of the installation art nonetheless. This is found in how the artwork impacts the audience, particularly in the personal level depending on how the artwork affects the audience/viewer (Kronenburg, 2003, p. 229). They are the first to admit that Spaceplace is more aesthetic than traditional functional; critics and observers believed that such was the case (Kronenburg, 2003, p. 229). The aim of Spaceplace was to create a new environment based on aesthetically controlled considerations rather than conventional functional issues (Kronenburg, 2003, p. 229). This is a clear differentiation of installation art and architecture. Spaceplace was purely installation art. The sole functionality of this is to affect the audience/people and not to be something that should be used in a manner that architectural works are utilized for their functionality. It may not be functional based on what â€Å"functional† is often understood (i. e. something that has practical use or something that is useful) but its effect on the audience/people is nonetheless important. Spaceplace is an installation that explored the relationship between simple rectangular forms in order to create abstract non-functional spaces that were related to the human body. The work was an attempt by the artists to provide a foil to the chaotic spaces of everyday human activity (Kronenburg, 2003, p. 229). The artists added that the other purpose of this particular installation art is to have the audiences sensory activity stimulated in a positive way (Kronenburg, 2003, p. 229). Often, architecture and installation art does not cross each others path. The invasion of the space allotted for the two are often separate, especially when there are spaces that are allotted for art works and there are spaces allotted for strictly architectural endeavors and works. For one, practical and functional creations are often delegated to architectural works; while installation art is often given space only inside art galleries which allots space for art forms like installation art and not to architecture. Take for example, Maurice Agiss Spaceplace it is an installation art that required the use of a large space. The art gallery gave them this space, therefore, making it unnecessary for the installation art to invade architectural spaces because they have their own space wherein they can showcase themselves. The installation therefore relied totally on the provision of a separate shelter environment in the form of gallery space (Kronenburg, 2003, p. 229). But this situation was actually met with negativity especially by the artists because the artists like Agis himself believes that confining the installation art in gallery spaces actually pushes the artworks farther from the public and the public experience, which was the main goal of the installation art in the first place.

Personal Values And Prejudices In Social Work

Personal Values And Prejudices In Social Work For this assignment I will explain personal values, prejudices, ethical dilemmas and the impact they have had on social work practice by reflecting on one of my beliefs and how I had to challenge myself to overcome it. Using Marxists and Feminists views of oppression I aim to identify, recognise, respect and value diverse individuals for which I will give an example of which happened to me and how I had to challenge discrimination towards others. I will also discuss theoretical frameworks to tackling oppression and discrimination by using the PCS model and how people can become empowered through groups, advocacy or legislation. Personal values, Prejudices, Ethical Dilemmas, Conflict of Interest and their impact on Social Work Practice A value is something that concerns someone or a belief they hold, this determines how a person behaves, values do not determine if something is said whether it is right or wrong in todays society. However, a persons beliefs can affect how they behave towards others. Prejudice is a term which has rather negative connotations and is normally taken to mean a hostile attitude towards a person or group (Billingham et al. 2008. Pg. 196) One of my values and a prejudice of mine is that any job I am employed in will eventually go to people working in a foreign country, especially India. This all stems from when I worked for a third party credit card processor, after giving them nine years of service I was going to be made redundant and my job would be actioned from people in India. For the next two months I would have to train people from there all the applications I was currently or had worked on. This gave me a dilemma do tell them all the information I knew or just some of it? I had to be professional, so I gave them as much information on the applications for which I knew about, I even created user guides to aid with the training and they could use when I had left the company. When talking to the people I found that we had things in common with each other and they were saddened that a person would lose their job. It wasnt their fault I was being made redundant but the companies in which we worked for. I had successfully challenged the new belief that had risen from a sad situation. Values are only as good as the actions they prompt (Preston-Shoot, 1996. Pg 31) When working with people from other countries I will need to put my own values and prejudices aside, as everyone deserves help and advice in their lives no matter where they come from in the world. If I fail to put my values and prejudices aside whilst working with them it will affect the help they will receive from me, I need to be open minded to all cultures. Thompson (2005) explains that there is a need for genuineness (congruence) to be achieved in social work, that a positive working relationship between service user and social worker is needed based on trust and respect for each other to develop. Identify, Recognise, Respect and Value Diverse Individuals Thompson (2006) describes discrimination as to identify a difference and is not necessarily a negative term. But when used in terms of legal, moral or in a political sense it is referred to as being unfair e.g. being unfairly treated for your sexuality or ethnic origin. If this occurs it can lead to a person being oppressed. When looking at oppression from a Marxists view DAmato claims that people are oppressed because of the class in which they live in, that women, homosexuals or people of non-white skin are subordinate to the Bourgeoisie and Capitalism is needed in society as it shapes and depends on oppression for its survival. Marxists argue that if racism, sexism or homophobia was to be embraced it will mean that a capitalist government would need to be overthrown and that oppression is essential to the struggle of socialism. From a Radical Feminists view Zeiber (2008) argues that women are oppressed within the patriarchal system, that marriage and the family are a result of capitalism. Holmstrom (2003) speaks about Socialist Feminism, agreeing that women are oppressed by the dominance of men and of the economic inequality because of the positions of power males have within society. I work on a farm where we often have Polish as well as British people working there. One year a colleague was making cruel jokes towards the Polish people, as others were making fun at their culture, and their Catholic beliefs were wrong. I could see that something was wrong, so I spoke to them; they told me they felt they were being discriminated against and started to feel very oppressed because they were not British. Then I spoke to my manager about the situation which was happening and he left me to deal with. I had to think about how I was going to approach it so both parties would be happy with the outcome. So I asked the perpetrator to come outside and talk with me. I told him that the Polish people were unhappy the way in which he was treating them. He was shocked as he thought they were all having a laugh with each other. It was hard for me to confront the perpetrator as it was my father, a man I looked up to. Reflecting on what had happened I knew I had said the correct things to my father as they continued to work with each in harmony, not wanting to offend each other, enabling a good working environment for all. Discrimination can be found in institutions like the church, prison or by a person in a position of power. It can be covertly actioned by using disguises like the Klu Klux Klan in USA wear masks concealing their identity or overtly actioned like apartheid in South Africa or the BNP in Britain. Theoretical Frameworks for Understanding Discrimination and Oppression Thompson (1997) shows how oppression can be analysed using the PCS model and there are three levels: Personal (P) an individuals views e.g. prejudice against a group of people. Cultural (C) shared values between others, what is wrong or right, this in turn forms a consensus. Structural (S) how oppression of society is formed through institution who support cultural norms personal beliefs e.g. religion, media or government. Here is an example of the PCS model in action: P: Young man in the club you work at makes offensive and derogatory comments about a gay man who attends also. He says that gay people are not natural or normal. C: Gay people largely repulse the community around him, and many of the community members are involved with the local church, holding firm views about sexual morals. S: Popular tabloid media berates the abnormal activities of gay people. Religious leaders of all faiths support the instatement of laws to stop equal rights for gay people. Legislation is passed by parliament that compromises the rights of gay, lesbian and bisexual people. There is an overwhelming consensus of power used in all forms of structural life. (Wood, J. 2001) By using the PCS model it can help a person build an idea as to why others act the way they do e.g. the stereotype of a teenager wearing a hood, you believe they are trouble makers because of what the media have reported, but not every teenager is out for trouble. Another theoretical framework to tackling oppression and discrimination is through empowerment. By empowering someone means to enable a person to gain control over and taking responsibility for own their actions. The Humanistic approach by Carl Rogers (1959) encourages people to become empowered. As student social workers we are taught about empowering the service user, to focus on their strengths and to work together as equals, we also need to safeguard vulnerable people, to take into account a persons economic, political and cultural background at the same time. Groups also work to empower people as they offer support and if they act as one they can become powerful. An example of this is from the Times Online dated June 13th 2007 How football made us (see attachment 1), by forming a football team for mentally ill patients they each became empowered able to do things on their own without having help from others. Make use of Strategies to Challenge Discrimination, Inequality and Injustice There are strategies in place to help educate people about inequality, discrimination and injustice such as advocacy and legislation. As social workers we need to support and speak up for individuals that face being oppressed or discriminated against. By using advocacy to represent those who are unable to speak up for themselves. E.g. have learning or communication difficulties. Walker (2008) advises that advocacy has it strengths but also has its weaknesses. Strength from using advocacy are: People who have been socially excluded from mainstream society gain a voice, when a service user has a social worker who listens can be given confidence to speak for themselves, thus growing in self confidence and social workers can learn and understand more on how it feels to be disempowered when listening to a service user. But the weaknesses are: there is a danger that the social worker can put their own views forward and not those views of the service user, the advocate can take over, thus the service user can become disempowered and the social worker may find that by using advocacy it can put them in conflict with the organisation in which the work for, their loyalties can become split. The legislation in place is to help and protect people against inequality and discrimination, for example: Equal Pay Acts 1970 1983 prohibits discrimination on the grounds of sex relating to pay and terms of contract. Race Relations Act 1976 prohibits discrimination on the basis of race, colour, nationality or ethnic origin. Later amended in 2000 to include a duty on public authorities in carrying out their duties to have due regard to eliminate unlawful discrimination and to promote equality. (Brayne et al, 2010. Pg. 89-90) The British Association of Social Work (BASW) has a code of ethics relating to how social workers must become more cultural aware. Paragraph 4.1.6 (pg. 49) states that as a social worker you will: Recognise diversity among cultures and then recognise what the impact of their own cultural ethnic identity can have on others. Gain working knowledge and understanding of service users ethnic and cultural affiliations and the values, beliefs and customs associated with them, even though the service users may be different. Communicate effectively in a language in which both parties will understand, if needs be then by using an independent interpreter. By using the tools I have learnt through the course I will be able to challenge discrimination, inequality and oppression, I will be more open minded to people that need help from social services and no matter what their cultural background is I will be able to use this knowledge successfully. Words used 1622