5 Behavior Management Programs for Schools

The Iliad Essential For Freshman Success By Sam Tufts Essay

Homer’s Iliad: Essential for Freshman Success by Sam Tufts Of the three classical myths read thus far in Classics 2220, the Iliad, the Odyssey, and the Trojan Women, Homer’s Iliad should be required reading for incoming OSU freshman because it highlights key elements of the OSU seal’s motto Disciplina in Civitatem, which means Education for Citizenship, including the dangers of a self fulfilling prophecy and the repercussions of one’s actions. While the Odyssey attempts to leave the reader with important lessons in perseverance and loyalty, in reality it demonstrates a selfish character’s single-minded pursuit of personal goals at great cost to everyone around him. Achilles’ choices in the Iliad illustrate how challenges can be approached in different ways as well as the potential ramifications of these choices and the effects of a self-fulfilling prophecy. The lessons in the Iliad are much more applicable to freshman life at OSU. Homerâ€⠄¢s Iliad possesses important life lessons for any person. The Iliad shows the dangers of a self fulfilling prophecy. Achilles is given a prophecy by his mother, Thetis, that he will either die young with great glory or live a long life of mediocrity (9.410). If a person believes they are doomed to fail, it can affect decision-making which can increase the likelihood of the prophecy coming true. After King Agamemnon steals a woman from him, Achilles decides that he will not return to the battle until the Achaeans, Agamemnon’s warriors, come

Finance Manager free essay sample

Target market the tasks have been designed to enable learners to demonstrate their skills, knowledge and understanding of professional administration in the business world. This unit could be assessed in the workplace or learners could support a real meeting whilst on work placement. Alternatively centres may use the scenario as a basis for this assessment. If the scenario is used, the tasks will need to be run as role-play activities and the centre will need to allocate appropriate roles to their learners and/or identify other suitable participants. Learners will provide support to Peter Holmes, the Finance Manager at Baylis Phelps. The tutor should act as the Finance Manager throughout this assignment. A group of at least five participants will need to be gathered so that a realistic business meeting can take place. The other participants may be other learners but roles must be rotated to ensure that all learners have the opportunity to fully address the tasks and related Assessment Criteria. Learners are provided with a copy of the quarterly agenda in Appendix A and this will form the basis of the information they use to complete the tasks. The tasks have been designed so that all of the assessment criteria in Unit 19 are addressed. These guidance notes must be used in conjunction with the unit specification and C. Understand marketing concepts used by businesses Marketing concepts: buyer decision-making process: Attention, Information, Decision, Action, Satisfaction; unique selling proposition (USP), eg unique mix/product, quicker, friendlier, cheaper; segmentation and targeting: defining typical customers, targeting groups of potential customers; benefits versus features from customers’ point of view; marketing mix: product or service, place or distribution, price, promotion; importance of designing marketing mix to meet customers’ needs; importance of coordinating all aspects of the marketing mix; importance of costing a marketing mix Types of promotion: eg advertising: newspapers, radio, TV, cinema, magazines, outdoor, flyers, internet; personal selling; promotional activities, eg competitions, money-off coupons, free gifts with purchase, tasting sessions, demonstrations, fundraising; direct marketing: direct mail; catalogue shopping, internet shopping; sponsorship; public rel ations: press releases, press conferences, promotion through networking; cost-effectiveness of method and plan. Evidence of success or failure in the marketplace: business marketing campaigns that have worked and those that have failed and the  reasons why 2 Be able to plan marketing and promotion Sections in marketing plan: market definition and opportunity: proposed target market segments, demand for product/service; competition; other external influences, eg trends, legislation; marketing tactics: use of marketing mix, image; marketing research: method, scale, findings, conclusions; sales forecasts, support material, eg industry studies, letters of support; how success of marketing will be measured . Promotion plan: coordination with rest of marketing mix; image to be developed; costs; schedule for proposed promotion campaign; type of promotional materials appropriate for the customer group, eg poster, leaflet, advertisement, website; nature of the promotional materials, eg colours, visual features, text; name of the product/service and company; branding or logo, website design and functionality; reasons why promotional material is appropriate for the customer group; how success of promotions will be measured 223(Web only) Edexcel BTEC Level 2 Firsts specification in Business – Issue 1 – February 2010  © Edexcel Limited 2009 Assessment and grading criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The criteria for a pass grade describe the level of achievement required to pass this unit. Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: P1 assess own business proposition using marketing concepts [CT3] P2 justify types of promotion for a micro start-up business drawing on evidence of success or failure in the marketplace P3 plan marketing for a micro start-up business that is relevant to customer needs [SM2/SM3] M1 explain how marketing principles have been used to develop a marketing mix for a micro start-up business D1 develop a cost-effective, coordinated marketing mix and promotion plan to meet the needs of a defined target market. P4 plan costed promotional activity for a micro start-up business that is appropriate for customer groups. [SM2/SM3] M2 produce a cost-effecti ve promotion plan that communicates consistent messages to prospective customers. This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills which are embedded in the assessment of this unit. By achieving the criteria, learners will have demonstrated effective application of the referenced elements of the skills. Key IE – independent enquirers CT – creative thinkers RL – reflective learners TW – team workers SM – self-managers EP – effective participators (Web only) Edexcel BTEC Level 2 Firsts specification in Business – Issue 1 – February 2010  © Edexcel Limited 2009224 Essential guidance for tutors Delivery Although this unit could be taken as a stand-alone unit it has been written to form one of a series of units which take learners through the whole process from generating a business idea to pitching a business plan. It is, therefore, important that the delivery of the units is coordinated to maximise the benefits of the continuing theme. When planning learning outcome 1, tutors will need to be aware that although learners may be familiar with promotion campaigns, the theoretical concepts can be quite challenging at this level. It is recommended that the learning programme includes plenty of opportunities to explore how concepts such as the marketing mix have been used in a range of contexts of interest to learners. Visiting speakers, including marketing professionals in an industry such as mobile telephony, would be of interest to learners. It would also be beneficial for learners to see how micro start-up businesses and social enterprises have used marketing concepts. Whilst material and examples can be drawn from the range of successful promotional campaigns that surround all potential consumers in the developed world, there is much to be learned from flawed campaigns and it is suggested that the learners carry out an analysis of some examples of a poorly designed marketing mix. Learning outcome 2 is about planning marketing and promotion. Once learners are clear about what is required, much of the learning for this outcome will be through working on their own marketing plans and promotion plans. Learners could work in workshops with support as needed, available from the tutor or from business mentors. Learners should focus on the needs of their customers  and ensure that promotions are tailored to customer groups and fully costed. 225(Web only) Edexcel BTEC Level 2 Firsts specification in Business – Issue 1 – February 2010  © Edexcel Limited 2009 Outline learning plan The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments. The outline learning plan demonstrates one way of planning the delivery and assessment of this unit. Topic and suggested assignments/activities Tutor-led introduction to unit and learning programme. Tutor-led discussion on AIDA model – group discussion on relevance to model for different types of purchases drawing on learners’ own experiences as customers. Learner pairwork on identifying benefits and segmentation and targeting for recent purchases made by learners. Learners in groups consider how marketing concepts apply to their own product or service and the customers they intend to attract. Entrepreneur introduction followed by group discussion on the marketing mix using examples from real businesses. Small groupwork research into cases of poorly integrated marketing mix – groups suggest how these could be improved. Learners work on how these concepts apply to their own planned businesses (can be used for assignment). Tutor-led introduction to promotion mix and analysis of promotion for one product of interest to learners. Learner group discussion on marketing plan and how this could be used to plan for a micro start-up business or social enterprise, learners consult with entrepreneurs on how marketing may be applied for their enterprise. Entrepreneur introduction to promotion followed by small group activity designing promotion campaign for a proposed event to be held in the learning context. Learners work in groups in a workshop environment to develop their marketing and promotion plan. There should be access to tutor support, and also support from visiting marketing professionals and entrepreneurs. There should also be opportunity for peer review of draft plans. Classwork and individual learning time on completion of: Marketing and Promotion Plan (P1, P2, P3, P4, M1, M2, D1). (Web only) Edexcel BTEC Level 2 Firsts specification in Business – Issue 1 – February 2010  © Edexcel Limited 2009226 Assessment This unit is one of a series that supports development of a business plan for a micro start-up business. Assessment work should be based on producing a marketing plan and a promotion plan for learners’ planned start-up businesses. Learners will be drawing on assessment work from previous units in the series. It is recommended that tutors break down the work for learners, for example by taking in different parts of the marketing plan and providing feedback before the learners go on to develop their promotion plan. The criteria relating to the first learning outcome are about applying theory and these should be assessed through development and justification within the marketing and promotion plan. Alternatively, learners could develop their marketing and promotion plan but orally present their reasons for choices and the link to theory. For P1, learners should produce evidence of the application of marketing concepts listed in the content of the unit within the context of their microbusiness or social enterprise. Learners could use the concepts to frame the plan. For P2, learners should choose types of promotion listed in the content and the choices should be justified within the context of the business plan. For P3, learners should produce a marketing plan for a micro start-up business using sections as given or similar to those listed in the content. For M1, the learners should explain how they have used marketing concepts to develop their marketing mix. Learners are not expected to explain fully how all the concepts have been used and if they are able to explain how two of the marketing concepts have been used then the criterion is satisfied. P4 requires learners to produce a promotion plan for their own business. This should follow on from the marketing plan and it should include choice of media relevant to customer groups, the development of sample promotional materials, timings and costings for the micro start-up business. For M2, the promotion plan should be sufficiently developed to be capable of being implemented and all parts of the plan should coordinate with other parts, for example leaflets, language and chosen media all likely to appeal to targeted customer group. For D1, each aspect of the marketing mix and promotion plan will complement all other aspects and has been designed to appeal to a defined group of potential customers. The plan will include a description of the attributes and needs of this target group. Business planning preparation The table below shows how the grading criteria are assessed through the preparation learners will undertake for their business plan. Understand marketing concepts used by businesses Marketing concepts: buyer decision-making process: Attention, Information, Decision, Action, Satisfaction; unique selling proposition (USP), eg unique mix/product, quicker, friendlier, cheaper; segmentation and targeting: defining typical customers, targeting groups of potential customers; benefits versus features from customers’ point of view; marketing mix: product or service, place or distribution, price, promotion; importance of designing marketing mix to meet customers’ needs; importance of coordinating all aspects of the marketing mix; importance of costing a marketing mix Types of promotion: eg advertising: newspapers, radio, TV, cinema, magazines, outdoor, flyers, internet; personal selling; promotional activities, eg competitions, money-off coupons, free gifts with purchase, tasting sessions, demonstrations, fundraising; direct marketing: direct mail; catalogue shopping, internet shopping; sponsorship; public rel ations: press releases, press conferences, promotion through networking; cost-effectiveness of method and plan. Evidence of success or failure in the marketplace: business marketing campaigns that have worked and those that have failed and the reasons why 2 Be able to plan marketing and promotion Sections in marketing plan: market definition and opportunity: proposed target market segments, demand for product/service; competition; other external influences, eg trends, legislation; marketing tactics: use of marketing mix, image; marketing research: method, scale, findings, conclusions; sales forecasts, support material, eg industry studies, letters of support; how success of marketing will be measured Promotion plan: coordination with rest of marketing mix; image to be developed; costs; schedule for proposed promotion campaign; type of promotional materials appropriate for the customer group, eg poster, leaflet, advertisement, website; nature of the promotional materials, eg colours, visual features, text; name of the product/service and company; branding or logo, website design and functionali ty; reasons why promotional material is appropriate for the customer group; how success of promotions will be measured

Internet Marketing - Analysis Of Several Web Sites Essays

Internet Marketing - Analysis Of Several Web Sites Over the past few years, with the help of modern technology, people have obtained access to virtually anything they desire at the simple click of a mouse button. Now, information can be accessed through various websites without having to visit a library, go to a store, a friends or relatives home, or even travel agencies. The Internet is for all people- regardless of age, race, ethnic background, class, or religion. When it comes to marketers and which strategies will be most effective and efficient to become a successful website, every product in the market is geared towards a specific target group, regularly based on demographics. Whether it is where a person lives, their marital status, age, or occupation, marketers try to target one particular area where they feel that their product will be benefited the most and where profits will be most generated for the business. One particular area that has been expanding not only in website visitations but also in new website formations is the senior citizen age group. Now, seniors are the fastest growing audience on the Internet. What is more interesting is the fact that they put their money where their mouse is. This age groups frequent use of the Internet is absolutely amazing and unbelievable. There are hundreds and hundreds of websites designed to be most suitable or more geared for this target group. The websites are specifically designed to meet the needs of older adults about the ages of 60 and above, and grandparents. It does not steer towards a certain economic or religious class. The majority of these websites provide much information on healthcare, health issues that affect them, relationships, money, news, entertainment, and childcare. Part1B- Competitive Analysis Under the top 10 most popular sites for www.seniorcitizens.com, I chose the top four websites to analyze the areas in order to compare and contrast where www.seniorgold.com is strong and where it needs some work. The first site is called www.senior.com. Like any website, it will have many strengths and weaknesses. Allow me to discuss this websites strengths first. The page was downloaded quite easily, with no error messages to refresh the page. Overall, the designs of the pages are colorful and have very clear graphics. The text is very clear without being too wordy and misleading. The home page also has a search engine that allows the user to quickly find what he/she is looking for. In addition, it has a large variety of topics to choose from with easily accessible features. This website does contain a vertical and horizontal scroll bar on its homepage which makes the first impression for users a tedious one. It becomes very frustrating when someone has to keep scrolling up and down to search any information. The contents on the homepage of a website should be clear, brief, and concise allowing you to link to it if more information is what is desired of the user. Another weakness would include the arrangement of topics on the homepage. They begin with serious news that then descends down to tacky, irrelevant links. Although the content of the text itself is clear, it looks all jumbled up, busy, and confusing. In order to be simple, and to the point, the topics should become more condensed, including the amount of links it has. Compared to www.seniorgold.com, this website is more visually appealing to the eye. It appears to be more youthful through the use of cartoon characters and bold color schemes. The second website, www.elderweb.com, has tab links at the top of the homepage which allows the user to click on the tab which is relevant without having to search endless rows of subcategories to see which one applies to their information search. There are no distracting side links that allows the user to choose to read the information or simply click on where they wish to go on the site. Unlike www.senior.com, the page is very consecutive with the stories and features. The current headlines are brief and to the point. And, each headline gives the user a good sense of what each story is about without getting too wordy or redundant. There arent any banner ads that enable