Learning and Supporting Teaching in Schools

Certificate Supporting Teaching and Learning in Schools (501/0418/4) Unit 1: Schools as Organisations (T/601/3325) 1. 1 Identify the main types of state and independent schools. The main types of state and independent schools are as follows: * Specialist schools * Academies * City technology colleges * Community and foundation special schools * Faith schools * Maintained boarding schools * Free schools 1. 2 Describe the different characteristics of the different types of schools in relation to educational stages and school governanceThe Key stages are as follows in comprehensive and free schools: * Foundation stage – Normally this is for pupils in reception year, nursery or play group * KS1 – Years 1 to 3 * KS2 – Years 4 to 6 * KS3 – Years 7 to 9 * KS4 – Years 10 to 11 (GCSE’s and/or other equivalent Qualifications are taken in this Key Stage) * KS5 – Year 12 to 13 (A Levels and/or other equivalent Qualifications are taken in this Key Stage) Although standards schools follow this key stage structure, Special schools will run these key stages adapted to the pupils needs i. . a school for learning and physical disabilities may need extra support and resources to ensure that their pupils are achieving the national curriculum standards set for students with learning and/or physical disabilities. The role of the Board of Governors is to run the school. This would include the following: * School Finances and Budgets* Staffing * The School’s Curriculum * Managing School Inspections * To uphold national standards in education Depending on the type of school, depends on the way in which the board of governors operate i. e. or learning and physical disability schools, the board of governors may invest in certain resources to maximise the pupil’s educational potential. Most state schools are funded by the government where as private and independent schools are funded by parents, local funding or charitable inc ome. If the school is a managed school then the local authority employs the schools staff but for private schools and academies it is the school that employs their staff. Managed schools get their pupils from their local catchment areas, the community or school open days.Private or specialised schools may get their students from the local community but may also have an open day or referrals from other educational establishments. Below I have chosen three different types of schools and I will also explain their admissions policy and the age of the children. Grammar Schools Admissions policies – Grammar school admissions policies are normally set by the local council. All applications initially must go through the local council. Also with grammar schools, there is often a test in which a child has to take and pass in order to be accepted into the school.This is due to the fact that grammar school children are highly educated. Age of pupils/students – pupils are normally enter into grammar school at the age of 10/11. They will be working on key stage 4 when entering the school. On the fourth year of school, pupils go on to key stage 5 working on GCSE’s and NVQ’s. In some cases, pupils in grammar schools may take their A Levels early or higher qualification. Pupils in grammar school now leave at the age of 17. Montessori schools Admissions Policy – in Montessori schools the children are interviewed by a teacher to make sure that they fit in with the ethos of the school.A payment is needed from parents in order for children to attend the school. An educational or psychological assessment is needed by the school in order for the child to be admitted. Montessori schools do not admit children midterm unless they are transferring from another Montessori school. Age of pupils/students – In Montessori schools, they admit children from 18 months up to 18 years old. Montessori schools have a holistic method of educating children so that they express freedom and self discipline. Steiner schools Admissions policy – The admissions policy is pretty much the same as a Montessori School.Age of pupils/students – In Steiner Schools, the age of children is from 3 years old to 16. Like a Montessori school, a Steiner schools tackle educating in a holistic manner in order to develop the whole child. Not just educational. 2. 1 Describe roles and responsibilities of staff related to the school Below are 4 Roles within a school and their responsibilities: * Teacher – To plan, deliver and evaluate lessons, to encourage pupils with their learning development, Make learning as fun as possible, create reports on pupils learning to parents and be a role model for pupils. Lunchtime Supervisor – Help set up dining areas, Supervise pupils with toileting and hand washing, resolve and report conflict and encourage independence at mealtimes. * Clerical Staff – To keep the school running smoothly by d irection of the Head Teacher, maintain and report attendance records, Perform administrative duties which may include writing letters to parents by direction of teachers and head teacher. * School Librarian – Plan and oversee the management of the library, Ensure an equality of opportunity for all staff and pupils, Complete reports to/ and inform the governing body of stock and library resources.Also another role within a school is a Teacher’s Assistant. To reflect his or her role within the school I have written a day in the life of a Teacher’s Assistant. 8. 15am  My day starts as soon as I get to school, when the class teacher, who I work alongside, outlines the plan for the day ahead and I help to set up the activities. 8. 55am  The day begins for the children. As they wait with their parents and carers in the playground, I approach the gate and greet the children as the bell rings. I briefly chat with a few parents as they pass on messages, help children take their coats off in the cloakroom and follow them into the classroom.As the teacher takes the register I check the ‘Home-school communication books’ for any other messages. 9. 05am  The first activity for today is PE and today will be the first time that the children have taken part in PE in our main hall! Surprisingly the children are quite quick at getting changed into their gym kits. Today we practise moving in and out of spaces in different ways – jogging, marching, large strides and small footsteps. 10. 25am  It’s playtime and time to get coats on and join the rest of the infants in the playground.While the children are out at play I prepare their morning snack. 10. 40am  In from play and it’s time for hand washing, then fruit and milk. After this it’s activity time and the children choose from a range of activities both inside and outside. Today I’m inside making teddy bear puppets, encouraging the children to stick a corresponding number of buttons onto their bear. Midday  It’s lunchtime and we take the children into the dinner hall to be greeted by their lunchtime supervisors. I pop back to the staffroom and have my lunch and chat with other members of staff.Then it’s time to set up for the afternoon activities. 1pm  The children come in from lunch. Time for a quick register and this afternoon I support children building train tracks, investigating in the sand and experimenting with drawing and writing – a busy hive of activity, and lots of observational assessment! 2pm  Playtime again and this time I’m on duty supervising the children with another member of staff. 2. 20pm  Time for a few more bears and buttons with those who are keen and once these are done I join in with some children who are doing some jigsaw puzzles.Today, I have a breakthrough – a child who has been reluctant to talk and has been communicating through gestures, actually initiates a conversation with me! 3. 20pm  Home time for the children as we look out for the children’s parents and carers, and send them off happily! Once the children have all been collected it’s time for a final tidy up and discussion with the class teacher about the day’s events. 3. 45pm  Time for me to go off home, too! 2. 2 Describe the roles of external professionals who may work with the school For this section I have created two â€Å"A day in the life of†¦.. journals to describe what the role is of an external professional within the school The first role I have chosen to talk about is a Peripatetic Music Teacher. 09:30 am I arrive at the school and sign in at the school reception desk. I am then shown by the music head of department to the room in which I will be teaching. Whilst walking to my designated room, myself and the department head discuss what the needs and aims are of the pupils that I will be teaching today. 10am My first pupil arrives. At first the pupil and I discuss what we are going to be teaching her over the next 45 minutes.Also we talk about if there are any issues or questions she may have with learning the flute. There are no issues so we continue on with the lesson. 10:15am I start to teach my pupil on how to play the flute and to work through some theory activities as my pupil is going for her grade 3 flute exams next week. 10:45am After a great lesson with my first pupil, she leaves to go back to her academic class. I write up an evaluation of what my pupil has learnt and things for improvement. This evaluation will be spoken about at the end of the day with the department head. 1am My second pupil arrives and we do exactly what we did for my first pupil between 10 am and 11 am. My second student is also going for his grade 3 exams in playing the flute as well. I also write an evaluation on the lesson which will also be discussed with the head of department. 12am I break for lunch for an hour. I photocopy the two evaluations that I have written up this morning and left them on the department head’s desk. From 1pm to 2pm and 2pm to 3pm, I teach one pupil at a time and discuss their flute exams. 3pm I meet with the department head to discuss the 4 pupils’ progress and needs.Today was very good as they are all making brilliant progress and are all ready for their exams. 3. 30pm It is now home time for me so I go to the room I was assigned and clear up. Off I go and I felt today was a really productive day. The next professional I will write about is a Road Crossing Patrol. 7. 45am I arrive at the crossing area where I am assigned. I walk down the road and turn on the school crossing warning lights. Whilst I am turning on the crossing patrol lights, I check to see if there are any dangers when helping to cross the road with children and parents.There are no dangers so I return to the crossing place. 8am I put on my uniform overcoat and hat and help parents and children cro ss the road with my stop sign remaining friendly at all times. 9. 30am All the school children are in school now so I turn off the crossing patrol lights and head off home. 2. 45pm I arrive back at my crossing patrol and switch on the crossing patrol lights. Again I check for dangers in the area. There are no dangers so I return to my post. I wait for the school children and parents to help them cross the road with my stop sign remaining friendly at all times. . 30pm It is my home time now so I turn off the school crossing patrol lights and head off home. 3. 1, 3. 2 and 3. 3 Aim and Objectives How are aims and values decided? Aims and values are decided through consultation to the stakeholders for the school. Stake holders can include the following: * Governors * Head teacher * Parents * School staff * Children * The local community How are aims and values communicated? Aims and values can be communicated to anyone involved in the school by using the following: * Letters to parents *Displays within the school On the schools website or the internet * Presented within meetings An aim is the context within which schools must develop their own education. A value is a common set of values underpinning the curriculum and the work of schools. E. g. Caring, Confidence building, creative, Contribution and community. The School can do lots of things to show/demonstrate its values or aims: Some examples of which are shown below. Values * Value everyone as an individual – We listen to everyone and let them have their say through circle time activities, show and sell and through the schools council.Understanding of staying safe and being healthy – Get speakers from outside agencies (Such as the police), Visits to Streetwise, Life Education Bus, through circle time activities and PSHE (SEAL) lessons, Training for staff, have a healthy eating policy and healthy snack times. * Provide a learning environment appropriate to the individual – Differentiation in planning and activities, Different learning styles or catered for (e. g. Visual, Auditory or Kinaesthetic), SEN pupils are identified and supported and support staff used and brought in if required. To value every child’s contribution – Recognising pupils input on activities, rewarding pupils for their contributions, award evenings for pupils who have made significant contributions, * To develop a caring attitude towards others – Pupils and school staff alike to respect each other, teachers to identify pupils with SEN and to give them extra time to complete an activity where needed, school staff to be a good role model for pupils. * For pupils and staff to have a positive approach to leaning – eachers to make an activity as fun as possible, the school will be attractive to the outside and to promote fun creativity within the classroom, promote educational independence to pupils. 4.1 Identify the laws and codes of practice affecting work in schools Belo w are some of the laws and codes of practice that are affected by schools: * Disability Discrimination Act 1995 * The National Curriculum (a statutory document, published in 1999) * The Children Act 1989/2004/2006 * Every Child Matters * Special Educational Needs and Disability Act 2001 * Education Act 1996 4. Describe how laws and codes of practice promote pupil wellbeing and achievement Data Protection Act 1998 The Data Protection Act 1998 promotes pupil wellbeing. This is because all information about a pupil is on a need to know basis. Therefore this ensures that no information about a child that is given out unnecessarily. This law can also protect the child from harm and/or abuse. Special Educational Needs and Disability Act 2001 This law states that a child with special educational needs or who has a disability is entitles to a fair education. This can include tailoring learning to the child’s abilities.It is the schools responsibility to have specific resources for a child to excel in their education. Schools should allow extra time with special educational needs or children with disabilities in order for the children to understand what is asked of them. Equalities Act 2010 This act states that no one should be discriminated in any way and also to be included. For children in schools, staff and pupils should not discriminate and also to tackle discrimination. This can be any form. This will excel pupils’ wellbeing and achievement because children will not be in fear of being left out or discriminated. . 1 Describe why schools have policies and procedures Please see worksheet A5 Policies and Procedures 5. 2 Identify policies and procedures in schools Below is an exhausted list of policies and procedures that can be placed within schools: * Safeguarding * Attendance * Uniform * Fire Safety * Admissions * Behaviour * Accidents * First aid/ Medical * Health and Safety * Anti-bullying * Achievement * Child Protection * Homework* SEN * Teaching and Learning * Equalities * ICT * Subject Specific Policies * Complaints * Equal Opportunities * Confidentiality * Performance Management Disciplinary * Marketing * Finance * Grievance Unit 2: Child and young person development 1. 1 Child and young person physical development from birth to 19 years old Age| Physical development| Birth to 1 month| A newborn child will gain 1 ounce a day after initial weight loss in the first week. Also a child will discover his or her reflexes like grasping, sucking and clenched fists. A child’s vision will be at 8 to 12 inches and can lift head slightly. | 1 to 2 months|A child will be able to lift head to a 45 degree angle. And be able to gurgle and vocalize. 2 to 3 months | A child will be aware of other people by staring. | 3 to 4 months| A child will not be able to chuckle, smile and make use of more vocal techniques. A child will be able to kick legs | 4 to 5 months| A child will gain approximately 5 to 6 ounces per week. He or she will improve gripping techniques. Also he or she may be able to pull him/her self to sit up and roll on each side of their body. A child may also be able to bare weight on his or her legs. He or she may be able to laugh and giggle. | 5 to 6 months| A child will be able to sit up without support.He or she may be able to feed themselves with a cracker or biscuit. | 6 to 7 months| A child will be able to sit up. He or she will reach for desired toy(s). Also a child will be able to pass toys from one hand to another. | 7 to 9 months| A child will be able to shout for attention and also be able to say the odd word i. e. â€Å"mama† or â€Å"dada†. | 9 months to 1 year| May start to crawl or shuffle. Child may start to use the pincer grip to hold on to items or food. Also he/she may be able to pick up objects but will only be able to release by dropping or throwing. 1 year to 18 months| May be able to use a spoon and self feed. During this period a child will start to walk and p ull themselves up in order to start walking. They may also use furniture or toys to aid them to walk. | 18 months to 2 years| Able to use preferred hand for drawing, playing and drawing. A child is able to self feed fully at this stage. Also able to walk up and down stair but with 1 step at a time. | 2 to 3 years| A child will be able to walk independently and start to walk on his/her tiptoes. Also he/she will be able to undo buttons and kick shoes off.Also aid in undressing. | 3 to 4 years| A child will be able to brush his/her own teeth. He/she will start to run and hop. Child will also be able to walk on a line and start to walk backwards. | 4 to 5 years| Will be able to dress and undress unaided. Use scissors accurately, start to write own name and starts to run quickly. | 5 to 7 years| Uses pens and pencils for detailed drawings. Also builds intricate models. | 8 to 12 years| A child will be able to improve on physical skills that they already have developed. For girls puberty starts within this phase of development.Gils will start to develop more as a woman. | 13 to 16 years| A boy’s puberty will start in this time frame but will tend to be stronger than a girl. A boy will start to develop as a young man. This would include the appearance of facial hair and voice breaking. | 16 to 19 years| Most of the child’s physical development has now been completed. | Percentiles Percentiles are a method in which you can measure the progress of a child’s development. A measuring tool that is often used is a percentile chart. Percentile charts normally measure height and weight.Normally if a child’s weight is at a percentile of 75% then the height is normally 75% as well. If these percentiles are very different from each other then this shows that the child is not developing correctly. The higher the percentile the more a child is developing in a certain area. Also if a percentile is lower, then the child is not developing as quickly compa red to the average child. Milestones Milestones are often stages in a child’s life at which a child has reached an achievement in their development. As mentioned in physical development, a child can start crawling or shuffling at about 9 months.Also a child may start to walk independently or start to talk. These are also milestones. 1. 2 Describe with examples how different aspects of development can affect one another Different aspects of development affect one another. 2. 1 Describe with examples the kinds of influences that affect children and young people’s development a) Background Parental expectations – If a parent has high expectations of a child then the child is able to develop at a faster pace and in turn a child will then be able to do a lot more at a young age.This works in the opposite way if a parent has low expectations. An example of this would be if a mother sits with a child and reads with him/her. The child is then able to build up his/her ab ility to read quicker and learn new words quicker. This also makes them have a higher academic level to a child whose mother who does not have high expectations. If a child’s mother has high expectations, then the child will develop academic skills faster. Conflict between parents – If there is conflict between a child’s parents then a child will pick up on this and will learn the actions from their parents.An example of this is when parents are constantly arguing in front of a child, the child then learns that is it ok to shout at other people. A child may develop low self esteem because there is constant conflict in the home. The child may not feel safe within the home as they may be frightened that the parents may shout at them as well. In turn the child may not develop good social/emotional skills. b) Health Asthma – If a child has asthma, this may affect their physical and social development. An example of this is that a child may not be able to do c ertain activities that his/her peers take part in.Also certain asthma drugs can stunt growth there for a child will not grow as quickly or as high as their peers. General poor health – If a child has generic poor health they will not be able to develop socially, emotionally and physically. This is because a child may not be well enough to interact with his/her peers therefore restricting social development. If a child is to be constantly unwell, this can then lead to other illnesses which in turn will restrict physical development and cause future health issues.When a child is constantly unwell, the child will feel upset and may fall into depression. This will then restrict emotional development as a child will not have the chance to feel happy. c) Environment Housing (Living in crowded accommodation) – A child will not be able to develop emotionally or socially when living in confined or cramped living circumstances. The reason for this is because a child needs a plac e in a home to call their own so that they can discover themselves without constant influence from household members.Availability of jobs – If there is a high availability of jobs; a child’s family will then be able to work. This in turn develops a child socially and emotionally. Also a child will be better cared for enabling the child to develop in all areas correctly. This is because a child will be cared for correctly. This will then make the child develop physically and socially. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development

Levi’s Dockers †creating a sub-brand Essay

Qn 1) Explain what is Levi’s brand image and what makes up its brand equity. In this regard, assess the role of its flagship 501 jeans product. (40 marks) Brand image can be defined as perceptions about a brand as reflected by the brand associations held in consumer memory. It is basically what exists in the mind of consumers, total of all the information they have received about the brand from experience, word of mouth, advertising, packaging, services etc. And the information is modified by selective perception, previous beliefs, and social norms. The brand image perceived by consumers of Levi’s products includes durable, comfortable, approachable, affordable, contemporary, individuality, independence, casual, fashionable and adventurous, when it became an indispensable part of miner’s uniform and gain reputation for being as tough and rugged as the people who wore them. It is also comfortable enough to fit into the workers everyday lives both in physical and social sense. Its affordability was also adored by students and miners. It has also become an essential commodity available to defense worker during WWII. It portrays individuality, fashionable, independence when students and teenage idol wear 501 as a form of self expression and has become the essential fashion for the emerging baby boomers where it has transforms from a pair of tough pants to a symbol of freedom, adventure and independence. Most importantly, Levi’s 501 jeans had become an icon and its brand name had become synonymous with jeans where people tend to associate jeans whenever they saw the Levi’s logo. It had successfully been made known to millions of Americans and had established its brand image in the hearts of every consumer. Brand equity was defines as â€Å"the value of a brand based on the extent to which it has high brand loyalty, name awareness, perceived quality, strong brand associations, and other assets such as patents, trademarks, and channel relationships.† THE GALLUP BRAND EQUITY MEASUREMENT MODEL Based on Gallup Brand equity measurement model, the components of Brand Equity are the integration of several interrelated key brand characteristics: They are: Brand Presence is the degree to which the brand â€Å"stands out† from its competition. Levi’s have managed to claim familiarity and hence have become synonymous with jeans. The success of Levi’s 501 jeans has become an icon and this mark the market leader position for Levi’s. Levi’s brand established brand awareness by inventing the first patented double arcuate pattern sewn into the back hip pocket which became American’s first apparel trademark and the â€Å"Two Horse Brand† leather patch which act as the symbol & logo to enable consumers to recall and recognise & associate jeans with Levi’s Brand. Brand Position is the degree to which the brand is uniquely positioned and perceptually differentiated from its competitors and Levi’s brand personality is driven largely by the firm’s heritage of providing clothes for miners, by the brand attributes and used contexts of western cowboy. Levi’s brand positioning can be derived from the combination of the brand’s personality and values and its rational associations. Levi’s personality composes of several characteristics or values with emotional associations, which are defined as Original, Masculine, Sexy, Youthful, Rebellious, Rugged, Authentic, American, Individual and Freedom. Brand Experience is the degree to which customers have had positive or negative experiences with brand purchase and use. Customer satisfaction can be seen throughout the 1900s where sales of Levi’s 501 jeans grew and became the essential commodity available primarily to defense workers. This reflects a very high satisfaction of the product based on the extent of its usage and attention drawn which can be seen here when  an individual owns about 2.5 pairs of jeans. Brand Value is the degree to which the brand adds perceived value to a product or service, and or to a range of proposed product offerings. Levi’s brand value is perceived when it extended to Levi’s Dockers which proved to be a success. Brand Loyalty is the degree to which the brand is preferred and selected over its competitors. Basically, in the initial stage of launching Levi’s jeans, there were no alternative products and competitors, which explain why the purchasing behaviour is very strong throughout the 1900s. Thus, Levi’s actually enjoyed the prestige of gaining 100% customer loyalty, with also the help of the above components of brand equity which contributed to its success. The role of Levi’s flagship 501 jeans actually led to the line extension of more new products. And the success of 501 lead to the formation of subsidiary and globalization of Levi’s worldwide. Levi’s 501 jeans were able to sustain as the top selling jeans till 1979 which contributed to the success. Contradictorily, due to the over whelming success of Levi’s 501 jeans, the company became over diversified and this led to a shift from the core product which eventually led to a slump in the sales of 501 jeans. Realising their blunder, Levi’s decided to shift their focus back to 501 jeans and the success of 501 Blues jeans ad campaign had manage to reinvigorate the brand. Following the success of 501 Blues jeans, Levi’s was able to penetrate into another market segment and this led to the birth of Levi’s Dockers. 2) Critically assess Levi’s branding strategy in general. (30 marks) The branding strategy for a firm reflects the number and nature of common & distinctive brand elements applied to the different products sold by the firm. Brand strategy involves deciding which brand elements will be applied to which products and the nature of new and existing brand elements to be applied to new products. The branding strategy adopted by Levi’s include line extension strategy, brand extension strategy, diversification and marketing strategy. In 1873, the first jeans was sold and by 1890s, Levi’s adopted a new inventory system and the name Levi’s 501 jeans were born. From the late 1940s through the early 1960s, Levi’s Strauss had virtually no competition. Gradually, the Levi’s brand was recognized as the post-war standard jeans. In the mid 1960s, Levi’s Strauss expanded its distribution internationally and by end of 1960s, LS & Co. launched their first growth beyond their core category of blue denim and ventured into a wide variety of new apparels which included cords, slacks and sportswear for men, as well as a range of apparel for woman and children. To necessitate its rapid expansion, an initial public offering was launched in 1971. And in the early 1980s, LS & Co. adopted diversification in its brand stretching strategy where it expand beyond the core jeans lines to utilize the Levi’s name on non-jeans where new product lines was introduced. These covered a wide range of family clothing needs, denim and corduroy jeans for men, women and children. Action suits and tailored classic blazers, slacks and activewear. At first, the new accessions gave Levi’s momentum, but the business climate quickly change and Levi’s was not structured to compete in the fast-paced and unforgiving fashion apparel business. Eventually, this new product line proved to be a flop resulting in a serious slump in the sales which caused a negative impact on Levi’s. The shift in focus on image rather than keeping the product contemporary was  the key reason for Levi’s decline. And the various reasons contributing to the failure of the line extension could be due to the various non-jeans products being launched to the market which could have act as a competitive threat to the 501 jeans and at the same time diluted the sales of the core products. Secondly, the various product bearing the Levi’s brand could have also led to confusion to the consumer which led to the lost of focus of Levi’s core product as multiple product lines were often promoted in one commercial which add on to more confusion. Thirdly, the establishment of numerous licensing agreements which led to Levi’s restricted distribution policy further eliminated market share opportunities thus leading to decline in sales. As a result of vigorous diversification and acquisition strategy, LS & Co. own apparel business that offered products to suit almost any style. Thus, with too much products on hand, Levi’s begin to lose their concentration on its flagship product. Another reason could be due to the non performance of the non-jeans lines, the failure to recognize the shift in the marketplace dynamics, Levi’s management was completely unprepared for competitive threats when competition attacked their market share from every direction. The slump in sales was also due to failure to keep pace with changes on the jeans market. In late 1984, Levi’s shifted focus back to core product business, reinvigorate the company’s core product, discontinue distribution expansion of non-jeans products and licensing agreement, rebuild retail relations and reemphasize its basic jeans and corduroy lines. To revitalise its flagship product, Levi’s launch new designs target at specific customer segments with the support of aggressive promotion and advertising, upgrade its retail presentation and enhance partnership with retail customer. They also improve operations by implementing a demand driven supply chain to better manage inventory and retail relationships. The success of the 501 jeans campaign was critical as it was the centrepiece of â€Å"back to basics† strategy which manage to reinvigorated jeans sales and brought back the brand’s core value. With the success of 501 Blues, Levi’s adopted brand extension strategy and branched out to introduce Levi’s Dockers in 1986 where diversification was built on the trend to smart office wear. It was a good move to avoid the saturation point which might be rapidly approaching for the mainstream brand. In addition to that, Levi’s also pioneered on the concept of â€Å"casual Friday† and had since managed to establish a leadership position in casual fashion. 3) Evaluate the Levi’s Dockers communications strategy. (30 marks) Marketing communications being the final and most flexible element of the marketing mix are the means by which firms attempt to inform, persuade and remind consumers directly or indirectly about the brands that they sell. In a sense, marketing communications represent the â€Å"voice† of the brand and are a means by which it can establish a dialogue and build relationships with consumers. Marketing communications can contribute to brand equity by creating awareness of the brand and or linking strong, favourable and unique associations to the brand in consumer’s memory. Foreseeing that the existing product lines did not sufficiently satisfy the needs of the 25-49 year old male customers, LS & Co. decided to address the opportunities in the casual slacks market by identifying its challenges to increase Levi’s slacks brand share. Levi’s slacks were considered to be more contemporary, less conservative and more casual than other leading slacks. However, it’s Action Slacks line fail to address the customer needs and fail to reflect the core values which the  recent 501 jeans campaign had established successfully. This give rise to the idea of having a different market segment with a new product that will motivate and retain customers within the Levi’s brand franchise which promise to be different from anything it had sold before. To establish a leadership position in casual fashion, Levi’s Dockers ® was introduced where it was positioned as the new pants to men as more formal than jeans and less casual than dress slacks. It was also designed to satisfy an unfulfilled need in the men’s pants market and to appeal to the baby boomers’ fashion demands. In order to achieve brand association and to create brand awareness, Dockers was eventually package with a unique logo & a colourful pocket flasher which consisted of interlocked wings and anchors to integrate the brands’ name with its symbols. To enhance the brand, the pocket flasher was attached to the back of all pants and the Levi’s moniker was incorporated in the Dockers’ winged logo to establish an understated association with the Levi’s name. Part of Levi’s communication strategy involved marketing Dockers pants to the retail trade as a major fashion statement – an alternative to jeans – and the driving force in the â€Å"new casuals† category. In an effort to establish Levi’s Dockers new casuals line, LS & Co. identify their key target distribution channel by concentrating distribution in department stores and chains where its majority target consumers of 25 to 49 year-old men did their shopping and where one-third of all slacks were sold. Levi’s work closely with retailers in order to generate excitement and support for its new pants and had resorted to â€Å"woo† retailers nationwide, including those department and speciality stores that had previously curtailed business with LS & Co – with aggressive marketing strategy with extensive presentations, sell-in brochures and swatch books. Trade promotions such as sales support, sales kits for retail-based marketing,  cooperative advertising and sales promotion programs were provided. In additionally, supplemental financial support was also offered for advertising and promotional activities to important high-image department stores. A critical component of the company’s marketing effort was the establishment of Docker’s shops within main floor men’s area of major department stores. With such vigorous marketing promotion techniques, retailers were getting more confidence in Levi’s products and were showing greater interest in innovative merchandise techniques. Being sensitive to the market trend, the first in-store concept shop was introduced for the men’s main floor area and key trade show was set up introduce Dockers casual pants to retailers. The Dockers in-store shop sought to create a friendly, accessible environment, prominently displaying the sporty Dockers logo and linking consumer advertising with point-of sale signage and posters. Levi’s also adopted point-of purchase advertising through shelf talkers to give consumers an entirely different kind of shopping experience which the concept proved to be very successful. Point-of sale displays were established in stores where shops were experiencing space or financial constraints. All the above product positioning and marketing strategy was able to overcome the initial reluctance of retailers and ultimately generated an exceptionally high level of prepromotion excitement in which Levi’s Dockers was also seen as the leader in the new casuals category and moved the pants ahead of its competitors. Following that, LS & Co. shifted its attention to the development of an effective communications program focused on the consumer. They recognized that a focused comprehensive consumer marketing effort would be required in order to establish Levi’s Dockers as a major brand. Given the market opportunity for casual pants, Levi’s believe that a high impact consumer marketing program would accelerate the growth of the Docker’s line and generate consumer support. Part of the advertising strategy was defining target audience accordingly by demographically, attitudinally, clothing needs and purchasing behaviour and a focus group was selected for determination on the type of ads that appeal to the target group. To advertise Dockers, consumer advertising was adopted, commercials were aired during selective prime time slots and spot TV was used in all 11 major regional markets. Also Levi’s brilliantly chose the notorious fashion garment district – the New York City for their advertising executions in a bid to reach out to more consumers where TV spots were supplemented with subway signs and mobile billboards located primarily around the city’s garment district. In addition to TV, co-op advertising with retailers, point-of-sale displays, sales promotion during advertising kick-off party, publicity campaign and follow up visits to key retail accounts also contributed to Levi’s successful communications strategy.

Jean paul sartre Essay

Jean-Paul Sartre was a 20th century intellectual, writer, and activist. He was born June 21, 1905, in Paris, France. As a child Sartre was a small cross-eyed boy, who did not have much friends; he would spend most of his time dreaming and thinking. Some say his background as a child led to his success as an adult. Later in his life he studied at the Ecole Normale Superieure and became Professor of Philosophy at Le Havre in 1931. Between 1931 and 1934, he taught high school in Le Havre, Lyon, and Paris. His first major breakthrough as a writer came in 1938 with his novel Nausea. Then in 1939, Sartre was drafted into the French army, where he served as a meteorologist. He was captured by German troops in 1940 and spent nine months as a prisoner of war; although being a prisoner helped shape Sartre. He wrote some of his major works while in prison, and it changed his process of thought at the same time. His pre-war work is largely a defense of individual freedom and human dignity; in his post-war writing, he elaborates on these themes and strongly emphasizes the idea of social responsibility. In October 1964, Sartre was awarded the Nobel Prize in Literature. He declined the prize saying, â€Å"A writer should not allow himself to be turned into an institution† (Frentz). He was the first Nobel Laureate to do so. Sartre’s lived with very few possessions; he committed to humanitarian and political causes until the end of his life. Jean-Paul Sartre died in Paris on April 15, 1980, from pulmonary edema at the age of seventy-four. Jean-Paul Sartre wrote an incredible amount of works during his lifetime. One of his first major works was Nausea, which he wrote 1938. Nausea was his first novel; he wrote while he was teaching at Le Havre. Nausea is about a 30-year-old Antoine Roquentin who, returned from years of travel, settles in the fictional French seaport town of Bouville to finish his research on the life of an 18th-century political figure. But becomes very sick, as he calls nausea, which does not allow him to do the things he enjoys in life. He starts to hate existence, but then in his resolution in the book he accepts the indifference of the physical world to man’s aspirations. Ten years later, Sartre wrote another famous work, but this was a play called Dirty Hands. Dirty Hands takes places in a fictional country in Eastern Europe called Illyria, during the later stages of World War II. Hugo, the main character, is released from prison, after the assassination of Hoederer, leader of the proletariat, and went to Olga, his protector, who will examine his case and whether politics can integrate People’s Party. The play examines the reasons that led Hugo to kill Hoederer. Dirty Hands teaches us that even the worst cannot be done without the consent of the person who actually needs to assume and assert his actions. One of his best philosophic essays is, Being and Nothingness, is known to be his greatest articulation of his existentialist philosophy. It is about phenomenological ontology, which is a study of the consciousness of being. Jean-Paul Sartre frequently characterizes humans in terms of the idea of nothingness in this text. His main purpose was to assert the individual’s existence as prior to the individual’s essence. Jean-Paul Sartre has many more famous works. Jean-Paul Sartre was a French philosopher, who had major contributions to philosophy. He is considered the father of Existentialist philosophy; he questioned his existence as a free person greatly. His purpose was to understand human existence rather than the world as such, adopting and adapting the methods of phenomenology. Phenomenology is the study of the development of human consciousness and self-awareness. He believed individuals act out a label given to them, accepting beliefs such as fate, instead of understanding one’s total freedom. Sartre believed all people always had choices; there is no given meaning in life. It is up to all individuals to find their own meaning. Therefore they had freedom in all situations, but with freedom come responsibility. Sartre assumed that if god doesn’t exist then no set rules of right or wrong could possibly exist and it is upon each individual`s realization of this that one can attain true freedom. Sartre was known for his ideas of existentialism. When reading Sartre’s Nausea he takes us on a journey, lived through the main protagonist, Antoine Roquentin, who is completely lacking emotion in his life. Nausea is the journal of Antoine Roquentin. In this story, Roquentin is writing a story of a man named Rolleman, an 18th century historical figure. To start his writing, he emerged himself in the life of this man, studying all things about this man. The way in which Roquentin writes the novel is similar to how a scientist would attempt to analyze a phenomenon; by intricately noting down everything that happens to him. While readers read this story they start to see a theme of social estrangement of the character. â€Å"The nausea creeps in at times when dealing with any of the three characters and I believe that Sartre has introduced them into the story as pillars which have to be knocked down and overcome before you he can finally be free† (Karam). Sartre expands upon this idea in his Being and Nothingness, saying inanimate objects constitute being-in-itself, while humans with consciousness are beings-for-itself. â€Å"This feeling of nausea arises when he seems to perceive objects in the world devoid of their primary qualities- that is, without essence just pure abstract existence: (Karam). Sartre’s philosophy, that in man and life existence precedes essence, the pure foundation of our reality unable to be described in virtue of its paradoxically nothingness. There are a lot of major themes underlying in Nausea, we see glimpses of anti- humanism by the portrayal of the pedantic self-taught man and witnessing three instances of sexual perversion in an effort to undermine humanism. Sartre explores the existentialist question of human and existence. Nausea follows Sartre’s beliefs behind his previous books; the belief of existence precedes essence. He wrote this book in an interesting manner, it was many journal entries and observations of the main character, Roquentin, which I enjoyed. Roquentin begins to understand that his feelings of Nausea have something to do with the question of existence. He claims all people are afraid to exist and do not truly know the importance of objects just their physical characteristics. Throughout the book, Roquentin resolves to free himself from the past by embracing his existence in the present. After reading the excerpt I think Roquentin is confused with his life and existence at first, but then through his experience he realizes his importance and meaning in life. Nothingness is a force that makes up a purposeless reality, but which also inspires action. Roquentin is critical thinker; his journal entries are very detailed with characteristics. I could tell Sartre’s beliefs are underlined Roquentin’s journal entries. I agree with Sartre’s beliefs that true freedom is attained through oneself; humans are responsible for themselves. I appreciate Sartre’s logic and perspective on life. In summary, Jean-Paul Sartre, was a very fascinating person. He spent most of his life in Paris, France, that is where he was born and died. He is a French philosopher, playwright, novelist, screenwriter, political activist, biographer, and literary critic. He is most known for his founding on existentialism, a very interesting belief of existence preceding essence. Sartre was also the first person who won a Nobel Prize for literature who refused it. His work and life teachings inspired many other people in their lives. Works Cited Desan, Wilfrid. â€Å"Jean-Paul Sartre (French Philosopher and Author). â€Å"Encyclopedia Britannica Online. Encyclopedia Britannica, 2014. Web. 15 Oct. 2014. Frentz, Horst. â€Å"Jean-Paul Sartre – Biographical. † Jean-Paul Sartre – Biographical. Elsevier Publishing Company, 1990. Web. 13 Oct. 2014. â€Å"Jean-Paul Sartre. † Bio. com. A&E Networks Television, 2011. Web. 13 Oct. 2014. Karam. â€Å"A Literary Review of Jean-Paul Sartre’s ‘Nausea'† Come Think With Me. World Press, 24 Apr. 2013. Web. 21 Oct. 2014. Maslin, Luke. â€Å"Jean-Paul Sartre By Individual Philosopher Philosophy. † Jean-Paul Sartre By Individual Philosopher Philosophy. N. p. , 2008. Web. 15 Oct. 2014.

Guest Speakers and Investigation of Lifestyling Case Study

Guest Speakers and Investigation of Lifestyling - Case Study Example On the other hand, unlike most partnerships, the John Lewis Partnership has distinctive HR structure and management because it is employee-owned and among the main aims is guaranteeing happiness for all the members (John Lewis Partnership, 2015). Given Capital Insight’s reputation, the consultancy has been the provider of HR solutions for corporations through excellent ideas on retained contracts, interim support, outsourced services, training design and delivery among other significant areas focusing on personnel management. Moreover, Capital Insight advocates for the Soft and Hard Models of HRM. Despite being a well-established company in the UK, Capital Insight has worked even with small firms providing manageable services at low costs (Capital Insight, 2015). I think the experience of more than two decades has made it easy for the company to understand the UK market and corporations hence their strong reputation and credibility. This is the reason why, unlike other consultancy agencies, Capital Insight can provide services to companies and allow on-going monthly payments. Capital Insight’s persistence on speed, quality and expertise as the main values of performance and achievements makes the provision of the HR services very efficient. However, the culture is the key aspect to the professionals guaranteeing their clients interim support despite the limitations of time (Capital Insight, 2015). Helping the HR departments for large corporations such as Virgin, Siemens or Fins-bury Food Group reflects on the powerful reputation of Capital Insight, which shows that the amount of attention given to reputation determines a company’s success and can become an issue too. I believe Capital Insight’s input in developing standard and strong relationships with the clients facilitates their ability to offer specific services most consultancy agencies overlook such as conflict management.  

Comparing two records of a significant event in history Essay

Comparing two records of a significant event in history - Essay Example As such, Polybius is very aware of the time and place at which the events took place. Polybius journeyed to the site not long after the actual crossing of the Alps, and is more trustworthy than a modern day historian. The account is a prose form of chronology in that it just tells the story, like a story. It is not interspersed with facts- it is represented as all fact - which is typical of early histories. They did not have many other writers to reference, and the reader most likely wouldn't have been able to access the other books regardless. The only major discrepancy between Polybius' accounting and that of Livy is that Polybius mentioned they could see Italy from the pass and Livy stated they could not see Italy until they had started the descent. Titus Livy (59 BCE- 17 CE) is the author of the authorized version of the history of the Roman republic. His writings do betray that he knew little of military matters which would affect the believability of his account of the military operations of Hannibal.2 Again, there is no attempt to evaluate the sources of evidence and it is quite likely that he may have even used Polybius' writings as a possible reference. As he lived 100 years or so after Hannibal crossed the Alps, this accounting is more subject to inaccuracies due to the passage of time.

How to Do Well On a Job Interview Assignment Example | Topics and Well Written Essays - 500 words

How to Do Well On a Job Interview - Assignment Example Job interviews are means that companies use to identify the right candidates for the vacant posts in the companies. The only way the interviewer is able to identify the personality of the interviewee is by judging their communication skills. Communication is divided into two major parts that are verbal and non-verbal. The interviewee should be able to use them to ensure that he impresses the interviewer in a professional way to increase his chances to acquire the job. The non-verbal communication is mainly by the facial expression and body posture; the interviewee should smile and appear serious when answering the questions (Nieremberg, 2005). The interviewee should sit in a way that he does not appear nervous but should maintain eye contract to read the non-verbal language of the interviewer. Verbal communication includes talking and listening. The interviewee should portray his ability to do both in a professional manner. The interviewee should not interrupt the interviewer or try to change the topic the interviewer is willing to discuss since you should let the interviewer run the interview. The interviewee should ensure that he is audible, clear, direct to the point, use complete sentences, maintain professionalism, do not use acronyms, listen and ask questions when offered the opportunity to become more conversant with the company (Nieremberg, 2005). Confusion is one of the key reasons that an interviewee will fail in the interview. The confusion tints the appearance of the interviewee, making him appear unprofessional. To boost one’s appearance, the interviewee should practice for the interview by noting the most frequent basic questions to ensure that he is not caught off-guard during the interview, which will tamper with his appearance. The dressing code of the company is key to ensure that the interviewee does not appear out of place during the interview. Researching on the company and practicing with friends on

Financial Management Principles And Applications Essay

Financial Management Principles And Applications - Essay Example Long-term liability requires the payment of interest in pre-agreed periods which requires Beta to have enough liquidity to cover immediate payment of interest when it becomes due. Capital from shareholders can also be considered. This is advantageous since Beta will not be required to pay any dividends. However, issuing new shares require the company to undergo certain processes which can delay acquisition. After analyzing the advantages and disadvantages of utilizing different financing schemes, it is recommended that Beta raises fund through long-term debt. This is in consideration of the above discussion in addition to the fact that it already has a quite high level of funds from shareholders. b. An organization's trading profit and loss account showing the revenues or funds generated the entity compared to the costs and expenses incurred in its operation. In most companies, it starts with the revenue generated where the expenses are subtracted. The last line shows its net profit for the fiscal period or for listed ones, the return to its stockholders. This financial statement is often the most popular one as it is used by creditors, stockholders, and even ordinary consumers. Entities considering to provide financing for the company also often gauged profitability and ability to pay based on profit and loss account. The balance sheet shows an entity's resources and how they are financed. The organization's assets and liabilities are often listed based on their liquidity, that is, on their capacity to be converted to cash easily. Balance sheets are often scrutinized by creditors and stockholders, the major sources of financing for the company. Balance sheets provide information about the company's level of leverage which informs stockholders and creditors about their share in the company's resources and the riskiness of investing in the company.