Marketing Communication - 3782 Words

UNIT 1 Objectives MARKETING COMMUNICATION PROCESS Marketing Communication Process After having gone through this unit, you will be able to: Explain the concept and role of marketing communication; Describe the marketing communication process; Discuss some sources of misunderstanding in communication process; and Comment upon the role of the various promotional elements in a marketing communication programme. Structure 1.1 1.2 1 .3 1.4 15 1.6 1.7 1.8 1.9 1.10 1.11 1:12 Introduction The Role of Marketing Communication Concept of Marketing Communication The Occurrence of Marketing Communication The Sources of Misunderstanding in Communication Elements of the Promotion Mix Conclusion Summary Key Words Project Question†¦show more content†¦Marketers bring out the product because it is the only way they can achieve firm s goals. The role of marketing communication then is to share the meaning of the firm s total product offering with its consumers in such a way as to help consumers attain their goals and at the same time move the firm closer to its own goals. Figure 1 illustrates this linkage. Figure 1: The Role of Marketing Communication Besides goals compatibility, marketing communication seeks to: Inform; Remind; and Persuade the actual and potential buyers for the marketer s offerings. Thus, most buyers do not object to the informational content of promotion because it serves to spread the word quickly about innovations. Imagine how much longer would it have taken buyers to become aware of the functional utility of pressure-cookers had it not been communicated by marketers. Similarly, most consumers would also welcome occasional reminders about products they are already familiar with. Thus, even if most buyers of `Milkmaid are familiar with its compatibility with creative food preparation, its buyers may 6 still like to receive a reminder and even new recipe suggestions from it. The persuasive element of communication has, however, been a subject of much controversy and some justified criticisms too. Many believe that marketers manipulate consumers though clever marketing communication, in making them buy thoseShow MoreRelatedMarketing Communication : Marketing Mix Essay760 Words   |  4 PagesMarketing communication refers to the means through which a business tries to inform and persuade the consumers about their products and services they offer. Different direct or indirect channels of communication are used for marketing. A mix of these different types channels of communication is known as Marketing Mix. (Kotler Keller, 2014) Below we will see how different marketing mix tools are used by Domino’s to sell their products to their targeted audience. †¢ Social Media Nowadays SocialRead MoreMarketing Communication Plan For Marketing Communications2623 Words   |  11 Pagesmarket: 3 1.4 – Objectives for next five years: 4 1.5 –Mission and Vision: 4 2 – Marketing communications: 4 2.1 – Platforms of communications: 4 2.1.1 – Social media: 5 2.1.2 – In-product communication: 5 2.1.3 – Email marketing: 5 2.1.4 – Branding: 5 2.2 – Entrepreneurial marketing: 6 2.3 – Internal and external communications: 6 2.4 – HB Agency’s approach to marketing communications: 6 2.4 – Suggested marketing communication plan: 7 3 – Conclusion: 8 References: 9 Appendices: 10 Appendices (A): 10 AppendicesRead MoreMarketing Communication Objective2641 Words   |  11 PagesMarketing communication objective Planning is everything when it comes to measuring your success. If you fail to plan, it’s like a sailboat in the middle of the ocean without sails; you have no clue in which direction you will be sailing. This is why developing a  marketing communication objective  is paramount to your marketing success. What is  marketing communications  without having an objective? After all, an objective is the goal intended to be attained, which should be attainable and can be measuredRead MoreMarketing Communication998 Words   |  4 PagesMarketing communications are the means by which firms attempt to inform, persuade, and remind consumers—directly or indirectly—about the products and brands that they sell. The marketing communications mix consists of six major modes of communication. List and briefly explain each using a specific product or service to illustrate their use. The chosen product for this assignment is Coca – Cola. It is a well known fizzy beverage which has been around from the eighteenth century. The primary targetRead MoreMarketing Communications Methods795 Words   |  3 PagesScheduling refers to the time frame of when the marketing communications methods will occur, this fixes up a pattern of time of when the messages will be delivered to the targeted audience in an accurate way and a suitable timing. There are three models of advertising scheduling: continuity, flighting and pulsing. Continuity is a model best suit products or services that do not rely seasonally for advertisements, for having a continuous demand year round. The advertisement of the firm runs throughoutRead MoreMarketing Communication Objectives1314 Words   |  5 PagesThe marketing communication objectives are determined by problems the firm come across and any market opportunities the firm has to resolve to overcome. It is important because it is used to evaluate communication; planning and decision making and to measure results. The major marketing communication objectives are creating brand awareness; defining a satisfying needs for the product and encourage action from targeted audience. Creating brand awareness is to notify the target audience about theRead MoreMarketing Communication3427 Words   |  14 Pagesspread their product. It is because the economy of Singapore is much prospered and grows 4.1% in 2013. Moreover, westernization of Singaporean will enhance value of Starbucks. After analyzing external and internal environment, company need to make marketing strategy to suite their target market. Starbucks clearly segment its clientele on demographic bases. They focus its offer on the age of its customers, often between 25 and 40, but also on income since these are quite high wages. As mentioned, StarbucksRead MoreMarketing Communication ( Imc )1234 Words   |  5 PagesIntergrade Marketing Communication (IMC) is defined as ‘’ a strategic business process which is used to plan, develop, execute, and evaluate coordinated, measurable, persuasive brand communication programs over time with consumers, customers, prospects, and other targeted, relevant external and internal audiences.† (Schultz Schultz (1998,p.18). More than three decades, IMC still remain as an issue without a standard terminology. While it has been argued that IMC can help a company on how to promoteRead MoreMarketing : Marketing And Business Communication3688 Words   |   15 Pages Literature Review Marketing and Business Communication Submitted by: Group â€Å"I† Mayra Geovanna Araujo (201500744) Parminder Kaur Ottal (201502018) Oscar Navarrete (201402939) Angie Vivian Montana Londono (201401564) Bhim Prasad Paudel (201402272) Submitted to: Dr. Grace Phanathiroj 1. Introduction Every organisation large and small, government, commercial, educational, charities and others need to communicate with a range of stakeholders. This is because they need to getRead MoreMarketing Communication And Brand Communication Essay1760 Words   |  8 PagesCity, similar to many other cities throughout the world have begun to resemble an arcade rather than an urban setting for living and working. The results of marketing communication and brand communication are what makes up this arcade-like setting in many parts of the modern day world. Marketers create advertisements by evaluating the marketing mix and stakeholder’s interest. People cannot get away from the multibillion dollar advertising world that has been created by persuaders. Immeasurable amounts

The Life of Abraham Lincoln - 1452 Words

Abraham Lincoln was born on February 12th , 1809. Lincoln was born in Hardin County, Kentucky in a single-room log cabin. Abraham Lincoln was named after his grandfather. His parents were Thomas and Nancy Hanks Lincoln. When Abraham Lincoln was young, they had to move to Perry County, Indiana where times were tough and they struggled to get by. When Lincoln was nine years old, his mother died at age 34 from a milk sickness caused by drinking the milk of cows feeding on poisonous plants. Lincoln’s older sister, Sarah, took care of him until his father remarried. Abraham Lincoln also had a younger brother named Thomas who was born in 1812 and his older sister Sarah was born in 1807. Lincoln was mostly a self-educated man. His childhood education was very limited, but he was very smart and taught himself how to read. Abraham Lincoln loved reading and read whenever he had the chance. Most of Lincoln’s knowledge came from reading so often. Abraham Lincoln’s parents didn’t know how to read or write, but he figured it out (http://www.historynet.com/abraham-lincoln). When Lincoln was 21, they moved to New Salem, Illinois. There, he was a part-owner of a general store. The store failed and he became responsible for the debts of his partner, as well as his own debts. After the store failed, he became a surveyor. That career ended quickly when all of his surveying equipment got sold at an auction. During that time, heShow MoreRelatedThe Life Of Abraham Lincoln754 Words   |  4 PagesValenzuela 1 Issac Valenzuela Mrs. Barr 7th Grade Literature May 24, 2016 The Life of Abraham Lincoln Abraham Lincoln was born and raised in a log cabin. He was born on February 12, 1809. His mother was a great Christian. She often told them stories from the Bible. One day, Lincoln’s mother died of poisoned milk when he was only nine. Abraham Lincoln was one of the tallest presidents in our history. He was six feet, four inches tall. When he was elected president, he started theRead MoreThe Life Of Abraham Lincoln1356 Words   |  6 PagesThe Life of Abraham Lincoln Abraham Lincoln, Civil Rights Activist, U.S. Representative, U.S. President, and lawyer is regarded as one of America’s most successful presidents due to his incredible impact on the nation, and his views on slavery and civil rights. Abraham Lincoln, also referred to by Honest Abe, had one of the hardest jobs a president can have and that is being a war-time leader. Despite the odds, Lincoln persevered through his rough childhood and found his way into politics and laterRead MoreThe Life of Abraham Lincoln Essays1155 Words   |  5 PagesThe Life of Abraham Lincoln Abraham Lincoln was born February 12, 1809, in Nolin Creek , Kentucky. His father was Thomas Lincoln from virginia born january 6, 1778,and Nancy Hanks born February 5, 1784, they were married June 12, 1806. He developedRead MoreLife and Leadership of Abraham Lincoln3614 Words   |  15 Pagesï » ¿Abraham Lincoln was born to Thomas and Nancy (nee Hanks) Lincoln in Sinking Spring Farm, Kentucky on February 12, 1809 in a cabin in the backwoods three miles south of Hodgenville (McPherson). His family lived meagerly with his clothes being fashioned from the skins of animals his fathers shot down. He helped his parents around the house weeding the garden, bringing in firewood and water, gathering wild grapes from the woods, and helping to sow seeds at planting time (Thomas, 2008). Years laterRead MoreThe Life And Presidency Of Abraham Lincoln1375 Words   |  6 Pagesacquire these traits through personal experience or through exemplary leadership. The life and presidency of Abraham Lincoln â€Å"demonstrated that he possessed all of the great leadership qualities.† (Phillips). Lincoln’s philosophies on interacting amongst troops, encouraging innovation, handling unjust cri ticism, and being a master of paradox are still applicable in modern day pharmacy practice. When Abraham Lincoln took his oath in becoming the next president the nation was facing what seemed as anRead MoreEssay about The Life of Abraham Lincoln861 Words   |  4 PagesThe Life of Abraham Lincoln Abraham Lincoln was born on February 12, 1809 to Thomas and Nancy Lincoln. He grew up in Hodgenville, Kentucky, and lived out in the wilderness. He was brought up doing chores, and had a special talent of using an axe at a young age. Upon attending an ABC school, Abraham Read MoreEssay about The Life of Abraham Lincoln2496 Words   |  10 PagesThe Life of Abraham Lincoln Although other states such as Indiana lay claim to his birth, most sources agree that Abraham Lincoln was born on February 12, 1809, in a backwoods cabin in Hodgeville, Kentucky. In an interview during his campaign for the presidency in 1860 Lincoln described his adolescence as quot;the short and simple annals of the poor.quot; (p 30). His father Thomas was a farmer who married Nancy Hanks, his mother, in 1806. Lincoln had one sister, Sarah, who was born in 1807.TheRead MoreAbraham Lincoln: the Symbol of the Unlimited Possibilities of American Life1258 Words   |  6 PagesAbraham Lincoln - Symbol of the unlimited possibilities of American life commemorative speech http://www.speech-writers.com  © www.speech-writers.com CSABCAbraham Lincoln ?Symbol of The Unlimited Possibilities of american Life There are few men whose characters are so extraordinary that they can be credited with saving a nation. The 16th president of the United States, Abraham Lincoln was one such man. More than one hundred years after his assassination, ‘Honest Abe as heRead MoreAbraham Lincoln Once Said, â€Å"Life Is Always Going To Be1783 Words   |  8 PagesAbraham Lincoln once said, â€Å"Life is always going to be a bumpy road. Eventually you just learn how to drive on it† (Lincoln). Has an obstacle ever hindered you from attaining a certain goal? This obstacle may have been a physical obstacle or limitation, for instance, maybe you have experienced surgery or severe physical pains at one point or another in your life. Perhaps this obstacle is emotional stability or mental health as well. While you may be reading this essay this very second, an obstacleRead More Abraham Lincoln Essay1617 Words   |  7 Pages Abraham Lincoln Why I chose to research Abraham Lincoln’s life. Ever since I was a small boy in elementary school, and all throughout my grade school days, there were many great names that were spoken of and taught about. Names such as George Washington, (our first president) John Hancock, John Adams, and Mark Twain were among many others who contributed to the betterment of our great country, the United States of America. Yet there was one name that resounded in my classrooms, and in my ears

Parenting Styles

Parenting Styles- An Asian Insight Essay In 1978, Dr. Diana Baumrind was the first to define the four parenting styles. Since then, there have been more styles that utilize different category designs. For Baumrind, her categories were responsiveness and demandingness. Responsiveness is defined as warmth: a parents response to the needs of a child in an accepting and supporting way. Responsiveness can also be used interchangeable with love. Parents use love as a tool to teach right from wrong, increase a childs self-esteem, and encourage individualism. In order to portray love, these parents use a combination of communication, negotiation, and reason. Demandingness, or limits, refers to a parents expectation of mature, responsible behavior. Parents use limits and expectations to teach respect and provide a sound structure for their child. Consequently, the use of control and harsh discipline is used. The differences between the four styles is easily seen and defined in the following chart: Baumrinds Four Parenting Styles Demandingness ResponsivenessLowHigh LowUninvolvedAuthoritarian HighPermissiveAuthoritative Authoritative or democratic parents are considered flexible, using negotiation and communication with control and discipline to allow for give-and-take situations. They are less likely to use physical punishment. These parents encourage a childs uniqueness and gives love and respect. They offer their support in everything the child does, even when the result is failure. Rather they encourage a healthy rebound. Authoritarian parents are seen as highly directive individuals who value obedience to maintain order. They tend to monopolize a child and hold them to, sometimes, unreasonable goals. These parents constantly supervise, give reminders, and instruct their child in every aspect of everyday life. In some extremes and due to external sources, authoritarian parents give excessive amounts of duties and chores upon a child, which would cause a child to miss out on the ;carefree; aspect of childhood. These parents also discourage discussion between them and their children Permissive or indulgent parents would rather avoid problematic behavior and allow a child a great deal of freedom. They will prefer to submit to a child who throws a temper tantrum and demands to avoid a big confrontation and become unable to say no. Uninvolved parents show no interest in the life of the child and may actively reject or neglect the child. This may be due to a preoccupation with work, poverty, wealth, alcoholism, divorce, or illness. Children can be influenced by different parenting styles. The following chart summaries the effects that coincide with the different parenting styles. Parenting StyleResulting Effects on Children AuthoritativeChild learns to cope easily, not afraid to try and fail. Resilient Individuated Mature Self-regulated and responsible Achievement oriented Highest scores on standardized testing Sees the world as friendly and safe Communicates better AuthoritarianHave a multitude of problems Less individuated and very submissive (docile behavior) Show lower degree of social skills, ego development Perform poorly on standardized testing See parents as restrictive Tends to be actively rebellious and overtly defiant Shows passive resistance: dawdling, daydreaming, forgetting PermissiveLess assertive and initiative Smart, but less achievement oriented Show less self-regulation and social responsibility Likely to use drugs Loses spontaneity Indifferent Sees adults as the providers of pleasure and comfort UninvolvedAntisocial, Immature, Lack self-regulation Lack the ability to form close relationships Have the most internalizing and externalizing problems Low scores on achievement tests Reject parents in the position of role models Most likely to use drugs and alcohol Feels like he/she is alone in the world Children will become adults someday. The following chart attempts to predict the children of the various parenting styles and their outlooks on different aspects on adulthood. Parental styleAdult attitude Attitude towards lifeAttitude towards othersAttitude towards workAttitude towards sex and marriage AuthoritativeFeels connected, part of life. Positive attitude. Willing to improve life.Willing to help, share with, contribute to, and cooperate with others.Work useful to others. Does his best to offer value. .u8025241db51e0e3881fb477f936b3ccf , .u8025241db51e0e3881fb477f936b3ccf .postImageUrl , .u8025241db51e0e3881fb477f936b3ccf .centered-text-area { min-height: 80px; position: relative; } .u8025241db51e0e3881fb477f936b3ccf , .u8025241db51e0e3881fb477f936b3ccf:hover , .u8025241db51e0e3881fb477f936b3ccf:visited , .u8025241db51e0e3881fb477f936b3ccf:active { border:0!important; } .u8025241db51e0e3881fb477f936b3ccf .clearfix:after { content: ""; display: table; clear: both; } .u8025241db51e0e3881fb477f936b3ccf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8025241db51e0e3881fb477f936b3ccf:active , .u8025241db51e0e3881fb477f936b3ccf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8025241db51e0e3881fb477f936b3ccf .centered-text-area { width: 100%; position: relative ; } .u8025241db51e0e3881fb477f936b3ccf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8025241db51e0e3881fb477f936b3ccf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8025241db51e0e3881fb477f936b3ccf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8025241db51e0e3881fb477f936b3ccf:hover .ctaButton { background-color: #34495E!important; } .u8025241db51e0e3881fb477f936b3ccf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8025241db51e0e3881fb477f936b3ccf .u8025241db51e0e3881fb477f936b3ccf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8025241db51e0e3881fb477f936b3ccf:after { content: ""; display: block; clear: both; } READ: Life without Slim Shady / Eminem / Marshal Mathers Essay Can lead or cooperate on a team.Sex as expression of mature love, caring, and giving. Feels equal to partner. AuthoritarianExtremely responsible. Hard time letting-go and playing. Anxiety about relaxation. No mental refreshmentTakes on excessive obligations, often depriving others of their share of responsibility or opportunity.May be resistant to schedules and expectations, or may push self and others unmercifully. Always feels hard-pressed and driven. Fears everything would ;go to hell; if he lets down.Sex and marriage may be seen as duties and be carried out resentfully without satisfaction. Never gets around to carefree times. Inability to relax. PermissiveSelf-indulgent, bored, apathetic, restless, no initiative. Very impulsive, hard to set limits, extravagant, has tantrums.Passive expectation of getting from .

The Last Hung Joops Mid

The Last Hung: Joops Mid-Life Crisis Essay The Last Hung: Joops Mid-Life CrisisIn Horst Sterns The Last Hunt, a man named Joop is portrayed as aprofessional worker in a very well known bank. Outside of being a banker, Joopenjoys to hunt wild animals. This has been a hobby of his since he was ayoung boy. Throughout the story many questions are raised about Joops truefeelings about his job, hunting, and his life. In the beginning of the story, awomen walks in on Joop while he is staring at a picture on a wall in his office. The women is very embarrassed because she believes he is staring at the nuditypart of the picture. This indeed is not true as the reader further examines thereason behind the picture. By looking at the picture, Joop realizes that he isgoing through a mid-life crises, which can only be resolved by exorcisingmemories of his wife, the bear, and the goddess of hunting, Diana. The solution to the first part of his mid-life crisis is to get rid ofthe memories of Mari that still resided deep within his mind. He does this byvisiting the house where the majority of these memories take place. Whiletouring through the house he remembers all the ways that Mari resembled thegoddess of Diana.During the period that Joop was married to Mari, sheportrayed herself in a few ways as being Diana. She did this by giving thename of Worshipping Diana to the act of Joop kissing her. We will write a custom essay on The Last Hung: Joops Mid-Life Crisis specifically for you for only $16.38 $13.9/page Order now Her skin was white except for one violet-colored bruise just under herright collarbone; it never disappeared entirely during the hunting season andcame from the kick of her hefty weapons. It pleased her that he liked to kissthis particular spot. She called it Worshipping Diana (Stern 112). By doing this, Mari therefore implies that she believes she is thegoddess of hunting. Not only does Mari imply that she is similar to the goddessDiana, but Joop also feels very upset about her believing that she is a goddessand he is just one of her pawns. Her solemnity always frightened him, sinceit seemed to suggest that his main role in her eyes was as high priest of herown cult (Stern 112). In this case the high priest would be the hunter Joop,and he would be serving Mari in her own fantasies. Joops departure from the house was very swift because he wanted to getthe memories of Mari behind him. Joop climbed wearily into the car and told his chauffeur to drive . . . Without turning around he raised a had in a gesture of farewell the woman wouldbe able to see through the rear window. He had not had the strength to utterall the polite words called for upon his departure from the tower, which he knewhe would never see again. For him, Maris pheasant had just fallen dead at hisfeet, pierced by a volley of bleak memories (117). By leaving in such a quick pace without saying goodbye to the lady orwatching the house fade away in the distance, Joop partially exorcised thememories of Mari. The only thing remaining that kept memories of Mari alive wasthe painting hanging up in Joops office. That would be taken care of as soonas Joop returned to normal work. After leaving the house, Joop then continued on toward his next step inovercoming the crisis. He had always struggled in his hunting times. He neverhad a real clean kill to his name. When ever he went hunting with Mari, he wasnot able to kill the animal on the first shot. He felt very upset that he wasnot able to have a real trophy from hunting. When he was presented with theopportunity on his trip to have a chance at killing an extremely large bear, hejumped on it in a flash. When Joop finally arrived at the place where he wasgoing to kill the bear he felt as if his crisis was soon going to be over. Whenthe bear finally arrived and the shot rang out from Joops rifle, Joop realizedhe once again did not kill the Bear instantly. He feels very embarrassed bythat and decides to stay on top of the shooting blind until the moon disappears. .ub8371b93547128c61f157bed92c94a01 , .ub8371b93547128c61f157bed92c94a01 .postImageUrl , .ub8371b93547128c61f157bed92c94a01 .centered-text-area { min-height: 80px; position: relative; } .ub8371b93547128c61f157bed92c94a01 , .ub8371b93547128c61f157bed92c94a01:hover , .ub8371b93547128c61f157bed92c94a01:visited , .ub8371b93547128c61f157bed92c94a01:active { border:0!important; } .ub8371b93547128c61f157bed92c94a01 .clearfix:after { content: ""; display: table; clear: both; } .ub8371b93547128c61f157bed92c94a01 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub8371b93547128c61f157bed92c94a01:active , .ub8371b93547128c61f157bed92c94a01:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub8371b93547128c61f157bed92c94a01 .centered-text-area { width: 100%; position: relative ; } .ub8371b93547128c61f157bed92c94a01 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub8371b93547128c61f157bed92c94a01 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub8371b93547128c61f157bed92c94a01 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub8371b93547128c61f157bed92c94a01:hover .ctaButton { background-color: #34495E!important; } .ub8371b93547128c61f157bed92c94a01 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub8371b93547128c61f157bed92c94a01 .ub8371b93547128c61f157bed92c94a01-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub8371b93547128c61f157bed92c94a01:after { content: ""; display: block; clear: both; } READ: Deforestation of the Pacific Northwest EssayLong before Joop has time to think all this,

Free Essays on Marijuana Harms Sexual Maturation and Reproduction

MARIJUANA HARMS SEXUAL MATURATION AND REPRODUCTION Marijuana has been said to interfere with the production of hormones associated with reproduction, causing possible infertility among adult users and delayed sexual development among adolescents. THE FACTS There is no evidence that marijuana impairs male reproductive functioning. The Jamaican and Costa Rican field studies detected no differences in hormone levels between marijuana users and non-users. In epidemiological surveys of marijuana users, no problems with fertility have emerged as important. In 1974, researchers reported diminished testosterone, reduced sexual function and abnormal sperm cells in males identified as chronic marijuana users. 34 In a laboratory study, the same researchers reported an acute decrease in testosterone, but no chronic effect after nine weeks of smoking; they did not evaluate sperm volume or quality. 35 In other laboratory studies, researchers have been generally unable to replicate these findings, 36 although by administering very high THC doses - up to 20 cigarettes per day for 30 days - one study found a slight decrease in sperm concentrations. 37 In all studies, test results remained within normal ranges and probably would not have affected actual fertility. Severe adverse consequences have also been produced in male laboratory animals, although only with extremely high daily THC doses. 38 More importantly, in both the human and animal laboratory studies, all observed changes were reversed once THC administration was halted. The claim that marijuana impairs female reproductive functioning in humans has no support in the scientific literature. There have been no epidemiological studies indicating diminished fertility in female users of marijuana, and a recent survey found no impact of chronic marijuana use on female sex hormones. 39 Animal studies show hormonal changes and depressed ovulation following extremely... Free Essays on Marijuana Harms Sexual Maturation and Reproduction Free Essays on Marijuana Harms Sexual Maturation and Reproduction MARIJUANA HARMS SEXUAL MATURATION AND REPRODUCTION Marijuana has been said to interfere with the production of hormones associated with reproduction, causing possible infertility among adult users and delayed sexual development among adolescents. THE FACTS There is no evidence that marijuana impairs male reproductive functioning. The Jamaican and Costa Rican field studies detected no differences in hormone levels between marijuana users and non-users. In epidemiological surveys of marijuana users, no problems with fertility have emerged as important. In 1974, researchers reported diminished testosterone, reduced sexual function and abnormal sperm cells in males identified as chronic marijuana users. 34 In a laboratory study, the same researchers reported an acute decrease in testosterone, but no chronic effect after nine weeks of smoking; they did not evaluate sperm volume or quality. 35 In other laboratory studies, researchers have been generally unable to replicate these findings, 36 although by administering very high THC doses - up to 20 cigarettes per day for 30 days - one study found a slight decrease in sperm concentrations. 37 In all studies, test results remained within normal ranges and probably would not have affected actual fertility. Severe adverse consequences have also been produced in male laboratory animals, although only with extremely high daily THC doses. 38 More importantly, in both the human and animal laboratory studies, all observed changes were reversed once THC administration was halted. The claim that marijuana impairs female reproductive functioning in humans has no support in the scientific literature. There have been no epidemiological studies indicating diminished fertility in female users of marijuana, and a recent survey found no impact of chronic marijuana use on female sex hormones. 39 Animal studies show hormonal changes and depressed ovulation following extremely...

Education System in Japan and Singapore Essay

Education System in Japan and Singapore Essay Education System in Japan and Singapore Essay Sample Education System in Japan and Singapore Essay Sample In a recent UNESCO report about the education system in the Association of Southeast Asian Nations (ASEAN) members states, it was noted that despite the differences in ideologies, political systems, development priorities, and education systems, members states of the ASEAN community share a common vision (UNESCO, 2014). For ASEAN +6 member states, including, Australia, China, India, Japan, Republic of Korea, New Zealand and Singapore education is the pillar of development that contributes to the community’s competitiveness. Exploration of education systems in the ASEAN community reveals that there are several countries with efficient education systems, including Japan and Singapore. The analysis will provide a better understanding why education system performs better in one national system than in another. In the same context, the comparison also provides tangible evidence and a practical lesson that would help researchers, policy makers, and professionals in the educational r ealm improve the efficiency of education system within their jurisdiction. This research paper compares and contrasts the education system in Singapore and Japan. Firstly, the paper gives a brief overview of the education systems in the two countries; then it discusses the similarities and differences in the next section. Education System in Japan In most scenarios where there has been an international comparison of national educations systems, Japan has emerged as one of the countries with the best education system. The roots of this accomplishment are traced to Japan’s culture and historical development. The Japanese education system has evolved from the dual system to a single-track school system through education reforms that were heavily influenced by the United States education system after the Second World War (NCEE, 2015a). Children at the age of six are registered in grade one of elementary school. School calendar starts in April and runs for three terms that end in March. All Japanese must attend school for 9 years, that is, six and three years at elementary and junior high school respectively. For foreigners, the nine years are not compulsory; hence they may go to local elementary or junior school as they wish (Tokyo International Communication Commitee, 2006). Private schools have created an environment that enrolls foreign students. After junior high school, students may opt to find employment or continue their education in high school and eventually go to university. Special schools and facilities are available for mentally or physically challenged students who may not be able to study at ordinary schools. Education System in Singapore Singapore has grown from a poor and illiterate history to one of the powerhouses in Asia (Ministry of Education [MOE], 2015; NCEE, 2015b). Singapore’s population of 4.7 million people enjoys healthy living standards that are comparable to most of the developed economies in the region. This achievement can be attributed to Prime Minister Lee Kuan Yew, who understood that education is the central turbine of development and competitiveness of Singapore (NCEE, 2015b). In addition, education was used as a unifying platform for the clashing religious and ethnic groups. The Education System in Singapore is managed by the Singapore Ministry of Education, which is mandated to the administration and development of both public and private school (MOE, 2015). Unlike private schools, public schools receive their primary funding from the government. Typically, education spending in Singapore constitutes approximately 20 percent of the national budget. For instance, the national education bu dget in 2015 was $12.1 billion Singaporean dollars as compared to the $11.5 billion dollars in 2014 (MOE, 2015). As of this writing, there were over 360 primary, secondary and post-secondary schools supported by over 33,000 education officers (MOE, 2015). The core trait of Singaporean education is a bilingual advantage. While English is the primary language of communication, all students are expected to learn the official mother tongue. The bilingual policy enables students to access Asian cultures and become globally competitive (MOE, 2015). Teachers, school leaders, and allied educators are at the core of Singapore’s education system. Teachers are nurtured and motivated to grow and reach their professional and individual best. In alignment with their interests and aspirations, and to engrave the qualities specified in the Singaporean Teacher Growth Model, teachers in Singapore undertake comprehensive pre-service training at the National Institute of Education (MOE, 2015). Comparison and Contrast of Education System in Japan and Singapore As for September 2014, 73.2 percent of Japan’s GDP originated from the service sector and 25.6 percent from industry (NCEE, 2015a). Similarly, 70.6 percent of Singapore’s GDP originated from the service industry while 29.4 percent originating from the industry sector (NCEE, 2015b). Observably, the two countries rely on industry and service sector that require highly skilled labor and knowledgeable human resources. These can only be achieved through quality education or a high-performing education system. As noted by UNESCO (2014), both Japan and Singapore are highly industrialized countries in Asia and the Pacific region. Additionally, both countries have higher-performing education systems than countries such as Cambodia, Bangladesh, Papua New Guinea, and Nepal. Japan and Singapore have ratified the Convention on the Rights of the Child, globally committing themselves to offering free primary education to all children (UNESCO, 2014). The rights have been incorporated i nto the national legislation of Singapore and Japan. Despite this achievement, Singapore and Japan had not accepted or ratified the 1960 Convention against Discrimination in Education (CADE). To have a clear picture of the similarities and differences of the two education systems, several aspects of education management and policy frameworks are use compared and contrasted within the education system in Japan and Singapore. In addition, some emerging trends, including educational structure, financial and legal commitment to education, teacher policies and sector management, are highlighted. Financial and Legal Commitment to Education The fundamental principles for Japanese education system are engraved in the Constitution passed in 1946 and the Fundamental Law of Education of 1947, which was revised in 2006 (UNESCO-IBE, 2011a). The Japanese Constitution defines the right to receive education. As outlined in Article 26, Japanese are obligated to provide all girls and boys with basic education as defined by the law. In addition, the law states that the compulsory education shall be free. In addition, provisions relating to educational administration, school system as well as financial support are included in the Japanese School Education Law (UNESCO-IBE, 2011a). On the contrary, the legal framework of Education System in Singapore is outlined in the 1985 edition of the Education Act and the 1990 edition of the School Regulations (UNESCO-IBE, 2011b). The Compulsory Education Act was passed by the Singaporean Parliament in 2000, but compulsory education was realized from January 2013. The Private Education Act No. 21 of 2009 deals with the accreditation and regulation of private education entities in Singapore. Financial allocation to education is one of the indicators of government commitment to education. On average, Singapore, Japan, and other ASEAN countries allocate 14.7 percent of their national expenditure on education. Between 2007 and 2010 Japan and Singapore allocated 9 percent and 10 percent of their government expenditure to education respectively. In reference to expenditure on public education as a percentage of GDP, Japan spent slightly more than Singapore in the same period, as indicated in Figure 3 below. Education Structure The starting age and length of mandatory education vary slightly in the two countries. Formal education in Japan and Singapore starts at the age of 6. Both countries have 12 years of formal education divided into primary, lower secondary and upper secondary levels. Japan has 6+3+3 structure, which is also used in Thailand, Cambodia and Indonesia (UNESCO-IBE, 2011a). By contrast, Singapore shares the 6+4+2 structure with Philippines. Japan and Singapore’s mainstream education systems are equipped with facilities to provide support to students with special education needs. The years of free and mandatory education in Japan and Singapore are 9 and 6 respectively. Despite a variance in the duration, both countries have legal provisions for compulsory education at the fundamental level of education. It should be noted that upper secondary education in Japan is provided free of charge, however, it is not mandatory. Arguably, compulsory education accounts for the high literacy levels in the two countries. In reference to pre-school, children aged between 4 and 6 are enrolled in Singaporean kindergartens (UNESCO-IBE, 2011b). Similarly, kindergartens in Japan enroll children aged 3-5 years (UNESCO-IBE, 2011a). Kindergartens are structured in three years: nursery, kindergarten 1 and kindergarten 2. The primary school level in Singapore consists of the foundation stage (Primary 1-4) and the orientation stage (primary 5-6). The standard subjects at the primary level include English, science, and mathematics. Science is taught from primary three (MOE, 2015). Before leaving the primary education level, students take the Primary School Leaving Examination (PSLE) as depicted in Figure 2 above. In Singapore, students are admitted in secondary schools based on their PSLE performance. For example, students who performed extremely well in the PSLE can take Special course, whereas others are placed in either Normal or Express course (UNESCO-IBE, 2011b). Students who completed secondary education su ccessfully and have the pre-requisite qualification may join centralized institutes and junior colleges. Management and Administration of Education System In Singapore, education policies are formulated and implemented by the Ministry of Education (MOE). The Ministry has control over the development and administration of public or government-aided primary and secondary schools as well as junior colleges (UNESCO-IBE, 2011b). MOE also supervises private schools in the country. Conversely, education system in Japan is managed and administered by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). MEXT was formerly known as the Ministry of Education, Science, Sports and Culture (UNESCO-IBE, 2011a). MEXT advances education and promotes long-term learning. In addition, MEXT encourages sport, cultural and academic activities as well as progress in science and technology. Further, MEXT carries out religious administrative affairs. In Singapore, students with moderate or special educational needs get support from the National Council of Social Service Funds and the MOE through customized special education institutions (MOE, 2015). The aim of such institutions is to ensure that students have the values and skills they need to lead normal lives and contribute to the society as its independent members. The scenario is similar in Japan, where support comes primarily from the Ministry of Education. Singapore’s education system recognizes talent in students in both academic and non-academic domains. For example, Specialized Independent Schools in Singapore offer customized programs to develop students in diverse pathways, including sports, art, science and mathematics (MOE, 2015). These institutions develop a complete school approach to developing a nurturing environment that enables the student to discover and develop their interests and strengths for meaningful life and work. In both education systems, public-private partnerships (PPP) are strongly encouraged in the development of Technical and Vocational Education and Training (TVET) and can take place in various forms and levels (UNESCO, 2014). At the national level, PPPs can be established through an official meeting on issues such as the motivation of employer investment. At the school level, PPPs can be institutionalized through a discussion regarding how to improve workplace experiences. In Japan, PPPs are strongly encouraged because they promote skills training in the country. In Singapore, PPPs are encouraged because they leverage knowledge, skills and expertise of technology industry leaders. In addition, PPPs are encouraged because they establish networks with the private sector. They include Joint Centers of Technologies and Industry (IBT) schemes (UNESCO, 2014). TVET is provided in Japan by the Ministry or Education, Culture, Sports, Science and Technology (MEXT) and Ministry of Health, Labor, and Welfare (MHLW). By contrast, TVET is provided in Singapore by the Ministry of Manpower (MOM) and the Ministry or Education (MOE). As far as education system performance in concerned, both Japan and Singapore have engaged the private sector in provision and funding of education (UNESCO, 2012). The private sector involvement in national education takes various forms including private funding (donations and fees), community schools, private tutoring, publicly funded and privately managed schools, and full free private schools among others. It is worth highlighting that most basic education in Singapore and Japan is publicly offered by public schools or the government. While, the respective governments of the two countries offer free and compulsory education for the first 9 years of basic education, the role of the private sector played in primary education insignificant. However, this observation does not imply that the private sector, including communities and families, has no role. In fact, the private sector is of great importance in these countries. Private expenses on education include uniform, tuition fee, p rivate tutoring and textbooks. Teacher Policies and Standards The locus of teacher employment in Japan, including their selection, management and remuneration, rests with the regional government. By contrast, in Singapore, similar responsibilities rest with the central government. Irrespective of the level of devolution, both private and public sector plays a critical roles in the financing and provision of education. Typically, entrance to teacher training institutes requires graduation from the 12th grade (MOE, 2015; UNESCO, 2014). In both Singapore and Japan, entry to teacher training requires preschool, primary and secondary qualification. These qualifications are bundled with teacher-training certifications. Primary teachers undergo a two-year teacher training course whereas secondary teachers take three to four years of training. In Japan, secondary and elementary school teachers are trained at junior colleges and universities accredited by MEXT. In fact, the majority of elementary school teachers in Japan are graduates of four-year based programs at national universities (UNESCO-IBE, 2011a). Similarly, teachers in the corresponding levels in Singapore undertake university degree programs (MOE, 2015; UNESCO-IBE, 2011b). In Japan and Singapore, the duration of pre-service training is four years, which implies that teachers in these countries are highly qualified to teach students and achieve desirable educational outcomes for these students. The practice is consistent with the OECD average of PISA rankings (NCEE, 2015a). Unlike Singapore, in Japan teachers take a national entrance examination. Both countries have minimal teachers standards often enforced through regular licensure renewal or entrance examinations. Teachers in both countries benefit from professional support in terms of training workshops, peer consultations, support from inspectors and advisors and study opportunities for teachers (UNESCO, 2014; UNESCO-IBE, 2011a; UNESCO-IBE, 2011b). Rewards and incentives for teachers in these high performing education systems include salary increase, promotion and certificate of recognition (SIREP, 2010). Programme for International Student Assessment (PISA) Clearly, the approach is effective and generates results in international assessments such as OECD’s Programme for International Student Assessment (PISA). Figure 4 below represents Singapore’s mean score compared to the United States and the OECD average for science, mathematics, and reading. Figure 5 is an illustration of Japan’s PISA means score in relation to the United States and OECD’s average. An analysis Figure 4 and Figure 5 indicates that Singapore has a better PISA mean score than Japan and the OECD average in reading, mathematics and science. According to OECD (2014), Japan remains one of the most attractive economies for foreign students. In 2012, 3.3 percent of foreign students were employed in Japanese tertiary institutions, which was a 0.1 percent growth from 2000. OECD (2014) noted that 3.3 percent was the largest percentage among all destination countries. Interestingly, 94 percent of foreign students came from Asia. In fact, 81 percent came from neighboring countries. This is a reflection of the education performance and popularity of the Japanese education system in the region. However, in the 2014 World Economic Forum Global Competitiveness Rank, Japan was ranked at position six as compared to Singapore, which emerged at position 2 (NCEE, 2015a). In reference to INSEAD Global Innovation Rank 2014, Singapore emerged at position seven, whereas Japan was positioned at number 21. In summary, these rankings reflect the growth of Singapore’s education system in the last several years. For more than a decade, Japan and Singapore have been at the peak of global leagues of tables that outline children’s abilities in mathematics, reading and science. This has led to the significant development in Asia and attention from the West. This paper compared and contrasted education systems of Japan and Singapore. The analysis indicates that Japan has a relatively better education system than Singapore in various aspects. For instance, the number of years of free and obligatory education in Singapore and Japan are 6 and 9 respectively. This is a reflection of both financial and legal commitment of the respective governments in the education sector. In addition, Japan is one the most attractive destinations for foreign students. Contrastingly, only 1 percent of Japanese student at the tertiary level were registered overseas in 2011. Furthermore, Japan has one of the largest fractions of tertiary educated adults and the uppermost literacy proficiency level amid OECD count ries. It is evident from the research that improving education goes beyond making children attend classes. Effective education systems also involve ensuring that that the youth are well prepared for the world beyond their books and school grounds. It is in this regard that Singapore education system considers bilingual capability as a competitive advantage for their students in the region as well as in the ever increasingly globalized world. In other words, education is about providing avenues or platforms where the youth can find decent jobs, earn sufficient income, and contribute to their societies or communities as they fulfill their potential. In summary, a one-size-fits-all framework for developing an efficient education system is not feasible, but this paper provided an overview of the education system in Japan and Singapore with the hope that it may improve the understanding of the subject areas as well as strengthen education systems in other regions on the basis of experien ces and success of Singapore and Japan.

Problems in calculating national income Essay Example | Topics and Well Written Essays - 500 words

Problems in calculating national income - Essay Example One of the most common problems that countries, especially developing countries face in this process is lack of expertise, as the methodology involves need highly professional experts, economics, and analysts that may complete the process in an accurate manner while eliminating as much human errors as they can (Bosch, pp. 11-14, 1992). However, a huge number of countries are experiencing shortage of such qualified individuals. Besides, lack of technical equipments is also significant issue exists in this methodology, as many countries do not have access to advanced technologies required for the calculation. Thirdly, determination of depreciation is a complicated step in the process that creates problems for economists. One of the basic reasons behind this is the characteristic of depreciation being estimation rather than an accurate deduction that results in inaccurate figures of the national incomes (Dombusch, pp. 23-25, 2005). In addition, experts (Jain, pp. 52-57, 2008) have identified another problem that relates to decisions regarding inclusion and exclusion of certain products and services. In specific, economists face confrontations while deciding to consider government spending on social welfare, development expenses, interests against debts, etc that often results in wrong calculation of the national income. Moreover, experts (Wall, pp. 39-42, 2008) have noticed that globalization has resulted in existence of huge number of foreign organizations working in a country, and economists face difficulties while determining whether to include income of such companies in their national income or not. However, the IMF has played a vital role in suggesting that economists should include income, as well as production activities in the owning country while ignoring the profits that should go in the national income of the parent country. Furthermore, studies (Jain, pp. 39-41, 2008) related to the calculation of national income have shown that