Business Strategies of Marks and Spencer towards Their Business Essay

Business Strategies of Marks and Spencer towards Their Business Expansion into China - Essay Example This paper illustrates that Marks and Spencer were established in the year 1884 by Michael Marks and since then has grown rapidly to about 600 stores in the UK alone employing about 75000 individuals across the globe in diverse markets. However, the aspect of international expansion must be handled with caution as one of the most important mistakes made by multinational firms involves undermining the aspect of local sentiments and beliefs that can lead to disastrous consequences in terms of positioning of the brand in the new foreign markets. The company has a dedicated presence in about 40 nations across the globe. China holds considerable promise for Marks and Spencer for expanding its business as the nation holds a good position with regards to ease of doing business. According to a report published by the World Bank China ranks 79 among all the nations with regards to ease of doing business preceded only by India, Brazil, and Russia among the emerging markets. In addition, China is also the highest populated country in the world and its recent strides in economic growth have led to making it one of the major markets for retailers across the globe. Cities like Shanghai and Beijing score high on the list of international companies trying to expand internationally due to good market potential.A research study conducted to analyze the consumer behavior states certain key trends of the Chinese consumers that include a good growth in consumption patterns, greater sophistication of the consumers, a reduced trade up of products and brands, shift towards brand value and brand image and finally display of greater smarter purchasing trends among the consumers. In addition to this, the Chinese consumers have also become more inclined towards better service and are also influenced to some extent by Western brands.

Therapeutic Cloning to Obtain Embryonic Stem Essay Example for Free

Therapeutic Cloning to Obtain Embryonic Stem Essay Therapeutic Cloning to Obtain Embryonic Stem Cells Is Immoral The point is to cause each of us to think deeply about whether there is any essential difference between the reality of [World War II] Nazi experiments and therapeutic cloning. In this two-part viewpoint, David A. Prentice and William Saunders discuss the science and the ethics of therapeutic cloning. In the first part, Prentice argues that creating clones for the purpose of embryonic stem cell research, called therapeutic cloning, is no different from reproductive cloning, which creates a living human child. Also, he points out, therapeutic cloning is not therapeutic for the embryo. In the second part of the viewpoint, Saunders builds on Prentices argument and goes even further. He argues that therapeutic cloning is really no different than the horrific experiments performed by the Nazis during World War II. Saunders notes that supporters of embryonic stem cell research contend that the research is beneficial to humankind; however, Saunders argues, the Nazis used this same reasoning to Justify research on the mentally ill, the disabled, and the feeble-minded. Prentice and Saunders are senior fellows at the Family Research Council, a onservative Christian think tank and lobbying organization. As you read, consider the following questions: 1. Why does Prentice claim that therapeutic cloning will lead to reproductive cloning? 2. What was the point of the Nuremberg Code, according to Saunders? 3. Why does Saunders say that therapeutic cloning violates the Nuremberg Code? Part I Cloning always starts with an embryo. The most common technique proposed for human cloning is called somatic cell nuclear transfer (SCNT). This cloning is accomplished by transferring the nucleus from a human somatic (body) cell into an egg cell which has had its chromosomes removed or inactivated. SCNT produces a human embryo who is virtually genetically identical to an existing or previously existing human being. Proponents of human cloning hold out two hopes for its use: (1) the creation of children for infertile couples (so-called reproductive cloning), and (2) the development of medical miracles to cure diseases by harvesting embryonic stem cells from the cloned embryos of patients (euphemistically termed therapeutic cloning). All Human Cloning Produces a Human Being All human cloning is reproductive. It creates†reproduces†a new, developing human intended to be virtually identical to the cloned subject. Both reproductive cloning and therapeutic cloning use exactly the same technique to create the clone, and the cloned embryos are indistinguishable. The process, as well as the product, is identical. The clone is created as a new, single-cell embryo and grown in the laboratory for a few days. Then it is either implanted in the womb of a surrogate mother (reproductive cloning) or destroyed to harvest its embryonic stem cells for experiments (therapeutic cloning). It is the same embryo, used for different purposes. In fact, the cloned embryo at that stage of development cannot be egg and sperm. Trying to call a cloned embryo something other than an embryo is not accurate or scientific. Biologically and genetically speaking, what is created is a human being; its species is Homo sapiens. It is neither fish nor fowl, neither monkey nor cow†it is human. Created in Order to Be Destroyed Therapeutic cloning is obviously not therapeutic for the embryo. The new human is specifically created in order to be destroyed as a source of tissue C, as Robert P. Lanza and colleagues report in a 2000 JAMA article]: [Therapeutic cloning] requires the deliberate creation and disaggregation ofa human embryo. Most cloned embryos do not even survive one week, to the blastocyst stage, when they are destroyed in the process of harvesting their cells. Experiments with lab animals show that even these early embryos have abnormalities in genetic expression. Beyond the abnormalities caused by the cloning procedure, embryonic stem cells from cloned embryos will still face problems for their use, including the tendency to form tumors, and significant difficulties in getting the cells to form the correct tissue and function normally. Therapeutic Cloning Leads to Reproductive Cloning Because there is no difference in the nuclear transfer technique or the cloned embryo, allowing therapeutic cloning experimentation to proceed will inevitably lead to reproductive cloning. The technique can be practiced and huge numbers of cloned embryos produced. In fact, the lead scientist of the South Korean team that first cloned human embryos in February 2004 in a press conference on their experiments that the cloning technique developed in their laboratory cannot be separated from reproductive cloning. His statement affirms what others have pointed out before: allowing therapeutic cloning simply prepares the way for eproductive cloning. Human cloning is unsafe and unnecessary. There are no valid or compelling grounds†scientific or medical†to proceed. A comprehensive ban on human cloning is the only sufficient answer. Part II As Dr. Prentice has shown, cloning indisputably destroys innocent human life. This basic truth should lead the world to reject human cloning. However, in an effort to extricate human cloning from this ethical vise grip, its supporters attempt to draw a distinction between human life, which begins at conception, and human personhood, which begins only at their say-so. Unfortunately, the arbitrary denial f personhood to human beings has a long and cruel history. The Nuremberg Code, formulated in the years after World War II, is particularly instructive with regard to the current debate on human cloning. For instance, when the principal author of the report on human cloning issued by the National Academy of Sciences testified before the Presidents Council on Bioethics, he stated that reproductive cloning would violate the Nuremberg Code: The Nuremberg Code, with which I am in full agreement, outlines those kinds of things you would not simply [do] for the sake of knowledge that involve human subjects. The Nuremberg Code The Nuremberg Code is a body of ethical norms enunciated by the Nuremberg Tribunal, which, after World War II, had the responsibility of Judging the actions of the Nazis and their allies. The point of the code was to restate and apply the established ethical norms of the civilized world. Nazis Deemed Some Life Unworthy Nazi laws had defined Jews and other undesirables as non-persons. Eventually, camps and killed. However, before the killing in the camps began, the Nazis had engaged in an extensive campaign of euthanasia against the mentally and physically handicapped, which not only foreshadowed but also prepared the way for the xtermination camps. In his book The Nazi Doctors, Robert Jay Lifton draws our attention to a book titled The Permission to Destroy Life Unworthy of Life, written during the campaign. Lifton writes: [It was] published in 1920 and written Jointly by two German professors: the Jurist Karl Binding and Alfred Hoche, professor of psychiatry at the University of Freiburg. Carefully argued in the numbered-paragraph form of the traditional philosophical treatise, the book included as unworthy life not only the incurably ill but large segments of the mentally ill, the feeble-minded, and retarded and deformed children. T]he authors professionalized and medicalized the entire concept; destroying life unworthy of life was purely a healing treatment and a healing work. The Nazis were determined to cleanse the genetic pool to produce better Aryans. Nazi officials announced that under the direction of specialists all therapeutic possibilities will be administered according to the latest scientific knowledge. The result of this therapeutic treatment of inferior lives was that eventually a network of some thirty killing areas within existing institutions was set up throughout Germany and in Austria and Poland. In their book, The Nazi Doctors and the Nuremberg Code, George Annas and Michael Grodin reveal that: At the same time that forced sterilization and abortion were instituted for individuals of inferior genetic stock, sterilization and abortion for healthy German women were declared illegal and punishable (in some cases by death) as a crime against the German body. As one might imagine, Jews and others deemed racially suspect were exempted from these restrictions. On November 10, 1938, a Luneberg court legalized abortion for Jews. A decree of June 23, 1943, allowed for abortions for Polish workers, ut only if they were not Judged racially valuable. Later, the Nazis created the extermination camps for the Jews and other inferior races. In the camps, Nazi doctors engaged in cruel experiments on the Jews, Gypsies, Poles, and others. They exposed them to extreme cold to determine the temperature at which death would occur. They injected them with poisons to see how quickly certain lethal elements moved through the circulatory system. They subjected twins to all manner of disabling and brutal experiments to determine how genetically identical persons reacted to different conditions. Some of the experiments were nonetheless designed to preserve life†not of the subject, but of, for example, German pilots who were forced to parachute into freezing ocean waters. Everyone agrees the Nuremberg Code prohibits reproductive cloning. What relevance does it have for therapeutic cloning? If human embryos are human beings, then therapeutic cloning, which creates an embryo only to destroy it in the process of exploiting its stem cells, violates a cardinal principle of the Nuremberg Code: There is to be no experimentation on a human subject when it is known that death or disabling injury will result. Regardless of the good that might be produced by such experiments, the experiments are of their very nature an immoral use of human beings. Subverting the Meaning of Healing Recall how the Nazis subverted the meaning of heali ng. Recall how they used the them. Recall that the Nazis eliminated those unworthy of life in order to improve the genetic stock of Germany. Recall how the Nazis undertook lethal experiments on concentration camp inmates in order, in some cases, to find ways to preserve the lives of others. The point is not to suggest that those who support therapeutic cloning are, in any sense, Nazis. Rather, the point is to cause each of us to think deeply about whether there is any essential difference between the reality of those Nazi experiments and therapeutic cloning. As we have shown, each case involves a living human being, and that human being is killed in the aim of a perceived higher good. Cloning proponents try to distinguish between the two cases by saying that the cloned human being has no potential. But in each case, it is the actions of other human beings that rob the first of potential (in the first case, the actions of Nazi executioners; in the second, the laboratory technicians). In either case, the human ubject is full of potential simply by being a living human being. Of course, almost miraculously, many of the inmates of the camps did survive when the allies rescued them. Equally miraculously, frozen embryos have been implanted in a womans womb and brought to live (and healthy) birth. As we have shown, every embryo is not merely potentially a life, but [is an] actual life, a human being from the first moment of existence. Furthermore, any living human embryo has the inherent potential to develop into a healthy baby. It is disingenuous for supporters of cloning to claim the cloned human embryo is only potential life because they plan o mandate by law that it be destroyed before it can come to birth. Regardless of its location, the human embryo, by its nature, is full of potential, unless the actions of adult human beings deprive it of the opportunity to realize that potential. Guard Against Inhuman Acts [Russian author] Alexander Solzhenitsyn, a man who chronicled and suffered under another ideology that denied the dignity of each and every human being, observed, Gradually it was disclosed to me that the line separating good and evil passes not through states, nor between classes, nor between political parties either, but right hough every human heart, and through all human hearts. This line shifts. Inside us, it oscillates. Solzhenitsyn did not regard the perpetrators of brutal crimes in his own country as inhuman monsters. Rather, he saw the essential truth†they were human beings, engaged in immoral acts. They engaged in those acts by dehumanizing the persons on whom their brutality was inflicted, and they did so in the name of (perhaps in the passionate belief in) a greater good. But Solzhenitsyn reminds us that, unless we are willing to admit that, for the best as well as for the orst of motives, we are also capable of inhuman acts, we will have no guard against committing them. No one is safe from brutality so long as we think that it is only inhuman others who are capable of inhuman acts. Rather, we will be secure when we are willing to look honestly at the objective reality of our acts, while realizing that we, too, are capable of acts that violate the inherent dignity of another, and refuse to engage in such acts despite the good we believe would result from doing otherwise. In the debate over the cloning and destruction of embryonic human beings, this essential truth must be our guide. Books Brian Alexander Rapture: How Biotech Became the New Religion.

Mentoring and Enabling Learning in the Practice Setting

Mentoring and Enabling Learning in the Practice Setting Introduction The focus of this assignment is on the delivery of mentoring and assessment within nursing practice. The author is a mental health nurse working within a home treatment team in East London. The identified learning need is that of administration of a depot injection, a common element of the nursing role with patients with mental illness. The target audience is a student mental health nurse. The team is a multidisciplinary one with students from different professions all placed within the team for specified learning experiences and time periods. Mentors are usually assigned a student for the duration of their clinical placement. They meet with the student at the beginning of the placement to agree learning outcomes and plan learning needs, and then work with the student for a minimum of 40% of their clinical placement (NMC), and then complete their assessment documentation towards the end of the placement. This usually involves passing the student for competence in identified clinical skills. Part Two – The Role of the Mentor The role of the mentor within the nursing context is complex, because it involves teaching, facilitation, support, guidance, assessment and feedback[1]. Assessment of a student nurse during their training is in relation to key clinical competencies, as defined by the NMC Standards of Proficiency for Pre-Registration Nursing Education[2]. These competencies are then translated into clinical assessment areas as defined by the students University, and assessed against their definitions. The NMC are clear about the expectations of the nursing role in clinical practice, in relation to competence and responsibility â€Å"the nursing role involves a capacity not only to participate actively in care provision but also to accept responsibility for the effective and efficient management of that care† [3]. Therefore, mentoring involves not only teaching discrete clinical skills but the more complex issues of demonstrating the management of care for individual clients according to their n eeds. Mentoring involves the consolidation of theoretical and practical learning acquired during the students academic experience within the University teaching and learning setting, and applying that knowledge to practice[4]. Therefore, it is important that mentors not only act in a way that is appropriate to their professional role and the expectations of their employer, but are also aware that theirs is the standard against which students will measure their own conduct and competence. The role of the mentor is to teach within the clinical setting, therefore, all formal teaching which takes place is clinically oriented and clearly relates to the performance of the professional role[5]. Research by Lloyd-Jones et al[6] seems to indicate that not only do students get the best out of their clinical placements through the student-mentor relationship, but that the quality of their learning and development is linked to the amount of time that they spend with their mentors. Therefore, mentors need to understand that their role involves a commitment to working with their named student and supporting their learning through this close working relationship[7][8]. The role of the mentor also involves assessing the student, against competency standards defined by the NMC and by the students educational institution. The NMC now requires that some mentors are sign-off mentors, which means that they sign-off the student as competent at the end of their training, and share equal responsibility with the awarding institution for that students competence to perform their professional role. In midwifery, all mentors must be sign off mentors. Regardless of this, it is a significant responsibility for any mentor to assess a student and confirm they are competent in key areas of clinical practice, and therefore mentors are educated and supported to understand the teaching and learning processes involved, especially in identifying how to assess competence. Some research shows that assessment can be carried out in a tripartite agreement between student, mentor and a member of the academic staff of the university (usually the students personal tutor)[9]. Thi s kind of close working relationship has many benefits, for the mentor, the student and the academic institution, and in relation to the assessment role of the mentor, provides valuable support[10]. This also shows that another role of the mentor is that of close liaison with academic staff in relation to student progress and assessment, student conduct and behaviour. While not all institutions have this three way set up per se, many use this kind of arrangement to address student problems in achieving the required levels of assessment. Despite there being examples of good practice such as this, however, the demands of the mentorship role mean that there is still a deficit between the theory and practice of mentoring, which needs more attention[11]. The challenges of mentorship from my perspective reflect these issues in the literature. The demands of meeting identified student needs are partly met by the training and support for mentors, but the realities of providing client-centred care whilst supporting student learning mean that the teaching and learning opportunities are not always maxmised. Developing a good relationship with students is also usually easily addressed, but there are times when it is not possible to develop a good relationship with some students and I have been aware in the past that this impacts on the quality of the learning experience. Another issue is managing students who are not achieving their designated competencies, and this process, while supported by the academic staff, is very stressful for all involved. It seems to me that the mentor role is not valued by the employer either, and in a busy workload, the required time for mentors to spend with students to provide the right kind of feedback is not factored in. However, I am also aware that this is an evolving area, and that practice is changing in line with the published standards for the preparation of mentors. Ultimately, as a mentor I have a strong commitment to ensuring the standards of the profession are maintained, and being a mentor allows me to make a valuable contribution to practice and to the profession in this way. Part Three – The Assessment Plan The author set out to assess the students ability to carry out a depot injection, and so set up a teaching plan and assessment plan accordingly (see Appendix). Carrying out this assessment plan involved reviewing the theories of education and learning which are most relevant to the type of assessment, some of which will be discussed here. This author is aware of the theories which underpin nurse education and learning, and will address some of these here, believing that these theories still help explain how student nurses come to develop the abilities, knowledge, skills and capabilities which allow them to fulfil the requirements of the nurses role. Therefore, the teaching plan and the assessment plan build on this theoretical knowledge in order to maximise the students opportunities to learn and become competent in the chosen skills[12]. Behaviourist theories suggest that learning takes place through stimulus response learning, and through operant conditioning, through which student s behaviours are changed through observing, and through reactions to their own behaviours[13]. In order to build on this, the nurse demonstrates the procedure and the kinds of behaviours that are associated with the procedure, including communications behaviours. This would need to be reinforced by discussion of these behaviours, and it is argued that basing learning only on behavioural principles is not adequate to meet the challenges of nursing learning. Cognitive theories are those which also underpin the authors approach to teaching and assessment. Within cognitivism, which is orientated towards scientific and positivist principles, the mind of the learner is equated with theories about computing and how computers work, and knowledge is viewed in terms of symbolic mental constructs, or schema; learning can be said to have taken place when there is a change in the learners internal cognitive schema. Therefore, learning is said to have taken place when the individuals behaviour ha s changed following acquisition of cognitive learning[14]. Within cognitive theories, learning is based around the acquisition of factual information, and while there is no requirement for learning to have been processed on a deeper level, it does mean that the relevant knowledge has been assimilated by the learner [15]. Both of these theories, however, underpin much of the assessment process, because the mentor is looking for behaviour change, based on the students demonstration of behaviours, both physical and more interactive, and also looking for the student to be able to demonstrate the acquired knowledge and facts associated with the skill[16][17]. However, having carried out the assessment plan, the author also learned that it is hard to assess students on their attitude and behaviour with clients. The mechanics of a procedure can be easily observed and evaluated, but the effect of being observed and assessed may affect the way the student nurse interacts with the client. The client is another factor which may affect this process as well, because the client/student relationship, particularly within a mental health setting, may not be well developed, and may be more difficult to establish. However, it is this authors experience that the mentors approach, manner and preparation of the client and student can ameliorate this kind of difficulty considerably. Part Four – The Teaching Plan The teaching plan (see Appendix B) is based on two different theories. The first are the constructivist theories of learning, which suggest that people learn in an active way, and through this process, construct for themselves subjective forms of reality, within which the pre-existing knowledge and reality assimilates any new learning[18]. The second theoretical basis for the learning plan is that of humanism, a theory which supports a more nursing-oriented approach to learning, focusing on self-development and on the individual becoming what they are capable of becoming through the learning process[19][20]. There is, however, some argument that all of the theories discussed so far are eminently applicable to nursing education, because the process is cognitive and behavioural, and combines the acquisition of facts with the competent performance of key nursing skills. Knowledge underpins practice, and helps to develop clinical reasoning, but experience helps students to reconfigure th eir internal schema and their deeper understanding of the world, albeit subjectively. The most important learning theory here which relates to nursing education and, in particular, to the learning which takes place in clinical practice, under the guidance of the clinica mentor, is Bandura fs Social Learning Theory[21], because it seems to be the theory which best describes how adults learn within this context[22]. Banduras social learning theory, suggests that people essentially learn from observing and imitating each other in social situations, and that through this learning process, people model themselves on others, and learn from them not only how to behave, but also acquire attitudes, and an awareness of the probable consequences of the observed behaviours[23]. What this theory offers in particular to understanding how learning takes place in the clinical nursing context is a model which incorporates other influences on learning, including cognitive processes, the ways in which behaviours are modelled on role models, the effect of the learners personality, and the effect of the learning environment [24]. This theory is helps mentors to understand the complexities of nursing competence and its development, which requires the combination of cognitive elements, some of which may be learned in a formal classroom setting, with the modelling of behaviours of student nurses on the mentors who ac t as their role models[25]. While it is clear that the clinical learning experiences of student nurses are key to development of a good knowledge base[26] and proper professional competence[27][28],[29], the quality of mentorship must be considered, because through social learning theory, students come to model themselves on what they are seeing practice[30],[31]. This can present its own challenges, particularly when the students are not being supervised or taught by their primary mentor but by a buddy mentor[32] [33]. There are those who argue that this is necessary, to expose students to different role models and behaviours, so that students can then develop their own critical thinking and judgement[34][35], through observing different forms of clinical reasoning[36]. The assessment processes built in to the mentoring relationship are a very important feature of learning and development, because student nurses must learn from any errors and omissions, and this continues on into their professional practice once qualified[37]. Learning to manage ones own learning and development, identify ways to learn from errors or difficult situations, within the practice setting, reflects the principles of social learning theory[38]. However, the author is also aware of the need for students to develop a realistic understanding of practice, and how the errors and challenges which can arise during their clinical work may be related to them not having the knowledge and skills needed to meet the needs of the clients[39], and thus learning is about identified how to develop to meet those needs nursing l[40]. Ulitmately, becoming a nurse means the ability to meet the standards of the profession, through knowledge,[41] skills, clinical reasoning, critical thinking and application of experiential and theoretical evidence to practice[42], which is quite demanding for all those involved in the training of students. Ultimately, student nurses are socialised into their profession as well as being trained how to perform their role, [43], and while this in itself may not always be an ideal, because the organisational culture may not always be positive[44], it is important for students to learn all aspects of the profession[45][46]. Although there is always the possibility that nurses may learn good as well as bad behaviours, [47], a good mentor would support such students to develop the critical awareness and reflective skill to be able to identify the positive models and reject the negative models as part of their learning journey[48]. Part Five Personal Development and Learning as a Mentor The process of learning to become a mentor has opened new vistas of experience and knowledge for me, as a nurse, as a mentor, and as a person. While it is challenging to hold up a mirror to oneself and appraise what kind of role model you are presenting to the students you are working with, this is a positive experience because it allows you to identify your own strengths, and celebrate them, whilst also identifying your weaknesses, and take steps to address these. In particular, for me it has demonstrated that while my practice is good, my understanding of some issues is not based on the latest evidence available, and working with students who ask about the evidence base for practice really motivates me to seek out that evidence. I have also become aware of my own tendency to make value judgements, labelling students good or bad, and I have examined the qualities which lead to these as well as overcoming this unconscious stereotyping. ~I learned that I wanted to empower students to take charge of their own learning[49], but learning how to do this was a longer process for my own development. Learning about learning is also a process of self-discovery which is then applied to mentorship practice. Understanding assessment principles and learning theories has changed the way that I teach students and really given me insight into how assessment can best be carried out. It has also helped me to understand the terminology used within the clinical assessment documents. The need to develop better working relationships with the academic staff has also emerged as a feature to be applied to my future practice. Overall, this experience has shown me that mentorship, which can be onerous and demanding in the current clinical situation, is also an investment, in the future of the profession and in the future wellbeing of clients. It can enhance my own capabilities, and provide me with more opportunities to reflect and to reconsider my professional personal and competence. Ultimately, I aim to be a good mentor, but in order to do this, I must be a competent nurse. Therefore, the process has been a form of reciprocal learning. References 212337 Andrews, G.J., Brodie, D.A., Andrews, J.P. et al (2006) Professional roles and communications in clinical placements: a qualitative study of nursing students’ perceptions and some models for practice. International Journal of Nursing Studies 43 (7) 861-874. Andrews, M. and Wallis, M. (1999) Mentorship in nursing: a literature review. Journal of Advanced Nursing 29 (1) 201-207. Bandura, A. (1977) Social Learning Theory New York: General Learning Press. Bankert, E.G. and Kozel, V.V. (2005) Transforming pedagogy in nursing education: a caring learning environment for adult students. Nursing Education Perspectives 26 (4) 227-229. Bauer, J. and Mulder, R.H. (2007) Modelling learning from errors in daily work. Learning in Health and Social Care 6 (2) 121-133. Brammer, J. (2006) A phenomenographic study of registered nurses f understanding of their role in student learning – An Australian perspective. International Journal of Nursing Studies 43 (8) 963-973. Chambers, D. (2007) Is the modern NHS fit for nursing students? British Journal of Nursing 16 (2) 74 75 Chenoweth, L. (1998) Facilitating the process of critical thinking for nursing. Nurse Education Today. 18(4):281-9 Collins, M. (1991). Adult education as vocation. London: Routledge. Cope, P., Cuthbertson, P. and Stoddard, B. (2000) Situated learning in the practice placement Journal of Advanced Nursing 31 (4) 850-856. DeCarvalho, R. (1991) The humanistic paradigm in education. The Humanistic Psychologist.19 (1) 88-104. Doughty, R., Harris, T., and McClean, M. (2007) Tripartite assessment of learners during practice placements in midwifery pre-registration programmes. Education + Training Evans, R.J. and Donnelly, G.W. (2006) A Model to Describe the Relationship Between Knowledge, Skill, and Judgment in Nursing Practice Nursing Forum 41 (4) , 150–157 Freeth, D. and Fry, H. (2005) Nursing students’ and tutors’ perceptions of learning and teaching in a clinical skills centre. Nurse Education today 25 272-282. Gonczi, A. (1993). Competence and competencies: A global perspective. Paper presented at the First National Conference on Competencies in Nursing Adelaide: Australian Nursing Federation (SA Branc Gray, M.A.,and Smith, L.N. (2000) The qualities of an effective mentor from the student nurses perspective: findings from a longitudinal qualitative study Journal of Advanced Nursing 32 (6) ,1542–1549. Hawks, J.H. (1992) Empowerment in nursing education: concept analysis and application to philosophy, learning and instruction. Journal of Advanced Nursing 17 (5) 609-618. Hutchings, A., Williamson, G.R., and Humphreys, A. (2005) Supporting learners in clinical practice: capacity issues. Journal of Clinical Nursing 14 (8) 945–955. Jones, M.L., Walters, S. and Akehurst, R. (2001) The implications of contact with the mentor for preregistration nursing and midwifery students Journal of Advanced Nursing 35 (2) , 151–160 Knight, P. (1995) Assessment for Learning in Higher Education London: Kogan Page Learning Theories Knowledge Base (2008) www.learning-theories.com Accessed 23-8-08. Letcher, D.C. and Yancey, N.R. (2004) Witnessing Change with Aspiring Nurses: A Human Becoming Teaching-Learning Process in Nursing Education Nursing Science Quarterly 17 (1) 36-41 . Lloyd-Jones, M., Walters, S. and Akehurst, R. (2001) The implications of contact with the mentor for preregistration nursing and midwifery students. Journal of Advanced Nursing 35 (2) 1510160. Mattila, L-R. and Eriksson, e. (2007) Nursing students learning to utilize nursing research in clinical practice. Nurse Education Today 27 568-576. McMillan, D.E., Bell, S., Benson, E.E. et al (2007) From anxiety to enthusiasm: facilitating graduate nursing students’ knowledge development in science and theory. Journal of Nurse Education 46 (2) 88-91. Mooney, M. (2007) Professional socialization: the key to survival as a newly qualified nurse. International Journal of Nursing Practice 13 75-80. Myall, M., Levett-Jones, T., Lathlean, J. (2008) Mentorship in contemporary practice: the experiences of nursing students and practice mentors. Journal of Clinical Nursing 17 (14) 1834-1842. Neary, M. (2000) Responsive assessment of clinical competence. Nursing Standard 15 (10) 35-40. Nehring, V. (1990) Nursing clinical teacher effectiveness inventory: a replication study of the characteristics of  ebest f and  eworst f clinical teachers as perceived by nursing faculty and students. Journal of Advanced Nursing 15 (8) 934-40. Nixon, M., Morgan, L., Forsyth, J. and Ellis, D. (1996). A comparative study of teacher directed and self directed methods of teaching clinical skills to undergraduate nursing students. International Journal of Nursing Practice. 2(2) 88-93 NMC (2004) Standards of Proficiency for Pre-Registration Nursing Education Available from:www.nmc.org.uk Accessed 23-8-08. Nolan, C.A. (1998) Learning on clinical placement: the experience of six Australian student nurses. Nurse Education Today 18(8) 622-9 NMC (2004) Standards of Proficiency for Pre-Registration Nursing Education Available from:www.nmc.org.uk Accessed 23-8-08. Phillips, R.M., Davies, W.B., and Neary, M. (2008) The practitioner-teacher: a study in the introduction of mentors in the preregistration nurse education programme in Wales: part 2. Journal of Advanced Nursing 23 (6) 1080-1088. Shin, K.R. (1998) Critical thinking ability and clinical decision-making skills among senior nursing students in associate and baccalaureate programmes in Korea. Journal of Advanced Nursing 27 (2) 414-418. Stuart, C.C. (2003) Assessment, Supervision and Support in Clinical Practice London: Churchill Livingstone. Tucker, K., Wakefield, A., Boggis, C. et al (2003) Learning together: clinical skills teaching for medical and nursing students. Medical Education 37 (7) 630-637 Welsh, I. and Lyons, C.M. (2001) Evidence-based care and the case for intuition and tacit knowledge in clinical assessment and decision making in mental health nursing practice: an empirical contribution to the debate. Journal of Psychiatric and Mental Health Nursing 8 (4) , 299–305. Appendix A Assessment Plan Competence to be assessed: administration of depot injection Plan Check student knowledge and simulated technique prior to administration Prepare student and client for procedure. Observe student and assess stated assessment points. Provide feedback to student. Assessment Points Student has checked prescription is correct Student has checked prescription against client identity and care plan. Student has discussed procedure correctly and appropriately with client. Student has ensured client confidentiality and privacy during procedure. Student has discussed effects/side effects with client Student draws up correct dose, checks drug properly with qualified staff, and prepares to administer injection in correct site. Student performs injection with correct technique Student communicates with the client appropriately Student records procedure in appropriate records, correctly. Student ensures client is comfortable post-procedure. Student can discuss properties of medication, side effects, route, dose and any contra-indications Student can discuss holistic care of the client. Appendix B 11 Footnotes [1]Andrews, M. and Wallis, M. (1999) [2] Nursing and Midwifery Council (2004) p 8. [3] Nursing and Midwifery Council (ibid) p 8. [4] Mattila, L-R. and Eriksson, E. (2007) p 569. [5] Phillips, R.M., Davies, W.B., and Neary, M. (2008) p 1080 [6] Lloyd-Jones, M., Walters, S. and Akehurst, R. (2001) p151. [7]Bankert, E.G. and Kozel, V.V. (2005) [8] Lloyd-Jones (Ibid) p 160. [9] Doughty, R., Harris, T., and McClean, M. (2007) [10]Doughty et al (ibid) [11] Myall, M., Levett-Jones, T., Lathlean, J. (2008) [12]Knight, P. (1995) [13] Learning Theories Knowledgebase (2008) [14] Learning Theories Knowledge base (ibid). [15] Learning Theories Knowledgebase (ibid)

Policies for the Prevention of Fraud and Mismanagement

Policies for the Prevention of Fraud and Mismanagement PURPOSE The Prevention of Fraud and Mismanagement Policy outlines measures taken by the Institute to prevent fraud and mismanagement. SCOPE This policy applies to all members of staff. STATEMENT Rosary Tertiary Institute is committed to dealing with fraud prevention. The Professional Conduct of Staff is the principle guide for dealing with fraud prevention. It states that staff members are required to inform themselves about fraud controls, to inform the institute if they suspect acts of fraud and that if a staff member commits an act of fraud it will be investigated. This Policy is supported by the Theft, Fraud and Corrupt Conduct Procedure, which summarises the procedures to be used once an allegation of fraud is made to a senior staff member. PROFESSIONAL CONDUCT OF STAFF Staff Responsibilities Rosary Tertiary Institute seeks to create a safe and rewarding learning and working environment based on the principles of the Catholic faith, justice, equity, harmony, tolerance and pursuit of excellence while protecting the resources of the Institute and respect for individuals, the law and the governance of the Institute. In circumstances where staff conduct does not meet the standards set out in this policy and related procedures, senior members of staff may speak with the individual concerned in an attempt to remedy the situation. In cases where the misconduct exceeds the scope of authority, the matter may be referred to the proper civil authority. Personal and Professional Behaviour Staff must uphold the values of the Institute outlined in the Prospectus. Staff must maintain a high standard of conduct and level of performance while demonstrating courtesy, equity and fairness in dealing with staff, students, contractors, visitors and members of the public. The rights, duties and aspirations of others will be respected at all times. Staff must perform their duties in a professional manner with skill, care and diligence and with a proper utilisation of their authority. Staff must treat others fairly and with respect and must not engage in any harassing, bullying or discriminatory behaviour. Staff in administrative positions will maintain, as far as possible, a safe and orderly working environment. Staff must endeavour to ensure that their actions or decisions do not harm the health, safety and well-being of themselves or others, nor affect their work performance or that of others and must comply with the STAC Occupational Health and Safety Standards. Staff in management positions must ensure that all staff have the necessary qualifications to fulfil the responsibilities of the positions they occupy. Staff must ensure that relationships with students are professional, respectful and trusting. Staff must acknowledge that they have a responsibility to protect the interests of students and to acknowledge and resolve any conflicts of interest that may arise; to respect staff-student relationships and to accept the obligations involved in their responsibilities. Institute Finances Staff will maintain the highest standards of integrity in financial matters and, particularly, will comply with the requirements relevant to financial management legislation and the Institutes financial procedures which have been taken from the rule and constitution of the Dominican Sisters of Wanganui. Protection of Institute Resources Staff must utilise and maintain Institute equipment and resources in an economical and efficient manner and exclusively for Institute purposes; Staff must secure Institute equipment and resources against misuse or theft; Staff must follow all procedures governing the use of the Institutes electronic communications systems, and avoid excessive personal use of the Institutes electronic communications systems which incurs additional cost to the Institute. Staff must ensure the protection of the privacy of others and the maintenance of appropriate confidentiality with regard to personal matters and information acquired in the course of their employment and will use information only for purposes related to work Staff must maintain the confidentiality of official and personal information for which they are responsible and take all precautions to prevent all unauthorised access to or misuse of the Institutes records and information Staff must comply with all relevant copyright and records management policies and procedures. Respect for the Law and Tertiary Institute governance Staff must comply with all laws, regulations, codes, policies and procedures. Staff may report to management any behaviour that is in violation of any law, rule or regulation or that represents improper conduct, mismanagement of resources, or is a danger to public health and safety. The Institute does not tolerate improper conduct by Institute Staff or Board members, nor the acceptance of reprisals against those who offer to disclose such conduct. The Institute recognises the value of clarity and accountability in its administrative and management activities and supports the making of disclosures that reveal corrupt and improper conduct. The Institute will take the necessary and practical steps to protect individuals who make disclosures as described above in article 5.4 from any detrimental action in response for making the disclosure. The Institute will protect the confidentiality of the disclosure and the identity of the person who made the disclosure and allow procedural fairness to all parties concerned, including the one who is subject to the disclosure. Staff will not harass or take rash action in response to actual or suspected disclosures or participation in an investigation into such a disclosure. 6. Conflict of Interest 6.1 Staff will act with best interests of the Institute in mind when carrying out the duties of their position and must not allow their private interests or the interests of others inhibit them in this obligation. 7. Gifts 7.1 All gifts to staff will be managed according to the Constitutions of the Dominican Sisters of Wanganui. 8. Academic Integrity 8.1 Staff will maintain a high ethical and academic standard according to the Constitutions of the Dominican Sisters of Wanganui. 9. Misconduct 9.1 The Institute will carry out any necessary disciplinary action for misconduct and unsatisfactory performance according to the Rule and Constitutions of the Dominican Sisters of Wanganui. 9.2 Disciplinary action will be at the discretion of the local Prioress and/ or Mother Prioress General, as per the Rule and Constitutions of the Dominican Sisters of Wanganui. 9.3 Requests for review of a disciplinary action will be managed according to the Rule and Constitutions of the Dominican Sisters of Wanganui. 10. Theft, fraud and corrupt conduct 10.1 The Institute does not tolerate fraud or corrupt activity. 10.2 All staff are required to familiarise themselves with the Rule and Constitutions of the Dominican Sisters of Wanganui and fulfil their duties in accordance with them. 10.3 All Staff are expected to report any suspected fraudulent or corrupt activity to the Director. B.   Theft, Fraud and Corrupt Conduct Procedure 1. Approach to theft, fraud and corrupt conduct 1.1 The Institute is committed to preventing occurrence of theft, fraud and corrupt conduct. This will be achieved through: Risk management strategies Prevention strategies Detection strategies Response strategies 2. Risk Management 2.1 Risk management will be carried out in accordance with RTIs Risk Management Policy. 3. Preventative controls 3.1 To prevent theft, fraud and corrupt conduct, the Institute will have internal controls to avoid this. These will include: financial delegations, lines of authority and accountabilities, segregation of duties, approval processes, etc. 3.3 The Director will inform staff of how to prevent and report suspected fraud and corrupt conduct. 3.4 Supervisors will ensure that the following staff are familiar with and comply with the Rule and Constitutions of the Dominican Sister of Wanganui: Staff delegated to make financial decisions Staff delegated to make staff appointment decisions Staff delegated to manage contracts 3.5 Staff delegated to engage external contractors or suppliers will ensure that the contractors or suppliers are financially sustainable individuals or businesses before engaging their services. 3.6 The Risk Management Team will provide staff with a risk management tool to enable staff responsible for engaging contractors and suppliers to identify the level of risk and the level of critical examination required for each procurement activity. 4. Fraud detection controls 4.1 The Director will analyse the accuracy of all transactions. 4.2 The Director will ensure that those staff with delegated financial duties will analyse transactions for approval of the following: Validity Accuracy Invoice coding Invoices addressed to Rosary Tertiary Institute Goods and services tax (GST) calculations 4.3 The Director will give a monthly account of her receipts and expenditure to the local Prioress and conduct an annual internal financial audit, as per the Constitutions of the Dominican Sisters of Wanganui. 5. Reporting of theft, fraud and corrupt conduct 5.1 A staff member who suspects that an act of theft, fraud or corrupt conduct may be about to occur, is occurring or has occurred must report such suspicions to their head of department, the Director, the local Prioress or the Mother Prioress General. 5.2 On receiving a report of suspected theft, fraud or corrupt conduct, the head of department or Director will: Record the time, date and details of the report made Refer the report (including anonymous reports where there is adequate supporting information) to the local Prioress or Prioress General immediately and before any investigation of such allegations is undertaken. 5.3 Where a report of suspected theft, fraud or corrupt conduct made involves a senior officer of the Institute, the Director will refer the report to the local Prioress or, in case of her unavailability, the Prioress General. 5.4 The Institutes public information will inform individuals who are not staff or students of the Institute how to file a complaint regarding improper conduct, detrimental action or other corrupt conduct or misconduct by the Institute, its staff and its officers. 5.5 Where the local Prioress or Prioress General determine that an allegation as a deliberate false allegation of fraud, theft, or corrupt conduct, the staff member who made the allegation will be dealt with according to the Rule and Constitutions of the Dominican Sisters of Wanganui. 6. Investigation 6.1 The Director will assess whether a report of suspected fraud, theft or corrupt conduct warrants further investigation. 6.2 Where a preliminary investigation of allegations of theft, fraud or corrupt conduct by a staff member is required, the Director will appoint investigation officers and provide them with reference terms. The investigation officers will conduct all investigations according to the Rule and Constitutions of the Dominican Sisters of Wanganui. 6.3 Where an external contractor to the Institute is involved in suspected theft, fraud or corrupt conduct, the Director will notify all departments who have engaged the external contractor and all other relevant areas of the Institute. At the conclusion of the preliminary investigation, the Director may: Take no further action Refer the matter to Legal Services Conduct a full investigation On the advice of the Mother Prioress General, report the theft, fraud or corrupt conduct to the police for further action where evidence of theft or fraud is found to be of a serious nature and a prima facie case has been established. 7. Insurance cover 7.1 The Director is responsible for ensuring that the Institutes management liability insurance coverage is current and will cover the Institute for the risk of loss incurred from theft, fraud or corrupt activity and externally instigated fraud. 8. Statutory reporting requirements 8.1 Where alleged theft, fraud or corrupt conduct have been found to involve the embezzlement of money, stores or property, the Director will report the matter to the Victorian Minister of Tertiary Education and Auditor-General of Victoria as required under the Financial Management Act 1994 (Vic). 9. Review of procedures and controls 9.1 The Director will review internal controls relating to theft, fraud and corrupt conduct. 9.2 The Director will follow up with management responsible for the area affected by theft, fraud or corrupt conduct to ensure that recommendations have been carried out within appropriate timeline. 9.3 In all instances where there is a report of theft, fraud or corrupt conduct, the Director will review the procedures and controls in operation within the department and advise the Director of this review, including any action taken to address any inadequacies discovered. 10. Records 10.1 The Administrator will retain the records of all theft, fraud and corrupt conduct investigations. 11. Confidentiality 11.1 A staff member who is involved in or becomes aware of theft, fraud or corrupt conduct investigation will retain the details and investigation results confidential, subject to the needs of the Institute, the Director and the police during their investigation. 11.2 Staff will not discuss or report any suspected or proven occurrence of theft, fraud or corrupt conduct to the media. PRIVACY POLICY Policy Number Version Number Policy Developer #34 #1 Administrator Approving Body Date of Approval Last Amendment Date RTI Board of Governors 4th March, 2017 4th March, 2017 Last Review Date Next Review Date Status 4th March, 2017 4th March, 2020 Filed This policy has been benchmarked with the Privacy Policy of Eastern College Australia

Mens And Womens Changing Famiy Roles Essay -- Gender Role Conflict

It goes without saying: the family is the core of society. It's the core where values and characters are formed. All of us are aware of this fact. However, we may not be aware that it is within the family unit that the origin of women's oppression began. It began with the power struggle between man and woman. With the "nuclear family" in decline and the "dual-earner" family becoming the norm, it's no wonder that women's positions have changed radically. Although their positions in the family and work force are indeed changing, their workload, however, is not.   Ã‚  Ã‚  Ã‚  Ã‚  With this radical change many issues can be addressed, particularly, to the women's role and how it has remained fairly constant over the years. A closer examination will look at the development of gender inequality within the family as a result of the ever-changing issue. A second issue that needs to be inspected is that the family roles have changed in regards to family make-up as women have moved into the work force. This growing capital effort to increase standards of living by pushing every family member into the paid labour force has taken a toll on the family unit. The final issue that will be investigated in this report is how the traditional sex roles have remained constant, even with women's ever-changing family position over the years.   Ã‚  Ã‚  Ã‚  Ã‚  For decades, commencing back to the time when patriarchy was the "norm" and women were their husband's property, men have oppressed women. This ideology of patriarchy existed way before it was ever examined by sociologists and it was accepted as a natural or biological way of living. It wasn't until the 1960's when feminist groups began to explore patriarchy and at the same time began to exploit it, that patriarchy was established. Feminists at that time, and even still today, believe that patriarchy operates to achieve and maintain gender inequality and is the essential key to women's present subordination. Not only does patriarchy exist in the pubic domain of the paid labour force, but also in the private domain of the household, or better yet, the family.   Ã‚  Ã‚  Ã‚  Ã‚  With patriarchy by its side, gender inequality has developed into one of the biggest controversies amongst sociologists, feminist groups, and women. In modern day society women are working their way into the labour force, and "expanding their roles to include working outside the hom... ...des, and they will continue to do so until domestic work becomes a paid labour. Bibliography   Ã‚  Ã‚  Ã‚  Ã‚  Blair, Sampson Lee and Daniel T. Lichter. "Measuring the Division Of Household Labour". Journal of Family Issues 12.1 (1991), 91-113. Kaufman, Gayle. "The Portrayal of Men's Family Roles in Television Commercials". Sex   Ã‚  Ã‚  Ã‚  Ã‚  Roles 41.5/6 (1999), 439-459.   Ã‚  Ã‚  Ã‚  Ã‚  Luhaorg, Helen and Marilyn T. Zivian. "Gender Role Conflict: The Interpretation of Gender, Gender Role and Occupation". Sex Roles 33.9/10 (1995), 607-619. Lye, Daniel and Timothy J. Biblarz. "The Effects of Attitudes Toward Family Life and   Ã‚  Ã‚  Ã‚  Ã‚  Gender Roles on Marital Satisfaction". Journal of Family Issues 14.2 (1993), 157-188. Mintz, Robert D. and James R. Mahalik. "Gender Role Orientation and Conflict as   Ã‚  Ã‚  Ã‚  Ã‚  Predictors of Family Role for Men". Sex Roles 34.11/12 (1996), 805-821.   Ã‚  Ã‚  Ã‚  Ã‚  Pittman, Joe F., Wei Teng, Jennifer L. Kerpelman et al. "Satisfaction With Performance of Housework". Journal of Family Issues 20.6 (1999), 746-770. Sharpe, Mark J, Paul Heppner and Wayne A. Dixon. "Gender Role Conflict,   Ã‚  Ã‚  Ã‚  Ã‚  Instrumentally, and Well Being in Adult Men". Sex Roles 33.1/2 (1995), 1-18.

Tyranny can Never be Completely Removed Essays -- essays research pape

From fictional novels to real life experiences, tyrants who have been removed from power will only be replaced by the next, thus negating the original objectives of the revolution that was once hard fought for. Animal Farm by George Orwell is a story of which animals overthrowing their tyrant owner and establishing a nation of their own. As time passes, the more intelligent of the animals taste the lure and addiction of power, turning out to become the tyrants they once abolished. A leading Irish figure in 20th century theater, George Bernard Shaw, once said "Revolutions have never lightened the burden of tyranny, they have only shifted it to another shoulder." Tyranny is yet to be diminished since human (animal) nature is selfish and only seeks the good of oneself. When one steps down, another rises from the crowd, repeating this pattern of a power shift. Basically, those with the influential powers and support of many, tend to obtain power. This does not allow the power to be share d amongst the commoners. The grasp of tyranny is to be hovering over the masses and time by time the one abusing the power would be switched. History demonstrates to us that Shaw's observation applies in any era. After the expulsion of the previous tyrant, the masses believe that all are equal, but as time flows, some become ?more equal than others? (133). From the beginning, when the revolution was yet to be complete, Old Major introduced the basic idea of revolting against Mr. Jones, their owner. In his final speech to provide his fellow animals with a boost, the old boar reminded them that they must not follow in the steps of the tyrant they hated. ?Even when you have conquered him, do not adopt his vices? (31). As the cornerstones of Animalism a... ...is overwhelming power overcame him. Nothing was changed after all. Leaders have all been the same, as many fall into the same traps or follow the footsteps as previous ones in power. George Orwell?s Animal Farm is a definite entertainment and moral. One of the main themes, human nature dictates that revolutions are bound to fail, incorporates with what George Bernard Shaw said about revolutions. ?Revolutions have never lightened the burden of tyranny, they have only shifted it to another shoulder.? Tyranny is part of life. It cannot be avoided unless God rules over man as William Penn suggested. ?Men must be governed by God, or they will be ruled by tyrants.? As one succeeds to power, original objectives most likely are neglected while becoming tyrannical like the previous. Shaw?s observation serves as a core of Animal Farm, an illuminating and realistic lesson.

Marketing Mix Analysis of iPad Essay

Executive Summary Managing and developing marketing mix appropriately is extremely important to firm’s marketing and success. In order to marketing product successfully, the right product must be exhibited to right people at the right place, right price and right time. If a firm can manage the marketing mix successfully, as a result, it can be a source of competitive advantage for firms. Each element of the marketing mix should be analyzed and if necessary, adapted to ensure that the right balance is achieved to give the product or service the very best chance of success in the market place. Apple is a successful company and its previous product iPod has a high market share in the global market due to its brand perception and image as s high quality innovative brand. In 2010, Apple launched an innovative product – â€Å"iPad† in US, which is a tablet computer with touch screen. Even in the first launching date iPad had been sold 0.3 million units. The product no doubt is getting support of Apple’s brand image and it has changed the way to consumer lifestyle. That is why iPad is thought as a revolutionary who will arouse a wave to electronic industry. Apple’s iPad delivered the value to the customer via marketing mix tools called the 4Ps: * Product looks good and works well. * Right price. * Right place at the right time. * Successful promotion helps to a larger output. Apple followed this by innovation and introducing new products in the market to satisfy consumer’s needs and wants. The current author here will use the theories, concepts of marketing mix to analysis the iPad. The remainder of this essay is structured into five parts. It begins by defining marketing mix and its evolution. Second, it analyse the company, iPad, its competitor and consumer. Third, it illuminates the marketing mix by analysing iPad. Finally it ends with the overall assessment and conclusion. Contents 1.Introduction and Definition3 1.1Definition of Marketing3 1.2Definition of Customer Value and Value Proposition3 1.3Definition of Marketing Mix4 2.Description of Apple & iPad4 2.1Brief Introduction of Apple4 2.2Introduction of iPad5 2.3Brief Consumer Profile6 2.4Brief Competitor Profile7 3.Marketing Mix Analysis of iPad7 3.1Product7 3.2Price10 3.3Place12 3.4Promotion14 4.Assessment of Overall Value Delivered16 5.Conclusion16 6.References18 1. Introduction and Definition 2.1 Definition of Marketing â€Å"Marketing is the process by which individuals and groups obtain what they need and want through creating and exchanging products and value with others and forging relationships with customers.† (Philip Kotler, Gary Armstrong, 2009). This definition recognizes the importance of creating a long term relationship with customers and identifies the importance of satisfying customer wants. 2.2 Definition of Customer Value and Value Proposition Customer value is the difference between the values that the customer gains from owning and using a product and the costs of obtaining the product. Put it simply, customer value is created when the perceptions of benefits received from a transaction exceed the costs of ownership. The same idea can be expressed as a ratio (Chiristopher, 1996): Customer value = Perceptions of benefits The definition of customer value proposition is a well defined and persuasive marketing statement related to a specific product or service that details the reasons why a consumer would benefit from purchasing it. A value proposition is the definition of a firm’s promise to create and deliver customer value (Chapelet and Tovstiga, 1998). Fig 1.2.1 A model of value creation and the marketing process source: Adapted from Kotler Brown Burton Deans Armstrong, (2010), â€Å"Marketing† 8th Edition Figure 1.2.1 shows a typical model of value creation and the marketing process. Put it simple, marketing is a process cycle which consists of 5 simple steps as below: i. Customer buys or potential customer is contacted to understand the marketplace. ii. Finding out how the customer liked the product or what is needed. iii. Analysing these data and creating a plan that includes goals, strategy and its marketing mix. iv. Implement the plan that delivers value to customer which results in the customer’s buying the product and creating customer delight. v. Repeating the cycle starting with step (i) to step (iv) to make a better product sold with a better plan and continuously keeping this cycle going. Hence, create profits and customer equity. 2.3 Definition of Marketing Mix The concept of the Marketing Mix was first created by Neil H. Borden in his article called â€Å"The concept of the Marketing Mix† in 1964. In his article he explained the importance of a market to try to â€Å"mix ingredients† in their process in the market in order to be successful. E. Jerome McCarthy later grouped these ingredients into the four categories that are known as the 4P’s of marketing (Product, Price, Place and Promotion). Product — What does the customer want from the product/service? Price — What is the value of the product or service to the buyer? Place — Where do buyers look for the product or service? Promotion — Where and when can get across the marketing messages to target market? 2. Description of Apple & iPad 3.4 Brief Introduction of Apple Apple Inc., founded in 1976, is an American multinational corporation which is best-known for its hardware and software products. The hardware products are: Macintosh, iPod, iPhone and iPad. One example of the famous software of Apple is iTunes, a proprietary media player application that works with iTunes store and allows customers to download music and offers other features of consumer electronics. Fortune magazine named Apple as the most admired company in the US in 2008, and in the world from 2008 to 2012. 3.5 Introduction of iPad On January 27, 2010, Apple introduced the much-anticipated media tablet, the iPad (As shown in Fig2.2.1). Fig 2.2.1 Introduction of iPad (source: www.apple.com) The iPad measure 9.7 inch wide screen display with multi touch screen with 1024 x 768 resolutions which is lighter and thinner than any other notebooks or laptops. Its internal 25 watt-hour battery can run up to 10 hours of video, 140 hours of audio playback and one month on standby as Apple claims. Steve Jobs stated that, with the introduction of the iPad, Apple had opened a market for a new class of mobile devices. (As shown in Fig 2.2.2) Fig2.2.2 Apple iPad First Hands-on (source: http://www.ipadforums.net) 3.6 Brief Consumer Profile Consumer market can be defined as â€Å"all the individuals and households who buy or acquire goods and services for personal consumption† and consumer buying behavior can be defined as â€Å"the buying behavior of final consumers, individuals and households who buy goods and services for personal consumption† (Kotler, 2009). Table 2.3.1 shows the analysis of market segmentation for iPad. SEGMENTATION BASE| SELECTEDSEGMENTATION VARIABLES| Geographic Segmentation| Region| West Malaysia, east Malaysia| City size| Major metropolitan areas, cities| Density of area| Urban| Climate| Hot, humid, rainy| Demographic Segmentation| Age| 18-34, 35-49, 50-64| Sex| Male, female| Married status| Single, married, divorced, living together| Income| RM40,000 and over| Education| College, college graduate, postgraduate| Occupation| Professional, white-collar| Psychological| Needs| Sense of self-worth, fashionable| Personality| Extroverts, novelty-seeker, aggressives| Perception| Low-risk| Learning-involvement| High-involvement| Attitudes| Possitive attitude| Psychographic| Lifestyle| Couch-potatoes, outdoor enthusiasts, status-seekers| Cultures| Malay, Chinese, Indian, and other foreigners| Religion| Muslim, buddhism, hinduism, christian, catholic, and others| Social| Middle, upper| Family| Bachelors, young married, full nesters, empty nesters| Use-Rated Segmentation| Usage rate| Heavy users, medium users| Awareness status| Aware, interested, enthusiastic| Brand loyalty| Strong| Use-Situation Segmentation| Time| Leisure, work, morning, night| Objective| Personal, fun, achievement| Location| Home, work, mega mall, restaurant| Person| Self, family members, friends, peers| Benefit Segmentation| Convenience, social acceptance, easy e-book reading, value-for-the-money, service| Table 2.3.1 Market segmentation for iPad From analysis above can see that most of Apple’s users are high-end clients who have the strong purchasing power, easily accept new technology and they are very loyal to Apple. 3.7 Brief Competitor Profile Apple iPad bring threats and impact to PC industry in some way. On one hand, the hot-sell of iPad attracts many PC manufacturers set foot in this field. So the other tablet computers will be the biggest competitor, such as Blackberry’s playbook, this is a tablet computer which located in business person, and it will also attract public’s eyes because of its vast multimedia function. On the other hand, the price advantage of netbook is also a challenge to iPad. After all compared with traditional computer, iPad may not a necessity. To some business and professional people, they will choose the traditional notebook rather than iPad. 3. Marketing Mix Analysis of iPad According to the information that searches from magazines and internet, the author knows many information of iPad. The author here will use the theories, concepts of marketing mix to analysis the iPad. 4.8 Product â€Å"Product means the goods-and-services combination the company offers to the target market. â€Å" (Philip Kotler, Gary Armstrong, 2009). The iPad bridges the gap between smart phone and laptop, it offers equivalent range of features and functions that a computer does. It has internet capabilities running on both Wi-Fi and 3G. Some of the features are discussed previously. Fig 3.1.1 shows its tech specs. Access to Apple Apps Store which has over 300,000 applications and to iTunes are attractive features of iPad. Fig 3.1.1 Tech Specs for Apple iPad (source: http://www.apple.com) Value delivered to customer: 1) Convenient to Carry and Easy to Use Compared to functionalities and performance, it is surprised that iPad weighs only 1.5 pounds. It is very thin and sleek measuring only 0.5 inches. This lightweight iPad is very useful for business trip, making it easy to transport as compared to a laptop. Not only it is easier to carry it around, but also be able to use it to check e-mails, show videos and photos to people instantly whenever required with its long battery life, which at 10 hours is 2-5 times longer than a notebook (As shown in Fig 3.1.2). Fig 3.1.2 E-mail and photo function for iPad (source: http://www.cnbeta.com) 2) Easy for E-Book Reading One benefit that can’t miss is the iBooks Application. Customer can download the favorite e-books to iPad and read while traveling (As shown in Fig 3.1.3). Fig 3.1.3 E-books on Apple iPad (source: http://www.telegraph.co.uk) Retrieving books to read on ibooks application on iPad is simply easy. Browse through the e-bookshelf on the iPad, choose one title wish to read and click, the book opens in front. Customer can view the book in portrait or landscape, and the way the pages flip is awesome – flip it with finger and looks just like a real book. 3) Excellent Service for Customer What’s more, the service of iPad is very nice. Apple has its own key service – iTunes. Customer can get this value to enjoy the all kinds of internet resources such as music, video and applications (As shown in Fig 3.1.4). Fig 3.1.4 iTunes on Apple iPad (source: http://www.ipadforums.net guardian.co.uk guardia guardia) The iTunes online store makes it incredibly easy to purchase songs and load them onto the devices. When customer wants to watch or listen, they neither need to search from the CDs nor television channels. What they need to do is just opening the iTunes, all they want is in iTunes, it let the media browse much faster, it is easier to sort. 4.9 Price â€Å"Price is the amount of money customers have to pay to obtain the product. â€Å" (Philip Kotler, Gary Armstrong, 2009). The iPad is priced starting from $499 for 16 GB storage to $829 for 64GB storage and 3G connectivity. In detail, tab 3.2.1 shows the price of iPad selling in Malaysia. iPad| 16G| 32G| 64G| Wi-Fi| RM 1, 549.00| RM 1, 849.00| RM 2, 149.00| Wi-Fi + 3G| RM 1, 999.00| RM 2, 299.00| RM 2, 599.00| Tab 3.2.1 Selling price of iPad (source: http://www.apple.com guardian.co.uk guardia guardia) Value delivered to customer: 1) Eco-friendly Device for Environment Protection The iPad is made of recyclable glass and Aluminum and the packaging material is recyclable & the packing is efficiently done. It is not using Arsenic, PVC, bromine fire, Mercury as the company has restricted the use of harmful chemicals. With such price, customers are not buying the fashionable device only, more importantly, they are making contribution to environment protection. Fig 3.2.1 shows how green is the iPad. Fig3.2.1 How green is the iPad (source: http://sortable.com) 2) Flexible Price as Actual Needs The iPad price varies according to its storage capacity and the internet access capacity, which leads to reducing the initial cost on the first ever tablets based on customer’s actually needs and application (As shown in Fig3.2.2). Fig3.2.2 Price and configuration of the iPad (source: http://www.apple.com) 3) Cost Saving with Maxis Bundled Package It is available on Maxis bundled packages with a 24-month contract based on different types of iPad internet plan (As shown in Fig 3.2.3). By doing so, the price of iPad has been dropped down from RM450 to RM950. The plan is much more attractive not only for those who can’t afford to pay for the high price, but also for some of the SME to extend their business. Fig 3.2.3 Maxis iPad Bundled Packages (source: http://www.maxis.com.my) 4.10 Place â€Å"Place includes company activities that make the product available to target consumers. â€Å" (Philip Kotler, Gary Armstrong, 2009). Apple started selling the iPad not only from its official websites, but also retail outlets and Apple Store. Value delivered to customer 1) Easy Walk-in Location for Purchase The iPad can be purchased from Apple Store, Apple Premium Reseller and Apple Authorized Reseller located in Malaysia. All shops are conveniently located and beautifully designed, identified by the large backlit Apple logo, such as in most famous shopping mall like Sunway Primary, One Utama, KLCC and Mid Valley in Selangor, even in Melaka, Penang, Sabah and Sarawak. The value is so easy for customer to come and have a journey on iPad (As shown in Fig 3.3.1). Fig 3.3.1 Apple shops in Malaysia In each shop, customer will be able to find dedicated Apple-trained and Apple-certified Mac experts who can come up with the right solution for you. 2) Time-Saving Online Order Apple iPad are also available on internet for the customers on Apple’s website. Online purchase is the easiest and time saving way for most of them (As shown in Fig 3.3.2). Fig3.3.2 Online Apple store for iPad (source: http://www.apple.com) On the website, the Apple explains the number of features and benefits of iPad. This adds the value to the consumers as convenience is a value that people appreciate and for which they will pay more than the actual price. 3) Golden Service for Apple Loyalty When customer are on the go, the Apple Store app is the best way to research, personalize and buy products from Apple and get the most out of customer’s visits to the Apple Retail Store for Apple loyal fans. Fig 3.3.3 shows what can do with the Apple Store app on the iPhone or iPod touch from search to pay. Fig3.3.3 Apple store apps for iPhone and iPod Touch (source: http://www.apple.com) 4.11 Promotion â€Å"Promotion means activities that communicate the merits of the product and persuade target customers to buy it. â€Å" (Philip Kotler, Gary Armstrong, 2009) Apple Company had been promoting the iPad with the help of social media campaigns and multi-channel media strategy. Value delivered to customer: 1) Multiple Channel for Better Understanding of iPad The online promotion by Apple on Facebook, YouTube and other related websites approaches to the consumers added more value to the decision of consumers of buying iPad. Same like in stores all the information is available online for customers. Customers can download brochure from its website for their convenience. When Apple announced the idea of iPad, most fans write blogs and share through internet. Customer will see them and many videos about iPad, some of them are made by Apple and some are made by other people. These blogs and videos are shared by many other people through many ways (As shown in Fig 3.4.1). Fig3.4.1 Video sharing about iPad (source: http://www.9to5iPad.com/) 2) Custom Engraving of iPad Apple had offered free iPad engraving from its online store, allowing customers to add a personal touch to the tablet in time for the holiday seasons (As shown in Fig 3.4.2). Customers are given the option to engrave up to 2 lines of free text on the back of an iPad after selecting an iPad model and any desired accessories from the online store. Fig 3.4.2 Website about iPad engraving (Source: http://store.apple.com/) 3) Free Delivery for On-line Purchase When purchasing the iPad online from Apple’s official website, customer will get the value of free delivery. Just wait for 3-4 business days, the product will be arrived on hand safely. 4. Assessment of Overall Value Delivered Apple has always placed a major emphasis on the marketing and the brand awareness of its products. The iPad’s advantage is that they offer several different features in one product. Converging all the new technology into one product is the route apple is seeking. It’s making life easier for their consumers by being able to conduct many applications in the one product. Apple’s iPad followed all the 4P’s of marketing mix to deliver the high level of value to the customers. The company has manufactured an iPad using strong in-built applications. The gadget permits people to work and entertain anytime anywhere, as a value of experiencing its easy and convenient use. It provides value to customers through a huge number of features which helps in saving time and energy. Adding more to customer value the price of iPad is competitive and flexible in the market as discussed above. It advertised on T.V., newspapers, magazine, radios and also on internet, which makes people have clearer understanding in various channel. It provides value by available at all the apple stores and website. From the iPad’s 4P’s analysis, we can easily see the difference of it, and can answer the question â€Å"why people buy it which seems unnecessary product.† Apple iPad satisfy their needs and this delivers the value as a product and service in terms of features, style performance, durability, quality, reliability and design to the customer. 5. Conclusion Apple iPad is a new product which has made a dent in the history of tablet business domain and the first successful product. This has also ignited the demand for new and improved tablets from Apple and other competitors. Apple has used the 4P’s of marketing in a very efficient and proper manner, so that added the value to the customer’s decisions of purchasing iPad. When Apple introduced iPad, they intended to come across the consumer’s wants and demands which would satisfy to their lifestyles. Apple in future which demands more innovative products and the company still need to adapt to expected changes in iPad which they have already started in their new iPad 2. With their experience, they are able to continue strengthen its position in the industry. 6. References 1. Philip Kotler, Gary Armstrong. (2009). Principles of Marketing. (7th Edition). Australia. Pearson. 2. Kotler Brown Burton Deans Armstrong. (2010). Marketing (8th Edition). Australia. Pearson. 3. Borden, N. H. (1964). â€Å"The concept of the Marketing Mix†. Journal of Advertising Research. Vol II 4. APDGT YAMAMOTO. â€Å"Understanding Customer Value Concept: Key To Success†. pp. 547-552. 5. Chapelet, B. and Tovstiga, G. (1998), â€Å"Development of a research methodology for accessing a firm’s business process-related technologies†, International Journal of Technology Management, Vol. 15 Nos  ½, pp. 10-30. 6. Apple Annual Reports, 2010 7. www.apple.com 8. www.maxis.com.my