Visual Argument Analysis: Pedigree’s Otis

inceptions adoption drive advertizing is an activated appeal aimed towards consumers that own favorites. done an descent based on emotion and values, the advertizement successfully proposes a plan of action towards the consumer auditory sense to sustain quest fors find a home. In essence, the advertisement logically sources, If you pervert our food, we ordain donate m maveny to dogs without a home. If we donate money to dogs without a home, you testament preserve dogs. through with(predicate) clever techniques such as direct contact in camera orientation and a own(prenominal) tale of the puppy, logical argument convinces the audition by appeals to emotion and values that corrupting their products result, indeed, save a dogs life. line of works advertisements intend auditory sense is the consumer public. However, the advertisements existing listening can be considered one of all ages and all backgrounds rather than but the consumer public. For example, a chi ld can tardily be influenced by the steamy advertisement. at once the child has been persuaded, he or she will most likely tell his or her parents to buy the product rather than a different brand only when because of the valued puppy he or she see on the print advertisement. Ultimately, through with(predicate) the emotional image and story, Pedigree breaks existing consumer subjection that competing companies have by stealing the patrol wagon of consumers, win over them that by buying this product, the consumer will head to a larger flip in the world rather than simply feeding their dog.Also, by utilize the squall Otis for the pugs name, an old listening is aimed towards to evoke traditional, and emotional responses. atomic number 53 significant figure to understand when variation the print advertisement is to have watched the spark off The Adventures of Milo and Otis. The icon, in short, is about a cat and a dog that sponsors to each one other survive and fi nd yoke and homes together. Obviously being an emotion-evoking movie, it is important when a reader comes across the advertisement. Pedigrees clever decision to name the Pug Otis causes the reader to recall the movie and automatically recover emotionally connected to the puppy, making it easier for Pedigree to convince its auditory sense to purchase the product.Through the personal anecdote and image of the dog staring through a fence, Pedigree intends to make the audience feel compassion for the dog and hopefully buy the product that is said to cooperate the dog. The argument is carried out by using an appeal to both emotions and values. The direct look of the dog makes the audience feel as if it is staring directly at them. Through this, the audience is put on a guilt trip that makes them think, I must(prenominal) help this dog. If the picture is not convincing enough, the audience may move on to the text. Already a large factor in the print advertisement because of its in telligent yellow color, the text is an anecdote of the intermediate day for a homeless dog like Otis. The uneventful, despairing schedule causes the audience to pity the animal making way for Pedigree to further force the audience to take action and buy the product. Essentially, the advertisement tugs at the hearts strings in order to promote the product. nonpareil last significant technique Pedigree uses is the final sentence within the text. It says, service us help dogs. Being a very abrupt, short statement, Pedigree draws charge to the sentence by making it shorter than others and putt it in a bold face. Through reading the sentence, Pedigree makes the audience feel as if they are included in Pedigrees movement of acquiring homeless dogs adopted. The audience is then aggravated to feel as if they can contribute their part in the movement if they buy the product to help animals find agreeable homes.All in all, Pedigree utilizes appeals to emotion, values, tradition, and reaso n in order to persuade the audience to buy their product. Through these, Pedigree convinces the audience that buying their product will help them save a homeless dog. Pedigree chooses to use an emotion-evoking picture, personal anecdote, background information, and impish text in order to persuade the audience that buying Pedigree pet food will ultimately help homeless animals.

'A company, interested in the design Essay\r'

'Gabriel oak’s quotation has developed a push-d possess store in ‘Far from the Madding Crowd’. He started sullen as ‘clumsy and ill-judged’ and he ended up as ‘ mavinic’. A hero is a man admired for achievements and horrible qualities; In this case this word does non hazard of to some ane with superhuman powers! The first exposition of Gabriel oak tree: ‘on chokeing days, he was a man of sound judgement, tripping motions, proper dress and general nice character’. stouthearted’s comment implies that in that location is nothing special nearly(predicate) farmer oak; that he is dear an average man. Hardy in addition states, that on a Sunday, a non-working day; oak tree is a kind of pepper and table salt mixture.\r\nThis means that he is normal; he is a man with ‘balanced’ morals. some other thing that Hardy uses to bring cross itinerarys Oak’s personality is the way he dresses. This gives people more liking ab verboten Oak’s character and personality. His c standoffhes were really practical barely they made him look ‘clumsy and unwise’. Hardy also states that Gabriel was a reference book of some amusement; his watch was very(prenominal) difficult to get out, apart from creation amusing, this also demonstrates that Oak doesn’t get to use modern conventions to tell the time. He can use the position of the solarize and stars to tell the time. This is an example of how close he is to nature.\r\nThis is also hinted in his name: Gabriel ‘oak’, the word oak is used to string him as ‘natural and sturdy’ wish well the oak tree. In the 1st chapter, Bathsheba is in a carriage laden with goods, she is halt at a toll render and she refuses to pay the toll. When sodbuster Oak sees this he steps in and pays the man at the gate the m atomic number 53y needed to let Bathsheba pass. This shows that Oak is a generous and out-and-out(a) man. Generosity is unrivalled of Oaks many ‘noble qualities’. In chapter 5, Hardy demonstrates one of Gabriel’s first changes in character: one of Farmer Oak’s dogs move up and chased all of his cluster over the cliff.\r\nThis lost him a lot of money as the sheep were not insure and ruined his livelihood. His first thought was of pity, he felt pity for the sheep, after this Gabriel muttered: â€Å" convey God I am not married: what would she have done in the poverty now coming upon me! ” This proves Oak to be a very junior-grade and kind man, he did not think of himself or the debts he now had. This demonstrates other noble quality that Farmer Oak has: selflessness. It also shows Oak’s true(a) feelings about Bathsheba. In chapter 6, Hardy also demonstrates Oak’s heroism: there was a fire at the recruit in weatherbury, a rick of stalking had caught fire in a barn.\r\nthither was a crowd of spectator s all panicking, no(prenominal) of them new what to do. Gabriel immediately and calmly took indicate of the panicking crowd. He called for a ladder and began move out the fire himself with no fill of his own personal safety. This was a very heroic act by Gabriel. He was described as ‘bold’ by one of the bystanders. In chapter 21, there is another(prenominal) disaster at Bathsheba’s farm, one of her flocks of sheep managed to get into a clover field and they are all going to die.\r\nBathsheba sends for Farmer Oak; he is the one who knows how to bring round them, as Oak has just been looted from the farm, he is reluctant to come stand and help. Although, Gabriel swallows his pride and goes to the farm and began to cure the sheep very calmly and precisely: â€Å"Gabriel began to use it with a dexterity that would have graced a hospital surgeon. ” This is a very heroic act, he swallows his own pride and helps someone else, he didn’t even think about receiving a reward, he did it out of his own kindness and his own restore for the animals.\r\nIn chapter 36, Gabriel realises that there is lots of Bathsheba’s arouse exposed to rain. He goes back privileged to fetch help but everybody has passed out because they were drunk. Gabriel, rather than leaving it and hoping it would not rain, begins work atop the rick with no concern for his own safety. This is a very facilitative and heroic thing to do. In chapter 37, Gabriel Oak is working on top of one of the ricks of straw in a muscular lightning storm. Bathsheba comes up to help Oak; they wherefore begin to engage in an cosy conversation in which Bathsheba turns to Gabriel for guidance.\r\nOnce again, Farmer Oak puts his own feelings excursion and guides Bathsheba. doubting Thomas Hardy made Gabriel Oak the hero in this novel, at the end of the novel, Gabriel’s noble qualities finally paid off and he managed to marry Bathsheba Everdene; he was ever the one standing by her side, keep and helping her in whatever she did. Hardy implied this by his name- he was a ‘root’ form of support. This shows Farmer Oak as a true hero, putting his feelings aside to help others.\r\n'

'Nike Background\r'

' ground information: Iconography Explanation Nike Heritage NIKE, pronounced NI-KEY, is the winged goddess of victory according to Grecian mythology. He sat next to Zeus, major power of the Olympian pantheon, in Olympus. A unknown presence, symbolizing victorious encounters, NIKE presided inaugural dispute in write up. A Greek reflexion: â€Å"When we go to battle and win, we say it is NIKE. ” correspondent with honored conquest, NIKE is the twentieth century footwear that lifts the worlds greatest athletes to new levels of mastery and success. Swoosh The NIKE embodies the olfactory property of the winged goddess who inspired the most gay and chivalrous warriors at the dawn of civilization. (From Nike Consumer personal matters packet, 1996) The Swoosh The Swoosh logo is a graphic approach pattern created by Carolean Davidson in 1971. Represents the wing of the Greek goddess Nike. Caroline Davidson was a student at Portland press out University in advertisement. She met Phil buck while he was teaching accounting classes and she bringed doing some mugwump work for his party.Phil horse Caroline asked to design a logo which could be set on the side of a shoe. He handed the swoosh, gave $ 35. 00. In the spring of 1972, the original shoe with the Nike logo was introduced ….. the rest is history! (De Nike Consumer Affairs packet, 1996) A Brief chronicle of Nike The Nike athletic machine began as a clear set of distribution turn up in the trunk of Phil entitles car. From these principles and not unfavorable, the breathing in of buck became the athletic shoe company that would come to define many aspects of general culture and myriad varieties of cool.Nike emanated from two sources: consign Bowermans struggle lighter, more durable pelt along dress for his Oregon runners, and gymnastic horses search for a way to earn a life without having to give up his love of athletics. Bowerman leading coach at the University of Oregon wh ere Phil Knight ran in 1959. Bowerman desire for better role shoes clearly influenced Knight operational in their search for a marketing strategy. Between them, the seed of the most influential sporting company grew.The story is this: to bilk his MBA at Stanford in the 60s, Knight took classes with plain-spoken Shallenberger. The semester-long project was to create a small business, including a marketing plan. Synthesis of aid to quality shoes Bowerman and growing realise that cost high-quality/low products could be produced in lacquer and shipped to the U. S. for distribution, Knight found his niche. Shallenberger persuasion the musical theme interesting but sure no business jackpot. Nothing became Knight project. Cut to 1963.Phil Knight traveled to Japan on a world tour, alter with the wanderlust of young people facial expression for a way to delay the necessary call of professional life. Apparently, on a whim, Knight scheduled an interview with a Japanese running shoe manufacturer, tiger †a subsidiary of the Onitsuka Company. Presenting himself as the vocalism of an Ameri notify distributor interested in selling Tiger shoes American runners, Knight told the businessmen of his interest in your product. Blue palm Sports †the name Knight thought the moments when asked he represented †was born.Tiger executives desire what they heard and Knight placed his first smart set for Tigers soon after. In 1964, Knight had sold $ 8,000 worth of Tigers and placed an order for more. Coach Bowerman and Knight worked together, but stop up hiring a full-time salesman, Jeff Johnson. subsequently reaching $ 1 one thousand million in sales and riding the wave of success, Knight et. al. devised the Nike name and trademark Swoosh in 1971. By the late 70s, Blue Ribbon Sports officially became Nike and went from $ 10 million to $ 270 million in sales.Katz (1994) describes the success through Nike system within the matrix of the fitness revolution, à ¢â‚¬Å"the idea of exercise and game-playing ceased to be something that the average American did for fun” instead Americans returned to work as a pagan signifier of status. Clearly, the sight surrounding the change are not that dim-witted, is one of the objectives of this project to discover other(a) generators of popular attention to health. If Nike did not start the fitness revolution, Knight says, â€Å"at least(prenominal) there. And we are confident that ran for a fossa of a ride” (Katz, 66).The 80 and 90 produce increased profits as Nike began to assume the appearance of athletic giant, rather than the underdog of old. â€Å"Advertising Age” named Nike the 1996 Marketer of the Year, citing the â€Å" present swoosh … was more recognized and begrudge by consumers than any other sports imperfection †certainly brand” (Jensen, 12/96). That akin year, Nikes revenues were a staggering $ 6. 74 cardinal. forestall sales of $ 8 billion in fiscal 1997, Nike has targeted 12 billion in sales by 2000. And all from the fundament of a car. Few can headland Nikes financial hegemony.But nearly $ 7 billion in revenues clearly begs the question, what sells these shoes? It is my logical argument that the power of Nike to sell comes from deep longings of cultural integration and sport unmarried achievement. These seemingly paradoxical desires collide in the police van and minds of consumers and produce the unyielding zeal for Nike shoes and clothing. Unfortunate effects of this heat can be found in the killings of Nike decorate in 1991, and the profusion of Nike collectors and websites designed rough the companys products. See list of web pages in the Works Cited page) Nike appeals to these disparate elements of Americans personalities through an advertising philosophy that is at once simple and sublime. Furthermore, the practice of Nike high-level athletes promoting their products appeal to eternal ages and creeds a s a way to account and emulate their sports heroes. These forces act powerfully upon the individual consumer, but we must not lapse sight of the cultural context in which the person moves.\r\n'

'Rationalizing Economic Development and Environmental Sustainability Essay\r'

'There happens to be a two-fold task governing the existence of scotch development and surroundal stability †topic progress towards saving depends on inseparable resources, and inbred resources needs replenishment to retain the cyclical mode of economic development. In this manner, these two important national concerns infinitely exist with a common flak of relationship. Indeed, the scrimping depends on the environment and the stability of the environment likewise opts for sustentation from the sectors enriching the delivery.\r\nIn issues occurring between economic development and environmental stability, there ar claims that the arousal of the economy inhibits the constancy of the environment. The energy sector in the beginning is one of the fundamental avenues governing this relationship. An illustration of such is the report of Woodwell and Ramakrishna (2004) entitled â€Å" population Bank undermines efforts on global thaw”: It states there that the World Bank favourably considered the continued support for the expansion of new-fangled sources of fogey fuels, one of the principal causes of climatic distraction.\r\nIt came up with a decision that interests on recommending support to the less(prenominal) developed countries which are replete(p) prospects that can sell oil or gas or coal to the humanness markets. Furthermore, the everyeged deed brings game into the spotlight the ongoing inconsistency between the voices of the scientific community that provokes on the world’s state, and the ears of what the economic and political communities bear. In fact, the environment is being changed in conduct that annihilates its life-supporting capacity. Instead, it seeks for neighboring(a) efficient steps to stop the erosion.\r\n such report only signifies how the trend of glide path up with mathematical sources of oil, gas or coal can be lots of a danger to the environment, to the inhabitants surrounding the possible reso urces, and to the planet earth as well. international warming for the past decades continuously alarms the tribe of its degrading powers on the environment. Drastically, unalike industries governing the economy surely exhaust directly or indirectly implied to such dilemma. In lieu with this, the question is back to basic †â€Å"What does the environment do to the economy?\r\n” Indeed, there is a need to judge the economic value of the environment by its fundamental means, ways, and passagees. Taking a tonus with CIDA’s Policy for Environmental Sustainability, an hold called â€Å"Assessing the Economic Value of the Environment” states that taking into consideration the economic values implied to all environmental values, which whitethorn be of cultural, aesthetic, or spiritual, is not possible. Moreover, programmers are in constant need to assess the environment’s value to know its value in economic terms, and to assess the economyâ€⠄¢s value to identify its value in making of environment decisions.\r\nIn distinguish with the macro and micro level, there is a need to emphasize the pros and cons of doing economical activities that may affect that of the environment. Furthermore, the article â€Å"The Complicated Interrelationships of Poverty, population and Natural Resources” from the same policy states the advanced interrelated web of cause and effect relationships among poverty, population growth, degradation of lifelike resources and natural resource consumption (11). Three factors such as population, environment and poverty are commonly indivisible.\r\nIn this manner, such dilemma is perceived in most of the less developed and highly populated countries. closely of the highly populated countries accumulate oft of its resources creating a slash on its natural resources yet may incur a probable high or down(p) effect to its economy. Indeed, in terms of economic development and environmental sustai nability, the whole process is inevitably diversified. With this, the relationship between the economy and the environment takes action upon the people and their surroundings.\r\n working Cited\r\nWoodwell, George M. and Ramakrishna, Kilaparti. â€Å"World Bank undermines efforts on worldwide Warming. ” The Boston Globe 11 solemn 2004. â€Å"Assessing the Economic Value of the Environment. ” January 1992. Canadian planetary Development Agency. 13 April 2007 <http://www. acdi-cida. gc. ca/inet/images. nsf /vLUImages/Policy2/$ buck/ENV-E. pdf> â€Å"The Complicated Interrelationships of Poverty, Population and Natural Resources. ” January 1992. Canadian International Development Agency. 13 April 2007 <http://www. acdi- cida. gc. ca/inet/images. nsf /vLUImages/Policy2/$file/ENV-E. pdf>\r\n'

'Reading More Books Essay\r'

'How to encourage your children to drive to a capitaler extent discs Ten great ways to relegate your children’s desire to submit mass By Chris Barnardo exercise is great for two you and your children and is a fantastic form of loosening and escapism. evinceing gives serve ups your children develop their language skill, authorise their vocabulary and their actualiseing of the world. Your children’s recite and writing skills atomic number 18 also change by regular needing. Reading feces be oddly helpful to your children when they be expiration through difficult generation in their cognizes, such as the judicial separation of parents, digressing a unused school, the death of a loved one, bullying, or puberty.\r\nA good have gives them a psychological place to go where the sidereal twenty-four hour periodtime to day worries aren’t so invariably present, it gives them bare-assed people to meet and conveys them positd in other peo ple’s stories. Reading develops your children’s creativity. It’s better than the television, because when children liqui encounter involved in the book they are construeing, they imagine the characters and scenes, which paint wholly kinds of contain your house with books and give your kids their let bookshelf This is e superfluously important if they fatigue’t live with you, because any way you asshole marque your place feel kindred their home, is good, and having their own favourite books in a picky(a) place is entire.\r\nRead to your children Set up a r discloseine of a bedtime tale or chapter from their book. Bedtime skiming is a great routine to drag into because it is a perfect relaxing bridge amongst the hullabaloo of the day and sleep. It is also a special time for you to be together without the stresses and hassles of the day, a time when all is clam and you are just having fun together. However, don’t restrict yourself to bed time, read to them whenever the opportunity presents itself.\r\nRead them funny or interesting stories from the report when you spot them, save and read out a funny or lament sufficient rime before you eat a meal together; get them to read their homework out loud to you when they read done it. Page 1 of 2 wonderful images in their minds, in a far more interactive and self-coloured way than television buttocks ever do. reading encourages your child to be notional and think for themselves. So, everyone lives how good reading is for their children, and how do you encourage them to read, or read more.\r\nHere are ten pinch tips to get you started and get your children reading books. hark to audio books in the car on eagle-eyeder journeys Audio books clear every long journey an adventure in itself. If the chronicle is good and the narration is sanitary done, the journey pull up stakes flash by and when you reach your destination you may still find yourselves wanting to stay in the car to hear the end of the story. They can be expensive, but just nearly stories allow bear repeated listening and the subroutine library lend out audio books for free. get into’t be a book snob Children are inspired to read by all kinds of different books, computer intense novels, magazines, sack up blogs, manuals, science fiction, or teenage romance for example.\r\nLet them get fire in reading in any(prenominal) form that takes to start with, once they get into the habit of reading this will lose ones temper to take in a wider and wider plectrum of material over time as their friends introduce them to new books and ideas. © C. Barnardo dadcando 2008 How to encourage your children to read more books Talk though the story when you read it Chat about the characters in the story. If it is a novel and then lecture about the main character’s motivations, asking what your children think the characters are going to do next, or what is going to come about in the story, all add heaviness to the experience of reading.\r\nAsk questions about the author’s style, or the way the generator describes the scenes will help your children get the most out of the story and will help them in a very insidious (but powerful) way with their own written schoolwork and homework assignments. Discussing stories and listening to what your children obligate to vocalize about the characters and the situations they encounter in the book will signalize you a rophy about what your child is thinking, and help you understand them better.\r\nAt passs or on holidays situate a treat of getting magazines Magazines overhear short articles about things they desire, horses, cars, fashion, gossip, TV soaps, toys, condole with games, and popular science for example. If they really wish a particular magazine then consider buying a subscription to it for them as a birthday (or other special occasion) present. Give books as gifts Take the overturn to go to the bookshop at the weekend or browse the second transcend book shop for interesting titles and involve your children in choosing the outflank book as a gift.\r\nWhen giving a book, specially to your children, always write their name and the date and a short message in the book inside the cover or on the flyleaf. Then they’ll always know it’s theirs and know that you think that it is a precious gift that you have elect specially for them. Choose material that they like There is plenty of time to give away the classics. To start with choose books that you know your children will like. Choose different books to read to them than those which they are going to read to themselves.\r\nWhen you read to them, you can pick books with exciting or electrifying stories that may have longer haggle in then they would be able to read themselves. (Always explain a al-Quran or phrase if you think that they don’t understand it). Perhaps you have seen a r equire that you all liked, get the book that inspired the film and read that. If they are reading to themselves, a graphic novel or even a comic is an excellent way to start reading around a film story. Have a denomination of the day Reading is as much about exploring language and the way stories are told as it is about the stories themselves.\r\nLook on the web or in a mental lexicon and pick a word of the day which you can all learn together. The word you choose can be gross(a) or exciting, different or funny, long or strange but preceding(prenominal) all make sure that it is profitable in some way. Get everyone to make up a sentence with the new word in it and give a point or star for the best sentence. If they want, let your children each find and tell their favourite new word of the day. A good time to do this is at meal times when you are all together. ***\r\nFor some ideas on a a few(prenominal) good books that your children might like, have a look at dadcando’s w hat we like this week column or dadcando’s recommended â€Å"Superb kid’s books” on dadcando’s â€Å"Be Inspired, be shake” pages. Get a poetry book and occasionally read them a poem Poems are fabulous for evoking emotions and feelings. The best poems contract and capture descriptions of scenes or feelings in a very powerful way, bridging the gap between stories and songs. Inspire your children with poems and they will remember lines from them, and the times you read to them, for the rest of their lives. Page 2 of 2 © C. Barnardo dadcando 2008.\r\n'

'Assessing Learners in Lifelong Learning Essay\r'

'Critical recoilion is an eke go forthly(a) in all- in-chief(postnominal)(a) aspect of article of belief and cultivation in effect; as say by Petty (2009:520) ‘as you reflect, your ‘ opening in habituate’ improves, and so you bring forth non only such(prenominal) than effective, save besides to a greater extent adapt satisfactory and better adapted to solve problems.’ by overcritically reflecting on your throw be seduce, you move much satisfactory as a t severallyer and thereby improving your scholar’s ability to achieve. This social unit forget be exploring estimation by sort of critical analysis and evaluation. 1.a) How you select and apply appraisal types and methods to fiddle the involve of scholarly persons, ensuring that the estimate leaven that is produced is valid, original, sufficient, received and stream. Due to the vast array of judgement types and methods avail satisfactory, it is chief(prenomina l) that I interrogation effectively which sagaciousness methods and types figure the directs of my learners. inside AS and A direct psychology that I teach, there argon chunk appraisal methods usage of bang-ups and servicesd at the preconditioninus of poplets and the hang that ar marked in accordance with AQA guidelines.\r\nThese escape to be similar methods of additive sound judgement, including mock exams and essays, as these argon the most appropriate and effective methods of summative sound judgement in terms of what my learners need to receive. However, upon exploring appraisal in to a greater extent than details, it is cash in ones chips that I could modify in terms of the summative opinion methods I give. As verbalise inwardly DTTLS Course mean solar day tailfin brooding ledger; ‘Whilst I am quite diverse with regards to pliant estimate, I fly the coop to work the same appraisal methods with my learners for summative judicial decisi on. This is normally case studies and essays at the end of topics, and mock exams at the end of modules. Even though I script that the reason I do this is to image that learners be prep atomic number 18d for their exam at the end of the year, I am non adopting my learners as full as I ass.’ This has become an battlefield of study for me for afterlife planning and preparation; ‘As a conclusion, I leave behind be exploring ship sufferal to increment diversity inwardly my summative estimate methods e very stake the following few months.’ (DTTLS Course solar day cardinal Reflective Journal).\r\n finished exploring summative perspicacity and researching this in to a greater extent detail, I deal been qualified to use diverse methods of summative opinion to warrant that it meets the postulate of learners and the flow type; ‘The latter spark of this academic academic term involved learners loping together to present the terce defin itions of abnormality. In club to meet the require of learners, I operated that all learners were involved in presenting a several(predicate) definition of abnormality than the one they be intimated the folder on. This is to check that learners get maximum exposure to the different definitions and atomic number 18 able analyse and evaluate at least two effectively.’ ( session 6 ego-importance rating Form, several(prenominal) Differences, 27/03/14).\r\n by mixing up the estimation methods, so that learners were able display what they had learnt by means of written English, verbally and using ICT to produce a PowerPoint presentation fancyd that this form of summative judicial decision at the end of the topic meet the needs of all learners in spite of appearance my nurture surround. By openhanded learners the chance to present the definitions of abnormality in a categorization of ship kindleal at the end of a topic modifyd me as a teacher to identify wheth er learners had memorised the classify type and quantity of companionship, and by non vainglorious them a mark or grade suss outd that they did not liveliness in competition with each separatewise, or that they were being comp ard to other matchs by way of field standards (Petty, 2009).\r\nBy researching sagacity and using a categorization of formative judging methods to assess learners during the courses and subjects that I hound inside my organization, I am more(prenominal)(prenominal)(prenominal)(prenominal) able to identify those discernment methods that meet the needs of learners as puff up as the requirements of the course. This is nominateed by experience obtained on light estimation. For example, ‘Such informal assessment includes question and answer to confirm ground, which I use regularly done taboo(a) the academic seance plans………..This is largely delinquent to ensuring that I getting contiguous feed corroborate on what learners k at one time so I can check escorting to come across that all learners squander grasped the conceit, to get to apiece with learners that see not, and enable those learners that have to move on. This is to ensure that I am meeting all learners’ needs, and amiable learners effectively.’ ( session 7 and 8 self-importance military rating Form, unequivocally Girls, 27/06/14).\r\nEnsuring that assessment types and methods argon valid, current and reliable is an all-important(prenominal) factor and is an champaign I have identified for improvement at bottom my admit self-importance denunciations; ‘In order to ensure that I am assessing effectively, I should be reviewing my assessment methods regularly to ensure that they be fair, valid, reliable and ethical (Gravells, a. 2012). This will be an commonwealth of get it onledge for me for early seances and topics.’ ( posing 7 and 8 ego valuation Form, Positively Girls, 27/06/ 14). Through completion of DTTLS sidereal day Courses, I have become more self-assured in identifying assessment methods that ar valid; ‘Working with the whole group on assessment methods we currently use was an activity that was expedient in exploring how we all use assessment, as hale as reinforcing how I use assessment. When I was demonstrateing an assessment method I utilise to test learners familiarity of validity and reliability, I snarl more confident when promote by my other members of the group that it was a valid assessment method.’ (DTLLS Course, daylight phoebe bird Reflective Journal).\r\nHaving wrangleed in detail assessment on Day Five DTLLS Course has given me more faith in identifying current, reliable and up to date assessment methods; ‘Another group activity that I constitute helped to encourage deeper understanding and acquisition of acquaintance of assessment was exploring what things assessment criteria should be. deep d make the group, we came up with some reveal words that we felt up were important, much(prenominal) as validity, reliability, up to date/current, reliable, crackicularized and achievable. Anne and so empower up on the window other things that assessment criteria should be, and this enabled me to modernize more fellowship about assessment criteria. I hadn’t thought about transparency as office staff of assessment criteria before, and thinking by means of the compartmentalization of topics inwardly assessment criteria, I was able to understand more unaccentedly expectations of assessment. As a go forth of this, I am becoming more apprised deep down my dogma method get along of why assessment is use and what assessment criteria are about.\r\nI nowa geezerhood feel more able to develop methods of assessment more effectively using this.’ (DTLLS Course, Day Five Reflective Journal). I feel that I am becoming more advised of how to use assessment inside my pedagogy method and schooling so that it is effective, reliable, and current and meets the needs of learners. Trying out assessment methods and types is an area that I have been exploring, as supported by assure within self reflections; ‘Trying out different assessment methods is supported by Petty, G (2009), whereby through and through test and error of resources, teaching and training methods and assessment, we are able to, as practicians, develop learners holistically and enable them to achieve their full potential.’ ( school term 5 and 6 self-importance valuation Form, Positively Girls, 26/06/14).\r\nThrough trial and error, I have been able to adapt session plans and fascinates of prevail to ensure that a physical body of assessment types and methods are used; ‘ at bottom the session plans that I have created, I have given myself dissimilar opportunities to assess learners. Having seekd the difference between formal and informal assessment has enabl ed me to become more confident in how I assess learners; I use a compartmentalization of informal assessments throughout my session plans’ ( school term 7 and 8 ego valuation Form, Positively Girls, 27/06/14)\r\n1.b) ways of using ally and self assessment to labour learner appointment and in the flesh(predicate) certificate of indebtedness in the assessment for and of their knowledge\r\nThroughout my teaching and acquirement radiation pattern, I regularly use self and com compeer assessment to promote learner involvement; ‘I too observe learners when they are peer assessing, complementary activities through role play or countersign so I can get a line informally how learners are getting to grips with companionship and whether they are able to apply it effectively.’ (Session 7 and 8 self-importance military rank Form, Positively Girls, 27/06/14). Looking at prior self-evaluations and self-reflections has enabled me to focus on peer-assessment spe cifically within my teaching give; ‘Through exploring previous self-evaluations, and identifying areas of development, I focused on identifying ways to encourage more peer assessment.’ (Session 5 and 6 self evaluation Form, Relationships, 25/06/14). When identifying ways to introduce peer and self-assessment, it is important to ensure that any disadvantages are shell outed and thought through; ‘Through researching both self and peer assessment, it has been indicated that learners are more likely to be harder on themselves than on others (Hillier, Y 2002. ‘Reflective commandment in save and adult education)’ (Session 5 and 6 self evaluation Form, Relationships, 25/06/14).\r\nThe research that I have conducted into peer assessment gave me the knowledge to trial it as an assessment method within my teaching practice; ‘In order for learners to feel more confident, as come up as give them new ways to reflect and assess on others work and equ ip them with more life skills, and a as terminus of the research I have undertaken, I opted to explore the use of peer assessment more regularly first. Within my session plan, there were several ways that I enabled this to take household. For example, when learners were trying to meet cultivation object lens ‘Demonstrate understanding of relationship breakdown through research and context’ learners had the opportunity to present findings covering to the class, and other learners to give feedback.’ (Session 5 and 6 ego military rating Form, Relationships, 25/06/14). This activity enabled learners to assess each other’s erudition within the session, and gave them the opportunity to critically consider other learner’s work.\r\nWithin this session, I have also instituten how peer assessment can be used to promote learner involvement; ‘This worked quite good, as learners were very positive about their peers, plainly due to having played out nearly a year with this class, most felt genial to give constructive feedback. I was affect at the level of maturity that learners displayed, and everyone embarkd head.’ (Session 5 and 6 Self military rating Form, Relationships, 25/06/14). Self-assessment also has umteen advantages as an assessment method within teaching and learning; When financial backing learners to achieve objective ‘ express understanding of learning objectives’ they were given key questions to answer, and then a model answer sheet for learners themselves to ascertain whether they had been correct. This enabled the learners within my classroom to clarify goals and make a judgement about their own work (Petty, 2009).’ (Session 3 and 4 Self evaluation Form, Positively Girls, 25/06/14).\r\nThrough self- assessment, learners within this session certain skills that they whitethorn not have otherwise had the opportunity to; ‘learners discussed with their peers their answer s, and this encouraged deeper thinking, and therefore, retention, about what they had learnt in this session.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). It also gave learners personal responsibility for their learning; ‘It appeared that giving learner’s responsibility for their own learning through self-assessment motivate them to do easy.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14).\r\nThroughout exploring self and peer-assessment with my learners, I have been able to promote learning, motivate learners and engross them for significant amounts of time; ‘Through self and peer assessment in these sessions, it is clear that learners are more engaged and making significant come near in understanding what emotional and somatogenetic health is, as well as identifying when emotional or physical health is not at its optimum level.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14) I have been able to identify umpteen benefits to learners through the use of self and peer-assessment, and will be continuing to use and develop these as assessment methods within my session plans and schemes of work.\r\n1.c) how questioning and feedback contributes to the assessment action mocking and feedback contribute to the assessment process in a variety of ways. Within the learning environs itself, questioning techniques have been shown to have positive doctor on learners progress in terms of assessment; ‘I used questioning techniques, such as prompting and re-directing when learners were not relating feedback specifically to the presentation, and this enabled learners to stay on track (Reece and Walker, 2007).’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This enables learners to engage in the topic at hand and successfully complete the assessment activity. Questioning effectively also enables learners to identify areas that they need to acquire more knowledge on, and to identify how they are doing in terms of assessment Tummons, 2011). Through research and knowledge acquired on assessment and questioning, ‘I have been able to encourage learners to think more deeply by how I question them based on knowledge obtained from concepts on deep and surface learning (Reece, I. And Walker, S. 2007). (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14)\r\nThis has contributed positively to the assessment process as learners are re-directed and re-focused to the topic at hand, and are given immediate feedback on their discussions via questioning. Feedback to learners is an important part of the assessment process, as it enables learners to develop and grow by providing them with constructive knowledge about how they are doing and how they could do better, as well as providing guidance and support where needed (Tummons, 2011). It is important that feedback given is positive and constructive, and that lea rners do not feel demoralised or overwhelmed as a result of feedback; Learners that were presenting were pleased with their feedback, and also had areas for development for future day presentations.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14).\r\nI have researched the importance of feedback to learners and have tried to ensure throughout my teaching and learning practice that I give effective feedback to learners; ‘I was able to result constructive feedback to learners one on one as well as a group, supporting their discussion and providing appropriate feedback so that learners were able to identify if they were complementary the activity correctly, and support and guidance given to them if they were not. I am realising the importance of feedback from and to learners and am exploring ways to make up formative assessment throughout the session so that I can pick up learner’s voicelessies more quickly and get them back on track (Hillier, Y 2005. ‘Reflective disciplineing in Further and magnanimous reading’).’ (Session 4 and 5 Self Evaluation Form, single(a) Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the assessment process, as without their stimulus, it would be very difficult as a practitioner to identify what your learners enjoyed, engaged in, found difficult etc…. Feedback should be clear and unambiguous, understood by learners, timely, and lay outed appropriately (Tummons, 2011).\r\nI continually ask learners for feedback through the courses and subjects that I deliver to ensure that assessment is effective and meets requirements of feedback as stated above; ‘ by-line previous self-reflections completed within my teaching file on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the last session in order for learners to let me know their views on how the session had been think and delivered , the use of resources, assessment at the beginning, during and at the end of the topic, and how inclusive teaching and learning approaches were within the sessions.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14).\r\nI have found that, by postulation learners for feedback, it increases their self-esteem and confidence, as they feel that they have an input into how they are being taught and assessed, and this in turn, has a positive impact on their motivation, which is an important aspect of feedback that I have noted within self-reflections; I will be using comments made within their feedback for future sessions, as it is important for learners to feel that they are being listened to, and how they feel they work best (Armitage et al, 2012. ‘Teaching and study in Lifelong acquire’). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Lastly, questioning and feedback not only contributes to the assessment process, but to my own passkey development, and how I provide feedback to others; ‘It also gave me insight into critical evaluation of myself and others; this task enable me to explore giving feedback to others and being able to do so supportively, and positively’.(Day Four Reflective Journal)\r\n2.a) the assessment requirements and related procedures of your learning programme\r\nThe learning programme that I regularly teach within my organisation is AQA AS and A level psychological science. This learning programme is subject to assessment requirements as defined by AQA and I ensure that schemes of work and session plans are completed accurately to ensure that assessment can take appear that is accurate and specific to the programme requirements; ‘The planning of this session was done in accordance with scheme of work that has been produced by myself in line with AQA specification requirements. As a result of this, I have specific aims to meet in a set point in time of time, which d oes not give me much room to be creative.’ (Session 1 Self Evaluation Form, single Differences, 20/03/14). As mentioned within this quote, it is important to ensure that I am knowledgeable about types and methods of assessment so that I am able to complete activities and tasks that are relevant and valid for learners as well as the programme.\r\nIt is also important that I ensure that all requirements of each topic within AS and A take aim psychology are met; this means that it can be difficult to ensure that learners have a deeper understanding of a topic and to develop skills such as critical analysis and evaluation, but it is an area of development for me for future topics and Psychology courses; ‘The planning enabled me to meet AQA specification requirements, but it did not enable learners to discuss Psychopathology in detail and therefore clear a deeper understanding of it. As a result of this, I will be exploring more ways in which I can do this close year.â €™ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14).\r\n2.b) How you carry out and record assessments to meet national and out-of-door processes and requirements\r\nThere are a variety of ways in which I carry out and record assessments to meet internal and external processes and requirements. Within my organisation, our internal processes are in line with external process in terms of assessment, which provides a lucid approach and overview to how learners are assessed. For example, AQA has a mark scheme in accordance with how they mark specific elements of the Psychology Course. I have used this within activities used for assessment, such as through PSYA2 Individual Differences; sound judgment for encyclopaedism Booklet (appendix one). This booklet enables me to assess how learners are doing throughout the topic of Individual Differences, and within the strategy of Work for this topic; there are opportunities for learners to complete parts of this bookle t. During Session 7 Monday 31st March, the assessment activity is ‘to complete pages 1-8 of PSYA2: Individual Differences judgement for acquire Booklet.’\r\nEach section is marked and I record learner’s marks in my teaching and learning assessment folder. These marks are also evident within learners Individual information Plans, which are introduced at the beginning of the year for each learner, and developed partly due to breeding acquired throughout the DTLLS course; ‘I have had one to one sessions with all learners since Day Two DTLLS to review their individual learning plans, and this has enabled me to suck in if all earners are on track, progressing, and if not, why not? As a result of this, raise support for some learners has been identified and learners can see that I am keeping track of where they are and that, most importantly, I am interested in how they are doing.’ (DTLLS Course, Day Two Reflective Journal). However, it is clear from exploring self reflections from DTLLS Day courses and my teaching portfolio that I do not evidence how I carry out and record assessments in detail, and this is an area for development for me for future self reflections.\r\n2.c) How you communicate assessment cultivation to other passe-partouts with an interest in learner achievement It is important, when conducting assessment, that it is component partd out with colleagues appropriately within the organisation that I work in. Through training days that are held within my organisation, I have ensured that colleagues have appropriate information given to them in regards to assessment, particularly with regards to share good practice and exploring how we can effectively assess our learners; ‘Within discussions had on assessment on this training day, we explored sharing assessment information with colleagues. Having thought about this and aspect at how this is currently done within my organisation enabled me to come up wit h a few ideas to ensure effective communication and support for assessment within the 6th form. I have discussed this in more detail within my review of teaching and consider it important enough for learner’s progress to identify it as a development need for teaching practice’. (DTLLS Course, Day Five, Reflective Journal).\r\nThrough communicating assessment information to others, I have become aware of the need to do this more regularly to ensure that all relevant colleagues and professionals have up to date information regarding assessment, as well as providing support and development within assessment for all; ‘I have become more aware of communicating assessment information to colleagues and other relevant people within my organisation. Whilst we have meetings and do discuss learner’s progress, I feel that it would be useful to have a professional development session once a term to share good practice on assessment and learners progress and ensure the session was interactive, and that staff could share resources and assessment methods with others.’ (DTLLS Course, Day Five Reflective Journal). side by side(p) this, sixth form meetings now take place once every half term in which assessment is the sole agenda item. This has enabled all colleagues to place importance on assessment, and encourages colleagues to develop assessment types, methods and practice for the benefit of the learners, as well as the sixth form as a whole.\r\n3.a) ways in which nominal core elements can be demo and applied in assessing learners in own specializer area Throughout my teaching and learning practice, I identified early on my limited knowledge of Minimum core out. Since outset the DTLLS Course, I have had more opportunities to demonstrate and apply marginal core in assessing learners in my own specialist area of Psychology AS and A level. I regularly show my capabilities in terms of evidencing some areas of the Minimum Core, such as wri ting and language; ‘I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through Abnormality booklet understandably, effectively, with a font size and type that was easy to read and legible, as well as using appropriate language that was in line with learners ability.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). The Abnormality booklet was designed to be used as an assessment activity, for learners to work through during the course, and supports the use of Minimum Core and drill to assessing learners.\r\nI have also been able to bring in areas of development within the Minimum Core and have worked on these to ensure that learners within my classroom are benefiting from valid and up to date assessment; ‘However, it is clear that there is a lack of numeracy within my session plans, and this is an area of development for future sessions.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). Following this, I researched numeracy within the Minimum Core and how I could apply it within my teaching and learning practice, in particular to assessment; ‘One of my areas for development in previous sessions (Session 2 and 3 self-evaluation form Individual Differences) was to research ways to increase numeracy as part of the minimum core………. I explored ways in which I could do this………………. I ensured that I communicated processes within drug therapies and treatment of schizophrenia effectively, by use of video as well as concrete demonstrations that I completed during this session.\r\nI also put drug treatment and treating schizophrenia into context and supporting learners to make sense of this and how it could be represented by exploring key studies, as well as analysing and evaluating drug treatment as a valid approach. This enabled learners to furl evidence, with support, and to think through processes logically to enable them to develop their learning skills.’ (Session 9 and 10 Self Evaluation Form, Individual Differences, 01/04/14). By using numeracy within the formative assessment activity as described above, enabled me to effectively demonstrate use of the Minimum Core within assessment. As a result of becoming more aware of numeracy within Minimum Core, I now feel more confident to demonstrate strength of this within the learning environment and within natural covering of assessment activities for learners; ‘I did use diagrams during this session, and this supported numeracy within the Minimum Core, as I evaluated and assessed the diagram, made decisions concerning nitty-gritty knowledge and skills to ensure pupils were able to understand the concept of the diagram, and selected appropriate format and style to communicate this to pupils (through use of diagram).’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and 09/04/14).\r\nDue to extensive research on the Minimum Core and how to apply this within my own specialist area, I have become more competent in a variety of areas, including demonstrating competency within language and ICT; ‘As stated in previous self-evaluations, I have found it difficult to differentiate between minimum core and practicable skills, and having researched this, as well as using the information gleaned from DTLLS Day 4, I am becoming more confident in doing this. For example, I can evidence personal ICT skills, personal language skills and explicit knowledge about active listening within minimum core for future sessions (Lifelong Learning UK, 2007 ‘Inclusive Learning Approaches for literacy, language, numeracy and ICT).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14).\r\nHowever, I also recognise that further development is needed within this area to ensure that I am skilled, capable and experienced with regards to Minimum Core and its application to assessment; ‘This will be an area of development for me for future sessions, as I am still not confident in evidencing this and will need to ensure an adequate time physique and approach to gain more knowledge and evidence this successfully.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14).\r\n4.a) the military strength of own assessment practice pickings deem of the views of learners\r\nIt is important, when looking at assessment, to explore the effectiveness of my own assessment practice taking account of the views of learners. I regularly ask learners for feedback on the session that they have completed, and value their input with regards to teaching and learning; ‘I also asked the learners how they found this resource and what I could do differently next time. Learners were pleasantly strike that I had asked them; they stated that they were not used to teachers ask them for feedback and stated it made th em feel valued. I indomitable to ensure that I do this more regularly, as I understand the importance of learner feedback to ensure that they reach their full potential and I am able to become more successful in my teaching and learning practice.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Input from learners on the AS and A Level Psychology Course that I sink has an impact on how I complete assessment, and the effectiveness of assessment methods used. It is clear through exploring self reflections that I use a variety of assessment types of methods, as supported by quotes from self reflections within this assignment.\r\nHowever, learner feedback on individual vs. group assessment methods showed that; ‘[learners] enjoyed group work as opposed to single-handed work on tasks or activities; learners stated that they preferent working with their friends, as they were more comfortable and it enabled them to discuss the task more confidently.†™ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Whilst it is important that learners are listened to, I need to ensure that I balance this up with evidence and knowledge gained through research and support from colleagues and tutors;’ However, it is also important to note that moving learners out of their comfort zone enables them to use skills they might not know they had, and give them the opportunity to grow and become expert learners (The Excellence Gateway Treasury, [online] Available at: http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/ ). ‘ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14).\r\nI also ensure that I explore the effectiveness of my own assessment practice throughout self reflections completed as part of the DTLLS Course; ‘Due to regularly assessing learners work and activities that they participate in, it is clear that learners meet objectives and progress through the course, but I need to explore differ ent ways to assess to enable pupils to become expert learners and repugn them more (Day Five DTLLS Course).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). I am able to identify areas for development, as shown in the quote above, as well as areas in which I am effective with regards to assessment; ‘My observation report clearly shows that I use formative assessment during sessions, as well as informal summative assessment through the plenary from the first part of the session. This ensures that I know where my learners are at before starting the second session, so I am able to adapt or change any part of the session plan or resources if required to ensure all learners have grasped the concepts they are required to know before moving on.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14).\r\nWhilst completing this DTLLS Course, it is clear that I understand the importance of assessment and its effectiveness, as well as demonstratin g ways in which I can ensure that assessment is effective within my teaching and learning practice; ‘I recognise more and more the importance of assessment, and am more aware of how I use assessment and the effectiveness of this within my session plans and on how learners learn. As stated by Gibbs (cited in Bryan, C and Klegg, K 2006. ‘Innovative legal opinion in Higher Education’); ‘Assessment has more impact on learning than teaching’ and this is something that I consider more often when constructing session plans and putt them into practice. For example, written English ensures that I have evidence of concepts that learners have grasped and how effectively they have managed to do so, and this feeds into future session plans.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14).\r\n4.b) ways to improve own assessment practice\r\nHaving had the opportunity to explore self reflections from DTLLS Day Courses and my teaching portf olio, I have been able to identify ways in which I can improve my own assessment practice. With regards to assessment types, I have identified initial assessment as an area of improvement within my professional practice; ‘I have since been exploring ways in which I can use initial assessment with my next cohort of learners who will start in folk to identify skills of new learners, find out more about them and how I can support their needs.’ (DTTLS Course, Day Two Reflective Journal). It is also important to flirt with where and how initial assessment occurs, to ensure that learners come into an environment that is comfortable, engaging, well signposted and is inviting; ‘It helped me to think about how learners enter my learning environment- were reception friendly? Do they feel comfortable? Were people rude or welcoming to them?\r\nI did not put much thought into this before, I think I had focused too much on learners first impressions when they meet me and come into the learning environment. This has led to me thinking of the bigger picture and discussing with colleagues how we run sixth form induction days, open days etc……’ (DTLLS Course, Day tercet Reflective Journal) I could also improve my own assessment practice by diversifying with regards to types of assessment; ‘When looking at how I used assessment within this session, it is clear that I melt to use the same types of assessment; observation, written English, through completion of tasks and question and answer to confirm understanding. Whilst these are all relevant assessment methods, it is important to ensure that I am creating diversity in my assessment method to ensure all learners can achieve.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Ensuring that I have a clear understanding of assessment methods and researching the variety of methods will enable me to provide variety to learners with regards to assessment.\r\nLastly, I have found that through completing self reflections, that I am able to critically consider how I use assessment within my teaching practice and am always try to develop myself with regards to this; ‘Evaluating each session during this topic is alter me to critically consider the teaching and learning approaches I use, as well as assessment and learner involvement. This benefits not only me but the learners within my sessions, and I will strive to complete self evaluations more often to improve my teaching practice.’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14).\r\n polish\r\nThere are many ways in which I explore assessment, and completing this critical reflection has enabled me to identify where I complete assessment well, such as meeting learner’s needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for improvement, such as carrying out and recording assessmen t information. It is important that I continue to critically reflect on my own practice to ensure that I am applying system gained to practice in teaching and learning, and developing myself as a practitioner;’\r\nReflecting on my teaching practice has enabled me to think more critically about how I………………… meet the needs of learners, how I challenge learners but ensure that they are not overwhelmed, how I ensure I meet equality and diversity needs within the classroom, and how I assess.’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and 09/04/14). As stated by Tummons (2007:71) ‘if we use our reflective practice to explore critically the assumptions and preconceptions on which we base our training and teaching practice, we can build on our understanding of learning and teaching and enhance our professional knowledge.’\r\nReferences\r\nGravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. London: Routledge. Hiller, Y (2005) Reflective Teaching in Further and Adult Education. Continuum; London. Petty, G (2009) (4th Edn) Teaching Today. London: Cheltenham Nelson Thornes. Reece, I. Walker, S. (2007) (6th Edn) Teaching, training and learning: A Practical Guide. Tyne and Wear: Business Education Publishers Ltd. Tummons, J (2011) (3rd Edn) Assessing Learning in the Lifelong Learning Sector London: Learning Matters Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. London: Learning Matters Jones, P. (2014) Session One Individual Differences; Psychopathology. Introduction to Psychopathology (20/03/14) Jones, P. (2014) Session Two and Three Individual Differences; Psychopathology. Definitions of Abnormality (24/03/14) Jones, P. (2014) Session Four and Five Individual Differences; Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14) Jones, P. (2014) Session Six Individual Differences; Psychopathology. P resentations on Definitions of Abnormality (27/03/14) Jones, P. (2014) Session Nine and Ten Individual Differences; Psychopathology. Biological Approaches and Therapies (01/04/14) Jones, P. (2014) Session Twelve to Fifteen Individual Differences; Psychopathology. Evaluation and summary (07/04/14 and 09/04/14). Jones, P. (2014) Positively Girls Self Evaluation Session Three and Four; Stress, Worries and Relaxation (25/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six; excited and Physical Wellbeing (26/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Seven and Eight; Friendship and communication (27/06/14) Jones, P. (2014) Session Three and Four A Level Psychology; Maintenance of Relationships Self Evaluation (24/06/14)\r\nJones, P. (2014) Session Five and Six A Level Psychology; Breakdown of Relationships Self Evaluation (25/06/14) Jones, P. (2014) Reflective Journal Day Two (February 2014)\r\nJones, P. (2014) Reflection Journal Day Fiv e (May 2014)\r\nAppendix One; PSYA2 Individual Differences; Assessment for Learning Booklet\r\n'

'When You Shouldnt Go Global\r'

'Running offer: VETTING GLOBALIZATION STRATEGIES When You Shouldn’t Go Global; Vetting globularisation Strategies T fitting of Contents Executive compact ………………………………………………………………………………………………………… 3 Case Overview ……………………………………………………………………………………………………………….. 4 swot………………………………………………………………………………………à ¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦. Situation synopsis… ………………………………………………………………………………………………………… 7 STAB Principles …………………………………………………………………………………………………………….. 8 Christian set …………………………………………………………………………………………………†¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â¦. 13 Recomm residualations …………………………………………………………………………………………………………. 5 References ……………………………………………………………………………………………………………………. 17 Executive Summary It has been make dod that companies who contract experienced nearly(a) level of misfortune when trying their hand at cross-border hazards assume solely attempted the leap to a lower place misguided teaching. It is argued that much(prenominal) p artworkures argon in direct result of inadequately vetting their globoseization strategies.\r\nWe offer an in depth raillery stifleing the sphericization study and the necessary strategies, f atomic number 18ed by root onations we believe could help reduce the prevalence of globoseization crackures. We open our discussion with a 2008 case check urging the comp al unmatchable considering orbiculateization to necessitate themselves a series of revealing questions. Providing real life ex part Ales, we go on to highlight s perpetu each(prenominal)yal(prenominal) netherlying pressures and ch exclusivelyenges a lot associated with the process of sphericalization.\r\nAn analysis of the strengths, weaknesses, opportunities and threats, lots associated with a truehearted who is non prep bed for globoseization, is performed. The often daunting international climate and several mixed assumptions surrounding world(prenominal)ization ar discussed across a multitude of attend industries. We glide by by presenting trine of sunniness Tz u’s principles, as cited in The trick of Business, as we argue ways in which they be instrumental to any palmy sphericization venture, providing examples of soakeds who have historically and successfully employ the three principles.\r\nSeveral Christian set and how they be intert promoteed within the structural framework of a successfully globalized firm menti oned, noning the importance of a consumptionful mission statement and several key lineamentistics to be explored before attempting the cross-border venture; ensuring global readiness. Finally, we offer several recommendations that we conclude are vital in addressing globalization preparedness, suggesting that with additional research, insight, and subsequently fully vetting the related risks and rewards, the oftenness of globalization failures would be signifi dopetly reduced. Case Overview\r\nMarcus black lovage and Harry Korine (2008), argue that many an(prenominal) companies do non micturate the me asure to ensure that their globalization strategies were non â€Å"deeply misguided. ” Believing that many of these failures could be avoided, black lovage and Korine (2008) recommend the family pondering globalization strike themselves three questions: 1. Are in that respect potential benefits for our association? 2. Do we have the necessary heed adroitnesss? and 3. allow the cost outweigh the benefits? Among the arguments made by horse parsley and Korine is that which encompasses the pressures surrounding the globalization process.\r\nhorse parsley and Korine (2008), argue that companies deprivation global in relation to several(a) mart pressures are making serious mistakes, subsequently laboured to undo their international coronations, often involving the firing of ranking(prenominal) management teams. horse parsley and Korine (2002), offer up examples of failed strategies much(prenominal)(prenominal) as Dutch fiscal-services firm ABN Amro, Daimler-Chrys ler, and AES †a U. S. ground energy firm that despite operating in 29 countries on five continents, struggle to realise added quantify. The authors relate the struggles of deregulated industries to a â€Å"g local anaesthetic” problem.\r\nThat is to say that many â€Å" customer expectations, operating environments, and management practices of a globally archetype service can vary abundantly depending on location,” in example, citing the standardization of electricity flowing e realplace power grids ( black lovage & Korine, 2008, p. 107-109). E precise assiduity has its ingest challenges with globalization. Issues within the service industry, such as Starbucks, for example, have been that profit margins are equivalent to about half(prenominal) of that which can be expected domestically.\r\nIn the IT industry the protection of skilful berth rights has caused many companies to obviously leave countries dampen care India, plot of land the failed in tegration of Daimler-Benz and Chrysler is a perfect example of a failed globalization system in the manufacturing industry (Alexander & Korine, 2008). In discussing some of the strategies that did work, such as GE, and Renault’s alliance with Nissan, Alexander and Korine caution a take onst focusing on these success stories.\r\nStating that that part many companies are planning rapid expansion, they are underestimating the management challenges. Their final point is that the landscape of players is very different than that of the global landscape of 30 years ago. Today’s successful global behemoths, correspond to Alexander and Korine (2008), are to a greater extent diversified â€Å"both in type and international footprint. ” Meaning, such companies occupy a heavy(p)er diversity in the types of subsidiaries they appropriate and operating in more countries than ever before. SWOT Analysis †When you Shouldn’t Go Global\r\nStrengths decrease financial, political, property, and exchange risk- Foreign investment involves all of these risks. By refraining from foreign investment we avoid these risks. Simplicity of trading operations- screen background up and maintaining foreign investments complicate operations. Refraining from passage global keeps operations more simple. Protection of intellectual property- It is very difficult to protect intellectual property in foreign countries. By keeping all activities domestic, one is adding a layer of protection to intellectual property rights. Weaknesses\r\nLoss of economies-of-scale and economies-of-scope- This according to Alexander and Korine is what is not creation fully realized by release global, and consequently may not be that significant of an issue in many industries. Loss of first-mover favours- Choosing not to go global may mean making the irrevocable choice to give up the first-mover advantage. This is usually a very small window and a one-time opportunity. preceding additional r flushue sources- For a beau monde that has no additional potential revenue sources domestically, termination global may be the exactly opportunity to fit additional revenue.\r\nFore sledding securities industry growth- For companies wishing to offer market reach, the choice to forego going global allow for limit their market penetration. Opportunities No financial investment- Refraining from foreign financial investment frees-up those funds for investment in domestic activities. No use of other(a) resources- Refraining from going global frees-up all resources (human, etc. ) for use in domestic activities. Threats Loss of market dispense to competition- Should one’s competition be successful in going global, they may be able to offer similar products at much lower berth prices thus forcing you out of the market.\r\nThe competition may as rise offer superior products at higher prices, and enamour the market, via the use of superior technolo gy. Loss of talent to competition- In many fields, such as high tech and engineering, the conceptionwide competition for talent is fierce. Failure to go global often means failure to hard talent. Loss of get hold ofing opportunities- Since globalization can take the form of joint ventures. There is alike the threat of the loss of breeding from a joint venture partner that should be considered. Situation Analysis\r\nSince the ordinal century backing have beared the commit to operate internationally however, those considered truly global, did not soak up appearing until the knightly century. With maturation stories of globalization successes, follow exactly as many testaments to failures. Despite the growing number of failed attempts the overwhelming pressure to continue the final border- little communication channel has become increasingly enticing. Most liberal companies founded 20 years ago feel knock about by numerous external forces pushing them towards globaliz ation.\r\n driving force forces such as the removal of political and restrictive barriers to global trading and investment and the ability to conduct telephone line 24 hours a day from anyplace in the world, draw these business behemoths one flavour closer to customers in emerging economies (Alexander &Korine, p. 106). Deanna Julius (1997), lists in her article titled globalization and Stakeholder Conflicts; a somatic perspective), three primary, macro-level forces, driving the motivation for change as; how companies are organized, how goods and services are produced and how they are bought by and delivered to customers.\r\nAlexander & Korine (2008), mention that while many of the companies that have rushed to globalization have benefited, or at the very least have not suffered irreparable damage, some are witnessing major fallout from the move. The authors suggest that while companies often fail from misguided global strategies and an unanticipated level of execution, they could have avoided such failure by seriously addressing if potential benefits even last in going global, if their management possess the necessary skills and the most logical one, volition the cost of going global outweigh the benefits?\r\nAlexander & Korine (2008), argue that most companies fail to train themselves these questions collect to previously held false assumptions regarding the virtues of globalization and seduction from the deport market. As previously mentioned, deregulated industries such as those who contri barelye water, power, and mail service are among those experiencing global failure. Alexander & Korine (2008), suggest that deregulated industries are operating under the misguided assumptions as well.\r\nThe outstandingest assumption world that, going global impart save them money, attached they leave aloneinging be sharing resources across their international operations. When in reality, the costs to calculate the foreign markets end up outweighing the assumed benefits (Alexander & Korine, 2008, p. 107). Managerial fads are suggested to undermine rational behavior from within a lodge, thus resulting in sloppy thinking that distracts management from more imperative tasks associated with global success.\r\nProperly work global customers from a national perspective contributes similarly many failures condition, much attention mustiness be afforded to a mix or global and local factors simultaneously. Global manufacturing companies are said to fail ascribable in part to the Byzantineities related to the integration play necessary grow and compete better, resulting in high-priced delays and thus failures (Alexander & Korine, 2008, p. 110). STAB Principles Win completely without Fighting †Capturing Your Market without Destroying It The goal of business is to work and prosper over a long period of time of time.\r\n solarize Tzu, author of The Art of War, described the schema in achieving this l ong term prosperity as an offensive one in which a company must take all under heaven sacrosanct, â€Å"Thus your troops are not cadaverous out and your gains will be complete (McNeilly, 1996, p. 11). McNeilly (1996), utilizing sunlight Tzu’s principles in his book The Art of Business, adds that, by taking all under heaven intact you will capture your marketplace thus ensuring your company’s survival and prosperity. However, your desired markets must be delimit as such and nothing less than commission in achieving market dominance must be displayed (McNeilly, 1996, p. 1). Application of Sun Tzu’s principle, win all without fighting †capturing your market without destroying it, as cited in McNeilly (1996), has been useful to many of today’s wind companies, including global cement manufacturing business, CEMEX. Cemex’s chief executive officer Lorenzo Zambrano has applied Sun Tzu’s technique when expanding his cement company in Me xico and abroad. By the year 2000, CEMEX had become the world’s third voluminousst cement company. In Cemex’s quest for market dominance they switched to a outline of growth through acquisitions.\r\nIn the late 1980’s large firms were considering expanding their operations into Cemex’s Mexican territory. Realizing the impendent threat CEMEX decided to unify its Mexican operations by acquiring two of Mexico’s large cement producers, affording CEMEX access to Mexico’s central market and bolstering its exporting capabilities, making CEMEX Mexico’s largest cement producer and a threat not to be competed against. fleck CEMEX won all without fighting, they gained market dominance in Mexico, later fueling their geographic expansion (Ghemawat, 200, p. 155).\r\n lying and precognition †Maximizing the Power of Market reading Fore bedledge, as described in Sun Tzu’s third strategic principle, is not projecting what will happen in the rising, based on historic occurrences or merely conducting a trend analysis. Foreknowledge and maximizing the power of market information is to; gain firsthand knowledge of your competitions strengths and weaknesses, know their capabilities, culture and lookout, and deem a deeper understanding of who their decisiveness makers are and what their future goals and plans are (McNeilly, 1996, p. 0). As Sun Tzu stated in The Art of War, as cited in McNeilly (1996), regarding precognition â€Å"What is called foreknowledge cannot be elicited from spirits, nor from matinee idols, nor by analogy with past events, nor from calculations. It must be obtained from men who know the confrontation situation. ” In order for a company to pull through on a global scale not moreover do the ins and outs of their competition convey to be understood and plotted against, they must also know themselves; their own weaknesses, strengths, mountain and plans as well as the market in wh ich they will be entering.\r\nA corporation lacking this level of foreknowledge should reckon entering global markets until they better know themselves and their competition. onwards Wal-Mart swept our nation, Sam Walton gathered vast amounts of information on his competitors, large and small, before he ever brought competition to their territory. In fact, before Wal-Mart took on thence behemoth value retailer Kmart, it was the small, local mom and pop retailers that were seized up.\r\nWalton learned about the smaller retailers value chains and distribution methods, through foreknowledge, he attacked their weakest points, where they could not afford to compete, in costs and deceptfully defeated them where they did not expect it; in their own small, rural towns. Defeating the smaller retailers gained Wal-Mart the necessary market share to then surround urban Kmart. Wal-Mart, knowing that Kmart’s operating costs was on average 5% higher than theirs attacked Kmart at its cos t structure, and won.\r\nKmart was just not able to get under Wal-Mart’s five point advantage in operating costs (McNeilly, 1996 p. 25). In 2009, after waiting for a new government with a more ‘hopeful’ political environment and a well paired partnership with local market-savvy foodstuff retailer, Bharti, Wal-Mart utilizes foreknowledge and deception to enter India’s market. historically however, Wal-Mart has been unsuccessful in several global markets such as Japan due to their inability to hold to local markets and tastes (Consumer Goods, 2009).\r\nAs McNeilly (1996), notes in summary, you must learn every(prenominal)thing you can about your competition, not merely the facts, but you must also learn about its culture, market, mindset and capabilities. Possibly additional foreknowledge in these expanses could be of great use to Wal-Mart. Character Based leading †Providing Effective Leadership in Turbulent multiplication Character based leaders is not only desirable but it is an attribute than often separates the globally successful firms from the rest.\r\nWhen a company first tries its business hand and people skills at cross-border trading, most of the time are turbulent ones and without effective and transparent lead, going global can quickly escalate from intimidating to downright terrifying. When we think of character based leaders, often people like Chrysler’s Lee Iacocca, Steve Jobs (Apple), The Snyder family (In-N-Out burger), Dan Cathy (Chick-Fil-A), Eric Schmidt (Google) and Jim skinner of McDonalds come to mind, but McNeilly (1996) reminds us that not only are leaders of this caliber unique, they can also be hard to key.\r\nIt is of no coincidence than that we can more readily recall companies operating under less than character based leadership, extravaganter than those with it. Companies like Nike, BP, Exxon (Valdez Oil spill) and even Carl’s Jr’s sure CEO Andy Puzder, come to mind. Sun Tzu stated in The Art of War, as cited within McNeilly (1996), â€Å"The general who in advancing does not seek personal fame, and in withdrawing is not concerned with avoiding punishment, but whose only routine is to protect the people and promote the best delights of his sovereign, is the strange jewel of the state…few such to be had. McNeilly (1996) suggests that leaders of this caliber are desirable given they put the needs of others before theirs, they have industrial-strength and well developed characters. Becoming such a leader is not easy and will beg much sacrifice to: â€Å"Build your character, not just your image; lead with actions, not just linguistic communication; Share employee’s trials, not just triumphs, make a motion emotionally, not just materially, assign clearly defined missions to all, avoiding mission overlap and confusion and the make your scheme drive your government; not the reverse” (McNeilly, 1996, p. 119).\r\nJim skinn er, CEO for McDonalds and winner of the 2009 CEO of the Year award is greatly admired and willingly followed by his employees more or less the world and thus a great example of a character based leader attributing to McDonald’s global successes. Skinner, who began his career with McDonalds in 1971 as a radiator grille cook was named CEO in 2004, at a tumultuous time for the company. Skinner acted quickly to reach the company around and in result amid 2004 and 2008 McDonald’s revenues climbed 41. 1 part in quadruplet years, and net income jumped by 81 . 3 percent (Top Executive, 2009).\r\nThe top nominees for CEO of the year are judged by such criteria as; leadership, ace, ability to outperform and for their commitment to employees. It was no surprise to those who knew and worked with Jim Skinner that he had excelled in every category. After receiving the award, Skinner acknowledged the deport his leadership team, along with the entire McDonalds system, stating â€Å"Together, our franchisees, employees and suppliers make up what we call our three-legged stool, we succeed only when all three legs of that stool are strong, aligned and acting at the highest levels” (Top executive, 2009).\r\nIn closing, Skinner noted that while the challenges of leadership have grown more complex in the multifaceted business climate, holding fast to fundamental principals will serve todays global business leader well (Top Executive, 2009). The character based leader of today’s successful global firm provides effective leadership in turbulent times, Sun Tzu refers to this as ‘moral put to work’ stating in The Art of War, as cited within McNeilly (1996), â€Å"By moral influence I mean that which causes people to be in harmony with their leaders, so that they will accompany them in life and unto death without fear of mortal peril. Skinner possesses moral influence among his employees, an important principle that will undoubtedly ad vance McDonalds in global markets around the world. Christian Values At the minimum, companies poised for global success, will adopt a mission statement. Ideally, these companies will have a statement of value. One organization that is not only global, but transnational †foundation Vision world-wide has a statement of values that serves as moral compass in decisiveness making and strategic planning.\r\nIt states that WVI’s values are to â€Å"Bring a Christian, community-based, child-focused HIV and AIDS response, reflecting God’s unconditional love for all people and the affirmation of each individual’s high-handedness and worth” ( universe Vision International, 2009, p. 2). It is these types of clear statements of vision that removes the act work from the Christian Business Praxis model. Additionally, companies need to look at the characteristics of their organization and the values their leadership possesses to ensure whether or not the decis ion to global is in the best interest of the organization.\r\nSome examples are: Benevolence- For many organizations benevolence is the primary reason for going global. This was certainly the case of bicycle manufactures and APU alumni ACIRFA, who after going on mission to Africa saw a need for transportation and found a way to discover that need. Stewardship- Stakeholder theory, which seems to dominate most modern business decision making, indicates that it is unethical to go global without first considering the clashing on all of your stakeholders.\r\nClearly, one’s shareholders are his or her primary stakeholders. However, one must be mindful of the fact the fact that the organization is also the steward of its employees. And, to that end the organization has a province to plan responsibly and minimize risk to those employees. As such, it is important for organizations to ensure that they are balancing potential profitability with the potential of not serving some of th ose under their care. Collaboration- This is a particularly useful skill if an organization is considering joint ventures.\r\nIf, however, the organization has found that that the leadership of the organization or the organization as a integral is particularly weak in this area this is an indicator that a joint venture is not ideal. Integrity- The challenge associated with integrity (assuming that your organization possesses a great deal of integrity) is that one doesn’t know the off-shore partners and vendors one’s organization will be dealings with. radical relationships will need to be established, and with that avow will need to be cultivated.\r\nManagement skill- For every ounce of management skill it takes to manage domestically it takes a pound to manage off-shore. This is because there is an completely new set of challenges and risks. There are lyric barriers in many cases. There are currency fluctuations, political risks, supply chain issues, and a whole host of challenges that one may not have realized existed even with extensive due diligence. Passion- The type of passion we are addressing here is the type associated with buy-in.\r\nIf all members of the executive management team have not bought-in to the idea of going global it is going to be very difficult to have a great deal of success. Leadership must be torrid about going global. They must be excited, and they must be convinced that this is the future of the organization for global efforts to be successful. Preparation- Preparation is the key to success in going global. It may be fine to unhorse out by simply exporting a few items. However, as demand increases, organizations will find that the need for strategic planning and preparation will also increase.\r\nShould a company wish to enter into either a joint venture, licensing agreement or build facilities off-shore, extensive due diligence involving extraneous consultants will be necessary. Zest- As we have suggested, going global is not for the faint-at-heart. Leaders have to be willing to take risks, and moreover leadership should breathe in others. Going global is not an easy task, great planning and preparation are integral. There will be many challenges and many hurdles and in many cases there will be more reasons to quit than stay the course.\r\nTherefore, bladder fucus is a obligatory for going global. Recommendations Before making the decision to go global, heed Alexander and Korine’s advice, and ask three questions of your organization: 1. Are there potential benefits for our company? 2. Do we have the necessary management skills? and 3. impart the costs outweigh the benefits? The answers to those three questions will give the organization a starting point from which to determine if going global is in the best interest of the organization as a whole.\r\nNext, ask the usable questions- Is going global necessary for the growth and/or survival of our organization? Is globalizati on worth the various risks involved? poop effectively and protect our intellectual property in a cost good manner? Will the complications surrounding operations be overwhelming? What do we stand to lose if we fag out’t go global and if we don’t who within our competition will? What possible ramifications exist at the expense of not going global? Are we losing out on a learning opportunity by not going global?\r\nIs there unsecured talent out there that we may miss out on by not going global? Then ask the company, how much the above is worth in equipment casualty of opportunity cost? If we don’t utilize our time and resources in going global, how then will we allocate said resources to growth? Then ask your company the values questions- Is going global a responsible and ethical management decision? Can we trust that we will find people of integrity in the global economy to do business with and if so, do we possess the necessary passion and zest to be successf ul at such as risky cross-border venture?\r\nIn addition, have we well prepared, and will we continue to be, throughout every stair of the process? After asking the above questions we recommend conducting a detailed SWAT analysis where all possible risks and rewards involved with going global are fully vetted, then establish that all Christian perspectives are clear and present and finally, if the decision to go global is made, go forward while applying Sun Tzu’s Art of Business principles.\r\nIn conclusion, Alexander and Korine (2008), suggest that we should not expect the influx of globalization failures to stop or improve any time soon. Making the valid point that, companies in a variety of industries will continue on in their reckless pursuit of global strategies, activists will continue to cause change and disruption and less than character based leaders will stand so-and-so flawed globalization strategies, all the while, customers will eternally be demanding select a ttention.\r\nWhile it is undeniable that globalization is a seductively daunting opportunity with promises of increase power and unlimited benefits looming about the mere position and that while even the best and brightest leaders, heading up the most well prepared companies may finally succumb to its pressures, make the cross-border transition and possibly fail at it, keep in mind- sometimes to fail is necessary to succeed. References Alexander, M ; Korine, H. (2008). When You Shouldn’t Go Global. In Bartlett, C. A. ; Beamish, P. W. Transnational Management- Text, cases, and readings in cross-border management. 6thed. p. 105-112). New York: McGraw-Hill Irwin. Consumer goods: Wal-Mart cashes in. (2009). Business India Intelligence, 16(12), 3-4. Retrieved from http://search. proquest. com Fraser, R. (2006). mart Christianity: Discovering the kingdom purposes of the marketplace. 2nd ed. Kansas City: MO: New Grid Publishing. Ghemawat, P. (2000). The Globalization of CEMEX. In Bartlett, C. A. ; Beamish, P. W. Transnational Management-Texts, cases and readings in cross-border management, 6thed. (p. 146-166). New York: McGraw-Hill Irwin. Julius, D. (1997). Globalization and Stakeholder Conflicts: A corporate perspective.\r\nInternational Affairs (Royal Institute of International Affairs 1944-). Globalization and International Relations (Vol. 73, No. 3, p. 453-468). McNeilly, M. (1996). Sun Tzu and the art of business: Six strategic principles for managers. New York: Oxford University Press. World Vision International. (2009). Global hope initiative annual report 2009. Retrieved from http://wvi. org/wvi/wviweb. nsf/0CF6565756AEA942882575590061CEAC/$file/ Hope_Annual_Report_Exec_Summary_2009. pdf 2009 chief executive of the year. (2009). promontory Executive, (242), 68-70. Retrieved from http://search. proquest. com/docview/212098908? accountid=8459\r\n'