The Causes Of World War II - 1134 Words

The Causes of World War II: The seeds of world war II lies in the instability created by world war I. particularly the instability in Germany in the economic and political conditions due to the harshness of the Versailles treaty and as a result the rise of Adolf Hitler and his Nazi party The effects of the treaty of Versailles: The treaty of Versailles harshness was one of the main causes for the outbreak of World War II. It began in 1919 when Lloyd George of England, Orlando of Italy, Clemenceau of France and Woodrow Wilson from the US met to discuss how Germany will pay for the devastation it cause in World War II. Woodrow Wilson wanted a treaty based on his 14-point hoping that this will bring peace to Europe. Georges Clemenceau†¦show more content†¦They adopted the policy of strong government and control over the economy. By 1935, Mussolini was the dictator of Italy. Fascism was embraced in Germany by the National Socialist German Workers Party, also known as the Nazis. They were advocating the superiority of the German race. On January 1933 Hitler was appointed in a powerful position. Hitler’s actions (remilitarization): Adolf Hitler became Chancellor of Germany in January 1933.and began to build up the German army. In 1934 he increased the size of the army and the military service became obligatory. Although France and Britain were aware of these actions, they did not behave against it because they were concerned about the spread of communism in Europe and they thought that if Germany became strong. It will be able to prevent the spread of communism. Hitler also made two major alliances during 1936. The first was called the Rome-Berlin Axis Pact and with Mussolini’s Italy. The second was called the Anti-Comitern Pact with Japan. Hitler’s plan was to take back all the territories that had been taken away from Germany. In March 1938, German forces occupied Austria. The Austrian leader hold a referendum asking the people whether theyShow MoreRelatedThe Cause Of World War II 1259 Words   |  6 PagesThere is a fact that the causes of World War II are from the end of World War I, which a consequences of ending the frist World War affect to cause World War II. For ending of World War I, The final Allied push towards the German border began on October 17, 1918. As the British, French and American armies advanced, the alliance between the Central Powers began to collapse. Turkey signed an armistice at the end of October, Austria-Hungary followed on November 3.Germany began to crumble from withinRead MoreCauses of World War II784 Words   |  3 Pagesglobal conflict of the Second World War was started because of the inexistent actions taken to prevent the war. The Second World War did not happen directly, but there was a series of events that led up to the horrific war. The deadly World War II had begun by the inability to enforce the Treaty of Versailles, the corrupted League of Nations, and the failed policy of appeasement. These three points are long term causes which express thee reasoning for the outbreak of war. The inability to enforceRead MoreThe Causes of World War II772 Words   |  3 Pages World War II was one of the biggest wars known. The things people have done, the things that have happened in that war were so graphic that it has ruined the thoughts of people forever. There were so many causes of WWII; even just one would’ve been enough to make it happen. It has affected the lives of so many people, not only people that experienced it, but individuals who have looked upon it. It was such a powerful event with things to be learned. But, it all starts and ends somewhere; andRead MoreCauses And Consequences Of World War II908 Words   |  4 PagesOf all the wars that the world has seen happen, none have been more catastrophic than the terrible world war II. But what were the causes of this war? There were many causes to World War II, although there were four true causes: anger over the Versailles Treaty, Fascism and its increase in the European countries, and the nitrous goals of Adolf Hitler combined with the isolationism of America and Britain from war. Wi th all of these main causes combined together, the will create the most devastatingRead MoreCauses and Consequences of World War II777 Words   |  3 Pages World War II: Causes and Consequences On September 1, 1939 World War II started after Adolf Hitler signs the Treaty of Versailles. Hitler shortly attacks Poland, not keeping his promise. Shortly after the attack France and Britain declare war on Germany. Hitler was the cause of World War II since he broke the treaty causing other countries like Britain and France to declare war. Hitler kept all the Jews in concentration camps because he thoughtRead MoreCauses And Effects Of World War II1370 Words   |  6 PagesCauses and Effects of World War II World War II has been considered one of the worst things to ever occur in history. Violence, death and aggression took place in the 1930s and 1940s in certain European nations. German leader, Hitler played an important, yet a very big role during this time. With the rise and domination of fascism in Germany and Italy, the goal was to maintain peace, established by the Treaty of Versailles ended up in major disaster. World War II began with the poor economic conditionsRead MoreCauses of World War II Essay907 Words   |  4 PagesCauses of World War II When Hitler came to power in 1933 he made several of actions that some years later lead to war. These actions were re-armament, leaving the league of nations, re-militarism of the Rhineland, the spanish civil war, the lightning war and the alliances with Italy and Japan. Hitlers aims were clear, he wanted lebensraum (living space) in order to gain self-sufficiency, wanted to abolish the treaty of Versailles and revenge for those who signed itRead MoreEssay on The Causes of World War II1106 Words   |  5 Pagesthere were many causes that lead up to World War II. World War I left Germany with many shortfalls, thus leaving them in the hands of the Treaty of Versailles. Rather unfair of a Treaty, this left Germany once again looking for another way out. A country resented by many had no other choice but to feel optimistic toward Adolph Hitlers empty promises†¦ making it substantially simple for him to gain power so quick. Throw in the Great Depression, and you have a vastly unstable world, which the GermansRead MoreThe Cause And Effects Of The World War II1291 Words   |  6 PagesAn Pham Mr. Grosse World History Research Paper February 10, 2017 The Cause and Effects of the World War II The world has changed since that day, September 1, 1939, with the invasion of Poland by Nazi Germany, the start of World War 2. There were many fluctuations in economic terms as well as the politics of some powerful countries in the world also started from there. This is a catastrophic world war between the Allied forces and the Axis under fascism. Although this war just lasted in 6 years,Read More Causes of World War II Essay2009 Words   |  9 PagesCauses of World War II Many historians have traced the causes of World War II to problems left unsolved by World War I (1914-1918). World War I and the treaties that ended it also created new political and economic problems. Forceful leaders in several countries took advantage of these problems to seize power. The desire of dictators in Germany, Italy, and Japan to conquer additional territory brought them into conflict with the democratic nations. After World War I ended, representatives

Four Historical Occasions of Non Violent Protest - 2166 Words

The 20th Century saw many civil resistance movements that made change by implementing a system of education in their non-violent protest strategies. This paper will be looking at: Gandhi and the struggle for Indian Independence (specifically 1907-1947), African American U.S. Civil Rights Movement (specifically 1960-1967), South African Apartheid (specifically 1976-1994), and the Northern Ireland Republicans held at Long Kesh Prison (1976-1985). These four struggles demonstrate that knowledge is powerful, and can be to used to either endure, or better fight, or at best end violence and oppression. Mohandas Karamchand Gandhi (also know as Mahatma, meaning â€Å"Great Soul†) is celebrated as the father of the Indian independence movement, and the†¦show more content†¦After Gandhi began spinning his own yarn during his speeches, the spinning wheel became a symbol for Indian independence (Nojeim, 113). One of Gandhi’s greatest protests against the British colonial government was the Salt March of 1929 (Nojeim, 140). The nationwide protest against the tax on salt was organized in response to a denial to grant India the status of Commonwealth (Nojeim, 140). While there were many British taxes, Gandhi knew this particular tax to be especially unjust (Nojeim, 141). The salt tax exploited India’s poor because salt is used in everyday cooking, and yet the colonial laws had made it illegal to own salt which had not been sold or produced by the British government (Nojeim, 141). The Salt March became a nationwide campaign to protest the salt tax, followed by a national undertaking for Indians to make and sell their own salt (Nojeim, 142). Through this campaign, Gandhi taught protestors to create the world of fairness they all hoped was possible. The campaign resulted in thousands of Indians marching, but the British government dealt with the peaceful protest by enforcing mass arrests of the demonstrators (Nojeim, 142). Gandhi was imprisoned without trial, however 2,500 of his followers continued the march in non-violent resistance to the unjust laws (Nojeim, 143). British military officers attacked the protesters in an attempt to derail Gandhi’s followers continuing the Salt March (Nojeim, 144). When the marchers did notShow MoreRelatedRedefining Structure: Social Stratification in MLK’s â€Å"Letters from Birmingham Jail† 1723 Words   |  7 Pageswas an eloquent speaker and a powerful figure during the Civil Rights Movement. In â€Å"Letters from Birmingham Jail,† he uses the classical rhetoric to engage his audience and present his ideas clearly. This particular text was initiated due to the non-violent demonstrations in Birmingham, Alabama, which led to the arrest of many African-Americans, including King himself. Although this was not a spoken document, the letter was directed to several targeted audiences: first, the clergymen who wrote â€Å"ARead MoreLetter From A Birmingham Jail972 Words   |  4 PagesJail Racism is part of America’s history. Historical leaders like Martin Luther King, Jr. brought the Injustice problems to the light. King, Jr. â€Å"Letters from a Birmingham Jail confronts racism in the United States of America through his response letter to the clergymen criticism, while he is in jail due to holding a protest in Birmingham, Alabama. King, Jr. wrote â€Å"Letter from a Birmingham Jail† to defend the non-violent protest. He claims that the protest needed to happen because of the injusticeRead MoreExploring Howard Zinns Life 1575 Words   |  6 Pagessingular position as an academic who left a mark on generations of Americans as well as international persons by guiding us all to critically view various institutions and structures of power, particularly in the realm of government. By looking at four major aspects of his life, as radical historian, civil rights crusader, anti-war activist, and labor rights activist, the paper delineates Zinn’s impact in these areas and how he shaped the thinking of countless individuals on these topics. In theRead MoreMartial Law Of The Philippines3026 Words   |  13 Pagesemergency when the civilian population fail to function effectively. This law is an exercise imposed by the government and bestows the control over the civilian population by military authorities. Martial law is declared either when there is a near-violent civil unrest or major natural disasters, however most countries use a different legal construct like the â€Å"state of emergency†. 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This research paper seeks to accomplish the goals of giving a detailed examination of the Jamaican labour laws using both contemporary and historical references while seeking to answer the questions- whose interest do the laws serve? Is there class bias? Definition The term labour law consists of principles, rules and norms that regulate employment relations. Deakin and Morris (2001) argue thatRead MoreIndustrial Relations-Labour Laws6832 Words   |  28 Pagesits response to social and political demands for workers’ rights, justice and democracy at the workplace. This research paper seeks to accomplish the goals of giving a detailed examination of the Jamaican labour laws using both contemporary and historical references while seeking to answer the questions- whose interest do the laws serve? Is there class bias? Definition The term labour law consists of principles, rules and norms that regulate employment relations. Deakin and Morris (2001) argue

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We will write a custom essay sample on Mmk227 or any similar topic only for you Order Now vic c. edu. au Melb bourne Institut of Business and Technolo te s ogy Pty Ltd (M MIBT) CRIC COS Provider c codes: MIBT 01590J, Deak in 00113B 0 CONTENTS A Note from your Unit Co-ordinator †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3   Contact details †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3   Unit overview †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3   Learning Objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ 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¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8   Grading system †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9   Changes to enrolment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..    Class Attendance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9   Student evaluation of this unit †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10   Trimester timetable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11   APPENDIX A: Exam Requirements and Instructions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 2 A Note from your Unit Co-ordinator Welcome to MMK277 Marketing Management. This unit outline explains the aims of the unit and describes the assessment requirements. This Unit Guide is an essential part of this course and will be referred to throughout the trimester in lectures and tutorials. You should always read this unit guide first and check it frequently when preparing to study, or embarking on assignment work. Contact details Unit Co-ordinator: Room: Telephone: Email: Lecturer: Room: Telephone: Email: John Boyd Gerny la4. 111, Level 4 Building la 0419 369 114 johnboyd@deakin. edu. au Craig Allen la4. 111, Level 4 Building la 0412 735 443 craigal@deakin. edu. au Unit overview Unit: Unit title: Prerequisites: Teaching Method: Nature of the Unit This unit examines the nature of marketing management from a marketing planning perspective. The focus of discussion is the coordinated activities of the network of producers of goods, services and experiences which seek to satisfy their customers. Emphasis is placed on marketing strategy formulation and the use of strategic marketing mix elements in developing and maintaining a market orientation and assessing organisational performance. Aspects of marketing such as marketing research, customer behaviour, product innovation and marketing communication are also examined. MMK277 Marketing Management Nil Four hours of class contact per week are allocated to this unit. Learning Objectives On completion of this unit students should be able to: 1. 2. 3. 4. Identify and explain theoretical concepts and the marketing mix elements employed in marketing strategy development; Explain the use of market information in developing segmentation and positioning strategies; Apply the marketing concept and marketing strategy in various contexts including profit and not-for-profit organisations, including government; Demonstrate effective group-based oral and written communication skills when presenting marketing plans for selected organisations. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 3 Content and Topics Covered Module 1: Module 2: Module 3: Module 4: Module 5: Module 6: Module 7: Module 8: Module 9: Module 10: Module 11: Marketing: Creating and Capturing Customer Value. Prescribed Text : Chapter 1. Company and Marketing Strategy: Partnering to Build Customer Relationships and Analysing the Marketing Environment. Prescribed Text : Chapters 2 and 3. Managing Marketing Information to Gain Customer Insights. Prescribed Text : Chapter 4. Understanding Consumer and Business Buyer Behaviour. Prescribed Text : Chapters 5. Customer-Driven Marketing Strategy: Creating Value for Target Customers. Prescribed Text : Chapter 6. Products, Services and Brands: Building Customer Value Prescribed Text : Chapters 7 and 8. Pricing to Capture Customer Value. Prescribed Text : Chapter 9. Placement: Customer Value Fulfilment. Prescribed Text : Chapter 10. Communicating Customer Value: Advertising and Public Relations. Prescribed Text : Chapter 11. Communicating Customer Value: Personal Selling and Sales Promotion Prescribed Text : Chapter 12. Direct and Digital Marketing: Building One-to-One Customer Relationships. Prescribed Text : Chapter 13. Graduate knowledge and understanding, skills and attributes This Institution aims to ensure that its higher education awards provide educational experiences designed to develop attributes (including skills, knowledge and attitudes) appropriate to the discipline area and level of the award, which will support graduates in their future personal and professional life and contribution to society. This unit contributes to the following attributes: Linked Learning Objective(s) 1, 2, 3 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 4 N/A N/A Knowledge and understanding, Skill or Attribute Understanding of, and the bility to work with, a systematic body of knowledge, appropriate to the focus and level of the qualification based on the highest standards of scholarship and research Where research is undertaken: ability to initiate and formulate viable and relevant research questions Where research is undertaken: contribution to new knowledge, or an original interpretation and application of exist ing knowledge Where research is undertaken: understanding of the social, economic and cultural impact and application of their research, and its academic relevance and value Understanding of the professional, social, economic and cultural contexts of the discipline and related fields Awareness of ethical issues, social responsibility and cultural diversity Awareness of environmental sustainability issues and the contribution of the field of study to address such issues Understanding and appreciation of international perspectives in a global environment Critical analysis, problem solving, and creative thinking Identifying, gathering, evaluating and using information Communicating effectively and appropriately in a range of contexts Developing, planning and managing independent work Working effectively as part of a team Effectively using information and communication technologies Applying knowledge learned in the program to new situations This document is current at 21/02/2013. Once p rinted this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 4 Learning Approach and Activities The unit involves four hours contact per week. It is the intention to build knowledge on the marketing planning process and how this is successfully implemented in market- and competitororiented organisations that include profit-oriented companies, government and the not-for-profit sector. Internet access is mandatory for this unit with all students as all lectures and learning material is provided on it and all students are expected to frequently check with the MIBT portal for ongoing course activities. Tutorial exercises will be given to students to complete on a weekly basis during the Trimester. Learning in this unit is aided by an enthusiastic and experienced teaching team. They will monitor the classroom during week days throughout the trimester in order to engage with students, facilitate discussions of key concepts, and clarify any unit content and to make announcements. Class room discussions and experiences are a unique aid in understanding marketing concepts. The input of students will significantly help the understanding of critical marketing concepts by sharing their experiences and opinions. Furthermore, it will aid the students by offering examples of actually marketing experiences and make the classes more enjoyable. Tests are held during the semester with details available on the MIBT portal. The case study presentation must be completed in groups. Forming a group to work with, to produce an oral presentation and written assignment is a fundamental part of completing this part of assessment. It is essential you become proactive in communicating with your fellow group members, and with approaching potential group members you wish to work with. This assessment can not be completed individually. You must be part of a group in order to complete this piece of assessment. It is known that group work enhances your teamwork skills, reduces work load and provides the opportunity for you to test your knowledge with fellow students enabling you to learn valuable life long skills. Specific details and instructions related to all assessment in this unit are provided on the MIBT portal. MIBT Transitional Attributes All ? ? ? ? ? ? ? ? MIBT Diploma units contribute to the following graduate attributes: independent learner knowledge base research skills time management skills report writing skills awareness of ethics of tertiary education use of appropriate technologies ability to work alone and as part of a team Prescribed texts The content of the text book and the lectures are examinable in this subject. The lecture program will provide you with key points on the range of topics to be covered in the course. Lecture material will predominantly come from the prescribed text, as well as other sources. Armstrong G, Adam S, Denize S, and Kotler P 2012, Principles of Marketing, 5e (5th edition), Pearson Australia, Frenchs Forest, New South Wales It is strongly recommended that you purchase or at least have access to this book Recommended Reading Each week introduces new chapters that must be read in the prescribed textbook. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 5 Deakin University Library Searching the Internet is a key way of finding information – especially for general and everyday topics. The Library website is a key way to find academic journals, books, e-books, subject databases and websites that contain quality information for your study of this unit, and as research for assignments. Many of these resources are online so that you can access them on campus, at home or at work – any day, any time. The Library’s help services, in person or via email, phone or instant messaging, will assist you to make the most of library services and save research time. Journals ? Journal of Marketing ? Journal of Consumer Research ? Journal of Marketing Research ? Journal of the Academy of Marketing Science ? European Journal of Marketing ? Journal of Retailing ? Journal of Service Research ? Journal of Advertising ? Journal of Marketing Management ? Journal of Consumer Psychology ? And many, many more! Newspapers and Magazines Newspapers and weekly magazines will provide a valuable insight into current issues and developments in marketing. Many also provide articles on the Internet on topical issues. The Age (http://www. theage. com. au) The Australian (http://www. theaustralian.. com. au Australian Financial Review (http://www. afr. com. au) Business Review Weekly (http://www. brw. com. au) Ausstats database (http://www. abs. gov. au) Assessment The assessment for this subject is a combination of tests, case studies and a final examination. Weight Due date Brief description The case study has two parts, an oral presentation and written report. Each component is worth 15% of the total marks for this subject. Trimester tests. Details available on MIBT Portal The exam is a two-hour, closed-book. The examination covers the entire trimester’s work. It is the students responsibility to determine the date, time and location for the examination. Linked learning objective(s) Case Study 30% During Trimester During Trimester End of Semester Examination Period 1, 2, 3, 4 Tests 30% 1, 2, 3 Examination 40% 1, 2, 3 Notes: Full details regarding all assessment tasks will be provided on the MIBT portal. You must read and understand these details. The information provided here in this outline and the table above only provide a summary. Missed Classes Please note it is the responsibility of students to sit for a test on the scheduled date. Failure to sit a test must be supported by a medical certificate and shown to the lecturer WITHIN 48 HOURS OF THE SCHEDULED TEST DATE. THE MARKS FOR THE TEST WILL BE ALLOCATED TO THE FINAL EXAMINATION. IF YOU ARE GOING TO MISS A TEST PLEASE CONTACT THE RECEPTIONIST AT MIBT AND LEAVE A MESSAGE. COPIES OF THE MEDICAL CERTIFICATE MUST ALSO BE GIVEN TO YOUR LECTURER OR BY SOME OTHER ARRANGEMENT. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 6 If a student misses a mini test, they cannot sit that test in another class. Students can only sit tests in the class they are enrolled in. If a student completes the test in another class, it will not be marked and the student will get a zero for that piece of assessment. There will be an opportunity for students to catch up on missed classes. This will be discussed in class. Assessment reviews / appeals Students may appeal against the mark/grade awarded in any component of their assessment. The appeal must relate to the assessment procedures and not simply dissatisfaction with the final grade given. Appeals will be considered by the unit co-ordinator and a recommendation made to the MIBT Academic Progress Committee. Appeals are made by completing a Review of Assessment Application available from the Student Portal under Students / Forms. The form must be lodged at MIBT Reception by 5. 00 pm on the Friday after the publication of results. Special Consideration Special Consideration may be provided when a student completes a piece of assessment and the student believes there have been exceptional and adverse circumstances affecting their performance. (Note: Special consideration is not normally intended for assignments and other forms of continuous assessment. Here the Request for Extension of Assignment Due Date form should be used and submitted to the lecturer concerned. The form is available from the Student Portal under Students / Forms. ) Applications for Special Consideration will be accepted on medical, compassionate, and/or trauma grounds. Supporting evidence, clearly stating specific reason, must be given with the application. Reasons such as headaches, colds or returning home, will not be accepted as grounds for Special Consideration. Students are required to complete a Special Consideration/Deferred Exam Application available from the Student Portal under Students / Forms and submit to MIBT Reception, together with supporting documentation before the assessment is due, or within 2 working days of completing the assessment. Academic misconduct The Academic Integrity and Plagiarism and Collusion Policies are available on the Student Portal under Students / Forms / MIBT Policies and Procedures. Students should make themselves familiar with the content of these policies. Plagiarism and collusion are academic offences. They are forms of cheating and severe penalties are associated with them. If a student is caught plagiarising they may be failed in that piece of assessment. ? Plagiarism occurs when a student passes off as their own another student’s work, or copies without acknowledgement of its authorship, the work of any other person. Collusion occurs when a student obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in submitting an assignment or other work. ? Submitting your own work when it has been previousl y submitted for another unit or course. Whenever you refer to another person’s research or ideas (whether by directly quoting or by paraphrasing them) you MUST acknowledge the source. Also, copying paragraphs from the Internet and presenting them as your own work is plagiarism. If you download and copy paragraphs from the Internet you must identify the source. References / acknowledgement of authorship (including electronic resources). You MUST acknowledge the sources that you have drawn on. This is a necessary courtesy to the original authors, and also allows the readers of your work to follow up any points you have raised. If you directly copy another writer’s phrase, sentence or paragraph, then you should use quotation marks and note the source of the quote. If you use another writer’s ideas, but not his or her exact words, you should again note the source. There are a number of ways by which you can refer to other people’s work. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 7 For an essay the reference list should include full citations of all sources consulted for the essay and these sources should appear in the body of the essay EG. (Thwaites, 2012 ) wherever a reference to someone’s work is made, instead of footnotes. This referencing method, like all methods, involves noting the author’s name, the title of the article and journal, or book, the year of publication, the journal’s volume number, the book publisher’s name and location, and the relevant page numbers. A copy of Guide to Assignment Writing and Referencing is available to every student during Orientation. It is also available on the Deakin University website: http://deakin. du. au/currentstudents/assets/resources/study-support/study-skills/assign-ref. pdf Assignment submission Assignments must be submitted by the due date. Students should complete the Assignment Cover Sheet (available from the Student Portal under Students / Forms), attach it to their assignment an d then submit the completed assignment as outlined in the assignment details. (Assignments will not be accepted at MIBT Reception). Students must keep a copy of each assignment submitted and must be able to produce the copy in the unlikely event that the original assignment is misplaced. Students must maintain backup copies of all their assignment work. Electronic loss of data is common, but is NOT a satisfactory excuse for an extension of a submission date. Late submission of assignments Extension of an assignment submission date If there is a compelling reason why you are unable to complete your assignment before the due date you should complete a Request for Extension of Assignment Due Date form, available from the Student Portal under Students / Forms and submit it to your lecturer. This must be done at least 24 hours before the assignment due date. If you submit your assignment without an approved extension, penalties for late submission will apply. The only exception to this is if your work is late for medical reasons and you have a doctor’s certificate to support your claim. You will not need to seek the prior approval of your lecturer but you must attach the doctor’s certificate to your assignment with a note that the work is late for medical reasons. Under these circumstances, the medical certificate must cover the entire period from the time the assignment was due until the time it is submitted. Penalties for late submissions Assignments received late and without prior approval will be penalised. A penalty of 10% of the available marks will be deducted for every day the assignment is late. Assignments received after 7 days without an approved extension, will not be marked. Learning support Students have access to group-oriented and individual learning support at MIBT. During each trimester, students can attend a series of study skills workshops conducted both at MIBT and Deakin University on topics such as time management, avoiding plagiarism, referencing, academic writing, critical thinking and exam preparation. The MIBT Study Skills Drop-in Centre provides students with one-to-one consultations with the Academic Skills Advisor. Students can also access the Deakin University Language and Learning Drop-in Centre at Student Life. For flexible learning, all students have access to the Academic Skills Moodle site which contains a number of resources to improve students’ study skills and language proficiency. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 8 Grading system All students enrolled in any unit will be graded according to MIBT’s standard grading system as follows: GRADE HD D CR P N DE EX RI RPL RW UP W WN XN DESCRIPTION High Distinction Distinction Credit Pass Fail Deferred Examination Exemption Granted Results Not Finalised Recognition of Prior Learning Results Withheld Ungraded Pass (Safety Units) Withdrawn without academic penalty Withdrawn Failure Enrolled Assessment Incomplete PERCENTAGE 80 – 100 70 – 79 60 – 69 50 – 59 0 – 49 Changes to enrolment ? Enrolment changes can be made through the student portal until 5. 00 pm Friday of the ? A unit can be dropped until the end of the fourth week (without penalty) and fees paid for ? ? ? second week of the trimester. the dropped unit will be credited to the next trimester. After week four if a unit is dropped fees for that unit will be forfeited. Students who drop a unit after Week 4 will have ‘W’ (Withdrawn) recorded as their result in the unit. A unit dropped after Week 8 will be recorded as ‘WN’ (Withdrawn – Fail). A unit cannot be dropped in the final two teaching weeks of a trimester. Class Attendance Attendance is an important element of a student’s success in their studies and it is strongly recommended that attendance is maintained in all classes. All work covered in class is examinable. Attendance will be recorded in all sessions and students should make themselves aware of the ‘Attendance Policy’ located on the Student Portal under Students / MIBT – Policies and Procedures. Where alternative classes exist for a unit, students are permitted to attend a maximum of two alternate classes per unit during the trimester. Students should collect a Lecturer Attendance Variation form from reception or from the Student Portal under Students / Forms and submit it to the lecturer of the alternate class to sign and verify the student’s attendance. The form is retained by the lecturer who submits this with the class list. Further, grants of leave from a class can be given for medical, compassionate or compelling reasons provided that original or certified medical, psychological, police or other certificates are provided. Students are to complete an Explained Absence Form from reception or from the Student Portal under Students / Forms and submit to reception. Compassionate or compelling circumstances are generally those beyond the control of the student and have an impact upon the student’s course progress or wellbeing. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 9 Student evaluation of this unit At the end of trimester students will be asked to evaluate all of the units they have studied during the trimester. Students are strongly encouraged to complete the Student Evaluation form for this unit and give feedback. All ratings and comments are read and given careful consideration following completion of each trimester and inform the changes which may be introduced in subsequent trimesters. This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 10 Trimester timetable Week 1 2 3 Week Commencing Monday 4 March 2013 Monday 11 March 2013 Monday 18 March 2013 Topic Marketing: Creating and Capturing Customer Value. Analysing the Marketing Environment. Company and Marketing Strategy: Partnering to Build Customer Relationships. Managing Marketing Information to Gain Customer Insights. Textbook Chapters Ch 1 Ch 3 Ch 2 Comments 4 Monday 25 March 2013: Thursday 28 March 2013 to Wednesday 3 April 2013 Ch 4 Mini Test 1 TRIMESTER BREAK – EASTER Managing Marketing Information to Gain Customer Insights. Understanding Consumer and Business Buyer Behaviour. Customer-Driven Marketing Strategy: Creating Value for Target Customers. Products, Services, and Brands: Building Customer Value. Pricing to Capture Customer Value. Communicating Customer Value: Advertising, Public Relations, Sales Promotion and Personal Selling. Placement: Customer Value Fulfilment. Direct and Digital marketing: Oneto-One Customer Relationships. Revision. Ch 4 Ch 5 Ch 6 Mini Test 1 4b 5 6 Thursday 4 April 2013 Monday 8 April 2013 Monday 15 April 2013 7 8 9 Monday 22 April 2013 Monday 29 April 2013 Monday 6 May 2013 Ch 7,8 Ch 9 Ch 11,12 Mini Test 2 10 11 12 13 Monday 13 May 2013 Monday 20 May 2013 Monday 27 May 2013 Monday 3 June 2013 – Friday 7 June 2013 Ch 10 Ch 13 Mini Test 3 EXAMINATION WEEK Trimester 1 Census Date: Results released on portal: Wednesday 27 March 2013 Tuesday 18 June 2013 This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 11 INSTRUCTIONS TO CANDIDATES READ BEFORE COMMENCING Note: A tick (X), in a box indicates the instruction applies. A blank box indicates the instruction does not apply. X This exam is a CLOSED BOOK exam. This exam is an OPEN BOOK exam. X You may use a (non-electronic) LANGUAGE ONLY DICTIONARY. You may use a CALCULATOR. If programmable, the memory must be empty. Mobile phones cannot be used as calculators. SPECIAL INSTRUCTIONS: 1. 2. 3. Answer all questions in the exam booklet provided. There are three (3) sections in this exam. All sections must be attempted. Section 1 – Answer all parts of the one (1) mini case question in Section 1(26 Marks). Section 2 – Answer ten (10) short response questions in Section Two (10 x 3 marks = 30 marks). Section 3 – Answer two (2) out of five (5) extended response questions in Section Three (2 x 12 marks = 24 marks). Students must complete ALL parts of each question answered. This exam is out of 80 and is worth 40% of the marks for this subject. Answer all questions in the exam booklet provided. 4. 5. 6. 7. 8. THIS EXAMINATION PAPER MUST NOT BE REMOVED FROM THE EXAMINATION ROOM This document is current at 21/02/2013. Once printed this document is no longer a controlled document. L:Academic – Unit Outlines2013-01 Diploma of Commerce MMK277 V27– 02/13 Page 12 APPENDIX A: Exam Requirements and Instructions SUMMARY OF EXAM REQUIREMENTS FOR STUDENTS 1. 2. 3. 4. 5. You should arrive for your exam at least 15 minutes before it is scheduled to commence. You will not be permitted to sit the exam if you are more than 30 minutes late. You MUST have your MIBT student ID card with you for every exam you sit. You will not be permitted to enter the exam room without it. No electronic equipment whatsoever, with the possible exception of a calculator, may be used in an exam. Personal items (purse, wallet, mobile phone) may be brought into the exam and should be left underneath your desk. Do NOT leave valuables in bags at the end of the exam room. Mobile phones MUST be switched off. Any mobile phone which rings during an exam will be confiscated and not returned until the exam papers have been collected and placed into storage Find out before end of the trimester whether your exam is ‘Open Book’ or ‘Closed Book’. Find out before the end of the trimester whether or not you can bring a calculator or a printed dictionary into the exam. The penalties for misbehaving or having unauthorised material (cheating) in an exam are severe. Make sure you know before hand what materials you can take into your exams. Any extraneous written material must be handed in before the exam commences. Students found with unauthorised material in their possession during an exam may have their paper cancelled. Students who are ill during an exam may apply for special consideration using the form found on the student portal. An application for special consideration MUST be accompanied by supporting documentation and submitted within 2 working days of the exam. Students who are prevented from How to cite Mmk227, Essay examples

Robin Hood free essay sample

A person who comes up with the certain idea to run the business or one who make efforts to gain the profit to the company is the CEO (Chief Executive Officer). Here, Robin Hood plays a role of a CEO. CEO is not the only person who runs the organisation but, there are members get hired who supports to achieve the goals and objectives or vision and mission of the organisation. In this scenario Robin Hood had four main persons who were supporting him by handling various departments such as Finance, HR, Purchasing and the intelligence and they’re a lot of employee who supports him in his business but he was lacking to manage them. With the help from the following chart bifurcation of the members are as follows: Robin Hood (CEO) VISION AND MISSION A person does anything to achieve something in the same manner an organisation that runs the business for a specific target for which they putting their efforts to achieve something which is known as Vision and to achieve the vision at the end of the specific period or one who achieve the goal or objective at the end of the visionary period is known as Mission. For any organisation Vision plays a most important role and mission works simultaneously. Vision of the organisation changes after a certain period depends upon the situation of the market or of the organisation. Vision can be explained and defined in many ways. But, according to Benson Peter and Lansdell Sally vision is to achieve the certain targeted goal and objective in specific years to compete with the market. It is very important that for every person who is in the organisation including the top management of the company should work on the same and specific vision not for his/her personal benefit. Mission can also define and explained in many ways. But, According o Catlin-legutko, and Cinnamon mission is nothing but the final goal or objective achieved by the organisation in such a way that after achieving it everyone should be benefited such as shareholders, investors, employees of the organisation, etc. ROBIN HOOD’S VISION AND MISSION As Robin knew that he has to start thinking of the survival in the business so he started to change in his own behaviour and strategy. His vision and mission was to come over the merchants or the rivals whom so ever comes between in his business so that he can still survive in the market and for his throne. He was starting taking care of his employees and tries to make the people to join him and support him for his organisation. For which he introduce the tactics to steal from the rich and give it poor. But by doing this he would land up with much more enemies. People will stop trusting him and reputation in the market and even in the eyes of the people would be as a thief, that was not so much easy but, he made his efforts by using more different skills and techniques. Robin introduces the method of freight forwarding in which he acted as a middle man, so that his reputation in the market remains consistent. He also became the banker purchasing the goods from them and selling at higher price by the way of tax. He also thought of killing the competitor but that was not so easy for him to do it. It is human behaviour that when they start losing their vision and mission can’t be stable, they thing and utilise different techniques. In short mind flickers with different ideas does not remain constant, the same thing happened with the Robin Hood he thought of different ideas to survive or to exist in the market. For any organisation to achieve the vision or mission the CEO must know the market condition and about the competitors internally and externally so that a company should know where it stands and matches up with the market condition or else they have to work out internally to achieve their specific goal. SWOT ANALYSIS STRENGTH WEAKNESS OF THE ROBIN HOOD ORGANISATION The main strength of the Robin that he had big vision. For which even he had a lot of manpower and can recruit or introduce and even attract people because of his brand image and can use then more into his business. More manpower there will be efficient and motivated sales force. Looking at the manpower and the market condition of the business he can easily scare the competitors. As he had many manpower but he was not able to manage utilise them properly. He was lacking to give them the basic needs such as food. Even he was facing the competition fear from the merchants. OPPORTUNITY THREAT OF THE ROBIN HOOD ORGANISATION Robin main strength was his manpower. With that he can expand his existing business or enter into new business in different places and sector. Opportunity to start carrying the employee their needs and create a carrying image so that they shouldn’t leave him. As every coin has two sides, his manpower was his biggest threat, threat of losing them. Competitors or the rivals can take the benefit of the market because they have the other resources which Robin does not have. STRATEGIC OBJECTIVES According to Bromiley Philip strategic objective means that focusing on the larger consumer in the market or facilitating them by providing best of quality product without much more spending on the product. A company should improvise on their product design, productivity or on the production process and the development in the employee so that they can achieve their goal. As in the context with the Robin Hood organisation, he is facing lot of trouble in the business because there were many pot holes which need to sealed by efficient long term strategic planning which could help him at least to cover up with his need which are basic and this will help him to build a relationship with his employees. With this positive behaviour he will also get the support from the employees and he will get his work done as well. If he wants to be successful and want to make his business profitable he has to depend upon the employee. I would suggest following strategic objectives to Mr. Robin Hood they are as follows: As he is the king seats on the throne he must be having lot of land, use that land for cultivation of your own food grains, own animals for farming, fruits, vegetables, medicinal plants, building employee houses, etc facilitate them with everything so that they you get dependent on each other. If the crop grows more than the expectation after giving to your entire employee so you can export and earn more money. This will increase in your profit, market rate, your goodwill you will increase by every side of bit. Their will even increase in the economy rate. It will take time for the above things at least you can start escort services to the employee till the place where they can find their basic needs. Increase your business by purchasing the land of the other area utilising to your own expansion of business. You can also expand by giving freight forwarding services to the company. Giving your manpower on causality basis to the other firm which will help you to build up a business relationship. You can implement new technique in archery and training should be given. This will help Robin Hood not only in the expansion of his business but also build a good strong relationship with in the organisation and sustain balance in the market. MICHAEL PORTER’S GENERIC STRATEGY MODELS Generic strategies means that a company adopts develop and implement a new business strategy to compete in the market with the competitor. Porter recommends this strategy to the bases of the generic strategy which will be the advantage for competitive gains. There are three types of generic strategic according to the Porter: Each type is explained in detail as below: Low Cost According to the Porter Model Company implement the strategy of decreasing the price of the commodity so that consumer can buy their product at a cheaper rate compare to the others company commodity. Consumer feels that same product is been sold at the cheaper rate in comparison to other but, they does not know that this is all business strategy. Company reduces the quality of the product so that their manufacturing cost get reduce and can sell the same product at a cheaper rate to compete in the market with the another company. They use this tactics to become the leader in the market of hat certain product selling at the cheapest rate by decreasing the quality of the product. Differentiation Porter explains in this strategy that a company produces the product with the new idea, concept, features and attractive structure which never introduces in the market. The job of the marketing manager is tougher in this because the manager has to do a lot of proper detailed research in terms of quality, quantity and the price which they need to do business in the larger market. Basically a company as to introduce a dynamic or a unique product which has been never ever implemented in the market. And should be implemented in such a way that they should satisfy the consumer needs and cover the entire large market. Focus Porter describes a special importance of the consumer to the firm. Wherein a firm concentrate and make attraction on a group or on a certain area people with their best of the quality of goods they have produced. Quality of the product plays a very important role in this context. In short, they grap the attention of the consumer by diverting them from the competitor product by giving them a special attention and importance of them in the company. SPECIFIC GENERIC STRATEGY GIVEN TO THE ROBIN HOOD It is very much important for any organisation to satisfy, facilitate and provide best of goods services to them, so that can compete with the other organisation in the market. It takes lot of efforts by the people to use best of their skills and techniques to come with a dynamic product which can replace the competitor products but not the need of the consumers. In the case of Robin Hood the appropriate strategy for them could be the differentiation strategy because this will help him to know the customer’s needs and wants personally. This will help them to increase and change their brand image in the market. His company could be unique if he produces the unique product which replace with the competitor product but not the taste and value in the customer eyes. This will help him to create a goodwill and fame in the market and also profit will increase. Once goodwill is established than his brand name could be enough to increase the business and by this he can expand his business more by investing in the different areas such as freight forwarding. Farming, retail banking and much more. This will also help by creating a strong and trust relationship with the employee. This will create a good strength. OVERALL SUMMARY TO CONCLUDE In the case of Robin Hood he needs to adopt and make changes in his business strategy which he will responsible towards his employee and most importantly towards his consumers. This will help him to increase and create goodwill in the eyes of the people and in the market which will help him to compete with the competitor. Need to have a new and fix vision and mission. Vision and mission which he will adopt should be in such a way that he would rise up with his financial way and become stable in the market. This will help him to come up with his weakness as well can increase his strength.  By creating a ethical business which will help him to create a trust in the eyes of the investors which will him to compete with rivals like Sheriff.

The Residential Child Care Practice Processes Social Work Essay Example

The Residential Child Care Practice Processes Social Work Essay To see the procedure and pattern of acknowledging immature people into residential attention today it is of import to hold an consciousness of the history of residential kid attention. The 2nd half of the nineteenth century saw the debut of Children s places by altruists such as Victorian Gentleman William Quarrier and the Reverend Jupp. Residential kid attention was provided in groups of little bungalows normally in rural locations. Residential kid attention today still contains charitable/voluntary intercessions. ( RGU 2007 ) Prior to 1983 there was no specific statute law that controlled the admittance of immature people into unafraid adjustment, an exclusion to this was if a immature individual was convicted of a serious offense through the condemnable tribunals. In these fortunes the Secretary of State had the power to put the immature individual in a topographic point of security. A hearing could call a specific school for a immature individual or kid but it was left to the caput of the constitution as to whether or non the arrangement was in a secure or unfastened scene. This meant that the kid could be moved between the units within the residential constitution without informing the hearing system. This raised concerns that the European Convention of Human Rights was being breached by Scotland. The three caputs of the bing constitutions and the Scots office set out standards for admittance into unafraid adjustment. This resulted in new statute law being added to the wellness and societal services an d societal adjudications Act ( 1993 ) which took consequence from 1st February 1984. ( Secure in the Knowledge, 2005, p7, p8 ) We will write a custom essay sample on The Residential Child Care Practice Processes Social Work specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Residential Child Care Practice Processes Social Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Residential Child Care Practice Processes Social Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Scandals that led to public questions affecting the criterions of residential attention for kids and immature people have besides contributed to the higher degree of attention now provided. Evidences for referral: The grounds a kid or immature individual is referred to the newsman and kids s hearing system vary, the kid may hold been abused physically or sexually or both. They may hold been absent from school without sensible cause, offended, been a victim of an offense or intimidation, misused drugs or intoxicant, be out with parental control, or any combination of these could be evidences for referral. ( Children s hearings 2011 ) Referral: The foundation of the kids s hearing system has laid out the undermentioned guidelines for the kids s newsman and panel. When a Reporter receives a referral, they will set about an initial probe to make up ones mind what class of action, if any, is in the kid or immature individual s best involvements. The Reporter has to see whether there is adequate grounds to back up the evidences of the referral and so make up ones mind whether mandatory steps of supervising are required. The Reporter has statutory discretion when make up ones minding the following measure, they may aˆ? decide that no farther action is required. The kid or immature individual and normally the parent or appropriate individual will be informed of any determination in authorship. aˆ? refer the kid or immature individual to the local authorization so that advice, counsel and/or aid can be given on an informal and voluntary footing. This normally involves support from a societal worker. aˆ? arrange a kids s hearing because they consider that compulsory steps of supervising are required for the kid. A kids s hearing panel is made up of three members of the populace who have had preparation in this country. It must be made up of both male and female members and purposes to hold a balance of age and experience. One of the panel members will chair the hearing. The hearing thinks about and makes determinations on the public assistance of the kid or immature individual, taking into history all of the relevant fortunes, including any hazard pickings and offending behaviors. ( ibid ) Harmonizing to Geting it Right for Every Child ( GIRFEC ) Consultation Pack on the Review of the Children s Hearings System, the most common determination for disposal of a hearing is a supervising demand. This means that the kid will hold contact with a societal worker or other identified professional on a regular footing. The kid or immature individual will hold to run into certain standards. This is every bit good as other people and professionals holding to make specific undertakings to work with the kid or immature individual. A supervising demand can hold any status attached if the hearing thinks it will assist the kid or immature individual. The local authorization has to set the supervising demand into action. Some illustrations of conditions attached to disposals are: seeing your appointed societal worker on a regular basis ; go toing a particular programme to turn to their behaviors ; being placed in surrogate attention or in a residential school or in a secure unit because of peculiar concerns ; victim-awareness and/or mediation. ( GIRFEC ) Pre-admission: Requests for arrangements must usually be made by Practice Team Workers. Exceptions to this are out-of-hours Referrals from the Emergency Social Work Services or exigency Referrals through the Criminal Justice system from Court Social Workers. Once initial petitions for arrangement are received and considered appropriate, and so the mentioning worker will be required to finish our Secure Referrals Application Form. This will so be considered by the following meeting of the Secure Referral Group. The chief rules that guide this determination are: Secure Accommodation must merely be used as the last resort and all unafraid arrangements must be for the shortest clip possible. ( Edinburgh Secure Services 2009 ) It is ever better if there is a passage program put into topographic point for a kid or immature individual coming into attention but this is non ever available as the kid or immature individual may hold a secure warrant attached to them or they may hold to be accommodated imideatly for their safety or the safety of others. Admission: The admittance procedure is the same for all kids and immature people who are come ining the attention system. This is nevertheless a more relaxed procedure if the kid or immature individual has a planned passage into attention. A passage program follows a basic four hebdomad program. This is non set in rock but the principals are. Week 1 initiation, this is a opportunity for the keyworker to go familiar with the immature individual s background and file, do hazard appraisals based on the available information and start to develop a passage program. Week 2 passage program, this will include run intoing the immature individual discoursing the attention program and seting a passage program with visits to the unit into topographic point. Week 3 presenting the immature individual to the unfastened unit through meeting staff and other immature people, Week 4 edifice on Week 3, within the secure environment there would be readying for terminations. The keyworker from the secure unit would besides see the immature individual in the unfastened unit during the move and one time they have moved to supply support for their passage. ( ibid ) By following these guidelines the injury of being admitted into attention can be minimised although the kid or immature individual will still endure the feelings of loss and separation from their household, community and equals. Elizabeth, Kubler Ross describes the phases of separation and loss as D.A.B.D.A, Denial, Anger, Bargaining, Depression, and Acceptance. These phases of heartache can besides be applied to a immature individual traveling into attention and will non needfully follow any set order. ( Kubler Ross, 1969 ) Anthropologist Kalervo Oberg discussed four phases of civilization daze which an person can travel through when come ining a unusual civilization. These phases can besides be related to a immature individual come ining into attention. The four phases of civilization daze are described as, the honeymoon period, the crisis stage, the accommodation stage and version. Young people coming into attention frequently display behaviors that they would non usually utilize, this will include being truly quiet, angry, violent, hostil and submissive before they accept the new surroundings they find themselves in. Staff in the unit can besides help in a less traumatic passage by helping the immature individual to adorn their sleeping room with postings and personal effects to do them experience more at place. Facilitating contact with parents or callings and guaranting the kid is made to experience welcome in the unit by presenting them to the other occupants and staff. Institutionalism is the syndrome which is now used to depict a set of ill adapted behavior that are induced by the force per unit areas of life in any institutional scene . ( McNown, Miriam. Johnson Rhodes, Rita. 2007 ) There is ever a danger of going institutionalized when remaining in attention for extended periods, by seeking to advance a sense of ego and personal individuality within the immature people this is less likely to go on. If a immature individual is to be secured under subdivision 70 of the Children ( Scotland ) Act 1995 they have no engagement in the designation of a arrangement. The resources available may intend that the kid is placed out with their geographical country. This is an institutional response which is in direct struggle with the rights of the kid ; thought besides needs to be given to statutory demands and the jurisprudence. The national attention criterions for attention describe what each single kid should anticipate from their clip in attention. The relevant subdivision is get downing your stay criterions 1-7. The criterions are grouped under headers that follow the kid or immature individual s journey through the service. The important 1s in this instance are Get downing your stay ( criterions 1 to 7 ) 1 Arriving for the first clip 2 First meetings 3 Keeping in touch with people who are of import to you 4 Support agreements 5 Your environment 6 Feeling safe and secure 7 Management and staffing agreement By following these criterions admittance injury can be minimized and the immature individual will be able to go on to hold a sense of ego and personal individuality. Forming new fond regards is another country that a immature individual coming into attention can happen debatable, a firmly attached kid, harmonizing to, Mary Ainsworth, in the Strange Situation survey, exhibit hurt when separated from health professionals. Edinburgh kids and Families section are now working towards an fond regard advancing theoretical account of attention. This will work in concurrence with anti-oppressive and anti-discriminatory pattern. It is vitally of import to us that immature people are able to develop their individuality within a positive environment. Therefore, we will non digest any unjust intervention or favoritism of immature people which is based on their age, gender, civilization, race, spiritual patterns or beliefs, sexual orientation or so any other feature of the immature individual that they have a right to keep or show . ( Edinburgh Secure Services 2009 ) In 1989, authoritiess worldwide promised all kids the same rights by following the UN Convention on the Rights of the Child. These rights are based on what a kid needs to last, turn, take part and carry through their possible. They apply every bit to every kid, irrespective of who they are, or where they are from. ( GIRFEC ) Within the attention puting it is critical that all kids have entree to a kids s rights officer to move as an advocator for the immature people who are looked after by Children households Services. The Care Commission was set up in April 2002 under the Regulation of Care ( Scotland ) Act 2001 Regulation of Care ( Scotland ) Act 2001 to modulate all grownup, kid and independent health care services in Scotland. From 1 April 2011 a new regulative organic structure, Social Care and Social Work Improvement Scotland ( SCSWIS ) , is responsible for modulating societal services. ( National Care Standards )

Free Essays on “The Reign Of The Emperor Nero”

Nero, the fifth emperor of Rome, was originally named Lucius Domitius Ahenobarbus, but his name was changed to Tiberius Claudius Nero Caesar on February 25, 49 (Krasavin). He was connected by blood to the second Caesar, Augustus, through his father (Griffin 20). Nero was thought to be a born emperor; he addressed the Senate in Greek and had all of his petitions granted by the young age of fifteen (Krasavin). Nero was of average height, had blemish-covered skin, and suffered from body odor. He had auburn-colored hair styled in ringlets. He had gray-blue eyes, a thick next, spindly legs, and was overweight (Lissner 126). Nero was not a proficient speaker, and it is believed that his tutor Seneca, who was a great influence in the shaping of his character, wrote most of his speeches (Lissner 111, Krasavin). Nero studied almost all of the â€Å"liberal disciplines,† but his mother Agrippina believed that philosophy was an unsuitable subject for an emperor to study (Krasavin). Nero had a stepbrother named Britannicus, Claudius’s natural son, but Nero was declared the royal heir early on. In 53, Nero married Octavia, his half-sister (Griffin 29-30). Nero’s ultimate succession to the throne was due to his mother, who had considerable power and influence in Roman politics. Many believe that Agrippina brewed the poison that killed Claudius so her son could take over the throne. On October 13, 54, Nero was officially proclaimed empersor of the Holy Roman Empire (Krasavin). When he ascended to the throne, Nero claimed that he had no enemies and that he was taking the throne free from any desire for revenge. He wanted to get rid of favoritism, lobbying for appointments, and corruption. He promised to reform the courts, give the Senate every freedom, and not declare war (Lissner 112). However, Nero’s mother was very power-hungry. When Nero fell in love with a slave girl named Acte, Agrippina realized that she was losing her ... Free Essays on â€Å"The Reign Of The Emperor Nero† Free Essays on â€Å"The Reign Of The Emperor Nero† Nero, the fifth emperor of Rome, was originally named Lucius Domitius Ahenobarbus, but his name was changed to Tiberius Claudius Nero Caesar on February 25, 49 (Krasavin). He was connected by blood to the second Caesar, Augustus, through his father (Griffin 20). Nero was thought to be a born emperor; he addressed the Senate in Greek and had all of his petitions granted by the young age of fifteen (Krasavin). Nero was of average height, had blemish-covered skin, and suffered from body odor. He had auburn-colored hair styled in ringlets. He had gray-blue eyes, a thick next, spindly legs, and was overweight (Lissner 126). Nero was not a proficient speaker, and it is believed that his tutor Seneca, who was a great influence in the shaping of his character, wrote most of his speeches (Lissner 111, Krasavin). Nero studied almost all of the â€Å"liberal disciplines,† but his mother Agrippina believed that philosophy was an unsuitable subject for an emperor to study (Krasavin). Nero had a stepbrother named Britannicus, Claudius’s natural son, but Nero was declared the royal heir early on. In 53, Nero married Octavia, his half-sister (Griffin 29-30). Nero’s ultimate succession to the throne was due to his mother, who had considerable power and influence in Roman politics. Many believe that Agrippina brewed the poison that killed Claudius so her son could take over the throne. On October 13, 54, Nero was officially proclaimed empersor of the Holy Roman Empire (Krasavin). When he ascended to the throne, Nero claimed that he had no enemies and that he was taking the throne free from any desire for revenge. He wanted to get rid of favoritism, lobbying for appointments, and corruption. He promised to reform the courts, give the Senate every freedom, and not declare war (Lissner 112). However, Nero’s mother was very power-hungry. When Nero fell in love with a slave girl named Acte, Agrippina realized that she was losing her ...

The Voice of the People Essay Example | Topics and Well Written Essays - 250 words

The Voice of the People - Essay Example Burr gets involved with the girl next door, Eugenia. Burr and Eugenia were involved in a love situation but as life went on, the girl came to realize that the love will never go yield anything as they come from different class. Burr got involved in politics as he grew up. In politics, Burr was honest and dynamic. Due to this, Burr became the governor of Virginia. Despite the enmity in politics, Burr was loved by the people who voted for him. His childhood girlfriend had left him as she ran away and married another person. After a while, she realizes that she made a mistake with her marriage as it was built out of no love. She regrets having the marriage as she loosed a man with integrity. The story goes on and talks of Burrs’ death as he was liked. It was a mob that killed him as he was intervening them to stop the mob from lynching a black man. The author brings out the two themes of the Southern society, clearly as being the role of class and race (Glasgow,

Voc wk9 Essay Example | Topics and Well Written Essays - 1000 words

Voc wk9 - Essay Example The idea of recycling the different steps at different times in a persons life makes sense. The counselor must understand that coming out is an added feature that must be taken into consideration when counseling GLBT individuals. When racial identity is added to the GLBT experience, the counselor must take into consideration to multicultural issues of race that come into play. This would entail the counselor having some multicultural competence. As an example, Arredondo et al (!996, as cited in Capuzzi and Stauffer, 2006) suggest that a counselor must focus on the individuals worldview so they understand the "effects of racism and discrimination" (p. 424) on an individuals decision making. This means that a counselor must understand all of a clients needs when they are GBLT and have a visible racial group. Bowman, S.L. and Evans, G.L. (2006). Career counseling with visibly recognizable racial and ethnic minority groups in Capuzzi, D., and Stauffer, M.D. Career counseling: Foundations, perspectives and applications. 421-444. Whitcomb, D.H., Wettersten, K.B., and Stolz, L.C. (2006). Career counseling with gay, lesbian, bisexual and transgender clients in Capuzzi, D., and Stauffer, M.D. (2006) Career counseling: Foundations, perspectives and applications. 386-420. The two case studies I chose to compare are Marisol, a 41-year old lesbian and Hallie, a 58 year old transsexual. These two women have other issues that would create challenges in their career choices such as age and gender. In both examples the women are relatively new in defining their sexual identity. Marisol came out three years ago. In her case, her partner is a high profile lawyer who has been out longer. Marisol is wrestling with going public to help her partner versus staying in the closet for her job and her children. Hallie is wrestling with discontinuing her work as a drag queen which does not pay as much

Korea culture Essay Example | Topics and Well Written Essays - 1000 words

Korea culture - Essay Example In relation to music, Korean pop (K-Pop) is arguably the closest and greatest integration of the Korean culture. K-Pop music started around 1885 with the settlement of missionaries that taught a mixture of American and British folk songs to Koreans. However, the songs were sung in Korean lyrics implying that K-Pop is an integration of Western melodies sang in Korean. However, at this time the name K-Pop was not used as in the modern day and the music was commonly referred to as ‘changga’. In the later years during the Japanese rule, K-Pop was used as a mode of expression mainly targeting the oppression of the Japanese rule. For example, the song ‘Huimangga’, meaning the Song of Hope, was quite popular during this period. However, the rapid advancement of K-Pop was derailed by confiscation of the existing K-Pop records such as lyrics books. Nonetheless, there were some developments such as composition of songs that were a mixture of Korean traditional songs a nd gospel music taught by the missionaries. After the liberation of Korea from the Japanese rule in 1945, Korea was divided into two with major western settlements such as US troops focusing mainly on South Korea. During this time musicians like Marilyn Monroe took some performances to South Korea where there was further integration of Korean and Western music. This saw the rise of new Korean musicians such as ‘The Kim Sisters’ thereby increasing spread of K-Pop to different parts of the world. In 1970s there was increased focus on the younger generation such as in Universities. The younger generation was heavily influenced by the Western culture leading to a transformation of K-Pop following incorporation of guitars and the American hippie fashion style. In the 1990s K-Pop musicians such as ‘Seo Taiji and Boys’ adopted some aspects of the like rap, rock, and techno from the American music

Challenges to Sexual Health Care in Todays Society

Challenges to Sexual Health Care in Todays Society Meeting the sexual health demands facing young people in todays society The issue of sexual health in adolescent people is a vast topic with an associated vast literature on the subject. In this essay we aim to consider some of the major themes and critically analyse some of the peer reviewed literature to act as an evidence base for further consideration. (Berwick D 2005) In broad terms, sexual health can be divided into areas of physical health and emotional (or psychological) health. The adolescent age is classically one of turmoil, of establishing identity, values and ideals. This is arguably the time when the emotional turmoil relating to sexual identity comes to the fore. We should remind ourselves, before perhaps dismissing the notion of psychological health as being on a different level of seriousness as an overtly physical problem such as a sexually transmitted disease, (Coyle KK et al 2001), that one of the commonly accepted definitions of health is a state of complete physical, mental, and social well being, and not just merely the absence of disease or infirmity. (UN 1995). One can argue that it is an essential component part of the developing person’s ability to become well adjusted, responsible and productive (in every sense of the word) members of society (UN 2002) Issues of sexuality have, ideally, to be resolved. The apparently eternal adolescent dilemmas of â€Å"am I sexually attractive?† â€Å"am I gay or straight?† or â€Å"am I ready to have sex?† clearly have a direct relevance to the psychological health of a person but the behaviour patterns that these questions can engender in an attempt to resolve them, can pose clear risk patterns to the physical sexual health of the adolescent. (Larson, R., et al. 2002.) To a large extent the issues that concern the adolescent have their origins in earlier life. As they progress through childhood, adults treat boys and girls differently, and thereby establish different expectations for their behaviour. These expectations are clearly influenced by their culture and a myriad of more subtle influences. They largely determine life outcomes. They also shape the adolescent’s introduction to sexual practices, sexuality and relationships generally. (Aarons SJ et al 2000) The reason for dwelling on these factors is that they have a fundamental bearing on the possibility of adverse reproductive and sexual health outcomes in later life, including events such as unwanted pregnancy, unsafe abortion and sexually transmitted diseases, all of which have major socio-economic components. (Churchill D et al 2000), Differential gender expectations and social treatment in childhood and the early adolescent period are thought to be frequent causal factors in adolescent problems. The bulk of this essay will be on the issues surrounding the major issues of STDs in the adolescent community. One of the most pressing issues in this regard (at least in terms of sheer numbers) is the issue of chlamydia. (Fenton KA et al 2001). In the specific terms of meeting the demands of the adolescent population we will begin this examination with a consideration of the National Chlamydia Screening programme. The programme was originally set up after the realisation that chlamydia was responsible for a large amount of morbidity in the community which had, hitherto been unrecognised (Cates W, et al. 1991). It is now seen as the single most commonly transmitted STD in the UK today. A huge proportion of what used to be called NSU is now recognised as being due to the chlamydia pathogen (Duncan 1998). If we consider the issues behind the screening programme, on one level the issues appear fairly straightforward and simple. Because we know that many cases of chlamydia are asymptomatic and that it can cause considerable damage and that it is also easily treatable, why not screen for it and minimise its impact? (Kufeji O et al 2003) On a more sophisticated level one must consider the cost-effectiveness considerations together with issues such as feasibility, efficiency and use of resources. If we examine the published rationale behind the National Chlamydia Screening programme as set out by The National Institute for Clinical Excellence (NICE) we can see that it states that: Genital Chlamydia trachomatis is the commonest Sexually Transmitted Infection (STI) in England Genital chlamydial infection is an important reproductive health problem ~ 10-30% of infected women develop pelvic inflammatory disease (PID). A significant proportion of cases, particularly amongst women, are asymptomatic and so, are liable to remain undetected, putting women at risk of developing PID. Screening for genital chlamydia infection may reduce PID and ectopic pregnancy. They also concluded that there was not a great deal of data on the cost effectiveness of the possible procedure (Harry et al 1994) The paper itself is extremely detailed and, in essence, it points to the fact that it is extremely cost effective to detect and treat asymptomatic patients before they develop complications that then need treatment. Complications are outlined in the paper by Berry (et al 1995) and include the sequelae of infertility, pelvic inflammatory disease and ectopic pregnancy in women together with the complications that can occur in the male partners (infertility and prostatitis). The authors point to the fact that their screening programme reduced both the incidence and prevalence of pelvic inflammatory disease by 60% when compared to the unscreened population. Of particular relevance to our theme, we note that the screening programme became cost effective when the incidence of infection in the population of asymptomatic women rose above 1.1%. Figures quoted by Pimenta J (et al 2001) suggest that in our target age range the prevalence is approaching 11%. If we examine the literature on the subject we can see that the adolescent age range has the fastest growing proportion of chlamydial infections (Gilson et al 2001). This finding is therefore at odds with the logic of the report commissioned by the Chief Medical Officer (CMO 1998) which suggests that the groups to be screened under the National Programme should be: Everyone with symptoms of chlamydia infection, All those attending genitourinary medicine clinics, Women seeking termination of pregnancy. Opportunistic screening of young sexually active women under 25 years Women over 25 with a new sexual partner or two or more sexual partners in the past year. It will therefore be immediately apparent that there is no provision for screening for asymptomatic men and also that the adolescent population are not to be specifically targeted unless they attend clinics. On the subject of screening young men, there are a number of well written papers on the subject. Notable amongst them is the Duncan paper (Duncan et al. 2001) which looks at the issues of male screening from both a Public Health viewpoint and it also considers it from a feminist sociological angle which makes it, (in our examination of the current literature), almost unique. It is a thoughtful and well written document and tackles the thorny issue of the fact that many young women are reluctant to attend screening clinics as being screened for STDs has overtones and perception of being dirty and unattractive. A positive screening result can be associated with considerations of promiscuity. Such feelings are clearly counterproductive, particularly in the light of our earlier comments relating to the developing psyche of the adolescent. Duncan puts forward the hypothesis that by not screening men, it not only fosters gender inequalities, but it sends of negative messages regarding the man’s responsibility for sexual health (Pierpoint et al 2000). Critical analysis of this point suggest that although it may be intuitively true, the authors don’t produce any counter evidence with regard to the cost effectiveness of screening adolescent males (or any other age group for that matter) in the population (Stephenson et al 2000) Other authors do also make the point that it appears to be a generally accepted fact that women are actually easier to target than men as they tend to be heavier health care users than men in this age range (Stokes T 2000). The main practical thrust of this paper however, is in its call for a greater understanding of the woman’s point of view when organising and running screening clinics in order to broaden their appeal to the intended target groups (Santer et al 2000). Clearly this point is central to our considerations here as clearly there is no point in providing services to meet a perceived need if there is no uptake from the targeted population. If we turn our attention to the second most common STD in this age range we need to consider genital herpes. (Schacker T et al 2000) There are many common arguments in the areas of screening for genital herpes and chlamydia. Qualitative studies have shown a greater level of concern relating to genital herpes amongst the adolescent population that there is for chlamydia, and it is second only to HIV/AIDS (Corey L et al 2001). The specific problem with the age range that we are specifically considering here is that there is a general perception that genital herpes is a nuisance and a comparatively trivial condition. Indeed the majority of infections are either mild or subclinical. Serious complications are actually comparatively common and there is an increasing body of evidence that suggests that genital herpes infection is a potent facilitator of sexual transmission of the HIV virus. (Tripp J et al 2005) The major epidemiological factor that is relevant with genital herpes is the fact that transmission can occur in a long-standing monogamous relationship. Its immediate problem is that the longer the period of infectivity, the greater the potential for transmission. In the adolescent years when there is a greater likelihood of a number of sexual partners, infections can be contracted only to be passed on at a considerably later time due to the fact that subclinical or unrecognised reactivation in the infected partner is intermittent. (Hopkins J 2005) There is another element of sexual health that is specific to the adolescent age range. As we have already observed, adolescence is a time of considerable turmoil not only in terms of psyche but also in terms of hormones. There is an eye-catching paper by Brabin (2001) which considers the impact of fluctuating hormone levels on the body’s susceptibility to STDs It is already established that sex hormones play a role in the host’s resistance to STDs (Hewitt RG et al 2001). We can show this by considering sex differences in susceptibility to infection, variations in the clinical manifestations of infection during the menstrual cycle (Greenblatt RM et al 2000) and also during pregnancy (Brown ZA et al 1997) and also by the fact that the OC Pill predisposes to some infections (Wang CC et al 1999) The paper considers the implications of these facts with particular reference to the adolescent age group. It points to the sex differences in the acquisition of STDs with the adolescent girl getting infections such as genital herpes and chlamydia with greater frequency than the adolescent boy. (Obasi A et al 1999) Sex differences also have an effect on the efficacy of a genital herpes vaccine trial which showed a limited protective efficacy against genital herpes in women but none in men. (Stephenson J 2000). The whole area of the ability of the NHS to meet the demands of the sexual health needs of the adolescent is vast. We have not presumed to cover all of the relevant areas in this particular essay. In the areas that we have selected for examination and consideration we have been at pains to critically assess the evidence base as this is fundamental to the acceptance of the comparative validity of the various papers used. The adolescent age group has certain unique characteristics which set its sexual health related problems apart from the rest of the population. In short, they can be encapsulated in the turmoil of the characteristic psychological and physical changes that are typical of the age. We have examined how the psychological issues impinge on both the sexual behaviour patterns and therefore the disease exposure risks and also the willingness to attend clinics if a sexually acquired disease process becomes apparent. We have contrasted this pattern with the pattern of screening that is currently advised and implemented under the auspices of the National Chlamydia Screening Programme. We have also examined the negative aspect of the disproportionate concentration of resources of the older female population and therefore, by inference, the impact that this will have on the adolescent population. Issues such as genital herpes also have unique implications for the adolescent, particularly with the long period of infectivity that is relevant to this disease process. We also have examined the implications of the hormonal differences that are amplified by the hormonal changes that are apparent in this age range. References Aarons SJ, Jenkins RR, Raine TR, El-Khorazaty MN, Woodward KM, Williams RL, et al. 2000 Postponing sexual intercourse among urban junior high school students. A randomised controlled evaluation. J Adolesc Health 2000; 27: 236-247 Berry J, Crowley T, Horner P, et al. 1995 Screening for asymptomatic Chlamydia trachomatis infection in male students by examination of first catch urine. Genitourin Med 1995;71:329–30. Berwick D 2005 Broadening the view of evidence-based medicine Qual. Saf. Health Care, Oct 2005; 14: 315 316. Brabin L 2001 Hormonal markers of susceptibility to sexually transmitted infections: are we taking them seriously? BMJ 2001;323:394-395 ( 18 August ) Brown ZA, Selke S, Zeh J, Kopelman J, Maslow A, Ashley RL, et al. 1997 The acquisition of herpes simplex virus during pregnancy. N Engl J Med 1997; 337: 509-515 Cates W, Wasserheit JN. 1991 Genital chlamydial infections: epidemiology and reproductive sequelae. Am J Obstet Gynecol 1991; 164: 1771-1781 Churchill D, Allen J, Pringle M, Hippisley-Cox J, Ebdon D, Macpherson M, et al. 2000 Consultation patterns and provision of contraception in general practice before teenage pregnancy: case-control study. BMJ 2000; 321: 486-489 CMO 1998 Chief Medical Officer. Main report of the Chief Medical Officers Expert Advisory Group on Chlamydia trachomatis. London: Department of Health , 1998. Corey L, Wald A. 2001 Genital herpes. In: Holmes KK, Mà ¥rdh PA, Sparling PF, eds. Sexually Transmitted Diseases. 4th ed. New York, NY: McGraw Hill; 2001:285-312. Coyle KK, Basen-Engquist KM, Kirby DB, Parcel GS, Banspach SW, Collins JL, et al. 2001 Safer choices: reducing teen pregnancy, HIV, and STDs. Public Health Rep 2001; 116(suppl 1): 82-93 Duncan B, Hart G. 1998 Screening for Chlamydia trachomatis: a qualitative study of womens views. Prevenir 1998; (suppl 24): 229. Duncan B, Graham Hart, Anne Scoular, and Alison Bigrigg 2001 Qualitative analysis of psychosocial impact of diagnosis of Chlamydia trachomatis: implications for screening BMJ, Jan 2001; 322: 195 – 199 Larson, R., et al. 2002. Changes in Adolescents’ Interpersonal Experiences: Are They being Prepared for Adult Relationships in the Twenty-first Century?† Journal of Research on Adolesence 12(1): 31-68; 2002 Fenton KA, Korovessis C, Johnson AM, et al. 2001 Sexual behaviour in Britain: reported sexually transmitted infections and prevalent genital Chlamydia trachomatis infection. Lancet 2001;358:1851–4. 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Obasi A, Mosha F, Quigley M, Sekirassa Z, Gibbs T, Munguti K, et al. 1999 Antibody to herpes simplex virus type 2 as a marker of sexual risk behavior in rural Tanzania. J Infect Dis 1999; 179: 16-24 Pierpoint T, Thomas B, Judd A, et al. 2000 Prevalence of Chlamydia trachomatis in young men in north west London. Sex Transm Infect 2000;76:273–6. Pimenta J, Catchpole M, Gray M, Hopwood J, Randall S. 2001 Screening for genital chlamydial infection. BMJ 2001 321: 629-631 Santer M, Warner P, Wyke S, et al. 2000 Opportunistic screening for chlamydia infection in general practice: can we reach young women? J Med Screen 2000;7:175–6. Schacker T, Zeh J, Hu HL, et al. 2000 Frequency of symptomatic and asymptomatic herpes simplex virus type 2 reactivations among human immunodeficiency virus-infected men. J Infect Dis. 2000;178:1616-1622. Stephenson J. 2000 Genital herpes vaccine shows limited promise. JAMA 2000; 284: 1913-1914 Stephenson J, Carder C, Copas A, et al. 2000 Home screening for chlamydial genital infection: is it acceptable to young men and women? Sex Transm Infect 2000;76:25–7. Stokes T, Mears J. 2000 Sexual health and the practice nurse: a survey of reported practice and attitudes. Br J Fam Plann 2000;26:89–92 Tanne JH 2005 US teenagers think oral sex isnt real sex BMJ, Apr 2005; 330: 865 ; Tripp J and Viner R 2005 Sexual health, contraception, and teenage pregnancy BMJ, Mar 2005; 330: 590 593 ; UN 1995 United Nations. 1995. Population and Development, vol. 1: Programme of Action adopted at the International Conference on Population and Development: Cairo, 5-13 September 1994, paragraph 7.2. New York: Department of Economic and Social Information and Policy Analysis, United Nations. 1994 UN 2002 United Nations. 2002. World Youth Report 2003: Report of the Secretary- General (E/CN.5/2003/4), para. 16. New York: Commission for Social Development, United Nations. 2002 Wang CC, Kreiss JK, Reilly M. 1999 Risk of HIV infection in oral contraceptive pill users: a meta-analysis. J AIDS 1999; 21: 51-58 Wilson JS, Honey E, Templeton A, et al. 2002 A systematic review of the prevalence of Chlamydia trachomatis among European women. Human Reproduction Update 2002;8:385–94. ############################################################# 11.3.06 PDG Word count 3,100