Renewable and Nonrenewable sources an Example by

Renewable and Nonrenewable sources Natural resources are defined as those items for consumption and features of the planet earth that allow it to sustain life as well as to satisfy the needs of the living creatures on the planet (Smith 2). Water as well as land is both considered to be natural resources. Similarly are the biological resources that live in both. Mineral resources consist of sand, oil, metals, stone, and coal (Smith 2). Moreover, climate, sunlight, and air are natural resources too (Smith 2; Baland and Platteau 9). These resources are utilized to produce food, fuel, and supplies for the manufacture of commodities (Smith 2; Baland and Platteau 9). Need essay sample on "Renewable and Nonrenewable sources" topic? We will write a custom essay sample specifically for you Proceed Biological resources are considered to be the most important natural resources (Smith 2). Since the early days, people have used wood from trees for fuel and shelter. Biological resources, in turn, are dependent on other natural resources (Smith 2). Most plants and animals could not live without air, sunshine, soil, and water. Mineral resources are less important than biological resources in supporting life, but they are extremely important to modern living. Mineral fuels including coal, oil, and natural gas provide heat, light and power. Minerals serve as raw materials for the manufacture of certain goods, such as automobiles, plastics, and refrigerators (Smith 3; Baland and Platteau 9). Soil as a renewable source Soil is valuable natural resource that encompasses a large portion of the earths surface (Smith 3). All living creatures on the planet rely on it as a source of food. The flora is rooted in it and acquires nutrients from it. The fauna acquires nutrients from the flora or other fauna that consume plants. A variety of microbes found in the soil cause lifeless creatures to decompose, which assist in bringing back the nutrients to the soil. Furthermore, several types of fauna seek refuge in the soil. Soil forms gradually but it is damaged easily. It must be preserved in order for it to keep on sustaining life on the planet (Smith 3; Baland and Platteau 9). Air as a renewable source Air may be defined as a mixture of gases that surrounds the earth (Smith 3). Without air, there could be no life on the earth. All living things animals and plants need air to stay alive. Air shields the earth from certain harmful rays from the sun and other objects in outer space. At the same time, it traps the heat that comes from the sun. In this way, air helps keep the earth warm enough to support life (Smith 3). All living things must have water to live, just as they must have air. Water as a renewable source Water is the most universal substance present of the planet (Smith 4; Baland and Platteau 9). In the absence of water, life on earth will not be possible. All living creatures on the planet need water in order to survive. Indeed all living creature consists mostly of water. Life itself, as most scientists believe originated from the saline waters of the oceans (Smith 4; Baland and Platteau 9). All living creature depend on water for survival (Smith 4; Baland and Platteau 9). This is due to the fact that, the course of life, from food intake to the elimination of waste involves water. However, human beings rely on it not solely as a means of survival. Human beings depend on it to sustain their lifestyle. Water is used in residences. It is used to produce commodities. It is employed to crow crops in parts of the world where water is scarce (Smith 4; Baland and Platteau 9). Wood as a renewable source Wood is a tough substance under the bark of trees, shrubs, and certain other plants (Baland and Platteau 5). The physical properties of wood, plus its chemical composition are what makes wood as one of the most valuable natural resources on earth. Wood is used to make thousands of products, including baseball bats, furniture, lumber, musical instruments, cellophane, charcoal, and paper (Baland and Platteau 9). Woods physical properties make it especially useful for construction work. It is tough, strong, and easy to handle. Wood also insulates well, does not rust, and resists high heat better than steel. However, wood shrinks and swells, depending on how much moisture it loses or absorbs (Baland and Platteau 9). Petroleum as a nonrenewable source Any greasy substance that does not dissolve in water, but can be dissolved in ether, is classified as oil (Torleif, Bergesen, and Roland 54). There are many different kinds of oil. Most are lighter than water and are liquid at room temperature (Torleif, Bergesen, and Roland 54). Petroleum is considered to be among the most important natural resources that the planet earth has (Torleif, Bergesen, and Roland 54). Some people refer to it as black gold. However, petroleum is best identified to be the lifeblood of developed nations of the world. Fuels produced from it generate energy used to run vehicles, aircrafts, industrial plants, farm tools, trucks, trains, and vessels. It is also utilized to provide heat as well as power for residential and well as industrial establishments. Overall, it supplies practically half of the energy consumed in the planet (Torleif, Bergesen, and Roland 54). Coal as a nonrenewable source Coal is a black or brown rock that can be ignited and burned (Torleif, Bergesen, and Roland 72). As coal burns, it produces energy in the form of heat. The heat from coal can be used to heat buildings and to make or process various products. But the heat is used mainly to produce electricity. Coal is also used to make coke, an essential raw material in the manufacture of iron and steel. Other substances obtained in the coke-making process are used to manufacture such products as drugs, dyes, and fertilizers (Torleif, Bergesen, and Roland). Coal was once the main source of energy in all industrial countries. Coal-burning steam engines provided most of the power in these countries from the early 1800s to the early 1900s (Torleif, Bergesen, and Roland). Since the early 1900s, petroleum and natural gas have become the leading sources of energy throughout much of the world. Unlike coal, petroleum can easily be made into gasoline and the other fuels needed to run modern transportation equipment. Natural gas is often used in place of coal to provide heat (Torleif, Bergesen, and Roland 72). But the worlds supplies of petroleum and natural gas are being used up rapidly. Increased use of coal, especially for producing electricity could help relieve the growing shortage of gas and oil. However, the use of coal involves certain problems. The burning of coal has been a major cause of air pollution (Torleif, Bergesen, and Roland 72). Gas as a nonrenewable source Gas or fuel is considered as one of the worlds most valuable resources. Gas is burned in order to supply heat as well as to generate power for industrial consumption (Torleif, Bergesen, and Roland 97). In the chemical business, the chemical found in gas is used in order to create certain products as detergents, medicines, plastics as well as various other products (Torleif, Bergesen, and Roland 97). People sometimes confuse it with gasoline, which is often called simply gas. But gasoline is a liquid (Torleif, Bergesen, and Roland 97). On the other hand, gas fuel like air and steam is a gaseous form of matter. That is, it does not occupy a fixed amount of space as liquid and solids do (Torleif, Bergesen, and Roland 97). Gases are classified into two types. One is natural gas and the other is manufactured gas (Torleif, Bergesen, and Roland 97). Roughly all the gas consumed in both the United States and Canada is natural gas (Torleif, Bergesen, and Roland). The natural forces that produced gas are usually located by or in the vicinity of oil deposits (Torleif, Bergesen, and Roland 97). On the other hand, manufactured gas is formed mainly from both coal and petroleum, employing heat as well as some chemical procedures (Torleif, Bergesen, and Roland 97). Manufactured gas costs more than natural gas and is used in regions where large quantities of the natural fuel are not available. Wherever large quantities of natural gas are available, gas is the most popular cooking fuel. One reason for its popularity is that it costs less than most other fuels. In addition, a homemaker can have the desired amount of heat instantly, control the heat easily and even automatically, and shut it off instantly. Uranium as a nonrenewable source Uranium is a silvery-white, radioactive metal (Torleif, Bergesen, and Roland 124). It is the main source of nuclear energy. It is more plentiful than such common elements as iodine, mercury, and silver. But only tiny amounts of uranium are present in most of the rocks in which it is found. Uranium is highly reactive, and it combines with most other elements to form chemical compounds. These compounds are always highly poisonous (Torleif, Bergesen, and Roland 124). Uranium is used chiefly as a fuel for nuclear reactors (Torleif, Bergesen, and Roland 124). The reactors produce nuclear energy with which nuclear power plants generate electricity. Uranium is also used in making atomic bombs and some other nuclear weapons. Medical researchers use it to produce radiation for certain experiments. Also, uranium is used in research to produce radioactive isotopes and such artificial elements as neptunium and plutonium (Torleif, Bergesen, and Roland 124). Uranium and its compounds have been used for various purposes for more than 2,000 years (Torleif, Bergesen, and Roland 124). Colored glass produced about A.D. 79 contains uranium oxide, and this substance has been used through the centuries to color glass. For nearly 100 years after the discovery of uranium in 1789, it continued to be used chiefly as a pigment in glass manufacturing. Uranium was also used as pigment in painting china and as a chemical for processing photographs (Torleif, Bergesen, and Roland 124). In 1896, the French physicist Antoine Henri Becquerel discovered that uranium is radioactive (Torleif, Bergesen, and Roland 124). His achievement marked the first time that any element has been found to be radioactive. Becquerels discovery led to a surge of scientific interest in uranium (Torleif, Bergesen, and Roland 124). In 1938, the German chemist Otto Hahn and Fritz Strassman used uranium to produce the first artificial nuclear fission (Torleif, Bergesen, and Roland 124). In 1942, Italian-born physicist Enrico Fermi and his co-workers at the University of Chicago produced the first artificial nuclear chain reaction. They used uranium as the fissionable material. Fermis work led to the development of the atomic bomb (Torleif, Bergesen, and Roland 124). Scientific research also led to peacetime uses of uranium. In 1954, the U.S. Navy launched the Nautilus, the first submarine powered by nuclear fuel (Torleif, Bergesen, and Roland 124). In 1957, the first nuclear power plant in the United States began to operate (Torleif, Bergesen, and Roland 124). Since the early 1970s, nuclear energy has become an important source of energy (Torleif, Bergesen, and Roland 124). Many scientists predict that it will continue to play a major role in the future. However, the supply of easily obtainable uranium is decreasing, and the cost of locating, refining, and enriching uranium remains high (Torleif, Bergesen, and Roland 124). In addition, many people are concerned about the safety of nuclear energy production. Work Cited Baland, Jean-Marie, and Jean-Philippe Platteau. Halting degradation of natural resources: Is there a Role for Rural Communities? New York. Oxford University Press, 1996. Smith, Sanford S. Renewable and nonrenewable resources. 2006. The Pennsylvania State University. Torleif, Haugland, Helge Ole Bergesen, and Kjell Roland. Energy Structures and Environmental Futures. New York: Oxford University Press, 1998.

Daniel Has Three Main Sections As Follows Religion Essays

Daniel Has Three Main Sections As Follows Religion Essays Daniel Has Three Main Sections As Follows Religion Essay Daniel Has Three Main Sections As Follows Religion Essay When sketching The Book of Daniel we observe that Daniel has three chief subdivisions as follows: Chapter 1 introduces Daniel, Chapters 2-7 Tells of his trials of character and the development of his prophetic reading accomplishments, and Chapters 8-12 identifies his visions refering future lands and events. The book of Daniel is the key to unlocking much of the prognostication in the New Testament book of Revelations. Many penetrations into the the clip of the terminal prognostications are dependent upon an apprehension of Daniel. Daniel s prognostication, known as Daniel s Seventy Weeks of Years , has been identified as a polar prognostication crucial to the reading of ulterior twenty-four hours prophetic events. Jack W. Hayford, General Editor of the Hayford s bible Handbook gives the undermentioned list of forthcoming events that give understanding to other hard transitions: The Messiah will return before the millennian period ( 2:31-3 ; 44-45 ; 7:13-14 ) God s land will literally be established on the Earth with the Messiah-King as swayer ( 2:44-45 -45 ; 7:26-27 ) The four metals of Nebuchadnezzar s dream image typify four imperiums: Babylonian, Medo-Persian, Macedonian-Greek, and Roman ( 2:37-40 ) The 4th land, Rome, will bask a last-day resurgence in the signifier of a united Confederacy in Europe. Out of this system the Antichrist will emerge ( 7:8, 20-21 ; 8:23 ) The False Prophet and the Antichrist are individuals, non simply a system ( 7:7-8, 20-26 ; 9:27 ; 11:36-45 ) . God will go on to cover with the state of Israel ( 9:20-27 ) 7. National Israel is the prophetic clip clock for last-day events ( 9:24 ) . 8. The False Prophet and the Antichrist will rule the last part of the last hebdomad of Daniel s Seventy Weeks of Years. At the terminal of the hebdomad, after the Great Tribulation, Jesus the Messiah will return to set up the land of God, which will decide all the prognostications of Daniel ( 9:24,27 ) . ( The prophesier Daniel has the differentiation of being listed in Ezekiel 14:14-20 as being one of three Old Testament saints noted for singular righteousness. Even though these three work forces, Noah, Daniel, and Job were in its thick, by their ain righteousness they could merely present themselves, declares the Lord God Ezekiel 14:14. Therefore Ezekiel topographic points Daniel as one of three outstanding work forces of God in the Bible. The name Daniel means God is My Judge. His life most dramatically shows that Daniel has taken his name most earnestly. He displayed a entire committedness to God and trueness to God s people even to the menace of his ain life. It is no uncertainty that this committedness and bravery was straight related to his supplication life. Even when threaten with decease for go oning to pray to the true God, Yahweh, he stayed fast the class. Daniel 6:10 describes that even when Daniel knew that King Darius had made the jurisprudence prohibiting court to no 1 other them himself he continued to kneel and pray three times toward Jerusalem as was his usage. From Daniel 9:2 we learn that Daniel was a pupil of Jeremiah. Three times daily he knelt toward Jerusalem, as was the usage until new direction were given by Christ to the Samaritan adult female in John 4:20-24, and prayed. Notice that he did non discontinue praying or making anything showy with his method of supplication. He merely refused to give and go on to pray in his normal manner. The edict of Darius did non halt Daniel from functioning God without hesitating. It was from Daniel s supplication life that we learn the secret of his ability to be consistent and non-wavering in the mist of changeless danger. Daniel was ever faithful and consistency in his supplication life. Even his enemies knew from their observations that Daniel was non a adult male of via media. He would pray and function his God, even before decease. Before every of import project He began by seeking counsel from God though pray. This sets the illustration that should be followed by all Christians. The subject of chapter 11 of the book of Daniel identifies Antiochus Epiphanes as the male monarch in Syria. Antiochus Epiphanes is the small horn in the prophesy that has already been fulfilled in chapter 8. Chapter 11:21 speaks of this despicable individual, to whom they shall non give the award of the land: but he shall come in pacifically, and obtain the land by flatteries. Antiochus Epiphanes came to power with a plan of peace. This is of historical importance when we recognize that Antioch Epiphanes is a image of the coming Antichrist. When Antiochus attacked Jerusalem in 170 B.C. over 100 thousand Jews were slain. He took away the day-to-day forfeit and desecrated the communion table with swine blood and set up an image of Jupiter to be worshiped in the temple of God. This is a image of the coming events that will happen when the Antichrist has completed the first three and on half old ages of his reign. This is the period predicted by Daniel as the center of the seven hebdomads . Chapter 11:35 is the point in Daniel where we jump from Antiochus Epiphanes to the Antichrist. We see the phrase clip of the terminal mentioning to the period of the Antichrist followed by the return of Christ and his concluding reign. In the first three and one half old ages of his reign the Antichrist will besides come in peace and look to the universe to as a Jesus. He will be a adult male of great stature, a baronial speechmaker, and bearing a magnetic character who will woe the universe with a false plan of peace to obtain the ends of Satan. At verse 30 six of Daniel Chapter eleven history terminals and prognostication Begins. And the male monarch shall make harmonizing to his will ; and he shall laud himself, and amplify himself above every God, and shall fantastic things against the God of Gods, and shall thrive till the outrage be acc omplished: for that is determined shall be done. Harmonizing to Scripture the Antichrist will suppress the follow traits: Dan. 11:36 And the male monarch shall make harmonizing to his will , Prideful He shall laud himself , Self pronounced god Who opposeth and exalteth himself above all that is called God, or that is worshipped ; so that he as God sitteth in the temple of God ; proving himself that he is God. 2 Thessalonians 2:4. In Revelation 13:8 it is written And all that dwell upon the Earth shall idolize him, whose names are non written in the book of life of the Lamb slain from the foundation of the universe. The first three and one half old ages of the seven old ages of trial will take the lamb to butcher. His true nature docket and nature, glorified by Stan, will be exposed during the 2nd three and one half old ages. Work force of animal heads will lief follow the Antichrist and make his work until their day of reckoning. This is verified in Romans 8:7-8 were Paul writes Because the animal head is hostility against God: for it is non capable to the jurisprudence of God, neither so can be. So so they that are in the flesh can non delight God. The nature of the Antichrist is a direct duality of the nature Jesus Christ. The Antichrist, or any of his other about 35 assumed names found in Scripture, is the 1 who will convey back the Roman Empire or more suitably stated, the revised Roman Empire. The Antichrist will govern the universe as a dictator with an Fe manus while commanding the universe pecuniary and trade system. No 1 will sell or merchandise without the grade of the Beast. Bible in Chapters 2 and 7 of Daniel show the connexion between end-times prophesy and the European Union. The current European Union began as a vehicle to accomplish economic fusion in Europe after World War II. It started as the European coal and steel fusion program to convey fusion and economic promotions to post war Europe. It has since evolved into the European Economic Community and European Atomic Energy Council, with the sign language of a pact in 1957 in Rome, to the present European Union with its ain pecuniary system. Today the value of the Euro Dollar is greater that the American Dollar, which since World War II until now had been the benchmark for valuing universe currency. The prophesies in the Book of Daniel are now good established and the revived Roman Empire is approaching its adulthood. By 1986 there were 10 lasting member provinces of the European Union and more on the skyline. In 2002 the Euro Dollar was established and a incorporate currency now dominates Europe. After the constitution of the Euro, Antonio Guterres, Portuguese Prime Minister, stated, As Peter was the stone on which the church was built, so the Euro is the stone on which the European Union will be build. The revived Roman Empire is good on its manner to adulthood.

Commercial assignment Example | Topics and Well Written Essays - 500 words

Commercial - Assignment Example Mistakes are most essential things that people should make to help them learn. This is because as it is often stated people learn through mistakes and for that reason, children should be allowed to make mistakes to help them to make them better and creative. The story of Jenny is also interesting because although she was disturbing teachers in school because she could not sit upright all she wanted was to dance (Robinson). However, the teachers did not see this potential or her creativity, but when the doctor realized it she made Jenny’s mum enroll her in a dance school. Education is becoming dynamic and people with degree are no longer recognized in the society as they used to and for that reason, the only thing that will help the younger generation is by becoming creative. A student enters in class to attend a lecture where they are all required to have personal computers. However, when James takes a sit she does not have any computer or any backpack to indicate that he might be carrying one. The teacher becomes furious first because he is late and second he is going to distract the other students as they share on PC. The lecturer points him out and asks him to leave. He asks the reason the teacher is asking him to leave and the teacher states that he will distract the calls if he shares the PC. He responds by removing a slim tablet from his pocket that has better features and that is more portable than the laptop. Everyone in the class is surprised and after class he show cases the features of the Tablet to the other student who in turn call the provider for a piece. Robinson, Ken. "Ken Robinson: How schools kill creativity | Talk Video | TED.com." TED: Ideas worth spreading. Rolex,  Feb.  2006. Web. 19  Nov.  2014.

Customer Service Assignment Example | Topics and Well Written Essays - 6250 words

Customer Service - Assignment Example According to the discussion the Sales Manager at Kangaroo must consider all the above criteria before implementing the customer service. To Understand these attributes, the sales manager must have an informal network with the employees and understand their needs and wants. On doing this, an excellent internal customer service will develop. This would help the sales manager in understanding the problems of employees and develop a system to foresee the events to be strategized in discussion with employees. Some examples include: The sales manager might plan a campaign like â€Å"The Best Customer Award† or any other special incentive or contests and foresee its financial implications after delegating the work to his employees.This paper declares that the Technical Customer is interested in a factual, detailed explanation for the product and is on the alert for any inaccuracies or hesitations in describing the product. The Silent Customer will not talk, but does think. Lack of re sponse may give the salesperson the impression that the customer is indifferent, but is listening carefully. The Timid Customer is ill at ease, inhibited, and sensitive. Sometimes the customer is shopping in a higher price range than the customer has been accustomed to, and may be unsure of own judgment. Luxury is the main focus here.  This customer respects brevity. The Decisive Customer knows what he/she wants, is confident that what he/she wants is right, and will not tolerate another opinion.... To Understand these attributes, the sales manager must have an informal network with the employees and understand their needs and wants. On doing this, an excellent internal customer service will develop. This would help the sales manager in understanding the problems of employees and develop a system to foresee the events to be strategized in discussion with employees. Some examples include: The sales manager might plan a campaign like "The Best Customer Award" or any other special incentive or contests and foresee its financial implications after delegating the work to his employees. By having a good network and relation with employees and having an internal customer service will surely help the sales manager make critical decisions and it will be supported by employees and Top management. By having this decision making power, the sales manager could easily achieve the objective of "Delight the customer". Question 2 (70 Marks) You are at a conference of hotel managers and find yourself in conversation with Helen (who is the manger of the best five-star hotel in town) and Damian (who manages the local backpackers hostel). Both managers state that: their year-to-date profits are well in excess of target their customers expect 'excellent levels of service customer satisfaction research show that they are both exceeding these expectations. (a) Briefly describe what you perceive to be the customer characteristics that separate Helen's market segment from Damien's market segment. (100 WORDS) (10 MARKS) Helen's Market Characteristics The Technical Customer is interested in a factual, detailed explanation for the product and is on the alert for any inaccuracies or hesitations in describing the product. The Silent Customer will

Business Case Analysis Term Paper Example | Topics and Well Written Essays - 1000 words

Business Case Analysis - Term Paper Example Talking about the mission and vision of the company, it can be said that vision of a company represents the long terms goals, while the mission comprises of multiple short term goals. Talking on this note, it can be said that the company Pfizer’s long term goal is tremendously focused on the global well being. Talking on this note, it can be said that the vision of Pfizer is to work together for the development of a better world (Pfizer-a, 2011). Talking about the global pharmaceutical giant’s mission statement, it is very interesting to note that the company’s focus is to apply science and other global resources for the improvement of health of human life at every stage (Pfizer-b, n.d). The company also tries to focus on various key values which comprises of integrity, performance, innovation, collaboration, respect for people, care for community, leadership, focus on quality as well as customer (Pfizer-c, 2009). While analyzing the mission and vision statement, that the company has developed in regards to serving the markets of emerging as well as developed economies, it has to be said in these regards that the goals of both long and short term are highly in perfect compatibility and synchronization with the core competencies and strengths of the organization. B. It is of considerable importance to mention that the generic strategies of Porter are being designed on the framework of competitive edge as well as competitive advantage. Talking more the competitive edge achieved by the firms, it can be said that the edge factor coupled with the issues of competitive advantage leads to the process of formation of various scenarios like cost leadership, differentiation, cost focus, as well as focus on differentiation. It is of significant importance to mention that the firms needs to focus on developing their own unique kind of competitive advantage by trying to develop on one of the four scenarios, by using their strengths of business processes as well as the opportunity available in the market (Generic Strategies pdf). Talking about Pfizer, it can be said that the value chain activities of Pfizer is much diversified in nature. It is of significant importance to mention that for the purpose of generating and delivering values to the company’s stakeholders, Pfizer focuses on the process of employing and exploiting multiple key value points that are developed by the company to attain simultaneous growth and delivery of values. It is important to note, that Pfizer tries to follow more of a differentiation sort of strategy. Talking on this note, it can be said that the strategy of differentiation is often achieved by a company through the application of various business process that helps in superior service with regards to the price of the product or service of the company. It is important to mention that the company, apart from trying to gain a quality based advantage, also tries to achieve and excel in regards to te chnical innovation so as to increase process efficiency. This helps in a great way to communicate to the consumers about the company’s steady endeavours towards providing maximum amount of beneficial and related value (Stonehouse & et.al, 2007, p. 177). It is interesting to note that Pfizer in an attempt to achieve its differentiation strategy has focused in developing significant amount of edge in

Perceptions Of Rape And Sexual Assault Sociology Essay

Perceptions Of Rape And Sexual Assault Sociology Essay Through the course of this essay Irina Anderson ¿Ã‚ ½s research into rape perception will be critically analysed. This essay will firstly summarise the research and then go through each hypothesis, the methodology employed and the ideas put forward within the discussion will be assessed due to their respective strengths and weaknesses. In addition to this there will be a section commenting on the place of this research within rape research at large. Some of the problems associated with results of this research and the conclusions drawn from it will be looked at also. Finally suggestions on ways to overcome these problems will also be investigated. As this analysis takes place within the context of Social Psychology Andersons research will thus be viewed through the lens of theories relating to attitudes. This was first put forward by Allport who defined attitudes as  ¿Ã‚ ½A mental and neural state of readiness, organised through experience, exerting a directive or dynamic influen ce upon the individual ¿Ã‚ ½s response to all objects and situations with which it is related ¿Ã‚ ½ (Allport,1935 p.810). due to the gendered nature of rape perception this research is much needed in building a frame work for how rape is seen by the public. The abstract is very clear and to the point and succinctly condenses the research. The three hypothesises under investigation are what is the current perception of female rape, whether this perception is applicable to male rape or are there elements of cultural lag in male rape. Despite previous research it was found that these hypothesises were proved wrong during the study During the introduction these foundation of the hypothesises under investigation are laid. It was found that past research had shown that female rape was most commonly seen  ¿Ã‚ ½stranger rape ¿Ã‚ ½. The Stranger rape stereotype (SRS) is a script which constructs rape as occurring between two people who do not know each other, the act usually happens at night with the  ¿Ã‚ ½struggling victim subdued ¿Ã‚ ½, etc. However studies have shown that contrary to this scenario the vast majority of female rapes 78-84% (Gavey 2005, Koss 1988) are committed by males known to the victim this disparity between official statistics and public perceptions is part of the basis of this study. It is argues that changes in rape perception, brought on by demystifying of rape myths by the media , the breakdown of gender roles and reports which suggest that a broader definition of rape is being used have combined to contribute to the complete rejection of the traditional SRS paradigm into that of ac quaintance rape. Though Gavey p 17-49 has examined the move away from traditional stranger rape paradigm, especially from the 1970 ¿Ã‚ ½s onward, a complete reversal of public thinking does not seem to be completely supported. However as participants within this study were asked to  ¿Ã‚ ½generate their own lists of information ¿Ã‚ ½ it was expected that an answer to this question would be found through the course of Andersons research. One of the most important points that can be drawn from the introduction is what seem to be a lack of research following on from Kahn ¿Ã‚ ½s work regarding a concrete separation of and definition of public attitudes to the differences between acquaintance rape and seduction (Kahn 2004). The overlap between these terms as outlined by Kahn may lead to general confusion and it may be argued that without a clear differentiation between these terms present research into the conceptualisation of female rape may be hampered. In order to address these questions, this current research is vital is analysing what a female rape will be conceptualised as. The results pertaining to the first hypothesis are analysed within the discussion section, which is the well structured and logical it begins by addressing the first findings regarding the first hypothesis was directly contradicted by the results of the experiment. It is well argued that a possible reason for this opposition was due in part to the problems  ¿Ã‚ ½blame attribution ¿Ã‚ ½ where by participants described scenarios in which the victim would be less likely to  ¿Ã‚ ½invite societal blame ¿Ã‚ ½. From this analysis the issue of societal blame appears to be highly salient in rape perception. Moreover in descriptions of a typical rape Anderson asserts that respondents appear to convey scenarios in which no level of blame may be attached to the victim and suggests that further research should concentrate on whether participants are describing what they see as the reality of typical rapes or if other factors, namely blame attribution play a part in the results. Research c learing up this ambiguity would do much to further the study of public rape perception. The second intention of Anderson ¿Ã‚ ½s research is to ascertain whether or not male rape is seen along the same parameters as date/acquaintance rape in females. It is stated that due to a lack of data concerning male rape cause by low report rates and the propagation of rape myths and misconceptions that the research into the public perception of male rape has in not been given the attention which it deserves . From the information gathered in previous in previous studies (Donnelly and Kenyon 1996) it has been hypothesised that if the current opinion of female rape is characterised within the parameters of acquaintance/date rape and that male rape is more commonly seen within the older SRS model. The second part of the discussion directly deals with the results relating to this hypothesis. From the analysis undertaken female rape may still be generally seen along the lines of a  ¿Ã‚ ½stranger- acquaintance rape continuum ¿Ã‚ ½. However the results show that male rape is viewed along completely dissimilar lines to female rape. From these findings Anderson argues that  ¿Ã‚ ½male rape perception may be characterised by (a) erroneous and mythical perception ¿Ã‚ ½. These other factors include descriptions of the act of rape, the relative strength of the perpetrator and victim, sexual orientation and the motivation of the rape being sexual urges [rather than power related]. The fact that some of the factors attributed to male rape include homosexuality and that homophobic belief The hypothesis of the  ¿Ã‚ ½cultural lag ¿Ã‚ ½ of male rape was however not supported during the course of the research. Finding show that male rape does not lag behind female rape, rather  ¿Ã‚ ½other ¿Ã‚ ½ factors not found the SRS/AR models were drawn upon when conceptualising male rape. These  ¿Ã‚ ½other ¿Ã‚ ½ factors make up a fourth hypothesis in the method section were not previously mentioned within the introduction or hypothesis summary. The failure to include this fourth hypothesis previously, which directly addresses the  ¿Ã‚ ½other ¿Ã‚ ½ factors associated with male rape appears to be an oversight. However though it is very useful in helping to make sense of the data as a whole, the late formulation, or at least labelling of this as a hypothesis, subverts the initial aims of the experiment and calls into question the validity of the data coded within this section. The inclusion of this section also further widens the scope of this limited study. Considering the limited data which may be collected from such a small (119 people) and highly privileged sample of the population. In light of the three main interconnected hypothesises the extension to a fourth hypothesis principally concerned with factors initially outside the experiments design leads to a true weakening of this study. Though this data is well coded and analysed, there can be no doubt that this section places strain upon the method section of this study as a whole. The third intention of this current research is to analyse the differences of response between male and female respondents. All previous studies which consider male and female attitudes to rape have shown a strong divergence between attitudes along the gender divide. This it is argued is unsurprising due firstly the fact that men generally have less knowledge about or contact with rape, and secondly due to the fact that  ¿Ã‚ ½historically been the victims of violence while men have been the perpetrators ¿Ã‚ ½. In agreement with this it is demonstrated that men more often agree than disagree with rape myths, empathise less and  ¿Ã‚ ½hold less tolerant attitudes towards victims (Jiminez Abreu,2003) In addition to this Andersons previous research has found that men possess more homophobic attitudes that women in regards to male rape. This is backed up solidly by previous research, which in summery states that as men experience rape less and that as the issue of rape is less promi nent within the male consciousness. Men will extrapolate their knowledge of female rape, to a male scenario along the SRS paradigm. In drawing out the reasons for the predominance of factors such as homosexuality and homophobia associated with male but not female rape Anderson puts forward several reasons as to why this may be the case, the first is that participants may simply be  ¿Ã‚ ½expressing their disgust at this act ¿Ã‚ ½ (Davies, 2002). Secondly use homophobic language as a means of distancing the participants from the victim so at to keep their  ¿Ã‚ ½masculinity intact ¿Ã‚ ½ and to also remove the possibility that they (the male participants ) could themselves be raped. This is a very interesting point which is well argued and is a convincing analysis of the data presented. The recommendation given for further research investigating the connection between sexuality and homophobia in relation to conceptualizations of male rape and the blame attributed to victims is well founded and may go some way in explaining why these factors have gained such prominence in this research. Through course of critically analysing the current research many issues of importance have become apparent. Firstly any research which furthers the field of rape perception is of huge importance. It is also of paramount importance to educating the public at large about the predominant trends of rape within society. With regard the article under review some very important questions have been raised by this study. The fact that all but one of hypothesis has been proved false may be seen in part as a cause for alarm. This is particularly evident in the case that female rape perception has seemed to have lost its cultural lead over supposed paradigms of male rape. This calls for a reassessment of assumptions that female rape is typically seen within the AR framework. Secondly the fact that male rape is not seen either as SRS or AR and is viewed in often homophobic terms may be interpreted differently than to Andersons theory that homophobia is a form of distancing on the part of male par ticipants, it may be interpreted as evidence that homophobia is much more prominent in society than previously assumed. The difference between male and female respondents has not been clearly addressed either, it seems from previous research that more than ever there is now a pressing need to educate males within society about the various aspects of rape. From analysing this research it seems that very little was confirmed or disproved about rape attitudes and perceptions, this research has in turn raised more questions than it answers. In conducting future research it would be advisable to approach one hypothesis at a time, using a much larger sample of the population. In addition to this a more careful use of wording of research questions may also benefit future studies, for example the question what are the predominant circumstances of a male/female rape may address the hypothesis more clearly than the use of the phrase  ¿Ã‚ ½typical ¿Ã‚ ½. This leads us to ask further questi ons about the problematic nature of this type of research. Anderson ¿Ã‚ ½s current research acknowledges some of the shortcomings of the present study including the fact that the research participants used for the study were from a student population, despite this acknowledgement it would be naive to generalise these findings due to the particularities associated with a student sample to the population at large. Some of the main problems associated with using a student population for this type of are that as supported by the research that rape may be an issue generally held in the student consciousness. Secondly the predominantly young age participants, mean age 21.2, could perhaps play a large part in how rape is conceptualised. This is especially important considering that the age group of these students suggest that they have been brought up within the AR framework. A larger study would show how the population at large conceptualise rape. It can be argued that perhaps even previously un-theorised concepts of rape may be found as a resul t of such a study. It would also be of great interest to investigate what the current perceptions of marital/partner rape is. Another important factor which  ¿Ã‚ ½may have affected findings ¿Ã‚ ½ is that up to 34% of the participant were from ethnic minorities. Anderson argues that this factor may have altered the outcome of the study. It may however be argued that the inclusion of ethnic minorities may in fact give the present study a higher degree of validity and allow this research to be generalised. Regardless of the supposed  ¿Ã‚ ½less tolerant perceptions of rape ¿Ã‚ ½ within minority communities (Nagel, 2005), the hypothesised informed attitudes of the student population appear to be unfounded. This finding adds to the overall confusion of the results presented. At present it is impossible to say whether the inclusion of these minorities have lead to a substantial change in the findings of the survey. Further studies along the lines of Nagel ¿Ã‚ ½s research are to be suggested. This work should concentrate on the questions of race, ethnicity and class should be dealt with as a means of aidi ng the understanding of rape perceptions in the public at large. In conclusion the current body of research into rape perception is clearly lacking. The findings of some previous research which are not supported by this study are a serious problem which must in due course be addressed. Furthermore Andersons unsupported hypothesises clearly show the need for further and more directed research into the area of public rape perceptions. Some interesting points were brought up which also require further research, most importantly the fact that female rape perception is still categorised along the lines of SRS rather than AR. In addition to this the evidence produced regarding the  ¿Ã‚ ½other ¿Ã‚ ½ factors associated with male rape also warrant investigation. Anderson ¿Ã‚ ½s suggestion that further studies concentrating on blame attribution is a logical and well reasoned course of action and is highly advisable. In summery past and present research has shown gaps in the understanding of how the public view rape scripts. This research has done much to highlight this problem. It can only be hoped that further research and public education can lead to an increased awareness and understanding on the topic of rape.

023 Understand Child and Young Person development Essay

Age range Explain the sequence and rate of development 0-3 months When born, babies show innate reflexes, such as swallowing and sucking, rooting reflex, grasp reflex, startle reflex, walking and standing reflex; in the first month babies become less curled up and the startle reflex is starting to fade; toward the end of the third month babies start lifting and turning their heads. 3-6 months When lying on front babies can lift their arms and legs balancing on their tummies; they can reach and grab a toy and they can pass it from one hand to another; they can also roll from their backs to front; around sixth month babies are becoming able to sit with support (e. g. high chair). 6-9 months Babies can sit without support; they are beginning to crawl or find other ways of being mobile (bottom-shuffling); starting to use fingers to feed. 9-12 months Babies are becoming very mobile, fast crawling, standing up by the furniture, some babies walk along the furniture using their hands to hold on; developing abilities to handle objects and putting them into containers; babies able to feed themselves with fingers. 1-2 years At the beginning of this period babies are beginning to walk and around 18 months they are becoming more and more skilful on their feet, moving faster; toddlers around this age begin to sit and push with their legs to move on the sit-and-ride toys. Towards their second year children walk confidently, they can run and climb; towards the end of the second year some children are becoming ready to start potty training. 2-4 years In the third year children start potty training; they become able to push with feet or peddle a tricycle; children can walk upstairs alternating their feet; towards the end of the this period children are skilful enough to feed and dress themselves; they are able to do threading, pouring and they can use scissors. 4-7 years Physical development less rapid, however skills are becoming more refined and movements more coordinated. Ability to kick and control ball; development of fine motor skills essential for handwriting. 7-12 years Good coordination of small and large movements; growing physical skilfulness means task can be done quicker, more accurately and more confidently; neater drawing and writing; accurate cutting. Between 9 and 12 children gain even better coordination and speed in fine and gross motor skills. Around 11th year the bodies of some girls are starting to change (growing breasts) and some might start their periods. 12-16 years Gradual body changes in both girls and boys (girls physically mature quicker [around 15/ 16] than boys [around 17/18]. Fast body changes may affect spatial awareness which can become occasionally poor as a result. 16-19 years The maturing of the body is finishing with the full development of sexual organs; the body is taking a distinctive female or male shape. 023 Table 2: Intellectual and cognitive development Age range Explain the sequence and rate of development 0-3 months Quite early on babies are able to recognise the smell of their mother and her voice; later they become familiar with voices of important others and they can be calmed when they hear them; they are interested in faces. In their 3rd month babies start to differentiate between day and night (settled routine); babies become interested in mobiles and other objects around them. 3-6 months Babies are becoming interested in what is happening around them, turning their head in the direction of interest; objects are being explored by hands and mouth. 6-9 months Developing fine motor skills allow babies for a better exploration of objects by handling and touching with fingers; around 8 or 9 months babies understand object permanence (objects continue to exists even when out of sight). 9-12 months Babies are more aware of what is happening around them, they are starting to understand routines through signals (bib = food) 1-2 years Children enjoy pop-up and posting toys and in their 2nd year they are starting to have a go at simple jigsaw puzzles and building bricks. 2-4 years Children pretend play with miniature world; they more interested in books, mark making and painting. In their fourth year children are able to concentrate and focus longer on activities which which caught their interest. 4-7 years Children begin to do some simple counting and calculations, recognizing letters is followed by gradual decoding of simple words and later by reading. 7-12 years Reading and writing is becoming easier, children start reading silently to themselves. Play becomes more organized and follows rules. Development of thinking and reasoning is demonstrated through independent problem solving. 12-16 years Further development of reasoning and problem solving; children are gradually starting to understand more abstract concepts. 16-19 years Cognitive abilities are becoming further refined, leading to high level skills in young people. 023 Table 3: Communication development Age range Explain the sequence and rate of development 0-3 months To start with babies express their hunger, tiredness or other discontent through crying; around 5th/6th week babies start to coo when content; in the third month babies start smiling and reciprocate smiles. 3-6 months Babies starting to understand a little of what is being said and they are starting to give some communication signals themselves (e. g. raised arms when they want to be picked up). 6-9 months Babies become quite vocal, babbling with a differentiated tuneful string of sounds. They are also starting to understand various important key words connected with their routines (e. g. ?dinner? ). 9-12 months Babies clearly show they understand more of what is being said around them/ to them. Babbling is still main way of communication. 1-2 years First meaningful sounds/ words are beginning to emerge around 13 months, and at the end of 2nd year children might have a vocabulary of about 200 words. 2-4 years Language is becoming a powerful means of communication. From connecting two words first children are beginning gradually to build up sentences and their talking is becoming understandable even to those who are not in regular contact with the child. Even though there might be the odd mistake in the sentence structure, the language toward the end of this period is becoming fluent and children ask questions and generally enjoy expressing themselves through language. 4-7 years Children are becoming involved with written language – they are starting to learn to read and write. 7-12 years Reading and writing becomes easier now; at the beginning of this period children enjoy telling jokes to others; apart from chatting, children are beginning to be able to form a simple argument and be persuasive, they are becoming increasingly able to negotiate with others. Their writing shows more grammatical awareness as well as own imagination. 12-16 years Reading and writing skills are becoming very good and children are becoming increasingly skilful in negotiating and persuasion of others (peers and adults). 16-19 years Communication with peers is becoming very important; differentiation between formal and informal language and its use in real life is becoming more and more important; young people use different means to communicate (via phones, mobile messaging, emails, facebook, etc. ). 023 Table 4: Social, emotional and behavioural development Age range Explain the sequence and rate of development 0-3 months First social contacts are being established mainly during feeding; at the end of the first month babies start to show first smiles which then gradually become response to familiar faces. 3-6 months Babies smile and squeal with delight when playing with familiar others. 6-9 months Babies try to stay close to their primary carers and around 8 months babies may become distressed when their primary carer leaves. 9-12 months Babies are fixed on their carers and do not want to be with strangers. 1-2 years Children start notice other children around them and they show some interest in them and later start parallel play. They also start show some frustrations and tantrums as they gradually discover some boundaries. 2-4 years Children play alongside others and may start copying their actions. Around the third year children become more aware of others and their needs which also reflects in their play which is gradually starting to be more and more cooperative. Children enjoy being praised by adults. 4-7 years Developing language is helping children to form better relationships and children begin to show some preferences in friendships. 7-12 years Friendships are becoming more stable and more important and may influence decision making (if my friend is doing something I might be more likely doing it also). Gender specific play is becoming more apparent. Children start to compare themselves to others. Children enjoy being given some responsibilities. 12-16 years Friends and friendships are very important and gradually opinions from friends might feel more important that those of parents/ carers. This leads to exploration and challenge of the boundaries of relationships as well as learning to deal with disagreements, arguments, etc. There are anxieties coming from pressures from school. 16-19 years Young people enjoy being with their friends, they are finding discovering their own identity and sense of belonging to a group/ groups of specific characteristics which defines for them who they are (religious groups, sport group, goth, etc. ) 023 Table 5: Moral development Age range Explain the sequence and rate of development 0-3 months 3-6 months 6-9 months 9-12 months Children might start paying attention to â€Å"no† and might stop their behaviour for a moment. 1-2 years Children are beginning to understand â€Å"no† and they start using it themselves. 2-4 years At the beginning of this phase still no understanding what is right or wrong but children understand when they are said â€Å"No†. Later they become able to follow some simple rules. Around 4 years children are becoming thoughtful at times but most of the times will decide what to do on the basis of adult approval. 4-7 years Children are beginning to understand rules; they try to understand them, follow them and may attempt to create their own rules where no rules are given (made-up game with friends). 7-12 years Children share their knowledge of rules with others and will readily point out if someone breaks the rules. Later they are becoming more aware of behaviour consequences and they are generally becoming more thoughtful. 12-16 years Children are beginning to be aware of a bigger picture – rules of communities and societies and they are beginning to understand the need for that. 16-19 years There is a interest in moral issues, finding out that right and wrong is not always black and white. Questioning and testing of rules. A2 Answer the following questions. 1. What is the difference between ‘sequence’ of development and ‘rate’ of development? 2. Why is the difference important? (Ref 1. 2) Q1. What is the difference between a sequence of development and rate of development? Sequence of development is the order in which development occurs, e. g. children are able to sit before they learn to crawl. The order of the sequences in development are always the same (even though there might be some individual differences: babies always learn to move about before standing up and walking, but some babies bottom-shuffle instead of crawling). Rate, on the other hand, is the speed in which individuals go through the stages/ sequences of development. Most children learn to walk when they are about 12 months old. However, some babies might be ready to walk when they are 10 months old and others when they are 15 months old. Individuals might also be developing with different rate in different areas, e. g. some children might be developing quickly physically, but their speech might be delayed. These individual differences are results of genetic predispositions and other biological influences as well as environmental stimulation. Q2. Why is the difference important? Knowing the sequences of development in different areas is important for practitioners to be able to plan accordingly and therefore to support the development in individuals. The rate of the development is important in terms of recognizing any atypical development and recommending/ searching any additional interventions when needed. TASK B Complete table; Research and report B1 Complete a table as shown on the following page, identifying the different personal and external factors that influence children and young people’s development. (Ref 2. 1, 2. 2) B2 Produce a report to demonstrate your knowledge and understanding of differing theories of development. This report should identify how these theories have influenced current practice and include the following: Cognitive (e. g. Piaget) Psychoanalytic (e. g. Freud) Humanist (e. g. Maslow) Social learning (e. g. Bandura) Operant conditioning (e. g. Skinner) Behaviourist (e. g. Watson) Social pedagogy. Over the years there have been many theories trying to explain certain aspects of development, behaviour, learning, etc. In the following text we will look at the most influential theories which are being used by practitioners in better understanding as well as day to day work with children and young people. After a brief description of how an individual theory was founded, we will discuss the key points for work at nurseries. Theory of cognitive development (Constructivist approach) Theory of cognitive development is connected with the name of Jean Piaget (1896-1980) who through work on intelligence tests started to notice how children at same stages make very similar mistakes in their tasks and problem solving approaches. Piaget then closely observed his own children, capturing their development in details and later using these observations to create a theory of cognitive development. Piaget considered children as active learners who create ? schemas? (believes) about the world based on their experiences. This is how they make sense about what is happening around them. However, a child? s schemas are going to be challanged time to time by new and unexpected experiences and as a result existing schema will have to adapted to fit these in (e. g. touching something hot will alter the notion that everything is safe to touch and child will learn that certain objects can hurt when being touched). Piaget? s theory influenced the practice by having a ? child-centred? approach. In our setting, for example, we make regular observations on what our children are interested in and what they like to play/ do. After careful evaluations and identifications of possible next steps of development we plan activities which as well as reflecting children? s interest also further challenge them to encourage the development. Psychoanalytic theory of personality Sigmund Freud (1856-1939) suggested that every personality has got three parts to it – id, ego and superego. We all are born with id, which is the part of our personality that is driven by our desires and reflects in pleasure-seeking behaviour. Id is selfish and passionate and it is purely after satisfying its needs, known as ? gratification?. However, through social contact and learning babies/children gradually learn to be aware of the outside world and eventually of needs of others. They will be developing ego, which is able to plan the actions so the needs of the individual can still be met but in more socially desired way, e. g. ability to wait for once turn when the food is being served at pre-school settings. This is called ? differed gratification?. Later, as a result of further parenting and learning about social and cultural values, the superego is developed. Superego could be described as an internalised parent as the child is starting to be aware of what is good and what is bad without external reminder – e. g. I must not hit because it hurts. If the behaviour trespasses the imperatives of the superego, the individual will feel guilt as they are now aware that their behaviour was bad (this is referred as ? conscience? ). Apart from judging conscience, superego has got a notion of an ego-ideal to which it will strive. When ego demonstrates good behaviour the ego-ideal part of superego will reward this, e. g. feeling good after doing something for someone else even when external praise is not present. Even though Freud has been criticised for basing his description and explanations of development on sexual motives, some of his theoretical concepts are now widely accepted (e. g. the concept of unconscious mind – id and most of superego). One could say that orientation on children? s needs might be partly inspired by Freud? s ideas about the dynamics of id, ego and superego. Too strong superego and suppressed unconscious id will lead to many problems in adult life, where individual tries to live mainly by what is required by the outside world rather than allowing themselves to follow own desires. In early years healthy development of ego can be supported by putting the child and their needs in the centre of our attention; activities and work with children is individualized and child-led, yet still well planned and safe. For example, in our setting we might notice that a particular child enjoys opening and closing doors, gates, etc. Instead of completely discouraging him from doing that we might identify situations when it might be appropriate for him/her to do so and explain the necessary things around it in a child-friendly way (e. g. : When everybody has got their shoes on, you can open the door, Henry. , We will keep the gate closed now, because we are going to play in the yard now. , Mind your fingers when closing the door – you could close them in and that would really hurt. , etc. ). If we say ? no? to children it is good to make sure that the child knows about the reasons behind our decisions (even though they might find it hard initially anyway, they are more likely to come round and understand it in their own time). Humanistic theory of motivation and personality – Abraham Maslow (1908-1970) Maslow studied motivation in people and came up with what is now known as Hierarchy of Needs. Maslow divided the needs into five categories (physiological, safety, love/belonging, esteem, self-actualisation) and put them in hierarchical order from the most essential and basic needs to higher-order needs. Maslow argues that it is necessary to fulfil the needs from from the bottom of the hierarchy first to be able to meet the needs of higher order. Only when all the other lower needs are met, an individual can focus on fulfilling the highest needs of self-actualisation, such as creativity, problem solving, morality, etc. In our practice we are aware, that when a child is for example overtired and hungry (the most basic physiological needs), there is no space to try to fit in other things, e. g. ?wait for your turn? , ? say please? ,†¦. (which would be working on their higher order needs, such as love/belonging (friendship) or esteem (respect for others, respect by others). This child at that stage needs to be fed and put to sleep as soon as possible and other input has to wait until the child is again able to tune to it/ receive it. Social cognitive theory Social cognitive theory has its roots in behaviouristic approach. However, Albert Bandura (born 1925), even though accepting learning by conditioning, argued that lots of learning happens through social observations (? observational learning? ). Observational learning is when children copy what other children or adults do; in comparison to conditioning, observational learning happens spontaneously and often without the need for reinforcement. Cognitive abilities seem to play an important role in observational learning as children need to be capable to notice the activity itself as well as remember it accurately. As staff we need to be mindful in the way we act and interact in front of children as they are likely to copy our behaviour. In accordance with the social cognitive theory we try to set good examples to the children in our settings by showing good manners and being courteous to them as well as to one another. Behaviourist approach to learning – operant conditioning Operant conditioning is based on classical conditioning (I. P. Pavlov; J. B. Watson), which teaches that certain behaviour/ reaction can be connected with a stimulus through conditioning, e. g. fear of cats after a bad experience with a cat. F. B. Skinner (1904-1990) however took this a bit further and through experiments mainly with pigeons and rats showed that learning can be strengthen by reinforcements, such as positive reinforcement (praise, sticker, attention, etc. ), negative reinforcement (this is removing something which is negative from the situation so it no longer poses a ? threat? or causes negative emotions and the whole experience becomes more positive, e. g. child does want to play with a toy because it is scared of the noises it makes – by switching the sound off, the child is able to explore the toy) and punishers (negative consequence which is likely to prevent individuals to repeat their behaviour – e. g. touching hot iron). Skinner researched most effective ways to retain the learnt behaviour and he found out that even though continuous positive reinforcement is good at the beginning of the learning, later unpredictable positive reinforcement keeps the learnt behaviour in place for longer period of time. This is because even though the reward comes frequently, we are not sure when it is going to come next and therefore we keep doing the behaviour. At our setting we might be using operant conditioning for example when we are helping a child to potty train. First every sitting on the potty, regardless of results will be rewarded. When the child gets into the habit of sitting on the potty, then only successful potty session will be rewarded with a sticker (however praise for trying when unsuccessful remains). When starting to do regularly this stickers might gradually become praise and sticker will be awarded if the child successfully asks for potty when they need it. Behaviourist approach to learning – Classical conditioning J. B. Watson (1878 – 1958) followed I. P. Pavlov? s work on classical conditioning with animals (dogs salivating when food arrived became then salivating even at the mere sight of the bowl; Pavlov took this further by conditioning completely unrelated food stimulus, such as bell or light, which after regular presence at the mealtimes would later on its own initiate the salivating response in dogs). Watson showed that classical conditioning is possible in humans as well (famous Little Albert experiment, where a baby was conditioned to have fear of rats). Classical conditioning is not really used in practice as a active way of teaching, however its theory can be used for observational purposes (e. g. recognising when sucking thumb signals hunger etc. ). Social pedagogy Social pedagogy is a discipline which brings together theory and practice in order to assure the best and holistic way of supporting children in their development and education. The overall aim of social pedagogy is to give children and young people the best possible chances for their future lives. In accordance with social pedagogy the Early Years Foundation Stage Framework (EYFS) has been devised to capture the development in early years and to help professionals to monitor, plan and support effectively individual development. For better and focused understanding the development has been divided into seven areas, out of which three are recognised as prime areas (Personal, Social and Emotional Development; Communication and Language; Physical Development) and four are described as specific areas of development (Literacy; Mathematics; Understanding the World; Expressive Arts and Design). The support the professionals can provide is differentiated into helpful advice in positive relationship and suggestions for enabling environments. In EYFS we can see influence of Piaget? s work in enabling environments where the focus is predominantly on individual? s own experience. We can also strongly identify the theory of ? zone of proximal development? by Vygotsky (cognitive development) in EYFS as we can easily identify where children are in their development, what is the next developmental stage for them and how we can support this next step. 023 Personal and external factors influencing development B3 Personal Factors: Give ONE explanation of a positive influence on the development of children and young people Health status: given by genetic predispositions as well as environmental factors, such as diet, pollution, stress, etc. If obesity is genetically passed on in the family than healthy diet together with developing positive attitude towards regular exercise will help the child to maintain a good health. Disability: Physical impairment, such as missing or underdeveloped limb Wheel chair together with barrier free environment (e. g. lifts, ramps, low sinks, etc. ) will help to support independence of an individual. Sensory impairment: visual impairments, hearing impairments, death-blindness, When working with individuals with visual impairment, we can use the other senses to compensate and provide necessary stimulation which helps the development, e. g. using special toys/ learning material which uses touch and sound as a mean of gaining information. However, if there is some vision left (which usually there is), the environment can be adjusted by using contrast colours, non-reflective material, good lighting, etc. Learning difficulties: Dyslexia, dyspraxia, dysgraphia, dysortographia, ADHD, ADD Children with ADHD benefit from having a regular routine. Activities needs to be short and well planned with simple and easy to follow instructions. Hands-on activities with regular physical exercise and lots of praise are essential. External Factors: Poverty and deprivation: poor diet, inadequate housing, lack of education, lack of access to play and leisure, low aspirations and expectations Good education can help the individual to break from the poverty and secure them a better brighter future. Family environment/background: neglecting parents, abusive parents, parents with alcohol or other drug-taking problems, ill parents who are not able to provide adequate environment for their children, etc. Parents who are ill and no longer able to fully provide for their children could be provided with carers who would help with the overall smooth running of the household, caring for needs of the disabled parent and the needs of the children, while keeping the family itself together. Personal choices: from certain age children/ young people make some decisions for themselves which can have effect on their development, e. g. taking drugs, changing their diet, etc. To help to prevent drug-taking it is important to support the development of a positive self-image and healthy self-esteem; education and raising awareness of dangers of drug-abuse is also a helpful preventative measure. Looked after/care status: children in residential care, in foster families, in their own family but having care status (they are the responsibility of local authorities). If children are being fostered it is beneficial if siblings can stay together. Education: Educational system, through family itself, through other groups (religious groups, sport groups, hobbies and interests, etc. ) Finding out strengths of an individual (which do not have to necessarily academic) and building upon those to build a healthy self-esteem and recognition of self-worth – this can help to compe with other weaker areas in a positive way. 023 Task C Report Produce a short report in the form of an induction pack for new staff at a setting, covering the following. a. Give two examples of assessment methods that could be used to monitor a child/young person’s development. (Ref 3. 1) b. Give three examples of why sometimes child/young person’s development does not follow the expected pattern. (Ref 3. 2) c. Give one explanation of how disability can impact and affect development. (Ref 3. 3) d. Give three examples of different types of intervention that could promote positive outcomes for the child/young person, where development is not following the expected pattern. (Ref 3. 4) a. In our setting we use several assessment methods to monitor our children? s development. The most used one is a short free description on sticky labels – these capture a specific short observation in a specific area of development (e. g. Physical Development); the date and the identified area/ areas get recorded on the label. This method of recording information is useful for gathering evidence of the progress of development in specific areas and building a developmental profile of an individual child. We also use specific observation sheets, on which we capture a more detailed and complex observation. In the next section on the sheet the observation is evaluated and areas of the development are identified (often more than one). In the last section we identify the next steps for the child and how we can help the child to achieve that. We have two types of observation sheets in our settings following this format – one is purely written observation, the other one is a photo observation sheet. This method of recording and evaluation allows us not only to add to the developmental profile of each child but also to plan effectively to further support the child? s development. b. There are many possible reason why at times the development might not follow the expected pattern. Apart from the most obvious ones, such as disabilities and special learning needs, the development can get affected by external factors, such as environmental reasons, cultural reasons, social reasons; and specific individual reasons, such as emotional reasons, physical reasons and communication difficulties. Environmental reasons: Among environmental reasons which may affect child? s development is for example where and in what conditions a child lives and what type of school they attend. Social reasons: There might be big differences between children in terms of wealth of their families, family status and family structure (big family with strong bonds in comparison to divorced parents with negative mutual relationship), education of parents as well as their ability to tune themselves to the needs of their children – all of these will affect the way children will be developing. Communication skills: Slower developing communication skills have got potential to negatively influence the development in other areas. The inability to effectively express themselves may result in frustrations in children and aggressive behaviour as well as consequently lower literacy skills. Similar effects can be observed in children whose families? language is not the dominant language of the country. If the dominant language is not fully acquired the child may significantly struggle once at school. c. Disability can affect more than one area of development as children can become frustrated and their self-esteem can be lowered. The attitudes of low expectations and stereotyping by others will also have a secondary negative impact on a child? s development. d. There are several ways how difficulties in development can be recognised, monitored and positively supported. Educational establishments will have appointed SENCO, a person who is responsible for identification and organising further support for children with special needs. If appropriate Educational psychologist will be contacted to make a full assessment and recommendations in how to support individuals in education (behavioural problems and learning difficulties). Suggested interventions may be discussed with parents and with learning support assistants and individual educational plan might be written up and followed. If there are any issues with speech and communication, Speech and language therapist will be consulted – the outcomes of the assessment will lead to a specific plan of action, often involving regular contact in which special exercises will be explained, practised and taught to children and their parents/carers/other professionals for them to be able to support the children outside the sessions. If a child? s physical development is affected, physiotherapist can provide help with special exercises and massages to aid the physical development, maximize the range of movement and develop the appropriate movement control. Task D Report Produce a report which explains the following: a. Why is early identification of speech, language or communication delay important for a child/young person’s well-being? (Ref 4. 1) b. What are the potential risks for the child/young person’s well-being if any speech, language or communication delay is not identified early? (Ref 4. 1) c. Analyse the importance of early identification of the potential risks of late recognition to speech, language and communication delays and disorders. (Ref 4. 1) d. Who might be involved in a multi-agency team to support a child/young person’s speech, language and communication development? (Ref 4. 2) e. How, when and why would a multi-agency approach be applied? (Ref 4. 3) f. Give four different examples of play opportunities and describe how you would put them into practice to support the development of a child/young person’s speech, language and communication. (Ref 4. 3) a. Early identification of the language and communication difficulties is important as it can support the development to prevent further (secondary) impact on other areas. Also, as the brains in young children have not finished their development, the earlier we can intervene, the better prospects of success we have. b. Problems in language and communication can have a negative effect on other areas of development, such as cognitive and social development. Children with language and communication difficulties are more likely to struggle at school in learning to read and write, which can have further negative impact not only on other subjects but more importantly on their self-esteem. Children with such problems can become gradually isolated. c. Early identification of the potential risks of late recognition to speech, language and communication delays and disorders is very important in terms of putting the most appropriate interventions in place to support the development and benefit the children? s needs. Well timed and well tailored intervention has got the potential to optimize the development and to minimize potential negative impact for other areas of development. d. In the multi-agency team to support the child with speech, language and communication there will be the child? s GP or a health visitor, who will make a referral to a speech and language specialist. If there is a suspicion that the communication difficulties are connected with learning difficulties Educational Psychologist will be consulted. When it is decided on the type of intervention needed, the parents, the educational setting professionals and the rest of the team should work together in order to implement the chosen intervention in order to meet the needs of the child. e. Multi-agency approach is used when parents and/ or other professionals (such as GP, early years settings, etc. ) have recognised that a child is in need of additional help to aid the development. Different professionals are involved in the assessment of the needs (e. g. GP to assess potential hearing or other impairments) and speech and language therapist devises the best possible individual support. Multi-agency approach brings together different fields of expertise to assure the best possible outcome for the child. f. There are many informal opportunities how children? s communication and language development can be supported. These might often be more effective than formal exercises as they naturally meet the child in they world of play, making it more motivating and fun. Nursery rhymes and songs – Children enjoy joining in nursery rhymes and songs. These are short and memorable and their rhythmical pattern make them perfect little exercises for developing language, pronunciation and fluency (good practice when dealing with stutter). Books are perfect for developing passive and active vocabulary, understanding meaning of words and learning correct sentence structure informally. Books are a wonderful way to spark children? s imagination as well as teaching them to express themselves about the world around them by providing the relevant vocabulary. Pictures in books make it possible for children from the earliest age to actively engage with the story as well as to engage in a dialogue with another person. Dressing up and role play again helps the child in an informal way to engage in talking and communication with others whilst enjoying the imaginative play. Puppets are a fantastic way how to involve children in communication through play. Children are fascinated by puppets and enjoy adults taking active part in their play, which again allows for an opportunity to develop language and communication in a fun way. 023 Task E Complete table Complete the table on the next page, showing how the different types of transitions can affect children and young people’s development and evaluate how having positive relationships during this period of transition would be of benefit. Additional Guidance Different types are: a. Emotional, affected by personal experience, e. g. bereavement, entering/leaving care. b. Physical, e. g. moving to a new educational establishment, a new home/locality, from one activity to another. c. Physiological e. g. puberty, long-term medical conditions. d. Intellectual, e. g. moving from pre-school to primary, to post-primary. (Ref 5. 1, 5. 2) Give ONE specific example of a transition Give ONE possible effect on children and young people’s development Evaluate the benefit of a positive relationship during this period of transition ~ provide ONE example Emotional: Bereavement Depression which may affect sleep pattern, children may become lethargic and less interested in engaging in any activities which may affect they social, emotional and cognitive development Positive relationship with open communication and listening skills allows for a child to ask difficult questions and share their worries and sadness, to talk over difficult memories and anxieties about the future. This may help with overcoming the past and the sadness. Physical: Moving home Moving home may effect the children social development as they may lose previous friends and find themselves unable to fit in new friendship groups. Some children might start having food issues, such as overeating to deal with anxieties. This can affect their emotional, social and physical development. Positive relation can provide a helping hand with dealing with the new situation while supporting the self-esteem and encouraging the confidence in a young person. Positive relationship can also act as model of skills of how to establish a new relationship. Physiological: Gaining a physical disability – e. g. lost limb Withdrawal – children may become very solitary, unable and unwilling to join in with their peers, which can affect their physical, emotional, social as well as cognitive development. Positive relationship will communicate acceptance and healthy support in dealing with a life-changing situation; this should help in dealing with difficulties as they come Intellectual: Moving from pre-school to primary school Lack of concentration and motivation as the child might feel overwhelmed by new routines and new demands which they might find very difficult – this may affect their natural cognitive development and they might regress into safer younger stage of development. Positive relationship will allow for a child to feel safe, valued and as achieving (in their own pace) by identifying the appropriate approach of working with the child with the sensitivity to their specific needs and pace of development.

Essential Characteristics for an Effective Marketing Plan Essay

A marketing plan is a business document that is purposely written for describing the current market stance of a business as well as its marketing strategy for the period captured by the marketing plan. Marketing plan usually lasts for one up to five years. The rationale of writing a marketing plan is to visibly reveal the strategies that will be implemented to ensure that a business attains its marketing objectives. Marketing plan for a business should include a brief description of its rivals, strengths and weaknesses from a market position of both the competitors and its business. Business marketing plan also include the demand for the service or the product. The rationale of this paper is to develop a marketing plan for two new products from Cadbury Company. This marketing plan will also include description of the service of product including the unique characteristics, pricing strategy, description of the location of Cadbury including the advantages and limitations for marketing. This marketing plan will also include market segmentation as well as the market budget including the promotional and advertising plan. Developing a marketing plan is a strenuous process, but in the long run it has a positive impact on the business yearly earnings. A Marketing plan just like a business plan should be updated regularly to address changes in demand, market conditions as well as pricing issues. Cadbury is a company that produces various cocoa products that are famous and sold across the world. This paper provides an integrated marketing plan aimed at promoting Cadbury’s finest dark chocolate in the Australian market. The paper also outlines the entire Cadbury Company, its current marketing strategies and its positioning in the confectionary industry. New chocolate products from Cadbury include Cadbury daily milk top deck, Cadbury dairy milk snack, marvelous creations peanut toffee cookie, Cadbury dairy milk mousse raspberry, marvelous creations peanut toffee cookie. The marketing plan includes the implications of launching new finest chocolate products in Australian market, exceptional packaging and different sizes in combination with the detailed promotional policies. The marketing plan also evaluates the strategies that are to be incorporated to combat other chocolate product from rival companies such as Rondnoir dark chocolate. Cadbury will use distinct marketing ingredients because of their benefit in enhancing the new product market position (Brooksbank, 1991). The company has come up with a performance plan on how to distribute these new products to the various outlets so that they can reach to their fundamental target market of middle and upper class people with an age of 25 years and above. Cadbury’s competitive advantage position is based on its status in the market as compared to other products. Cadbury’s product quality ingredients and taste comprise of the company’s positioning gain (‘Cadbury’, 2014). The new chocolate products will be distributed to all chief gift stores, supermarket chains, delicatessens, chief department stores and specialized coffee shop franchises. Cadbury is the world principal confectionary company with a superior assortment of candies, gum, and chocolates. The company is famous for developing brands such as trident, Cadbury and halls. John Cadbury founded Cadbury Company in 1824. The company has expanded to multinational level with over 50000 employees and over 35000 suppliers across the globe. The company objective is to become the world’s principal and superlative confectionary company. Cadbury mainly focus on commercial operations in South America, Britain, Ireland, Africa, US, Middle East and the Pacific region. Consumer Analysis                  Cadbury Marketing approach and operations focus towards being the leading company in performance as well as maintaining its business operations. The worldwide confectionary market is attractive, large and with expanding dynamics. Cadbury has an estimated retail value of $141 billion. The key category is chocolate which take more than 50 percent of the world’s confectionary market (Cadbury, 2010). Internationally, the confectionary market is developing at the rate of 5 percent as compared to any other packaged foods. Cadbury has been able to create appropriate range that is available for all and to all. Cadbury’s major strength in Australia is in candy and chocolate. Chocolate remain the product that most clients seek a specific taste in every market. Cadbury Company SWOT Analysis Internal Environment Strength                  Cadbury is the chief confectionery company with an estimated market share of 10 percent. Cadbury also boast a strong financial stance. Cadbury is proficient in production because of its leadership in creativity and sturdy brand name. Cadbury mainly focus on manufacturing chewing gum, chocolate and candy, which has enabled the company to comprehend unique consumer segments. The acquisition strategy used by Cadbury since 2003 has enabled the company to venture in new markets (Cadbury, 2010). Weaknesses                  Cadbury entirely depends on beverages and confectioneries for its revenues whereas some of its rivals such as Nestle have differentiated products. The diversification strategy has enabled Cadbury’s competitors to achieve more profits. Cadbury has a strong market at Europe while their competitors have a strong super-national experience. Cadbury must keep on enhancing its understanding and presence of new markets so that they can maintain its competitive advantage. External environment Threats                  Internationally, the costs of production are increasing mainly because of cocoa, sugar, costs of energy, transport and packaging. This calls for Cadbury to situate its worldwide supply chains in appropriate areas. Pressure from branded competitors also results to increased cost of advertising. There is aggressive marketing as well as price wars. Cadbury products have also been influenced by increasing cases of calorie related conditions as well as obesity. Cadbury is also affected by existing firms since confectionery industry is overcrowded. Cadbury major rivals are Mars and Nestle who also create strong brands. Cadbury also face threat from products that can be used as substitutes to chocolate. These substitutes might have the same customer satisfaction, but sold at cheaper prices (Cadbury, 2010). Opportunities                  The worldwide confectionery market is famous for its fast emergence and acquisition capacity. This is an opportunity to Cadbury because it will enable the company to expand to new areas through acquisitions. There is increased demand for confectionery in the highly populated nations such as India and China which creates new markets. Cadbury must reduce its costs of production in order to survive in fast moving consumer goods. Cadbury has an opportunity to reduce costs through sensible investment in R & D, increase in supply chain effectiveness, and through outsourcing. Cadbury can achieve cost minimization by producing gums without sugar and Cadbury finest chocolate for enjoyment and treats. Cadbury range of products has a good reputation that claim for relatively strong pull. Cadbury is also known as established players in the confectionery market. Cadbury also can utilize economics of scale to negotiate for low cost raw materials. Cadbury works with best suppliers so that they can ensure low cost and consistent quality materials used to manufacture chocolate products. Industry Analysis                  Cadbury operates confectionery factories in Australia, Tasmania and New Zealand. Premium chocolate market is rewarding in Australia and Cadbury aspires to advance this brand. Cadbury also propose that premium chocolate can be used as exciting gifts. Cadbury primary target is the upper and middle class people with an age above 25 years. Competitor analysis                  Cadbury wish to launch the innovative bite-sized chocolate to combat the competition from Rondnoir chocolate launched in 2009 by Ferrero. The new chocolate product will be packaged uniquely and include variety of fillings because the company target upper and middle class clients. Integrated Marketing communication plan                  Integrated marketing communications is the use of distinct media to maximize the efficiency of marketing communication scheme. Cadbury believes that brand communications is an expression of implied standards and the company’s figure evenness. IMC is a famous approach since people believe that it offers the only appropriate competitive gain of marketing organizations. Cadbury can use any form of communication approach as a marketing strategy since there are very many forms of communication. Brand marketing has taken over advertising. Cadbury can opt to advertise its new products in appropriate media such as a movie or high-profile sporting deal. Integrated marketing is very effective since it utilize different media qualities of media in communications that are cautiously designed to bring out consistent brand values regardless of the type of media encountered by the customer. The use of integrated marketing has been associated with the growth of global business. Mass media is a chief strategic element of marketing communication strategies. Market targets                  Cadbury’s primary target is middle and upper class individuals with an age over 25 years. Cadbury competitive advantage is based of the company’s reputation in the confectionery market with their existing products. Point of difference                  The innovative bite-sized chocolates will be packed exceptionally with variety of fillings. It will take over the current milk-tray boxed chocolate from Cadbury. Positioning strategy                  Chocolate lovers all over the world can now enjoy an optimum taste that is cautiously designed to ensure maximum utility as compared to any other chocolate. Cadbury believe that this is not a common chocolate, but it conveys an instantaneous message to chocolate lovers (Ryan & Jones, 2009). Communication Objectives                  Product awareness: Cadbury wish to attain at least 25 percent of trial rate within the entire end market within the first year of the launch. Interest: Cadbury wish to attain a re-purchase of at least one month amongst 50 percent of the companies that tried the product. Market penetration: The Company wishes to attain 1 percent of the market share of the grouping segment countrywide within the first year of launching. Evaluation: The Company can come up with a questionnaire to 40 percent of the new finest dark chocolate which compare it with Rondnoir dark chocolate by Ferrero. Trial: After assessing the new premium chocolate, the consumers are expected to prefer it owing to its exceptional packaging and bite-size. Adoption: The new premium chocolate from Cadbury is expected to have a 75 percent adoption, which implies that the consumer will purchase this premium chocolate and give positive reviews. Mixed strategies                  Cadbury will involve push and pull promotional approaches together in the launching of these new chocolate products. Utilization of different promotional strategies will enable the company to develop and intensify brand awareness. The new dark chocolate is at its introductory stage of product life cycle and thus it requires a lot of marketing. Cadbury can ensure they maintain a better market position by packaging their new premium chocolate like a gift. The reviews form key consumer market should be examined ad research tools applied to any point of contact such as packaging, letterhead, logistics among others to ensure a complete integrated marketing communication cycle (Ryan & Jones, 2009). Integrated marketing communication is very crucial since it enable to bring harmony in the company by incorporating various promotional tools. The advertising, sales and direct departments can cooperate through data integration. Cadbury can achieve data integration by setting up a marketing information system that collect and share appropriate information within the company departments. Cadbury will introduce the two new products using extensive advertising, penetration pricing and expanded distribution so that the company can increase its growth rate and revenues. Cadbury has managed to maintain market position because of excellent combination of extraordinary and cost-effective products. The rationale for every marketing plan is to ensure success of the project. Therefore it should outline appropriate tasks to be implemented, target clients, and the value of the product manufactured (Coen, 2009). Advertising                  Marketing requires a lot of finances because of creation of advertisements, thus the company must set enough finances for advertising campaign. For Cadbury to reach their target customers, they must consider both offline and online campaigns. The Company should also allocate enough funds to the offline marketing. Mass media adverts are to be designed to convey gratification message to the consumer. The adverts should also give appropriate reasons as to why they should abandon their current chocolate brands for the new premium chocolate manufactured by Cadbury. Product                  Cadbury are famous for their strong brand reputation and thus all their decisions regarding their product must be in line with brand image. Their packaging and product are designed to reflect who Cadbury are. The products reflect high nutritional and quality value and creativity Cadbury provide their clients while packaging incorporates the corporate brand logo and purple corporate brand color associated with quality and reliability. Cadbury products are in form of a twisted bar to entice chocolate lovers, packaging is also colorful to attract young adults, teenagers as well as children. Cadbury products meet EU food standards because they do not use forbidden additives and non-natural colorants (Hiebing et al, 2012). Price                  Pricing strategy is very significant in conveying the representation of a brand. This explains why Cadbury cautiously considers brand reputation and the value of the product, as well as the target market to determine its pricing of their products. For instance, Cadbury sells bar chocolates at a premium price as compared to chocolates from Tesco and Sainsbury. In deed, diverse Cadbury goods targeted at dissimilar segments of the market are priced differently. Placement                  Cadbury chooses their distribution approach based on the brand reputation of their products. For instance Cadbury dairy milk bar has range of product because they are targeted to mass consumer. Cadbury ranges of products are available in ‘mom and pop’ shops, hyper and supermarkets, convenience stores and chain retail outlets. Cadbury is accessible across all distribution centers in UK market (Hiebing et al, 2012). Promotion                  Cadbury cautiously chooses its communications strategies based on their target market and brand reputation to increase product awareness and create great customer base. Cadbury must choose appropriate promotional strategies because of the existing economic downturn so that they can achieve maximum profits from promotional expenditure. Cadbury has developed various websites for their brand. Cadbury has signed a contract with 2012 Olympic that was anticipated to give Cadbury brands global recognition (‘Cadbury’, 2014). The websites developed by Cadbury include: www.aglassandahalffullproduction.com, www.cadburycremeegg.co.uk and www.cadbury.co.uk. They also include advertisement through print media, TV and radio. Marketing budget                  Budget allocation for a marketing plan is determined by percentage of profits and sales. The budget for marketing plan will also be determined by annual profit and sales target of the existing products. It is most effective to determine marketing operations to be executed as well as the marketing goals to be attained while launching new products from Cadbury. A rational method of setting marketing plan on various promotional activities must consider objectives and operations (Rowlinson, 1993). Appraising and controlling the marketing plan                  There are many superior approaches of controlling and monitoring a marketing plan. Principles of balanced scorecard is one of the methods used to control and monitor marketing plan. Key issues that might face Cadbury while implementing marketing plan Too many brands and products Consumer awareness to entice more clients Pressure from consumers on health related matters Hefty legislations and values for industry The credit crunch and economic slowdown The likelihood that the market will shrivel Increased competition resulting to competitive prices Thriving in a challenging market Comprehending the competition Entry in new markets and launching new products Introduction of existing products in new markets Segmentation of market                  Cadbury has segmented chocolate market in UK based on psychographics, geography and demographics to discover the target market segments for their new products (Cadbury, 2010). References Brooksbank, R. (1991). Essential Characteristics for an Effective Marketing Plan. Marketing Intelligence & Planning, 9(7), 17-20. Cadbury. (n.d.). Cadbury. Retrieved October 9, 2014, from http://www.cadbury.co.uk. Cadbury, D. (2010). Chocolate wars: from Cadbury to Kraft – 200 years of sweet success and bitter rivalry. London: HarperPress. Cadbury, D. (2010). Chocolate wars: the 150-year rivalry between the world’s greatest chocolate makers. New York: PublicAffairs. Coen, W. A. (2009). Marketing plan. S.l.: John Wiley And Sons. Hiebing, R. G., Cooper, S. W., & Wehrenberg, S. (2012). The successful marketing plan: how to create dynamic, results-oriented marketing (4th ed.). New York: McGraw-Hill. Home Businesses Need a Marketing Plan Too. (n.d.). About. Retrieved October 9, 2014, from http://homebusiness.about.com/od/homebusinessglossar1/g/marketing-plan.htm Rowlinson, M. (1993). The Invention of Corporate Culture: A History of the Histories of Cadbury. Human Relations, 46(3), 299-326. Ryan, D., & Jones, C. (2009). Understanding digital marketing marketing strategies for engaging the digital generation. London: Kogan Page. Source document