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What are the challenges that remain and how might they be addressed?

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Assignment guidance:

Comparing provision for inclusive education

A PowerPoint presentation (1800 words)

Create a PowerPoint presentation to critically discuss how two different aspects of children’s lives can impact on their experience and learning in primary education in two different countries. One country you should be familiar with (England) and the second country should be either Canada, South Africa, Scotland OR India.

 

The presentation requires you to critically discuss how two different aspects of children’s lives can impact on their experience and learning in primary education in two different countries. For example, you might discuss:

  • issues related to religious affiliation and genderin Northern Ireland and India, or
  • issues relating to refugee statusand ethnicity, and difficulty accessing formal schooling in England and Canada.

One of these countries should be a country with a school system with which you are very familiar. For example, the country where you are currently resident or a country where you went to school yourself. (I am from England so please can you choose England as the first country) The other country should be chosen from the focus countries we studied which are Canada, South Africa, Scotland and India.

You should include:

  • 12 PowerPoint slides showing key points relating to the content of your discussion
  • a maximum of 3 additional slides for references.

You should also include a commentary to accompany your slides. This will provide you with an opportunity to ‘talk to’ your slides and add context to the key information provided in the slides. The commentary must be included using the notes facility in PowerPoint (under each slide). It should not be submitted as a separate Word document.

Your presentation, including the notes, should be a maximum of 1800 words

Your presentation should draw on the themes we studied. The aspects of children’s lives that were explored in this block include: disability; learning difficulty; religious affiliation; refugee status and ethnicity; learning English as an additional language; gender; sexual orientation and difficulty in accessing formal school environments.

Choose two of these aspects of children’s lives to critically discuss how they impact on their experience and learning within primary education in two different countries.

The first country should be one that is already familiar to you. The second should be a module country (Canada, South Africa, Scotland or India). When choosing the second country, we advise you to select one that will allow you to show significant differences from the first. This will enable you to develop a substantial and illuminating comparison.

Your presentation should have 12 slides, with up to three further slides for references. The structure of your presentation should include the following:

 

Slides Focus Additional information
1 and 2 Inclusion and inclusive education in primary settings (an international perspective) ·         Identify your two chosen aspects

·         Use these slides to set the scene and provide an international perspective on key issues related to your two chosen aspects.

·         Critically evaluate relevant national and international theory, policy and practice relevant to your two aspects.
3 to 8 Comparing issues and approaches in your two chosen countries, focusing on your two aspects ·         Critically discuss how the two aspects may affect children’s learning and their experience of primary education in the two countries. You should consider behaviour, achievement and social interaction.

·         Compare and contrast relevant research to identify similarities and differences between the approaches and issues in the different countries

·         Refer to relevant theories and policies, evaluate tensions between theory, policy and practice, particularly those that are undermining support for children
9 and 10 Implications for achieving inclusion and inclusive education – drawing on wider theory/policy/practice ·         Look outward – consider practices that value and support learning for all children (not limited to your chosen counties)

·         Makes links between these practices and your chosen aspects and countries. Have any of them been implemented in any way? If so, can they be developed further? If not, how might they be implemented? What benefit might they bring?

·         Make reference to the importance of children’s voices and those of the primary education community
11 and 12 Implications for inclusive education – in and beyond school ·         Summing up

·         Reflect on the progress made in the two countries to support inclusive education

·         What are the challenges that remain and how might they be addressed?
13 to 15 Up to three slides for your reference list. The reference list is not included in the word count.

Information on slides should be presented succinctly, and the use of bullet points is encouraged. Images, diagrams, charts and tables are powerful ways of presenting information clearly and these should be used where appropriate. Think about the viewer who will see and read, or listen to, your presentation.

Each of the 12 slides should have a commentary in the notes section. The commentary should expand upon the key points or images in the slides. Commentary should be written in continuous prose, and imagine you are speaking to an audience about each slide.

PowerPoint has an extensive bank of templates available should you wish to use one, but remember not to fall into the trap of ‘style over substance’.

Demonstrate an ability to make recommendations for change in paramedic practice based upon existing literature.

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4000 words, Research question: Nebulised adrenaline used in asthma; research process and how it impacts upon paramedic practice – COMPARE TO SALBULTAMOL NEBULISED in asthma
Aim: to effectively critique literature and discuss how practice can be developed with an enhanced evidence base
Both quantitative and qualitative methods used to examine how practice is based upon and can be improved with evidence. The theme of unscheduled, emergency out of hospital contact will be used to offer perspective from a range of different research theories. Discuss the potential impact on paramedic practice Present recommendations for further research.
1. Formulate systematic search strategies to identify relevant literature.
2. Critically appraise research evidence.
3. Discuss the relationship between research and paramedic practice.
4. Critically discuss the need for further research in paramedic practice.
5. Synthesize a research question based upon existing literature.
6. Demonstrate an ability to make recommendations for change in paramedic practice based upon existing literature.

Select and explain key aspects of the criminal process including investigation, prosecution and trial.

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The Assessment Task

  1. Visit a Magistrates’ Court and watch two separate trials
  2. Complete a questionnaire for each trial observed (using attached template)
  3. Write a report which critically assesses both observed trials and the wider issues which affect the efficiency of the trial process

Detailed instructions can be found on page 5 of this document.

 

Learning Outcomes

The learning outcomes that are being assessed in this assessment are:

  1. a) Select and explain key aspects of the criminal process including investigation, prosecution and trial
  2. b) Recognize and evaluate the impact that political, financial and practical factors have on the effectiveness of the Criminal Justice System
  3. c) Find and use information from a range of sources to develop evidence-based arguments

Your grade will depend on the extent to which you meet these learning outcomes in the way relevant for this assessment. Please see the grading rubric at the end of this assessment brief for further details of the criteria against which you will be assessed.

In accordance with the Assessment and Feedback Policy, as stated in section 4.40 where a submission exceeds the stipulated word limit by more than 10%, the submission will only be marked up to and including the additional 10%. Anything over this will not be included in the final grade for the assessment item. Abstracts, bibliographies, reference lists, appendices and footnotes are excluded from any word limit requirements.

In line with section 4.41 of the same Policy, where a submission is notably under the word limit, the full submission will be marked on the extent to which the learning objectives have been met.

Resit Assessment Support

Assessment support will be provided through one-to-one consultations which will take place during w/c: 20th April 2020.

Generic Grading Criteria

You will find the generic grading criteria for achievement at  University Grading Criteria.  Also explained here are the meanings of the various G grades at the bottom of the grading scale.

 

Assessment Submission

To submit your work, please go to the ‘Submit your work’ area on the NILE site and use the submission point entitled “Magistrates Court Report- Resit” to upload your report. The deadline for this is 11.59pm (UK local time) on the date of submission. Please note that essays and reports must be submitted as word documents and not PDFs.

Written work submitted to TURNITIN will be subject to anti-plagiarism detection software.  Turnitin checks student work for possible textual matches against internet available resources and its own proprietary database.

When you upload your work correctly to TURNITIN you will receive a receipt which is your record and proof of submission.

If your assessment is not submitted to TURNITIN rather than a receipt you will see a green banner at the top of the screen that denotes successful submission.

N.B Work emailed directly to your tutor will not normally be marked. The only exception to this is when you are instructed to do so because TURNITIN is down.

 

Late submission of work 

For resits work submitted late will be awarded a LG grade.  There is no opportunity to submit work late for a bare pass.

Extensions 

There are NO extensions for resits.

 

Mitigating Circumstances

For guidance on Mitigating circumstances please go to Mitigating Circumstances  where you will find detailed guidance on the policy as well as guidance and the form for making an application.

Please note, however, that an application to defer an assessment on the grounds of mitigating circumstances should normally be made in advance of the submission deadline or examination date.

 

Plagiarism and Academic Integrity

Unless this is a group assessment, the work you produce must be your own with work taken from any other source properly referenced and attributed. The University of Northampton policy will apply in all cases of copying, plagiarism or any other methods by which students have obtained (or attempted to obtain) an unfair advantage.

 

If you are in any doubt about what constitutes plagiarism or any other infringement of academic integrity, please read the University’s Academic Integrity and Misconduct Policy. For help with understanding academic integrity go to UNPAC  and follow the Top Tips for Good Academic Practice on the student hub.

 

Please note that the penalties for copying work from another source without proper referencing are severe and can include failing the assessment, failing the module and expulsion from the university.

 

Feedback and Grades

 

These can be accessed through clicking on the Feedback and Grades tab on NILE. Feedback will be provided by a rubric with summary comments. You will need to click through to Turnitin to view the feedback.

 

Instructions;

There are two aims for this piece of work. Firstly, to make you go to the Magistrates’ Court and observe what happens and secondly, to ensure that you consider carefully the overall effectiveness (or not) of the Magistrates’ Court.

 

The submitted report breaks down into three parts as follows:

  1. Completed questionnaires (approximately 400 words)

You should use the template provided and type your answers into the template. Submit one complete questionnaire per trial. The blank template is 129 words and this can be deducted from your word limit (i.e. you only need to count the words in your answers rather than the template). Your answers to each questionnaire should be approximately 200 words (400 in total)

 

  1. Critical reflection (approximately 800 words)

In this section you should spend approximately 800 words critically reflecting on the trials you observed. Identify anything good and / or bad that you observed which influenced the process (for example pace too fast / slow, inadequate preparation by lawyers, defendant’s manner / attitude, failure of defendant or witnesses to attend – this is not an exhaustive list). Do not simply describe what you observed; explain why it affected the trial process.

 

  1. Critical analysis (approximately 800 words)

In this section you should spend approximately 800 words exploring any features of your observed trials which merit further critical analysis by reference to academic material, government reports and other sources. Suitable topics might include unrepresented defendants, access to legal aid, mentally disordered offenders, the use of interpreters, inadequate legal representation, funding cuts, court closures – this is not an exhaustive list). This is your opportunity to critically consider why particular issues have arisen and the effect that these issues are having on the wider criminal justice system. Suggest reform where appropriate.

 

Guidance notes

 

  • You may attend any Magistrates’ Court to watch the trials. Court details can be found here: https://courttribunalfinder.service.gov.uk/search/
  • Magistrates’ Courts tend to have specific days when trials take place. You are strongly advised to telephone the listing office for the particular court you intend to visit in advance to check that there will be something suitable to watch. Courts generally sit between 10am and 1pm and then 2pm and 5pm. When attending court you should check with the usher / legal advisor whether you can take notes.
  • By way of a reminder, a trial is a hearing where the defendant has pleaded not guilty and the court hears evidence (usually from witnesses and the defendant) before reaching a verdict. Be careful that what you observe is actually a trial rather than a guilty plea or a sentence hearing – if in doubt check with the Module Leader.
  • Fill in the questionnaires as soon as possible after attending court whilst the visits are fresh in your mind.
  • In previous years students have reported that this exercise is very time consuming, not least because several visits might be needed before you actually see a full trial. It is therefore recommended that you start your court visits as soon as possible. Extensions will not be granted for those who have failed to plan ahead.
  • When writing your report do not simply describe what you have observed. Credit will be given for critical observations. You are expected to refer to academic material, including where relevant journal articles, government reports, statistics and textbooks. See the “reading and resources” section of the NILE site for some suggested sources. Along with the Criminal Justice textbooks on the recommended reading list you may find it useful to look at an English Legal System text.
  • The final submitted work must be fully referenced with a proper bibliography. Submission is electronically via the “submit your work” link on the NILE site.
  • When you submit you must ensure that you submit your work as one complete document which includes your questionnaires. If necessary you can merge the documents (e.g. report and questionnaires) to create a PDF for submission.

Questionnaire – submit one questionnaire for each trial

 

How many defendants?  
Identify the charge/s and provide a very brief factual summary  
Did the defendant/s appear to understand the procedure?  Explain your answer  
How many magistrates?  
How long did the magistrates deliberate for?  
Did the magistrates ask the Clerk to:

●        Advise them on the law?

●        Advise them on any other matter? (if yes, what?)

●        Be present during their deliberations?

  
How long was the complete trial?  
What was the verdict?  
If guilty – what was the sentence passed (if no sentence passed – why not?) and what were the reasons given for the particular sentence?  
Do you think the sentence reflected the crime? Why? Why not?  
How effective did you find the prosecutor? Why?  
How effective did you find the defence? Why?  

 

Analyze the structure of the Metropolitan Police in comparison with another similar organization.

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ASSIGNMENT BRIEF AND GUIDANCE

Purpose of this assessment
The unit aims to develop the skills and knowledge necessary for students to describe in which way an organization is structured and organized analyzing how the workforce is affected depending on the culture that develops within the organization depending on the shared values and beliefs determining and shaping the accepted pattern of behaviour within the organization.

They will develop knowledge on structure and culture, along with the way that managers approach the

workforce and motivate their staff, which directly affects their performance and the difference in structure and culture of public services to those in the private sector.

Secondly students will explore topics, including types of organizational structure and culture, and the influence that government and monitoring organizations can have on these. Students will consider the advantages and disadvantages of a range of management styles and assess those most appropriate for the public services, before applying theories of motivation to public service examples.

 

Scenario 1
 

You have been asked by your supervisor to write a report where you investigate how resource allocation impacts the London Metropolitan Police.
Task 1
 

Write an essay where you:

·         Analyze the structure of the Metropolitan Police in comparison with another similar organization.

·         Analyze the culture of the Metropolitan Police with reference to Handy’s model.

·         Explain the impact and role of central (National Government) and local (Mayor’s office) resource allocations, and assess the impact in monitoring & accountability processes.

This provides evidence for [e.g. P1, P2, P3, M1, M2 & D1]

Word count:1500-2000
Submission Format
Task 1:

1500-2000 word written essay to cover LO1 & LO2.

To be submitted with a cover page introduction, conclusion and citations as references using the Harvard system.

The number of words indicated above is only a guide.

Use of headings, paragraphs and subsections as appropriate. All work must be supported with research and referenced using the Harvard referencing system. Use appropriate case studies, organizational examples and academic theory to support your findings.

 

 

Scenario 2
Your current employer (a public service agency) has sent you to the David Game Higher Education to study  the module “Organizational Structures and Culture” as part of your continued education training. You have been asked by your Manager to present to him and your colleges what you have learned and how it is applicable to their unit via a power point presentation.
Task 2
In pairs produce and give a Power-Point presentation to:

·         Evaluate the relevance of organizational behaviour for public services in particular by applying the relevant management approaches to your organization.

·         Analyze the impact of leadership and how it impacts the management of a public service organization, in particular, in a time of crisis.

·         Compare the application of different motivational theories within the workplace. (select one content and one process).

·         Evaluate how motivation impacts individual and team effort / performance.

·         Examine the benefits of organizational behaviour as a discipline to public sector organizations.

This provides evidence for [e.g. P4, P5, P6, M3, M4 & D2]

]

 
Submission Format
Task 2:

Power Point covering LO3 & LO4.

To be submitted with:

Slide 01 Cover page

Slide 02 Students name and number

Slide 03 content to be presented

Slide 04-12 actual content

Slide 13 conclusion

E.g. (i) images and (ii) graphics are allowed to be used.

The number of slides indicated above is only a guide – there is no limit on how many slides you include so long as the presentation lasts for 15 minutes.

 

Use references where appropriate using Harvard referencing.

 

Use of headings, paragraphs and subsections as appropriate. All work must be supported with research and referenced using the Harvard referencing system. Use appropriate case studies, organisational examples and academic theory to support your findings.

 

The current Assignment Brief covers the following Learning Outcomes

Grading Criteria
Learning Outcomes Pass Merit Distinction Task No. Evidence
LO1 Investigate types of public sector organizational

structure and culture

 P1

Explain different

types of public sector

organizational structure.

 M1

Analyse the structure and culture of a chosen public service.           .

 D1

Assess the structure,

culture, role of government and monitoring organizations that apply to a chosen public service.

 Task 01

Written report

 Written report about 1500-2000 words.
P2

 Describe the concept

of culture as it applies to

public sector

organizations.
LO2

 Explore the impact of levels of government and

monitoring organizations on the public sector

 P3

Explain the impact

and role of central and

local government in the

public services.

 M2

 Assess the impact

and role of monitoring

organizations in making

public services

accountable.
LO3 Investigate approaches to management in the

public sector

 P4

Investigate different

approaches to

management styles

within the public sector,

providing specific

examples.

 M3

Analyze the roles of

management in the

public services and

assess the most

appropriate management

style and approach for

different tasks.            .

 D2

Evaluate how

management

approaches, motivation

theory, organizational

behaviour and reflection

impact on the

performance of public

service teams.

 Task 02

Create a power point presentation

 Task 02

Power Point Presentation of 15 minutes covering LO3&LO4 of Organizational Structures and Culture.

 

To be submitted by the 18th of November.
LO4

Assess the relationship between motivation,

organization behaviour, performance and reflection.

 P5

Outline the concept of

organizational behaviour

 

 M4

Compare the

advantages and

disadvantages of theories

of motivation and

reflection by applying

theory to a public service

example.
P6

Examine how the

relationship between

motivation,

organizational behaviour

and reflection impacts on

performance in the workplace.

 

Student Achievements and Assessor Feedback
Student achievement and Assessor feedback for both formative and summative submissions will be recorded within Grademark Turnitin via Moodle and will be available for students to view as notified on Turnitin. Please use exclusively the grade classification below.

 

Assessment Grading Scale

Grade Classification Numeric Value (on Grademark) Grade Listed As
Distinction 75 D
Merit 65 M
Pass 45 P
Unclassified/ Referred 35 U
Alleged Academic Misconduct 0 SP

 

Student submission and declaration
The following declaration will be inserted in the Turnitin link for both formative and summative submissions:

‘I certify that by submitting the work for this assessment on Moodle (and via Turnitin) it is my own work and all research sources are fully acknowledged using the Harvard system of references. I certify that there are no personal or mitigating circumstances that have affected my work.’

 

By submitting such document, you acknowledge that your work is your own, and abides by the DGHE code of conduct, and Pearson regulations.

 

Please note that in case of academic malpractice DGHE reserves the right to decline to accept the work for assessment purposes, and/or conduct an investigation, which might result in an oral presentation, oral or written exam, or any other appropriate form of examination. Further information can be found in the academic integrity and misconduct policy, the assessment policy, and the student handbook.

 

Determine the current production capacity for each manufacturing line. Determine the monthly utilization rate for each production line.

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Determine the capacity of production lines. Ameriwidget’s CEO has asked you to perform a series of small calculations in order to determine the capacity of the production lines used by Ameriwidget. Use the data provided in the “Ameriwidget Data” and “Ameriwidget Info” spreadsheet to make these calculations, and then submit them as part of your logistics analysis. In order to determine the capacity of Ameriwidget’s production lines, do the following:

  • Determine the current production capacity for each manufacturing line.
  • Determine the monthly utilization rate for each production line.

Company background: Ameriwidget is a medium-sized bicycle manufacturer located in Wichita, Kansas. It produces three lines of bicycles: a cruiser, a mountain bike, and a “fixie” city bike. Product lines: At any one time, Ameriwidget is likely in the process of producing three different types of bicycles based on market demand projections and current finished-goods inventory levels. Anticipated demand: Based on historical figures for growth within the company’s product lines, the company anticipates that sales will grow by 7% each month. Production line: To construct a bicycle, the Ameriwidget production line has consolidated and streamlined its production process so that its six different fabrication machines are capable of working 16 machine hours per day, five days a week, producing an average of one bicycle every three hours. As demand is relatively even across its product lines, Ameriwidget has assigned two machines to each production line.

What incentives do interest groups offer to get individuals to join the group, and what strategies do interest groups use in their attempts to gain favorable policy.

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Analyze the impact of interest groups and lobbyist in by answering the following questions:

Whom do they benefit and how do they affect our society?
What incentives do interest groups offer to get individuals to join the group, and what strategies do interest groups use in their attempts to gain favorable policy. To answer this question please research two interest groups:
Go to the Web sites of two interest groups with related interests and identify the incentives they each offer individuals to join.

Compare and contrast the competing interests of the two groups.

Include the exact Web link and citation information for the page(s) where the incentive information is located in your reference list and parenthetical references.

Analyze the overall effect of interest groups on democracy. How do they further the pluralistic or the elite interest? Is this a benefit or an obstacle to democracy?
Your essay should be between 500 and 600 words, double-spaced and in APA format, with parenthetical citations and a Reference List. A cover page is not necessary.

Demonstrate an understanding of the different ethical and transformative leadership discourses.

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Transformative and Ethical Leadership in Educational Settings

The unit focuses on developing understandings of transformative and ethical leadership in educational contexts. We will be thinking about the way that leaders and leadership have come to dominate how we think about and practice education and educational change. We will explore the historical processes through which education has been re-cultured and reorganized in line with particular understandings of leadership. We will explore different theories, concepts and explanations that critically engage with these histories and practices, and which provoke us to resist these liberalization trends and work in ways that maintain a more expansive and hopeful orientation of what education could be and is.

We will also explore leadership from more affirmative orientations that provide practical strategies for individuals and groups to come together to achieve positive goals. To do this we will look at forms of democratic and ethical approaches to leadership, and other accounts of what transformation might be.

Students will explore the transformative and ethical implications of leadership and its relationship with social justice through critical analysis of appropriate ethical and transformative leadership literature.  You will be expected to reflect on your own learning and how this has had an impact on your thinking, development, and approaches to leadership practice.

The assignment will offer students the opportunity to present a critical exploration of transformative and ethical leadership in educational settings using appropriate literature.  The precise themes that you choose to focus on, and the way you structure your writing are all your decision, but are likely to reflect your own contexts and interests.   It will also involve being reflective on your own educational leadership values, with a particular focus on transformative and ethical issues. You should describe what your values are, and you should also carefully explore why you hold these values, making appropriate reference to suitable literature from this unit.

 

LEARNING OUTCOMES:

  • Demonstrate an understanding of the different ethical and transformative leadership discourses.
  • Critically analyze the concept of transformative and ethical leadership and its contribution to social change and equality.
  • Critically evaluate current research and advanced scholarship in areas relating to transformative and ethical leadership and apply them to their own professional contexts or interests.

Locate themselves, including their own orientation and values, in relation to the debates, and the complex and contested ways these relate to professional practice.

During this course we will be discussing leadership in terms of the various ways it has come to transform education but first we need to know what education has been and could be.

 

There are 3 core readings:

  1. Gray, P. & Chanoff, D. 1986. Democratic schooling: what happens to young people who have charge of their own education? American Journal of Education 94(2), 182-213 (online http://jstor.org/stable/1084948)
  2. Seldon, A. 2010. 2010. An end to factory schools: an education manifesto 2010–2020. London: Centre for Policy Studies (pp10-35) (online https://cps.org.uk/files/reports/original/111027123933-20100319PublicServicesAnEndToFactorySchools.pdf)
  3. Biesta, G. 2009. Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational, Assessment, Evaluation, Accountability21, 33–46 (online MMU library)
  4. Fielding, M. & Moss, P. (2010) Radical Education and the Common School: A democratic alternative, London: Routledge. Available online through the library: https://www.dawsonera.com/abstract/9780203837405 (READ CHAPTER ONE)

 

ESSENTIAL READING:

International handbook of educational leadership and social (in)justice

  • Book, edited by Ira Bogotch; Carolyn M. Shields ,2014

Feminist theories of social justice and educational leadership: Nancy Fraser and Iris Marion Young

Book, by Jill Blackmore, 2016, Great book if you are interested in exploring gender and educational leadership

Article by by Izhar Oplatka; Khalid Husny Arar 26/05/2016

Leadership for social justice and the characteristics of traditional societies: ponderings on the application of western-grounded models in International Journal of Leadership in Education

Educational leadership: culture and diversity, Book by Dimmock, Clive A. J; 2005

ARTICLE by Mike Bottery, 02/2006 : Educational leaders in a globalising world: a new set of priorities? in School Leadership & Management

An intellectual history of school leadership practice and research, Book by Helen M. Gunter, 2016

Transformative leadership in education: equitable and socially just change in an uncertain and complex world, Book by Carolyn M. Shields, 2018

Educational leadership: theorising professional practice in neoliberal times, Book, edited by Steven J. Courtney; Ruth McGinity; Helen Gunter 2018

  • ARTICLE by Marianne Coleman, 09/2012

Leadership and Diversity in Educational Management Administration & Leadership

 

Ethical Leadership

To achieve the grade we are looking for, look and follow accurately this step. Before submitting check if all this are in your paper.

Recognition of complexity is to the forefront and criticality is clearly evidenced

The student offers a perceptive and analytical account of their context in ways which select and argue for relevant features. These accounts are clearly seen and represented as data.  Where the work is addressing wider concerns a clear account of the derivation of these concerns is offered. Theoretical perspectives are addressed in ways which evidence clear understanding and enhance the range of practical possibilities. The work is written in such a way that the beneficial professional effect on the student and those they work with is tangible.

The student level of recognition of the key concepts in their accounts of educational experience, practices policies and issues is thoroughly comprehensive. They are able to argue for why a particular concept has greater significance than another.  They connect concepts to educational (and/or appropriate) theory in ways which demonstrate insight and ownership. Their deployment of theory is sophisticated and highly effective. They have some understanding of the provenance of the theories they deploy in ways which clearly relate to their understanding of the practical world.

The piece of work celebrates and relishes a complex theory practice relationship. They are able to reconcile conflicting viewpoints where appropriate while  recognizing and examining  contradictions. The work has clear implications for practice but recognizes that any such implications need to be prioritized  and ordered to be effective

The piece of work portrays research as a deeply contested area.  Notions of ‘truth and findings’  are approached with caution. Justifications and outcomes are themselves presented as complex, to be further debated.  The implications for future professional conduct are set out but seen as contingent and possibly  time-limited. The piece of work, therefore, has potential for further research which  is recognized by the writer.

Explain the effects of international diversification on firm returns and innovation.

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Write a short essay explaining the questions ,The essay should ,give real-life specific examples

1-Name and describe the five alternative modes for entering international markets.
2-Explain the effects of international diversification on firm returns and innovation.
3-Name and describe two major risks of international diversification.
4-Identify the four major benefits of an international strategy.

PART 2
Write a short essay explaining the questions ,The essay should ,give real-life specific examples.
1-Define cooperative strategies and explain why firms use them.
2-Define and discuss three types of strategic alliances.
3-Name the business-level cooperative strategies and describe their use.
4-Explain cooperative strategies’ risks.

Analyze marketing environments and strategies used to strengthen product or service positioning.

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Assignment 2: Part B: Your Marketing Plan
Due Week 6 and worth 240 points
Using the same hypothetical company from Assignment 1, for this assignment, you will focus on the company’s branding strategy, primary and secondary target markets, positioning statement, and consumer behavior.
Note: You should create and/or make all necessary assumptions needed for the completion of this assignment.

Instructions
Create the second part of your marketing plan:
Describe or list the feedback you received on Part A of your marketing plan. Explain how you will use the feedback to improve your plan.
Develop a branding strategy for your product / service that covers the brand name, logo, slogan, and at least one brand extension.
Thoroughly analyze the primary and secondary markets that you want to target. Thoroughly include the demographic profile (e.g., age, gender, ethnicity, etc.), psychographic profile, professional profile, geographic profile, and any other segmentation variable you deem necessary.
Prepare a positioning statement. Include a perceptual map that shows your company’s position against its competitors. From this map, create a statement that depicts your position.
Examine the relevant consumer behavior for your target market. Explain the main reasons why the brand name, logo, slogan, brand extension, as well as the positioning statement are right for the identified target market.
Use at least three academic resources as quantitative marketing research to determine the feasibility of your product / service. These resources should be industry specific and relate to your chosen product / service.
Note: Wikipedia and other similar websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double- spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
1. Analyze marketing environments and strategies used to strengthen product or service positioning.
c. Examine the marketing science of customer behavior and products in the marketing exchange process.
2. Evaluate marketing strategies used to create/communicate customer value.
a. Analyze the marketing framework through a situation analysis.
b. Evaluate target customer segments and positioning products within these segments.
c. Evaluate the basis for market segmentation and approaches to segmentation.
3. Create an effective marketing plan.
a. Develop recommendations based on market analysis and strategy.
b. Develop strategies to assess performance and achieve marketing goals.
c. Develop dynamic strategies for competing.
d. Develop branding strategies for existing and new products or services.

Explain the approach to budgeting and management accounting. How has financial practice within the organization developed over time?

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Explain the approach to budgeting and management accounting. How has financial practice within the organization developed over time? How would you change the budgeting and management accounting processes to better manage the organizations overall financial position? Explain the financial tools and techniques adopted within your proposals and critically reflect on the use of them.