The Appropriate Criteria Essay Example for Free

The Appropriate Criteria Essay The internal QA process largely takes place within the college programme/ department itself. Generally, this process collects continued information in a systematic way about the quality being achieved. The Self Assessment reports are the corner stone of the whole QA system and need to be prepared by the college under the guidance provided by the external agencies e.g. City and Guilds, EAL The Self Assessment report should be validated by peers and is the backbone of the whole exercise of Quality Assurance and Enhancement in Colleges. Therefore a standard Self Assessment report should motivate the internal QA by identifying its weaknesses and strengths, in practicing to be prepared for external assessment and informing the external evaluators about internal QA System. A self assessment report should provide comprehensive information regarding objectives, structure and content of the academic programmes, the learning and teaching environment and curriculum organization etc. The processes of conducting Self Assessment (SA) of college programmes are outlined by the scheme providers which provide guidance for practicing self assessment of college programmes of higher education institutions to maintain and improve the quality standards simultaneously. see more:explain why a workers personal views should not influence an individual\s choices Self Assessment is an effective tool for academic Quality Assurance and provides feed back to administration to initiate action plans for improvement. Quality in higher education is a dynamic entity and therefore various factors that determine quality of higher education must be set in equilibrium at a level that matches with national expectations and standards. These factors include, inter alia, leadership, quality of faculty, quality of students, curriculum, infrastructure facilities, research and learning environment, governance, strategic planning, assessment procedures, and their relevance to market forces. Combined with this the criteria for judging the quality of assessment process is usually laid down in organisation standards, such as health and safety, equality and diversity. Along with this we require an evidence trail to ensure relevance. Another method is the use of the criteria of meeting targets Use of questionnaires to assess learner satisfaction to awarding organisat ion standards. e.g. Performance./assessment criteria Levels :- NVQ etc Performance indicators Checklists Logging and tracking documents Portfolios Occupational/vocational standards National Occupational Standards (NOS) Government regulatory body standards e.g. Ofqual/Ofsted. When assessing , VASCAR can be referred to when judging the quality of the assessment process. V Is it valid; does the work presented meet the criteria and standards that are being worked towards? A Is the work authentic; is the work the learners/assessors own? S Is the evidence sufficient: is there enough to meet the requirements? C Is it current; is it linked to the current standards and are they up to date? A Is it accurate R Reliability; are the assessment decisions consistent and assessed to the appropriate levels for the qualification? Another acronym which is good to relate to during the process is ACR A Accuracy/audit trail ensuring all paperwork matches C Is there consistency over all the assessments, are all assessors working to the same standardized procedures R Record keeping, are all records accurate and thorough (ie are all dates and signatures correct and present). It is vitally important to ensure the above systems are maintained and followed correctly when judging the quality of assessment process. It is also important that they are adhered to in order to contribute to standardization throughout the college. Their use is also important to identify any discrepancies or support needed either for individuals or the team as a whole.

Marketing Mix Kinder Bueno Marketing Essay

Marketing Mix Kinder Bueno Marketing Essay Today ferrero is one of the largest confectionary companies in the world. Ferrero has sales product all around the world. The ferrero family keeps on delight its universal consumers with a seemingly inexhaustible line of single, high-quality product, not only in the spread and candy aisles, but also in the bakery and beverage part. Kinder Bueno is one of the best-sellers of the company and at the heart of ferrero success. Kinder Bueno is sold at 30 countries around the world. Kinder Bueno has great market power in the world. The aim of this report is to evaluate the marketing strategy of Kinder Bueno. This report will mention all aspects of Kinder Buenos marketing mix, these include: product, price, place and promotion. Product Kinder Bueno is a chocolate bar comes from Ferrero. It is a hazelnut cream filled wafer with some smoothly chocolate covering. The brand of Kinder was launched in 1968 which products for children debuts. Kinder Bueno chocolate bar originally comes from Germany, where it was first come out in 1990. It is the most principle and significant source of income for Ferrero. Ferrero use its recipe for their own product, which was available from 1946. Ferrero produce special package for Kinder Bueno. As we know Kinder Bueno is special package like that. This package contains chocolate bar like small candy so that can easily and convenience to storage and enjoy it everywhere at any time. Moreover, Kinder Bueno label contains Kinder Bueno and picture of glass and half milk and hazelnut. It illustrates their special recipe for making milk chocolate with hazelnut. Price Brand Name Price Kinder Bueno 43g $4.53 per 100g Timeout 40g $6.20 per 100g Mars bar 80g $2.6 per 100 g Good product is a crucial point. However, price has a significant impact on customers as well. Setting an appropriate price is also a key to launch the product widely and successfully. When pricing goods, the very important factor is the cost and feature of goods itself. Obviously, the cost of produce the original chocolate is not so expensive. Producing original chocolate is a traditional production project, Ferrero had started with chocolate. Tables above are determine whether price is different between packages and compare with competitor products. This price based on products sold in Woolworths price at this time. The other two competitors product, one is Timeout which is Cadburys product, this company is the worlds largest confectionary producer established in the year 1824 in London. The other one is Mars which is a famous chocolate factory called Mars, Inc. Established in United Kingdom in 1932. According to the research and price table above from supermarket comparison it is easy to find that Kinder Bueno is not winning by price competition. We can easily know the Kinder Buenos price is the middle price of this three companys product. The highest one is Timeout which is $6.2 per 100g; second one is Kinder Bueno which is $4.53 per 100g. The third one is Mars bar which is the cheapest one on the shop shelf is $2.6 per 100g. Although its price is a little higher than others (such as small differences in price cant play a leading role in customers choice), Kinder Bueno focuses on non-price competition. They emphasises distinctive product features and quality to distinguish its chocolate bar from its competing brands. Kinder Bueno develops diversified products focusing on health care. And also because of its prestige products and long history, Kinder Bueno has a great advantage of building customer loyalty. For prestige products, it seems to sell better at high prices than at lo w ones, just like Kinder Bueno. Because of a proper price and such famous brand, all target customers from the child to the old ready to try it. Place (Distribution) When a commodity is labeled well the price, the next procedure is that how to distribute to customers rapidly and widely. In supermarket, they display the product as sort. All of confectionery goods are arranged together. Ferreros product displayed large part of confectionery section, because Ferrero have lots of different products than other company. It increase chance to be choose by customer. And Ferrero product often display at other section especially at Woolworth. It is kind of advertising that customer can pick it up at any place. Next important part of place is which distribution channels should company uses to sell it. In fast moving consumer goods (FMCG) market, most company choose channel C to sell their product. Channel C is a long-standing channel, especially for consumer products, it takes goods from the producer to wholesaler, then to a retailer, and finally to consumers. Global distribution makes Kinder Bueno spread every corner of the world. Products flows from manufacturers to retailers free and fast accelerate the speed of final transaction. Aside from convenience stores, large retail stores such as Coles, Woolworths, Safeway, and Franklins in Australia, many Grocery Stores are also played a significant role in the distribution of Kinder Bueno. Except that, internet has a powerful distributor, either. Shopping online becomes fashion trends. Professional website such as EBay, amaze, provide formal platforms to put goods. These are big advantages for Kinder Bueno, because there would be more room in the stores for them, increasing the chance of sales. Promotion The companys marketing strategy to take a positive, long-term with clients to establish and maintain good relations. The overall role of promotion is to boost product demand. Marketers also indirectly facilitate favorable connection by focusing information about company goods and activities on interest groups, hidden and current investors, societies in general, and regulatory agencies. For maximum benefit from sale efforts, marketers strive for correct planning, execution, and control of communications. When an organization mix specific methods to promote a special product, that combination establish the promotion mix for that product. The four possible factors of a promotion mix are personal selling, advertising, sales promotion and public relations. For some products, firms use all four ingredients, but for other products, maybe only two or three. For Method, the company uses the advertising to promote the products. Advertising is a non-personal communication about an institution and its products transmitted to a target customer through mass media such as radio, television, Internet, magazines, newspapers, direct mail, and signs on mass transit vehicles. Method businesses will be combined with other promotional activities for companies such as according to the magazines that are about family or healthy; to introduce the products for home clear or personal clear. Promotion is the best way to increase income and benefits and let customer know their brand.The promotion is essential to Kinder Bueno. They use promotion to let more costumers be aware of their product to get an advantage in competition between other companies which have similar product for their good quality. Therefore, Ferrero can gain profits from this product by increasing demand. There are lots of ways to promote. In generally, the company will reduce its price and make advertisement. The Ferrero Company uses promotional tools to publicize their product, such as advertising, TV, radio, online advertising, catalogues and in store advertisements. The Ferrero spends a large of money to publicize their products to customers in order to get a high awareness of new costumers and maintain the number of loyal customers. Product advertising promotes the exterior appearance, features, and benefits of products. These effective tools let the consumers realize their existence in the market. Thats the reason why Ferrero is the most popular chocolate maker in global market. Additional, in 2007, Kinder Bueno was aimed to the new market, the teenage market with a new advertise, the advert can make an impression in customers mind, so the advert is very important to a product. So the Kinder Bueno has a good impression in customers mind. The firm should develop new technology into producing new products with new style and higher quality and new tastes to take over more market share. To capture more market, the company should look for better locations for sales to improve the profit. And use the adoption of strategic alliances to the international marketing. SWOT Matrix 6 Marks Product: _ FerreroKinder Bueno_ Strengths Largest global confectionery supplier Long history Operate 30 countries and sell almost every country Brand is well known to people Kinder Bueno is one of the worlds most famous brand names Kinder Bueno is the most consumed chocolate in UK, Australia and India Maintain a stable growth New dynamic in advertising Kinder Bueno world Weaknesses Small range of products Too much fat Weak experience in world market Recall chocolate bars over salmonella fears Opportunities Exist to expand to new markets Grow of fast moving consumer goods (FMCG) market Introduction of more health-conscious products Taken over by Kraft expand market Threats Consumer health trends Rising raw material prices Rising labor wages Intense competitions ( mars, nestle) Low price of supermarket own brands After merger lose their reputation

The Importance Of Performance Assessment Education Essay

The Importance Of Performance Assessment Education Essay Introduction Assessment had undergone a major shift from that as a measure of students performance in pencil and paper test to assessing a broader area that does not only include students knowledge and understanding but also essential skills. These skills for instance, communication, problem solving, investigation and even thinking skills are few of the intended abilities that are required for teachers to instil in their teaching. These are also one of the aims of the Ministry of Education in the new education system, SPN 21. In Brunei itself, the secondary schools have begun to implement such task in their curriculum. Brunei Common Assessment Task or better known as BCAT has started in the year 2011. Students are assessed base on their performance on the task by using rubric which comprised of three assessed dimensions. The first dimension is knowledge and understanding while the second dimension includes thinking skill, problem solving and investigation skill and the last one is communication skill. The Importance of Performance Assessment Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. It is designed to provide a more complete picture of student achievement in a particular area (Sweet, 1993). In other words, students are assessed through observing their performances and examining the products they have produced throughout the lesson. The purpose of performance assessment is to evaluate the actual process of doing an object of learning. Students are expected to be able to apply knowledge learnt in class to solve problems in the task. Apart from that, students may need to use their thinking skill in order to complete the task. Teachers as evaluators will be able to judge the quality of their students abilities, witness their students progress and facilitate them to a higher level of conceptual and procedural knowledge (Slater, n.d.) during which the task is conducted. Tasks that are meaningful may enhance students interest towards mathematics learning as they could make sense of what they learnt while performing (Ng, Koh, Kelly Yue, 2009). With further understanding on the tasks, students will be able to apply mathematical concepts learnt in real life context (Goldman Hasselbring, 1997; Lim, Tan Wei Lin, 2011). Not only that by giving performance assessment tasks students are well guided on their level of achievement as they get immediate feedback based from the rubric assessed by their teachers. Self and peer assessment are also encouraged in order to acknowledge their level of competencies in that particular topic. The importance of performance task does not focus on the students only. Teachers also benefit from implementing such tasks in their teaching. Different topics could be integrated into one performance task, thus teachers need not to give up certain topics or favourite activities in their classroom and time would be managed efficiently. This kind of integration along with traditional testing would give a comprehensive picture of students performance. The aforementioned was suggested by Hibbard, Wagenen, Lewbebel et al. (1996) whereby traditional testing should be simultaneously working with the performance task in order to produce a better way to deliver the curriculum (Figure 1). http://www.ascd.org/ASCD/images/publications/books/hibbard1996_fig1.gif Figure 1. Students literacy. Students Difficulty in Learning and Understanding on Fractions The topic being assessed was on fractions in real life. Fraction is considered one of the most difficult topics encountered by students. Many studies had reported of its difficulties where students struggled in understanding the concept on fractions. Suffolk and Clements (2003) studied students in Form 1 and Form 2 from 27 secondary schools in Brunei had found out that many students were experiencing serious difficulties with elementary fractions tasks. Another study by Zurina (2003) involving Form 4 (N-Level) students discovered that students had very poor knowledge and understanding of fractions and decimals. The major contributing factors were that teacher spent large amount of time on preparing students for high-stake examination, therefore the traditional drill and practice method was mostly employed by teachers. She further commented that teaching and assessment methods were not generating towards the desired quality of the students. Description of the Task The task comprised of six questions with the first four related to each other. The next two questions are the application problems which are quite similar to the first four (refer to Appendix A). Question 1 until 4 assesses the students knowledge and understanding of their concept on fractions. These include the interpretation of fraction and understanding the key word which is remaining and remainder. Meanwhile Question 5 and 6 are the application of operation in fraction to solve problems, through which the thinking skills, problem solving and investigation, and communication skills are assessed (refer to Appendix B for rubrics). Each dimension were given a score from 1 to 5 depending on the different criteria as stated in Appendix B. Lesson plan for carrying out the task was designed prior the class (refer to Appendix C). Class Observation The task was conducted on the 27th September 2012 in an all girls school in Brunei Darussalam. It was intended for Year 7 students and the topic being assessed was on Fraction in Real Life. There were 22 students involved in this study with an average mathematical ability. The duration of the study followed the mathematics period which was 50 minutes. The session started with a brief review on the topic specifically on the four operations of fractions. After 5 minutes, the task sheets were distributed to the students including the rubrics. Students were given an explanation of what they should do for the task and what was expected according to the rubric. Students were asked to work together in a pair and the use of calculators was allowed. Teachers involved were making rounds while giving help when necessary to the students throughout the lesson. During the lesson, most of the students were working on their task with few of the students did not communicate with their partners. It could be observed that few students were struggling in understanding the first question. These students managed to shade the boxes with their colour pencils. However, they did not label their shadings as they were instructed in the question. Furthermore, students were found having difficulty to proceed to the next question. Since the second question was asking the students to shade three-eighths of the remainder, few students had shaded three boxes on their diagram. More problems arose as they moved on to the next question where students were found to shade ten boxes rather than four, which was the actual answer. As for the fourth question, since they got it wrong from the second and the third question, their final solution was also incorrect. Questions 5 and 6 were the application problems. Students need to understand the problems and think before they could proceed. The first part of the question was an easy and straight forward question which a lot of the students managed to answer. Whereas the second part of Question 5 was difficult for students to solve even though it was a similar problem to those in Questions 1 to 4. Question 6 was the least answered by the students during the lesson. Results and Discussions Table 1 Mean Scores for Each Dimensions Knowledge and Understanding Thinking Skills, Problem Solving and Investigations Communication Skills 3.59 1.77 1.68 From the analysis of the rubrics, it was found that the mean score for each dimension were as shown in Table 1 above. Based from the results, most students were able to show correct fraction diagrams in Question 1, 2 and 3. This showed that the students had basic knowledge on fractions but little on understanding the problem. Meanwhile, students only managed to apply a strategy and obtain incomplete solutions to both application problems which indicated that they were unable to reach the standard intended for their level. This further affected their communication skills by which they were unable to illustrate and reason their solutions. From the observations, teachers found out that there was a slight improvement throughout the lesson for knowledge and understanding dimension only. This was because the students spent more time trying out Questions 2 and 3 compared to the rest of the questions, a reason why Question 6 was the least answered. This was also the reason why the teachers involved were unable to rate the students on the other two dimensions during the lesson conducted.. Analysing at each question, all the students had no problem with attempting Question 1. However, students were having difficulty in finding the right number of squares to be shaded in Question 2 and 3. This was mainly due to the misunderstanding of the word remaining in the question. Students were using the original number of squares to find the number of squares to be shaded in Questions 2 and 3. This led to their inability to find the correct response for Question 4. With regards to Questions 5 and 6, students were also having similar problem of understanding the word remaining and remainder as posted in the previous questions. This brought an impact towards the overall performance of the students for these two application questions. Few tried the questions but were unsuccessful in getting the correct answers, others left it unattempted. Reflection and Conclusion From the above discussion, it could be concluded that overall the lesson ran smoothly and only the first objective was achieved as indicated from the mean scores of the rubric. Students were found to be quite engaged in the activity. Students thinking could be observed through their working and when they asked questions clarifying their difficulties. However less communication with their partner could be observed during the lesson. Low students interaction resulted in different scores achieved by few groups. Apart from that, students were seen more focused on finishing the first task rather than the application problems. Perhaps, this is because the first activity targeted on the basic understanding on fractions in real life and students assumed that the questions were easy since diagrams were provided. Feedback from the students was asked towards the end of the lesson where commonly they claimed that the tasks were overly difficult. This kind of response had shown that the students who participated in this task were not exposed to this kind of assessment approach. It was also found from the above analysis that there were few limitations on the task. Firstly, difficulty in rating students scores was encountered. This is because few of them had left their task unanswered and the rubric designed had specified one mark for no attempt in the third dimension, the communication skill. This had shown that the rubric itself was lacking of fairness. This should be modified in the future if one would implement the task in their class. Secondly, a proper classroom observation checklist which assesses other attributes apart from what the rubrics had specified should have been developed. At least, from this checklist, a wider perspective such as students interaction with their peers and also with the teachers involved could be further evaluated. Finally, as discussed before, the tasks only concentrate on a key word remaining which is a confusing concept to the students. This can be modified by adding different concept rather than focusing on just one.

Conversations of Thought :: Conversating Thinking thoughts Essays

Conversations of Thought There are written and read conversations taking place this very moment. The written conversation is one that happens between me (ongoing thought- conversation) and what is written onto paper. The read conversation takes place when a person, other than me, picks up what I’ve written and reads it. Thought-conversation is going on in my writing to you today; there are some going on in collegiate assembly halls, and in the conscious minds of many. However, I cannot—nor can you at the moment—read (make believe you’re not reading this right now---oops, I’ve just Ong’ed you) or hear most of these arguments, debates, agreements, disagreements, assertions that carry on. If that is true we are fine for the moment. Granted, one is standing adjacent to and overhearing an English seminar that is discussing and synthesizing the views and works of a range of the most influential modern theorists of the humanities and social sciences. This confined seminar ( audience) is expected to interact with, value, debate, and/ or construct opinions for or against a text—thus leading some to new thought-conversational thought processes. This, however, excludes the standby-audience member, the reader-listener, as an active participant of the dominant- authoritative discourse from that seminar. Hence, the author’s (the professor) methodology creates a specific, yet unrestrained, â€Å"aimed-towards them† discourse and not for the standby reader-listener. â€Å"His† audience (who says that an audience is his anyway?) will have to later â€Å"write†, â€Å"talk† and â€Å"think† about texts. This notion does not stand alone—paradoxically speaking of the standby reader-listener who is standing alone and adjacent to the seminar. These â€Å"standby† reader-listeners aren’t â€Å"intentionally† or even, in this case, â€Å"fictionally† given the right to speak in this confined pre-registered, fore-planned discourse. Likewise, they aren’t fictionally thought of as potential readers. With this analogy, I find confluence in central arguments made by Ong, Bartholomae and Foucault that are worth mentioning. I am not disputing the rhetoric of these three great thinkers/ readers. I am simply attempting to â€Å"define a position of privilege, a position that sets [me] against a ‘common’ discourse†¦Ã¢â‚¬  working â€Å"self-consciously, critically, against not only the ‘common’ code but [my] own† (Bartholomae 644). However, for now, I am suggesting that a reader doesn’t â€Å"have to play the role in which the author has cast him† (Ong 60), but that there is more to it.

The Prioress of The Canterbury Tales :: Canterbury Tales Essays

The Prioress of The Canterbury Tales    In the poem, by Geoffrey Chaucer, The Canterbury Tales, Chaucer depicts the people of the church and describes them as people who are not the sole embodiment of people who have sworn themselves to God, and to live by the four vows that the church requires them to commit themselves to. The Prioress, a Nun, is no exception, but Chaucer does not directly say how she represents the four vows but rather it is what he does not say that leads people to believe the Prioress is the exact opposite of what is expected of a nun that has committed herself to the four vows.    Men and women of the church are expected to live in poverty and hold no worldly possessions. The Prioress spoke of owning little dogs, which is strictly prohibited in a convent, and treating them exceptionally well and being extremely attached to them. By owing these dogs she violated the vow of poverty but the most apparent item that she owns is a gold broche that and leads the reader to believe that she was not entirely devoted to the church.    Chaucer spent a great deal of time explaining how she was extremely obsessed with her etiquette, that hints to the reader that she is more suited to be a beloved lady rather than a nun. In the days of Chaucer, women used excellent etiquette to attract and keep lovers. This indicates that the Prioress in not completely faithful to her vow of chastity, but rather a woman of promiscuity.    The vow of obedience, in reference to the Prioress, is probably the most odd vow of the four, since he never mentions it. While Chaucer is describing the Prioress he never once mentions how she serves God or nothing of that sort. This leaves the reader wondering if she serves God well or does not, but it is obvious that she has failed to follow the other vows and that this one is no exception.    A nun should pray, study, do service to God, and live a confined life free from temptation, but the Prioress has already violated the first three vows and those have to be followed to successful fulfill the vow of obedience.

Corporate Social Responsability for Supermarkets

This essay will introduce analysis of the UK supermarket sector and its impacts on a wide range of stakeholders . The responsibility for buying and selling is rapidly shifting. In today’s rising global community, supermarkets have embraced corporate social responsibility as an important element of their original role in contributing to shared goals, however in addition it enhances their capacity to the base line. In addition, trade seeks to establish their own values of corporate individuality while at the same time maintain public and ecological values and increase their market growth.Corporate social responsibility of supermarkets can mean different things to different groups and sectors. However there is universal agreement that in a global market system, supermarkets must play great role by creating jobs. By acting in responsible manner corporation must facilitate sustainable growth. (Deal, 1999) As a result, corporate performance must not just guarantee returns to shareho lders, wages to employees, plus goods and services to shoppers, thus must also accommodate the ecological concerns and values of consumers.An explanation of food provenance chart as an example of the influence of CSR, is provided below showing the difference in consumer choice in different ranks in UK supermarkets. In order to demonstrate importance of the CSR: % Factors in food and drink purchases, by rank, December 2007 Food provenance-UK- March 2008- What do Shoppers Consider Most important? The findings of this line graph, shows the consumer interest in home grown British food rather than foreign origin product.The supermarket structured business procedures and the environmental campaigns, to support British produce are the key reasons for this. This report also demonstrates the market repose to a consumer demand for particular products by offering quality food and drinks. UK leading supermarkets as well as corporations require to supervise corporate social responsibility as any other part of their food sales. Supermarkets are faced by means of a triple bottom line, to advance inexpensively, as well as being environmentally plus equally accountable.The growth of sales in social and financial growth is likely to continue. (Freedman, 2000) Why must supermarket be socially responsible? The initial part of the Roundtable focused on the query of how to describe what a socially responsible corporation is, and what a supermarkets does to be measured socially responsible. Even before to answer that question, a few people may ask, why a corporation have to be considering this subject? The reply is tied to globalisation. Globalisation is not just regarding the world nations, it is the consequence on appearance of a global civil society. Giddens, 1998) The world has been transformed due to globalisation, plus by the prosperity of this the environment in supermarkets. Solutions to consumer problems were to be established inside the free market structure and trade. The shopper’s influence on UK supermarkets in food factors at the different societies measured by ranks in 2007, can be seen in the chart below: % Factors in food and drink purchases, by rank, December 2007 The UK survey in 2007 sought to address what is important to customers when they choose foods. To make very clear customer preference, all food ranks has been used for this column table.Regards consumer perceptions of food, most of shoppers are willing to pay 10% more for British origin, organic or any other quality food, compare to conventional food (Wealtherel, 2003) The food industry faces many significant risks from public criticism of corporate social responsibility issues in the supply chain. Private standards initiative abound in food chains as retailers and brands seek to minimise the risks and also respond to new demands from society. The representation of a new form of regulation, which raises questions regarding domination in the UK supermarkets.Supermarkets have a tendency to maximise profits and concentrate on all concerns of consumer benefit, the interests of all consumers required to be considered in today’s UK supermarket systems. Globalisation has changed the inner power relations border by and inside supermarkets, and in the community as a whole. At the same time, in the late 1980s, the disagreement on corporate governance assembled power in the United States and in the United Kingdom, mainly in reply to corporate crush, corporate invaders and destabilised along, with aining as well as trade deception and dishonesty. Globalisation and the souk were placed an influence in the hands of the classified sector, however public disbelieve in the consistency and honesty of corporations was well-known and widespread. Concerns of responsibility, standard setting, plus globalism were core to the debate.It became obvious that supermarkets might no longer supervise the consequences of their trade, just by paying taxes and comply with nationa l rules. They are likely to take on better responsibilities for supervising their contact on community. Joseph, 2000) Trade itself in a course of development, practices and performance to convene the original anticipations of communities and community on it. At the same time as technological forces will carry on to force supermarkets to be internationally incorporated, law-making and shopper demand requires to be much further in the consumer field, and behave as a socially responsible company, therefore is becoming ever more challenging for supermarkets. A difficulty and the challenge for remaining markets with the regulations of CSR, in UK and abroad.Augmented public interest affects the method in which companies endorse their proposals. Policies that insist on corporation positive and politically right standards, such as hiring a public minorities or buying goods as of a precise basis, at times be undermining to its productivity and advantage of products. Usually profit-seeking su permarkets through demanding presentation should in addition to confront the shoppers. Deciding on which advance to take, is exclusive to each supermarket and depends on the trade distribution in which the business is situated.Redefining administration roles in the supermarket itself is not an option, however a need. Businesses will require to adjust and create a novel organisational representation for the 21st century. They require to develop efficiency in management, and apparent domination processes all through their organisation. (OECD, 2000) Socially liable supermarkets have to employ their workers worldwide in a business dream and mission declaration that promotes sustainable and enhanced excellence of life for all countries, for all workers, despite of their location.Becoming a global consistency is publicly reasonable and not just a public relations matter. Supermarkets are taking on the challenge by engaging as much as a possible with shopper, in addition to be able to have a positive impact on public relations and support by other sectors of community. Therefore, even though corporate social responsibility adjustments made by government in both the UK and Europe, supermarket trades still have to be concerned. Governments require to produce a strategy to structure whatever the trade and labour can negotiate situations in supermarkets.This requires a variety of legislative methods to be implemented in the country. It is obvious that there cannot be a, one measurement fits all, advance and assurance in trade behaviour, however there is a universal accord that there is a requirement for clarity of strategy and principles. In addition to the codes of conduct that an approved method is definitely wishes to be recognized in this region, so that social achievement plans can be developed plus social action have to become the standard.Developing finest practices for corporate behaviour will not ensue straight away, however by sticking to essential values, as a minimum move in the similar course in the direction of becoming a liable social related. (Oecd, 2000) The food industry faces many significant risks from public criticism of corporate social responsibility (CSR) issues in the supply chain. This paper draws upon previous research and emerging industry trends to develop a comprehensive framework of supply chain CSR in the industry.The framework details unique CSR applications in the food supply chain including animal welfare, biotechnology, environment, fair trade, health and safety, and labour and human rights. General supply chain CSR issues such as community and procurement are also considered. Ultimately, the framework serves as a comprehensive tool to support food industry practitioners and researchers in the assessment of strategic and operational supply chain CSR practices.

Prewriting: Attitudes Toward Women Essay

1. INTRODUCTION a. Thesis Statement: With different motivations, but similar intentions the word choices and poetic rhetorical devices of the speakers reveal their attitudes toward women. Using persuasive techniques and extensive figurative language to compare and contrast Browning’s, â€Å"My Last Duchess,† and Marvell’s, â€Å"To His Coy Mistress,† it becomes clear that the main goal of the characters in these poems is their need to be the dominant force over the opposite sex. 2. Attitudes Towards Women Demonstrated in Poetry a. Illustrate how the speakers in each of the poems are trying to persuade women i. In the Duke’s case, it’s the envoy and in the speaker’s case, the woman. b. Both the characters aims are the same, but their motivations are different i. The speaker in â€Å"To His Coy Mistress† seems like a respectful man, who is articulate, this is important because it is his main strength which he uses to lure her to him. ii. The use of time to symbolize sex=self (To His Coy Mistress) †¢ The speaker of the poem is infatuated with a woman who won’t give him the time of day. The speaker chases the woman and he proposes that time is flying by and they should grab it and run as fast as they can. â€Å"Had we but world enough and time, /this coyness, lady, were no crime.† iii. The Duke in â€Å"My Last Duchess† is an arrogant, disrespectful man, who cares more about status and wealth then love. 3. Women are presented as objects of beauty and pleasur e a. Describe the tone and figurative language—imagery, simile, hyperbole, etc.—used to present woman as objects rather than their importance as human beings i. Elaborate on men only appreciating women for their physical appearance and ability to please their partner †¢ In ‘To His coy Mistress’, the woman is portrayed as beautiful, â€Å"The youthful hue sits on the skin like morning dew.† Here, the speaker praises the fair complexion of the woman through the use of simile. †¢ Similarly, in ‘My Last Duchess’, the Duke makes comments regarding his ex-duchess being captivating and alluring. â€Å"That’s my last duchess painted on the wall, looking as if she were alive. I call that a piece a wonder†. Here the Duke tries to impress the envoy with his ex-Duchess’s beauty as he stops to admire the painting of her. 4. The value of love versus total disregard for the role of women in society a. Compare and contrast the reasons each poem portrays both of these ideas b. To His Coy Mistress=values woman and the love they give i. Based on the speakers urge, or motives, for a sexual relationship with the lady ii. Describe the speakers polite techniques to praise and persuade, and how they develop into impatience and desperateness c. My Last Duchess=humiliates the role of women in society i. Show how women are viewed/treated as inferior and easily manipulated ii. Confirm the fact that because the Duchess did not depend on the Duke completely, she terrorized him. iii. Analyze the death— the speaker refers to the portrait of the wife he murdered as â€Å"My last duchess.† It hints that she was not his only duchess and that he might have had several wives before this â€Å"last† or â€Å"latest† one. 5. Mans obsession with domination over woman (need for submissiveness) a. The men in both poems want to feel like they are ranked higher than the women. They want to feel powerful and be controlling, aiming only to please and seek pleasure for themselves. 6. Mans insecurity in the absence of women dependence a. Answer the question: are men weakened by their dependency on the power they have over women? i. In To His Coy Mistress, although the speaker appears thoughtful and genuine, he is preoccupied with pursing an attractive and captivating young woman in all hopes of making love with her. No strings attached. ii. In My Last Duchess, When the Duke had the Duchess killed; it was a threat to all women. The Duke had the Duchess murdered because she did not worship her husband.