Pregnant Women Essay

In my opinion, pregnant women should be punished for partaking in legal behaviors such as taking fertility medication, smoking, and drinking, all of which can cause harm to the fetus. I think a woman should subordinate her right to control her life when she decides to become pregnant or does become pregnant. Anything which might possibly harm the developing fetus should be prohibited and all things which might positively affect the developing fetus should be mandated under penalty of law, be it criminal or civil. Since anything which a pregnant woman does or does not do may have an impact, either positive or negative, on her developing fetus, any act or omission on her part could render her liable to her subsequently born child. While such a view is consistent with the recognition of a fetus’ having rights which are superior to those of its mother, such is not and cannot be the law of this state. A legal right of a fetus to begin life with a sound mind and body assertable against a mother would make a pregnant woman the guarantor of the mind and body of her child at birth. A legal duty to guarantee the mental and physical health of another has never before been recognized in law. Any action which negatively impacted on fetal development would be a breach of the pregnant woman’s duty to her developing fetus, Mother and child would be legal adversaries from the moment of conception until birth. If a legally cognizable duty on the part of mothers were recognized, then a judicially defined standard of conduct would have to be met. It must be asked, by what judicially defined standard would a mother have her every act or omission while pregnant subjected to state scrutiny? By what objective standard should a jury be guided in determining whether a pregnant woman did all that was necessary in order not to breach a legal duty to not interfere with her fetus’ separate and independent right to be born whole? In what way would prejudicial and stereotypical beliefs about the reproductive abilities of women be kept from interfering with a jury’s determination of whether a particular woman was negligent at any point during her pregnancy? Nevertheless, some argue that the drug-addicted pregnant woman should be treated as if her drug use is the same as child abuse and at least one state Supreme Court has apparently accepted that view. The Supreme of South Carolina, distinguishing itself from courts in twenty-four other states, has declared that at least inside the borders of South Carolina a viable fetus is a person and a pregnant woman who endangers its health can be found guilty of child abuse. The South Carolina court could not fathom the difference between a stranger who attacks a pregnant woman and the woman herself. The court argued if the fetus is not treated as a child under the law, then, â€Å"there would be no basis for prosecuting a mother who kills her viable fetus by stabbing it, by shooting it, or by other such means, yet a third party could be prosecuted for the very same acts. † The truth is that we do not have to pit the woman against the fetus to promote healthy pregnancies or to value life. In fact, creating fetal personhood hurts both women and the possibilities for healthier pregnancies. We could treat addiction for what it is, a health problem. We could fund programs designed to meet women’s needs not only during pregnancy, but throughout their lives because we value women as whole persons. We could respect people’s different values regarding fetuses without creating the legal fiction that fetuses are separate persons.

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n k m Module Study Guide Global Business Practice West London International Business School West London International Business School Global Business Practice Module Study Guide |Module Code |MS70069E | |Level |7 | |Credits |20 | AY2012-2013 Version No 01  © UWL 2012 Global Business Practice Module Study Guide Contents |Page No. | |Module Leader and Teaching Team Details | | | | | |Facts and figures | | | | |Section A Overview and Content | | |1 Welcome and Introduction to the Module |5 | |2 Administrative and Technical Support | | |3 Timetable/Venue/Rooms | | |4 Student Support and Guidance |6 | |5 Content of the Module |8 | |6 Aims of the Module | | |7 Learning Outcomes | | |8 Learning Resources |10 | | | | |Section B Assessment and Feedback | | |9 Assessment: General Information |11 | |10 Details of Assessment | | |11 Summative Assessment Grid |14 | |12 Statement on Plagiarism | | |13 Evaluation of the Module | | |14 Personal Development Plan (PDP) | | |15 Frequently Asked Questions (FAQ) | | | | | |Section C Module Programme | | |16 Guide to Learning Sessions |15 | | | | Module Leader and Teaching Team Details Module Leader |Roger Cook | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |roger. [email  protected] ac. uk | |Phone |0208-231-2470 | |Location |Paragon – Annex | Module Tutor |Alex Dalzell | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |alex. [email  protected] ac. uk | |Phone |0208-231-2130 | |Location |Paragon – Annex | Module Tutor |Jessie Ren | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |[email  protected] ac. uk | |Phone | | |Location | | Facts and Figures Module Code |MS70069E | |Level |7 | |Credits |20 | | | | |Total Guided Learning Hours |200 | |Consisting of: | | |Teaching Contact Hours |42 | |Guided Independent Study Hours |158 | | | | | | | |Assessment: | | |Percentage of final marks assessed by: | | | | | |Coursework |100% | | | | Section A Overview and Content Welcome and Introduction to the ModuleWelcome to this Level 7 module: Global Business Practice. This is a core compulsory module for all the Business and Management Masters programmes within the West London International Business School. The module examines the shifts occurring globally in production patterns, economic activity, and industry evolution. The changing contours of the global economic map reflect new trends in production, trade and FDI and increasing complexity in the global economy. Much of this change is technologically driven which particularly impacts on financial services and flows of capital. This drives the need for businesses to innovate in production, supply, distribution and marketing processes.Corporate architectures are also shifting and the module examin es emerging transnational corporations, looking at why and how TNC’s develop and their relationship to the nation states in which they operate. The state’s role as competitor, collaborator, regulator and container is examined, together with the dynamics of the bargaining processes between the Nation State and the TNC. The module also develops an understanding of Governance issues and CSR for TNCs, and how issues of people, profit and planet interrelate. 2Administrative and Technical Support The administrators for the module are Jackie Forbes-Steers and Susan Broomfield. (TC375) 3. Timetable/Venue/Rooms Rooms as per Masters programme timetable. 4. Student Support and Guidance West London Online (Blackboard)All the key information you require to complete this module will be made available through West London Online (Blackboard). Please check the module site regularly for additional resources or information made available while the module is running. Updates or changes wi ll be communicated to you via Blackboard announcements and/or email – so please also ensure that you check your student email account regularly. Help and support There are Help Pages at http://uwl. ac. uk/westlondononline – these provide guidance for all students in making use of the University's online learning platforms. All technical issues with Blackboard, Turnitin and PebblePad should be reported to the IT Service Desk. You can do so by: †¢ Talking to staff in any IT Suite or Library Calling 0300 111 4895 (internal phone extension 4895) †¢ Emailing [email  protected] ac. uk Learning Support Learning Support is free and available to all UWL students. Your first point of contact for any enquiry about support available for writing, maths, structuring essays, revision techniques, or any other support you require with academic skills is learning. [email  protected] ac. uk . You will also find online self-help and self-tests on academic writing, plagiarism , grammar and punctuation and time management. This is available at Study Support Online. Look for the link to Study Support Online when you log on to West London Online (Blackboard) http://online. uwl. ac. uk .The University also offers you the opportunity to test and improve your own academic skills at leisure, in your own time. This test is free and available for the duration of the course. It can be found on the Study Support Online community inside West London Online (Blackboard). Look for the link to Study Support Online when you log on at http://online. uwl. ac. uk One-Stop-Shop Students can benefit from a variety of support services during their studies. The One-Stop-Shop offers professional services which are free, impartial and confidential. They offer information, advice and guidance to students in a variety of ways e. g. face to face, telephone, email, Skype.They aim to answer all your questions, or direct you to someone who you can talk to. They are located on Ground Fl oor, C Block, St. Mary’s Road, Ealing with a satellite service to Paragon and Reading, including drop-in sessions (these are advertised on each site). Opening hours:Monday to Thursday9. 00 to 5. 00pm Friday10. 00 to 5. 00pm For further information on each area go to: http://www. uwl. ac. uk/students/Support_for_students. jsp Email: [email  protected] ac. uk Telephone: 020 8231 2573 / 2991 / 2739 The University Library The University Library provides a wide range of services, resources, advice and help to support teaching, learning and research across the institution.There are two physical libraries: †¢ The main campus Library in St Mary’s Road, which comprises of four floors †¢ The Health Library on the second floor of Paragon House †¢ There is also a virtual library at the Berkshire Hub providing access to all our e-resources and which is fully supported with professional Library and IT help and advice. All students are automatically members of the Li brary. The Unique card is also the Library card, and borrowing rights are automatically set according to course and status. Self-service machines are available at all Libraries, allowing for independent borrowing when service desks are not staffed.The Academic Support Librarians provide help and support throughout the learner journey, running training sessions on a regular basis on topics such as Reworks and referencing, or database search strategies, and offering one-to-one advice on finding detailed resources for assignments by appointment. Further information including opening hours and contact details is available at: http://library. uwl. ac. uk/use/sites/opening_hours. html 5. Content of the Module 1. Global shift: Introduction to scope of the module Nature and scope of globalisation: Economic shifts, production patterns, and TNC activity. The role of information technology in economic transformation and product and process innovation. Geographies of technological innovation. 2 .Complexity in the global economy Features, actors and characteristics. Unravelling complexity Global shift: Changing contours of global economic map: production, trade and FDI. 3. Transnational corporations Why and how TNC’s develop. Internal and external networks. Structural types. Global and multinational business models. 4. Role of the state State’s role as competitor, collaborator, regulator and container. Bargaining processes between the State and TNC’s. 5. Governance and CSR for TNC’s States, Institutions, and issues of Corporate Governance. TNC’s and CSR. Ethics in International Business 6. International Trade Theory Benefits of Trade Patterns of Trade.Instruments of trade Policy 7. Foreign Direct Investment Trends, directions, shifting ideologies 8. Regional Economic Integration The case for / against its development. Implications for international companies. 9. Global monetary system Functions of foreign exchange market. Functions of Glob al Capital Markets 10. Global logistics and international trade Logistics and international trade. Procurement and outsourcing. 11. Global food industry Food supply and production processes. Corporate strategies in the food industry. 12. Production and Supply Chain Strategies Lean production. Supply chain strategies Agile supply chains / mass customisation. 13.Global fashion industry Clothing supply and production processes. Corporate strategies in the clothing industry. 14. Global car industry Car supply and production processes. Corporate strategies in the car industry. 6. Aims of the Module 1. Highlight a range of pertinent issues appropriate to the understanding and analysis of global business developments and shifting economic activity and power. 2. Examine the role of supply chain management within the global economy as a whole. 3. Examine the role of TNC’s supply chain management within the growth of the global economy. 4. Highlight the importance of sustainability wit hin global business models. 5.To explore issues relating to global institutional governance and corporate social responsibility and business ethics in the global economy. 7. Learning Outcomes 1. Critically evaluate key issues appropriate to the role and power of TNC’s. 2. Identify the main factors related to effective global supply chain management. 3. Conceptualise the role of sustainable business models in the global economy. 4. Debate the importance of CSR and ethics in international business. 5. Research the likely winners and losers in a shifting global business environment. 6. Critically evaluate key issues appropriate to global economic shifts. 8. Learning Resources Library Services (including e-resources)UWL’s Library Services offer the best possible learning environment, with one of the largest, electronic collections of resources in the higher education sector. We have invested heavily in updating our traditional library and computing facilities. They provide workstations offering full internet access. There is also an extensive collection of electronic databases covering virtually all subjects. The libraries hold a substantial stock of specialist books and journals, housed in a combination of open and private study areas. There is also a wireless network available for personal laptops within each library. Support staff at each library can help you get the most from the resources, and subject-specialist librarians can help with more detailed research queries.Self-issue machines for book loans in/out of service hours are available in Ealing and Brentford. UWL is a member of the Society of College, National and UK Libraries (SCONUL), and M25 Libraries consortia. These organizations allow access to other HE institutions’ libraries and specialist libraries within London and throughout the UK. Student learning resources Essential Reading: †¢ Dicken,P (2009) Global Shift, London: Sage †¢ Hill,C. (2012) International Business: Competing in the Global Marketplace Maidenhead: McGraw Hill Other recommended texts (Relevant chapters will be used in the module for specific topics): †¢ Crane and Matten (2010) Business Ethics, Oxford De Wit and Meyer (2010) Strategy, an international perspective, C-Engage †¢ Mangan et al, (2011), Global Logistics & Supply Chain Management, Wiley Other useful texts (these provide useful additional reading and plenty of examples): †¢ Christopher, Martin (2011), Logistics & Supply Chain Management, Prentice Hall †¢ Hargroves, K. C & M. H. Smith (2006), The Natural Advantage of Nations London: Earthscan. †¢ Malin, C (2010), Corporate Governance, Oxford: OUP †¢ Tricker, (2012) Corporate Governance, Oxford: OUP †¢ Sandel, M. J (2009), Justice, London: Allen Layne. †¢ Singer, P (2002), One World, Melbourne: Text. †¢ Starkey, R & R. Welford (2005), Business and Sustainable Development, Earthscan.Blackboard: The UWL e-learning platform contain s all the module material including the module study guide, lecture slides, tutorial commentary and links to useful websites. Section B Assessment and Feedback 9. Assessment: General Information Assessment for the module consists of coursework weighted at 50% and a final assignment weighted at 50%. The pass mark for the module is 50%; in addition a minimum of 50% must be obtained in both pieces of assessment. 10. Details of Assessment Assessment 1 Briefing: 1. The purpose of the essay is to ascertain how companies may best be structured and organised to conduct international business activities 2.Your work should evidence a clear understanding of the respective nature and roles of TNC’s and Nation states and the tensions that exist in their respective powers, influence and operations. 3. You should display evidence of current debates and also consider the changing contours of global business practice in coming years. 4. You should also make reference to the role and influence of global institutions ( such as WTO and the World Bank ) and C. S. O’s. 5. Your work should evidence an understanding of Institutional Governance and C. S. R. 6. You will be marked on your argument and on the quality of supporting evidence and examples, not on your opinion which may be freely expressed, but should be justified in your discussion. Assessment 2 Briefing: 1.Your work should evidence a clear understanding of international trade and supply chain management in your chosen transnational company. You will need to consider: a. The procurement of raw materials / materials / components / sub-assemblies / services. b. An overview of the production/ service processes used by the transnational company should make reference to lean production/ service techniques. c. You will also need to describe the distribution of finished products to the market. 2. Your report should be supported by appendices giving a supply chain diagram(s) and a table giving key economic / financial data relating to the status of your chosen transnational companies international trade. 3.You will be marked on your understanding and analysis of the economic and supply chain strategies employed by your trans-national company and also by the use of models and concepts to illustrate economic and supply management issues. ASSESSMENT GRID |Organisation / Coherence and Clarity of | | | | | |Expression |25 |0 – 8 |9 – 17 |18 – 25 | |Introduction. | |Poorly organised as well as |Reasonable structure with some|Very good structure with a clear| |Clear and logical structure. |broadly illogical structure |consistent and logical |and logical structure as well as| |Presentation. | |with unjustifiable |conclusions. Presentation of |reasonably deduced conclusions. | |Relevant issues discussed. | |conclusions. |a reasonable standard. |Excellent presentation. | |Soundly based conclusions. | | |Comments clear enough though |Fluent commentary with excellent| |References and qu ality of academic | |Poor spelling and grammar as |there remains room for |spelling and use of grammar. | |literature. | |well as vague comments with |improvement | | |Clear, articulate and fluent expression. |little or no insight into the | | | |Accurate spelling and grammar. | |real issues. | | | | | | | | | |Content |25 |0 – 8 |9 – 17 |18 – 25 | |The contents must be relevant | |Incorrect application of |Reasonable application of |Very good application of | |Application of theory to practice. | |concepts and principles. |theoretical concepts. |concepts and principles. | | | | | | | | | | | | |Level of Analysis and Synthesis |25 |0 – 8 |9 – 17 |18 – 25 | |Clear, critical, incisive analysis and | |Largely a descriptive exercise|Some evidence of critical |Clear evidence of critical and | |comment well integrated and evaluated as | |with little or no meaningful |analysis with some evidence of|incisive analysis well | |appropriate. | |analy sis. |evaluative and synthesised |integrated into the work as well| | | | |work. |as relevant evaluation and | | | | | |synthesis. | | | | | | |Application of Methodology |25 |0 – 8 |9 – 17 |18 – 25 | |Choice of models and concepts to | |Largely inappropriate choice |Reasonable choice of models |Excellent selection of models | |illustrate economic and supply management| |of models and concepts. |and concepts for the most part|and concepts, clearly and | |issues. | | |though not always convincing |convincingly applied and | | | | |in application. |explained. | 11. Summative Assessment Grid |Type of assessment |Module learning |Word |Due date (week |Threshold |Pass |Weighting | | |outcomes |count or equivalent |no. | |Mark | | |Individual management |2,3,5,6 |2,000 |15 |35% |50% |50% | |report: TNC economic & | | | | | | | |supply chain management | | | | | | | 12. Statement on Plagiarism Plagiarism is defined as the presentation by a student of work for asses sment which is not his/her own, in the sense that all or part of the work has been copied from that of another person (whether published or not) without attribution, or the presentation of another's work as if it were his/her own.Any student who knowingly permits another student to plagiarise his/her own work will also be regarded as having breached the General Regulations. Self-plagiarism can also occur if a student does not reference their own, previous, work. See also: Student Handbook Section 3. University Regulations and Student Code of Conduct For further advice on plagiarism go to the UWL website: http://www. uwl. ac. uk/students/current_students/Advice_to_students_on_plagiarism. jsp As detailed in Section 4 above, the Learning Support Team are available to help with any issues you may have with academic writing and referencing. 13. Evaluation of the Module The module will be evaluated on line by students. 14. Personal Development Plan (PDP) Not relevant to postgraduate stude nts 15.Frequently Asked Questions (FAQ) This is a new module, any queries to be answered in seminars Section C Module Programme 16. Guide to Learning Sessions |Theme Number |1 | |Theme |Introduction | |Key concepts / issues |Overview of global business development: economics, | | |production patterns, CSR and TNCs. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapters 1, 4 | |Background Reading |Hill – Chapter 1 | | |De Wit & Meyer – Chapter 10 | |Independent Study |Read in Hill: Starbucks( p. 36,7) | | |Healthcare (p. 2) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |2 | |Theme |Global Shift | |Key concepts / issues |Changing contours of global economic map: Features, actors | | |and complexity | |Delivery metho d |Lecture/Tutorial. | |Formative assessment opportunities Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapter 2,3 | |Background Reading |De Wit & Meyer – Chapter 1 | |Independent Study |Read in Hill:Indonesia (p:64) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |3 | |Theme |Transnational corporations | |Key concepts / issues |Why and how TNC’s develop. Internal and external networks. | | |Structural types. Global and multinational business models. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 5 | |Background Reading |Hill – Chapter 14 | | |De Wit & Meyer – Chapter 10 | |Independent Study |Read in Hill:Microsoft (p. 484,Tata:615) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |4 | |Theme |Role of the state | |Key concepts / issues |State’s role as competitor, collaborator, regulator and | | |container. | | |Bargaining processes between the State and TNC’s. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 6 | |Background Reading |Dicken – Chapter 7 | |Independent Study |Read in Hill:Japan (p. 5) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |5 | |Theme |Governance and CSR for TNC’s | |Key concepts / issues |States and issues of Institutional Governance. TNC’s and | | |CSR. Ethics in International Busi ness | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to summative assessment |Final assessment. | |Essential Reading |Dicken – Chapters 15,16,17 | |Background Reading |Hill – Chapter 5 | |Independent Study |Read in Hill:Etch a Sketch (p. 72) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |6 | |Topic |International Trade Theory | |Key concepts / issues |Benefits, Trends, directions, political economy and | | |instruments of policy | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 6 | |Background Reading |Hill – Chapter 7 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |7 | |Theme |Foreign Direct Investment | |Key concepts / issues |Trends, types ,and theories | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 8 | |Background Reading |Hill – Chapter 15 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |8 | |Theme |Regional Economic Integration | |Key concepts / issues |Case for and against further integrations – implications | | |for TNC’s | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Readi ng |Hill – Chapter 9 | |Background Reading |Dicken – Chapter 14 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |9 | |Theme |Global Monetary system | |Key concepts / issues |Functions of foreign exchange market | | |Functions of Global Capital Markets | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 10 | |Background Reading |Hill – Chapter 12 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |10 | |Theme |Global logistics | | |and international trade | |Key concepts / issues |Logistics and international trade. | | |Procurement and outsourcing. | | Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Mangan – Chapters 1, 2, 3 | |Background Reading |Hill – Chapters 16, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |11 | |Topic |Global food industry | |Key concepts / issues |Food production processes. Corporate strategies – food | | |industries | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 9 | |Background Reading |Hill – Chapter 15, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |12 | |Theme |Production and Supply | | |Chain Strategies | |Key concepts / issues |Lean production. Agile supply chains and mass | | |customisation. |Delivery method |Lecture/Tutorial. | |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment. | |Essential Reading |Mangan – Chapter 4 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |13 | |Theme |Global fashion industry | |Key concepts / issues |Clothing supply and production processes. Corporate | | |strategies in the clothing industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessm ent |Final assessment. | |Essential Reading |Dicken – Chapter 10 | |Background Reading |Hill – Chapter 5, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |14 | |Theme |Global car industry | |Key concepts / issues |Car supply and production processes. | | |Corporate strategies in the car industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 11 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | ———————– Assessment task: †¢ Essay: ‘The Nation State is d ead, long live the TNC’. Critically assess the changing relationships between TNC’s and nation states. Weighting: 50% Date/time/method of submission: Week 9 Word count or equivalent: 2,000 wordsAssessment criteria & marking grid: see below. Timing of feedback: Week 12. Students will be given written feedback. There will also be verbal collective feedback for the whole group. Assessment task: †¢ An individual Management Report: Analysing how international trade and supply chain strategies are implemented, supported, delivered and developed in a chosen trans-national company agreed with your tutor. Weighting: 50% Date/time/method of submission: Week 15 Word count or equivalent: 2,000 words Assessment criteria & marking grid: see below. Timing of feedback: After Module Assessment Board. There will be an opportunity for students to prepare for the re-sit assignment.

Comparison between Amazon.com and Borders Books Essay

Comparison between Amazon.com and Borders Books - Essay Example Another concern of the present study is the Borders Books that represents a bookstore publicly held spreading its business through a large number of stores and encountering different stages of business. Thus the current study focuses on the two different companies- Amazon.com and Borders Books- and conducts a learning on their histories, business approaches, management and marketing and how they have gone through their successes and failures and thus try to recommend some policies that might enable the companies to have better marketing conditions. History of Amazon.com and Borders Books: The Amazon.com Company was started in the year 1994 by Jeff Bezos. The origin of the company was in Washington. Bezos’ idea regarding the business was appreciated and investments were supported by Nick Hanauer who was a businessman by profession. Then the company had plans to go online and spread its business. Initially the business was not as shining as it is known to be in the present times . In the early times of its initiation, the website was not very attractively designed and hence lacked the attention of the customers. By the year 1995, a person named Tom Alburg helped the company through further investments and thus the website was designed newly which then started attracting customers. Gradually the company introduced several products and within a short span of time, the company gained huge success as well as profits (The History of Amazon.com, 2011). The history of Borders Books reflects the contribution of several stores of books that include the Borders, Waldenbooks and Brentano's. The Borders Bookstores were started by two brothers, Tom Borders and Louis Borders, in the year 1971. Initially the store was opened in Ann Arbor. Later stores were also opened in Michigan, Atlanta and Indianapolis. Their books were also sold through other booksellers. The first superstore of the company was established in the year 1985. By the year 1988, the Borders bookstores, wh ich later went online, proved to be huge success and delivered efficiently (Peterson, 2012). Business Approach, Management and Marketing of Amazon.com and Borders Books: As far as the business approaches of the two companies are concerned, it has been observed that the Amazon.com and Borders Books both had its focus on the increasing sales and the satisfaction of the customers. While Amazon.com has been found to initially struggle and later on efficiently managed success till the present times, the Borders Books have been found to initially achieve success but later the company failed to maintain its position in the market and lost to bankruptcy. It has been found that the concept of internet marketing was much more effectively understood and utilized by Amazon.com rather than by Borders Books (Volcanic, 2009). Amazon.com had its focus on the customers’ preferences and the manner in which there website could be more attractive to them. Thus initially when the company had rece ived financial assistance it focused on the design of the website that resultantly gained more customers for the company. The company was so concerned with the customers’ satisfaction that they even introduced systems to receive feedback from the customers, thus giving the customers the feeling of being significant. When the company encountered severe losses in 2001, it initiated

Law Notes on Behalf of The Peoples Republic of Zambeziland Essay

Law Notes on Behalf of The Peoples Republic of Zambeziland - Essay Example The PRZ asks the commission to take into account whether or not it has jurisdiction over this matter since Article 56(5) requires that all local remedies are exhausted, unless it can be shown that there is the excessive delay. As the African Commission previously decided, governments should have an opportunity to remedy human rights violations prior to being ‘called to account by an international tribunal’. No national remedies have been pursued by Zapo notwithstanding the fact that the PRZ has been working with the IMF and the World Bank as a means of addressing the consequences of the national disaster. Thus a claim that there is the exemption to the exhaustion of remedies’ requirement on the grounds that there are no adequate remedies would fail. With respect to derogation, the Banjul Charter does not address the issue of derogation at all and thus it neither forbids derogation nor does it set standards for derogation. Therefore, the only reasonable explanation for this omission is that the Banjul Charter expects derogation to be regulated by customary international law.   Under the fiduciary theory of human rights, states may derogate from non-peremptory human rights norms during emergencies as long as such derogation is intended to ensure ‘secure and equal freedom’. Derogation is therefore recognized as a means by which the state takes action for the good of the people and not as a means of advancing the interest of the state. Specifically, under international law, Article 62 of the Vienna Convention on the Law of Treaties 1969 provides specific guidance on the issue of derogation. To begin with, where termination or withdrawal from a treaty is not provided for in a treaty, states may withdraw from the whole of the treaty.6 In particular a change of circumstances in relation to circumstances existing at the time of subscribing to a treaty can justify withdrawal from a treaty.

Social Movements Essay Example | Topics and Well Written Essays - 500 words

Social Movements - Essay Example As the report declares collective behavior refers to the actions, often disorganized, taken by a large number of people gathered together usually in defiance of society's norms. Collective behavior can take one of several forms, including crowd activities and social movements. This paper discusses that there are four types of social movements: reformative, redemptive, alternative, and revolutionary. Reformative movements are movements that are aimed at altering only some aspects of the existing social order. Redemptive movements are movements that are aimed at rescuing people from ways of life seen as corrupting. Alterative movements are movements aimed at securing partial change in individuals. Revolutionary movements are movements that are aimed at far-reaching, cataclysmic, and often violent change in the society of which they are a part. There are a number of different explanations for social movements. Marx argued that revolution occur because of class struggles from Economic deprivation-Marx argued that revolutions occur because of the class struggles resulting an imbalance in the economy and society. Members of society believe they are deprived of some valued resource. Problems with this theory include the fact that social movements themselves may c ause deprivation to one segment of society. In today’s world it’s difficult to look at any segment of society and not find some type of social movement. But perhaps one that spans the globe universally is the Global Peace Movement.

Comparitive Politics Essay Example | Topics and Well Written Essays - 500 words

Comparitive Politics - Essay Example This is presumed to be the fairest political system. This system of governance entails two aspects; political participation and contestation (the former is through voting while the latter is through vying for a political seat). There is better attitudes and intentions of freedom of speech and press (Samuels, 2012). The democratic system of governance is a system which has given people the freedom of meeting and freely expresses their political views without fear or intimidation. There are two types of democracies commonly practiced in the world. Direct democracy is a form of government where leadership is vested in the hands of individuals. It’s also known as a government not only by the people themselves but also for the people. Every individual is given the chance to directly influence the policy making process. The second type of democracy is representative democracy. This is a political system where there is an intermediary political actor between the individual and policy outputs of the society. This is done through electoral process where one person or a group is elected, with the task of representing the voters. Democracy has made it possible for voters to participate in policy making process. Citizens are able to choose the right person to lead unlike other forms of governance where leaders are appointed. Through democracy form of leadership interest of those represented are safeguarded because the real power of leadership lies in the hands of the voters. Equity is the main principle where individuals are entitled to equal rights. The freedom of speech makes people air out their grievances without fear, and this enhances good governance. Due to the way democracy is organized, individuals who to lead this system enjoy a lot of stability and efficiency in administration. Democracy has promoted peaceful politics in different areas; this is due to the fact that there is freedom and rights to be enjoyed by all

Purpose of Schooling from the Past to the Present Essay

Purpose of Schooling from the Past to the Present - Essay Example Jefferson also had a strong belief that without and educational background people would never really have any idea of what true freedom was. Jefferson is quoted as saying, "If a nation expects to be ignorant and free, in civilization, it expects what it never was and never will be" (Padover 1952). Therefore the belief from education to the past and currently in the present still exists to be that without an education people will only dream of what they want to be in life and what they would love to achieve. In order for great things to happen one has to have knowledge of their past and a good knowledge of their future through the gift of education. In colonial times the main structure of education was situated around learning English, Reading, Writing, History, and Arithmetic due to the fact that these five areas are and have always been considered to be the most prudent areas to have knowledge about in life. Also, there were public schools just as there are today and there existed private schools as well but in colonial times the only children that could have the possibility of attending where all white and came from very influential and prosperous families (Mapp 1991). Many studies have also found that poor children did not have the ability to attend any type of formal schooling due to the fact they did not have the clothes or supplies to be able to afford going and also due to great fear of not fitting in. Not only this but it was also in part on the fact that their parents needed them more on the farms working for monetary compensation to sustain the family than taking the time to receive a proper education. Therefore thes e children studied through apprenticeship (Pulliam & Patten 1999). Furthermore, those that did venture into elementary school only took time to learn the basics of schooling in order to function decently in society but their knowledge was very limited. Basically the learning process consisted of a lot of memorizing and those who did not study and learn where often whipped, which is similar to the style of punishment today in schools with the principal paddling students who act up in class. However, in colonial times the punishment for disruption was much harsher than it is today. The first textbook came from New England and was titled, "The New England Primer" and formed a part of America's contribution to young people's education. This text was used from 1609 all the way up until the mid 19th century to teach religion and reading (Pulliam & Patten 1999). For instance, for every letter of the alphabet that a child learned they also learned a religious scripture as well. Such as for the letter a, they learned "In Adams fall, We all sin." (Pulliam & Patten 1999). This shows that in the colonial period schools were greatly influenced by religion and when compared to today we can see a stark difference because religion in the public school system has all but been taken out of the teaching curriculum. Benjamin Franklin also had a great role in the educational process during the late colonial period as well, in fact possibly just as influential as Thomas Jefferson was to the learning process of the various time periods. As the times progressed in the learning envir onment for Americans the more the attitude grew that necessary

Write a 3 page response to an argument presented in the reading Essay

Write a 3 page response to an argument presented in the reading - Essay Example The author points out however that happiness is a subjective feeling and what makes one person happy does not necessarily mean it will make the other happy. Happiness is a subjective feeling which has never really been completely achieved by man throughout history. In fact as time goes and years passes, happiness continues to dwindle and people become more frustrated and cases of neurotics increase. Civilization has in fact contributed greatly to the reduction of happiness in man. This is so because humans are under more pressure now and life is much more complicated than it was during the earlier years of primitive living and conditions. This is evidenced by the writing of the writer â€Å"†¦what we call our civilization is largely responsible for our misery, and that we should be much happier if we gave it up and returned to primitive conditions (Freud 33).† There is an argument that civilization has brought about technology and made man superior to the nature but this in the end has not brought happiness â€Å"one would like to ask: is there, then, no positive gain in pleasure, no unequivocal increase in my feeling of happiness†¦?† (Freud 35). Even with development of fancy technical equipment and gadgets such as ships and telephones, people are still miserable as they do not get to be with their loved ones who are away. The technology has made people grow apart and lifestyles to change for the worse. The technological advancements and the civilizations mentioned in the article lead to development of difficult situations and restrain the life of people even more and further reduce their happiness level. Happiness as mentioned in the article is a subjective feeling and which cannot be forced on people and cannot be experienced by everyone. According to Pascal (2008), happiness is defined differently by different people and what may cause happiness to one person may not necessarily emanate the

Reasons for Closing Quantanamo Research Paper Example | Topics and Well Written Essays - 1000 words

Reasons for Closing Quantanamo - Research Paper Example These detainees are to offer intelligence that will help the American government deal with the crimes of war and terror. There have been very many reasons why the facility should be closed. Some are from the policy standpoint while others are legal reasons. To date, the facility’s closure has proved to be very difficult. The American government’s main aim is to show the whole world that even in the face of their troubles, they still uphold their values. Keywords: Guantanamo, Closure, Detainees, Detention, Facility Introduction Following the terrorist attacks of 11 September 2001 in the United States, it was passed by the Congress that there was need for Authorization to Use Military Force (AUMF) (Garcia, Elsea, Mason & Liu, 2009). The military was given the mandate to use all the necessary and appropriate force against those who had planned, committed, or given any assistance in the terrorist attack. Individuals from Afghanistan and other parts of the world, who were ca ptured by the United States Military force during this operation, were relocated to Guantanamo Bay, US Naval station. This facility was used to detain them, and prosecution would follow before the military tribunals (Garcia, Elsea, Mason & Liu, 2009). Since 2002, nearly 800 persons have been brought to Guantanamo. In order to continue their detention, majority of these detainees have been transferred again to a third country. A substantial number of released detainees have also been transferred from Guantanamo. Despite the transfer, there are a number of detainees who remain in the facility. They include: Those who have been placed in preventive detention so as to bar them from going back to the battle field. The nature of this preventive detention is non-penal and must be terminated upon the cessation of hostilities (Garcia, Elsea, Mason & Liu, 2009). Those waiting to be brought before a tribunal, so that they can face charges filed against them such as â€Å"alleged violations of the law of war† (Garcia, Elsea, Mason & Liu, 2009, p. 1). If convicted, these people may be sentenced to life imprisonment or execution. The last category includes those who have been cleared for release or transfer to a different nation. Such persons are such as those who are believed not to have contributed to the hostilities or those who are no longer regarded as threats to US security (Garcia, Elsea, Mason & Liu, 2009). Closing Guantanamo was a stated desire and policy in the administration of President Bush. It was supported by both the republican and the democrat presidential candidates. These were John Mc-Cain and Senator Barack Obama. Guantanamo has been used as a detention facility for terrorist suspects, but there has been the argument that it has been damaging the US national security. In 2008, there was widespread consensus within policy circles that it was supposed to be closed. There is lack of specificity on how to close the institution and at the same time, se ek to protect the real national interests and the security of the citizens of the United States (Mendelson, 2008). This policy of closing the facility has been one of the most difficult and most confronting issues in the United States of America. The current administration has been unable to implement the goal of closing the facility because it has received a lot of opposition. Even though it is the goal of the Americans to close Guantanamo, the United States cannot

Punishment and Re-education of Juvenile Offenders Research Paper

Punishment and Re-education of Juvenile Offenders - Research Paper Example Children and adolescents are individuals who are undergoing a radical change in all aspects of their lives. Child development principles must be understood by the juvenile system. These formative years form the developmental trajectories for every individual (Arredondo, 2003). Children are likely to undergo irreversible damage in the application of punishment and deterrence inflicted without proper guidelines. However, the juvenile system has the potential to impact its detainees in a positive manner. Correction officers are charged with a unique responsibility. Expectations on them dictate that they have to reform delinquent youth. Juvenile systems have universal punishments for offenders. That means that the justice system is an offense based rather than offender based. Correction officers, therefore, have to apply uniform punishment and deterrent methods to different offenders. Juvenile offenders have unique needs. Their characters are not fully formed. This means that inappropriate punitive measures are likely to harm the development of the child. It is difficult for the officers to gauge which sanctions are appropriate for each juvenile detainee. The situation is very confusing when dealing with juvenile inmates in an adult correction center. Adults have complete characters. That means that severe punishment is likely to effect a change in their characters. The juvenile system is supposed to offer structure and support to its detainees. Most delinquents originate from homes where the adults are unreliable. These homes have no structure and pay no attention to the needs of the growing children. The children realize that they can push boundaries without suffering the consequences of their misdeeds. Correction officers, therefore, have the prerogative to follow up each offender during their rehabilitation. This is, however, difficult as the officers are charged with a large number of detainees. They are unable to provide consistent and predictable attention to their detainees. Juvenile inmates in an adult institution suffer from lack of structure. The system is designed to correct adults who can take responsibility for their actions.

Marketing Segmentation Essay Example for Free

Marketing Segmentation Essay Market segmentation is the process of dividing up a market into more-or-less homogenous subsets for which it is possible to create different value propositions. At the end of the process the company can decide which segment(s) it wants to serve. If it chooses, each segment can be served with a different value proposition and managed in a different way. Market segmentation processes can be used during CPM for two main purposes. They can be used to segment potential markets to identify which customers to acquire, and to cluster current customers with a view to offering differentiated value propositions supported by different relationship management strategies. In this discussion we’ll focus on the application of market segmentation processes to identify which customers to acquire. What distinguishes market segmentation for this CRM purpose is its very clear focus on customer value. The outcome of the process should be the identification of the value potential of each identified segment. Companies will want to identify and target customers that can generate profit in the future: these will be those customers that the company and its network are better placed to serve and satisfy than their competitors. Market segmentation in many companies is highly intuitive. The marketing team will develop profiles of customer groups based upon their insight and experience. This is then used to guide the development of marketing strategies across the segments. In a CRM context, market segmentation is highly data dependent. The data might be generated internally or sourced externally. Internal data from marketing, sales and finance records are ofte n enhanced with additional data from external sources such as marketing research companies, partner organizations in the company’s network and data specialists (see Figure 5.2 ). The market segmentation process can be broken down into a number of steps: 1. identify the business you are in 2. identify relevant segmentation variables 3. analyse the market using these variables 4. assess the value of the market segments 5. select target market(s) to serve. Sales forecasting: Slide #6 (p. 136-8) The second discipline that can be used for CPM is sales forecasting. One major issue commonly facing companies that conduct CPM is that the data available for clustering customers takes a historical or, at best, present day view. The data identifies those customers who have been, or presently are, important for sales, profit or other strategic reasons. If management believes the future will be the same as the past, this presents no problem. However, if the business environment is changeable, this does present a problem. Because CPMs goal is to identify those customers that will be strategically important in the future, sales forecasting can be a useful discipline. Sales forecasting, some pessimists argue, is a waste of time, because the business environment is rapidly changing and unpredictable. Major world events such as terrorist attacks, war, drought and market-based changes, such as new products from competitors or high visibility promotional campaigns, can make any sales forecas ts invalid. There are a number of sales forecasting techniques that can be applied, providing useful information for CPM. These techniques, which fall into three major groups, are appropriate for different circumstances. ââ€"  qualitative methods: customer surveys sales team estimates ââ€"  time-series methods: moving average exponential smoothing time-series decomposition ââ€"  causal methods: leading indicators regression models. Qualitative methods are probably the most widely used forecasting methods. Customer surveys ask consumers or purchasing officers to give an opinion on what they are likely to buy in the forecasting period. This makes sense when customers forward-plan their purchasing. Data can be obtained by inserting a question into a customer satisfaction survey. For example, ‘In the next six months are you likely to buy more, the same or less from us than in the  current period? ’ And, ‘If more, or less, what volume do you expect to buy from us? ’ Sometimes, third party organizations such as industry associations or trans-industry groups such as the Chamber of Commerce or the Institute of Directors collect data that indicate future buying intentions or proxies for intention, such as business confidence. Sales team estimates can be useful when salespeople have built close relationships with their customers. A key account management team might be well placed to generate s everal individual forecasts from the team membership. These can be averaged or weighted in some way that reflects the estimator’s closeness to the customer. Account managers for Dyno Nobel, a supplier of commercial explosives for the mining and quarrying industries, are so close to their customers that they are able to forecast sales two to three years ahead. Operational CRM systems support the qualitative sales forecasting methods, in particular sales team estimates. The CRM system takes into account the value of the sale, the probability of closing the sale and the anticipated period to closure. Many CRM systems also allow management to adjust the estimates of their sales team members, to allow for overly optimistic or pessimistic salespeople. Time-series approaches take historical data and extrapolate them forward in a linear or curvilinear trend. This approach makes sense when there are historical sales data, and the assumption can be safely made that the future will reflect the past. The moving average method is the simplest of these. This takes sales in a number of previous periods and averages them. The averaging process reduces o r eliminates random variation. The moving average is computed on successive periods of data, moving on one period at a time, as in Figure 5.10 . Moving averages based on different periods can be calculated on historic data to generate an accurate method. A variation is to weight the more recent periods more heavily. The rationale is that more recent periods are better predictors. In producing  an estimate for year 2009 in Figure 5.10 , one could weight the previous four years’ sales performance by 0.4, 0.3, 0.2, and 0.1, respectively, to reach an estimate. This would generate a forecast of 5461. This approach is called exponential smoothing. The decomposition method is applied when there is evidence of cyclical or seasonal patterns in the historical data. The method attempts to separate out four components of the time series: trend factor,  cyclical factor, seasonal factor and random factor. The trend factor is the longterm direction of the trend after the other three elements are removed. The cyclical factor represents regular long-term recurrent influences on sales; seasonal influences generally occur within annual cycles. It is sometimes possible to predict sales using leading indicators. A leading indicator is some contemporary activity or event that indicates that another activity or event will happen in the future. At a macro level, for example, housing starts are good predictors of future sales of kitchen furniture. At a micro level, when a credit card customer calls into a contact centre to ask about the current rate of interest, this is a strong indicator that the customer will switch to another supplier in the future. Regression models work by employing data on a number of predictor variables to estimate future demand. The variable being predicted is called the dependent variable; the variables being used as predictors are called independent variables. For example, if you wanted to predict demand for cars (the dependent variable) you might use data on population size, average disposable income, average car price for the category being predicted and average fuel price (the independent variables). The regression equation can be tested and validated on historical data before being adopted. New predictor variables can be substituted or added to see if they improve the accuracy of the forecast. This can be a useful approach for predicting demand from a segment. Activity-Based Costing: Slide #7 (p. 138-40) Customer Acquisition costs Terms of Trade Customer service costs Working capital costs Activity-based costing The third discipline that is useful for CPM is activity-based costing. Many companies, particularly those in a B2B context, can trace revenues to customers. In a B2C environment, it is usually only possible to trace revenues to identifiable customers if the company operates a billing system requiring customer details, or a membership scheme such as a customer club, store-card or a loyalty programme. In a B2B context, revenues can be tracked in the sales and accounts databases. Costs are an entirely different matter. Because the goal of CPM is to cluster customers according to their strategic value, it is desirable to be able to identify which customers are, or will be, profitable. Clearly, if a company is to understand customer profitability, it has to be able to trace costs, as well as revenues, to customers. Costs do vary from customer to customer. Some customers are very costly to acquire and serve, others are not. There can be considerable variance across the customer base within several categories of cost: ââ€"  customer acquisition costs : some customers require considerable sales effort to move them from prospect to fi rst-time customer status: more sales calls, visits to reference customer sites, free samples, engineering advice, guarantees that switching costs will be met by the vendor ââ€"  terms of trade : price discounts, advertising and promotion support, slotting allowances (cash paid to retailers for shelf space), extended invoice due dates ââ€"  customer service costs : han dling queries, claims and complaints, demands on salespeople and contact centre, small order sizes, high order frequency, just-in-time delivery, part load shipments, breaking bulk for delivery to multiple sites ââ€"  working capital costs : carrying inventory for the customer, cost of credit. Traditional product-based or general ledger costing systems do not provide this type of detail, and do not enable companies to estimate customer profitability. Product costing systems track material, labour and energy costs to products, often comparing actual to standard costs. They do not, however, cover the customer-facing activities of marketing, sales and service. General ledger costing systems do track costs across all parts of the business, but are normally too highly aggregated to establish which customers or segments are responsible for generating those costs. Activity-based costing (ABC) is an approach to costing that splits costs into two groups: volume-based costs and order-related costs. Volume based (product-related) costs are variable against the size of the order, but fixed per unit for any order and any customer. Material and direct labour costs are examples. Order-related (customer-related) costs vary according to the product and process requirements of each particular customer. Imagine two retail customers, each purchasing the same volumes of product from a manufacturer. Customer 1 makes no product or process demands. The sales revenue is $5000; the gross margin for the vendor is $1000. Customer 2 is a different story: customized  product, special overprinted outer packaging, just-in-time delivery to three sites, provision of point-of-sale material, sale or return conditions and discounted price. Not only that, but Customer 2 spends a lot of time agreeing these terms and conditions with a salesperson who has had to call three times before closing the sale. The sales revenue is $5000, but after accounting for product and process costs to meet the demands of this particular customer, the margin retained by the vendor is $250. Other things being equal, Customer 1 is four times as valuable as Customer 2. Whereas conventional cost accounti ng practices report what was spent, ABC reports what the money was spent doing. Whereas the conventional general ledger approach to costing identifies resource costs such as payroll, equipment and materials, the ABC approach shows what was being done when these costs were incurred. Figure 5.11 shows how an ABC view of costs in an insurance company’s claims processing department gives an entirely different picture to the traditional view. ABC gives the manager of the claims-processing department a much clearer idea of which activities create cost. The next question from a CPM perspective is ‘ which customers create the activity? ’ Put another way, which customers are the cost drivers? If you were to examine the activity cost item ‘ Analyse claims: $121 000 ’ , and find that 80 per cent of the claims were made by drivers under the age of 20, you’d have a clear understanding of the customer group that was creating that activity cost for the business. CRM needs ABC because of its overriding goal of generating profitable relationships with customers. Unless there is a costing system in place to trace costs to customers, CRM will find it very difficult to deliver on a promise of improved customer profitability. Overall, ABC serves customer portfolio management in a number of ways: 1. when combined with revenue figures, it tells you the absolute and relative levels of profit generated by eac h customer, segment or cohort 2. it guides you towards actions that can be taken to return customers to profit 3. it helps prioritize and direct customer acquisition, retention and development strategies 4. it helps establish whether customization and other forms of value creation for customers pay off. ABC sometimes justifies management’s confidence in the Pareto principle, otherwise known as the 80:20 rule. This rule suggests that  80 per cent of profits come from 20 per cent of customers. ABC tells you which customers fall into the important 20 per cent. Research generally supports the 80: 0 rule. For example, one report from Coopers and Lybrand found that, in the retail industry, the top 4 per cent of customers account for 29 per cent of profits, the next 26 per cent of customers account for 55 per cent of profits and the remaining 70 per cent account for only 16 per cent of profits. Lifetime Value Estimation: Slide# 8 (p. 141-2) The fourth discipline that can be used for CPM is customer lifetime value (LTV) estimation, which was first introduced in Chapter 2. LTV is measured by computing the present day value of all net margins (gross margins less cost-to-serve) earned from a relationship with a customer, segment or cohort. LTV estimates provide important insights that guide companies in their customer management strategies. Clearly, companies want to protect and ring-fence their relationships with customers, segments or cohorts that will generate significant amounts of profit. Sunil Gupta and Donald Lehmann suggest that customer lifetime value can be computed as follows: Application of this formula means that you do not have to estimate customer tenure. As customer retention rate rises there is an automatic lift in customer tenure, as shown in Table 2.2 in Chapter 2. This formula can be adjusted to consider change in both future margins and retention rates either up or down, as described in Gupta and Lehmann’s book Managing Customers as Investments. The table can be used to assess the impact of a number of customer management strategies: what would be the impact of reducing cost-toserve by shifting customers to low-cost self-serve channels? What would be the result of cross-selling higher margin products? What would be the outcome of a loyalty programme designed to increase retention rate from 80 to 82 per cent? An important additional benefit of this LTV calculation is that it enables you to estimate a company’s value. For example, it has been computed that the LTV of the average US-based American Airlines customer is $166.94. American Airlines has 43.7 million such customers, yielding an estimated company value of $7.3 billion. Roland Rust and his co-researchers noted that, given the absence of international  passengers and freight considerations from this computation, it was remarkably close to the company’s market capitalization at the time their research was undertaken. Clustering (144): slide #9 Clustering techniques are used to find naturally occurring groupings within a dataset. As applied to customer data, these techniques generally function as follows: 1. Each customer is allocated to just one group. The customer possesses attributes that are more closely associated with that group than any other group. 2. Each group is relatively homogenous. 3. The groups collectively are very different from each other. In other words, clustering techniques generally try to maximize both within-group homogeneity and between-group heterogeneity. There are a number of clustering techniques, including CART (classification and regression trees) and CHAID (chi-square automatic interaction detection).7 Once statistically homogenous clusters have been formed they need to be interpreted. CRM strategists are often interested in the future behaviours of a customer: segment, cohort or individual. Customers ’ potential value is determined by their propensity to buy products in the future. Data miners can build predictive models by examining patterns and relationships within historic data. Predictive models can be generated to identify: 1. Which customer, segment or cohort is most likely to buy a given product? 2. Which customers are likely to default on payment? 3. Which customers are most likely to defect (churn)? Data analysts scour historic data looking for predictor and outcome variables. Then a model is built and validated on these historic data. When the model seems to work well on the historic data, it is run on contemporary data, where the predictor data are known but the outcome data are not. This is known as ‘ scoring ’ . Scores are answers to questions such as the propensity-to-buy, default and churn questions listed above. Predictive modelling is based on three assumptions, each of which may be true to a greater or lesser extent: 1. The past is a good predictor of the future †¦ BUT this may not be true. Sales of many products are cyclical or seasonal. Others have fashion or fad lifecycles. 2. The data are available †¦ BUT this may not be true. Data used to train the model may no longer be collected. Data may be too costly to collect, or may be in the wrong format. 3. Customer-related databases contain what you want to predict †¦ BUT this may not be true. The data may not be available. If you want to predict which customers are most likely to buy mortgage protection insurance, and you only have data on life policies, you will not be able to answer the question. Two tools that are used for predicting future behaviours are decision trees and neural networks. Decision trees (145): slide #9 Decision trees are so called because the graphical model output has the appearance of a branch structure. Decision trees work by analyzing a dataset to find the independent variable that, when used to split the population, results in nodes that are most different from each other with respect to the variable you are tying to predict. Figure 5.12 contains a set of data about five customers and their credit risk profile. We want to use the data in four of the fi ve columns to predict the risk rating in the fifth column. A decision tree can be constructed for this purpose. In decision tree analysis, Risk is in the ‘ dependent ’ column. This is also known as the target variable. The other four columns are independent columns. It is unlikely that the customer’s name is a predictor of Risk, so we will use the three other pieces of data as independent variables: debt, income and marital status. In the example, each of these is a simple categorical item, each of which only has two possible values (high or low; yes or no). The data from Figure 5.12 are represented in a different form in Figure 5.13 , in a way which lets you see which independent variable is best at predicting risk. As you examine the data, you will see that the best split is income (four instances highlighted in bold on the diagonal: two high income/good risk plus two low income/poor risk). Debt and marital status each s core three on their diagonals. Once a node is split, the same process is performed on each successive node, either until no further splits are possible or until you have reached a managerially useful model. The graphical output of this decision tree analysis is shown in Figure 5.14 . Each box is a node. Nodes are linked by branches. The top node is the root node. The data from the root node is split into two groups based on income. The right-hand, low income box, does not split any further because both low income customers are classified as poor credit risks. The left-hand, high-income box does split further, into married and not married customers. Neither of these split further because the one unmarried customer is a poor credit risk and the two remaining married customers are good credit risks. As a result of this process the company knows that customers who have the lowest credit risk will be high income and married. They will also note that debt, one of the variables inserted into the training model, did not perform well. It is not a predictor of creditworthiness. Decision trees that work with categorical data such as these are known as classification trees. When decision trees are applied to continuous data they are known as regression trees. Neural Networks (147): slide #9 Neural networks are another way of fitting a model to existing data for prediction purposes. The expression ‘ neural network ’ has its origins in the work of machine learning and artificial intelligence. Researchers in this field have tried to learn from the natural neural networks of living creatures. Neural networks can produce excellent predictions from large and complex datasets containing hundreds of interactive predictor variables, but the neural networks are neither easy to understand nor straightforward to use. Neural networks represent complex mathematical equations, with many summations, exponential functions and parameters. Like decision trees and clustering techniques, neural networks need to be trained to recognize patterns on sample datasets. Once trained, they can be used to predict customer behaviour from new data. They work well when there are many potential predictor variables, some of which are redundant. Case 5.2 Customer portfolio management at Tesco Tesco, the largest and most successful supermarket chain in the UK, has developed a CRM strategy that is the envy of many of its competitors. Principally a food retailer in a mature market that has grown little in the  last 20 years, Tesco realized that the only route to growth was taking market share from competitors. Consequently, the development of a CRM strategy was seen as imperative. In developing its CRM strategy, Tesco first analysed its customer base. It found that the top 100 customers were worth the same as the bottom 4000. It also found that the bottom 25 per cent of customers represented only 2 per cent of sales, and that the top 5 per cent of customers were responsible for 20 per cent of sales. The results of this analysis were used to segment Tesco’s customers and to develop its successful loyalty programmes. SWOT and PESTE (p. 154-5): slide# 10 SWOT is an acronym for strengths, weaknesses, opportunities and threats. SWOT analysis explores the internal environment (S and W) and the external environment (O and T) of a strategic business unit. The internal (SW) audit looks for strengths and weaknesses in the business functions of sales, marketing, manufacturing or operations, finance and people management. It then looks cross-functionally for strengths and weaknesses in, for example, cross-functional processes (such as new product development) and organizational culture. The external (OT) audit analyses the macro- and micro-environments in which the customer operates. The macro-environment includes a number of broad conditions that might impact on a company. These conditions are identified by a PESTE analysis. PESTE is an acronym for political, economic, social, technological and environmental conditions. An analysis would try to pick out major conditions that impact on a business, as illustrated below: political environment : demand for international air travel contracted as worldwide political stability was reduced after September 11, 2001 economic environment : demand for mortgages falls when the economy enters recession. social environment : as a population ages, demand for healthcare and residential homes increase technological environment : as more households become owners of computers, demand for Internet banking increases environmental conditions : as customers become  more concerned about environmental quality, demand for more energy efficient products increases. The micro environmental part of the external (OT) audit examines relationships between a company and its immediate external stakeholders: customers, suppliers, business partners and investors. A CRM-oriented SWOT analysis would be searching for customers or potential customers that emerge well from the analysis. Th ese would be customers that: 1. possess relevant strengths to exploit the opportunities open to them 2. are overcoming weaknesses by partnering with other organizations to take advantage of opportunities 3. are investing in turning around the company to exploit the opportunities 4. are responding to external threats in their current markets by exploiting their strengths for diversification. Five forces The five-forces analysis was developed by Michael Porter. 17 He claimed that the profitability of an industry, as measured by its return on capital employed relative to its cost of capital, was determined by five sources of competitive pressure. These five sources include three horizontal and two vertical conditions. The horizontal conditions are: competition within the established businesses in the market competition from potential new entrants competition from potential substitutes. The vertical conditions reflect supply and demand chain considerations: the bargaining power of buyers  the bargaining power of suppliers.  Porter’s basic premise is that competitors in an industry will be more profitable if these five conditions are benign. For example, if buyers are very powerful, they can demand high levels of service and low prices, thus negatively influencing the profitability of the supplier. However, if barriers to entry are high, say because of large capital requirements or dominance of the market by very powerful brands, then current players will be relatively immune from new entrants and enjoy the possibility of better profits. Why would a CRM-strategist be interested in a five-forces evaluation of customers? Fundamentally, a financially healthy customer offers better potential for a supplier than a customer in financial  distress. The analysis points to different CRM solutions: 1. Customers in a profitable industry are more likely to be stable for the near-term, and are better placed to invest in opportunities for the future. They therefore have stronger value potential. These are customers with whom a supplier would want to build an exclusive and well-protected relationship. 2. Customers in a stressed industry might be looking for reduced cost inputs from its suppliers, or for other ways that they can add value to their offer to their own customers. A CRM-oriented supplier would be trying to find ways to serve this customer more effectively, perhaps by stripping out elements of the value proposition that are not critical, or by adding elements that enable the customer to compete more strongly. Strategically Significant Customers (157) slide #11 The goal of this entire analytical process is to cluster customers into groups so that differentiated value propositions and relationship management strategies can be applied. One outcome will be the identification of customers that will be strategically significant for the company’s future. We call these strategically significant customers (SSCs). There are several classes of SSC, as follows: 1. High future lifetime value customers : these customers will contribute significantly to the company’s profitability in the future. 2. High volume customers : these customers might not generate much profit, but they are strategically significant because of their absorption of fixed costs, and the economies of scale they generate to keep unit costs low. 3. Benchmark customers : these are customers that other customers follow. For example, Nippon Conlux supplies the hardware and software for Coca Cola’s vending operation. While they might not make much margin from that rela tionship, it has allowed them to gain access to many other markets. ‘ If we are good enough for Coke, we are good enough for you ’ , is the implied promise. Some IT companies create ‘ reference sites ’ at some of their more demanding customers. 4. Inspirations : these are customers who bring about improvement in the supplier’s business. They may identify new applications for a product, product improvements, or opportunities for cost reductions. They may complain loudly and make unreasonable demands, but in doing so, force change for the better. 5. Door  openers : these are customers that allow the supplier to gain access to a new market. This may be done for no initial profit, but with a view to proving credentials for further expansion. This may be particularly important if crossing cultural boundaries, say between west and east. One company, a Scandinavian processor of timber, has identified five major customer groups that are strategically signi ficant, as in Figure 5.22 . The Seven Core Customer Management Strategies (158-9) slide # 12 This sort of analysis pays off when it helps companies develop and implement differentiated CRM strategies for clusters of customers in the portfolio. There are several core customer management strategies: 1. Protect the relationship : this makes sense when the customer is strategically significant and attractive to competitors. We discuss the creation of exit barriers in our review of customer retention strategies in Chapter 9. 2. Re-engineer the relationship : in this case, the customer is currently unprofitable or less profitable than desired. However, the customer could be converted to profit if costs were trimmed from the relationship. This might mean reducing or automating service levels, or servicing customers through lower cost channels. In the banking industry, transaction processing costs, as a multiple of online processing costs are as follows. If Internet transaction processing has a unit cost of 1, an in-bank teller transaction costs 120 units, an ATM transaction costs 40, telephone costs 30 and PC banking costs 20. In other words, it is 120 times more expensive to conduct an in-bank transaction than the identical online transaction. Cost-reduction programmes have motivated banks to migrate their customers, or at least some segments of customers, to other lower cost channels. An Australian electricity company has found that its average annual margin per customer is $60. It costs $13 to serve a c ustomer who pays by credit card, but only 64 cents to service a direct debit customer. Each customer moved to the lower cost channel therefore produces a transaction cost saving of more than $12, which increases the average customer value by 20 per cent. Re-engineering a relationship requires a clear understanding of the activities that create costs in the relationship (see Case 5.3). 3. Enhance the relationship : like  the strategy above, the goal is to migrate the customer up the value ladder. In this case it is done not by re-engineering the relationship, but by increasing your share of customer spend on the category, and by identifying up-selling and cross-selling opportunities. 4. Harvest the relationship : when your share of wallet is stable, and you do not want to invest more resources in customer development, you may feel that the customer has reached maximum value. Under these conditions you may wish to harvest, that is, optimize cash flow from the customer with a view to using the cash generated to develop other customers. This may be particularly appealing if the customer is in a declining market, has a high cost-to-serve or has a high propensity-to-switch to competitors. 5. End the relationship : sacking customers is ge nerally anathema to sales and marketing people. However, when the customer shows no sign of making a significant contribution in the future it may be the best option.You can read about strategies for sacking customers in Chapter 9. 6. Win back the customer : sometimes customers take some or all of their business to other suppliers. If they are not strategically signifi cant, it may make sense to let them go. However, when the customer is important, you may need to develop and implement win back strategies. The starting point must be to understand why they took their business away. 7. Start a relationship : you’ve identified a prospect as having potential strategic significance for the future. You need to develop an acquisition plan to recruit the customer onto the value ladder. You can read about customer acquisition strategies in Chapter 8.

Why Do We Need Criminal Law?

Why Do We Need Criminal Law? Why we need Criminal Law. Even though some believe that laws sometimes oppress the people, a society with laws would not be a society but more like a jungle because laws serve to regulate human interaction and laws enforce moral belief. The purposes of criminal law in its simplest form are to protect and serve society. Criminal law has basic functions that help protect society. Criminal law purpose in society function is to protect the basic moral of the people. In the early days in America, history during the so-called Wild West morality was a low point. Criminal without a regard for the law dominated the social norm during the cowboy era. Many townships did not have law enforcement and thus lawlessness had no buffer for crime. If control had not been restored the country in all probability would not exist today. The laws exist to create a line that must not be cross or else one will suffer the consequence of violating the law. According to Frank Schmalleger, the author of Criminal justice today, the fundamental to the concept of criminal law is the assumption that criminal act injure not just individuals, but society as a whole. (Schmalleger, 2011, p.117) Gleaning from his statement it is clear that when a crime is committed it does not only affect the victim but the community. When saying community this is to include family, friends, and possibly neighbors. Therefore, any time a law is broken it can affect many people. Moreover as a society, we need to have buffers to keep order or else disastrous society would be the norm. Since the law act as a buffer for lawlessness it is fair to say that it also set boundaries for law-abiding citizens. In order for criminal law to work these boundaries has to often deterrence. Deterrence is a goal of criminal sentencing that seeks to inhibit criminal behavior through the fear of punishment. (Schmalleger, 2011, p. 374) In order to persuade people violating the law, they need to know that there will be consequences for their actions. The purpose of deterrence is not merely to punish one for a crime it also exist t to persuade other from committing the same crime. Often time when one is drive on the interstate or freeways one will see law enforcement sitting on the side of the road. The present of the officer is a simply deterrence to driver speeding. General deterrence main goal is to reduce the probability of one committing a crime. (Schmalleger, 2011, p.374) When looking at general deterrence, it goal is stop deviance in the general population. Criminal law tries to use general deterrence that will stop future occurrence. When one in a store to shoplift they might see, a sign that state camera are monitoring the store. Furthermore, a store might have a security guard present to deter one stealing. The police might patrol an area near clubs where fight often occurs. However, there is specific deterrence that seeks to avoid repeat offenses. (Schmalleger, 2011, p.374) In specific deterrence, the goal is to prevent recidivism by convicted offenders. In this theory, it attempts to eliminate the offender repeat the crime by corporal punishment, three strike rule, and shock sentencing. When deterrence does not work the justice system only alternative is punishment. Punishment is much like deterrence in that it is seen as a crime preventive measure. Some see punishment as a nature and deserved consequence of criminal activity. (Schmalleger, 2011, p.374) If criminal law is to function correctly criminal have to know that if they commit a crime, especially after the system has place deterrence as a buffer to prevent one form committing a crime they will be punished. Punishment for offense such as child molestation is one of the toughest punishments for offenders. Next to the death penalty child molester are given the strict punishment. The offender are often limited to where they can live, seek employment and whom they can interact with in society. One might say that the punishment they receive is just but this punishment often led to recidivism. Therefore, the strictness of this punishment tends to defend the purpose. Society will say that the punishment is a success however, it is not rehabilitating. Punishment does have it place in society and does work but one must ask is punishment just or is just retribution with makeup. Retribution is seen as the act of taking revenge on criminal perpetrator. (Schmalleger, 2011, p.373) Retribution seems like the punishment that child molesters receive. The just deserts model is seen as the criminal getting what they deserve. (Schmalleger, 2011, p.374) However, this does not solve the problem it perpetual the problem in criminal law. The Court claims to justify the death penalty in retributive terms in part because execution vindicates the communitys interest in denouncing the conduct of the offender with the ultimate penalty. Nevertheless, the Courts analysis is problematic. First, if satisfying the communitys desire for punishment counts as a retributive goal, the Court uncritically understands the death penalty as the ultimate penalty. (Markel, 2009) In conclusion, society knows the purposes of criminal law in its simplest form are to protect and serve society. Criminal law can perform it basic functions, which is to help protect society. However, criminal law will never achieve it s objective if the criminal is not rehabilitated. Rehabilitation should be a main objective next protecting and serving. If society did not have criminal law, the society would not be to survive.

Piagets Cognitive Theory Children And Young People Essay

Piagets Cognitive Theory Children And Young People Essay b. The basic concept of Piagets theory of cognitive development. As we know, the famous theory of cognitive development was found by Jean Piaget. He was born in 1896 (Newkirk, 2009). Newkirk also mentioned that Piaget was a theorists and also a biologist. Besides,the author reported that Piaget did observing his own children and attracted to changes that occured and developed in childrens mind and the factors behind these changes. In addition, Gartrell (2011) also stated that Piagets method by questioning the children is called as clinical method. Children started to develop their understanding through their surrounding based on four stages of cognitive development. As mentioned by Gartrell the stages are the sensorimotor stage, preoperational stage, concrete operational stage and lastly formal operations stage. The first stage is sensorimotor stage which starts when the babies were born until age of 2 years old while second stage starts around the age of 2 to 7 years (Santrock, 2011). The author also claimed about the other stages, that are the third stage, concrete operational stage which lasts from 7 until 11 or 12 years old and lastly moving to the fourth stage is formal operations stage. Compared to the other three stages earlier which involving babies and children, this last stage is involving with the adolescence and adulthood. This is the highest stage in cognitive development because this is where a person can make such reasoning and hypothesis (Santrock, 2011) for example, not only concrete events but also towards abstract events such as feelings or inferencing scientific experiments. Furthermore, Santrock (2011) proposed that there are two basic tendencies that will go together with these four stages, which are organization and adaption. Ormrod (2011) stated that organization is possibility of a person to handle their process of thinking. It is also called as schemes which means the building block of intelligent behavior. Next, adaption is the process of an individual to adapt to the environment (Ormrod, 2011). In the same way, Ormrod stated that there are two basic processes in adaption which are assimilation and accommodation. According to Krause, Bochner and Duchesne, cognition is the mental processes involved in perceiving, attending to, understanding and recalling information (2007, p43). Piagets theory of cognitive is underline into the consciousness of mind and thinking. As children are developing, their way of thinking started to change from time to time accordingly to the four stages. Piaget was not really interested into the knowledge having by the children but he was more fascinated by the way of children think, observe their surrounding and how they express it into speeches (Krause et al., 2007). The authors too found that Piaget and his theory are important because he is the first theorists that came out with such theory about development of children from the aspect of cognitive and his idea is still be using untill now even though it has been years. c. Discuss how the Piagets theory apply to child development. Self development is very important in childrens life because it develop in them while they are growing up. In Piagets theory of cognitive development, he focused of four stages of children development that are, sensorimotor stage as the first, secondly is preoperational stage, next concrete operational stage and last but not least formal operations stage. As explained earlier, sensorimotor stage is occured from the birth untill the age of 2 years. According to Krause et al.,(2007), infants in this stage will begin to develope their reflexes by doing some motor activities and senses. They are trying to understand the world around them. For example, infants will show happy expression or laughing when we are teasing and cuddling with them, this shows that infants started to make sense things around them but with limited abilities because it is only based on what they get through their senses. In sensorimotor, there are sub-stages that divided into 6 categories, that are reflexes, primary circular reactions, secondary circular reactions, coordination of reactions, tertiary circular reactions and early representional thought (Brenda, 2010). The first sub-stage is reflexes, according to Brenda (2010) this sub-stage is occured from the birth of the infants until 1 month old. During this stage, infants understand their surrounding by using si mple reflexes for example they will starting to smile. Next, primary circular reactions sub-stage is when the infants are 1 to 4 months. Variety of actions will be perform. For instance, infants are sucking his or her thumb, and as a result they will repeat the same actions because it pleasure them. As it goes on, third sub-stage is secondary circular reactions which occured during 4 to 8 months. Brenda (2010) mentioned in this sub-stage, the infants will be doing the same actions but it extends out to the environment such as replacing sucking their thumbs with rubber toys. In other words the infants are having improvement in their reactions. Moreover, in fourth sub-stage which is coordination of reactions from the age of 8 to 12 months. They will begin to show clear actions and observe others behavior other than starting to develop ability in recognizing the things that had been shown to them. As example, instead of sucking thumb, infants will replace it with their toys. They may s queeze their rubber toys, when it goes mooo mooo, they will get excited and squeeze it again. Krause et al.,(2007) proposed that the infants also will understand that their toys are exist even though they cannot be seen or touch it or called it as object permanance. For example, a doll at first was played by infant, when we put and hide it under blanket the infant will be able to look for it. Infants who do not reach this sub-stage will not be able to look for it, but they will just not realize it. As the infants are growing up to become toddlers, the sub-stages also moving to the next, tertiary secular reactions where occured during toddler age 12 to 18 months. This is the time where toddlers will learn the concept of trial-error experiments with the purpose of getting attention (Brenda, 2010). Specifically, one of the activity might be doing by toddlers is hitting fork and spoon on the dining table, just to know what will happen, what sound will come out, and what are the reaction s they will get from others. Krause et al. called this process as goal-directed or intentional action (2007, p46). Last but not least sub-stage is early representional talk, from the toddlers at age of 18 until 24 months old (Krause et al., 2007). Based on the authors, this last sub-stage is where we can see the toddlers start to imitate others. During this stage, people around them need to be careful and only if possible showing them the good side especially their parents. This is because since parents are the closest people in toddlers life, they will observe what their parents are doing. For example, if the mothers usually sweeping the house at the morning, the toddlers will observe it and will do the same action of sweeping the house even though it is without the broom. As I experienced this too, during my visits to my aunties home, she has a 19 months old toddlers. I realized that her child keep following my way of reading magazines and drinking coffee from my mug. Even though the objects are not with the baby, but she followed my actions. In my opinion, parents need to get close with toddler to help their growth and try to play game with them such as peek-a-boo game because this will help the children to strenghten their object-permanance ability and moving to the next stages as Piaget had observed. The second stage that apply to child development is preoperational stage, which occured within the age of 2 to 7 years old. Newkirk (2009) proposed that children in this stage will develop from several aspects. They will be more capable in the usage of language skills for instance they can explain the objects by replacing it with pictures or words. But they still not be able to speak like adult, they can at least use one or two-words sentences to delivered messages. According to Newkirk, imagination level of children in this stage will usually increase and they are more curious to all things instead of being logical. Unlikely the first stage, in this second stage children will spend more of their time by putting role while they are playing. For instance, children always pretend a box is a house for them to shelter. Even myself experienced that during my childhood. I built my so-called home by using boxes and I create my own family members using my dolls to stay in that house, I even pretend cooked meals for my family. This prove that childrens imagination during this stage is very high but they still need supervision from parents in case they are exposed to unappropriate elements. Krause et al. (2007) noted that there are three main characteristics of preoperational stage which are egocentrism, centration and animism. The author define egocentric as the person who is unable to share another persons idea or view because the person considered that all view are the same with he or she. Piagets had done with the Three Mountain Tasks model experiments, and as the result the children expects that the person on other side of the model is seeing the same view as them (Krause et al., 2007). Next is centration, the authors described the meaning as the children focus on one feature of problems while ignoring other features. For example, children will not understand if we tell them Your sister is my daughter because their ability is limited. Moving on, the last characteris tic is animism. In this characteristic, the authors claimed that children belief that all things have lives. They considered inanimate objects have emotions and feelings like them. For example, a girl who age 3 years old always talk with her teddy bear as the teddy bear is alive and answers her. Piagets third stage in child development is concrete operational stage which is from the age of 7 to 11 years (Santrock, 2011). During this stage, children are able to logically think about the concrete events and starting to eliminate their egocentrism which means they started to learn to view others perspective too. Even though they are getting capable in the usage of logic but they still having the difficulty in understanding the hypothetical concepts (Krause et al., 2007). The authors also claimed that there are several processes in this stage that involve in child development, that are reversibility where the children have the ability to think about the reverse event such as in mathematical solving problems where they need to add and subtract and add it back, secondly is seriation which menas the ability to mentally put things in order according to its features for example size, weight, and height. Next is compensation, where the children have the ability see that something is i ncrease because of something is decrease such as the height is increasing because of the width s decreasing and vice versa. Besides, the fourth is classficiation which means the ability that children have to name and identify the sets or group of the objects by its features such as size, colours and appearance. Class inclusion is the fifth processes mentioned by the authors which bring the meaning of ability to understand that a small amount of groups can be combine to form a large group as Krause et al. called it as multiple classification (2007, p53). For example a car can be include into its brand name such as Proton or under large group of vehicles. Last but not least the processes found by Krause et al. (2007) is conservation, whereby children at last know that quantities, or lenghts are not related at all to the arrangement or appearance of the things. For example, a child is presented with two same sized of bowls filled with flour, but when one of the full bowl flour is pour into jar with different sized he and she or he will still know that the quantity of the flour is the same either it is in bowl or jar. Lastly, the fourth stages in Piagetian is formal operations which occur to 11 years old children and beyond (Santrock, 2011). As we can see, this is the highest level of child development in Piagets theory as it goes until our adulthood. Santrock stated that in this stages people continue to develop ability of thinking with presence of abstract concept. Logically, children begin to take notes about the possibility of the consequences of every events they experienced and also started to think in a formal way. Besides, Krause et al. (2007) suggested that children in this stage are already know how to use deductive and inductive reasoning. As the author define deductive reasoning as the potentiality of children to use a general principle to determine a specific outcome, on the other hand inductive reasoning is using and observing specific outcome to include general principles. In this final stage also children will develop their problem solving activities. When entering adoloscence, the y are able to do systematic planning in their life and also make a hypothesis, inference far better than stages before (Brenda, 2010). Overall, that are the four stages that involve in child development until adolescence. d. Discuss how the Piagets theory apply children in preschool and early primary levels. Preschool children are basically who are still develop their cognitive abilities in stage two, preoperational. As stated by Krause et al. (2007) regarding applying Piagets theory into preschoolchildren who are still in stage two, there will be at least two parties that involved in helping to apply this cognitive theory to children firstly parents, secondly educators or teachers.Moreover, by introduce to children this concept means we are letting them to be independent and explore their world by themselves. Preschool children who are basically age between 4 to 6 years are in preoperaional stage. As I explained in previous sub-questions, children in this stage has become more capable in obtaining language skills and using it to represent objects but still limited because they cannot reached the events where explanation need to relate with concrete logic. Firstly as parents, they must give freedom to their children especially preschool children to play with their friends since children in this stage will spent more of their time with playing (Krause et al., 2007). Nowadays, majority of parents always having misconceptions, they think that they cannot let their children play too much, in fact they should not too strict in controlling their children. What parents should do is by letting their children play with their friends but make sure to supervision who are their friends. Logically, according to Krause et al., by giving children chance to play, they will explored their world while inter acting with friends (2007). Create a safe-mode place for them to play so that they feels your attention towards them, during this process children will encounter some problems. This is the right time to let them be independence by solving their problems but with supervision. Even though at first they might not really capable in solving it but it will be better as they go through this process and get knowledge from what we called as hands-on experiences (Krause et al., 2007). Besides, Ormrod suggested that parents should always communicate with their children especially who are in this stage. This is because children may feel left out if their parents are too busy and even do not have time to spend with them. In other way, this also a good opportunities to increas the level of self-esteem of the children. On the other hand, teachers also play an important role in applying preoperational stage towards preschool children. Newkirk found out that since children during this stage will usually be in egocentrism state, they do not realize about other perspectives (2009). So, as a teacher need to know how to handle this situation for example letting the children having conversation with the peers in class will enhance their understanding of others world or teachers can create a questions and answers session with the preschool students. The purpose of doing that is because to increase the self esteem of children and to let them hear others views too so that their level of egocentrism can be decrease. As an educators,creactivity is needed to attract preschool children in learning such as by using visual aids to stimulate the childrens mind (Newkirk, 2009). Examples of visual aids are like bringing props such as the real fruits if teachers want to teach about type of fruits in class. After finis hed teaching, teachers can serve the students with the fruits, and let them have the hands-on experience. The author also did mentioned that in order to develop preoperational stage between the children, use things that are different for examples cue cards written words and ask them to create sentences based on cards that they have or teachers can ask the preschool students to work in a group. In addition, interactions with peers will help the preschool children to improve their cognitive development or it is called as disequilibrium (Ormrod, 2011). Why talking with peers can help the children? This is because, logically the children and peers are at the same age level, so they can be more understanding between their group. How can we know if the children are applying preoperation stage in their cognitive development? Krause et al. (2007) described that the development at each cognitive stages is called as milestones. In this preoperational stage, Krause et al. also reported the childrens milestones development is from the aspect of thinking and language skill whereby they know to replace objects with drawing, words or gestures. As for instance, when children are at shopping mall, they are able to tell their parents by pointing to the things that attract them such as toys and dolls. Besides children also learnt to produce sound for example while they are playing with their soldier toys, they can make sound like dush dush to indicate the soldier toys they are playing with are fighting. In contrast, children who do not develop well in this stage will no be able to differentiate between the living things and inanimate objects. For example, they are treating the real cats and cat doll the same as both have feelings, emotions and know how to feel hungry whereas only the living things can feel all that. In a nutshell, children will reached each stages when the readiness come and they still need to be taught to guide to the right path. Krause et al. (2007) did proposed that teachers and parents should not teach their children the highest level of stages if it is not the right time by means the children are just not ready yet. e. Summary. In conclusion, I agreed with propose suggested by Ormrod (2011), Piagets theory have its own benefits and disadvantegous. As Piagets idea was the first to talk about cognitive development among children, his idea is the famous one and still be used even until today. In my opinion, Piagets theory had changed peoples view about children development. Even though as reported by Newkirk (2009), children development are not always moving from each stage according to the age that Piagets planned, but they still will moving according to the stage either it is fast or late. Last but not least, implementation of cognitive theory in children development is very effective as it will be very helpful towards the children themselves as this theory help to influence children in the aspects of biological maturation, activities, social experiences and equilibration.