TASKSHEET Unit 3 Essay

TASKSHEET Unit 3 Essay TASKSHEET Unit 3 Essay UNIT 3 INTRODUCTION TO MARKETING BTEC NATIONAL MANDATORY UNIT Student name: _____________ Teacher: Ms. Lais Assignment start date: 4th September 2014 Assignment Deadline: - INTRODUCTION Marketing is at the heart of every organisation’s activity. Its importance is also growing in the non-commercial, public and voluntary sectors. Also, at the heart of marketing is the customer. This unit will introduce learners to some of the tools and techniques all types of organisations use to achieve their objectives. Firstly, learners will explore how different types of organisations use marketing principles to meet the needs of their customers and achieve their objectives. The constraints under which organisations operate are important and learners will study the legal requirements and voluntary codes that affect marketing. Learners will then go on to investigate how organisations collect data through market research and turn it into useful information which can be analysed and used to plan their marketing activities. The segmentation and targeting of groups of customers is a key marketing technique and this is studied in detail. This includes the different bases for segmentation of both consumer and business markets. Next, learners will examine how a marketing mix is developed to meet the needs and aspirations of a targeted group of prospective customers, before going on to develop a marketing mix for a new product or service. The unit gives a brief overview of the principles of marketing or can be used as a basis for further study of specialist marketing units. You will complete 4 separate assignments to complete this unit. You should attempt to provide evidence of understanding of all the unit content in your coursework. YOU MUST ENSURE EACH SET DEADLINE IS MET. Unit Content On completion of this unit a learner should produce evidence covering all of their learning outcomes. Learning Outcomes: 1 Know the role of marketing in organisations Role: overall concept; marketing definitions Objectives: private sector aims and objectives (survival, growth); public and voluntary sector aims and objectives (service provision, growth of range of provision, cost limitation, meeting quality standards); marketing objectives, eg market leadership, brand awareness, perceptions of customers or users; link between organisational objectives and marketing objectives Techniques: growth strategies (diversification, product development, market penetration or market development, Ansoff’s Matrix); survival strategies; branding (importance in influencing buyer behaviour, brand building, positioning, brand extension); relationship marketing (definition, difference between transactional marketing and relationship marketing, value of lifetime customer) Limitations and constraints: legal (Sale of Goods Act 1979, The Consumer Protection from Unfair Trading Regulations 2008, Consumer Credit Acts 1974 and 2006, Consumer Protection (Distance Selling) Regulations, Data Protection Act 1998); voluntary, eg Code of Advertising Practice and Advertising Standards Authority; pressure groups and consumerism; acceptable language 2 Be able to use marketing research and marketing planning Marketing research: qualitative; quantitative; primary internal/external research; secondary internal/external research; uses (reduce risk in decision making, measure progress over time); limitations (cost effectiveness, validity of data collected) Marketing planning: marketing planning process model (audit with PESTLE (political, economic, social, technological, legal and environmental external factors); SWOT (internal strengths and weaknesses, external opportunities and threats); set SMART (specific, measurable, achievable, resourced, time-bound) objectives; determine strategy and tactics, implement changes; evaluate) 3 Understand how and why customer groups are targeted Identifying customers in consumer markets: difference

Free Essays on History Of The Guitar

The guitar's roots are in believed to be in Spain because realistically, it cannot be traced back further than the 15th Century. It is thought to have been invented by the people of Malaga. This early instrument was a "four course" guitar, from which the ukulele is derived. The first guitars were very small, and were originally strung with four pair of strings. Each pair was called a course. During the Renaissance, the guitar never had the respect the lute enjoyed. It was not considered a serious instrument. The first publication for guitar is thought to have been Alonso Mudarra's "Tres Libros de Musica en Cifras para Vihuela." Eventually though, the guitar began to attract players and more publications and music began to appear. At the end of the Baroque period two significant changes were made to the guitar. The double strings were replaced by single strings, and instead of four pair, there were six single strings. During the Classical period there were many publications, composers and performers. Fernando Sor, Mauro Guilliani, Matteo Carcassi, Fernando Carulli and many others who wrote music, published methods and performed concerts. The guitar became very popular and guitar concerts were common. Sor played the guitar as a solo instrument at the London Philharmonic Concert in 1817. In memoirs, George Hogarth stated: "He astonished the audience by his unrivaled execution." Paganinni was also active, playing and writing for the guitar as well as the violin. Another famous name is Stradivarius, who, made guitars as well as violins. At the end of the 19th century, the guitar had fallen out of favor, but was resurrected later by Francisco Tarrega. He did few public performances though, and chose to perform for friends at his home. He did compose, and he wrote a method for teaching guitar. He also transcribed many pieces of music for the guitar. Segovia was one of many guitarists that were influenced by him. Tarrega also beg... Free Essays on History Of The Guitar Free Essays on History Of The Guitar The guitar's roots are in believed to be in Spain because realistically, it cannot be traced back further than the 15th Century. It is thought to have been invented by the people of Malaga. This early instrument was a "four course" guitar, from which the ukulele is derived. The first guitars were very small, and were originally strung with four pair of strings. Each pair was called a course. During the Renaissance, the guitar never had the respect the lute enjoyed. It was not considered a serious instrument. The first publication for guitar is thought to have been Alonso Mudarra's "Tres Libros de Musica en Cifras para Vihuela." Eventually though, the guitar began to attract players and more publications and music began to appear. At the end of the Baroque period two significant changes were made to the guitar. The double strings were replaced by single strings, and instead of four pair, there were six single strings. During the Classical period there were many publications, composers and performers. Fernando Sor, Mauro Guilliani, Matteo Carcassi, Fernando Carulli and many others who wrote music, published methods and performed concerts. The guitar became very popular and guitar concerts were common. Sor played the guitar as a solo instrument at the London Philharmonic Concert in 1817. In memoirs, George Hogarth stated: "He astonished the audience by his unrivaled execution." Paganinni was also active, playing and writing for the guitar as well as the violin. Another famous name is Stradivarius, who, made guitars as well as violins. At the end of the 19th century, the guitar had fallen out of favor, but was resurrected later by Francisco Tarrega. He did few public performances though, and chose to perform for friends at his home. He did compose, and he wrote a method for teaching guitar. He also transcribed many pieces of music for the guitar. Segovia was one of many guitarists that were influenced by him. Tarrega also beg...

MMPI-A (Minnesota Multiphasic Personality Inventory - Adolescent) Essay

MMPI-A (Minnesota Multiphasic Personality Inventory - Adolescent) - Essay Example that used obsolete language or seemed awkward, ambiguous, or sexist were rewritten to improve face validity and to decrease perceived offensiveness (Butcher et al.,1992, n.p.). The test item pool was shortened, including 20 items which performed the same or better psychometrically as the original version (Williams, Ben-Porath, & Hevern, 1994). The result was an instrument containing 567 True or False items, and includes the same 13 scales of the MMPI and MMPI-2, as well as a few additional validity and content scales. Sample items include, â€Å"My teachers have it in for me,† â€Å"My feelings are not easily hurt,† and â€Å"My parents often object to the kind of people I go around with† The items are spread over a variety of scales measuring different aspects of adolescent behavior and potential problem areas including family issues, eating disorders and chemical dependency. At the psychologists’ discretion, the clinical scales and three of the validity scales can be scored from the first 350 items. Its norms are adolescent-specific. The MMPI-A is used by schools, clinical and counseling psychologists to help support the diagnosis and treatment planning of problematic adolescents in a variety of settings. It helps identify the root causes of potential problems at its onset. Aside from providing crucial information easily understood by parents, teachers and others in the adolescent’s support network, it likewise guides professionals in making appropriate referrals. Clinicians administering the MMPI-A with 12-13 year olds who have sixth grade reading level and seems to be mature enough for the test should do it with caution especially in the interpretation of the results. Likewise, the clinician should be discerning when dealing with 18 year old respondents, as they are qualified for both the MMPI-2 and the MMPI-A versions. A suggested guideline would be to use the MMPI-A instrument with 18-year-olds who are still in high school and the MMPI-2 instrument