Cadbury Case Study

INTRODUCTION TO MARKETING (BHO1171) – Sem 2, 2012 Individual Case Study (15%) Due Date: Week 7 (29/8/2012, Wednesday 5pm) Students will be evaluated on how well they analyze the case study by applying the right theories and concepts. The case topic is â€Å"Chocolate consumers feel guilty for the wrong reasons†. At the end of the case study, there are a number of questions in which students need to find answers and justifications. Students need to write a formal business report with a length of 2000 words using 12 pt fonts and 1. 5 spacing.The report must be handed in Week 7 (refer to the due date stated above). Please do not only focus on the article and the texts in getting the answers. Students are advised to refer to at least four (4) academic journals, with additions of materials from newspapers, magazines and Internet websites in analyzing and interpreting the case study questions. They need to acknowledge any borrowed citations or any information under reference lists by using Harvard Referencing System (Please refer to Communication Skills Handbook). Your report must be submitted to Turnitin and cleared.The allowable percentage of match is 25%. Upon uploading, please exclude the table of content, reference and bibliography lists. Do not forget to  attach together the first page of the Turnitin digital receipt on top of the hardcopy of your assignment. PLEASE DO NOT SHARE YOUR ANSWERS AND REFERENCES WITH YOUR FRIENDS. ASSIGNMENTS WITH HIGH PERCENTAGE OF MATCH (BASED ON TURNITIN REPORT) WILL BE PENALIZED! Sample of a Business Report (with word limits as an approximate guide for each section) Declaration Form† Cover Page (can be downloaded from ELearn) Turnitin digital receipt (first page)Cover Page †¢ Report Title: Individual Case Study – â€Å"Chocolate consumers feel guilty for the wrong reasons† †¢ Prepared for: Name of Lecturer & Tutor Victoria University †¢ Prepared/Written by:Student Name VU ID No. †¢ Date of Submission: †¢ Tutorial Group: Executive Summary †¢ Inclusive of the:Introduction of the report Content of the report Conclusion and recommendations of the report †¢ Should be written only after analysis is completed. †¢ Do not repeat by using the same sentences and words as the ones used in the report. †¢ Must spell out and explain the summary instead of just â€Å"out-lining† it. Should not be exceeding one page length and paragraphing is encouraged. †¢ Guide – Approximate word count = 300 – 400 Table of Contents †¢ Titles and subtitles †¢ Page numbers †¢ Appendices (if attached) †¢ Must be typed and not handwritten 1. 0 Introduction (Must include these four main components) †¢ Purpose of writing the report †¢ Short summary of the case study †¢ Relevant marketing theory definition and explanation (Briefly) †¢ Guide – Approximate word count =300 – 400 (Make use o f paragraphs) 2. 0 Problems/issues Identification 3. 0 Analysis †¢ No Assumptions and No own opinions!Only proven facts will be accepted. Every statement made must be referenced and listed under bibliography page and reference list. †¢ Do not use â€Å"I†, â€Å"We† when writing reports. Do not personalize the report but instead use third party language. †¢ Guide – Approximate word count =500 – 600 4. 0 Recommendations/Choices of solutions †¢ List the courses of action, which, the writer, think, is the most appropriate to the firm †¢ Be specific and not general in giving suggestions. †¢ Must be related to the facts mentioned in the case study article. †¢ Guide – Approximate word count =400 . 0 Conclusion †¢ Brief presentation of the major findings that have been discovered within the content of the report. (Do not repeat the things you have mentioned in the content because a summary IS NOT a conclusion! ) â⠂¬ ¢ Guide – Approximate word count =200 List of References †¢ The reference list at the end of the report should be alphabetically ordered. †¢ You are required to refer to at least 4 academic journal articles and also to some numbers of texts, magazine/newspaper articles and websites. (Please refer to the Communication Skills Handbook on how to write referencing)IMPORTANT NOTE! YOU CAN ONLY USE THE ACADEMIC JOURNALS, WHICH CAN BE OBTAINED FROM DATABASES LIKE EBSCOHOST, EMERALD AND ETC. PLEASE REFER TO THE REFERENCE LIBRARIAN FOR FURTHER DETAILS. YOU CANNOT SEARCH FOR THESE MATERIALS USING WIKIPEDIA, GOOGLE OR YAHOO SEARCH. Appendices (optional) †¢ Should be kept at minimum †¢ If it is so detailed and long, put it into the content of report †¢ Give each appendix a number and a title and enter it into the Table of Contents †¢ Do not put in any of the journal articles that you have used for your report Note: 1.Students are to write using formal, bu siness-like tone for this report. This means there should be no usage of â€Å"I†, â€Å"We†, and â€Å"You† in this report. 2. They are also encouraged to write clear and concise expression of English language. 3. There should be a logical flow of sequence. 4. The report should also be free from excessive spelling and grammatical errors. Hence, before submission, proofreading must be done. 5. Please also write the word count at the end of the report (after the conclusion section). INTRODUCTION TO MARKETING (BHO 1171) Individual Case Study (15%) Marking Sheet Semester 2, 2012 CRITERION |Very Good |Good |Satisfactory (met min. |Inadequate |Not addressed / Weak |Mark | | | | |requirements) | | | | |Introduction and |The issue/problem chosen is |The issue/problem chosen is |The issue/problem chosen is |The issue/problem chosen has |The ssue/problem is not |/2 | |problem/issue identification |appropriate and is clearly stated in|appropriate with elaboration |appropr iate |limited relevance |identified | | |(2%) |the assignment with justification | | | | | | |Problem analysis and | |Can analyse a range of |Can evaluate the reliability of |Can analyse a limited range of |Fails to analyse information. /5 | |justification (5%) |Can critically review evidence and |information, select appropriate|information using defined |information. Limited & only |Fails to evaluate or use | | | |analyse situations using a wide |techniques of evaluation. |techniques. Has given a factual |partially accurate evaluation of |techniques of evaluation, or | | | |range of techniques appropriate to |Appropriate issue/problem is |&/or conceptual knowledge base |information using defined |evaluations are totally invalid | | | |the topic.Thorough explanation of |explained and analysed | |techniques | | | | |the chosen issue/problem and is well| | | | | | | |analysed | | | | | | |Formulation of alternatives |Recommendations with reliability, |Clearly explained |Relevant recom mendations made |Vague recommendations, limited |No recommendations or are |/3 | |or possible solutions and |validity & significance |recommendations which relate | |solutions |obscured by poor mechanics | | |recommendations (3%) | |closely to the case | | | | | | |Fluent writing style appropriate to |Language fluent. Grammar & |Language mainly fluent. Grammar &|Meaning apparent, but language |Meaning unclear &/or grammar |/2 | |English expression |document. Grammar & spelling |spelling accurate |spelling mainly accurate |not always fluent.Grammar &/or |&/or spelling contain frequent | | |(sentence/paragraph |accurate | | |spelling contain errors |errors | | |construction, spelling, | | | | | | | |grammar and punctuation) (2%)| | | | | | | |Use of relevant references | |Demonstrates wide range of |Uses some appropriate literature |Uses only very limited |Fails to use relevant literature|/3 | |and referencing in written |Demonstrates wide range of reading |reading from a variety of | material in the assignment. |appropriate literature material |material in the assignment. | | |report (3%) |including from academic peer |credible sources. Referencing |Referencing is mainly accurate. |in the assignment. Some attempt |Referencing is absent/ | | | |reviewed journals in the appropriate|is mainly accurate | |at referencing. unsystematic | | | |area. Referencing is consistently | | | | | | | |accurate both within & at end of | | | | | | | |document | | | | | | ———————– TOTAL: /15

Marketing Essay Example | Topics and Well Written Essays - 2000 words - 13

Marketing - Essay Example My understanding of insurance and reinsurance companies, pension, stock exchanges, leasing and lending companies was also increased. In addition, marketing knowledge enable me to know different ways that I can use to create value, and not just products. In addition to the above lessons, at the end of the chapter I appreciated the role of technology which has shaped marketing and in the end, affected the financial service delivery positively. This happened because the marketers identified essential issues like the product element, place and time, process and productivity and quality. I also learned on the financial service environment. I learnt three main lessons; first I developed knowledge on essential external influences that affect the financial services. These include global financial crisis like high risk lending and US led systematic disaster (Madura, 2010, 31). Second, I learnt to appreciate the roles of the environment scanning in the marketing of financial services. The majo r roles include, encouraging the competitors, avoiding credit crisis, to address the externalities and protecting the investor. I learnt that these can easily be done through systematic methods that are used in the analysis of the macro environment for financial investments. The analysis can only be done on political, socio-cultural, economic and technological variables. Lastly, I gained knowledge on how to integrate a stakeholder perspective into environment scanning. This is because markets are only concerned with coming up with strategies that can ensure success in financial services. Therefore, environmental scanning is essential in establishing the most suitable place for financial investments. These lessons have enabled me to developing coping strategies and skills. For sure, I can now face predicaments and challenges wholeheartedly because I know a change in tactics will be enough to propel me through the course. I can now analyse different situations and give judgment based on the context. Lessons on the market mix and financial services were equally necessary. This is because I gained insight on the management of the customer relationship. This I realized can only be undertaken by managing people, price, product promotion and place. Thus, to the service mix, I got to know that other 4ps of process, people and physical evidence must form part. This knowledge further increased my understanding of the way financial institutions like banks win the trust of their customers. Indeed I learnt that it is only through market mix that they can promote their core and augmented services like internet banking and loans. I have increased my management and leadership skills (Madura, 2010, 35). I now know that, as a good leader, I must be a manager of myself, and a leader of people around me. I have developed strong understanding skills, and now I accept ideas and view of the significant others provided that they are consistent with my standards and values. Indeed I h ad knowledge on branding. However, I did not know how I can build and sustain financial branding. Thus, lectures on the same subject were necessary as part of my course plan. Certainly, I know appreciate how branding theory applies to the marketing of financial services. Secondly, I now appreciate the way branding contributes to the promotion of the financial service

Is American Government corrupt in its purchase of land Essay

Is American Government corrupt in its purchase of land - Essay Example (Walter Lynwood Fleming lectures in Southern history. Louisiana State UP. Crosby, A. W. (1999). "Ecological Imperialism: the overseas migration of western Europeans as a biological phenomenon." American encounters: natives and newcomers from European contact to Indian removal. London: Routledge. Hoar, W. P. (2003). Manifest Destiny: Many 19th-Century Americans Believed Their Young Nation Was Destined to Extend the Benefits of Freedom and Opportunity across the Continent-From Sea to Shining Sea. The New American, Vol. 19. Lubragge, Michael T. "Manifest Destiny." Revolution to Reconstruction. Department of Alfa-Informatica of the University of Groningen in the Netherlands. http://odur.let.rug.nl/usa/E/manifest/manifxx.htm Remini, R. "Andrew Jackson and Indian Removal." (1988). The legacy of Andrew Jackson: essays on democracy, Indian removal, and slavery. (Walter Lynwood Fleming lectures in Southern history. Louisiana State UP. .. Marshall, W.I. (1911). Acquisition of Oregon and the Long Suppressed Evidence about Marcus Whitman. Vol. I., pages 25-140. McClintock, T. (2003). "British newspapers and the Oregon Treaty of 1846." Oregon Historical Quarterly. Vol. 104(1), 96-109. Merk, F. (1967). The Oregon Question: Essays in Anglo-American Diplomacy and Politics Cambridge, Mass.: Belknap Press. Morrison, M. A. (1997). Slavery and the American West: The eclipse of Manifest Destiny and the coming of the civil war. Chapel Hill: University of North Carolina Press. Neu, C. T. (2002). Handbook of Texas Online, s.v. "ANNEXATION," http://www.tsha.utexas.edu/handbook/online/articles/AA/mga2.html (accessed May 30, 2006). Remini, R. "Andrew Jackson and Indian Removal." (1988). The legacy of Andrew Jackson: essays on democracy, Indian removal, and slavery. (Walter Lynwood Fleming lectures in Southern history. Louisiana State UP. Rutland, R. A. 1987. James Madison: The Founding Father. New York: Macmillan. Smith, Gene A. 1999. "Our Flag Was Display'd Within Their Works": The Treaty of Ghent and the Conquest of Mobile. Alabama Review 52 (January): 3-20. Spence, M. D. (1999). Dispossessing the wilderness: Indian removal and the making of the national parks. New York; Oxford UP. Stephanson, A. (1995). Manifest Destiny: American expansion and the empire of right (Critical Issue Book). HarperCollins. Stuart, R. (1988). United States Expansionism and British North America, 1775-1871. U. of North Carolina. de Tocqueville, Alexis. (1990). Democracy in America, vol. 1 (New York: Vintage Books. 1835. Tutorow, N. E. (1978). Texas Annexation and the Mexican War: A Political Study of the Old Northwest. Palo Alto: Chadwick House. Wilson Moore, S. A. (2003). "We Feel the Want of Protection": The Politics of

Year Round School System, Better Than Summer Vacation Research Paper

Year Round School System, Better Than Summer Vacation - Research Paper Example Students then learn through the fall, winter and spring. At the end of the spring students are finished with school for the year and get to enjoy a nice 8-10 weeks of break. This is a traditional school year and what’s wrong with that? The answer is simply facts! Facts have proven that the benefits to year round education are much more beneficial than traditional education. The problem regarding traditional and year round school is students who attend year round schooling have better scores on tests then students who attend traditional school systems (Lyttle 2011). To further explore why this is so, it is important to understand what happens during summer vacation. A typical summer vacations involves young children to be at day care, and older children left home. Parents still continue to work if they are not stay at home parents. Quickly children lose sense of a schedule. The children begin to sleep in, change eating habits, stay up later, and some make bad decisions. Hardly any studying is done and study time is quickly replaced with video games, television and the internet. Due to changes in schedule during the summer, students forget nearly everything they learned over the school year. This is even more so devastating to children with developmental disorders as they need the constant learning. This problem can be addressed to improve education by allowing for year round schooling. Year round schooling can be much more beneficial in so many different ways. Year round schooling benefits students, parents and teachers. Students benefit from year round schooling by improving tests scores and increasing more efficient work habits. Students whom are able to study year round better retain information as it is not lost due to break in habits. Information that is normally lost during summer vacation is better retained and more focus can be put toward new learning instead of having to refresh what was forgotten over summer break. A study conducted in over 345, 000 schools in the state of North Carolina shows an increase in academic achievements for students who attended year round school versus traditional school. In the article, year round school can be defined as, â€Å"180 days of school instruction that has shorter breaks rather than one large break during the summer†(McMillen2001). Students from lower income levels benefit the most from year round schooling. Year round schooling shows the best benefits when children from low income levels are on a year round school schedule. This may be due to their may be no adult present in the home during the summer and students are able to do as they please. In an article be Tracy Huebner, research has proven that students from low income homes were better off participating in year round schooling as they had higher scores in spelling, reading and math (Huebner 2010). Teachers also benefit from a year round school system. Year round schooling for teachers can be quite beneficial especially if teachers are not on a salary rate. When faced with year round versus traditional school setting on non salary earnings, teachers are more likely to seek year round schooling. Besides earnings, there are many other reasons why year round schooling is more beneficial to teachers. Teachers normally plan the fall school year refreshing much information lost during summer vacation. Year round schooling involves less having to refresh during the fall and more complete and continuous focus throughout the year. Lessons plans allow for more focused learning. Parents would likely prefer year round schooling with shorter breaks rather than one larger break. It is easier on parents whose children are in year round sch

The wife's needs (generously interpreted) were not simply one of the Essay

The wife's needs (generously interpreted) were not simply one of the factors in the case, but a factor of magnetic importance - Essay Example Thus, the court’s determination in McCartney v Mills3 that the wife’s needs were the dominant factor in awarding ancillary relief in a manner that was fair. To begin with ancillary relief awards commence with the application of Section 25 of the Matrimonial Causes Act 1973. Section 25(1) of the Matrimonial Causes Act 1973 directs the courts to â€Å"have regard to all the circumstances of the case†.4 Section 25(2) goes on to provide a list of all the factors that are relevant to the court in the exercise of its discretion on determining ancillary relief awards. These factors include the parties’ income, property, assets, earning capacity, financial needs and resources, â€Å"obligations and responsibilities† of the parties, the â€Å"standard of living enjoyed† prior to the marriage breakdown, age, marriage duration, physical/mental disabilities, contributions made and conduct of the parties if the court finds that it would â€Å"be inequita ble to† to ignore the conduct.5 The standard of living enjoyed appeared to be the primary needs’ factor considered by the court in McCartney v Mills. ... arly so since, the marriage was relatively short and Mills had not been independently wealthy and therefore it was entirely unrealistic for her to expect that she could duplicate that lifestyle or enhance it following the breakdown of the short marriage. In this regard, the standard of living during the marriage as considered by the court was not a need that the wife could realistically claim. Her actual needs would be assessed and particularly since compensation was not an issue. As Bennett J explained, when the husband’s â€Å"enormous fortune† was acquired even before he met his wife there is no need to look at the â€Å"compensation principle†.7 Bennet J went on to state: Where the marriage is short and where the standard of living lasted only so long as the marriage; where the wife is now and will be very comfortably housed; and where the child’s needs are fully assured, surely fairness requires that the wife’s needs (generously interpreted) ar e the dominant factor in the Section 25 exercise. Any other radically different way of looking at this case would be manifestly unfair.8 Mills had requested an award of compensation claiming that she had given up a lucrative modelling career during her relatively short marriage. However, the court found that her income prior to marrying McCartney was not as lucrative as she suggested. Mills’ request for compensation was thus rejected by the court and instead the court determined ancillary relief on the basis of Mills’ needs.9 Based on Mills’ needs in terms of sustaining the lifestyle to which she had enjoyed during the marriage, she was awarded 24 million pounds despite the fact that McCartney’s wealth was an estimated 400 million pounds. Even so, the marital acquest was relatively small since, most the wealth

Need to fix and tweak Essay Example | Topics and Well Written Essays - 250 words

Need to fix and tweak - Essay Example in mentoring on: the use of hardware, software applications, multimedia, databases, presentations, and other digital technologies (Available Equipment-STC). It’s important to have the right stuff for the right kind of job and that is what the STC helps students get the job done. If you require a certain type of software for work and not sure how to use it, STC has mentors that will help you learn how to use the software and train you also one on one on just about any software available (Technology Mentoring-STC). This is very helpful because not everyone knows a lot about certain software especially those who are freshmen in college. You have certain formats to use for classes and some we may never even heard about it. And this is where STC comes in handy. They teach us about the software in addition to making it available for us. This is very helpful because this saves the students thousands of dollars (Technology Mentoring - STC). STC made it also very convenient because mentors make themselves available for students, walk-ins or by appointments. And if you have a busy schedule they can work around you. You wonder just how helpful a place like the STC can be helpful for a student. There is free printing and many computers to use just about any time you need to work. The STC now provides  40 Dell computers and 8 Apple computers for student use. In addition, the center offers training on  13 software packages and loans out digital cameras, HD camcorders and laptops to students free of charge (Available Equipment-STC). A freshman named Corby who frequents the library commented â€Å" I took a tour and found STC very available for me. I use this place 2-3 times a week. Things that benefit me are the free printing and software† (Wozniak). Freshmen seemed to find them more useful compared to any other students who are in the higher year levels. All students that were asked by the survey â€Å"What do you like about the Student Technology Center?† The

Hypothesis Tests for Means and Proportions Research Paper

Hypothesis Tests for Means and Proportions - Research Paper Example Type I error is defined as the error of rejecting a null hypothesis when it is true. In this case type error would be the error of inferring that the bags are less than 12.0 ounces (less than claimed value) but in reality its weight is either 12.0 ounces or even greater. Level of significance refers to the probability of type I error, that means a fixed probability, in statistical hypothesis testing, of wrongly rejecting a null hypothesis Ho, when it is true. It is represented by . As evident from the given problem, the investigator had a doubt that the claimed weight of the potato bags is greater than the actual weight. To verify the authenticity of this claim, he collected some 30 bags and found the mean of those bags, which came out to be 11.9 ounces. Although the mean weight came out to be lesser than the claimed one. But the real question or logic behind hypothesis testing is that we want to ascertain that whether it would be appropriate to consider the difference of 0.1 ounces from observing 30 bags with the standard deviation of 0.4 a 'significant' one and infer this difference as on the entire population.