Contemporary approaches to marketing

Contemporary approaches to marketing Introduction Addressing the above topic, this essay aims to bring out the main points regarding the applicability of the marketing mix in the contemporary marketing world. To start with the evolution of marketing and marketing management concept is spoken about, moving on to explaining the marketing mix theory, its drawbacks and the evolution of services marketing leading to a new marketing approach i.e. relationship marketing. Then an evaluation between the two approaches has been undertaken to conclude by emphasizing the importance of the prevailing approach as well as the new approach. The very initial study of marketing emphasized on the allocation and trading of commodities and manufactured goods and found its basics in economics (Marshall 1927 as cited in Vargo, Lusch 2004). Attention was focussed on commodities exchange, the establishment which made goods available and arranged for handing over control of the goods, and the basic functions that were required to help in the exchange transactions (Vargo and Lusch 2004). The study of managerial marketing developed in the early 1950s. During this time managerial theorists defined marketing management as a process of decision making or problem-solving. This approach emerged out of the traditional sales approach and became a broadly accepted function of business stressing on the basics like product planning and developing, pricing, promoting and distributing (Webster, Jr. 1992). These fundamental functions, to supply goods to final consumers and satisfy their needs formed the marketing mix. Evolution and concept of marketing mix The concept of marketing mix was set up in 1960 by McCarthy and the mix of factors was labelled as the four Ps. As defined by Kotler in his book Marketing Management, Marketing mix is the set of marketing tools that the firm uses to pursue its marketing objectives in the target market. McCarthy classified these tools into four broad groups: Product, price, place, promotion (Kotler 2000 p.15). The four Ps symbolise the outlook of the sellers. Robert Lauterborn (1990) recommended four Cs, customer solution, customer cost, convenience, communication, from the customers view to which each P would convey a specific benefit. The theoretical value of the Mix is also underlined by the widely held view that the framework constitutes one of the pillars of the influential Managerial School of Marketing (Kotler 1967; Sheth et al. 1988 as cited in Constantinides 2006). The importance of this tool can be understood by the above statement. The concept of the marketing mix being easy to understand, practice and teach, positioned itself to become the unchallenged universal marketing model and much of further marketing studies evolved with this concept as their basis, making a tremendous impact on the practical world. Drawbacks of the Four Ps Theory On the flip side, the marketing mix approach is based on typical situations which do not fit well in other markets. It was basically formulated for the North American milieu, with packaged goods, aggressive distribution, strong media presence and huge markets, consumers just becoming numbers for marketers, and not presenting an actual situation (Gronroos 1994). Van Waterschoot and Bulte (1992 p.85) also brought out three defects in the Four P model; The properties or characteristics that are the basis for classification have not been identified. The categories are not mutually exclusive. There is a catch-all subcategory that is continually growing. Another disadvantage is that the marketing mix is production oriented, i.e., it focuses on the product and not on the consumer who is the actual end user (Gronroos 1994). For example if Nokia makes a mobile which is very heavy, slow, and does not have the latest features that consumers require, all marketing strategies based on the four Ps , product, price, place, promotion would fail to sell the product, since it is not what the customers want. Here comes in the need for newer marketing approaches, focussing on the needs and wants of customers. A major disadvantage of this approach is that there is no interrelation between the 4 variables of the mix. Every variable or P has a separate working department and plan with no coordination (Yudelson 1999). Not just that, this approach alienates the rest of the organisation from the marketing aspect, and thus distances them from the voice of the customer (Gronroos 1994). Goods to Service dominant logic Over these years there has been a shift from a goods dominated economy to a services, skills, knowledge and processes economy (Vargo and Lusch). As a consequence, the ways in which businesses are carried on and maintained have changed drastically and gradually alongside, various other marketing theories have evolved. From the functional view of marketing mix management our focus has extended to the strategic role of marketing, aspects of service marketing, political dimensions of channel management, interactions in industrial networks; to mention just a few evolving trends (Moller 1992 as cited in Gronroos 1994 p. 7; Constantinides). Service Marketing These changes have also led to a growth in competition. To deal with this, it is essential to recognize the importance of services which can be offered with the core product to add extra value to it and result in competitive advantage (Gronroos 2007). Service marketing grew out of this need. As defined by Gronroos in his book, service marketing is to make customers use the service processes and implement these processes in a way that makes customers perceive that value is created in their processes (p.55). Firms with a service orientation have to centre their attention to the relation with their consumers and other stakeholders. For example, United Airlines throws parties for their privileged customers, where they are informed about the airlines forthcoming services (Holbrook and Hulbert 2002). With growth in service, three supplementary Ps, people, physical evidence and process have also been put forward (Booms and Bitner 1982 as cited in Gronroos 2002) to address customer needs bet ter. Relationship Marketing Therefore, relationship marketing has grown to become a requirement for achieving success in a service market, and a concentration on customer relationship and customer retention has become a crucial need (Gronroos 2007). Marketing is to establish, maintain, and enhance relationships with customers and other partners, at a profit, so that the objectives of the parties involved are met. This is achieved by a mutual exchange and fulfilment of promises. This is the definition of relationship marketing (Gronroos 1994 p.9). Though relationship marketing is in its early years as a conventional marketing paradigm, its significance can be identified to great degree. On the basis of marketing dimensions, relationship marketing encompasses Database marketing, Interaction marketing and Network marketing. Coviello in his journal says, that relationship marketing does not conform only to industrial and service marketing, it relates to all firms including packaged good firms, since it is imperativ e to maintain customer relations in other firms as well (Coviello et al. 1997). The consequence of relationship marketing is that by creating a long-term relationship, two individuals or companies with time discover, understand and conform to the others need better and this eventually benefits both. Marketing Mix vs Relationship Marketing To understand the changing business environment as well as the probable marketing strategies, Gronroos created a continuum, where transaction marketing is positioned on one end and relational marketing on the other end. The main point of difference between the two approaches is that where relationship marketing spotlights on maintaining relations with customers, over a long time period, transaction marketing deals with a single exchange covering a shorter time frame (Gronroos 1994). Therefore it can be said that not in all situations but, generally packaged good businesses will gain from a transaction approach since it is a one-time effort and revolves around a single transaction. On the other hand service based businesses will gain maximum from a relationship approach, since their business revolves around providing services which are continually needed. Examples of relationship marketing based companies are Dell and Apple, who manufacture customised computers and laptops. Changed meaning of the Marketing Mix variables As spoken about above, there has been a dominant shift from goods to a service economy. Earlier the main aim of an organisation was to sell a product to satisfy the needs of the consumers and to make profit. But now, it is not about the product that is provided, rather it is about the total value or utility that it provides to the consumer (Vargo and Lusch). As it is correctly said, the true essence of the customer-centricity paradigm lies not in how to sell products but rather on creating value for the customer and, in the process, creating value for the firm (Boulding et al. 2005 as cited in Shah et al. 2006 p.115). For example, a mobile phone with the latest features would not be of much use to a person who does not know how to use those feature and would provide the same utility as that of an older version. Thus, augmenting the product is not enough, further service such as tutorials in order to help understand the features are required. When the traditional theory was formed, the marketing mix focussed on just the core product and thus price-sensitivity was a major issue. Now with services marketing evolving the value of the product/service is perceived based on the overall value created. Thus for consumers now price is not as sensitive an issue as it used to be (Gronroos 1994). In earlier times place was an important deciding factor for the sale of a product, since transport and communication were difficult. But in the present, with development of such networks, we are globally connected, through mediums such as internet, mobile phones, etc. Even business transactions are now carried on the internet, thus the place factor which forms a part of the marketing mix has now become less relevant. For, example to shop for a Gucci bag earlier we had to go to the store, and it location mattered but now we can purchase and pay for it on the internet, regardless of where the store is situated. Thus, Process is a better label for this essential component of the marketing mix (Yudelson 1999). A relationship marketing approach helps firms to setup a real-time database system which would provide updated information about its clients and their levels of contentment for the products or services provided (Gronroos 1994). To get such extensive information in the marketing mix approach is not possible since the marketers of such organisations dont directly connect with the customers; instead they rely on heavy promotion to sell the products. But in the present times promotion comes second to serving the needs and wants of the customers. Conclusion Practically 40 years later, since the time the Marketing Mix concept emerged in 1960, marketing scholars are pondering over the sufficiency of this marketing approach. There have been rapid changes in business operations due to change in technology and globalisation and it can be said that transactional marketing alone cannot keep up with this transformation. Nevertheless it is evident that no adequate replacement has been known for the marketing mix approach. With the developments in marketing, McCarthys Four P theory must be reviewed to help build on the previous theory and leap to the future. Flexibility, not insurrection or revolt is the best way to come to terms with the changes. The benefit of making changes in the existing thought rather than creating a completely new notion is the fact that the Marketing mix paradigm concentrates on the basics of marketing. Thus any new evolving marketing theory must take into account these basics. Relationship Marketing although is a new eme rging paradigm but it cannot function without the basics of the 4 Ps or the marketing mix, since only maintaining relations is enough for a business to flourish. Once the product and its pricing, placing and promotion strategies are developed, maintaining relations to retain the customer is the spot on approach. Therefore, keeping marketing mix approach as the base, relationship marketing or any other contemporary approach must be applied for achieving the best results. References Constantinides, E. (2006), The Marketing Mix Revisited: Towards the 21st Century Marketing, Journal of Marketing, Vol.22, pp. 407-438. Coviello, E. N., Brodie, J. R., Munro, J. H. (1997), Understanding Contemporary Marketing: Development of a Classification Scheme, Journal of Marketing Management, Vol.13, pp. 501-522. Gronroos, C. (1994), From Marketing Mix to Relationship Marketing: Towards a Paradigm Shift in Marketing, Management Decision, MCB University Press Limited, Vol.32 (2), pp. 4-20. Gronroos, C., Service Management and Marketing, Third Edition, John Wiley and Sons, Ltd. pp.1-22, 51-70. Gronroos, C. (2002), Marketing? Toward a Relationship Marketing Paradigm, The Marketing Review, Swedish School of Economics and Business Administration, Vol. 3, pp.129-146. Holbrook, B. M., Hulbert, M. J. (2002), Elegy on the Death of Marketing, European Journal of Marketing, Vol. 36 (5/6), pp.706-744. Kotler, P., Marketing Management, Millenium Edition, Prentice Hall International, Inc. pp.1-32. Lauterborn, R. (1990), New Marketing Litany: 4 Ps Passe; C Words Take Over, Advertising Age, Crain Communications, Inc. pp.26. Shah, D., Rust, T. R., Parasuraman, A., Staelin, R., and Day, S. G., (2006), Path to Customer Centricity, Journal of Service Research, Vol. 9, pp 113-124. Van Waterschoot, W., Van den Bulte, C. (1992), The 4P Classification of the Marketing Mix Revisited, Journal of Marketing, Vol. 56, pp.83-93. Vargo, L. S., Lusch, F. R. (2004), Evolving to a New Dominant Logic for Marketing, Journal of Marketing, Vol. 68, pp.1-17. Webster, F. E., Jr. (1992), The Changing Role of Marketing in the Corporation, Journal of Marketing, American Marketing Association, Vol. 56 (4), pp.1-17. Yudelson, J. (1999), Adapting Mccarthys Four Ps for the Twenty-First Century, Journal of Marketing Education, Sage Publishers, Vol.21 (60), pp. 60-67.

Radio Frequency Barcodes :: Technology Essays

Radio Frequency Barcodes History Traditionally, companies have used standard paper barcodes in conjunction with information databases to track inventory and monitor product movement. By tracking incoming and outgoing product, barcodes form an easy means of maximizing the overall efficiency of a business. Barcodes do however have certain limitations. Barcode scanning is dependent on the orientation of the barcode with the horizontal laser scanner and therefore the overall speed of the process becomes a function of the speed at which the individual can orient and then scan. This minor limitation may be a soon be resolved as Radio-Frequency Identification (RFID) technology maximizes the potential for efficient and quick product management in the form of electronic barcodes. Radio-Frequency Identification is not a new technology but has become realistic through recent advancements. Key Players A small handful of companies inside and outside the United States are developing this new technology. A company called RF-ID.Com specializes in electronic barcodes and transponders for the management of everything from automobiles to cattle, beer kegs, and packages. While another, RF Ideas Inc. has teamed up with such companies as Motorola and Microsoft to manufacture a form of proximity activated identification or AIR ID as a form of added security for Windows NT systems. These companies and others have been testing RF-ID technology throughout Europe for quite some time in product test runs. Technology Different companies offer a variety of products as solutions to different customer needs. "The core of any RF-ID system is the ‘Tag’ or ‘Transponder’ which can be attached to or embedded within objects." (1) RF-ID’s come in all shapes and sizes, from little glass transponder capsules to being placed in between layers of paper or plastic to form inexpensive stickers for disposable use. But all of the Radio-Frequency Identification technology relies on the same principle, wireless communication between a RF-ID or transponder and the RF Module of a reader. "The data collected from an RF-ID can either be sent directly to a host computer through standard interfaces, or it can be stored in a portable reader and later uploaded to the computer for data processing." (1) When a transponder comes within range of a reader it uses energy collected from a RF wave that is stored in a capacitor to broadcast its own answering message which is received by the reader. (1) Many of the new transponders feature read/write updating so that information can be read and uploaded on the fly.

Support Individuals to Maintain Personal Hygiene

Elements of competence |HSC420. 1 |Raise awareness of the value of leisure opportunities and activities for individuals | |HSC420. 2 |Negotiate and agree leisure opportunities and activities for individuals | About this Unit For this Unit you will need to promote opportunities for individuals to participate in leisure activities. Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria.You need to provide evidence for any option related to your work area. Awareness raising audiences: sports and recreation associations; employers’ associations; local government planners; community self-help groups; governors; trustees; shareholders; the general public. Communicate using: the individual’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communica tions; human and technological aids to communication. Leisure activities related to: hobbies; interests; sports (as a spectator or participant); entertainment (e. g. ccess to the theatre or visiting theatre groups), socialising (e. g. eating out, talking to others about the old days). They may take place within or outside the care environment. People and organisations who are suitable and able to provide leisure opportunities and activities include: those who organise or provide recreation and leisure activities in the care setting (e. g. care workers, entertainers); those who provide leisure activities for the general public (e. g. theatres, swimming pools, sports centres); those who provide leisure activities for specific groups within the community (e. g. Women’s Institute, youth workers).Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and that of others with whom you work; your rol e, the level of responsibility you have within your organisation to manage activities to achieve an optimum service; the depth and breadth of understanding that will enable you carry out your job role and support others to perform competently; the need to be able to solve problems and resolve conflicts; the need to be able to evaluate, assess situations and act appropriately; systems and processes within your own and across other organisations and the need for you to be able to work in collaboration with individuals[1] Values underpinning the whole of the Unit The values underpinning this Unit have been derived from the key purpose statement[2], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. If you are working with children and young people they can be found in the principles of Care Unit HSC44.If you are working with adults they can be found in HSC45. To a chieve this Unit you must demonstrate that you have applied the principles of care outlined in either Unit HSC44 or HSC45 in your practice and through your knowledge. Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf. |SPECIFIC Evidence Requirements for this unit | |Simulation: | |Simulation is NOT permitted for any part of this unit. | |The following forms of evidence ARE mandatory: | Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a | |significant amount of the performance criteria for most of the elements in this unit. For example how you were able to make | |and develop relationships with individual people for whom you are providing care, which enabled you to advise on and promote| |leisure opportunities and activities. | |Reflective Account/professional discussion: You should describe your actions in a particular situati on and explain why you | |did things. For example you could write about the ways you create opportunities to advise and inform individuals and groups | |of the benefits an active lifestyle holds, explaining what research and reading you used and how you selected appropriate | |information to share with others. |Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: | |Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures | |which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness | |may also ask questions to clarify aspects of your practice. | |Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion| |and feedback on reflective accounts. | |Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor | |has not seen. This could be provided by a work colleague, individuals or other key people. |Products: These can be any record that you would normally use within your normal role e. g. communication records, reports | |and records; minutes of meetings, policies and procedures, etc. | |You need not put confidential records in your portfolio, they can remain where they are normally stored and be checked by | |your assessor and internal verifier. If you do include them in your portfolio all names and identifying information must be| |removed to ensure confidentiality. | |These may also be assignments/projects: For example from HNC, O. U. courses. You could also use evidence of previous | |in-house training courses/programmes you have completed showing professional development. |GENERAL GUIDANCE | |Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the | |assessment methods you will be us ing, and the tasks you will be undertaking to demonstrate your competence. | |Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are | |relevant to your job role. | |The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the| |principles of best practice within the Care Sector.This will include the National Service Standards for your areas of work| |and the individuals you care for. | |All evidence must relate to your own work practice. | Knowledge specification for this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. You need to provide evidence for ALL knowledge points listed below.There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance. |You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |Values | | |1 The ways in which stereotyping, discrimination and stigmatisation might affect risk assessment and| | |how to guard against this. | | |2 How to apply the principles of equality, diversity and anti-discriminatory practice to your work. | |Legislation and organisational policy and procedures | | |3 The specific legislation, guidelines of good practice, charters and service standards which relate| | |to the work being undertaken, and the impact of this on the work. | | |4 The effect which Health and Safety legislation may have on the leisure opportunities and | | |activities promoted. | | |5 The boundaries and limits of your role in terms of pro moting leisure opportunities and activities,| | |particularly in respect of the level of risk involved. | | |6 The role of the agency and its services and how they relate to other agencies and services in the | | |sector. | |7 The agency’s policy and procedures regarding confidentiality of information and the disclosure of | | |information to third parties, and the specific circumstances under which disclosure may be made. | | |8 Any particular factors relating to the agency’s policies and practices which affect the work | | |undertaken. | | |9 Your own role and responsibilities and from whom assistance and advice should be sought if you are| | |unsure. | | |Theory and practice | | |10 The role which recreation and leisure plays in the health and well-being of individuals. | |11 The effects of the therapeutic value or stimulation provided by leisure activities. | | |12 Evidence based practice in promoting leisure opportunities and activities to meet individual | | |nee ds and how to apply this evidence to your own work. | | |13 Methods of presenting information and encouraging interest in and about the role of leisure, in | | |meeting individual’s needs and promoting well-being. | | |14 The particular difficulties that individuals may face in seeking leisure opportunities and | | |activities. | | You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |15 National and local schemes and agencies (statutory, private and voluntary) which are involved in | | |providing, promoting or creating leisure opportunities and activities, for whom they are designed | | |and how to access them. | | |16 The range of local leisure opportunities and activities, the forms these take, who they are aimed| | |at and how to access them. | | |17 The potential concerns which people and organisations may have about providing leisure | | |opportunities and activities for individuals, why it is important to acknowledge their con cerns and | | |how to offer information to help them make informed decisions. | |18 How to gauge the level of interest and ability of people and organisations who may offer leisure | | |opportunities and activities to individuals. | | |19 How to alter communication when working with different individuals and representatives of | | |different agencies. | | |20 The options for promoting leisure opportunities and activities and which are the most appropriate| | |options for the people and organisations concerned. | | |21 Methods for assessing and managing risk. | |22 Methods of evaluating your own competence, determining when further support and expertise are | | |needed, and the measures to take to improve your own competence in this area of work. | | HSC420. 1Raise awareness of the value of leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You identify, contact, meet and communicate appropriately with | | | | | | | |people and o rganisations to establish their interest in the value | | | | | | | |of leisure activities for individuals. | | | | | | |2 You present clear, accurate and relevant information to awareness| | | | | | | |raising audiences about: | | | | | | | |(a) the relationship between and benefits that appropriate leisure | | | | | | | |activities can bring to individuals | | | | | | | |(b) the impact of discrimination, oppression and social exclusion | | | | | | | |on individuals | | | | | | | |(c) ways of offering leisure opportunities and activities to | | | | | | | |individuals | | | | | | |3 You give people the opportunity to ask questions and confirm | | | | | | | |their understanding of the information provided. | | | | | | | |4 You seek further support and advice in areas that are outside | | | | | | | |your expertise to deal with. | | | | | | | |5 You refer people and organisations who need information and | | | | | | | |advice that is outside your expertise to provide, to other | | | | | | | |appropriate sources. | | | | | | |6 You challenge constructively attitudes and behaviour which are | | | | | | | |ill informed, misguided, abusive or discriminatory. | | | | | | | |7 You identify and encourage people and organisations to become | | | | | | | |champions in the provision of leisure opportunities and activities | | | | | | | |for individuals and support them to raise the awareness of other | | | | | | | |people and organisations. | | | | | | | HSC420. Negotiate and agree leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You encourage people and organisations to consider their capacity| | | | | | | |and any reasonable adjustments that they could make, to enable them| | | | | | | |to offer individuals leisure opportunities and activities. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony HSC420. Negotiate and agree leisure opportunities and activities for individuals (cont) |Performance criteria | | |DO |RA |EW |Q |P |WT | |2 You evaluate the willingness and ability of people and | | | | | | | |organisations to provide leisure opportunities and activities for | | | | | | | |individuals. | | | | | | | |3 You identify people and organisations who are suitable and able | | | | | | | |to provide leisure opportunities and activities. | | | | | | |4 You examine with people and organisations who are suitable and | | | | | | | |able to provide leisure opportunities and activities: | | | | | | | |(a) the potential challenges and rewards | | | | | | | |(b) any resources which will be required | | | | | | | |5 You clearly explain your role and responsibilities to people and | | | | | | | |organisations who can provide leisure opportunities and activities. | | | | | | |6 You discuss and agree with people and organisations that have | | | | | | | |agreed to offer leisure opportunities and activities: | | | | | | | |(a) the number of individuals they are able to cater for | | | | | | | |(b) the type of leisure opportunities and activities they are able | | | | | | | |to offer | | | | | | | |(c) any reasonable restrictions on those o whom the opportunities | | | | | | | |would be made available | | | | | | | |(d) any reasonable adjustments (beyond those that are legally | | | | | | | |required), they will need to make and who will resource and make | | | | | | | |the adjustments | | | | | | | |7 You confirm agreements in writing and take appropriate actions to| | | | | | | |enable the leisure opportunities and activities to be accessed. | | | | | | | |8 You record and report processes and outcomes within | | | | | | | |confidentiality agreements and according to legal and | | | | | | | |organisational requirements. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony To be completed by the Candidate | |I SUBMIT THIS AS A COMPLETE UNIT | | | |Candidate’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Candidate’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |To be completed by the Assessor | |It is a shared esponsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the | |assessor to ensure the accuracy/validity of each evidence claim and make the final decision. | | | |I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT. | | | | | |Assessor’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Assessor’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | |Assessor/Internal Verifier Feedback | | | | | | | | | | | | | | | To be completed by the Internal Verifier if applicable | |This section only needs to be completed if the Unit is sampled by the Internal Verifier | | | |Internal Verifier’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Internal Verifier’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. â € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | ———————– [1] If you are working with children and young people the term â€Å"individuals† covers children and young people and â€Å"key people† covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship [2] The key purpose identified for those working in health and social care settings is â€Å"to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care†

The Complete Persepolis By Marjane Satrapi And I Am Nujood

One element will always define a person: where one grew up, one’s culture. This simplistic idea, this thought, this lifestyle is what defines humanity, joy, right, wrong, and the absence or abundance of truth. Growing up in the U.S, one is given an almost intolerance for acts that are against one’s own culture. These ethnocentric ideals, ideals that look down upon other cultures for the differences from one’s own culture, come from American pride and the patriotism that the country gives. Having these ideals one can see that some Americans are even question their own culture, and are constantly changing it due to the surge of countercultures and trend setters. From the texts The Complete Persepolis by Marjane Satrapi and I Am Nujood by†¦show more content†¦Within The Complete Persepolis Marjane is selected to design a new uniform for women and with what she designs it’s still very not very individualistic, but it is seen as a progressive step towa rds the future. (298) The final design of the uniform contains a shorter hijab and wider pants to allow for free movement without any issues of becoming stuck due to fabric being in the way. This idea against oppression could be progressive is something that would outrage almost any group within the U.S. It is also see as dehumanizing, but in regards to visiting their culture, one doesn’t have to follow them, but they must judge or publicly display an act against their culture even if it is in alignment with their own culture. To an American it might seem normal, but to an Iranian it is a foreign idea that is as radical to them as Iranian culture is to an American. Nujood’s plight is seen as just as if not more radical within the eyes of the Yemeni culture as Marjane’s is within her own. Nujood of course being ten can be seen as a leader within the Feminist movement over in Yemeni. Asks for a divorce as a child and as a woman. To an American the woman part is not a difference from if she was a boy, but due to Yemeni culture it is. One from the U.S. could also view this as a terrible act that she should have never gone through, but without theShow MoreRelatedThe Women Behind The Veil2301 Words   |  10 Pageswomen in Iran’s contemporary culture. For this purpose, the veil, which is worn by Iran women, is often identified as a symbol of obedience, respect or modesty which is otherwise an example of an oppressed patriarchal society. Author Marjane Satrapi’s novel Persepolis, exposes the regime behind this oppression of the Iran woman and compares western cultural expectations to that of Iranian culture. Yet, even behi nd the confinements of the veil many women are finding ways to rebel against the IranianRead MoreThe Women Behind The Veil2291 Words   |  10 Pageswomen in Iran’s contemporary culture. For this purpose, the veil, which is worn by Iran women, is often identified as a symbol of obedience, respect or modesty which is otherwise an example of an oppressed patriarchal society. Author Marjane Satrapi’s novel Persepolis, exposes the regime behind this oppression of the Iran woman and compares western cultural expectations to that of Iranian culture. Yet, even behind the confinements of the veil many women are finding ways to rebel against the Iranian