What are the causes and effects of obesity Essay

What are the causes and effects of obesity - Essay Example This essay "What are the causes and effects of obesity?" outlines the major reasons for obesity and its impact on the health of the person who suffers from this health condition. It is surprising that many regions that registered high poverty rates in the past are now making headlines with the alarming obesity rates. Evidently, unhealthy eating habits are a leading contributor to the increasing rates of obesity. Notably, many people living in the developed and developing world consume unhealthy foods. There is a remarkable high preference for food products that have high sugar content instead of whole food (Gustafson 2015, n.p). The increased consumption of soft drinks and high-fat content food has also contributed to the development of obesity in many parts of the globe. According to the Word Obesity Federation, unhealthy eating habits have contributed to an energy imbalance in the body. The globe registers a higher level of food consumption. For this reason, the intake of calories is higher than the body requires (Abc.net.au 2015, n.p). People are slowly becoming used to large food portions without considering the recommended calorie intake required for their body and age. The preference for high-energy food serves to increase the energy imbalance in the body. Lack of physical exercise is an additional cause of the increasing rates of obesity. Many people are adopting a sedentary lifestyle with little or no exercise at all. The world has moved into a new technology level, eliminating the value of physical labour.

Advanced Writing for Marketing Essay Example | Topics and Well Written Essays - 1000 words

Advanced Writing for Marketing - Essay Example The document helps the President improve job performance evaluation, in terms of sale manager’s performance. The document is intended to replace the current job evaluation rubric, in terms of the manager’s job benchmarks. The document explains the superiority of the proposed annual report-based benchmark over the current attendance based criteria. It is highly recommended that that annual report, income statement, replace the current job performance benchmark (Weaver 2007 293). The current benchmark pales in comparison with the proposed annual report rubric. The income statement is used by most business entities as job performance yardstick. Judging from the use of the income statement as the standard global criteria, it is highly recommended that you, my president friend, follow suit. Further, implementing your current attendance-based criteria is understandable. You are reducing the manager’s job responsibilities. The human resource department is tasked with collection the attendance reports of the managers. All the managers have to do is to â€Å"time in† by swiping one’s identification card through the attendance machine. When the manager leaves the office, all the manager has to do is to â€Å"log out†. Logging out is done by swiping one’s identification card through the time recording machine strategically located near the entrance / exit pathways. The human resource department presents the attendance report to you, President, indicating your sales managers’ tardiness report. Furthermore, this is comprehensible. Your current impression of the best employee is one who is devoted to one’s job. A loyal employee will normally reduce absences and tardiness to allowable levels. Your company allows excused absences on reasonable ground. Reasonable grounds include unexpected traffic from home to the work area, hurricanes, earthquakes, and other reasonable causes. Lastly, labor law regulations allow absences your employee is

Excise 4 Essay Example | Topics and Well Written Essays - 250 words

Excise 4 - Essay Example In addition, they have the power to establish roads and post offices. Finally they are granted the power to declare war which includes raising navies and armies. In section 2 of the constitution of Unites State the primary powers of the president include; clause 1 to give information to Congress of the state of the Union, Further in clause 2 states that the president has the power and duty to recommend to their consideration of congress where necessary. In addition, the President has the power of calling congress into extraordinary session. Clause 4 He receives foreign representatives, he cares for the faithful execution of the law and finally, clause 6 the President commissions officers both in the foreign and military service. In article 3, section 1 state that the judicial power of united state is vested in Supreme Court. Section 2, give the judicial branch power to attend to all cases both in law and equity that arise under the constitution and treaties made. This involves; all cases regarding ambassadors, other public consuls and ministers; to all cases of admiralty and maritime jurisdiction; further to controversies in which the United States shall be a party among others. The three bodies often balance and check each other in different activities for instance; the President always give recommendations to congress where he feels it’s essential. Moreover, the president exercises a check over the Congress by use of his veto bills power, however Congress may also rule against any veto by a two-thirds majority in each house. Furthermore, judicial branch helps in law interpretation to ensure uniform policies in all levels and

Defining Intelligence Essay Example | Topics and Well Written Essays - 750 words

Defining Intelligence - Essay Example Dr. Howard Gardner developed the theory of multiple intelligences in 1983. This theory outlines eight different intelligences, including bodily-kinesthetic, interpersonal, intrapersonal, linguistic, logical-mathematical, musical, naturalist and spatial. Today, IQ tests are routinely used to rank an individual's intelligence. This test generally only assesses linguistic ("word smart") and logical-mathematical ("number/reasoning smart") intelligences. Many educators believe this is too limiting, and more use should be made of the broader range of intelligences.IQ tests are given to children all over the world, either as a written test or with an examiner. The test is customized for cultural differences, and typically only tests your ability to handle numbers, words and problems. IQ tests can be a good indicator for how well a child will do in school, where the standard teaching method is by reading textbooks and listening to lectures. However, the IQ score can influence how people will treat that person throughout life, "determining her eligibility for certain privileges" (Gardner, Year). If you're not good at reading ("word smart") or you don't understand algebra ("number/reasoning smart"), then you may be considered dumb. A child may be disadvantaged because they are not considered smart by normal standards. But normal is only defined as two out of eight possible intelligences. Is this fair Many think it isn't and believe teaching methods should change. If the other six intelligences are recognized and used in teaching, this will give children and people of all ages more opportunities. As adults with jobs, our intelligence strengths can influence how successful we are. A child who liked to write stories in English class might become a journalist with a newspaper. Another child who loved to play number games might go on to become a computer programmer. These are good matches. But some people might find themselves in jobs they are not suited to because it does not make full use of their individual intelligences. For example, a gifted sportsperson may have a job sitting at a desk typing on a computer all day. A desk job may suit a person who is word and number smart, but may not suit this person who is body smart. They may find their job mundane because they are not active. They would rather be outdoors moving around. Another example is a talented musician ("music smart") who can easily make up beautiful and original music by playing it on an instrument but cannot read or write. Usually people with high IQ scores tend to be in well-paid jobs, while people with low IQ scores do not. But IQ alone cannot predict success. "The vast majority of one's ultimate niche in society is determined by non-IQ factors, ranging from social class to luck" (Goleman, Year). Because a person has a particular strength in one type of intelligence, may not mean they are strong in other intelligences. For example, a student who loves mathematics got a job as an engineer. He was very good at his job, but when asked to speak at a meeting, he felt complete dismay because he didn't want to talk in front of a lot of people. He was "number and reasoning smart", but not "word smart". A sales person may sell lots of cars because he is "people smart", but may fatigue easily when he goes for a walk because he is not "body smart". Another person might be a talented guitar player ("music smart") but causes a calamity and looses his job in the band because he can't control his bad temper. He is not "self smart". To help people make the most of opportunities, school provides an important role in identifying a person's talents. If a school offers a broad range of subjects, then you have more opportunity to find out what you are good at and like doing. For example, if a school didn't offer art classes, a student might miss the opportunity to find out they were good at drawing ("picture smart"). Or if a school didn't

Excise 4 Essay Example | Topics and Well Written Essays - 250 words

Excise 4 - Essay Example In addition, they have the power to establish roads and post offices. Finally they are granted the power to declare war which includes raising navies and armies. In section 2 of the constitution of Unites State the primary powers of the president include; clause 1 to give information to Congress of the state of the Union, Further in clause 2 states that the president has the power and duty to recommend to their consideration of congress where necessary. In addition, the President has the power of calling congress into extraordinary session. Clause 4 He receives foreign representatives, he cares for the faithful execution of the law and finally, clause 6 the President commissions officers both in the foreign and military service. In article 3, section 1 state that the judicial power of united state is vested in Supreme Court. Section 2, give the judicial branch power to attend to all cases both in law and equity that arise under the constitution and treaties made. This involves; all cases regarding ambassadors, other public consuls and ministers; to all cases of admiralty and maritime jurisdiction; further to controversies in which the United States shall be a party among others. The three bodies often balance and check each other in different activities for instance; the President always give recommendations to congress where he feels it’s essential. Moreover, the president exercises a check over the Congress by use of his veto bills power, however Congress may also rule against any veto by a two-thirds majority in each house. Furthermore, judicial branch helps in law interpretation to ensure uniform policies in all levels and

A Study Of The Predictive Effect Of Pre-Service Teacher Essay Example for Free

A Study Of The Predictive Effect Of Pre-Service Teacher Essay ABSTRACT: This paper aims to examine the relationship between the personal knowledge management (PKM) competency of pre-service teachers and their instructional design skills. Supporting the sustainable development of teachers as professionals in the knowledge society is a critical issue in teacher education. This study attempts to identify an empirical model and a curriculum framework for nurturing pre-service teachers’ PKM competency. Dorsey (2000) PKM skills were adopted for constructing the theoretical framework and the survey instrument. A quasi-experimental research design was used to collect data from pre-service teachers from Hong Kong’s largest teacher education institution. A structural equation model was applied to explore the predictive power of PKM competency on their instructional design. Results show that a four-factor PKM competency model, which consists of retrieving, analyzing, organizing and collaborative skills, was identified as a predictor of instructional design. Use of PKM tools, e-learning activities and collaborative action research for developing pre-service teacher PKM competency are recommended to teaching education institute. Keywords: Personal knowledge management, Pre-service teacher, Teacher education Introduction Rapid advances in technology and communications have greatly accelerated the emergence of information. The increases in the amounts and formats of information available do not automatically make learners more informed or knowledgeable, if a learner cannot manage and meld the accumulation of  information through their daily experience and study to construct knowledge in a systematic fashion. This competency is referred by most literatures (Frand Hixon, 1999; Dorsey, 2000; Wright, 2005) as personal knowledge management (PKM) competency. Developing learners with PKM competency is not simply a lifelong education issue, it is also an important teacher education issue in terms of sustaining a competitive human capital in the knowledge economy. Teacher development is viewed as an ongoing lifelong learning process as teachers strive to learn how to teach learner to learn how to learn (Cochran-Smith Lytle, 1999). The recent education reforms in Hong Kong (Education Commission, 2000) addressed this lifelong education issue by proposing a learning to learn slogan in the policy document. The policy suggests that teachers should develop student learning competence for acquiring knowledge through various methods. To develop students with knowledge acquisition skills, teachers should also be equipped with the competency for knowledge acquisition. However, since publication of the policy paper entitled Information Technology for Learning in a New Era Five-year Strategy that launched IT in education in Hong Kong (EMB, 1998), the Education Bureau has not addressed this issue in any teacher professional development policy documents. Recent calls for consultation on e-learning from the Education Bureau likewise generated additional demand for developing teacher information literacy capable of supporting student learning (EMB, 2004). If the government and teacher education institutions really want to develop competent teachers for the knowledge society, they may consider injecting the elements of personal knowledge management (PKM) into the teacher education curriculum for developing pre-service teachers’ teaching competency. However, little studies on teacher education were attempted to examine the effect of PKM on teacher learning and discussed the possibilities of injecting the element of PKM model into teacher education curriculum. This study aims to construct an empirical model for examining the predictive effect of pre-service teachers’ PKM competency on their instructional design skills and to discuss a personal knowledge management curriculum framework for teacher education institutions. Literature Review A review of the literature related to knowledge management suggests that the development of personal knowledge management (PKM) could be a means of enhancing pre-service teacher professional competency in managing personal knowledge for coping with the acceleration of emerging information. Frand Hixon (1999) define PKM as a conceptual framework to organize and integrate important information such that it becomes part of an individual’s personal knowledge base. Dorsey (2000) emphasizes the importance of injecting PKM into an educational framework for undergraduate education in order to bridge the gap between general education and other subject disciplines. PKM could serve as a framework for integrating general education and majors and as an approach to technology integration initiatives throughout the curriculum. PKM provides learners with both a common language and a common understanding of the intellectual and practical processes necessary for the acquisition of information and its subsequent transformation into knowledge. The significance of exploring PKM may contribute to human cognitive capabilities (Sheridan, 2008). Scholars tend to conceptualize PKM as a set of information skills (Frand Hixon, 1999; Avery et al, 2001), though there is no standard definition or model for PKM. After Frand Hixon (1999) outlined five PKM techniques as searching, classifying, storing distributing, evaluating and integrating skills, Dorsey and colleagues (Avery et al, 2001) broadened the Frand Hixon PKM framework well beyond its formulation. Central to PKM, as clarified by Dorsey, are seven information skills which when exercised together are integral to effective knowledge work. These seven PKM skills are retrieving, evaluating, organizing, analyzing, presenting and securing information and collaboration for creating knowledge. Recently, Pettenati and Cigognini (2009) grouped PKM skills under three intertwined macro-competence categories: creation, organization and sharing. PKM can also be conceptualized as an intertwined macro-competency. Wright (2005) proposes a PKM model that links distinctive types of problem-solving  activities with specific cognitive andmetacognitive, information, social and learning competencies. As a learning competency, PKM enables learners to apply a set of learning skills that are essential to lifelong learning for information processing, knowledge application and decision-making. As a cognitive and metacognitve competency, it enables learners to apply complex thinking skills to solve problems. It is knowledge concerning the learner’s own cognitive processes or anything related to them (Flavell, 1976, p232). As an information competency, it enables learners to link technology tools with a set of information skills, thus providing an intentionality that moves the focus from the technology more directly to the information. As a social competency, its underlying principles include enabling learners to understand others’ ideas, develop and follow through on shared practices, build win-win relationships, and resolve conflicts. PKM integrates human cognitive and metacognitive competency (Sheridan, 2008), social competency (Wright, 2005; Pettenati Cigognini, 2009) and informational competency (Tsui, 2002). Wright (2007) has developed a PKM Planning Guide for developing knowledge worker PKM competency. The guide is based on his research findings that the four interrelated competencies are activated in order to plan PKM training. The training process encourages participants to reflect on their knowledge activities and focus on areas for improvement. If learners know how to control this process, they can internalize information into personal knowledge, creating a foundation for effective learning. Utilizing PKM for acquiring knowledge refers to a collection of information management processes that an individual learner needs to carry out in order to gather, classify, store, search, and retrieve information in his daily activities (Tsui, 2002; Grundspenkis, 2007). In teacher education, knowledge acquisition focuses on the process how teacher apply PKM to support their day-to-day teaching and learning activities: instructional design. Instructional design is closely related to PKM which is also one of the major learning tasks for pre-service teachers. Instructional design is a process that involves determining the current status and needs of the learner, defining the end goal of instruction, and creating instructional  and learning strategies to facilitate teaching and learning. There are a wide range of instructional design models, many of them based on the ADDIE model (Seels Glasgow, 1998; Molenda, M., 2003; Strickland, A.W. 2006) which includes the following phases: analysis, design, development, implementation, and evaluation. This acronym stands for the 5 phases contained in the model. Knowledge acquisition for instructional design is conceptualized as identifying learner entry skills, formulating instructional objectives, test and design specifications, creating instructional or training materials, making recommendations and preparing a project report for lesson implementation. As instructional design is one of the key components of teacher professional competence, and helps to implement a new curriculum in the information age of the 21st century, exploring the predictive relationships of PKM competency on knowledge acquisition for instructional design becomes key to the development of teacher education. Research Methodology It appears that PKM competency can expand individuals’ knowledge and enhance their learning competency (Davenport, 1997, p146 ; Frand Hixon, 1999). It provides learners with a targeted, reflective and adaptable cognitive framework for inquiry and problem solving. In this study, knowledge acquisition will be conceptualized as the knowledge required for carrying out instructional design. This study attempts to answer the following research questions: 1. What is the empirical factor structure of PKM competency for pre-service teachers? 2. Is there any relationship between the PKM competency of pre-service teachers and their knowledge acquisition for instructional design? This study adopted Dorsey (2000) PKM skills to conceptualize PKM as a competency for acquiring knowledge (see figure 1). A quasi-experimental research design was used in this study to determine the relationship between PKM skills and knowledge acquisition for instructional design. The exogenous variables were pre-service teachers perceptions of their PKM skills. The endogenous variable is knowledge acquisition for instructional design. A  self-response quantitative questionnaire was devised to collect data from the pre-service teachers of Hong Kong’s largest teacher education institution. Figure 1: Theoretical Framework Of The Study The operationalized definitions of Dorsey (2000) PKM skills are as follows: 1. Retrieving skill is the ability of learners to retrieve information from relational databases, electronic library databases, websites, threaded discussion groups, recorded chats, and moderated andunmoderated lists. 2. Evaluating skill is the ability to make judgments on both the quality and relevance of information to be retrieved, organized, and analyzed. 3. Organizing skill is the ability to make the information one’s own by applying ordering and connecting principles that relate new information to old information. 4. Collaborating skill is the ability  to understand others’ ideas, develop and follow through on shared practices, build win-win relationships, and resolve conflicts between these underlying principles. 5. Analyzing skill is the ability to extract meaning from data and convert information into knowledge. 6. Presenting skill is the ability to familiarize with the work of communications specialists, graphic designers, and editors. 7. Securing skill is the ability to develop and implement practices that help to ensure the confidentiality, integrity and actual existence of information. This study adopted ADDIE instructional design model to conceptualize instructional design as a multiple competencies that involves analysis, design, development, implementation, and evaluation of a lesson (Molenda, 2003; Strickland, 2006). The acronym ADDIE stands for the 5 phases contained in the model. Pre-service teachers’ learning on instructional design is conceptualized by the knowledge and experiences they come across in the 5 phases of ADDIE model including analysis, design, development, implementation and evaluation. The learning outcomes include know how to analyse learner characteristics and task to be learned and identify learner entry skills; to design learning objectives and choose an instructional approach; to develop instructional or training materials; implement the lesson and deliver the instructional materials; and to evaluate the lesson plan and recommend the materials achieved the desired goals. The teaching experience that they had gained include determining the current state and needs of the learner, defining the end goal of instruction, and creating some instructional and learning strategies to facilitate teaching and learning. Instructional design is operationalized to the knowledge for: identifying learner entry skills; formulating instructional obJectives, test and designs specifications; creating instructional or training materials; and making recommendations and preparing a project report for lesson implementation (Seels Glasgow, 1998; Molenda, M., 2003; Strickland, A.W. 2006). The questionnaire was based on a number of scales constructed to measure the variables of PKM skills and instructional design. In order to develop valid items for these scales, the researcher conducted a content analysis on the PKM literature of Dorsey (2000), Skyrme (1999). Hyams (2000), and on the instruction design literature of Seels Glasgow (1998), Molenda, M. (2003); and Strickland, A.W. (2006). The questionnaire consists of two sections. Section 1 was used to measure the effectiveness of knowledge acquisition for instructional design based on 4 items. Section 2 contains 21 items designed to measure the teachers’ perceptions of their seven PKM skills. Likert 6 point scales were used in both sections to measure the variables. Likert scales are commonly used in attitudinal research. The Likert scale assumes that the difference between answering agree strongly, and agree is the same as between answering agree and neither agree nor disagree (Likert 1932, quoted in Gay, 1992 ). The data was collected directly from target subjects using the questionnaire. 225 pre-service teachers responded to the survey. Data was collected directly from them by means of the questionnaire. The subjects in the study were pre-service teachers from Hong Kong’s largest teacher education institution. Random sampling was used to collect data from the population. Exploratory factor analysis was carried out on variables using principal factor axis analysis to confirm the constructed validity of the tools (see table 1). The study is interested in a theoretical solution uncontaminated by unique and error variability and is designed with a framework on the basis of underlying constructs that are expected to produce sources on the observed variables. Principal axis factor (PAF) analysis, which aims to reveal the underlying factors that produce the correlation or correlations among a set of indicators with the assumption of an implicit underlying factor model, was applied separately to the items from the learning processes and learning outcomes. Promax rotation, a method of oblique rotation which assumes that the resulting factors are correlated with one other, was applied to extract the factors. An eigenvalue greater than one was used to determine the appropriate number of factors for the factor solutions. A Structural Equation Model (SEM) was then applied to  examine the factor structures and the paths among the variables, using Lisrel 8.3 (Joreskog Sorbom, 1999). SEM is a collection of statistical techniques that allows the examination of a set of relationships between exogenous variables and endogenous variables. Findings The results of exploratory factor analysis, presented in Table 1, clearly suggest a four- factor structure for exogenous variables that are both empirically feasible and theoretically acceptable. An eigenvaluegreater than one was used to determine the appropriate number of factors for the factor analysis solution. Items were extracted with factor loadings greater than 0.6 across and within factors. The numbers of factor solutions extracted from a Promax rotation theoretically afforded the most meaningful interpretation. The process used to identify and label the factors that emerged was based on examining the derivation of the highest loading items on each of the factors. The reliability coefficients of the scales ranged from 0.792-0.821, which was judged adequate for this study. The results of descriptive statistics show that the scale means of all the variables are higher than 4.27 within the 6 point-scale, reflecting the participants’ tendency to slightly agree with all the items. The reliability coefficient (Alphas) of the scale for instructional design is 0.854, its scale mean is 4.33 (sd = 0.691).

Marketing Communications Mix Strategies | Tesco

Marketing Communications Mix Strategies | Tesco Although the 4P characterization has led to widespread use of the term promotion for describing communications with prospects and customers, the term marketing communications is preferred by most marketing practitioners as well as by many educators. Consider that we may want to use marketing communications to refer to the collection of advertising, sales promotions, public relations, event marketing, and other communication devices. Promotion is considered as Sales Promotion. (Shimp 2007) {Terence A. Shimp (2007), Integrated Marketing Communications in Advertising and Promotion, 7th Edition, Ohio, Thomson South-Western, P: 4.} Marketing Communication is used by organisations to communicate with customers with respect to their product offerings. In this sense, Marketing Communication is one side of the communication process with customers. Market research, in which suppliers seek to elicit information on consumer requirements from consumers, is the complementary component of the communication process. The following summarises this very simply: (Rowley 1998). Source: Promotion and marketing communications in the information marketplace. According to Rowley producer should communicate to reach the customers and in turn should listen to the customers needs and requirements to enhance the product and service. Tesco proudly announced that one of the reasons to its Success is listening to their Customers and its suppliers. Tesco has adopted multiple qualitative research techniques to reach their customers such as focus groups, accompanied shops, home visits to collect the feedback in order to straighten the things and respond quickly. Modestly they say Its simple we listen and respond, providing customers with what they tell us they want. { [online] < http://www.tesco.com/talkingtesco/listening/> (March 19, 2010)}. Marketing Communications Mix also know as Promotional Mix consists of Advertising, Personal Selling, Sales Promotion, Direct Marketing, Internet Promotion and Publicity. Marketing communications Mix strategies: Source: Promotion and marketing communications in the information marketplace. Push Strategies: A promotion strategy that calls for using the sales forces and trade promotion to push the product through channels. The producer promotes the product to wholesalers, the wholesalers promote to retailers and the retailers promote to consumers (Kotler et al. 2005). Pull Strategy: A promotion strategy that calls for spending a lot on advertising and consumer promotion to build up consumer demand. If the strategy is successful, consumers will ask their retailers for the product, the retailers will ask wholesalers and the wholesalers will ask the producers (Kotler et al. 2005). Push Strategy aims at Intermediaries, its make good use of Sales promotion and Personal Selling. Pull Strategy aims at direct customers, its make good use of Advertisements. Advertising: Source: You tube : Tesco Christmas 2009 advertisement. [Online]http://www.youtube.com/watch?v=n8y85QTa1g8 (March 19, 2010) This Advertisement is about promotional offers at Tesco for Christmas, It states that everyone could enjoy a finest Christmas at Tesco with an affordable range of products. Advertising is a paid form of non-interactive showcase of products and services to the consumer through print media or other common advertising channels (Rowley 1998). Advertising Models: AIDA Model: Attention: Making customer aware of the product. Interest: Developing an interest in the product. Desire: Making customer think that he needs the product. Action: Purchase is made. Designing communication strategies is important to identify whether the objective is to draw to attention, cultivate interest, stimulate desire or provoke action(Rowley 1998). Communication Objectives: Source: Promotion and marketing communications in the information marketplace. From the above objectives, AIDA is strongly recommended (Rowley 1998). According to Rowley a communication strategy should have a message and it should go along with its communication objective. The message should reflect the unique selling proposition (USP) of the products. The organizations should concentrate on elements of the message that need to be considered are: Content, Structure, Format and Source. Importantly these Advertisements should be target oriented; the Organisations should often have a strategy on the market to target. Impact of Advertisements: A good communication strategy would yield results per expectations. It should be market oriented and should reach market without any cost to the market. Directive would leave an impact, provided its ethical. Positives of Advertisements: It can create awareness in the targeted market. It can reach markets far and wide. Positioning of the product and Brand image could earn customers trust. Negatives of Advertisements: It cannot answer the customer queries. Always may not provoke customers to purchase decision. Too many Advertisements may cause audience loose concentration. Personal Selling According to Baker (2003) personal selling can be defined as the personal contact with one or more purchasers for the purpose of making a sale. To be effective, marketing management needs to integrate personal selling with other promotional elements, with other organizational functions such as distribution and production, and with the customer and competitive structures prevailing in the market. Different stages in Personal Selling: Generating leads and identifying prospects Pre-call planning The approach The presentation Overcoming objections Closing Follow-up. Baker says Personal selling is a two-way approach and it employs push strategy and is relatively expensive per contact and according to a 2001 survey, the average cost of an outside salesperson is in excess of 55,000 pounds per annum. The actual time spent on face-face customer communication is typically around 20-30 per cent of working hours. Sales management issues: Selection of sales Team Training Leadership and supervision Remuneration Evaluation and control Impact of Personal Selling: Efficient sales force often yield results Personal selling increases the customers interest and desire on the product and it could lead to purchase Personal Selling should act as forum for answers to all the customers queries Positives of Personal Selling: High Interactive communication between the buyer and the seller Detailed product information and features Relationships can develop Negatives of Personal Selling: Cost oriented Team Not appropriate approach towards thousands of prospective buyers Sales closure time could lead to customer dissatisfaction Sales Promotion: Sales promotion consists of short-term incentives to encourage purchase or sales of a product or service (Kotler et al. 2005). As per the above definition, sales promotion offers reasons that would achieve immediate sales. It seeks to lure people to buy now. Promotional Tools: Samples Coupons Rebates Price packs Premiums Advertising specialties Patronage rewards Point-of-purchase Competitions, lotteries and games Impact of Sales Promotion: It helps to lure consumers and attract them from competitors Customers trying our products, giving a chance to retain them Positives of Sales Promotion: Increase immediate sales Interim strategic tool Negatives of Sales Promotion: Not for long-term usage, as customers may get used to this. Too much involvement into sales promotion may harm the brand image Seasonal Promotions: Advertisement Models: Internet promotion: Its interlinked with Place i.e. Mix in Mix. Sales Promotion: Public relations: Promotional Strategies: Pull Strategy: Push Strategy: Mercer (1996), in emphasizing that communication must be a two-way process, says (p. 309): The ideal form of promotion is the conversation which takes places between the expert sales professional and his or her customer. It is interactive and conversation is specific to the needs of both. Other forms of promotion, which deal in the average needs of groups of people can only hope to approximate to this ideal. Promotional Mix: Place: Introduction: The main purpose of this report is to determine the importance of the Location in retailing. It includes an analysis of Tesco and Corner Shop locations by taking into account all the factors of well chosen place for retail store as well as current situation on the Market. Report discusses the role location played in the success of those retailers. It also tries to assign the importance of the Location in comparison to other elements of the retail Marketing Mix. First Tesco Metro has been opened in 1992 and are usually located in the town and city centre locations (http://www.tescocorporate.com/page.aspx? pointerid=3DB554FCAE344BD88EEEEFA63D71B831). They are usually smaller than ordinary Tesco store but bigger than Tesco Express with the size varying between approximately 7,000 to 15,000 sq.ft. Source: Online Available http://www.tesco.com/talkingtesco/stores/. Psychology Analysis: The Epic of Gilgamesh Psychology Analysis: The Epic of Gilgamesh Jungian analysis is a deep psychology of the unconscious and includes the interpretation of dreams as well. Jung believes that most dreams are attitude-compensations. The attitudes that dreams balance are those of the ego. Carl Jung believed that myths and dreams were the main way to the self-realization because he believed that they allowed humans to understand and relate to parts of their psyches which would have otherwise been unreachable. Dreams offer the ego information, advice, constructive criticism, and even sometimes wisdom. If the ego is open to acceptance rather than defensive, it can evaluate these alternative perspectives and decide whether to accept or reject them. Jung developed a process called individuation, which was the therapy he created which tries to deepen a persons experiences psychologically. Responding to dreams required interaction of many aspects of the personality, which he titled the archetypes: the Self, shadow, animus, and anima. He defined an archetyp e as a universal and recurring image, pattern, or motif representing a typical human experience. Archetypes are patterns and behaviors; are primordial images which are part of our psyche and social systems. Archetypes can grow on their own and present themselves in many different ways. When people dream, they form images unconsciously. The images that are formed in these dreams correspond to the sacred images, stories, and myths of primitive people. Archetypes are similar to instincts and they also reveal themselves in peoples unconscious by these powerful symbolic images; they are collective meaning they are held in common by a social group. They appear simple on the surface, but they are very complex. The Epic of Gilgamesh is one of the oldest written stories in the history of earth and it comes from ancient Sumeria. Many believe it was first written on clay tablets, showing the adventures of the historical King of Uruk-Gilgamesh. In the Epic of Gilgamesh, he travels between his c onscious and unconscious in order to solve inner problems and grow out of his own fear of death. Through the Jungian analysis one can determine how the myth of Gilgamesh fits into the unconscious of every human. Gilgamesh is a king that oppresses his kingdom and forces his people to build a wall around his land, which inside he is guilty of committing atrocious acts. Gilgamesh is one third mortal and two thirds divine, because his mother was a goddess. He is an arrogant king who constantly oppresses and wrongs the people of his kingdom. He is struggling throughout the epic with the gods, his kingdom, and most importantly, himself. In order for an individual to reach their unconscious, there needs to be a specific dreamer established an in Gilgamesh, the dreamer is the hero of the story-Gilgamesh. He must go through the process of individuation, which is the psychic life of the individual, the archetypes interact in a pattern which both reflects and fosters the development of the personality (Devinney and Thury, 2005). The natural process that individuals go through which causes the need for self-realization and leads people to explore and integrate parts of themselves which they have never l ooked into before is individuation. It helps people become different from others in their society. In order for Gilgamesh to discover and uncover who he truly is, he must encounter the shadow, the animus and anima and most importantly-the self. In the epic, the ego is the conscious I of the self that works to produce and preserve its self-defined identity. In the process of individuation, the conscious coming-to-terms with ones own inner self usually begins with a cutting off of the individuals personality and the hardships that go along with that process. The second archetype in the individuation process is the anima and animus. Jung stated the anima was the unconscious feminine component of males and the animus was the unconscious masculine component of females. Jung believed the anima and animus act as guides to the unconscious, and that every individual must form one and building that connection is a very difficult but rewarding process, and that it is necessary for psychological growth. They are determined by the gender of the dreamer themselves. Due to Gilgamesh being a male, he has an anima, which is the personification of all feminine psychological tendencies in a manes psyche. The first animia in the epic is Gilgameshs mother, the goddess Ninsun. In the beginning of the myth the reader discovers that Gilgamesh is worshiped like a god, even though he is part human as well. His mother acts as a guide and confidant throughout the myth, and he receives word of Enkidu through dreams that his mother interprets for him. She leads him to the next stage of growth for himself by giving him the information about his new companion, Enkidu. For Gilgamesh, he still is unaware of a lot of his own personality and this is where the third archetype comes into play. The shadow is the same sex as the individual, but has the complete opposite personality and self-image. The shadow for Gilgamesh is Enkidu, he is a replica god of Gilgamesh himself-but he is uncivilized and beast-like. He represents the great opposite of Gilgamesh, but they are identical in authority and vigor. He first appears to Gilgamesh as an enemy, informing the shepherds that he will go to Gilgameshs kingdom and will challenge him in front of his people and state that he is the strongest around. They quarrel in Gilgameshs city and he beats Enkidu which caused them to become friends and also causes Gilgamesh to have a bigger insight to his unconscious. When Gilgamesh and Enkidu travel through the forest, they encounter another shadow archetype. Together they embark on a trip into the forest where Humbaba, the king of this forest lives. Humbaba signifies all t he personality characteristics that Gilgamesh wants, including strength, courage and glory. Gilgamesh believes that by killing Humbaba he will create some immortality for himself and his people. On their way back home, Gilgamesh comes to an anima, Ishtar the goddess of fertility. She is drawn to Gilgameshs beauty and strength and she recommends for him to marry her, but Gilgamesh refuses and continues to insult her with stories of her past lovers, which causes her to become extremely angry with him. Ishtar is a negative anima, who can cause Gilgamesh to demolish himself. Ishtar sends the Bull of Heaven to kill Gilgamesh but Enkidu kills the bull, which causes him in the end to suffer a slow death from the gods, and ultimately hurts Gilgamesh because he lost his comrade. With Enkidus death, Gilgamesh goes crazy and eventually becomes his shadow and takes on those characteristics. Gilgamesh turns away from his kingdom and takes on the beast-like personality Enkidu displayed when they first met. A third shadow archetype is displayed in the land of Utnapishtim, where Gilgamesh winds up on his search for immortality. Utnapishtim is the land of gods, where they live and thrive. Gilgamesh longs for the gods immortality, it is shown here the fear that he has for death and why this search is so important to him. The gods inform him if he stays awake for seven days and seven nights and they will grant him with immortality-but he fails at this challenge and therefore he fails at reaching his goal of becoming immortal. On his return back to his kingdom Gilgamesh has won his wish of immortality in a different sense, he found his self through the journey. By encountering all the archetypes Gilgamesh builds his inner self and builds his personality in many different ways. The archetypes he encountered represented his unconscious dreams and wishes, and he discovers his self through his unconscious discoveries. Using Jungs theoretical perspective to analyze the epic myth of Gilgamesh, one discovers Jungs belief that myths and dreams were intertwined. Jung attempted to uncover ways that individuals could determine their inner selves and he found that myths and dreams were a way to reach into ones unconscious. Through Jungian analysis, a reader can interpret a myth to better understand the personality characteristics of humans. The fear of death that haunted Gilgamesh also haunts many individuals in our society and societies prior. This epic shows the reader that any individual can discover their inner self through understanding different archetypes including, shadows, animas and animus, and lastly inner selves which will help them break into their own unconscious. Gilgameshs heroic journey has been dignified because it is more than just a great journey story; it is also an unbelievable academic quest. Gilgamesh has courage and determination which is important for him to defeat the obstacles he was faced with during his journey, but he also must have undeterred tolerance, internal strength, and willful self-examination.