LBs Management Case Study Questions Essay Example | Topics and Well Written Essays - 250 words

LBs Management Case Study Questions - Essay Example Throughout the launching process, the Forever Young global advertising and communications team faced various challenges including miscommunication between the Toronto and London offices, information deficiency, and deficiency of time to deliver a final product. Team’s poor coordination and the decision by Florin and David to leave resulted in a team that had little knowledge of the market. These difficulties derailed the launching process. The difficulties experienced by LB’s organization are attributable to the use of a long communication link instead of a direct communication which was needed for the turnaround. The organization’s communication link encompassed account supervisors at the London and Toronto offices causing delays, and making it hard for the teams to quickly share information that would have helped in product designing. Also, these challenges are attributable to the failure of LB to adopt face-to-face communication, which would have helped in bui lding the togetherness that the organization direly needed at the launching phase. If I were Janet Carmichael, I will decentralize the team. After decentralization, I would adopt the traditional format of task assigning. This would be most expedient for the organization. After decentralization, it will imply that client’s local offices will gain more ability and power. Effective coordination will thus take place at the local level, and cost efficiency of the venture will be enhanced since LB’s team will work directly with clients.

Understanding tourism behavior

Understanding tourism behavior Introduction Understanding tourism behavior involves knowledge of factors that are by no means obvious because the influences that shape tourism tastes and activities are often so deeply embedded in the individuals personal and cultural biography that the subject is unaware of how they were formed. (Seaton, 1996) This statement sets part of scene of this study and it was a starting point for the final topic to be shaped. Tourism behaviour has been studied thoroughly and many conclusions have been reached regarding the main factors that have an impact on tourists decision-making. Decision-making about destinations is a quite risk process because of the fact that in this kind of purchase the buyers (potential tourists) cannot see the product before they purchase it. According to most consumer behaviour books, consumer behaviour is a function of two basic factors: a.) Social influences, b.) Personal traits. Social influences include culture and subculture, social class, reference groups and influentials, role and family influence, while personal traits involve personality, learning, motivation, perception and attitudes. Since, as mentioned above, the tourism products are intangible and cannot be observed from the potential tourist before they purchase them, prior communication offers them the information that they need and creates images, according to which they take decisions. More specifically, regarding the information in the tourism decision-making, as Seaton (1996) suggests they can be divided into four main categories: a.) Commercially provided information, b.) Non-commercially provided information, c.) Personally provided information, d.) Impersonally provided (media) sources. The last category involves travel programmes, newspaper travel pages, guide books e.t.c. However, thorough personal research and study in all these categories of influences showed that the impact of television on tourism decision-making has actually not been significantly studied before. Given the importance that the media have in our lives, their power and the fact that nowadays all people have access to them, and specially with television, it was quite impressive to observe that the study of this influence is very narrow. Thus the rationale of the narrow focus on the television was that it would be of some value to research the influence of television travel and tourism programmes about destinations on tourists decision-making about destinations. With these in mind, the aim and objectives of the research are: Aim: To evaluate the influence of television travel programmes on potential tourists on choosing a tourism destination. Objectives: To measure if and how much is the influence of travel programmes about decisions on tourist destinations on consumer To check if travel programmes are perceived as an informative tool or just entertainment To analyse the way that consumers perceive what they are seeing on these travelling programmes. According to Malhotra and Birks (2006) the formulation of the marketing objectives can encompass two areas: organizational objectives and personal objectives of the decision-maker. For a research project be successful, it must serve the objectives of the organization and of the decision-maker. With these objectives it will be possible to understand if the Television tourism programmes really exerts influence on the consumers in this market. The long-term purpose is to advance knowledge, to expose more questions that could probably be answered in the future and to recognize concerns about certain things which could be further resolved or tested by more work in the future regarding this field. There are many influences from several different sources in the environment that have an impact on the tourists decisions about holiday. However, research seems to be inconclusive regarding the medium that is most successful at persuading an audience towards a potential tourism destination. Consumers can be affected through several influences of the environment, such as interpersonal conversations with friends and family, advertisements, television, press, brochures and internet. On the same topic area a very interesting research has been made that compares the effects of advertising to publicity for marketing a tourism destination. This was a very important research as well because of the inconclusive results reported by previous comparison studies of advertising and publicity in the general marketplace. This research indicated that publicity is an important element in the marketing mix and that publicity messages have greater credibility than advertising and it suggests that publicity could be more effective than advertising for promoting tourism destinations. Of all information sources mentioned, non-mediated one-on-one personal information sharing is often cited as the most persuasive (Kotler, 1993). This category involves word of mouth conversations among friends and relatives. However it is very hard for marketers to influence this kind of personal information sources as they cannot get involved in this kind of interpersonal relation. Consequently, they have to focus their efforts on other communication tools in order them to persuade potential customers to try a product, in this case a destination. Thus, tourism organizations often rely on publicity as a communication device in order to approach an audience. However, it is still unclear if this device is effective at persuading potential tourists to visit a specific destination, what their attitude is towards destination travel programmes and what their perception is when it comes to these programmes. Despite the fact that many national tourist boards in their annual reports record the number of media in which they have achieved exposure, the amount of exposure in television is inefficient indicator of success and further research and analysis is necessary to determinate the impact of the television travel programmes on the potential tourists. But even thus television has a huge audience do viewers really view television, or do they use it as background noise or a babysitter for their children? Do they scan it occasionally, or instead use it for security when no one is at home? (Kaufman and Lane 1994) There is no concrete proves if even with all the exposition the television, and more specifically the travel programmes, plays an important role on the decision- making on potential tourists when they are deciding a destination. The advertisings and the television programmes can be perceived as just a merely entertainment and not as a really informative tool. This research attempts to evaluate the perceptions and attitudes of tourists towards travel programmes about destinations contained in the British television and what the effects of these programmes are when it comes to destination decision-making, message acceptance and message response. The most important variables that are studied in this research are message strength, attitude toward the destination, perception towards destination travelling programmes, credibility and reliability, and purchase intent.

The Japanese Internment :: history

The Japanese Internment During World War II, Canada was at war with Germany and Italy. Canada was fighting to protect the lifestyle that its citizens had become accustomed to. The soldiers in WW II gave their lives for the good of their great nation. Canada was also facing a major threat in the Pacific. The threat was the powerful nation of Japan. To that point in time Japan was the strongest military force that the world had ever seen. The Japanese government was strongly influenced by military leaders who were in favor of an expansion of Japanese power in the Pacific through military means. Japan had been sweeping through such strong military forces as China, Australia and Britain (Hong Kong). Japan was a major threat in World War Two to a lot of countries. Then when japan bombed Pearl Harbor in a surprise attack against the Americans. The Canadian government had to move quickly to protect its borders. The Canadian government decided that it was best that the Japanese be moved inland away from the coast. This was done for two main reasons, one to prevent spying and sabotage and secondly to protect the Japanese from anti-Asian violence. This decision was not only for the good of the country but also for the good of the Japanese people. The government made the right decision for the matter at hand. It is true that the Canadian Government noted that "no Japanese in Canada has been suspected of or linked to, an act of sabotage or espionage". Also in a RCMP investigation, the Japanese in Canada were not considered a real threat but the assessment was conducted before the country of Japan was officially in World War Two. These reports would have been outdated as the ideas and beliefs of the Japanese could have changed once Japan was at war with the world. People changed their views during times of change. As Japan officially entered W.W.II many passions of the people may have changed. The Canadian Government was faced with the treat of this possible change. If the Japanese were to roam free during this time, what is to say that a small group of loyal Japanese could not have started a subversive group? The Japanese government could have also paid some of the Japanese's in Canada substantial amounts of money to spy for them. Although many Japanese living in Canada would be patriotic to Canadian cause, there would be some that would align themselves with Japan, which could be seen as a potential threat to Canada.

Views of stereotypes in The Adventures of Huckleberry Finn

During the early 1800's, racism was still rampant among citizens in America, especially those in the south. Minorities were generalized as a member of a certain racial group and stereotyped with degrading qualities that implied that they were less than human. In the novel The Adventures of Huckleberry Finn, Mark Twain creates a character with all of the African-American stereotypes, and throughout the novel, develops him into a character that everyone can relate to, showing that he is human. At that time, African-Americans were seen as animals that did not care for anyone, but Twain shows that Jim has feelings, despite what society thinks. Another aspect of the African-American stereotype was that all African-Americans were stupid, but Jim, although uneducated, is not portrayed as stupid. A common belief among racists at the time was that African-Americans were less than human, but throughout the novel, Jim shows feelings of despair, regret and compassion, all of which are humanlike. In contrast to the typical stereotype that African-Americans care for no one but theirselves, Jim is depicted as an extremely caring person. When describing his daughter to Huck, Jim says, â€Å"En wid dat I fetch' her a slap side de head dat sont her a-spawlin'†¦Oh, Huck, I bust out a-cryin' en grab her up in my arms, en say, ‘Oh, de po' little thing! De Lord God Amighty fogive po' Jim, kaze he never gwyne to forgive hisself as lon's he live!†(156). In this quotation, Jim expresses extreme regrete and sorrow for his daughter whom he has realized is deaf and couldn't hear anything he was saying to her. When Huck and Jim have been separated and Huck is staying at the Grangerfords, Jim shows another instance of caring. When Huck saw Jim for the first time again he wrote, † I waked him up, and I reckoned it was going to be a grand surprise to him to see me again, but it warn't. He nearly cried he was so glad, but he warn't surprised†(114). In this quotation, Twain illustrates Jim's concern for not only his own family, but for his Huck, whom he has formed a unique friendship with. Twain successfully develops Jim into a character that cares not only for his family, but for his friends. African-Americans and slaves especially, were stereotyped as ignorant in the early 1800's. Jim, like most other slaves, has no formal education and talks in a dialect that makes him appear to be less educated. However Jim has a unique kind of intelligence. When Huck was trying to trick Jim into thinking that he had dreamt up their separation in the fog, Jim notices the debris on Huck, â€Å"Jim looked at the trash, and then looked at me, and back at the trash again. He had got the dream fixed so strong in his head that he couldn't seem to shake it loose and get the facts back into its place again right away. But when he did get the thing straightened around he looked at me steady without ever smiling† (54). Jim shows his common sense smarts by figuring out when Huck is lying to him. The fact that Huck, an educated white boy, couldn't fool Jim, an uneducated slave, with his scheme shows that although Jim is uneducated, he is intelligent in his own way. When the Duke and the King come on board the raft, Jim knows that since the King claims he is from France, that he should be able to speak French. â€Å"I found Jim had been trying to get him to talk French, so he could hear what it was like; but he said he had been in this country so long, and had so much trouble, he'd forgot it†(179). This shows the reasoning ability that Jim has. He knows that since the King is from France he should be able to speak French. Huck interprets this as Jim wanting to hear French, but what Jim is actually trying to do is to verify the King's story and keep themselves safe. Perhaps the worst stereotype about African-Americans at that time was that they were less than human, unable to feel humanlike emotions or act like normal humans do. Jim is portrayed as exactly the opposite, routinely risking his own life and freedom for the welfare of others. When Tom has been shot and Huck is consulting with Jim on what they should do, Jim says, â€Å"Well, den, is Jim gwyne to say it? No, sah-I doan'budge a step out'n this place ‘dout a doctor; not if it's forty year! (266)†. Jim has decided to risk being caught again to make sure that Tom Sawyer sees a doctor. He knows very well that he could easily be caught doing this and set back into slavery, but he does it anyway. This shows that Jim is a very humanlike character who experiences humanlike emotions, compassion in this instance, and acts in selfless ways. Twain again demonstrates Jim's equality and humanlike characteristics when Huck and Jim and eating on the raft. Huck writes, â€Å"so Jim he go t out some corn-dodgers and buttermilk, and pork and cabbage and greens†¦ and whilst I eat my supper we talked and had a good time† (126). This quotation illustrates Jim as an equal to Huck who can experience the same easy-going and fun emotions that Huck can. No where in the book is Jim unable to understand an emotion Huck or any other person is feeling, showing his humanity. Jim is a representation of how all people can feel emotions for others, be intelligent no matter how uneducated they are, and experience emotions of the human race. Mark Twain has succeeded in creating a character who although is a minority, embodies characteristics that people can relate to. The Adventures of Huckleberry Finn was an important statement against racism and the values taught can still be applies to the American culture today.

Cyp 3.7

CYP 3. 7:Understand how to support positive outcomes for children and young people 1. 1 Describe the social, economic and cultural factors that will impact on the lives of children and young people. There are many factors that can have an impact on young people’s lives but the three main factors that I’ve chosen to consider in this assignment are social, cultural and economic. Social Factors One of the major social factors, which can impact on the outcomes and life chances of young people is neglect.Without proper guidance in life children cannot learn what society regards as acceptable behaviour and if a child is being neglected they won’t understand that what they are experiencing is not normal behaviour. They may react to situations in a way that is acceptable within their home environment but which is certainly not acceptable in wider society. This behaviour can in turn have an adverse effect on the child’s education as they overstep boundaries, are di sruptive and disobedient and may end up getting suspended from school.Neglect in the child’s home environment can mean that they find it hard to make friendships in life as they are not used to other company and are naturally distrustful. If a child suffers from a disability or illness they may have to miss a lot of school, which can have a major impact on their education and they may fall behind. The child may struggle to make friendships, as they are not on the same level as their peers. This can lead the child to feeling very isolated and cause feelings of anger and resentment, which can then lead to behavioural problems.Economic Factors Poverty is a factor, which can have a major impact on children’s lives, as their parents may not be able to afford proper food and this can lead the child to suffer from malnutrition. If a child is not getting the nutrition that they require, they’ll suffer from a lack of concentration and their schoolwork will likely deterio rate. A side effect of poverty is not being able to afford adequate housing. People on low incomes cannot usually afford mortgages and so often live in poorer social housing, this can have several disadvantages for their children.Social housing can often be small and crowded and make it difficult for children to find sufficient space to complete homework, causing them to fall behind in their education. People who rely on social housing don’t often get to chose the area in which they live in so they may end up staying in an area where it is not safe for the children to go out or indeed anywhere for them to play, therefore the children will not be able to form friendships and may feel isolated.In some cases the child’s living conditions may be very poor and dampness and a lack of affordable heating may cause health problems such as asthma, resulting in them having to take time off school and missing out on their education. Cultural Factors One of the main cultural factor s is that of religious beliefs. Children with different religious beliefs follow specific customs and often attend particular schools where they only meet children who are being brought up with the same beliefs.This enforced isolation may mean that children may struggle to understand other people’s lifestyle when they interact with them and they may therefore find it hard to make relationships with other people. Children can often be discriminated against because of their different beliefs leading to feelings of isolation and victimisation. Although each of the previously mentioned individual factors may have the same outcomes, without support and intervention their effects can continue over the years and lead families into a vicious cycle of mistrust and despair.As care workers we must work closely with the families to assist and help as best as we can. 1. 2 Explain the importance and impact of poverty on outcomes and life chances for children and young people In my role as a classroom assistant I feel that the factor, which has the most severe impact is poverty. Poverty is becoming one of the biggest concerns within the UK with a recent survey showing that the government spends at least ? 25billion a year trying to alleviate child poverty.The limitations placed on children who grow up in poverty often results in poorer academic qualifications, lower job prospects and reduced expectations. 1. 3 Explain the role of children and young people’s personal choices and experiences on their outcomes and life chances As individuals we all have the right to make our own choices, unfortunately some of the choices we make can have a negative impact on our life. Children who come from low-income families often live in rural areas where there is a higher crime rate.These children subsequently end up hanging around with people who have a negative influence on them and getting involved in criminal activities, drugs and alcohol. Children are making personal choi ces from an early age, when they go to nursery they decide which toys to play with or who they make their friends. Some children can be louder and more boisterous than others and may display unwanted behaviour; other children will copy this behaviour thinking that it is acceptable and become disruptive in turn.As a care worker it is my responsibility to teach the children which behaviours are acceptable and which are not, if the child is being naughty they will be put in â€Å"time out† to teach them that the behaviour they were displaying is unacceptable. 2. 1Identify the positive outcomes for children and young people that practitioners should be striving to achieve As a care practitioner I place the needs of the children at the top of my work. Children respect care workers who can relate to them, communicate well with them and who enjoy working with them.I and the other classroom assistants in my school are committed to ensuring that all children have the chance to enjoy a nd achieve, to be healthy, to stay safe and to make a positive contribution and experience economic well-being. Within school we encourage children to eat healthily, we provide healthy meals and snacks for break and lunch and children are encouraged to drink water rather than fizzy drinks. Within the school setting we ensure that the child is kept safe and we continuously promote children’s welfare and ensure that we take all ecessary steps to reduce the spread of infection. It is necessary to ensure that the children are kept safe so we need to ensure that the level of staffing is appropriate. The environment in which I work, and the equipment provided for the children, must be appropriate for their age level in order to ensure development at the proper rate. 2. 2 Explain the importance of designing services around the needs of children and young people Children are unique and as a care practitioner it is my responsibility to ensure that every child’s needs are catere d for individually.It is essential to establish what their needs are, so that they can be met correctly and this can be done by liasing with parents, carers, and professionals such as GPs, speech therapists and occupational therapists in observing the child’s progress. 2. 3 Explain the importance of active participation of children and young people in decisions affecting their lives It is important that children have a say in what is happening throughout their lives, no matter what age. We must value the child’s views, thoughts and opinions in order to give the child a sense of belonging and control of their life and well-being.It is important that children learn the process of decision-making and what consequences can come from the decisions they have made and how to deal with them. As a care worker I work with children to try and help them to make the right decisions; if however they choose to make a decision that is not acceptable, for example to hit another child o r throw something, they will be asked to â€Å"take time out† and think about what they have done, only when they are ready to say sorry for their actions are they allowed to come back and join their friends.This process is to help children at an early age learn what is right from wrong. 2. 4 Explain how to support children and young people according to their age, needs and ability to make personal choices and experiences that have a positive impact on their lives Every child is different and as they grow up their needs change. When working with children it is important that we allow them to express their thoughts, views and opinions and most importantly that we listen to them.We may not always agree with their views or opinions but as a classroom assistant I work closely with the children’s parents and the child to try and come to a compromise and explain a different path to the child, always stressing that we are only trying to do what is best for them. 3. 1 Explain the potential impact of disability on the outcomes and life chances of children and young people Children who suffer from a physical impairment or require special requirements are no different than other children, they are just more dependent on their carers.Children may have an impairment which gives rise to disability. A child can have a sensory impairment, which can involve either a loss of hearing or restricted vision. A physical impairment or learning difficulty may occur due to a result of genetic inheritance, an accident or disease or due to complications before or during birth. Some children may have difficulty with emotional or social development, lack of communication and interaction and behaviour problems. Children who experience any of these difficulties often suffer from autism.There are both positive and negative outcomes for children with a disability. Children with physical impairments don’t have a strong immune system therefore their health won’t be as healthy and they may have to miss a lot of school which obviously will have a detrimental effect on their education and future career aspects. Children with a disability can have poor self-esteem as they feel they’re not as capable as other children; they can find it hard to communicate with their peers and may feel isolated and unwanted.As a classroom assistant it is important that my co-workers and I focus on what the children can do rather on what they can’t achieve. By adjusting the environment in which the child learns in and making it suitable for the child’s needs and providing appropriate facilities and resources it allows the child to feel confident and learn new skills. Don’t think of children with a disability or as special needs think of them as children with specific or additional requirements. Within my setting we aim to give all children the same opportunities and ensure that no one feels isolated.For example within my school we have child ren who require 1:1 assistance so instead of removing them from group situations we let them sit at the table with their peers but give them the extra support they need this way they don’t feel left out. 3. 2 Explain the importance of positive attitudes towards disability and specific requirements It is important to display positive attitudes towards children with disabilities and special requirements, so that the child feels valued and respected and doesn’t feel isolated within the class setting.As a care practitioner it is important that I show a positive attitude towards the child and set a good example for the other children. 3. 3 Explain the social and medical models of disability and the impact of each on practice Children with disabilities are often left feeling outcast and discriminated against. The medical model holds the traditional view that a child can be cured through medical intervention, whereas in fact in most cases of physical impairment there is no cu re. They expect disabled people to change to fit into society.Alternatively, the social model of disability looks at ways to address issues which will enable children to achieve their potential by adapting the environment the child is learning and living in so that the child can feel more included. By adapting the child’s environment and removing any barriers you are allowing them the chance to learn and achieve new things, which improves their confidence and self-esteem. 3. 4 Explain the different types of support that are available for disabled children and yond people and those with specific requirements.There are many services available for children with disabilities. Speech and language therapists can work with children to improve the child’s communication skills. Occupational therapists can also be involved in the child’s development by providing walking frames for children with physical impairments. As a classroom assistant we liase with many professional and the children’s parents to ensure they are getting all the appropriate care and assistance available to enhance their development. 4. Explain the meaning of equality, diversity and inclusion in the context of positive outcomes for children and young people It is essential within my school that each child is treated fairly and with respect. Equality is about making sure that each child is given the same chance as each other, it is not about treating everyone the same way, but rather by recognising that each individual has different needs. Children must not be discriminated against because of their race, gender, disability, religious beliefs or age. Diversity is about treating students as individuals.Teachers need to ensure that their methods cover every child’s learning abilities since children come from different religious and cultural backgrounds. It is imperative that we treat students with respect at all times and always give consideration to each individualâ₠¬â„¢s specific needs. Inclusion means ensuring that everyone is included in tasks. As a classroom assistant I make sure that the tasks are divided out equally and that children take turns. We have charts within our class that set out the children’s tasks for that day and we rotate these every day to ensure that no one is left out.Every child has different needs and requirements and it is important as a classroom assistant that I learn and understand each child’s individual needs so that they can be catered for. 4. 2 Compare, giving examples ways in which services for children, young people and their carers take account of and promote equality, diversity and inclusion to promote positive outcomes One of the things that we do within my school is that we teach the children about different cultures. We recently held our annual French Day where both staff and pupils dressed in French clothes and ate French foods such as croissants and crepes.One of the most inspiring moment s that day, was watching a wheelchair bound pupil in my class who loves playing with sand, sitting contentedly in the sand pit (having been helped out of his wheelchair and being supervised so that he didn’t fall) wearing a beret and neckerchief and putting small French flags on top of the sandcastles he made. This was an example of inclusion in practice and just one of the many opportunities my school gives to children to help them gain independence and confidence.