Business Report On Marketing Intelligence

Business Report On Marketing Intelligence Market research helps the organization to bring the data which make sense of the organizational performance. Moreover, the successful marketer has focused on the market research to bring the information which is applied in the marketing activities. Therefore, the organization become becomes stable when the marketing activities are successful (Kumar, 2010).. However, the competitive advantage is increased due to the successful inauguration of the marketing plan. For an example, the Proctor Gamble is operating huge market research to strengthen the marketing activities which brought the larger market share. Through this paper the key concepts of marketing research will be merged with the different marketing activities. 1. Requirement One 1.1 Stages of Purchase Decision Making Process Here the purchase decision making process is directly concerned with the final consumer purchase decision making process and the consumer purchase decision is differs in the particular products to products. For example, the buying behavior of toothpaste is different from i-pod. However, the purchase decision process has five stages which are reflected in the following figure one. http://www.seo.com/wp-content/uploads/2012/01/Consumer-Research-Process1.png Figure One: Purchase Decision Stage, Source: Jeannet and Hennessey, (2011) This figure is suggesting that, consumers go through all of the stages when they need to purchase (Jeannet and Hennessey, 2011). For an example, when a customer need to purchase a Mobile phone, he/she needs to have need awareness, then move to the information search in the mobile market, then make evaluation between alternatives, then make purchase, finally he/she express the post purchase behavior which reflect the positive or negative feedback. 1.2 Theories of Buyer Behavior in Terms of Individual and Market The buying behavior of the consumers differs in the different market and for that reason exper developed different theories of consumer buying behavior. According to Czinkota and Ronkainen, (2012), there are four theories of the buying behavior which is listed in the following. Complex Buying Behavior: In this situation, consumers have higher involvement in the expensive, risky, purchased infrequently, and highly self-expressive product. Dissonance Reducing Buying Behavior: Highly involvement but seeks little difference between brands. Habitual Buying Behavior: Low involvement of consumers but little brand differences. Variety-Seeking Buying Behavior: Have low consumer involvement but brand difference is significance. 1.3 Factors Affecting Buyer Behavior In the modern market, consumers need to make different buying decision in different condition which is affected by the different factors. However, consumer purchase decision is affected by the culture, society, personality, and psychology. This is listed in the following figure. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7xOzffIWyYc9YcGSMJ58hRxtsRat2CR-1II4tYycwJjBEukjblimGbz6vOARok7FjrGEniZl_0Hgqc3F5_9BGucDCX0QJKqZ1Ca537mzo40W2leTSYqTwJVCoT_nnE9bnE4ueNWRTZag/s1600/chart+1.jpg Figure Two: Factors affecting consumer buying behavior. Source: Craig and Douglas, (2009) Cultural: Human behavior is controlled by the culture that is followed by the people and this culture affects purchasing decision. Social: The social structure influences the purchasing behavior of the consumers. Personal: The personal characteristics influence the purchasing decision of the consumers. Psychological: The psychological factors influence the purchasing behavior of consumer like motivation toward purchasing. 1.4 Relationship among Brand Loyalty, Corporate Image, and Repeat Purchasing The brand loyalty, corporate image, and repeat purchasing have strong impact on the competitive advantage of a firm in the highly competitive market. The brand loyalty creates customer loyalty which is resulted the repeat purchasing of the customer Douglas and Craig, (2009). However, the brand loyalty, corporate image, service, price and service quality leads to increase the loyal customer and those loyal customer is the asset of a firm who enhance the brand loyalty and corporate image. The brand loyalty will authentic when the customers have true attitude to make the repeat purchasing. For example, the Pepsi is considered as the true brand loyalties which have the corporate image in the competitive market. 2. Requirement Two 2.1 Types of Market Research Techniques Generally, the market research or the marketing research is designed to collect information to implement in the marketing activities of the firm. Normally, the market research has the two techniques which are listed in the following. Primary Research: The primary research has two ways which is Qualitative and Quantitative research. In qualitative research the research can be designed through the open-ended question and focus groups. However this research technique is used to gather the descriptive information (Dodd, 2008). On the other hand, the quantitative research gathers numerical information to analyze the marketing techniques. The quantitative techniques are done through the surveys. Secondary Research: The secondary research gathers information on the topic which is already published. The secondary research information is gathered from the different institution like trade associations, chamber of commerce, universities, media like newspaper, magazines etc (Dodd, 2008).. 2.2 Source of Secondary Data The secondary data is collected from the different sources which are already published. The secondary research information is already exists. For that reason, the primary data collection is not needed and the secondary information can be gathered from the libraries, public information centre, books, business publication, magazines, newspapers, trade associations, NGOs, banks, real states, insurance companies, wholesalers, manufacturer, regional organsiation, media representatives and many others (Dodd, 2008).. 2.3 Validity and Reliability of Market Research Findings Every research does not require the high level elaboration of study. But, the marketing research needs to conduct the minimum level of study which makes the actual result of the study. The small and informal research background may bring the irrelevant or wrong result (Craig and Douglas, 2009). However, the research validity comes from the data gathering techniques, ethical consideration, and the claims that are done through during the preparation of the research. The research validity may influence greater techniques which mentioned the similarities of other research and opinions. Most of the cases the samples are too small which leads to the poor reliability of the research findings. 2.4 Preparing Marketing Research Plan The marketing research plan is designed to bring the information to implement the current marketing activities. For an example, the market research plan for the Proctor Gamble (PG) has developed to bring out the information of 4.2 billions of customer perception. However, PG has developed the marketing research to justify the brand equity in the market to provide the competitive advantage (Ahmed et al., 2010). For that reason, the company started to cater the consumer to find out the appropriate result and the company has spent tremendous amount of money, effort to bring the innovation. PG knows that, the consumers know about the products which are delivered for the development of the marketing research techniques. PG has successfully handled the market research which brought the appropriate result to determine the marketing result. Now, PG believes that was the only reason why the company is placed in the worlds top one of the brands. 3. Requirement Three 3.1 Market Size Trends within the Market The market size is calculated by the total volume or value of sales in the market and the total volume is calculated through the number of units sold and the amount spent by the customer to have the costs of goods sold. To illustrate this an example of UK book market can be considered, the UK book market is healthy and dynamic market which saw that the market size is upward. In this market, the consumers are the main driver and the publishers need to promote the new writers books rather the old writers (Ahmed et al., 2010). Because, the old writer already captured the market and new writers can expand the market which increase the market size. However, the book market size is also expanding due to non-fiction growth of the products and services which helps to expand the market size. 3.2 Competitor Analysis of Tesco Tesco is the biggest supermarket chain in the UK. The most significant issue is that, the UK supermarket and food retail market is considered as heavily consolidated. In the supermarket chain, the top five supermarket chain has the major market share which is minimum more than five and these companies are Tesco, Asda, Sainsburys, Wm. Morrison, and Somerfield. These five companies have more than 80 percent of the total market share in the UK. However, the competition between these companies is intense and dynamic (Henry, 2011). However, the competition is begins with plan which is set to position in the market, Tesco considers Asda and Wm Morrison low price group who has the strong market influence in the market and Asda is the second largest UKs supermarket chain. Whereas, the Sainsburys and Somerfield are considered as the smaller competitors, which have focus on the higher price. Tesco is the largest supermarket chain and consider all the competitors to set the marketing activities in the market to increase the sales of the product. In the UK supermarket chain, Tesco is holding the 30 percent market share and Asda and Sainsburys has the second and third position which belongs 16 and 17 percent market share respectably (Bagozzi Foxall, 2009). However, the Morrison holding the fourth position which has the 11 percent market shares with the acquisition of the Safeway. The competitor Somerfield has the 6 percent market share for the fifth position. 3.3 Opportunities and Threats for Asda Asda is a second largest supermarket of UKs supermarket chain, which have currently booming position in the supermarket chain. However, the company was taken over by the USAs biggest brand Wal-Mart. Though, it has been taken over by the Wal-Mart, the brand name didnt change and the old brand name successfully promoted by the Wal-Mart which is completely efficient strategic decision (Bagozzi Foxall, 2009). This strategy has brought some opportunities for Asda, as well as threats. This is relevant in all business practice that, the threats is existed in line with the opportunities. So the opportunities and threats need to identify to attempt for the best alternative action in the market. In the following the opportunities and threats is identified (Lewis and Slack, 2003). Opportunities Threats Sufficient Shareholder More brands but lower selling of high brand products. Currently second largest supermarket chain in UK Asda cannot be compared with TESCO(first biggest supermarket chain) Provides best value rather money to the retailer Focus on selling of Asdas product rather the big brand like Nestle, Cadbury, Proctor and Gamble, Unilever. Having high profit margin Less stores compared to the competitors Efficient procurement system Focus on great profit Table: Opportunities and Threats of Asda. 4. Requirement Four 4.1 Techniques to Assess Customer Response The assessment of the customer response is fully depends on the activities of the firms performance in the firms activity sector. Moreover, the techniques of the customer response are highly developed on the assessment and measurement of the financial planning in which the customer survey is considered as the best way to assess the customer response Doyle, P. (2008). Besides, the customer survey, an organization can assess the different yardsticks which are described in the following part of the paper. Productive Performance Indicator: The productivity of the organization will be increased when the customer response is developed. Because, the sales of the product is increased and the demand for the product also increased in line with the sales. Then, a company try to increase the productivity is increased. Then the organization can easily trace the customer responses. Financial Performance: when the customer response is positive the financial performance is upward. Because, the increased sales contribute to increase the profit margin which make the company profitable. The positive performance brings the customer response. Quality Performance: if the organization offers the better products in the market the customer try to take the full responsibility which increases the product sales. The quality performance is able when the continuous selling is running. Response Cycle Time: The customer who intends to response with the product quality then the repeat purchase increase. The sales volume represent whether the customer making the repeat purchase. This indicates the customer response of the organization. 4.2 Customer Satisfaction Survey To assess the customer satisfaction the direct survey is continued which has logical collaboration of the abandon item. But, most of the cases the survey questions do not matched with the customer satisfaction level and the perceived customer value are highly merged with customer experience (Catherine, 2011). Here, the questionnaire for customer survey is as follows. What is your gender? Which range indicates your age? How long the products are used? Which product and services is preferred by the organization to serve you. How frequent the purchasing of the products needs. The rating of the overall satisfaction level to customer level. Will you recommend to your friend and family to buy from this product. The brand attributes need to be argued or not? Rating the companys product. Which logo customer beliefs to make brand relation? How satisfied you overall with the products attributes? Is the firm is able to support your problems? If the product dont be able how the staff are offer to serve recent problems? How efficient the customer service system of the organization. This question is designed with the options which have the logical structure of the satisfied, strongly satisfied, not satisfied, and neutral. This survey result will help to find out the actual result of the survey. 4.3 Review of the Survey The survey questionnaire brings the data of specific problems and weaknesses of the organization. The term customer satisfaction will be measured when the result of the survey report will be submitted. Moreover, the actual results will carry the recent information which is carried by the research objectives (Catherine, 2011). Customer satisfaction will be brought when the result of the survey will be positive. However, the results may positive or negative both is expected. When the result will be positive the company will try to maximize the service components and features. On the other hand, if the result is negative the organization may take action to make the product development with the special feature comparing the competitors. The customer service provides the special features of the recommendation which develop the marketing activities. Training Plan The training session for the 10 mid level manage will be focused on the key procedures of the market research techniques. The market research techniques is designed to develop the authentic collaboration with the different techniques of research, how to bring the actual result, how to response with the negative result. This system will be enhanced when the research is designed to develop the specific actions of the research techniques. The ten midlevel manager will able to carry out the research of the organization. Conclusion In brief, the high level of value adds the high level of the organizations performance. The customer service is designed to provide the actual results which are demonstrated the individual customers (Bagozzi Foxall, 2009). However, the firms need to focus on the after sale service to bring the customer response which bring the brand equity in line with the corporate image. So, the research and development is the necessary part to know whether the customer is satisfied or not. Finally, the satisfied customer bring the huge benefit for the organization in long run with profitability and growth.

Health of Children

| |Healthy minds | | |Promoting emotional health and well-being in schools | | | | Contents Executive summary1 Key findings4 Recommendations6The role of schools in providing for pupils with mental health difficulties7 Whole-school approaches to promoting good mental health10 Recognising and providing for individual needs17 Working in partnership with other agencies17 Relationships with parents24 Informal arrangements27 Provision through professional referral31 Notes34 Further information35 Publications35 Websites36 Executive summary This report examines the vital role played by schools in promoting the emotional well-being of their pupils.It analyses practice based on evidence gathered from visits by Her Majesty’s Inspectors (HMI) to 72 schools and reports on the impact of the guidance provided to schools four years ago by the Department of Education and Skills (DfES) and the National Healthy Schools Standards (NHSS), agreed in 1999. [1],[2] Both clarify the importance of goo d provision to ensure that schools meet the needs of pupils with mental health difficulties. Schools’ lack of knowledge of the DfES guidance results from a missed opportunity to improve the quality of provision for pupils with mental health difficulties.The large number of schools visited for this survey who were not working towards meeting the NHSS is of serious concern. Only just over half of them were aware that such standards existed. Of these, only a very small minority of schools were working towards or had met the criteria for providing for pupils’ emotional health and well-being. One barrier was the low level of awareness of the importance of the issue. It is unsurprising, therefore, that training for staff on mental health difficulties was found to be needed in three quarters of the schools.Most training tended to focus on strategies for managing pupils’ behaviour rather than on promoting positive approaches to relationships and resolving conflicts. Des pite such a lack of awareness in schools of mental health issues, there was good practice in one third of the schools in the survey, including: †¢ an ethos which valued and respected individuals †¢ a serious approach to bullying and pupils’ difficulties with relationships, and swift resolution of problems †¢ good arrangements for listening carefully to pupils’ views †¢ the involvement of parents in identifying problems and making provision for their children.Good joint working between health services, social services and schools was at the heart of effective planning and provision for individual pupils. Although multi-agency working was becoming better established within local education authorities, it was unsatisfactory in a quarter of the schools. Schools, parents and pupils were not always aware of how they might gain access to services. The best arrangements included regular meetings attended by a range of professionals, where work was coordinat ed, referrals made and difficulties followed up.Health services, social services and schools used different terms to describe mental health difficulties. The lack of a common language added to difficulties in recognising and meeting pupils’ needs. Schools identified about one in twenty pupils with mental health problems, although the Department of Health suggests a figure nearer one in ten. Arrangements for pupils to refer themselves for support and help were popular with them, as well as effective. This was particularly so where a pupil was struggling emotionally but where the school had not noticed changes in the pupil’s behaviour.Mentoring and support from peers was also very effective at providing a listening ear and opportunities for positive friendships. The report concludes that schools should make the promotion of pupils’ emotional health and well-being a priority and ensure all staff are aware of the guidance available. Key findings were nearly all prim ary or special schools and pupil referral units (PRUs). Secondary schools found it most difficult to make arrangements for multi-agency working a priority and they rarely took the lead in improving this aspect of their work.The lack of common language between education, health and social services professionals contributed to the difficulties in establishing good partnership working. Recommendations Local authorities and other agencies should: †¢ ensure that services for pupils with mental health difficulties are co-ordinated effectively within their area and that access to services is clear to schools, parents, children, young people and other service users †¢ commission, where appropriate, the services of voluntary organisations. Schools and other settings should: use the DfES national guidance on mental health difficulties to develop clear procedures, that are known and used by all staff, for identifying and supporting pupils †¢ ensure that issues concerning mental health are tackled successfully, either through the National Healthy School Standard (NHSS) programme or the PSHE curriculum †¢ establish arrangements for preventing bullying and promoting positive relationships and monitor their effectiveness †¢ work together to ensure that the DfES guidance is disseminated to all staff.The role of schools in providing for pupils with mental health difficulties 1. Many services play an important role in promoting pupils’ emotional health and well-being, including health services, social services, voluntary organisations, early years provision and schools. However, the notion of mental health difficulties carried a considerable stigma for many pupils and their parents. This, together with the need to attend a clinic, created difficulties for Child and Mental Health Services (CAMHS) in working with young people and their parents.A few pupils in the survey said that they did not wish to attend clinics for their appointments and did no t want to be labelled as mentally ill. Schools, therefore, play an important role in supporting children and young people in this area. 2. Guidance provided by the DfES in 2001 aimed to help teachers and others, working alongside mental health professionals, to promote children’s mental health and to intervene effectively. [3] It provides a useful description of the nature of pupils with mental health difficulties and a thorough overview of the issues relating to joint working between health services, social ervices and education. It suggests helpful strategies for schools to use. Few schools, however, were aware of the guidance which should have provided a good opportunity to improve the quality of provision for pupils with mental health difficulties. 3. A survey referred to in the DfES guidance indicated that about 10% of pupils experience clinically defined mental health difficulties. The schools visited, however, identified only between 4% and 6% of pupils overall with so me form of mental health difficulty, indicating some under-identification.This might go some way to explaining why schools struggle to manage the behaviour and attendance of some pupils, if they are not correctly identifying their difficulties and providing for them. 4. The 1999 Mental Health Foundation publication Bright futures defined children who are mentally healthy as able to: †¢ develop psychologically, emotionally, intellectually and spiritually †¢ initiate, develop and sustain mutually satisfying personal relationships †¢ use and enjoy solitude †¢ become aware of others and empathise with them †¢ play and learn develop a sense of right and wrong †¢ resolve (face) problems and setbacks and learn from them. [4] 5. Health services, social services and schools all use different terms to describe pupils and their conditions. There are many definitions of the term ‘mental health difficulty’ ranging from the highly categorised, commonly u sed by many health services, to those based on more descriptive terms which are prevalent in schools and other educational settings. 6. ‘Mental health’ and ‘mental health difficulties’ are more commonly used terms within health and social care.Schools and local authorities are increasingly using the term ‘emotional health and well-being’ in relation to both the care they take of pupils and the curriculum they provide. 7. The lack of shared definitions and understanding of mental health problems, however, makes it difficult for schools to identify and discuss these pupils. In a small proportion of primary schools, boys were pinpointed as more likely to exhibit mental health difficulties, but most schools reported no pattern. Some secondary schools identified more girls who were depressed, self-harming or who had eating disorders.However, no real gender differences were apparent and boys and girls were equally likely to have mental health problem s which were evident in school. Whole-school approaches to promoting good mental health 8. The best schools promoted good emotional health and well-being by valuing and respecting every individual. In the schools visited, those which embodied a value system that embraced all children identified fewer children with mental health problems. These schools promoted many and varied opportunities for pupils to share their thoughts and feelings.They used the curriculum to develop pupils’ listening skills and an understanding of other people’s points of view: this culture permeated school life. Case study A primary school in a disadvantaged area had a caring and supportive ethos in which the personal development and emotional well-being of pupils was very effectively promoted. There was a strong emphasis on developing all pupils’ self-esteem and ensuring that they had the language and opportunities to express their feelings and emotional needs.The school council and staf f were concerned that some pupils did not have friends to play with at break time. Very good initiatives, including ‘Playground Buddies’ and a ‘Friendship Area’, were introduced in response to these concerns. The school worked very hard to build up and maintain supportive relationships with parents and guardians, who felt that the school was a very safe and caring place for the children. The whole staff, including teachers, teaching assistants, administrative staff, catering staff, the site manager and cleaning staff contributed to this whole-school thos. 9. Pupils interviewed for the survey identified a lack of friendships and bullying as reasons for emotional difficulties in school. In all the schools with good arrangements for promoting health and well-being, bullying was not tolerated at any level. Pupils were able to discuss any incidents where they felt bullied and matters were discussed sensitively and resolved speedily. In these schools the pupils s pecifically commented that they were happy at school because they could talk to an adult if they had problems and know that action would be taken. 10.All schools taught a programme of personal, social and health education (PSHE). Nearly all primary and special schools discussed some elements of anger management, conflict resolution, bullying and friendship difficulties through such programmes. The provision was always at least satisfactory, and was good in over half of all schools visited. 11. Very few of the schools, however, tackled mental health difficulties specifically. These were missed opportunities to promote pupils’ general emotional well-being, particularly so in secondary schools where there were generally fewer opportunities to explore such issues.Only a third of the secondary schools visited taught PSHE programmes which included topics such as bereavement, stress and bullying. 12. The Primary National Strategy has provided training and curriculum materials for sc hools which focus on the social and emotional aspects of learning. At the heart of the materials is the belief that positive behaviour requires an active, whole-school approach to developing children's social, emotional and behavioural skills within a community that promotes the emotional well-being of all its members.A few of the schools visited were involved in the pilot stage of this work to very good effect. These schools were teaching pupils how to understand their own feelings and those of others, persevere when things became difficult, resolve conflict and manage worries. Staff found the training helpful and were in a good position to ensure their pupils learned how to take responsibility for their relationships and their learning. Following successful piloting, the Social and Emotional Aspects of Learning (SEAL) curriculum resource was made available to all primary schools in June 2005. [5]Case study A Year 5 class explored what it felt like to join a new group. Pupils talke d freely about their own experiences of joining clubs, moving to a new school and trying to make new friends. They used a good range of vocabulary to describe the feelings associated with newness and change, ranging from ‘scared’ and ‘excited’ to ‘apprehensive’ and ‘excluded’. Groups then planned what they would put in a welcome pack for a newcomer to their school. They gave careful thought to the kinds of information that would be helpful and to the ways in which they, as individuals, could be supportive. 3. No similar national programme was observed in secondary schools although one is currently being developed. Overall, secondary schools were less successful than primary and special schools at tackling issues of emotional health and well-being through whole-school initiatives. 14. In over half of the secondary schools visited, behaviour policies created stress or tensions for pupils. For example, in one school, exclusion was a c ommon response to difficult behaviour; as a result, the pupils felt under-valued.Schools made only very limited efforts to provide a suitable curriculum to meet these pupils’ emotional and learning needs. In one learning support centre within a school, pupils were taught by unskilled staff in poor surroundings which contributed to their low self-esteem. In a PRU, Year 11 pupils involved in a transition programme jointly run with the youth offending team reported that they were sent home on study leave two months before their official leaving date, even though they were not taking any formal examinations. They felt unwanted and this has had a negative effect on their self esteem, behaviour and attendance. 5. A significant minority of the secondary schools found ways to promote emotional well-being through their behaviour policies. For example, one large secondary school was developing ways to ensure that older pupils remained engaged with their school, even though they were so on to leave. A group of Year 11 pupils received two days’ training to develop skills of listening and helping pupils to find their own solutions to problems. The pupils subsequently provided a non-threatening opportunity for pupils who were experiencing difficulties to confide in someone and share their problems.The trained listeners received an external accreditation award for completing their training. 16. One barrier to improving provision for pupils’ emotional well-being was the low level of awareness amongst staff of its importance. Hardly any schools were aware of the comprehensive guidance issued by the DfES in 2001. [6] Even fewer schools had provided any staff training to raise awareness of the issues and the strategies described in the guidance. 17. Training for staff on mental health difficulties was unsatisfactory in just over a third of the schools visited and good in only just under a quarter.Most training tended to focus on managing pupils’ behavi our rather than on promoting a positive approach to relationships and resolving conflicts. However, a few secondary mainstream and special schools were developing an approach to conflict resolution based on ‘restorative justice’. This ensured that, where there were conflicts, all points of view were aired and discussed. The pupils valued this: they felt they could ‘have their say’ and that their views were respected. The training programme for staff was effective: teachers and support staff felt able to implement the programme successfully. 8. The National Healthy Schools Standard (NHSS) is at the core of the government’s healthy schools programme. [7] It was introduced in October 1999 to support the teaching of PSHE and citizenship in schools and to provide schools with practical ways to create a safe and productive learning environment and minimise potential health risks. One of its eight key areas of activity is emotional health and well-being (in cluding bullying). Of serious concern, however, was the large number of schools in the survey who were not working towards meeting the standard. Only just over a half were ware that the NHSS existed and, of these, only a very small minority were working towards or had met the criteria for emotional health and well-being in their school. 19. Small schools often had informal but effective arrangements for recording and discussing concerns about pupils’ well-being. Staff quickly perceived changes in pupils’ behaviour, demeanour or progress. An important feature of these effective schools was the quality of the communication between staff, for example between class teachers, teaching assistants and the special educational needs co-ordinator.Recognising and providing for individual needs Working in partnership with other agencies 20. All schools and LEAs recognised the importance of working well with professionals from the health and social services. Joint working with thes e other agencies was crucial in planning and providing for pupils’ individual needs. The challenge, however, for professionals from a range of disciplines was to achieve a common understanding of the problems of pupils with mental health difficulties. The following case study shows the benefits of effective joint working. Case studyA counsellor in a secondary school was working with a pupil who had referred herself for support. The pupil’s mother did not know this. A mental health worker from CAMHS, who worked in a local clinic, was also working with the pupil and approached the counsellor to see if they could work together with the pupil and parent. The counsellor discussed this with the pupil who gave permission for her mother to be contacted. Both professionals became engaged in supporting the parent and child. The consistent approach agreed between the adults ensured more straightforward discussions and properly agreed resolutions to problems. 1. Many of the local authorities visited were in a period of reorganisation as they set up Children’s Services to meet the requirements of the Children Act 2004. Practice is beginning to develop to establish the joint planning and working at the heart of this legislation. For example, one LEA was developing multi-agency patch teams and common referral procedures were being considered. Despite this, the survey showed that there was a long way to go to ensure that the legislative intentions result in better practice in schools. 22.Partnerships with external services were unsatisfactory in nearly a quarter of the schools visited and significant improvements were required in two thirds of them. Only a few of the secondary schools had good arrangements for multi-agency working. Relationships between schools and social services were particularly variable. 23. Unsatisfactory relationships between schools and other agencies were typified by: †¢ the unavailability of social workers, even for urgent c ases †¢ schools’ inflexibilities in approaching the planning of programmes to meet the needs of some of their pupils †¢ frequent staff changes long waiting lists for referrals †¢ reliance on personal informal contacts rather than agreed systems †¢ issues relating to geographical boundaries which remain unresolved. In the third of schools where multi-agency work was good, all the agencies had found ways of resolving such difficulties. 24. The most effective strategies which promoted good joint working included regular, frequent meetings attended by all agencies. Pupils’ needs were discussed and plans agreed and recorded. Case study A Vulnerable Students’ Panel effectively identified students xperiencing emotional health difficulties and provided appropriate multi-agency support for them. The panel met monthly and included representatives from a range of agencies. It was chaired by a deputy headteacher and a psychiatric nurse who was the manage r of the school support centre. All school staff were informed confidentially about the students who had been discussed and this dissemination aided further identification. Decisions made by the panel ensured that agencies were deployed to work most effectively in their areas of greatest competence and avoided unnecessary duplication of effort.Importantly, the school and agency representatives were charged with taking action and reporting back on its success at the next meeting. In this way each organisation was accountable to the panel. 25. Identifying one person to be responsible for co-ordinating and liaising with health and social services helped communication and ensured important information about pupils was disseminated effectively. 26. In a few LEAs, networks of professionals working in the same area met regularly to share effective strategies.They learnt about each other’s working practices and this promoted a shared understanding of issues. There was good practice i n schools where a wide range of professionals including counsellors, therapists, social workers and psychologists were employed by the school. Case study A primary school had formal procedures for logging concerns about a child’s academic, personal, social or emotional development. A nurture group also provided a way of identifying pupils who might have mental health difficulties. The school used short-term charitable funding to employ a family officer.She maintained close links with families identified as being in crisis and was therefore easily able to identify pupils at risk of developing difficulties in their emotional health and well-being. This approach encouraged partnership working so that parents referred their child to the family officer, headteacher or special educational needs coordinator if they had concerns. 27. Regular visits by other professionals helped schools to identify pupils who might be experiencing mental health difficulties. Case study The headteacher attended the school’s breakfast club every day and a mental health worker attended once a week.The club provided an effective method of identification through direct observation of children and regular communication with parents. 28. Sometimes other agencies initiated the joint working and the schools grasped the opportunity to participate. Case study A consultant paediatrician at a local hospital initiated collaboration amongst different schools to promote emotional literacy amongst pupils. The initiative was inspired by an attempt to deal with bullying, cited as a problem by many children who attended the hospital.The project, now in its fourth year, involved pupils from a primary school, special school, high school and the local tuition service. The project’s activities were based on posters which depicted problems faced by pupils. They were encouraged to develop listening skills, understand the perspective of others and to negotiate and compromise. Hospital staff encouraged the use of a common language by colleagues and the project fostered strong links between the health and education services. The result was fewer individual referrals to the hospital. Pupils who experienced bullying were usually referred directly to the project for support. 9. The pupils who were least mentally well were those who were withdrawn or depressed and who were underachieving as a result. Schools commonly identified pupils whose attendance was unsatisfactory and who did not participate fully in school life. Typically, these pupils had few or no friends and were isolated in the play ground. However, they presented few challenges to teachers and, too often, their problems were not followed up. Few schools saw non-attendance, lateness or falling behind in course work and homework as indicative of deeper problems. 30.Schools relied too much on informal methods to identify vulnerable pupils. Primary schools, particularly, insisted that they were able to identify such pupils easily because they knew their pupils very well. 31. Only a minority of the secondary schools used information from pupils’ previous schools to help recognise those who might experience mental health difficulties. Relationships with parents 32. A key to effective identification and provision lay in schools’ relationships with parents. Links with parents and other agencies were closest in the early years.Home visits, where parents could talk openly about their concerns and their children’s behaviour, and initiatives such as parenting classes, supported the identification of any problems or difficulties. As pupils grew older, schools found it harder to sustain such relationships, although there were examples of very good practice in primary, secondary and special schools. The main characteristics of good practice were: †¢ home visits by teachers and other support staff †¢ training for parents in developing healthy minds †¢ parental support gr oups †¢ regular meetings and telephone contact co-ordination with other agencies so that parents had to attend only one meeting. 33. Parental support groups were particularly common in the schools visited. In the following case study, the support groups were run by a local CAMHS team based in the school. The workers were able to talk to teachers while they were in the school and to ensure that information about individual pupils was discussed with them when appropriate. Case study A group of six parents met for ten two-hour sessions. The aim of the group was to help parents enjoy rather than simply manage their children.Parents learned how to play games and stimulate their children, thus strengthening their relationship. They particularly appreciated the opportunity to share their concerns with other parents who understood the problems. One parent reported, ‘You realise you’re not on your own; you don’t feel so bad’. The project was in its infancy, bu t there were signs that it was helping parents to develop confidence and to help each other do better. 34. Difficulties in working with parents stemmed from: †¢ late diagnosis of a pupil’s problems †¢ uncoordinated support from a range of agencies poor information provided for parents about whom to contact †¢ inadequate account taken of parents’ childcare arrangements, so that they sometimes had difficulties in attending meetings †¢ negative feedback to parents about their children †¢ parents’ perceptions that the school had ‘given up’ on their child. One parent observed, ‘Nobody ever said what was available; you had to find out for yourself or hear it from someone else’. 35. Most, but not all, of the pupils identified with mental health difficulties also had emotional, social and behavioural difficulties (EBSD).Some had more than one such difficulty. Ofsted has reported recently on the provision for these pupil s and its effectiveness. [8] This report focuses on the provision required for pupils who do not necessarily have special educational needs but who require additional emotional support to succeed at school. Informal arrangements 36. Half the schools in the survey operated self-referral or drop-in schemes run by peer counsellors, youth and community workers, school nurses, in-school counsellors and those from voluntary organisations.These arrangements enabled the pupils to identify themselves and seek the help they wanted and needed. Case study A secondary school appointed a health practitioner who dealt with a wide range of issues: developing self-esteem, anger management, relaxation and stress management. Pupils were able to make their own appointments and the work was completely confidential. She also did some teaching. This made her more accessible and reduced the stigma for pupils of ‘knocking at the door’. 37. A very small minority of primary schools offered pupils opportunities for self-referral to staff.In these schools, pupils could draw or write about themselves in a ‘reflections book’ or a ‘feelings book’, make use of a ‘bullying box’, and write or talk directly to the headteacher or the PSHE co-ordinator. Pupils who had such opportunities reported that this was supportive and gave them confidence. A Year 6 pupil said of her ‘reflections book’: ‘It helps me to have a confidential conversation with my teacher about things that are worrying me. ’ 38. A programme of education about values also helped pupils to talk freely and openly about their feelings.Each pupil was given a book in which they could write or draw a picture about the things that had made them happy or sad. Teachers monitored the books regularly to ensure that a pupil’s personal difficulties were identified early; they were powerful additions in a school where the ethos was already strongly supportive of pupils’ emotional well-being. 39. Clubs and after-school activities also enabled schools to support vulnerable pupils in a way which reduced the stigma of referrals. 40. In one primary school, 50 pupils regularly attended the ‘happy/sad’ club, where they talked about positive or negative experiences that concerned them.Clear ground rules had been established, which were understood by pupils, such as respecting what had been discussed and not gossiping. Pupils could put a photograph in a scrapbook of people that were special to them. The teacher usually led a short, directed session based on an appropriate text and provided an opportunity for meditation and reflection. The high number attending reduced the possibility of negative labelling and pupils had good opportunities to share their thoughts and feelings openly with their peers. 1. Pupils often commented that they particularly valued opportunities to talk and be listened to. The extent to which pupils with m ental health difficulties have problems in making and sustaining friendships may explain, to some extent, the success of peer support schemes. 42. Nearly half the primary schools visited had effective initiatives which were based on pupils helping each other to resolve difficulties. One school focused on socially isolated pupils by appointing ‘playground angels’.The ‘angels’ had weekly meetings with a teacher and were also represented on the school council. Pupils involved in these activities felt that they helped them to show responsibility towards younger children and to develop into mature and sensible people. 43. Others schools focused on the difficult point of transition between primary and secondary school. Pupils who struggled to make friends were considered by a few primary schools to be particularly at risk of experiencing problems. These schools developed a range of peer support programmes, as in the following example: Case studyA group of Year 4 pupils were considered to be at risk of difficulties on transition and the school decided to make provision in collaboration with the local secondary school. Year 8 pupils were invited to apply for posts of pupil mentors. They were interviewed and successful applicants were trained. Over two years, the primary pupils visited the secondary school at least once each half term for lessons, lunchtimes and social activities. On each occasion they were met by their individual mentor and had time to discuss issues with them. Primary pupils really enjoyed the programme.They were very clear how the transitional programme had helped them to prepare for secondary education. 44. Two thirds of the secondary schools visited had good peer counselling, support and mediation systems. Peer mentors who had themselves experienced difficulties in the past commented on how much they valued helping younger pupils who were also experiencing problems. The most successful schemes provided thorough training f or the pupils offering the support, as well as careful monitoring from the teachers responsible for it. Provision through professional referral 45. Referral systems differed widely.In one area, the consultant psychiatrists responded to requests for information about pupils; the service accepted referrals from any involved professional. More commonly, however, panels of professionals considered referrals. The latter arrangement had some advantages in that there was discussion and agreement on the type of intervention which was most likely to succeed. However, this arrangement also tended to create delays in responding to pupils’ needs. 46. Not all professionals were clear about how referrals should be made, and who ought to make them, for particular types of provision.This lack of clarity meant that pupils who might have benefited from services were not given access to them since the school was unaware that it could make such a referral. 47. Schools and pupil referral units (P RUs) did not always receive an equitable service from other agencies, especially where education, social services and health services had not agreed how resources should be allocated and work prioritised. It was common to find that a CAMHS worker was based in a school in one part of a local authority, while, in the same authority, another school had to make referrals to a panel.The schools were unaware of why these differences existed. 48. The most common types of provision were: †¢ counselling †¢ family work †¢ mentoring and support workers who visited the pupils regularly and provided advocacy and support through discussion and activities †¢ a modified curriculum and timetable †¢ nurture groups and sanctuary space. 49. This provision was largely effective when it was matched well to the assessment of the pupils’ needs. However not all schools were able to attract the additional resources required to provide these types of opportunities.Larger school s had more funding to be able to establish support centres specifically for pupils with mental health problems. 50. Local and national voluntary organisations played an important role in working with schools and local authorities to provide services for children and young people with mental health difficulties, and they were often represented on local CAMHS strategy groups. In some local authorities, partnerships with voluntary organisations provided helpful services for schools and parents, such as counselling and family therapy.Voluntary groups were often better at monitoring and evaluating the impact of their work since they depended on such evidence to attract further funding. Case study In one local authority a charity had been working in some schools for five years. For an annual fee, the school received a large amount of support from the charity which provided an art therapist and a dance instructor who worked with pupils identified by the school and provided counsellors, sup ervised by team leaders, from the charity. NotesThis survey is based on the findings of a survey of 72 settings in eight local authorities. The settings and almost all the authorities were selected randomly to represent a mixture of shire and unitary authorities. One authority was chosen because of known good work in the area of mental health. Her Majesty’s Inspectors (HMI) visited early years settings, primary and secondary schools, pupil referral units, hospital schools and settings, maintained and independent schools for pupils with EBSD and learning difficulties, and specialist provision for pupils who had been bullied.HMI observed lessons and other activities, scrutinised policies and records and held discussions with 269 pupils and 115 parents. Discussions were also held with a range of local authority staff, headteachers and senior managers, teachers, teaching assistants, learning mentors, and representatives of voluntary organisations. They also met CAMHS regional dev elopment workers. Further information Publications Promoting children’s mental health within early years and school settings, (DfEE 0121/2001), DfEE, 2001. SEN and disability: towards inclusive schools (HMI 2276), Ofsted, 2004.Managing challenging behaviour (HMI 2363), Ofsted, 2005. Mental Health and Social Exclusion, Social Exclusion Unit Report, Office of the Deputy Prime Minister, 2004. http://www. socialexclusionunit. gov. uk/downloaddoc. asp? id=134 Promoting social, emotional and behavioural skills in primary schools, Primary National Strategy, DfES, 2004. Developing emotional health and well-being: a whole-school approach to improving behaviour and attendance, Key Stage 3 National Strategy, DfES, 2004. Behaviour and attendance toolkits, Key Stage 3 National Strategy, DfES, 2005. http://www. standards. fes. gov. uk/keystage3/respub/ba_toolu Promoting emotional health and well-being through the national healthy school standard (NHSS), NHS Health Development Agency, 2004. http://www. hda-online. org. uk/Documents/promoting_health_wellbeing. pdf Guidance on new ways of working for psychiatrists in a multi-disciplinary and multi-agency context: national steering group interim report, NIMHE, CWP, Royal College of Psychiatrists and Department of Health, 2004. http://www. dh. gov. uk/PublicationsAndStatistics/Publications/PublicationsPolicyAndGuidance/PublicationsPolicyAndGuidanceArticle/fs/en?CONTENT_ID=4087352=01RXVr Effective joint working between child and adolescent mental health services (CAMHS) and schools, Research report no. 412, Bridget Pettitt, Mental Health Foundation, DfES, 2003. Websites www. dfes. gov. uk/mentalhealth DfES Mental Health www. rcpsych. ac. uk Royal College of Psychiatrists www. socialexclusionunit. gov. uk Mental health and social exclusion www. standards. dfes. gov. uk/primary DfES guidance on developing children’s social, emotional and behavioural skills www. teachernet. gov. uk/management/atoz/n/nhss/ National Heal thy Schools Standard ———————– 1] Promoting children’s mental health within early years and school settings (DfES 0121/2001), DfES, 2001. [2]Promoting emotional health and well-being through the national healthy school standard (NHSS), NHS Health Development Agency, 2004. [3] Promoting children’s health within early years and school settings, DfES, 2001. [4] Bright futures: promoting children and young people’s mental health, Mental Health Foundation, 1999. [5] The SEAL resource box can be ordered from Prolog, Tel. 0845 602 2260, [email  protected] uk. com (ref: DFES 0110 – 2005 KIT), or viewed and ordered from the Teachernet website: www. eachernet. gov. uk/seal. [6] Promoting children’s mental health within the early years and school settings, DfES, 2001. [7] The NHSS is funded jointly by the DfES and the Department of Health, hosted by the Health Development Agency (HDA). It forms part of the government’s drive to reduce health inequalities, promote social inclusion and raise educational standards through school improvement. [8] Managing challenging behaviour (HMI 2363), Ofsted, 2005. ———————– Primary and SecondaryJuly 2005 HMI 2457 ———————–

Evaluation of a Business Code of Ethics Essay

The purpose of this assignment is to assist you in refining problem-solving capabilities that organizations already possess for use in business ethics applications. This paper uses a structured, objective format sometimes called a system of inquiry. This assignment is a systematic formalized inquiry into or examination of the code of ethics of an organization and its effects to achieve a specific level of ethical behavior in employees, management, and executives. Each business should have a framework for ensuring ethical behavior. The structure, format, and scope of codes vary depending on the company’s business. An oil company’s code, for example, would probably have different criteria and emphases than a healthcare provider’s code of ethics. Sometimes, codes of ethics are called by other names, such as an employee code of conduct. A code of ethics, though, should be differentiated from standard good operating practices. Evaluation and analysis includes problem solving and behavior in assessing organizational ethics along with decision-making processes. In this case, you are evaluating your own company’s code of ethics, or that of another company if your employer does not have a code of ethics. Write a 1,200- to 1,400-word paper, one not using question-and-answer format, discussing your organization’s code of ethics in detail. Perform the following steps: Â · Obtain a copy of your employer’s code of ethics or find an example on the Internet from a major corporation, such as Shell Oil Company’s Statement of Ethics. This is the document upon which to base your inquiry. Â · Write a general information paragraph on the company, including its mission statement. Â · Determine the type of ethical system used by the firm and reasons or examples upon which you based your decisions. Ethical systems include ends-driven, relativistic, entitlement, and duty-driven (legal or religious) ethics. Â · Identify and discuss how the code of ethics is used. Include several paragraphs on each use: one for employees, one for management, one for the board of directors, and so forth. Some of this information comes from the company’s code of ethics. Others may be available through an Internet search. Consider the following: o Why it is used—the general or special circumstances o How it is used o When it is used Note. You may not be able to find all the information. In that case, state this fact and indicate which sources were examined with no results. Â · Why might the organization need to modify their existing code of ethics? Consider how you might modify the code if you were the new CEO and how you would implement the changes. Â · What possible reactions to the code are to be expected from employees and managers? What effects does the organizational culture have on the acceptance of the code? Â · What is the effect of the code on the organization? Â · Summarize the results of your systematic analysis or inquiry into the code of ethics of this organization.

Essay on The Great Pyramids - 1941 Words

The Great Pyramids Throughout the thousands of years that the Great Pyramid has been standing, there have been many myths and legends that sprung up. Among them was a landing site for alien spacecraft, a spacecraft itself, or the means to predict the future. This report is going to explain the actual reason the Great Pyramid of Giza exists, how and why it has existed for so long, and the story of its construction. The builder of the Great Pyramid does not get enough credit for his unbelievable achievement. Khufu (Also known as Cheops) was pharaoh for 24 years, 20 of which were occupied by the construction of the pyramid. The Greeks of the period called him Cheops but his original Egyptian name was Khufu. Despite building†¦show more content†¦Until the 19th century it was the tallest building in the world and, at the age of 4,500 years, it is the only one of the famous Seven Wonders of the Ancient World that still stands. It is the Great Pyramid of Khufu, at Giza, Egypt. Some of the earliest history of the Pyramid comes from a Greek traveler named Herodotus of Halicanassus. He visited Egypt around 450 BC and included a description of the Great Pyramid in a history book he wrote. Herodotus was told by his Egyptian guides that it took twenty-years for a force of 100,000 oppressed slaves to build the pyramid. Stones were lifted into position by the use of immense machines. The purpose of the structure, according to Herodotuss sources, was as a tomb for the Pharaoh Khufu (whom the Greeks referred to as Cheops). Most of what Herodotus tells us is probably false. Scientists calculate that fewer men and fewer years were needed than Herodotus suggests. It also seems unlikely that slaves or complicated machines were needed for the pyramid construction. It isnt surprising that the Greek historian got it wrong. By the time he visited the site the great pyramid was already 20 centuries old, and much of the truth about it was shrouded in the mists of history. 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