Environmental Policies Of The United States - 1438 Words

Environmentalists did get more power after the victory of DPP, as they for the first time were able to enter the state arena and took part in the policy making process. Environmentalist scholars were also given positions in the public sector, marking a step forward in the Taiwanese political history. However, the environmentalists did not see the implement of all the policies and environmental laws that they longed for. Instead, they found their previous ally now submit for the demand of better economic performance. According to Ho, this is because Taiwan had became a weaken state after the democratic institutions establishment due to DPP’s lack of experience and influence in the political circle. DPP did not enjoy parliamentary majority and faced many obstacles while trying to implement it’s policies as the opposing KMT still holds a considerable amount of power in the public sector. DPP’s tradition of being the opposing minority also means that it does not h ave the experience on actual ruling, which could be problematic at the same time. All kinds of ideas could permeate easily though a weaken state, meaning that not only the environmentalists’ but also the capitalists’ claims would have great influence in policy making. DPP was also trapped in the dilemma of whether to fulfil its promises to the environmentalists or to go for the pro-economic standing to make itself a more electable party to the general public. These would mark the new resistance TaiwaneseShow MoreRelatedEnvironmental Policies Of The United States1331 Words   |  6 PagesOver the years the United States environmental policies have expanded as well as the awareness of the public and the opinions of many party members, interest groups, and those directly effected by the environment s decline. There are many institutions that have an effect on environmental policy like congress, many federal agencies,  the office of management and budget and the exe cutive branch, nongovernmental forces, individual citizens, and the main one, the federal  Environmental Protection AgencyRead MoreEnvironmental Policies Of The United States1155 Words   |  5 PagesName: Hoan Vo Period: 3 Since the formation of the U.S.A in the 1776, environmental policies have changed from anthropocentric to more biocentric and heading to ecocentric in the future. In the past, American were utilitarian and focused on expanding to the west and they did not realize the importance of ecological values. They misunderstood the values of aesthetic and thought that human was the center in the environment relationship. Americans had an anthropocentric worldview and wanted to protectRead MoreDominant Social Paradigm and Its Impacts on Environmental Policies in the United States2028 Words   |  9 PagesvRunning head: MONOGRAPH 1 Dominant Social Paradigm and its Impacts on Environmental Policies in the United States by Venkata R Prasad Goparaju Date: 15 October 2008 Every country has societal values and principles that are derived from and are the basic for the evolution of respective civilizations. These principles may vary in response to changing conditions and perceptions as is evident, say for instance, from the works of Smith (2003). Such values and traditions wereRead MoreWhat Do Brevard County Residents Believe The Environmental Protection Agency s Laws Essay1879 Words   |  8 PagesResearch Question- To what extent do Brevard County residents believe the Environmental Protection Agency’s laws, in place, are effectively written and enforced to protect wetlands from landfills? On Florida’s Space Coast in Brevard County, the main landfill that is located on Sarno Road, is expected to exceed capacity within the next five years. Another large landfill, located in the north area of the county is expected to exceed capacity within the next twenty years. Because of the current needRead MoreEnvironmental Pollution And Natural Resource Management1248 Words   |  5 Pagesimplement policy through international cooperation. As our population continue to increase in the twenty-first, it will provide us with the clue about how we make sustainable plans about our future generation. Our present generation continue to consume more resources than what is presently in production, thus increasing consumption level which have created water shortages, forest depletion for urbanization, more energy consumption, and food crisis, diseases and many more environmental problems. Read MoreEnvironmental Laws And Its Effects On The United States1292 Words   |  6 PagesAme ricans advocated for social justice, economic empowerment, property rights and environmental protection. Their advocacy created a national phenomenon that empowered government and policymakers to execute policies aimed at solving these problems nationwide. The government again took action to enact numerous laws, some of which became the foundation for modern environmental policy and regulations in the United States. â€Å"On the national level, the first federal action to respond to public concerns aboutRead MoreThe History Of Environmental Policy In Brazil1710 Words   |  7 PagesEnvironment, framework was established to mirror that of the United States Environmental Protection Agency. In 1974, the Industrial Pollution Control and Prevention Law identified major metropolitan regions as environmentally critical which in turn made SEMA in charge of the zoning guidelines. A year later, additional legislation was passed to refine the state’s responsibilities in environment al management and enforcement by allowing city and state governments to regulate industrial and manufacturingRead MoreHow Does The Governmental Transfer Of Power Impacts Wildlife And The Workforces That Conserve And Protect Wildlife?1538 Words   |  7 Pagesimpacts wildlife and the workforces that conserve and protect wildlife? The United States government is constantly rotating officials in control of regulating previous and developing laws, forming future concepts and regulations on various assemblies, and striving to improve the lives of the American citizens. However, the ever changing governmental powers may cause a positive or negative impact on wildlife conservation and policy, due to varying opinions of the governmental officials formerly in commandRead MoreCommand And Control Policy. Student’S Name:. Institution:.1523 Words   |  7 Pages Command and Control Policy Student’s Name: Institution: Date: Command and Control Policy Introduction Climate change poses a huge risk to human beings and natural system hence the need for policies to reduce carbon dioxide gas emissions to the environment and the damages caused by the rapidly changing climate. This is the reason countries like the United States of America enacted command and control policies to try and curb the rate of pollution of the environmentRead MoreThe Paris Climate Agreement1292 Words   |  6 Pagesstruggled to combat climate change and reduce global emissions. On Thursday, June 1st, 2017 President Trump announce that the United States would officially withdraw from the Paris climate agreement. Following through on his campaign promise, and defying the wishes of other world leaders who pleaded with him to remain a party in the pact. Governing with an American First policy, he said he was carrying out the will of the voters. â€Å"I was elected by the citizens of Pittsburgh,† Trump said, â€Å"not Paris

Julius Caesar Divi The Second Triumvirate - 1428 Words

Imperator Caesar Divi Filius Augustus, along with being a mastered politician, he also surpassed at getting Roman people to do what he wanted them to do voluntarily, and he managed to keep the aspect of the Republic up and running for the length of his session as an emperor. After the assassination of his adoptive father, Julius Caesar, Octavian introduced himself in the political leadership in 44 BC. During this time, the army was loyal to their general therefore Octavian paid all of Caesar’s armed forces to transfer their loyalties over to him as Julius Caesar had already chosen Octavian as his heir. In 43 BC, Octavian, Lepidus and Antony formed an alliance called the Second Triumvirate. One of the original aims of the Second Triumvirate was to get rid of Caesar s assassins, because this would help consolidating their power and position in Rome. This was the form of dictatorship,in which the administration of the empire was shared between three people. Octavian received Ital y, Africa, Sicily, and Sardinia. In 42 BC the triumvirate avenged the death of Caesar by defeating Brutus and Cassius, who were the conspirators behind the assassination. In 36 BC, Octavian was awarded tribunician sacrosanctity, an honor that made him indestructible inside of Rome. Occasionally, Lepidus was eliminated from the triumvirate and was not replaced. This left the empire in the hands of Octavian and Antony who retained their triumviral power. In favor of consolidation of Octavian’sShow MoreRelatedArt and Literature in Augustan Rome1252 Words   |  6 Pagesthis time period comes with the death of Julius Caesar and the rise to power of his nephew, Octavius. He was in the Second Triumvirate that was formed to maintain order in Rome. Octavian, Marcus Lepidus, and Marc Antony ruled formally unlike the informal triumvirate of Julius Caesar. The triumvirate set out to execute members of the conspiracy against Julius Caesar. In 42 BC, Brutus and Cassius were finally defeated. In the following years the triumvirate diminished. In 36 BC, Lepidus retired. MarcRead MoreGaius Octavius Augustus: First Emperor of the Roman Empire1498 Words   |  6 PagesEmperor of the Roman Empire  Clinton Jenkins Hum 121 Octavius Research Paper 10/11/12 Gaius Octavius Augustus First Emperor of the Roman Empire Gaius Octavius, better known to historians as Augustus, succeeded his great uncle Julius Caesar following his assassination. In his wake, Augustus would become the first Emperor of the newly formed Roman Empire and bring massive, sweeping revisions to Roman law as well as centralize the government, military and economic currency of the EmpireRead MoreOctavius Augustus Ceasars Thirst for Power821 Words   |  3 PagesOctavius Caesar was known as a cruel, power hungry leader, that had the desire and thirst, to obtain all the power he could. Octavius had such a hunger for power, he wouldn’t let anything stand in his way of getting it. Octavius Caesar, otherwise known as Caesar Augustus, was the first emperor of the Roman Empire. Octavius was born in September of 63 B.C, and died sometime in august of 14 A.D. He lived to be 76 years of age, there are many conspiracies that say his wife may have poisoned him, butRead MoreThe Death Of Julius Caesar1460 Words   |  6 Pagesshape the principal triumvirate, Julius Caesar, Pompeii, and Crassus. Julius Caesar turned into the victor. He was then compensated despot forever. On the date September 23, 63 BC a kid was conceived. He was initially Caesar s great nephew. This kid would later develop to a force and change Rome for good. Julius Caesar had gotten to be tyrant forever. after 2 years he was killed by individuals from the senate. A young man named Octavian, was 18 years of age. Octavian was Caesar s stupendous nephewRead MoreJulius Caesar and the Fall of the Roman Republic Essay2901 Words   |  12 PagesHow was it possible that under the dictatorship and after the deification of Julius Caesar the Roman republic fell, when it had been structurally sound for four centuries before? When the republic was established around the end of the 6th century B.C.E., the Romans made clear that they wished to avoid all semblance of the monarchy that had ruled for two centuries before. (T.J. Cornell, The Beginnings of Rome: Italy and Rome from the Bronze Age to the Punic Wars (c. 1000-264 BC), London and New York:Read MoreEssay on roman4127 Words   |  17 Pagesrefers to an exchange at the  Battle of Asculum. In response to congratulations for winning a costly victory over the Romans, he is reported to have said: If we are victorious in one more battle with the Romans, we shall be utterly ruined The  First,  Second, and  Third Samnite Wars, between the early  Roman Republic, fighting for control of Italy, and the tribes of  Samnium, extended over half a century, involving almost all the states of Italy, and ended in Roman domination of the Samnites. Consulï ¼Å¡ConsulsRead MoreThe Effectiveness of Octavian in Enlisting Senatorial Support for his New Administration in the Period 30 to 19 BC.2342 Words   |  10 PagesGaius Octavius, a senator, but was the adopted son of Julius Caesar. Essentially Octavian, or Augustus as he became known as in 27BC, was a conservative republican. This is shown by Res Gestae Divi Augusti (literally the achievements of the Divine August) paragraph 8: I brought back into use many exemplary practises of our ancestors which were disappearing in our time. And also by Suetonius The Twelve Caesars, Augustus, chapter 93: Augustus showed great respectRead MoreAugustan Art and Propaganda Essay1964 Words   |  8 PagesAugustan Art and Propaganda Julius Caesars reign was an unfavorable and chaotic period for Rome, and after his death, a large portion of the empire was handed down to his adopted son, Gaius Octavian. From the ashes of his father, Octavian was able to build an Empire unparalleled. Later, the name Augustus was given to him by Senate. Augustus ostensibly maintained the form of the Roman Republic while in actuality creating the Roman Empire. He introduced the administrative reforms that led to theRead MoreAugustus Architectural Impact Essay4126 Words   |  17 PagesRome’s urban development and the rise of architectural movement began during the time of Augustus from 27 B.C. to 14 A.D. 1,2 Born Gaius Octavious, known as Octavian in his early years rose to become the first emperor of Rome after ending the second triumvirate through defeating Antony and Lepidus.3 When Octavian returned to Rome, he was honoured by the Senate and the Roman citizens for bringing peace and prosperity to a war-weary Roman world.4 He was then granted the name â€Å"Augustus† which is an important

Teaching Assistant Level 2 Free Essays

string(161) " pupils with frequent opportunities to share their opinions and emotions and encourage them to pay appropriate attention to the feelings and emotions of others\." Level 2 Teaching Assistant Certificate – Assignment Three Unit 3 Supporting the Curriculum TASK 9: Using subject headings together with a brief summary of the subject, describe the range and main provisions of the relevant National curriculum in the school where you are employed. Creative Development: This Area of Learning relates to the development of children’s individual ways of developing and representing their notions and emotions in an imaginative way through assorted mediums and various forms of self-expression. Children explore as wide a range of stimulus as it is possible to provide given the resources available. We will write a custom essay sample on Teaching Assistant Level 2 or any similar topic only for you Order Now They take part in art, craft, design, music, dance, theatre and movement activities. They have the opportunity to role play; to compose music or poetry; to develop their creative writing skills. They are encouraged to experiment with artistic mediums and represent their own feelings through their creativity, developing an ability to communicate and express their individual creative ideas while also demonstrating an empathy with others. They are also encouraged to reflect upon their own work. Knowledge and Understanding of the World This subject builds upon children’s knowledge and understanding of the world around them by developing different aspects of play, activities and experimental learning processes that stimulate their senses; encourage investigation into subjects or activities that spark an interest. The children are encouraged to ask questions about their surroundings; explore their environment and undertake studies that will help them to develop an interest in and awareness of the ideals, beliefs, views and opinions of thers. Through the use of experiential learning, starting with a familiar present or past experience (see: ‘spiral curriculum,’ as advocated by American psychologist Jerome Bruner (Smith, Mark k. 2002)), curious and exploratory play techniques are fostered and the children are encouraged to develop reflective skills so that they can revisit and draw upon their own individual experiences. Language, Literacy and Communication Sk ills Children are encouraged to engage in discussions that develop their thinking understanding and range of vocabulary. They become involved in speaking and listening activities throughout the foundation stage and are encouraged to ask for information with regard to anything that they do not understand. There are activities that involve words, rhymes, songs and stories where children join in. Early literacy is encouraged while consideration is given to the fact that, for all children, ‘learning to read’ is a unique personal experience as such should not be rushed. Ysgol Dolafon believes that reading should also be fun! Children are allowed ample opportunity to freely access books and quiet areas are provided. The following list contains just a few examples of techniques that have been implemented and proven to help with early literacy: 1. Using children’s own books in class. 2. Using audio tapes in conjunction with books to help children follow a story. 3. Pointing out words and linking them to the relevant items, people or places in the picture. 4. Using role play, or props to act out familiar stories. 5. Reading stories and rhymes out in a fun and imaginative way. 6. Consistently pointing to the top left-hand as your starting point and indication the left to right orientation through-out the reading of a story. Reading is promoted as a pleasurable activity and allowing children to read books that bear a particular relevance to their own interests is often considered to be more useful than strict adherence to a commercial reading scheme. Children at Ysgol Dolafon are continuously provided with the opportunity to make pre-cursor writing marks an early age and and a great deal of effort is put into encouraging the children to develop writing skills and activities. From scribbles and mark making right through to participating in purposeful writing tasks, children develop and improve their writing skills as they move through the curriculum. At all stages (including very early mark making) the children’s work is positively encouraged, valued and exhibited. Mathematical Development Mathematical activities at Ysgol Dolafon are delivered in accordance with pupil’s individual needs and great deal of emphasis is given to continuity of learning. Ample opportunity is provided for pupils to discuss their understanding of concepts as they progress and teachers are aware of the importance of eliminating any gaps in the children’s mathematical knowledge. The Welsh Assembly Government guideline for Mathematical Development maintains that: ‘It is crucial that gaps in children’s mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts’ (WAG 2008) and Ysgol Dolafon fully agrees with that statement. Children at **** **** frequently engage in experiential activities where they are encouraged to explore indoor and outdoor environments and gain first-hand experience of recognising materials; making comparisons / recognising similarities and differences; estimating and predicting; counting; sequencing; weighing and measuring etc. Engaging in relevant discussions that provide an opportunity for the children to build their skills, increase their knowledge and extend their mathematical vocabulary is an essential part of the learning process. Mathematics is taught throughout the school day and across the entire curriculum. Its relevance to other subjects is frequently pointed out. For example: The need for accurate weighing and measuring of the ingredients used in cookery and the bearing that inaccurate measuring might have on the finished product would be discussed as part of the cookery lesson. Children might also be encouraged to work out half measures or double up on ingredients in order to vary the portion size of the finished item. Personal and Social Development, Well-Being and Cultural Development This element of the curriculum builds on the child’s past and present experiences and it provides the opportunities for children to ‘learn about themselves and their relationships with other children and adults both within and beyond the family’ (WAG 2008). Children at **** ***** are encouraged to develop confidence and assertiveness, while taking into account the needs and feelings of others. They are encouraged to challenge prejudice, discrimination and stereotyping and staff lead by positive example. Staff at the school provide pupils with frequent opportunities to share their opinions and emotions and encourage them to pay appropriate attention to the feelings and emotions of others. You read "Teaching Assistant Level 2" in category "Essay examples" Children are also provided with the opportunity to look after animals and plants in order to demonstrate that all living things require care and respect in order to thrive. Children are introduced to concepts that build on their personal experiences and increase their knowledge and understanding of themselves and their surroundings. Once children are able to appreciate and understand the eelings of others the concepts of fairness, justice, rights and responsibilities can be realistically introduced. The aim is to fully prepare and equip children for a positive role in society and the intention is to achieve this ‘through a learning environment that reflects each culture appropriately. **** ***** is a dual stream Welsh/English s chool which is attentive to the distinctive and rich Welsh culture including all cultures that are part of the diverse society in Wales and it strives to provide activities that are suitably planned and resourced. The children are taught to appreciate and celebrate cultural differences and learn a great deal about the diverse range of cultures through the exploration of art, literature, music, fashion, architecture and religion. Physical Development This aspect of the curriculum relates to the development, increased skills functioning and performance of the physical body. It also provides an understanding of the results that a healthy lifestyle delivers by exploring the effects of a balanced diet, exercise, fresh air, adequate sleep etc. Children at **** ***** are taught how best to take responsibility for keeping their own bodies healthy; they are taught to identify and understand the dangers of medicines and drugs, smoking, alcohol and other potentially harmful substances. Pupils are taught the importance of food and water in relation to the human body. They are encouraged to recognise healthy foods; develop a good knowledge of the different food groups and to understand how a balanced combination of foods is a requirement for a healthy mind and body. Children’s physical development begins with ‘gross motor skills’ (control of the large body muscles such as those found in the arms and legs). This stage is followed by ‘fine manipulative skills’ (the control and coordination of small muscles). Due consideration is given to the fact that children are unique and develop at different rates and staff are aware of the fact that children cannot increase they’re range of skills until the muscles required are sufficiently developed. Consequently the activities and resources used are checked for the suitable developmental needs of each individual child. Physical activities are introduced at the earliest opportunity and they are integrated into other lessons where appropriate. For example: the inclusion of actions performed to rhymes, stories and games is believed to foster a positive attitude to movement and exercise from an early age and as such actions are incorporated into much of the story telling in the three year old setting. For more demanding, physically active movement appropriate space is essential and open areas are available indoors and outdoors so that children can gain greater spatial awareness through experimentation of movement without restrictions. The children are provided with access to appropriate apparatus (for both supervised and unsupervised use) and consideration is given to the fact that enough time for the children to develop their skills is of equal importance to the provision of equipment and space. Pupils are encouraged to recognise that regular exercise makes them feel good and helps their bodies to work well. Welsh Language Development The foundation phase initially introduces Welsh through incidental Welsh. The everyday use of simple Welsh greetings; the repetitious recital of rhymes; the singing of songs and the telling of simple stories in informal play situations are part and parcel of the everyday routine. There are interactive displays designed to support the development of familiar concepts such as discussing colours, numbers, the weather etc. and any themes that we explore: (e. g. the seaside, the farm, the fire station) have the key words highlighted bilingually. Next we have the introduction of structured sessions where simple phrases and language patterns are explored. The children are exposed to basic question patterns, such as ‘ble mae? ’ (‘where is? ’) and simple phrases are introduced into their play. Children in **** *****’s Foundation Phase learn Welsh through a holistic curriculum, through structured play, and through having a specific structured developmental and progressive programme. The language skills that they learn in Welsh support their development, knowledge and skills in English and vice versa. Examples of activities used to support the development of speaking skills at **** ***** include the following: Joining in with nursery rhymes, action songs and singing: Singing is seen as a good way for children to practise the sounds and pronunciation of a new language. Singing as part of a group provides them with security and helps develop confidence. As in all language teaching, the use of rhymes containing a strong rhythm, repetition, alliteration and homophones reinforces language development and pronunciation. Telling stories; sharing and recounting information; observing and respecting celebrations and events that are important to the children Circle time’ designed to provide opportunities for children to discuss; speak and listen to others’ ideas, feelings, emotions and events Relaying messages; sharing greetings in daily routines and giving instructions to others. Footnote: I feel it is important to add that In the opening descriptive paragraph of each of the curriculum subjects as outlined in The Foundation Phase Framework for Children’s Learning for 3 to 7-yea r-olds in Wales, it is stated that, ‘the guidance and Area of Learning should not be viewed or delivered in isolation; it should be planned for across the curriculum’ (swanseagfl. ov. uk) Complete a detailed study of one subject over one key stage. Describe how this would be planned, delivered and monitored and explain the terminology used. NB: The Foundation Phase replaced Key Stage 1 of the National Curriculum from the start of the 2011/12 school year. The foundation phase covers four years from ages 3 – 7 (Wales. gov. uk. 2011 – 2012). I have chosen to complete a detailed study of ‘Language, Literacy and Communication Skills’ as delivered to a mixed age class of: ‘Nursery, Reception and Year 1 and 2 pupils’ (foundation phase). Oracy (Skills and Range): The children’s oracy skills are promoted though spontaneous and structured viewing, listening and speaking activities. Children are expected to make progress in their ability to listen, understand, communicate and make themselves understood. The use of movement, gesture and speech as communication tools is explored and developed and the children should become increasing capable of speaking clearly, understanding basic instructions, using appropriate language and conveying accurate meaning. They are expected to attain listening skills and develop the ability respond to the sounds around them. They should develop an understanding of variety in the language that they hear consequently becoming more and more able to respond appropriately to phrases or instructions that increase in complexity. Delivery of these skills should come in a variety of forms and locations and the following list contains some examples of where/how: 1. Children should be provided with the opportunity to experience activities in both indoor and outdoor settings. 2. Provision should be made for the experiencing of different types of play ranging from planned and structured to spontaneous and child initiated. . Talk/communicate for a variety of purposes included but not limited to: a. Presenting simple information b. Asking and answering questions c. Expressing emotions, likes, dislikes, need etc. and expressing personal opinions. d. Involvement in spontaneous learning activities such as dialogue and role play. e. Joining in with rhymes, songs and simple stories. f. Repeated recitation of songs, poems or raps. g. The conveying of personal or imaginative experiences using familiar language patterns. h. Extend their knowledge of language through activities that foster an interest in words and consequently increase their vocabulary. Reading (Skills and Range): The opportunities provided throughout the Foundation Phase should encourage children to show and interest in books and to enjoy reading. The skills taught in the Foundation Phase should enable children to progress in their ability to follow stories that are read out to them and respond to those stories in an appropriate manner. Children should be encouraged to explore books (with or without and adult) and to handle them in the way that a reader would. They should be aware that there are different types of books. Adults should develop an underpinning strategy of demonstrating that text is read from left to right and of explaining how written symbols have sounds and meanings. The objective is for children to build on the knowledge that they already have and to ultimately gain the skills required to read with fluency, accuracy, understanding and independence. These skills provide them with the confidence needed in order to read their own work and other texts aloud; discuss written works in an informed manner (e. g. alk about characters and storylines or predict events and outcomes) and to ‘respond appropriately to books by considering what they have read in terms of content, ideas presentation, organisation and the language used. ’ (WAG 2010) Planning: This covers the three areas of oracy, reading (including phonics) and writing. The teacher’s plans with input from classroom assistants and the planning needs to co ver skills development as well as age range. Medium Term Planning: Research books relating to topic. Plan aspects of literacy to be taught through these books: e. g. labelling; listing; captions; story; diary etc. The use of phonics – letters and sounds. Phonics: – three times a week. Weekly Planning: Chose a book for a week or a fortnight and plan on topic activities for oracy reading and writing. Differentiate activities for age groups and ability levels and include specific tasks for more able students or those with SEN. Delivery: **** ***** has a dedicated LLC every morning and but LLC is also delivered across the curriculum. Oracy is developed through Knowledge, Understanding or Creative Development. Writing is developed through Knowledge, Understanding or Role Play. Children are divided into ability groups. The teacher and the teaching assistant work with a focus group while the other children work on enhanced activity or have continuous provision. Groups are rotated to ensure that all children work with the teacher during the week. Monitoring: Classroom assistants provide feedback to the teacher and the teacher records progress/difficulties in a variety of ways: individual record sheets; post it notes; the annotation of plans are all ways in which the child’s progress is evaluated and this constant evaluation is an essential component of successful planning which adapts to the needs of the child/children. This monitoring is also used to write the child’s end of year report. Terminology explained: CVCC Words: Words which have a consonant-consonant-vowel-consonant pattern. Differentiation: The practice of delivering information to pupils in a way that is appropriate to their individual ability and level of understanding rather than their age. Digraphs: A combination of two letters representing one sound such as: ph; ch; sh; ee; and oo Graphemes: Graphemes are the smallest units in a writing system capable of causing a contrast in meaning. In the English alphabet, the switch from cat to bat introduces a meaning change; therefore, c and b represent different graphemes. It is usual to transcribe graphemes within angle brackets, to show their special status: , . The main graphemes of English are the twenty-six units that make up the alphabet. Other graphemes include the various marks of punctuation: , , etc. , and such special symbols as , , and (? ) †¦ LLC: Language, literacy and communication skills. Objective: The end result (as predicted in the planning) the final goal that you would be expecting the children to achieve. Oracy: Fluent, articulate and grammatically correct verbal communication Oral blending and segmenting: To practise oral blending, the teacher could say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock. The activities introduced in Phase 1 are intended to continue throughout the following phases, as lots of practice is needed before children will become confident in their phonic knowledge and skills. Phonemes: any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat. Phonics: A method of teaching reading based on the sounds of letters, groups of letters, and syllables. Range: A variety of planned activities which are specifically relevant to the subject. In this case: The opportunity to engage in spontaneous and structured communicative activities designed to expand the children’s vocabulary and encourage their interest in words. Stimulus would include: Stories (fictional and factual); media and ITC texts; information texts; poems; songs and nursery rhymes. Skills: Refers to the child’s capabilities – In this case their ‘oracy skills’ which should be developed primarily through the use of sensory stimuli: Speaking; listening and viewing activities which are ultimately intended to improve the children’s ability to listen and respond appropriately while continuously improving their attention/concentration spans and building on their previous experiences thereby helping them to attain general communicative accomplishment and increased self-confidence. Write dance: A technique developed by Ragnhild Oussoren encourages creativity, self-expression and confidence and by developing the child’s gross motor skills it theoretically helps to develop the prerequisite physical skills and co-ordination required for writing. The programme is described as being ‘of benefit all children,’ but it has been found to be particularly helpful for children with SEN. Briefly outline three recent strategies introduced by the government to raise standards in the curriculum. How would you access up to date information in curriculum development? Recent strategies to raise standards: Literacy, numeracy and deprivation. The Minister for Education and Skills recently introduced a strategy for raising standards of literacy and numeracy in schools. In June 2011 he announced the intention to introduce a new National Literacy and Numeracy Framework (LNF) and a system of national testing for all pupils aged 5 to 14. Deprivation: In brief, the strategy to help children from disadvantaged backgrounds ranges from the introduction of free breakfast clubs to classroom based strategies which include, learning in small groups supported by teaching assistants; customising lessons to individual tudents’ learning needs; providing extra-curricular learning and study support; engaging and supporting parents in supporting their children’s learning and promotion of the idea that effort and perseverance pay dividends. In order to receive updated curriculum development information first hand I regularly visit the education and skills webpage at Wales. gov. uk – I have also registered for the WAG newsletter. Relevant and up-to-date publications are always available to read in the school staff room. What extra-curricular activities are available in a typical school? Complete a detailed study of one of the activities. A typical school would probably offer the following extra-curricular activities: Sports: Football;/rugby/ netball/ hockey etc. Choir Chess/board games Gardening club An In-depth Study of Chess/Boardgames Club at **** ***** Chess/board games club at **** ***** takes place every Wednesday afternoon during term time. It runs from 3. 30pm until 4. 15pm and is supervised by a member of the school’s board of governors. This gentleman also provides the medieval board games that the children use. Number of children in attendance: 10 (2 new players joined at the beginning of this term, both are from year 2). Gender: 4 girls 6 Boys. Age range: Year 2 to year 6 (was year 3 upwards but the rules changed in September 2012). Duration of session: 45 minutes Number of games being played on Wednesday 19th Sept 2012: Four Types of games available: Chess and an assortment of hand-made Medieval, Tudor and Viking games; mostly 2 player games but some multi-player games. The games being played while I was in attendance were: Fox and Geese Fox and Geese is a medieval, asymmetrical game. Players have different objectives and different pieces/men. One player leads a fox whose objective is to kill all the geese by jumping over them. The other player leads the gaggle of geese whose objective is to corner the fox and stop him escaping. Nine Men’s Morris Nine Men Morris is a two player, strategy board game of Roman origin. Each player has nine pieces which they place upon the board one at a time taking alternating turns. Players then take it in turn to move their own pieces in an attempt to build a line of three. A straight line of three wins the player the right to take any one of his/her opponent’s pieces. The object of the game is to leave the opposing player with fewer than three pieces. It is possible for either player either player to force the game into a draw. Tafl (meaning ‘table’ in old norse) Games Tawl Bwrdd is the Welsh name for an 11Ãâ€"11 Tafl board as described (with the rules of play) by Robert ap Ifan in 1587 in a Welsh document (p. 4 Peniarth ms) now in the Welsh National Library. Thought to be of Viking origin and found in one form or another everywhere the Vikings travelled, including Iceland, Britain, Ireland, and Lapland; the game represents the final stages of a battle where the king, on the losing side, is being attacked on four sides by an army with twice the number of men to his defending army. To win he has to escape to one of the corners. The king loses if he is surrounded on four sides. Chess A medieval style chess set was in use but during play I saw no deviation from the chess rules that most of us are familiar with today. TASK 10 List and briefly outline the main factors that influence teaching and learning. The quality of the planning and delivery of the lesson. Meeting the needs of all the students. Making the lesson engaging by ensuring that the different learning styles of the students are catered for. Students achieving the learning objective that is: Every student should make adequate progress. Planning Ability to communicate clearly Behaviour management And external factors weather conditions, home life, etc. Using your preferred method of research, study various teaching assistant’s job description and explain the variety of support a teaching assistant ight be expected to give in the classroom whilst supporting, planning and evaluating learning activities. The following is a ‘cut and pasted’ job description taken from Powys County Council’s ‘Vacancies’ webpage. P. C. C. lists all TA posts as ‘Non-teaching staff’ despite the fact that this term is no longer frequently used. Marland (2001; cited in David Fulton in association wi th The Open University, Primary Teaching Assistants, Learners and Learning) suggests that the title is offensive. P. C. C. Example: Teaching Assistant (Non-teaching Staff) Main Purpose of Post: Working under the overall supervision of the responsible teacher to: -provide support in addressing the needs of pupils within the class; -assist and support teaching and learning; -work with individuals or groups and assist in providing for general care, safety and welfare of pupils. Principal Responsibilities: 1. Contribute to implementation of plans. Assist in the delivery of lessons/sessions and interact with the teacher and pupils as required. Undertake agreed learning activities/teaching programmes, adjusting according to pupil responses. . Promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour. 3. Encourage good relationships between pupils. Promote inclusion and acceptance of all pupils, encourage them to interact and work co-operatively and engage in activities. Assist with pupil supervision in the playgr ound and on school trips. Monitor pupils’ achievement, safety and welfare. 4. Promote independence and development of self-esteem in all pupils. 5. Support and use ICT in learning activities develop pupils’ competence and independence in its use. 6. Undertake to promote the ethos of the school and be familiar with school policies 8. Undertake routine tasks: photocopying, collecting and distributing resources. 10. Work with the teacher to establish an appropriate learning environment e. g. helping with displays, tidying and organizing resources. 11. To co-operate with the employer and follow health and safety advice and instructions. 12. To abide by the principles and practice of equality of opportunity as laid down in the Council’s Equal Opportunities Policy. The above example gives the typical specifications for a Powys primary school but official titles and job descriptions tend to be subject to a fair amount of regional and local variation. Learning support assistant; teaching assistant; classroom assistant and learning mentor are a few of the titles that I have encountered during my research for this assignmen t and all appear to be fundamentally the same thing. Ask a cross-section of people who do the job what the associated duties are and the descriptions that you get will be even more varied than the titles. There seems to be no ‘set in stone’ criteria; the responsibilities appear to vary from school to school and tend to be depended upon specific requirements at specific times; this is particularly noticeable in the case of SEN positions which are closely tailored to the individual needs of the child or children concerned. In summary, the general job description is as follows: The teaching assistant’s role is to complement the professional work of teachers and accept responsibility for agreed learning activities under an agreed system of supervision, supported by direction from teaching staff in line with school policies and guidance. The role may involve planning, preparing and delivering learning activities for individuals/groups or short term for whole classes as well as monitoring pupils and assessing, recording and reporting on their achievement, progress and development. Teaching assistants with a level 3 or higher qualification might also be responsible for the management of other teaching assistants including allocation and monitoring of work, appraisal and training. Typical day to day teaching assistant duties appear to involve a variety of tasks which might consist of of any or all of the following: . Assisting the teacher in the planning and execution of classroom activities. 2. Working with small groups of children on exercises that have been set by the class teacher. 3. Setting up lesson resources/equipment before lessons; the packing away or appropriate disposal of resources after the lessons. 4. Setting up audio/visual equipment. 5. Creating displays and mounting children’s work. 6. Photocopy ing, filing , book sorting, and general admin duties. 7. Working one to one with children who are struggling with some aspect. of numeracy or literacy. 8. Playground duty. 9. Helping the younger children to change before and after sport activities. 10. Helping younger children with toileting and hand washing 11. Stock rotation; general stock taking and ordering of art and craft materials etc. 12. Listening to children read on a one to one basis. 13. Helping children to reach expected targets. 14. Monitoring pupil progress and reporting back to the class teacher. 15. Leading by example with regard to good manners, morals, social interaction, racial and sexual equality etc. 16. Dealing with instances of argument, fighting or bullying in the appropriate way. 7. Ensuring health and safety guidelines are followed and routine checking of tools and equipment for any HS issues. 18. Routine maintenance and repair (where practically possible) of equipment and resources. State why you think it is important to plan and prepare learning activities. How will the experience and qualifications of the teaching assistant affect the support they are able to give? Teachers a nd teaching assistants need to have clear ideas about the lesson they wish to set up and it is important for them to have made adequate preparation if the lesson is to be a success. Good communication between teachers and teaching assistants is hugely important. There are three main elements that need to be considered when planning lessons. Firstly one must consider the aims and outcomes the lesson is intended to achieve. Next they should choose an effective learning environment, appropriate activities, relevant resources and sequencing of these and finally they would need to monitor and evaluate pupil’s progress in order for the teacher to be able to decide whether or not the lesson has been successful. Teaching assistants undertake a wide range of supportive tasks, the variety and importance of which are dependent upon their level of qualification/experience. Those with the most qualifications/experience are naturally expected to be able to assume more responsibility than those who are just starting out in the job or working at a less qualified level. The LEA and/or individual schools tend to make decisions with regard to the level of experience or qualifications they would expect from someone applying for a teaching assistant position. As a bare minimum you would usually need to be able to demonstrate good reading, writing and numeracy skills and it would usually be preferred that you would have some experience of working with children of the relevant age. What feedback might a teaching assistant be expected to provide and in what form and to who might they be required to deliver it? More often than not feedback would be delivered to the class teacher, verbally, at the end of the lesson but in special circumstances such as one to one reading feedback would be written in the pupil’s reading record book where teachers/parents can access it later. When working with a pupil or group where extra support is required feedback might be best delivered ‘as and when required’ throughout the duration of the lesson. TASK 11 When assisting in the delivery of learning activities, describe how a teaching assistant might be expected to; 1. Assist pupils and keep them on track The general consensus is that happy children are more likely to get involved and learn and with that in mind the teaching assistant should try to make lessons as enjoyable as possible, however, it is equally important to set clear and firm boundaries in order to prevent fun from descending into unbridled chaos. . Encourage pupils to work independently Research into independent study has indicated that teachers and teaching assistants who involve learners in lesson planning get good results from the practice. This type of collaboration often helps to make the lesson interesting and relevant for the pupils and involving children in the learning process can a lso provide them with where-with-all to reflect upon their own needs. It is well known that children learn better if their efforts are appreciated and they feel valued. As they gain in confidence they will automatically become more independent. Teaching Assistants can play an important role in helping raise the self-esteem of children. They can do this not only by demonstrating an interest their school work but also by expressing an interest in activities that they enjoy outside of the school environment. Group working is also proven to be highly beneficial strategy for building confidence; it can provide students with an opportunity to learn from one another and this temporarily switches control from the teacher to the learners resulting in increased confidence and greater independence. 3. Use learning material appropriately The teaching Assistant should possess the knowledge and ability to be able to prepare appropriate equipment and materials for lessons that they are involved in and they should be practiced in the techniques involved for the use of specific tools, equipment and resources. They should possess up to date knowledge of Health Safety legislation as it relates to the activities or lessons that they are preparing for; this should include COSHH and all other applicable regulations. In addition to these skills the TA also be capable of undertaking routine maintenance and/or general repairs to tools and equipment. . Monitor responses The teaching assistant would usually be expected to monitor and evaluate pupil responses to learning activities using a range of assessment and monitoring strategies. They should have the ability to be able to record the progress and achievement of a child or group or children in lessons/activities and systematically and accurately provide evidence of the range an d levels of progress that the child/children achieve. The expectation would be for them to be capable of providing objective feedback and/or accurate reports on pupil achievement as and when they were required. They should be able to ensure the availability of appropriate evidence to back up any reports that they make. Explain how a teaching assistant might recognise problems that might occur whist supporting individuals and how they could be managed? Behaviour management should be implemented In accordance with guidance provided by the class teacher. The Teaching Assistant would usually be expected to provide support to the teacher when dealing with disruptive or potentially disruptive behaviour from pupils. That said, the Teaching Assistant might often find them-selves in a position where they are able to spot the early signs of disruptive behaviour of potential bullying and in these circumstances they may be able to divert the child/children’s attention to other, more positive things, effectively preventing the potentially negative situation from occurring in the first place. References: Welsh Assembly Government. (2008). WELSH ASSEMBLY GOVERNMENT DOCUMENTS. Available: http://www. swanseagfl. gov. uk/learn_agenda/foundation_p/wag_docs. asp Last accessed 29th June 2012. Welsh Assembly Government. (2011 – 2012). National curriculum – Key Stage 1. Available: http://wales. gov. uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum1/? lang=en Last accessed 29th June 2012. Smith, M. K. (2002) ‘Jerome S. Bruner and the process of education’, the encyclopedia of informal education http://www. infed. org/thinkers/bruner. htm Last accessed 29th June 2012. Ragnhild Oussoren . (2010). Write Dance. Available: http://www. schrijfdans. nl/write-dance. html Last accessed 18th July 2012. Dwr Cymru. 2005). Think Water. Available: http://www. dwrcymru. co. uk/English/community/education/think/index. asp. Last accessed 13 Sept 2012. Hancock, R. , Collins, J (Eds) Colloby, J. (2005), Primary teaching assistants, Learners and learning, Chapter 1: p7, Eight titles and roles, Published: David Futlon in association with the Open University (2005) Reprinted: Routledge 2009. Gothic Green Oak. ( ). Games. Available: http://www. gothicgreenoak. co. uk/index. html. Last accessed 19th Sept 2012. ———————– PAGE 1 Margaret Lorraine Voss SH34393/NCC Assignment 3 How to cite Teaching Assistant Level 2, Essay examples

Marketing strategy social Retail Enterprises

Question: Discuss about the Marketing strategy social Retail Enterprises. Answer: Introduction Strategic management is the continuous process of planning, monitoring, analysis and assessment of the various important aspects of the business in order to meet the objectives and goal of the organizations. Hence, it can be said that the success of any organization vastly depends on the success of the strategic management of that organization (Hill, Jones and Schilling 2014). The main aim of the study is to analyze and evaluate the various aspects of strategic management for Myer Australia. Myer is one of the largest departmental store chains in Australia. The company was founded in the year of 1900 and the founder was Sidney Myer. Sidney Myer came to Melbourne as a penniless Russian migrant. The departmental store industry of the retail industry in Australia is one of the major industries that contribute a lot for the economic success of the country. For this reason, there is a fare scope for Myer to expand its business in the country. The main products of the company are womens we ar, mens wear, childs wear, beauty products, fragrance and cosmetics, footwear, electrical tools and many others. The major market of the company is the retail or departmental store market (Myer.com.au 2017). Macro Environmental Analysis Some major external factors have significant impact on the business of any organization. These factors are called the macro environmental factors. The main purpose of this analysis is to analyze and evaluate the impact of those factors on the business of the organization (Baker 2014). There are two major tools for the macro environmental analysis. They are the SWOT Analysis and the PESTEL analysis. The macro environmental analysis of departmental store industry in Australia is done below with the help of these two tools. SWOT Analysis The SWOT analysis helps to identify the strengths and weaknesses of an organization or an industry. Based on that the opportunities and threats can be identified. The SWOT analysis of the departmental store industry in Australia is done below: Strengths The domestic market of the departmental store industry in Australia is a large one The barriers of entry in the market is a strength of this industry as the new companies have to face many difficulties Weaknesses Low productivity of this industry is a weakness The cost of production of this industry is high compared to the profitability The high intense competition is a weakness The high rate of tax is a weakness Opportunities There is a fare scope of new acquisition The scope of venture capital is creating opportunities Threats The frequent change in price is a threat The increase in labor cost is a threat Another threat is the low cash flow The limit in the financial capital is a threat Table 1: SWOT Analysis (Source: Bull et al. 2016) Pestle Analysis PESTEL analysis is one of the major tools to evaluate the impacts of various macro environmental factors on the organization. There are six factors in the PESTEL analysis. They are Political, Economic, Social, Technological, Environmental and Legal factors (Grnig and Khn 2015). The PESTEL analysis helps to assess the external risks of the organization. In case of Myer, the PESTEL analysis will help the organization to identify the risks that can be posed from the external environment. This is how PESTEL analysis can be applied to Myer scenario. All these aspects are discussed below: Political Factors: The political situation of the country affects the business of Myer. The stable political condition helps the growth of the industry and attracts foreign investors and trading partners. On the other hand, the unstable political condition discourages the business as well as the investors. The political condition in the retail industry is stable (Grimmer, Miles and Grimmer 2016). Economic Factor: The economic condition of the country has a great impact on the retail industry of Australia. The recent global financial crisis has affected the retail industry largely. As a result, the cost of production has increased and the level of profitability has decreased (Ho 2014). Social Factor: Social factor is another important aspect of the macro environment. The various social factors like the choice and preferences of the customers, the economic condition of the buyers and others have a large impact on this particular industry. Technological Factor: The introduction of various kinds of technologies has a great positive impact on the departmental store industry in Australia. These technological changes help this particular industry to perform in a more effective way (Rothaermel 2015). Environmental Factor: The retail or departmental store industry in Australia has become more environments friendly. The businesses have become more conscious about the effects of their businesses on the environment. The retail industry is taken various environmental initiatives. They are the introduction of green products that are not harmful for the environment; the introduction of energy efficient and energy conservation business operations; the introduction of three Rs that is reduce, reuse and recycle; the strategy for water conservation; the introduction of environmental charity and others. Legal Factor: The basic legal frameworks for the retail industry are the taxation policies, recruitment policies, employment management policies and others. These laws have effects on the business of departmental store industry in Australia. Based on the above analysis it can be said there are both strengths and weaknesses in the departmental store industry in Australia. The large size of the industry is creating many business opportunities for the companies in it. However, it can be seen that the global financial crisis is affecting the business of departmental store industry in Australia. This is the reason the cost of production and the labor cost of increasing and the portion of profit is decreasing. However, it can be said that with the help of proper business strategies, there is a fare business opportunity of this industry (Van Leeuwen et al. 2015). Porters Five Forces Model Analysis The main purpose of the analysis of Porters Five Forces model is to analyze and evaluate the extent of competitive rivalry in a particular industry. There are five factors in the Porters Five Forces Model (Suwardy and Ratnatunga 2014). The analysis of Porters Five Forces in respect to the departmental store industry in Australia is discussed below: Threat of New Entrance: This is a major barrier in the departmental store industry in Australia. The new companies face many difficulties to establish favorable supply contracts and leases as the suppliers do not want to provide credit to the new companies. The reason is lack of goodwill. On the other hand, it is impossible for the new companies to be competitive in this particular industry. Hence, the large retrial stores enjoy this advantage (Ulubeyli 2017). This situation provides more opportunities for Myer to expand its business. The only way to do this is to make effective business strategies that will give Myer the opportunity to introduce superior products in the market. Bargaining Power of the Suppliers: The suppliers have moderate amount of power, as there is many large retailers in this industry. The large companies use to exploit their relationship with the suppliers. It is the advantage of the suppliers to have a tie-up with the large corporation in this industry. Myer has more than 1200 suppliers across 12 different business sectors. The aim of Myer is to achieve 100 percent compliance with their suppliers. Currently, Myer has a healthy relationship with their suppliers that allow them to share information among them. Bargaining Power of the Buyers: In case of individually, the buyers do not have significant amount of power. It is difficult for buyers to bargain with the retailers in the markets. However, as a whole, the buyers have a significant amount of power. Due to the huge number of buyers, they have the power to control the price and quality of the products (Sutton-Brady, Kamvounias and Taylor 2015). Threat of the Substitutes: Wide range of products is available in the departmental or retail stores. Companies are providing the exact same products in different competitive prices. In this situation, the buyers can get the same product in different other stores at their preferable prices. This aspect of the industry affects the business of the companies. The retailers that offer superior and unique quality of products enjoy the necessary competitive advantage over the others (Phillips 2014). Competitive Rivalry: The extent of competition in the departmental store industry in Australia is very high as there is existence of some large companies. They are Myer, David Jones, Dimmeys and many others. All the companies provide superior quality of producers and this is the reason for the intense revelry in this industry. In addition, due to have goodwill in the market of the large corporations, the new and small companies cannot compete with them. This reason increase the extent of rivalry among the existing large companies (Medlin and Ellegaard 2015). The above discussion states that there is a lot of competition in the departmental store industry of Australia. The existence of large corporations has increased the level of competition. As a result, the buyers are getting superior quality of products as all the companies are providing superior quality of products to get the necessary competitive advantage. On the other hand, it is nearly impossible for the new companies to enter into this highly competitive market. Due to the presence of same products in many stores, the buyers have a significant amount of power to influence the price of the products. Competencies As per the above discussion, it can be observed that there are some major competencies of Myer. One of the major co potencies of Myer is the supply chain management of the company. Myer has a well-designed and improved supply chain management for their business. The supply chain management of the company is not about the distribution centers. The supply chain management of the company ensures the proper implementation of the entire end-to-end process. The supply chain management of the company includes the initial process, sourcing, distribution center and store management. Another important competency of Myer is the innovation in the various aspects of their business. The growth of the company is supported by the innovation. Myer has been successful to implement innovations in every aspect of their business. These are the two major competencies of Myer. However, some weak areas of the company need effective strategies to become efficient. They are the high labor cost, high cost of p roduction and many others. Conclusion and Recommendations The above discussion states that some major areas of Myer need effective strategies. The first area is the high competition that the company is facing. Due to continuously increasing competition, the company is losing its market share. In this case, the organization needs to make effective strategies to get the necessary competitive advantage. The company is facing challenge in the cost management sector as the cost of production is increasing. For this purpose, the company needs to employ effective cost management strategies to overcome this hurdle. The increasing global financial crisis is another challenge that the company is facing. With the help of effective financial strategies, the organization can overcome this financial crisis. Based on the analysis, some recommendations are provided below: It is recommended that the company should employ effective cost management strategies in order to reduce the cost of production. This step will increase the profitability of the company. It is recommended that Myer should take strategic steps to make the supply chain of the company more efficient. With the help of more effective supply chain strategies, the company can achieve the objectives of the organization. It is recommended that the company should develop effective strategies management strategies in order to achieve the ultimate goal of the organization. From the whole study, it can be observed that there are some business areas of Myer that is not as effective as it needs to be. These business areas need proper business strategies to revive. Hence, it is also recommended that the strategic managers of the organization need to develop and implement effective business strategies. The above study also shows that the lack of strategies has a long-term effect on the business of Myer. Thus, the adoption of effective business strategies will be helpful for Myer for the long run of the business. The future business of Myer will be beneficial from todays effective business strategies. References Baker, M.J., 2014.Marketing strategy and management. Palgrave Macmillan. Bull, J.W., Jobstvogt, N., Bhnke-Henrichs, A., Mascarenhas, A., Sitas, N., Baulcomb, C., Lambini, C.K., Rawlins, M., Baral, H., Zhringer, J. and Carter-Silk, E., 2016. Strengths, weaknesses, opportunities and threats: A SWOT analysis of the ecosystem services framework.Ecosystem services,17, pp.99-111. Myer (2017). [online] Myer. Available at: https://www.myer.com.au/p/about-myer/the-company/about-us/history/ [Accessed 17 Feb. 2017]. Grimmer, L., Miles, M.P. and Grimmer, M., 2016. The performance advantage of business planning for small and social retail enterprises in an economically disadvantaged region.European Journal of International Management,10(4), pp.403-421. Grnig, R. and Khn, R., 2015. Global Environmental Analysis. InThe Strategy Planning Process(pp. 89-96). Springer Berlin Heidelberg. Hill, C.W., Jones, G.R. and Schilling, M.A., 2014.Strategic management: theory: an integrated approach. Cengage Learning. Ho, J.K.K., 2014. Formulation of a systemic PEST analysis for strategic analysis.European academic research,2(5), pp.6478-6492. Medlin, C.J. and Ellegaard, C., 2015. Conceptualizing competition and rivalry in a networking business market.Industrial Marketing Management,51, pp.131-140. Phillips, M., 2014. Focus: The threat is real.International Union Rights,21(1), pp.5-7. Rothaermel, F.T., 2015.Strategic management. New York, NY: McGraw-Hill. Sutton-Brady, C., Kamvounias, P. and Taylor, T., 2015. A model of supplierretailer power asymmetry in the Australian retail industry.Industrial Marketing Management,51, pp.122-130. Suwardy, T. and Ratnatunga, J., 2014. Business landscaping for strategic advantage: Evidence from a multi-sector study.Journal of Applied Management Accounting Research,12(2), pp.1-15. Ulubeyli, S., 2017. Industry-wide competitiveness assessment through fuzzy synthetic evaluation: the case of cement industry.Journal of Business Economics and Management,18(1), pp.35-53. Van Leeuwen, T., Tirry, L., Yamamoto, A., Nauen, R. and Dermauw, W., 2015. The economic importance of acaricides in the control of phytophagous mites and an update on recent acaricide mode of action research.Pesticide biochemistry and physiology,121, pp.12-21.