Presentation on the financial performance of a listed company

“You are an advisor for a client looking to invest £1million in the shares of Mitchells and Butlers (M&B). To fulfil this role you are required to:

1. Analyse and evaluate the working capital management of the company.

2. Critically analyse their current performance in comparison to previous years and competitors.

3. Summarise the stated strategic aims presented in the annual report and critically discuss the potential impact on the future financial performance and position of Mitchells and Butlers (M&B).

Not All Companies Are Viewed as Equal Discuss

In the land of free trade, the public does not view all industries as equal. Do you believe that is ethical? Do you believe that some industries are unfairly targeted? Should it be consumers’ choice to partake in products that are not healthy for them, or do those companies have an ethical obligation to protect people?

Preparation
Download and review the Week 6 Assignment Template [DOCX]. Use it to assist you with the assignment.
Choose one of the following industries to frame your paper:
The pharmaceutical industry.
The payday loan industry.
Cloning for medical purposes.
Instructions
Write a paper in which you:

Describe the background of the industry and its customer base for which you are framing your argument.
Prepare a sound argument that explained the major reasons you support the industry or the customer with strong supporting evidence.
Justify your beliefs on whether it is possible for a company to simultaneously cater to both its best interest and that of the consumer, or if one always must prevail.
Use at least two quality references. Note: Wikipedia and similar Websites do not qualify as academic resources.
This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

Determine the ethical considerations for balancing corporate and social responsibilities

Do a financial plan for our business opportunity

We thought of what our business product would be and we just need a financial plan for it.

d) A financial plan that demonstrates the viability of your business opportunity (LO5). This includes the following:
a. Funding assumptions
b. Margins – the basic business model (revenue and cost model)
c. Cash needs and when – cash flow analysis

there is no right or wrong way to structure a business plan, but it should include the information above which can align with P’Kolino case materials/topics covered during the module. This should not be an essay on these topics; it should be a fully researched Business Plan. The business plan is about planning a new venture evidenced by a breadth of research undertaken using both academic and commercial research. A good business plan often links each section together and provides a compelling narrative of the potential of your business opportunity.

the documents attached shows what our product is about and we need a financial plan for the product

What are the pros and cons of Neoliberalism? And Why is it difficult to achieve an effective and robust international response to the problem of climate change?

Please answer 2 questions, Each answer must comprise of 750 words (+/- 10%). It is a requirement that you include references ( 2-3 academically approporiate sources minimum) and a bibliography for each question.

Language as Home and Language as Exile

this should be part of theoretical framework of a doctoral thesis titled as” the representation of Arab American fiction: RIHANI, HALABY AND SHADID”.

You have to work on the theoretical frame. And for that, your major points, of those that you indicate in your general index, would be

1-Identity Social, cultural Issues Faced in Exile
2-Language and Identity of the Immigrants in Exile
3-Language as Home
4-Language as Exile

This is enough for the theoretical framework for the diss. Though you had the last two point as just one, I think you can split them in two, talking about the role of language as a home in one section, and then the role of language as exile, in a different section.
I suggest that you begin with this last part of the theory, because I think you will find more information, and you have already done part of the research for the writing of the chapters you have worked on.

So now it is a matter of going to the databases in search of relevant theory discussing language as home, a home in language, and then the role of language in exile.

Demonstrate your ability to develop a proposal on education Research Perspectives

Education Research Perspectives

Please submit your assignment 4 Individual research proposal here.

Indicate clearly:

Proposal Title

Wordcount

Purpose:

The purpose of this task is for you to demonstrate your ability to develop a proposal for a research project that is appropriate to your particular professional context (Please use the context of a teacher in an Australian school). It should have all the elements of a research proposal and be one that is feasible, meaningful and that could actually be achieved.

Your research proposal should outline:

1. Research area (the context in which your research question has emerged)
2. Research problem or issue (problem statement or topic; what the study is about)
3. Research question (the overarching research question you are interested in). You may include more than one question OR sub-questions if appropriate.
4. Significance of the study (what contributions are made to knowledge and practice)
5. Literature review (a summary and critical analysis of previous research and how it relates to this study). At least eight peer-review references (journal articles, books, book chapters) are required. APA in-text citation and referencing style is expected.
6. Research plan/design and research methods (outline of the research paradigm/research perspective; summary of the proposed research methods to answer your research questions)
7. Data collection procedure and data analysis (the nature and sources of the data to be collected; what data will be collected, how and where the data will be collected, and how the data collected will be analysed)

Suggested length:  3000 words excluding title page, references, and appendices

ADVICE

Research Question
The developed research question responds clearly to the research problem.
The research question is clearly defined (focussed) and provides direction and boundaries for the research.
Parameters are set by providing definitions of terms related to the research question.
The research question shows a critical analysis of the problem.

Paradigm & Methodology
The research paradigm aligns clearly with the research question and broader research problem.
Justifies the paradigm.
Paradigmatic consistency throughout.
Justifies research methodology.
Applies research methodology consistently throughout.
Understands the influence of ontology, epistemology and axiology on selected paradigm.

Methods – Setting and Sampling/Data Collection
Justify sampling methods.
Justify data collection in relation to the research question and the selected methodology.
Specifies the limitations of the selected methods.
Explains what each method will be capturing.
Methods ‘inform’ the answer to the research question.

Justification
Justifies research design throughout.
Embeds justification.

Marking Criteria

REFERENCES

Please use at least some of the following references in the assignment

Banks, S. (2019). Ethics and social research. In M. Walter (Ed.), Social Research Methods (4th ed.). VIC.: Oxford University Press (Chapter 4 pp. 83-118).

Koch, T. (2006). Establishing rigour in qualitative research: The decision trail. Journal of Advanced Nursing, 53(1), 91-100. doi:10.1111/j.1365-2648.2006.03681.x

Moore, R. (2019). Writing for research. In M. Walter (Ed.), Social Research Methods (4th ed.). VIC.: Oxford University Press (Chapter 18, pp.452-463).

Connell, R. (2015). Writing for research: Advice on principles and practice. Retrieved from: https://drive.google.com/drive/folders/0B7PfMzZfEk7vcE9NWU9GTkVEUWc

McAteer, M. (2013). Bera/Sage Research Methods in Education: Action research in education. London : SAGE Publications. doi: 10.4135/9781473913967. Chapters 2 & 7

Stringer, E. (2007). Action research in education (2nd ed.). Columbus, Ohio: Pearson Prentice Hall

Walter, M. (2019). Surveys. In M. Walter (Ed.), Social Research Methods (4th ed.). VIC.: Oxford University Press (Chapter 6, pp.146-176).

Ragaini. B. (2019). Quantitative research methods (Section A: 240-254). In M. Walter (Ed.), Social Research Methods (4th ed.). VIC.: Oxford University Press (Chapter 9, pp.240-262).

Travers, M. (2019). Qualitative interviewing methods. In M. Walter (Ed.), Social Research Methods (4th ed.). VIC.: Oxford University Press (Chapter 10, pp.265-295).

Willis, K. (2019). Analysing qualitative data. In M. Walter (Ed.), Social Research Methods (4th ed.). VIC.: Oxford University Press (Chapter 13, pp.341-364).

Cronin, Patricia ; Ryan, Frances ; Coughlan, MichaelCronin, Patricia (correspondence author) ; Cronin, Patricia (record owner)British journal of nursing (Mark Allen Publishing)17(1)2008-01-0138 – 43

 Reviewing the literature: Why? For whom? How? 

in Conducting research literature reviews : from the Internet to paper /by Fink, Arlene.3rd ed.Los Angeles :SAGE20101 – 54

Natalier, K. (2013). Research Design. In M. Walter (Ed.), Social Research Methods (3rd ed.). South Melbourne, Vic.: Oxford University Press (Chapter 2 pp. 25-49).

Social research methods 

Walter, Maggie,Fourth edition.; Fourth edition.Docklands, Victoria :Oxford University Press©2019.; 2019.Total Pages xxvi, 493 pages :

Investigate how you can improve customer journey on the online platforms through social and digital marketing

Write a report based on my placement year and what i can suggest from marketing side to the company i worked at.

• Report focuses on issues and opportunities related to your placement company and is based on one or more of the functional areas experienced by you on the placement.
• The report should reflect the placement you have undertaken; benefit the business and meet the necessary academic outcomes. It should include research, analysis, synthesis and evaluation in an appropriate context for the organisation.

As it is based in my placement year, i have attached important notes for the writer with some details abut what i did as a social and digital marketing intern, my observations and situation analysis about the brand i worked at. I also wrote a little draft of what research and topic can be included in the report.

Also, Harvard referencing is very important and good sources from internet to support the research,

Group Presentation of the results of the descriptive research stage (incorporating charts, graphs and other statistical outputs) and provide insight and problem solutions into the research issue identified.

It’s a group presentation and I need you to write only two slides. you will find attached all the guidance for the slides. in the slide please write only a few ideas and in speaker notes write more details. The references please make sure that is Harvard style. Can you please use a citation from the core text?
Core Text:
Bryman, A. and Bell, E. (2015). Business research methods.4th ed. Oxford: Oxford University Press.

Additional Reading:
• Ghauri, P., Gronhaug, K. and Strange, R (2020). Research Methods in Business Studies.
Cambridge University Press.
• Easterby-Smith, M., Thorpe, R. and Jackson, P. (2012). Management Research. 4th ed.
Singapore: SAGE.
• Mark, S. and Lewis, P. (2017). Doing Research in Business and Management: An Essential
Guide to Planning Your Project. Pearson.
• Any other relevant Research Methods journal.

You are about to launch a new range of ‘smart’ glasses to consumers. (Smart glasses provide the functionality of a modern laptop from a pair of spectacles). Assess which of the four basic pricing strategies would be most suitable for your new product and briefly outline the implications of your chosen pricing strategy on the other elements of the marketing mix.

Introduction to MarketingDuration:

Please answer TWO questions and write your answers as reports. All questions are worth 50 marks each.

This assignment will be assessed using the USBS generic marking criteria (excluding teamwork) with all criteria equally weighted.

Your tutors will not respond to questions about exam topics during the period the exam is ‘live’.

1. The TAP is individual work, carried out upholding the values of academic integrity.
2. A TAP (24hr or 48hr) has a notional ‘work time’ of up to 8 hours.
3. You may either type your answers into a new document (clearly labelling each answer), or write your answers directly on the exam paper (removing any optional questions that you have not chosen).
4. Referencing is required. Reference your work using the Harvard referencing system. Please include a brief bibliography after each of your answers. The bibliography is excluded from the word count.
5. You should write approximately 750 – 1,000 words per answer, using multiple headings and subheadings.
6. Submit your answers as a Word or pdf file using the appropriate link on Canvas. Please note that for a file to be accepted by Turnitin, your submission must be a single file and must include at least 20 words of typed text. Further guidance about Turnitin submissions can be found here: https://student.sussex.ac.uk/assessment/submission/canvas-turnitin
7. To ensure your anonymity in this assessment, please do not write your name anywhere in the final submitted document.
8. If you experience any IT problems when uploading your final submission, please contact IT Services and provide a screenshot of the issue you have encountered using their online help system at: https://www.sussex.ac.uk/its/help/
9. LATE SUBMISSION IS NOT PERMITTED FOR TAKE-AWAY PAPERS.

COMPLETE TWO QUESTIONS FROM THE FOLLOWING SIX CHOICES:

Question 1:

You are about to launch a new range of ‘smart’ glasses to consumers. (Smart glasses provide the functionality of a modern laptop from a pair of spectacles). Assess which of the four basic pricing strategies would be most suitable for your new product and briefly outline the implications of your chosen pricing strategy on the other elements of the marketing mix.

Question 2:

Your company provides holidays for UK residents. You are launching a new holiday. Please briefly describe the holiday you will provide, outline the way(s) that you will segment your market, the segment(s) you will target and the way that you will position your new holiday to make it as attractive as possible to the selected segment(s).

Question 3:

You work for a communications agency and are pitching for work from Rolex (Rolex.com) in a market of your choice. Please specify the market, explain your proposed communication strategy for Rolex and suggest the promotional tools you believe Rolex should use, giving both your reasons and market-specific examples.

Question 4:

You are responsible for the marketing of Ferrari cars (Ferrari.com). Please assess the usefulness of understanding the anatomy of your products (also known as ‘the product onion’) using the approach outlined by Drs Brassington and Pettitt in the core text.

Question 5:

You are about to be appointed as the new head of marketing for the University of Sussex and can influence the university’s future strategy. Which of Michael Porter’s generic strategies* might you choose and why?

* introduced in: Competitive Advantage: Creating and Sustaining Superior Performance by Michael E. Porter (1985)

Question 6:

You are responsible for marketing a new Xiaomi laptop (https://xiaomi-mi.com/notebooks/) in a market of your choice. Please specify the market then detail the way that you are going to use your marketing tactics (7Ps) giving reasons for the choices you make.

END OF PAPER

Leading Coaching and Mentoring in Education

Task instructions

Approaches/models of coaching and mentoring 

Word Count: minimum 2000 maximum 2500 (excluding Bibliography)

Assessment task

1. Select a ‘theory’ of coaching and an approach to/model of mentoring that is applicable to the education sector.
2. Describe the theory and the approach/model.
3. Review and analyse each using contemporary research and literature into leading practice in coaching and mentoring.
4. Assess the validity and credibility of each, justifying your position.

Marking Criteria

1. Describes selected theory/approach/model with clarity and accuracy (20%)
2. Demonstrates understanding of contemporary research and literature in coaching and mentoring (30%)
3. Critically analyses and assesses selected theory/approach/model through lens of research and literature and justifies conclusions (40%)
4. Applies appropriate academic writing standards (10%)

Advice from assessor

• description 420-500 words – We just need to clearly describe the mentoring model and the coaching model

Yes, but be alert to the word “clearly” as the marking guidelines explicate this (at a HD level) as “Theory and approach are described with absolute clarity. Description demonstrates significant and deep knowledge and understanding.”

• review and analysis of literature 650-720 – We are to review and analyse what the current research and literature says about mentoring and about coaching. If we have chosen a context, do we only review and analyse mentoring in this context, or review and analyse mentoring as a whole. (same for coaching).   Am I correct in thinking that we don’t talk about the model and approach we have chosen in this section?  We talk about it in section 3. Is this correct?

Again, yes. You are reviewing and analysing what the current research and literature says about your chosen ‘theory of coaching’ and the ‘model/approach’ to mentoring as a whole in this section of the response. You may choose to introduce the context of what will be more fully outlined and in the final question (demonstrating the interconnectedness of your response) but this is not essential as that will become apparent in Section 3. You should not allow the context (if you choose to use one) to distract you from the main intent of this section of your response.

• assessing validity and credibility 830-1,280 – We assess the validity of our model and approach against what the research says, analyse the model and discuss its effectiveness. And if we’ve chosen a context we talk about its application and effectiveness in this context in this section.

And finally, yes again. Your summary captures the intent very well and needs no further clarification.

LAST ADVICE FROM ASSESSOR

1. Note that you must write between 2,000 and 2,500 words. There is not on this occasion any 10% flexibility. 
2. Note the weighting and marking criteria for the three questions you are addressing.
3. Approximate word lengths for the weightings (as guidelines only): a) description 420-500 words, b) review and analysis of literature 650-720, and c) assessing validity and credibility 830-1,280. (The recommended upper number is based on someone writing 2,500 words.)
4. You will note that you have to use evidence of wider reading for this task. I would recommend at least three research papers/chapters for the theory of coaching and at least three for model of mentoring. The best responses will use several more for each. Do not forget the importance Grant’s research. 
5. It is fine to use some of the articles and chapters you used for earlier tasks, but just do not use them in the same way and certainly do not plagiarize your earlier work.
6. In terms of addressing the question, which theory and model? Choose the most appropriate. A model/theory that mesh has evident value but you may also choose to demonstrate the impact of quite divergent approaches (theory/model/approach).
7. It is more than reasonable for you to consider a context for the coaching theory and mentoring model you examine. However, in terms of addressing the first question, critically describe the theory/approach as a whole before focusing on its application to a context you may later explore. 

MARKING CRITERIA

References

Please use your references from the following sources

Pre-Intensive Reading



1.         Desimone LM, Pak K. Instructional Coaching as High-Quality Professional Development. Theory Into Practice. 2017;56(1):3-12.



2.         Connor CM. Commentary on the Special Issue on Instructional Coaching Models: Common Elements of Effective Coaching Models. Theory Into Practice. 2017;56(1):78-83. 



3.      West A. A Framework for Conceptualizing Models of Mentoring in Educational Settings. International Journal of leadership and Change. 1015;4(1):23-29.


4.      Hudson P, Hudson S. Mentoring Beginning Teachers and Goal Setting. Australian Journal of Teacher Education. 2016;41(10):48-62. 



5.         Kurz A, Reddy LA, Glover TA. A Multidisciplinary Framework of Instructional Coaching. Theory Into Practice. 2017;56(1):66-77. 



6.         Grant AM, O, apos, Connor SA. Broadening and building solution-focused coaching: feeling good is not enough. Coaching: An International Journal of Theory, Research and Practice. 2018;11(2):165-185. 



7.         Grant AM, Gerrard B. Comparing problem-focused, solution-focused and combined problem-focused/solution-focused coaching approach: solution-focused coaching questions mitigate the negative impact of dysfunctional attitudes. Coaching: An International Journal of Theory, Research and Practice. 2020;13(1):61-77. 



8.         McLaughlin P, Barkatsas A, eds. Championing Cutting-Edge 21st Century Mentoring and Learning Models and Approaches . Brill Sense; 2020.



9.   Henning JE, Beam PC, Gut DM. Building Mentoring Capacity in Teacher Education: a Guide to Clinically-Based Practice. Routledge; 2018.



Supplementary and Support Reading



10.      Smith R and L. Coaching and Mentoring: A review of literature as it relates to teacher professional development. International Journal of Innovation, Creativity and Change www.ijicc.net. (4). https://www.ijicc.net/index.php/ijicc-editions/2014/7-vol-iss-4-2014



11.            AITSL. Coaching Toolkit for Teachers Overview. https://www.aitsl.edu.au/docs/default-source/default-document-library/coaching-resources-complete-set.pdf



12.            Grant AM. Autonomy support, relationship satisfaction and goal focus in the coach-coachee relationship: which best predicts coaching success? Coaching: An International Journal of Theory, Research and Practice. 2014;7(1):18-38.



13.            Reddy LA, Dudek CM, Lekwa A. Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching. Theory Into Practice: Instructional Coaching Practices: Promising Models, Empirical Support, and Considerations for Practice. 2017;56(1):46-55. 



14.      Hudson P. Mentoring as professional development: “growth for both” mentor and mentee. Professional Development in Education. 2013;39(5):771-783. 



15.      Hudson P. Strategies for mentoring pedagogical knowledge. Teachers and Teaching. 2013;19(4):363-381.

16.      Lowenhaupt R, Mckinney S, Reeves T. Coaching in context: the role of relationships in the work of three literacy coaches. Professional Development in Education. 2014;40(5):740-757. 



17.      Di Domenico PM, Elish-Piper L, Manderino M, L’Allier SK. Coaching to Support Disciplinary Literacy Instruction: Navigating Complexity and Challenges for Sustained Teacher Change. Literacy Research and Instruction. 2018;57(2):81-99. 

18.     Tschannen-Moran M, Carter CB. Cultivating the emotional intelligence of instructional coaches. International Journal of Mentoring and Coaching in Education. 2016;5(4):287-303. 



19.      Simon S, Dole S, Farragher Y. Custom-designed and safe-space coaching: Australian beginning principals supported by experienced peers form pipeline of confident future leaders. School Leadership & Management. 2019;39(2):145-174.



20.            Grant AM, Hartley M. Developing the leader as coach: insights, strategies and tips for embedding coaching skills in the workplace. Coaching: An International Journal of Theory, Research and Practice. 2013;6(2):102-115.



21.            Charteris J, Smardon D. Dialogic peer coaching as teacher leadership for professional inquiry. International Journal of Mentoring and Coaching in Education. 2014;3(2):108-124. 



22.      Houchens GW, A. Stewart T, Jennings S. Enhancing instructional leadership through collaborative coaching: a multi-case study. International Journal of Mentoring and Coaching in Education. 2017;6(1):34-49. 



23.      Walkowiak TA. Five Essential Practices for Communication: The Work of Instructional Coaches. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2016;89(1):14-17. 



24.      Aas M, Vavik M. Group coaching: a new way of constructing leadership identity? School Leadership & Management. 2015;35(3):251-265.



25.            T. Taylor R, S. Zugelder B, Bowman P. Literacy coach effectiveness: the need for measurement. International Journal of Mentoring and Coaching in Education. 2013;2(1):34-46. 



26.      Shank MJ. Mentoring among high school teachers: a dynamic and reciprocal group process. Mentoring & Tutoring: Partnership in Learning. 2005;13(1):73-82. 



27.      Duncan HE, Stock MJ. Mentoring and Coaching Rural School Leaders: What Do They Need? Mentoring & Tutoring: Partnership in Learning. 2010;18(3):293-311. 

28.           Bullough Jr RV, Draper RJ. Mentoring and the emotions. Journal of Education for Teaching. 2004;30(3):271-288. 



29.      Molitor S, Parker L, Vetter D. Mentoring for all: building knowledge and community. Journal of Professional Capital and Community. 2018;3(4):242-255.



30.            Salleh H, Tan C. Novice Teachers Learning from Others: Mentoring in Shanghai Schools. Australian Journal of Teacher Education. 2013;38(3):15. http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1012948



31.            Aravena F. Mentoring novice school principals in Chile: what do mentors learn? International Journal of Mentoring and Coaching in Education. 2018;7(3):219-230.



32.            Sardar H, Galdames S. School leaders’ resilience: does coaching help in supporting headteachers and deputies? Coaching: An International Journal of Theory, Research and Practice. 2018;11(1):46-59. 



33.      Hasbrouck J. Student-Focused Coaching. Theory Into Practice: Instructional Coaching Practices: Promising Models, Empirical Support, and Considerations for Practice. 2017;56(1):21-28.



34.            Silver M, Lochmiller CR, Copland MA, Tripps AM. Supporting new school leaders: findings from a university-based leadership coaching program for new administrators. Mentoring & Tutoring: Partnership in Learning. 2009;17(3):215-232. 

35.          Yirci R, Özdemir TY, Kartal SE, Kocabaş İ. Teachers’ perceptions regarding school principals’ coaching skills. School Leadership & Management. 2014;34(5):454-469. 



36.      Sonesh SC, Coultas CW, Lacerenza CN, Marlow SL, Benishek LE, Salas E. The power of coaching: a meta-analytic investigation. Coaching: An International Journal of Theory, Research and Practice. 2015;8(2):73-95. 



37.      Roberson S, Roberson R. The Role and Practice of the Principal in Developing Novice First-Year Teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2009;82(3):113-118. 



38.      Grant AM. The third “generation” of workplace coaching: creating a culture of quality conversations. Coaching: An International Journal of Theory, Research and Practice. 2017;10(1):37-53.



39.            Hallam PR, Chou PN (Felipe), Hite JM, Hite SJ. Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers. NASSP Bulletin. 2012;96(3):243-278. 



40.      Sam CH, Caliendo AE. Using activity theory to understand the role of the coach in K–12 curriculum redevelopment. International Journal of Mentoring and Coaching in Education. 2018;7(3):231-247.



41.            van Ginkel G, Verloop N, Denessen E. Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and teaching, theory and practice. 2016;22(1):101-116. 



42.      Clutterbuck D, Bachkirova T, Cox E, eds. The Complete Handbook of Coaching . Second edition. SAGE; 2014.

43.            Henning JE, Gut DM, Beam PC. Building Mentoring Capacity in Teacher Education: A Guide to Clinically-Based Practice. 1st ed. Routledge; 2019.