ABS Coursepack LA2125 Module 4 2018 a

Look at two discussions from the section quoted above and identify their structure. i. Despite this lack of significance, Figure 5.11 clearly shows that some activities are more prevalent within normative social environments. For example 90% of respondents are prepared to collect glass at their home residences and take it to local collection points whilst shopping. Therefore it is surely plausible that they would use an onsite glass recycling facility, if OrgX were to expand its facilities. Informal discussions with community members also support this claim, with consistent levels of frustration at a lack of awareness and facilities onsite. ii. The provision of a dedicated onsite recycling facility could also reduce individual car trips to community centres; due to the rural location of the area walking to recycling locations is usually not feasible. Figure 5.13 shows that 2% of respondents indicated that they car pool to OrgX from their home residences. Car pooling to OrgX(b) occurs on an ad hoc basis, primarily arranged by individuals within the same department who are attending the same meeting at the sister site.III. LanguageLook at the Results excerpt again and underline all the words and expressions which areused to comment on data. Consider their purpose: are they used to provide a summary(a), to highlight trends and patterns (b) or to discuss implications (c)? List the results inthe columns below:(a) summary (b) highlighting (c) discussion 100

Here’s a list of most common verbs used to provide summaries of figures:Table 1 shows provides gives presents summarises illustrates reveals displays demonstrates indicates contains depictsYou can also use so-called as-Clauses (note the use of prepositions here):As shown in Figure 1…As illustrated by Graph 1…As indicated in Chart 1… 101

Task 1Read the following fragments. 1) Decide which fragments belong to each text (the first one has been done for you):‘A Motivational Theory of Charismatic ‘Do Consumers Care about Ethical Luxury?’Leadership’ Davies, I.A. et al, Journal of Business EthicsChoi, J., Journal of Leadership andOrganisational StudiesExample: a)a) Charismatic leadership is comprised of three components: envisioning, empathy, and empowerment. These key components stimulate followers’ need for achievement, need for affiliation, and need for power.b) Price differentials in luxury goods appear larger to consumers (e.g. for Swan Marked diamonds), even if in percentage terms they are very similar to commodity products. This is counter to the suggestion of Bendell and Kleanthous (2007) that price differentials in luxury goods would not be perceived as significant to consumers. Instead it confirms the findings of Elliott and Freeman (2001) that consumers are willing to pay higher percentage ethical premiums for lower value products, thereby indicating that as total product price rises, willingness to pay a price premium diminishes.c) Despite the clear contribution this article makes to the field of ethical-luxury, it is limited by a number of factors.d) Further research is required to identify additional external contextual factors, such as social norms and economic development, which may influence the effectiveness of charismatic leadership.e) The success of ethical commodities is often attributed [especially in books like Klein (1999) and Hertz (2001)] to the growth of ethical consumerism or activism as if there is a direct cause and effect. Yet what the evidence of this article suggests is that consumers are selectively ethical—not a universal body of ethical consumers that can be tapped into by one and all products made available. 102

f) The theoretical arguments outlined here complement the existing framework for studying the motivational effects of charismatic leadership. In particular, our arguments emphasized the transformation of followers’ needs by the three behavioural components of charismatic leadership. g) Ethical conditions of production are significantly less important in luxury purchase decisions than in commodities. Furthermore, ethical conditions of production are the lowest priority buying criteria for luxury purchases (compared to joint 5th out of 8 for the commodity products). These findings are therefore in line with Boulstridge and Carrigan (2000) and Carrigan and Attalla (2001) who found that price, brand, value and quality are all more important than ethics in commodity purchase decisions. h) There are a few additional considerations which were not sufficiently discussed here. First, we emphasized only the functional aspects of socialized charismatic leadership.2) Now decide what function(s) the fragments have, choosing from the options below. The first one has been done for you:Indicating limitations Example: h)Highlighting how the study differs fromcurrent knowledgeHighlighting major findingsHighlighting major findings andrelating them to the previous studiesHighlighting the significance of thestudyIdentifying areas for further researchRelating findings to the previousstudies 103

Task 2Look at the following excerpt from the discussion section of a dissertation entitled TheImpact of Coffee Market Liberalisation on Producer Price Behaviour in Tanzania label thefollowing: 1. summary of the dissertation 2. phrase used to introduce the summary 3. Literature mentioned 4. achievements of the study 5. findings 6. limitations 7. What limitations are mentioned? 104

Lukanima, B. 2009. The Impact of Coffee Market Liberalisation on Producer Price Behaviour in Tanzania. PhD, Hull: University of Hull.Task 3: Now think about your pre-sessional project. a) Are you going to include a Discussion section in your project? Why? Why not? b) What information presented during this session will be useful? 105

Constructing Research Papers: Sections in detail – ConclusionTask 1Look at the two examples of conclusions below and evaluate them. What are their strengthsand weaknesses (e.g. are all the essential features present? Are they sufficientlydeveloped?). Decide if you would change anything in each example and if so, what.Example 1It can be seen that differences do exist between Coca-Cola and Pepsi Cola. This can be seenin the marketing variables which are the basis for segmentation such as age and geographicvariables. In a competitive market, both companies must identify and target differentmarket segments in order to remain at the cutting edge. Differences between thecompanies are evident with respect to product, pricing, place and promotion. Coca-colarelies heavily on value: quality is more than something we see or taste. Pepsi, on the otherhand, relies on its success resulting from superior products and high standards ofperformance.Example 2Organisations in our era are extremely sensitive - as they must be - to demographic,political, technological and economic developments. Environmental changes most affectstrategic perspective. With respect to the marketing mix, quality in the biscuit industry is akey factor. For example, Arnott's uses its Sunshine brand to compete at the budget end ofthe market, but promotes its own brand on the basis of quality at the upper end.Competition with non-biscuit products such a snack food and confectionery is partly on thebasis of packaging. Even though the two companies have different specialities, the price,distribution and promotion are very similar. It can be seen that Arnott's have a strongermarket share than Nabisco due to stronger promotion, more variety of products and brandloyalty.An effective marketing program brings together all of the elements of the marketing mix toachieve the organisation's marketing objectives by delivering to customers what they wantand need. Thus, the most successful companies will be those that can meet these needsmost effectively From Monash University. 2007. Writing in Business in Economics: Writing the Conclusion. Available from: http://www.monash.edu.au/lls/llonline/writing/business-economics/marketing/2.2.3.xml, accessed on 25 June 2012.] You will find many useful phrases typically used in Conclusions at http://www.phrasebank.manchester.ac.uk/writing-conclusions/ 106

Constructing Research Papers: Sections in detail – AbstractTask 1Think about journal articles and reports that you have read in the recent weeks andanswer the following questions: a) What is the purpose of an abstract/summary? b) At what stage in the writing process should you write an abstract (or summary)?Task 2Read the two examples below and answer the questions below: a) Where does each of them come from? b) Can you see any differences between them? c) How effective are they as abstracts/summaries? Would you improve them in any way?Example 1This report provides an analysis and evaluation of the current and prospective profitability,liquidity and financial stability of Outdoor Equipment Ltd. Methods of analysis include trend,horizontal and vertical analyses as well as ratios such as Debt, Current and Quick ratios.Other calculations include rates of return on Shareholders Equity and Total Assets andearnings per share to name a few. Results of data analysed show that all ratios are belowindustry averages. In particular, comparative performance is poor in the areas of profitmargins, liquidity, credit control, and inventory management.The report finds the prospects of the company in its current position are not positive. Themajor areas of weakness require further investigation and remedial action by management.Recommendations discussed include: improving the average collection period for accounts receivable· improving/increasing inventory turnover· reducing prepayments and perhaps increasing inventory levelsThe report also investigates the fact that the analysis conducted has limitations. Some of thelimitations include the lack of forecasting figures, insufficient knowledge about the natureand type of company and about the current economic conditions.Adapted from: Woodward-Kron, R. (1997) Writing in Commerce: a guide to assist Commerce students withassignment writing, (Revised edition), Centre for the Advancement of Teaching and Learning, The University ofNewcastle. 107

Example 2This article explores the extent to which consumers consider ethics in luxury goodsconsumption. In particular, it explores whether there is a significant difference betweenconsumers’ propensity to consider ethics in luxury versus commodity purchase and whetherconsumers are ready to purchase ethical-luxury. Prior research in ethical consumptionfocuses on low value, commoditized product categories such as food, cosmetics and highstreet apparel. It is debatable if consumers follow similar ethical consumption patterns inluxury purchases. Findings indicate that consumers’ propensity to consider ethics issignificantly lower in luxury purchases when compared to commoditized purchases andexplores some of the potential reasons for this reduced propensity to identify or act uponethical issues in luxury consumption. From: Davies, I.A., Lee, Z. and I. Ahonkhai. 2011. Do consumers care about ethical luxury? Journal of Business Ethics, (2012) 106, pp. 37-51.Task 3Now read the example below and compare it to Examples 1 and 2. Is it different/better/worse? Justify your opinion.Example 3Every time a business or consumer purchases products or services they display forms of buyerbehaviour that are influenced by many factors. The following report looks at the fast foodindustry and will analyse four McDonalds’ key products and services. It highlights what typeof consumer buying or business buying behaviours are displayed in the purchase of a productor service and explains why each behaviour may occur. This enables a conclusion to be drawnfrom applying theory to reality. Although a full comprehension of buying behaviour isimpossible, since everyone is an individual, it is useful to reflect on common behaviours andattempt to divide behaviours in types and stages. Even McDonalds, a leader in marketingcannot always predict consumer behaviour. From: University of Wollongong. 2006. The structure of business reports. Available at http://unilearning.uow.edu.au/report/4bi1.html, accessed on 25th May 2018. 108

Constructing Research Papers: Sections in detail – References Page Example 109

Listening & Responding to a ComplexPresentationDispatches – Do you know what’s inyour breakfast?Main AimPractice listening and responding to acomplex presentation 110

Dispatches: Do You Know What’s in Your Breakfast?, [television programme, online], Prod. creditn.k., Prod. company n.k., Prod. country n.k., 04:25 30/10/2009, Channel 4, 58mins.http://bobnational.net/record/17579, (Accessed 02/02/2016).Summary: Dispatches reveals how nutritious the nation's breakfasts really are, investigating themyriad marketing techniques employed by this lucrative industryBefore you watch, consider the following questions: What do you know about the concept healthy marketing? What do you know about how breakfast cereals are marketed to adults? What do you know about how breakfast cereals are marketed to children?What do you want to know about how breakfast cereals are marketed in the UK?Were your questions answered? regulated/unregulated marker get away with itVocabulary own brand vs. branded market leader eye catching packaging tactics advertising watchdog informed choices health benefits buy into [marketing] antioxidants position itself targeted directly at [children] 111 factually accurate

Notes Reality of the content of the FoodsMarketing TechniqueRegulations for Marketing to Children Techniques for Marketing to Children 112

Author: is the British TV current affairs documentary series on Channel 4, first transmitted in 1987. Theprogramme covers.Audience: General public, teenagers-adults, familiesPurpose: to inform and persuade (viewers to think about deceptive marketing)Main Idea: Marketing techniques used to sell foods to make them appear “healthy” are often deceptiveStyle: Simple, mix of presenter giving information + interviewing people + conducting “case studies” withfamiliesOrganisation:Summary of “Dispatches: Do you know what’s in your breakfast?”Critical Evaluation of “Dispatches: Do you know what’s in your breakfast?” Stance: This programme presents a balanced/unbalanced view of the breakfast food marketing industry / This 113

Aston Pre-sessional Week 3Theme: Marketing Management continued 114

PresentationsIncreasing the Impact of PresentationsBell, D. 2008. Passport to Academic Presentations. Reading: Garnet Publishing Ltd.,pp.34-36. 115

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From: Powell, Mark, (1997) \"Selected pages\" from Powell, Mark, Presenting in English how to give successfulpresentations pp.11,13,36,37,41,42, Hove: Language Teaching Publications (LTP) 118

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Aston Pre-sessional Week 1Theme: Team Project 132

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TEAM PROJECT Details to be provided on BlackBoard.Main AimApply theories; gain practice working as ateam on a final project; be creative, havefun, and enjoy the end of the Aston pre-sessional! 134

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Listening & responding: Belbin TeamRolesMain AimPractise listening and responding to acomplex presentation through payingattention to main ideas, details andorganisation 136

Introduction to Belbin Team Roles: John England (Mindsystems),http://www.youtube.com/watch?v=mYL3aKON82UTask 1: Preparation for listeningYou are going to listen to a talk about Belbin’s model of roles people assume inteams. In preparation for this listening your tutor asked you to do backgroundresearch into Dr Meredith Belbin and his work. Work in pairs or groups: a) Share the key findings with your group members. What is the most interesting information that you managed to find? b) What sources did you use to find information? In your group make a list of three most reliable and informative sources which you would recommend to the rest of the class.Task 2: ListeningNow listen and answer the following question: a) What is a syndicate? b) What does the speaker say about behaviour as opposed to personality? c) What does the speaker say about the selected aspects of behaviour? d) What do the acronyms IQ and EQ mean? e) What are the benefits of the awareness of the team roles model? f) What is one constant feature of every team role? On the next page, make notes on the characteristics of each role, taking into consideration the speaker’s explanation (not only the slides). 137

Plant Coordinator Shaper Monitor Evaluator Team Worker Implementer Completer Finisher Specialist Resource InvestigatorTask 3: After listening 1. In the summary of his talk, the speaker says that Belbin Team Roles help in: i. recruitment ii. team selection and development iii. managing individualsDo you agree? In what way can the model be helpful in each of these areas? 2. Which role (or roles) do you think you assume when working in teams?The speaker gave a very brief overview of Belbin’s model and its role. Which aspectof the talk would you like to know more about and research further? 138

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Aston Pre-sessionalReflection 140

Reflection on your progress on the course: Self-evaluation of achievementConsider what you have learnt for the past 6, 12, 18, or 30 weeks. Identify threeachievements which particularly please you. Use the table below to analyse yourachievements in more detail. Share your achievements with your classmates. Achievement 1 Achievement 2 Achievement 3What have Iachieved?What haschanged? Whatcan I do now thatcouldn’t dobefore?How do I know Ihave achievedthis?What is theevidence for myachievement?What did I do toachieve this?Did I change myattitudes or habits?Did I practise? DidI ask for support?Did I listen tofeedback andreflect on myperformance?Why is thisachievementimportant?What can I do tobuild on thissuccess? Howcould I applythese skills to anew situation? Adapted from Cottrell, S. 2008. The Study Skills Handbook. 3rd ed. Basingstoke: Palgrave Macmillan, p.332 141

Aston Pre-sessionalAdditional Resources 142

Pronunciation WebsitesEnglish clubhttps://www.englishclub.com/pronunciation/BBC Learning English http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/British Council http://www.teachingenglish.org.uk/article/phonemic-chartEnglish online http://www.english-online.org.uk/pronounce/pronounce21.htmHowjsay http://howjsay.com/Ted Power http://www.tedpower.co.uk/phono.htmlDOWNLOADABLE PRONUNCIATION APPBritish Council (for iPad) http://learnenglish.britishcouncil.org/en/apps/sounds-rightVocabulary Learning Websiteshttp://uefap.com/ Activities and exercises & academic word listshttp://flax.nzdl.org/greenstone3/flax Collocations & collection of example essays by field withoptions to highlight word typesGoogle News - https://news.google.co.uk/ Check the use and contexts of unfamiliar wordshttp://www.bbc.co.uk/worldservice/learningenglish/language/ Daily vocabulary lessons&“Words in the News”http://www.englishvocabularyexercises.com/ & http://www.englishvocabularyexercises.com/AWL/Academic word lists & exercisesLanguage ResourcesGrammar & Vocabularyhttp://www.bbc.co.uk/learningenglish/http://learnenglish.britishcouncil.org/en/grammar-and-vocabularyhttp://www.ego4u.com/en/cram-up/grammar/http://www.englishgrammarsecrets.com/index.htmlhttp://a4esl.org/q/h/grammar.htmlhttps://www.usingenglish.com/quizzes/http://www.eslcafe.com/http://esl.about.com/?once=true&http://www.englishpage.com/http://www.englishclub.com/grammar/Better speakinghttp://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_betterspeaking_archive.shtmlENGLISH LEARNERS’ ONLINE DICTIONARIESLongman Dictionary http://www.ldoceonline.com/Oxford Advanced Learners’ Dictionary http://www.oxfordlearnersdictionaries.com/Cambridge http://dictionary.cambridge.org/dictionary/british/Macmillan http://www.macmillandictionary.com/ 143

ENGLISH FOR ACADEMIC PURPOSES**Excellent phrase bank for academic writinghttp://www.phrasebank.manchester.ac.uk/http://www.uefap.com/accuracy/accfram.htmhttp://www.nottingham.ac.uk/~alzsh3/acvocab/exercises.htmAcademic Englishhttp://www.bbc.co.uk/worldservice/learningenglish/general/talkaboutenglish/2009/04/090427_tae_al.shtmlAcademic word list practice exs 1 http://www.englishvocabularyexercises.com/AWL/id21.htmAcademic word list practice exs 2 http://www.uefap.com/vocab/exercise/exercise.htmAcademic word list practice exs 3 https://www.plymouth.ac.uk/your-university/academic-word-listListening resourceBob Nationalhttps://learningonscreen.ac.uk/ondemand/ 144

Language PracticeTake these quizzes to identify your weak points for further study. Answers areat the end. 145

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From: Swan, M. & Walter, C. How English Works. Oxford University Press: Oxford. pp. 3-11. 149