Learning Objective Essay

* A learning objective answers the question: What is it that your students should be able to do at the end of the class session and course that they could not do before? * A learning objective makes clear the intended learning outcome rather than what form the instruction will take. * Learning objectives focus on student performance. Action verbs that are specific, such as list, describes, report, compare, demonstrate, and analyze, should state the behaviors students will be expected to perform. Well-written learning objectives can give students precise statements of what is expected of them and provide guidelines for assessing student progress. Our goal for students is learning and if students don’t know what they should be able to do at the end of class then it will be difficult for them to reach that goal. Clearly defined objectives form the foundation for selecting appropriate content, learning activities, and assessment measures. If objectives of the course are not clearl y understood by both instructor and students, if the learning activities do not relate to the objectives and the content that you think is important, then your methods of assessment, which are supposed to indicate to both learner and instructor how effective the learning and teaching process has been, will be at best misleading, and, at worst, irrelevant or unfair. Learning objectives Specific statements describing what you and your students intend to achieve as a result of learning that occurs both in class and outside of class. They can be categorized in the following way: 1. Cognitive objectives emphasize knowing, conceptualizing, comprehending, applying, synthesizing, and evaluating. These objectives deal with students’ knowledge of the subject matter, and how students demonstrate this knowledge. 2. Psychomotor objectives involve the physical skills and dexterity related to the instruction. Successful instruction involves teaching new skills or coordination of old ones Attitudinal objectives Specific statements about attitudes, values and emotions, which students will have as a result of taking part in class activities. What learning objectives emphasize Learning objectives emphasize observed activity, student activity and student outcomes. Advantages of using learning objectives Writing and using learning objectives has numerous advantages. Writing learning objectives using Bloom’s Taxonomy Bloom’s Taxonomy of the cognitive domain, or thinking skills, can be helpful in constructing course learning objectives. Bloom and colleagues found that over 95% of exam questions required students to activate low-level thinking skills such as recall (1956). In addition, research has shown that students remember more content when they have learned a topic through higher thinking skills such as application or evaluation. Using Bloom’s Taxonomy as a guide, you can create learning objectives and exam questions that activate and assess different, as well as higher, levels of student thinking. Bloom’s Taxonomy Bloom’s Taxonomy is a hierarchy of six cognitive skills arranged from less to more complex. Knowledge Recognizes students’ ability to use rote memorization and recall certain facts. Action verbs to help write objectives or exam questions for this domain: cite, define, identify, label, list, match, name, recognize, reproduce, select, state. Example Learning objectives| Exam questions| The students will recall the four major food groups without error.| Name the four major food groups.| The students will list at least three characteristics peculiar to the Cubist movement.| List three characteristics that are unique to the Cubist movement.| The students will be able to define gram-positive bacteria.| Define gram-positive bacteria.| Comprehension Involves students’ ability to read course content, understand and interpret important information and put other’s ideas into their own words. Action verbs to help write objectives or exam questions for this domain: classify, convert, describe, distinguish between, explain, extend, give examples, illustrate, interpret, paraphrase, summarize, translate. Example Learning objectives| Exam questions| The students will summarize the main events of a story in grammatically correct English.| Using grammatically correct English, please summarize the main events – in three or four sentences – from the news story given below.| The students will describe in prose what is shown in graph form.| Given a graph of production trends in automobiles, describe what the graph represents in a memo to your boss.| From a â€Å"story-problem† description, students will convert the story to a mathematical manipulation needed to solve the problem.| A researcher wonders whether attending a private high school leads to higher or lower performance on an exam of social skills. A random sample of 100 students from a private school produces a mean score of 71.30 on the exam, and the national mean score for students from public schools is 75.62 (s x = 29.0). Convert the information in this word problem into a mathematical representation that will enable you to solve the problem.| Application Students take new concepts and apply them to another situation. Action verbs to help write objectives or exam questions for this domain: apply, arrange, compute, construct, demonstrate, discover, modify, operate,predict, prepare, produce, relate, show, solve, use. Example Learning objectives| Exam questions| The students will multiply ractions in class with 90 percent accuracy.| Solve for the ten following fraction multiplication problems. Please make sure to show all your work.| The students will apply previously learned information about socialism to reach an answer.| According to our definition of socialism, which of the following nations would be considered to be socialist?| The students will demonstrate the principle of reinforcement to classroom interactions.| In a teaching simulation with your peers role-playing 6th grade students, demonstrate the principle of reinforcement in classroom interactions and prepare a  ½ page description of what happened during the simulation that validated the principle.| Analysis Students have the ability to take new information and break it down into parts to differentiate between them. Action verbs to help write objectives or exam questions for this domain: analyze, associate, determine, diagram, differentiate, discriminate, distinguish, estimate, infer, order, outline, point out, separate, subdivide. Example Learning objectives| Exam questions| The students will read a presidential debate and point out the passages that attack a political opponent personally rather than the opponent’s political programs.| From the short presidential debate transcribed below: Differentiate the passages that attacked a political opponent personally, and those that attacked an opponent’s political programs.| The students will point out the positive and negative points presented in an argument for the abolition of guns.| From the argument given below, analyze the positive and negative points presented concerning the abolition of guns and write a brief (2-3 page) narrative of your analysis.| Students will discriminate among a list of possible steps to determine which one(s) would lead to increased reliability for a test.| Determine which of the following steps would most likely lead to an increase in the reliability estimate for a test: * Increasing the number of persons tested from 500 to 1,000. * Selecting items so that half were very difficult and half very easy * Increasing the length of the test with more of the same kinds of items * Increasing the homogeneity of the group of subjects tested.| Synthesis Students are able to take various pieces of information and form a whole creating a pattern where one did not previously exist. Action verbs to help write objectives or exam questions for this domain: combine, compile, compose, construct, create, design, develop, devise, formulate, integrate, modify, organize, plan, propose, rearrange, reorganize, revise, rewrite, tell, write. Example Learning objectives| Exam questions| The students will write a different but plausible ending to a short story.| Develop one plausible ending for all three short stories below.| After studying the current economic policies of the United States, student groups will design their own goals for fiscal and monetary policies.| Working in your groups and considering the current economic policies of the US that we have been studying, develop your goals for employment, price levels, and rate of real economic growth for the next three years. Write these goals on the newsprint and be ready to discuss why your goals are feasible.| The students will design a series of chemical operations to separate quantitatively the elements in a solution.| In the lab, you will be given a solution to analyze to see what elements make up the solution. Then design a series of chemical operations to separate quantitatively the elements in the solution.| Evaluation Involves students’ ability to look at someone else’s ideas or principles and see the worth of the work and the value of the conclusions. Action verbs to help write objectives or exam questions for this domain: appraise, assess, compare, conclude, contrast, criticize, discriminate, evaluate, judge, justify, support, weigh. Example Learning objectives| Exam questions| The students will use the principles of socialism to evaluate the US economic system.| Using the basic principles of socialism discussed in this course, evaluate the US economic system by providing key arguments to support your judgment.| Given any research study, evaluate the appropriateness of the conclusions reached based on the data presented.| For years, misinformation about negative effects of aspartame has proliferated on the internet. The committee evaluated peer-reviewed research from the scientific literature on this topic and concluded: â€Å"Aspartame consumption is not associated with adverse effects in the general population†. — Given the data we’ve looked at on this topic, evaluate how appropriate this conclusion is and defend your answer.| The students will compare two pieces of sculpture, giving reasons for their positive evaluation of one over the other.| Two pieces of sculpture from different eras and artists are displayed. Study these two pieces, use the compare-contrast method to determine which piece you prefer and write a 2-3 page report that describes your thinking process as you studied these pieces. Utilize the skills you have learned as we have studied various pieces of sculpture over the past two weeks.| Advantages of using learning objectives The writing of learning objectives focuses attention away from content and onto the students. This re-focusing often produces revisions in teaching methods. 1. Managing instruction: Objectives may be used by instructors and students to sort and direct learners and learning activities. They may be used for systematic pre-testing, allowing into the course students who demonstrate the required pre-requisite behaviors, redirecting to remedial work those who lack the pre-requisites, skipping ahead those who already have acquired the behaviors that the unit is designed to teach. 2. 3. Managing learning: Whereas management of instruction implies that the control rests with the instructor, management of learning suggests a more active role by the student. Students can use objectives to guide their learning efforts — choosing appropriate materials, reading selectively, etc. Objectives can also be used for self-evaluation which may direct the student’s efforts (e.g., skipping ahead or reviewing). When students are involved in determining objectives they develop an awareness of the difficulties in defining what it is they want to learn and of choosing from among equally attractive options. 4. Planning instruction: Once you have developed learning objectives for a course you can more rationally sequence instruction, allot time to topics, assemble materials, prepare outlines and booklists, etc. Learning objectives can also be used as a guide to teaching, as when you plan different instructional methods for presenting various types of content based on the desired learning outcomes (e.g., small-group editing of reports to give students experience in evaluating content logic and correct usage). A re-examination of course content may result from a look at the learning objectives for the course. After comparing previous examinations with your newly developed learning objectives, you may discover that you have been testing materials which are illustrative, but which are not really essential to the students’ mastery of the content/concepts. 5. Enhancing learning: If the student has a set of learning objectives which provide information about the content to be learned and the way in which he/she will have to demonstrate adequate knowledge, that student can make more appropriate choices about study methods and content emphasis. 6. Facilitating evaluation: Learning objectives can facilitate various evaluation activities, evaluating students, evaluating instruction, evaluating the curriculum. They can form the basis for grading or for determining levels of competence in a mastery learning system. They can also be used to demonstrate effective teaching by matching student learning, as measured by exams, etc., to the desired outcomes. 7. Aiding in communication with others: There is a need to communicate learning objectives to others: between instructor and student, with TAs, with other instructors. For example, exchanging learning objectives within departments is the most specific way to communicate to one’s colleagues what you really cover in your course. An objectives exchange might reduce redundancy in the curriculum. 8. Designing or redesigning curriculum: If you intend to improve instruction in a particular course, you usually begin with the learning objectives for that course and program outcomes for the program and work backwards. * Sets of learning objectives for one course may be compared with the expected entry behaviors for the next course in the sequence. The two should interlock; where they do not, curriculum adjustments can be made. * Study of the existing curriculum can draw attention to redundancy and omissions that can lead to curriculum revision. 9. Producing new insights: The process of clarifying objectives may produce major changes in those who engage in the effort. For example, instructors who spend time developing learning objectives are said to acquire increased understanding about what is a feasible goal. When more general goals are explicitly identified, many specific sub-goals emerge. Since it may not be possible to reach all the sub-goals, a hierarchy or â€Å"trade-off system† of goals must be produced.

Cadbury Beverages Incorporation

Cadbury Beverages Incorporation Strategic Problem and Issue Identification Cadbury Beverages has been a successful marketer of different carbonated drinks. The company wanted to â€Å"re-launch its brands acquired from Procter Gamble† (Kerin and Peterson 316). The Senior Marketing Executives (SMEs) focused on the Crush brand in order to emerge successful.Advertising We will write a custom case study sample on Cadbury Beverages Incorporation specifically for you for only $16.05 $11/page Learn More To begin with, it was mandatory to rejuvenate the brand’s bottling network. The company also analyzed the facts associated with its leading brands. It was also mandatory for the firm to establish a powerful advertising program for its Crush brand. This advertising program â€Å"required the best strategies, objectives, and preliminary budgets† (Kerin and Peterson 316). From 1985 to 1989, the Crush orange flavor had become less competitive. The company was using ineffective ad vertising strategies thus affecting its goals. In 1989, most of â€Å"the competitors were using a wider spectrum of avenues to advertise their superior brands† (Kerin and Peterson 324). Many players in the industry were using similar promotional strategies for their products. It is agreeable that many consumers admired the Crush brand. However, new strategies were required in order to re-launch the product in the targeted markets. This approach would make it easier for Cadbury Beverages Incorporation to achieve its potentials. Analysis and Evaluation The problems affecting Cadbury Beverages forced the Marketing Executives (MEs) to make new changes in 1990. To begin with, the MEs decided to focus on the Crush brand. The marketers wanted to make the brand successful. This approach was critical because the flavor accounted for two-thirds of the total sales. A new bottling network for the brand was also established (Kerin and Peterson 319). The positioning strategy only focused on the existing customer base. New bottling agreements â€Å"were created in order to make the orange flavor available to more consumers† (Kerin and Peterson 320).Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The level of competition also affected the performance of the Crush brand. However, the above positioning strategy presented numerous threats to the other brands such as Sunkist. The strategy was also ineffective because the company was making little profits. The â€Å"existing competitors were also attracting more customers using their diet segments† (Kerin and Peterson 324). There was also the need to establish new positions in order to make the brand successful. That being the case, it was appropriate to have a powerful advertising program that could make the brand successful. Recommendations It is notable that â€Å"the Crush brand boasted of high-a wareness in different regions such as Boston, Miami, Seattle, San Francisco, New York, and Miami† (Kerin and Peterson 329). However, it was appropriate to create a powerful promotion program for the brand. Cadbury Beverages Incorporation should therefore have a proper budget for every promotional strategy. That being the case, the firm should use its resources to support the Crush brand. The firm should use appropriate marketing strategies in order to emerge successful because more customers are aware of this brand. A proper knowledge of the existing market conditions will produce the best strategies. The firm should also identify new distribution channels. It should also collaborate with different restaurants and Gas Stations (GSs) in order to increase its market share. The use of modern technologies such as social media networks will inform more people about the targeted brand. The firm should also use a powerful marketing mix. This approach will â€Å"ensure the firm uses competitive prices, strategic positions, and effective promotional practices† (Kerin and Peterson 18). The strategy will ensure the firm achieves its marketing goals. Kerin, Roger, and Robert Peterson. Strategic Marketing Problems: Cases and Comments. Upper-Saddle River, NJ: Prentice Hall, 2009. Print.Advertising We will write a custom case study sample on Cadbury Beverages Incorporation specifically for you for only $16.05 $11/page Learn More

Analysis of print based adverts Essays

Analysis of print based adverts Essays Analysis of print based adverts Essay Analysis of print based adverts Essay Advertising is when a company is persuading people, the audience, to buy a product they are selling. There are lots of different sorts of advertisements; for example, there is television, the radio, magazines, billboards, buses, the underground and the Internet. Advertising affects our everyday life, because advertising is everywhere you go.  My first advert I have chosen, is selling hair dye, the product is Live hair colour in red.  My second advert I have chosen, is selling trainers, by Skechers USA. My first impression of the Live advert is that the colour red in an unusual hair colour to dye your hair into.  My first impression of the Skechers advert is that the trainers would suit everybody because they have a variety of different colours.  I found the Live advert in a Bliss magazine, so the target audience is for teenage girls aged between fifteen and nineteen.  I also found the Skechers advert in a Bliss magazine so, again, the target audience would be for teenage girls.  The Live advert is using informative language, because it tells you how the New Luminance Energizer works and how it leaves your hair shiny and glossy. The Live advert has also used repetition. The words Live and Red have been repeated a few times. They have done this to emphasise it, to make it stay in your head and remember it. The Skechers advert has used end stop lines Pure Fun! This is when a line is completed with a full stop. It marks the end of a thought, making it into a statement.  In the Live advert they have constructed the sentences so the main sentences are noticeable. They used big font and coloured writing, There is Red, and there is Live Red. The more informative sentences at the bottom in a smaller font, When is red more than just red?  They havent used sentences in the Skechers advert because trainers dont need to be explained, most trainers are the same and if these trainers were any different it would say so. In the Live advert they have used questions, When is red more than just a red? statements, There is Red, and there is Live Red and a statement of fact, Discover the secret or Red Luminance, with an intense pigment, the Red Energizer.  In the Skechers advert they have written Pure Fun! which is a slogan, a statement and an explanation.  The Live advert is very informative because they explain how the hair colour works.  The Skechers advert isnt very informative, but trainers dont need explaining. The key words for the Live advert, not including the logo, company name and the slogan is, There is RED, and there is LIVE RED, NEW, RED LUMINENCE and RED ENERGIZER.  The slogan for the Live advert is Live-Brings Colour Into Your Life. The company has chosen this slogan because if you want a different hair colour and you want to be different from everyone else, you would go for a colour like this, because its unusual and not many people have it. The slogan for the Skechers advert is Pure Fun! The company chose this because they want people to have fun and enjoy themselves when they wear their trainers. The effect of the slogan is that its short simple and to the point.  The Live advert has two girls and two boys sitting at the cinema.  The Skechers advert has a group of friends at the front, one of them is dancing, there is a DJ at the back and there is a girl watching a boy playing pinball at the back.

MLA Referencing †Citing a YouTube Video

MLA Referencing – Citing a YouTube Video MLA Referencing – Citing a YouTube Video As Bob Dylan once sang, the times they are a-changin’. And while Bob was referring to the political climate in the 1960s, the statement applies equally to referencing sources in a college paper. These days, for example, you can cite YouTube videos in your work alongside books and journal articles. Were sure Bob would have sang about it if YouTube had been a thing in the 60s, though. But how do you do this exactly? In this post, we’ll look at how to cite YouTube and other online videos using the MLA referencing system, including both in-text citations and the list entry. In-Text Citations for a YouTube Video In MLA referencing, you cite print sources by giving the author’s surname and a page number. This isn’t possible when citing a video, though, as there are no page numbers to cite! What you do have is a time code or timestamp. This is the point in the video you want to cite, usually given in hours, minutes, and seconds. For example, we could cite a YouTube video like this: Defamiliarization is a key aspect of literature (Rugnetta 00:07:40). In this case, we’re citing a moment 7 minutes and 40 seconds into a video by Mike Rugnetta. Sometimes, though, it might not be easy to tell who to cite as the creator. In this case, for instance, we’ve used the presenter of the video, but in others you may want to cite a director or producer. The important thing is to use the same name in citations as you do in the list. The basic format for a YouTube video in an MLA list is: Author Surname, First Name. â€Å"Title of Video.† Platform/Website, uploaded by Username/Organization, date of upload, URL. In practice, then, the video we cited above would be referenced like this: Rugnetta, Mike. â€Å"BUT WAIT: Is Bob Dylan’s Work Really Literature?† YouTube, uploaded by PBS Idea Channel, November 2 2016, www.youtube.com/watch?v=cF7m44ORlRM. As shown above, you do not need to include the â€Å"http://† bit of the URL here. Missing Source Information You may sometimes find it difficult to find information for an online video source. If this occurs, simply include as much detail as possible so that the reader can identify the video based on your list. If you cannot find a name of the author of a video, for example, you can use the uploader’s name instead. As long as you also provide a valid URL in the full reference, this should be enough for the reader to find the video cited.

What are the major requirements of the Safe Drinking Water Act What Research Paper

What are the major requirements of the Safe Drinking Water Act What major amendments have been made to the act since it was pas - Research Paper Example This is because the natural water reservoirs in the most of the countries are not yet explored which preserves its freshness and cleanliness. However, as people seek for advancement, our natural resources including our water resources, are being exploited to the point that they are contaminated with harmful substances. Contamination of water supply triggers waterborne diseases (WHO, 2004). In this regard, more and more people are now concerned with the quality of water for future use, and whether there would be enough supply of potable water for the next generations. (Hrudey and Hrudey, 2004), Such awareness pushed different countries, as well as the World Health Organization, to create a law to protect and guide people in preserving and promoting safe drinking water (WHO, 2004). Safe drinking water has numerous uses. It is not just for drinking and cooking but also consumed for other domestic and personal activities, such as bathing. In the field of medicine, it is proven that water has many health benefits. Regular intake of such may prevent diseases like hypertension. That is why, most of the countries all over the world set guidelines intended to ensure the supply of safe drinking water amidst the contamination due to industrialization (WHO, 2004). In the United States, the concern on having safe and accessible drinking water pushed legislators to pass a law regarding the said matter which is commonly known as the Safe Drinking Water Act (SDWA) (www.epa.gov, 2011). The SDWA is a main federal law which ensures the quality and safety of American water supply from its natural reservoirs such as lakes, rivers, streams and the like. It provides standards for guaranteeing the supply of potable water. (www.epa.gov, 2011). In this paper, SDWA will be further elaborated on, from the making up to the promulgation and amendments. The significant amendments and requirements set by the law will also be discussed (www.epa.gov, 2011). Safe Drinking Water Act The Evolution of the Safe Drinking Water Act The earliest promulgated standard on the quality of drinking water dates back to 1914. Its objective is to prevent the transmission of communicable diseases in water supplies on interstate carriers. Though most of the states adopted the said standards, they are not strictly complied with. The guidelines were limited only to the contamination due to the bacteria and its count (Knotts, 1999). In 1925, an updated standard on the quality of the drinking water was released. The innovation is not anymore limited in providing the ideal bacteriological count in the water reservoirs. They also set limits for physical and chemical levels for lead, copper, zinc and excessive soluble materials (Devlin, 2011). Amendments from time to time were made in order to respond to the need to supply safe drinking water. In 1942, 1946, and in 1962, revisions spelled out guidelines for bacteriological sampling and permissible concentrations of arsenic, fluoride, selenium and copper (Devlin, 2011). Due to the increasing growth in population and economy, the demand for water increased. This triggered the people to procure water from contaminated sources. In a community study, it was found out that 41 percent of the 969 water systems that were surveyed did not comply with the standard set to ensure the quality of drinking water. This alarming result concluded that most of the Americans

Case analysis on The Treadway Tire Company Study

Analysis on The Treadway Tire Company - Case Study Example Raw materials depended on the price of oil, which has rapidly increased from $ 20 per barrel to $ 90 barrel in 2007 influencing the economics of tire firms. The rising cost of raw materials was posing a great impact on the company’s economy. Further, Lima Tire plant was facing serious morale problems with the line-foreman. Their dissatisfaction was starting to affect the entire company. The plant presently is undergoing massive expansion in that it aims to modernize its efforts that will increase the plant’s capacity and use new manufacturing technology. In addition, Lima plant has become one of the Treadways top plants in quality ratings and productivity because of the enhanced technology and updated equipment. Treadway closed Greenville Plant situated in South Carolina because of outdated equipment and moved some equipment to Lima. Therefore, with the additional volume, Lima moved to continuous operations, which has allowed Treadways to amortize the substantial fixed costs of operating a tire plant over maximum production volume. Current issues within the plant is the rising cost of raw materials, high level of job dissatisfaction and tension that exist between hourly paid workers and foremen. Currently, there are no enough people qualified to be promoted to the ranks of foreman. The company desires to solve the turnover problem in order to make Lima Plant become Treadway’s top plant for productivity and its lowest cost producer in North America. The Company wants to have employees who are satisfied with their work. Due to this, the company conducted an employee satisfaction research, noticed that some supervisors were not happy with the job, and was concerned about the positions of line supervisors. There is need to increase intercompany transfers and the percentage of college graduates. Summarily, the increase in costs of operation should allow the company to increase

Individual Report and Reflection Coursework Example | Topics and Well Written Essays - 1500 words

Individual Report and Reflection - Coursework Example The reflection portion would proffer personal opinion about the experience gained from the small business endeavour and how one would benefit from it in the future. One’s group which is composed of five members decided to choose Salah Adden mosque and sell tradition product from Saudi Arabia which is (subha). The purpose of the small business is to earn moray for donation to a chosen charity and enable making some reforms in the Salah Adden mosque. The report would be structured by initially discussing the planning phase where the profile of the charity event was organized and decided on. Intricate details were eventually noted to incorporate pre-event marketing information like the 4Is applied in the project; operational details; clearly defined objectives and group goals; market research; and the relationship to various stakeholders. The outcome of the event would also be revealed in terms of the financial performance and the lessons learned from the experience. Profile of t he Charity and the Community Involved The chosen charity as beneficiary for the proceeds of the subha sales is the Salah Adden mosque located in central London. ... served by friends included praying five times a day on the mosque and would therefore enable the group to facilitate contact and correspondences with authorized mosque personnel to implement the charity and donation and monitor the changes on the proposed improvements, as indicated. In this regard, the objectives and goals of the group and of the event are as follows: Group Objectives: To organize and implement a fundraising event through buying and selling of Muslim prayer beads (subha) and donate the proceeds from the sales to the Salah Adden mosque. The proceeds are proposed to be spent on carpets and adding more shelves on the mosque’s furniture and fixtures. How the Activity/Event Evolved, Planned and Promoted How the Fundraising Idea Evolved: The group has initially agreed on selling a particular product to raise funds for donation to the Salah Adden mosque. Each member in the group gave an idea about proposed products to sell. One member suggested selling some cake and drink; while another member said it would be better to sell stationary to address the students’ needs. Finally, from the suggested product list, the group decided to sell Subha, prayer beads for Muslim people for the reason that it is unique and the target customers would be interested in it. The proposed target market is the Muslim students of the University. The Planning Phase: The planning phase included the development of the business plan (Annex A) and a market research. The market research required application of the 4Ps theory where details of the product, price, place and promotions would be closely evaluated, strategies designed and explicitly stated for clarity of direction in implementation (Carter and Jones-Evans, 2006; Nwankwo and Gbadamosi, 2011). The brief market research