Day: July 5, 2020

12 of 12

_{Clausesof Result}

EnglishProficiency Level: Elementary

Numberof Students: 60

Agegroup: 13 – 15 year-olds

Lengthof Lesson: 60 minutes

Goalof the Lesson:

• To teach students how to use clauses of result when they make sentences.

• To ensure that the students can solve basic questions related to clauses of result.

• To help students learn vocabulary related to travel and adventure.

• To help learners make appropriate conversation using clauses of result in travel-related vocabulary after understanding the meaning of it.

Rationale

Thedemand for English lessons among Chinese migrants has been on therise the same way China`s presence on the global business stage has.More Chinese families are settling with their children in newcountries as they seek business opportunities or travel for leisure.Taking the long-term view, these immigrant families are keen to teachtheir children the language that is articulated by a majority ofpeople in the world second only to theirs. For my pedagogicalproject, I have chosen a class of 60 native Chinese speakers that arekeen to improve their English proficiency. Because these childrentravel a lot, the focus will be placed on more common forms oftraveling lexicon that they are likely to encounter in differentcountries across the globe. For this reason, the English they will betaught will take cognizance of the different forms taken especiallybetween English speakers in the United Kingdom, United States ofAmerica and Australia.

Forpeople who want to learn English, a great way to start is by learningabout places around the world because people like to talk about theircountries of origin and places they have been to (Council of Europe,2001 Hasibuan, Kalayo and Ansyari, 2009). The second reason whytravel and adventure are ideal is that for people who want topractice through holding conversations with native English speakers,a travel destination such as a museum, beach or park is an easy wayto find someone who is likely to afford time for a conversation. Toensure that the class gets a demonstration of most diverse vocabularyset in the little time allowable in the lesson I have invited mystudents to imagine they are taking part in a triathlon competitionin their home town and report. A triathlon is a competition thatinvolves three activities mostly a marathon, swimming and cycling.The competition allows the class to discuss different destination andthe travel activities in each destination chosen.

LanguageSkills

▪Listening:The Teacher will give instruction, and ask each of the 60 students toreadout common travel words that they had been instructed to researchon and use clauses of result.

▪Speaking:Drilling, practicing, and working in pairs

▪Writing:Individual worksheet and worksheet (1) for pairs

▪Reading:Charts, Individual worksheet, and work sheet1

Materialsand Equipment

▪ 1PDF file showing transport modes and terms (see Appendix 1)

▪ 60workbooks for the students

▪ 60Individual worksheets

▪ 30Work sheet1 – for each pair

▪Triathlonchart example

LanguageSystems

▪Phonology:Teacher’s instruction, explanation, and classmates’ presentation

▪Grammar:

▪Function:Making a travel and adventure conversation

▪Discourse:Group talking and role play

Teachingmethodology: Presentation, Practice, and Production (PPP)

Thisis a teaching method that is divided into three phases as the namesuggests. The first phase involves the teacher taking charge of allteaching activities as learners only participate as receivers of thecontent. The practice phase allows for teachers to guide students insolving some problems that are similar to what the teacher may havecovered shortly. The production stage, on the other hand, is theability for learners to independently demonstrate what they have beentaught (Harmer, 2009 Kostoulas, 2015).

Asa method of teaching, PPP has proven to be effective especially forteachers who have less teaching experience (Nelson, Spence-Thomas andTaylor, 2015). The method is well structured and simple to follow.However, PPP has been criticized for being too mechanical.Furthermore, learners who do well in practice phase do not necessarycarry their competence to the production phase nor do those whomanage to do better at production phase carry own to perform betteroutside a classroom environment (Harmer, 2009 Kostoulas, 2015).

Assumptions:

Itis assumed that our target students already know the following:

1. The definition of clauses of result

2. How the class is set up and run, and they pairs can be assigned randomly

3. All students possess English Elementary level proficiency (A2)

AnticipatedErrors and Solutions:

Thefirst problem emanates from students who may find themselvesgravitating towards the use of their first language terms fordiscussions in class.

• Although this is not a negative aspect per se, the teacher is not proficient in Chinese and will thus rely mostly on gestures and pictures of items. Students will also be encouraged to carry out most of their conversations in the school environment in English. This increases avenues of learning especially peer-to-peer.

Secondly,students may confuse clauses of result when they carry out sentenceconstruction exercises.

• To resolve such challenges I will use as many examples as time allows of the various sentence structures that demonstrate the clauses of result.

Thirdly,student may take longer to strike rapport before effectively workingtogether in pairs.

• I will offer reassurances as well as ground rules for the paired exercises. The pairs are purely for academic purposes and therefore each pair should concentrate on how to function best as a team to deliver the best results.

Andfinally, at the production stage, students may also have a limitedvocabulary to express themselves on. This may cause the discussionabout the second activity to be longer than anticipated. The learnersmay also have limited ability in using the words correctly.

• The teacher will write some common words that would have been used in the lesson on the whiteboard to act as a reminder. The examples used in substitution tables and other exercises will also be written in the workbooks by each learner to act as reminders.

Warmup session

Time:8mins Setup: whole class

Instruction

▪Greetingthe class and welcoming them to the session.

▪ Showingpicture of a cities railway interchange system with taxis, buses, andbicycles. See Appendix 2.

▪ Promptstudents to start discussions about the picture and what they canrelate to

Demonstration

▪ Goodmorning class. How are you?

• Fine

▪ Showthe picture of the Metro interchange system

Whatis this? It is a picture of a picture of the different modes oftransport. The Metro is a busy place. I have been to the metro withmy friends. We use the Metro so that we can arrive at school or workfaster. The words ‘so that` in the sentence refer to a clause ofresult. The result of using the Metro is to arrive at school or workfaster. Today we are going to study clauses of result.

Instruction

Butbefore we start, we will start by knowing a little more informationabout a few volunteers in the class so when I ask a question, raiseyour hand, and I will choose you to give a quick response. Are theinstructions clear?

[Thisintroduction exercise will get a response only from six students or10 percent of the class. The rationale is the time available is notenough for everyone to give a response]

▪ Haveyou ever been to another country?

• I have been to China.

▪ Ofcourse besides your country of origin and the United States ofAmerica.

• I have been to Germany.

▪ Whydid you go to Germany

• I went to Germany so that I could visit the Museum

▪ Great

▪ Andwho has been to Britain and why?

• I enjoyed my visit to Britain such that I want to return on my next vacation.

▪ Great.

• The words ‘so that’ and ‘such that’ are examples of clauses

Time:12 minutes Set up: whole class Teacher Talk: Activity 1

&ltPresentation &gt

Thepresentation phase the teacher chooses from a range of aides such asaudio tape, visual tape or text to demonstrate a situation (Nelson,Spence-Thomas and Taylor, 2015). The teacher may write sentences onthe board and explain the structure. The teacher may also employ theuse of substitution tables (Harmer, 2009 Kostoulas, 2015).

Instruction

▪ Showingtwo visual demonstrations of definition and the clauses of resultusing a chart. The teacher provides some information to students tounderstand when clauses of result are used, and words that arerelated to clauses of result.

Demonstration

▪ FirstI explain clauses of result shortly.

Clausesof result are used to show consequence (Aziz, 2010). That is whathappens is a result of action in the main clause. The conjunctionsused include: sothat, such…that, in order thatand,so…that.

Theexamples are highlighted below.

•Hedrove so fast&nbspthat he lost control of the car.

Thesentence can be rewritten in a different way as follows.

•Sofast did he drive&nbspthat he lost control of the car.

Inthe two sentences, ‘how fast he drove` can be answered by theclause ‘that he lost control of the car. `So that clause ‘that helost control of the car’ was the adverb-clause of result.

&ltConcept Checking Questions &gt

1. What are you studying now?

2. What is the purpose of clauses of result?

2.Form &amp Drilling

Instruction

▪Showing a chart with the substitution table below. The teacher willguide students to make correct sentences demonstrating the use ofclauses of result. To make the process more interactive, the teacherwill use an exercise of word ordering. In a case of errors, theteacher corrects the sentence and lets students listen, repeat, andmake correct order.

Demonstration

▪Next, we will construct simple sentences outlined in the substitutiontable below.

I You We They He She	have come	so that (clause of result)	I you we they he she	may learn English
	has come

Ihave come so that I may learn English

*For this statement, don’t repeat. Only listen.

Ihave come so that I may learn English

Ihave come so that I may learn English

Ihave come so that I may learn English

▪In the next sentences, I would like you to listen to my statement andmake a sentence using the structure given above. I would like to askfor a group of 21 volunteers to each write down one word from thesubstitution table. I will assign number 1 to 21. Number 1 picks thefirst word ‘I,` number two picks the second ‘you` until number 21who will pick and write ‘English.` I will then read out a hint fora sentence, and the team will need move to the front of the class andorder themselves in line with words from the sentence. The rest ofthe learners will act as the audience and correct any mistakes butonly after allowing the volunteers enough time to order themselves.The class will also check for any spelling mistakes.

▪He?

• He has come so that he may learn English

▪Class is that correct?

▪You?

• You have come so that you may learn English

▪English?

• English is the reason I have come to learn.

▪Great.

▪I will ask some questions to you.

▪Lee. They?

• &shyThey have come so that they may learn English.

▪Cheng. She?

• She has come so that she may learn English.

▪Hu. We?

• We have come so that we may learn English.

Welldone.

&ltAssessment and Rationale &gt

Substitutionactivities serve to help the teacher guide students to articulatelanguage grammar correctly and develop fluency (Councilof Europe, 2001).The method is effective in progressing learners from known tounknown. A teacher needs to determine that the students articulatethe correct forms and if not they provide instant correction. Thismethod has been criticized for providing answers but not helpingstudents conceptualize what they are being taught (Afrin,2014 Agustini, 2014).The failure to grasp the concept reduces the ability of those beingtaught to retain the knowledge beyond the classroom environment.Teachers are therefore advised to take cognizance of this weakness inthe application of substitution tables as learning activities andsupplement them with other activities.

Time:10 minutes Setup: Individually Teacher Talk

&ltControlled Practice &gt

Theteacher at this stage allows students to practice saying or writingthe words correctly using activities such as drills, multiple-choiceexercises, and gap-and-cue exercises (Council of Europe, 2001Nelson, Spence-Thomas and Taylor, 2015). The teacher at this stagereduces the role they play in class to aspects of the provision offeedback, giving guidance on correct forms and provision of generalfeedback to students (Harmer, 2009 Kostoulas, 2015).

Instruction

▪ Givea worksheet to each student. Let students solve this exercise alone.They have about 10 minutes for the task.

Demonstration

▪ Usingthe substitution table above, construct as many sentences as you can.Remember that your sentence should meet all the grammaticalstandards. You have 10 minutes. Work alone.

&ltConcept Checking Questions &gt

1. How much time do you have?

2. Do you work it with your partner?

▪ Haveyou finished it? Then let us check the correct answers.

▪ Whatis the response to the first one? Good.

▪ Whatis the answer to the second? Good.

▪ Whatis the answer to the third? Good.

▪ Whatis the answer to the fourth? Good.

▪ Welldone. Congratulations.

&ltActivity 2 &gt

&ltLess Controlled Practice &gt

Instruction

▪You will pair up to work on this task. Can you please find the personyou were partnered with as indicated in our last lesson? Great. Youwere required to gather some information about your favoritedestination and assume that you are in a triathlon competition atthat place. Please discuss with your partner and write down thedifferent travel words that are likely to be used at each stage. Thetriathlon is composed of running, cycling and swimming. As a hint,you are to cover aspects of the competition that include the supportoperations such as ambulances, air command, and water commandservices.

Demonstration

▪Each of you has chosen a place they want to demonstrate how triathlonon. For example the Shanghai triathlon competition. You will presentwhat you have written about that triathlon in Shanghai as yourpartner listens for about 5 minutes. After that, your partner willmake their presentation as you listen. You will make a dialog usingclauses of result with your partner. Your dialogue should be on thesubject of travel within a town that is hosting a triathlon event sotake you colleague on a trip to your favorite destination. You canshow your partner the picture or any other materials you had beenasked to collect about that destination.

&ltConcept Checking Questions &gt

1. So how much time do you have?

2. Did we say you work alone?

3. When you make a dialog, what grammar will you use?

▪Ok.

▪ Pleasepair up with someone seated next to you this time round. Everyone ispresent so that should be 30 pairs. Let’s do the work.

Time:10 minutes Setup: Group, Whole classTeacher Talk

&ltProduction- Free Practice &gt

Theproduction phase of learning is very important because it determineswhether the activity taught will candidly demonstrate what thelearners have been able to grasp (Kostoulas,2015).Production can be either oral or written using the language structurethey have learned and could either be done as an individual, pair orgroup exercise. Production can be done through oral presentations,and dialogues that involve sentences, paragraphs or more voluminouscontent. There is still need for correction of the exercises andprovision of feedback after the exercise is finished. Unlike inpractice where there is insistence for only one correct answer, inproduction the demand for accuracy is relaxed, and instead, emphasisis placed on the ability of learners to speak fluently (Council ofEurope, 2001 Hasibuan, Kalayo, and Ansyari, 2009).

Instruction

▪ Inthe following exercise, you will do role plays in groups of sixpeople making ten groups in total. Take turns for each of you to makepresentations in the group regarding the key travel words learned inthe triathlon exercise. Remember to also use the clauses so that,such…that, in order thatand,so…that to make a sentence out of the words.

Demonstration

▪ Thefollowing sentences have been provided for purposes of demonstration:

1. He got such a serious injury in the race that he had to be airlifted to the hospital.

2. He ran very faster than every other participant, so he won the triathlon race.

3. He flew in early Monday morning, so he was too tired to join the race.

4. The planning committee put every detail in order that for the first time there was no traffic near the venue of the competition.

▪ Areyou all settled in your groups?

▪Good. Let’s practice it with your group members.

▪Write down your sentences in the workbooks that have been provided.

Walkaround the hall to see the practice sessions by sampled groups

1Please practice it. Great.

2Please practice it. Good.

….10. Please practice it. Excellent.

Assessment

Thiswill be the only assessed exercise of the day. Learners will beawarded grades from A, B, C or D based on the number and accuracy ofsentences that articulate the grammar (clauses of result included)and travel lexicon. In the grading system, A stands for Distinctionwhich reflects an excellent performance represented by at least eightout of ten correct sentences. B is a Merit award that reflects a goodperformance of between six and seven correct sentences. C for a Passfor satisfactory performance represented by four to five sentencesand D for Fail or an unsatisfactory performance with less than fourcorrect sentences.

Recap

Todaywe talked about clauses of result and how they can be applied in atravel conversation. We have learned that the phrases ‘sothat, such…that, in order thatand,so…that’ represent clauses of result. Wehave also learned about words relating to travel that can be used ina triathlon. I hope you will remember these words and try to applythem to your day to day conversations. Specialthanks to all of you for participating. Have a good day. See you nextweek. Bye.

References

Afrin, S. (2014) Teaching Approaches and Methods in English as aSecond Language Classrooms in Dhaka. A Comparative Study betweenBangla Medium Schools and English. BRAC University. Available at:http://dspace.bracu.ac.bd/xmlui/bitstream/handle/10361/3311/08163003.pdf?sequence=1&ampisAllowed=y.

Agustini, N. M. I. (2014) Improving speaking outcomes throughthink pair reflection of the eighth-grade students in academic year2013/2014. Mahasaraswati Denpasar University. Available at:http://unmas-library.ac.id/wp-content/uploads/2014/10/THESIS-FIX.pdf.

Aziz, A. (2010) ‘Adverb clauses of result and concession.` Doha:North Star, pp. 4–7. Available at:http://www.kau.edu.sa/Files/0053506/Files/62527_Level5_grammar4_Adverb.pdf.

Council of Europe (2001) ‘the Common European Framework ofReference for Languages : Learning, Teaching, Assessment,` Councilof Europe, pp. 1–273. doi: 10.1017/S0267190514000221.

Hasibuan, Kalayo and Ansyari, M. F. (2009) Teaching English as aForeign language. West Sussex.

Harmer, J. 2009. ThePractice of Teaching English Language (4thedn). Harlow: Longman. pp. 64

Nelson, R., Spence-Thomas, K. and Taylor, C. (2015) What makesgreat pedagogy and great professional development : final report.London. Available at: www.gov.uk/government/publications.

Appendix1

Source:Enchantedlearning.com/transportationwords

Appendix2

Source:asiarailwaywiki.com/lightrailtransit

USC │School of Social Work SoWk 546 │Science of Social Work

Research-Informed Practice Portfolio

(100 POINTS)

Part1. Formulating Your Professional Identity

(20POINTS TOTAL)

1. How Diversity and Difference Has Shaped My Life Experience

I was raised in a humble background in an area that was rich in culture diversity. At a tender age, I did not enjoy the privileges of the affluent but could interact with many families in our locality that lived in abject poverty. I interacted with children from difference ethnic groups during play and at school. Though my parents were later promoted and we moved above poverty, I desired to aid the marginalized regardless of the religious groups or color. I am familiar with troubles they face in sourcing for foods and other necessities such as education and employment.

2. My Short-Term Goals and Aspirations

My short-term goals after graduating involve encouraging the minority groups and the poor community to embrace education. With education, they will sharpen their skills and establish their stable source of livelihood. In addition, after graduating, I am passionate to work with poor families and provide them with business ideas. With stable employment opportunities, problems such as robbery and drug trafficking will reduce in congested areas.

Part2. Identifying Your Practice Interests &amp Knowledge Needs

(40POINTS TOTAL)

3. My Grand Challenge Area of Interest

In the Grand Challenge, am interested in building financial capability for all. In 2015, research indicated that 31% or 76 million Americans are struggling to cater for their expenses (Luhby, 2016). As displayed by the research, 46% of U.S citizens are incapable of meeting an emergency of $400 without borrowing or selling their property (Luhby, 2016). I aim to work with the youths, especially college students. The youths are more dynamic and vibrant compared to adults, and I will encourage them the important coming up with business ideas and working in groups.

4. One area I Know About My area of Specification

Due to meager earnings, 35% of Americans have multiple jobs (Luhby, 2016). Some without multiple jobs tend to work for long durations to meet their expenses, which is damaging to their health. With increased financial capability, Americans will work for minimal hours and have enough time to interact with family member and recreation.

5. Things Required in My Areas of Specialization. (10 POINTS)

I require adequate knowledge on how individuals could access funds to establish their businesses. Also in needed to know how to evaluate various geographical areas and determine businesses that can thrive. Moreover, I require strong communication skills to influence people to change their attitude and behaviors and save for investment.

Part3. Formulating Practice Questions to Enhance Your Practice Competence&amp effectiveness

(40POINTS TOTAL)

Formulationof Questions

6.	Practice Question #1 – ETIOLOGY/THEORY:
	What are the key factors that contribute to financial gaps among Americans?
7.	Practice Question #2 – SCOPE and IMPACT:
	What is the likely impact and scope by proving financial education and providing funds for investment to the youths?
8.	Practice Question #3 – POLICY impact :
	What are the currently existing policies that aim to stabilize Americans financially?
9.	Practice Question #4 – Intervention/program Impact:
	What intervention programs have proven effective in ensuring financial stability among all citizens in thriving countries such as Singapore?

Reference

LuhbyTamy (2016). 76 million American are struggling financially or justgetting by? Money AmEt.http://money.cnn.com/2016/06/10/news/economy/americans-struggling-financially/

ECONOMICS 1

Module2 Response MBA540

ResponseI on Discussion I

I believe Burkettgave essential factors that entrepreneurs should consider whiledetermining prices of their products. I have witnessed businessesthrive or collapse primarily due to pricing in my community. Manyindividuals have a tendency to compare prices among firms beforepurchasing products and services. I enjoyed the statement thatmanagers should been keen to consider factors such as income levelsof their target consumers and price of alternative products. Thestatement is in consistence with the hard economic times in U.S. Withmany citizens having low-income levels, they source for cheapproducts in order to be able to pay most of their bills. Moreover,the example of Cisco makes Burkett work credible and interesting. Theexample provides and an insight why some firms come to terminationafter increasing their inventory price without considering theeconomy.

Response2 On Discussion 2

The discussion of Fleischman is based on solid facts making itinteresting to read. The essay is captivating as it anchored onbasics of economics that involve overhead cost, fixed costs andvariable costs. Fleischman was keen to mention all factors toconsider before increasing price of products. As I have learned fromvarious young entrepreneurs in my local area, fast moving goods canbe sold a relatively low price and still one is able to make profit.Another fascinating factor about Fleischman work is the statementthat firms should consider the important of a product to consumersbefore increasing its price. He gave an interesting example of AppleInc. products, which have been able to dominate U.S market despitetheir high price. Clients crave for products that are durable,innovative and with interesting features, which Apple Inc. has beenable to meet.

SPORT 1

TransferringSkills Learned in Sport

Sports such as football and athletics greatly model an individual’sbusiness traits. Sports are based on rules and stamina among otherfactors, which make sports people reliable in business (VEC, 2011).This essay discusses traits that I have acquired by being in sports,and the most likely candidate I would consider for employment basedon sports experience.

Question#1: Traits Developed

Traits I haveacquired by participating in sports comprise perseverance,punctuality, courage, work ethics, and flexibility. One has toundergo strenuous exercises and ensure punctuality before the actualcompetition, which improves mental endurance necessary for business.In business, one has to conduct a survey to determine the viabilityof a business that calls for perseverance. Sports have told me theimportance of ethics. During sport, a player may injure youaccidently. One has to withhold emotions to avoiding engaging in afight and being fined. As a result, I am capable of composing myselfand deal with complaining clients in business harmoniously.

Differing exercisesfrom my coach have enhanced my flexibility capacity, and hence I amable to adjust to various changes in the business.

Question#2: Employment Candidate of Choice

I would prefer anindividual who has sports experience for a position of ticket salesoffice. A person who has once engaged in sports is capable ofenduring for a long time (VEC, 2011). Consequently, he/she can servea large number of people quickly, and answer fans’ questionsregarding a given sport. An individual who has never participated inany sport despite impressive academic credentials is likely toencounter many difficulties in ticket sale office. For instance,during major events, a high number of fans’ may make oneemotionally disturbed due to numerous questions asked.

In summary, sportsimprove the character of an individual making one easily compatiblein many businesses. Some essentials business traits acquired insport include perseverance, reliability, and punctuality.

Reference

Visual Education Center, (2011). From sports to career: Transferablejob skills. VEC https://www.youtube.com/watch?v=I6ObFl18frU

EVERY NURSE IS A LEADER 1

Every Nurse Is a Leader

Leadership and management are important aspects nursing and requirespecific skills to be performed maximally. Nurse Managers plays animportant role in ensuring patients receive the highest quality oftreatment possible with the available resources. Nurse Managers arealso important in regard to the development of a professional culturein a particular treatment facility.

Nurse Management Skills

Management skills in the field of nursing are divided into threegeneral categories the science, the art and the leader within. Thescience entails the business management aspect of nurse leadershipwhile the art explores the skills required in leading and managingthe human resource. Finally, the leader within is a leadershipcategory that entails creating leadership skills within oneself andgrowing yourself into a leader (Tyczkowski, B et al, 2015).

The Leader Within

Personal growth, ethical practice, and self-advancing skills are themain techniques of developing the leader within. Every nurse is aleader, all that is required, the urge to advance and professionalethics. I practice personal development and growth in my nursingcareer so as to advance my leadership skills. I am currentlyadvancing my education level at the Grand Canyon University with anintention to pursue another module once I am done with the currentone. I intend to become the best nurse manager I can (Tyczkowski, Bet al, 2015). Ethics is an important aspect of professionalleadership a leader must practice ethical behavior at all times ashe or she has an influence on the creation of a professional cultureat the facility. By implementing ethics in my workplace, I willslowly change my colleagues into ethical practice (Tyczkowski, B etal, 2015).

Conclusion

The paper concludes that it is true that every nurse is a leader andeach nurse has the potential of influencing his or her colleagues inthe right path. Nurses, however require to develop their leadershipskills to become an effective positive influence.

 

Reference

Tyczkowski, B., Vandenhouten, C., Reilly, J., Bansal, G., Kubsch, S.M., &amp Jakkola, R. (2015). Emotional intelligence (EI) and nursingleadership styles among nurse managers. Nursing administrationquarterly, 39(2), 172-180.

Chapter # __2_TwoBrains Are Better than One

Initial January 19, 2017

Final Date

Right There Questions These are basic recall questions. The answer is in one place and often the words from the question and the answer are in the same Sentence. Where…….? What……..?When…….? What are the distinct functions of the left and the right hemispheres of the brain? When we help our children avoid emotional floods and deserts, what do we help them to achieve?	Think and Search Questions These answers can be found in the text, but involve higher level thinking like comparing/contrasting, drawing inferences, describing the mood, setting, or symbolism. When a child cannot talk which hemisphere of the brain is not functioning? Which brain function has been altered in this case? When a child cannot complete intricate and sophisticated tasks, what has happened to its brain? What should be done to reverse such a situation?
Author and Me Questions The answer is not in the text. Students must think about what they learned from the text and what they know to generate an answer. Your brother is always happy when coming home from school as he finds you have already prepared some food for him. One day, he finds you haven’t prepared anything for him and he is upset with you to the extent of not talking to you the entire evening. How do you make him talk to you again? Your child has always been leading in her class for the last one year. In this particular term she became number 8. She is so upset and can neither eat nor talk. How do you improve this situation?	On My Own Questions The answer is not in the text. Students must rely solely on their own interpretation experience to answer the question. Do you think that all facial expressions are effective in communicating with children from all ages? Should an individual be selective when using certain facial communications when communicating with a particular age group? How can you help a kid that cannot connect and redirect in their attempts to feel being recognized in the society?
For your Initial Response you must: List each strategy presented in the Chapter. How does this strategy apply to your personal or professional life? (as a parent, educator, future educator, community member, brother, sister, etc.) Strategy #1: Connect and Redirect: Surfing emotional waves. As a future educator, this strategy will help me in ensuring that the children can connect with their right brain and redirect to the left brain in their attempts to feel felt in the society (Bryson &amp Siegel, 2012). In most cases, children feel that they are not being recognized in the society, especially in cases where a child is being abused by either the parents or fellow kids. This strategy will help me in reversing a situation as the one described above among others. Strategy #2: Name it to Tame it: Telling stories to calm big emotions. As a future educator, this strategy will be quite significant in ensuring that I calm the emotions of kids who have been abused both physically and psychologically. Bryson and Siegel (2012) have proven that by naming the problems they face children are able to tame them significantly. Storytelling will allow me to distract the children from the problems they face after physical and psychological abuse. For Final Response to a group member you must: answer questions and leave comments from response above. (use a different color font in your responses)

References

Bryson,D. &amp Siegel, D. (2012). TheWhole-Brain Child.New York: Constable &amp Robinson.

3

TheStruggle for Independence in Africa

Thestruggle for independence in Africa occurred mainly in the 20^thCentury where waves of African Independence movements were formed tofight for their freedom from the Europeans. The independencemovements formed in various African countries played a significantrole in ushering independence to their nations. Examples of thecountries that fought against the Europeans during this time includeNamibia, Angola, Kenya, Mozambique, Algeria, Guinea-Bissau, andMadagascar. The road to independence in Africa began withdecolonization where the independence movements caused the colonialpowers to withdraw their administrations in Africa. The belief forindependence began after the First World War by the Africans who wereeducated in Western nations had the Liberalist and Marxist knowledge.These thoughts gave rise to African nationalists who began to fightfor freedom. They realized that they need to rule themselves andregain their freedom that they had lost for over half a centurytherefore, the process of decolonization became important in Africa.Additionally, the Great Depression affected the economic state ofmost African nations, and this instigated the call for independence.Various movements were formed and were strengthened by the events ofthe Second World War. The political pressure generated by theindependence movements enabled the African nations to winindependence.¹

Thispaper seeks to discuss the struggle for independence in Africa fromthe colonial rule and to compare and contrasts the AfricanIndependence movements in Namibia, Angola, Kenya, and Mozambique. Thepaper will provide background information on the struggles forindependence among the four nations. Also, the paper will providesupporting evidence to the thesis.

Background

Inthe late 19^thCentury, most European powers colonized African countries takingcontrol of the African soil. The European powers colonized Africannations for economic benefits by obtaining raw materials andexpanding their markets overseas. According to Chabal (2016), thecolonization of Africa in the 16^thCentury made a profound impact on the economic development of theEuropeans. The easy access to foreign lands inspired Europeans tosearch for other new territories in order to develop more new marketsand obtain raw materials. Colonialism resulted in the loss ofsovereignty by the majority of African nations as well as controlover their natural resources. The control of the African markets andnatural resources forced the local people to depend entirely oncolonizers to conduct trade. The colonial powers destroyed thepolitical structures and institutions of the locals and set up newones to replace the existing ones that were administered by them, andthis led to the loss of sovereignty by African nations.²

Thepeople in colonized nations began agitating for independence afterthe WW ll. The Second World War made the colonized people in Africato realize that their masters are vulnerable and can be defeated. Theanti-colonialism movements in the international community inspiredthe people to fight for their freedom. The colonial systems startedexperiencing unrests and resistance from the locals. They began toform independence movements that they used to frustrate the colonistin order to regain their independence back. The establishment ofindependence movements led to decolonization, as a response to thosemovements. According toJan and Osterhammel (2017),decolonization is the process of dismantling the colonization systemsby the colonized people in order to regain their self-determinationand independence. The independence movements used in fightingcolonizers differ significantly in each African country. Each countryformed distinct independence movements that enhanced their ability toachieve independence. The independence movements that were used inthe struggle for independence in Angola, Namibia, Mozambique andKenya are discussed below.³

Namibiahad been under Germany`s rule from 1884, and South Africa was giventhe authority to administer the country by the League of Nationsafter the World War I. It acquired its independence in 1990 throughthe South West Africa People’s Organization (SWAPO), anindependence movement formed in 1964. SWAPO was led by Sam Nujoma tofight for the independence of Namibia from the Germany, and thismovement contributed to a significant historical rule of the country.During the struggle for independence, SWAPO used classic collectiontactics that facilitated their win for independence and to fightagainst the South African occupation.⁴

Angola’sindependence was achieved in 1975 from the Portuguese rule. Thestruggle for Angolan independence was led by the Movimento Popular deLibertacao de Angola (MPLA). MPLA was formed in 1956 that contributedto significant changes in the political history of Angola. MPLA wasled by Agostinho Neto, who became the president after the countryregained its independence. MPLA fought for the freedom of the countryin order to make it an independent communist state. The independencemovement used the motivation of the Africanism and Marxism ideology.The movement used a number of tactics to acquire freedom includingthe use of guerilla actions. For instance, MPLA used bombs such asthe one carried out in the Luanda prison, and this action providedthe movement with high popularity than other movements in thecountry.⁵

Kenyawon its independence from the British rule in 1963 through theindependence movement known as Mau Mau. The Mau Mau movement wasformed in the 1950s led by Jomo Kenyatta. Kenyatta utilized thesupport of both the whites and blacks in the movement to achieveindependence for the country. He allowed the Europeans and Asians tostay in the country on condition that they acknowledge the colonialrule. The Mau Mau movements comprised mainly by Kikuyus, the largestethnic group in Kenya who fought for freedom and land. Most of theseattacks targeted the white settlers and the British collaborators. Tosecure their independence, the Mau Mau movement used the guerrillawarfare tactics against the British colonialists. The formation ofthe Independence movement in Kenya was contributed to by a number offactors including the emergence of elites like Jomo Kenyatta, who hadacquired the colonial education that provided them with therealization that the locals need to rule themselves. Through the MauMau movement, the nationalist leaders attempted to express theirdemands by seeking to mobilize mass support from the people.Additionally, the intensive exploitation of local resources and thepeople by European colonies is another factor that contributed to theformation of the independence movement. The exploitation andoppression caused the people to experience discomfort, and thismotivated them to fight for their freedom.⁶

Mozambiqueacquired its independence in 1975 through the Mozambique LiberationFront known as FRELIMO. FRELIMO was formed in 1962 and led by EduardoMondlane. FRELIMO independence movement led the country toindependence. FRELIMO was the first independence movement to launchan attack against the Portuguese in 1964. These attacks instigatedfights that spread to other parts of the country. The movement madeuse of guerrilla tactics to fight against the Portuguese colonistswho had refused to grant Mozambique independence. Also, they receivedsupport from the western and communist states, and their fighterswere well trained and this provided them with a high chance ofdefeating the Portuguese colonists. The increase in the size of theguerilla movements and the decrease in Portuguese troops furtherstrengthened FRELIMO. Moreover, the increased military activities ofFRELIMO also reinforced its strength that enabled it to combat thePortuguese colonists.⁷

SupportingEvidence

Theactions and tactics used by these countries in their independencemovements to achieve independence compare and contrast in significantways. For instance, both Mozambique and Angola were involved indangerous struggles for independence of their countries against thePortuguese rule. Portuguese expansion into other countries started inthe 15^thcentury, and this led them to colonize most of the African Nations.Additionally, both Angola and Mozambique received direct help fromthe military from Cuba. Similarly, Angola was colonized by thePortuguese, and it also received support from Cuba and the SovietUnion during the struggle for independence. Kenya used relativelypeaceful independence movements to fight for freedom compared toMozambique, Namibia, and Angola that used a bloody struggle toreclaim their lost identity. The rebellion against the Britishcolonials took place from 1952 to 1960. Namibia was ruled by theGermany colonists and administered by South Africa for 75 years.⁸

Accordingto Zuberi (2015), in their struggle for independence, the Africancountries took different routes to regain their freedom. Somecountries favored the use of peaceful route towards fighting fortheir independence while others chose to use violence to acquire it.Countries that chose a peaceful path obtained their independenceunder some prearrange conditions. For example in Kenya, the Europeanswere allowed to remain in the country and work together with thelocals, and this enabled them to acquire independence without muchbloodshed. Also, in Libya, the independent political body wasestablished by the United Nations. However, in other areas of thecolonized African states, the European powers were not ready to giveup their rule and control over the local people. Therefore, thelocals were forced to use violence in order to secure theirindependence. For instance, in Mozambique and Angola, the Africannationalists were prompted to use armed attacks and guerilla warfareto fight the Europeans, and this resulted in bloodshed.⁹

Zuberi(2015) points out that the struggle for independence that began afterWorld War l had a profound impact on the European powers. However,most African nations began the process of decolonization after WorldWar II. During this time, the African leaders had obtained muchpolitical power under the rule of European powers and they used thosepositions to protect the interests of the locals as well as ensurethey retain control over their political and economic resources. Theincreasing demand by Africans to have control over their economic andpolitical aspects of the countries caused the European coloniesespecially those in East and North Africa to favorself-determination.¹⁰

Accordingto PedroAires(2016), most of the African countries had regained their freedom andself-determination. The process of decolonization through the use ofindependence movements became inspiring that swept the Africancontinent. By 1960, about sixteen territories attained their freedomfrom the European colonizers. By 1990, all African nations that werecolonized had gained independence from the colonists. Theindependence movements made the locals realize the remarkable changethat the independence of African countries could generate to theircountry as well as to the global politics. The movements improved thenational consciousness of Africans that made them desire to change byregaining their independence from the political rule. This is anindication that the independence movements played a crucial role inpromoting the acquisition of independence by African nations.However, despite gaining independence, the European dominanceremained significant in various aspects including in the economics,in political structures, in trade networks, in national languages,education systems and political structures. The independencemovements enabled the African nationalist to shape their politicalpaths in order to avoid the influences from the European powers whenforming governments after their obtaining independence. ¹¹

TheAfrican independence struggles were long and they occurred atdifferent times in various nations. Pedro Aires(2016) states that the colonies that gained independent first,were those located in North Africa including Algeria, Morocco,Tunisia, Egypt, and Libya. The independence of AEF and AOF in WestAfrica provided a perfect example for the problems that were beingexperienced by the independence leaders during their struggle forindependence in their countries. In East African countries, theBritish colonialists had planned to combine these countries in theregion to form an East Africa Federation. However, this did not occurbecause the struggle for independence started in this period in orderto regain their freedom.¹²

Accordingto Maciej (2013), the African countries used various methods in theirstruggle to free themselves from the colonial rule. These forms ofliberations include liberation by dialogue, constitution or peacefulnegotiations. In this form, the African nationalists engaged inintensive negotiations with colonialists in order to peacefullysecure their independence. Liberation by Africans revolution isanother method applied in their struggle for independence. Thismethod involves the overthrow of the existing colonial politicalsystems by the locals with the support from the masses. Revolutionwas commonly applied in colonies where freedom was only given to theminority population among the locals. This method of acquiringindependence often involves bloodshed. An armed struggle is also aform of liberation that was applied in cases where the use ofpeaceful means did not succeed, and the colonists were not willing tooffer Africans with their independence. Africans used to force suchas the guerilla warfare to secure their independence from colonists.Examples of African countries that applied this method to achieveindependence include Mozambique, Zimbabwe, South Africa, and Namibia.Africans used the use of armed struggle together with theconstitution as a liberations method from the colonial rule. In thiscase, the Africans first used armed struggle to secure independenceand then utilized peaceful means or dialogue to address the issuesregarding their independence. This method was applied in Kenya andZimbabwe.¹³

Maciej(2013) points out that a number of factors determined the forms ofliberation used by Africans in their struggle for independence. Thesefactors include:

1. The presence of settlers in colonies had contributed towards the developments of colonists` economy, and this made it reluctant for them to submit their wealth to Africans. The colonists were concerned on what will become of their future if the Africans take control of the government and thus this made it difficult for them to give independence to Africans. The reluctance of the colonists to give independence prompted Africans to apply the use of armed struggle to achieve their freedom.

2. Another factor is the nature of the colony. For instance, the colonies that were referred to as overseas provinces by the colonials were considered to be their compulsory land. Therefore, in this case, the colonialists were reluctant to grant Africans with independence. This forced Africans to use armed struggle to achieve their independence. This case occurred in Mozambique, Angola, and Kenya.

3. The strength of the economy of the colony was also a factor that determined the form of liberation. For instance, colonies such as in Zimbabwe and South Africa where there were high development and huge investments made the colonials not to give Africans their independence. This prompted Africans to apply force to obtain independence from the colonials.

4. The financial position of the colonials in the economy also determined the means that was used by Africans to acquire independence. For instance, colonies that were under Portuguese rule did not have a good economic position and therefore, they depended greatly on the African colonies for their development. Their dependence caused the Portuguese not to be ready to grant Africans their independence, and this prompted Africans to apply armed struggle to secure their freedom from colonial domination.

5. The status of the colony also determined the method of liberation. For instance, colonies such as those that were the United Nations (UN) Trust ship were able to obtain independence through peaceful methods. This is because the colonialists were pressured by the United States and the UN. Additionally, the presence of peasant cash crops enabled these colonies to acquire their independence through peaceful means. The colonists granted Africans colonies that had developed peasant cash crops their independence because they realized they can use neo-colonialism to continue utilizing the African resources.

6. Moreover, the nature of reaction by Africans towards colonialists defined the type of liberation to be applied. For example, African communities that were cooperative with the colonialists used peaceful means or dialogue to secure their independence. Consequently, the presence of wealth particularly minerals made the colonialists to experience difficulties in surrendering their wealth because granting Africans independence meant parting their wealth. This prompted Africans to use force to achieve their independence.¹⁴

Conclusion

TheAfrican Independence movement played an important role incontributing to the achievement of independence from the colonialrule. African countries formed independent movements to make theirdemands for acquiring freedom and self-determination. The colonizedAfrican countries used different tactics in their struggle forindependence including peaceful means and violent means such as theuse of bombings, guerrilla warfare, and armed struggle. The tacticsused to fight for independence were determined by a number of factorsincluding the presence of settlers in colonies, thestatus of the colony, and the financialposition of the colonials in the economy and the strength of theeconomy.

Bibliography

Bartkowski,Maciej J., ed. RecoveringNonviolent History: Civil Resistance in Liberation Struggles.Boulder: Lynne Rienner, 2013.

Chabal,Patrick. Powerin Africa: an essay in political interpretation.Springer, 2016.

Jansen,Jan C., and Jürgen Osterhammel. Decolonization:A Short History.Princeton University Press, 2017.

Oliveira,Pedro Aires. &quotSaved by the Civil War: African ‘Loyalists’ inthe Portuguese Armed Forces and Angola`s Transition to Independence.&quotTheInternational History Review(2016): 1-17.

Wantchékon,Léonard, and Omar García-Ponce. &quotCritical junctures:independence movements and democracy in Africa.&quot (2013).

Zuberi,Tukufu. Africanindependence: How Africa shapes the world.Rowman &amp Littlefield Publishers, 2015.

1^ Chabal, Patrick. Power in Africa: an essay in political interpretation. Springer, 2016.

2^ Ibid

3^ Jansen, Jan C., and Jürgen Osterhammel. Decolonization: A Short History. Princeton University Press, 2017.

4^ Wantchékon, Léonard, and Omar García-Ponce. &quotCritical junctures: independence movements and democracy in Africa.&quot (2013).

5^ Ibid

6^ Ibid

7^ Ibid

8^ Ibid

9^ Zuberi, Tukufu. African independence: How Africa shapes the world. Rowman &amp Littlefield Publishers, 2015.

10^ Ibid

11^ Oliveira, Pedro Aires. &quotSaved by the Civil War: African ‘Loyalists’ in the Portuguese Armed Forces and Angola`s Transition to Independence.&quot The International History Review (2016): 1-17.

12^ Ibid

13^ Ibid

14^ Ibid

Judaism

Judaism

Judaism is a religion that is one of three groups referred to as theAbrahamic faiths. In this case, the beliefs, customs as well as theirhistory reveal an important part of their identity. In particular,they are also monotheistic since they do not believe in other gods inthe universe. Apart from that, they have a Hebrew Bible and use theSynagogues to worship their God. The scriptures also help them inexpanding their spirituality that is a crucial aspect of their lives.This essay also captures their practices, texts and how they relatewith the Christians and Islamic religions too.

The Jewish observances and the texts are some of the essentialelements that reveal the identity of the religious group. Moreimportant, they have to recite their prayers three times in a day,and that includes the Mincha, Ma’ariv and Shacharit (Judaism,n.d.). Besides that, they also have unique religious clothing thatconsists of the skullcap and the knee-length garment that they wearoccasionally. The Jewish also have various holidays that are a partof their lifestyle, and they follow each of those events closely. TheShabbat, the three pilgrimage festivals, and the high holy days arejust some of them (Judaism, n.d.). In this case, the occasion helpsthe people in interacting and understanding their lives andstrengthens their faith as well. The Synagogues and other religiousbuildings also make a huge part of the group since it determines thespirituality of the followers. The Tanakh that is a Hebrew Bible isalso an instrumental part of their religion since they are able toaccess enlightening part of their scriptures. In particular, theMidrashic and Mishnah literature are some of the crucial aspectssince they can access spiritual teachings that guide them in beingbetter people in the society (Judaism, n.d.). Understanding thedifferent features helps one in acknowledging the essence of thebeliefs that they have. For instance, the unity also makes them keepin touch and exchange teachings that will assist them in being betterpeople.

Its relationship with Christianity and Islam also says a lot aboutits identity since it is able to relate to the other people aroundthe world. In particular, records reveal that Christianity was a sectof Judaism and they separated later during the first century. Infact, the differences between the two were evident after Jesusopposed some of their laws. Clearly, the distinct features betweenthe two arise from the God’s commandment, the teachings of theMessiah and the understanding of sin (Judaism, n.d.). On the otherhand, the Islamic religion and Judaism has a common patriarch that isAbraham, and records suggest that they come from the two sons thatare Isaac and Ishmael. The three religions are also monotheistic, andthat shows how the three religions are quite familiar with eachother. Hence, the similarity with the other religions is a crucialpart that defines it.

In conclusion, Judaism is a religion with a huge following, and itshistory, practices, and beliefs illustrate their identity. In fact,their traditions have similarity with the Christians and the Islamsince they are all the Abrahamic religions. Their Hebrew Bible alsoreveals how the followers can rely on the scriptures to get theguidance that they might need in the dilemmas they face on a dailybasis. The clothing and the holidays also ensure that they protecttheir cultural heritage through the festivals and the events wherethey share teachings that strengthen their faith.

References

Judaism (n.d.). Retrieved 19^th Jan, 2017 from Wikipedia:https://en.wikipedia.org/wiki/Judaism#Jewish_observances

Voluntaryvs. Involuntary Manslaughter

Student’sID

CourseID

Voluntaryvs. Involuntary Manslaughter

Ahomicide that involves a human being killing another without having aprior premeditation to commit the crime is referred to asmanslaughter. In such a case, the defendant does not intend to murderthe victim. It is an overarching type of homicide with other subtypesin which most of the times the judge has to examine the case todetermine the kind of manslaughter committed. The major categoriesare voluntary, involuntary, and vehicular (Pollock,2012).Vehicular manslaughter is not recognized in some regions. Thus, casesthat would otherwise have fallen under this category are classifiedas either voluntary or involuntary depending on the circumstances.

Voluntarymanslaughter occurs when a person intentionally and wittingly killsanother without any substantial justification but was propelled to doso by deep passion triggered by overwhelming provocation. If nomalice can be found in the circumstances surrounding the case, itsweight is lessened from murder to manslaughter. Nevertheless,adequate provocation must be sufficiently proven, as well as thepassion that drove the killing. Voluntary manslaughter attracts asevere sentence. On the other hand, manslaughter is involuntary if itis apparently unintentional. In most cases, involuntary manslaughtercases lead to sentences of less than one year (Pollock,2012).

Severalprovocations can be regarded as adequate under voluntarymanslaughter. For example, the defendant may have caught theirpartner is an act of adultery and provoked by the heat of passion forcommitting the crime (Pollock,2012). Another example is when the victim had killed a victim to thedefendant under circumstances that provoked the defendantpassionately. A third case where adequate provocation can occur iswhen a defendant ends up killing a person who deliberately punchedthem in the face, leading to fatal injuries. An example of aninadequate provocation can be a case where the victim fires thedefendant from his current job.

RapeShield Laws

Theyare laws that aim to limit the defendant’s freedom ofcross-examining the past sexual life of the victim in a bid to usethe information as proof of innocence. The laws also control thepublication of the true identities of victims of alleged rape cases.The main reason why these laws are applied is to ensure that victimsare protected from shame and emotional torture of having to revealtheir past sexual life on the court stand. It has been establishedthat the victim`s private sexual life does not have any relationshipwith a rape case, in any case, such a questioning can only lead tohumiliation of victims and might lower the number of reported rapecases (Pollock,2012).

Thecomponents of rape shield laws are structured in a way that strivesto be fair both to the defendant and the victim. First, victims areshielded from having to provide information that would be used toreveal their reputation. In such a case, a witness is prohibited fromtestifying about the victim’s morals. Second, any past sexualbehavior whose circumstances are not directly linked to the presentcase cannot be brought up as evidence. For instance, the law does notallow witnesses to talk about the number of sexual partners thevictim has had in the past as defense for rape (Pollock,2012). Some evidence is, nonetheless, permissible. For example, thedefendant is allowed to table evidence about past physical injuriesthat the victim might have had before the alleged case took place.Further, any evidence that proves that the victim’s diseases,pregnancies, or injuries were not caused by the defendant can bebrought to the table. Requirements of the due process might also leadto the revelation of what might be termed as humiliating personalinformation.

Sources

Pollock,J. Criminal Law(10 ed. 2012).

CSR, BRAND TRUST, AND ORGANIZATIONAL GROWTH 28

Studyof the Correlation between CSR, Brand Trust, Organizational Growth inrelation to John Lewis

Table of Contents

Introduction 3

Study Aim and Research Objectives 4

Significance and the Scope of the Study 5

Scope 5

Key Literature Review 5

CSR Model: The Carroll perspective 7

Brand Trust Model 8

Keywords 9

Literature 10

CSR 10

Brand Trust 10

CSR and Brand Trust on Customer Loyalty 11

Consumer perception of CSR and Brand Trust in the Growth of Companies 11

Research Design 13

Data Collection Methods: Primary and Secondary Techniques 13

Ethical Issues 15

Organization of the Study 15

Research Plan 16

Project Plan Gantt Chart 16

References 18

Appendix 23

Appendix 1 23

Appendix 2 24

Appendix 3 25

Introduction

Businessprocesses that adopt corporate social responsibility and brand trustresult in the development of customer satisfaction that breedscustomer loyalty, which is critical for organizational growth andlongevity of operations. The competitive nature that defines themarket dynamics in businesses calls for firms to not only enhancetheir responsibility but also to meet the expectations of theirvarious stakeholders. In the bid for a company to meet the saidexpectations, the element of competing for the reputational statussets in, as identified by Maden et al., (2012). On that note, thevery presence of intangible elements in a company comes in handy. Some of the critical elements that are fundamental to a business andwhich the proposal will draw upon are the corporate socialresponsibility and brand trust.

CSRspells out business practices which are believed to be verytransparent, and are influenced by ethical principles, adherence tolegal factors and respect for the environment and the society as awhole (Chirimubwe, 2015). One of the fundamental advantages of CSR isthe fact that it assists firms to develop positive and ethical imagesand relations with the stakeholders as noted by Hansen et al.,(2011).

Brandtrust, on the other hand, according to Adewale and Bamidele (2016),refers to a psychological state where people tend to acceptvulnerability, by dint of the positive expectations of the intentionsof a brand. The aforementioned trust is emphasized by the responsibleand fair behavior that is portrayed by companies (Bustamante, 2007).CSR and brand trust play a role in creating an enabling environmentfor the company’s key stakeholders to make critical decisions basedon the reputation of a company.

Theplace of CSR and brand trust in companies today is imperative, andone company that knows this all too well is John Lewis. John Lewisconstitutes a chain of upmarket department stores that areoperational in the United Kingdom. The chain is functional under theflagship of the John Lewis Partnership. The chain traces its genesisback in the 1800s and has been existence ever since, thanks to thenew growth that continues to grace the company. The growth of JohnLewis is notable because of the remarkable customer experience thatit promises to its esteemed clients.

Giventhe vast knowledge garnered on CSR and brand image, and theimportance of the topics in the business sector, the research studyat hand will seek to use three John Lewis stores as the caseinspiration for realizing the objectives of the study which are inline with the functional areas as mentioned earlier.

StudyAim and Research Objectives

Theaim of the study will be to identify the correlation that existsbetween CSR, brand trust and organizational growth, while drawingfrom the success which John Lewis has garnered over the years, by theincorporation of the earlier mentioned business functional elements.

Theobjectives of the project will be as follows:

• To identify the theoretical background on CSR and brand trust models.

• To determine the relationship that exists between CSR and brand trust and customer loyalty.

• To understand the role of consumer perception on the growth and success of companies.

• To identify the role of CSR and brand trust in practice, by using three Scotland’s John Lewis stores (Edinburgh, Aberdeen, and Glasgow), as the case samples.

Thestudy findings drawn from the consumer perspectives in as far ascustomer satisfaction is concerned will be critical in identifyingthe correlation that rests between CSR, brand trust andorganizational growth.

Significanceand the Scope of the Study

Thefindings that will be gained from the study will be beneficial to thebroader society and particularly to the counterparts in the businesssector, who would need to up their game concerning theirparticipation in CSR and branding. The pressures that rest forbusinesses, especially those in the private sector to adoptsustainability in their operations, confirm the fact that awarenessof the long-term success associated CSR exists (Porter and Miles,2013). The very existence of ethical consumerism has further added tothe pressure conferred to companies which require them to portray asocially responsible and ethical face (Singh,Iglesias, and Batista-Foguet, 2014).

Theintegration of CSR and brand trust in the operations of businessesis, therefore, important in fostering the growth, brand image,ethical image and longevity of the said firms (Sahut et al., 2014).The study is, therefore, significant to the researchers given that itwill help in the understanding of the actual relations that existsbetween CSR, brand trust and the overall growth that businessesenjoy, drawn from a real life example.

Scope

Thestudy, which will span over a one-year period, will include timelinesof when the various components of the research will be expected tostart and when they will come to full term. Data collection in thestudy will be conducted from three John Lewis stores in Scotlandnamely Edinburgh, Glasgow, and Aberdeen. The data collection processwill be centered on the retrieval of information in the areas of CSR,brand trust and how they relate to organizational growth because ofcustomer satisfaction.

KeyLiterature Review

It is imperative to acknowledge that models have been erected toaddress the concepts of CSR and brand trust, as well as the relationof the two topics on organizational growth. The section will seek toexpound briefly on the theoretical perspectives of CSR and Brandtrust by looking at Carroll`s model of CSR and the brand trust model,as is available in the literature. The history of CSR is crucial tolook at before delving into the models.

CSRBrief History

Thehistorical perspective of CSR is of great importance as it gives aninsight on the context in which CSR grew and flourished. The conceptof corporate social responsibility is mainly a product of thetwentieth century, particularly the 1950s (Carroll, 2008). Accordingto Carroll (2008), there were three main ideas that explained whatCSR was in the 1950s: the ideas of corporate managers being regardedas public trustees, the idea of balancing competing claims ofcorporate resources, and the acceptance of philanthropy as amanifestation of business support of good cause (P. 26). In the1960s, scholars had started to explain what CSR meant. One of thenoticeable scholars is Keith Davis who defined CSR as the decisionsand actions that businesspeople take for reasons that are notdirectly linked to the firm`s economic and technical interest(Carroll, 2008). During this period, the concept was viewed to meanhow corporations and the society relate to each other and that suchrelationships should be fostered by the managers (Carroll, 2008). Inthe late 1960s, the business practices that constitute socialresponsibility include philanthropy, employee improvements, customerand stockholder relations (Carroll, 2008). The concept accelerated inthe 1970s. In the early 1970s, scholars emphasized that businessesshould balance a multiplicity of interests. Instead of focusing ongaining more profits for its stockholders, enterprises were urged toconsider their employees, suppliers, dealers, local communities, andthe nation (Carroll, 2008, P.28). Firms started engaging inactivities such as minority hiring and training, contributions toeducation, urban renewal and civil rights (Carroll, 2008). Sincethen, the term has grown tremendously, and firms have even includedspecific policies that touch on social responsibility.

CSRModel: The Carroll Perspective

CSRis a form of gesture or initiative that portrays the concerns and thecommitment of a firm to the sustainability and overall development ofthe society (Amran et al., 2013). CSR can also be defined as theethical behavior that is exemplified by a company towards thesociety. In the modern commercial era, CSR has become a vitalbusiness aspect in firms (Khanifar et al., 2013). CSR has beendefined by some researchers as a critical factor in companies, whichis dependent on relations. Some of the key relations are thosebetween the corporate and the government, ethics, environment,stakeholders, and competitive edge (Gholami, 2011). CSR is,therefore, imperative for building relationships between companiesand their key stakeholders (Šontaitė-Petkevičienė, 2015).

TheCarroll pyramid of responsibility according to Yelkikalan,and Köse (2012)has been widely accepted for understanding the topic of CSR. Themodel, according to Hamidu, Haron, and Amran, (2016) is majorly usedto understand the role that CSR plays on the profitability thatbusinesses garner. The model addresses two concepts where, first,social responsibility is considered to have a logic reasoningbackground (Scherer and Palazzo, 2011). Secondly, socialresponsibility is deemed to be a product of the interaction betweentwo key players/actors (Scherer and Palazzo, 2011). In the model,the fundamental drivers of CSR are considered as the responsibilityof the ethical, legal, economic and voluntary perspectives(Yelkikalan,and Köse, 2012)(See Appendix 1). Carroll, the pioneer of the modem CSR, emphasizesthat the components of the four layers of the CSR pyramid ought notto be separated at any given point, rather, they must be viewed as awhole package.

Whenlooking keenly at the layer components, it is apparent that economicresponsibility of CSR is tasked with profit maximization (Carroll,2016). The legal responsibilities define the rules that businessought to be compliant with and which the societal mirrors are alwayswatching to affirm the compliance (Carroll, 2016). The ethicalresponsibilities are not a requirement for businesses, but thesociety expects to see compliance (Carroll, 2016). Finally,philanthropic responsibility is concerned with the overallimprovement of the quality of the lives of the society members(Carroll, 2016). I t is imperative to note that the communitymembers somewhat expect philanthropic responsibility. In summary, anygiven CSR activity must incorporate all the aforementionedresponsibilities.

BrandTrust Model

Thedefinition of brand trust leans towards the willingness of a consumerto be reliant on a brand to perform its expected function when notingthe engagement to the brand as being very supportive (Funder, Morgan,Valizade, 2015). One model that has been incepted to understand theconcepts revolving around brands and branding is the brand trustmodel. The model constitutes of elements that are tactical,operational and strategic according to Funder,Morgan, and Valizade, (2015). The brand trust model appreciates theplace of benevolence (emotional) and competence (rational) which arecritical to ‘trust beliefs’ (Lankton, and McKnight, 2011).Benevolence, in this respect, is defined when the brand ownerportrays intentions that are of benefit to the consumer (Kandampully,Zhang, and Bilgihan, 2015). Competence, as an aspect of trust belief,defines the abilities and skills of a particular brand, in meetingthe overall expectations of the consumer (Gregori,Daniele, and Altinay, 2011).

Underboth operations of brand trust, six factors have been identified topropel the business function (See Appendix 2). In the competenceperspective of trust, the drivers on this respect are performingability, quality, innovation, reliability, financial performance andtrust (Funder,Morgan, Valizade, 2015).On the other hand, the benevolence perspective of brand trust isconcerned with drivers that are related to ethical values,reputation, credibility, sincerity, and heritage (Funder,Morgan, Valizade, 2015). Additionally, two major features that are considered in the buildingof trust takes note of the fact that trust is both a requirement andan expectation and ought to be developed as a means of growinginteraction between the consumers and companies which further fostersthe consumer’s buying intention (Mellon, 2015).

Linkbetween the Carroll and Brand Trust Models

Thetheoretical framework as mentioned earlier points out that somesimilarities between CSR and brand trust exist. The importantfeatures that can be intertwined and which are clear from the twomodels is the element of reputation, ethical values, societalexpectations, profitability, responsibility. The implication of theabove finding is that a relation indeed exists between CSR and brandtrust. According to Barnes (2011), brand trust is fostered when acompany exemplifies CSR performance. In fact, brand loyalty levelsbecome heightened when companies practice CSR that is intended forthe good of the society. When companies portray both CSR performanceand brand trust equity, they are likely to experience organizationalgrowth that is promoted by instances of brand loyalty and corporatereputation which in turn assures consumer buying ability andprofitability, all because of acquiring a competitive edge over otherbusinesses (Shamma and Hassan, 2011). Brand trust results in morebrand recommendation, which becomes a cycle that further results ingrowth.

Theliterature presented below will seek to identify the relations thatexist between CSR and brand trust to other components that were notedin the theoretical framework and the study objectives, which are:brand loyalty, corporate reputation, consumer loyalty, and theoverall growth of the organization.

Keywords

CSR,Carroll pyramid, Brand Trust, Brand Loyalty, Brand trust model

Literature CSR

CSRis a critical concept in the field of management that takes note ofhow companies incorporate into their operations, social andenvironmental concerns, and thus function to impact the wellbeing ofboth the society and the environment (Kotler&amp Lee, 2008).CSR is further defined as the achievement of economic, social andenvironmental balance, under the ‘Triple Bottom line’ approach,while still maintaining the best interests of both the stakeholdersand shareholders.

Thereare reasons as to why corporation in present times has chosen to gothe CSR path. According to Hopkins (2012), companies participate inCSR is because it is an attractive cause. By virtue of indulging inCSR, companies draw benefits which have a financial bottom-line.Engagement in CSR fosters the development of a positive image for thecompany, which is critical for thriving in the highly competitivesocial market platform. One importance of CSR that has been noted isthe development of a long-term trust. Navigation through the nextsection that tackles the topic of brand trust is crucial tounderstand how engagement in CSR precipitates the development oftrust.

BrandTrust

Accordingto Prahalad (2011), Trust and reputation are critical factors when itcomes to branding. It is essential to note that consumers are oftenwilling to pay for a brand because of the perception of superioritythat the said brand is believed to possess (Kabadayi and Alan, 2012).Development of brand trust in a company, therefore, can assuresuccess regarding growth. From a marketer`s standpoint, the successof the firm is apparent when a company preserves the investmentrelations, provides benefits that are long term to the consumers, andprevents high risk (Kabadayi and Alan, 2012). On the consumer, brandtrust means the establishment of a consumer-company relation whichinfluences the underlying factors that are responsible for theconsumer based behavioral responses. Brand trust promotes thecommitment of the customer to a particular brand, a scenario thatFoggin (2014) dubs, brand loyalty.

CSRand Brand Trust on Customer Loyalty

Real de Oliveira and Rodrigues (2012) affirm that a link existsbetween CSR, brand image, loyalty and the willingness of a customerto buy a product. CSR has a positive effect on consumer trust andbrand image, and these factors, from an independent standpoint, haseffects on customer loyalty (Bang et al., 2015). CSR and brand imageare strategic tools that have financial implications for a company,even in the wake of brands being seeking to be differentiated andthus align themselves in the consumer minds (Popescu, 2014). Thefinancial implications of CSR and branding, customer loyalty andretention must be in the management agenda of any given company.Maintenance of loyalty can be facilitated by instances of customersatisfaction, trust, service, benefits, personal sacrifice, customersituation and the actual product performance (vanden Berg, and Lidfors, 2012).

Whatis critical to note is that matters surrounding CSR, brand trust, andcustomer loyalty revolve around the perception that has been builtover time.

Consumerperception of CSR and Brand Trust in the Growth of Companies

CSRhas been a fundamental topic in the wake of financial scandals thathave marred companies, social issues and environmental concerns thathave been magnified by media coverage thus promoting the transparencyof businesses (Guchait, Anner, and Wu, 2011).

Thearticle by Green &amp Peloza (2011) examines how consumers defineCSR and how the concept enhances the values as proposed by consumers.According to this study, consumer support to a certain brand isinfluenced by the way CSR manifests itself (Green &amp Peloza,2011). The three forms of value that CSR provides to consumers areemotional, social and functional (Green &amp Peloza, 2011). Thefindings illustrated that consumers perceive CSR value through thethree forms as aforementioned. In a context of economic uncertainty,the findings showed that emotional and social values are morepreferred, while a functional value becomes the most criticalcriteria for consumer’s decision making (Green &amp Peloza, 2011).It was also noted that in an instance where a consumer experiencesmore than one form of value, the functional value was considered tobe the most significant determinant of consumers’ purchasedecisions (Green &amp Peloza, 2011).

Firms’behaviors with respect to corporate social responsibility aresometimes in contrary to their outlined social responsibilitystandards. Wagner, Lutz, &amp Weitz (2009) study examines the impactof communication strategies that a firm can utilize to alleviate theeffects of such inconsistencies on consumer perceptions of hypocrisyexhibited by corporations. A firm’s social responsibility affectsits brand image and the clients’ tendency to buy brands and theoverall financial performance of a company (Wagner, Lutz, &ampWeitz, 2009). When consumers perceive a firm as being hypocritical,they tend to have a negative attitude towards the firm’s brand(Wagner, Lutz, &amp Weitz, 2009). To protect themselves from thepossibility of being perceived as carrying out social irresponsiblebusiness practices, companies can use abstract CSR policy statementswhich help to improve their proactive strategies (Wagner, Lutz, &ampWeitz, 2009).

Thefact that CSR influences brand trust is paramount given that consumerperception towards the reputation of a company and CSR are mediated(Kim, Hur, and Yeo, 2015). The scenario that results is an effect onthe purchasing behavior which further influences future purchasingability. In such an environment, profitability and company growth arebound to occur. Moisescu (2015) affirms to the fact that businessgrowth is promoted by the fact that consumer perceptions towards CSRboost customer relations thanks to the enhanced customer buyingdecisions that are made. These relations, according to Moisescu(2015), foster profitability given the creation of consumer brandloyalty. When looking at the economic responsibility of CSR,companies seek to gain profitability while the consumers look to havequality products and services at fair prices (Wu and Lin, 2014). Acompany that has a developed brand loyalty will tend to reapadvantages that range from the increment in the market share, gainingnew customers, reduction in costs that are related to marketing andmost importantly, strengthening the brand in the wake of competition(Alhaddad,2015).

ResearchDesign

In the search to build on the information that was drawn fromliterature, the researcher will make data collection based on thestudy needs (study aim and objectives). Out of the available researchapproaches that can be utilized, the study will make use of a mixedapproach of data collection to facilitate addressing to the needs ofthe study aim and objectives. In the mixed approach, the author willemploy the usage of both qualitative and quantitative data collectionapproaches. The researcher will further look at three samples of theJohn Lewis store as the case studies for the project. The stores thatwill be critical in the study are those drawn from Scotland namelyEdinburgh, Glasgow, and Aberdeen. Given the availability of skill andresources, the researcher will employ the usage of both primary andsecondary sources.

DataCollection Methods: Primary and Secondary Techniques

Thesecondary data that the author will use will be retrieved from JohnLewis` official websites, company reports and information on thedepartment store, drawn from past research will be looked at, with abias on the topics of CSR, brand trust, and organizational growth.Other secondary sources that will be utilized in the study will bedrawn from scholarly literature that is available in onlinedatabases. The primary data that will be incorporated in the studywill be retrieved by the use of a questionnaire, which will bedistributed to the consumers of the Edinburgh, Glasgow and Aberdeenstores of John Lewis (Scotland) (See Appendix 3). Interviews willalso be conducted with respondents from high-rank employees who areinvolved with the management of CSR and branding in the three stores.The questionnaire and interview questions will be formulated in sucha manner that they will be centered on the study objectives. Theresponses garnered will be fundamental in the definition andmeasurement of the magnitude CSR, Brand trust, and organizationalgrowth.

SampleSize

Asample refers to the group that is considered to be a representationof the whole population. The term sample size is defined by theactual number of the study respondents that represent the broaderpopulation. The researcher will dish out 300 self-completionquestionnaires to the three stores that are of importance to thestudy (100 questionnaires per a store). The stores will serve as thedata collection spots throughout the study period. The consumers whowill shop in either one of the three John Lewis stores will be therespondents to the study (Edinburgh, Glasgow, and Aberdeen). Thesampling technique that will be utilized to select the studyrespondents, who are the consumers, will be on a random basis. Thestudy respondents will be approached in the study stores, and theywill be requested by word of mouth by the researcher and theassistants, to be part of the survey. The information that will beretrieved from the questionnaires will be critical in the provisionof answers to the study aim and objectives (Refer to Appendix 3). Theinterview response will be instrumental in assessing how wellindividuals in CSR and branding management dockets of John Lewis areconversant with the functional business topics.

DataAnalysis

Dataanalysis activities are critical for understanding relevant researchtopics. Data analysis is necessary for the identification of anystudy loopholes, designing novel surveys, making plans for activitiesthat are of statistical origin, and for the determination of qualitybased study objectives. The analysis of primary data in the studywill employ the usage of graphs, tables, and charts. The tools asaforementioned will aid in the presentation of trends andcomparisons. The trends and comparisons drawn from the primaryfeedback of the study respondents obtained from the three John Lewisstores will facilitate the measurement of CSR, brand trust, andorganizational growth. Analysis of the secondary data will becritical for refining the research questions and will, as a result,be used by the researcher to emphasize on the primary data that willbe collected. The raw data collected, after analysis, will be storedin locked confidential cabinets (for safety), for future reference.The study findings, on the other hand, will be shared withstakeholders in the business sector, and can also be used foracademic reference.

EthicalIssues

Thestudy will be committed to maintaining quality and integrity at allcosts. With the said commitment in mind, informed consent wasgranted which will facilitate primary data collection in John Lewis’Edinburgh, Glasgow and Aberdeen stores. The method for datacollection will seek to maintain the anonymity of the studyrespondents who will be allowed to take part in the studyvoluntarily. The design of the questions will refrain causing anyform of trauma or harm to the study participants. The study questionswill be designed with the aim of maintaining best practices in mind.Additionally, the study will be in compliance with the university’sguidelines and policies.

Organizationof the Study

Thestudy will be organized in chapters where the first chapter will makean introduction to the problem question. Identification of thestudy`s design component will be identified in the section as well.Chapter 2 will take note of the review of literature where relevantresearch related to the problem question will be considered. Chapter3 will present the methods for data collection, the procedures thatwill be employed in the analysis. Chapter 4 will acknowledge dataanalysis and data presentation. Finally, Chapter 5 will provide thesummary that will be arrived at by the researcher and will take noteof the implications and recommendations therein.

ResearchPlan

Thekey activities of the project will be carried out under a plannedtime frame that will span over a one-year period, between January andDecember 2017. The introduction phase will be carried out throughoutJanuary. Design components identification will commence between thelast week of January and continue through February. The Projectproposal will be designed and submitted between March and April.Literature Review and discussion with the professor will be donebetween April and June. Data collection will commence between Julyand October. Submission of a draft dissertation, plus possibleamendments will be done between October and November. The finalreport will be submitted in December. The plan is as noted below:

ProjectPlan Gantt Chart

January-June 2017

Task/ Week	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19	20	21	22	23	24	25	26
Introduction to the problem
Design Identification
Project proposal preparation and submission
Literature Review (Submission of the first draft)
Discussion of any amendments to the literature review

July-December 2017

Task/ Week	27	28	29	30	31	32	33	34	35	36	37	38	39	40	41	42	43	44	45	46	47	48	49	50	51	52
Data collection
progress report provided to the professor for review
Amendments to the dissertation draft report
Final Report Submission

References

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Alhaddad,A. (2015). A structural model of the relationships between brandimage, brand trust and brand loyalty. International Journal ofManagement Research and Reviews, 5(3), 137.

Amran,A., Zain, M. M., Sulaiman, M., Sarker, T., &amp Ooi, S. K. (2013).Empowering society for better corporate social responsibility (CSR):The case of Malaysia. Kajian Malaysia, 31(1), 57.

Bang,W., Kim, W., Park, G., &amp Chung, K. (2015). Building CustomerLoyalty through CSR: Moderating Effect of Authenticity. AdvancedScience and Technology Letters, 114, 101-105.

Barnes,A. J. (2011). Corporate Social Responsibility and its effects onBrand Trust (Doctoral dissertation, Auckland University ofTechnology).

Bustamante,S. (2007). CSR, Trust, and the Employer Brand.

Carroll,A. B. (2008). A history of corporate social responsibility: Conceptsand practices. TheOxford handbook of corporate social responsibility,19-46.

Carroll,A. B. (2016). Carroll’s pyramid of CSR: taking another look.International journal of corporate social responsibility, 1(1), 3.

Chirimubwe,R. G. (2015). The Impact of Corporate Social Responsibility on BrandAwareness: A Case Study of Unilever Zimbabwe Private Ltd.InternationalJournal of Innovative Research and Development||ISSN 2278–0211, 4(5).

Foggin,D. (2014). Trust builds Brand loyalty. Retrieved November 26, 2016,fromhttps://www.theguardian.com/media-network/media-network-blog/2014/oct/01/trust-brand-loyalty-naked-wines-debenhams

Funder,H. J., Morgan, D., &amp Valizade, S. (2015). BRANDS &amp CONSUMERTRUST STUDY.

Gholami,S. (2011). Value creation model through corporate socialresponsibility (CSR). International Journal of Business andManagement, 6(9), 148.

Green,T., &amp Peloza, J. (2011). How does corporate social responsibilitycreate value for consumers?. Journalof Consumer Marketing,28(1),48-56.

Gregori,N., Daniele, R., &amp Altinay, L. (2014). Affiliate Marketing inTourism Determinants of Consumer Trust. Journal of Travel Research,53(2), 196-210.

Guchait,P., Anner, M., &amp Wu, L. (2011). Customer perceptions of corporatesocial responsibility of service firms: impact on customer attitudesand behavioral intentions.

Hamidu,A. A., Haron, M., &amp Amran, A. (2016). Corporate SocialResponsibility Stages of Transformation, Drivers, and DimensionalModels: A Review.

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Hopkins,M. (2012). Corporate Social Responsibility and InternationalDevelopment: Is Business the Solution?. Hoboken: Taylor and Francis

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AppendixAppendix1

(Source:Yelkikalan, and Köse, 2012, CSR pyramid)

Appendix2

(Source:Funder, Morgan, Valizade, 2015, Brand Trust Model)

Appendix3

ResearchQuestionnaire (Customer Perspective)

DearCustomer,

Kindlytake a few minutes to give your honest response regarding youragreement or disagreement to the following, by ticking in the box,and by filling in the blank spaces provided.

Age__

1. I purchase John Lewis’ products in one or more of the following categories

Room

Furniture

HomeFurnishings

HomeAccessories

Cooking

Dining

2. (If you answered question 1 above) How would you rate John Lewis brands in the category that you have used?

ExtremelySatisfactory1 2 3 4 5 6 7 8 9 10 ExtremelyUnsatisfactory

3. Tick what you think about John Lewis brands

Canbe trusted Are of high quality

Arevaluable Are reliable

Noneof the above other(specify) __

4. The products and services offered by John Lewis, in relation to those of other department stores like Marks &amp Spencer, Debenhams, and the House of Fraser, are reasonably priced. (In a rank of 1 to 10, with 1 being Extremely true and 10 being Extremely false)

ExtremelyTrue 12 3 4 5 6 7 8 9 10 ExtremelyFalse

5. John Lewis has managed to create and develop its good reputation.

Stronglyagree

Agree

Neutral

Disagree

Stronglydisagree

6. John Lewis incorporates value and quality in its products and services.

Stronglyagree

Agree

Neutral

Disagree

Stronglydisagree

Other(specify)

7. John Lewis is honest in its product and service offerings

Stronglybelieve

Believe

Neutral

Donot believe

Stronglydo not believe

8. John Lewis

[] Meets the moral standards of the society

[] Is self-seeking

[] Provides inferior products to the consumer

[] Does none of the above

[] Does all of the above

(Tickthe response that is closest to your opinion)

StronglyAgree Agree Neutral Disagree Strongly Disagree

9. I think that John Lewis

Participatesin activities

thatare aimed at addressing

thewellbeing of the public.

10. The products and services

providedby John Lewis in the

categoriesof: Room, Furniture,

HomeFurnishings, Home Accessories

orCooking &amp Dining, are satisfying to you.

11. I think that the customer service

staffof John Lewis are good at

makingthe consumer feel valuable

12. I perceive that the shopping

experienceat John Lewis attracts

memore to the store.

13. The promotional activities in John Lewis like the ‘Clearance Sale,’

[] Stimulates my purchasing behavior

[] Do not cause reactions in me

[] I am not sure

14. I intend to continue using John Lewis products and services, in the next _ month (s)/ year (s).

15. I would recommend to a friend or a family member about a John Lewis brand that I use so that they too can draw the benefits.

Stronglyagree

Agree

Neutral

Disagree

Stronglydisagree

Other(specify)

16. What can John Lewis do in order to make your shopping experience better? (Indicate your response here)

___

AdditionalComments Section

_

Thankyou for your time!

Sincerely(Researcher)