Inquiry into Patient Death

Inquiry into Patient Death Case Study ‘Clinical Detective’ Table of Contents (Jump to) Introduction Objectives Background Discussion Leadership attributes Recommendation Conclusion References Total Word Count: 1601 Report for the Bunbury Regional Hospital’s quality and safety committee into the death of Josephine Wilma Troy Introduction This report has been prepared for the Bunbury Regional Hospital’s quality and safety committee, following the death of Josephine Wilma Troy on 14 February 2006. Mrs. Troy was a 63 year old lady who had been diagnosed with leukemia in 2004 and was treated with chemotherapy initially. The diagnosis was later refined to prolymphocytic leukemia, a rare chronic leukemia, as Mrs. Troy’s leukemia persisted in her bone marrow after an initial course of chemotherapy. Disease together with chemotherapy compromised her blood production capacity. She had low white blood count, low platelet count and low hemoglobin and was susceptible to infection and febrile neutropenia. Mrs. Troy had been issued with febrile neutropenia card to warn health care workers regarding her susceptibility to febrile neutropenia. On 12/02/2006, Mrs. Troy had a temperature of 38 °C and attended Bunbury Regional Hospital with her card. She was started on antibiotic and a full blood screen was ordered in view of her susceptibility to febrile neutropenia. She recorded a very low platelet count (3), which required a platelet transfusion. She was admitted to St. John of God Hospital, Bunbury for treatment of neutropenia sepsis. The following day her platelet count dropped even lower (1). An order was placed for platelet from Australian Red Cross Blood services. She was transfused with two units of blood. There was apparent improvement in her condition after the blood transfusion. In the early hours of 14/02/2006, Mrs. Troy suffered a significant deterioration in her condition. The platelets were transfused in the morning of 14/02/2006. However Mrs. Troy suffered a catastrophic intracranial bleed and did not recover from it. Objectives This report will look in to the events that lead to death of Mrs. Troy and critically evaluate the key findings. Finally it will make recommendations to reduce the reoccurrence of similar adverse event. It is expected that the recommendations will be examined and will be included in to clinical guide lines and policies by this hospital and other hospitals. Background As a registered nurse in charge of the ward the facts resulted in the adverse event need to be evaluated. Discussions have taken place with health care providers who were in charge of Mrs. Troy and patient’s records have been assessed in order to gather information for this report. Description of Models Two theories were used in examining the findings namely the Human Factors Model and the Swiss Cheese Model. According to United Kingdom health and safety executive, human factors refers to† environmental, job or organisational factors and human and individual characteristics and how they influence on individuals health and safety related behavior (Health and Safety Executive, 1999, p.2 as cited in World Health Organisation, 2009)†. It inspect the relationship between human being and the system they interact with and focus on improving productivity, job satisfaction, efficiency and minimising errors (Patients Safety First,2010). The Swiss cheese model evaluates a chain of events that lead to an error to learn from the errors (National Council of State Board of Nursing, 2011). It explains that there are many levels of defence in a system like checking of medication before administration, marking surgical site, guidelines, experienced staff etc. (NCSBN, 2011). If these defence barriers are in place it prevent the error form happening. But in reality the defences are full of holes like poor communication, lack of guidance etc. (Reason, 2000). These holes are known as latent conditions or active failures. Active failures have immediate and direct effect on the outcome as it is the unsafe act committed by the individual who are in direct contact with the patient or system (Reason, 2000). Latent conditions are resident errors within the system as they arise from the decisions made by the top management. They may stay in the system for many years before create an error. Examples include staff shortage, high workloa d. When all levels of defence are penetrated by a combination of active failure and latent conditions a patient safety incident will occur. Discussion Identifying the active failures is the first step in assessing the events leading to Mrs. Troy’s death. This will help in identifying the underlying latent conditions. Active failures Mrs. Troy’s change of diagnosis, (from acute lymphobastic leukemia to prolymphocitic leukemia) did not document in progress note. Unawareness of Health care professional involved in Mrs. Troy regarding her stay during the intensive monitoring period. She resided in Bunbury instead of Fremantle. Dr. Webb didn’t communicate his expectation of Mrs. Troy to remain in Fremantle area for easy access to hospital in case of complications. Mr. Mclntyre failed in requesting to order urgent platelet when he had a clear understanding of the relevance of a low platelet count. Even though Mrs. Troy had experienced an extreme low platelet count nothing was done by the staff to provide transfusion as soon as possible. Dr. Terren was not provided with the observation that Mrs. Troy’s temperature had raise to 40 °C. Dr. Terren didn’t mark urgent on the original request form for platelet. Mr. Bastow did not advice Dr. Terren that platelet could be obtained earlier than the next day in case of emergency. Latent conditions Failures in communication Communication breakdown has occurred at various stages of this case. Mrs. Troy’s change of diagnosis, (from acute lymphobastic leukemia to prolymphocitic leukemia) and its significance in change of life expectancy and treatment regime did not communicated to her and her family which caused lots of misunderstanding to her family. Dr. Webb didn’t communicate his expectation of Mrs. Troy to remain in Fremantle area for easy access to hospital in case of complications. There was a clear misunderstanding about discharge and discharge home between Mrs. Troy and the hospital staff. Mr. Bastow did not communicate to Dr. Terren that platelet could be obtained earlier than the next day in case of emergency. Failures in documentation Mrs. Troy’s change of diagnosis, (from acute lymphobastic leukemia to prolymphocitic leukemia) did not document in progress note. The letter to Mrs. Troy’s GP would only be placed in her file once typed following Dr. Webb’s outpatient clinic. The disadvantage with this practice was Fremantle staff did not have access to Dr. Webb’s revised management plan at the time they saw Mrs. Troy. Inadequate basic training Lack of knowledge about complication of low platelet count and procedures regarding request for urgent platelet from Australian Red Cross Blood service were evident. This resulted in delay in providing transfusion at the most critical phase. Dr. Terren was not provided with the observation that Mrs. Troy’s temperature had raise to 40 °C. Inadequate staffing There was only one medical scientist available. He was not on duty when nursing staff tried to collet platelet. This caused further delay in transfusion as platelets could not be collected before they had been properly checked by medical scientist. Leadership attributes A combination of leadership attributes are necessary to do a successful investigation of the events leading to Mrs. Troy’s death. Transformational and effective leadership is essential for success in a healthcare organisation (Huber, 2010). Flexibility is one of the attributes. The investigator should be able to adapt to a challenging situation. Be a good communicator in order to obtain as much as information about the event and to consider all options (Marshall, 2011). Open- minded to evaluate inputs from all interested parties in decision making. Be able to utilise all the resources available. Investigator should be well educated on policies procedures and organisational norms (Huber, 2010). Investigator should be a good evaluator. Good evaluation of events is necessary for an organisation to improve, to change programs and policies that are not working (Daly, Speedy and Jackson, 2004). Critical thinking and problem solving skills are essential to achieve success (Sullivan a nd Decker, 2005). Recommendation Febrile Neutropenia medical alert card should indicate patient’s current diagnosis in order to provide adequate information at critical situation and to facilitate necessary treatment. Current diagnosis, treatment plan and expected outcome should discuss with patient and family to avoid misunderstanding and to take necessary precautions in case of complications. Employment of adequate number of medical scientists to prevent delay in checking platelets before administration. A medical scientist should present in the hospital at all times. Current diagnosis and new treatment plan should indicate in patient’s progress note immediately following consultation. Basic training should be given to staff regarding complication of low platelet count, necessary observations, proper way of ordering and obtaining platelet in case of emergency. Guidelines to obtain blood product from ARCBS should be readily available in all wards. Protocols regarding platelet transfusion (like platelet transfusion should be commenced if platelet count is below 10X/L for chemotherapy patients) should be kept visible in all wards (Slichter, 2007). Conclusion Numerous preventable factors were identified during the analysis of Mrs. Troy’s case. When latent conditions combined with active failures, they created multiple holes in the defence barrier. When these holes aligned together the tragic death of Mrs. Troy occurred. More effective defence has been recommended to ensure that these holes do not open and align again. The recommendation includes proper communication, adequate documentation of current treatment plan and diagnosis, employment of adequate staff, availability of guidelines and protocols and adequate basic training of the staff. The best way to prevent errors is to identify and remedy the underlying system failures rather than blaming individual (Sullivan and Gerald, 2010). Every health care professional have the responsibility to learn, to improve and to provide safe healthcare to the patients under their care.

Generations: Probity in Photojournalism :: essays research papers

GENERATIONS: PROBITY IN PHOTOJOURNALISM? With the existence of first-rate technology, depletion of society moral standards, and ethics for sale on the street corners, has the general public lost the original intent of a photograph? For photojournalists Wally and Win Mcnamee, a father and son who are well known and respected in the photojournalism field, probity reaches out through their photos with the presence of its’ own soul. Elizabeth Anstead, the author of the article, was all too convinced of this fact trying to expose an alter ego in photojournalism. The alter ego, that is all too often overshadowed by those of poor taste and more so as time goes by, receives the respect and glory that she surmises as overdue. Modern photographers tend to chase personal success, in turn placing a cover over the original story that a photograph portrays. A sigh of relief can be taken after reading her article, for it emphasizes the points that should be held of high importance in the area of â€Å"still memory†. She denu ded the layers, empathizing with Wally and Win both; disclosing to the surface the passion they have for their profession directly out of their hearts and highly noted work, interpreting both factors into words. â€Å"They [editors] think that ‘fiddling’ with images is like wordsmithing, but it’s not the same†¦ I see this as one of the single biggest dangers to the integrity of photojournalism. People rely on us to present the story as it really happened. This is not fashion photography or the movies-- if things don’t look the way you want them too, then it’s the rub of the green!† stated Wally Win when asked about the â€Å"digital revolution†. As Elizabeth Anstead transits from the father to son, it is obvious the reiteration of views and standards written for both generations, the only difference appearing had been the use of higher technology. This proving that the honesty and intent behind a photo is only as pure as the photo grapher. The collaboration of Wally and Win McNamee offers a unique perspective to photojournalism, providing an unchanging view on changing times. â€Å"I wanted to know what it was that made my father the way he is†¦ The internal strength and integrity that he has†¦ I wanted to see if I could bring that out in myself. I wanted to do something that would make him proud of me.† Win Mcnamee stated while speaking on the idolism he has for his father. Generations: Probity in Photojournalism :: essays research papers GENERATIONS: PROBITY IN PHOTOJOURNALISM? With the existence of first-rate technology, depletion of society moral standards, and ethics for sale on the street corners, has the general public lost the original intent of a photograph? For photojournalists Wally and Win Mcnamee, a father and son who are well known and respected in the photojournalism field, probity reaches out through their photos with the presence of its’ own soul. Elizabeth Anstead, the author of the article, was all too convinced of this fact trying to expose an alter ego in photojournalism. The alter ego, that is all too often overshadowed by those of poor taste and more so as time goes by, receives the respect and glory that she surmises as overdue. Modern photographers tend to chase personal success, in turn placing a cover over the original story that a photograph portrays. A sigh of relief can be taken after reading her article, for it emphasizes the points that should be held of high importance in the area of â€Å"still memory†. She denu ded the layers, empathizing with Wally and Win both; disclosing to the surface the passion they have for their profession directly out of their hearts and highly noted work, interpreting both factors into words. â€Å"They [editors] think that ‘fiddling’ with images is like wordsmithing, but it’s not the same†¦ I see this as one of the single biggest dangers to the integrity of photojournalism. People rely on us to present the story as it really happened. This is not fashion photography or the movies-- if things don’t look the way you want them too, then it’s the rub of the green!† stated Wally Win when asked about the â€Å"digital revolution†. As Elizabeth Anstead transits from the father to son, it is obvious the reiteration of views and standards written for both generations, the only difference appearing had been the use of higher technology. This proving that the honesty and intent behind a photo is only as pure as the photo grapher. The collaboration of Wally and Win McNamee offers a unique perspective to photojournalism, providing an unchanging view on changing times. â€Å"I wanted to know what it was that made my father the way he is†¦ The internal strength and integrity that he has†¦ I wanted to see if I could bring that out in myself. I wanted to do something that would make him proud of me.† Win Mcnamee stated while speaking on the idolism he has for his father.

Critical Review for a Research Article Based on Grammar Translation

INTRODUCTION For centuries, Strategies on teaching and learning second language has been formed and apply in the classroom. Based on that, many researches has been conducted to test these methods in teaching and learning process to examine whether it is efficient or just a waste of time. By reading through these researches, teacher has been given responsibility to choose which methods that can be adaptable to their own respective classroom and how it would help them with the lessons.Through this project, we have chosen a research articles that was conducted in China to find out how a specific teaching method will help in the teaching and learning process by examining the research articles written by Lingjie Jin, Michael Singh, and Liqun Li. Furthermore, we will identify the teaching methods that were used by them and it relevance to the teaching and learning process in China.The study sought to investigate whether the communicative approach could help students acquire their vocabular y while reading through communicative activities, and develop their ability of using language and arouse their interest in learning English. 1. 0 METHODS USED IN THE STUDY. 2. 1 The Grammar Translation Method This method is more focusing on memorization of verb paradigms, grammar rules and vocabulary. Application of this knowledge was directed on translation of literary texts which is focusing on developing students’ appreciation of the target language’s literature as well as teaching the language.Written and oral translation plays a prominent part in classroom work. This encourages the learners to think and translate into their first language. Classes were conducted in the  native language which is the first language. A chapter in a distinctive textbook of this method would begin with a massive bilingual vocabulary list. Grammar points would come directly from the texts and be presented contextually in the textbook, to be explained elaborately by the teacher. In thi s method, while teaching the textbook the teacher translates every word and phrase from English into the learners' first language.A number of methods and techniques have evolved for the teaching of English and also other foreign languages in the recent past, yet this method is still in use especially in Asian country such as China. It maintains the first language of the learner as the reference particularly in the process of learning the second/foreign languages. The main principles on which the grammar translation method is based are the following: 1. Translation interprets the words and phrases of the foreign languages in the best possible manner. 2.The  phraseology  and the  idioms  of the target language can best be assimilated in the process of interpretation. 3. The  structures  of the foreign languages are best learned when compared and contrast with those of first language. 2. 2 The Communicative Language Teaching Method Communicative has been developed by Britis h Applied linguists as a reaction away from grammar-based approaches. CLT also places great emphasis on helping students use the target language in a variety of contexts and places. It is a great emphasis on learning four language skills – listening, speaking, reading, writing.Its primary focus is on helping learners create meaning rather than helping them develop perfectly grammatical structures or acquire native-like pronunciation. This means that successfully learning the English language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate. CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices.As such, it is most often defined as a list of general principles or features; 1) An emphasis o n learning to communicate through interaction in the target language. 2) The introduction of authentic texts into the learning situation. 3) The provision of opportunities for learners to focus, not only on language but also on the learning management process. 4) An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. 5) An attempt to link classroom language learning with language activities outside the classroom. 2. BACKGROUND OF CLT AND GRAMMAR-TRANSLATION METHODS IN CHINA The main purpose of CLT is to develop learners’ communicative competence. Communication is important in order to follow with the development of economy. When communicative language teaching (CLT) was introduced in China at first, it met with considerable resistance (Li, 2003; Zhu, 2003; Hu, 2002). Its pioneers changed the traditional grammar-translation method into a student-centred communicative approach. It is become unusual in learning f or the students because they need to communicate in class rather than hearing the teacher explanation.English language teaching in China was established by divergent stories and not a single narrative. According to Rao (2002), in learning the English language, the Chinese learners are more focusing on reading and writing; grammar and translation; memorization of vocabulary. However, the traditional grammar-translation method failed to make them improve in their communicative skill. In order to catch up with the development of economy and promote exchange, students’ communicative competence even their overall ability in language need to be improvedMost of the ELT teachers who had adopted CLT method grew less confident of it. This is because of their qualification and the National Testing System. At the end of 1990s’, a person named Zhu has summarized with an increasing series of CLT text books that were published. CLT started to be accepted and teachers were encouraged to teach communicatively and interactively in classes. Students were unable to communicate effectively in foreign language and they were dissatisfied with their communicative competence skills.Although CLT was introduced into the Chinese EFL classes in the early 1980s, the traditional grammar method is still employed in most classes. Before 2000, college English text books were used in most universities for more than 10 years designed for traditional methods such as grammar translation method. The students were being used to passive and obedient to teachers, waiting patiently and quietly what teachers give them. An experiment project was conducted about college English teaching with communicative approach and a new series of textbooks.The purpose was to find out the results of applying and assess of effectiveness of the communicative approach in English reading classes. 3. 0 PROCEDURES OF THE STUDY An experiment project was conducted about college English teaching in Automobile Coll ege of Jilin University. The study began on September 2002. 8 non-English major classes were chosen at random. 4 classes will use CLT method in the teaching and learning process (Group C) and another 4 classes will used grammar-translation method (Group T). It lasted for 2 semesters with 116 participants on Group C and 118 on Group T.Jin, Singh, and Li prepared a Pre-treatment questionnaire asked about the students’ perception of the discourse structures and reading strategies at the beginning of the semester. 116 students received the questionnaire and returned them. Then, they were told about learner-centred approach, learner autonomy, the roles of themselves and teachers in class. To conduct the study on communicative approach, three steps were taken, which is a warm-up activities, reading activities, and follow up activities. 3. 1 Warm up activitiesStudents were required to do a group discussion, pair work and individual presentation to familiarise the topic that they wer e going to read. The need of such thing is to make sure that everyone will take part in the activities. Teachers will sometimes have to join in as a partner. The students’ interest in English learning was encouraged in such a dynamic and active atmosphere. 3. 2 Reading activities In order to make sure that students understood the global structure and was aware of the main idea in the material they were reading, teacher and students analysed the characteristics of different discourse structures together in class.Predictive and jigsaw reading activity were organised to improve students’ clarity of the discussion. 3. 2. 1 Predictive Reading Activity The activities was suitable for narrative passages which were divided into parts for one group, then another to read one in limited time, then they also were asked to work in small group and had to offer their own prediction and share with the whole of the class. After that they went on to read and test their different expecta tions. Whoever share the same ideas with the author would be very excited, others with different prediction were amused, too. . 2. 2 Jigsaw Reading Activity Teacher divided the selected material into sections and divided students into group; with limited time given, they were asked to read only one paragraph for each group to find a main idea and prediction for the next and before the paragraph. When they come into problems, they will try to solve it discussing issues with their peers. There are two procedures for this activity: A- First, one student from each group made a report on their findings and other students will have to listen attentively to take note.After all the reports, students have collected all the main content from all groups then in their group, decide the order of the paragraph. At the end of the activities, the whole class will agreed on the logical sequences. B- Secondly, students were divided into different groups, with each member coming from a different group . Each student in the new group brought their materials and all of them organised the passage according to the most logical order. 3. 3 Follow up Activities By the end of the activity, teacher asked questions about the passage to acquire the feedback from the students.All the activities were arranged for all students in the class to participate actively in the interactions and eventually improved their overall English language ability. 4. 0 OUTCOMES The study done by Lingjie Jin, Michael Singh, and Liquin Li has achieved the following result which is the comparison on test result, time taken by the teacher in class, and feedback between Group C and Group T which practiced the Communicative Language Teaching and Grammar-Translation methods in class for two semesters respectively. 4. 1 Test ResultStudents were required to take a test paper to check their skills on reading (R40), listening (L15) and vocabulary and structures (L15). The numbers being allocated to it are the fullest mark s. Test papers were exactly the same in listening and reading. The part of vocabulary and structures were all from their respective textbooks. TEST/GROUP| GROUP C| GROUP T| R40| 30. 18| 29. 56| L15| 10. 58| 8. 54| V15| 9. 09| 8. 22| Table 1 : Test result for Group C and Group T Judging from the result of the test, students in Group C did better than those in T-group in all aspects.They were especially superior in listening, and slightly better in vocabulary. This does seems that a communicative approach can improve students’ performance in examination and does not undermine their capacity to succeed in tests. 4. 2 Tape Result The process of teaching and learning of the groups were recorded in audio and checked to see the differences between the two classroom management with grammar-translation and communicative approaches. In the GT classes, the teachers’ lectures took about 91% of the time in class.On the other hand, 64% of the time was spent in student-centred activi ties which ultimately give chances for all students in the classroom to speak English. 4. 3 Feedback Comments on the training program were obtained for a group of college students just graduated from high-school. 29 people out of 30 showed a favourable attitude and acknowledged their progress in all of listening, speaking, reading and writing skills during the three-month training. From the 116 students, 85% of them said they liked the CLT methods better.Students in Grammar-Translation group just sat there nodding mechanically with no chance to speak language. They commented that the teachers were training them to be like robot because they just accepted what the teachers gave them. At the end of the first semester, three university supervisors observed the class with CLT methods and confirmed the active, motivating atmosphere and the positive, effective functions of it. 5. 0 CHINESE STUDENTS’ PERCEPTIONS ON THE TEACHING METHODS. Another research study has been conducted by Z .Rao (2002) to investigate Chinese students’ perceptions of communicative and non-communicative activities and their difficulties in EFL classes that used CLT method. The instruments include a questionnaire and semi-structured interviews. 30 Chinese English-major college students were chosen at random from those who exposed to CLT for completing a survey. 15 of them were sophomores, 15 were juniors, with 21 females and 9 males, ranging in age from 18 to 23. The questionnaire consisted of three parts. Part A was about the students’ background, English proficiency and their opinions of communicative and non-communicative activities.Part B composed of 19 items asking about communicative and non-communicative activities. Part C invited students to explain their difficulties in communicative activities in class. 5. 1 Research results. The data was examined after it was collected and analysed inductively. The survey results showed that the students preferred non-communicativ e activities, compared with communicative ones although they liked a variety of class activities. Almost all students preferred teachers’ grammatical explanations in English mother-tongue-avoidance strategy in class.Sometimes the lack of authentic English context and confidence in themselves prevent them from participating in communicative activities. Some dynamic, creative activities were welcomed by good English learners. All students thought it helpful for teachers to direct class discussions, and they were they were interested in authentic English materials, e. g. newspaper or magazine articles. All students were interested in CLT methods in class, twenty-two of whom liked non-communicative activities better, and eight preferred communicative activities.All of them thought the combination of communicative and non-communicative activities was better. Because of most examinations were grammar-based, and many students’ motivations for learning of English was career-or ientated. They didn’t attach importance to communicative activities although they were interested in them. And 25 of 30 students thought they were used to the traditional grammar-translation method which was teacher-centred, textbook-driven and emphasized rote memory. They consider their teachers were authority and reluctant to challenge them. CONCLUSIONAfter a deep look into the research articles conducted by three capable and professional professor of English Education, we realise that most classes in China uses Grammar-translation method on their teaching and learning process instead of the more modern approach on language teaching such as CLT. It is by no means an expired approach because students in China still preferred to use the method and claim it sufficient in learning English language. The paper done by Li, Jin, and Singh has explored the CLT method to college English and compared them with traditional method of grammar-translation.Li (2003) summarises that judging from the feedback from the students and the results of examinations, communicative approach was advantageous and favourable, it aroused their interest in English language and developing their learner autonomy. Although the study shown that CLT method is much more efficient with a higher result on English language skills (listening, speaking, writing, and reading), Rao (2002) has conducted one research on students’ own perceptions instead of looking at the end result of students’ proficiency in English language which resulted in favour of the more traditional method of grammar-translation.According to Rao (2002), teacher may help their students understand the nature of the language, the features of CLT, the function of the class, the role of student and the teacher. They could create environment for students to practise the language which give them some insights into real-life situation. Adding to that, teachers could be facilitators that help students to access authen tic English language materials. It will offer students knowledge into other nations, peoples, ultures, and everything significant. Thus it has come to our understanding that even though both methods might be applicable to English language classes depending on the variable of the students’ conception and environment, teachers could be the initiators that encourage students to accept the other modern methods and be the one who clear away misconceptions that might be used to hinder the teaching and learning process in classroom.REFERENCES 1- Lingjie Jin, Michael Singh, Liqun Li; Communicative Language Teaching in China: Misconceptions, Applications and Perceptions. (2005) Australian Association for Research in Education. 2- Rao, Z. (2002), Chinese Students’ Perceptions of Communicative and Non-Communicative Activities in EFL Classroom. System 30, pp. 85-105. 3- Xiao Qing Liao; How Communicative Language Teaching Became Acceptable in Secondary Schools in China.The Internet TESL Journal, Vol. VI, No. 10, October 2000; http://iteslj. org/. 4- Rao Zhenhui; Foreign Languages College, Jiangxi Normal College, China. Modern vs. Traditional. Taken 10 October 2012 from http://eca. state. gov/forum/vols/vol37/no3/p27. htm. 5- Rhalmi Mohammed I’m Rhalmi Mohammed; articles on Grammar Translation Method (April 2009) and Communicative Language Teaching (Sep 2009) taken on October 2012 from http://myenglishpages. com.

Marketing Analysis Brand Equity - 1893 Words

Define what is meant by brand equity and discuss what a company can do to maintain brand equity According to Kotler and Keller â€Å"brand equity† is defined as the additional worth enriched on items and administrations. It might be reflected in the way customers think, feel, and act as for the brand, and in addition in the costs, piece of the overall industry, and benefit the brand charges (Kotler Keller, 2012, p. 243, para. 5). Essentially â€Å"brand equity† is the strength of a brand which evolves from its altruism and notoriety. Over time this equates to higher revenue from increased sales. In order for a company to maintain brand equity they answer the question by redirecting their focus toward answering the opposite†¦show more content†¦Advertisers can strengthen brand value by consistently passing on the brand s significance in wording of what their product speaks to, its center advantages, the need it fulfills, and its uniqueness. Discuss the Product Life Cycle Concept and include the relative amounts of sales and profit during each stage. â€Å"The product life cycle applies biological knowledge to products. In nature, a seed is planted, begins to sprout, becomes an adult then eventually withers away and dies. The product life cycle focuses on introduction (seed), growth (sprout), maturity (tree) and decline (death) phases. Each phase has its own marketing mix strategy and implications regarding product, price, distribution and promotion.† (Griffin, 2015). The product life cycle has four plainly characterized stages (Introduction, Growth, Maturity and Decline), each with its own qualities that mean various things for businesses that are attempting to deal with the life cycle of their specific items. The Introduction stage might be the most costly for an organization introducing a new brand/item. The extent of the business sector for the item is little, which implies sales are low, despite the fact that they will be expanding. Then again, the expense of things like innovative work, customer testing, and the advertising expected to introduce the