Week 4 dangerous drug interaction project | NURS 570 Advanced Pharmacology


Week 4 Dangerous Drug Interaction Project 

                                                                        Dangerous Drug Interaction Project      This week, you will create an educational item about dangerous drug  interactions. Choose two drugs from different categories of drugs that  we have studied thus far in the course that can have a dangerous  reaction if taken incorrectly. Research the drugs’ interactions with  other drugs, including OTC medications, and alcohol. Please note that  you may not choose the same drug that you are using for your medication  research paper for this assignment.   

For this assignment:   

  1. Create an educational item that describes/displays the dangers associated with the chosen drugs.
  2. This educational item can be in any format, so be creative. For  example, you can create a pamphlet/brochure, a flyer, an infographic, a  newsletter, etc. (at least one page)
  3. Also include a one page summary as to why you chose the drugs and  how you would use this educational item in practice. Make sure to cite  your sources using APA formatting. You should include at least two  scholarly sources.

  Websites with free software for building creative items that you can then download as a PDF:   
My Creative Shop

Describe the organization’s environment, and evaluate its


complete a case study of the organization you work for (use a hypothetical or “other” organization if more applicable) that will address the following prompts:

  • Describe the organization’s environment, and evaluate its preparedness to go global, if not already, and it’s strategy for staying global if it is.
  • Research other company’s strategy for going global and explain if this will or will not work for your company. 
  • Make a recommendation for a global strategy in the organization, including a justification for your recommendations.

Submit your midterm research paper as a single document. Your paper should meet the following requirements:

  • Be approximately four to six pages in length, not including the required cover page and reference page.
  • Follow APA 7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
  • Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources.
  • Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.

Lipid | nutrition | baltimore community college




( Text book understanding nutrition)


Directions. Using Chapter 5 of your textbook as a reference, answer the following questions. Please include the questions with your answers. Be sure to put your name on your document. Your answers should be thoughtful, complete, and in Standard English. Credit will not be given for answers copied from online sources.

Team analysis | Social Science homework help

Team Analysis Paper Students will conduct an analysis of a team that they were or are presently a member. If not a member of a team, students should speculate on being a member of a team and conduct an analysis on what should occur if developing a formal team. Students should reflect on the team according to the Characteristics, Processes,

Issues and Organizational Context found in our Levi text, Group Dynamics for Teams. Additional guidance includes:

a. do not cover all the aspects that Levi discusses, just the most important or those that impact (ed) the team in significant ways;

b. assess the team according to the Team Assessment from the book, The Five Dysfunctions of a Team found on pp. 191 – 194; discuss the results;

c. the general format should include what the team did/does well, what it did/does poorly and what it could have/could done/do to improve its performance.

d. length is eight pages, +/- one page; APA format, document the Levi text with proper use of in-text citations and a reference section;

The grading rubric for this Team Analysis Paper is below:

Overview of the team:    20 points

Identification and analysis of team Characteristics, Processes, Issues,and Organizational Context (see the outline of the Levi text): 100 points

Dysfunction Assessment Analysis:    20 points

Recommendations to Improve Performance: 30 points

APA style, grammar, length (8 pages, +/- a page): 30 points

Total: 200 Points

apply reading skills to determine the elements of effective writing.


Imagine that you currently are a professional working in your career field. Your supervisor has noted you have strong reading comprehension and writing skills and has asked that you assist your coworkers who are struggling with these important skills. She has asked you to write a company newsletter to an audience of your co-workers, to define what effective writing is and to demonstrate to them how modeling their writing after the effective writing of others can improve their skills and help them to become even more effective team members.

Locate and analyze an effectively written, online article from a professional organization that you think demonstrates effective writing skills. Define for your coworkers what effective writing is. Share with your coworkers at least three effective writing strategies the author of the sample article uses in the article, and explain how applying these strategies from the article can help your coworkers, as professionals, to ensure the documents they write are also effective.

Your company newsletter should be 5-6 well-developed paragraphs in length, around 2 full double spaced pages, excluding the title page and References page. Will need to have a reference or citations list Thank you in advance


Be sure that you do the following:

  • Proper notification of any resubmission, repurposing, or reworking of prior work per the Purdue Global Student Coursework Resubmission, Repurposing, and Reworking Policy Resource.
  • Define effective writing
  • Identify the article’s author, title, and publication information.
  • Apply reading comprehension strategies to correctly identify the article’s intended audience, purpose, and main point
  • Analyze at least three writing strategies the author uses to develop the article’s main point
  • Explain what the author does to effectively convey ideas for his or her audience and for his or her purpose.
  • Explain to your coworkers how they might model their own writing after what this author does in the article so that they, too, can be more effective writers.
  • Be sure that your document is organized, edited, and professional in tone. If you use any sources to support your claims about reading and effectiveness in writing, give appropriate credit to the sources both in-text and in a References page. Be sure to apply APA formatting and citations requirements.

Ms office applications | Management homework help


K02 MS Office Applications I

1. Start Word and display a blank document. Display formatting marks and the ruler. Save the document as Lastname_Firstname_Websites using your first and last name.

2. Type Education Oriented Websites and press Enter. Type Sturgeon Point Productions is offering website access with each educational video program that we have available, at no additional cost. Press spacebar and insert the text from the student data file w01G_Education.

3. Change the line spacing for the document to 1.5 and the spacing after to 6 pt.

4. For each of the four paragraphs that begin with, Sturgeon Point Productions, As educators, When submitting, and The Video, apply a first line indent of 0.5.

5. Change the font size of the title to 36 and the line spacing to one. Center the title. With the title selected, display the Text Effects and Typography gallery. Apply the Fill-White, Outline – Accent 1, Shadow. 

6. Click at the beginning of the paragraph below the title. Insert the picture w01_ Media. Change the picture Height to 2 and the layout options to square. Format the picture with soft edge rectangle. Change the picture position so that the Horizontal alignment is right relative to the margin and the vertical alignment is top relative to the line.

7. Select the five paragraphs beginning with Historic interactive timelines and ending with Quizzes and essay exams. Apply Checkmark Bullets.

8. In the paragraph after the bulleted list, click after the colon. Press Enter to remove the first line indent. Type a numbered list with the following three items:

The title of the video

The subject and name of the course

Online tools you are interested in

9. Insert a SmartArt graphic at the end of the numbered list. Select the Circle Process. In the first shape, type Observe In the second, type Network and in the third, type Evaluate Change the SmartArt color to Colorful Range – Accent Colors 2 to 3. Apply the 3D Metallic Scene. Change the height of the SmartArt to 1.5 and the width to 6.

10. Change the layout options to square, the horizontal alignment to centered relative to the page, and the vertical alignment to bottom relative to the margin.

11. Select the days and times at the end of the document and set a right tab with dot leaders at 6”.

12. Click in the blank line below the tabbed list and center the line. Insert an online video. In the Bing Video Search Box, type Pearson Higher Education Learning and insert any of the videos. Change the video height to 1.68 and the width to 3.

13. Below the video, insert a Donut Shape. Change the shape height to 1.25 and the width to 2.5. In the Shape Styles Gallery, apply Subtle Affect – Gray 50%, Accent 3. Change the position so that both the Horizontal and Vertical alignment are centered relative to the margin. In the Donut, type Sturgeon Point Productions and press Enter. Type Partnering with Teachers Change the font size to 12.

14. At the top of the document, insert a text box over the title. Change the height of the text box to 0.5 and the width to 3.5. Type Sturgeon Point Productions and change the font size to 26. Center the text. Position the text box so that the Horizontal Alignment is centered relative to the page and the vertical absolute position is 0.5 below the page. With the text box still selected, display the Shape Fill Gallery. Select Orange, Accent 2. Change the Shape Outline to Blue Accent 5. 

15. Apply a Page Border to the document. Use the Shadow Setting and apply the color Orange, Accent 2. 

16. Change the Top Margin to 1.25 and insert the file name in the footer.

17. Add the tag, website and for the subject type your course and section number.

18. Save the document and close Word.



Case study: mrs. j is repeatedly asking for a nurse; other patients

This Act is interpreted with the U.S. Code of Federal Regulations (42 CFR Part 483). Such improvements include less use of antipsychotic drugs, a reduction in chemical and physical restraint use, and a reduction in inappropriate use of indwelling urinary catheters.


The quality of care mandates contained within OBRA, and the regulations, require that a nursing home must provide services and activities to attain or maintain the highest practicable physical, mental, and psychosocial well-being of each resident in accordance with a written plan of care. 

In order to participate in Medicare and Medicaid programs, nursing homes must be in compliance with the federal requirements for nursing homes.

The mandates of OBRA are regarded in the nursing home setting to represent minimum accepted standards of care. The failure of a nursing home to comply with the OBRA quality of care mandates in caring for a resident represents a failure to exercise the degree of reasonable care and skill that should be expected.


The Indiana State Department of Health is responsible for ensuring that nursing homes follow these mandates through the state survey process. The Department of Health and Human Services (DHHS) and the states may apply penalties against nursing homes for failure to meet the minimum standard of care as defined in the OBRA regulations. 

Such penalties may include fines, appointment of administrative consultants to run the nursing home while deficiencies are remedied, and even closure of a nursing home.

  • Residents must be assessed to identify their medical problems and their abilities to perform basic self-care activities. The DHHS established a uniform data set, referred to as the minimum data set (MDS), to document this assessment.
  • The nursing home is responsible for the safety of each resident. This includes being responsible for orders written by the resident’s primary physician or other medical provider. If the physician writes an order that does not comply with the federal regulations, the nursing home is responsible for making sure the physician changes such order. The mere presence of a physician’s inappropriately written order does not absolve the nursing home of responsibility in providing safe care.
  • Provide services that will enhance each resident’s quality of life to its fullest (42 CFR §483.15).
  • Maintain the dignity and respect of each resident (42 CFR §483.15).
  • Develop a comprehensive care plan for each resident (42 CFR §483.20).
  • Conduct a comprehensive and accurate assessment of each resident’s overall health upon admission and at each required interval (42 CFR §483.20).
  • Prevent a decline in activity of daily living (ADL) activities, including the ability to eat, toilet, bathe and walk. Staff must provide for ADL care when necessary (42 CFR §483.25).
  • Prevent the development of pressure sores, and if a resident has pressure sores, provide the necessary treatment and services to promote healing, prevent infection, and prevent new sores from developing (42 CFR §483.25).
  • Provide appropriate care to those who have urinary incontinence and restore bladder function if possible. This also includes only using urinary catheters when appropriate as outlined in the regulations to prevent adverse consequences related to such use (42 CFR §483.25).
  • Prevent accidents, including falls, accidental poisonings and other incidents that could cause injuries (42 CFR §483.25).
  • Maintain adequate nutrition to prevent unnecessary weight loss (42 CFR §483.25).
  • Provide each resident with sufficient fluid intake to prevent dehydration (42 CFR §483.25).
  • Ensure that residents are free from significant medication errors (42 CFR §483.25).
  • Have sufficient nursing staff (42 CFR §483.30).
  • Ensure that each resident’s rights to choose activities, schedules, and health care are maintained (42 CFR §483.40).
  • Provide pharmaceutical (medication) services to appropriately meet the physical and psychological needs of each resident (42 CFR §483.60).
  • Maintain accurate, complete, and easily accessible clinical records for each resident (42 CFR §483.75).

Please read the OBRA guidelines and do the paper base on this question .APA style .Thank you  

CASE STUDY: Mrs. J is repeatedly asking for a nurse; other patients are complaining, and you simply cannot be available to Mrs. J for long periods.  Considering the setting and the OBRA guidelines, what would you do to manage the situation?

Literature search, rapid critical appraisal, and summary

For this assignment, you will locate two research studies related to the topic and PICOT questions that you developed in Week 2. The articles must be current (within the last five years), and one article must be quantitative, and one article must be qualitative.

Article choice is very important, therefore:

  • Articles used for this assignment cannot be used for the other assignments. The selected articles should be original research studies. Review articles, concept analysis, meta-analysis, meta-synthesis, integrative review, and systemic review articles should not be used.
  • Mixed-methods studies should not be used.

There are two parts to this assignment.

Part 1: Complete a Rapid Critical Appraisal Checklist

  • Select one each: qualitative and quantitative research articles.
  • Create a Rapid Critical Appraisal Checklist for the two research articles (one column per article).
  • Complete with brief, concise, summarized information.

Part II: Write a summary (one- to two- pages)

  • Identify differences between quantitative and qualitative designs and research methods.
  • Use current APA Style for your summary paper and to cite your sources.
  • Submit the checklist and summary.

Unit 4 journal | History homework help


Compare this image depicting the defeat of Odoacer, the Visigothic chief, by Theodorus to the description of barbarians by Roman Senator and Historian Tacitus on p. 198 of the textbook. Referring to specific characteristics and symbols in the picture, explain key differences in the image of barbarian culture that the two sources present. Which version of their culture do you feel appears most frequently in our contemporary media? Why?

Your journal entry must be at least 200 words. No references or citations are necessary. 

Provided under license from skillworks australia pty ltd. all rights


BSB60215 Advanced Diploma of Business
BSBMKG608 Develop Organisational
Marketing Objectives
Mode | Classroom Delivery
BSBMKG608 Develop Organisational Marketing Objectives
Supporting: BSB60215 Advanced Diploma of Business; May also support other qualifications based on respective packaging rules
© Skillworks Australia Pty Ltd, 2018
Provided under license from Skillworks Australia Pty Ltd. All rights reserved.
This document and its contents are protected by Australian and International copyright laws. No part of this document may be reproduced or transmitted in any form or by any means, electronically or mechanically, including photography, scanning, recording or any information storage or retrieval system, without permission in writing from the copyright owner. Information and/or resources used from the Commonwealth, government agencies, training.gov.au, public domain information, or any other external sources do not constitute copyright and remain the property of the original authors/agencies.
All the websites and external resources mentioned in this publication, including any information linked to or referred to public domain information, are copyrighted to their respective owners. Web links are used as examples for reference purpose only and may have changed since publication of this resource. Skillworks Australia Pty Ltd or the author do not claim endorse the views expressed by them.
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Learner’s Guide | V
Validation History
Date & Place Validation Team Summary Outcomes Action Responsibility
A complete validation report is filed and available for reference.
Version History
Date Version Changes in this Version Implemented on Authority
Table of Contents
1. Introduction 5
2. Unit Overview 5
3. Competency Standards 6
AQF Descriptor 6
4. Delivery Plan 10
Delivery Arrangement 10
Delivery Conditions 10
Lesson Topics and Plan 10
Suggested Learner Resources 12
5. Assessment Plan 19
Assessment Method 19
Submission of Work 20
Assessment Tasks and Schedule 21
6. Assessment Tasks 22
Assessment Task 1: 22
Assessment Task 2:……………………………………………………………………………………………………………………………… 2 4 Assessment Task 3:……………………………………………………………………………………………………………. ………………..27
7. Academic Policies and Processes………………………………………………………………………………………………………. 29
Learner’s Guide | V
Unit of Competency : BSBMKG608 Develop Organisational Marketing Objectives
Total Delivery Hours : TBA
Schedule : TBA
Cluster/Term : TBA
1. Introduction
Welcome to the learner’s guide for this unit of competency for the qualification BSB60215 Advanced Diploma of Business. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.
The purpose of this learner’s guide is to:
? Provide you with information on delivery schedule and plan of this unit
? Ensure the you understand how students will be assessed in this unit
? Provide information on assessment methods, strategies, and evidence requirements
? Provide information on learning activities and assessment tasks
? List resources which may assist in student learning and assessment tasks
This unit also incorporates Foundation Skills that are embedded within the competency elements.
2. Unit Overview
This unit describes the skills and knowledge required to conduct a strategic analysis to develop organisational marketing objectives. This involves reviewing the organisation’s internal and external environments, evaluating past and current marketing performance, and exploring and evaluating new marketing opportunities.
It applies to senior marketing professionals who are responsible for providing strategic direction to the marketing function of an organisation. Their responsibilities include analysing information on internal and external business and marketing environment; examining current marketing performance; identifying new marketing opportunities arising from emerging trends; and devising strategies to achieve overall business objectives.
Individuals operating at this level generally conduct these activities using information gathered by people working under their direct and indirect supervision at lower levels of the organisation.
Learning Outcomes
On successful completion of this unit, the learner/trainee will be able to;
? Identify strategic direction
? Review marketing performance
? Scope marketing opportunities
? Formulate marketing objectives
As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.
Prerequisite Requirements
This unit has a NO prerequisite.
Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the
Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.
Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.
3. Competency Standards
This unit is derived from the Business Service training package BSB for the qualification BSB60215 Advanced Diploma of Business.
Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide. They can also be viewed at:
View Unit
The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.
AQF Descriptor
The Advanced Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of an Advanced Diploma will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.
Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:
? Analyse information to complete a range of activities
? Interpret and transmit solutions to unpredictable and sometimes complex problems ??Transmit information and skills to others
Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.
Performance Criteria
The following performance criteria specify the required level of performance for each of the elements of competency:
Element Performance Criteria
1. Identify strategic direction 1.1 Confirm organisation’s mission, vision, purpose and values from current organisational materials or from owners, directors or senior management
1.2 Analyse strategic organisational documents to identify organisational directions and targets
1.3 Complete a situational analysis identifying factors impacting the direction and performance of the business
1.4 Identify legal and ethical requirements for the organisation 1.5 Document and confirm strategic direction of the organisation with owners, directors or senior management, and identify its impact on marketing activities
2. Review marketing performance 2.1 Evaluate effectiveness of previous marketing and positioning strategies to identify lessons learned
2.2 Analyse current key products or services and major markets for strengths, weaknesses, opportunities and threats
2.3 Evaluate previous marketing opportunities captured by the organisation, and examine and document their profitability
2.4 Evaluate marketing performance against previous objectives, targets to identify critical success factors, and areas for improvement
3. Scope marketing opportunities 3.1 Identify and analyse marketing opportunities for viability and likely contribution to the business
3.2 Use an assessment of external factors, costs, benefits, risks and opportunities to determine scope of each marketing opportunity
3.3 Analyse opportunities for likely fit with organisational goals and capabilities
3.4 Evaluate each opportunity to determine its likely impact on current business and customer base
4. Formulate marketing objectives 4.1 Develop objectives in consultation with key internal stakeholders that are attainable and measurable, and that identify nature and extent of what is to be achieved
4.2 Ensure objectives are consistent with forecast needs of the business and market
4.3 Ensure objectives are compatible with the organisation’s projected capabilities, resources and financial position
4.4 Ensure objectives are compatible with the organisation’s direction and purpose, and meet legal and ethical requirements
BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives
Learner’s Guide | V 3.0 | Sept 2020
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D
4.5 Formulate long-term strategic objectives and related key performance indicators by product or service, market segment and overall
4.6 Develop a risk management strategy to identify risks and manage contingencies, and to ensure marketing objectives are met in accordance with overall organisational requirements
4.7 Document marketing objectives
Performance Evidence
Evidence of the ability to:
??Develop marketing objectives for an organisation including:
o Undertaking strategic analysis reviewing current marketing performance o Formulating short and long-term marketing objectives ??Develop a marketing risk management strategy.
Knowledge Evidence
The following knowledge must be assessed as part of this unit:
? Summarise financial management techniques
? Identify and provide overview of key provisions of relevant legislation, codes of practice and national standards affecting marketing operations
? Analyse organisational structure, policies, procedures, products or services and overall strategic plans of an organisation
? Discuss principles and concepts of marketing and evaluation methodologies ??Compare and contrast strategic, operational and tactical analysis techniques.
BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives
Learner’s Guide | V 3.0 | Sept 2020
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D
4. Delivery Plan
Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning and/or project sessions. Within the class room environment, delivery is supported by classroom-based activities, tasks, lectures and structured lessons. Strategies for classroom-based learning focus on development of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical examples of the theory.
Delivery Arrangement
The unit will be delivered over a prescribed period (term/semester) in a class-room training environment through a structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical projects, group discussion and class-room based activities. Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.
It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices.
Delivery Conditions
? Learners are required to attend the prescribed delivery sessions, in particular where assessment plan, schedule, projects, and in-class activities and tasks are planned
? On commencement, the learners should review and understand all the course related information including course structure, prerequisites and competency requirements for each unit of competency
? This unit of competency must be completed within the prescribed duration at the beginning of this document. Due dates for the assessments will be set by respective assessors on commencement of the unit and must be adhered to by all the learners
? The learners have the responsibility to maintain the required attendance and participate in all the inclass activities and assessment/project tasks to be able to develop the required skills and knowledge.
? The learners must keep record of their activities, assessments and research and take an active interest in exploring new concepts and ideas
? On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any assessments or the learning materials and must apply for a course extension. Learners should also refer to other prevailing terms and conditions of delivery and assessment of this course and contact the administration for further information if required.
Lesson Topics and Plan
The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.
BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives
Learner’s Guide | V 3.0 | Sept 2020
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D
The following topics are covered in the classroom training sessions. The topics for this unit include;
Lesson Topics Activities
1-2 Unit Outline, assessment plan and information, assessment conditions
Key concepts and definitions
Harvard Referencing System: Guidelines and examples
Organisational structure: Examples of different structures
Understanding organisational dynamics: Policies, procedures, ethical and legal guidelines
Marketing Planning process: The perspectives of strategic and business planning
Legislative framework surrounding marketing activities;
Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practice
Australian Government Policy Framework for Consumer Protection in Electronic Commerce
Copyright laws
Defamation laws
Anti-discrimination legislation and principles of equal opportunity, equity, and diversity Privacy laws
Trade Practices Act Make a checklist of legal requirements for a marketing campaign of your choice
Discuss: How marketing strategy aligns with other organisational plans?
Review and discuss: Sample strategic and business plan: What is the key marketing strategy?
3-4 Mission and vision statements: Examples
Organisational values and fundamental beliefs
Legal and ethical requirements
Understanding organisational goals and objectives
Understanding organisational strategy
Corporate, business and department level strategies
Outside-in and inside-out strategy
Factors impacting on the direction and performance of the business:
Competitive analysis, market analysis, productivity or profitability analysis
Critical success factors: Business and marketing
Strategic focus and direction for organisations
Examples and discussion Download and review mission statements from famous companies: Discuss in your group
Analysis and
Starbucks: The
Famous Strategic Change Memo from 2007
5-6 Principles and concepts of marketing
Evaluating a marketing program
The ROI of Marketing
Strategic, operational and tactical analysis techniques
Evaluating marketing performance against objectives
Marketing evaluation and analysis tools
The concept of SWOT analysis
Conducting a marketing SWOT analysis
Examples and discussion Case Study Analysis and discussion: Google
Conduct a SWOT
Analysis: Kellogg’s
LCM Snack Bar
Campaign in
BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives
Learner’s Guide | V 3.0 | Sept 2020
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D
7 Evaluating marketing performance:
Comparative analysis
Competitive analysis
Life cycle models
Product portfolio analysis
Value chain analysis
Identifying Marketing opportunities: Examples
Assessing new marketing opportunities: External factors, costs, benefits, risks and opportunities
Aligning marketing opportunities with organisational objective Case Study Analysis and discussion: A Critical Analysis
AMEX’s Facebook Performance
Examples of comparative and competitive analysis
Product life cycle:
Smart Phone
8-9 Developing marketing objectives
SMART principle
Internal consultative process for organisational alignment
Short-term and long-term objectives
Developing KPIs for measurement of effectiveness of the objectives Meeting legal and ethical requirements
Understanding and estimating marketing contingencies Developing strategies for managing marketing risk
Examples of risk management techniques and discussion Develop marketing objectives for a new product launch in the market
Review and discussion: Marketing objectives: Apple, eBay, Nestle etc.
10 Review and revision
Student Q&A, class discussion Assessment follow up and feedback
Suggested Learner Resources
Kotler P. and Keller K., 2008, Marketing Management (13th Ed.), Prentice Hall, New Jersey
Kotler P., Armstrong G., 2007, Principles of Marketing (12th Edition), Princeton Hall, New Jersey
Ferrell O. C., 2007, Marketing Strategy (4th Ed.), South-Western College, Boston
Flexible Learning Network:
http://tle.tafevc.com.au/toolbox/access/search.do?method=basic&qs.query=marketing General Reference Sites:
Mind Tools: http://www.mindtools.com/ Business Balls: http://www.businessballs.com/ http://skills.business.qld.gov.au/running/marketing.htm http://www.smallbusiness.wa.gov.au/marketing http://marketingprinciples.com.au/ http://www.ami.org.au/ http://www.marketingmag.com.au/ http://marketing.about.com/
Harvard Referencing System Guide:
BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives
Learner’s Guide | V 3.0 | Sept 2020
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D
http://www.unisa.edu.au/ltu/students/study/referencing/harvard.pdf http://www.swinburne.edu.au/lib/researchhelp/harvard_system.htm
Misc. Videos and Online Channels
Khan Academy Channel https://www.youtube.com/user/khanacademy
#Education https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g
TED Talks https://www.youtube.com/user/TEDtalksDirector/channels
Massachusetts Institute of Technology Channel https://www.youtube.com/user/MIT
Google for Education https://www.youtube.com/user/eduatgoogle
Referencing Guide
Harvard Referencing Generator: http://www.harvardgenerator.com/ http://www.citethisforme.com/au/referencing-generator/harvard
BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives Learner’s Guide | V 3.0 | Sept 2020
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D
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.5 Assessment Plan
Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.
The purposes of this assessment are;
? To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements
? To provide feedback to the learners/trainees indicating the areas of improvement and professional
? To measure the effectiveness of the delivery plan and evaluate the learning outcomes
The required assessment criteria are provided in each assessment task for learner’s information.
Assessment Method
Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency
and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.
These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning.
Formative tasks are not assessed.
For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;
? Written Assessment Tasks
? Practical/Analytical Tasks
? Short Questions and Answers
? Projects
? Observation
? Integrated Assessment
The Written Assessment Tasks have been developed to address various parts of Performance Criteria as well as Required Knowledge.
The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in-class assessments, enabling the trainers to observe the work being
undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally
BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives
Learner’s Guide | V 3.0 | Sept 2020
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D
provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.
The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.
The Short Questions and Answers is generally designed to assess the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and identify specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge assessment will be in written format as specified in the task description.
Observation forms part of in-class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.
Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.
Optional/Supplementary Assessments
In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.
? Workplace Verification through RPL application
? Competency Conversation at completion of the unit
To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).
Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.
Submission of Work
All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.
Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.
Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar. Follow submission guidelines in each assessment task for specific instructions.
Assessment Tasks and Schedule
The following assessments are planned for this unit;
# Assessment Task/Activity Type Assessment Method
1 Case Study: Kellogg’s – Using Aims and Objectives to Create a Business Strategy Individual Written
2 Case Study: Marketing Performance and Strategic Direction Individual Written
3 Project: Identify Marketing Opportunities and Develop Objectives Individual /
Team Written
These assessment tasks/activities have been described in detail in the following section.
Task schedule to be advised by trainer/assessor based on the lesson and session plans.
BSB60215 | BSBMKG608 Develop Organisational Marketing Objectives
Learner’s Guide | V 3.0 | Sept 2020
Pass Global Pty Ltd t/a ALTEC College |Provider Code: 22034 | CRICOS Code: 02926D
6. Assessment Tasks
Assessment Task 1:
Assessment Task Case Study: Kellogg’s – Using Aims and Objectives to Create a Business Strategy
Schedule TBA
Outcomes Assessed Performance Criteria:
1.2, 1.3, 2.1
Addresses some elements of required skills and knowledge as shown in the Assessment Matrix
Kellogg, founded in 1906, is one of the leading companies in the world with familiar house hold brand names including Kelloggs Corn Flakes, Frosted Flakes, Corn Pops, and Rice Krispies. While the company competes in the cereal market globally, it is also well placed in snacks and cookies (Keebler, Cheez-It, and Famous Amos) sector, along with convenience foods such as Eggo waffles and Nutri-Grain and Bear Naked cereal bars. Its products are sold in more than 180 countries worldwide.
Kellogg has a 42% market share of the value of the UK’s breakfast cereal market. The company has developed a range of products for the segments within this market, targeted at all age groups over three years old. This includes 39 brands of cereals as well as different types of cereal bars.
This case study looks at how aims and objectives have been used to create a strategy which gives Kellogg a unique position in the minds of its consumers.
Read the attached case (Case Study: “Kellogg’s – Using Aims and Objectives to Create a Business Strategy”) and answer the following questions;
1. Explain what is meant by a premium brand
2. Describe the difference between an aim and an objective
3. Outline the purpose of Kellogg’s work with the ASA
4. Using examples to support your answer, evaluate how Kellogg communicates and discuss how this enables it to position its brand
? Read the attached case study
? Complete the analysis during an in-class designated assessment session in presence of an assessor ??Ask for help if need any clarification
? Review assessor feedback
? Improve the answers if needed
? Submit for final assessment

Assessment Criteria
The following assessment criteria will be used for marking this assessment task. Ensure that you have
addressed all of the criteria in your work.
? Answered all the case study questions in presence of an assessor
? The answers are within the context of the case situation and reflect understanding of the organisational marketing processes
? Answers are succinct and adequately address the questions
? Supported answers with examples where needed
? Raised queries, if needed, and improved the answers based on the trainer feedback
? Described the concept of a premium brand with an appropriate example
? Described company’s aims and objectives behind its marketing campaign
? Described how aims are different from objectives
? Described Kellogg’s use of SMART principles in defining its objectives
? Identified factors that contributed to Kellogg’s relationship with other organisations such as ASA and helped formulate a brand strategy
? Explained how Kellogg’s strategic initiatives help it achieve its strategic objectives
? Described how Kellogg’s communicated a message about a balanced lifestyle to its consumers
? Described the community activities that supported Kellogg’s lifestyle message
? Discussed how consumers, given the right information, have made informed choices about food and living healthily
Submission Guidelines
? Completed case study answers
Assessment Task 2:
Assessment Task Case Study: Marketing Performance and Strategic Direction
Schedule TBA
Outcomes Assessed Performance Criteria:
1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4
Addresses some elements of required skills and knowledge as shown in the Assessment Matrix
Example Case Study (Other similar case studies can be used):
Tourism Queensland is a statutory body under the Statutory Bodies Financial Arrangements Act 1982 and the Financial Accountability Act 2009. Tourism Queensland’s goal is to be one of Australia’s lead creative organisations, providing support to all operators and protecting and growing jobs for our industry (tq.com.au).
Tourism Queensland’s primary goals are to:
? Increase leisure visitor expenditure
? Maximise market share
? Increase dispersal to benefit all Queensland regions, and
? Maximise sustainable tourism growth for the social and environmental benefit of all Queenslanders.
In this assessment task, you will be required to read and evaluate Tourism Queensland’s Performance Report for the current year; in particular its global marketing strategy and initiatives. Due to unprecedented adverse weather conditions throughout December and January, Tourism Queensland was forced to quickly re-assess its marketing activity for the second half of the year. A disaster recovery program was designed to address the widespread devastation experienced by destinations the length and breadth of the State and to achieve its critical aims.
Based on the Performance Report provided, complete the following tasks;
Visit TQ website and download its Strategic Plan, and;
a) Describe its corporate structure
b) Describe its purpose, mission, and values; explain how the values influence its market approach c) Describe TQ’s vision
d) Summarise TQ’s target markets and its approach to marketing
e) Describe the key drivers of its key strategic tourism goal for marketing and promotion
f) Analyse performance measures and explain their effectiveness in evaluating TQ’s marketing performance in your own understanding
g) Summarise key strategies and provide your own view on their effectiveness
h) Identify key factors impacting on the direction and performance of TQ’s strategic plan
i) Describe critical success factors for TQ and note any areas of improvement in your opinion
j) Using the 2011 Annual report (available on TQ website), calculate Return on Assets (ROA), and percentage of marketing expenses over overall expenditures; Explain what the ration result means
k) Research and provide a brief (maximum 2 pages) environmental analysis of the tourism sector in Australia and potential challenges faced by TQ
Note: If the case organisation is changed, DEVELOP similar tasks that align with the assessment criteria. Provide a copy of the new task in a separate copy to the course coordinator.
Your analysis will ideally be written in a report format with appropriate headings and subheadings where needed to develop a structure. The analysis should be succinct, focussed and devoid of excessive cut-andpaste. All external sources must be cited using the Harvard Referencing System.
Assessment Criteria
The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work;
? Used appropriate context and references for the task
? All relevant ideas, concepts, and theories covered with clear explanation, and with clear perspective and context
? Evidence of consistency, synthesis and logical presentation of concepts throughout the work
? Use of financial analyse reflect understanding and application of basic financial analysis techniques
? Used organisation’s website and online resources to gather the required information
? Described organisation’s purpose and mission and explained how they reflect organisation’s underlying philosophy and approach to its mission
? Summarised case organisation’s corporate structure and outlined key departments and positions
? Explained how the organisational values underpins its approach to business
? Analysed organisation’s strategic plan and summarised its vision in own words; explain how the vision aligns with its overall purpose and focus
? Provided an overview of organisation’s target market and explained its market share and revenues from the given charts/information
? Analysed how the commercial or strategic partnerships drive its marketing and promotion objective; the analysis presents core ideas/concepts in own words
? Analysed the strategic marketing partnerships as a driver of its marketing and promotion objective; the analysis presents core ideas/concepts in own words
? Analysed experience development as a driver of its marketing and promotion objective; the analysis presents core ideas/concepts in own words
? Analysed the relevant marketing (e.g. event marketing) and development as drivers of its marketing and promotion objective; the analysis presents core ideas/concepts in own words
? Analysed KPIs and outcomes for the marketing and promotion objectives and explained their effectiveness in own words and understanding
? Described organisation’s strategic approach and identified factors that influence its strategic direction ??Calculated and explained the ROA ratio
? Calculated the total marketing expenses in comparison to other expenditure reflecting the percentage share the company invests in its marketing efforts
? Provided an environmental scan of the relevant sector (e.g. tourism sector in Australia) and explained how it impact’s organisation’s strategic position
? Cited all external references using an appropriate referencing system
? The paper is presented as a formal business document with a cover page, table of contents and a coherent structure
Submission Guidelines
? Written paper in hard and electronic copies with an assignment cover sheet
Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.
Assessment Task 3:
Assessment Task Project: Identify Marketing Opportunities and Develop Objectives
Schedule TBA
Outcomes Assessed Performance Criteria:
1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5,
4.6, 4.7
Addresses some elements of required skills and knowledge as shown in the Assessment Matrix
For this assessment task, you will assume the role of a Marketing Manager working for the case organisation used in Assessment Task 2 (e.g. Tourism Queensland). You have been given the task to identify new marketing opportunities in the current business/competitive environment and develop organisational marketing
objectives for a new campaign. Your trainer/assessor will play the role of your supervisor and can be consulted for advice and suggestions. Your paper should ideally cover;
? Executive Summary
? Background/Context
? Summary of the previous campaign (Performance Report used in Assessment Task 2)
? Situation Analysis (from Assessment Task 3)
? New Marketing opportunities
o External factors
o Internal Impact
o Costs
o Likely Benefits
o Risks and Contingencies (Risk management strategies) o Feasibility for Implementation
? Marketing Goals and Objectives
? Marketing SWOT Analysis
? Key Stakeholders
? Key Performance Indicators
? Legal and Ethical Considerations
The above is a suggested structure and may be modified according to individual preferences. However, ensure that all of the points mentioned are covered in your paper.
The paper should be written as a formal business document, ideally as a proposal for management approval, with appropriate structure including a table of contents. A marketing opportunity is a newly identified process through which a firm can uniquely address need, want, or demand trend of the market. The marketing objectives are a set of achievable and measurable goals with a set timeline. As you will not have full access to the organisation’s internal documents, the SWOT can be prepared based on reasonable assumptions supported by the available information on the case organisation’s website, performance reports, and annual reports.
Students who have access to their workplace documents with due permissions from the management may complete this task based on their own organisation. Prior approval must be sought with the trainer/assessor if they wish to do so.
Assessment Criteria
The following assessment criteria will be used for marking this assessment task. Ensure that you have
addressed all of the criteria in your work;
? Used appropriate context and references for the task
? All relevant ideas, concepts, and theories covered with clear explanation, and with clear perspective
and context
? Evidence of consistency, synthesis and logical presentation of concepts throughout the work
? Succinctly summarised organisation’s marketing performance drawn from its current performance report
? Provided an environmental scan of the tourism sector in Australia and explained how it impact’s organisation’s strategic position
? identified factors impacting on the direction and performance of the business
? Developed a conceptual role play context and consulted with the trainer/assessor for advice and approvals emulating a real-world practice
? Executive summary provides a concise overview of the paper/proposal and its key features
? New marketing opportunities as identified are consistent with organisation’s overall strategic
direction and vision
? New marketing opportunities are realistic and provide a viable mean of implementing them in a real-
life environment
? Demonstrated a reasonable degree of research and analysis in scanning the environment and identifying new opportunities
? Each opportunity is supported by a cost-benefit analysis
? External and internal factors impacting the new opportunities are articulated with the support of
examples and references
? The SWOT analysis provides an internal analysis of strengths and weaknesses and an external analysis of opportunities and threats
? Likely benefits to organisation by implementation of new opportunities is supported by valid rationale and examples/scenarios where possible
? Possible risks are identified, and contingency developed to manage the risks
? Used an appropriate risk management template/technique reflecting a common business practice/approach to risk management
? Key stakeholder and internal consultation and approval process are established based on
organisational structure
? Developed organisational marketing objectives based on the new opportunities
? Objectives are specific, measurable, achievable, realistic, and time bound
? KPIs are developed as measures of performance for each objective
? KPIs are realistic and within the scope of the new marketing opportunities identified
? Used both qualitative and quantitative KPIs as appropriate
? Made references to relevant legislative requirements and highlighted ethical considerations for
implementation of marketing objectives
? Articulated how the marketing objectives fit within organisation’s strategic approach and vision
? Cited all external references using an appropriate referencing system
? The paper is presented as a formal business document with a cover page, table of contents and a coherent structure
Submission Guidelines
??Written paper in hard and electronic copies with an assignment cover sheet
Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.
7. Academic Policies and Processes
Students with Special Needs
If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:
? Language, literacy and numeracy (LLN)
? Assistive technology
? Additional materials or tutorials
? Assistance in using technology for online delivery components.
Reasonable adjustment
Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).
The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.
Some examples of reasonable adjustments could include:
? Personal support services, e.g. a reader, Auslan interpreter, a scribe
? assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards
? modifying the presentation method, e.g. visual, oral, print, electronic
? adjustments to timeframes, e.g. providing materials prior to class, extended time limits ??adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.
The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).
Recognition of Prior Learning (RPL) and Credit Transfers
Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.
Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.
Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.
The college acknowledges skills and knowledge obtained through:
? Formal training (conducted by industry or educational institutions in Australia or overseas)
? Work experience
? Life experience
The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.
To be granted RPL, applicants will be asked to:
1. Present evidence of their achievement; and/or
2. Undertake a challenge test; and/or
3. Attend an interview with specialist staff.
This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing
Academic Policies and Procedures
Applicable policies and procedure related to this course including plagiarism, assessments, appeals and complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the college’s website.