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"Marketing has changed dramatically since the four classic Ps of the marketing mix (price, product, promotion and place) were proposed. The new marketing landscape is characterised by the demand for constant innovation, rising pressure on budgets, the growth of social media and the impact of issues of sustainability and ethical issues. As the business landscape has transformed so have the fundamental areas marketers need to master to succeed. The 20 Ps of Marketing provides a thorough guide to marketers at all levels of the new elements of the marketing mix they need to contend with for business success including: planning; persuasion; publicity; positioning; productivity; partnerships; passion and more. Combining practical advice with case studies it covers brands that have changed the game through mastery of the 20 Ps such as Hagen Daz and Sony, and others, such as Kodak, who got left behind. This essential guide to the current face of marketing strategy provides marketers with a thorough and valuable grounding to the new fundamentals of marketing"--

AbstractDrawing on a qualitative interview‐based study of English migrants in New Zealand, this article examines, if and how, overseas migration triggers national sentiments that were previously relatively amorphous in their country of origin. In those cases where this occurs, it analyses the diverse and contextual orientations migrants display, and discusses the empirical and analytic challenges posed when seeking to conceptualise a category of persons that have been described as 'ambiguous immigrants'. The study concludes that research on this ambiguity contributes to debates about the relationship between dominant ethnicity and national identity while highlighting the simplicities of many concepts used to describe and analyse 'the English'.

Arguing for the merits of an antipodean perspective that embraces the linked historical and current relations between Tasman, British and other worlds, this paper focuses on the majoritarian responses of those of English ancestry in Britain and within the British diaspora to wide ranging changes that potentially challenge their national supremacy in both contexts. After briefly assessing some of the approaches to exploring the identities of the 'English/ British' separately in Australia and New Zealand, some suggestions are made about how majoritarian narratives are best reframed, conceptually and methodologically, both within the antipodes and the broader contexts within which they have always been placed. The adoption of an antipodean perspective is deemed necessary in order to understand how changes in majority status and shifts in national identity are mutually constituted within and across the above worlds.

This article, drawing on Peter Beilharz's account of Bernard Smith's conception of the Antipodes, argues for the utility of using the connections between Australia and New Zealand as a means of exploring aspects of settler state and national relations within a local, meso-regional and global perspective. The historical development of British imperial and settler state citizenship provides the setting for demonstrating how an Antipodean viewpoint could be pursued. Emphasis is placed on the creation and reproduction of aboriginal and immigrant minorities, the establishment of strategic cross-Tasman regional relations, and shifts in the reconstruction of majority ethnic and national imaginings.

P. David Pearson,the Parsons Foundation Early Childhood Lecturer, discusses the history of reading research policy and practice in the United States since the 1960s, particularly illustrating how educational theories have influenced legislation and standards. Pearson is dean of the Graduate School of Education at the University of California, Berkeley and is a faculty member in the language and literacy program at Berkeley. Pearson is the principal investigator for the Center for the Improvement of Early Reading Achievement. His research focuses on issues of reading instruction and reading assessment policies and practices at all levels. Pearson began his professional academic career at the University of Minnesota in Minneapolis. Since then he has served as the John A. Hannah Distinguished Professor of Education in the College of Education at Michigan State University. He has also served as the dean of the college of Education, co-director of the Center for the study of Reading, and professor of curriculum and instruction at the University of Illinois. Pearson has written and co-edited several books including the "Handbook of Reading Research" and "Effective Schools and Accomplished Teacher." He received a bachelor's degree in history from the University of California, Berkeley, and a Ph.D. in reading education from the University of Minnesota.