Human resource management Essay Example for Free

Human resource management Essay The hr map can be found on the cipd website. It consists of 10 professional areas, 8 behaviourOur HR Profession Map sets out what HR practitioners need to know, do and deliver at all stages in their career, be they specialists or generalists, working in the UK or internationally. It sets the benchmark for HR excellence both for the individual and the HR function.The Map is firmly rooted in the real world having been created with HR practitioners drawn from every size of organisation and across every sector. Structured around the ten professional areas of HR activity it focuses on the knowledge, activities and behaviours required in the profession today and in the future.It provides you with the means to drive your own career and professional goals and underpins all we provide from our qualifications and membership through to our in-house training provision. core area and they are across 4 bandsHolliday Grainger The two core areas are applicable to everyone no mztter what stage you at with your own hr career. What is the Profession Map and what is its purpose? The CIPD Profession Map sets out comprehensively how HR adds the greatest sustained value to the organisation it operates in, now and in the future. It describes the highest standards of professional competence for the organisation.It captures what successful and effective HR people do and deliver across every aspect and specialism of the profession, and sets out the required underpinning skills, behaviour and knowledge. The Map is used to develop products and services that not only support the profession as a whole but also support and accelerate the professional development of individuals, for example, My HR Map, which is an online self-assessment tool that provides practical recommendations and solutions to help achieve professional goals and support career development.Back to top 2. Is the Profession Map available to members and non-members? Yes. The Profession Map is available in full to both members and non-members.Back to top 3. How have you developed the Profession Map? The Map was developed following an extensive review of the global HR Profession and an in-depth investigation involving detailed interviews with HR directors across all main economic sectors and scores of senior professionals and academics.We investigated the impact of the HR function on the sustainability of business success and as a result the Map represents the needs of the profession today and will evolve over time to respond to further changes and demands in the business and the profession. Based on research and collaboration with organisations around the world, and continuously reviewed and updated with our research, essentially CIPD’s Profession Map shares what the most successful HR professionals know and do at every stage of their career, which is proving to be a powerful tool. A wide range of organisations and HR professionals are now using the CIPD’s HR Profession Map to benchmark and build their HR capability at individual, team and organisation levels.Back to top 4. What are the key components that make up the Profession Map? There are three main sections to the Map:Professional areas There are 10 professional areas within the Map. The two core professional areas Insights, Strategy and Solutions and Leading HR sit at the heart of the profession and are applicable to all HR professionals regardless of role, location or stage of career, whether inside organisations or working with them. For each particular area the Map describes what you need to do (the activities) and what you need to know at four bands of professional competence, as well as outlining the predominant behaviours that you need to exhibit when carrying out the activities. Find out more about the Professional AreasBehaviours Within this section the Map describes the behaviours needed to carry out activities in more detail. Each behaviour is also divided into four bands of professional competence (spanning from entry level to leadership roles). Each behaviour also lists a number of contra indicators which illustrate negative behaviour.Find out more about the BehavioursBands and transitions There are four bands of professional competence to reflect the hierarchy of the profession within the Map. The Map also identifies and describes how you need to change and develop to move from one band to another.Find out more about the BandsBack to top 5. What is a contra indicator? Contra indicators are listed in each of the Behaviours. They illustrate negative behaviour.Back to top 6. Who is the Profession Map for? The Map has been developed with both individuals and organisations in mind. It’s a vital resource for anyone working in or connected with the HR profession.From Band 1 at the start of an HR career through to Band 4 for the most senior leaders, it has been designed to be relevant and applicable to all professionals working across the HR spectrum; so, whether you are a generalist or a specialist (in learning and development, talent, reward, employee relations and engagement, resourcing or OD), wherever you are operating in the world, whatever sector and/or size of your organisation, the Profession Map is for you.Find out how you can use the Map The bands go from1 to 4, 1 being the start of your hr carerr and 4 being the , leader kf the hrfunction involved in long term planning and creation of strategies. The behaviours display each behViour expected from a hr professional. The map is also broken down

Mitchells Fruit Farms: A history of company growth

Mitchells Fruit Farms: A history of company growth Mitchells Fruit Farms Limited is the oldest and most trusted Food Company in Pakistan. Since starting its operations in 1933, the Company has gone from strength to strength, and its wide variety of products has inundated breakfast tables with farm-fresh consumables, straight from its orchards in Renala Khurd products of a high standard, enriching the lives of millions of people with all the goodness of nature for a healthy lifestyle. Today Mitchells family continues to grow, reaching more and more households worldwide with an ever-increasing array of farm-fresh products ranging from thirst-quenching Squashes Syrups; fruity Jams, Jellies and Marmalade; rich Tomato Ketchup savory Sauces; tasty Pickles; refreshingly nutritious Canned Fruits Vegetables; and a wholesome assortment of Candies Chocolate from its wide range of confectionery products. Francis J. Mitchell arrived in Bombay from Scotland at the end of World War I. He had been invited by his brother who was already established in North Western India as a contractor to the government for construction of the railway network in this part of the subcontinent. At that time, when Francis was already an old man of over sixty years, an opportunity came his way in the form of the emerging irrigation system being laid out in the canal colony districts of West Punjab. He was successful in obtaining the lease of 720 acres of agricultural land in the then Montgomery district. The area allotted to him extended for nearly seven miles from Renala Khurd to Kissan, sandwiched between the arterial lower Bari Doab Canal and the Lahore/Karachi railway. He initiated the business of growing grapes for eventual sale as dried raisins and sent his younger son Richard to Australia for training at Mildura which was well known as a centre of specialisation in the field of horticulture. The The company, with Francis Mitchell as its Governing Director and his two sons Leonard and Richard as Directors, was incorporated in 1933 and given the name Indian Mildura Fruit Farms Ltd. The North Western Railway had opened to traffic a few years before the acquisition of the land by the Mitchell family. Francis Mitchell was asked by the railway authorities to propose a name for the adjoining station. Hence the word Kissan which subsequently became a familiar brand name. The trial planting of grapes, which began in 1921 and lasted until 1924, unfortunately did not prove to be a success. The vines suffered serious damage from pests during the rainy season, just when the grapes needed dry weather for ripening. The entire plantation was replaced with citrus, which, fortunately, proved to be profitable. The elder son, Leonard, was sent specially to South Africa to look for good rootstock, which was the foundation of Valencia orange trees these are well established on the farms today. With the outbreak of World War II, demand for canned fruits and vegetables for the allied troops, stationed in India, began to grow rapidly. To cost-effectively cater to this growing demand, a factory was established in Bangalore, South India. A new joint-stock company by the name of Kissan Products Ltd. was registered. PHASE II: AFTER INDEPENDENCE As a sequel to Independence in 1947, Indian Mildura Fruit Farms Limited lost nearly 75% of its Indian market. The companys name was changed to Mitchells Fruit Farms (Pvt.) Ltd. and the brand name MITCHELLS became the exclusive property of the Pakistani company. Likewise, the Indian company acquired exclusive use of the KISSAN brand name. Francis Mitchell died in 1933 and his elder son, Leonard, became Chairman. After his brothers tragic death in an air accident, Richard took over the chairmanship in 1949 and continued in this capacity until his death in 1987. The family sold its shares gradually, having inducted Pakistani shareholders in 1957, and retired to Eastbourne, U.K., in 1959. Richards wife, Betty, retained her links with the Company in the capacity of Director until 1991. She died in 1995. COMPANYS INFORMATION SALES The national market, particularly in the major cities was saturated with the imported foodstuff. Although foreign fruit preserves, sauces and drinks were visible on the shelves of the largest stores these were not as abundant as imported confectionery, especially various brands of chocolate. It would appear that much of this merchandise continues to be brought into the country through unofficial channels without payment of imported duties. Despite these unhelpful conditions Mitchells were able to achieve a significant increase of over 10% in the sales of confectionery and succeeded at the same time in recording a marginal growth in our traditional groceries business. CAPITAL EXPENDITURE In the beginning they have invested around Rs.29.76 million in putting up modern automated facility in the form of building and machinery. An independent feeder of supply of electric power directly form the WAPDA grid station together with a new standby generator were commissioned in January 2002.at a cost of Rs.14, 535,652.this should result in considerable savings in power bills. Internal cash generation and bank borrowing have met the capital expenditure bill in full. HUMAN RESOURCE Human Resource has also the pivotal importance for the company. Management and employee skills are constantly being updated through training courses and study tours both at home and abroad. Currently Mitchells is operating with 32 executive staff members along with a big sales and labor force RESEARCH AND DEVELOPMENT The success of Mitchells products, and the taste that has been winning consumers hearts for generations, is the result of the Companys ongoing investment in and emphasis on quality control, reinforced by research and development (R D). Both sections closely coordinate with the Marketing and Exports Office in Lahore where product concepts are initiated and passed on to the R D section for formulation. Once the RD section has prepared samples of new products, the Marketing Division carefully carries out product evaluation. QUALITY CONTROL TRAINING Along with R D, the Quality Control section ensures that all our products live up to the consumers high expectations. From selection of the finest fruits, to processing and packaging, quality control plays a key role in keeping a vigilant and unrelenting eye on every step of the process. The Quality Control staff, with a main up-to-date laboratory, two line-control labs for the Groceries and Sugar Confectionery divisions, and an incubation lab, ensures that there is no deficiency in quality standards during production. As the Company considers its employees its most important asset, management skills are being constantly updated by sending executives on training courses and study tours, both at home and abroad. QUALITY POLICY Mitchells Fruit Farms Limited, is committed to produce best quality products meeting our customers requirements at competitive prices, strengthening our position as a quality managed company. To meet this obligation, the company will continue: 1. Updating of employee skills by training 2. Acquisition of new technology 3. Re-evaluation of its quality control and quality assurance system Management. EXPORTS AND IMPORTS EXPORTS At present, MITCHELLS products are being exported to several parts of the world, including UK, USA, and the Middle East. In future the Company is planning to make MITCHELLS a brand name familiar with households in every part of the world. IMPORTS There are certain Mitchells products that are being imported. For example, we import pineapple from Singapore. Only fruit is imported, the rest of the process is done in our farms. Some of the fruit is imported in the form of pulp such as mango. We do grow mangoes in our farms but due to the increasing demand of mango items we have to import some of the quantity from other countries to meet the demand. Sugar is also imported. PRESENT PERFORMANCE OF MITCHELLS The Company passed a major milestone when it went public in 1993, receiving a record subscription for its shares floated on the market. The year 1998, the 65th for Mitchells, brought another major distinction for the Company; the ISO 9001 accreditation, making it the first food company in Pakistan to achieve the honor. Today in Pakistan, Mitchells is the only major company with fully integrated operations having its own growing and processing facilities at one location. Modern high-volume industrial equipment, professional management and a trained workforce ensure that Mitchells maintains its lead. Fully computerized and inter-linked regional sales offices manage burgeoning countrywide sales, with those in major cities, Karachi, Lahore, Rawalpindi and Islamabad. All the offices are on the Internet/e-mail network ensuring uninterrupted flow of data. Highly qualified executives using modern management tools from the Head Office in Lahore handle commercial, financial and accounting functions. A smooth distribution system with nationwide coverage and consistency of quality have kept the most prestigious national institutions loyal to Mitchells growing product range. These include Pakistan International Airlines (PIA), leading five star hotels and clubs, Utility Stores Corporation, Canteen Stores Department, chains of main stores and established restaurants in major cities. FUTURE PROSPECTS We believe that given the vast agricultural potential of Pakistan, there are bright prospects for the food processing industry, which can helpmeet the nutritional needs of the growing urban population within the country as well as provide a surplus for export. The pre-requisite for such a development is a healthier and expanding economy. We are confident that our company is well placed to derive full benefit for the opportunities as they arise. MITCHELLS OBJECTIVES Mitchells objective is to provide its customer with healthy, innovative and best quality food that will tempt their appetite at all times. Above all, Mitchells also promise convenience variety at affordable prices. VISION AND MISSION STATEMENT 1. To be a leader in the markets we serve by providing quality products and efficient services to our consumers while learning from their feedback to set even higher standards for our products. 2. To be a company that continuously enhances its superior technological competence to provide innovative solutions and superior products as per requirement of the market place. 3. To be a company that attracts and retains outstanding people by creating a culture that fosters openness and innovation, promotes individual growth, and rewards initiative and performance. 4. To be a company which combines its people, technology, management systems, and market opportunities to achieve profitable growth while providing fair returns to its investors. 5. To be a company that endeavors to set the highest standards in corporate ethics in serving society. SITUATIONAL ANALYSIS MITCHELLS Mitchells launched its squashes in the year 1941. Mitchells was the sole player in the field of squashes at that time. They were the first movers in rich fruit citrus. They identified the need of, make to drink product. After the proper customer need analysis consistent screening and evaluation by the Mitchells research and development department a totally new product (squashes) was designed in the form of rich fresh fruit citrus .It was a break through innovation They availed the opportunity and gained the first mover advantage. So they get hold of major market share , and with the passage of time they captured the market knowledge and rare resources Mitchells got the competitive advantage because they had the first mover advantage Fully integrated operations. Specially farm fresh fruits with having their own growing and processing facilities Mitchells had professional management and the trained workforce Mr. Richard got training from Australia Mildura at the initial stage A smooth distribution system with nationwide coverage Right products, quality and reliability. Management was committed and confident Mitchells was the pioneer in the field of squashes, they gained massive market share and achieved the positive word of mouth regarding there products as they are made of fresh farm fruits. Target Market: The target market at the time of launch was up to 60 years of age and the core target was 15-30 years of age. Segmentation: They segmented their product on the socio economic classes focusing on- A, B+ and B. Marketing Strategy: As they had the first mover advantage they utilized it fully and initially promoted squashes by newspapers, posters radio channels. But they mainly invested there resources in building there corporate image . MAJOR COMPETITOR SHEZAN: The company was incorporated in 1964 as a Private Limited Company, with the main objective to set up an industrial undertaking for manufacturing of juices, squashes, sherbets, jams, pickles and preserves from fruits and vegetables. Shezan International Limited was conceived as a joint venture by the Shahnawaz Group of Pakistan and Alliance Industrial Development Corporation of U.S.A. The agricultural background of the Pakistani sponsors induced them to establish this agro-based industry. Today Shezan is the largest food processing unit having developed and installed the capacity to meet the countrys local as well as export needs. While introducing a me too product, squashes the major threat was to compete Mitchells, who already got the major market share by capturing rare resources and already gained knowledge of key factors and issues of the market. It was very costly for Shezan to overtake Mitchells.There was a high risk involved in competing with Mitchells fruit Farm Company. Shezan had the advantage to follow the already set product standards of Mitchells regarding research and development. Shezan had the line of action to grab market share by offering high quality and better taste followed by product variety by analyzing the Mitchells squashes. Target Market: Shezans target market is up to 60 years of age and their core target market is 15-30 years of age. Segmentation: They segmented their product on the socio economic classes focusing on A, B+ and B. Marketing Strategy: Launched squashes in 1968-1969. at that time they promote it by newspapers, posters radio. On radio there was a show with the name HIT BREAK the host name was HAMAD. They used market skimming strategy by offering low prices to capture the market share. SHEZANS COMPETITIVE STRATEGY  ·Initially launched only three flavors of squashes which were ( mango, orange and lemon). But in current market it has 6 flavors  (orange, mango, mix fruit, lemon and lemon barley, pomegranate)    ·Ã¢â€š ¬Ã‚  Shezan was available in 735 ml. glass bottle but now its available in pet bottle of 830 ml  ·Ã¢â€š ¬Ã‚  Complete backward integration in case of this company since it is the only company that has its own sugar mill as well in the name of Shahtaj Sugar Mills, Mandi-bahauddin.  ·Ã¢â€š ¬Ã‚  Shezan has the most developed distribution channels network and therefore it has an advantage of reaching maximum customers throughout Pakistan with the help of small retailers as well as larger retailers  ·Ã¢â€š ¬Ã‚  Shezan owns 60% of shelf space in all of the almost 16,000 outlets of Utility Stores  ·Ã¢â€š ¬Ã‚  Shezan is involved in advertisements and low cost promotional campaigns which makes it a very generic brand name in the mind of consumers when they are out shopping for squashes.  ·Ã¢â€š ¬Ã‚  Shezan is the largest food processing unit having developed and installed the capacity to meet the countrys local as well as export needs.  ·Ã¢â€š ¬Ã‚  Shezan has the highest production capacity as compared to its competitors. MITCHELLS CURRENT STRATEGY Mitchells refreshing Squashes are made from the Farm Fresh Fruits in a hygienic environment keeping in view the health of their valued customers. Mitchells procure raw material from fresh and sun ripened fruits especially grown on their orchards in Renala, they offer a range of energizing natural fruit flavors that promise to liven up your day. Mitchells is the only major food company in Pakistan today with fully integrated operations having its own growing and processing facilities at one location. Modern high-volume industrial equipment, professional management and a trained workforce all combine to ensure that Mitchells continues its dominance as the innovator, market leader and trend setter. In 1998 Mitchells became the first food company in Pakistan to achieve ISO 9001 accreditation, thus becoming more competitive on the international stage also. Squashes has now stagnate growth and product itself is at maturity stage so Mitchells is trying to retain the market share and its loyal customers. Mitchells introduced squashes pet bottles with the quantity 1.5 liter and 810 ml Mitchells squashes are available in seven flavors (orange, mango, mix fruit, pineapple, guava, lemon and lemon barley) Mitchells Diet Squashes are available in eight flavors. Mitchells squashes contain extensive fruit content which is the major differentiation factor. In year 2001 and 2002 they run a biggest campaign for squashes. Mitchells used more than 200 hoardings displayed all over the Pakistan As squashes has stagnate growth and product itself is at maturity stage the company is focusing upon building its corporate image rather than investing solely on squashes advertisements. So they dont want to waste their money on squash ads. Last year Mitchells launched DIET squashes, for NICHE MARKET. POS material of advertisement has only been used to promote it. Mitchells Diet Squashes contain No Sugar and have 90% less calories than Regular Squash Mitchells Diet Squashes are available in two flavors. Diet Mixed Fruit Squash, and Diet Orange Squash Mitchells is using consumer and trade promotion. But mainly focusing on trade promotions. . In Lahore the retailer benefit is 12+1, it means Mitchells give one free bottle to its retailer on the purchase of 12 bottles but on the other side in Karachi the trade promotion policy is 24 + 3 i.e. on the purchase of 24 bottles Mitchells give 3 bottles to its retailers. Thus Mitchells make the use Their unique selling proposition is quality .They never compromise on the quality. Even if they got any complain then they immediately replace it. Mitchelles believes that success of the organization lies in the satisfaction of its customers. Therefore Mitchells has always given first priority to its customers feed back and this they do by the following ways Thorough questionnaire feed back forms Thorough shop keepers Through ISO procedures (CPA, Corrective and Preventive Actions) The feedbacks and opinions of the customers are very useful for them and besides this they study the feedback and try to implement that accordingly. MARKET ANALYSIS The market for Squashes in Pakistan is mainly influenced by branded competitors in this specific product category. These competitors have firm distribution channels.. As a majority of the countrys population is in lower-lower to lower-middle class, this is the reason that people are more price conscious and secondly the also look for the convenience of products due to this reason there is a demand shift observed in the squash industry. The demand of Squashes is now limited only for few months in major areas of country. The Business of Squashes in Lahore is at its peak between May and November So Mitchells play a different strategy as far as region Lahore is concerned but on the other side business in Karachi remains stale and on the same level of graph thorough out the whole year thus Mitchells imply different strategy in terms of Karachi. The reason of this limited demand according to the market analysis is because that you cannot relate squshes with different occasions for example the way red syrup Jam-i-Sheerin and Rooh Afzah are relating themselves to Ramadan and Muharam, another big reason of the limited demand of the Squashes is because of i ts usage which is limited upto a thirst quenching drink but red syrup can be utilized in many ways apart from drinking such as toping, used in milk etc Target market The targeting decision determines which customer group the organization will serve. Selecting good market targets is one of the management most demanded challenges. Mitchells basically design the strategy to target the Social economic class of A B+ grade. But then by the time every class becomes part of their market. There primary focus was A B+ rank but now they target overall market and go for mass market. The reason is from the age group of (3-80) years old people use it as a refreshing and energetic drink. Target approach is being used by the Mitchells in case of Squashes product variety. Here the segments are not clearly defined but extensive target. Target Market Demographics: up to 80 years as target market while core target market includes ages between 15 30. Age: 10 and above Family life cycle: Young, Children, Old people. Psychographics: Middle, Middle Upper, Lower, Lower Upper, Upper class. Benefits: Quality, Rich in taste. Segmentation The concept of one-size-fit-all mass market is no longer relevant. Companies have to define that which segment they are about to target. Few years back, squashes segmentation was on the basis of behioral, life style and usage rate was high but now the potential is not in the market. Even consumption pattern has been decreased due to the entrance of other substitute products. Market needs Talking about the need of market there is a need of those products which are comparatively cheap as well as give ease to consumer. In todays world everyone is in hurry and customer want quick drink and quick food just to save their time. Considering Mitchells squashes need was there few years back when powdered drink and juices and energy drinks were not introduced to the market. So mitchells took the first mover advantage to introduce it though they conducted a research to create a need and capture a major market share at that time. 1. Quality craftsmanship Mitchells never compromise on its quality of fruit. Their squashes have extensive fruit content. There quality remains consistent all the time. 2. innovations As Mitchells company felt that customer are now very health continuous so they introduce DIET SQUASHES last year with the slogan lose weight not taste. But they have introduced it for the niche segments only. They even didnt use promotion activities for these innovations. 3. customer services As each and every company are trying to have good relationship with the customer. So in this regard if they got any complains related to their products they replace it without wasting the time of customer. CUSTOMER SATISFACTION MEASUREMENT: The success of the organization lies in the satisfaction of its customers. Therefore Mitchells has always given first priority to its customers feed back and this they do by the following ways Thorough questionnaire feed back forms Thorough shop keepers Through ISO procedures (CPA, Corrective and Preventive Actions) The feedbacks and opinions of the customers are very useful for them and besides this they study the feedback and try to implement that accordingly. Market trends Trends are changing rapidly, so nobody knows the customer who will buy our product today will buy it tomorrow as well as or not. At this time quashes are in MATURITY stage. The reason is because it takes relatively more time in getting ready instead of other new drinks. So there is still not any hope to create a new market in this industry. The only strategy Mitchells is using just to retain their existing customer and not looking for new customers. Its basically depend that customer is loyal to the product or not. The customers who are heavy users of squashes might not be shift to other substitute because they are loyal to it. Market growth Now there is no more growth in squashes industry due to consumer preferences and other factor is customer are very price conscious now. They want to have instant drinks to save their time but at cheap rates. So market has been shifted due to other drinks like powdered drink, instant drink, juices and red syrup. So now squashes are lying in CASHCOW because it gives money but not further growth. As Mitchells is the pioneer and still leader in the market so contain major share of market so far. BCG MATRIX SWOT analysis of Mitchells Strengths Fully integrated operations Having its own growing and processing facilities Modern high-volume industrial equipment Professional management and a trained workforce A smooth distribution system with nationwide coverage Right products, quality and reliability. Management is committed and confident Weaknesses Customer lists not tested Some gaps in range for certain sectors Customer service staff needs training More budget needed for Human Resource Development Opportunities Mitchells can continue its dominance as the innovator Can maintain its position as market leader Can also continue to be a trend setter International and domestic market expansion Introducing new verities of food products Local competitors have poor products End-users respond to new ideas Can surprise competitors Threats Political instability International Financial crises Challenge of work force diversity Changing technology and concept Legislation could impact Retention of key staff critical Possible negative publicity Market demand very seasonal SWOT analysis of squashes Strength: power of quality which remain consistent. Weakness: price and cost of ingredients used in squashes. Opportunity: can define more segments like introduce squashes in small bottles so reach customer buying power. Threat: all the substitute drinks. Picture of squashes: Competition analysis The competition is very fierce among the competitors so Mitchells always get the first mover advantage and still the leader of market. It has major share in the market. Direct competitors: Shezan squashes Indirect competitor: red syrup, instant drinks Market shares Mitchells 40% Shezan 38% Kinza 11% Others 11% Positioning strategy We provide high price, high quality premium product. Our market share in only Lahore is 30% for squashes. More than 50% of the area of the shelves in the stores is covered from Mitchells squashes. Position: We focus on positioning because it is important for developing the image that our product projects in relation to our competitors products (shezan).   Positioning in relation to a competitor: We place our products directly against the competitors products. this strategy is suitable for us because we have a solid differential advantage against our competitor Positioning in relation to a product class or attribute: We sell our product with the slogan We provide farm fresh quality drink And consider it to be our competitive edge against our competitors and for the same reason we focus on this attribute claiming that since we have our own farms we provide you with the squashes made of fresh fruit. Positioning by price and quality: We consider our squashes to be a premium product. That is high quality, high price. All our customers buy them due to brand loyalty. They know that they are getting something that is worth what they are paying. Marketing mix Product Strategy: It is a consumer product. Initially it was a convenience product but due to the massive demand shift observed in the market the customers are more eager to buy ready to drink products. Sugar Confectionary NEW LAUNCHES: Mitchells Diet Squashes Mitchells refreshing Diet Squashes are made from the Farm Fresh Fruits in a hygienic environment keeping in view the health of our valued customers. Our Diet Squashes contain No Sugar and have 90% less calories than Regular Squash. Mitchells Diet Squashes are available in two flavours.  ·Ã¢â€š ¬Ã‚  Diet Mixed Fruit Squash, and  ·Ã¢â€š ¬Ã‚  Diet Orange Squash Product life cycle: Pricing Strategy: Mitchells pricing goal is to increase sales volume and maintain or increase the market share. In order to seek higher sales volume we often apply discounting techniques or other aggressive pricing strategies. Mitchells had charged premium price due to there brand image in the market for a long time. But, due to shift in demand it has become almost to its competitors. They cannot afford to fall below certain level of prices as they have to maintain certain profit level. At this point they are facing tough competition because one glass of squash costs 7.5 Rs on the other hand the price of powdered drink is 5 Rs per glass. Cost of 810 ml of bottle of Squash for retailer (including tax) = 71 bottle Cost of 810 ml of bottle of squash for consumer (including tax) = 82 bottle Profit margin = 11 bottle. Cost of 1.5 liter of bottle of squash for retailer (including tax) = 227.5 bottle Cost of 1.5 liter of bottle of squash for consumer(including tax) = 244 bottle Profit margin = 16.5 bottle Distribution Strategy Mitchells adopted the channel-Structure Strategy for distribution. They believe that product should be distributed directly from manufacturer to customer or indirectly through one or more intermediaries. They sell their products sometimes directly and sometimes they sell their products through retailers. Like in Lahore they need to sell thei

Developing An Inclusive Education System Education Essay

Developing An Inclusive Education System Education Essay For the last few decades, there has been an increase in the number of countries which aimed at making their education systems more inclusive. This aim has been in the agenda of both developed and developing countries with variations in their definitions of inclusion, policy making strategies and school practices. In addition, experiences of these countries in their effort to develop inclusive education systems have faced particular challenges (Ainscow, 2005), with the case being more severe for developing countries where it has been unlikely to observe a significant achievement in their trial to develop inclusive education (Eleweke and Rodda 2002; Mittler 2000). Turkey, as a developing country, has committed to developing inclusion in schools for almost two decades (Eleweke and Rodda 2002; UNESCO 1994). Since then, however, transformation of The Turkish Education System to an inclusive one has been experiencing serious challenges although there have been several positive steps taken towards improving inclusive policy and practice. This review is concerned with the process of Turkey in developing inclusive education while aiming to contribute to the limited literature which critically reviews Turkeys position in this process. After the conduct of search is discussed, the process towards inclusive education will be reviewed under three broad terms: Definition of inclusion as reflected on policy and practice, the transition process from education in special schools to inclusion, and the current barriers against inclusive education. Conduct of Search This literature review is broadly concerned with the field of inclusive education and specifically explores Turkeys position in developing inclusive education. Therefore, the search for this review was started with the scholarship of leading people in the field of inclusive education and was limited to literature about Turkey. The criterion for using the literature was convenience with the purpose of review. In planning this piece of literature review, several types of documents were searched for through some key terms and in some databases and websites. Appendix 1 presents a detailed table of the search terms used, websites and databases searched, the number of documents reached in any year and the number of documents used. Definition of Inclusion Recently, an inclusive education system has been a common goal in the agenda of many countries. However, there have been variations in the way inclusion was defined by these countries (Ainscow et al. 2006a). In many of the definitions, a frequently varying aspect has been the target population identified as subject to inclusion which brought about the question of who is inclusion for? Based on this question, it has been possible to trace policies and practices which have focused on students from the most vulnerable groups to all potential learners (Ainscow et al. 2006a). In 1994, ninety two governments from different parts of the world endorsed that schools would act in a framework which would fully include every learner, no matter what characteristics the student possessed (UNESCO, 1994). These characteristics could be diverse physical, intellectual, social, emotional and linguistic properties. Despite this framework, however, it has been difficult to trace a common understanding and unified practices based on the statement (Ferguson, 2008). For example, while the trend in developed countries, such as the UK and the USA is towards an understanding of inclusion for all learners, many developing countries have based their policies and practices on inclusion of disabled students (Gaad 2010; Slee 2010; Ferguson 2008). Turkey, like many other developing countries, has identified disabled students as the most vulnerable groups in education and adopted an understanding of inclusion which places disabled students in mainstream schools (Gaad 2010; Rakap and Kaczmarek 2009; Turkish Prime Ministry 2008). As the first typology of conceptualization of inclusion by Ainscow et al. (2006b) illustrates, Turkeys definition of inclusion is similar with governments and schools which have based their policies and practices on the inclusion of disabled children. In 1997, the Special Education Regulation (No. 573) which was considered as the first regulation towards inclusive education was enacted. Since then, all regulations and laws in Turkey have referred to inclusion of disabled children into mainstream schools. As for the disability categories identified, the groups subject to inclusion were defined as visual, hearing and health impairments, physical, mental, speech and language, learning and emotional and behavioural disabilities (Turkish Prime Ministry, 2008). In the Special Education Regulation of 1997, as well as other regulations such as The Special Education Services Regulation in 2006, several definitions were made by the ministry which founded the basis for the inclusion of disabled children (Melekoglu et al. 2009). One of the most revolutionary statements was the consideration of special education as part of the regular education. With this in mind, regular education classes were defined as least restrictive environments where education of disabled children should be encouraged. As a result of this, referral of disabled children as well as assignment of special education teachers to regular education schools accelerated in the last ten years (Turkish Ministry of National Education, 2012). Another point emphasized by the regulations was the obligation assigned to mainstream schools to plan and provide educational and support services to disabled children (Melekoglu et al. 2009). Each school was required to prepare and implement an individualized education plan for each child. However, this section which emphasized uniqueness of students was followed by another part in the regulation, which defined special education services to be provided for separate categories of disabled students, rather than emphasizing students with individual and unique needs. This nature of the regulation, therefore, has created education plans which overlooked individual needs and included standard objectives and services for particular disability groups. As a conclusion, analysis of policies in Turkey reveals the reality that inclusion only refers to the placement of disabled children in mainstream schools (Gaad 2010; Turkish Ministry of National Education 2010; Turkish Prime Ministry 2008). Slee (2010) claims that considering inclusion as the integration of only disabled children weakens the inclusive schooling progress in the broader sense. However, although it seems to be a limitation to overlook the need to include other children from vulnerable groups (e.g. learners not necessarily diagnosed with a disability), the process can still be perceived as a step taken to make schools more inclusive by leaving behind the idea of categorizing and placing disabled children in special schools where they were previously seen as others (Gaad, 2010). In addition, the developmental level of the educational systems and the reality of disabled students as one of the most segregated groups in poor and developing countries might lead countries to focus more on inclusive practices for disabled students. In this context, there is a need for more policies, resources and improvement of powerful support systems to go beyond the point of including only the disabled requires. In addition, this process might require more time in countries where inclusive education is still immature (Gaad, 2010). Transition from Education in Special Schools to Inclusion The field of education, in the twentieth century, underwent a substantive trial to legitimize the rationale for special education (Armstrong, 2010) until new legislations and practices started to take an issue with previous special educational theories and practices (Thomas and Loxley 2001). For the last few decades, there has been a cessation in the expansion of special education schools not only in wealthy but also in poor and developing countries as many administrators have started to address inclusion in government policies and school practices (Ainscow et al. 2006a). Turkey, as a developing country, has been in the process of the transition from education in special schools to inclusion since its endorsement of the Salamanca Statement (UNESCO, 1994). Until a few years ago, the dominant trend towards education of disabled children was based on segregating them in special schools according to a classification based on their disabilities and providing them with special educational services. However, the Ministry of National Education has started to emphasize and support the education of disabled children with their peers in regular schools. For a decade, the emphasis and support for inclusion has constantly been told to schools and parents in order to include them into a system where the inclusive education and its fundamental principles are adopted and supported (Melekoglu et al. 2009). In Turkey, reflections of the changing attitude towards inclusive education have been observable on the policy of the Ministry of National Education. For example, the 37th article of The Special Education Services Regulation (2006, p.3) states that The Ministry of National Education is responsible for opening special schools for disabled students. However, the priority should be given to the mainstream education of disabled students together with their normally developing peers in regular schools. This statement obviously underlines the changing attitude of the government favouring inclusion on policy documents. There were two other signs of the changing perspective of the Ministry towards a more inclusive system. First, The Special Education Services Regulation (2006) included a part which explained the inclusion process to schools in detail. The other sign was the book published by the Ministry and gave detailed information about inclusion to attract attention of the stakeholders; namely parents, teachers and administrators (Turkish Ministry of National Education, 2010). Official statistics by the Ministry show that the number of disabled students in mainstream schools has significantly increased for the last ten years (Turkish Ministry of National Education, 2012). This increase in quantity is significant compared to the number a few years ago (see Figure 1). Despite this, almost half of the disabled children are still placed in either special education schools or special education classrooms within mainstream schools (Turkish Ministry of National Education, 2012). Furthermore, the first alternative for placement of students with some type of disabilities, such as visual and hearing impairments, is the special education school, usually due to the lack of related staff in inclusive schools. Such a situation creates an unconscious preference for the inclusion of some type of disabilities, such as mental retardation, and ignorance of other disability groups. Figure 1. Number of disabled students in mainstream classrooms between the years 2000-2012 (Source: Turkish Ministry of National Education, 2012). Another point worth inquiry is the level in which inclusion of disabled students is taking place. In Turkey, there are three levels for inclusion among which there is a dramatic difference in terms of the number of disabled students (see Table 1). According to recent statistics by the Ministry (2011), increase at primary level is promising whereas inclusion of disabled students at preschool and high school levels is still not satisfactory with respect to quantity. One of the reasons for this situation was the compulsory educational period which was 8 years and did not include the preschool and high school periods. However, the most recent legislation by The Grand National Assembly of Turkey (2012) increased the compulsory education period in a way that it will include the preschool (3 to 5.5 years of age) and high school. This is expected to decrease the dropout rate of the disabled students and increase the number of disabled students in pre and high schools. Educational Level Number of Classrooms Number of Students Preschool (3 to six 6 years age) 288 588 Primary (Grades 1 to 8) 40810 84637 High School (Grades 9 to 12) 4573 7775 Total 45671 93000 Table 1. Number of disabled students in mainstream classrooms according to educational levels in 2011 (Source: Turkish Ministry of National Education, 2011). To conclude, reflections of the transition to inclusive education in Turkey have been somewhat observable on the policy level. However, promising advances at the policy level have rarely been accompanied by satisfactory implementation (Rakap and Kaczmarek 2010) in schools. Research findings have been consistently showing that there have been problems experienced in areas such as service provision, curriculum, inclusive school community and staff quantity and competency. These problems are discussed in the following chapter. Barriers against Inclusion in Turkey The reality of inclusive education has been dominating the world, with many countries aiming to develop their systems to a more inclusive structure and implement more inclusive practices in schools (Lindsay, 2007). However, this reality is not without its challenges and responsibilities both for developed and developing countries (Ainscow, 2005) with the problems being more serious for the latter (Mittler, 2000). In Turkey, like many other developing countries, challenges and responsibilities have been constantly experienced during the trial to foster inclusion in schools. In this trial, three barriers have been identified and discussed in this chapter. These are negative attitudes towards inclusive education, problems experienced in planning and providing support services and lack of human resources (Kuyumcu 2011; Polat 2010; Rakap and Kaczmarek 2010). Negative Attitudes For a few decades, research findings have shown that inclusive education produces positive results not only for disabled students who are placed in inclusive settings but also for their peers without disabilities (Lindsay 2007; Balderrama 1997; Staub and Peck 1994). However, a considerable amount of this research also underlines that it is unlikely for educational systems to improve their inclusiveness unless there are positive attitudes in professionals in schools (Polat 2010; Antonak and Larrivee 1995). Because professionals assume a crucial role in providing educational services both for disabled and non-disabled students. In a school, a welcoming inclusive climate in which professionals have positive attitudes towards diversity and inclusion is necessary (Booth and Ainscow 2002). In Turkish schools, findings of research have shown that school professionals do not have sufficiently positive attitudes towards inclusion of disables students. For example, Rakap and Kaczmarek (2010) investigated attitudes of general education teachers who work in public elementary schools in Turkey and found significant negative attitudes held by them. Similarly, school counsellors in Turkey, according to Polat (2010), have not still had stable positive attitudes towards the inclusion of disabled students. Such research findings show that the current stance of Turkish schools in terms of positive inclusive attitudes has not created a satisfactory impression. Insufficient Support Services and Non-Inclusive Curriculum The literature on inclusive education in Turkey displays the difficulties experienced by students, teachers, parents and administrators. According to the Educational Reform Initiative in Turkey (2011), a basic problem underlying these difficulties is the lack of inclusive curricula and support services for disabled students. In an environment where the number of disabled students entering inclusive settings is constantly increasing, schools have rarely been able to accommodate this increase in terms of their existing curricula. It is expected from a school to arrange a curriculum in which individual needs of disabled students are represented and met. However, the strictly centralized and standard nature of the curriculum in Turkey has made it difficult to represent the needs of disabled students within the content of the curriculum (Sucuoglu and Kargin 2008). In the Turkish Education System, the policy expects that an individual education plan (IEP) must be planned and implemented for each disabled child who is placed in a mainstream school (Turkish Ministry of National Education, 1997). In addition, support services (e.g. counselling, speech therapy etc.) should direct student needs. However, studies show a contrary situation with these expectations. For example, a recent study has shown that the process of service planning was carried out in only 37 % percent of the inclusive primary schools and only five per cent of the schools had an IEP team (Kuyumcu, 2011). In another study conducted by the Educational Reform Initiative (2011), 23 percent of the teachers reported that they did not prepare an IEP for the disabled students in their classes whereas only 44 percent of the parents stated that an IEP was implemented for their disabled children. As a result, it is likely to observe students and parents who perceive education as obsolete an d to find disabled students who dropout mainstream schools after a while. Lack of Human Resources Among the success factors of inclusive practice, sufficient human resource in terms of quantity and quality is an important element. According to a recent study (Educational Reform Initiative, 2011); the progress made by Turkish Educational System in terms of human resources in inclusive education is not satisfactory. To improve progress, it is inevitable to employ more professionals, such as general education teachers, special education teachers and school counsellors, who can contribute to the implementation of inclusive practice in schools (Sucuoglu and Kargin 2008). For example, it can be seen that the average numbers of students in primary and high schools served by a counsellor are 1225 and 554, respectively (Turkish Ministry of National Education, 2012). As far as such statistics are taken into account, lack of professional staff might be considered as an important problem. Teachers play a key role in inclusion because they are the organisers of individual needs and providers of educational and support services. Therefore, difficulties experienced by teachers within classrooms exacerbate the success of inclusive practices (Sucuoglu, 2004). For example, a problem reported by teachers is the difficulty in classroom management. In Turkish mainstream schools, only one general education teacher serves all students within one classroom and it might get more difficult to manage when disabled students are placed in this class because it is reported that (Educational Reform Initiative, 2011) student teachers at university do not receive appropriate training to such conditions. In an inclusive education system in which all students are full members of a school, each student is assessed with respect to his or her individual performance. However, teachers in Turkish schools have reported that they have difficulties in measuring and evaluating success of disabled students in their classrooms (Sucuoglu, 2004). As far as unrealistic objective writing and performance determination are taken into account, it might get more difficult for teachers to assess performance against unrealistic criteria. Conclusion Inclusive education is a process which includes several variables and stakeholders (Idol, 2006) which constantly influence the inclusive education process because each of them carries out a critical role in shaping the success of inclusion. Therefore, decreasing the gap between the inclusive policy and its implementation, as well as enhancing the progress made by schools in their inclusive practice, requires a holistic perspective towards inclusion and its elements (Educational Reform Initiative, 2011). Especially in developing countries which are at the beginning of their inclusion journey, setting inclusive systems is possible by focusing on each element of the system and their interrelations. As an important element of an education system, attitudes of school staff towards inclusion are of crucial importance for creating an inclusive environment at school. It is known that these attitudes towards inclusive education and inclusion of disabled children might positively change when stakeholders receive training at any level of their professional life (Sucuoglu, 2004) because professionals who feel incompetent about their skills in terms of working in an inclusive setting might be reluctant in working with disabled students (Aydin and Sahin 2002). Finally, the need for a variation in the provision of support services and an inclusive curriculum in mainstream schools of Turkey is high because more students with diverse backgrounds are entering mainstream schools with individual needs and diverse backgrounds. Both in the classroom and outside, students require support, specific to their individual needs. In providing this support, cooperation with families and consultation with colleagues and other professionals is known to contribute to the development of more inclusive schools (Booth and Ainscow 2002). As for the curriculum, the progress made on the policy level might be extended to the development of more inclusive curricula by The Ministry which develops centralized curricula and has schools follow them. Reflections Carrying out this literature review has made me face two realities. The first one was the range of necessary skills which must be recruited during the process. Acquiring these skills entails advanced academic training as well as engagement in permanent reading and writing which are challenging. The second reality was the influence of the review process on my assumptions and learning. As it requires permanent reading, some of the assumptions which I had before starting, needed either revision or complete change. As a result of this, I encountered new knowledge, new authors, new books and new styles of writing. Combined with the tips I gained during the course training, the process contributed to my confidence in critically analyzing a piece of writing and developing an argument about it. Word count excluding the figure and table: 3296

Essay --

These lyrics are from an 80’s rock band by the name of Toto. These words might have accurately described the feelings of those people living at the time of the birth of Jesus –people who were wondering and hoping for a change, people who were hoping to receive a gift greater than what they could give of themselves. It was only about three weeks when we celebrated the birth of Jesus in this world on the 25th of December. Along with worship, we opportunities to exchange a bunch of gifts, eating a great deal of good food, sharing conversation, potentially loading up the car and traveling from one house to another, only to reach those last days of December and beginning days of January with our tongues hanging out and sprawled out on the couch from exhaustion, and for some of us, eating too much food and/or chocolate. There may be times when we might wonder why all this needs to be done, and we begin to consider that we are really living out the Spirit of Christmas giving and sharing gifts and time with others in a very hurried way. This could be the only time we get to visit with other family, if the family is spread out over a great distance. †¦ This is the time of year when we have the opportunities to share material gifts, as well as the gift of love and care. Do we ever stop, however, to wonder about the gift of hope? Where did we leave it in the midst of our packing and preparing in those stress-filled hours before the Christmas celebration? How did we manage to overlook that precious gift of hope as we struggled through the parking lots and mobs of other shoppers at the mall? Do we feel it within ourselves as we attempt to find something to say on the 100th Christmas card, or mail the umpteenth email or facebook mess... ...before us? Our faith may waver from time to time, but we always fall back on hope – even for the most pessimistic of us – hope is what brought the Magi to the stable in Bethlehem and it also brings us to the stable, kneeling before the Christ child in our hearts and minds. Are we still willing to humble ourselves this Christmas season before this child that brought nations in conflict to their knees? Are we still willing to experience hope and not be confused and deceived by the materialism that seems to control the holiday? Just as our 80’s rock song suggests, we need to believe in the things that we need to survive. During this Christmas season, let us take the time to reflect on gives us hope each and everyday – it is truly the gift that keeps giving and giving to us – regardless of where we are on our faith journeys and our proximity to our epiphanies.

Cone Effect :: essays research papers

First of all, my definition of the â€Å"cone effect† is this: a theory in which all media content is exaggerated then sent through a publication or broadcast that carries advertisements to individuals with different perceptions leading to a "perceived media reality" which is incorporated into everyday life. I believe this means we are media, media is us, and we are one. If we would all take a look at our lives we are just a jumble of representations. In my opinion, from the moment we are born to the day that we die we are media. We are born a certain sex boy or girl. That represents something. Boys wear blue girls wear pink. This symbolizes to everyone what we are. We don’t know we are boys or girls until someone tells us. We have set and defined expectations for our lives, as well as ways that we must act. From that day forward we learn our media from our lives, our families, friends, and literally everything we come in contact with. Everything we do and everything we see leaves some trace of an impression on us and represents something to each of us. That’s why I feel that media is us. Media is everything. We are just representations. It makes me very frustrated to think seriously about this. It makes me question everything that I have had to believe as a member of society. It makes me question countless things in my life. It made me think about life in general. What is reality? Truthfully, I don’t know if there is a way to answer this question for everyone but I think we all need to examine our lives in general and the everyday lives that we live in and question them. Everything we do or say has a representation so again, that is media. It is all around us. It is everywhere. Most places we don’t even know that it is going on. In my inspection of my life and the media that surrounds me I have found media to be almost everywhere. It is everywhere. Almost everything I have and use has labels on it from clothes to food. Some things even have advertisements of other things on their labels. All of these products represent me. I wear these clothes because I like the way this brand looks or I want to belong to a certain group so I wear similar clothes. I eat certain foods because someone introduced it to me or it is the brand that I like.

Business: International Trade and Comparative Advantage

HOMEWORK 11 (Last HW – Due 4/28) Read the Logitech case and answer the following questions. 1: In a world without trade, what would happen to the costs that American consumers would have to pay for Logitech’s products? 2: Explain how trade lowers the costs of making computer peripherals such as mice and keyboards. 3: Use the theory of comparative advantage to explain the way in which Logitech has configured its global operations. Why does the company manufacture in China and Taiwan, undertake basic R&D in California and Switzerland, design products in Ireland, and coordinate marketing and operations from California? : Who creates more value for Logitech – the 650 people it employs in California and Switzerland, or the 4,000 employees at its Chinese factory? What are the implications of this observation for the argument that free trade is beneficial? 5: Why do you think the company decided to shift its corporate headquarters from Switzerland to Fremont? 6: To what extent can Porter’s diamond help explain the choice of Taiwan as a major manufacturing site for Logitech? 7: Why do you think China is now a favored location for so much high-technology manufacturing activity?How will China’s increasing involvement in global trade help that country? How will it help the world’s developed economies? What potential problems are associated with moving work to China? In a world without trade, what would happen to the costs that American consumers would have to pay for Logitech’s products? In a world without trade, the costs that American consumers would have to pay would be very high. The product that the case study gives for an example, Wanda, retails for $40, of which only $3 is the production cost from China.This $3 cost would rise immensely if production was in the United States because the American economy demands high wages. Explain how trade lowers the costs of making computer peripherals such as mice and keyboards. I t is amazing to think that trade helps to lower the costs of a product. As we saw in the previous question, if the United States were to build a product entirely domestically, the retail price would not be feasible to most consumers. With trading in place it allows for economies of scale.The technology can be developed in one country, the ergonomics in another country, the production in another country, and the assembly in yet another country. The shipping costs are much less than it would be to perform these tasks in one country. This is called absolute advantage, where someone is great at one thing. With this in mind you will get a product that has the best resources available at the lowest cost, which is comparative advantage. Finally, specialization is where everyone is doing what they do best and pulling their resources together to make one incredible product.Use the theory of comparative advantage to explain the way in which Logitech has configured its global operations. Why d oes the company manufacture in China and Taiwan, undertake basic R&D in California and Switzerland, design products in Ireland, and coordinate marketing and operations from California? Logitech is very brilliant when it comes to comparative advantage. It does basic R&D work in Switzerland with 200 employees, its headquarters are in Fremont, California with 450 employees as well as some R&D, the ergonomic designs are developed in Ireland, and the products are manufactured in Taiwan and China.The comparative advantage is that it is the most cost effective to break up the business in many different countries that specialize in a certain job. Who creates more value for Logitech, the 650 people it employs in Fremont and Switzerland, or the 4,000 employees at its Chinese factory? What are the implications of this observation for the argument that free trade is beneficial? The 650 employees in Fremont, California and Switzerland create more value for Logitech. It is where all of the R&D an d designs are developed.The 4,000 employees of China add $3 to the Wanda product, which is almost nothing in comparison to the remaining $37. Free trade is beneficial because labor costs can be brought way down. Why do you think the company decided to shift its corporate headquarters from Switzerland to Fremont? America specializes in R&D. The headquarters were moved because of the company’s global marketing, finance, and logistics operations. That is what Americans do best. To what extent can Porter’s diamond help explain the choice of Taiwan as a major manufacturing site for Logitech?There are four parts to Porter’s diamond: (1) factor of endowments, which is a nation’s position in factors of production such as skilled labor or the infrastructure necessary to compete in a given industry; (2) demand conditions, which is the nature of home demand for the industry’s product or service; (3) relating and supporting industries, which is the presence or absence of supplier industries and related industries that are internationally competitive; (4) firm strategy, structure, and rivalry, which are the conditions governing how companies are created, organized, and managed and the nature of domestic rivalry.Taiwan’s factor of endowments was that it had a science-based Industrial Park in Hsinchu. The demand conditions were that the Taiwanese were already trained to deal with technology. The relating and supporting industries were that Taiwan was the best as building technology as the lowest cost. The firm strategy, structure, and rivalry were that Taiwan had no domestic rivalry; they provided the lowest cost. Why do you think China is now a favored location for so much high technology manufacturing activity? How will China’s increasing involvement in global trade help that country?How will it help the world’s developed economies? What potential problems are associated with moving work to China? Chinese laborers are some of the cheapest in the world. Even though the workers are not treated very well, they are starting to rise up and demand more wages. The increase in foreign trade for China has helped to increase their economy. The world’s developed economies will benefit because of the globalization of production. The potential problems are that Americans are losing jobs to foreign markets. E

Burger King Corporate Social Responsibility

Assignment Corporate Social Responsibility (CSR) refers â€Å"the ethical principle that a person or an organization should be accountable for how Its acts might affect the physical environment and the general public† dobber, D. & Fahy, J. , 2009). Nowadays, CSR programme Is a global trend, which Is encouraged by the government. It also helps the company in partnership and investment opportunities. On the other hand, CSR programme can enhance the company's Image In the consumers' views. It would be very effective In a competitive market.And furthermore, CSR programme can Improve he productivity and reduce the producing cost for the company. For these reasons, all kinds of business have began to focus on their CSR programme as responding to the sociality concerns In various ways. Burger King corporation (BKC) Is a global chain of hamburger fast food restaurants. 3K Is founded In 1954 by James McLamore and David Edgerton. In the end of 2012, It has a total of 12,700 outlets In 7 3 countnes. Recently, BKC has lust arnved to Vietnam. BKC Is located In Hanoi, Da Nang, and Ho Chi Minh City.However, BKC does not seem to provide a good marketing campaign here. BKC has installed several CSR programmes in other countries but not in Vietnam yet. To implement a CSR programme is a way ot marketing it to Vietnamese society. The problem in Vietnam market is Vietnamese people are not used to tast food due to culture differences. They also care a lot about their looks, their healthy, especially obesity problem. People in ages of 16-35 are the main customer target of BKC, However, the rate of obesity of people in these ages is increasing rapidly.