Marketing Case Study Analysis Essay Example | Topics and Well Written Essays - 2750 words

Marketing Case Study Analysis - Essay Example In this regard, a deeper understanding of what the relevance is of â€Å"marketing myopia† is can be gauged. In the analysis of this case study, Levitt (1975) suggested that the reason behind the downfall of the so-called â€Å"growing industry† is generally because of their myopic thinking culture. With this short – sighted vision of what the future of business may possibly offer, firms do collapse. It is indeed necessary to think outside the box and have a bigger picture of what is likely to happen in the industry. Also, he proposed that in order for business to thrive continuously, businesses must be customer – oriented instead of being too much occupied in developing, improving and producing goods and services. Likewise, he also suggested that marketing is needed and not just basically selling since marketing includes communicating the values that the products and services can possibly offer. This recommends that in order to avoid business failure in t he future, a proper implementation and execution of the strategies should come next to ensure the sustained business after such careful and balanced analysis and planning of the business context today and in the future. Introduction Starting a business involves risks since its success is never a guarantee. In reality, there are only slim chances of success in every business because only a few out of the total numbers of founded businesses do succeed. The U.S. Small Business Administration suggested that an estimation of over a half of the small businesses do fail within the first 5 years of their operation (Vetbiz Resource Center, 2009). There are many available print and online materials which try to explain why businesses fail. In the book entitled â€Å"Small Business Management,† Michael Ames (1983) suggested that the collapse of small businesses can be accounted by the following reasons: the entrepreneur’s lack of experience in handling business, poor inventory ma nagement, weak credit arrangement, excessive investment in fixed assets, insufficient capital to sustain the business needs, personal use of business funds, surprising growth in business as well as the poor and inconvenient location of business. On the one hand, there are two more reasons accounting to the collapse of business. According to Gustav Berle (1989) in the â€Å"Do It Yourself Business Book†, the increased competition in the market and the low sales are also reasons behind business failure. However, it is the case that businesses may have achieved a certain growth at one point in time which is followed by its collapse after. This failure of businesses, according to Theodore Levitt (1975), is not caused by the saturation in the market but mainly due to the short – sighted thinking culture of firms through having the illusion that such industries are growing. For Levitt (1975), the belief in the so – called â€Å"growth industry† should be reject ed since for him, such conviction is followed by complacency. With the belief in the â€Å"growth industry†, the businesses focus more on developing products and producing goods which they sell to the consumers. Nonetheless, these firms lose sight of what the real needs and wants are which can truly satisfy the customers. Given this, the focus of this paper mainly delves at critically analyzing the case of â€Å"

PEST(LE) Analysis Essay Example | Topics and Well Written Essays - 1500 words - 1

PEST(LE) Analysis - Essay Example In UK market, there is further scope of growth for the company. UK’s consumer market demand is well aligned with business strategies of IKEA. The company has been able to secure desirable market share due to its effective cost control strategies, continuous new product development and competitive operational procedure. IKEA is inclined towards offering low prices to customers for its wide array of innovative products. According to Allen (2006), PESTEL analysis is a strategic tool that helps to determine key drivers of change present in the business environment. The main components of this tool are political, economic, social, technological, environmental and legal factors. Political factors stands for government policy which directly impacts workplace environment, technology quality, health and safety conditions, etc. Economic conditions include interest rates, rate of economic growth and taxation charges. Social factors relate to all possible events which are affecting community and market socially (Allen, 2006). As per Das and Teng (2009), it comprises of population dynamics, cultural expectations, norms, health consciousness, etc. Technology factor states that new products or processes are developed with the support of advanced technology. This factor facilitates quality enhancement, innovation and reduction in overall costs. Legal aspect corresponds to legislative and regulatory framework tha t governs countries of operations or respective product areas. Environmental factors encompass changes in climate and weather. Environmental awareness is an area of concern for all business organizations (Das and Teng, 2009). Research methodology lays the foundation for any research study. Any study can be classified as quantitative or qualitative research study. Quantitative study deals with market related data which can be statistically analyzed. On the other hand, qualitative study is opinions or views of experts. There are two

Massachusetts Legislature Votes to Ban Same-Sex Marriages but Approves

Massachusetts Legislature Votes to Ban Same-Sex Marriages but Approves of Civil Unions As supporters and opponents were anxiously awaiting for a decision on Mar. 29, the Massachusetts legislature voted 105-92 to ban gay marriage when it approved of amending the state constitution that would overturn the Supreme Judicial Court’s ruling that made same-sex marriages legal five months ago. However, the legislature also voted to legalize civil unions. The amendment was altered from when it was introduced this month, and now says that aside from permitting civil unions but banning gay marriage, it would clarify that gay couples who marry into civil unions would not receive any federal marriage rights and benefits. It cannot be changed again if lawmakers want it to continue onto the Nov. 2006 ballot. Gov. Mitt Romney asked the court to deter same-sex marriages until voters can make a final decision in Nov. 2006. Attorney General Thomas F. Reilly told the Boston Globe that since Gov. Romney lacked, â€Å"a valid legal basis for stay, because the SJC has ruled twice in favor of gay marriage,† he would not take Romney’s request to the state Supreme Court. It has not been decided what will happen to couples that marry between May 17 and Nov. 2006. According to the Boston Globe, a Mar. 2004 poll indicated 53 percent of Massachusetts residents opposed gay marriage while 60 percent supported civil unions. Also, 71 percent of the surveyed individuals feel voters should be able to define marriage, not the courts or the legislature. â€Å"You vote on whether or not you want things like highway taxes,† says Valerie Fein-Zachary, who sees this as a civil rights issue, not a voting issue. â€Å"It should not be determined by the popular vote of the... ...ture, making it difficult for all minorities to achieve equality. Hopefully, with all of the international progress currently taking place in Europe, some time in the near future same-sex couples will be able to have the same rights as heterosexual couples. Works Cited â€Å"Human Rights Watch: Allow Gay Marriage.† (2003, September 5). Retrieved October 20, 2003 from the World Wide Web: (http://www.gay.com/) Klein, Rick. (2004, March 30). â€Å"Vote Ties Civil Unions to Gay-Marriage Ban; Romney to Seek Stay of SJC Order.† Boston Globe. p. A1 â€Å"Rabbis To Okay Gay Marriages: It's a 'Done Deal'.† (1999, December 24). The Forward, (31), 268, 1. Reston, Maeve. Wednesday, November 19, 2003. â€Å"Victory For Gay Couples In Mass.; Same-Sex Marriages Ok'd By Highest Court.† Pittsburgh Post-Gazette. Ryan-Vollmar, S. and Chuck, E. (2003, June 27). Boston Phoenix. p. 20-22.

Textbook Analysis

University of Latvia Faculty of Humanities Department of English Studies Textbook Analysis 3rd year, group B student Kristaps Briedis Riga 2013 Introduction The â€Å"Focus on Advanced English C. A. E. † is written by Sue O’Connell and first published in Pearson Education Limited at the Edinburgh Gate, Harlow in year 1999, and the edition at hand is the thirteenth impression printed in 2006. The textbook is oriented for students preparing for the Cambridge Certificate in Advanced English examination.Further, the analysis of syllabus will be based on the material given in the revised and updated edition of the â€Å"Advanced English C. A. E. † The whole text book consists of 240 pages. It includes fourteen units, which are divided according to different topics (e. g. Severe Weather, Time Eaters, Stress etc. ). Each unit of the â€Å"Advanced English C. A. E. † is devoted to the development of all language skills: reading, writing, listening, speaking. Moreo ver, there are grammar and vocabulary tasks in each unit. One unit from the â€Å"Advanced English C. A.E. † (Unit 12 â€Å"Living Dangerously†) was chosen for the analysis of the whole book, because each unit is devoted to the development of all language skills and thus, it is enough to analyze only one of them in order to understand how the whole book â€Å"works†. Reading Reading can be defined as the process of constructing meaning from written texts (Online 1). Thus, learning reading skills means understanding the text what one reads. But why do we need to understand what we read? According to Harmer (2001:200), there are two types of reasons for reading.The first is instrumental reason, which means that people read because it helps him/her to achieve particular goal (e. g. people read road signs in order to know where to go). The other type is called pleasurable. That means that the reason for reading some particular text is to get pleasure (e. g. reading illustrated cartoon). Thus, it does not matter what reason the student has, it is important for him/her to practice reading skills. Unit 12 of the â€Å"Advanced English C. A. E. † offers the students two reading exercises.The first text is the magazine article called â€Å"Living Dangerously. † It contains about 400 words and is divided into 8 paragraphs. There is a pre-reading exercise, which students should do before reading the main text. The pre-reading exercises motivate the students and encourage their involvement in the topic and theme of the text (Online 2). After doing a pre-reading and a while-reading activity, students are asked to fill the gaps in the article choosing the proper paragraph (from A-G) given after the text.In order to achieve a general understanding of a text, the students do extensive reading, which includes scanning (a quick reading, focusing on locating specific information) and skimming (a quick reading to know how the passage is organize d and to get an idea of the intention of the writer) (Online 3). Finally, the post-reading exercise is given to check how the students have understood the text and to develop their critical thinking. In this exercise the students are asked to find given expressions in the text and work out the meaning of them from the context (e. g. ested interest might mean a personal stake or involvement in an undertaking or situation). As the second task, a newspapers article â€Å"You are caught in a fire then what? † is given. It is about two times longer than previous article (about 800 words). Firstly, students are asked to scan the text (to read it quickly) in order to be able to answer some questions in pre-reading activity (e. g. Who devised the Survival Game and why? ). Then, students should read the article more carefully in order to do the following post-reading exercise. This type of exercise is different from the first one.In the second case students have to answer multiple cho ice questions. There are 6 questions with 4 answers in each. Some advantages of this type of exercises are the following: multiple choice exercises require less time than some written tasks, it is considered to be more objective than a usual written task, and â€Å"it will allow assessing one’s knowledge without taking into account all the irrelevant factors† (Online 4). Writing Writing is said to be a method of representing language in visual or tactile form (Online 5). And more important it is a skill of marking coherent words on paper and composing text (Online 6).There are many reasons why writing is important, for example, the ability to express one’s thoughts and ideas, communicative competence (letters), also it serves as a record, as in expressing one’s ideas for future references (Online 6). There are different types of writing – writing to inform, educational writing, writing to entertain, persuasive writing and motivational writing (Onli ne 7). To improve writing skills there are some essential instructions that need to be performed – research, think, organize, write, edit, revise, relax (Online 7).Two writing exercises are included into the unit 12 of the â€Å"Advanced English C. A. E. † The first exercise is writing an article (~250 words) about an interesting adventure. The textbook has a good approach to the writing tasks as it provides a ‘Task Checklist’, where there are several guideline questions concerning format and approach, content and organization, style and the target reader, for example, ‘Who are the magazine readers? ’ or ‘What language features are needed for this content? ’.Also the textbook provides a ‘Writing File’, where the features of different types of writing – formal and informal letters, articles, reports, reviews and so on – are shown. The second part of the exercise is the involvement of some structures in th e article in order to emphasize or add some dramatic effect, for example, writing sentences using inversion (a reversal of normal word order) or cleft structure (A construction in which some element in a sentence is moved from its normal position into a separate clause to give it greater emphasis) (Online 8).The second exercise on writing consists of writing a memo (~50 words) and a report (~200 words) about the security in collage. The essential part in this task is to use the information that is already given, but using one’s own words. The task also has a ‘Task Checklist’ with the guideline questions and indication to the ‘Writing File’ and also includes the explanation and tips on writing a memo. â€Å"Advanced English C. A. E. † aim is based on covering different types of writing.The Unit 12 included persuasive writing (writing a memo), which improves the skills of argumentation (Online 7), and informative writing (writing an article). Th e tasks are well organized and easy to understand, they provide comprehensible instructions and also some tips for writing the given type of the text. Additionally there is a supplement, where the features of the different types of texts are enclosed, so it is easy for a student to rapidly find the necessary information. Listening Listening is the ability to accurately receive messages in the communication process (Online 9).Listening is not an easy process because the listener should concentrate and understand everything what he/she hears on the spot. It is impossible for the listener to adjust the pace of speech, listen again or check an unknown word. In addition, listening is not the same as hearing as listening means paying attention to not only what is being told, but also to the manner how it is being told. According to the statistics, adults spend approximately 70% of time communicating, while approximately 45% of the time spent on communication is listening (Online 9).After a short explanation on what is listening and why it is so important in everyday communication, it is essential to look how listening is taught in schools. The textbook under analysis provides mostly two (in some units – one) listening tasks in each unit. According to Rost (2002), listening tasks can be divided into three phases: pre-listening, while-listening and post-listening. This division is not always present in the textbook because in quite many of the tasks pre-listening or post-listening is missing.Pre-listening and post-listening are very important because pre-listening is like a warm-up for while-reading as it ‘activates the background knowledge and  integrates  the directions of listening’ (Helgesen, 1998), while post-reading ‘allows the learner to build mental representations and develop shortterm second language memory, and increase motivation for listening a second time’ (Rost, 2002). The textbook presents such pre-reading tasks as questions on the theme and vocabulary related exercises. In Unit 12 two vocabulary related exercises are offered as lead-in tasks into the following istening tasks as well as into the whole unit and theme. All while-listening tasks are divided into four different types or parts (as they are called in the book). In parts 1 and 2 a monologue or sometimes a dialogue can be heard. The task type used in these parts is mostly filling in the gaps. The students are tested for ability of hearing specific information (or bottom-up listening), which, according to Helgesen (1998), is similar to scanning. He writes that listening to specific information is difficult as students ‘try to catch everything, often taking the time to mentally translate it into their mother tongue’ (Helgesen, 1998).A longer recording of a discussion or conversation can be heard in the part 3. The student’s ability of understanding the text as a whole (or top-down listening), including the gist and s pecific information, is tested in this part. The task types are filling in the gaps, sentence completion and four-option multiple choice questions. In part 4 five short extracts can be heard. Students are asked to identify the situation or topic, the manner and the attitude of speaking, the goal of the speaker or specific information. The task types are multiple matching or three-option multiple choice questions.The while-listening texts are in the form of formal and informal conversations, public announcements and private messages. The while-listening tasks in Unit 12 are of parts 1 and 3. Both exercises are filling in the gaps, and the recording can be heard twice in each of them. The few post-reading tasks are mostly questions on the theme, for example, the task in Unit 12 asks to imagine yourself in the situation connected with the previously heard text and discuss what you would do yourself, which is quite creative and interesting post-reading exercise.Most of the tasks are one -way as ‘all input comes from an outside source (like a videotape) to the learner’ not from outside, for example, a speaking partner (Rost, 2002). In addition, the listening sub-skills, such as skimming, scanning, note-taking, understanding attitudinal and conceptual meanings, understanding unfamiliar lexical items through context, understanding relationships within the sentence, also are taught in the textbook (Online 10). Speaking Speaking is  the delivery of language through the mouth (Online 11). Speaking skills enable learners to enter the community of the target language (Kramina, 2000: 86).This vocalized form of language usually requires at least one listener (of course, some people talk to themselves! ) – speech can flow naturally from one person to another in the form of dialogue, or it can also be planned and rehearsed, as in the delivery of a speech or presentation (Online 11). According to Kramina (2000), to act as a speaker participating in the com municative process, the learner must be able to carry out a sequence of skilled actions which comprise: cognitive, linguistic, and phonetic skills. There are speaking tasks throughout the textbook under analysis that help practice and enhance those skills.There are four parts to the speaking tasks in â€Å"Advanced English C. A. E. † each focusing on different speaking skills and sub-skills. Part 1 focuses on general social language – general social English and the ability to interact with other people in English. Part 2 focuses on transactional language – ability to give information clearly. Part 3 practices negotiation and collaboration skills, and Part 4 is designed to test the ability to report, explain, summarise and to develop a discussion naturally. Pictures and other visual prompts are used in Parts 2 and 3 to cue various tasks.Unit 12 of the textbook under analysis includes four speaking tasks – three of them concerning Parts 3 and 4, and one on Part 2. According to Kramina (2000) the development of communicative ability requires a range of suitable classroom activities that should provide learners with a degree of communicative urgency so that they have something interesting to say and a reason to communicate with their partners. Learners may be motivated to communicate by the enjoyment of playing a game, the challenge and satisfaction in solving a problem or completing a project.Tasks 1 through 3 focus specifically on problem solving. In task 1 the learners are faced with an unfinished statement and five possible variants to conclude it: the learners are to engage in a discussion and give well-founded answers to the follow-up questions. The correct answers can then be found on the answer page of the book. Task 2 consists of parts a and b. Part a is a work in pairs, where each of the participants are to imagine themselves in a particular problematic/ difficult situation and have to come up with a sound solution, or choose one from the already given visual prompts.In part b, the participants have to briefly explain to the rest of the class the decisions they came to with their partners, and say how far they agree or disagree with the opinions of others. Task 3 is a discussion of points concerning the topic of the unit. Several questions are given, designed to encourage the learners to use their existing knowledge on the subject, brainstorm for new solutions and express personal opinions. Next to these three tasks, tips are given on how to develop the discussions further by listening and responding to what your partner says and allowing the partner to comment on what you say.The last speaking exercise of the unit concentrates on both presenting information clearly and listening carefully to the information given by a partner. Students have to work in pairs and each gets a picture to look at – the pictures are of the same scene but there are several differences between them. First, Student A is t o describe the left-hand side of his picture in detail, while Student B listens carefully and notes any differences (without interrupting), and when A has finished, B should mentions any differences noticed.Then vice versa, Student B describes the right-hand side of the picture, while Student A studies for differences. When students are done with both parts of the task, they are to look at the two pictures together and compare their answers to the list given on a different page. This textbook is, however, lacking tasks that would help with the phonetic skills development, so it would be up to the teacher to help students learn the skills to articulate the utterance appropriately. (Kramina 2000: 65)Conclusions Although â€Å"Focus on Advanced English C. A. E. † is a textbook designed specifically as an integrated course for students preparing for the Cambridge Certificate in Advanced English examination, it covers all the essential language skills for foreign language learning and is suitable for English language acquisition, and is generally a good material for the preparation of several other English examinations, e. g. , the English examination of Secondary education in Latvia.The textbook offers 14 units covering a wide variety of stimulating topics, authentic reading texts from a range of sources, thorough practice of all language skills, a Grammar File with detailed information of all points covered in the units, and a Writing File with model text types and useful language, all coming from the experienced teacher, teacher trainer and examiner Sue O’Connell. References 1. Harmer J. (2001) English Language teaching. England: Pearson Education Ltd. 2. Helgesen, M. 1998) ESL Magazine. 1 (4): 24-25. Available from http://www. mgu. ac. jp/~ic/helgesen/marc. article2. htm [Accessed March 5, 2013]. 3. Rost, M. (2002) Listening Tasks and Language Acquisition. Available from http://jalt-publications. org/archive/proceedings/2002/018. pdf [Accessed Mar ch 5, 2013]. 4. Kramina, I. (2000) Linguo-didactic Theories Underlying Multi-purpose Language Acquisition. Riga: University of Latvia. Online Sources 1. Available from http://lrs. ed. uiuc. edu/students/jblanton/read/readingdef. tm [Accessed March 6, 2013]. 2. Available from http://tlc. cet. ac. il/ShowItem. aspx? ItemID=ccd2b528-84f5-4078-a76f-d6b1243f26e9&lang=EN [Accessed March 6, 2013]. 3. Available from http://fis. ucalgary. ca/Brian/611/readingtype. html [Accessed March 6, 2013]. 4. Available from http://www. multiplechoicequestionsservice. com/multiple-choice-questions-advantages/ [Accessed March 6, 2013]. 5. Available from: http://www. omniglot. com/writing/definition. htm [Accessed March 6, 2013].

Cultural Beauty Ideals As A Form Of Ethnic Body Policing ...

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The Relationship Between Morality and Religion. Essay

What is the relationship between religion and morality? It is in my opinion that religion is dependant on morality and not the other way around. Through this, it can be stated that morality reinforces the development and evolution of religion. In this essay, I shall show that this is the case drawing from theories proposed by Plato, Kant and Berg. According to Jonathan Berg, â€Å"†¦a way to construe ethics as depending on religion would be on the basis of a ‘Divine Command Theory’ of ethics, identifying the moral good with God’s Will or with what God commands.†(1) So then, if one were to link doing good as essentially doing God’s will, does this mean that one must always obey God’s will eventhough it may not seem to be a good act to us?†¦show more content†¦Which shows that without religion, or rather, without the belief that there is a God who punishes the evil-doer and rewards the good in the afterlife, there would be no reason to comply with a set of moral rules, as given by Berg, which says that â€Å"†¦God‘s approval (or disapproval) is the only reason for being moral.†(5). 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Diversity At Big Business Is Not Only Positive For A Company

Elijah Morey Ellisor-Catoe ENG 102 2-27-17 Diversity in Big Business Diversity in big business is not only positive for a company, but also benefits employees personally and communally. Diversity is a word that is being used more and more, it has such a broad meaning that it can be tied to almost anything about a person place or thing. In the case of diversity in the workplace it mostly means different types of people, whether it’s gender, race, ethnicity, religion, height, weight; too many variations to list bringing up the broadness of the term and how it is used in everyday vernacular. Big business diversity has continued benefits throughout the workplace. The expansion of different people may make some nervous but by doing so will also†¦show more content†¦Looking from the outside in we will never know and companies are not open to give out the information on why they hired one person over another (Yunhyung, Chung, Cracking But Not Breaking: Joint Effects Of Faultline Strength And Diversity Climate On Loyal Behavior. Academy Of Man agement Journal vol. 58 no.5, 2015, pp.1495-1515. Business Source Alumni Edition. (https://acproxy.ac.edu/login?url=http://search.ebscohost.com/login.aspx?direct=truedb=bahAN=110493102site=eds-livescope=site). Diversity programs have been used in big business since the 1960’s, rooted with social justice philosophy, civil rights and recently business strategy. Everything being accounted, Harvard Business Review has been on the topic from the beginning finding the epicenter of when businesses started to pick up on diversity after a strand of high profile lawsuits shook the financial industry in the 1990’s and 2000’s. A race discrimination suit cost Bank of America nearly $160 million, similar cases costed Bank of America to approximately half a billion over a 15-year payout. These cases opened the eyes to many Wall Street firms who now require new hires to sign arbitration contracts agreeing to not join any class actions, leading to extended training and other diversity programs, but equality isn’t rocketing the financial services or other industries. Firms have used diversityShow MoreRelatedCoca Cola Case Study762 Words   |  4 PagesCoca- Cola Company is the w orld’s largest beverage company with refreshing beverage’s. 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