Islam and Democracy Essay Example | Topics and Well Written Essays - 1500 words

Islam and Democracy - Essay Example Historical interaction between East and West is not obscured from the eye of the world and thereby, all the Western countries especially United States has always been trying to export its democratic principles to the Eastern world, in an order to make Islam compatible with democracy for the overall betterment of the world. Actually, Islam is the dominant religion of the eastern world and for this reason, myriad efforts to inculcate the democratic governing pattern in the minds of the Muslim rulers have always been supported by US. (Al-Hibri 505) claims that the concept of democracy is not what could be called a production of a modernized world, rather it was prevalent in the period of medieval Islam as well. Democracy was a prominent feature of the city Medina where Prophet Muhammad resided and it continued to be strengthening, until its progress and life came to an abrupt halt when Sunnis and Shi’as separated on the basis of various conflicts regarding the Islamic Caliphate. This means that the doctrine of democracy is not altogether a new concept for the followers of Islam and it has always been an essential feature of the Islamic principles, even before its importance and significance was stressed by the Western rulers. Governance under Islamic Caliphate was en emblem of democracy in which taking care of the choice of the common public meant to be the most important priority for the governors. Islamic Caliphate was truly inspired by the democratic principles and wanted every layman of the society to take active part in the betterment of the nation so that a rich repertoire of innovative constructive ideas could be enhanced and encouraged. After Islam Caliphate however, monarchy based governing system pursued which was largely and visibly devoid of the... This paper stresses that governance under Islamic Caliphate was en emblem of democracy in which taking care of the choice of the common public meant to be the most important priority for the governors. Islamic Caliphate was truly inspired by the democratic principles and wanted every layman of the society to take active part in the betterment of the nation so that a rich repertoire of innovative constructive ideas could be enhanced and encouraged. After Islam Caliphate however, monarchy based governing system pursued which was largely and visibly devoid of the golden democratic laws and systems, due to which Muslims at large remained unsatisfied with their rulers after Caliphate ended and engaged in petty fights fueled by rebellion with each other. Non-democratic or authoritarian based governing system stimulates emergence of ferocious aggressiveness and defiant rebellion in the society due to which unity and harmony fade away completely. This report makes a conclusion that the old Muslim communities were more vigorously representative of the democratic style than the modern Islamic nations. The old Muslim society was highly representative of democracy because back then, the government focused more on issue of law, order, and security, while public was left to deal with the rest of the issues. There used to be a lot of public freedom which shows that Islam has always been compatible with democracy, though a few authoritarian governments have and are still marring the democratic rule from time to time.

BCEN Assignment Example | Topics and Well Written Essays - 250 words - 2

BCEN - Assignment Example The markets are dwindling, leaving us almost stranded. With the above in mind, I think it is wise we sell off the chemicals department, to safeguard the hardware depot. A personal valuation of the company puts it at roughly $500,000, which I think would be a good sales price for the business. Please look into this matter and consider taking the best decision. The best way for a company to plan for unpredictable crises is to ensure that there is a crises management tactic put in place to deal with any unexpected occurrence. This may involve having an efficient communication plan. The best strategy to combat an online rumor is to come up with a fast and comprehensive rebuttal. A quick and consistent crisis response plan is essential for a company in responding to crises. Prioritizing stakeholders involves complete mapping to show the manner in which the stakeholders interlink, and the influence they hold on each other (Seeger, Sellnow & Ulmer

Gay Community Essay Example for Free

Gay Community Essay The gay community or LGBT community is a loosely defined grouping of LGBT and LGBT supportive people, organizations and subcultures united by common culture and civil rights movements. Furthermore, the remarkable growth of the gay community in recent history has revolutionized our culture and consciousness, creating radically new possibilities for people to â€Å"come out†, and live more openly as homosexuals. Before the early years, homosexuality was a taboo subject. Since then, times have changed and this community is somewhat being accepted. Moreover, this diverse community is constantly expanding, and consists of many types of people. The gay community has gained great attention in arts, entertainment, media, and politics. Most of the people that make up this community each have their own unique style in all different aspects. Consisting of races throughout all aspects of life, the gay community is worldwide. That being said, what makes up the gay community? Within the LGBT communities, there exist identifiable sub-communities, such as the leather community, bear community, chubby community, lesbian community, bisexual community, transgender community, and the drag community. Nevertheless, each one of the sub-communities have there own particular ways and views of there sexuality. In other words, they all stick together. The gay community generally celebrates pride, diversity, individuality, and sexuality. The term gay pride is used to express the LGBT community’s identity and collective strengths; gay pride parades provide both a prime example of the use and a demonstration of the general meaning of the term. Also, within the gay community some people create there own particular family. These families consist of the mom, dad, children, and so on. They create a bond and they indeed stick together. Other interests within the gay communities include gay nightclubs, pageants, balls, and also lip singing shows. The gay community is frequently associated with certain symbols; especially rainbow or the rainbow flag. The Greek lambda symbols (â€Å"L† for liberation), triangles, ribbons, and gender symbols are also used as gay acceptance symbol. There a many types of flags to represent subdivisions in the gay community but the most commonly recognized one is the rainbow flag. Nevertheless, each color represents a value in the community. Pink represents sexuality, red represents life, orange represents healing, yellow represent the sun, green represents nature, blue represents art, indigo represents harmony, and last but not least, violent represents spirit. As far as language, the gay community have there own slang, just as other slangs like African Americans, Jewish slang, Hispanic slang, or any other slang. Usually one must be in the group to know its slang, but there are many words in gay slang that are known to all of us, such as drag queen, butch, or bull dyke. Other newer gay slan g words used today are fag-hag, which is a straight female who prefers the company of a gay male and dish which means gossip. Communication between gays, what they say opposed to how they say it, is quite unique. For instance, many gay males use alternate â€Å"lady-names†, and masculine female use alternate â€Å"male-names†, both used as a form of address within gay circles. The gay community is continuously growing and has been acknowledged in so many ways. Homosexuality is seemingly more accepted and tolerated in the United States today than decades ago. There are laws in many states that make it a crime to discriminate based on sexual orientation and many communities across the country have gays and lesbians openly serving in important roles. Yet there are many who still oppose homosexuality and many object to it on religious grounds. I do pride this community because I am apart of it. But like the old saying says â€Å"To each is his own†. Everyone has there own opinion.

Behaviour Management for Motivation

Behaviour Management for Motivation In this assignment, I will be examining the ways that teachers manage the behaviour of their classes in a manner that encourages motivation. I will look at how difficulties in class are dealt with by observing lessons in low attaining sets. By observing lessons in low attaining sets I hope to see a range of different difficulties being dealt with such as the levels of confidence, resilience of the students and what techniques teachers use to engage their pupils which I may not find as easy to observe in the higher attaining sets. As well as this, by limiting myself to observing similarly attaining sets I hope to be able to compare the lesson observations more easily. I will be reviewing existing literature around this topic before observing several lessons to find out whether my findings are congruent with the existing literature or not and attempt to draw conclusions from what I find that might benefit my own practice. In my literature review I will look at the areas of motivation and behaviour management separately before drawing the ideas together with the use of pertinent sources to apply to low attaining sets and the ways in which a teacher might best motivate and encourage their class to learn. Then, using an existing observation form focusing on classroom management I will make notes on both teacher and student actions, dispositions and other classroom events. Behaviour management   Ã‚   Teacher Strategies Methods of managing classroom behaviour has been moving away from punitive in recent years and more towards positive behavioural strategies (Mitchell Bradshaw, 2013). Mitchell and Bradshaw (2013) found that the positive reinforcement from the teacher fostered a constructive and supportive classroom environment for the students which Oxley (2015) adds to when she talks about building relationships between students and staff which she posits is highly important to have in regards to behaviour management with more challenging students. Whilst Department for Education. (2016) advises that it is within the rights of a teacher to impose sanctions on students for misbehaving in school, Oxley (2015) suggests that the most effective strategies are those that include the student in decisions made about behaviour management as opposed to a decision imposed purely by the teacher on the student. Oxley (2015) believes that subsequent punishments may in fact cause more problems than they solve leading to a never-ending cycle of misbehaving and punishment. Oxley (2015) argues that sanctions are a form of extrinsic motivation to change student behaviour yet it is intrinsic motivation which is far more likely to lead to long term benefit which is a point that Murayama, Pekrun Lichtenfield (2013) also agree with, going on to saying that while extrinsic motivation, which could be sanctions or rewards for the students, may have an initial impact but it is intrinsic motivation that leads to long term benefit. Along a similar vein, R eeve et al. (2004) found that extrinsic incentives may essentially circumvent students inner motives, potentially acting detrimentally to existing intrinsic motivation, when coupled with pressuring language. Setting Hallum and Ireson (2007) found in their study of teachers opinions that there was strong agreement with the idea that setting groups made behaviour management easier. Furthermore, when compared with another strong agreement with the opinion that a different approach is necessary when teaching the less able pupils compared to the more able. Some potential reasons for this could be that the level that these lessons are being pitched at is suitable to more students in turn keeping them engaged. According to Reeve et al. (2004) engagement is a predictor of achievement which also matches with the results of a study run on 15-year-old students using eye tracking software (Sajka Rosiek, 2015). An argument that they put forward was that part of the reason that the lower attaining students scored lower was due to them not being engaged with the work, based on their eye positions and movements throughout. All together this implies that there could be difficulty with engaging the whole class of students in a mixed ability group which, as stated by Hallum and Ireson (2007), heavily relies on teacher skill in order to be a successful lesson. It is also worth being aware that in the study run by Hallum and Ireson (2007) it was teacher responses that were tallied and as such is entirely self-reported opinion based which means that it may not be the most reliable source or appropriate to use beyond inferring teacher opinions. Lower attaining groups Some teachers report that behaviour for engagement can be more of an issue in low attaining groups (Hallam Ireson, 2005). By looking at the findings of Reeve et al. (2004) which states that student engagement is directly relatable to consequent achievement. Seifert (2004) discusses the self-worth theory of achievement which states that some students may be attempting to protect their own self-worth and suggests that some students may be failure avoidant which can inhibit the willingness to attempt work and can result in negative statements about themselves as well as less sophisticated strategy usage (Dweck, 1986). The statistical analysis performed by Sund (2009) on a group of more than 80000 Swedish high school students found that lower attaining students performed better when placed with higher achieving students whereas the higher achieving students were observed to have had no significant difference. Motivation in the classroom Murayama et al. (2013) defines motivation as a process which instigates and sustains a goal directed activity. Murayama et al. (2013) goes on to conclude that motivation is key when looking at pupils academic growth. Intrinsic and extrinsic motivation Reeve et al. (2004) performed a study where teachers were encouraged to try to support student independence in learning as a method to building motivation. Extrinsic motivation was to be minimised and instead the students were encouraged to seek out the answer more independently relying on more intrinsic motivation which led to more engagement by the students. Seifert (2004) believes that students who are efficacious such as they were being encouraged to be in the study by Reeve et al. (2004) are more likely to have positive attributes such as being strategic, self-regulating as well as being more metacognitive which he argues may increase confidence in their own work. Additionally, Seifert (2004) when referencing Dweck (1986) mentions that some students who are not displaying self-efficacy may display failure avoidance which can act to sap motivation to try and is indicative of low levels of resilience. The effect of confidence on motivation Dweck (1986) found that the level of student expectation of good future results and attainment were not always correlated. This means that just because a student is confident it does not mean that they will necessarily achieve higher results in fact when directly comparing high and low confidence students Dweck found that the lower confidence students performed better than the high confidence ones. In opposition to this, Sheldrake, Mujtaba and Reiss (2015) posit that overconfidence may still be a positive trait as this may indicate a greater level of resilience in students. Sheldrake et al. (2015) go on to explain that in their findings the level of student confidence was significantly associated with student GCSE maths grades as well as how likely they were to take Mathematics at A level. In a test on motivation using eye tracking equipment, Sajka and Rosiek (2015) found that those who underperformed versus those classed as gifted (Sajka Rosiek, 2015) spent significantly less time looking at the questions which they took as meaning that the underperforming students were less motivated which could mean that some may have been less confident and were acting in a failure avoidance fashion. Observed motivation across subsections Several obvious factors exist that can affect levels of motivation from one group to another. Oyserman (2013) informs us that in their studies they found that for some students from lower income backgrounds education can be affected by identity based motivation. Oyserman (2013) goes on to explain this as students from low income backgrounds can stereotype their own academic ability based on the achievements of others in their peer groups which may lead to a situation where succeeding at school is not congruent with the self-identities that they are forming as they go through adolescence, looking at their future adult selves (Oyserman, 2013). Elmore and Oyserman (2012) discusses when activities feel identity congruent. They argue that when an activity feels identity congruent to a student then any difficulties engaging in the task lead to said task appearing more important making any effort invested valuable, the task is not pointless or impossible. This was demonstrated in studies ru n by Destin and Oyserman (2010) on secondary students, of whom all participants were aged between 11 and 13, when they found that students with aspirations for future careers that were education dependent as opposed to education independent put more effort into their schoolwork which overall resulted in better results for them. In a different study that aimed to affect the identity based motivation of a group of 12-13-year-old girls and boys Elmore and Oyserman (2012) showed boys and girls graphs showing graduation success for either their own gender or no gender identified at all. This study resulted in the students expressing more academic goals which Elmore and Oyserman (2012) postulate is down to a more school focused self-identity which, if correct and representative, shows the malleability of pupils self-identity at this age. This showed the students displaying some identity congruence (Elmore Oyserman, 2012). Despite this the study conducted by Sheldrake et al. (2015) showed that in general girls had less confidence than their male counterparts which was not displayed in results at GCSE or A Level. Conclusions I believe that the main point to take from this literature review is that the link between behaviour management and motivation is all about engagement. That through positive reinforcement for decent behaviour, developing positive relationships with the students in the class and encouraging student autonomy in lessons to encourage intrinsic motivation as methods of behaviour management the teacher is well on their way to establishing engagement and motivation from their class. Moreover, having a motivated and engaged class leads to better results in the long run. As well as this, low levels of motivation and engagement can lead to behaviour issues. Identity based motivation can be very detrimental to students in lower attaining sets and perhaps is the reason why, when placed with higher attaining students, the lower attaining performs better. The presence of higher attaining students in that set and thus presence in that peer group may alter the lower attaining students self-view. Alternatively, it could also be very beneficial when looking to progress students and help them to become more aspirational. When students do not see a good reason to do the work then it can seem pointless which can demotivate them which is why it is so important to frame work in a way that lets them see that time spent attempting the work is time is productive and beneficial to them and will be so for them again later in life. While extrinsic motivation does have a place in the classroom it is most effective when used positively, for instance in praise and to boost student confidence. When it comes to confidence it seems that higher confidence is a positive trait as it can imply greater resilience in students but at the same time does not always indicate that a student is attaining higher. Introduction The observations that I will be assessing and comparing to the literature review took place in a Hampshire 11-16 mixed comprehensive school. It has a lower than National average number of pupil premium students but a higher than average number of students from service families, owing to the adjacency of an RAF airbase. The number of maths grades A*-C was 86% (The Robert Mays School, 2015) which is significantly higher than the National average of 63% (The Guardian, 2015). All mathematics classes in this school are setted from the time they arrive. In this section I will attempt to synthesise and assess these observations along with the findings of the literature review with the aim of improving my practice. Observation One was taken by Teacher A for Class A; Observation Two was taken by Teacher B for Class B and Observation 3 was taken by Teacher C for Class C. Assessment The presence of a behaviour policy such that is recommended by the government (Department for Education, 2016) was evident across these observations in details such as classroom organisation in the availability of equipment should students be unprepared as well as the use of both praise and sanctions in all lessons observed. Since all of the classes that I observed were setted the benefit found by Sund (2009) of having a mix of higher attaining students in the class along with lower attaining students to increase performance of the lower attaining was not possible to observe. However, the teachers may have profited from finding these classes easier to teach as opposed to mixed ability groups (Hallum Ireson, 2005) potentially allowing them to put more time during lessons into teaching and engaging more students on an individual basis. Hallum and Ireson (2005) also found that in mixed classes a lot of time had to be spent in advance in preparing more differentiated resources meaning that time was potentially being saved both in and out of the classroom. Alternatively, as Hallum and Ireson (2005) took in teacher opinions this may be subject to some level of inaccuracy. Additionally, while identity based motivation (Destin Oyserman, 2010) could be beneficial in assessing these classes and would certainly have an impact on motivation in these lessons, without having taken this information before the lessons I observed and using it to inform my observation, it has limited value. It could be argued that a broad overview of the class demographics could be made based on the pupil premium information for the school (The Robert Mays School, 2015) but this may not have been representative of the individual classes that I observed. In Observation 3 there was a student who volunteered an answer in front of the class. Whereupon he got the answer wrong he began behaving in a negative manner eventually receiving sanctions for his now disruptive behaviour. I think that it is possible that in getting the answer wrong the students confidence dropped, demotivating the student leading him to become disengaged with the lesson. When compared with what Sheldrake et al. (2015) says about how a high level of confidence can be indicative of greater resilience, I posit that in this case the opposite was in effect here and it was this students low level of resilience that led to his disengagement and ultimately his behaviour. A point might be made here that the students intrinsic motivation to find the answer had diminished leading to disengagement. The student became continuously more and more disruptive to the lesson whereupon the teacher began to apply extrinsic motivation in the form of sanctions. This concurs with what was posited by Oxley (2015) in that students can end up in negative cycles of punishments and further behaviour issues as well as what Murayama et al. (2013) says about how extrinsic motivation can be short lived which again was what was observed in the lesson. The use of sanctions in this case did not result in the student re-engaging for any length of time before becoming disruptive again. Although, it could have been that the student was being influenced by other stimuli that I was not aware of. What Reeve et al. (2004) states about how engagement leads to more positive behaviour can be seen by comparing Observations 1 and 2 to Observation 3 where the two former lessons had greater engagement throughout resulting in the better behaviour of these classes. One way in which they were different to the third observed lesson was in the questioning. Both teachers A and B would engage with students through questioning more, expecting longer answers and staying with the students when they were incorrect whereas Teacher C would move on to another student when an incorrect answer was given which I have previously postulated was linked to the disengagement of that student. In viewing each class only once, judging the level of intrinsic motivation in the students was difficult to quantify. But, from the questioning displayed by teachers A and B in their lessons it seems that the phrasing they used was encouraging students to think about the problems and the solutions as opposed to being told how to find it. The engagement of classes A and B was certainly higher than in Class C which I believe is partly down to the transitions. Class C had a more continuous task through the whole lesson allowing a more leisurely pace whereas in Class B the teacher had very quick transitions keeping momentum and maintaining engagement. This higher pace of work could have been keeping students engaged by giving them a feeling of progression through the lesson which Sheldrake et al. (2015) says can be the case but adds that it requires teachers to know the current attainment of their classes well. That being said Sheldrake et al. (2015) also sees benefit in a slower pace of lesson like the lesson taken by Teacher C stating that it is more of a mastery approach. Oxley (2015) relates that choice and autonomy are key in building motivation which I believe I observed in Observation 3 when the teacher made the class aware that there was another sheet available. This availability of new work sparked the class into either going up to get more work or going back to the sheet they were already working on. I suggest that a potential explanation for this is that the students were given autonomy over whether to continue on what they were doing or collect the new sheet resulting in them feeling more motivated to continue with the task. The research suggests that knowing the reason why they are learning something, understanding how it might be a useful skill to have in their future lives is of benefit to many students (Elmore Oyserman, 2012). This is seen in interactions between Teacher C when a disengaged student who was challenged on not working asked the teacher when they would ever use this in the future to which the teacher responded with a real-world example. This appeared to resonate with the student re-engaging them. I believe that after this was said the topic gained value in the students eyes and as such would be intrinsic motivation guiding this student rather than extrinsic. Yet, it is possible that the student simply saw that the teacher was not backing down to the challenging and so simply opted to continue working to remove himself from the conversation. If this were the case then it would have been extrinsic motivation which Murayama et al. (2013) describes as being the more fickle of the two. I observed very little self-efficacy being displayed by the students in these observed lessons which may or may not be indicative of the types of lessons that lower attaining sets generally receive. However, further study would be required to find out whether this was representative in any way. While intrinsic motivation did seem to be more influential over student motivation it was, at times, difficult to differentiate between whether it was intrinsic or extrinsic motivation that was motivating a students actions. A different form of study would likely be necessary in order to observe this. From this assignment, there are several implications that I will take into my own practice. When planning lessons in the future I will strive to allow students more freedom in lessons encouraging their autonomy. By doing this, I hope to increase their engagement in lessons and the learning process as I am now far more aware of the effect low engagement can have on the outcome of a lesson. As well as this I now have a greater appreciation for how my students need to understand why they are learning something and not see the learning process as pointless. I had previously been unaware of how influential identity based motivation could be on students and can see previous lessons I have taken where some students had stopped seeing learning in that lesson as congruent with what they will need to know. When it comes to behaviour management I have come to reconsider some of my views. I can see that when a student misbehaves they need to be corrected on that behaviour to progress from it. That it is very easy for the student to enter into a cycle of punishment and reaction that simply will not benefit them and instead need help to correct the behaviour. References   Department for Education. (2016). Behaviour and discipline in schools: Advice for headteachers and school staff. Retrieved 25 November, 2016, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf Destin, M., Oyserman, D. (2010). Incentivizing education: Seeing schoolwork as an[JH1] investment, not a chore. Journal of Experimental Social Psychology, 46(5), 846-849. Dweck, C S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040- 1048. Elmore, K C., Oyserman, D. (2012). If we can succeed, I can too: Identity-based motivation and gender in the classroom. Contemporary Educational Psychology, 37(3), 176-185. Hallam, S., Ireson, J. (2005). Secondary school teachers pedagogic practices when teaching mixed and structured ability classes. Research Papers in Education, 20(1), 3-24. Mitchell, M., Bradshaw, C. (2009). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599-610. Murayama, K., Pekrun, R., Lichtenfield, S. (2013). Predicting long-term growth in students mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84(4), 1475-1490. Niemi, R., Kumpulainen, K., Lipponen, L., Hilppà ¶, J. (2015). Pupils perspectives on the lived pedagogy of the classroom. Education 313, 43(6), 681-697. Oxley, L. (2015). Do schools need lessons in motivation?. The Psychologist, 28(19), 722-723. Oyserman, D. (2013). Not just any path: Implications of identity-based motivation for disparities in school outcomes. Economics of Education Review, 33(4), 179-190. Reeve, J., Jang, H., Carrell, D., Jeon, S., Barch, J. (2004). Enhancing students engagement by increasing teachers autonomy support. Motivation and Emotion, 28(2), 147-170. Sajka, M., Rosiek, R. (2015, March). Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Solving a problem by different students with different mathematical abilities: A comparative study using eye-tracking, Prague, Czech Republic. Retrieved from https://hal.archives-ouvertes.fr/hal-01288030/document Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 137-149. Sheldrake, R., Mujtaba, T., Reiss, M. (2015). Students intentions to study non-compulsory mathematics: the importance of how good you think you are. British Educational Research Journal, 41(3), 462-488. Sund, K. (2009). Estimating peer effects in Swedish high school using school, teacher, and student fixed effects. Economics of Education Review, 28(3), 329-336. The Guardian. (2015). The Guardian. Retrieved 12 December, 2016, from https://www.theguardian.com/education/2015/aug/20/gcses-results-2015-english-pass-rate-rises-jump-a-c-grades The Robert Mays School. (2015). Pupil premium report September 2015. Retrieved December 12, 2016, from The Robert Mays School, http://www.rmays.org/wp- content/uploads/2015/10/PupilPremiumReport2015.pdf Observation 1 Y8Set 4Period 6/616/11/16Class ATeacher A What happens when Your comment(s) Pupils enter the classroom? What are the established procedures? Teacher greeting by the door. Students sit and take their book out and attempt starter on the board. A lesson begins? How does the teacher establish attention? Calling to attention not raising voice. Several keep talking but are individually called to attention by teacher still not raising voice. The teacher leads a discussion from the front? How does he/she ensure attention and participation? Leading discussion from the front. Asking students to explain why on their answers. Some struggling to put thoughts into full sentences. The teacher gives out instructions? Asks I need you to.. when giving instructions. Pupils carry out a task how does the teacher ensure that they remain on task? By asking questions to students every few minutes ensuring they stay on task. The teacher provides an important explanation how do they ensure that pupils have listened and understood? A lot of AfL with whiteboards. The teacher manage the transitions between different parts of the lessons? Quickly throwing a new question to the class before asking someone to answer it. Pupils are asked to work in small groups/pairs? How does the teacher ensure they talk about the work? Working in silence as were disruptive earlier. When a pupil doesnt stay on task? Asks student please first time. Speaks to student and explains what they should be doing in work and behaviour. Pupils are asked to write things down when some do not have a pen/book/paper? Get equipment from neighbour. A pupil behaves inappropriately? Class warning. Individual students names on board. There is an interruption from someone at the door? Student being moved into this class (x2). Teacher waits for quiet after some laughter. A pupil doesnt understand? Scaffolding, leading questions. A pupil makes a mistake/answers a question incorrectly? Talks through it with student until they get it and asked why to ensure understanding. The lesson ends? How does the teacher ensure an orderly dismissal? Tidying away before the bell with students collecting MWB and pens.Not leaving until silence (adapted from Richard Johnstone: Communicative Interaction : A Guide for Teachers, CILT, 1989) Note down examples of: Teacher using verbal praise and encouragement (note down the actual words) Good Teacher using positive body language (smiling, leaning forward etc) Smiling at correct answers when shown on MWB during AfL. Teacher using tone/volume of voice Level tone throughout. Quiet voice when talking one on one. Teacher moving round the classroom or standing still. When do they do this, what are they doing whilst doing this, is there any purpose to the movement? Students started arguing loudly across centre table when teacher left room to deal with student from another class. When they came back in they walked into the middle of the argument and went from one to the other calmly asking each to be quiet which was successful. One claimed not to have done anything, teacher said I havent accused you of anything, Im asking you to be quiet now. Teacher giving out tangible rewards e.g. merit points or equivalent Names in board (positive as well as negative). Far more positive. Teacher writing positive and encouraging comments in pupils exercise books Observation 2 Y10Set 3Period 5/617/11/16 Class BTeacher B What happens when à ¢Ã¢â€š ¬Ã‚ ¦ Your comment(s) Pupils enter the classroom? What are the established procedures? Greet at door. Individually told to copy down the starter. A lesson begins? How does the teacher establish attention? Stood and waited. Class was expecting it so a class routine. The teacher leads a discussion from the front? How does he/she ensure attention and participation? Asking questions expecting an answer and engagement in the lesson. Sometimes students wrong, given choice to move on or try again. The teacher gives out instructions? Starter and examples. All tasks on board as well as said out loud. Pupils carry out a task how does the teacher ensure that they remain on task? Circulating. The teacher provides an important explanation how do they ensure that pupil shave listened and understood? Asks if students need the help then goes through on whiteboard. Leaves worked answer there. The teacher manage the transitions between different parts of the lessons?

Animal Rights :: Essays Papers

Animal Rights As Doctor Zola-Morgan stated in a speech to animal right activists, "I've seen the impact of the animal rights movement. I believe this is an attack on science of the worst kind. If we allow it to prevail it will take us back to the dark ages." Too much of the public has come to think of medical researchers as "tormenters rather than healers." The good is overlooked and the bad is exploited. Although many people think that animal research is morally wrong, animal research should continue because it is critical to continued progress in human health and alternatives to research animals are not available. Animal rights activists feel that animal research is immoral. They do not see where we as human beings see or feel that we are the dominant species. They often assert that research with animals causes severe pain and that many research animals are abused. The activists do not feel the need to put the animals through such pain. Many of the experiments are replicated also which causes an unneeded demand for animals to perform experiments. Experiments which have already been proven are still being experimented with. However, animal research is an integral part of today's society when thinking of how much progress we have gained in human health with the use of animal experimentation. To date some forty-one Nobel prizes have been awarded to scientists whose achievements depended on laboratory animals. Vaccines against polio, diphtheria, mumps, measles, rubella, and smallpox would not have been possible without such experiments. There also would not be such important techniques such as open heart surgery, brain surgery, coronary bypass, microsurgery to re-attached limbs, organ transplants, and correction of congenital heart defects. The list goes on about the medical advances that required animal research. Insulin to control diabetes and medications important in the management of asthma, epilepsy, arthritis, ulcers, and hypertensions are a few more to add to the list. To take animal research away would also be to halt our society's advancement of more procedures and more medicines to enhance the better living of humans. In addition, there are no alternatives to animal experimentation that can give the same results that it can. In certain research investigations, cell, tissue, organ cultures, and computer models can be used at least in the preliminary phases of the investigation.

Middle Ages vs Renaissance Essay -- European Renaissance Essays

Life during the middle ages (1066-1485) was dictated by how much money you had. Were you a noble? Or were you a peasant. Your quality of life was in direct proportion to your status. Lords of the Noble class ruled territories, also known as villages. These villages mainly consisted of one room houses, with maybe a church and a blacksmith shop. Peasants or serfs lived in these villages and worked under said Lord. Daily life was all about survival. The days were spent planting and growing food, harvesting the crop, sewing clothes, and making any supplies that were needed to survive. Trading between different villages was something that was only done as a last resort. People in each village worked together to make their own village successful. Life also depended on what kind of Lord you had. If he was a fair Lord, they were treated reasonably well, and didn’t suffer. As long as the crop was good, they would have plenty to eat, and work was shared equally. If he was an unjust Lord the villagers were subject to his whims. If he demanded money or product from them they must give it, whether it would hurt their own survival or not. Likewise, if he was a Lord that liked to pick fights with neighboring Lords, the villagers would be subject to pillage and plunder by the other Lords that were trying to get back at their particular Lord. Any revenge sought out against a Lord by another Lord would mean that the people of said Lord’s village paid the price. Crops would be destroyed, houses burned and sometimes the villagers were killed. This was known as the Feudal System. The Feudal System was based on the rights of the Nobles, not the serfs. Nobles had preferred seating in the churches, and special hunting privileges. They h... ...done. Giotto used tempera to paint this one. There are senses of desperation of the apostles, but it is not as compelling or moving as Leonardo’s. Giotto has bright colors, especially considering the era it was painted in. However, he doesn’t use landscape, there is no symmetry. When you look at it, you can tell who Christ is due to the golden halo around his head. However to decipher which one of the apostles is Judas, would be in vain. He used no symbolism, there is no depth. The background is done in a golden hue, not a natural life like version. The faces of the apostles do show a questioning gaze, but the diverse emotions are not there. Everyone is also sitting straight up around a table, there is no movement. I would have to say that while for its era this was a great painting, it is not a memorable one for me. Leonardo’s version is so much more.

Business Analysis of Gulf States Metals Inc. Essay -- Papers Business

Business Analysis of Gulf States Metals Inc. Gulf States Metals Inc. (GSM) is a large nickel refinery plant that has suffered poor financial performance and is under the threat of being shut down by its parent company International Metals Inc. This paper aims to, firstly, analyse the issues that are contributing to the low performance, secondly, to provide some options for moving forward and thirdly, to present a set of substantiated recommendations. The analysis will be tackled through a multi-frame approach, incorporating a structural frame, human resource frame, political frame and symbolic frame as proposed by Bolman and Deal (1997). Structural Frame Analysis ========================= The structural frame asserts that organisations exist to achieve goals and objectives, and that they must be designed to fit the circumstances according to goals, technology and the environment. Organisations are thought to increase efficiency and enhance performance through specialisation and division of labour. To ensure that the divisions work together, appropriate forms of coordination and control are essential to ensure that individuals and units work together in service of organisational goals. The structural frame also assumes that problems, and performance gaps, arise from structural defects and can be remedied through restructuring (Bolman and Deal, 1997; Burnes, 1996). GSM's overall structure is hierarchical... ...ty based management. Harvard Business Review, March- April, 64-73 Sadler, P (1995) Managing Change. Kogan Page: London. Schneider, T. (2001) in H. Vines. HR Thinking: Industrial Design. HR Monthly, September, 14 Stace, D. and Dunphy, D. (2001) (2nd Edition) Beyond the Boundaries. McGraw-Hill: Roseville Tyson, S. and Fell, A (1995) A focus on skills not organizations. People Management, 43. Warrick, D.D. (2002) The illusion of doing well while the organization is regressing. Organization Development Journal, 20(1), 56-61 Waterman, R. H.Jr (1994) What Americadoes right: Learning from companies that put people first. Norton: New York. Weissman, V.L. (2000) The impact of facilitative leadership: Multi-rater measurement of behavioural outcomes of managerial-leaders. Dissertation Abstract, 95001,136

Night Essay

Elie Wiesel’s Night is a novel about himself and his family and their time in Auschwitz. This book describes the most gruesome event in human history, the Holocaust. It also describes the psychological effect that the Holocaust had on the young people and adults who survived the horrible event. In the interview with Bob Costas Elie describes some of the aspects of Judaism. The main setting of this book is in Auschwitz, a concentration camp in the Holocaust and is from Elie’s point of view. This book has a sad tone to it and this book has many different conflicts. First off, Elie Wiesel’s novel Night is Elie describing his time in the biggest concentration camp in the Holocaust, Auschwitz. The purpose of writing this novel in my opinion was to inform people of what actually happened in these concentration camps on a first-hand account. Secondly, many historical and psychological events were present in the book. An example of this is the descriptions of Auschwitz by Elie Wiesel. Elie also describes the crematories and gas chambers that were used to exterminate the Jewish people in Europe. Some psychological aspects of the Holocaust are that many kids knew that their parents were dead and had to go on with their lives. Also, During Elie’s interview with Bob Costas, he describes how his community was mainly Jewish and how the shops in the town were closed on Saturday and on Saturday and on the Sabbath people changed and became sacred. Lastly, the novel Night has two main settings. It takes place in a small town in Transylvania called Sighet. Also it takes place in Auschwitz, the largest concentration camp in the Holocaust. This book is told from the point of view of Elie. The tone of this book is a distraught tone. There were many conflicts in Night there was Man vs. Man with Jews against the Nazi regime. There was Man vs. self when the Jews had to tell themselves that they would make it through the Holocaust and survive. Lastly there was Man vs. nature when the Jews were running around in the night for 40+ miles. In conclusion, I really enjoyed reading Night because it gave me a better understanding of the Holocaust and what it felt like to be in a concentration camp. Night is an interpretation of the Holocaust from the perspective of a young boy named Elie Wiesel. The Holocaust is a tragedy not only of Jews but of all mankind because it deals with the question of human freedom and equality. It touches people ‘s souls because it is not just a narration about the Holocaust and its victims it is the author ‘s real memories with all the emotions and feelings . It is hard to refer this book to the memoir genre because the truth in it is combined with the invention it is a literary work not a documentary one. Nevertheless, we can see that under the main character, Eliezer, is hidden the author himself. After the occupation of Hungary by the Nazis , Eliezer and his father are separated from the mother and sisters and their terrible journey to the concentration camp of Auschwitz starts . They are exhausted , hungry and practically cannot move but it is only the beginning . One of the most terrible Eliezer ‘s memories is the picture of the hanging of fellow prisoners in the middle of the camp . Another terrible episode is a dreadful , slow death of a young boy , who was accused in collaborating with the Nazis ‘ enemies . Elie asks â€Å"Where is God ? Where is He? † This shows how the Holocaust affected Elie’s faith in God. http://essaytree. com/english-literature/criticism-over-night-by-elie-wiesel/ Elie Wiesel was born in the small town of Sighet in Transylvania, where people of different languages and religions have lived side by side for centuries, sometimes peacefully, sometimes in bitter conflict. The region was long claimed by both Hungary and Romania. In the 20th century, it changed hands repeatedly, a hostage to the fortunes of war. Elie Wiesel grew up in the close-knit Jewish community of Sighet. While the family spoke Yiddish at home, they read newspapers and conducted their grocery business in German, Hungarian or Romanian as the occasion demanded. Ukrainian, Russian and other languages were also widely spoken in the town. Elie began religious studies in classical Hebrew almost as soon as he could speak. The young boy’s life centered entirely on his religious studies. He loved the mystical tradition and folk tales of the Hassidic sect of Judaism, to which his mother’s family belonged. His father, though religious, encouraged the boy to study the modern Hebrew language and concentrate on his secular studies. The first years of World War II left Sighet relatively untouched. Although the village changed hands from Romania to Hungary, the Wiesel family believed they were safe from the persecutions suffered by Jews in Germany and Poland. The secure world of Wiesel’s childhood ended abruptly with the arrival of the Nazis in Sighet in 1944. The Jewish inhabitants of the village were deported en masse to concentration camps in Poland. The 15-year-old boy was separated from his mother and sister immediately on arrival in Auschwitz. He never saw them again. He managed to remain with his father for the next year as they were worked almost to death, starved, beaten, and shuttled from camp to camp on foot, or in open cattle cars, in driving snow, without food, proper shoes, or clothing. In the last months of the war, Wiesel’s father succumbed to dysentery, starvation, exhaustion and exposure.

The Three Little Pigs

Growing up I’m sure many kids believed in all fairy tales, giving them the reason to think everything in life had to be perfect, for example having the perfect boy/girlfriend and living happily ever after with him/her, or having to be rich and live in this big castle, and getting anything and everything they may want. As we all know in all fairy tales there’s always a downfall, because there’s always someone negative that’s hindering someone else from being happy or free. In the case of the Three Little Pigs there was a wolf that bullied three innocent little pigs. The well-known fairy tale takes its audience on a journey of three pigs and a wolf. Although most if not all fairy tales are make-believe, some of the things in them are similar to real life situations. After reading the fairy tale, it is easy to relate this fictitious story to something we face in our society now which is bullying. There are several similar characteristics of the wolf and the average â€Å"bully† which are not limited to the fact that both expect control and submission, exhibit physical intimidation, and feeds on manipulation. In this particular fairy tale the wolf played the role of a bully. The wolf decided to torture the pigs until he got what he wanted just like the typical bully. In the fairy tale the pigs out smarted the bully and made him run away crying, shows kids that bullies are not all that tough in bad on the inside, it’s a front they put on to get what they want and to get respect. As the wolf runs away crying shows us that the story is over and although they may not say it but it leaves us to believe the three little pigs are living a happily ever after thanks to the pig with the brick house. As we all know that’s not necessarily how a real life story may end, the bully may run away crying but it usually comes back ten times harder. Bullies are usually the meanest looking people around, usually bigger than there victims, and also scary looking. Bullying solves nothing; it causes more problems, and gives the enemies low self-esteem for the next person. Most bullies usually meet there match just like in the fairy tale the Three Little Pigs. The bully messed with the two weakest pigs first and he won, but the third pig dared to be different and stood up to him and came out on top leaving the bully with a face full of tears and a hot bottom from trying to crawl down the chimney. That’s sometimes all it takes is for that one person to grow the guts to stand up to a bully, not to promote violence but sometimes that may be the only way out. The third little pig cut on boiling water when the wolf was trying to get down his chimney to teach him a lesson they’ve been hinting to him the entire time, and that was just to leave them alone. The bully wanted to be greedy and to get what he wanted, and ended up getting more than he bargained for. In the story we may know there’s three little pig brothers that all planned to live in separate homes now that their older. The first two pigs built their houses out of sticks and straw, the wolf came along and easily blew their house down. The last pig was the smartest because he built his house out of bricks, and once again along came the big bad wolf. The wolf first knocked and the pig answered yes who’s there, and the wolf said it’s a poor little sheep looking for food let me in. The pig wasn’t fooled and didn’t let him in so the wolf began trying to huff and puff and blow his house down like he did to his brothers. The wolf tried and tried until he turned blue but the house wouldn’t budge. The wolf then spotted the chimney and decided to go down it to get in. The pig heard him so he began boiling hot water and added fire then the wolf got set on fire. Notice I never mentioned what happened to the pigs after the wolf blew their houses down, leaving us to believe that the pigs all lived a happily ever after. Well not in the annotated Three Little Pigs from London, by David Nutt, the first two pigs were eaten by the wolf after he huffed and puffed and blew their house down. At the end the third little pig boiled and ate the wolf after it came down the chimney and fell in the boiling water. In the Walt Disney story for the Three Little Pigs, when the wolf blew the first pig’s house down he ran to the second pig’s house made of sticks. The wolf came there and blew his house down and they ran to their brother’s house with the bricks. Then when the wolf tried to come down the chimney they did however boil hot water and add some heat. Instead of the wolf getting stuck in the pot and getting eaten by the pig, the heat flew the wolf right back out of the chimney. The Three Little Pigs teach children morals through interesting stories. When it was first created it was called â€Å"The Wolf and the seven Young kids. † That version and the Walt Disney version show responsibility because the pigs had to build their own home for protection from the wolf. Responsibility is something all versions of the Three Little Pigs share. The pigs are independent, showing that hard work is always awarded and trust me it really is. Also in the Disney version when the pigs were all together, and the wolf was trying his hardest to get in. the pigs stood up to him as one in the brick house and actually sent him home crying. That simply shows teamwork, bonding, and bravery; and it could also help a person fight life battles throughout life. The wolf had no conscience or cares when it came to the consequences to his actions. Which is just like a bully these days, they don’t care about getting in any trouble what so ever. Those are the ones we usually see in jail till this day. At the end of the story when the wolf tried to go down the chimney and get burned, illustrates that bad behavior is not accepted and it eventually leads to some punishment. I’ve mentioned teamwork and responsibility. For example when there’s a child watching the movie they’re not going to think about how the pigs teamed up and took down the wolf and think of it as teamwork or bonding. Thought the children just seem so into the pigs, after it I’m sure they learn a little responsibility and some good morals in life. Looking at the Brothers Grimm version†¦ The comparison of the two stories are somewhat the same although the London version of the story may be more violent than the story we may know, there both similar because the third little pig did something his brothers didn’t which is use his brain and stand up to the bully in a way. When you read the London version it seems it’s easier to relate to because it’s more like a real life story. The first two little pigs got ate because they weren’t using their heads; the third pig was smarter than his brother and survived.

Marketing Strategies of Nestle and Unilever

CHAPTER – ONEConceptual framework and basic issues 1. 1 INTRODUCTION India is one of the largest economies in the world in terms of purchasing power and is among the fastest-growing, with a population of around 1. 12 billion people, with huge natural resources, and with costs that are at the very low end of the global average. All major consumer companies of India have sophisticated marketing and product development plans. Moreover, the multinationals that are operating in India have business models that are tailor-made to local markets and customs. After the economic liberalization of 1991, many MNCs have entered India. Today, global companies having subsidiaries in India include Unilever, Nestle, BATA, Colgate Palmolive, Procter & Gamble, General Electric, General Motors, Ford, Pepsi and Coca-Cola. Historically, the main reason for the entry of MNCs into India was to jump the tariff wall. High import duties ruled out the option of exporting finished goods from the home country to India. On the other hand, once they entered the country and set up operations, the country’s high tariffs guaranteed adequate protection. In some cases, the need to customize products necessitated a strong local presence. The multinational companies in India represent a diversified portfolio of companies from different countries. There are a number of reasons why the multinational companies are coming down to India. India has got a huge market. It has also got one of the fastest growing economies in the world. Besides, the policy of the government towards FDI has also played a major role in attracting the multinational companies in India. While several MNC’s have entered India, However, even within a given industry, some MNCs seem to be doing better than the others. Consider the automobile industry. Here, Suzuki and Hyundai are way ahead of formidable rivals such as General Motors, Honda and Ford. Similarly in the FMCG sector, even after allowing for its relative late entry, Hindustan Unilever Limited and Nestle remains a big player in the Indian market. FMCG are products that have a quick shelf turnover, at relatively low cost and don't require a lot of thought, time and financial nvestment to purchase. Three of the largest and best known examples of Fast Moving Consumer Goods companies in India are Nestle, Hindustan Unilever limited and Procter ; Gamble. The Indian FMCG sector is an important contributor to the country's GDP. It is the fourth largest sector in the economy. It has a strong MNC presence and is characterized by a well established distribution network, intense competition between the organized an d unorganized segments and low operational cost. The Indian FMCG sector is the fourth largest sector in the economy. It has a strong MNC presence and is characterized by a well-established distribution network, intense competition between the organized and unorganized segments and low operational cost. Availability of key raw materials, cheaper labour costs and presence across the entire value chain gives India a competitive advantage. The FMCG sector consists of three product categories, each with its own hosts of products that have relatively quick turnover and low costs: * Household Care * Personal care * Food and Beverages Food and Beverages * Health beverages; soft drinks Staples/cereals * Beverages bakery products (biscuits, bread, cakes) * Snack food * Chocolates * Ice cream * Tea * Coffee * Soft drinks * Processed fruits, vegetables * Dairy products * Bottled water * Branded flour Household care * Fabric wash (laundry soaps and synthetic detergents) * Household cleaners(dish/utensil cleaners, floor cleaners, toilet cleaners, air fresheners, insecticides and mosquito repellents, metal polish and furniture polish) Personal Care * Oral care, hair care, skin care, personal wash (soaps) * Cosmetics and toiletries deodorants Perfumes * Feminine hygiene * Paper product 1 †¢ Food & Beverage My project topic is on the study of Hindustan Unilever limited and Nestle India, which are major MNC’s (FMCG) in India. Fast Moving Consumer Goods (FMCG) goods are popularly named as consumer packaged goods. Items in this category include all consumables (other than groceries/pulses) people buy at regular intervals. The most common in the list are toilet soaps, detergents, shampoos, toothpaste, shaving products, shoe polish, packaged foodstuff, and household accessories. In India, companies like HUL, P& G and Nestle have been a dominant force in the FMCG sector . These companies were, therefore, able to charge a premium for their products. With the gradual opening up of the economy over the last decade, FMCG companies have been forced to fight for a market share. An average Indian spends around 40 per cent of the income on grocery and 8 per cent on personal care products. The large share of fast moving consumer goods (FMCG) in total individual spending along with the large population base is another factor that makes India one of the largest FMCG markets. Source: KSA Technopak Consumer Outlook 2004. Figure:1. 1 Even on an international scale, total consumer expenditure on food in India at US$ 120 billion is amongst the largest in the emerging markets, next only to China. Figure 1. 2 TOP 10 Fmcg companies in India 1. Hindustan Unilever Ltd. 2. ITC (Indian Tobacco Company) 3. Nestle India 4. AMUL 5. Dabur India 6. Britannia 7. Cadbury India 8. Pepsico 9. Procter & Gamble Hygiene and Health Care 10. Marico Industries The FMCG sector has traditionally grown at a very fast rate and has generally outperformed the rest of the industry. Given the large market and the requirement for continuous repurchase of these products, FMCG companies continue to do well . Moreover, most of the companies are concentrating on cost reduction and supply chain management and sustainable competitive advantage. FMCG must keep fine-tuning their strategy till they have a winning formula in place. It is FMCG’s which show both commitment and flexibility that are most likely to succeed in India 1. 2 Need of the study Marketing strategy is a process that can allow an organization to concentrate its limited resources on the greatest opportunities to increase sales and chieve a sustainable competitive advantage. The need of the study of this project entitled ‘Comparative study on the marketing strategies of the HUL and Nestle in India’ is to understand whether the marketing strategies is suited to the Indian market because each markets in India follow different political and cultural environment, therefore different marketi ng practices are implemented to get the desired outcome, that is profit, so there is a need to study how these MNC’s adapt to Indian markets. 1. 3 Objective of the study To identify and compare the marketing strategies of Hindustan Unilever Limited and Nestle India * To identify the SWOT analysis. * To identify the marketing mix of both the companies * To analyse the various strategies adopted by both the companies to gain competitive advantage CHAPTER – TWO 2. 1 Profile of Unilever Unilever is a British-Dutch multinational corporation that owns many of the world's consumer product brands in foods, beverages, cleaning agents and personal care products and operates in around 100 countries. Unilever is a dual-listed company consisting of Unilever N. V. in Rotterdam, The Netherlands and Unilever PLC in London, United Kingdom. Both Unilever companies have the same directors and effectively operate as a single business. The current non-executive Chairman of Unilever N. V. and PLC is Michael Treschow while Paul Polman is Group Chief 2. 1. 1 History of Unilever Unilever was created in 1930 by the amalgamation of the operations of British soap maker Lever Brothers and Dutch margarine producer Margarine Unie, a merger as palm oil was a major raw material for both margarines and soaps and could be imported more efficiently in larger quantities. In the 1930s the Unilever business grew and new ventures were launched in Latin America. In 1972 Unilever purchased A;W Restaurants' Canadian division but sold its shares through a management buyout to former A&W Food Services of Canada CEO Jefferson J. Mooney in July 1996. By 1980 soap and edible fats contributed just 40% of profits, compared with an original 90%. In 1984 the company bought the brand Brooke Bond (maker of PG Tips tea). In 1987 Unilever strengthened its position in the world skin care market by acquiring Chesebrough-Ponds, the maker of Ragu, Pond's, Aqua-Net, Cutex Nail Polish, and Vaseline. In 1989 Unilever bought Calvin Klein Cosmetics, Faberge, and Elizabeth Arden, but the latter was later sold (in 2000) to FFI Fragrances In 1996 Unilever purchased Helene Curtis Industries, giving the company â€Å"a powerful new presence in the United States shampoo and deodorant market†. The purchase brought Unilever the Suave and Finesse hair-care product brands and Degree deodorant brand. In 2000 the company absorbed the American business Best Foods, strengthening its presence in North America and extending its portfolio of foods brands. In April 2000 it bought both Ben ; Jerry's and Slim Fast. The company is multinational with operating companies and factories on every continent (except Antarctica) and research laboratories at Colworth and Port Sunlight in England; Vlaardingen in the Netherlands; Trumbull, Connecticut, and Englewood Cliffs, New Jersey in the United States; Bangalore in India and Shanghai in China. The US division carried the Lever Brothers name until the 1990s, when it adopted that of the parent company. The American unit has headquarters in New Jersey, and no longer maintains a presence at Lever House, the iconic skyscraper on Park Avenue in New York City. The company is said to promote sustainability and started a sustainable agriculture programme in 1998. In May 2007 it became the first tea company to commit to sourcing all its tea in a sustainable manner, employing the Rainforest Alliance, an international environmental NGO, to certify its tea estates in East Africa, as well as third-party suppliers in Africa and other parts of the world. It declared its aim to have all Lipton Yellow Label and PG Tips tea bags sold in Western Europe certified by 2010, followed by all Lipton tea bags globally by 2015. In 2008 Unilever was honored at he 59th Annual Technology & Engineering Emmy Awards for â€Å"Outstanding Achievement in Advanced Media Technology for Creation and Distribution of Interactive Commercial Advertising Delivered through Digital Set Top Boxes† for its program Axe: Boost Your ESP On September 24, 2010, Unilever announced that it has entered into a definitive agreement to sell its consumer tomato products business in Br azil to Cargill and on September 27, 2010, Unilever purchased Alberto-Culver, the maker of personal care and household products such as VO5, Nexxus, TRESemme, and Mrs. Dash for $US3. 7 billion. On September 28, 2010, Unilever and EVGA announced that they have signed an agreement under which Unilever will acquire EVGA’s ice cream brands (amongst others, Scandal, Variete and Karabola) and distribution network in Greece, for an undisclosed amount. 2. 1. 2 Mission Unilever's mission is to add Vitality to life. We meet everyday needs for nutrition; hygiene and personal care with brands that help people feel good, look good and get more out of life. 2. 1. Vision We work to create a better future every day, help people feel good, look good and get more out of life with brands and services that are good for them and good for others and will inspire people to take small, everyday actions that can add up to a big difference for the world, develop new ways of doing business with the aim of doubling the size of our company while reducing our environmental impact and fully recognize that we will need to develop a new model for business growth. We are embarking on a long-term programme of work with our employees,  suppliers, customers and other partners to realize this goal. With our portfolio of strong brands, presence in emerging markets and long-standing commitment to shared value creation, we believe we are well placed to deliver on this ambition. 2. 1. 4 Brands * Food brands Becel, flora, Bertolli, Blue band Rama, Heartbrand, Hellmann’s, Amora, Knorr, Lipton, Slim-Fast * Homecare Brands Cif, Comfort, Domestos, Omo, Radiant, Sunlight, Surf * Personal Care brands Axe, Dove, Lux, Lifebuoy, Ponds’, Rexona, Signal, Close-up, Sunsilk, Tigi, Vaseline 2. 1. 5 Purpose ; principles Our corporate purpose states that to succeed requires â€Å"the highest standards of corporate behaviour towards everyone we work with, the communities we touch, and the environment on which we have an impact. † * Always working with integrity Conducting our operations with integrity and with respect for the many people, organizations and environments our business touch has always been at the heart of our corporate responsibility. Positive impact We aim to make a positive impact in many ways: through our brands, our commercial operations and relationships, through voluntary contributions, and through the various other ways in which we engage with society. * Continuous commitment We're also committed to continuously improving the way we manage our environmental impacts and are working towards our longer-term goal of developing a sustainable business. * Setting out our aspirations Our corporate purpose sets out our aspirations in running our business. It's underpinned by our code of business Principles which describes the operational standards that everyone at Unilever follows, wherever they are in the world. The code also supports our approach to governance and corporate responsibility. * Working with others We want to work with suppliers who have values similar to our own and work to the same standards we do. Our Business partner code, aligned to our own Code of business principles, comprises ten principles covering business integrity and responsibilities relating to employees, consumers and the environment. . 1. 6 Management Our  operating  model  is designed to  deliver faster decisions. Learn more about our senior corporate officers and  the  Unilever Executive. The Executive directors are those members of the Unilever executive (UEX), including the group chief executive, who are also directors of Unilever. NAME | DESIGNATIONS| Paul Polman | Chief Executive Officer, Executive Director to the Boards of Unilever PLC and Unilever NV | Jean-Marc Huet | Chief Financial Officer. | The Unilever executive (UEx) is responsible for managing profit and loss, and delivering growth across our regions, categories and functions NAME| DESIGNATION| Professor Genevieve Berger | Chief Research and Development Officer| Jean-Marc Huet| Chief financial officer| Pier Luigi Sigismondi| Chief Supply Chain Officer| Keith Weed | Chief Marketing and Communication Officer | Douglas Anderson Baillie Chief HR Officer| Chief HR Officer| Non-executive directors The non-executive directors are the independent element in Unilever's governance. NAME| DESIGNATIONS| Michael Treschow | Chairman Unilever N. V. and PLC, Member of Unilever’s Nomination and Remuneration Committees. | The Rt Hon Sir Malcolm Rifkind, MP| Chairman of the Corporate Responsibility and Reputation Committee| Hixonia Nyasulu | Member of Unilever’s Corporate Responsibility and Reputation Committee| Paul walsh| Member of Unilever’s Nomination and Remuneration Committees. | 2. 1. 7 Financials Items | Amounts | Revenue| â‚ ¬44,262  billion (2010)| Operating Income| â‚ ¬6,339  billion (2010)| Net Income | â‚ ¬4,598  billion (2010)| Source:-www. unilever. com 2. 2 HINDUSTAN UNILEVER LIMITED Hindustan Unilever Limited (HUL) is India's largest Fast Moving Consumer Goods Company with a heritage of over 75 years in India and touches the lives of two out of three Indians. HUL works to create a better future every day and helps people feel good, look good and get more out of life with brands and services that are good for them and good for others. With over 58 brands spanning 20 distinct categories such as soaps, detergents, shampoos, skin care, toothpastes, deodorants, cosmetics, tea, coffee, packaged foods, ice cream, and water purifiers, the Company is a part of the everyday life of millions of consumers across India. Its portfolio includes leading household brands such as Lux, Lifebuoy, Surf Excel, Rin, Wheel, Fair ; Lovely, Pond’s, Vaseline, Lakme, Dove, Clinic Plus, Sunsilk, Pepsodent, Closeup, Axe, Brooke Bond, Bru, Knorr, Kissan, Kwality Wall’s and Pureit. The Company has over 15,000 employees and has an annual turnover of Rs. 17,873. 44 crores (financial year 2009 – 2010). HUL is a subsidiary of Unilever, one of the world’s leading suppliers of fast moving consumer goods with strong local roots in more than 100 countries across the globe with annual sales of about â‚ ¬44. billion in 2010. Unilever has about 52% shareholding in HUL. 2. 2. 1 History of Hindustan Unilever limited In the summer of 1888, visitors to the Kolkata harbor noticed crates full of Sunlight soap bars, embossed with the words â€Å"Made in England by Lever Brothers†. With it began an era of marketing branded Fast Moving Consumer Goods (FMCG). Soon after Lifebuoy was launched in 1895 a nd other famous brands like Pears, Lux and Vim. Vanaspati was launched in 1918 and the famous Dalda brand came to the market in 1937. In 1931, Unilever set up its first Indian subsidiary, Hindustan Vanaspati Manufacturing Company, followed by Lever Brothers India Limited (1933) and United Traders Limited (1935). These three companies merged to form HUL in November 1956; HUL offered 10% of its equity to the Indian public, being the first among the foreign subsidiaries to do so. Unilever now holds 52. 10% equity in the company. The rest of the shareholding is distributed among about 360,675 individual shareholders and financial institutions. The erstwhile Brooke Bond's presence in India dates back to 1900. By 1903, the company had launched Red Label tea in the country. In 1912, Brooke Bond & Co. India Limited was formed. Brooke Bond joined the Unilever fold in 1984 through an international acquisition. The erstwhile Lipton's links with India were forged in 1898. Unilever acquired Lipton in 1972 and in 1977 Lipton Tea (India) Limited was incorporated. Pond's (India) Limited had been present in India since 1947. It joined the Unilever fold through an international acquisition of Chesebrough Pond's USA in 1986. Since the very early years, HUL has vigorously responded to the stimulus of economic growth. The growth process has been accompanied by judicious diversification, always in line with Indian opinions and aspirations. The liberalization of the Indian economy, started in 1991, clearly marked an inflexion in HUL's and the Group's growth curve. Removal of the regulatory framework allowed the company to explore every single product and opportunity segment, without any constraints on production capacity. Simultaneously, deregulation permitted alliances, acquisitions and mergers. In one of the most visible and talked about events of India's corporate history, the erstwhile Tata Oil Mills Company (TOMCO) merged with HUL, effective from April 1, 1993. In 1996, HUL and yet another Tata company, Lakme Limited, formed a 50:50 joint venture, Lakme Unilever Limited, to market Lakme's market-leading cosmetics and other appropriate products of both the companies. Subsequently in 1998, Lakme Limited sold its brands to HUL and divested its 50% stake in the joint venture to the company. HUL formed a 50:50 Joint venture with the US-based Kimberly Clark Corporation in 1994, which markets Huggies Diapers and Kotex Sanitary Pads. HUL has also set up a subsidiary in Nepal, Unilever Nepal Limited (UNL), and its factory represents the largest manufacturing investment in the Himalayan kingdom. The UNL factory manufactures HUL's products like Soaps, Detergents and Personal Products both for the domestic market and exports to India. The 1990’s also witnessed a string of crucial mergers, acquisitions and alliances on the Foods and Beverages front. In 1992, the erstwhile Brooke Bond acquired Kothari General Foods, with significant interests in Instant Coffee. In 1993, it acquired the Kissan business from the UB Group and the Dollops Ice cream business from Cadbury India. As a measure of backward integration, Tea Estates and Doom Dooma, two plantation companies of Unilever, were merged with Brooke Bond. Then in 1994, Brooke Bond India and Lipton India merged to form Brooke Bond Lipton India Limited (BBLIL), enabling greater focus and ensuring synergy in the traditional Beverages business. 1994 witnessed BBLIL launching the Wall's range of Frozen Desserts. By the end of the year, the company entered into a strategic alliance with the Kwality Ice cream Group families and in 1995 the Milk food 100% Ice cream marketing and distribution rights too were acquired. Finally, BBLIL merged with HUL, with effect from January 1, 1996. The internal restructuring culminated in the merger of Pond's (India) Limited (PIL) with HUL in 1998. The two companies had significant overlaps in Personal Products, specialty Chemicals and Exports businesses, besides a common distribution system since 1993 for Personal Products. The two also had a common management pool and a technology base. The amalgamation was done to ensure for the Group, benefits from scale economies both in domestic and export markets and enable it to fund investments required for aggressively building new categories. In January 2000, in a historic step, the government decided to award 74 per cent equity in Modern Foods to HUL, thereby beginning the divestment of government equity in public sector undertakings (PSU) to private sector partners. HUL's entry into Bread is a strategic extension of the company's wheat business. In 2002, HUL acquired the government's remaining stake in Modern Foods. In 2003, HUL acquired the Cooked Shrimp and Pasteurized Crabmeat business of the Amalgam Group of Companies, a leader in value added Marine Products exports. HUL launched a slew of new business initiatives in the early part of 2000. Project Shakti was started in 2001. It is a rural initiative that targets small villages populated by less than 5000 individuals. It is a unique win-win initiative that catalyses rural affluence even as it benefits business. Currently, there are over 45,000 Shakti entrepreneurs covering over 100,000 villages across 15 states and reaching to over 3 million homes. In 2002, HUL made its foray into Ayurvedic health ; beauty centre category with the Ayush product range and Ayush Therapy Centres. Hindustan Unilever Network, Direct to home business was launched in 2003 and this was followed by the launch of ‘Pureit’ water purifier in 2004. In 2007, the Company name was formally changed to Hindustan Unilever Limited after receiving the approval of share holders during the 74th AGM on 18 May 2007. Brooke Bond and Surf Excel breached the Rs. 1,000 crore sales mark the same year followed by Wheel which crossed the Rs. 2,000 crore sales milestone in 2008 and on 17th October 2008, HUL completed 75 years of corporate existence in India. 2. 2. 2 Management The fundamental principle determining the organization structure is to infuse speed and flexibility in decision-making and implementation, with empowered managers across the company’s nationwide operations. Management Committee The day-to-day management of affairs of the Company is vested with the Management Committee which is subjected to the overall superintendence and control of the Board. The Management Committee is headed by Mr. Nitin . Paranjpe and has functional heads as its members representing various functions of the Company and Management committee includes the members in the Executive directors Executive directors The Executive directors are members of the HUL Management Committee as well as the Board of HUL. NAME| DESIGNATION| Nitin Paranjpe| CEO and Managing Director| R. Sridhar| Chief Financial Officer| Gopal Vittal| Executive Director, Home ; Personal Care| Pradeep Banerjee| Executive Director, Supply Chain| Shrijeet Mishra| Executive Director, Foods| Hemanth Bakshi| Executive Director| Ms. Leena Nair| Executive Director, HR| Dev Bajpai| Executive Director, Legal and company Secretary| Non-executive directors The non-executive directors are the independent directors in the HUL Board NAME| DESIGNATION| Mr. Harish Manwani| Chairman of the Company| Mr. D. S. Parekh| Indepedent  Director| Mr. A. Narayan| Independent  Director| S. Ramadorai| Independent  Director| Dr. R. A. Mashelkar| Independent  Director| 2. 2. 3Financials of HUL Items | Amounts | Revenue| 17,873. 44 crore (2009-2010)| Net income| 2,202. 03 crore (2009-2010)| Source:-www. hul. co. in 2. 3 Profile of Nestle 2. 3. 1 History Nestle with headquarters in Vevey, Switzerland was founded in 1866 by Henri Nestle and is today the world's biggest food and beverage company and the world's leading Nutrition, Health and Wellness Company. Our mission  of â€Å"Good Food, Good Life†Ã‚  is to provide consumers with the best tasting, most nutritious choices in a wide range of food and beverage categories and eating occasions, from morning to night. Today, the company operates in 86 countries around the world and employs nearly 280,000 people and has factories or operations in almost every country in the world. The Company's strategy is guided by several fundamental principles. Nestle's existing products grow through innovation and renovation while maintaining a balance in geographic activities and product lines. Long-term potential is never sacrificed for short-term performance. The Company's priority is to bring the best and most relevant products to people, wherever they are, whatever their needs, throughout their lives The company dates to 1867, when two separate Swiss enterprises were founded that would later form the core of Nestle. In the succeeding decades the two competing enterprises aggressively expanded their businesses throughout Europe and the United States. In August 1867 Charles A and George Page, two brothers from Lee County, Illinois, USA established the Anglo-Swiss Condensed Milk Company in Cham. Their first British operation was opened at Chippenham, Wiltshire in 1873 and In September 1867, in Vevey, Henri Nestle developed a milk-based baby food and soon began marketing it. The following year, 1868 saw Daniel Peter begin seven years of work perfecting his invention, the milk chocolate manufacturing process; M. Nestle's was the crucial cooperation M. Peter needed to solve the problem of removing all the water from the milk added to his chocolate and thus preventing the product from developing mildew. Henri Nestle retired in 1875, but the company, under new ownership, retained his name as Farine Lactee Henri Nestle. In 1877 Anglo-Swiss added milk-based baby foods to its products, and in the following year the Nestle Company added condensed milk, so that the firms became direct and fierce rivals. In 1905 the companies merged to become the Nestle and Anglo-Swiss Condensed Milk Company, retaining that name until 1947, when the name Nestle Alimentana SA was taken as a result of the acquisition of Fabrique de Produits Maggi SA (founded 1884) and its holding company, Alimentana SA of Kempttal, Switzerland. Maggi was a major manufacturer of soup mixes and related foodstuffs. The company’s current name was adopted in 1977. By the early 1900s, the company was operating factories in the United States, United Kingdom, Germany and Spain. World War I created new demand for dairy products in the form of government contracts; by the end of the war, Nestle's production had more than doubled. After the war, government contracts dried up and consumers switched back to fresh milk. However, Nestle's management responded quickly, streamlining operations and reducing debt. The 1920s saw Nestle's first expansion into new products, with chocolate the company's second most important activity. Nestle felt the effects of World War II immediately. Profits dropped from US$20 million in 1938 to US$6 million in 1939. Factories were established in developing countries, particularly Latin America. Ironically, the war helped with the introduction of the company's newest product, Nescafe (â€Å"Nestle's Coffee†), which was a staple drink of the US military. Nestle's production and sales rose in the wartime economy. The end of World War II was the beginning of a dynamic phase for Nestle. Growth accelerated and companies were acquired. In 1947 came the merger with Maggi seasonings and soups. Crosse & Blackwell followed in 1950, as did Findus (1963), Libby's (1971) and Stouffer's (1973). Diversification came with a shareholding in L’Oreal in 1974. In 1977, Nestle made its second venture outside the food industry by acquiring Alcon Laboratories Inc. In 1984, Nestle's improved bottom line allowed the company to launch a new round of acquisitions, notably American food giant Carnation and the British confectionery company Rowntree Mackintosh in 1988, which brought the Willy Wonka Brand to Nestle. The first half of the 1990s proved to be favorable for Nestle: trade barriers crumbled and world markets developed into more or less integrated trading areas. Since 1996 there has been acquisitions including San Pellegrino (1997), Spillers Pet foods (1998), and Ralston Purina (2002). There were two major acquisitions in North America, both in 2002: in June, Nestle merged its U. S. ice cream business into Dreyer's, and in August a US$2. 6 billion acquisition was announced of Chef America, the creator of Hot Pockets. In the same time frame, Nestle came close to purchasing the iconic American company Hershey's, one of its fiercest confectionery competitors, though the deal fell through. Another recent purchase included the Jenny Craig weight loss program for US$600 million. In December of 2005, Nestle bought the Greek company Delta Ice Cream for â‚ ¬240 million. In January of 2006, it took full ownership of Dreyer's, thus becoming the world's biggest ice cream maker with a 17. 5% market share. In November of 2006, Nestle purchased the Medical Nutrition division of Novartis Pharmaceutical for $2. B, also acquiring in 2007 the milk flavoring product known as Oval tine. In April of 2007, returning to its roots, Nestle bought baby-food manufacturer Gerber for $5. 5 billion. In December of 2007, Nestle entered in a strategic partnership with a Belgian chocolate maker Pierre Marcolini. Nestle agreed to sell its controlling stake in Alcon to Novartis on 4 January, 2010. The sale was to form part of a broader US $39. 3 billion offer, by Novartis, for full acquisition of the world’s largest eye-care company 2. . 2 Mission Nestle strives to be a leader in nutrition, health and wellness, with the belief that  good food is central to health and wellness. At the Nestle Research Center, nutrition research meets food innovation to bring consumers of all ages and stages of life, foods and beverages that contribute to health and wellness, while offering remarkable taste and convenience 2. 3. 3 Vision At Nestle, we believe that research can help us make better food so that people live a better life. Good Food is the primary source of Good Health throughout life. We strive to bring consumers foods that are safe, of high quality and provide optimal nutrition to meet physiological needs. In addition to Nutrition, Health and Wellness, Nestle products bring consumers the vital ingredients of taste and pleasure. As consumers continue to make choices regarding foods and beverages they consume, Nestle helps provide selections for all individual taste and lifestyle preferences. Research is a key part of our heritage at Nestle and an essential element of our future. We know there is still much to discover about health, wellness and the role of food in our lives, and we continue to search for answers to bring consumers Good Food for Good Life† 2. 3. 4 Business Principles The Nestle Corporate Business Principles are at the basis of our company’s culture, which has developed over the span of 140 years. Corporate Business Principles will continue to evolve and adapt to a changing world, our basic foundation is unchanged from the time of the origins of our Company, and reflects the basic ideas of fairness, honesty, and a general concern for people. Nestle is committed to the following Business Principles in all countries, taking into account local legislation, cultural and religious practices: 1. Nutrition, Health and Wellness :-Our core aim is to enhance the quality of consumers lives every day, everywhere by offering tastier and healthier food and beverage choices and encouraging a healthy lifestyle. We express this via our corporate proposition Good Food, Good Life. 2. Quality Assurance and product safety everywhere in the world, the Nestle name represents a promise to the consumer that the product is safe and of high standard. . Consumer Communication :-We are committed to responsible, reliable consumer communication that empowers consumers to exercise their right to informed choice and promotes healthier diets. We respect consumer privacy. 4. Human rights in our business activities :-We fully support the United Nations Global Compact’s (UNGC) guiding principles on human rights and labor and aim to provide an example of good human rights’ and labor practices throughout our business activities. 5. Leadership and personal responsibility:- Our success is based on our people. We treat each other with respect and dignity and expect everyone to promote a sense of personal responsibility. We recruit competent and motivated people who respect our values, provide equal opportunities for their development and advancement, protect their privacy and do not tolerate any form of harassment or discrimination. 6. Safety and health at work:- We are committed to preventing accidents, injuries and illness related to work, and to protect employees, contractors and others involved along the value chain. 7. Supplier and customer relations:- We require our suppliers, agents, subcontractors and their employees to demonstrate honesty, integrity and fairness, and to adhere to our non-negotiable standards. In the same way, we are committed towards our own customers. 8. Agriculture and rural development :-We contribute to improvements in agricultural production, the social and economic status of farmers, rural communities and in production systems to make them more environmentally sustainable. 9. Environmental sustainability :-We commit ourselves to environmentally sustainable business practices. At all stages of the product life cycle we strive to use natural resources efficiently, favor the use of sustainably-managed renewable resources, and target zero waste. 10. Water:-We are committed to the sustainable use of water and continuous improvement in water management. We recognize that the world faces a growing water challenge and that responsible management of the world’s resources by all water users is an absolute necessity. 2. 3. 5 Management Nestle has a Board of Directors, led by our Chairman Peter Brabeck-Letmathe, who was the former Nestle CEO. There are 14 members of the Board of Directors. The day to day management of the Nestle business is taken care by the Executive Board members. The 13 designated Board Members manage diverse parts of the global business. Nestle Group is managed by geographies (Zones Europe, Americas and Asia/Oceania/Africa) for most of the food and beverage  business, with the exceptions of Nestle Waters, Nestle Nutrition, Nestle Purina Pet care, Nespresso, Nestle Professional and Nestle Health Science which are managed on a global basis – these we call the Globally Managed Businesses. We also have joint ventures such as Cereal Partners Worldwide and Beverage Partners Worldwide. NAME| DESIGNATIONS| Paul Bulcke | Chief Executive Officer, Nestle S. A. Member of Nestle Board of Directors: Chairman's and Corporate Governance Committee | Werner J. Bauer | Executive Vice President Chief Technology Officer Head of Innovation, Technology, Research and Development | Frits van Dijk | Executive Vice President Zone Director for Asia, Oceania, Africa and Middle East | Jose Lopez| Executive Vice President operations| John J. Harris| Executive Vice President Chairman and CEO of Nestle Waters| James Singh | Executive Vice President Finance and Control, Legal, IP, Tax, Treasury, Global Nestle Business Services | Laurent Freixe | Executive Vice President Zone Director for Europe| Petraea Heynike | Executive Vice President Responsible for the Strategic Business Units, Marketing, Sales and Nespresso | Chris Johnson| Executive Vice President Zone Director for United States of America, Canada, Latin America, Caribbean | Marc Caira | Deputy Executive Vice President CEO of Nestle Professional | Jean-Marc Duvoisin | Deputy Executive Vice President Head of Human Resources and Centre Administration | Nandu Nandkishore | Deputy Executive Vice President Head of Nestle Nutrition | David P. Frick | Senior  Vice PresidentCorporate Governance, Compliance and Corporate Services | Committees : Committees : Committees : Committees : 2. 3. 4 Financials Items | Amounts| Revenue| CHF 109. 72 billion (2010)| Operating Income| CHF 16. 19 billion (2010)| Profit | CHF 34. 23 billion (2010)| Source:-www. nestle. com 2. 4 Nestle India 2. 4. 1 History of Nestle India Nestle is one of the oldest food MNC operating in India, with a presence of over a century. For a long time, Nestle India’s operations were restricted to importing and trading of condensed milk and infant food. Over the years, the Company expanded its product range with new products in instant coffee, noodles, sauces, pickles, culinary aids, chocolates and confectionery, dairy products and mineral water. Nestle’s relationship with India dates back to 1912, when it began trading as The Nestle Anglo-Swiss Condensed Milk Company (Export) Limited, importing and selling finished products in the Indian market. Nestle has been a partner in India's growth for over nine decades now and has built a very special relationship of trust and commitment with the people of India. The Company's activities in India have facilitated direct and indirect employment and provides livelihood to about one million people including farmers, suppliers of packaging materials, services and other goods. Nestle India Ltd, 51% subsidiary of Nestle SA of Switzerland, is among the leading branded food player in the country. It has a broad based presence in the foods sector with leading market shares in instant coffee, infant foods, milk products and noodles. It has also strengthened its presence in chocolates, confectioneries and other semi processed food products during the last few years. With seven factories and a large number of co-packers, Nestle India is a vibrant company that provides consumers in India with products of global standards and is committed to long-term sustainable growth and shareholder satisfaction. The Company insists on honesty, integrity and fairness in all aspects of its business and expects the same in its relationships. This has earned it the trust and respect of every strata of society that it comes in contact with and is acknowledged amongst India's ‘Most Respected Companies' and amongst the ‘Top Wealth Creators of India'. After nearly a century-old association with the country, today, Nestle India has presence across India with 7 manufacturing facilities and 4 branch offices spread across the region. Nestle India’s first production facility, set up in 1961 at Moga (Punjab), was followed soon after by its second plant, set up at Choladi (Tamil Nadu), in 1967. Consequently, Nestle India set up factories in Nanjangud (Karnataka), in 1989, and Samalkha (Haryana), in 1993. This was succeeded by the commissioning of two more factories – at Ponda and Bicholim, Goa, in 1995 and 1997 respectively. The seventh factory was set up at Pantnagar, Uttarakhand, in 2006. The 4 branch offices in the country help facilitate the sales and marketing of its products. They are in Delhi, Mumbai, Chennai and Kolkata. The Nestle India Head office is located in Gurgaon, Haryana. The Company continuously focuses its efforts to better understand the changing lifestyles of India and anticipate consumer needs in order to provide Taste, Nutrition, Health and Wellness through its product offerings. The culture of innovation and renovation within the Company and access to the Nestle Group's proprietary technology/Brands expertise and the extensive centralized Research and Development facilities gives it a distinct advantage in these efforts. It helps the Company to create value that can be sustained over the long term by offering consumers a wide variety of high quality, safe food products at affordable prices. Nestle India has products of truly international quality under internationally famous brand names such as NESCAFE, MAGGI, MILKYBAR, KIT KAT, BAR-ONE, MILKMAID and NESTEA and in recent years the Company has also introduced products of daily consumption and use such as NESTLE Milk, NESTLE SLIM Milk, NESTLE Fresh ‘n' Natural Dahi and NESTLE Jeera Raita. Nestle India is a responsible organization and facilitates initiatives that help to improve the quality of life in the communities where it operates. 2. 4. 2 Management NAME| DESIGNATIONS| Antonio Helio Waszyk| Chairman and Managing DirectorMember of the the Shareholder / Investor Grievance Committee| Shobinder Duggal| Director   Ã¢â‚¬â€œ Finance & Control| Christian Schmid| Director – Technical| Michael W. O. Garrett| Non Executive DirectorMember of the Audit Committee| Dr. Rakesh Mohan| Non Executive Director| Ravinder Narain| Non Executive DirectorMember of the Audit CommitteeChairman of the Shareholder / Investor Grievance Committee| Dr. Swati A. Piramal| Non-Executive Director| Richard Sykes| Alternate Director to Mr. Michael W. O GarrettGeneral Counsel of Asia, Oceania ,Africa, Middle East Region| 2. 4. 3 Financials Items| Amounts | Revenue| 590102 lakhs (2009-2010)| Net income| 81866 lakhs(2009-2010)| Source:-www. nestle. in/financial statements CHAPTER – THREE 3. 1 THEORITICAL BACKGROUND International marketing (IM) refers to marketing carried out by companies overseas or across national borderlines. This strategy uses an extension of the techniques used in the home country of a firm. It refers to the firm-level marketing practices across the border including market identification and targeting, entry mode selection, marketing mix, and strategic decisions to compete in international markets. International marketing is more concerned with micro level of the market and uses the company as a unit of analysis. According to the American Marketing Association (AMA) â€Å"international marketing is the multinational process of planning and executing the conception, pricing, promotion and distribution of ideas, goods, and services to create exchanges that satisfy individual and organizational objectives. † Marketing strategy is a process that can allow an organization to concentrate its limited resources on the greatest opportunities to increase sales and achieve a sustainable competitive advantage. Marketing strategies serve as the fundamental underpinning of marketing plans designed to fill market needs and reach marketing objective. Marketing strategy involves careful scanning of the internal and external environments which are summarized in a SWOT analysis . Internal environmental factors include the marketing mix, plus performance analysis and strategic constraints External environmental factors include customer analysis, competitor analysis, target market analysis, as well as evaluation of any elements of the technological, economic, cultural or political/legal environment likely to impact success. A key component of marketing strategy is often to keep marketing in line with a company's overarching mission statement. Combination of marketing elements used in the sale of a particular product. The marketing elements center around four distinct functions, sometimes called the Four Ps: Product, Price, Place (of distribution), and Promotion. All these functions are considered in planning a marketing strategy, and any one may be enhanced, deducted, or changed in some degree in order to create the strategy necessary to efficiently and effectively sell a product. The term marketing mix refers to the four major areas of decision making in the marketing process that are blended to obtain the results desired by the organization. The four elements of the marketing mix are sometimes referred to the four Ps of marketing. The marketing mix shapes the role of marketing within all types of organizations, both profit and nonprofit. Each element in the marketing mix, product, price, promotion, and place consists of numerous sub elements. Marketing managers make numerous decisions based on the various sub elements of the marketing mix, all in an attempt to satisfy the needs and wants of consumers. FIGURE 1. 3 3. 2 Product The first element in the marketing mix is the product. A product is any combination of goods and services offered to satisfy the needs and wants of consumers. Thus, a product is anything tangible or intangible that can be offered for purchase or use by consumers. A tangible product is one that consumers can actually touch, such as a computer. An intangible product is a service that cannot be touched, such as computer repair, income tax preparation, or an office call. Other examples of products also include places and ideas The strategies involved in the product mix includes:- 3. 2. 1 Product strategies in international market Although products in the international industrial market are more homogeneous than consumer products, there are more product variations internationally than domestically due to the greater number of international economic, cultural, and political/legal variables. 3. 3 Market segmentation Is a Process of defining and sub-dividing a large homogenous market into clearly identifiable segments having similar needs, wants, or demand characteristics. Its objective is to design a marketing mix that precisely matches the expectations of customers in the targeted segment. Few firms are big enough to supply the needs of an entire market. The four basic market segmentation-strategies are based on (a) behavioural (b) demographic, (c) psychographic, and (d) geographical differences. 3. 3. 1 Market Segmentation Strategies. * Behavioural Segmentation: Behavioural segmentation is based on the customer's needs and subsequent reaction to those needs or toward the purchase of intended products and/or services. This study is conducted on all variables that are closely related to the product itself, like loyalty to a particular brand, cost effectiveness in terms of benefits and usage, circumstances responsible for the purchase, whether the customer is a regular, a first timer or and has the potential to become a customer, and whether the readiness to buy is linked to status. * Demographic Segmentation: Demographic segmentation refers to a wide study of the potential customers. While marketing a product many variables like age, gender, education, income, size of the family, occupation, socioeconomic status, culture and religion, language and nationality are taken into account. There are many instances where such a segmentation has worked very profitably, toys and clothes for every age group, certain food products that do well in certain counties and don't in some, either due to cultural or religious reasons. Demographic segmentation plays a vital role in determining whether a product can be mass marketed * Psychographic Segmentation: Segmenting people according to their lifestyles and values, and how they translate into consumption or purchases of products of services is what psychographic segmentation is all about. How one's interest, opinions, values, attitude and the activities they perform, all affects how and why a group of people would lean towards one product more than others. A high status would translate into an expensive flying habit, while a thrift value will translate into an economy flight. * Geographical Segmentation: Geographical segmentation is done by dividing people (markets) into different geographical locations. The country, state, or neighbourhood, the king of gentry, climate, and size of a place segmented into size of its age wise population, etc. all play a role in devising market strategies. This helps the producer and the marketers to understand what will sell and what won't, For example, a market for winter wear would definitely not work in warm regions. 3. 3. 2 International market segmentation Segmentation, in marketing, is usually done at the customer level. However, in international marketing, it may sometimes be useful to see countries as segments. This allows the decision maker to focus on common aspects of countries and avoid information overload. 3. 4 Positioning In marketing, positioning has come to mean the process by which marketers try to create an image or identity in the minds of their target market for its product, brand, or organization. Although there are different definitions of Positioning, probably the most common is: identifying a market niche for a brand, product or service utilizing traditional marketing placement strategies (i. e. price, promotion, distribution, packaging, and competition). Also positioning is defined as the way by which the marketers creates impression in the customers mind. 3. 5 Targeting Targeting is the next step in the sequential process and involves a business making choices about segment on which resources are to be focused. There are three major targeting strategies: undifferentiated, concentrated, and differentiated. During this process the business must balance its resources and capabilities against the attractiveness of different segments. Target Marketing involves breaking a market into segments and then concentrating the marketing efforts on one or a few key segments. Target marketing can be the key to a business’s success. 3. 6 Product standardization Product standardization means that a product originally designed for a local market is exported to other countries with virtually no change, except perhaps for translation of words and other changes. It is an efficient method to reduce costs and increase quality. By minimizing the differences in your products, you are able to rapidly increase production, streamline distribution, decrease raw material costs and reinforce product branding. The best product standardization strategies allow you to balance the need for targeted adaptation with the cost savings of standardization. 3. 6. 1Benefits of product standardization in international marketing * Projecting a global product image. * Catering to customers globally . * Cost savings in terms of economies of scale in production. * Designing and monitoring various components of marketing mix economically 3. 7 Packaging strategy An important part of the product decision making process surrounds the packaging of the product. An effective packaging strategy can contribute to the firm’s competitive advantage. Some points to consider when developing a packaging strategy include 1. Make sure the packaging is unique. 2. Make sure it performs the function required. 3. Make sure packaging promotes your product and brand. 4. Make sure packaging is identifiable and reinforces the brand. Although not a separate part of the marketing mix, having a good packaging strategy is an essential part of the marketing strategy of a firm. A good strategy will comprise of the packaging being unique, functional, promotes the brand, reinforces the brand and is easily identifiable by the consumer. 3. 8 Product adaptation Marketing strategy whereby new products are based on modification or some improvement on existing or competing products, and not on pioneering innovations. It is the strategy of a follower. The need to develop an adaptation strategy can lead to changes in pricing, delivery and packaging 3. 8. 1 Benefits of product adaptation in international markets * Enable a firm to tap markets which are not accessible due to mandatory requirements * Helps in gaining a market share * Increase sales leading to economies of scale 3. 9 PRICE The second element in marketing mix is price. Price is simply the amount of money that consumers are willing to pay for a product or service. In earlier times, the price was determined through a barter process between sellers and purchasers. In modern time Pricing new products and pricing existing products require the use of different strategies. For example, when pricing a new product, businesses can use either market-penetration pricing or a price-skimming strategy. A market-penetration pricing strategy involves establishing a low product price to attract a large number of customers. By contrast, a price-skimming strategy is used when a high price is established in order to recover the Cost of a new product development as quickly as possible. 3. 9. 1 Pricing strategy in international marketing Although pricing practices appear to be no different internationally than nationally, in some respects there is wide divergence. These differences occur in the areas of transfer pricing, dumping, and governmental influence over price. 3. 9. 2Transfer Pricing Transfer prices are the prices placed on products as they are transferred between units belonging to the same company. Transfer prices can be used to mitigate the effects of government regulation. 3. 9. 3 Dumping. Dumping is disposing of goods in a foreign country at less than their full cost. Goods will sometimes be exported at prices that only cover direct costs to dispose of excess inventories. Companies sell their excess inventories overseas to avoid disturbing their own national markets (e. g. , reducing prices or causing price wars at home. ) There are five price-adjustment strategies: * Discount pricing and allowances include cash discounts, functional discounts, seasonal discounts, trade-in allowances, and promotional allowances. * Discriminatory pricing occurs when companies sell products or services at two or more prices. These price differences may be based on variables such as age of the customer, location of sale, organization membership, time of day, or season. * Geographical pricing is based on the location of the customers. Products may be priced differently in distinct regions of a target area because of demand differences. * Promotional pricing happens when a company temporarily prices products below the list price or below cost. Products priced below cost are sometimes called loss leaders. The goal of promotional pricing is to increase short-term sales. * Psychological pricing considers prices by looking at the psychological aspects of price. For example, consumers frequently perceive a relationship between product price and product quality. 3. 10 PROMOTION Promotion is the third element in the marketing mix. Promotion is a communication Process that takes place between a business and its various public. Public are those individuals and organizations that have an interest in what the business produces and offers for sale. Thus, in order to be effective, businesses need to plan promotional activities with the communication process in mind. There are four basic promotion tools: Advertising, sales promotion, public relations, and personal selling. Each promotion tool has its own unique characteristics and function. 3. 10. 1Promotional strategy in international marketing In the international industrial market, the primary element of the promotional mix is personal selling, for only through personal selling can the coordination so essential to the industrial buyer-seller interface be effectively achieved. Sales promotion in the form of trade fairs is playing an increasingly important role in international marketing because so many prospects can be contacted in one place and because they enable quick comparisons of products. Direct mail is also becoming popular, although mailing lists are usually difficult to obtain. The use of publicity, although growing in popularity, is limited due to language difficulties and media coverage. Advertising is given little attention in the international industrial market, perhaps because of the difficulties in determining media coverage and numerous, widely varying, governmental regulations. 3. 10. 2 Advertising It is described as paid, non personal communication by an organization by using various media to reach its various publics. The purpose of advertising is to inform or persuade a targeted audience to purchase a product or service, visit a location, or adopt an idea. Advantages of advertising include the ability to reach a large group or audience at a relatively low cost per individual contacted. Further, advertising allows organizations to control the message, which means the message can be adapted to either a mass or a specific target audience. Disadvantages of advertising include difficulty in measuring results and the inability to close sales because there is no personal contact between the organization and consumers. 3. 10. 2. 1 Advertising media There is a huge variety of media available through which a business can conduct an advertising campaign. * Advertising media includes * Newspapers * Magazines * Internet * Television * Radio * Cinema * Posters * Billboards 3. 10. 2. 2 Advertising appeals There are various appeals in advertising which aims aim to influence the way consumers view themselves and how buying certain products can prove to be beneficial for them. The most important types of advertising appeals include emotional and rational appeals. Emotional appeals are often effective for the youth while rational appeals work well for products directed towards the older generation. * Emotional Appeal An emotional appeal is related to an individual’s psychological and social needs for purchasing certain products and services. Many consumers are emotionally motivated or driven to make certain purchases. Advertisers aim to cash in on the emotional appeal and this works particularly well where there is not much difference between multiple product brands and its offerings. Emotional appeal includes personal and social aspects. * Fear Appeal Fear is also an important factor that can have incredible influence on individuals. Fear is often used to good effect in advertising and marketing campaigns of beauty and health products including insurance. Advertising experts indicate that using moderate levels of fear in advertising can prove to be effective. * Rational appeal Rational appeals as the name suggests aims to focus on the individual’s functional, utilitarian or practical needs for particular products and services. Such appeals emphasize the characteristics and features of the product and the service and how it would be beneficial to own or use the particular brand. Print media is particularly well suited for rational appeals and is often used with good success. It is also suited for business to business advertisers and for products that are complex and that need high degree of attention and involvement. * Endorsement appeal Celebrities and well known personalities often endorse certain products and their pitching can help drive the sales. 3. 10. 3Sales promotion The second promotional tool is sales promotion. Sales promotions are short-term incentives used to encourage consumers to purchase a product or service. There are three basic categories of sales promotion: consumer, trade, and business. Consumer promotion tools include such items as free samples, coupons, rebates, price packs, premiums, patronage rewards, point-of-purchase coupons, contests, sweepstakes, and games. Trade-promotion tools include discounts and allowances directed at wholesalers and retailers. Business-promotion tools include conventions and trade shows. Sales promotion has several advantages over other promotional tools in that it can produce a more immediate consumer response, attract more attention and create product awareness, measure the results, and increase short-term sales. 3. 10. 3. 1 Sales promotion in international marketing Sales promotion refers to any consumer or trade program of limited duration that adds tangible value to a product or brand. Sales promotion techniques in the international market consist of the following: promotional pricing tactics, contests, sweepstakes and games, premium and specialties, dealer loaders, merchandising materials, tie-ins and cross promotions, packaging, trade shows 3. 10. 4 Public relation Public relation is the third promotional tool. An organization builds positive public relation with various groups by obtaining favourable publicity, establishing a good corporate image, and handling or heading off unfavourable rumours, stories, and events. Organizations have at their disposal a variety of tools, such as press releases, product Publicity, Official communications, lobbying, and counselling to develop image. Public relations tools are effective in developing a positive attitude toward the organization and enhance the credibility of a product. Public relations activities have the drawback that May not provide an accurate measure of their influence on sales. 3. 0. 4. 1 Public relation in international marketing A company’s public relations (PR) effort should-foster goodwill and understanding among constituents both inside and outside the company. The basic tools of PR include news releases, newsletters, press conferences, tours of plants and ether company faciliti es, articles in trade or professional journals, company publications and brochures, TV a Similar essay: Reed Supermarkets: a New Wave of Competitors