How Starbucks Can Reduce Risks Marketing Essay

How Starbucks Can Reduce Risks Marketing Essay Multi National Companies go through severe research process before enlarging their business activities to other countries. By opting the appropriate mode of entry to international market companies can capture the market easily and reduce the risk associated with it. Starbucks, being one of the largest coffee shop in the world has opted Joint ventures, licensing and wholly owned subsidiaries to expand their business globally. They started expanding their activities in 1996 by entering through Joint ventures in Japan and through wholly owned subsidiary in Canada followed by Southeast Asia, Europe and Middle east. These strategies along with product innovations are the main reason for the success of Starbucks coffee globally. They have modified their product line up and offer 30 blends of coffee, bottled Starbucks Frappuccino, Green Tea Frappuccino, curry puffs, meat buns, sandwiches and salads to meet the needs and requirements of the consumers in particular market. Starbucks have opted a better and efficient way to expand their international activities. They expanded their business activities through Joint ventures in huge market of Japan, Greece and other big countries where as they have owned subsidiaries in some of the low risk countries like Canada and Ireland. They have also expanded their activities through licensing in countries like Malaysia and New Zealand. Starbucks studies the market first and then open few stores at trendy places. After successful marketing test and training of brew masters, it also ensures that similar coffee beverages and No Smoking rules are applied all over. They have been growing rapidly from 17 stores in Seattle to 19,972 stores worldwide mainly attracting youngsters. Their expenses on marketing is very less as they mainly rely on word of mouth advertising. They have come up with different kind of services like Starbucks Express, Automated espresso machines, and self service for their customers, which are also the reason for their huge success worldwide. Sources: International Management, Managing Across Borders and Cultures, Sixth Edition, Helen Deresky, ISBN: 0-13-614326 Careful analysis and management of risks not only mitigate losses but also provide superior returns. In the light of this statement do you think Starbucks did not analyze and manage the risks involved in the different markets it entered? Yes, I believe that Starbucks did not analyze and manage the risk involved while operating in different markets. They have mainly focused on increasing the number of stores worldwide to achieve market dominance but ignored the fact that most of their stores are running in losses. They are facing many challenges in US and overseas market by their competitors like Nestle, Tim Hortons and Dunkin Donuts. Starbucks is facing many internal and external issues like change in economic conditions, change in taste and preferences of customers, huge competition, high business development costs, etc. They also have been facing several problems due to economic crisis in several countries and had serious political problems in Middle East, which led in closure of their several stores in Iraq and Israel. Starbucks mainly focused on its expansion and ignored the competitors around them. They are facing stiff competition in Germany and France from local coffee shops. Their prices were high as compared to the local shops offering the same taste of coffee. It is right that they have come up with different range of products for different markets but failed to come up with appropriate strategies for same market. They were not able to analyze properly the opportunities and threats available in a particular market and failed to relate them with their strengths and weaknesses. They lacked product differentiation from competitors thus were not able to capture the target market. Political, Environmental, Social and Technological factors had also its impact on Starbucks internal business activities. Thus I feel, Starbucks could have done better with their expansion strategy If they would have focused on SWOT analysis and PEST factors influencing their business activities. They have to do immense research on market growth and market share of their future projects and opt for the beast available option. Sources: International Management, Managing Across Borders and Cultures, Sixth Edition, Helen Deresky, ISBN: 0-13-614326 Question 3 A company faces diverse set of risks in international markets. What were the risks faced by Starbucks in its international operations? Explain how Starbucks can reduce risks in its international business. Companies operating on international level faces several risks while doing business. Starbucks, being one of the largest chain of coffee shop is also facing several problems in home as well as in abroad. Although Starbucks has expanded enormously during its earlier stage is facing now stiff competition from its competitors. They also have employees disappointment and are not able to provide satisfaction to them. Payments made to the employees does not match with the work load they have to suffer at work. Due to their aggressive marketing strategies they have grown their rivalry and lost potential customers. Japan, which was the largest overseas market for Starbucks followed by United Kingdom started facing decline in their profit rates. The main reason for the declining profit rate for Starbucks is due to mismatch of their policies with customers expectations. Starbucks thinks that they can increase their profit by increasing their stores day by day but they fail to provide customers satisfaction. Their prices are still high than of the competitors and they failed to satisfy the newer generation. According to me Starbucks have to adjust its policies and reposition its product line up according to the market in which they are dealing. They also have to come up with new and better line up for customers as their taste and preferences keeps on changing. Starbucks have to try to increase the level of employees satisfaction by increasing their salaries, providing initiatives, bonus and other allowances. They have to study the controllable and uncontrollable factors that they face while entering global market. Innovations and Investment are the key factors for them in the long run. Through study of PEST and SWOT analysis can be very effective in maintaining their leadership worldwide. Sources: International Management, Managing Across Borders and Cultures, Sixth Edition, Helen Deresky, ISBN: 0-13-614326

A Critical Reflection on PSHE

This essay will look at the teaching of an area in PSHE (Personal, Social and Health Education); the chosen area the essay will discuss is keeping safe. The essay will discuss how this aspect of PSHE can be taught and how it varies from the teaching of other curricula subjects. The national curriculum states an aspect of the PSHE curriculum as â€Å"they learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. † (QCDA 2011) In a school environment there are a number of policies that staff will follow to ensure that they can do everything they can to keep the children they work with safe. Severs (2003) looks at the responsibilities of the class teacher and the head teacher in insuring the children’s safety; the class teacher has the responsibility to follow the set policies and guidelines, ensure that the environment and resources are safe participate in inspections and risk assessments and ensure that any problems are reported straight away. Teachers will have a responsibility to keep the children safe when the child is in that school, but what happens when the child leaves school. A teacher may have the ability to protect the child in their classroom but all children should be aware of how to keep themselves safe at all times. This essay will look at the teaching of keeping safe and the following areas that may link with this aspect. Road safety, dangers of electrical objects, stranger danger, medicines in the home, hygiene and who can help you stay safe. The Institute for Citizenship (2000) looks at how PSHE and citizenship provide children with the skills, knowledge and understanding they may need to develop confident healthy and independent lives. It is important for all children to understand how to take care of themselves; or even just to be aware of how to stay safe when an adult is not right by them. On previous School Based Learning (SBL) experiences I have witnessed a year 1 class taking part in road safety exercises; the school carried out several assemblies on the importance of road safety, and the stop, look and listen method when crossing roads. In order for the children to experience this method and apply it to real life the class took part in a walk around the local area in which they all wore the florescent vests. When arriving at a road the children were told about the importance of using the pedestrian crossings and how before they cross the road they should always look both ways, and listen out for cars before they continue to cross. Robertson (2007) talks about how pedestrian injury is the second main cause of death for children aged between 5 and 9 years. Robertson also looks at the importance of reminding parents about the supervision of their children in road crossing and anywhere with traffic. When providing the children with road safety training the school could also provide the parents with the opportunity to attend. In the above description of the activity I witnessed just like any other school trip, the children’s parents were invited to take part. When looking at the teaching of PSHE I believe it may be difficult to teach it the same as other subjects; However when looking at the teaching of road safety there is the possibility to teach it imbedded in with another subject. Hayes (2010) looks at how teaching road safety can be linked with geography, maths, ICT, and art: for example creating warning posters. When teaching road safety there is the possibility to link with national curriculum geography; â€Å"make observations about where things are located (for example, a pedestrian crossing near school gates) and about other features in the environment (for example, seasonal changes in weather)† (QCDA 2011) After introducing the geographical aspects of their local area the children could begin to discuss why they think we need pedestrian crossings and why they think the crossings are positioned where they are. By developing road safety signs and warnings in art, the children can use their work around the school and in the local area to help share the importance of what they have been learning. Primary schools that I have attended both as a pupil and in earlier placement experiences have often had a road safety council, in which the council were provided with free equipment to hand out, such as florescent badges for coats and bags along with the florescent wrist bands. The council would help organise school assemblies and contests in which all children were asked to create posters demonstrating the dangers of roads and how to stay safe; when teaching road safety the school could do it either as a whole or as individual classes. Stones (1992) talks about how very little teaching on road safety takes place in school and when it does take place it is delivered through visitors such as road safety officers or the police. If teachers received some training from these sources on the issue they may be able to deliver more frequent sessions. When walking or playing in their local area along with road safety it is important for children to be aware of stranger danger. Many young children can be easily influenced and should be taught that if they do not know an adult that approaches them; then they should not talk to them as they may not be a nice person. Higton (2004) refers to an discussion he observed from a group of children about what they would do when separated from their parents in a shopping centre, he talks about the children making suggestions of asking another shopper when one child suggested that that person may be bad and take them away, the children then decided that they should ask somebody that worked in one of the shops for help. These children had developed an understanding of the stranger danger concept, but when teaching this subject it may need to be approached gently as the aim is not frighten the children into thinking any stranger will take them away. When looking for useful resources to teach stranger danger, I came across a book by Noel Gyro Potter, this book is called Stranger Danger and tells the story of a group of children who remembered what they were taught about stranger danger and chose to run away from the stranger, they then shared their knowledge with their friends, this book also comes with stranger danger tips that you can share with both children and adults. The book was full of pictures so may be useful in helping young children to understand. Children form a young age should develop an awareness of how to deal with the above situation and who the right person to ask for help would be. This area of keeping safe can lead to looking at who they can turn to if they need help. Wyldeck (2008) looks at the use of games to help the children understand how to deal with certain situations. She talks about reading out an incident and asking the children what they think they should do; Wyldeck talks about teaching the children how to call 999 by using a toy / disconnected telephone. In a classroom situation you can ask the children to work in groups to think of a solution to the emergency. Other useful tools for providing this knowledge could be role play. Teachers may feel it helpful to invite emergency services to the school / class to explain what emergencies it is necessary to call 999 for, and what to do when they call. Children may be aware of services such as the police and the fire service and how they help with bad situations, and therefore should be taught how to contact them. Along with gaining help from emergency services children should also be spoken to about who to go to if they are lost if there is no phone or emergency services nearby: for example asking help from a nearby neighbour that they know if at home or if in an area such as a shopping centre to ask somebody that works there to help. When teaching the children to stay safe it is important from a young age to inform the children about using electrical objects safely. Children will come into contact with electrical objects at home as well as school. Charlesworth (2007) talks about how the teaching of science can introduce the dangers of electricity; why it is dangers to play with objects such as toasters, why you should never place a metal object such as a fork into a plug socket. Many children will want to explore how and why things work, therefore it will be safer to teach the children in a safe environment rather than have the children investigate on their own and hurt themselves. Demonstrate safely and allow the children to use the electrical objects safely this may be a good way to help them explore but carry out the investigation under supervision. Explain to children that when they wish to plug an object in to ask an adult to help; or even demonstrate the importance of making sure the socket is switched off before they plug the object in. In any environment where young children will spend their time it is important to ensure that harmful substances such as medicines and cleaning products are kept in a secure place and out of the reach of children; children unaware of these products may ingest them and cause harm to them. Moyse (2009) looks at the use of speaking to nurses, using posters and leaflets and identifying resources such as teaching packages and the use of the internet. Children depend on the adults around them to make their environment safe for them. In many circumstances children may not have an adult at home that is capable of making their environment fully safe for them, therefore the school will need to do as much as they can to teach them the dangers and help make them capable of identifying and avoiding such dangers. The school can provide lessons that introduce warning signs and symbols, for example on cleaning products the sign for harmful. Children should be taught that medicines are for ill people and that they should not take any medicine unless an adult provides it for them. The use of role play in this situation may be useful as in the home corner children can be shown that medicines go on a high shelf or a locked cupboard so that they cannot harm babies and young children. The children can take part in a circle time session in which the teacher can ask the children ‘why do we take medicine? The teacher could show the children bottles of harmful substances and ask them if they know what they are used for? Should we play with these liquids? In my last SBL experience the reception children would often help the teacher tidy the snack area, the teacher would show them that they used one spray of the cleaning product on the table and then wiped the table with the cloth and that once they had finished they were to wash their hands in order to get rid of the cleaning product on their hands. The teacher would role model this as she ensured she was in the habit of washing her hands after cleaning. In one incident a child asked the teacher why the cleaning lady wore gloves top clean, the teacher told her that the teacher has to clean lots of different places and use lots of products and doesn’t want to get them on her hands because if she didn’t wash them properly when she ate her food she might eat some of the cleaning liquids and that isn’t very good for you. This child then suggested that they get a small pair of gloves for the person that helps to clean up. If the teacher explains the dangers to children clearly children may often come up with their own solution to the problem, by making suggestions the children are showing that they have developed an awareness of the dangers. The last area of keeping safe I will look at is the aspect of hygiene and the importance of keeping clean. In one SBL experience, I took part in an activity in which the teacher brought in a bowl of water, soap and paper towels the teacher then demonstrated to the nursery class how to wash their hands ensuring they washed all the creases. Each child then came up in small groups and washed their hands; the teacher told them how important it was to wash their hands after going to the toilet in order to get rid of germs. Mayesky (2011) talks about how it is important for adults in the child’s life to present good self hygiene in order for the children to lead from example; and that the children have the environment is equipped well to encourage good hygiene. Teaching children that being unclean can lead to illness; and that when they are ill they can easily spread germs and the importance of covering their mouth when they cough and using a tissue to wipe their nose. Encouraging children to wash their hands can be placed into the child’s school routine with ease. In one SBL experience I witnessed a class in which the teacher ensured they washed their hands before dinner, after any art classes and before and after any cooking activities. This allowed the children to develop a routine for washing their hands and keeping clean. . The following section of the essay will look at the possible difficulties of teaching PSHE. When looking at providing lessons for the keeping safe aspect of PSHE, I could think of areas of importance that the children should be taught however I was unsure of how best these areas could be taught in the classroom. The national curriculum provides very specific targets for curriculum subjects, and most curriculum subjects can be observed on a weekly basis. When teaching curriculum subjects such as maths the teacher will choose or be given a set topic to teach for a section of the term, the teacher can then look for the set targets that the age they are working with will need to meet. The PSHE curriculum has outlines for specific key stages; however I have yet to witness any direct teaching. After looking at the areas for keeping safe discussed above I identified that there are numerous ways of building the PSHE targets in to other subjects and even into the daily routine, if teachers found little time to teach it directly. Halstead (2006) refers to findings from researchers on schools lacking PSHE policies, and how many schools are not teaching PSHE in order to make room other subjects and activities. After writing and researching for this essay, and taking part in lectures around different PSHE areas, I believe that is a very important subject to teach in schools, as it may help to prepare children for independent living and in relevance to this essay help children to develop knowledge and understanding of how to stay safe in their own environments. Tew (2007) looks at one of the disadvantages of delivering PSHE is the difficulty of maintaining a consistent ethos as it is often delivered by outside agencies, however if teaching staff can receive training at the same time as the other agencies the school could take a much more consistent approach. One struggle that teachers may face in the delivery of PSHE is that after multi agencies pay visit to the school the teachers are unsure on how to continue to teach the chosen topic. In conclusion to this essay I believe that the teaching of PSHE can be very informative to teachers, children and parents; by providing children with the knowledge and understanding of the PSHE curriculum you may be able to help provide them with the ability to make their own safe choices. Many of the difficulties I have identified from this essay are that teachers may not necessarily have the full training or awareness on how to provides lessons around the PSHE curriculum, if teachers had the opportunity to gain the same training of the multi agencies that deliver the assemblies in schools they may be more willing to able in delivering it themselves. After writing this essay I believe that PSHE is very important for the development of children, and it is more important for teachers to deliver than I first thought.

Admissions essay

â€Å"l want to become the greatest engineer in the world†, said a 5 year old boy named Phone. That seemed to be a little dream of a child which he would forget soon. However, for 1 1 years since his saying, that boy had been still continuously following his dream. With remarkable ability of science, Phone was admitted to the physics department of HUSH High School for Gifted Students.In there, he got to know about Nanning Technological university from a senior. Phone was very impressed by the way this university inspired students and its extremely competitive educational environment. His love for .NET started then. Therefore, he challenged himself on the university entrance examination of .NET. Unfortunately, he was rejected. It was the very first big failure and Phone was deeply shocked. He avoided everyone and became more reserved.However, his passion was greater than anything else. Phone quickly overcame this grief, and started acquiring knowledge, to provide himself anothe r chance in the following year. Len addition to participation in an intense A-level program, he also did not forget to improve his soft skills and social knowledge by spending time on some extra-curricular activities such as movie making, volunteering ND being a technician for some events.Thanks to his efficient working method, Phone obtained a few amount of achievements like becoming an youth partner, and a film producer of a volunteer group. Those experiences, which made him more optimistic, sociable, responsible became unforgettable memories In his life. At this moment, when you are reading this essay, Phone had succeeded In completion of his changeable and had a great time before becoming a student In his dream university. I believe that as long as he maintains his passion, he can successfully pilot his own life. Admissions Essay After serious investigation and reflection I am convinced my educational goals will be far better achieved at NYU than at any other university. It is not an easy decision for me, as I thoroughly enjoyed my time at Villanova and made the most of it. One of the many wonderful concepts I have learned from my parents is to strive for academic excellence while balancing life with other activities and contributions. I am proud of my academic record at Villanova, as well as my extracurricular involvement in campus activities, part-time employment and community service. Through the efforts of my parents I have enjoyed a great deal of cultural and educational diversity. I was born and raised in Taiwan, and moved with my parents to Shanghai, China, where I attended high school. Within a very short time I advanced from speaking virtually no English to first place in my class, and then on to Advanced Placement classes. My secondary education in Shanghai was instrumental in the development of my interest in business and finance, and my goal is to be become expert in the area of financial analysis. NYU is a perfect match for me. NYU Stern is one of the finest business schools and enjoys a global reputation. I have learned from my parents two â€Å"laws†: the law of learning and the law of giving. I believe the more you learn the more open you become for learning. I am convinced NYU Stern is a great fit for â€Å"the law of learning† and by achieving academic excellence at NYU I will be in a position to choose career opportunities for continued growth not available at any other university. I have learned from my parents the critical importance of the law of giving, and I am both attracted and committed to the Stern model of community service, particularly that â€Å"students apply business skills to effect social change.† I will bring to NYU a variety of assets and commitments. I have benefited in the past from having â€Å"mentors†, particularly in Shanghai, and I look forward to being able to mentor Chinese and Asian students at NYU. I have always been committed to community service and campus government, and plan on continuing these important activities. I will bring to the campus what others have considered in me an infectious â€Å"joy of learning, excitement for the future, and need for world contribution.† That is in essence my philosophy and I believe it will contribute to the NYU community. The time is right in my life to appreciate and take full advantage of all that NYU offers. I look forward to being a part of a university which has the city itself as part of the campus. While touring NYU I felt at once comfortable and energized, I feeling I never had at Villanova or any other university I have visited. I am fully aware of the significance of being considered for acceptance, and I am sincerely grateful for your time and consideration of my application. Admissions Essay After serious investigation and reflection I am convinced my educational goals will be far better achieved at NYU than at any other university. It is not an easy decision for me, as I thoroughly enjoyed my time at Villanova and made the most of it. One of the many wonderful concepts I have learned from my parents is to strive for academic excellence while balancing life with other activities and contributions. I am proud of my academic record at Villanova, as well as my extracurricular involvement in campus activities, part-time employment and community service. Through the efforts of my parents I have enjoyed a great deal of cultural and educational diversity. I was born and raised in Taiwan, and moved with my parents to Shanghai, China, where I attended high school. Within a very short time I advanced from speaking virtually no English to first place in my class, and then on to Advanced Placement classes. My secondary education in Shanghai was instrumental in the development of my interest in business and finance, and my goal is to be become expert in the area of financial analysis. NYU is a perfect match for me. NYU Stern is one of the finest business schools and enjoys a global reputation. I have learned from my parents two â€Å"laws†: the law of learning and the law of giving. I believe the more you learn the more open you become for learning. I am convinced NYU Stern is a great fit for â€Å"the law of learning† and by achieving academic excellence at NYU I will be in a position to choose career opportunities for continued growth not available at any other university. I have learned from my parents the critical importance of the law of giving, and I am both attracted and committed to the Stern model of community service, particularly that â€Å"students apply business skills to effect social change.† I will bring to NYU a variety of assets and commitments. I have benefited in the past from having â€Å"mentors†, particularly in Shanghai, and I look forward to being able to mentor Chinese and Asian students at NYU. I have always been committed to community service and campus government, and plan on continuing these important activities. I will bring to the campus what others have considered in me an infectious â€Å"joy of learning, excitement for the future, and need for world contribution.† That is in essence my philosophy and I believe it will contribute to the NYU community. The time is right in my life to appreciate and take full advantage of all that NYU offers. I look forward to being a part of a university which has the city itself as part of the campus. While touring NYU I felt at once comfortable and energized, I feeling I never had at Villanova or any other university I have visited. I am fully aware of the significance of being considered for acceptance, and I am sincerely grateful for your time and consideration of my application.

Essay about Evil in William Shakespeares Macbeth - 755 Words

Evil in William Shakespeares Macbeth Evil. It is a word that has been used for hundreds of years, yet the meaning is ones interpretation of what is evil. The criteria for an evil act have changed over the years also. My interpretation of evil is a very bad or ill act against a person, animal or God. Macbeth, dead butcher and evil man? This essay will discuss this question. At the start of the play Macbeth is portrayed as a brave soldier, who would do anything for his king and country. During the opening battle a picture is built up in the mind of the audience. It is an image that shows Macbeth as a brave, noble, loyal and strong man. This is achived through the language Shakespeare uses.†¦show more content†¦He does this when lady Macbeth summons spirits. This would have been seen as immensely evil in the Elizabethan age when the play was first shown. This is because the Elizabethans believed that talking to spirits was indirectly talking to the Devil. It was also against the law to communicate with spirits at the time. Under my battlements. Come you spirits, That tend on mortal thoughts, unsex me here, Lady Macbeth is the single biggest influence that causes Macbeth to kill the king (the highest position in Scotland, chosen by God). This would have been seen as the most evil act that one could commit. It was seen as an action against God. So this would mean Lady Macbeth is encouraging Macbeth to do a satanic deed. So by committing this deed both Macbeth and Lady Macbeth have been dammed for eternity. After the killing of Duncan Macbeth and his wife react differently. Macbeth speaks in small statements. As I descendedà ¢Ã¢â€š ¬Ã‚ ¦ Hark who lies I th second chamberà ¢Ã¢â€š ¬Ã‚ ¦ This is a sorry sight. This shows us Macbeth is panicking and anxious. 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