Wednesday, October 30, 2019
Written report on Macdonalds Essay Example | Topics and Well Written Essays - 3500 words
Written report on Macdonalds - Essay Example From a strategic perspective, McDonald’s is currently perusing an aggressive sales based strategy in new and emergent markets such as China, India, Russia and parts of South America. While McDonald’s traditional markets such as the UK and US may be seen as saturated, the company has still managed to increase sales through organic growth with sales in 2010 increasing by 3.9% in the US and 4.4% in Europe compared to 6% figure seen in new and emergent markets for the company (McDonald’s, 2010). In generating continued growth over the past eight years, the annual report (McDonald’s, 2010) highlights the fact that a clear strategy has been set in the adaptation of a globalised marketing mix template to meet the needs of localised customer groups (Brassington and Pettit, 2006, Kottler et al, 2009). As such, for McDonald’s this results in a business model with limited complexity and the associated costs of complexity, yet the ability to benefit from a localised marketing strategy. In addition the business has in recent years developed a clear model of communication in which three key stakeholders are included so as to ensure success of the businesses strategy at the aggregate level. Here the annual report (McDonald’s, 2010) highlights franchisees, suppliers and employees as the key stakeholders of the business in carrying out the overall strategy of the business. A standard tool for analysing the key factors within the general level or macro environment is to use a PESTLE analysis (Jones and George, 2010, Johnson et al, 2008). The PESTLE analysis considers six key factors within the external macro level environment which may have an impact upon how a business later seeks to create a competitive advantage. Political factors in recent decades may be seen as aiding the McDonald’s business model for large international expansion. Key political reforms
Monday, October 28, 2019
Coffee and Starbucks Essay Example for Free
Coffee and Starbucks Essay Then.. ï ± First Starbucks opened in Seattle Washington. ï ± March 30, 1971 ï ± Jerry Baldwin – English teacher ï ± Gordon Bowker-Writer ï ± Zev Seigl-History teacher ï‚â€" Then†¦ ï ± Entrepreneur Howard Schultz joined the company in 1982. ï ± Director of retail operations and marketing. ï ± Ideas of selling beverages. ï‚â€" Then†¦ ï ± April, 1984 first store to sell beverages was opened. ï ± Served 400 customer- over the 250 customer average at their best score. ï ± II Giornale Acquires Starbucks. ï ± Howard Schultz- Starbucks president and CEO. ï‚â€" Now†¦ ï ¶ World’s premier roaster and retailer of specialty coffee. ï ¶ 8,812 company-owned stores. ï ¶ 7,812 licensed stores in more than 50 countries. ï‚â€" Now†¦ ï ¶ Annual sales of about US$14.89 Billion. ï ¶ Sell: Whole bean coffee, Ground Coffee, pastries, beverages and coffee related products. ï‚â€" Mission Statement 1990- October 2008 Establish Starbucks as the premier purveyor of the finest coffee in the world while maintaining our uncompromising principles as we grow. ï‚â€" Vision†¦ Starbucks Digital Network, in partnership with Yahoo! Its vision is to provide best cup of coffee to include providing the best digital experience. They are now offering music among choices from their digital network. ï‚â€" Opened with Tata global beverages. (50-50)% partners First In Mumbai, October 19, 2012 Now 54 stores in Four cities (in 17 months) ïÆ'Ëœ CEO of TATA Starbucks is Avani Saglani Davda. ïÆ'Ëœ Starbucks also get source to coffee beans from Kodagu (Karnataka) ïÆ'Ëœ Opened with investment of US$66 Million. ïÆ'Ëœ ïÆ'Ëœ ïÆ'Ëœ ïÆ'Ëœ ï‚â€" Ethics†¦ Starbucks and Shared Planet is committed to doing business responsibly. A better way to help each other and planet. ï‚â€" SWOT Analysis ï‚â€" Strengths†¦ ïÆ'Ëœ Leading retailer and roaster for brand specialty coffee in the world. ïÆ'Ëœ Known for providing superior products and services. ïÆ'Ëœ Number 7 on Fortune Magazine’s â€Å"100 best companies to work for†. ïÆ'Ëœ Consistent high quality of service. ïÆ'Ëœ Limited no. of strong competitors. ïÆ'Ëœ High market share and market growth. ï‚â€" Weaknesses†¦ ï‚ § High prices because of quality ingredients used. ï‚ § Starbucks refuses to guarantee that milk, beverages, chocolate, ice cream and baked goods sold in the company’s stores are free of genetically- modified ingredients. ï‚ § Strong presence in U.S. more than three quarters of its cafes located in the domestic market. ï‚ § In order to reduce business risk, expansion is needed. ï‚â€" Opportunities†¦ ïÆ' ¼ High growth of economy and market in Indonesia, especially in urban areas. ïÆ' ¼ Could diverse their product not only in coffee. ïÆ' ¼ The potential employees are educated peoples which make it easier to train them. ïÆ' ¼ Strong financial support. ï‚â€" Threats†¦ ï ¶ Competitors and copycat could pose potential threats. ï ¶ Sentimental issues to the bad effect of coffee from society. ï ¶ Global financial crisis-make people tend not to spend. ï ¶ Exposed to rises in the cost of coffee and dairy products. ï‚â€" Competition†¦ ï‚â€" Company Financial Report ï ± Revenue: US$14.89 Billion ï ± Operating Income: US$325.4 Million ï ± Net Income: US$8.8 Million ï ± Total assets: US$11.5167 Billion ï ± Total Equity: US$4.48 Billion ï‚â€" Conclusion†¦ ï ± Summary Strengths Opportunities Threats Conclusion Weaknesses Overpriced coffee. ï ± Health concerns regarding caffeine and caloric intake. ï ± Main focus on expansion rather than internal improvement. ï ± Total revenue of $10.7 billion in 2010. ï ± Starbucks has added an average of two stores on a daily basis since 1987.
Saturday, October 26, 2019
Pure Horror in Heart of Darkness :: Heart Darkness essays
Pure Horror in Heart of Darkness     In Heart of Darkness it is the white invaders for instance, who are,        almost without exception, embodiments of blindness, selfishness, and        cruelty; and even in the cognitive domain, where such positive        phrases as "to enlighten," for instance, are conventionally opposed        to negative ones such as "to be in the dark," the traditional      expectations are reversed. In Kurtz's painting, as we have seen,        "the effect of the torch light on the face was sinister" (Watt 332).         Ian Watt, author of "Impressionism and Symbolism in Heart of Darkness," discusses about the destruction set upon the Congo by Europeans. The destruction set upon the Congo by Europeans led to the cry of Kurtz's last words, "The horror! The horror!" The horror in Heart of Darkness has been critiqued to represent different aspects of situations in the book. However, Kurtz's last words "The horror! The horror!" refer, to me, to magnify only three major aspects. The horror magnifies Kurtz not being able to restrain himself, the colonizers' greed, and Europe's darkness.       Kurtz comes to the Congo with noble intentions. He thought that each ivory station should stand like a beacon light, offering a better way of life to the natives. He was considered to be a "universal genius": he was an orator, writer, poet, musician, artist, politician, ivory producer, and chief agent of the ivory company's Inner Station. yet, he was also a "hollow man," a man without basic integrity or any sense of social responsibility. "Kurtz issues the feeble cry, 'The horror! The horror!' and the man of vision, of poetry, the 'emissary of pity, and science, and progress' is gone. The jungle closes' round" (Labrasca 290). Kurtz being cut off from civilization reveals his dark side. Once he entered within his "heart of darkness" he was shielded from the light. Kurtz turned into a thief, murderer, raider, persecutor, and to climax all of his other shady practices, he allows himself to be worshipped as a god. E. N. Dorall, author of "Conrad and Coppola: Different Centres of Darkness," explains Kurtz's loss of his identity.        Daring to face the consequences of his nature, he loses his identity;
Thursday, October 24, 2019
Hunger Games Comparative Essay
Katniss Everdeen & Chris Stewart Imagine being only 14, having to take care of your family, worrying about shelter and food for your whole family. This was the situation Katniss Everdeen and Chris Stewart were put in. Something like this rarely happens and it’s not fair to the kids that is does. Normally you can’t compare fictional characters and nonfiction characters. However; in this situation it is very easy because they both had a similar childhood and upbringings.They both came out on top with a lot of pride, toughness and perseverance and the willing to take care of others. Katniss Everdeen is a fictional character in the book The Hunger Games. She is 16 years old and lives in a district called Panem in the poorest part of town called, The Seam. She lives with her mother and younger sister. Her father passes away during a coal mining explosion when she was 11 years old.After that tragedy Katniss’ mother went into deep depression and was unable to take care of her daughter’s, Katniss and Primrose. During her Mothers depression Katniss had to come and step up to take care of the family. Her family was on the verge of survival and on the brink of starvation. â€Å"I was determined to feed us†¦ I kept us alive†said Katniss. She did whatever it took to take care of them from walking miles to try and find scrapes from garbage’s in the rich part of town, to hunting in the forest for plants.That’s how her father got most of their food hunting illegally in the forest for plants. Katniss did something remarkable that changed her life forever by using these four words â€Å"I volunteer as tribute†. She saved her sister from basically dying at The Hunger Games and putting herself in that situation. She called it an ancient sign for saying â€Å"admiration†and â€Å"goodbye to someone you love. †She was also very skilled in archery, hunting and trapping. Having learning th
Wednesday, October 23, 2019
Language Arts Lesson Essay
Allyssa Satin Capucilli’s Biscuit and the Nest (2008) which is part of the Biscuit Phonics Fun series will be used in this lesson to teach Language Arts to Grade 1 level students. This lesson aims to meet the Sunshine State Standards which are to make students: (1) identify the sounds of vowels in printed words; (2) apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context; (3) retell the main events and identify the characters and setting in a story; (4) edit for correct use of common spelling patterns and conventional spelling of high frequency words and for correct use of capital letters for the pronoun I and proper nouns; and (5) communicate effectively when relating experiences or retelling stories heard or read. After the teacher reads aloud the story to the class, the students will perform the succeeding activities. First, students will be paired off and each pair will complete a story frame which goes this way. The story takes place in ________. A character in the story is ________who ________Another character in the story is ________who ________. A problem occurs when ________. After that, ________and ________. The problem is solved when ________. The story ends with ________. Second, the students will complete a Word Sort. They will get and divide a sheet of paper into two columns. At the top of the first column, they write â€Å"vowel sound /e/†and at the second column, â€Å"not vowel sound /e/†. Then, students select words from the story and write these in the columns. Third, students will accomplish a Picture Match. They are to read the words below the picture and tell whether it is a pen or a pin, mien or men, leg or league, nit or net, rid or red, tin or ten, etc. Fourth, students will describe their pet or a pet they would like to have (if they do not have one yet) in writing. They need to write 3 to 5 sentences. Lastly, they will individually narrate to the class a story of their own pet or someone else’s pet. The students will be assessed through the following assessment tools: (1) Students’ writing development will be assessed through their use of capitalization and use of appropriate punctuation marks in their written output in the first and fourth activity. (2) Students’ grammar skills are evaluated when they are able to correctly write the correct setting, character, or event in the story frame and when they properly use subject-verb agreement in their descriptions in the fourth activity as well as in their stories in the last activity. (3) Students’ spelling skills will be assessed through a written spelling assessment to be given after the second and third activity. The teacher will read aloud ten words with the short vowel sound /e/ and ask the students to write them on a piece of paper. Another way to assess their spelling skills is through their written stories in the fourth activity. The spelling pattern that the students will be taught in relation to the story is the short vowel sound /e/. Word examples of the short vowel sound /e/ are egg, fell, nest, get, help, etc. Throughout the activities, the students will use three cueing systems in order to arrive at comprehension. These cueing systems are semantic, syntactic and graphophonic systems. The semantic system refers to language features that bring about meanings to the reader. This is used in the classroom to make students know and understand the correct meaning of a word. The syntactic system includes the interrelationship of the words in a sentence and the sentences in a text. When students are able to complete the story frame activity, they use the syntactic system. The graphophonic system includes the spelling and sound structure of the language and the relationship of these two. This will be taught to the students by demonstrating how words are pronounced based on their spelling or word patterns. References Capucilli, A. S. & Schories, P. (2008). I Can Read! Phonics: Biscuit and the Nest. New York: Harper Collins. Florida Center for Instructional Technology. (2009). Florida K-12 Reading and Language Arts Standards. Retrieved April 10, 2009, from http://etc. usf. edu/flstandards/la/new-pdfs/elp-1. pdf.
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