Managing Activities to Achieve Results Essay Example for Free

Managing Activities to Achieve Results Essay Structure of an organisation is the way the people and different departments are set out. XXX School’s structure is shown in Appendix 1. It’s is widely split into Thai and foreign areas with different departments that interact daily to fulfil its processes and functions. There is evidence to suggest it uses the matrix model. For example XXXX the Head of English Kindergarten department is also responsible for undertaking the project of improving the schools website. Mullins (2005:a) notes culture as ‘the collection of traditions, values, policies, beliefs, and attitudes that constitute a pervasive context for everything we do and think in an organisation’. Due to the being both foreign native speakers and Thai teachers present in the school, a divide in beliefs, values, policies, traditions and processes is present. The two ‘sides’ maybe well undertake tasks in a different way, however there is one belief that is clearly paramount throughout the school. The most important belief is the service and relationship provided to the customer (customer being the student and their parents) is everyone’s number one priority. Whether you are a native English or Thai teacher the attitude fed down from the top is the strong value and belief that the student’s education is most important. Processes are the series of links that define  the function. Within every organisation functions have to be performed. Fig 1. Examples of functions carried out at Varee School Fig 2. The processes involved in planning a lesson. Planning a lesson involves relatively few departments and people. It’s mainly an individual task that is easy to complete and can be repeated easily, something that is important to keep the business efficient. Certain processes that involve more people and more departments are not so efficient. Most obvious problem being the Thai/foreigner cultural difference. There are problems with language barriers, different attitudes and beliefs. For example, Thai people don’t like to ‘loose face’ or cause somebody to ‘loose face’. This can cause problems as often they would rather mislead people than be honest and accept they can’t do something. Business process transformation and TQM would be able to improve the interrelationships between the different process and functions and this is talked about later in the report. Taken from the latest school magazine, published December 09 it states the mission statement as: ‘In order to maintain high standards of educational development, the school follows and emphasises three main goals which are to maintain a progressive curriculum, a proficient management and a highly productive teaching staff. XXX School strongly believes that if these goals are carried out, our students will gain various skills which are crucial in life such as intellect, communication skills in foreign languages, technology and moral development. Our students will mature into good citizens physically and mentally. Over all they will develop social skills enabling to and learn harmoniously in society. ‘ Within this mission statement three main goals are given, lead to its overall objective: * to maintain a progressive curriculum * a proficient management * a highly productive teaching staff. The overall objective being: * to maintain high standards of educational development The mission statement along with the aims and objectives have meant that a structure designed for the most effective teaching possible has been developed as well as providing the customer (the student and their parents) with the a path of education they wish to take. They can study their subjects in 80% Thai or can study on the English programme where they will be studying mostly in English. Along it could be suggested the mission statement is a little long, there can be no doubting that it has created a sense of direction and the main belief that is comes down through the management in the school to all the staff. Evidence of this is seen in not only my personal objectives but many other teachers’ also. XXXX, Head of Mattayom for foreign staff states in the school magazine â€Å"Our goals are simple; to give every student the best education available; to foster creative thinking and a global outlook; and to instil a love of learning in every student. (Teachers at Varee love teaching and genuinely care about their students.† In addition XXXXX, Mattayom Teacher in the native English teaching department says â€Å"My goal is to give the children the confidence and tools required to expand their English abilities so that they can interact in an increasingly global English Community†. The school is of course a business and there for wants to make a profit. By carrying out these aims and objectives the school is providing the customer with great service, meaning the school will continue to grow thanks to an enhanced reputation. If the school continues to grow, with good business management to, the school will continue to make a profit. How does the school carry out its functions to meet its objectives? A curriculum for example is crucial to providing quality teaching and obviously quality teaching is the school’s main objective. According to my seniors, Fig 3. , shows the  communication process they will follow in updating a curriculum. One of three people can decide that change in curriculum is required; The Head Mistress, Director of foreign staff, Head of Department. Reasons for a change can be due to results, government changes, private tests changes, or parent’s requests. In this example we will assume that the Head Mistress has requested the change. Fig 3. Communication process XXXXX School will follow when updating a curriculum Happy with the curriculum? No Happy with the curriculum? YES Finished curriculum Happy with the curriculum? No Happy with the curriculum? NO Happy with the curriculum? YES YES Happy with the curriculum? YES Finalised and continuously monitored Head of Department (Will make the improvements) Curriculum is provisionally taught Director of foreign teachers Head Mistress The methodology used in this process is carried out by four levels of the organisation. It’s very much based around completing the task and then checking, discussing and improving if possible. Once the Head Mistress is happy it is provisionally taught and again checked. Again, if any improvements can be made they are, if not its taught and continuously monitored. With every process there is an output. The schools main and ultimate output to the customer is the education of the student. The Head of departments work has to be referred back to higher authority to be checked and this means the quality is checked before being moved onto the next  stage. By continuously carrying out processes, such as improving the curriculum, the standard of education, the final output, will be strong. As with any businesses, weaknesses and improvements can always be found and that’s why it’s important for the curriculum and other such areas to be continuously developed and improved using all areas of the organisational structure. Bibliography Mullins, L.J, 2005a. Management and Organisational Behaviour. 7th ed. Harlow: Pearson Education Limited. Varee school Magazine Mullins, L.J, 2005b. Management and Organisational Behaviour. 7th ed. Harlow: Pearson Education Limited. Hall,D, Jones, R, Raffo,C, Anderton, A, 2008:a. Business Studies. 4th ed. Harlow : Pearson Education Limited

The Crucible by Arthur Miller :: Essay on The Crucible

The Crucible by Arthur Miller In this essay I will be assessing Proctors dramatic confrontations. In the play The Crucible the author Arthur Miller has very strong hidden messages against 'McCarthyism', the singling out of individuals in American society and accusing them of an association with groups who are said to be against the American way of life. He expresses his thoughts indirectly instead of writing a play that directly condemns 'McCarthyism'. Miller's message is that the Salem witch trials were wrong, they were destroying innocent individuals with no real evidence. This works as an allegorical metaphor for the wrongs of 'McCarthyism'. In the play The Crucible the key events focus around the character John Proctor, who is the main character, around whom the play revolves and ultimately he is central to the plays intend message. The audience first meets John Proctor when he goes into the crowded parlour in Salem and sees Abigail Williams, who is being questioned about witchcraft. John Proctor says to her 'Ah, you're wicked yet, aren't y'. You'll be clapped in the stocks before you're twenty.' This shows he is a laid back man, who has a different approach to life than most people then, it also shows he knows Abigail well and knows what she is capable of. When John Proctor approaches Abigail you can tell she is attracted to him, as it says 'Since Proctors entrance, Abigail has stood as though on tiptoe, absorbing his presence, wide-eyed.' He is obviously attractive and has a lot of confidence. In this first dramatic confrontation you find out that Proctor has sinned and is therefore classed as a sinner, but not only against the moral fashion of the time, but against his own vision of decent conduct. Now that the audience knows he is a sinner they can relate to him as they know no one is perfect and everyone makes mistakes. As the audience it is important that you believe and be attracted to John Proctors character. Act one ends in hysteria with Abigail and Betty crying out, naming,

World War II

Who was Joe Louis, why is he important, and why did he help to increase black enlistment into the military? He was important because he defeated a white boxer and encouraged blacks to enlist In the army 2. What was the first concentration camp and when was it set up? Dachas, 1933 3. What groups of people were targeted during the Holocaust? Jews, Gypsies, Polish Catholic, Russians, mentally and physically disabled, homosexuals, and political prisoners. 4. What was the â€Å"Final Solution†? The mass murder of Jews 5.Based on the reading, describe Auschwitz. More than 1. 6 million were killed in Auschwitz, they didn't feed babies to see how long they could survive 6. During the asses, how was widespread anti-Semitism demonstrate by the US? The US only let 10 percent of the quota of Jewish people allowed into the country 7. How many nations were involved in ‘MINI and where did fighting take place? 70 nations were involved. 8. How many people participated In the war and how many people died? Over 70 million people served 9. Which nation suffered the greatest number of deaths? Which nation suffered the least?Soviet troops, Germans, and Japanese suffered the most and Americans suffered the least amount of death 10. In what ways did the world change because of the war? The world is more observant of situations and people like Hitler and WI lead to the Nuclear age 11. How was US sentiments about international relations prior to WI similar to feelings prior to WWW? Because before WWW they were striving for Isolationism and they are striving for It again after WI 12. Why was the Kellogg- Brand Pact unsuccessful? Because the other nations didn't agree with it so the other nations went to war anyways and tried bringing America into it. 3. In 1935, how did a large percentage of college students feel about war? Why did many people feel this way? They weren't going to fight even if they were invaded 14. What was Merchants of Death and what did It argue? It was a book that said that the United States had been drawn into the European war by international arms manufacturers who had deliberately fomented conflict In order to market their products 15. What was Mien Kampala and what did It call for? Mien Kampala means my struggle. It laid out Hitless plan for Germany. 16. Why was Doll Hitler imprisoned?Because he and his Anza party took over the 5 year old republic of Germany. The Beer Hall Putsch 17. What actions did Hitler take after becoming the chancellor of Germany? He outlawed labor unions, imposed newspaper censorship, and decreed that the Nazis would be the only political party of Germany. He also established a I OFF the age of 10 to Join youth organizations and follow Nazi beliefs. 18. What were the Unmerge Laws and what did they do? Forbade intermarriages, restricted property rights, and barred Jews from the civil service, the universities, and all professional and managerial occupations. . What did Japan do because of their lack of ra w materials? What was the reaction of the US? They invaded Manchuria.. President Hoover rejected a military response. 20. As Japan ignored the reaction, what actions did they take during the asses? What was the reaction of the US? In December 1937, Japanese aircraft bombed the Panky, a U. S. Gunboat stationed on the Yanking River. The United States accepted Japan's apology 21 . What event took place in Nanking and how did the US react? In December 1937, Japanese aircraft bombed the Panky, a U. S. Gunboat stationed on theYanking River. The United States accepted Japan's apology 22. Who led Italy throughout WI? Bonito Mussolini 23. What was Italy's political party and how was it similar to Hitter's Germany? Fascism. He said he would end political corruption and labor struggles Just like Hitler. 24. What were Italy's aspirations regarding Africa? To make an Italian empire in North Africa, 25. What actions did Germany take after dropping out of the League of Nations? He went seeking mor e land in England 26. What areas was Hitler able to annex without interference of Britain and France? Austria 27.What is appeasement and why were Britain and France looked at as appeasing Germany? Appeasement is to make someone happy. They kept giving Germany breaks 28. What was agreed upon in the German-Soviet non-aggression pact? That the soviet union could have control over Poland 29. What event caused the war to begin and what was Germany's war tactic? WWW. Germany's war tactic was tip become the master race 30. Who became Prime Minister of Britain during the war? Winston Churchill 31 . What was the German Air Force called? Luftwaffe 32. After failing to destroy Britain, what actions did Germany take?They invaded Belgium 33. What events occurred between Deck. 6 and Deck. 11, 1941? Soviet forces repulsed the German attacks on Moscow. This was Hitter's first defeat 34. Between 1935 and 1941, how was the US involved in the war? We responded to the war by issuing a proclamation of n eutrality. In 1941 the President offered a Lend- Lease aid to the Soviet union. 35. What actions did the US take against Japan because of their expansion throughout Asia? America froze all Japanese bank accounts in the US. 36. When did the bombing of Pearl Harbor occur? Deck 7th 1941 not destroyed the ship repair facilities. 8.What was the US reaction to the bombing of Pearl Harbor? The US declared war on Japan 39. How did the war affect US economy? Give specific examples. The war brought unprecedented prosperity to America. 40. How did WI affect American fashion? Women had to work so they couldn't wear more feminine clothes so they had to wear more masculine clothes 41 . What happened to the NAACP during the war? Their membership went from 50,000 to 500,00 thousand. 42. What was â€Å"Rosier the Riveter† and did it represent? She was the popular image of of women who abandoned traditional female occupations to work in defense industry. 3. What role did Mexican Americans play during the war? Almost 400,000 served during the war. 44. How were Mexican Americans treated in Los Angels during the war? Many youth gangs erupted in Los Angels 45. How was the naturalization of Italian, German, and Japanese immigrants to the US affected during the war? They weren't allowed to in mass numbers. 46. What were Internment Camps? How did Sauerkraut v. US relate to these camps? Internment camps were for immigrants when they wanted to move into another country but they had to go to camps.Because a US military official told Sauerkraut to go too camp and he said no and then he went to Jail. 47. How many people died at Straddling? 850,000 48. Before invading France, where did the US and British forces begin fighting? Germany 49. When did the allied invasion of France begin and what was it referred to as? 50. How/when did Hitler die? April 30th 1945. Gunshot to the head 51 . When was V-E day? May 8th 52. What were the US' two strategies to defeat Japan and who led each of th ese? 53. What was the Enola Gay? Boeing 8-29 Superstores bomber

C-Difficile

In my family, the â€Å"Family Business† is nursing. My mother is a nurse, and an associate professor at NMSU, as well as the chairperson for their CNA program. One of my sisters just finished her nursing program and is studying for her NCLEX and my other sister is an ER nurse just starting her DNP program. So when they each, independently, gave me the following advice, I took it to heart, but assumed they were being facetious, and using humor to help me remember a very important health care worker concept: â€Å"Pretend everything around you is covered in sh*t. † After reading this article, I realize they were not kidding! C-Difficile is a bacteria found in the intestines of a small number of people. Not all bacteria are bad, particularly when the bacteria are where they are supposed to be. C-Difficile becomes a â€Å"bad† bacteria when it overpopulates the intestine, causing stomach cramping and diarrhea. The overpopulation occurs when antibiotics are used to fight the original infection a patient has, and that antibiotic kills off the normal flora living in the intestines. Once that happens, C-Diff is able to make its way out of the intestines and onto health care workers hands, clothing, surfaces (such as call lights and bed rails) and the skin of the patient. It is transmitted via the fecal-oral route, simply meaning that infected feces made its way into someone’s mouth, causing an infection. An infected person can spread the bacteria by having a bout of diarrhea, not washing their hands with soap and water, and then touching an object, leaving spores on it. Another person comes along, touches the same object, and picks the spores up. That second person (with unwashed hands) then touches their face, mouth or prepares food, and ingests the spores, introducing the bacteria into their body. C-Diff is able to lay dormant on surfaces for a very long time because it is both anaerobic and spore forming; meaning it does not need oxygen to live, and it forms a spore, protecting itself from being destroyed by typical cleaning measures. However, a bleach and water solution has been effective in killing the spores. It has been found that it takes ingestion of as few as two spores to infect a person. The spores are extremely hearty and upon ingestion, are able to withstand the gastric acids, passing all the way through to the intestines unharmed. Once they reach the intestines and they are exposed to the bile acids they emit two toxins. Those two toxins are responsible for the damage to the colon, and that damage ultimately causes the symptoms of C-Diff. Namely, in mild cases, abdominal cramping and diarrhea, all the way to severe damage such as pseudomembranous colitis (an illness that’s symptoms mimic colitis). In the most severe cases, fatalities have even occurred in as high as 80% of the cases. The most effective way to prevent the spread of C-Diff is using proper hand-washing techniques. However, it should be noted that hand-washing does not kill the spores; it simply removes the spores from the hands so that they are not carried to another location. Soap and water is a must, as the alcohol-gel based hand sanitizers do not kill the spores. A CNA should don PPE’s (gowns and gloves) when assisting patients/residents who have C-Diff. This will prevent the CNA from carrying the spores on their clothes to another person. Again, the number one prevention that a CNA can utilize is properly washing their hands, especially when travelling from one patient to another.

The Meiji Period of Restoration †Japanese History Paper

The Meiji Period of Restoration – Japanese History Paper Free Online Research Papers The Meiji Period of Restoration Japanese History Paper The Meiji period brought about the rapid modernization of Japanese politics, culture, and foreign relations which resulted in Japans attaining the status of the leading country in Asia and a world economic and political power. However, looking back on the Meiji Restoration, it becomes unclear as to whether it was a smooth transition, or a dramatic breaking point in Japanese history. (In order to determine the significance of the Meiji Restoration, an examination of the proceeding system of governance, culture and foreign relations is necessary.) The first part of this essay will discuss the Tokugawa period; the second will examine the Meiji Restoration. The last will analyze the Restoration itself and the changes that were made politically, culturally, and in foreign relations and conclusions on the nature of the Restoration will be drawn based on the given information. The political structure of the Tokugawa period was quite simple. At the head of the government was the Shogun, who was the main executive power. Under the shogun were the daimyo, who were very similar to governors. There were three â€Å"sections† of daimyo, family of the Tokugawa were called Shinpan, allies were called fudai, and enemies of the Tokugawa were called tozama. The last level of government was the samurai, who were leading men in the society who were traditionally military fighters, but formed the main bureaucracy of the Tokugawa government. This form of government is commonly referred to as the bakuhan, and shaped the culture of Japan during the Tokugawa Period. It should be noted that the Tokugawa government was quite strict. In his journals, Perry noted this and wrote, â€Å"It is evident that nothing but the fear of punishment deterred them from entering into free intercourse with us, but they were closely watched; and it may be inferred that he higher class would be equally inclined to greater intimacy if they in their turn were not also watched.† (Commodore Perry’s Journal, pg 180) The culture of Tokugawa Japan was very different from the culture after the Meiji Restoration. The Japanese were a proud people, and regarded their nation very highly. However, the people were very traditional, and really knew little about change and participation in the government. In the Tokugawa Period, social class was very important, and was determined by a person’s heredity. There were four main social groups: samurai, farmers, merchants, and artisans. Outside of these four main classes, there were other people in society, such as priests, imperial workers, and sex workers. The largest group was the farmers, who made up about 80 percent of the population. Most Japanese people lived in the country, with only 5-6 percent living on the larger cities. Besides the confines of heredity, the culture of Tokugawa was lively. The people did not concern themselves in politics, so in their free time, there was art and music, plays and religions parties, entertainment, and the Licensed Quarters for the adventurous. Buddhism was the prominent religion. Inside of their circumscribed world, the people enjoyed considerable autonomy as long as they paid their taxes. Women had their place in the culture; they were very important in the home and to their husbands and were generally treated with respect. They were not on the same level as the men however. Overall, Tokugawa culture created a peaceful Japan. The people were content, the government was stable, the economy was strong, and these aspects led to a positive culture in Japan, at least till the early 1800’s. The last aspect of the Tokugawa Period related to politics, government, and culture: foreign relations. The government in Japan, before 1850, had no desire to interact with any foreign countries. This isolationist policy was called Sakoku. The reasons for this policy are unclear, but Japan clearly did not want to have anything to do with the world. The Tokugawa government did not attempt to have relationships with any surrounding nations, and discouraged other Asian nations from interacting with Japan. This policy of the government was enforced from the top down. When foreigners, such as the Dutch, came to Japan, the people were forbidden to interact with them. This was because the government resented having the Dutch, or any other foreign power, in their country. So, during the Tokugawa period, Japan strove to be isolated from the World, both politically and culturally. In the mid 1800’s, the rule of the Tokugawa started to crumble. The political structure was growing weak and outdated, as was Japan’s social structure, and its foreign relations. In 1868, the Tokugawa rule officially collapsed and the Meiji took over power. The Meiji Restoration was headed by discontented samurai who were not satisfied with their position under the Tokugawa. After studying the politics, culture, and foreign relations of the Tokugawa period, these same aspects of the Meiji Period need to be examined to determine the whether the Meiji Restoration was a dramatic break point, or merely a transition. The first changes made were in the political structure and government. The Meiji decided that the politically fragmented system of the daimyo had to be completely overhauled. So immediately (after coming into power) in 1868, prefectures were established to replace the daimyo. The main goal in establishing the prefects was (to create) a national and bureaucratic state. All of the leaders of the prefects would report directly to the emperor in Tokyo, and would collect taxes to pay the samurai and the central government. These prefects extended the power and reach of the central government. A Genroin (senate) was also established. The second major political change was the rise of the emperor. In Tokugawa Japan, the emperor was more of a figurehead, but under the Meiji, the emperor held extensive executive power. The rise of the emperor gave the government legitimacy in the eyes of the people. The creation of this new bureaucratic state was a very important step in the history of modern Japan. The Meiji leaders inherited and modified the Tokugawa bureaucratic rule of the samurai. The (final) success of the Meiji Restoration of the government came in 1889 when a Constitution was written and ratified. The Constitution gave Japanese people rights they didn’t have before. In Chapter II of the Constitution I has laws such as, â€Å"No Japanese subject shall be arrested†¦unless according the law.† (Meiji Constitution, Chapter II, Article 23) There were more laws that protected the people, this (being but) is only one example. Japan was now under an ordered and stable rule, one that was modern and centralized with the holy emperor at its head. The culture of Japan also underwent major changes during the Meiji Restoration. The first, and most significant change that was made was the abolishment of the class system in Japan. With the abolishment of the class system, the Japanese emphasis on heredity was destroyed. Ones family line no longer determined what social class they would belong too, but rather, social standing was determined by ambition, education, and wealth. So, personal ability became extremely important for the first time. The second significant change in culture related to the emperor. With the rise of the prestige and importance of the emperor and empress, Japan’s culture changed to one (of) loyal to the royal family. Nationalism grew exponentially among the common people, who now had someone to look (up) to in their government. Shinmin No Michi wrote, â€Å"The Imperial family is the fountain source of the Japanese nation, and the national and private lives issue from this.† (Sources of Japanese Traditions, pg. 1001) Popular rights and freedoms also became very important. Under Tokugawa rule, individuals did not have very much personal freedom, but under the Meiji, commoners had freedom. The third significant cultural change was a move away from traditionalism and into modernity. During the Tokugawa period, the people thought little of change and progress, but the Meiji Restoration changed that completely. Once the rigid social structures were abolished, the people before to flex their cultural muscles. They moved into the large cities where they enjoyed markets and shopping. Cafes appeared that offered good food, conversation, and also the Jokyu (modern prostitute). These were a classier alterative to the relatively poor Licensed Quarter. After the change in culture and government came significant changes to foreign relations we well Previously, Japan had been very isolated. But after the Meiji restoration, Japan became more and more exposed to Western culture, and realized that it was falling behind the world. So, Japan began taking huge steps to learn about the West. The most important was the Iwakura Embassy (1871-1873). In this, the Japanese reformed treaties it held with other countries, and also sent people to other countries to study them in detail and report back to Japan. Basically, Japan opened itself up to the influence of the world, everything from fashion to government and imperialism. Based on (a careful analysis of )this information on Japan before the Meiji Restoration (Tokugawa Rule) and after, the answer to the question of whether it was a â€Å"dramatic break point’ in Japanese history is no. (Not sure if this is the conclusion that you are supporting. All of your example and analysis show a significant contrast between the Tokugawa Rule and the Meiji rule. If all of these differences and contrast are true then the conclusion should be, yes, this was a breakpoint in Japanese history. ) History shows the Tokugawa rule set many of the foundations needed by the Meiji for their Restoration. Tokugawa politics were becoming outdated and ineffective, the culture was suppressive and not malleable, and Japan could not remain isolated from the world for very long in the dramatic global changes in the mid-1850’s. Japan was ripe for change, and it seems that the Meiji Restoration should be called a dramatic change, and not a breaking point in the his tory of Japan. The reasons the Restoration was so sudden was because Japan had held off on change for many years during the Tokugawa rule. And when it collapsed and the Meiji took over, Japan was ready for something new. The Meiji Restoration would not have been so easy had Japan not been ready for significant changes in their government, culture, and foreign relations. So, based on the facts given, the Meiji Restoration was not a break in Japanese culture, but merely a culmination of circumstances that warranted and encouraged drastic changes in Japan in 1868 and the years following. Research Papers on The Meiji Period of Restoration - Japanese History PaperAssess the importance of Nationalism 1815-1850 Europe19 Century Society: A Deeply Divided EraQuebec and CanadaPETSTEL analysis of IndiaBringing Democracy to AfricaWhere Wild and West MeetCapital PunishmentNever Been Kicked Out of a Place This NiceInfluences of Socio-Economic Status of Married MalesAppeasement Policy Towards the Outbreak of World War 2

Outline marketing plan for the next year for Atlantic Quench 03059 Essay

Outline marketing plan for the next year for Atlantic Quench 03059 - Essay Example With a strong brand and market experience, it is expected that Atlantic Quench Cranberries Inc. will have its sales increase by 20% through the current marketing plan. In order to carry out macro environment analysis for Atlantic Quench Cranberries (AQC, 2015), this plan will use Political, Economic, Sociological, Technological, Environmental and Legal (PESTEL) analysis, concentrating on the forces that are most relevant to the AQC company in order to evaluate any possible strengths, weaknesses opportunities and threats.To achieve the objectives, the company seeks to increase more funds towards promotion and research and development (R&D) (De and Meyer 2014). We plan to use positioning strategies, price discrimination and use of social media to create product awareness among the consumers. UK has majority of its population being above the ages of 35. This provides a potential market for the product. They also have a culture that consumes products that have been locally produced. This provides great potential for AQC to access more consumers, who are no longer loyal to carbonated soft drinks and are seeking for products that can add the value by offering more suitable, healthier beverages. Similarly, the countries have a steady growth rate thus providing for a steady market (Johnson, Scholes and Whittington 2005). 7 With the increasing levels of globalization resulting from liberalization of markets, efficient flow of information and integration of economies, the level of competition in the local and international market has increased tremendously. This has resulted from the entry of multinational companies which have a huge financial base to segment the market, attract the loyalty of the customers, and position the products strategically in the market. This has made it hard for the other companies to penetrate the market. The report by the Mintel indicates

Stereotyping of Arabs and Muslims Essay Example | Topics and Well Written Essays - 750 words

Stereotyping of Arabs and Muslims - Essay Example The present paper discusses the historical development of stereotyping of Arabs and Muslims by the US media and also explores the causes behind such a development. The US media is rife with the "vilest racist" stereotyping of Arabs, with prominent publications such as the Wall Street Journal publishing articles, such as those by Cynthia Ozick, which tend to defile Arab culture and religion (Said 2). Since America came under attack by terrorists, extremely restrictive regulations have been posed on immigrants and travelers from Muslim lands (Paden & Singer 8). The September 11 incident gave rise to mass paranoia against Arabs and the mainstream media fueled this. However, the September 11 terrorist incident is not solely responsible for the negative stereotyping of Arabs. Anti-Muslim sentiments were already widespread in the US prior to the terrorist attacks. According to Shaheen, the Beirut bombing incident of 1983, which killed several Americans at the American Embassy and many US marines, along with the TWA passenger jet-hijacking incident of 1985, followed by the hostage incident in the US embassy in Iran led to Anti-Arab sentiments in Amer ica (4). Arabs were perceived as "dark-complexioned Muslim rogues, flaunting unkempt beards or moustaches" (Shaheen 4). Such stereotyped images ruled the American psyche and were further promoted by motion pictures, television shows and cartoons. According to Geyelin, Journalists tend to think and speak of them collectively, to judge the many by the egregious excess of the few. Scholars write of Arab tribalism and unsettled nomadic instincts. The suggestion is that Arabs are somehow incapable of statecraft or stable nationhood. They dress funny, carry guns (qtd in Shaheen 5). Such stereotyping of Arabs harbored prejudices against them in the American minds, which were rekindled by the terrorist attacks of September 11. The misrepresentation of Muslim