Of Mice and Men - the Crisis of Drama free essay sample

The Drama Based on Peter Szondi’s studies, the Drama of modernity had its beginning in Renaissance. After the collapse of the medieval worldview, an artistic reality in which a human being could fix and mirror himself on the basis of interpersonal relationships was created. Man disclosed himself to his contemporary world: nothing outside the interpersonal relationships was accepted in the drama. Drama is absolute and unique for it is separate from everything outside itself and it is constructed by dialogue, which is dominant. The author cannot appear anywhere in drama – referred to what is spoken – but it belongs to him just as a whole and everything spoken cannot be out of context. Also, the absoluteness of this artistic reality regards to the spectator that has to be passive: â€Å"silent, with hands tied, lamed by the impact of this other world†(p. 8)?. The relationship between actor and role cannot be visible, since no things can exist besides those demonstrated in the drama – actor and character become one. We will write a custom essay sample on Of Mice and Men the Crisis of Drama or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The drama is always primary, which means that it represents only itself. It is not related to some historical event, or to something that is happening in the contemporary world, and these both characteristics always leads to the â€Å"present† as Drama’s internal time. The internal time, or present, is constructed through dialogue – as the dialogues pass, the action pass and the present is dressed by a new present. As Szondi affirms, â€Å"every moment must contain the seeds of future† (p. 9), otherwise, the linearity and the principle of absolute presence in Drama would be subverted. From this point of view, the temporal fragmentation of the scenes would result in the break of unity of time. Another aspect of drama consists on its unity of place. The spatial context should not be large, since the larger the scene, the more difficult it is to the spectators to follow it. Then, with Drama’s characteristics mentioned above, this paper will analyze one of the novels that symbolized the beginning of the crisis of drama. The novel is Of Mice and Men, and some of its aspects that can be considered opposite to what was preached by Drama’s theory will be observed. The Crisis in Of mice and Men As said in introduction, the Drama consists in unity. Nothing outside the interpersonal relationships was accepted in it. As Szondi says, â€Å"real dramatic action does not present human existence in terms of some specific cause. If it did, the action would point beyond itself (†¦) The existence of the dramatis personae should not reach beyond the temporal borders of the Drama† (p. 38), which means that the characters presented in the Drama are not created as a mirror of subjects in the exterior world. This kind of dramatic presentation is called by Szondi as â€Å"transformation of alienated conditionality into interpersonal actuality† and it means that a single dramatic personae represents thousands of people living in the same condition. However, in Of Mice and Men, of John Steinbeck, an undramatic element is seen the characters do represent subjects inserted in a certain period of human history. In this case, the period remits to the Great Depression, which happened after World War I and had devastating effects in many countries. This crisis led many rural poor and hand workers to produce even more goods, but for the same amount of money and many rich farmers bought more lands and expensive agricultural equipments in order to support the new demand, and this made them broke. It is in this context that Steinbeck writes Of Mice and Men. One of the main characters, Lennie, is as mindless as a mice, and he may represent the life that the low society in this particular case, hand workers had in this period. Lennie can also be a stereotype of people that simply accept and obey what others tell them to do and this can be noticed in the 2nd act, 1st scene, when Curley starts beating Lennie and the last fights back only when George asks him to do so. A character as Lennie cannot be accepted in society, since he is not capable to, at least, try to improve his conditions in the world – he is not even able to reason about himself. He only obey orders without being able to think about what is his real role in society and every action he does by his will ends in great trouble. Curley, the boss’ son, symbolizes the oppressive system. He many times acts irrationally and wants to demonstrate his power by showing his physical strength – although minimal. This character could be sometimes considered as stupid as Lennie, but the difference is that he is the son of the ranch’s owner, and knows the difference between evil and good, and that means he is conscious of his wrong doings. Opposite to Curley, there are characters as George, Curley’s wife, Crooks and Candy that are victims of the system, but, at the same time, dream about changing their lives to a better condition, even though the oppressive system hinders them to fulfill their dream. George dreams about owning a land, Curley’s wife desires to be a movie star but renounces it by marrying Curley. Crooks wants to have his own mules and also hoeing a patch of garden on Lennie’s farm one day. Candy gets excited about George’s idea to have a piece of land and wants to take part in it. All of these dreams represent for these characters the possibility of real happiness, but the realization of these fantasies is not tangible for them. These dreams are an allegory of the impossibility of reaching the American Dream. Such impossibility is another undramatic element in Of Mice and Men, since it is a way of the epic I to expose to the audience one idea, or, as Anatol Rosenfeld in his essay â€Å"O Teatro Epico† indicates, it is a way to present a â€Å"palco cientifico capaz de esclarecer ao publico sobre a sociedade e a necessidade de transforma-la† (p. 48). The epic I consists in a subject which stands above the play and shows the social determinants and forces the spectators to reflect about society and to make decisions in order to improve it. In Of Mice and Men, the epic I exposes several issues in human society. Among these issues there are the already mentioned impossibility to reach the American Dream, the brutality that men with certain power can exercise upon men humans of lower classes and the necessity of not take an action just when someone else demands it. However there are other conceptions presented in the play, as the imponderability of life that acts upon all men, not just upon those of a low condition – although a boss, Curley has his wife killed by Lennie. It demonstrates that, metaphorically, there are wealthy and non-wealthy mices, but both suffer from superior forces that submit them to uncontrolled situations the repressive human elite, the death, the mental incapability and so forth. It remits to the title of the play, which means humans and mices share the fragility they possess before something bigger than them. Also, there is the conception of friendship which is pointed by the relationship between Lennie and George. The spectator notices that George seems to look after his friend, for Lennie has a mental disability. Their relationship is established within the first pages of the first act, and although they are uneducated laborers, they have a mutual devotion that persists until George kills Lennie, mercifully, with a shot to the back of his head just as Candy’s dog is killed by Carlson, retracting, therefore, the similarity between the dog and Lennie – the dog’s murder was a prelude of what would happen further to Lennie. Finally, the last undramatic aspect to be considered in Of Mice and Men is based on Szondi’s affirmation that, in social Drama, â€Å"The play’s unity is not rooted in the continuity of action but rather in the invisible epic I who presents the conditions and events† (p. 40). This aspect consists in the rubric, that is an instrument through which guidelines are given to the reader regarding the scenario, the time, and the character’s features, lines and actions. In the 18th century, the rubric gained importance as the characters became more psychologized. As they are introduced, the rubrics function as a device that helps not only to construct the characters but to reveal the complexity of their relation by indicating the nature of their interaction, the way they react to each other and to the faced circumstances. In the very first act, Lennie’s manners are described by the epic I through adverbs as â€Å"irritably†, â€Å"furiously†, â€Å"sternly†, â€Å"disgustedly† and â€Å"violently†. On the other hand, George seems to assume a rationalist position with more security, which allows him to ponder and doubt about the circumstances, present in the second scene of the act one, when he â€Å"inspects†, acts â€Å"skeptically†, â€Å"on guard†, â€Å"thoughtfully† and â€Å"pensively†. These rubrics show the difference between both main characters. During all the play, rubrics are presented indicating the feelings and situations of characters. Also, rubrics in Of Mice and Men present the scenario: â€Å"Outside the sound of the horseshoe game goes on† (p. 331), â€Å"They take places opposite each other at the table† (p. 339), â€Å"Candy turns over and watches George† (p. 345). Even more, in the very beginning of each act, the epic I narrates the hours, the places and the situation to be further developed through the character’s dialogue. All the characteristics mentioned in this paragraph prove that there is an explicit appearance of the epic I, although his identity is not exposed, and this is once more an aspect of the crisis of Drama. As a conclusion, it can be said that with society’s crisis, the Drama also entered in crisis, and the necessity of transformation in plays appeared. This necessity implied in making the spectator an observer, obligating him to make decisions and to face his troubles.

East of Eden BookMovie comparison essays

East of Eden BookMovie comparison essays East of Eden: Book Movie Explanation John Steinbecks epic tale, East of Eden, is portrayed very accurately in Elia Kazans film adaptation of the novel. Though the screen adaptation of East of Eden is an excellent portrayal, one of the most probable reasons for deleting sections of the book were constraints of time and money. Apparently the directors choices to delete certain sections of the book obviously did not affect the movie or the books plot line too greatly. The director most probably felt that the backgrounds of Adam or Kate were not necessary since in this movie the main theme circulated around Cal and Arons fight to win their fathers love and attention. Elia Kazan probably also felt that the role of Lee, Samuel Hamilton, and other supporting characters were not essential to the screenplay. I do think that the director should have added a little insight and background to Adams family such as his feeling of respect and not love toward his father Cyrus and, like his own sons situation, his brother, Charles, jealousy over his fathers affection. The last moments of the movie sum up and bring all the emotional conflicts of this dysfunctional family to a heads in climatic and dramatic fashion. Cal believes that he will finally aquire the love, appreciation and respect that he has craved for from his father, through his gift of money. His fathers rejection only serves to convince him that further attempts to gain his fathers approval are futile and that he truly must be evil as everyone suspects. His brothers rejection confirms his decision and he reacts by revealing his mothers identity to his brother Aron. Aron subsequently enlists in the armed forces and is ...

Tula de Hidalgo (Mexico) Toltec Capital City of Tollan

Tula de Hidalgo (Mexico) Toltec Capital City of Tollan The archaeological ruins of Tula (known as Tula de Hidalgo or Tula de Allende) are located in the southwestern part of the Mexican state of Hildalgo about 70 kilometers (45 miles) northwest of Mexico City. The site is located within the alluvial bottoms and adjacent uplands of the Tula and Rosas Rivers, and it lies partially buried beneath the modern town of Tula de Allende. Based on extensive ethnohistorical research by Wigberto Jimenez-Moreno and archaeological investigations by Jorge Acosta, Tula is considered the likely candidate for Tollan, the legendary capital of the Toltec Empire between the 10th and 12th centuries AD. In addition, Tulas construction bridges the Classic and Postclassic periods in Mesoamerica, during the period when the power of Teotihuacan and the southern Maya lowlands were fading, to be replaced by political alliances, trade routes and art styles at Tula, and at Xochicalco, Cacaxtla, Cholula and Chichà ©n Itz. Chronology Tollan/Tula was established during the Epiclassic period, about 750 AD as a fairly small town (ca 3-5 square kilometers or 1.2-1.5 square miles), as the Teotihuacan empire was crumbling. Colonial (after 1550 AD)Late Postclassic (1230-1550 AD)Early Postclassic (900-1230)Epiclassic (750-900) During the height of Tulas power, between AD 900 and 1100, the city included an area of some 13 sq km (5 sq mi), with an estimated population perhaps as high as 60,000. Tulas architecture was set in a large diversity of environments, from a reedy marsh to adjacent hills and slopes; within this varied landscape are hundreds of mounds and terraces, representing residential structures in a planned city scape, with alleys, passageways and paved streets. The heart of Tula was its civic-ceremonial district, called the Sacred Precinct, a large open quadrangular plaza surrounded by two L-shaped buildings, as well as Pyramid C, Pyramid B and the Quemado Palace. The Quemado Palace has three large rooms, sculpted benches, columns and pilasters. Tula is justly famed for its art, including two interesting friezes worth discussing in detail: the Coatepantli Frieze and the Vestibule Frieze. Coatepantli Frieze The Coatepantli Frieze (Mural of the Serpents) is the best known piece of art work at Tula, believed to date to the early Postclassic period. It is a carved into a 2.2 meter (7.5 foot) high free-standing wall running for 40 m (130 ft) along the north side of Pyramid B. The wall seems to channel and restrict pedestrian traffic on the north side, creating a narrow enclosed passageway. It was named coatepantli, which is the Aztec (Nahuatl) word for serpent, by excavator Jorge Acosta. The Coateplantli Friese was made from slabs of local sedimentary stone carved in relief and brightly painted. Some of the slabs were borrowed from other monuments. The frieze is capped by a row of spiral-shaped merlons; and its facade shows several reclining human skeletons intertwined with serpents. Some scholars have interpreted this as a representation of the feathered serpent in pan-Mesoamerican mythology, called Quetzalcoatl; others point to the Classic Maya Vision Serpent. (see Jordan for some interesting discussion). The Frieze of the Caciques (a.k.a. the Vestibule frieze) The Vestibule Frieze, while lesser known than that of the Coateplantli, is no lest interesting. It is a carved, stuccoed and brightly painted frieze that illustrates a line of ornately dressed men walking in a procession, located on the interior walls of Vestibule 1. Vestibule 1 itself is an L-shaped colonnaded hall that links Pyramid B with the main plaza. The hallway had a sunken patio and two hearths, and 48 square pillars supported a roof. The frieze is on a nearly square bench, measuring 94 centimeters (37 inches) high by 108 cm (42 in) wide in the northwest corner of Vestibule 1. The frieze itself is 50 cm x 8.2 m (19.7 in x 27 ft). The 19 men shown in the frieze have been interpreted at various times as local chiefs (caciques), priests or warriors, but based on the architectural setting, composition, costumes and color, these figures represent merchants, people who were engaged in long-distance trade. Sixteen of the 19 figures carry staffs, one appears to wear a backpack, and one carries a fan, all elements associated with travelers (see Kristan-Graham for more). Sources This article is a part of the About.com guide to the Toltec Civilization, and the Dictionary of Archaeology. Castillo Bernal S. 2015. El Anciano Alado del Edificio K de Tula, Hidalgo. Latin American Antiquity 26(1):49-63. Healan DM, Kerley JM, and Bey GJ. 1983. Excavation and Preliminary Analysis of an Obsidian Workshop in Tula, Hidalgo, Mexico. Journal of Field Archaeology 10(2):127-145. Jordan K. 2013. Serpents, skeletons, and ancestors?: the Tula Coatepantli revisited. Ancient Mesoamerica 24(02):243-274. Kristan-Graham C. 1993. The Business of Narrative at Tula: An Analysis of the Vestibule Frieze, Trade, and Ritual. Latin American Antiquity 4(1):3-21. Ringle WM, Gallareta Negron T, and Bey GJ. 1998. The return of Quetzalcoatl: Evidence for the spread of a world religion during the Epiclassic period. Ancient Mesoamerica 9:183-232. Stocker T, Jackson B, and Riffell H. 1986. Wheeled figurines from Tula, Hidalgo, Mexico. Mexicon 8(4):69-73. Stocker TL, and Spence MW. 1973. Trilobal Eccentrics at Teotihuacan and Tula. American Antiquity 38(2):195-199.

Research Proposal Essay Example | Topics and Well Written Essays - 2250 words - 3

Research Proposal - Essay Example Along with the business enterprises, the term has also gained its applicability in social service oriented institutions such as schools, nursing-homes and hospitals. Hence, it is largely differentiated from the other business and social service oriented activities (Dagoon, 2005). With the gradual change in the business scenario, it is quite certain that the global outlook has also changed in terms of Entrepreneurship. Presently, the entrepreneurs have innumerable opportunities rewarded by the economy such as technology, flexible policies for global trade, and increasing demand. But there are also few major challenges that entrepreneurs need to face while creating a new business idea and serve it to the ultimate customers. Few of them are high level of competition, constantly increasing demand for innovations, rigidity of government norms like taxation and others. Moreover, as it depends highly on the issue of personal perceptions and the environmental influences of the entrepreneurs, the applicability of entrepreneurship also differs from one economy to other and from one business to another (Viramgami, 2007). Hence, this paper shall concentrate on the aim to understand the modern day phenomenon of entrepreneurship in two different countries, India and the United Kingdom. As these economies are largely different in terms of both social and economic attributes it shall be beneficial to critically analyse the entrepreneurial process. Moreover, the proposed paper shall centre on the business sector comprising of entrepreneurial process related to the petrol station-cum- convenience store. The paper shall try to conclude on the aspect of development of entrepreneurship in both these economies with the help of wide ranging researches. With a growing emphasis on the term ‘Entrepreneurship’, several theorists and analysts have stated their viewpoint in various literatures and research papers. These are beneficial to critically evaluate the meaning of the term. In

Financial system Assignment Example | Topics and Well Written Essays - 1250 words

Financial system - Assignment Example rough taxation of the various economic activities and in turn providing essential services such as health care, public mortgages affordable, education, and defense. The governments are always not taxing directly, but their presence if often felt through the regulatory concept that they execute in areas such as licensing, wage bill, foreign ownership, and safety of products. The concept of macroeconomics often focuses on the details in the market for particular goods and services instead of the economic principles such as unemployment, economic growth, total output, and inflation. The macroeconomic policy divides the economy into monetary policy and fiscal policy. Fiscal policy refers to the set of decisions that the government makes in consideration of spending, taxation, and spending. There are various dimensions for the government’s fiscal policy specifically at the central level because revenue can be earned through various kinds of taxes and it can occur on infinite products in separate geographic regions aiming at different beneficiaries (Fender, 2012). Monetary policy refers to the collection of decisions that a government make through the central bank of state concerning the issue of the amount of money that circulates within the economy. In Canada, the monetary policy is done through the adjustment of very short- term interest rates in order to achieve a rate of monetary expansion. This depends on the maintenance of a minimum and stable rate of inflation. The monetary policy is operated by the bank of Canada. A major corporation of crown is under the supervision of the government. Therefore, there is a considerable independence from the central government but not a major issue in the legislative context. Since the financial capital can flow easily and smoothly within the state of Canada, the interest rates on the same assets are constant across all different geographic regions in Canada. This has eventually made an outcome of one financial policy or

Compare the pre twentieth century Essay Example for Free

Compare the pre twentieth century Essay Compare the pre twentieth century A Christmas Carol by Charles Dickens with the twentieth century play An inspector Calls by J. B. Priestly focusing particularly attention on plots, character and authorial intent; why do you think the two pieces of literature written at such different times are so similar? Both of these stories were written over a hundred years apart from each other but the message that comes across is a story about morals. A lot of people think that the stories are about stating the rich verses the poor. I dont see this, as there is a lot more to the stories than this in both IC and CC. In these stories the message that is brought to our attention is that what ever people do or what they have done they always deserve a second chance. There are a lot of similar features that appear in the two stories. One of these the similarities is between Scrooge and Mr Birling. Both of these men dont seem to care about other people and just think about them selves. Birlings shows this when he says Community and all that nonsense. This also shows how narrow minded he really is. In Scrooges case things are even worse as he does not even care for his own nephew Its enough for a man to understand his own business and not to interfere with other peoples. These two both think that people who are poor have to work all around the clock and dont understand that everyone is equal and some people (the rich) are more fortunate than others. Another example of their similarities as they look for any that could lead to a business opportunity. In IC Birling shows that he looks at Sheila and Geralds marriage is not a moment of joy but a huge business opportunity. This would greatly benefit him in the long run. We look forward for the day when Crofts and Birlings are no longer competing but working together. This compares well with when Scrooge in CC says He was an excellent man of business, on the very day of the funeral on the funeral of a long life partner, which would usually be very upsetting but instead jumps at the chance to keep his business going on his funeral. It is also shocking that he doesnt even show any sympathy towards him. One main reasons that these two men are so narrow minded is their generalisation. They resort to picking on people who ever they but they only see them as they do in their heads not who they truly are. Scrooge announces strictly I cant afford to make people to make idle people merry to one of young man who is trying to collect money for charity. He thinks that as some people are poor they cannot be happy. We assume that he thinks that people have to be rich to be happy. A good example of this is when Scrooge says to his nephew What have you to be merry? Scrooges nephew replying, What right do you have be dismal? sharply. This shows that just having family and friends with you at Christmas should be enough to make you happy. In IC Birling announces, If you dont come down sharply on these people then theyd soon be asking for the earth. Here he generalises his factory workers as greedy. This brings through his experience that he actually has of normal people.

philisophical paper -- essays research papers

As Christians today we are faced with many ethical issues living in our society. Every time we turn on the TV to watch the news, pick up a newspaper and read the headlines, or read a magazine about world issues we can see situations happening in this world that challenge our morals and ethics. It is our duty as Christians to know what we believe and where we stand so we can back up our beliefs and try to interact with this world as morally correct as possible. There are some situations that we have no control over that appear ethically wrong to us and there is not much we can do if anything at all. At the same time there are things that we can do to try and reach people in some situations. It is our job to know the difference and stand up where we can but not force our own morals and ethical principles on everyone we come in contact with.   Ã‚  Ã‚  Ã‚  Ã‚  One issue that is very prevalent in the world today and all through out the history or the earth is the issue or war and combatancy. Now as Christians we know the bible says, â€Å"Thou shall not kill,† but is this issue really that simple? If we just took that stance and said that as Christians we shouldn’t go to war then our country and the world we live in would suffer. Let me get something straight right now before I go into this topic, I do not like war; I think it is an ugly thing, and I wish there would not be any more wars on this earth for the rest of its existence. But the fact of the matter is that there is war, there always was war and there will always be war until the second coming of Jesus Christ. War has become a way of life, it was not God’s original plan, but because of the entrance of sin into our universe, war was created. The first war we know of was a war in heaven between Satan and his angles and Jesus and His angels. Al l throughout the old testament we see the Israelites, God’s people, lead by God, going to war to obtain the land that God had promised to them. War is real and has become a necessity.   Ã‚  Ã‚  Ã‚  Ã‚  Just because war is here does not mean that it is an ok thing to do. War came about as a result of sin; with the beginning of sin there was the beginning of war. War has become a necessary means to get by in a sinful world. To protect the peace and the free way of living that we enjoy here in America, sometimes, we must go to war. As members of socie... ...o many people told them when they were growing up that they shouldn’t do it. You see, it’s not so much that they like it but they were just told not to do these things, so they did them. We have to inform people and let them make their own decisions; we cannot just force our opinions on them, and that never works. This is the same for all of our views as Christians. It does not just stop with health but it extends into our entire way of life. We must live our lives as examples for all to see.   Ã‚  Ã‚  Ã‚  Ã‚  As you see in all these issues we, as Christians, must take stands on what we believe is right, but we should not force our opinions and beliefs on others. This is what everything boils down to. God gave us the gift of choice, and this is something he gave everyone. As Christians we are called to try to lead people to God and his work not to force them. If they want to come to him that is a personal decision, all we can do is help them along, not push them. The best way to help someone is to show him or her by example. If we set good examples for other people in all the ways mentioned in this paper then we can begin to reach other people and help them to change.

ERP Systems Essay

1.Explain the conditions or circumstances that would lead a company to use the IWM features available within SAP ERP. What capabilities does IWM add to the features available within the Sales and Distribution, Materials Management, and Production Planning and Execution areas of SAP ERP? The conditions and circumstances that would lead a company to use the IWM features available within SAP ERP are due to increased cost pressure, higher customer expectations, shorter cycles of innovation and high differentiation of consumer goods within the same industry. Additionally, customers are demanding more efficient ways of delivery. IWM features are able to improve timeliness and flexibility of deliveries. IWM has the capabilities to support increasingly complex supply chains. There are many capabilities provided within the Sales and Distribution, Materials Management, and Production Planning and Execution areas. Some capabilities include the ability to track orders and inventory in real time, display inventory value, control the movement of goods internally between plants, initiate the transfer of goods, and creating sales orders pertaining to materials management and warehouse management. Additionally, running bin status reports of goods in the warehouse, purchasing/selling goods internally by STOs and controlling the fulfillment process. 2.What is the purpose of using a â€Å"stock transport order†? Why would a â€Å"stock transport order† be used rather than an ordinary â€Å"stock transfer,† or a combination of â€Å"sales order† (sending plant) and â€Å"purchase order† (receiving plant)? The purpose of a stock transport order (STO) is to request materials from another plant within the same company code instead of procuring the material from a normal vendor. Hence, one plant is purchasing materials from another plant that sells the materials. Additionally, the IWM process is triggered by the STO from the manufacturing facility to a warehouse managed storage location. STOs are more complex in nature and can be performed with deliveries, without deliveries, and with deliveries and billing. A STO would be used instead of a â€Å"purchase order.† This is due to the plant purchasing goods from the other plant as a transport under the same company code. A purchase order is purchasing goods/materials from a normal vendor, not a plant within the same company code. The same reasoning applies to the sales order. The sending plant is sending goods/materials to their customers, not a plant within the same company code. As for a stock transfer, they are used to transfer materials within a company from one location to another. Movements include within one plant, between plants, and etc†¦Stock transfers are a simple way of moving goods, not internal purchasing/selling of goods like STOs.

Disposition & Early Childhood Teachers Essay

Abstract This study explores teacher education programs and preservice teacher dispositions. The study examined the dispositions of two sections of a reading methods course populated by preservice teachers. A dispositions checklist was used to collect data in three phases and from two audiences. The findings of the study strongly suggest that preservice teachers have a positive view of their own dispositions as well as their peers’ dispositions. The study also shows that the perception of preservice teachers’ dispositions of themselves differ greatly from the perception of the instructor of the course. Implications from this study suggest further development of practices that surface disposition and strategic use of data to improve teacher dispositions within teacher education programs. Disposition & Early Childhood Teachers 3 Introduction As the push for effective teachers persists, many teacher education programs, and professional development administrators are left speculating about the part dispositions perform in effective teaching. Johnson & Reinman (2007) sought to explore the definition of dispositions as teacher professional judgment and professional action in the moral/ethical domain of adult cognition. By assessing beginning teacher judgment both quantitatively and qualitatively, convergence between predicted and observed patterns was found in addition to congruence between teacher judgment and action. Based on the findings of convergence and congruence, implications for teacher education and development are made. They mirror what Jung (2009) found in the study of teacher technology. Jung studied technology teacher dispositions and found education significantly increased competence level and disposition measures. The study also found there are no statistically significant differences in technology proficiency level in terms of age or gender, female and older students should be strongly encouraged to use technology without fear of failure. Since the major difference in the technology disposition score was due to the male students’ stronger selfconfidence level toward technology, teacher educators should pay attention for female students to be more self-assured through repeated contact to the technology experience. Jung made the following recommendations: (1)The importance of technology should be stressed frequently and intensely throughout the curriculum. (2) Future teachers should see successful role models continuously for adopting technology. (3) Numerous technology literacy and integration classes, and other forms of technology education need to be included in the curriculum- to make them competent and perceive themselves technologically competent. (4) Future teachers Disposition & Early Childhood Teachers 4  should be exposed to the experiences, which repeatedly connect the value of technology with their career, which enable them to see and to experience the value of using technology and living with technology, which let them frequently use technology for their learning, problem solving, and future instruction. Disparate to the literature on some dispositions, the dispositions cited in the teacher education literature (e. g. , INTASC) have almost no illuminating value and very little significance presently. This conclusion comes from an examination of the cited teacher dispositions in  terms of Underwood’s levels of meaning in the behavioral sciences and shows that these dispositional paradigms are little more than labels for particular behaviors. Although the construct, disposition, in teacher education may be redundant now, it is not entirely inadequate as it may provide a pilot hypothesis for further investigations (Murray, 2007; Windschitl, 2003). The implications from the previous studies provide the groundwork for exploring teacher dispositions. In order to effectively investigate this, a definition for dispositions by our governing bodies must be identified. â€Å"NCATE now defines Professional Dispositions as: Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development† (2007). Institutions take their own stab at defining dispositions in many ways. The National Association for the Education of Young Children states in order to enact and examine surface disposition: â€Å"All teaching staff evaluates and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an Disposition & Early Childhood Teachers 5 annual individualized professional development plan with their supervisor and use it to inform their continuous professional development†. The National Association for the Education of Young Children also states that disposition is defined through: â€Å"All teaching staff continuously strengthening their leadership skills and relationships with others and works to improve the conditions of children and families within their programs, the local community or region, and beyond. Teaching staff participate in informal or formal ways in local, state, or regional public-awareness activities related to early care by joining groups, attending meetings, or sharing information with others both at and outside the program (2005)†. The University of West Georgia surfaces disposition through its conceptual framework. â€Å"The Conceptual Framework is the rationale and organizing principle that guides the curriculum for Developing Educators for School Improvement. The Conceptual Framework is grounded in research, knowledge, and experience that describe what undergraduate and graduate candidates should know and apply to foster transformational systemic change. Our Conceptual Framework incorporates the standards and principles established by the National Council for Accreditation of Teacher Education (NCATE), Georgia Professional Standards Commission (PSC), and Specialized Professional Associations (SPAs). The following beliefs give credence to our professional commitments—the 10 descriptors used to describe the qualities and dispositions that we feel educators must possess to positively impact school improvement—and provide further delineation of the Conceptual Framework: Disposition & Early Childhood Teachers 6 1. Decision Makers: We believe that candidates should be able to demonstrate knowledge and skills when making decisions that will influence effective transformational systemic change. 2. Leaders: We believe that candidates should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change. 3. Life Long Learners: We believe that candidates should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change. 4. Adaptive: We believe that candidates should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic change. 5. Collaborative: We believe that candidates should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change. 6. Culturally Sensitive: We believe that candidates should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change. 7. Empathetic: We believe that candidates should be able to develop the sensitivity for individual, family, and institutional needs that will embrace transformational systemic change. 8. Knowledgeable: We believe that candidates should be able to demonstrate general knowledge inherent in a liberal arts curriculum, advanced knowledge in content areas, and specific knowledge in professional education for the implementation of transformational systemic change. Disposition & Early Childhood Teachers 7 9. Proactive: We believe that candidates should be able to advocate for the removal of barriers that impede life long learning and hinder transformational systemic change. 10. Reflective: We believe that candidates should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change. According to Merriam-Webster (2010), disposition is defined as a â€Å"prevailing tendency, mood, or inclination b : temperamental makeup c : the tendency of something to act in a certain manner under given circumstances†. Katz (1985) defines disposition as â€Å"the notion of disposition was defined as an attributed characteristic of a teacher, one that summarizes the trend of a teacher’s actions in particular contexts† (p.301). Now that the definitions for this context have been identified, let us examine what the research says about them. What Does Research Say about Disposition? The arena of literature on dispositions in the field of teacher education is one of great concern. In light of the fact that our professional organizations and accrediting bodies are constructing disposition requirements for graduate and undergraduate levels, universities are now being required to provide concrete evidence as to how dispositions are being addressed. At the same time, teacher education programs are continuously providing opportunities for reflection in induction, courses, field and clinical placements. If we are considering reflection in action as Schon (1987) defines it, we must marry this concept with teaching dispositions. Within action, reflection has the ability to surface. This study seeks to examine this relationship within the coursework through three points of view: the students themselves, their view of each other and the instructor. In the context of this study, the researcher defines preservice teacher as â€Å"a teacher education student working to attain an. Disposition & Early Childhood Teachers 8 undergraduate degree in education or initial certification after receiving a four-year degree in another field†. Disposition Origin â€Å"The study of dispositions had its roots in the 1960’s when Arthur W. Combs began a series of studies on the personal perceptions of effective helpers, which he called perceptual characteristics† (p. 96). Teacher education programs over the last 30 years have been implicit and explicit in including them in their conceptual frameworks. In issues of accreditation, dispositions play an important role in the making of teacher candidates. Similarly, Giovannelli (2003) stated that dispositions serve as an accurate measure of teacher effectiveness. On the other hand, Beyer (2002) stated that accreditation mandates, such as dispositions, emphasize a â€Å"technical-rational† approach to teaching and ignore â€Å"social, philosophical, and political understandings† needed by educators† (p. 96). The major teacher accrediting bodies have battled with this for a while now. McKnight (2006) states, â€Å"Where as before NCATE held college of education faculty accountable for proving each preservice teacher had mastered certain knowledge and skills, new policies and standards now dictate faculty must generate evidence as to whether the teacher candidate is the right sort of person† (p. 213). National Council for Accreditation of Teacher Education has been criticized regarding the dispositions that are highlighted in its’ standards. They should be assessed at the college level, or taught in a manner that would guide the teacher candidate to alter his or her already established dispositions. Time and opportunity may be in question. There is also the concern of whether dispositions towards virtues such as social justice, caring and honesty, which NCATE standards present as attractive, will fall short of leaving a mark on teacher candidates. McKnight (2006) found, â€Å"These dispositions have been reinforced in the general process of schooling, as Disposition & Early Childhood Teachers 9 part of the hidden curriculum and academic achievement discourse, according to those who analyze schooling from a critical lens (e. g. Bowers and Flinders 1990; Cherryholmes 1988; Doll 1993; Zeichner 1991, p.214)†. Presence of Dispositions In order to be aware of the facilitation of dispositions, preservice teachers must be open to interaction and experience in the learning and teaching environment. This would denote presence. Raider-Roth and Rodgers, (2006) defines this â€Å"engagement as ‘presence’- a state of alert awareness, receptivity and connectedness to the mental, emotional and physical workings of both the individual and the group in the context of their learning environments and the ability to respond with a considered and compassionate best next step † (p.266). The authors also hold that reflective teaching cannot be compacted to a set of behaviors or skills, but is a practice that requires presence. â€Å"It requires self-knowledge, trust, relationship and compassion† (p. 266). Research from past studies confirm that the relationship between teacher and student is a cornerstone in student achievement, motivation, engagement and in their ability to depend on what they know (Midgley & Urdan. , 2001; Pianta, 1999; Roeser Eccles & Sameroff. , 2000; Rodgers, in press; Raider-Roth, 2005a,b). This research illustrated that the quality of these relationships is not a light or surface factor of schooling; it is a critical feature of learning. What allows this relationship to burgeon is intricate and calls upon the mental, physical, emotive and related capital of the teacher†. If this is the case, preservice teachers must be prepared and primed for such a relationship. â€Å"Maxine Greene (1973), lifting the semantics of Merleau-Ponty, wrote on ‘wide-awakeness. ’ Through the act of reflection the human being confronts and becomes aware of ‘his relation to his surroundings, his manner of conducting himself with. Disposition & Early Childhood Teachers 10 respect to things and other human beings, the changing perspectives through which the world presents itself to him† (p. 269). Teacher educators anticipate this permeating exchange in the classroom. Schulz (2003) and Heshusius (1995) illustrated a similar position when they articulated the power of listening. Schultz, categorized listening at the crux of what it is to teach, defined listening as â€Å"an active, rational, and interpretive process that is focused on creating meaning† (p. 118). As with other thinkers and practitioners mentioned here she saw the teacher’s job as one of attentiveness. Attending to students in this manner, implies becoming deeply engaged in understanding what a person has to say through words, gesture, and action. â€Å"Listening is fundamentally about being in relationship to other and through this relationship supporting change or transformation† (p. 270). Transmission of Dispositions Oftentimes, dispositions are aligned with skills. For example, critical-thinking skills include the ability to create justification for via analysis, evaluation, and interpretation in reasonable, effective, careful, and serious ways, but these skills are powerless if certain dispositions are not in place. Attending to concepts and enacting these skills requires openminded and prejudice-free dispositions. â€Å"Thinking skills rely on disposition to imply knowledge transfer within domains and the impetus to apply those skills (Harpern 1998; Wright 2002)†. There are multiple approaches to this. The author suggests: â€Å"Creating learning experiences for students that foster the development of dispositional commitments including incontrovertible and democratic rights of liberty, opportunity, and dissent, as well as freedoms of participation, inquiry, expression, and worship, are mush easier to prescribe than enact. Developing these dispositions is central to the charge Disposition & Early Childhood Teachers 11 of democratic education: creating widening and enlarging experiences (Barton and Levstik, 2004; Dewey, 1916)†. Instead of attempting the edification of dispositions via transmission of instruction, learners can instead appropriately surface them habitually when students have continued exposure to various kinds of learning experiences Reinforcement of Dispositions Battalio and Morin (2004) share that teachers react to reinforcement similarly as students do. In this case, strategies that engage disposition need to be reinforced. A teacher who meets with accomplishment with a strategy will more than likely use the approach at another opportunity. If the success is a lasting one, then the teacher gets consistent confirmation about the usefulness of his or her practice. Regrettably, the reverse is also true. If a teacher uses a strategy that does not appear to operate, he or she is likely to employ the approach again. Achieving enduring change is often slow and seemingly unresponsive to initial positive interventions. Teachers need to be capable and ready to interpret preliminary intervention outcomes in the full framework of the student’s milieu while also resisting the temptation to follow subjective appraisals of the intervention’s effectiveness. The authors describe such teachers as having high personal teaching efficacy (PTE; Guskey & Passaro, 1994). This high personal teaching efficacy springs from a candidate who has the opportunity to explore and develop teacher dispositions for such behavior. Problem with Dispositions Due to concerns with the students’ communication to the instructor, and the nature of the language in that communication, the question of disposition arose. This is based on Schon’s definition of reflection in action. Reflection-in-action is defined by Schon (1987) as the ability of Disposition & Early Childhood Teachers 12 professionals to ‘think about what they are doing while they are doing it’. Schon views this as a fundamental skill. He emphasizes that the only way to manage the ‘indeterminate zones of (professional) practice’ is through the ability to think on your feet, and put into operation previous experience to new situations. Students often equate a score on an assignment of project with a positive teaching disposition. This is not an automatic correlation and is often misinterpreted in various areas; student-instructor communications, classroom discussions, instructional conversations, group assignments, presentations, field placements and lesson planning; as well as the instructional environment at large. In this particular case, dispositions manifest themselves in all of the previously mentioned areas in this course. Because of a cohort of students in the first block of the program from the previous semester experienced major problems with maintaining the teacher dispositions as indicated by the College of Education’s Conceptual Framework, the instructor soon discovered that a more explicit system for aiding students in surfacing and monitoring their own dispositions was critical. The next semester the instructor taught the course and took a proactive approach to the situation. She instituted a simple instrument that served a three-pronged purpose: to engage students in assessing themselves, each other, and assisting the instructor in assessing the student’s disposition as well. The review of literature and the instructor’s concerns of developing the â€Å"whole† teacher raised an essential question. How and under what conditions do preservice teachers assess dispositions in terms of themselves, each other, and in the eyes of the instructor? Methodology Research Questions 1. To what degree do preservice teachers assess their own dispositions? Disposition & Early Childhood Teachers 13 2. To what degree do preservice teachers assess the dispositions of their peers? 3. To what degree does the instructor assess the dispositions of the preservice teachers in the reading methods course? Population The sample consisted of forty-seven students enrolled in two sections of the reading methods course instituted in the first of four methods block courses in the undergraduate teacher education program at the university. There were forty-three females and four males. Thirty-six were early childhood education majors, eight were middle grades education majors and three were special education majors. The study was voluntary and this population, and its sequences through the methods course blocks, was appropriate for this study because this is the structured progression of the undergraduate teacher education program. Convenience sampling was utilized (Salkind & Rassmussen, 2007). Though convenience sampling has been stated in the literature not to be as strong a method as others, this method is essential to the study because of the nature of the candidates to this institution’s program. If these candidates are to continue in the program as a cohort, monitoring them will be essential to teacher quality and program expectations. Measurement Measures The Likert Scale is an ordered, one-dimensional scale from which respondents choose one option that that most appropriately supports their view. There are usually between four and seven options. An advantage is that questions used are usually simple to understand and show the way to consistent responses. A disadvantage is that limited options are presented; with which respondents may not completely agree. Disposition & Early Childhood Teachers 14 Construction of measures The instrument was a 4-point likert scale with three major response categories: satisfactory, areas of concern, and not observed. With in the category of satisfactory were two response subcategories: exemplary performance and expected performance. Within the category of areas of concern was below expected performance. Finally, there was the category of not observed. This makes for four responses in total. Exemplary performance was rated as a three, expected performance was rated as a two and below expected performance was rated as a one. The dispositions being assessed were belonging, mastery, independence and generosity. Within the category of belonging were samples of descriptors. Descriptors included: relates easily, positively, and tactfully with others, is friendly, courteous, and professional; actively seeks opportunities for personal and professional growth; appropriate professional appearance and personal hygiene. Within the category of mastery were samples of descriptors. They were: demonstrates a commitment to continuous learning and reflection; exhibits an interest in and a commitment to teaching and learning; responds with a positive attitude when receiving feedback. Within the category of independence were samples of descriptors. Descriptors included: demonstrates initiative and positive attitude; is responsible, reliable, dependable, & well organized (meets deadlines, reliable, prompt, attends classes, appointments, meetings, etc. ), and demonstrates flexibility and adaptability. Within the category of generosity were samples of descriptors. They were willingly, actively and cooperatively participates in collaborative situations; shares ideas and concerns, and appreciates multiple perspectives. There was also an open-ended comments section for those responses that students felt were important to the survey but not included in the checklist (See Appendix A). Disposition & Early Childhood Teachers 15 Procedures The instrument was administered twice to the students and completed once by the instructor. The students completed the checklist based on their observation of themselves at the middle of the semester. The students then completed the instrument anonymously on a group member at the end of the semester. Finally, the instructor completed the disposition checklist on all of the students at the end of the semester. Each checklist was submitted the day it was completed and all of the data were compiled ten days after the last checklist was collected. Though this was a mixed methods study, the research chose to address the quantitative aspect of the study at this time. Results The data was subject to descriptive statistical analysis, by way of percentages. Self-Reporting In the category of belonging disposition, all of the participants rated themselves as displaying satisfactory performance; with 39 (83%) reporting exemplary performance and 8 (17%) reporting expected performance. In the category of mastery disposition 27 (57%) of the participants rated themselves as exemplary performance, 17 (36%) reported expected performance, and a small percentage; 3 (7%) rated themselves an area of concern-below expected performance. In the category of the independence disposition, 100% rated themselves as satisfactory in the area with 25 (53%) of them rated as exemplary performance and 22 (47%) at expected performance. Finally, in the disposition of generosity, 39 (83%) of the participants rated themselves with an exemplary performance and with 8 (17%) of preservice teachers rated themselves with expected performance (See Appendix B, Table 1). Disposition & Early Childhood Teachers 16 Figure 1. Number of Students 50 40 30 20 10 0 Exemplary Expected Below Expected Not Observed on gi ng M as te ry In de pe nd B el Peer Reporting In the category of belonging, 40 (85%) of the participants rated their classmates as exemplary performance with 5 (10%) of the students citing expected performance. Five percent of the participants rated their peers in the area of concern-below expected performance. In the category of mastery, 39 (83%) of the participants rated their peers at exemplary performance. Fifteen percent of participants rated their peers with expected performance and a small percentage of participants reported 1 (2%) of their peers at an area of concern-below expected performance. In the category of the independence, 39 (83%) of the participants rated each other with exemplary performance in this area. Of the preservice teachers, 5 (10%) were rated by their peers as meeting expected performance. Seven percent of the participants rated each other in the category of belowexpected performance. In the category of generosity, 41(86 %) of the participants rated each other with a score of exemplary performance. Seven percent of participants rated their peers with expected performance. Finally, 3 (7 %) of the participants rated their peers below expected performance (See Appendix B, Table 2). G en er os ity en ce Disposition & Early Childhood Teachers 17 Figure 2. Number of Students 50 40 30 20 10 0 Exemplary Expected Below Expected Not Observed er y nd en ce gi n B el on. In de pe Instructor Reporting In the category of belonging, the instructor rated 12 (25%) of the participants as displaying exemplary performance. Fifty-seven percent of preservice teachers were rated as displaying expected performance. Seventeen percent of the participants were rated belowexpected performance. In the category of mastery, the instructor rated 7 (15%) of the participants as exemplary performance. Thirty-two percent were rated as expected performance and a smaller percentage; 25 (53%) of the participants were rated as below expected performance area of concern. In the category of independence, 9 (19%) of the students were rated as displaying exemplary performance. Twenty-five percent of participants were rated as having expected performance and 26 (55%) of the participants were rated as below expected performance. In the category of generosity, the instructor rated 7 (15%) of the participants as exemplary performance and 33 (70%) at expected performance. Fifteen percent of the participants were rated at area of concern-below expected performance (See Appendix B, Table 3). G en er os M as t ity g Disposition & Early Childhood Teachers 18 Figure 3. Number of Students 50 45 40 35 30 25 20 15 10 5 0 Exemplary Expected Below Expected Not Observed on gi ng M as te ry In de pe nd B el Figure 4. Comparison of Students’ Scores 3. 5 3 Mean Score 2. 5 2 1. 5 1 0. 5 0 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 Number of Students Reported by instructor Reported by self Reported by peer Discussion This tool provided three views of major disposition categories. The most marked difference was between the instructors view of the participants’ disposition of independence (Figure 4). The discrepancy solicits questions about the definition of independence based on objectives and the context provided by the program’s conceptual framework. It is possible that the proactive descriptor could be part of this definition. G en er os ity en ce Disposition & Early Childhood Teachers 19 Mastery was another disposition that elicited conversation and conflict. This, like independence, was controversial as well. Participants tended to view completing assignments as mastery whereas the instructor looked at issues of quality. Belonging was a disposition that was actually consistent across all three reporting groups. This disposition is critiqued because it sets the stage for collegiality; an essential part of teacher life. Generosity was also consistent across all three reporting groups. This disposition too, is critical for planting seeds of empathy; a descriptor in the university’s conceptual framework. As far as limitations are concerned, the research acknowledges a few of them. First of all, of the university’s descriptors are not discreetly measured or assessed. Secondly, the number of students is a relatively small number. Third, these students are in the first methods block of the teacher education program. The researcher questions what this data would reveal if the students were assessed towards the end of the program. Conclusion The study found a significant difference between the instructor’s view of the student’s disposition and their view of themselves. The research found this to be of importance and planned to examine this phenomenon qualitatively. Independence was the one disposition where students were actually aligned with the perception of that disposition with the instructor. Implications This small, yet informative study delineates three relatively important points. First, we must make the importance of dispositions explicit in each course, not just listed in the course objectives. It must be surfaced in the courses and monitored qualitatively and quantitatively. Secondly, we must teach students how to surface dispositions and understand the total Disposition & Early Childhood Teachers 20 commitment associated with the conceptual frameworks of each institution’s teacher education program. Third and finally, we must continue to create and fine tune a more concise process for creating banks of comparative disposition data in our accreditation and institutional reports that inform a dynamic curriculum. As issues of teacher quality and student performance continue to avail, we must make the examination of the potential and power of disposition a part of the deliberate conversation. Disposition & Early Childhood Teachers 21 References Battalio, R. , Morin, J. (2004). Constructing Misbehavior: The Efficacy Connection in Responding to Misbehavior. Journal of Positive Behavior Interventions. Vol. 6. 251-254. Barton, K. C. , and McCully, A. W. (2004). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students’ ideas and perspectives. Journal of Curriculum Studies Vol. 37, 85-116. Beckham, L. ; Julian, K. ; Roberson, T. ; Whitsett, G. (2007). First Year Teachers’ Reported Levels of Functioning on Selected Professional Dispositions. Education. Vol. 128. 95102. Beyer, L. E. (2002). The politics of standardization: Teacher education in the USA. Journal of Education for Teaching, 28, 239-246 PD. Bowers, C. A. , & Flinders, David J. (1990). Responsive teaching: An ecological approach to classroom patterns f language, culture, and thought. New York: Teachers College Press. Cherryholmes, C.H. (1988). Power and criticism: Poststructural investigations in education. New York: Teachers College Press. Combs, A. W. ; Avilz, D. ; Purkey, W. (1971) Helping Relationships-Basic Concepts for the Helping Professions. Allyn and Bacon, Inc. Boston, MA. Dewey, J. (1916). Democracy and education. New York: Free Press. Doll, W. B. (1993). A postmodern perspective on curriculum. New York: Teachers College Press. disposition. (2010). In Merriam-Webster Online Dictionary. Retrieved January 17, 2010, from http://www. merriam-webster. com/dictionary/dis.

Fmcg Industry in India Essays

Fmcg Industry in India Essays Fmcg Industry in India Essay Fmcg Industry in India Essay Ghaziabad. According to my best knowledge the work is original and has not been submitted anywhere else for the award of any other degree or diploma. Ms. Deepti Mrs. Bani Dey (Faculty) (Executive Director) AIM Campus: NH-24, Delhi-Hapur Bye Pass Road, 26th/27th Km. , P. O. Adhyatmic Nagar, Ghaziabad Ph. 0120 2767341City Office : II A/16, Nehru Nagar, Ghaziabad-201001. Ph. 0120-2792341, Fax 2700316 E-mail: [emailprotected] com Visit us at: www. aimgzb. com DECLARATION DECLARATION I, Mohd Asif, student of ADVANCE INSTITUTE OF MANAGEMENT, GHAZIABAD, Batch 2009-11, Hereby declares that this project report work entitled â€Å"Impact of global branding on FMCG products in India† is the out come of my own research and prepared by me and the same has not been submitted to any other university or institute for the award of any degree or diploma. Date: (Mohd Asif) Roll no. :0911570052 ACKNOWLEDGEMENT ACKNOWLEDGEMENT : My debt to those who have helped me in one way or and I am heavily indebted. I take this opportunity to thank all of them. They are too numerous to mention individually. I wish to express my sincere regards to Ms. Deepti (Faculty, AIM), Prof. N. A. Khan (Principal,AIM) for their constant guidance support in completion formulation of this research project report. I am highly obliged to all whose persons who helped directly or indirectly in successful completion of this report. From the depth of my heart and soul I am thankful to almighty God, whose blessing are always with me. Mohd Asif Roll no. 0911570052 EXECUTIVE SUMMARY EXECUTIVE SUMMARY This research report is an integral part of management courses. The ability to develop solutions to practical through application of theoretical knowledge is acquired by management students in the course of their research report. It also helps the students to develop professional competence and related skills as also to imbibe certain ethical values and norms expected of professionals. FMCG refers to consumer non-durable goods required for daily or frequent use. Typically, a consumer buys these goods at least once a month. The sector covers a wide gamut of products such as detergents, toilet soaps, toothpaste, shampoos, creams, powders, food products, confectioneries, beverages, chocolates and cigarettes . A BRAND is one that has the same name, design, and creative strategy everywhere in the world and is marketed in most of the major regional market blocks. Branding is a way to differentiate your company, product or service from competitors, and to provide it with a personality that is both unique and appealing to potential customers. Globalization has been the battle cry of the last decennium of the 20th century. This phenomenon is not new or unique to this period. The process has only been given an added impetus by the political, technological and economic developments that have been unique to the last ten years of the century. The demise of communism, the liberalization of trade are only few of the driving forces of this latest round of intensified globalization. The effect that this globalization has had on brands has been spectacular All marketing starts with consumers. So a consumer is very important person for marketers. Consumers decide what to purchase, for whom to purchase, why to purchase, from where to purchase, and how much to purchase. In order to become a successful marketer, he must know liking or disliking of the consumers. The project title is â€Å"Impact of global branding on FMCG products in india †. The objectives of this report is to know about the consumer satisfaction level associated with the product and the customer preference level. Descriptive research design is used to conduct the research . My sample area was many localities of Delhi , Noida and Ghaziabad . There are 100 customers are taken in sample size . Convenience sampling ,a non probability sampling technique has been used as per my resources and time constraints. Both primary and secondary data are take into consideration. primary data are collected through schedule method and secondary data are collected through internet, companies manual. There are nine questions have been asked to 100 customers. For analysis and interpretation of the data bar diagrams and pie charts are used. Each questions are analyzed with the help of bar graph and interpreted accordingly. While conducting the research various problems have been faced like biasness answers given by customers , there was reluctant behaviour of customers, the time period was very short, lack of financial resources . In suggestion it is said that If the company will start road shows that can give the company a competitive edge and a better promotion. Every company should be providing the special offer with the FMCG product. We should make the branded product according to the requirement of the consumer. By concluding the dissertation I would like to give my opinion that when a company is planning to make its brand global the above mentioned objectives which are Firstly, the global brand issues and how to build a global brand, Secondly, the global branding strategies, Thirdly, managing a global brand, Fourthly positioning of the global brand and last but not the least localization of global branding, should be studied thoroughly in order to make the brand successful on international levels TABLE OF CONTENTS CONTENTS TOPIC PAGE NO. INTRODUCTION OF BRANDING13 GLOBALISATION OF BRANDING23 WHAT IS FMCG 31 BRAND EQUITY AND BRAND POSITIONING 40 BRAND LOYALTY46 NEW MEANING OF A BRAND 49 BRAND GLOSSARY 54 CONSUMER INFLUENCE61 OBJECTIVE OF THE STUDY65 RESEARCH METHODOLOGY67 DATA ANALYSIS72 FINDINGS81 LIMITATION84 CONCLUSION86 SUGGESTIONS90 ANNEXURE94 BIBLIOGRAPHY REFERENCES98 INTRODUCTION INTRODUCTION Globalization has been the battle cry of the last decennium of the 20th century. This phenomenon is not new or unique to this period. The process has only been given an added impetus by the political, technological and economic developments that have been unique to the last ten years of the century. The demise of communism, the liberalization of trade are only few of the driving forces of this latest round of intensified globalization. The effect that this globalization has had on brands has been spectacular. New brands are seemingly born global, or at the very least experience a quick rollout from home or lead countries into other markets. Many traditionally local brands are sold, fazed-out or face transition to a new regional or global brand name and subsequent harmonization. Brand portfolios, which have been built-up through decennia of acquisitions, are rationalized in order to focus attention and resources on a limited number of strategic brands. Long established brands have enhanced their dominant positions across the globe, threatening less marketing-savvy local brands, but also encountering stern opposition from local brands that find ways to fight back. Some of the global brands manage to become local institutions by filling a local role in the societies where they operate, while others dominate their category as global monoliths. Debates have also flared over the supposed supremacy of global brands and the inadequacy of (multi-) local brands. This paper argues that this viewpoint is incorrect and that the each individual global or international brand has specific opportunities and limitations when it comes to standardization or localization. Only a thorough understanding of a variety of factors that influence brands in their global and local contexts helps determine the best course for them. Brand strategy is aimed at influencing people’s perception of a brand in such a way that they are persuaded to act in a certain manner, e. g. uy and use the products and services offered by the brand, purchase these at higher price points, donate to a cause. A global brand needs to provide relevant meaning and experience to people across multiple societies. To do so, the brand strategy needs to be devised. McDonalds, Microsoft, Nike, Starbucks, Coca-Cola, Sony. There is hardly a corner of the earth where their name s are not known. They are global brands, yet few people would have any difficulty identifying their countries of origin. There are several corporations with a global presence, but we have yet to see the emergence of the global corporation. Branding is a way to differentiate your company, product or service from competitors, and to provide it with a personality that is both unique and appealing to potential customers. It is a multifaceted, multilayered process and discipline. Its beneficial for smaller companies to have well-focused and consistent attention to branding, and to creating favorable, memorable positioning of their product/service in the minds of prospects and customers is the most effective way to compete, to rise above the static and become a factor in the competitive arena in which they’ve chosen to participate. As we cross into the next century, the issues facing brand and identity managers will become increasingly complex. Globalization, industry consolidation and market fragmentation are only a few of the challenges to be addressed. But no matter what new obstacles arise, and no matter which new audiences must be reached, success is impossible without an effective identity management strategy, a strong brand management organization and a workable plan for implementing ideas. The last two decades we have seen an ongoing globalization of markets, industries and competition. A still increasing number of firms pursue international market expansion in order to satisfy global customers and to capture economies of scale in, for example, production and advertising. First of all, this leads to an increase in a firm’s country portfolio. Moreover, nowadays products are not longer developed for the domestic market only. After the product is launched in the domestic market, sooner or later products will often be introduced in foreign markets. Consequently, product launch decisions are not longer constrained to one particular market, but involve multiple markets. We found that consumers perceive there to be three main types of global brand – Master brands, Prestige brands and Global brands, with two additional groupings of importance. Definitions of â€Å"Brand† Descartes said: â€Å"Refine the meaning of words, and you would save humanity from most of its delusions. † Physical â€Å"words† are refined so meticulously that any physicist will give you identical definitions of â€Å"voltage,† â€Å"force,† or â€Å"neutron capture cross-section. † (Marketers will give hundreds of definitions of â€Å"marketing. ) Now, let’s expose our Phys to the definition of â€Å"brand†: â€Å"A name, term, design, symbol, or any other feature that identifies one seller’s good or service as distinct from those of other sellers. † Phys’ll be stunned – the definition does not stand the easiest test: suppose we give our cow some name, say, Cleopatra. It perfectly identif ies her as distinct from cows of other sellers, thus meeting the definition. Is our darling Cleopatra a brand? If Mercedes tomorrow becomes Dolores, will it stop to be a brand? Or, if Pentium were dubbed Intellect or ProChip, will it sell less? Phys’ll find that while many serious branding texts de facto ignore the dated definition, regarding names and symbols simply as identifiers, many companies are naive enough to believe (courtesy that definition) that branding is just about naming and designing. That’ll give Phys a clue to why most of new introductions fail in the market. BRANDING A BRAND is one that has the same name, design, and creative strategy everywhere in the world and is marketed in most of the major regional market blocks. A Brand gives a company a uniform worldwide image that enhances efficiency and cost savings when introducing other products associated with the brand name, but not all companies believe in a single Global approach is the best. In addition to companies like Kodak, Coca – Cola, Caterpillar and Levi’s that use the same brands worldwide. Other multinationals such as Nestle, Mars, Proctor Gamble, and Gillette1 have some brands that are promoted worldwide and others that are country specific. Among companies that have faced the question of whether or not to make all their brands global, not all have followed the same path. Building a brand is inherent in using a standardized product. It success depends on a growing convergence of consumers tastes and preferences and coordination of global advertising and promotion. Also important is the development of communication media with multinational reach, such as the simultaneous transmission around the world of the summer Olympics. In such cases, because the same transmission is received around the world, firms benefit if the brands featured in the transmission are familiar to the world audience. A successful brand is the most valuable resource a company has. The brand name encompasses the years of advertising, good will, and quality evaluation. Product experience, and the other beneficial attributes the market associates with the product. Brand image is at the very core of business identity and strategy. Customers everywhere respond to images, myths and metaphors that help them define their personal and national identities within a global context of world culture and product benefits. Global Brands play an important role in that process. The value of Kodak, Sony, Coca-Cola, McDonalds, Toyota and Marlboro is indisputable2. One estimate of the value of Coca-Cola, the world’s most valuable brand, places it at over $35 billion. Infact, one authority speculates that brands are so valuable that companies will soon include a statement â€Å" statement of value† addendum to their balance sheets to include intangibles such as the value of their brands. Naturally, companies with such strong bands strive to use those brands globally. Even for products that must be adapted to local markets conditions, a Global Brand can be successfully used. Benefits Attributed to Brands Efficiencies of Scale- Leveraging production, distribution and marketing expenditures over a greater number of markets can yield significant economies of scale. Global Event Sponsorship- Only globally consistent brands backed by strong marketing budgets can truly leverage (and afford) sponsorship of high-impact events such as the Olympics and the World Cup. Leveraged Agency Relationships- Firms awarding global advertising accounts can gain greater leverage with external agencies by commanding better service and talent. Responsiveness to Global Customers- Standardized products or services under a consistent brand improves the ability of firms to meet the needs of global business customers and increasingly sophisticated and information-rich consumers. Efficiencies in Scope- Global brands offer unique opportunities for extending product or service lines under an established brand across established channel relationships, boosting speed to market and product launch. Building a Great Brand Here’s a six-step process to building a great brand: 1. Target our message define our target customer group precisely. 2. Make each initial customer contact our absolute best. 3. Give our brand a dynamic personality people want to have fun while they explore. 4. Create an experience for our customer they won’t forget, for oftentimes customers forget the brand but come back for the experience (think Starbucks, big time! ). For â€Å"experience,† read â€Å"adventure† something that works to gain and sustain interest. A strong brand can boost stock value as well as sales. 5. Deliver on our promises time and time again. Our customers come to us because we offer them a value that no one else can. Do what we say we are going to do, and more. . Be our customer’s soul mate stay in constant quality contact over the long haul. Major Issues Concerning Global Branding Everyone is talking about global branding these days, as a follow- up on globalization. We need to be careful how we use the word global. So often it is used to mean that a company can sell anywhere in the world. But th at is not what counts: sales count, and sales only occur when the market is aware of a companys product or service. There is a world of difference between using the words global and international in a company name and its marketing/communication ersus actually developing the markets in other countries, one by one. The only way to speak about global and really mean it is on the granular level country by country . The Branding Strategies This objective introduces four general brand strategies and examines the internal and external factors that influence these strategies for brands. Managers of global and international brands must understand these issues in order to assess the potential for standardizing their brands across diverse societies, the factors that necessitate specific brand adaptations, and the prospects for competitive advantages. Likewise, managers of local brands need to understand the particular strengths and weaknesses of the strategies of their global competitors and use this knowledge to devise their competitive responses. GENERAL BRAND STRATEGIES Brand strategy is aimed at influencing people’s perception of a brand in such a way that they are persuaded to act in a certain manner, e. g. buy and use the products and services offered by the brand, purchase these at higher price points, donate to a cause. In addition, most brand strategies aim to persuade people to buy, use, and donate again by offering them some form of gratifying experience. As branding is typically an activity that is undertaken in a competitive environment, the aim is also to persuade people to prefer the brand to competition. A global brand needs to provide relevant meaning and experience to people across multiple societies. To do so, the brandstrategy needs to be devised that takes account of the brandâ„ ¢s own capabilities and competencies, the strategies of competing brands, and the outlook of consumers (including business decision makers) which has been largely formed by experiences in their respective societies. There are four broad global brand strategy areas that can be employed:- Brand Domain. Brand domain specialists are experts in one or more of the brand domain aspects (products/services, media, distribution, solutions). A brand domain specialist tries to pre-empt or even dictate particular domain developments. This requires an intimate knowledge, not only of the technologies shaping the brand domain, but also of pertinent consumer behavior and needs. The lifeblood of a brand domain specialist is innovation and creative use of its resources. A brand domain specialist is like a cheetah in the Serengeti preying on impala and gazelle. The cheetah is a specialist hunter with superior speed to chase, and the claws and teeth to kill these animals. The cheetah is also very familiar with the habits of its prey. It finds ways of approaching, singling out and capturing its prey. The cheetah is one of the most accomplished of hunters within the wild cat species; it catches up to 70% of prey that it hunts. Brand Recognition. Brand recognition specialists distinguish themselves from competition by raising their profiles among consumers. The brand recognition specialist either convinces consumers that it is somehow different from competition, as is the case for niche brands, or rises above the melee by becoming more well- known among consumers than competition. The latter is particularly important in categories where brands have few distinguishing features in the minds of consumers. In some cases, a brand recognition specialist needs to be able to outspend competition to gain unbeatable levels of awareness. In other cases, a brand recognition specialist needs to convince a loyal following of consumers that it is unique. A recognition specialist is like a peacock. Most of us will know little about birds, but we can recognize a peacock from. Type of Branding There are different strategies global companies can follow with respect of branding. First, there is the choice between different brand types, described belows are Lion, After Eight, Pepsodent, and Club med. The vast majority of existing global brands were developed as single product brands that were built to position within national and international boundaries. Range brands or line Brandss are Schweppes (tonic,bitter,lemon,soda,water), Budweiser,Mercedes. Umbrella Brands or Corporate Brands: different products or brands are marketed under one name. The name can be the company name or an umbrella brand name of a company. The umbrella name can be used as an endorsement to indicate the source: Nestle name on the package of Nescafe, Maggi, or Dairy crunch means it endorses the quality. GM endorses Pontiac, Buick, Oldsmobile, and Chevrolet. Examples of corporate brands are: Benetton, Mitsubishi, Philips, Braun, Canon. Examples of Brand names are: Nivea, Cartier. Since the early 1990’s there have been two main trends in Global Branding Strategies. They are as follows- 1. From Monobrands to Endorsement Brandings are the change of the Marathon candy bar into the Snickers bar, and Treets and Bonitos being replaced by M. The Perception of Brands Many successful Brands have an international image, but this is not a necessity for success. A brand may be sold worldwide and show all the characteristics of a brand, but that does not necessarily make it a brand that is perceived as global by the consumers in all the countries. There are few brands that are perceived as global by the consumer. Successful global brands can be perceived as local in certain countries: for example Nivea, a brand of Beiersdorf in Germany. A number of studies have shown that consumers do not care whether brands are domestic or imported, local or global, as long as the brands offer good value for money. It may well be that part of the success of a global is its integration into the local culture. It is the consumer who makes a brand successful by buying it and being loyal to it. Most often the need for a brand is in the mind of the producer, not in the mind of the consumer. Most strong brands, even if they are distributed worldwide, still have a strong national base and a very unequal market position in other countries. Moreover, brands that are now classic examples of Brands did not become global overnight. Some brands globalize faster than others. Brands that have become strong Brands are usually very old. Consumers have good memories, even for brands that have not been advertised for some time. Once a brand is known to consumers, it cannot easily be erased from consumers mind4. An interesting example is the German cigarette brand Ernte 23, which had become very weak in West Germany over the past decades, after the Berlin Wall came down, the brad became very strong in Saxony in former East Germany. People remembered the â€Å"good old days† which were expected to return after reunification. Particularly in Europe, many brands have a very unequal status in countries other than their home country, for example Danone is a prominent leader in France, but a challenger in Germany and the United Kingdom. HOW DO YOU POSITION THE BRANDS GLOBALLY? STEP 1: DEVELOP A GLOBAL MINDSET The first barrier that the firm will face is making the decision to market the product or the brand globally. The global mindset should consist of the following: 1. A decision (and commitment) to sell the brands in international markets. 2. A choice of 1 or 2 product lines that have potential overseas. 3. A choice of â€Å"international championship† within the company. 4. A mental time frame for first sales. 5. A mental picture of how you will service the business. STEP2: DETERMINE WHETHER THE PRODUCT HAS A GLOBAL POTENTIAL Here there are two phases of market research- 1. Preliminary Market Research: ?Determine which regions and countries have the potential for the brands or the products. ?Identify the local competition-their products, prices and so forth ? Determine the distribution channels. ?Below are the following questions while taking the above points in consideration: What is the market potential for the products going global? What are the risk factors? Who and where are the customers? What are the competing products? . In-Depth Market Research Having determined that there is a strong possibility that there is significant market demand and potential for the product and services in a country, the next step is to conduct in depth research that will provide the following information: 1. Customer’s attitudes and preferences. 2. Pricing studies. 3. Accurate market sizing data. 4. Identification of distributors, joint ventures, strate gic alliances and so forth. STEP3: SELECT THE GLOBAL APPROACH Select the high potential markets for the products or the brands. Identify the competitors; develop a sound market entry strategy and establishing profitable operations in these countries. Essentially there are 2 main approaches: _ Approach 1: Ready, Aim, Shoot Based on the preliminary research, select one country and send a team or personnel to the country to initiate the following effort. Make customers contacts Develop distribution channels Select representatives This is a very targeted approach. The advantage of this approach are that on will concentrate ones efforts on one country and that one can use the country as a test market for similar countries in the same region. Approach 2: The â€Å"Shotgun† For this approach identification of an international general within your country and send him or her out to determine the products potential in various countries throughout the world. The advantages of this approach are the following:- It accelerates globalization effort. It enables to gain the perspective of the market opportunity in several countries on a global basis. It maximizes the resources on a regional basis. STEP4: SELECT AN INTERNATIONAL CHAMPION After selecting the approach to globalization, you have to identify someone to be the international champion. This person should be your champion for international growth. This person will standardize the sales presentation; yet adjust the sales pitch to the cultural nuances of each country. Some countries may require more time to digest the sales presentation of the brands. STEP 5: KEEP YOUR MARKET ENTRY COSTS LOW The initial expenses should consist of expenses such as travel, communications and promotions of the brands. Initial avoidances of expenses such as hiring staff, leasing an office should be kept to the minimum. STEP 6: MAINTAIN THE BRAND QUALITY, SERVICE In many respects, once established, international accounts are more loyal to the brands and have more long-term relationships with suppliers than the domestic market. It is very important to service the internatio9nal distributors, customers and affiliates. When competing a brand globally all that is there is the brand reputation. STEP 7: GLOBAL BRAND ADVERTISING Once a product is developed to meet target market needs and is properly priced and distributed, the intended customers must be informed of the product’s availability and value. Advertising and promotion are basic activities in an international company’s mix. A well designed promotion mix includes advertising, sales promotion, personal selling, and public relations with are mutually reinforcing and focused on common objective. Of all the elements of the marketing mix, decisions involving advertising are the ones most often affected by cultural differences among country markets. Consumers reflect their culture styles, feelings, value systems, attitudes, beliefs and perceptions. Reconciling an international advertising and sales promotion effort with the cultural uniqueness of markets is the challenge confronting the international or global marketer. The basic framework and concepts of international promotion are essentially the same wherever employed. Five steps are involved: Determine the promotional mix Determine the extent of worldwide standardization Develop the most effective messages Select effective media Global brands generally are the result of a company that elects to be guided by a global marketing strategy. Global brands carry the same name, same design, and same creative strategy everywhere in the world. Example are Coca-Cola, Pepsi-Cola, McDonalds etc. Some global companies have successfully capitalized on the worldwide popularity of pop music stars in their global advertisements. Example Michael Jackson and Tina Turner are featured in Pepsi-Cola advertisements. WHAT IS FMCG? FMCG refers to consumer non-durable goods required for daily or frequent use. Typically, a consumer buys these goods at least once a month. The sector covers a wide gamut of products such as detergents, toilet soaps, toothpaste, shampoos, creams, powders, food products, confectioneries, beverages, and cigarettes Typical characteristics of FMCG products ?Individual items are of small value. But all FMCG products put together account for a significant part of the consumers budget. ?The consumer keeps limited inventory of these products and prefers to purchase them frequently, as and when required. Many of these products are perishable. ?The consumer spends little time on the purchase decision. Rarely does he/she look for technical specifications (in contrast to industrial goods). Brand loyalties or recommendations of reliable retailer/ dealer drive purchase decisions. ?Trial of a new product i. e brand switching is often induced by heavy advertisement, recommendation of the retailer or neighbours/ friends. These products cater to necessities, comforts as well as luxuries. They meet the demands of the entire cross section of population. Price and income elasticity of demand varies across products and consumers The FMCG sector has been the cornerstone of the Indian economy. Though, the sector has been in existence for quite a long time, it began to take shape only during t he last fifty-odd years. To date, the Indian FMCG industry continues to suffer from a definitional dilemma. In fact, the industry is yet to crystallize in terms of definition and market size, among others. The sector touches every aspect of human life, from looks to hygiene to palate. Perhaps, defining an industry whose scope is so vast is not easy. After witnessing booming sales and flooding markets with innumerable products, FMCG companies have had to abruptly apply the brakes and look for various ways to save costs. The Rs. 43,000 crore (listed companies) FMCG industry in India, which has been on a roll for many years, faces tough times ahead, although many segments still shows good growth. Transformation of quantity into quality Inquisitive Phys’ll discover that decades ago it took guts to â€Å"brand† a roduct to distinguish it from a sea of commodities, thus inviting possible criticisms and rejections. To survive, branded products had to be superior; and, when proven to be superior, they sold better and made more money. That’ll explain to Phys the â€Å"name-and-design† definition – there was no need to stress the implicit financial aspects! Phy s’ll also discover that things have changed radically ever since. Now, with nearly all products â€Å"branded† in the old sense, simply naming a product would NOT automatically generate extra cash any more – a case of quantity transforming into quality. The scenario of a big fish in a small pond was replaced by that of thousands of sharks in an ocean. To Phys that’s like a leap from Newton to Einstein in physics. With products in any category being almost equal, Phys will perhaps think of Orwell’s words: â€Å"All animals are created equal, but some animals are more equal than others. † And so the task of branding now is to create and maintain products that are â€Å"more equal than others. † . A good FMCG brand Technically, a good FMCG brand is a good PRODUCT per se, with good IDENTIFIERS, good ASSOCIATIONS, and good AVAILABILITY. Generally, a brand needs good advertising, but there are some brands that fare perfectly all right without any advertising of note. Phys will find it amazing that the literature generally overlooks availability. However, any practitioner knows that an excellent FMCG brand that is only available at 20% of marketing outlets, will hardly outsell a poorer product available at 100% outlets. Introducing the availability gives: FMCG productId en ti fi ers ¦  ¦>Associations + Availability ¦  ¦>Superbenefits On careful consideration, Phys might suggest to replace the misleading term â€Å"product brand† by something like â€Å"winning† or â€Å"best-selling† product SOFT DRINK MARKET IN INDIA Today India is one of the most potential markets, with population of around 900 million people, the Indian soft drinks market was only of 200 cases per year. This was very low even compared to Pakistan and Philippines. Population and potential market are two major reasons for major multinational companies of entering India. They feel that a huge population coupled with low consumption can only lead to an increase in the soft drink market. Another increase in the sale of soft drinks in the scorching heat and the climate of India, which is suitable for high sale of soft drinks. All these factors together have contributed to a 30% growth in the soft drinks industry. If the demand continues growing at the same rate, within two years the volume could touch 1 billion cases. All these factors are the reasons for the entry two giant of the soft drink industry of the world to enter the Indian market. These two giants Pepsi and Coca-Cola, Themselves share 96% of the soft drink market share. Rest is shared by Cadbury’s Schweppes, Campa Cola and other soft drink brands. But was the scene same 20 years ago? The answer is No. 1970 was the year of pure soft drinks Campa cola and Parle people (Thums up and Limca). SOFT DRINK CONSISTS OF A FLAVOR BASE, SWEETENER AND CARBONATED WATER. IN GENERAL TERMS NON-ALCOHOLIC DRINKS ARE CONSIDERED AS SOFT DRINKS THIS NAME SOFT DRINK WAS GIVEN BY AMERICANS AS AGAINST HARD WHICH IS MAINLY ALCOHOLIC. THE MAJOR PARTICIPANTS INVOLVED IN THE PRODUCTION AND DISTRIBUTION OF SOFT DRINK ARE CONCENTRATE AND SYRUP PRODUCERS, BOTTLERS AND RETAIL CHANNEL. CONCENTRATE PRODUCERS MANUFACTURE BASIC SOFT DRINK FLAVOURS AND RETAIL CHANNEL REFERS TO BUSINESS LOCATION THAT TELLS OR SERVES THE PRODUCTS DIRECTLY TO CONSUMERS. Soft drink is not a product, which a person plans to buy before hand, but is an impulse purchase. Lots of sale depends upon the strength of merchandizing done at the point of sale. It all begin in 1977, a change in government at the center led the exit of coca-cola which preferred to quit rather to dilute its equity to 40% in compliance with the Foreign Exchange Regulation Act (FERA). The first national cola drink to pop up was double seven. In the meantime, Pure Drinks, Delhi on coke’s exit, switched over to Campa Cola. The beginning of 1980’s saw the birth of another cola drink, Thums up, Parle the Gold spot people, launched it in 1978-79, as â€Å"Refreshing Cola†. By the mid-eighties Mc Dowells launched Thrill, and by the late eighties there was Double Cola, which entered in India market, as a NRO-run out fit with its plant in Nasik { Maharastra }, in 1978 Parle, Indian soft drink’s market (share 33%) with its gold spot and Limca brands. Later Thums Up also started Thums Up. At the same time the threat to the Indian soft drinks was that of fruit drinks. In 1988, fruit drinks market was valued at Rs. 40 crores and grew at the rate 20%. Coca-Cola entered Indian by buying up to 69% of the 1,800 crore soft drink market { i. e. 5 Parle Export brands of Thums Up’s Limca Gold spot, Citra Maaza }. Today the scene has changed making it a direct battle between two giant Coca-Cola and Pepsi. The picture will become clearer by looking at the India market shares in the beverage industry. One of the strongest weapons in Coke armory is the flexibility it has empowered its people with. In Coke every employee, may he be a manager or salesman, have an authority to take whatever steps he or she feels will make the consumers aware of the brand and increase its consumption. Thus Coke believes in establishing and nurturing creditability of the salesman and making commitment to grow business in accounts. All these factors together led to a high growth in the Indian market and constantly increasing market share. PRODUCT Brand portfolio NamePicture Coca-Cola Caffeine-Free Coca-Cola Coca-Cola Cherry New Coke/Coca-Cola II Coca-Cola with Lemon Coca-Cola Vanilla Coca-Cola C2 Coca-Cola with Lime Coca-Cola Raspberry Coca-Cola Zero Coca-Cola M5 Coca-Cola Black Cherry Vanilla Coca-Cola Blak Coca-Cola Citra Coca-Cola Light Sango Coca-Cola Orange COKE’S MARKETING STRATEGIES Coke decides on its marketing strategies at a national level and lends them a local flavor. For example, while festival mood plays a strong role in marketing, it is activated for Durga Puja in Calcutta, Dandiya in Gujarat, etc. , Coke has its focus on the youth market in India. As a first step toward catching the attention of the youth, coke signed on cricket heroes Saurav Ganguly and Javagal Srinath. It slowly started talking about youth passions like cricket, films, festivals and food. Soon the advertisements started giving the message, â€Å"Eat Cricket, Sleep Cricket, Drink only Coca-Cola† And now it has started modifying film hits to frame catch lines that appeal to the youth. This particular strategy has worked well for coke. COKE IS FOCUSED ON DISTRIBUTION TO ENSURE THAT ITS PRODUCTS ARE WITHIN CUSTOMER’S REACH. AND IT SAVES ITS FOCUS HAS BEGUN TO PAY IT DIVIDENDS. AS PER MID-1998 FIGURES COKE IS SELLING AS MANY BOTTLES IN THE HINTERLAND OF PUNJAB AS IT DOES THE FOUR METROS. COCA COLA GLOBALIZATION STRATEGIES THE COCA-COLA COMPANY IS GLOBAL PLAYER AND APPROXIMATELY 70 % OF ITS VOLUME AND 80 % OF ITS PROFIT COME FROM OUTSIDE THE UNITED STATES OF AMERICA. ALTHOUGH IT WAS PERCEIVED AS A STANDARDIZED BRAND ACROSS THE WORLD, COCA-COLA HAD BEEN QUIETLY FINE TURNING ITS INTERNATIONAL MARKETING STRATEGIES TO SUIT THE NEEDS OF INDIVIDUAL NATIONAL MARKETS. ONLY THE BRAND COCA-COLA, SPRITE AND FANTA WERE MARKETED GLOBALLY. IN LATIN AMERICA AND EUROPE, WHERE A HEAVY CONSUMER PREFERENCE EXISTED FOR LEMON LIME AND ORANGE SODAS. COKE HAD DEVELOPED A WIDE RANGE OF FORMULATIONS AND FLAVORS TO CATER THE NEEDS OF DIFFERENT COUNTRIES. IN EI SALVADOR AND VENEZUELA, A VERSION OF FANTA CALLED FANTA KOLITA A CREAM SODA TYPE OF DRINK BECAME EXTREMELY POPULAR. SIMILARLY, IN INDONESIA COKE HAD BEEN SELLING PINEAPPLE AND BANANA LIMCA, MAAZA AND THUMS UP IN 1993. PROMOTION : THE COCA-COLA WAY Consumer activity clusters :- Grocery shopping Other shopping services Eating and drinking Entertainment / Recreation / Leisure Travel / Transportation / Hospitality Educational At Work The 3A’s :- The strategy for reaching increasing numbers of consumers in India is based on the belief that consumers will buy our products it they are Available, Affordable and Acceptable. Strategies for the 3A’s Focus on the consumer and customer. To provide quality c ustomer services, and caring about the quality of performance in respective jobs. Caring enough about what we do, to it the best we know how. The 3A’s is Coca-Cola underlying strategy for meeting its goal to reach increasing numbers of consumer’s. How does coke position its limited resources to help meet its good. Let us explore the specific ways in which the Coca-Cola system addresses each of the 3A’s :- Availability Some of the ways in which the Coca-Cola Company hopes to increase availability of its product include improved or innovative packaging, dispensing systems, distributions system, marketing. Affordability The ways to address affordability include pricing decisions, as well as resource management. To make its product available at a price affordable to the consumer. Continually processes more efficient and therefore more cost-effective. Acceptability Making coca-cola brand products the beverage choice for any occasion’s depends on a variety of strategies to reach the target audience. The common strategies adopted to effect acceptability were though sponsorships, promotion youth market activities, community programs, and other activates. CHANNEL OF DISTRIBUTION OUT LINE DYGRAM OF DISTRIBUTION CHANNEL OF COCA COLA Company Manufacturing goods Distributors Dealer Company Vehicle RetailerRetailer Consumer Consumer DISTRIBUTION CHANNEL Distribution means supply of goods from company to its ultimate user. After manufacturing the product the important work for the is to provide its goods to its ultimate user at the right time and when manufacturing process has been over. Than marketing work will be start by the marketing Department adopt the policy for providing goods to the consumer at the right time and place. Distribution means the way be which the product reach to the hand of consumer these all process comes under the Distribution of Network. Good distribution network is essential for more sailing and customer satisfaction. If customer or retailer is not satisfy of your distribution net work. It reflect that company’s Distribution is not good and some thing is wrong any when. THE DISTRIBUTION OF COCA COLA OF BEST. COMPANY DON’T WANT TO TAKE ANY TYPE OF RISK SO THEY HAVE MADE THE DISTRIBUTOR IN DIFFERENT 2 AREAS. DISTRIBUTOR TAKE THE FLAVORS FROM THE COMPANY AND DEPOSIT ALL THE PAYMENT IN ADVANCE BY THIS PROCESS COMPANY GET ALL THE MONEY AT THE RIGHT TIME. DISTRIBUTOR ESTABLISH ALL THE GOODS IN BARE HOUSE COMPANY IS APPOINTED 2 OR 3 EXECUTIVE FOR MARKETING. EXECUTIVES ARE GETTING THE SALARY FROM COMPANY. BUT SALES MAN HELPER, LOADER, APPOINTED BY THE DISTRIBUTOR. DISTRIBUTOR IS LIABLE TO GIVE THE SALARY TO THE SALES MAN HELPER, LOADER AND CLERK THE SALES MAN DO THE WORK UNDER THE PRESSURE OF EXECUTIVE. From the bare house company launch the flavors in the market. The flavor reach in the market to the retailer by two medium. 1)By the company vehicle 2)Dealer Company vehicle and dealers both provided the flavors to the Retailer. Retailer sales the flavor to the consumer. This is the good marketing strategy. Impact of global branding on fmcg Analysis how the brand effect the customer purchasing decision in fmcg durable. Understand the choice of the customer is branded or non branded. THE NEW MEANING OF A BRAND How do you go beyond the brand? You have to really dig in to emotional connections with consumers. The rational side of life isnt enough. Weve got too much information. We do not live in the information age anymore, nor do we live in the age of knowledge. Weve gone hurtling past that. Once everybody has information and knowledge, its no longer a competitive advantage. We live now in the age of the idea. What consumers want now is an emotional connection. They want to be able to connect with whats behind the brand, whats behind the promise. Theyre not going to buy simply rational. You feel the world through your senses, the five senses, and thats whats next. The brands that can move to that emotional level, that can create loyalty beyond reason, are going to be the brands where premium profits lie. If you read some of the literature, you see that people are struggling and not knowing where to go next. So theres antiglobalization, anti-brands. Its very easy to be anti-something. Its very tough to be pro something and to build. So I think were trying to develop with Lovemarks a way forward, not just an anti, we dont think this is going to work kind of approach Who creates the brand? Good question. Nowadays, its a fusion of both. In fact, there are many examples of brands where the producer has very little to do with how the brand is constructed. The consumer has almost taken over. For example, one brand that we work with, BMW Motorcycles, its the motorcyclists themselves who are determining what the brand is all about. Its about the riding experience. They see themselves as the gritty warriors of the road. Harley-Davidson riders are seen as weekend warriors. BMW riders are seen as the kind of people who ride 10,000 miles in one trip. The BMW manufacturers have very little to do with that brand. Its the owners of the motorbikes themselves who have created that impression and have created a community around the brand, importantly. The brand has moved off the package to To consumers minds. At the end of the day, a brand is simply neural impulses in peoples brains stimulated by the experience of using it or of someone saying that they recommend it, or packaging, or whatever. Its simply a neural impulse. The item itself is almost secondary. Whats the difference between a brand and a product? Are you going to buy the Arm Hammer? Are you going to buy the Colgate? Are you going to buy the Crest? Are you going to buy Pepsodent for a little blast from the past? Thats where all the money is spent to try to influence that decision. If you buy the Pepsodent, Arm Hammer, Colgate and Crest have failed. And yet decisions are made to the tunes of billions of dollars every day voting for the other guy. So has advertising pulled your strings? Evidently not. Thats one answer. Sometimes brands are just brands. Sometimes theres actually something inherent, something intrinsic to them that makes them different. Sometimes its an actual property of the product thats different, and sometimes its just an idea. Three of the greatest campaigns in advertising history are built on nothing more than an idea. Marlboro cigarettes: Its built on the idea of rugged individualism, of making your own decisions, of taking on the world all by yourself, squinting into the sun. And Nike, Just do it. They hire the same slaves in Southeast Asia to make a pair of shoes for $4 and then sell them for $120 as all the other sneaker manufacturers. What has imbued Nike with this special something? Its two things: One is Michael Jordan, who was this extraordinary athlete doing seemingly impossible, virtuosic things, and they borrowed that interest at great expense. The other was Just do it, because hitherto, no sneaker manufacturer had taken upon itself to say to the audience, Why dont you just get up off your fat ass? They began to own the aspirational quality of sport, and the campaign grew to have them own all of the emotion of sport, the drama of sport, the grit of sport, the aspiration, the triumph and so forth. They own the idea of all of the really powerful emotional sentiments that we attach to sport. They own them because they bought them, and they bought them by advertising this idea again and again and again and again and again. Theres just not a whole lot of difference between the most expensive Nike shoe and the most expensive Reebok. But theyve got much, much, much, much larger share of the marketplace on the strength of an advertising idea. A diamond is forever. How is it that the diamond is the default demonstration of lifelong love and affection? How did that happen? An advertising idea. They turned a commodity a rock into the ultimate expression of enduring love. It was just an advertising idea, and it has penetrated societies throughout the world for 100 years. Thats pretty extraordinary. You know what, though? Marlboro, Nike, A diamond is forever this very, very seldom happens. These are the few examples when advertising really does cast a Svengali spell. And I guarantee you theres a lot of advertisers out there trying to do that all the time, but 99. 9 percent of the time theyre failing, because its hard to do. Very seldom can you trade on an idea to change the way people view your good or service. Mostly its just 12 percent more whitening power, and the 12 percent more whitening power struggle and ideas sometimes are triumphant BRAND GLOSSARY Brand A brand is a name, term, sign, symbol, association, trademark or design which is intended to identify the products or services of one provider or group of providers, and to differentiate them from those of competitors. A brand has functional and emotional elements which create a relationship between customers and the product or service. Brand Attributes Brand attributes are the functional and emotional associations which are assigned to a brand by its customers and prospects. Brand attributes can be either negative or positive, and can have different degrees of relevance and importance to different customer segments, markets and cultures. Brand attributes are the basic elements for establishing a brand identity. Brand Audit A brand audit is a comprehensive and systematic examination of a brand involving activities (both tangible and intangible) to assess the health of the brand, uncover its sources of equity and suggest ways to improve and leverage that equity. The brand audit requires the understanding of brand equity sources from the perspective of both the firm and the consumer. Brand Awareness Brand awareness is a common measure of marketing communications effectiveness. Brand awareness is measured as the proportion of target customers which has prior knowledge of the brand. It is measured by two distinct measures; brand recognition and brand recall. Brand recognition is the customers ability to confirm prior exposure/knowledge of a brand when shown or asked explicitly about the brand (also referred to as aided or prompted awarenes). Brand recall is the customers ability to retrieve a brand from memory when given the product category but not mentioning of the brand (also referred to as spontaneous or unaided awareness). Brand Culture Strong brands are managed by organisations characterized by their strong internal brand cultures. A strong brand culture is determined by the internal attitudes towards branding, management behaviour and practices of an organisation. These combined efforts are crucial to build and maintain strong brand equity through competitive advantages from branding. The most prominent person to lead these efforts is the CEO and the senior management team. Brand Expansion The exposure of a brand to a broader target customer market, geographic market, or distribution channels. Brand Extension The application of a brand beyond its initial range of products, or outside of its category. This becomes possible when the brand image and attributes have contributed to a perception with the consumer/user where the brand and not the product is the decision driver. Brand Guidelines Brand guidelines are internal tools available in an organisation to educate, reinforce and motivate all involved in building and maintaining strong brands. Brand guidelines are crucial in establishing and enhancing a strong and dedicated brand culture. The brand guidelines can take various forms and methods, and could consist of brand vision, brand identity, brand strategy guidelines, a short description of the brand, brand values, brand positioning, positioning guidelines, communication tips, writing style guidelines, design style guidelines, and company-wide contact details to obtain more information from central brand management Brand Image A unique set of associations within the minds of target customers which represent what the brand currently stands for and implies the current promise to customers. The brand image is what is currently in the minds of consumers, whereas brand identity is aspirational from the brand owners point of view. Brand Loyalty Brand loyalty is the strength of preference for a brand compared to other similar available brand options. It is measured through a range of different dimensions e. g. repeat purchase behavior, price sensitivity. Brand Management Brand management is the process of managing an organisations brand or portfolio of brands in order to maintain and increase long-term brand equity and financial value. Brand management is applied by the person or group responsible for designing brand identities, aligning them for maximum effectiveness, ensuring that they are not compromised by tactical actions, evaluating effectiveness of brand communication programs, valuing financial brand value, and designing appropriate brand crisis management plans among many other strategic and tactical tasks. Brand Mapping Brand mapping is a research technique to identify and visualize the core positioning of a brand compared to competing brands on various dimensions. Brand Personality The brand personality is the brand image or brand identity expressed in terms of human characteristics. The brand personality must ideally include distinguishing and identifiable characteristics which offer consistent, enduring and predictable messages and mental perceptions. Brand Positioning Brand positioning is the market space a brand is perceived to occupy in the mind of the target audience. All strong marketing communications programs need to focus on only few messages to achieve better impact in an increasingly noisy environment. The brand positioning is the part of the brand identity that management decides to actively communicate to the market. Brand Positioning Statement A brand positioning statement describes the mental space a brand should occupy in the minds of a target audience. It serves as an internal document which guides most of a companys marketing communications strategies, programs and tactics. The brand positioning statement focuses on the elements and associations which meaningfully set a brand apart from the competition. It is typically constructed in the following format: To (target market), Brand X is the brand of (frame of reference) that (point of difference) because (reasons). Brand Power A measure of the ability of the brand to dominate its product category. Brand Recall Brand recall is the customers ability to retrieve a brand from memory when given the product category but not mentioning of the brand (also referred to as spontaneous or unaided awareness). Brand Recognition Brand recognition is the customers ability to confirm prior exposure/knowledge of a brand when shown or asked explicitly about the brand (also referred to as aided or prompted awareness). Brand Relevance Brand relevance is the alignment of a brand, its brand attributes, brand identity and brand personality with the primary needs and wants of the target audience. Brand Slogan/ Brand tagline An easily and recognisable and memorable phrase which often accompanies a brand name in marketing communications programs. The brand slogan and tagline helps customers to remember the brand and reinforces mental associations. Consistent and well-known examples are Nike Just do it, HSBC The worlds local bank, HP Invent, and Singapore Airlines A Great Way to Fly. Brand Strategy The big picture plans and tactics deployed by an organisation/brand owner to create long-term brand equity and competitive advantages from branding. CONSUMER INFLUENCE Compete illustrates the first steps in measuring the impact of consumer generated media, and provides a framework to help auto marketers evaluate the influence of this growing industry trend. Consumer opinion has become a staple of the online shopping process. Whether it comes from a friend, a family member or blogger, product reviews are now influential go-to media resources, and its even beginning to drown out the voices emanating from brands and Madison Avenue. User-generated media (UGM) is playing a key role among consumers that are in-market for anything from cameras to household appliances to mobile phones. And, its influence doesnt stop with the purchase itself consumers influenced by UGM are demonstrating a ripple effect on other buyers, sharing their experiences with family and friends post-purchase. For marketers who are already embracing this media movement, the shift requires that they improve their analyses of UGMs influence on consumer engagement and purchase decisions. How? The attitudes and behaviors of in-market consumers online are the key to unlocking UGMs impact. To start out, measuring the true impact of UGM, and marketings ability to influence it, requires addressing: Determining whether in-market consumers use UGM when considering a purchase Estimating how influential UGM is Analyzing whether UGM is more or less influential than other media sources This framework is the first step in marketing measurement programs that reflect todays new marketing paradigm. UGM changes online auto and travel buyers decisions Consider autos and travel two highly considered purchases as examples for measuring UGMs impact. Our research shows that half of auto and travel purchasers surveyed turn to UGM to narrow their purchasing decision; nearly one quarter say that consumer review sites influence their purchase decisions and 24 percent change their minds about the type of vehicle/travel reservation they end up purchasing as a result of UGM influence. If you recently purchased a new or used vehicle, its likely you were among the estimated 80 percent of buyers who currently use the internet to research a vehicle before making a purchase. Scores of informational third-party sites such as Edmunds. com and Cars. om, as well as auto blogs, forums and message boards, make it easy for car enthusiasts and shoppers to share feedback. UGM is money in the bank for marketers who know how to tap into the new currency around it. Though marketing remains a complex discipline that is one part psychology, one part science and one part art, the internet offers an unprecedented level of real-time information from in-marke t shoppers to fuel all three parts. Marketers must start using the internet to improve their visibility within UGM. Heres how to begin: Analyze in-market consumers. Simply monitoring digital mentions isnt enough. Analyze in-market consumers who are close to the point of purchase, not simply consumers online in general, to better understand how UGM fits into their lives and the role it plays. Implement behavioral and qualitative monitoring programs. Examine in-market consumer behavior online and conduct a behaviorally targeted survey of connected, in-market consumers to understand the impact UGM has on product preferences and motivations. Measure. Quantify how many in-market consumers changed their minds about the products they purchased as a result of UGM, and how many ended up purchasing your product over a rivals. Measure UGM-influenced buyers engagement with your brand online by examining not only how they interact with your site but also the attention they give your brand online overall. Marketers who embrace user-generated media by developing campaigns to stimulate positive consumer discussion and use a measurement methodology have nothing to fear from losing control of the marketing message. They have a lot to gain. OBJECTIVES OBJECTIVES OF THE STUDY The objectives of the research being undertaken are to gain insight into the following: To define branding and global branding To find out, how global branding impacts the local indigenous brands and how it evokes competition. To examine how global brands effects the employment and balance of payments of an economy. RESEARCH METHODOLOGY RESEARCH METHODOLOGY The study conducted to achieve the before said objectives was both exploratory and descriptive in nature and involved personal interviews based on the questionnaire format. The proposed fra mework will be applied to real- life, realistic data, in order to be able to provide reliable suggestions to international marketing managers who are responsible for making global aunch decisions. RESEARCH DESIGN: Also The Dissertation is a Descriptive Study, whereby the object of a descriptive research is’ to portray an accurate profile of persons, events, or situations. This may be an extension of, or a forerunner to, a piece of exploratory research. It is necessary to have a clear picture of the phenomena on which I wish to collect the data prior to the collection of the data. Nature of Data Collected: The data collected was both , Primary data as well as Secondary data. Primary data are those which are collected fresh and for the first time and thus happens to be original character. Secondary data are those which have already been collected by someone else and which have already been passed through the statistical process. Data Collection Method: For the collection of primary data Schedule Method was adopted where blank tables before the questions to be filled by me after getting information from the respondents. Secondary data was collected from the Company Website, Company Brochures, Periodicals and Past Records. SOURCES OF DATA My project report is based on secondary and primary sources; the various sources of my study are given below- 1. Schedule 2. Interview The secondary data consists of information collected from: ?Websites ?Business magazines ?Trade guides ?Published data on FMCG industry SAMPLING: After the researcher has formulated the problem and developed the research design including the questionnaire, he has to decide whether he has to collect the data from all people comprising the population. If the data is to be collected only from some members of the population, it is known as Sample Survey. Sampling method: a)Convenience Sampling: The data was collected by Convenience sampling which is considered to be a non probability sampling methods . The main characteristic of convenience sampling is that units or elements in the population are selected according to our convenience or accessibility. b) Sample size Sample size was 100 customers . c) Sampling unit Each respondent was considered as a single unit in the survey. d) Sample area The sample area covered many localities of Ghaziabad , Noida and Delhi and chosen some customers pertaining to that partiicular locality. From that locality, the customers were questioned. DATA ANALYSIS DATA ANALYSIS Figure-1 (1) The above pie-chart gives the split of the sample area-wise. The sample constituted 53% of the respondents from Ghaziabad, 33% from East-Delhi and 14% from Noida. Figure-2 (2)