Brand Evaluation of Starbucks Coffee Assignment

Brand Evaluation of Starbucks Coffee - Assignment Example The major parts of coffee conceived a barricade to application, constraining get access to circulation passages for the use of exclusive agreements with food shop shops, but it was not so in the commerce specialty coffee, where the circulation was made mainly in retail shops belongs to by manufacturers of specialty coffee. These application obstacles more clear offer high or reduced obstacles to application into the specialty coffee commerce and force us to analyze the obstacles to application less transparent. Many cost benefits can be unaligned of scale and can be got by conceiving a place in the commerce at the beginning. They can be passed as first mover advantage. Some of these advantages arrive with a patented, so straightforward get access to raw components, favourable positions and the bend of teaching or experience. Introduction Today we are seeing a new era of coffee, one of Caffe Latte, macchiatos espresso, cappuccino and Frappuccinos. Specialty Coffee is here to stay, and no longer desire to notify you that what Howard Schultz, CEO of Starbucks, the market and conceive a brand synonymous with commitment, honesty and longevity. Main body Starbucks Brand Value The aim of Starbucks' should be established as the most identified and highly regarded in the world. To accomplish this aim, first Starbucks will extend to augment, grow, and grab market opportunities. The major assets of the business are, of course, espresso coffee, which encompasses beverages, tea, nourishment and beverages. Their goods are coffee does not aim on traditional-style coffee, but mostly freezing blended, baked coffee beans, coffee and liqueurs. They furthermore offer a kind of coffee combines in a kind of flavour and style. In supplement, beverages, Starbucks boasts a kind of nourishment for example sandwiches, salads, pastries and ice creams (Venkatraman Nelson 2008). Other choices offer Starbucks the farther use of earnings are accessories and gear for coffee lovers. Novelty pie ces for example cups, crystal, cyclic and vacation goods to supply buyers with Starbucks "a sense of brand loyalty. For those who desire to make the Starbucks know-how at dwelling, there are coffee appliances and grinders for sale. Part of the Starbucks know-how is befitting to depict and resting air with music. This melody is furthermore accessible for sale in its stores. Detail that they took such a gigantic capacity of procedures emphasizes this issue farther with the likelihood to purchase little enterprises and augment their enterprises at negligible cost. The biggest of their undertakings augment more leverage they have with the trading of their goods and services. Starbucks employees are employed to smaller incomes and share earnings for the barista as comparable to the industry. While Starbucks as its competitors on earnings and earnings, they did not capitalize on their workers, premier to inefficiency (Adamy 2008). These outcomes inefficiencies decreased clientele service and approval that Starbucks prides itself. Dissatisfied clients will finally halt buying Starbucks goods next the decrease of the company. When Starbucks started, personalized service is a priority. The reason was to buy a coffee an exclusive experience. However, in latest years with the fast expansion of outlets in latest years this concept has been lost.  

Calorie Management Coursework Example | Topics and Well Written Essays - 250 words

Calorie Management - Coursework Example he input variable, Y, is obtained from calorific calculator and is known to be affected by age, gender, body activities, weight as well as height of the person (Klingensmith & American Diabetes Association, 2003). The final step involves making a comparison based on the analysed data from the two input caloric. The comparison will present two important cases: 2. Where the value of X variable exceeds the value of Y, then we should compute other explanatory variables M, N and O. Where: M= X-Y, N=M/K and O=N, and K is a constant figure valued at 3500. M, therefore, explains a case where more calories are taken in than expended while N-pounds or O-ounces might have been gained. 3. Where the value of Y variable is greater than X, we again compute M, N and O to act as our explanatory variables. With this regards, M=Y-N, N=M/K while O=N. M=Y-X means that the individual expand more calories than he/she consumes where N-pounds and O-ounces might have been lost. All the data and information on that particular individual is then stored in the computer memory to help monitor the person’s health standards in a given

Assessments for Early Childhood Programs Essay Example for Free

Assessments for Early Childhood Programs Essay William J. Wilson once said, â€Å"The person who scored well on an SAT will not necessarily be the best doctor or the best lawyer or the best businessman. These tests do not measure character, leadership, creativity, or perseverance†. Why do we test students? What is the purpose of assessments? Do these tests and assessments benefit the students? These are questions educators have been asking for years. It is impossible for one to determine a child’s academic abilities based solely on a test. Yet there still needs to be some form of assessments performed in order to evaluate the academic level each student has reached. But how much assessing is too much? How heavily do educators rely on the results of these assessments? The main issues, when it comes to assessing early childhood students, are the consequences of the assessment results and how they affect the child. According to The National Academies of Sciences, there are two key principles that support the success of assessment. The first is that the purpose of an assessment should be a guide for assessment decisions. The purpose for any assessment must be determined and clearly communicated to all stake- holders before the assessment is designed or implemented. Most important, assessment designed for programs should not be used to assess individual children. Because different purposes require different kinds of assessments, the purpose should drive assessment design and implementation decisions† (The National Academies of Sciences, 2008). The second principle is that any assessment performed should be completed in a â€Å"coherent system of health, educational, and family support services that promote optimal development for all children. Assessment should be an integral part of a coherent system of early childhood care and education that includes a range of services and resources† (The National Academies of Sciences, 2008). These two principles explain the main purpose of why assessing is important and how assessments should be conducted. After having an understanding of the purpose of assessments, why is it so important to begin evaluations at such a young age? What is the purpose of evaluating infants and toddlers? Author Sue Wortham explains evaluating toddlers and infants determine whether the child is developing normally or if they show any signs of delay and need assistance. All in all, the main purpose of assessment is to benefit the child (Wortham, p. 32). The NAEYC believes that during a child’s early years, evaluating and assessing their development should be the primary focus. They want to study how young children grown and learn. All the â€Å"results of assessment are used to inform the planning and implementation of experiences, to communicate with the child’s family, and to evaluate and improve teachers’ and program’s effectiveness† (Wortham, p. 4). Teachers also use assessment results to in order to plan their curriculum accordingly. So exactly do assessments search for? Assessments look not only for what the child is already capable of doing independently but also what they can do with the help of a teacher or another student (Wortham, p. 35). So how are they assessed exactly? There are many different assessments given to children across the U. S. everyday. These may be administered orally or as written works, such as questionnaires, surveys, or tests. These may include: standardized tests, observations, checklists, rating scales, rubrics, interviews, or portfolios. Each of these serve a different purpose in order to give different pieces of information needed to evaluate the child in question. Standardized tests, though many disagree with them, are meant to measure individual characteristics. Observations, on the other hand, are one of the most effective ways to measure students’ characteristics. When children are young, it can be hard at times to determine if there are any developmental delays (Wortham, p. 39). Developmental checklists, or scopes, are mainly used at all levels of education. These checklists are lists of the learning objectives that have been established by the teacher in order to keep track of their learning and development. Items on a checklist are rated with a negative or positive response from the teacher. Rating scales, unlike checklists, provide measurement on a continuum and are used when a collection of criteria is needed to attain specific information. Another form of assessment teachers commonly use is Rubrics. Rubrics were created to â€Å"evaluate authentic and performance assessments† (Wortham, p. 41). Rubrics, like rating scales, have a range of criteria that must be met. However, unlike rating scales, rubrics can be used to not only determine the quality of performance required, but are also used to assign grades. Rubrics make it easy for students to understand what is expected and is makes it easier for teachers to grade assignments. The final types of assessments that are most frequently used are performance and portfolio assessments. These evaluations might be administered through interviews given directly by the teacher in order to understand the child’s thinking and understanding (Wortham, p. 41). Teachers may present these evaluations through directed assignments, activities, or games. The performance results are typically kept in a student or teacher portfolio. These portfolios contain samples of student’s work and are used as a sort of progress report card. Keeping detailed reports of student’s work in the portfolios help teachers keep track of their student’s progress and help determine which areas of learning are lacking attention (Wortham, p. 41). Overall, according to Wortham, these tests, whether administered to an individual child or a group of students, are meant to determine a student’s â€Å"abilities, achievements, aptitudes, interests, attitudes, values, and personality characteristics† (Wortham, p. 9). Now having an understanding of the different types of assessments used to evaluate students and the purpose, let us turn to the negative and positive effects of these evaluations. It is crucial for educators to administer tests and evaluations carefully, because it they are poorly articulated, it can lead to decisions that are unfair or unclear, and they may do harm to programs, teachers, and, most importantly, children (Snow, C. E. Van Hemel, S. B. , p. 341-342). Evaluations and assessments are not meant to punish a child, and therefore, should never be overseen lightly. It is important that the information gathered outweighs any negative effects. Editors of Early Childhood Assessment: Why, What, and How, Catherine E. Snow and Susan B. Van Hemel, explain that â€Å"although the same measure may be used for more than one purpose, prior consideration of all potential purposes is essential, as is careful analysis of the actual content of the assessment instrument. Direct examination of the assessment items is important because the title of a measure does not always reflect the content† (Snow, C. E. Van Hemel, S. B. , p. 346). So what are some negative effects? Negative consequences of assessment findings may include program de-funding, closing a center, firing a teacher, mislabeling a child, or a reduction in program resources (The National Academies of Sciences, 2008). These effects, such as mislabeling a student, can follow students for the rest of their education career. Once a child is entered into a program, it can be difficult at time for teachers to look past that label. Children all develop at different his or her own pace. No one child will develop and learn the same way as another child. They all grow up and develop at different stages. Yet educational theorists have been able to observed and gather enough information to conclude that children, if divided in age groups, do tend to follow a certain development pattern. The problem is, it is hard to determine which children are the outliers in these results without carefully administering proper assessments. Assessments are not used to necessarily judge student or punish them. Their main purpose is to help students, teachers, and parents. So what are some positive effects of assessment and evaluations? Students that benefit from assessments and evaluations are those that are properly observed and tested. Teachers also benefit from the use of assessments because it helps them create an appropriate curriculum for their students. Evaluating children at a young age can have a positive effect if a delay or disability is in fact found, and because it was caught early, the student has a better chance of exceeding their potential in school. Catching developmental delays or disabilities at a young age is the same as finding cancer at an early stage in the sense that the earlier the cancer is found; the chances of survival are greater. Assessment results are used to plan for instruction, evaluate instructional programs, and report student progress. These are all positive results of assessments. Without the results of assessments and test, how can educators determine what to teach their students? Evaluations, if planned and administered properly, can be more beneficial than harmful. Unfortunately, not all teachers evaluate children fairly or appropriately. So it is important for parents to stay involved in their children’s education in the event that the results of an evaluation do not match the potential of their child. Parents should know the norms and abnormalities of their child’s behavior. Therefore, it is always beneficial to the child for parents and teachers to communicate. This way if a child is acting up in class, and the teacher notifies the parent, the parent may confirm any fears right away by simply saying, â€Å"that isn’t like him† or â€Å"he’s just nervous†. Avoiding drastic measures and not jumping to conclusions is the proper way to evaluate a child fairly. What are the predicted long-term benefits to Early Childhood Assessments? Are assessments and student evaluations accurate? Should teachers be required to assess and evaluate students as much as they already do? These are just a few of the questions that plagued educators for years. Too much assessing has placed so much pressure on students and teachers, inevitably taking away a child’s desire to learn for the sake of learning. The purpose of assessments and evaluations is a great concept, but placing too much pressure and emphasis on the test results is tainting the original purpose of learning.

Alien Hand Syndrome: Causes and Effects

Alien Hand Syndrome: Causes and Effects Nia Helyar What is Alien Hand Syndrome and why does it occur? Discuss in relation to one or more case studies. Alien hand syndrome is an intermittent involuntary disorder whereby the hand acts of its ‘own free will’. However, alien hand syndrome is not consistently or precisely defined. Alien hand syndrome describes complex, goal-directed activity in one hand that is not voluntarily initiated by the individual but is well executed (Mark, 2007). This syndrome is an extremely puzzling phenomenon experienced by brain-damaged patients whereby their limb performs purposeful actions without the intention of the patient (Biran, et al., 2006). The patient is unable to explain the exact source of movement from the hand and may actually consider the hand to have a mind of its own (Mark, 2007). It is caused by lesions to the frontal lobes and corpus callosum (Banks et al., 1989) and generally follows acute focal cerebral injury. The most common causes are cerebral hemispheric stroke, severe brain damage or damage to the corpus callosum such as in surgery, which is used to treat severe epilepsy. The corpus callosum connects the two hemispheres, therefore surgery to this area of the brain can lead there to be less or no communication between the hemispheres which can lead to limbs acting of their own accord. Alien hand syndrome can also be seen in patients who suffer from a variety of degenerative, dementing cerebral disorders such as Alzheimer’s (Mark, 2007). Due to the numerous different causes of alien hand syndrome there are many variations of the condition. Therefore, it has been that alien hand syndrome is an umbrella term for a heterogeneous set of symptoms (Chokar et al., 2014). There have been reports of patients who were unable to stop their alien hand from grabbing and seizing nearby objects without any willing from their body (Kumral, 2001). This can be seen by the study of patient JC, a 56 year old man who had suffered from a left hemispheric stroke, with damage extending to the corpus callosum. Four weeks after his stroke he complained of peculiar uncontrolled movements of his hand. His hand would do things â€Å"as though it has a mind of its own† such as playing with light switches, grasping and holding things. In many situations the patient found themselves in the situation where the right hand opposed the left hand without the patient choosing to do so. Furthermore, the alien hand caused the patient difficulty in eating because of the opposing behaviour of the right and left hand (Biran, Giovannetti, Buxbaum, Chatterjee 2006). Often, a patient has to use their other willing hand to prise open their fingers and release the object which the alien hand has grasped (Kumral, 2001). Patients observe and experience their own limbs carrying out purposeful behaviours over which they have no or very little control. In one case it was noted that a patient had picked up a pencil and begun scribbling with the right hand. She indicated she had not initiated the action with the right arm, she experienced a feeling of dissociation from the actions of the right arm, stating that `it will not do what I want it to do’ (Goldberg et al.1981). This alien limb may disrupt movements of the other limb that is actually responding to the intentions of the patient (Akelaitis, 1944-45). Patients can experience their limbs acting without being guided by their own will (Bogen, 1993, fisher, 2000). Bogen, J. E. (1993) found his alien hand undoing the buttons of his shirt even as his â€Å"healthy† limb tried to button the shirt. The errant limb is known to not even rest during sleep in some cases and patients with alien hand syndrome have woken up to find their alien limbs choking them (Banks et al, 1989). In one case the patient’s `left hand would tenaciously grope for and grasp any nearby object, pick and pull at her clothes, and even grasp her throat during sleep . . . . She slept with the arm tied to prevent nocturnal misbehaviour.’ However, she never denied that her hand belonged to her (Banks et al. 1989). This is an important part of this syndrome; that the patient does not deny responsibility for the han d or the behaviour that it carries out. Two types of behaviour are displayed with this syndrome, repetitive involuntary grasping and unilateral goal-directed limb behaviour. Patients clearly recognize that there is a discrepancy between what the hand is doing and their desired actions. The patients are upset by the actions of the hand and will often try to prevent it from moving by grasping it firmly with the other hand (Frith, 2000). MP was a patient who had an operation to repair a ruptured aneurysm of the anterior communication artery. Within two years she was unable to live independently with her family due to the way in which the alien hand syndrome was affecting her life (Sala, 1998). An alien hand sufferer can feel normal sensation in the hand, but believes that the hand, while still part of their body, behaves in a manner that is totally distinct from them. They feel that they have no control over the movements of their alien hand but that, instead, the hand has the capability of acting independent of their conscious control. Alien hands can perform complex acts such as removing clothing which can be seen from examples above. Sometimes the sufferer will not be aware of what the hand is doing until it is brought to his or her attention. Patients frequently report astonishment and frustration at these errant limbs. Overall, alien hand syndrome is difficult to explain as there are many different causes and symptoms that can be described as this condition. However, one symptom that is apparent throughout the many case studies is that the alien hand acts against the willing of the patient. The condition is extremely complex and even though many causes are symptoms are known there is still a lot to learn about it. Further research is therefore required. Word Count: 987 References Akelaitis, A. (1944–1945). Studies on the corpus callosum. IV. Diagonistic dyspraxia in epileptics following partial and complete section of the corpus callosum. American Journal of Psychiatry, 101, 594–599. Biran, I., Giovannetti, T., Buxbaum, L., Chatterjee, A. (2006). The alien hand syndrome: What makes the alien hand alien?.Cognitive Neuropsychology,23(4), 563-582. Chokar, G., Cerase, A., Gough, A., Hasan, S., Scullion, D., El-Sayeh, H., Buccoliero, R. (2014). A case of Parry–Romberg syndrome and alien hand.Journal of the neurological sciences,341(1), 153-157. Farrage, A. D. Alien hand syndrome. http://the-medical-dictionary.com/alien_hand_syndrome_article_5.htm Fisher, C. M. (2000). Alien hand phenomena: A review with the addition of six personal cases. The Canadian Journal of Neurological Sciences, 27, 192–203. Frith, C. D., Wolpert, D. M. (2000). Abnormalities in the awareness and control of action.Philosophical Transactions of the Royal Society B: Biological Sciences,355(1404), 1771-1788. Goldberg, G., Mayer, N. H. Toglia, J. U. 1981 Medial frontal cortex and the alien hand sign. Arch. Neurol. 38, 683-686. Kumral, E. (2001). Compulsive grasping hand syndrome: A variant of anarchic hand. Neurology, 57, 2143–2144. Mark, V. W. (2007). Alien hand syndrome. InMedLink neurology(pp. 418-421). MedLink Corporation San Diego. Parkin, A. J. (1996). The alien hand.Methods in madness: case studies in cognitive neuropsychiatry, 173-183. Sala, C. M. S. D. (1998). Disentangling the alien and anarchic hand.Cognitive neuropsychiatry,3(3), 191-207. 1

Understanding OPEC: An Economic Analysis Essay -- Oil Economics Econom

Understanding OPEC: An Economic Analysis In the last few months, much has been said of Iraq’s invasion of Kuwait in 1990. Interestingly enough, one of Iraq’s motivating factors was economics. Kuwait provided Iraq with a pretext for war as it violated the economic policies of the Organization of Oil-Exporting Countries by exporting oil above its quotas. This is but one chapter in the complicated history of OPEC. OPEC is an international assembly of nations which co-ordinates and unifies the petroleum policies of eleven countries and has enjoyed the highs and weathered the lows of oil prices in the last few decades. To solve their problems, both member countries and oil-importing countries must address the complex nature of oil price elasticity in making their policy decisions. An analysis of OPEC’s policies demands a cursory review of its history and the recent and current structure of the oil market. Acting in concert, OPEC’s eleven member countries set per country quotas for oil production to limit the oil supply. It seeks to â€Å"co-ordinate and unify their petroleum policies in order to promote stability and harmony in the oil market† (OPEC 2). In other words, OPEC seeks to secure a long-term profitable stream of income for OPEC members by exploiting its market power in an oligopoly. OPEC has commanded tremendous market power in the oil industry ever since Iran, Iraq, Kuwait, Saudi Arabia and Venezuela founded it on September 14, 1960. Today, the number of member countries has risen to 11 and now includes Algeria, Indonesia, SP Libyan AJ, Nigeria, Qatar, and the United Arab Emirates. Together, these countries have pooled their tremendous resources: â€Å"OPEC Members Countries produce about 41 per cent of the world’s crude oi... .... 2000. Organization of the Petroleum Exporting Countries. 19 April 2003 . Answers to frequently asked questions about the petroleum industry. 2000. Organization of the Petroleum Exporting Countries. 19 April 2003 . Foreman, Gary. Use the â€Å"Law† to Save Thousands. Soho America. 19 April 2003 www.soho.org/Finance_Articles/Spply_and_Demand.htm. Hwang, M. J. and C. W. Yang. Unstable Price Elasticity and High World Oil Prices. October 2001. The 52nd International Atlantic Economic Conference. 19 April 2003 < www.iaes.org/conferences/past/philadelphia_52/prelim_program/d00-1/index.htm>. Taylor, Jerry. No Need to Panic over Oil Prices: Don’t Believe the Politicians’ Rhetoric. 2003. Cato Institute. 19 April 2003 .

Westboro Baptist Church: A Deviant Hate Crime Group? Essay -- Hate Spe

Deviant behavior is anything that a person does that is out of the norm. Robbing banks, stealing cars, and assaulting individuals are easily considered deviant behavior, but can people be deviant while still being within their legal rights and without breaking any laws? One congregation that does not break any laws, but is considered to be out-of-line, is the Westboro Baptist Church. The Westboro Baptist Church has been called offensive and their actions are frowned upon by many. Is the Westboro Baptist Church actually a deviant group in disguise? In order to get to know about the Westboro Baptist Church, a person needs to know a little about who they are, where they came from, and what they represent. The Westboro Baptist Church was created in 1955 by a man named Fred Phelps, in Topeka Kansas, and is considered to follow old school Baptist beliefs (God, 2011). The Westboro membership numbers less than 100 who profess to all of the teachings of the Bible, and preach against every type of sin (God). Uncommonly, the church has no known affiliation to with any other Baptist churches (Parks, 2010). The Westboro members have been known to picket at least six events a day, such as: soldier's funerals, celebrity funerals, homosexual functions, etc. (Parks, 2010). Signage held by members at these events always include hateful expressions. â€Å"God hates fags† and â€Å"thank god for dead soldiers† are a few of the signs that people have seen at picketing events (God, 2011). Which is a reflection of their church web site entitled â€Å"god hates fags†. Members of the church use several several scriptures from the Bible that discuss homosexuality as sinful for justification of their practices and stance (God, 2011). Accordi... ... E. (2011). Deviant Behavior (9th Edition). Pearson Education Inc. pg 6 Gregory, S. (2010). The Price Of Free Speech. Time, 1(14), 30. Jonsson, P. (2011, March 3). What recourse now to Westboro Baptist Church's rude protests?. Christian Science Monitor. p. N. PAG. Krueger, A. B., & Maleckova, J. (2003). Education, Poverty and Terrorism: Is There a Causal Connection?. Journal of Economic Perspectives, 17(4), 119-44 2010. Parks Facts. Info Facts. Retrieved From: http://parksfacts.blogspot.com/2010/11/westboro-baptist-church.html Religious hate crimes down in 2007, says FBI. (2008). Christian Century, 125(24), 16. Richey, W. (2011, March 2). Supreme Court: 'hurtful speech' of Westboro Baptist Church is protected. Christian Science Monitor. p. N.PAG. (2011). Who are the Westboro Baptist Church and the Phelps Family? International Business Times.

Battle of the Beers

Case Study: Battle of the Beers Q1: what attributes are the most important in determining beer purchasing decisions? How does this vary by market segemts? The various attributes are Aroma Appearance Taste Aftertaste or finish Aroma A beer’s aroma is extremely important to its overall taste. The aroma determines the purchase decision of a beer. The market segments that use this attribute to purchase a beer are mostly experienced. The experience and the age determine the attribute. Appearance: The process of buying a beer begins with its visual appearance.Many people make hasty judgments of taste (food or drink) based entirely on sight alone. But as far as appearance goes, what you’re looking for are color, clarity, and head retention. The companies need to focus on these attributes in order to determine a valid taste for beer buyer preference. Taste: Taste is one of the most important things which determine the purchase of the beer. The repeat purchase takes place when t he taste of the beer suits a customer. A taste test would be the ideal test to be performed to exactly know what the preference of the customers is.Aftertaste: (Finish) The term aftertaste is not a negative thing like many would believe. An aftertaste can be bad, or it can be good. It all depends on your personal preference. The aftertaste will magnify the good and the bad qualities a beer will possess. These are the four attributes which are important in determining the purchase decision of a beer. Q3: should television networks and stations accept advertising using comparative ad’s? what standards (and do) they use in making decisions? Standards of Beer advertisingBeer advertising should not suggest directly or indirectly that any of the laws applicable to the sale and consumption of beer should not be complied with. Brewers should adhere to contemporary standards of good taste applicable to all commercial advertising and consistent with the medium or context in which the a dvertising appears. Advertising themes, creative aspects, and placements should reflect the fact that brewers are responsible corporate citizens. Brewers strongly oppose abuse or inappropriate consumption of their products. The standards the television networks should follow areBeer advertising and marketing materials should not portray, encourage, or condone drunk driving. Although beer advertising and marketing materials may show beer being consumed (where permitted by media standards), advertising and marketing materials should not depict situations where beer is being consumed rapidly, excessively, involuntarily, as part of a drinking game, or as a result of a dare. Beer advertising and marketing materials should not portray persons lacking control over their behavior, movement, or speech as a result of consuming beer or in any way suggest that such conduct is acceptable.Beer advertising and marketing materials should not portray other brands of beer as low quality and standard than there beer. This technique should not be used only while advertising their product. Beer advertising and marketing materials should not portray beer drinking before or during activities, which for safety reasons; require a high degree of alertness or coordination. Retail outlets where beer is served or sold portrayed in advertising should not be depicted as unkempt or unmanaged.