Brand Potency of Soft Drink in India

Introduction Research Objective The sole objective of making of this research report is to know about the present BRAND potency of PEPSI in comparison to other brands of soft drinks competing in the Indian market and by the help of a research to know that which soft drink brand has a highest brand potency. This report will further put a spotlight on the various soft drinks competitors in the Indian Market and the attitude and choice of the customers about their preferred soft drinks. Industry/Company Background Soft drink market size for FY00 was around 270 million cases (6480mn bottles). The market witnessed 5- 6% growth in the early‘90s. Presently the market growth has growth rate of 7- 8% per annum compared to 22% growth rate in the previous year. The market size for FY01 is expected to be 7000 million bottles. Soft Drink Production area The market preference is highly regional based. While cola drinks have main markets in metro cities and northern states of UP, Punjab, Haryana etc. Orange flavored drinks are popular in southern states. Sodas too are sold largely in southern states besides sale through bars. Western markets have preference towards mango flavored drinks. Diet coke presently constitutes just 0. 7% of the total carbonated beverage market. Growth promotional activities The government has adopted liberalized policies for the soft drink trade to give the industry a boast and promote the Indian brands internationally. Although the import and manufacture of international brands like Pepsi and Coke is enhanced in India the local brands are being stabilized by advertisements, good quality and low cost. The soft drinks market till early 1990s was in hands of domestic players like campa, thumps up, Limca etc but with opening up of economy and coming of MNC players Pepsi and Coke the market has come totally under their control. The distribution network of Coca cola had 6. 5 lakhs outlets across the country in FY00, which the company is planning to increase to 8 lakhs by FY01. On the other hand Pepsi Co's distribution network had 6 lakh outlets across the country during FY00 which it is planning to increase to 7. 5 Lakh by FY01. Types Soft drinks are available in glass bottles, aluminum cans and PET bottles for home consumption. Fountains also dispense them in disposable containers Non-alcoholic soft drink beverage market can be divided into fruit drinks and soft drinks. Soft drinks can be further divided into carbonated and non-carbonated drinks. Cola, lemon and oranges are carbonated drinks while mango drinks come under non carbonated category. The market can also be segmented on the basis of types of products into cola products and non-cola products. Cola products account for nearly 61-62% of the total soft drinks market. The brands that fall in this category are Pepsi, Coca- Cola, Thumps Up, diet coke, Diet Pepsi etc. Non-cola segment which constitutes 36% can be divided into 4 categories based on the types of flavors available, namely: Orange, Cloudy Lime, Clear Lime and Mango. About Pepsico & Its Products PepsiCo Mission â€Å"To be the world's premier consumer products company focused on convenience foods and beverages. We seek to produce healthy financial rewards to investors as we provide opportunities for growth and enrichment to our employees, our business partners and the communities in which we operate. And in everything we do, we strive for honesty, fairness and integrity. † Corporate Profile PepsiCo In India PepsiCo entered India in 1989 and has grown to become one of the country’s leading food and beverage companies. One of the largest multinational investors in the country, PepsiCo has established a business which aims to serve the long term dynamic needs of consumers in India. PepsiCo India and its partners have invested more than U. S. $1 billion since the company was established in the country. PepsiCo provides direct and indirect employment to 150,000 people including suppliers and distributors. PepsiCo nourishes consumers with a range of products from treats to healthy eats, that deliver joy as well as nutrition and always, good taste. PepsiCo India’s expansive portfolio includes iconic refreshment beverages Pepsi, 7 UP, Mirinda and Mountain Dew, in addition to low calorie options such as Diet Pepsi, hydrating and nutritional beverages such as Aquafina drinking water, isotonic sports drinks – Gatorade, Tropicana100% fruit juices, and juice based drinks – Tropicana Nectars, Tropicana Twister and Slice. Local brands – Lehar Evervess Soda, Dukes Lemonade and Mangola add to the diverse range of brands. PepsiCo’s foods company, Frito-Lay, is the leader in the branded salty snack market and all Frito Lay products are free of trans-fat and MSG. It manufactures Lay’s Potato Chips, Cheetos extruded snacks, Uncle Chipps and traditional snacks under the Kurkure and Lehar brands. The company’s high fibre breakfast cereal, Quaker Oats, and low fat and roasted snack options enhance the healthful choices available to consumers. Frito Lay’s core products, Lay’s, Kurkure, Uncle Chipps and Cheetos are cooked in Rice Bran Oil to significantly reduce saturated fats and all of its products contain voluntary nutritional labeling on their packets. The group has built an expansive beverage and foods business. To support its operations, PepsiCo has 43 bottling plants in India, of which 15 are company owned and 28 are franchisee owned. In addition to this, PepsiCo’s Frito Lay foods division has 3 state-of-the-art plants. PepsiCo’s business is based on its sustainability vision of making tomorrow better than today. PepsiCo’s commitment to living by this vision every day is visible in its contribution to the country, consumers and farmers. Performance With Purpose Performance with Purpose articulates PepsiCo India's belief that its businesses are intrinsically connected to the communities and world that surrounds it. Performance with Purpose means delivering superior financial performance at the same time as we improve the world. To deliver on this commitment, PepsiCo India will build on the incredibly strong foundation of achievement and scale up its initiatives while focusing on the following 4 critical areas that have a business link and where we believe that we can have the most impact. |  |[pic] | | | | | |[pic]REPLENISHING WATER PepsiCo India continues to replenish |[|[pic] | |water and aims to achieve positive water balance by 2009, |p|PARTNERSHIP WITH FARMERS | |which means it is committed to saving and recharging more |i|PepsiCo India’s Agri-partnerships with farmers help more than | |water than it uses in its beverage plants. |c|22,000 farmers across the country earn more. | |]| | |   |  |   | |[pic] |  |[pic] | | | | | |   |  |   | |[pic] |  |[pic]HEALTHY KIDS | |WASTE TO WEALTH | |PepsiCo India will stay committed to the health and well-being| |PepsiCo India continues to  convert Waste to Wealth, to make | |of children. It will continue to provide children with a | |cities cleaner. This award winning initiative has   established| |healthy and fun portfolio while simultaneously tackling the | |Zero Solid Waste centres that benefit more than 2,00,000 | |calories out’ side of the equation by expanding its Get Active| |community members throughout the country | |programme for kids, especially for school going children. | | |PepsiCo will also launch and distribute products directly | | | |aimed at addressing nutritional deficiencies and will launch a| | | |pilot program that directly delivers against the United | | | |Nations’ Millennium Development Goal to eradicate extreme | | | |poverty and hunger by 2015. | PepsiCo’s global commitment to Performance with P urpose PepsiCo believes that its performance is fundamentally connected to its purpose agenda which represents the commitment to give back as the company grows. It is a continuing journey that spans three major areas of focus – human, environmental and talent sustainability. Human Sustainability reflects PepsiCo’s goal of nourishing consumers with products that range from treats to healthy eats. PepsiCo’s products have always offered consumers nutrition as well as great taste. The progress that PepsiCo has made under the Human Sustainability pillar includes reformulating some of its products to improve their nutritional profile while launching products that reflect consumer demand for healthier nutritious snacks and beverages. PepsiCo partners with Governments, health officials and Non Governmental Organisations to help address obesity concerns and it continues to provide consumers with new product choices and innovations. Environmental Sustainability is based on PepsiCo’s commitment to strive to replenish the resources used where possible, and minimize the impact on the environment. PepsiCo continues to work to further reduce its water and electricity consumption and improve its packaging sustainability. Across the world, PepsiCo has re-used water from its processing plants and has worked with local communities to provide access to clean water, while supporting farmers to deliver â€Å"more crop per drop. † Talent Sustainability is founded on PepsiCo’s belief that cherishing its extraordinary group of people is crucial to building an empowered workforce. PepsiCo pursues diversity and creates an inclusive environment which encourages associates to bring their whole selves to work. PepsiCo has increased female and minority representation in the management ranks and has encouraged employees to participate in community service activities while continuing to create rewarding job opportunities for people with different abilities. Together, PepsiCo associates across the world are building on the platform of Human, Environment and Talent Sustainability, while delivering great financial results. PepsiCo India’s Performance With Purpose To deliver on the commitment of Performance With Purpose, PepsiCo India continues to build on  its strong foundation of achievements and scale up its initiatives while focusing on the following 4 critical areas that are linked to its business and where it can have the most impact. PepsiCo India’s Performance with Purpose | |Replenishing water | |[pic] | |PepsiCo India continues to replenish water and aims to achieve positive water balance by 2009, which means it is committed to saving | |and recharging more water than it uses in its beverage plants. | | | |   | |Waste to Wealth | |[pic] | |PepsiCo India continues to  convert Waste to Wealth, to make cities cleaner. This award winning initiative  has established Zero Solid | |Waste centres that benefit more than 200,000 community members throughout the country. | | | | | | |[pic] | | | | | |   | |[pic] | | | | | | | |Partnership with Farmers | |[pic] | |PepsiCo India’s agri-partnerships with farmers help 22,000 farmers across the country earn more. | | | | | | | |   | |Healthy Kids | |[pic] | |PepsiCo India stays committed to the health and well-being of  kids. It will continue to provide children with a diverse, heathful and| |fun portfolio while simultaneously encouraging active lifestyles by expanding its Get Active programme for kids, especially for | |school going children. PepsiCo will also launch and distribute products directly aimed at addressing nutritional deficiencies and | |will launch a pilot program that directly delivers against the United Nations’ Millennium Development Goal to eradicate extreme | |poverty and hunger by 2015. | | | [pic] Pepsi is a soft drink that is produced and manufactured by PepsiCo. It is sold in retail stores, restaurants, cinemas and from vending machines. The drink was first made in the 1890s by pharmacist Caleb Bradham in New Bern, North Carolina. The brand was trademarked on June 16, 1903. There have been many Pepsi variants produced over the years since 1898, including Diet Pepsi, Crystal Pepsi, Pepsi Twist, Pepsi Max, Pepsi Free, Pepsi AM, Pepsi Samba, Pepsi Blue, Pepsi Gold, Pepsi Holiday Spice, Pepsi Jazz, Vanilla Pepsi, Pepsi X (available in Finland and Brazil), Pepsi Next (available in Japan and South Korea), Pepsi Raw, Pepsi Retro in Mexico, Pepsi One, Pepsi Ice Cucumber and Pepsi White in Japan. In October 2008, Pepsi announced they would be redesigning its logo and re-branding many of its products by early 2009. In 2009, Pepsi, Diet Pepsi and Pepsi Max began using all lower-case fonts for name brands, and Diet Pepsi Max was re-branded as Pepsi Max. The brand's blue and red globe trademark became a series of â€Å"smiles,† with the central white band arcing at different angles depending on the product. As of January 2009, Pepsi's newer logos have only been adopted in the United States. Currently, Pepsi Wild Cherry and Pepsi ONE are the only two products that still use their previous design. Diet Pepsi Wild Cherry, Diet Pepsi Lime, and Diet Pepsi Vanilla received the redesign. Origins Pepsi was originally named â€Å"Brad's Drink†, after its creator, a pharmicist in New Bern, North Carolina. It was created in the summer of 1893 and was later renamed Pepsi Cola in 1898, possibly due the digestive enzyme pepsin and kola nuts used in the recipe. Bradham sought to create a fountain drink that was delicious and would aid in digestion and boost energy. Another theory is that Bradham and his customers simply thought the name â€Å"Pepsi† sounded good and reflected the fact that the drink had some kind of â€Å"pep† in it because it was a carbonated drink. And another theory is that the word Pepsi was chosen because it reflected phonetically the sound of a can being opened, the sound â€Å"pop† â€Å"schi†, was condensed and simplified in the name â€Å"Pepsi†. This theory can be considered folklore only, since at the time of the naming of the drink, Pepsi was sold in glass bottles and not metal cans; and the pop top lid producing Pepsi's oddly phonetic sound wouldn't be invented for another forty years. In 1903, Bradham moved the bottling of Pepsi-Cola from his drugstore into a rented warehouse. That year, Bradham sold 7,968 gallons of syrup. The next year, Pepsi was sold in six-ounce bottles, and sales increased to 19,848 gallons. In 1929, Pepsi received its first logo redesign since the original design of 1905. In 1926, the logo was changed again. In 1929, automobile race pioneer Barney Oldfield endorsed Pepsi-Cola in newspaper ads as â€Å"A bully drink†¦ refreshing, invigorating, a fine bracer before a race† In 1931, the Pepsi-Cola Company went bankrupt during the Great Depression- in large part due to financial losses incurred by speculating on wildly fluctuating sugar prices as a result of World War I. Assets were sold and Roy C. Megargel bought the Pepsi trademark. Eight years later, the company went bankrupt again. Pepsi's assets were then purchased by Charles Guth, the President of Loft Inc. Loft was a candy manufacturer with retail stores that contained soda fountains. He sought to replace Coca-Cola at his stores' fountains after Coke refused to give him a discount on syrup. Guth then had Loft's chemists reformulate the Pepsi-Cola syrup formula. Rise During the Great Depression, Pepsi gained popularity following the introduction in 1936 of a 12-ounce bottle. Initially priced at 10 cents, sales were slow, but when the price was slashed to five cents, sales increased substantially. With a radio advertising campaign featuring the jingle â€Å"Pepsi cola hits the spot / Twelve full ounces, that's a lot / Twice as much for a nickel, too / Pepsi-Cola is the drink for you,† Pepsi encouraged price-watching consumers to switch, obliquely referring to the Coca-Cola standard of six ounces a bottle for the price of five cents (a nickel), instead of the 12 ounces Pepsi sold at the same price. Coming at a time of economic crisis, the campaign succeeded in boosting Pepsi's status. In 1936 alone 500,000,000 bottles of Pepsi were consumed. From 1936 to 1938, Pepsi-Cola's profits doubled. Pepsi's success under Guth came while the Loft Candy business was faltering. Since he had initially used Loft's finances and facilities to establish the new Pepsi success, the near-bankrupt Loft Company sued Guth for possession of the Pepsi-Cola company. A long legal battle, Guth v. Loft, then ensued, with the case reaching the Delaware Supreme Court and ultimately ending in a loss for Guth. Marketing [pic] [pic] A bottle of Pepsi with its 2003-2008 logo. This Pepsi logo is still used with Pepsi Wild Cherry, Pepsi ONE, and in many countries. In 1975, Pepsi introduced the Pepsi Challenge marketing campaign where PepsiCo set up a blind tasting between Pepsi-Cola and rival Coca-Cola. During these blind taste tests the majority of participants picked Pepsi as the better tasting of the two soft drinks. PepsiCo took great advantage of the campaign with television commercials reporting the test results to the public. In 1976 Pepsi, RKO Bottlers in Toledo, Ohio hired the first female Pepsi salesperson, Denise Muck, to coincide with the United States bicentennial celebration. In 1996, PepsiCo launched the highly successful Pepsi Stuff marketing strategy. By 2002, the strategy was cited by Promo Magazine as one of 16 â€Å"Ageless Wonders† that â€Å"helped redefine promotion marketing. † In 2007, PepsiCo redesigned their cans for the fourteenth time, and for the first time, included more than thirty different backgrounds on each can, introducing a new background every three weeks. One of their background designs includes a string of repetitive numbers 73774. This is a numerical expression from a telephone keypad of the word â€Å"Pepsi. † In late 2008, Pepsi overhauled their entire brand, simultaneously introducing a new logo and a minimalist label design. The redesign was comparable to Coca-Cola's earlier simplification of their can and bottle designs. Due to the timing of the new logo release, some have criticised the logo change, as the new logo looked strikingly similar to the logo used for Barack Obama's successful presidential campaign, implicating a bias towards the President. Also in 4th quarter of 2008 Pepsi teamed up with Google/Youtube to produce the first daily entertainment show on Youtube for Youtube. This daily show deals with pop culture, internet viral videos, and celebrity gossip. Poptub is refreshed daily from Pepsi. Since 2007, Pepsi, Lay's, and Gatorade have had a â€Å"Bring Home the Cupâ„ ¢,† contest for Canada's biggest hockey fans. Hockey fans were asked to submit content (videos, pictures or essays) for a chance at winning a party in their hometown with The Stanley Cup and Mark Messier. In 2009, â€Å"Bring Home the Cupâ„ ¢,† changed to â€Å"Team Up and Bring Home the Cupâ„ ¢. The new installment of the campaign asks for team involvement and an advocate to submit content on behalf o f their team for the chance to have the Stanley Cup delivered to the team's hometown by Mark Messier. Bans in India Pepsi arrived on the black market in India in 1988. In 2003 and again in 2006, the Centre for Science and Environment (CSE), a non-governmental organization in New Delhi, claimed that soda drinks produced by manufacturers in India, including both Pepsi and Coca-Cola, had dangerously high levels of pesticides in their drinks. Both PepsiCo and The Coca-Cola Company maintain that their drinks are safe for consumption and have published newspaper advertisements that say pesticide levels in their products are less than those in other foods such as tea, fruit and dairy products. In the Indian state of Kerala, sale and production of Pepsi-Cola, along with other soft drinks, were banned in 2006 following partial bans on the drinks in schools, colleges and hospitals in five other Indian states. On September 22, 2006, the High Court in Kerala overturned the Kerala ban ruling that only the central government can ban food products. Rivalry with Coca-Cola Main article: Cola Wars According to Consumer Reports, in the 1970s, the rivalry continued to heat up the market. Pepsi conducted blind taste tests in stores, in what was called the â€Å"Pepsi Challenge†. These tests suggested that more consumers preferred the taste of Pepsi (which is believed to have more lemon oil, less orange oil, and uses vanillin rather than vanilla) to Coke. The sales of Pepsi started to climb, and Pepsi kicked off the â€Å"Challenge† across the nation. This became known as the â€Å"Cola Wars. † In 1985, The Coca-Cola Company, amid much publicity, changed its formula. The theory has been advanced that New Coke, as the reformulated drink came to be known, was invented specifically in response to the Pepsi Challenge. However, a consumer backlash led to Coca-Cola quickly introducing a modified version of the original formula (removing the expensive Haitian lime oil and changing the sweetener to corn syrup) as Coke â€Å"Classic†. In the U. S. , Pepsi's total market share was about 31. 7 percent in 2004, while Coke's was about 43. 1 percent. Overall, Coca-Cola continues to outsell Pepsi in almost all areas of the world. However, exceptions include Saudi Arabia; Pakistan (Pepsi has been a dominant sponsor of the Pakistan cricket team since the 1990s); the Dominican Republic; the Canadian provinces of Quebec, Newfoundland and Labrador and Prince Edward Island; and Guatemala.. Pepsi had long been the drink of Canadian Francophones and it continues to hold its dominance by relying on local Quebecois celebrities (especially Claude Meunier, of La Petite Vie fame) to sell its product. PepsiCo use the slogan â€Å"here, it's Pepsi† (Ici, c'est Pepsi) to answer to Coca-cola publicity â€Å"Everywhere in the world, it's Coke† (Partout dans le monde, c'est Coke). By most accounts, Coca-Cola was India's leading soft drink until 1977 when it left India after a new government ordered The Coca-Cola Company to turn over its secret formula for Coke and dilute its stake in its Indian unit as required by the Foreign Exchange Regulation Act (FERA). In 1988, PepsiCo gained entry to India by creating a joint venture with the Punjab government-owned Punjab Agro Industrial Corporation (PAIC) and Voltas India Limited. This joint venture marketed and sold Lehar Pepsi until 1991 when the use of foreign brands was allowed; PepsiCo bought out its partners and ended the joint venture in 1994. In 1993, The Coca-Cola Company returned in pursuance of India's Liberalization policy. In 2005, The Coca-Cola Company and PepsiCo together held 95% market share of soft-drink sales in India. Coca-Cola India's market share was 52. 5%. [pic] [pic] A sticker from a USSR-produced Pepsi bottle. The logo shown is a version used from 1973-91. In Russia, Pepsi initially had a larger market share than Coke but it was undercut once the Cold War ended. In 1972, Pepsico company struck a barter agreement with the then government of the Soviet Union, in which Pepsico was granted exportation and Western marketing rights to Stolichnaya vodka in exchange for importation and Soviet marketing of Pepsi-Cola. This exchange led to Pepsi-Cola being the first foreign product sanctioned for sale in the U. S. S. R.. Reminiscent of the way that Coca-Cola became a cultural icon and its global spread spawned words like â€Å"coca colonization†, Pepsi-Cola and its relation to the Soviet system turned it into an icon. In the early 1990s, the term â€Å"Pepsi-stroika† began appearing as a pun on â€Å"perestroika†, the reform policy of the Soviet Union under Mikhail Gorbachev. Critics viewed the policy as a lot of fizz without substance and as an attempt to usher in Western products in deals there with the old elites. Pepsi, as one of the first American products in the Soviet Union, became a symbol of that relationship and the Soviet policy. This was reflected in Russian author Victor Pelevin's book â€Å"Generation P†. In 1989, Billy Joel mentions the rivalry between the two companies in the song We Didn't Start The Fire. The line â€Å"Rock & Roller Cola Wars† refers to Pepsi and Coke's usage of various musicians in their advertising campaigns. Coke used Paula Abdul,while Pepsi used Michael Jackson. They then continued to try to get other musicians to advertise their beverages. Whilst filming the Pepsi advert Michael Jackson burned his hair. In 1992, following the Soviet collapse, Coca-Cola was introduced to the Russian market. As it came to be associated with the new system, and Pepsi to the old, Coca-Cola rapidly captured a significant market share that might otherwise have required years to achieve. By July 2005, Coca-Cola enjoyed a market share of 19. 4 percent, followed by Pepsi with 13 percent. Ingredients Pepsi-Cola contains basic ingredients found in most other similar drinks including carbonated water, high fructose corn syrup, sugar, colorings, phosphoric acid, caffeine, citric acid, and natural flavors. The caffeine-free Pepsi-Cola contains the same ingredients minus the caffeine. The original Pepsi-Cola recipe was available from documents filed with the court at the time that the Pepsi-Cola Company went bankrupt in 1929. The original formula contained neither cola nor caffeine. Competitors †¢ Coca-Cola †¢ R. C. Cola Brands Under Pepsico (used in research) 1. Miranda 2. Slice 3. Mountain Dew 4. 7 Up About Miranda Mirinda is a brand of soft drink available in fruit varieties including orange. A â€Å"citrus† flavour is also available in certain areas of the Middle East. It is part of a beverage area often referred to as the flavor segment, comprising carbonated and non-carbonated fruit-flavored beverages. The orange flavor of Mirinda represents the majority of Mirinda sales worldwide. Mirinda is owned by PepsiCo and is primarily commercialized outside of North America. It competes with Coca-Cola's Fanta and Cadbury-Schweppes's Orange Crush brand, with flavor brands local to individual countries. As with most soft drinks, Mirinda is available in multiple formulations depending on the taste of individual markets. History Mirinda was originally produced in Spain. It became available in the United States in late 2003 in bilingual packaging, and initially sold at a reduced price, presumably to become a competitor against Coca-Cola's Fanta brand. Since 2005, Mirinda flavors have largely been sold under the Tropicana Twister Soda brand in the United States except in Guam, where Pepsi began selling it under the Mirinda brand in 2007 (replacing Chamorro Punch Orange). Pepsico also tried to sell Mirinda in Brazil in late 1996, but the brand was discontinued in 1997 after weak sales, keeping the local brand Sukita under production. Recent events Mirinda campaigns over the years have included the Mirinda Woman campaign in the 1970s and a campaign in the 1994-1996 time frame with a campaign using the tag-line ‘The Taste is in Mirinda' with the Blue Man Group. In some markets, including Mexico, the Blue Man Group campaign re-launched Mirinda away from a multi-flavor positioning to a brand solely focused on the orange flavor. The Blue Man Group campaign showed the Blue Man Group competing to drink orange Mirinda and celebrating a successful drink with an open-mouth exclamation of ‘Mirindaaaa'. Also in this same country Mirinda launch a campaign with the Pokemon anime series to the children with a promotion of many gadgets with the characters of the manga series. A recent, highly successful advertising campaign was launched in India featuring a handsome young gentleman, Stefan Persson, gallivanting about town in hunt of his sweet sweet Mirinda. Stefan's credible portrayal of the Mirinda-obsessed youth earned the campaign accolades in Brand Equity, the advertising section of a leading financial newspaper. Mirinda advertising campaigns over the last fifteen years have been handled by Pepsi's stable of creative agencies, including BBDO and J Walter Thompson. Mirinda also regularly introduces special movie-themed editions in Asia. Recent ones included Batman (Blueberry) and Superman (Fruit punch). Mirinda has also recently released a new flavour of drinks called Mirinda Sorbet. They come in two flavours: Raspberry and Lime. Facts [pic] [pic] Pepsi and Mirinda (orange flavor) with Arabic labels (bottled, left to right). †¢ Mirinda is available in most continents of the world with other PepsiCo products. It is also in the Middle Eastern markets, but the name is commonly mispronounced as â€Å"Miranda† due to its Arabic spelling. †¢ The name â€Å"Mirinda† means â€Å"amazing† in Esperanto. There is a claim that the original manufacturer of Mirinda, which later sold the brand to PepsiCo, was an Esperanto-speaking individual. †¢ Spanish-speaking consumers may also associate it with merienda or afternoon (teatime) snack. †¢ Mirinda's primary formulation is as an artificially flavored beverage; however, it has been produced in the past with a percentage of fruit juice, usually due to local tax benefits tied to non-artificial juice ingredients. †¢ Mirinda was sold in a distinctive ribbed glass bottle in Australia and parts of Southeast Asia, when originally released there. Mirindas asesinas (â€Å"Killer Mirindas†) was the first short film of the Spanish filmmaker Alex de la Iglesia About Slice Slice is a line of fruit-flavored soft drinks m anufactured by PepsiCo and introduced in 1984, with the lemon-lime flavor replacing Teem. Varieties of Slice have included Apple, Fruit Punch, Grape, Passionfruit, Peach, Mandarin Orange, Pineapple, Strawberry, Cherry Cola, â€Å"Red†, Cherry-Lime, and Dr Slice. Originally, the drink was known for containing 10% fruit juice, but that was discontinued by 1994. The original design of the can was a solid color, related to the flavor of the drink. These were replaced around 1994 with black cans, with a colorful burst (once again, related to the flavor of the drink), along with slicker graphics. Around 1997, the cans became blue with color-coordinated swirls. The original orange flavor was reformulated at this time with an infiltration marketing campaign led by Danieli. The new flavor's slogan was â€Å"it's orange, only twisted. † Orange Slice has since been changed back to its original flavor. Lemon Lime Slice was replaced by Sierra Mist in most markets in the summer of 2000. Sierra Mist became a national brand in 2003. The rest of the Slice line was replaced in most markets by Tropicana Twister Soda in the summer of 2005, although the Dr Slice variety can still be found in some fountains. It has been discontinued in more and more markets though. In early 2006, the Slice name was resurrected for a new line of diet sodas from Pepsi, called Slice ONE. Initially, Slice ONE was available exclusively at Wal-Mart stores, in orange, grape, and berry flavors. All three flavors are sweetened with Splenda. In 2009 Slice (Orange, Diet Orange, Grape, Strawberry, Peach) will be sold only in Wal-Mart Stores. About Mountain Dew [pic] Mountain Dew (also known as Mtn Dew as of late 2008) is a soft drink distributed and manufactured by PepsiCo. The main formula was invented in Knoxville, Tennessee, named and first marketed in Knoxville and Johnson City, TN in the 1940s, then by Barney and Ally Hartman, in Fayetteville, North Carolina and across the United States in 1964. When removed from its characteristic green bottle, Mountain Dew is bright yellow-green and translucent. As of 2007, Mountain Dew was the fourth-best-selling carbonated soft drink in the United States, behind only Coca-Cola Classic, Pepsi-Cola, and Diet Coke. Diet Mountain Dew ranked ninth in sales in the same year. On October 15, 2008, it was announced that Pepsi would be redesigning their logos and re-branding many of their core products by the end of 2008. At the same time they registered the name â€Å"mtn dew† and a related logo with the United States Patent and Trademark Office. This also announced the re-launch of Mountain Dew in the UK, which was released by Pepsi in 1996 but was dropped in 1998 due to low sales. As of April 2009, the flavors â€Å"Code Red† and â€Å"Live Wire† continue to use the previous Mountain Dew design. Ingredients Mountain Dew lists its ingredients as: †¢ Carbonated water †¢ Sugar (replaced by High fructose corn syrup (HFCS) in much of the United States) †¢ Concentrated orange juice †¢ Citric acid †¢ Natural flavors †¢ Sodium benzoate (preserves freshness) †¢ Caffeine (54 mg per 12  US  fluid ounces (350  ml)) †¢ Sodium citrate †¢ Erythorbic acid (preserves freshness) †¢ Gum arabic †¢ Calcium disodium EDTA (to protect flavor) †¢ Brominated vegetable oil †¢ Thiamin hydrochloride About 7 UP [pic] 7 Up is a brand of a lemon-lime flavored non-caffeinated soft drink. The rights to the brand are held by Dr Pepper Snapple Group in the United States, and PepsiCo (or its licensees) in the rest of the world. The 7 Up logo includes a red spot between the ‘7' and ‘Up'; this red spot has been animated and used as a mascot for the brand as Cool Spot. Name According to Professor Donald Sadoway (MIT) the name is derived from the atomic mass of Lithium, 7, which was originally one of the key ingredients of the drink (as lithium citrate). However, there are numerous myths explaining the name. One popular myth is that its creator named the soft drink after seeing a cattle brand with the number 7 and the letter U. Other theories suggest that the drink was formulated with seven flavors plus the bubbles from the drink's carbonation (the bubbles go up). Other ideas include the original bottle contained seven ounces; its creator came up with the name while playing dice; that it was the 7th large commercial lemonade brand that tasted the same. Another rumor has it that the name was created because the company had previously failed six times, hence the name â€Å"7 Up†. Before the formula change in 2006, a can of 7 Up included seven ingredients. The â€Å"Up† in the drink's name might refer to the original inclusion of lithium citrate, when it was marketed as a patent medicine to cure hangovers. Some people mistakenly believe that the name 7 Up comes from the belief that its pH is 7. 0 and therefore neutral. This is not the case at all: the pH of 7 Up is comparable to many other soft drinks. At a pH of 3. 67, Diet 7 Up is less acidic than lemon juice (pH 2. ), vinegar (pH 2. 9) or wine (pH 3. 5). History 7 Up was created by Charles Leiper Grigg who launched his St. Louis-based company The Howdy Corporation in 1920. Grigg came up with the formula for a lemon-lime soft drink in 1929. The product, originally named â€Å"Bib-Label Lithiated Lemon-Lime Soda†, was launched two weeks before the Wall Street Crash of 1929. It contained lithium citrate, a mood-stabilizing drug. It was one of a number of patent medicine products popular in the late-19th and early-20th centuries; they made claims similar to today's health foods. Specifically it was marketed as a hangover cure. The product's name was soon changed to 7 Up. The Great Depression was just the beginning of the business challenges the product would face. In its early years, there were around 600 lemon-lime beverage brands being sold in the US. 7 Up was able to survive and become the market leader in the category by being one of the first to be nationally distributed as well as being marketed as more healthy than other soft drinks. The success of 7 Up led Grigg to rename his company to â€Å"The Seven Up Company† in 1936. Lithium citrate was removed from 7 Up's formula in 1950. Expanding the brand beyond a niche market, major competitors began to set their sights on it such as The Coca-Cola Company with its Sprite brand introduced in 1961. Sprite would not challenge 7 Up's position seriously until the 1980s when Coke forced its major bottlers, then distributing 7 Up, to drop the beverage in deference to Sprite. 7 Up challenged Coke's actions in court as â€Å"anti-competitive†, a challenge they eventually lost. Formula 7 Up has been reformulated several times since its launch in 1929. In 2006, the version of the product sold in the U. S. was re-formulated so that it could be marketed as being â€Å"100% Natural†. This was achieved by eliminating the preservative calcium disodium EDTA, and replacing sodium citrate with potassium citrate in order to reduce the beverage's sodium content. This re-formulation contains no fruit juice and is still sweetened with high fructose corn syrup (HFCS). The manufacturing process used in the production of HFCS has led some public health and special interest groups to challenge the ad campaign's â€Å"natural† claims. In 2007, after the Center for Science in the Public Interest threatened to sue 7 Up, it was announced that 7 Up would stop being marketed as â€Å"100% natural†. Instead, It is now promoted as having â€Å"100% Natural Flavors†. The controversy does not extend to other countries, such as the United Kingdom, where high fructose corn syrup is not generally used in foods, including 7 Up. Methods used during my research:- Interview method During the research I used the personal interview method. I asked the questions generally face to face. sometime only for the appointment I used the telephonic method. Questionnaire method Mostly I used the proper sequencing of the questions I used rating scale method Reason: – I think that this type of question is very easy and attractive to give the answer for respondent. I also used multiple choice type questions. Reason: – because this type of question is also easy for the respondent to give the answer. This is also helpful for clear and reasonable analysis. Open ended: – this type of question I also used in the form of personal interview. Research Design The design that is used in this project is exploratory design. The reason for choosing this design was to get clear response from the customers. I also used descriptive research design. Research Instrument used In this research I used mainly the structured questionnaire for getting the different type of information. Sample Size My sample size for this research report was of 100 individuals. Fieldwork It includes giving out in the field to collect required information and data from the concerned person. I used to visit major educational institutes, localities, markets, shops, malls usually area wise conducting short interviews & giving awareness and for the promotion about the. Under this survey my main objective was to have an interaction with its users and to find out their preferences. ANALYTICAL TOOLS USED Different types of charts are used : 1) Pie 2) Cylindrical Charts 3) Column Charts 4) Table of all percentage. About the Research Particularly about the project, this research was carried to know the Brand potency about the various brands of soft drinks in Indian Market on the basis of calculations of several values of each brand namely: 1. Value Of Memorization (VM): this is value of a brand which states the degree of remembrance of a particular brand. It tells that how much does one individual remember about the brand. 2. Value Of Association (VA): this is the value of the brand which tells the degree of association of a brand for an individual to his personal life experiences. 3. Value Of Description (VD): this is the value of the brand which tells the degree of a brand, that how much does it describes its features according to its brand name. 4. Value Of Motivation (VMo): this tells the value of the brand in the terms of the degree of motivation which the brand gives to the user to buy it. 5. Value Of Reurchase (VR): this tells the value of a brand according to which it can be calculated and stated that an individual will repurchase the brand. Market Potency = VM*VA*VD*VMo*VR Softdrink Brands Chosen for Research 1. Pepsi 2. Coca-cola 3. Thums Up 4. Mountain Dew 5. Sprite 6. 7 Up 7. Maaza 8. Slice 9. Mirinda 10. Fanta Data Analysis & Interpretation 1. People going for Brand wise or Taste wise in soft drink brands? (out of 100) [pic] Interpretation: According to the above mentioned question, it was asked that whether the user have soft drinks on the basis of Brand or its taste. Therefore it can be interpreted from the above graph that 77% of the sample size goes for soft drinks on the basis of its taste whereas 23% of the sample size goes on the basis of its brand. |Brandwise |Tastewise | |23 |77 | 2. Average, maximum & minimum age of the sample ? (out of 100) [pic] Interpretation: According to the interpretation of this graph we can conclude that the average age of the sample is of 23 years, maximum age of the sample is of 49 years and minimum age of the sample is of 16 years. |Average Age |23 | |Maximum Age |49 | |Minimum Age |16 | 3. Value of memorization for each soft drink brand. [pic] Interpretation: According to the diagram Brand Pepsi & Coke holds the maximum Value of Memorization among all the other brands i. e. these brands are quickly comes into the mind of the consumers. Whereas Slice & fanta holds the least value of memorization (8%). On the scale of 5 |Pepsi |Coke |Thums up |Miranda |Slice | |4. 34 |4. 19 |4. 16 |3. 48 |3. 01 | |Maaza |Mountain Dew |Sprite |7 UP |Fanta | |3. 62 |3. 58 |3. 58 |3. 29 |2. 95 | 4. Value of Repurchase for each soft drink brand. [pic] Interpretation: According to the diagram Brand Pepsi, coke, Maaza & Thums Up holds the maximum Value of Repurchase among all the other brands (11%) i. e. these brands are easily repurchased by the customers. Whereas Fanta holds the least value of repurchase (8%). On the scale of 5 |Pepsi |Coke |Thums up |Miranda |Slice | |3. 54 |3. 56 |3. 82 |3. 07 |2. 97 | |Maaza |Mountain Dew |Sprite |7 UP |Fanta | |3. 61 |3. 07 |3. 29 |2. 84 |2. 49 | 5. Value of motivation for each soft drink brand. pic] Interpretation: According to the diagram Thums Up holds the maximum Value of Motivation among all the other brands (13%) i. e. this brand easily motivates the customers. Whereas Fanta holds the least value of motivation (8%). On the scale of 5 |Pepsi |Coke |Thums up |Miranda |Slice | |3. 43 |3. 43 |3. 76 |2. 88 |2. 83 | |Maaza |Mountain Dew |Sprite |7 UP |Fanta | |3. 28 |3. 27 |3. 19 |2. 9 |2. 37 | 6. Value of Association for each soft drink brand. [pic] Interpretation: According to the diagram Pepsi holds the maximum Value of Association among all the other brands (13%) i. e. this brand is easily associated by the customers to their personal life experiences. Whereas, Fanta holds the least value of Association (7%). On the scale of 5 |Pepsi |Coke |Thums up |Miranda |Slice | |4. 43 |4. 33 |4. 47 |3. 32 |3 | |Maaza |Mountain Dew |Sprite |7 UP |Fanta | |3. 19 |3. 59 |3. 54 |3. 43 |2. 63 | 7. Value of Description for each soft drink brand. [pic] Interpretation: According to the diagram Thums up & Mazza holds the maximum Value of Description among all the other brands (12%) i. e. this brand is easily Describes its brands name according to the taste and brand it holds. Whereas, Fanta holds the least value of Description (8%). On the scale of 5 |Pepsi |Coke |Thums up |Miranda |Slice | |3. 2 |3. 51 |3. 96 |2. 86 |3. 32 | |Maaza |Mountain Dew |Sprite |7 UP |Fanta | |3. 75 |3. 29 |3. 06 |2. 95 |2. 56 | 8. Which brand holds the maximum market potency ? This is the original question for which this whole research was carried on, he answer for the maximum market potency holder brand can be interpreted by the following charts: [pic] [pic] Interpretation According to the above mentioned bar and chart it can clearly be known that in Indian Soft drink market specifically in Lucknow region Brand Thums Up has a maximum market Potency i. e. the brand Thums Up is very well known, remembered, and demended the most in the market by the consumers. Percentage wi se Thums Up holds 22% of the total Brand Potency while Fanta holds the minimum market Potency. It can be noticed thoroughly that both the maximum and the minimum potency brands are owned by COCA COLA. Pepsi holds the third position with 15% of brand potency. Above bar chart also deicts the brands with their levels in the analysis. Suggestions & Recommendations This research was particularly carried for only knowing the barnd name in the soft drink market of lucknow having the maximum market Potency which is Thums Up. It is suggested to Pepsico in Lucknow that it holds the third position in the research of market potency, which Pepsi brand holds. It is noticeable that the first positions are held by the competitors Coke. The company Pepsico should increase their marketing efforts. Limitations of the Study Though best efforts have been made to make the study fair, transparent, error free, there might be some inevitable and inherent limitations. Though I tried my level best to make this report most accurate, some of the limitations are as follows : ? This study is valid for Lucknow city only. ? Due to certain unavoidable reasons, it was not possible to cover each and every outlet such as holidays, absenteeism, working closed etc. ? There may be some biased response. ? Some of the customers didn't provide dull data. ? Most of the customers were too busy to meet. ? Too much time consumed on some calls because of appointments and waiting. Conclusion Soft drink market whether on micro or macro scale, it is vast and full with great opportunities. It is one of the industry which is not adversely affected by the recession process. Demand for soft drink is still at large, which is resulting in the launch of new and more soft drink variants. Due to which also the companies are adopting aggressive market strategies. Although consumers are going for and liking every soft drink brand but definitely some brands have more value and demand in the market than compared to others. This research was carried out for knowing the brand having maximum market potency, which is Thums Up hence objective achieved. At the end of this report we can clearly conclude that Coke had been greatly got success in the local Lucknow market of soft drinks as the first two positions of maximum potency Brands are held by Thums Up (22%) and Coca cola (16%). This tells us that coke’s marketing strategy is far more clear cut and accurate than its competitors Pepsico, Coke is very well understanding the mind of the local Lucknow Consumer’s, which is making coke and its other brands more preferred and desired by the consumers in Lucknow market than compared to Pepsico’s Brands. Annexure Name:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Age:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Address:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Mob. No†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Occupation:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. E-mail:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1: Excellent2: Good3: Average4: Satisfactory5: Bad Questn 1 : Which softdrink do you drink the most ?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦ Questn 2: You choose your softdrink on what basis ? Brand wise ()Taste wise () Questn 3: How early and fast can you recall the following brands first? (rate from 1 to 5 for each) |Pepsi |Coke |Thumbs Up |Miranda |Slice | |( ) |( ) |( ) |( ) |( ) | |Maaza |Mountain Dew |Sprite |7 UP |Fanta | |( ) |( ) |( ) |( ) |( ) | Questn 4: Priority wise tell that which brand will you repurchase again ? (rate from 1 to 5 for each) |Pepsi |Coke |Thumbs Up |Miranda |Slice | |( ) |( ) |( ) |( ) |( ) | |Maaza |Mountain Dew |Sprite |7 UP |Fanta | |( ) |( ) |( ) |( ) |( ) | Questn 5: Do you get attracted or feel motivated towards the following brands for the purpose of use ? |Pepsi |Coke |Thumbs Up |Miranda |Slice | |( ) |( ) |( ) |( ) |( ) | |Maaza |Mountain Dew |Sprite |7 UP |Fanta | |( ) |( ) |( ) |( ) |( ) | Questn 6: Are you aware of the company names of these brands ? rate from 1 to 5 for each) |Pepsi |Coke |Thumbs Up |Miranda |Slice | |( ) |( ) |( ) |( ) |( ) | |Maaza |Mountain Dew |Sprite |7 UP |Fanta | |( ) |( ) |( ) |( ) |( ) | Questn 7: Do you feel that the following brand names justify their name with their purpose ? Pepsi |Coke |Thumbs Up |Miranda |Slice | |( ) |( ) |( ) |( ) |( ) | |Maaza |Mountain Dew |Sprite |7 UP |Fanta | |( ) |( ) |( ) |( ) |( ) | [pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic][pic]

Discuss Steinbeck’s presentation of The American dream in Of Mice And Men Essay

George and lennie want to recreate happier time â€Å"I could build a smoke house like the one grandpa had† this shows they want to recreate there childhood when they were safe and cosy A kid of paradise with lots of food – a cosy life â€Å"When we kill a pig we can smoke the bacon and the hams and make sausages† So they can eat some rich fresh succulent meat whenever they want it Better working conditions – not getting canned not working if they didn’t want to â€Å"No one could can us an if we don’t Steinbeck’s language shows the dream won’t come true because he uses alliteration to slow down your reading and by the way curley’s wife neck clicks there is no more sound as if the universe came to a massive stand still As soon as he says â€Å"stop† the first time its like running into a brick wall as if its just like boom dead end no way out to late and no more American dreamland then followed by the second as if that was the rest of the wall boxing him in as to seal his fate as lennie says â€Å"i didn’t want to hurt you but george’ll be mad if you go yelling † and then as it dawns on him of what his actions done â€Å"I done a bad thing I done another bad thing † this leaving the reader feeling sorry for lennie as he is a bit simple as if in his head he is still a kid in a full grown mans body . And as Steinbeck writes the end of chapter five his words showing how distressed / depressed and scared for lennie candy is â€Å"poor bastard† and emphasizing how quiet the barn is as if death himself had walked and lingered in the darkened corners of the barn as the darkness appears in as if a symbolic sign of death hovering the ranch with his scythe waiting to collect his crop. Candy cry’s because when he finds curlys wife dead because he knows that it was lennie and that curly is going to kill lennie when he finds out he will chase down lennie like a hound chasing a rabbit homing in waiting for the death blow and after lennies gone so have George and candies dream and as this starts to hit him he starts to worry about his friends and there future . George talks to lennie about the dream before he shoots him so lennies calm and happy not distressed , panicky and depressed so his last moment is one of his favourite memories George decides to go and to shoot lennie so that he can make lennie happy and calm before he is executed rather than lennie upset and crying at the hand of curly just so that lennie can be happy and glad before he is shot which is really good it must take a lot of courage to shoot a friend It’s a shame really been as they nearly had the finance to buy there dream place with all the three of there money put together had enough to place the deal on the house Steinbeck shows that something will go wrong at the end as he got the title for this novel from a poem by the Scottish writer Mr. Robert burns the poem goes like this The best laid schemes o’ mice an men Gang aft agley An’ leare us nought but grief an’ pain For promised joy In other words the plans of mice and men often go ugly and leave nothing but grief and pain when it was promised to give us joy. The story is set back just after the cowboy/bandit era a time were movies were quite and woman were even more so Its set about two friends who travel together and stop off at ranches to do some work before they move on to earn enough money to support there American dream which is that when they have enough money to buy a ranch they saw for 600 American dollars and then they could live of the fat of the land and everything would be perfect â€Å"an if we didn’t like the guy we just say get out and wed have a spare room and if a friend came by we’d say why don’t you stay the night and by god he would† Steinbeck’s idea of the American dream is basically that the dream can only be reached by the wealthy and unavailable to the poor and dreamful

Objective structured clinical examination Assessment of Critically Ill Patient Essay

This essay will critically analyse my performance throughout the Objective structured clinical examination (OSCE) assessment I completed, including the escalation strategy utilised by the Nation early warning scores (NEWS) (RCP, 2012) as a track and trigger tool (NICE, 2007). Based on the findings from the assessment interventions will be recommended and supported by evidence and formatted on the ABCDE approach I used in the OSCE. The ABCDE assessment is used as a tool to assess for the critically ill patients Airway, breathing, circulation, disability & elimination. (RCUK, 2005). It is a systematic approach that can assess the severity of the critically ill patient, assess and treat life threatening conditions and have rapid intervention when needed (Grindrod, 2012). During the Assessment I introduced myself to Mrs Jones to remained respectful, non-discrimitive and ensuring the comfort and dignity of my patient, to which I pulled the curtains (NMC, 2008). I gained verbal consent from the patient to carry out the physical assessment (NMC, 2008), although I should have gained consent at the beginning when I started talking to the patient. This is important because the patient needs to understand the proposed assessment, according to the NMC (2008) the process of establishing consent should demonstrate a clear level of accountability. If consent is refused then the patient’s wishes should be respected although the patient needs to be fully informed of what can happen (NMC, 2008). Standard precautions are put into place in the clinical setting to protect patients and staff which are vulnerable to infection. Alcohol based hand rubs are at the point of contact of each patient (NPSA, 2008) to help prevent hospital acquired infections and cross contamination (DOH, 2009), which I used prior to seeing Mrs Jones. Airway The assessment of Mrs Jones airway went well I assessed for an open airway by alking to her to see if there was any vocal response, Mrs Jones responded coherently so there was a patent airway, no noises were heard which can indicate partial obstruction of the airway (RCUK, 2010). Mrs Jones was able to cough to clear secretions independently. Lack of oxygen can lead to anaerobic respiration at a cellular level which produces acidosis as lactate is produced which can lead to hypoxia (Jevon, 2011). Breathing I looked for evidence of hypoxaemia by assessing mouth and oral mucosa for central cyanosis (O’Driscoll et al, 2008), none was evident. Respiratory rate was assessed over 1 full minute to ensure accuracy (Hunter, 2008) as deviation of 4 or more can be clinically significant (Subbe, 2006) The rate was raised at 24 which I record on the observation chart and the resperation rate falls in the orange band generating a score of 2, The acceptable normal respiration rate is 14 – 18 breaths per minute (Mallett & Doherty, 2001) indicating Mrs Jones could be compensating for metabolic alkalosis and It also contributes to the diagnosis and management of a variety of pathological conditions and helps to evaluate therapeutic interventions. Monitoring the patient’s respiration level is one of the most accurate indicators of deterioration, which is often poorly monitored and recorded Cretikos (2008). Accessory muscles should have been observed to assess for increased work of breathing, which would result in inadequate ventilation and poor gas exchange (Esmond, 2003). Oxygen saturations are considered the fifth vital sign (BTS,2008), and these were reduced at 93 %, normal range is 94% to 98% (BTS, 2008). I record on the observation chart whichs generates a score of 2. The drug chart was checked to see if target saturation has been identified and oxygen prescribes as per BTS (2008) guidance, and so 2L of oxygen was give via a nasal cannula to increase saturations to within target range. Mrs Jones was also sat up to increased functional residual capacity which helps to reduces the work of breathing helping to improve oxygenation (Kennedy, 2007). As per BTS (2008) guidance saturations were checked after 5 minutes and had risen to within target range. Crackles were heard on inspiration when I listened to Mrs Jones chest, this can be an indicator for pulmonary Oedema or pneumonia (Sheppard, 2003). Circulation Mrs Jones looked unsettled and felt cool and clammy, her radial pulse was easy to palpate but was very irregular which made me instigate an ECG, manually Mrs Jones pulse was 85bpm but recorded on the ECG was 114bpm that showed evidence of atrial fibulation (AF), the patient didn’t have a history of AF. Capillary refill was just over two seconds and blood pressure was115/85, I did not calculate the pulse pressure or arterial pressure. Her temperature was within normal range at 36. 3. I record the observations and the heart rate falls in orange band generating an additional score of 1. Mrs Jones explained that she had passed urine 5 hours ago which was 200mls. NICE (2007) state that an adult urine output should be measured at ‘>0. 5mls/kg/hr’, I knew this was low for the patient but I did not use the calculation to work out how much it was an hour, volumes of less than 0. 5ml/kg/hr can indicate cardiovascular compromise and renal impairment can occur (Dutton, 2012). Mrs Jones has signs of ankle oedema, which made me concerned for her fluid status so a fluid chart was commenced of intake and output. Disability Mrs Jones was awake and responding to myself using the AVPU tool, The AVPU scale is a quick and easy method to assess level of consciousness which can be affected by hypoxemia and hypercapnia (Palmer et al, 2006). It is ideal in the initial rapid ABCDE assessment (Smith, 2003) although a full assessment would require using the Glasgow coma scale (NICE, 2007). Mrs Jones blood glucose level was checked as this can rise as a result of sympathic activation, but the level is within normal range. Exposure With Mrs Jones consent I checked her invasive lines for phlebitis and her skin for any rashes, erythema or signs of pressure sores, all were normal and no phlebitis was noted. I did not assess to see if Mrs Jones had sacral Oedema, oedema only becomes apparent when the interstitial volumes has increased by 2. 5 – 3L (Porth, 2007) possible caused by heart failure. Care Escalation I documented all the patients’ observations on a NEWS Chart which generated a score of 7, this score then gives me appropriate actions to take as there is a marked deterioration of the patient. 7 or more triggers the Action of escalating care by contacting the medical registrar looking after the patient and also consider moving the patient to a level 2 or 3 care facility. When contacting the registrar I used the Situation, background, assessment and recommendation (SBAR) briefing model to tell the medical registrar about the patient so they are fully aware of the patient and their condition and actions I want them to take. The handover I gave to the registrar was slightly muddled and I jumped back and forth instead of remembering the systematic order that the tool was designed for there for I missed out information about Mrs Jones that could of been highly important to the doctor. Conclusion The ABCDE assessment gives health care professionals a framework which helps detect life threatening conditions and are addressed early. The patient I had during my assessment had a lot of complex issues but This approach helps remember the essential things and intervening and referring along the continuum of A to E helped reduce further determination progressing.

Global Health Issue Essay Example | Topics and Well Written Essays - 1250 words

Global Health Issue - Essay Example Since its foundation in 1948, it has developed into the largest healthcare system in the world which is funded through the public money. It is also considered as one of the most efficient and comprehensive healthcare systems in the world. (Gillies, 2003) NHS, with primary responsibility to administer healthcare in the country, however, works through the collaboration of different smaller organizations which contribute towards the overall achievement of healthcare. However, despite controlling most of the country’s healthcare system, there are also private sector providers of healthcare which offers important healthcare delivery services which are separate from NHS and are primarily funded through private contributions or through insurance. This paper will explore and study the healthcare system of England and will attempt to answer the question of how the healthcare is primarily delivered, how it is funded, how the care is delivered to chronically ill patients, patients who are dying and the selection criteria for patients for certain procedures. England has started to revamp its healthcare system since 2013 and new changes are being put in place to further rationalize and improve the healthcare system within the country. With the new changes, the roles have been redefined however, the primary healthcare delivery is still in the hands of National Health Service or NHS as it is called in the country. The overall healthcare services are delivered in England through the hospitals running under the management of NHS. Apart from the hospitals, there are smaller clinics which are located at various places within the country to offer easy and accessible GP services to the patients and mostly cater to the needs of the patients working as Outpatient Clinics. (Department of Health, 2014) Private clinics and certain other prescription services are also in place catering to the various needs of the patients. Such delivery services are offered either through the

Summary Essay Example | Topics and Well Written Essays - 500 words - 14

Summary - Essay Example into mainstream America but, attainment of the said integration entailed the battling and resistance of WASP America’s discrimination and prejudices. The history of Italian immigration to America provides a context for understanding the reason why they initial occupied the lower tier of the European ethnic immigration groups. Quite simply stated, Italian immigration to the United States did not begin in earnest until the late nineteenth century, lasting to the early twentieth, making this one of the last of the European ethnic groups to immigrate to this country. As both late immigrants and, of course, Catholics, they stood out from mainstream, White Anglo-Saxon Protestant, America. Italian immigrants did not only stand out because of their religious affiliation or their late arrival to America but because of their association with organized crime. The linkage, real and not assumed, between leading members of the Italian American community and the Sicilian mafia, and their transplantation of the Sicilian organized crime model to the United States, fuelled mainstream America’s prejudices towards Italian immigrants. Perceived of as either Mafioso or petty criminals, they were relegated to the bottom of the social hierarchy and actively barred from public office, a significant number of educational institutions and even social clubs. By the third generation, however, prejudices had eroded. The Italian American community had gradually inserted itself into mainstream America through the adoption of the core culture. The third generation’s evident Americanism significantly facilitated this group’s integration and their increasing success at upward social mobility solidified their status as Americans who happened to be of Italian descent, as opposed to Italian Americans. At the present time, this ethnic group stands at or above the national average insofar as all of income, education and occupation are concerned. As with the Italians, the Jews are late

The paper assignment will involve revising the first paper and Essay

The paper assignment will involve revising the first paper and integrating the visual aspects of the work i have chose in the Museum with information about the culture from which the work originally came - Essay Example In both cultures, the art of sarcophagi was used for burial. In Roman, it was made from lead, stone or wood. Marble was used for lavish sarcophagus. The practice of sarcophagi was acquired by Romans in the second century from Etruscans and Greeks who had long been using it. This document has been split in different parts including history of roman sarcophagi, significance of various events, and artistic work on the sarcophagus so as to achieve the purpose of this document. A Roman sarcophagus was not developed until the commencement of the second century A.D. Sarcophagi was used in occasions of funeral. They were named according to the prominent figures deceased. Some of the renowned sarcophagi include the Adonis’s sarcophagus, Endymion’s sarcophagus, among others. Adonis’s sarcophagus was inspired by the Adonis’s tale. There are numerous literatures on the Adonis’s tale. According to UC E-Book Collection (2011), most of this briefing of the tale comprises the Ovid’s work of Metamorphoses. The tale is about the prohibited act of the father, King Cinyras, unknowingly slept with his daughter, Myrrha. Myrrha was obsessed with her father to the extent of tricking him into drunkenness and under cover of darkness, had him sleep with her. In need of knowing his partner, he lighted his bed to discover it was her blood daughter. Enraged with no other option, he chased her from the palace (UC E-Book Collection, 2011). She pleaded with gods to take her from both life and death. Her wish was granted and she transformed into a myrrh tree. The inevitable consequence of the illicit act, led to the birth of the son Adonis from this tree. It produced the goddess Aphrodite, adores Adonis and allowed him in heaven and made him her companion. Even Persephone- the other angle- succumbed to his charm and consequently was intervened by the Jupiter by invoking the law of annual cycle where the Adonis oscillated between upper and lower realms and each

Human Resources Management in Apple Company Essay

Human Resources Management in Apple Company - Essay Example Microsoft was the prominent competitor of Apple from tis beginning itself. In 1980’s and 1990’s Apple struggled to counter the competition faced from Microsoft. Microsoft pushed Apple yards behind with the introduction of their Window based operating system. However, Apple was able to bounce back at the beginning of twenty first century with the help of their innovative â€Å"i† series products such as iMac, iPhone, iPad, iPod, iTunes etc. Kim (2010) has pointed out that Apple Inc, is currently the second largest company in the world in market capitalization, second only to Exxon Mobil. Moreover it is believed to be the most valuable technological company in the world at present, again pushing Microsoft far behind (Kim, 2010). (Warren, 2010) Even though Apple succeeded in achieving top spots in international market, many people believe that their organizational culture and human resource management needs drastic changes to maintain their top spot in the market. E ven though Apple employees are getting competitive salaries, increased workload, lack of work-life balancing, lack of motivation, prejudices and biases in deciding promotions etc are some of the major complaints of the employees. Moreover, Apple’s success and failures revolve around the charismatic leadership of Steve Jobs. This paper critically analyses Apple’s human resource management policies at the individual level, group level and organizational level. Individual Level Work Motivation The topic of employee motivation in Apple Company is a controversial one. On one side, Apple is able to motivate the employees and on the other side some of its HR strategies are demotivating the employees. It is a fact that Apple provides ample opportunities to the fresh employees to grow under the wings of experienced employees (Qumer, 2009, p.3). The above strategy is a big blessing for the fresh employees to take advantages of the immense experience and talents of the experience d ones. The above work culture helps Apple to blend fresh and the experienced hands in a judicious manner so that neither the employees nor the organization faces any problems in completing their works. Fresh employees may bring new ideas to the organization which will be critically analyzed with the help of experienced ones. Thus the fresh people will get immense support from the experienced hands in shaping their ideas and concepts useful to the company. The compensation and benefits offered to employees of Apple are very competitive and it includes product discounts, vacation time, healthcare, training courses, casual dress codes on jobs etc. In 1995, Apple created the Apple Fellows Program in order to recognize its best employees who had made extraordinary contributions to the company. Funny, brilliant, relaxed co-workers and modern spacious beautiful offices filled with comfortable equipments etc are some of the major benefits of working in Apple Company. Apple workforce includ es diverse employees from different countries which enable them to utilize the expertise from different regions. It provides equal opportunities to its diverse employees irrespective of their ethnic background (Qumer, 2009, p.3-9). In short, Apple is keen in recognizing outstanding performances with rewards which is definitely a motivating factor for the employees. At the same time there many complaints also about some of the controversial HR policies of Apple. Employees often forced to work overtime and thereby they are facing troubles in achieving proper work-life balancing. Moreover Apple provides no information about the new products which are going to be developed in the company. The above policy demotivated the employees since no organization can capture the employee

American me Essay Example | Topics and Well Written Essays - 500 words

American me - Essay Example It usually comes to the aid of developing and under-developed countries when disasters such as war, hunger and terrorist attacks happen. The people of America come from different origins; we do not look at ethnical backgrounds of people but their nationality (Swirski). Our culture is described as mainstream American culture which combines a number of cultures for example, the European, and African-American. As an American citizen by birth, I am patriotic to my country, ready to serve whenever called upon. I love hiking and sea sports which Americans are well known for. Every summer holiday we go for camping and skiing with my family and sometimes my friends too. Being the tourists that we are I have visited a lot of places and different states, and interacted with different people. The American people are usually givers and this characteristic is a foundation passed on from one generation to another. My parents taught me to give at a tender age; we used to carry the things we do not need to church where they were then distributed to the less fortunate in the community. Sometimes they were sent to Africa to war tone countries where there are no resources. I travelled to Africa once, not on a welfare journey but on safari, I was astonished at the rich culture the people had, they were welcoming living as brothers and sisters. They share what they have however little it may be, one time I thanked God for all I have. They had animals which I only used to see in the Zoo and others in books only, For example the lion king of the jungle, the antelopes, gazelles and hyenas animals that can only survive in savannah areas. I love to enjoy life, I believe that we only live once and so we should enjoy life. That is what I do by sharing time with my friends and appreciating them, spending time with my family and partying. Americans are known for hosting the best parties and staying till dawn. This is the best way to

Macroeconomics Essay Example | Topics and Well Written Essays - 750 words - 2

Macroeconomics - Essay Example There is a widespread misunderstanding that banks or governments create money. In fact it is the people who create money through their hard work. Banks handle and reallocate money and assets. Governments only borrow money into the way of life from the banks. People work hard and earn assets which can be bought or sold, directly by exchange or through the use of legal tender, or through the making of capital. Everyone who buys or sells, producers or consumers, are traders. Trading, especially purchases, usually happens in credit. The promise to pay creates money and after production when the goods or services get into the market for sales, the debt is repaid. When a debt is repaid, money which was in trade is neutralized or made null. Borrowing creates money and repaying it extinguishes the money. The successful lender or sponsor of a loan is all the dealers who trade with the borrower which is the society or the market. This is how money is actually created, and extinguished. Banks a ct as clearinghouses, clerks who keep track of the dealings between merchants. In the LET system (Local Exchange and Trading system), which was developed 20 years ago as the basic banking system, each dealer opened an account with zero balance in it. The bank charged a small fee for each transaction which became the sole income for the bank. This is the basic banking which later developed into giving loans to its customers who were in need of excess money which they did not have at a given point of time. The interest on loan became another income for the bank and now it is this income that creates more money in the market. So as to put more money into the market, banks started encouraging customers to put more money into the bank as various types of deposits which earned them interests and which in turn would be lent out to others as loans by the bank. Thus money made by one person keeps rotating in the market through another person by way of bank

A Neighbourhood study of Broughty ferry in Dundee,Scotland Essay

A Neighbourhood study of Broughty ferry in Dundee,Scotland - Essay Example This is done by utilising locally obtained information and national evidence from government statistics and reports. Basic description of the neighbourhood Broughty Ferry is situated on the eastern part of the City of Dundee, which is found on the shores of Firth of Tay in Scotland. Attaran and Sachs (2001) and Barnett and Whiteside (2000, p. 231), note that â€Å"Broughty Ferry is found in the eastern Scotland and has a population of approximately 13, 155 according to the latest population and housing census of Scotland.† The neighbourhood of Broughty Ferry is one that can best be described as a traditional setting with a lot of respect and prestige to customized cultural living. For example the people have their unique forms of music, dressing, dish and educational system (Barnett, 2006 and Bell et al, 2003). The suburb for example has three primary schools that almost every citizen of the suburb attends before going to high school. In their writings, Hummers-Pradier et al ( 2008) and Isaacs (2010) noted that â€Å"these schools are Barnhill Primary School, Forthill Primary School and Eastern Primary School.† Interestingly, all these primary schools feed the Grove Academy, which is a high school with candidates. The neighbourhood of Broughty Ferry is more of a village than a district. ... There also are highly welcoming sites just around Broughty Ferry for golfers and skiers in the St. Andrews and Cairngorms respectively. Perhaps knowing of the kind of welcoming destination their village poses to people all around Dundee and for that matter Scotland, the people present themselves as highly hospitable and welcoming folks. Archer (2003) and Arndt and Lewis (2000, p. 321), has it that â€Å"the rates of visits to the village has made the people one of the fastest learners in Scotland because they are always adapting to the new ways of living that suit their visitors.† Detailed description of key aspect and characteristic of the neighbourhood Employment The employment situation in Broughty Ferry can simply be described as impressive. This is in relation to the average employment rates of Dundee City and Great Britain in general. According to labour supply data from NOMIS for 2001, while the economically active population in Broughty Ferry made up 77.4% of the total population, the same number of economically active population for Dundee City was 68.2% whiles that of Great Britain was 74.0% (NOMIS, 2012). Of the percentages, those in employment in Broughty Ferry were 73.6% when the population of those in employment in Dundee city was 61.2% and those for Great Britain was 69.8% (Mayer et al, 2005and Nugent and Abolafia, 2006). Statistically, it can be said that a lot more of the economically active people in Broughty Ferry are gainfully employed and so have their own sources of income. It has been posited by Ogilvie (2011) and Ploeg et al, (2010 p. 134) â€Å"that the reason for this trend has largely been attributed to the varying economic and employment opportunities that exist in the village†. It is for instance known that of the total number of people

Business (Strategic Management) Essay Example | Topics and Well Written Essays - 1250 words

Business (Strategic Management) - Essay Example fficers—make use of strategic management plans, guidelines and projects, which may be outdated since these were implemented by the company’s deceased founder. Members of the board of directors sit back and just wait for the officers to submit plans for new projects, which officers never manage to prepare because they are too focused on daily operations. Entrepreneurship Management, meanwhile, involves having powerful officers, especially the CEO or the founder, with the board of directors taking a back seat. Top management, alone or with a select team, makes the decisions with the board acting as a minor approving body (Haddad & Esposito, 2008; Eisenhardt, 1989). This style of management is said to have the potential for officers to abuse their power, a situation that may be detrimental for the company’s investors. However, certain situations such as changes in policies or management may necessitate a top management that is strong and authorized to make on-the-spot decisions. Beam and Carey (1989) point out that companies that are just starting out require a structure that gives centralized power to the chief executive officer or the founder, who, in turn, must make full use of their skills and capabilities to solve all of the problems and challenges that companies just starting out inevitably encounter. Haddad and Esposito (2008) point to Wal-Mart’s previous CEO David Glass when the company was on the brink of becoming a major store. Like Mr. Glass, top management must be able to handle immediately and independently challenges such as determining the source of funds for the new company or the best way to get funds for a company going through a major restructuring. On the other hand, the level of authority given to top officers is quite reversed when a company uses the style called Marionette Management, which is also called Stipendiary Management (Srinivasan, 2006). In this structure, the power is in the hands of the members of the board of directors,

Developmental Psychology and Early Childhood Education Essay Example for Free

Developmental Psychology and Early Childhood Education Essay Introduction The first six years of life are critical years of human life since the rate of development in these years is more rapid than at any other stage of development. Global brain research also informs us about the significance of early years for brain development. Early Childhood Care and Education (ECCE) makes a positive contribution to children’s long term development and learning by facilitating an enabling and stimulating environment in these foundation stages of lifelong learning. Parents as caregivers are critical in providing a stimulating learning environment to the child and the first two and a half to three years need not be in a formal learning environment. The National Curriculum Framework acknowledges the significance of involvement of parents, family and community. The programme at the early childhood stage helps to ensure opportunities for holistic learning and growth. The ECCE programme needs to be determined by children’s developmental and contextual needs, providing for more need based inputs and an enabling environment. Given this need for an individualised approach, it was believed that a common ‘curriculum’ would not be appropriate for all. However, over the years it has been observed that the practical realities are different and most of the ECCE programmes on offer currently do not have developmentally appropriate programmes for the young child. The vacuum created by a lack of curriculum framework has resulted in its being filled with either a minimalist programme or the downward extension of the primary stage curriculum. To ensure optimal development for all children, there is a need to create a planned curriculum framework, encompassing developmentally appropriate knowledge and skills, with flexibility for contextualization. A curriculum framework is also required to ensure that important learning areas are covered, taking care of all the developmental needs of the young child. It also facilitates adoption of a common pedagogical approach to reach for a certain level of quality and address the widespread diversity in the ECCE programmes available for the young children in India. This Curriculum Framework is in line with the Government’s vision of ECCE as spelt out in the National Early Childhood Care Education Policy and is a broad framework of basic guidelines for curricular goals, programme content, classroom practices, parent guidance 4 Early Childhood Education Curriculum Framework 2012  and teacher preparation across different provisions and across all regions. The purpose of this open framework is to promote quality and excellence in early childhood education by providing guidelines for practices that would promote optimum learning and development of all young children and set out the broad arrangement of approaches and experiences rather than detailed defining of the content. A cautious approach is being adopted to not provide a detailed curriculum/syllabus which would be prescriptive and ‘delivered’ to the young children in a ‘straight jacketed manner’. The Curriculum Framework calls attention to the common principles and developmental tasks, at the same time, respecting the diversity in the child rearing practices and contextual ECCE needs. Each programme is expected to develop its own curriculum to meet the needs of its children, their families, the specific setting, the linguistic culture and the local community. However, the programmes should be based on the curriculum principles and guidelines laid down in this framework. This Framework is a dynamic document and would be continually reviewed and evolved in the light of emerging needs. Also, with the adoption of the framework, case studies of emerging best practices will follow and learnings from them would further strengthen the framework. This Framework is firmly focussed on the needs of the child and should lead to improved quality of learning and increased attainment of learning outcomes for children participating in ECCE programmes. The other components for the holistic ECCE programme such as nutrition, health and care are to be ensured by cross reference from related instruments. Objectives of Early Childhood Education The aim of Early Childhood Care and Education is to facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning. This aim is to be achieved through enabling the child to: ? Develop a positive self-concept. ? Establish a sound foundation for a good physique, adequate muscular coordination and basic motor skills. 5 Early Childhood Education Curriculum Framework 2012 ? Imbibe good health habits and basic life skills/ self-help skills necessary for personal social adjustment. ? Enhance verbal and non- verbal communication skills which would facilitate expression of thoughts and feelings in fluent, correct, clear speech. ? Develop the five senses and cognitive skills and concepts which are foundation for higher order thinking and reasoning. ? Develop emotional maturity by guiding the child to express, understand, accept and control feelings and emotions. ? Imbibe values, social attitudes and manners important in his/her socio cultural context and to become sensitive to rights and privileges of others. ? Develop independence, aesthetic appreciation and creativity by providing child with sufficient opportunities for self-expression and active exploration, investigation and experimentation. ? Make a smooth transition from preschool to primary through development of emergent literacy and school readiness. Principles of Early Learning Learning begins from birth: From infancy children are mentally and physically active. They learn through all their senses and stimulations. Children construct knowledge: They construct their own knowledge or working models while they actively engage in their environment and through repeated interactions with people and materials. This simply means that children touch, taste, shake things etc. to find out what happens and learn about things in their environment. Children’s curiosity and desire to learn: Children are curious and eager to learn. They have an inherent need to make sense of their experiences and learn about the world around them. Children learn through play: Play is central to the child’s well-being and development Children’s spontaneous play provides opportunities for exploration, experimentation, manipulation and problem solving that are essential for constructing knowledge. Play contributes to the development of representational thought. 6 Early Childhood Education Curriculum Framework 2012 Child development and learning are characterized by individual variation: No two children are same. Each child has an individual pattern and timing of growth and development as well as individual styles of learning. Children’s personal, family experiences and cultural backgrounds also vary. Children’s learning reflects a recurring spiral that begins in awareness, and moves to exploration, to inquiry, and finally, to application. Any new learning by children begins with awareness, which is generated from their experiences with objects, events, or people and ends with utilization, where children are able to use what they have learnt for multiple purposes and apply their learning to new situations. At this stage children start exploring the next level of information and the spiral continues. Children need to experience success more than failure to form a positive self-concept: The experiences should be planned in accordance with the maturational level of the children, such that they are challenging yet achievable, so as to promote self-confidence. When children have confidence in themselves, they do better. They are eager to try new and harder things; they gain new skills and become more confident and capable. Children develop holistically and benefit from integrated experiences and education: Learning and development of children takes place in totality. All the domains of development i. e. physical, motor, cognitive, language, socio-personal, emotional and creative and aesthetic appreciation are interrelated and take place simultaneously. Curriculum Content The curriculum must address the following interrelated domains of holistic development through an integrated and play based approach which focuses on development of life skills. ? Physical and Motor Development: Gross motor skills; coordination of fine muscles with dexterity ; eye hand coordination; sense of balance, physical co-ordination, and awareness of space and direction; nutrition, health status and practices. ? Language Development: Listening and comprehension; oral skills/speaking and communicating; vocabulary development; pre- literacy/emergent literacy skills like phonological awareness; print awareness 7 and concepts; letter- sound Early Childhood Education Curriculum Framework 2012 correspondence; recognition of letters; building words and sentences and early writing. Introduction to language of school transaction. ? Cognitive Development: Development of various concepts including pre number and number concepts and operations (knowledge and skills related to comparing, classification, seriation, conservation of space and quantity, one to one correspondence; counting); spatial sense; patterns and estimations in measurement; data handling; skills related to sequential thinking, critical thinking, observing, reasoning and problem solving; and knowledge about concepts and physical, social and biological environment. ? Socio-Personal and Emotional Development: Development of self-concept; selfcontrol; life skills/ self-help skills; habit formation; initiative and curiosity; engagement and persistence; cooperation; compassion; social relationships; group interaction; pro- social behaviour; expressing feelings, accepting others feelings. ? Sensorial Development: Development of the five senses through visual, auditory and kinaesthetic experiences. ? Development of Creative and Aesthetic Appreciation: Exploring different art forms, develop dispositions, expression and appreciation for artistic, dance/ drama and musical activities Physical Motor Development Creative and Aesthetic Appreciation Language Development Socio-Personal Development Cognitive Development Emotional Development 8 Early Childhood Education Curriculum Framework 2012 ECCE is†¦.. †¢ A balanced play based programme of language, cognitive, creative and psychomotor activities A child centered programme catering to individual children’s learning emotional needs through individual, small and large group activities and one to one communication. A school readiness programme which ‘readies’ children for learning to read, write and do arithmetic later. A programme which indirectly promotes self-control and thereby inner discipline in children through interactions. †¢ ECCE is not†¦.. A syllabus bound programme for teaching 3R’s nor ‘a song and a rhyme and go home’ approach. A teacher centred programme that follows formal classroom approach as in school A program for formally ‘teaching’ reading, writing and arithmetic, which is to be done in primary. Not a programme which demands unquestioning obedience or exercise strict classroom discipline †¢ †¢ †¢ †¢ †¢ †¢ (Source: Kaul, V. (2010): Early Childhood Education Programme. National Council for Educational Research and Training) The ECCE programme should ensure ‘holistic development’ of the child and reflect the inseparable nature of care and education by comprehensively addressing the need for care, nutrition, health and well-being of young children and parent counselling along with supporting the development of all domains. The holistic development approach is vital for provision of interconnected and interrelated activities covering all domains of development. Suggestive Developmentally Appropriate/Age appropriate Activities for ECCE For Children Under 3 years ? Focus on health, nutrition and early psycho social stimulation through free play and a lot of adult child interaction. Eg. s. , (infant games, traditional songs syllables, access to variety of play materials, individualized adult attention and interaction, opportunities to explore, early introduction to stories, infant books, drawings etc. ) in safe, spacious and clean environment. 9 Early Childhood Education Curriculum Framework 2012 For Children between 3 to 4 years ? Planned play based programme for all round development with more of free play. Continuous opportunities, more free but some guided, for adult –child, child to child Basic Tenets of Curriculum Development ? Based on needs and capacities of young children ? Recognition of special features of children’s thinking ? Mix of formal and informal interaction ? Familiarity and challenge in everyday rhythm ? Primacy of experience rather than expertise ? Developmentally appropriate practice and flexibility ? Use of local material, arts and knowledge which reflect the diversity and culture of the children. Source: Position Paper, National Focus Group on ECCE, 2005 interaction and interaction with play materials and environment through a variety of individual, small group and large group activities. ? Opportunities to listen to stories, learn rhymes, create, indulge in imaginative play, ask questions, do simple problem solving, experiment to promote active and interactive learning and generally have a ‘feel good’ experience for a positive self-image. For Children between 4 to 6 years Moving towards an increasing ratio of adult guided vs. free play activities, and more of large group activities for 4-5 year old and focused more on specific school readiness for 5-6 year old, with increasing complexity in all of above. ? Reading Readiness: e. g. picture –sound matching, shapes, phonetics; increasing vocabulary; verbal expression, developing bond with and interest in reading through picture books, storytelling, charts etc. 10 Early Childhood Education Curriculum Framework 2012 ? Writing Readiness: e. g. eye hand coordination, interest in writing, left to right directionality. ? Math: developing skills in classification, seriation, pattern making, reasoning, problem solving, forming concepts: pre number and number concepts and space concepts and vocabulary, environment concepts. ? Motor development: fine motor development through activities such as beading, pegboards and puzzles and large muscle development through running, jumping, balancing activities etc. ? Creativity and aesthetic appreciation: Creative drama, cultural activities, field trips etc. The programme should be relevant to individual and societal needs. The age demarcations are indicative and the activities have to be planned according to the developmental level of the children. Principles of Programme Planning ? ? ? The activities should be age and developmentally appropriate. Activities fostering all domains of development should be appropriately planned. The attention span of young children is 15-20 minutes; therefore the duration of activities should be 20 minutes, with additional time allotted for winding up and initiation of the next activity. However, the programme should allow space and flexibility for need based variations. ? There should be a balance between structured and unstructured; active and quiet; outdoor and indoor; self-directed and adult initiated learning opportunities and individual, small group and large group activities. ? ? ? ? The experiences should progress from simple to complex. A wide range of individual and group experiences should be planned which are related to the child’s environment, are enjoyable and challenging for children. Routine fosters a sense of security in children. Therefore some routine should be followed in the daily programme. The ECCE programme should never be rigid. 11 Early Childhood Education Curriculum Framework 2012 ? The duration of the pre-school programmes should be 3 to 4 hours. The programme should provide for some rest period during the day and if it is of longer duration, as a full day programme, then a nap time is to be ensured. ? Learning opportunities should be interconnected, linking learning experiences across developmental domains in a meaningful context, reflecting the real life context of the children. ? The language used should be the mother tongue of the child. Efforts should be made to extend their language sensitively and introduce the school language gradually to facilitate school readiness. ? Curriculum goal and objectives should guide classroom process and assessment of the children. The curriculum should be implemented in a manner that reflects responsiveness to family/ home values, beliefs and experiences. ? The programme should provide opportunities for exploration and experiential learning, promoting active engagement with people and objects in the environment. Outcomes of Early Childhood Education Curriculum Children who ? ? ? Communicate effectively Display emergent literacy skills, mathematical skills and scientific temperament Express emotions in socially acceptable manner, are socially adaptive and cooperative ? Have physical control, strength and healthy habits Pedagogical Approaches The curriculum adopts a play and activity based approach. Children are visualised as active beings who construct their own knowledge and the process of teaching –learning is one of co-construction of knowledge, with adults as facilitators. 12 Early Childhood Education Curriculum Framework 2012 Various approaches are practised for transacting the Early Childhood Education programme. Some commonly adopted approaches are: Montessori Method: This method is characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological development and is transacted through specialised sensorial material. Regio Emillia: Based on the work of Loris Mallaguzi, this is a constructivist approach which focuses on creation of a learning environment that enhances and facilitates children’s construction of their own thinking through the combination of communicative, expressive and cognitive languages as they engage actively with people, material and environment. Progressive Method: This is an eclectic approach which draws from the major child development theories. Recognizing the many paths of learning, latest researches and contemporary work lay the foundation of this framework. Thematic Approach: Integrated themes and projects form the core content of the curriculum. These themes should enable the children to make meaningful connections among the different concepts and develop holistic understanding of the world around them. The curriculum should be flexible and responsive to the needs of the children in the class. It is to be constructed to suit the diverse social, cultural, linguistic contexts in the country, and initiate integrated learning. A programme can adopt any of the above mentioned approaches to transact the curriculum. An integrated daily/ weekly/ monthly programme should be prepared with a well-rounded selection of learning experiences that strengthen all domains of development and are age and developmentally appropriate. The activities for different domains and concepts should be planned purposefully to enable a child to actively engage with and experience the concepts. These will help to consolidate the learning and lay the foundations for future. Caution should be observed to not equate the curriculum to just an exercise of organising activities, rather it should be viewed as a planned and purposeful intervention and adult child and child to child interaction to facilitate the process of knowing, understanding and construction of knowledge by the children. The aim of the curriculum should be to foster 13 Early Childhood Education Curriculum Framework 2012 development through integrated activities rather than mere completion of worksheets or repetitive exercises and activities. To address the needs of the large group of children in one class and multi-age setting, the strategy would be to conduct the activities in large group, small group and individual level. Essential Play and Learning Material In early childhood stage, a child learns through interacting with immediate environment hence environment should be stimulating and should have a variety of materials to arouse and sustain the child’s curiosity, interest and promote his learning. ? Adequate supply of developmentally appropriate play materials to foster all round development should be available at the ECCE centre ? The materials should be safe, clean and in good conditions. Sufficient quantity should be available to work in small groups and it should be easily accessible to the child. ? The materials should promote gross and fine motor development and help the child to discover and explore including constructing and reconstructing. It should promote sensory exploration and social interaction along with creative expressions through arts, painting, etc. Some essential play materials are Indoor Material o Blocks for constructive play o Manipulative toys 14 Early Childhood Education Curriculum Framework 2012 o Material for imaginative play /Dramatic play – dolls, puppets, masks, kitchen sets, mirrors, old spectacle frames, purses, old shoes, weighting scales, clock etc. o Material to develop Language skills – books and picture books, storytelling aid, puppets, story cards, sound board, conversation cards, flash cards, picture dominoes, collection of rhymes and stories, visual discrimination and auditory and visual association materials, slates, chalks, crayons, blackboard, drawing paper, etc. o Material to develop cognitive skills – sound boxes, visual discrimination cards, touch cards, feel bag, food items of varying kind to develop sensory skills, number domino cards, picture jigsaw and self-correcting puzzles for matching, sorting, arranging, classifying, problem solving, memory and sequential thinking to develop cognitive skills and materials in the environment o Musical instruments o Art material for creative expression such as paints, crayons, pencil, paint brushes, cotton, threads, clay, knife, papers, scissors, cloth, gum and fevicol, bead, etc. In addition to locally available material, teachers/caregivers can develop play and learning material for specific activities planned in the programme. Outdoor Materials o Play equipment to build balancing, jumping, climbing, swinging, swaying, cycling, etc. o Materials like large or small balls, old tyres, rings, etc. for throwing, catching, kicking, rolling, etc. 15 Early Childhood Education Curriculum Framework 2012 o Sand and water play arrangement with sand pit, mugs, spoons, cups, bucket, sieves, strainer, etc. Assessment Assessment is an essential and integral component of any ECCE programme to ensure that the programme remains child centric and the experiences and activities are planned according to the level of the child. It gives an insight into children’s interests, achievements and possible difficulties in their learning from which next steps in learning and teaching can be planned and thereby provides a platform to support the planning of a coherent curriculum for progression in learning. In order to ensure that the programme is responsive to the developmental needs of the child, it is essential to maintain their developmental and learning profile. The purpose of assessment is to give useful information about children’s learning and development to the adults providing the programme as also to children and their families. It also helps ensure early identification of developmental delays, special educational needs and particular abilities. Assessment contributes to evaluation, revision, and development of programmes. The areas of assessment ? ? ? The child’s interest and participation Skills and abilities Social interactions The assessment of the children should be formative, continuous and flow from the experiences planned in the curriculum. Formative continuous assessment implies documenting the development of the child, by interpreting the evidence from the day to day experiences of the child with the purpose of recognising and encouraging strengths and addresses learning/developmental gaps. Teachers need to evaluate each childs progress on an ongoing basis, through observations of their behaviour; their artwork and other products. Home-based observations may also be 16 Early Childhood Education Curriculum Framework 2012 conducted. The current level of performance should be rewarded to reinforce small steps of accomplishments towards the long term goals. Portfolio should be maintained for individual child. It should contain anecdotal records, developmental checklists, samples of drawing, writing and other activities, observation notes and parent teacher meeting notes. Role of Caregiver/Teacher The caregivers/ teachers in an ECCE programme are facilitators who engage children in multiple experiences to foster their all-round development. They play the following roles: ? Observe children to identify their needs and capabilities and move with the pace of the child’s development ? Plan appropriate, ? ? ? developmentally holistic and challenging activities Focus not only on planning and conducting activities but also on continuous processes for interaction and relating learning to child’s environment. Create nurturing and positive relationships with children and among children Organise supportive learning environment by taking care of aspects such as the arrangement of the physical environment and equipment; the scheduling of activities and events and groupings ? ? ? Work in partnership with parents Facilitate learning to meet the objectives of the curriculum Help in early identification and intervention for children with special needs 17 Early Childhood Education Curriculum Framework 2012 To accomplish the above the teachers need to enjoy being with young children, be knowledgeable about children’s development and early childhood curriculum and should be skilled at implementing the curriculum. Role of Parent The young child spends most of the time at home and much of the early learning occurs through the child’s day to day interactions with the family. The parents have a major role to play in the child’s development, much beyond merely being around the child and providing food and other basic needs. Parents need to: ? Provide a conducive environment at home for optimal development and learning and spend quality time with the child ? ? ? ? ? Encourage exploration and experimentation at home and optimally utilise the ample opportunities for incidental and lifelong learning arising from the daily activities Play a cooperative role and establish a relationship of trust and mutual respect with the teacher/caregiver at the ECCE centre Share and plan the development of their child along with the teacher/caregiver Participate in the open days and other events for parents and community Not to force formal learning and competition at this early age and respect children’s abilities and personalities. Supportive Essentials The open framework approach to curriculum adopted herein requires certain preconditions as essentials. These are: ? An enabling and stimulating learning environment which has been carefully designed and is child friendly 18 Early Childhood Education Curriculum Framework 2012 ? ? ? ? ? Contextually and culturally appropriate curriculum content Developmentally appropriate learning and play material Activity; rhyme and story bank Children’s Activity Book Trainer’s Manual and Teacher’s Guidebook addressing adult-child interaction, arrangement of the physical environment and equipment, planning of the daily routine etc.to help teachers implement the curriculum effectively ? ? Supportive supervision Professional development opportunity for ECCE caregivers 19 Early Childhood Education Curriculum Framework 2012 Annexure 1 Some Significant Themes to be covered in the Curriculum Myself, my family and community Food, health, hygiene and cleanliness Natural world and environment: plants; animals and birds; fruits and vegetables Physical environment: air, water, universe, seasons Social environment: My country; festivals and celebrations; neighbourhood; means of transport 20. Early Childhood Education Curriculum Framework 2012 Annexure 2 Sample Weekly Plan Theme: Animals Time 9. 00-9. 30 9. 30-10. 00 Monday Circle Time Free Conversation (Animal Names) Tuesday Assembly Guided Conversation (Homes of Animals) Sorting Cards (Animals and their young ones) Block Play Lunch Tearing and pasting on animal drawings Wednesday Circle Time Free Conversation (Food of Animals) Soft and Hard Surface Thursday Assembly Guided Conversation (Animals and their young ones) Shape: Circle Friday Circle Time Guided Conversation (Uses of Animals) Pattern Writing. 10. 00-10. 30 Seriation Activity (Small to large animal) 10. 30-11. 00 11. 00-11. 30 11. 30-12. 00 Animal Race Lunch Free hand drawing of pet animals Swings and slides Lunch Models of animal homes Walking on Zigzag line Lunch Making Clay Animals Sand Pit Lunch Mask Making 12. 00-12. 30 Animal Rhyme (Pet Animals) Music and Movement Activity (How animals move) Rhyme Dramatization (Farm Animals) Animal Story (Wild Animals) Song and Dance (Birds) 12. 30-1. 00 Winding up Departure Winding up Departure Winding up Departure Winding up Departure Winding up Departure. Note: The time allotted for each activity is 15-20 minutes; the time slots of 30 minutes allotted in the plan include setting up, distribution of material and winding up for each activity. 21 Early Childhood Education Curriculum Framework 2012 Annexure 3 Sample Thematic Web Numeracy: Sorting pictures of animals and their young ones Creative Art : Models of Animal Homes Language: Rhymes and stories on Animals Cognitive : Animal names Types: Pet/ Wild/ Aquatic Animal food, sound , home Animals Physical Motor: Animal Race Tearing and Pasting on Animal Drawings. Socio-Emotional : Free Conversation Music Movement : Song and Dramatization 22 Early Childhood Education Curriculum Framework 2012 Important Resources 1. Bhatnagar, R (2005): Little Steps. A Manual for Preschool Teachers. National Council for Educational Research and Training. New Delhi 2. Kaul, V. (2010): Early Childhood Education Programme. National Council for Educational Research and Training. New Delhi 3. Mother and Child Protection Card, Ministry of Women and Child Development, Government of India. 4. Muralidharan, R. , Asthana, S. (1991): Stimulation Activities for Young Children. National Council for Educational Research and Training. New Delhi 5. Position Paper on Early Childhood Care and Education, National Focus Group (2006). National Council for Educational Research and Training. New Delhi 6. Soni, R, Kapoor R, Vashishtha, K. K. (2008): Early Childhood Education. An Introduction. National Council for Educational Research and Training. New Delhi 7. Swaminathan, M. and Daniel, P. (2004): Play Activities for Child Development: A Guide to Preschool Teachers. National Book Trust, New Delhi. 8. WHO Child Growth Standards- Methods and Development, World Health Organisation 23.