Gatorade Sport Drinks Essay Example for Free

Gatorade Sport Drinks Essay Gatorade is a brand of flavored non-carbonated sports drinks manufactured by PepsiCo and distributed in over 80 countries. [1] It was first developed in 1965 by researchers at the University of Florida, as a means of replenishing the fluid, carbohydrates and electrolytes that are divested from the body during physical exertion. Its name was derived from the school’s football team, the Gators. Originally produced and marketed by Stokley-Van Camp, the Gatorade sports drink brand was purchased by the Quaker Oats Company in 1983, which was acquired by PepsiCo in 2001. As of 2009, Gatorade is PepsiCo’s 4th-largest brand, on the basis of worldwide annual retail sales. It primarily competes with Powerade and Vitaminwater worldwide, as well as Lucozade Sport in the United Kingdom. Within the U. S. , Gatorade accounts for approximately 75 percent market share in the sports drink category. [2] PepsiCo Inc. (NYSE:PEP) is a global manufacturer, distributor, and marketer of food and beverages, owning many well-known brands including Pepsi, Frito-Lay, Tropicana, Gatorade, and Quaker Oats. [1] PepsiCo operates in over 200 countries, with its largest markets in North America and the United Kingdom. [2] In 2009, the companys revenues were $43. 23 billion with net income of $5. 95 billion. [3] Unlike its major competitor, the Coca-Cola Company (KO), the majority of PepsiCos revenues do not come from carbonated soft drinks. [4] In fact, beverages account for less than 50% of total revenue. [4] Additionally, over 60% of PepsiCos beverage sales come from its key noncarbonated brands like Gatorade and Tropicana. [5] PepsiCos diverse portfolio can mitigate the impact of poor conditions in any one of its markets. Strong demand growth in international markets the company serves 86% of the worlds population and international sales account for 48% of revenue is helping to offset a sluggish domestic market and provided the company with opportunities for continued expansion. [6] [7] PepsiCo is highly exposed to raw materials costs. Prices for the most important input materials, aluminum, PET plastic, corn, sugar, and juice concentrates fluctuate widely. For example, aluminum prices have fallen nearly 60% from their 2008 highs of $1. 50/pound to less than $0. 90/pound. [8]. PepsiCo has benefitted from lower input prices after the collapse of the commodities super spike of 2008. Contents 1 Company Overview 1. 1 Quarterly Earnings 1. 2 Bottlers 1. 3 Operating Segments 2 Trends Forces 2. 1 PepsiCo Must Survive a US Slowdown While Capturing International Growth 2. 2 Commodity Costs are Pressuring Margins 2. 2. 1 Pepsi Must Face a Declining Demand for Carbonated Soft Drinks 2. 2. 2 The Dollar Affects International Performance 3 Competition 3. 1 Beverages 3. 2 Snacks and Convenient Foods 3. 3 Coke vs. Pepsi 3. 3. 1 Global Footprint 3. 3. 2 Diversified Product Offering 4 References On April 20, 2009, PepsiCo made an offer to acquire its two largest bottlers, Pepsi Bottling Group (PBG) and Whitman (PAS), for $6 billion in a combined cash and stock deal. The deal was turned down, forcing PepsiCo to make a sweetened $7. 8 billion offer on August 4, 2009. PepsiCo hopes to streamline manufacturing and distribution through the acquisitions, allowing it to bring new products to market more quickly and efficiently. The company expects to gain full control of 80% of its North American market and increase pre-tax profit by $300 million, increasing eps by $. 15. [9] The deal adds $4 billion in debt to PepsiCos balance sheet. According to PepsiCo CEO Indra Nooyi, the acquisition is necessary to consolidate profit as there is not enough total profit in the North American beverage industry to support investments in several different companies. [10] The acquisition closed on March 1, 2010. [11] With the purchase of Pepsi Bottling Group (PBG) and Whitman (PAS) in 2010, company executives have said that it will lead to increased joint marketing that will bundle the companys snack and beverage offerings together. [12]. In December 2010, PepsiCo announced the purchase of 66% of Wimm-Bill-Dann Foods, a Russian food and beverage company, for $3. 8 billion. After completing this acquisition, the company is planning to buy the remaining 34%. [13] Wimm-Bill-Dan is the leading producer of dairy products in Russia and they also have a large market share for juice; the purchase significantly expands Pepsis presence in Eastern Europe and Central Asia. The addition of Wimm-Bill-Dann moves Pepsi closer to their goal of creating a global nutrition business worth $20 billion by 2020. [14] The acquisition comes three months after the Coca-Cola Companys purchase of Nidan Juices, a leading Russian juice manufacturer. [15] Company Overview PEP Revenues by Segment[16] PepsiCo is the largest snack and non-alcoholic drink producer in the United States, with 39% and 25% of the respective market shares. [16] Although the carbonated soft drink market in the US has gradually declined since the mid-2000s, PepsiCo has been able to grow revenues and net income through product diversification and international expansion. In 2008, the company posted revenues of $43. 3 billion, a 9. 6% increase from 2007; net income fell by 9% to $5. 1 billion. [17] The increase in revenues was primarily driven by higher sales volumes in the key European and Asian markets as well as company wide price increases. [18] The fall in net income was attributable to two reasons. First, PepsiCo recognized a $346 million mark-to-market loss on derivatives used to hedge its commodity exposure. [19] Next, the company incurred restructuring costs of $543 million in relation to its Productivity for Growth program. [20] PepsiCo expects to record another $30-60 million charge in 2009 to complete the program, which will close six plants in an effort to streamline PepsiCos global supply chain. [20] Quarterly Earnings Q1 2009 In the first quarter of 2009, PepsiCo posted revenues of $8. 263 billion, a 1% decrease from Q1 2008 figures; net income fell less than 1% to $1. 135 billion. [21] Although net pricing across PepsiCos product line increased by 7% during the quarter, the company was negatively impacted by a 7% foreign exchange loss due to the strengthening US dollar, as well as a 2% net decrease in sales volume. [22] Q2 2009 In the second quarter of 2009, PepsiCo posted revenues of $10. 592 billion, a 3% decrease from Q2 2008 figures; net income fell less than 1% to $1. 66 billion. [23] PepsiCos volumes remained roughly constant between the quarters, with snack gaining 1% and beverages losing 1%. The decrease in net revenues was due to a weakening of the companys US beverage operations, which decreased by 9%, in addition to the strengthening dollar, which adversely affected revenues by 8. 5%. Ignoring these changes, revenues would have grown by 5. 5%, driven by gains in the the Latin America Foods and Asia/Middle East/Africa divisions. Net income remained roughly constant as input costs fell in line with net revenues. Ignoring currency fluctuations, Earnings Per Share (EPS) would have grown by 8%. [23] Q3 2009 In the third quarter of 2009, PepsiCo had revenues of $11. 08 billion, a 1. 5% decrease from Q3 2008; net income increased 12% to $2. 23 billion. [24] The increasing value of the US Dollar negatively affected net income by 7% and the company had $9 million in costs associated with its merger with PBG and PAS, its two largest bottlers. [25] Worldwide, beverage volume increased 0. 5% while snack volume increased 2%. Frito-Lay North America, the largest division of PepsiCo, grew net revenue by 5% and increased volume by 3%. [26] Through the first three quarters of 2009, Frito-Lay was the fastest growing consumer goods company in North America. [27] The second largest division, PepsiCo Americas Beverages, saw net revenues decline by 9% and total volume decline of 6%. [28] Both Gatorade and Aquafina had double-digit volume declines; discussing Gatorade, executives attribute the decline to casual consumers budget worries and insist that the core consumer, athletes, are still buying the brand. [29] In Latin America and Europe, net revenue declined 10% and 2% respectively, driven primarily by foreign currency weakness compared to the US Dollar. [30] Q4 2009 In the fourth quarter of 2009, PepsiCo had revenues of $13. 3 billion, a 4. 7% increase from Q4 2008; net income increased 99% to $1. 43 billion. [31] Operating income for the quarter was $2 billion. [32] Pepsi American Foods net revenues increased 4%, with a 5% revenues decrease for Quaker Foods being offset by 2% revenue growth for Frito-Lay and 10% revenue growth for Latin American Foods. Pepsi American Beverages net revenues decreased 2% as a result of a 5% decrease in volume. Pepsi Internationals net revenues increased 5%, supported by 4% revenue growth in Europe and 7% growth in AMEA. Volumes for AMEA increased 13% in the quarter while volumes for Europe decreased 3%. [33] AMEAs strong quarter was based on a 13% increase in snack sales and 5% increase in beverage volumes, with 21% growth in beverage volume in India. [34] However, Chinas beverage volume decreased, which implies a market share loss to Coca-Cola Company (KO), whose China volumes grew 29% during the same period. [35] Q1 2010 In the first quarter of 2010, PepsiCo had revenues of $9. 4 billion, a 13. 4% increase from Q1 2009; net income increased 26% to $1. 4 billion. Operating income for the quarter decreased 47% to $840 million. [36] On February 26, PepsiCo completed the acquisition of its two largest bottlers for approximately $12. 6 billion; charges related to the merger in this quarter were approximately $282 million . [37] Worldwide snack volume for the quarter increased 1% while beverages volume dropped 0. 5%. Frito-Lays operating profit increased 10%, primarily as a result of increased sales of variety product packs and the decreased cost of cooking oil. [38] Quaker Foods revenue decreased 1% because of declines in ready-to-eat cereals and oatmeal, which were partially offset by substantial growth in the Roni brand; operating profit declined by 12% mainly as a result of insurance recoveries related to last years flood at Cedar Rapids. [39] In Latin America, favorable net pricing and a 1% increase in volume resulted in a 13% increase in revenues; however unfavorable currency exchange rates in Venezuela (19% decrease) accounted for a 12% decline in operating profit. [40] In Europe, favorable currency exchange rates offset 4% declines in snack and beverage volumes, for net revenues increase of 5% and operating income increase of 16%. [41] Double-digit growth in snacks and beverages volumes for India and China drove net revenues up 23% and operating income up 17% for the Asia, Middle East, and Africa segment. [42] The companys Americas Beverages segment saw volumes slip 4% (despite a 2% gain from a recent distribution agreement with Dr Pepper Snapple Group (DPS)) with a double-digit decline in Aquafina volume. However, net revenues increased 32% while operating income decreased 83% as a result of the completed merger with PepsiCos two largest bottlers. [43] The merger makes comparisons to previous quarters very challenging, however the Americas Beverages segment is in the process of de-emphasizing less-profitable products in favor of higher end offerings, such as Gatorade, which saw nearly 10% volume gains in the quarter. [44] Q2 2010 In the second quarter of 2010, PepsiCo had revenues of $14. 8 billion, up 40% from Q2 2009; net income decreased 3. 4% to $1. 6 billion. Operating income increased 12. 3% to $2. 46 billion. [45] The primary reason for the discrepancy in revenues and net income was the ongoing costs associated with the companys purchase of its primary bottlers. In Q2 2010 charges related to the restructuring decreased income by $155 million. [46] Worldwide volume increased 7% with an 11% increase in beverages and 1% increase in snacks. Frito-Lay pound volume fell 3% but net income increased 2%. The segment also benefited from lower commodity costs, in particular lower prices for cooking oil. Quaker Foods North Americas revenue fell by 4% with a 2% decline in volume that was primarily attributable to a decrease in cereal volume. [47] Latin America Foods net revenue increased 12% with a 2% increase in volume. However, operating profit fell by 5% after an unfavorable court settlement decreased profits by 5% and unfavorable currency exchange rates added another 5% to the decrease. The companys Americas Beverages increased revenues by 112% as a result of the merger with its major bottlers; volume for the quarter increased 13% with 8% coming from the acquisition of bottling operations in Mexico and 6% from PepsiCos contract with Dr. Pepper Snapple Group. [48] In Europe, net revenues increased 47% with snack volumes growing at 2% and beverage volume growing at 10%. Sales improved in most of Western Europe and Russia but declined slightly in Eastern European countries such as Romania and Ukraine (with the one exception of double-digit beverage growth in Turkey). [49] In Asia, Middle East, and Africa, where the company has recently invested significant funds in increasing manufacturing capabilities, net revenue grew 22%. Snack volume grew 16% and beverage volumes increased by 8%. India saw double-digit growth in both categories, while snack volume in the Middle East and China grew more than 10%. [50] Q3 2010 In the third quarter of 2010, PepsiCo had revenues of $15. 5 billion, up nearly 40% from Q3 2009; net income increased more than 11% to $1. 9 billion. Operating income increased by 25% to $2. 8 billion. [51] The companys volume and revenues increased worldwide for both food (+2. 5%) and beverages (+11%). Quaker Foods was the companys only division that failed to grow its operating income from 2009 with the largest gains posted by North American beverages, Europe, and Latin America Foods. [52] PepsiCo Americas Beverages operating profit grew nearly 80% for the quarter with the majority of this growth related to the companys purchase of its main bottlers in Q1 2010. However, volume grew by 13% during the quarter reflecting 8% growth in Mexico (operations in Mexico were included in the bottling merger), 6% volume growth due to the companys new contract with Dr Pepper Snapple Group (DPS), and a 4% decline in carbonated beverages in North America that was more than offset by a 5% increase in non-carbonated beverages. The success of the latter was due primarily to a double-digit increase in volume for Gatorade; water sales continued to fall during the quarter. [53] In Europe, volume growth related to the bottling merger accounted for a 7% increase, while double-digit growth in Russia, the UK, and Turkey pushed volume up 17% in total. Snack volume for the quarter grew by 3%, again supported by Russia, the UK, Turkey, and France. Both beverages and snack volume fell by more than 10% in Romania during the quarter. [54] Latin America Foods operating profit grew by 22% as a result of a double-digit volume increase in Brazil and nearly 10% increase in volume for the Sabritas brand in Mexico. [55] Operating profit for Quaker Foods decreased by more than 5% as a result of a 1% decline in volume, especially for Roni and Oatmeal brands. For Frito-Lay North America, pound volume declined 2% as a result of overlap with the companys 20% More Free promotion; sales of Sun Chips fell by more than 10% forced the company to abandon its compostable, albeit noisy, packaging. [56] In the Asia, Middle East, and Africa segment snack volume grew by 16% and beverage volume grew by 4%. Snack volumes grew significantly in the Middle East, China, India, and Australia while only China exhibited strong single-digit beverage growth. [57] Bottlers *Note Pepsis acquisition of Pepsi Bottling Group (PBG) and PepsiAmericas (PAS) was completed on March 1, 2010 PepsiCos beverage division manufactures concentrated syrup forms for all of Pepsis beverage brands. PEP sells these concentrates to bottlers for production, packaging, and distribution of the final products. PepsiCo grants bottlers the use of Pepsi trademarks and other brand rights within certain geographic regions. In August 2009, Pepsi made a $7 billion offer to acquire Pepsi Bottling Group (PBG) and PepsiAmericas (PAS). As the US carbonated beverage market shrinks from 60% of all nonalcoholic beverages in 1999 to 35% in 2009 PepsiCo hopes to consolidate the earnings of the three companies for shareholders. [9] Additionally, PepsiCo believes the acquisitions will streamline company-wide distribution through economies of scales. Three companies distribute 60% of PepsiCos North American beverage volume:[58] The Pepsi Bottling Group (PBG) is the largest of PepsiCos bottlers. PepsiCo has a 33% stake in Pepsi Bottling Group (PBG), and claims its share of income under the equity method of accounting. [59] PepsiAmericas (PAS) is the second-largest bottler in the Pepsi system. PepsiCo has a 43% stake in PepsiAmericas (PAS), and claims its share of income under the equity method of accounting. [60] Pepsi Bottling Ventures is the third-largest domestic bottling company within the Pepsi system. The company was formed in 1999 when five of Pepsi’s bottling companies consolidated to form PBV. Operating Segments PepsiCo operates in six divisions: Frito-Lay North America (29% of Revenue, 43% of Operating Income)[61] manufactures, markets and sells branded snacks. Popular products include Lays Potato Chips, Doritos Tortilla Chips, Cheetos, Rold Gold Pretzels, and SunChips. [1] Following the companys purchase of Pepsi Bottling Group (PBG) and Whitman (PAS), company executives have said that it will lead to increased joint marketing, bundling the companys snack and beverage offerings. [62] Quaker Foods North America (4% of Revenue, 8% of Operating Income)[61] manufactures, markets and sells cereals, rice, pasta and other branded products. Popular products include Quaker Oatmeal, Aunt Jemima mixes and syrups, Cap n Crunch cereal, Rice-A-Roni, and Life cereal. [1] Latin America Foods (14% of Revenue, 13% of Operating Income)[61] manufactures, markets and sells a number of leading salty and sweet snack brands. Popular products include Gamesa, Doritos, Cheetos, and Ruffles. [4] PepsiCo Americas Beverages (25% of Revenue, 29% of Operating Income)[61] manufactures, markets and sells beverage concentrates, fountain syrups and finished goods, under various beverage brands. Popular products include Pepsi, Mountain Dew, Gatorade, Tropicana, and Izze. [4] United Kingdom Europe (15% of Revenue, 10% of Operating Income)[61] manufactures, markets and sells a number of leading salty and sweet snack brands. Popular products include Lays, Walkers, Doritos, and Cheetos. [4] Middle East, Africa, and Asia (13% of Revenue, 8% of Operating Income)[61] manufactures, markets and sells a number of leading salty and sweet snack brands. Popular products include Lays, Smiths, Doritos, and Cheetos. [63] Trends Forces PepsiCo Must Survive a US Slowdown While Capturing International Growth Soaring food and energy prices[64], the housing slump[65] and a weakening job market[66] are putting the breaks on consumer spending in North America, even in the typically recession proof drinks and snacks market. Emerging markets such as China, India, Eastern Europe and Latin America present strong growth opportunities for Pepsico. In December 2010, Pepsi announced their purchase of Wimm-Bill-Dann Foods, a Russian food and beverage company, for $5. 4 billion[67]; the purchase followed Coca-Colas purchase of a Russian juice company for $300 million in summer 2010. [68] Wimm-Bill-Dan is the leading producer of dairy products in Russia and they also have a large market share for juice; the purchase significantly expands Pepsis presence in Eastern Europe and Central Asia. The company had sales of $2. 6 billion in 2010 and serves approximately 280 million customers in Eurasia. [69] In addition to making international acquisitions, PepsiCo is investing significant resources in expanding their manufacturing capabilities in developing markets. The company has pledged to invest $3. 5 billion in China through 2013, mainly through the construction of 10 to 12 new manufacturing facilities (in addition to the 27 it currently operates). In China, Pepsi is also pursuing a strategy of buying back stakes in its Chinese operations from local partners. These acquisitions will give the company greater control over its operations while increasing profits. Unlike the saturated North American market, Chinas carbonated drink market is growing at almost 20% annually. [70] In late August 2010, PepsiCo announced its plan to invest $250 million in new manufacturing plants in Vietnam further expanding its footprint in the region. In the past two years, the company invested in two other manufacturing plants in Vietnam, and it currently operates five plants in the country. [71] In Latin America, the company has pledged $3 million over the next three years to create an agriculture research center in Peru, which will focus on the discovery of new potato and other vegetable varieties. [72] Pepsis expects their global nutrition business will be worth $20 billion by 2020. [73] Commodity Costs are Pressuring Margins 2007-2009 PET resin prices, ? /pound [74] PepsiCos profitability can be affected directly and indirectly by the costs of various production inputs. PEP is responsible for purchasing the raw materials used to make its products in all its markets and also acts as an agent for the purchase of its bottlers raw materials. Some of the raw materials used by PEP include grains such as corn, wheat flour, oats and rice; fruit and vegetable products like oranges, potatoes, and juice concentrates; sugar; and vegetable and essential oils. For example, aluminum prices have fallen more than 60% from their 2008 highs of $1. 50/pound to less than $0. 65/pound. [8] Changes in the prices of such raw materials could impact total production costs and the company’s profit margins. Changes in bottlers production input costs can also indirectly impact PEPs profits. If a bottlers raw materials become more expensive, it might pass on the increase to customers, which could lead to a loss of market share as customers switch to more affordable alternatives. The primary raw materials used by bottlers are high fructose corn syrup, which is used as a sweetener, aluminum, used to make cans, and PET Resin, used for plastic bottles. In an effort to insulate itself from market forces, PepsiCo has invested $29. 3 million in five farms in China, making it one of the countrys largest agricultural companies. [75] The farms primarily produce potatoes for the companys potato chip brands and by 2005, the company was the largest private potato grower in the country. [76] In her 2008 visit to China, CEO Indra Nooyi said that the company is planning to invest $1 billion in China by 2012. [77] In addition to its farms in China, Pepsi has 12,000 contract farmers in India growing potatoes on 16,000 acres of land. In addition to potatoes, the company is hoping to expand its contract farming initiative to include oats in the near future. [78] Pepsi Must Face a Declining Demand for Carbonated Soft Drinks Consumer demand for CSD has been negatively affected by concerns about health and wellness. Since 1999, carbonated soft drinks have dropped from 60% to 35% of total US beverage volume. [9] Rising health and wellness concerns can be attributed to increasing concern for obesity as well as education campaigns on the part of the FDA as well as non-profit groups. Public campaigns to ban sales of soft drinks and fatty snacks in schools have also negatively impacted demand for sugary sodas. These factors have driven a shift in consumption away from CSD to healthier alternatives, such as tea, juices, and water. Even within the CSD segment, consumers have been moving away from the sugared drinks, opting instead for diet beverages, which do not generally contain any sugar or calories. In response to this shift in consumer demand, PEP has increased its development of both diet CSD and non-CSD beverages. With its popular Tropicana and Gatorade brands, PepsiCo is much better situated than Coca-Cola Company (KO) to react to these changing trends. Facing lower Gatorade sales in 2010, Pepsi developed a social marketing department to track the brands performance and online reputation. By tracking user discussions online and Gatorade groups on Facebook, the company has been able to quickly respond to consumer demands. The results of Pepsis new marketing initiative is inconclusive because the brand rose 2. 4% during the first half of 2010 but this is compared with low sales in 2009. [79] The Dollar Affects International Performance Changes in the strength of the dollar compared to foreign currency could impact the company by decreasing both costs and revenue in dollars. As the strength of the dollar increases, all sales made in foreign currency end up being worth less because the amount of US dollars the company gets per sale decreases. On the other hand the cost of foreign inputs (food and other commodities that go into PepsiCo products) sold in foreign currencies would decrease with the strengthening dollar. Since over half of PepsiCos sales are in international markets, the increasing value of the dollar could be a significant factor driving revenues down overseas. Specifically the company primarily deals with the British Pound, Euro, Australian dollar, and Canadian dollar. Between July and December 2008, the dollar regained nearly all its 2007 losses against foreign currencies, and has continued this trend through 2009. [23] Competition 2008 U. S. non-alcoholic beverage market by volume[80] Beverages In the domestic beverage market, the Coca-Cola Company (KO) is PepsiCos main competitor. In 2008, Coca-Cola had a 23% share of the U. S. non-alcoholic beverage volume, while PEP held a 25% share. Coca-Cola Company (KO) has a higher worldwide share of carbonated soda beverages, but PepsiCo has a more diverse product line and leads the industry in non-carbonated soft drink innovations. [81] PepsiCos revenues are also substantially higher than Coca-Colas, due to PepsiCos snack and convenient foods business, a market in which KO does not participate. PepsiCos presence in the snack and convenient food industries, as well as its industry-leading innovations in the non-carbonated soft drink segment, gives it a somewhat more balanced portfolio than Coca-Cola and provides the company with some protection against further declining demand for CSD. Pepsi also pays the Dr Pepper Snapple Group (DPS) for the rights to sell its products, along with Coca-Cola Company (KO). In December 2009, Pepsi agreed to pay Dr Pepper Snapple Group (DPS) $900 million for the continued rights to sell Dr. Pepper products following the companys acquisition of its North American bottlers. [82] This deal was similar to a contract signed by Coke and Dr. Pepper in June 2010, worth $$715 million, that gave Coke similar distribution rights following their acquisition of Coca-Cola Enterprises (CCE). [83] Snacks and Convenient Foods 2008 U. S. Snack Market by volume[80] PepsiCos Frito-Lay and Quaker brands compete in various parts of the larger food industry. Its snack foods manufactured by the Frito-Lay segment hold a commanding share of the U. S. market, accounting for around 39% of domestic snack food sales in 2006. PepsiCos main competitor in the food market overall is Kraft Foods (KFT). Krafts products include snacks, cheese, diary, and cereal products, which puts it in competition both with Frito-Lay and Quaker products. Much like the Coca-Cola Company (KO), Kraft does not participate in both the food and soft drink markets, giving PEP the advantage of having a more diverse offering of products. Coke vs. Pepsi For decades now, Coke and Pepsi have battled for our hearts and minds but what about our capital? Which company will add the best flavor to your investment portfolio? Although both companies share powerful brand names and global franchises, there are two important distinctions between Pepsico and Coca-Cola that any investor should consider before choosing between these comestible titans: Global Footprint When it comes to international presence, Coca-Cola easily trumps Pepsico. In 2009, Coca-Cola generated 74% of its revenue overseas compared to 48% revenue for Pepsico. [84][85] Coca-Colas impressive global footprint puts it in a better position to benefit from strong growth across the globe, particularly in the developing world. Furthermore, because Coke generates so much of its revenue abroad, it stands to benefit greatly from the continuing weakening of the dollar as sales denominated in foreign currencies are suddenly worth more dollars back home. At the same time, Pepsicos heavy dependence on North America makes it much more susceptible to a slowing US economy. Diversified Product Offering. Another important distinction between the two companies is their product offering. While KO is essentially a one-product company that focuses on beverages, Pepsico has a much broader product base that includes beverages, foods and snacks. Coca-Colas heavy dependence on beverages, particularly carbonated beverages, makes it more susceptible than Pepsico to a growing aversion to soda which is perceived as fattening and unhealthy. On the other hand, Pepsicos extensive portfolio of beverages, foods and snacks puts it in a better position from the trend to healthier eating.

International Business Between Japan And Germany Management Essay

International Business Between Japan And Germany Management Essay Our firm is globalizing to create more unified production and marketing organizations which more effectively utilizes the comparatively advantages and taking over of our competitor in the German market. However, to capitalize on the rapid expanding markets that the company has just possessed in the German market, there is the need for us to manage the cultural diversity between our Japanese managers and the German workforce environment. There is the need for the company to give a keen concern to this issue as in many cases, the inability to manage cultural differences often result to a serious impediment to business success. Managing a company of different cultural diversity is, in fact, a prerequisite to taking full advantage of firm and its host country strength. I am to use two general approaches which are the communication mode (cultural distance) and Blaus theory of social integration (social contact in the three core departments). This is to assess how staffing practices would improve the firms performance by increasing their interpersonal contact nationalities at various department levels. Culture is the totality of socially transmitted behavior patterns, arts, beliefs, institutions and all other products of human work and thought, (the free Dictionary, 2010). Culture is what helps us to organize our world and to know how to respond to it in return both in our lives, social groups and work place. This can be done by learning from friends and relatives, teachers, and by ourselves (observation). People who are from different cultures have lived in a different part of the world and have experienced different societies or participated in different institutions (corporations, schools and others), this is applicable to the Japanese managers who will be managing the German company, they have learnt from different values, beliefs, behaviors, expectations and norms compared to the German workforce. Cultural Differences between Japan and Germany in Their Workforce The forms of leadership and personality are many and are different, but the core values and directions to be used are: Power Distance: This is the extent to which less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally (Hofstede, 1998). The inequality distribution of power is manifested in certain administrative policies and procedures engaged in different organizations and working environments and in the assessment of the accuracy or aptness of such decisions in terms of their organizational goals. This is the degree of inequality that the population of a country considers as normal. The Japanese are known to have a medium (54%) power distance, they are deeply entrenched into culture and tradition and they also adopt a passive work culture. Their workers are expected to respect and obey their boss. These leaders tend to respond to their subordinates with highly paternalistic attitudes that lead to an extremely hierarchical and rigid organizational environment. The superlative model is traced to come from their early village leaders who were skillfully unassertive, led by implicit compromise, nonverbal communication and indirect discussions. This is the same with their organizational leaders today, where the subordinates are meant to be at work before their boss and leave after their boss; they are even apologetic when they leave the work place before their co-workers (Buzzle.com, 2010). The Germans are known to have the lowest power distance of 36%. This measures the extent to which the less powerful members accept that power is distributed unequally in the German institutions and organizations. This implies that Germany is a decentralized society, relatively flatter organizational structures and a comparatively smaller proportion of superiors. Their workers are remarkably loyal to their companies in the sense of organizational confidentiality. The Individualism Collectivism: This is the measurement of the ability to live in groups or to choose an individual path, not minding what the group or the community would be thinking or doing. In this value, the individual achievement is highly esteemed. The Japaneses Individualism is rated to be at a medium range of (46%) due to the sempai-kohai mentor relationship between the managers and their subordinates. The managers are expected to be part of and involved in the personal life of their subordinates, this will be as a result of their close personal bond relationship. Importance on equality of all group members also supports group harmony. This is usually considered more important than overall productivity. Individuals are not singled out for appraisal or criticism, but it is usually directed at the groups. The German individualism is measured to be 67% which is higher than that of Japan. It is all about the tendency of people looking after themselves and their immediate families only and not allowing other peoples faring to be their priority. They prefer to shoulder their personal responsibility by themselves (independent). At work place, the Germans prefer to achieve their job goals with a joint effort and negotiation decisions are often referred to committees. In business situations, shaking hands at the beginning of the meeting and at the end is seen to be necessary. The handshake is to be accompanied with a slight bow with eye contact reciprocal nodding to make a good impression especially with a superior, as failure to do that would result to a bad start. Masculinity: This is seen as the degree to which tough values like boldness performance, success and competition prevails over quality of life while maintaining a warm personal relationship, service and caring for the weak and solidarity. The Japanese are known to be the most masculine society in the world; they are rated to be 95%. They believe in achievement, expansion, wealth and survival of the fittest. They see manufacturing and business to be more important than arts and healing. They give priority to successive entrepreneur, and longer working hours than holidays. Their business culture is known to be men oriented and workplaces are often autocratic. The Germans are known to rate 66% on masculinity, the characteristics of their cultural success are known to be money and material possession from the dominant values in the society. From the Hofstedes model, the Germans place a greater value on their earnings, recognition, advancement and challenges. Uncertainty Avoidance: This is the degree to which the people in a county prefer structure over unstructured situations. Long-term against short-term orientation: the long-term values are oriented towards the future, like prudence and diligence. The short-term values oriented towards the past and present, like respect for institution and social obligations. Issues that are Bound to Arise for the Japanese Managers in the Acquired in Germany As foreign managers that would be responsible for the coordinating of the human resources, finance and marketing departments, there are bound to be some issues that would arise in the managing process. Amongst these issues are: Managing Cultural Differences in the Human Resources Department The Role and Status of the HR Managers: there will be the possibilities of experiencing a social hierarchy which can cause communication bumps in the department. For example, the Japanese managers would think it is alright to place the women as subordinate to men by giving the men a superior role. This would be seen as a bias treatment by the women as it is not done that way in the German workforce. However, the German subordinate staff might be expecting the Japanese managers to maintain eye contacts while addressing or communicating with them as it is their way of life to communicate while looking at each others eyes and nodding their heads to indicate an agreement to the discussion. This is as in the case of Individualism versus collectivism theory which centers on individual rights and values being dominant or subordinate to those of the collective society (international Business assignment slide, 2010). Another example is the manager cracking jokes during interviews, inductions, and meetings as they may feel it is an eye breaker to ease tension and to keep their subordinates relaxed, but the Germans take their meetings very serious and would take the Japanese managers to be unserious and insulting for a mere joke during periods. Emotional Culture versus Neutral Culture: which is a culture where emotions are expressed openly and naturally. An instance is when the men innocently try to interact with the women in the workplace, such women can feel uncomfortable or violated in some way. In contrast, the German men who their emotions are being held in-check may not adapt well to working equally with the Japanese female staff or having female as their manager due to their (Japanese) openly emotional expression. Understanding the interaction between sexes and the roles assigned in various cultures is important. Personal Space during Interviews and Meetings: Germans typically prefer to stand about six inch apart when conversing, though this might not be a very big issue for the foreign managers, but there is the need for the nuances in personal space to be emphasized as it can help communication tremendously. Remuneration differences: the Germans get better pay package to the Japanese, this could be a big bonus for the Japanese managers as their wages would be better than their initial take home packages and they would be treated as expatriates which would make them feel encouraged due to the benefits that would be attached to their position. Managing Cultural Differences in the Marketing Department The Role and Status of the Marketing Managers: it is the duty of the marketing manager to sort for different strategies on how to attract more customers through advertising, pricing and branding as can be seen in the appendix A. However, the choices that would be offered to the customers would depend on the marketing manager of the firm as in the appendix B. The cultural differences may ruin the marketing process as the Japanese managers may apply their own marketing cultural system in the areas of product attributes knowing that products only sell well when their attributes matches the consumers needs and the distribution strategy as this might not yield to the expected result of the company. Communication Strategy: the means through the company ideas would be communicated to their targeted markets might have some huddles as this would include body language, speech and pictures speaks a lot, but it can also be interpreted differently especially having to do with two different cultures. Averted eyes are a sign of respect to the Japanese which the managers might be using; the Germans may misinterpret it to be something else. However, the Germans uses handshakes to bond agreements which the Japanese managers may not feel comfortable with, but rather they would prefer bowing and the Germans might find that to be funny. The Japanese manager may view this as lack of respect or ignorance. Economic Development: the marketing managers may apply a lower product standard to the manufactured cars which might have a negative response from the consumers knowing that consumer behavior is highly influenced by the economic development (high technological standard). However, consumers in highly developed countries like Germany tend to demand extra performance attributes in their cars not regarding the pricing factors. In this case, product reliability is highly recommended for the German market. Personal Appearance: The Japanese might want to remain true to their beliefs by dressing in their traditional attire to work. The Germans may view this as inappropriate or unprofessional for a business environment. Religion: Religion dominates life in a way that is often difficult for the Germans to understand. The Japanese celebrates their new year (shogatsu or oshogatsu) in a very big way. Most businesses are usually shut down for almost a week during this period which the Germans may view it to be mixing pleasure with business. These differences need to be respected, where possible, and not ignored (Japan-guide.com, 2010). Managing Cultural Differences in the Finance Department The Role and Status of the Finance Managers: Accounting has its own business communication language which varies from country to country. The use of the Japanese financial standard may result to confusion in the finance department during auditing as it is possible for countries with a lower uncertainty avoidance cultures to depend on the professionalism of auditing system of another country with a better experience. However, it is the introduction of the International Accounting Standard Board that would be suitable for the management to use in order to prevent cultural financial differences. The Lack of Comparability of Financial Report: Due to the national differences in the accounting and auditing standard, the Japanese managers may find it difficult to interpret and understand the Germans financial standard and it is the introduction of transnational investment and the transnational financial report that would be suitable for the finance depart that would be made up of two or more different cultural backgrounds. Investment Decisions in the Finance Department: The cultural differences in the department can result to the manager using the Japanese ideas to strategize the different sectors to invest on. This might back-fire as the German market is different from that of the Japaneses and what is working their economy might not work for the German market. However, the use of capital budgeting with the assistance of a local staff would be a solution to this issue as it can be complicated when it comes to international differences. Currencies Differences: This will give the foreign managers a tough time for a while to know the different denominations of the German currencies and would be time taking during the conversion of the currencies. Another issue might be the use of the debt financing method which is mostly common in the Japanese financial institution and this is not common in the German financial system. However, it is quite impossible to identify all of the potential cultural differences. Therefore, many resources are available to help the both parties learn more about each others cultures if they are so inclined. Workers might act like they understand what the managers would say, but in fact, may not know. This can be dangerous. An example is a business journal article on the rising number of Hispanic workers in Charlotte-Mecklenburgs construction industry. It points out how workers who speaks little English were at risk of having accident on their job because of not having enough grasp of safety standards. In the case of this issue, on-site training can be organize with the help of interpreters to ensure that a clear and complete understanding is achieved at the industry in Germany. Recommendations on How to Deal With the Potential Issues that Are Likely to Arise Between the Japanese Managers and the German Workers Clearly, it is the responsibility of the Japanese manager to learn German language and adapt to their cultural norms in their workplace. However, this can be for longer time duration. In return, the German worker should not just expect the foreign managers to figure out things by themselves as this can be a setback in workplace. The human resources department in Japan can be of help by offering tips and suggestions on how these issues can be bridged. The area of suggestions can be as follows: Learn as much as you can about the culture of the Germans as cross-cultural literacy is critical to the success of every international business. Recognize the broad ethics diversity that exists within the different groups in the German workforce. There are different cultural groups in Germany (Danes, North Frisians, Sater Frisians, Sorbs, Sinti and Roma (Culturalpolicies.net, 2010). Therefore, there is the need for the managers to learn about these groups in order to recognize their ethnic diversities. Respect the staff differences, abilities and personalities. The managers should not just assume the Germans share common language or culture as that may not mean they are the same or alike. Stereotyping discounts individuals and can limit options for them in workplace. As getting to know the workers culture would be the first step to getting to know them as individuals. Consider having co-workers who will serve as mentors and coaches to help the managers adapt to the culture and vocabulary of the workplace. Feedbacks should be asked for and demonstrations should be used to ensure that complete understanding is achieved. Helping people to learn your language is another way to build trust and loyalty. Co-workers should be of help to prevent feelings of inadequacy and embarrassment when their superiors and co-workers cannot express themselves clearly and this can be done by being patient.

Portrayal of Arabs and Muslims in Hollywood

Portrayal of Arabs and Muslims in Hollywood Zeinab Kobeissi Over the years, pre and post 9/11, many people have noticed that Hollywood tends to dehumanize Arabs and Muslims. In most western movies, Arab and Muslim characters are subjected to racial and ethnic stereotyping and have continued to be the center of vilification for the entertainment industry in the states. The mass media has depicted Arab and Muslim stereotypes in a number of ways within the American culture and the west in general. Through the society’s media, literature, theatre, and many other creative outlets, stereotyping of Arabs and Muslims is manifested continuously. Such representations have been negative for the most part, whether they were based on historical facts or on works of fiction. They have also had very negative repercussions on Arabs and Muslims who live in the west especially as a reaction to current events and when it came to daily interactions. Generally, Arabs and Muslims exist as one-dimensional characters in Hollywood cinematic works and appear almost sub-human. They are typically always a danger or a threat, ignorant, violent, and most importantly obsessed with kidnapping or killing as many Westerners as possible as they supposedly view them as the enemy. Edward Said notably coined the term â€Å"Orientalism† to express the cultural habit of converting those from eastern cultures into the â€Å"Other†. The notion of Orientalism presents exotic characters that are created from a Western political and social biased perspective in order to provoke a powerful reaction against the eastern culture while at the same time confirming western values. Basically, the hero westerner defeats the nameless evil villain from the east and the western audience in turn feels good about itself. In Reel Bad Arabs, Shaheen states that televisions image of the Arab is omnipresent [and] is becoming a part of American folklore. He also says that Arabs have consistently appeared in American popular culture as billionaires, bombers, and belly dancers† which are known as the 3 B’s for the role of a typical Arab character in a Hollywood movie. What most seem to be forgetting though is the fact that â€Å"Muslim† is no more synonymous with â€Å"Arab† than â€Å"Christian† is with â€Å"American†. In Hollywood movies, Arabs are equivalent to Muslims, though Arabs actually comprise only 12 percent of the Islamic world population. Islam followers or supporters live on every continent and the Muslim majority is not present in the Middle East, rather in the Asia-Pacific region in countries like India, Malaysia, and Indonesia. In fact, the latter has the largest population of Muslims and is a constitutional republic. It is not very surprising, however, that Hollywood makes Arabs and Muslims synonymous, appearing in such a manner as one. Hollywood is simply reinforcing the concept of Orientalism when it comes to Muslims. Edward Said explains how the image of Muslims in the eyes of orientalists was not any different from anti-Semitic views by saying that, â€Å"Not accidently, I indicate that Orientalism and modern anti-Semitism have common roots†¦ The transference of a popular anti-Semitic animus from a Jewish to an Arab target was made smoothly, since the figure was essentially the same.† Basically, what Hollywood now does is use a newer and more effective technique to warp the image of Islam; how Muslims are described in Hollywood is similar to how the Jews were portrayed in Nazi-inspired movies. It is crucial however, to mention that there have actually been some movies after 9/11 that portray Muslims quite fairly; such as The 13th Warrior. Unfortunately though, the negative image is usually more influential than the positive one as it feeds people’s fears. According to a survey done by the Pew Forum in 2009, 35 percent of Americans believe that Islam promotes violence more than the rest of the other religions. Moreover, according to a poll done by Time Magazine, 62 percent of Americans do not personally know a Muslim American. This means that most Americans form their concept of Islam from what the mass media offers them, and this is extremely problematic. Hollywood must give out an image that gives attention to what unites the people of this world, focusing on the positives and the universal humanistic qualities that bring people together instead of dividing them. The 13th Warrior is one of the very few Hollywood movies that portray Arabs and Muslims realistically. The Arabs in this movie are portrayed in a way that they appear to be multi-dimensional just as any westerner would be in a Hollywood production. The Arab here is not only depicted as a regular human being but even more so as an actual hero. Even Jack Shaheen deems it as one of the best depictions of Arabs in film; it has a balanced and progressive image of Arabs. The main character, Ahmad ibn-Fadlan Ibn-Fadlan is an Arab, who is at the same time the narrator describing his exploits with the Vikings. He tells his experience with them looking back as an outsider. The life of these Vikings is seen from the perspective of a character who appears to be a learned member of a civilized society, serving as an observer and the viewers’ window to a foreign culture from foreign eyes. Through him, we see and react to traditions that neither we nor him are familiar with, and this makes t he viewer discover more about him as well as those he is talking about. The way he adapts to their cultural ways and even adopts some of their social patterns as well adds more layers to his character, and this encourages respect and tolerance for other religions and races. Neither the Arabs nor the Vikings seem to be radical or fanatic and no faith is criticized or put down. In The 13th Warrior, from the point of view of the Arab â€Å"other†, we see characters from two distinct cultures and backgrounds learning from each other and growing from the experience. The main character and protagonist in this Hollywood movie is actually a likable Arab who realistically tells the tale of his encounter with a strange culture and convincingly demonstrates his attempts to connect with this odd and bizarre world that he has stepped into. In turn, the Vikings treat him kindly and put aside his differences instead of distrusting him for them. They even come to a point where they refer to him as â€Å"little brother†. The Arab is portrayed as rational and intelligent vs. impulsive and primitive. Ibn-Fadlan quietly learned the Vikings’ tongue by immersing himself into their conversations during their nights next to the bonfire and carefully dissecting their language. He learns to understand it and speak it by merely listening to them talk and repeating the sounds in his mind, a task that would probably be impossible in real life. This helps his character appear as an educated man who is clever enough to accomplish incredible tasks quite quickly, which earned the respect of the Vikings. Another act of intelligence by Ibn-Fadlan is when he deciphers what the oracle had told him and his fellow warriors when they went to see her. The men wanted to ask about the whereabouts of some men who had attacked them earlier, but the woman was quite mad and could not speak very coherently. When no one was able to understand what she was hinting at, Ibn-Fadlan was able to put the clues together and finally tell the warriors where the men who had once attacked them lived. Not to mention that the Arab was the only one who was able to provide a token from the enemy for the oracle to derive energy from. â€Å"Drawing sounds†, which referred to the writing of letters and words, was something the Vikings knew only the Arab was capable of doing amongst them. A fellow warrior found Ibn-Fadlan drawing these sounds into the sand with a stick and wondrously questioned him about it. Ibn-Fadlan explained to him how he could also speak them back – read them – and showed him how it could be done. Even though the Viking still did not quite grasp this notion, he recognized Ibn-Fadlan’s spectacular ability to comprehend such a novel and complex idea and eventually learned from him, as Ibn-Fadlan did from the Vikings. Even though Ibn-Fadlan is Arab and Muslim, there is no direct assumption that just because he is Arab he is also a Muslim. The emphasis of his identity remains on the fact that he is an Arab and that is where the focus lies. We discover he is Muslim when he tries to explain to the Viking that there is only one God, and that Mohammed is his prophet, which is an actual prayer in Islam. Also, we see him praying on the prayer mat only once in the entire movie, which helps in showing that Muslims are not necessarily praying and saying â€Å"Allahu Akbar† all the time as they do in most other Hollywood productions. We are used to seeing the intolerant and angry Arab who cannot accept other cultures and religions other than his own. In this film the Arab surprisingly shows tolerance to the others’ religion and cultural practices unlike a stereotypical Arab, as depicted by Hollywood, who is always at war with the West and their ways. When Ibn-Fadlan gets injured in battle, a Viking woman attempts to heal his wounds by applying cow urine. When he learns what she is putting on his cuts he reacts quite disgustingly and asks her for clean water instead. After explaining how this is better for the wound to heal properly, he complies and puts his recovery in her unusual methods. You would never imagine an Arab falling in love with a Western woman and actually having a respectful and polite interaction as Hollywood almost always portrays the Arab man to be abusive and oppressive to women. Ibn-Fadlan falls in love with a Viking woman and they share a mutual admiration to one another; neither looks at the other as an â€Å"other† but rather as true equals. Unlike the usual Arab depiction of them mistreating women, here the Arab treats the Western woman with utter appreciation and affection. He even makes love to her outside of wedlock, that night after the big battle where they find themselves unable to resist their attraction to one another, which is also not allowed in Islam. Ibn-Fadlan finds himself trying out new things and not resisting exposing himself to alien traditions. The Arab is usually never adaptive or social in Hollywood films, but more closed off and unwilling to interact with the outside world. Ibn-Fadlan breaks this stereotype and engages in a give and take relationship with the Vikings where he accepts that he can learn a few things from their culture just as they could from him. One of these examples is when he attempts, for the first time, to taste an alcoholic beverage which a Muslim cannot have. Religiously at the time, the fermentation of grapes and of wheat were forbidden in Islam, so when the Viking offers Ibn-Fadlan a drink after battle, he politely rejects. However, when the Viking explains to him that this was actually made of honey, Ibn-Fadlan dares to take a sip from the Viking’s horn. At the beginning, Ibn-Fadlan is given a sword by the Vikings as this is what he would be using in battle. Arabs back then were used to fighting with lighter and much thinner swords, which meant there was no way the Arab was able to strategically fight and win with a sword that weighs almost twice or three times the one he usually uses. He adapts to certain fighting styles by observing the Vikings fight and learns to use new armory, such as the wooden shield used for protection which he is also not accustomed to. At the same time though, while learning that he would be a much better fighter and far more useful as a warrior, he decides to stick to the same old kind of sword he is used to and goes to the blacksmith asking for one according to his own specifications. Through this, the Vikings see the advantage of a lighter and therefore faster sword and are impressed with his wit. He successfully shows the Vikings that although his sword is lighter, although his horse is smaller (which h e was ridiculed for), he can be far more effective. Despite the fact both Arabs and Vikings are portrayed fairly and as both having equal negatives as well as positives, the Vikings are portrayed as somewhat more barbaric than the Arabs. Ironically, the way Arabs are portrayed as primitive in Hollywood movies is how the Vikings are portrayed in this movie, to some degree. They appear to be aggressive and impulsive, lacking hygiene, and not all that clever, while the Arab is the epitome of self-control, decency, and wit. Generally, neither is depicted as evil or bad; they are both righteous and pious warriors as shown by this film, but the underlying qualities of culture and traditions that are present for each are shown in different lights. The Vikings, in the beginning, are made out to look like complete fools and dirty slobs who possess limited intellectual skills. They share a bowel of water to remove snot from their noses and rinse their mouth with which they pass around for everyone to use. They also cast a few of bones to predic t future events that might take place. However the Arab appears to be very clean and even shows disgust to their unhygienic ways (it is not shocking how he was unable to adapt to this specific cleansing method). The usual poor misrepresentation of Arabs and Muslims that dominates Hollywood movies is what seems to be pushing movies such as The 13th Warrior into the background. The twisted depiction of Arabs and Muslims is a representative image of how they truly are; it is a myth and does not fully reflect reality. A certain connotation is masquerading as a denotation and it became so literal that people started believing it as fact. There exists this dominant meaning or understanding of Islam or Arab-ness, which is not fixed or inherent, rather created based on a complex of social interaction among the two parties or sides. The interplay between the different cultures created this iconic image and a certain decision was made when it was chosen to be represented in this manner; it was agreed upon in a particular context to portray this value and this culturally imposed meaning. One thing is for sure: Hollywood’s determination on reacting to the same political and social spurs for years and even decades now is pretty consistent. No group of peoples provide more ground for Hollywood’s degenerating stereotyping than Arabs and Muslims, and it seems that this is probably not going to change any time soon. As the world’s leading cinematic industry, the Arab stereotype has a greater negative impact on audiences today than it did decades ago. Nowadays, Hollywood’s films are created, developed, and disseminated world-wide, reaching viewers globally. The international success of a movie has become the decider of its popularity; it is not just domestic and local approval that deems a movie a hit anymore. Also, Arab images not only affect international audiences, but international movie makers as well in this case. Arabs and Muslims have given the world quite a lot throughout the years, from architecture to mathematics, but how much of it has found its way onto the movie screens? They have grown tired of seeing rudimentary and inaccurate depictions of themselves that are causing them to be extremely misrepresented to others on this planet. In fact, what does Hollywood think the 1.6 billion Muslims around the world are thinking when they see movies that they are depicted so unjustly in? Hollywood realizes that it has a key role to play in shaping public opinion (domestically and internationally) but only time will tell whether it ever decides to deliver a realistic and just viewpoint on the Muslim world, the Arab world, and their peoples. The most effective films are the ones that remind us that the essence of our collective human experience shows us at our best, free of nationality, ethnicity, politics or religion. But before a movie can ever deliver that, it must be completely and utterly with out stereotype to say the least, Muslim, Arab or otherwise.

Retrospective Narration in A Rose for Emily Essay -- A Rose for Emily,

Retrospective Narration in A Rose for Emily â€Å"Now and then we would see her in one of the downstairs windows—she had evidently shut up the top floor of the house—like the carven torso of an idol in a niche, looking or not looking at us, we could never tell which. Thus she passed from generation to generation—dear, inescapable, impervious, tranquil, and perverse.† (128) Because â€Å"A Rose for Emily† is narrated in retrospect, this description of Miss Emily’s relationship with the town possesses a kind of foreshadowing not always present in stories narrated as the action unfolds. Each word takes on added meaning given that the narrator already know about Homer Barron and the room upstairs. Thinking back, the narrator recalls, â€Å"Now and then we would see her in one of the downstairs windows.† Likely, it only occurred to the narrator after learning about Homer Barron that Miss Emily was always in a downstairs window. In fact, earlier in the story, the narrator only says that â€Å"a window that had been dark was lighted and Miss Emily sat in it† when the men of the won sprinkled lime around her house to kill the offensive smell that emanated from it. He does not specify where in her house the window was. Moreover, he declares that Miss Emily â€Å"had evidently shut up the top floor.† Obviously, it was only â€Å"evident† that Miss Emily had closed off the upstairs of her home after her death when the townspeople forced their way into the house, up the stairs, and into the tomb-like room where the body of Homer Barron lay. This passage also plays with the notion of seeing and being seen, the ambiguity of watching and being watched. The narrator states, â€Å"Now and then we would see her.† He goes on to explain that whether Miss Emily was â€Å"look... ...tate when she buys the arsenic to poison Homer Barron, nor is it her state when she refuses to let her father’s dead body be removed from the house. Finally, â€Å"perverse† confuses the reader until she reaches the end of the story. At the point where this passage occurs, Miss Emily seems a bit odd and, perhaps, insane, but there is nothing to indicate that she is â€Å"perverse.† The narrator already knows of Miss Emily’s â€Å"perverse† actions; thus, this serves as further foreshadowing of the townspeople’s discovering Homer’s body and apparent evidence of Miss Emily sleeping with it until her death. While a short passage, this one illustrates the nature of the story itself. The narrator tells the tale in retrospect, thus possessing knowledge that the reader does not. It is for this reason that the narrator reveals aspects of the story that foreshadow the grand finale. Retrospective Narration in A Rose for Emily Essay -- A Rose for Emily, Retrospective Narration in A Rose for Emily â€Å"Now and then we would see her in one of the downstairs windows—she had evidently shut up the top floor of the house—like the carven torso of an idol in a niche, looking or not looking at us, we could never tell which. Thus she passed from generation to generation—dear, inescapable, impervious, tranquil, and perverse.† (128) Because â€Å"A Rose for Emily† is narrated in retrospect, this description of Miss Emily’s relationship with the town possesses a kind of foreshadowing not always present in stories narrated as the action unfolds. Each word takes on added meaning given that the narrator already know about Homer Barron and the room upstairs. Thinking back, the narrator recalls, â€Å"Now and then we would see her in one of the downstairs windows.† Likely, it only occurred to the narrator after learning about Homer Barron that Miss Emily was always in a downstairs window. In fact, earlier in the story, the narrator only says that â€Å"a window that had been dark was lighted and Miss Emily sat in it† when the men of the won sprinkled lime around her house to kill the offensive smell that emanated from it. He does not specify where in her house the window was. Moreover, he declares that Miss Emily â€Å"had evidently shut up the top floor.† Obviously, it was only â€Å"evident† that Miss Emily had closed off the upstairs of her home after her death when the townspeople forced their way into the house, up the stairs, and into the tomb-like room where the body of Homer Barron lay. This passage also plays with the notion of seeing and being seen, the ambiguity of watching and being watched. The narrator states, â€Å"Now and then we would see her.† He goes on to explain that whether Miss Emily was â€Å"look... ...tate when she buys the arsenic to poison Homer Barron, nor is it her state when she refuses to let her father’s dead body be removed from the house. Finally, â€Å"perverse† confuses the reader until she reaches the end of the story. At the point where this passage occurs, Miss Emily seems a bit odd and, perhaps, insane, but there is nothing to indicate that she is â€Å"perverse.† The narrator already knows of Miss Emily’s â€Å"perverse† actions; thus, this serves as further foreshadowing of the townspeople’s discovering Homer’s body and apparent evidence of Miss Emily sleeping with it until her death. While a short passage, this one illustrates the nature of the story itself. The narrator tells the tale in retrospect, thus possessing knowledge that the reader does not. It is for this reason that the narrator reveals aspects of the story that foreshadow the grand finale.

Creating a Culture of Excellence Withing an Organization Essay

Culture of Excellence High standards of care are expected by patients and families regarding any type of health care. Creating a culture of excellence within an organization is needed to increase patient satisfaction and improve patient outcomes. This paper will examine a hospital that is creating a culture of excellence within the organization to ensure theses outcome. Committees within the organization have been implemented to examine all aspects of the hospital, and its operations to receive input to create change. This corporation is implementing high standards of care and practice that provide a culture of excellence. Reviewing current articles to understand what defines excellence, and the importance it has on an organizations. This paper will also summarize and analyze the interview of a unit manager involved with implementing a culture of excellence. Also this author will discuss nursing theories and standard of practice that lead to the evaluation of this particular topic. This paper will a lso look at how the author’s journey through the bachelors program has changed her nursing profession, and the opportunities it will open in the future. Project Description How do we define a culture of excellence and then achieve it? â€Å"Excellence, by definition, means a state of (high) quality, superiority, eminently good, superior or first class†(Wiggins & Hyrkas, 2011, p. 1). Most health care organizations depend on reimbursement from private insurance, Medicare/Medicaid, private pay, and investors. Reimbursements for Medicare/Medicaid depend partially on patient satisfaction, which is evaluated through Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS). These surveys evaluate all aspect of the patie... ...thor has learned valuable tools to ensure optimal communication and listing is done with everyone she encounters. The opportunity she has had to develop new skill and enhance old ones has created many new opportunities for her future. Works Cited Alligood, M. R., & Tomey, A. M. (2010). Nursing Theorists and their work (7th ed.). Maryland Heights, MO: Mosby Elsevier. Behavioral standards [Core Values]. (2014). Presbyterian St Luke’s Medical Center: Health One. Cliff, B. (2012, May/June). Excellence in patient satisfaction within a patient-centered culture. Journal of Healthcare Management, 57, 157-159. http://dx.doi.org/Retrieved from Wiggins, M. S., & Hyrkas, K. (2011). Achieving excellence in nursing management. Journal of Nursing Management, 19, 1-4. Yoder-Wise, P. S. (2011). Leading and managing in nursing (5th ed.). St. Louis, Missouri: Elsevier Mosby.

Comparing Stanley Kowalski in Williams A Streetcar and Iago of Shakespeares Othello :: comparison compare contrast essays

Iago and Stanley of Othello and A Street Car Named Desire In these two pieces of literature, both Iago and Stanley plan a tragic scheme to draw the main characters, Othello and Blanche to their "downfall". Iago is absolutely inhuman being while Stanley showed his little conscience. They are both the master and are brilliant. Nevertheless Iago seem to be much smarter than Stanley in comparison. Iago and Stanley plan a tragic scheme to draw Othello and Blanche to their downfall because Othello promotes Cassio to lieutenancy, a position that he wants and it causes him to plan a tragic plan. Othello has supposed affair to Emilia who is Iago's wife. Thus, Iago constructs a plan to revenge. Stanley hates Blanche because she destroys the good relationship between him and his wife, Stella. He thinks that she has sold the Belle Reve which he thinks it's a part of partly him, but she does not give him any money. The most important one, he "assumes" that Blanche describes him as "common" and bestial. Thus, he plots a plan to revenge. In all, both Iago and Stanley start tragic plan their hatred. Iago is absolutely inhuman while Stanley has little consciences in his heart. In order to achieve the target, Iago does everything that will benefit himself even killing others. He kills Roderigo who helps him a lot in his plan. He persuades Othello to kill his Desdemona. Furthermore he kills his wife at the end. Stanley has not yet totally lost his humanity. Although he has raped Blanche, he does not kill her or other people. Moreover, at the end of the play he settles her into an asylum, but he does not just forsakes her. This reveals that someone will look after her in the future, and she will not be living alone. In short, Stanley still has little emotions of love in her heart, but Iago is absolutely inhuman, these two villains have a different level at different period. As the villains in their plays, Iago and Stanley are both brilliant, but Iago's tragic plan is almost perfect. He is able to use other character's "flaw" in his well-constructed plan. The smartest thing he does is that able to hide his identify from others. He appears to be "noble" to others, but in fact, he is evil "under worth". Thus, he can gain other character’s trust.

Further Topics In Primary Mathematics Education Education Essay

Childs can be assessed on five facets of a subject, viz. : constructs ( 1 ) , processs ( 2 ) , processes ( problem-solving ( 3 ) , connexions ( 4 ) and communication/representation ( 5 ) ) , ( Glanfield, Bush & A ; Stenmark, 2003 ) . With mention to the Topic ‘Length ‘ as it is presented in Abacus Level 3 ( SDM p.3 – 8 ) , remark about the expected appraisal undertakings presented in the Assessment Book Level 3 ( p.60-61 ) in the visible radiation of the afore-mentioned five facets.ConceptsDefinition:â€Å" Measurement involves a comparing of an property of an point or state of affairs with a unit that has the same property. † ( Van de Walle, J.A. ) Therefore, constructs are of import for the kids to assist them separate the mensurable properties of the objects.Review of the Assessment BookConcepts in the subject ‘Measurement ‘ trades with the thought of length, size and units. The kids in a twelvemonth 4 category should be able to utilize vocabu lary related to length such as: long, longer, short, shortest, tall, narrow, broad etc. They should besides hold an thought what appraisal, measuring and comparing lengths are all about by utilizing the standard units ( centimeter, m and kilometer ) . Besides, the kids should be introduced and asked to propose suited units and equipment for any peculiar measuring. The Assessment book ‘s chief constructs do fit with the course of study ‘ , but the Assessment book have missed to advert the kids ‘s acknowledgment that the longer lengths necessitate a larger unit, that is kilometer, and that the shortest lengths, require a smaller unit, that is the centimetre. Besides, the ability to step and record lengths utilizing formal units and denary units to the nearest half ex: 50cm = 3.5m. The Assessment book within its restriction of exercisings does address most of the listed constructs. Basically all the working exercisings and custodies on activities in the Assessment Boo k are a good agencies of measuring the kid ‘s impression of the measuring ‘s chief constructs. The unwritten inquiries assess the cardinal vocabulary merely like in all other activities, and assess the kids ‘s impression of ‘estimation ‘ . Exercise 1 is a good agencies of measuring whether the kid grasped the thought of comparing different lengths every bit good as usage the suited units and equipment to mensurate a peculiar object. Exercise 2 buttocks if the kids have truly savvied the relationship between different standard units, that is, from kilometer and m and m and centimeter, merely like the ‘Write the fiting measuring ‘ exercising. As the rubric ‘Match the appropriate measuring to each object provinces, here the kids are assessed on placing the suited units to fit it with the objects taken from existent life, and acknowledging that longer lengths require a larger unit ( kilometer ) and smaller lengths require a smaller unit ( centimeter ) The last exercising on the Assessment book, once more, assesses the kid ‘s ability to compare le lengths. Although the activities in the Assessment Book somehow covers the afore-mentioned mathematical constructs in measuring, there needs to be more exercisings which assess harder undertakings, constructs which kids are likely to hold on and understand by making one exercising. Concepts such as the relationship and transition of different units from kilometer to m, m to cm, and frailty versa.Review of the Text BookComing to analyse the text edition, we think that most mathematical basic constructs are all addressed. Get downing off from the text edition ‘s bold headers ‘Centimetres ‘ ( centimeter ) and ‘Metres ‘ ( m ) are thought to be a good agency of a uninterrupted unit abbreviation reminder all through the exercisings. The exercisings ‘ rubrics are really child friendly and assessment friendly. One can observe that when the kid is asked to make more than one undertaking in an exercising, the stairss are written in a separate address bubble. For case the first exercising on page 3 invites the kid to: first to happen one of each object, so gauge its length in centimetres and eventually utilize a swayer to mensurate it. This aid the kid to confront a task measure by measure and besides assist him to analyse a job spot by spot subsequently on. It ‘s besides a good agencies of assisting the instructor analyze and measure the kids ‘s failings and strengths by set uping the measure which the kids failed to carry through the measure which the kids failed to carry through, therefore it would be a good manner for the instructor to undertake the weak point straight ways. We have noticed that kids are non invited to utilize informal units and besides it would hold been a good manner to presen t measuring. Besides, sometimes in one exercising there is more than one construct tackled, which makes the exercisings harder. The first exercising on page 3 makes us inquire what the lessons ; nonsubjective really is. Is the lesson based around the appraisal of eh measuring of the existent length ‘s construct? These types of exercisings which have in them excessively many aims are likely to do confusion. This could hold been ideal as a alteration exercising instead than the first exercising of the measuring ‘s subject. Besides neither of the exercisings invite the kids to set up when to utilize standard units. All the exercisings in the text edition though screen all the constructs. The first exercising on page screens and addresses the vocabulary related to length, appraisal and measuring, whilst the other exercising focuses on taking the suited units. Besides on page 4, kids are assessed on their ability to take the suited criterion unit and into understanding the fractional units to the nearest half even it this construct is non listed in neither the course of study non the appraisal book and besides measuring whether the kids have understood the construct that longer lengths require longer units ex. kilometer. Page 5 focal points on the construct of happening the relationship between meters and centimetres ex. 3m 15cm +25cm = 3m 40cm. The remainder of the lengths exercisings assess the kids ‘s ability to work out jobs and happen the sum and the difference of two lengths.Compare and Contrast the Assessment Book with the Textbook.Having to compare and contrast the assessment book with the text edition we realized that the vocabulary related to length is absent. Besides the assessment book does non advert that one of the constructs learnt by the terminal of the subject is decimals for meters and centimetres even though at that place go on to be an exercising to ‘Write each length in meters utilizing a denary point ‘ ex. 2.48m. Adding to this, even the text edition contains exercisings which concepts chiefly are: taking suited units and utilizing fraction al units to the nearest whole. Besides, we think the text edition is more child and teacher friendly as respects to its content. Surely the text edition has got rather more pages with measurings exercisings than the assessment book, therefore scaffolded acquisition is exercised even more. Besides, kids have more chances to hold on the subject ‘s constructs through the multiple exercisings. On the other manus, the assessment book includes practical custodies on activities which help into prosecuting the kids more into the subject whilst making a richer acquisition environment and were constructs are easy understood and applied.Mentions:Chief Mention:Van de Walle, J.A ( 2007 ) Elementary and Middle School Mathematics. United States of America.Other MentionsNorthern Territor Government ( 2009 ) Mathematics Measurement Retrieved on ___________ from hypertext transfer protocol: //www.det.nt.gov.au/__data/assets/pdf_file/0018/2376/ntcf_maths_measurement.pdfProceduresDefinition:Proce dures fundamentally refers to the staging of a lesson so as the kids comprehend the mathematical construct easier. Scaffolding chiefly consists of oppugning and listening both from the instructor and the kids. Group work, brace work, category treatments, and custodies on activities are ways which the instructor can use for scaffolding.Critique of Assessment book:The Assessment Book offers a assortment of processs that kids can utilize to larn measuring. Teachers can happen unwritten inquiries which can be discussed as group activity in category. This encourages the kids to portion their ain consequence and clear up any jobs. After such verbal exercisings, the Assessment Book moves on to written exercisings. Here, scaffolding is rather apparent since after the kids work together in category, they will subsequently be invited to work separately. Activity 2 of the Assessment book ( Practice Activities ) kids are besides cognitively challenged since they are asked to believe, estimation and so, step to measure themselves whether they were got it right or incorrect. However, non all activities in the Assessment Book purpose to measure processs relevant to a twelvemonth 4 degree. For case, inquiry ( figure 1 ) ‘Do you think this line is 3cms, 30cms, or 300cms long ‘ does non necessitate any peculiar thought accomplishments since here we are covering with eight twelvemonth olds. A more appropriate activity would hold been if kids were given three measurings to take from, but with closer figures, for illustrations 30cms, 4cms, and 50cms. The remainder of the inquiries ( 2, 3 and 4 ) are appropriate for the twelvemonth 4 degree. Adding to this, we think the ‘Match the appropriate measuring to each object ‘ exercising is excessively simple for kids in twelvemonth 4, although one can still use it as a mental warm up it helps kids visualize and differentiate between the two basic units of measuring ( centimeter and m ) . The ‘Write the duplicate measuring ‘ exercising is non scaffolded since it does non construct on the old exercising. It would hold been wiser if there was a tabular array or simple exercisings which help in measuring the kid ‘s apprehension of how many centimetres there are in a metre, and how many meters there are in a kilometre. Hence, this exercising would hold been more effectual if it was given as the subject ‘s alteration activity in the Assessment Book as it covers all the 3 basic measurings.Critique of Text book:The text edition offers assorted processs for kids to larn and hold on the length ‘s construct. Some exercisings invite the kids to gauge and mensurate length, happening a distance in the schoolroom to fit the length given, happening objects to mensurate, composing how many meters or centimetres and happening the difference or adding up meters and centimetres. Therefore, as it can be seen from the afore-mentioned activities, the exercisin gs involve written and verbal undertakings and besides activities where kids are provoked to utilize their thought accomplishments. Childs are foremost introduced to centimetres, so to meters and so, a combination of the two. Hence, we think that the basic units of measuring are scaffolded for the kids to larn and hold better grok the subject.Compare and Contrast the Assessment Book with the Textbook.There is a sense of process in both books as the inquiries posed to the pupils are scaffolded harmonizing to their troubles, therefore every inquiries physiques on each other. math.ecnu.edu.cn/ †¦ /EARCOME3_LAU_NGEE % 20KIONG_TSG406 ( ) .doc – the web site can non be viewed on the cyberspace since it file extention is.doc, nevertheless if you want to see the web site we kindly ask you to entree this nexus hypertext transfer protocol: //www.google.com.mt/search? hl=mt & A ; source=hp & A ; biw=1259 & A ; bih=569 & A ; q=Furthermore % 2C+ideas+are+not+isolated+in+memory+but+are+organized+and+associated+with+the+natural+language+that+one+uses+and+the+situations+one+has+encountered+in+the+past. % E2 % 80 % 99+ % 28NCTM % 2C+1989 % 2C+p.+10 % 29, and entree the nexus titled Scaffolding Students ‘ acquisitionRyan.M ( 2003 ) . Classroom Tips For Teaching Measurement. Cited on: ____________ from hypertext transfer protocol: //www.primarymaths.ie/files/measurementtips.pdfProcedures ( Problem-Solving )Definition:â€Å" Leting the topic to be debatable agencies leting pupils to inquire why things are, to ask, to seek for solutions, and to decide incongruousnesss. It means that both the course of study and direction should get down with jobs, quandary, and inquiries for pupils. † Hiebert Er Al ( 1996, p.12 ) Van de WalleOrâ€Å" Good jobs can animate the geographic expedition of of import mathematical thoughts, raising continuity, and reenforce the demand to understand and utilize assorted schemes, mathematical belongingss, and relationships. Such wonts are of value non merely in the mathematics schoolroom, but besides in formal and informal acquisition and work environments throughout life. †( NCTM, 2000, p. 182 )Critique of Assessment Book:The Assessment book deficiency job work outing inquiries. Looking carefully at the inquiries in the assessment book we noticed that there are merely two job work outing inquiries. These are found under the heading ‘Oral inquiries ‘ and are inquiries figure 3 and 4. Here, the kids are required to happen the entire length of two pieces of strings and to happen the difference between the highs of two kids. Since these two inquiries are under the header of ‘Oral inquiries ‘ we thought that it wo uld hold been better if these inquiries were presented in a written mode as the kids might happen it difficult to retrieve the lengths when working it out. Afterwards the instructor can exchange the lesson to an unwritten manner where they can discourse the grounds for the methods used.Critique of Text Book:There are about five narrative amounts in the text edition, which we think are a spot disputing for eight twelvemonth old pupils. For case, on page 5, the kids have to research which routes from school they will necessitate to run, so as to run 1Km. We think, that this inquiry is misdirecting and the kids would happen it disputing if the instructor will non explicate it good. On page 7, there is another narrative amount about a puppy and how much did it turn each hebdomad. We besides think that this is disputing for the kids since they can acquire confused from where they are traveling to get down. We thought that this would be a possible manner, how the instructor can show this narrative amount to the kids: Teacher: What information was given? Student 1: That the puppy is 55cm long. It was 15cm long when it was born. That it is more than 2 hebdomads old but less than 10 hebdomads old and that it grows the same sum each hebdomad. Teacher: How can you cognize how much the puppy grew hebdomadally? Student 1: First I subtracted the puppy ‘s present length ( 55cm ) with the length when it was born ( 15cm ) . Then I divided the reply ( 40cm ) by 4 by test and mistake since I know the puppy is more than 2 hebdomads old but less than 10 hebdomads old, and got an reply of 10cm growing every hebdomad. Teacher: Who has a different reply? Student 2: I divided the puppy ‘s growing by 5cm and got an reply of 8cm growing per hebdomad. Teacher: How did you look into your reply? Student 2: I multiplied the puppy ‘s hebdomadal growing ( 5cm ) by the figure of hebdomads ( 8weeks ) and got 40cm ( the puppy ‘s present length ) . Teacher: How else can you look into the reply? Student 3: You can add 5cm + 5cm + 5cm + 5cm + 5cm + 5cm + 5cm + 5cm which makes 40cm ( the puppy ‘s present length ) Teacher: Who agrees? Why? Students: I do/I do n't OTHER PROBLEMS FROM PAGE 8Compare and Contrast the Assessment Book with the Textbook.Even though job resolution is seen in both the Assessment book and the Text book, we think that they are non scaffolded since they do non increase in trouble at every inquiry. The Assessment book has two job work outing amounts which are non hard for the kids to understand. However, narrative amounts found in the text edition are rather disputing for a twelvemonth 4 degree since they require a batch of believing accomplishments.Mentions:Thomas R. Post ( 1988 ) Teaching Mathematicss in Grades K-8 Allyn and Bacon, Inc Printed in the United States of AmericaChief Mention:Post, T.R ( 1988 ) Teaching Mathematicss in Grades K-8. United States of America. Allyn and Bacon, IncOther Mentions:Annenberg Foundation ( 2011 ) . Detecting Student Problem resolution. Cited on _________from hypertext transfer protocol: //www.learner.org/courses/teachingmath/grades3_5/session_03/section_01_b.htmlConnectionsDefintion:â€Å" linking mathematical thoughts includes associating new thoughts to associate thoughts considered antecedently. These connexions help pupils see mathematics as a incorporate organic structure of cognition instead than as a set of complexaˆÂ ¦concepts, processs and procedures. † ( ktieb ref )Critique of Assessment Book:Mathematicss should non be seen as a set of detached subjects but as a â€Å" web of closely connected thoughts † ( book ref ) . Such comparabilites amongst these connected thoughts are non easy perceived by the kids, and so they prompt for more account to reply the ‘why'/ Such equalities in the assorted mathematical content Fieldss ma make a sense of correctedness and linkage in the mathematical surveies. The assessment book nowadayss such connexions truly good. Exercises like exercising 1 under the header ‘ Practice activities ‘ , and the â€Å" Match the appropriate measuring to each object † exercising both provide chances for kids with exercisings affecting existent life state of affairss. This helps the kids to see what they are larning with their ain existent life state of affairss and environments, and therefore it further heighten their acquisition on what is being taught. The unwritten inquiries in the appraisal book besides aid in promoting and disputing kids for farther account of their new thoughts, from which they could develop new scheme grounded on old mathematical cognition.Critique of Textbook:The unity between assorted countries and mathematics is besides apparent in the text edition. It is full of existent life state of affairss to which the kids can associate such mathematical constructs. Such chances help kids to enrich larning in assorted countries. The ‘snake ‘ activity offers the chance to detect if the kids have understood that a fraction has an tantamount denary presentation. Other exercisings besides help pupils to pull their town with assorted paths they might utilize to walk from place to school during a societal surveies lesson. Children are so invited to cipher the distance traveled. Since Mathematics is non a standalone topic, instructors need to pre-plan such activities so that from such connexions, more chances for the enrichment of larning ar e provided.Compare and contrast Assessment book with text edition:Both books make a smooth connexion with other countries so that Mathematical countries are non seen isolated from others. Through the assorted job resolution exercises found on both books but chiefly in the text edition which involve probe, anticipation and measuring exercisings, kids are enabled to construct such procedures and integrate them with scientific discipline. Both books connect truly good with other subjects, but both books could hold provided exercisings with farther probe and geographic expedition of such mathematical constructs and besides supply more chances where kids are asked to explicate their schemes when gauging lengthsCommunication / RepresentationsDefinition:Communication is an indispensable tool for kids to understand mathematical constructs and for problem-solving. Communication consists of enriching the mathematical vocabulary so that the kids will happen it easier to pass on with each other in order to clear up inquiries, discourse a solution or discourse a job. Communication should non merely be between the instructor and the pupil, but besides between the kids themselves. Representation assists the kids to develop and pass on their thought accomplishments and stand for their ain solutions in assorted ways. Models and images aids the kids to understand and pass on better the consequences.Review if the Assessment Book:The ‘Oral inquiries ‘ ( Numberss 1-4 ) allows communicating to discourse the reply for each inquiries. Children can portion their thoughts of how they worked the inquiry out, to the remainder of the category. However, since they are ‘oral inquiries ‘ the kids do non hold the chance to stand for their working or diagrams that they used to acquire the reply. Hence, it lack representation. Page 2 of the Assessment book, involves written exercisings. Here, the kids do non hold the chance to discourse the replies as a group since they are required to compose down their replies in the infinite provided.Review of the text book:The text edition offers rather piquant illustrations that will assist the kids to understand the measuring construct good. Some of the exercisings, for case page 3 and 4 could be worked out in braces or groups. This will besides let sharing of thoughts through communicating. Here, they are required to happen objects, estimation and mensurate them. The activity found on page 5 where the kids has to see where they can run from school so as to make 1 Km has rather an engaging image which the kids can follow, even though the inquiry is a spot disputing for LOW ABILITY STUDENTS. The narrative amounts found on page 7 and 8 allow the kids to pull diagrams or write information in their ain manner so as to happen the reply. The replies can so be discussed as whole group.Compare and Contrast the Assessment Book with the Textbook.Both the Assessment book and the Text book offer the chance to the kids to discourse replies as a whole category, if they are used carefully by the instructor. However the Assessment books lacks a spot Communication since it merely has 4 inquiries to be discussed. Apart of this, both books lack utilizing theoretical accounts to stand for their reply.