The Contemporary Issue Of Bullying Education Essay

The Contemporary Issue Of Bullying Education Essay The contemporary issue I have focused upon in this assignment is Bullying. This is a prevalent issue in todays society. I feel this is of great importance especially with the concerns arising from recent research into the effects of bullying. This research indicates that bullying can have social, physical and psychological effects on students as well as on their academic success. What is bullying Bullying is a social phenomenon that is not easy to define. It is a behaviour that can be either be physical/verbal or direct/indirect. A bully is defined in the dictionary as a person, who hurts, intimidates or persecutes someone who is perceived to be different or weaker. The Government defines bullying as Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally. Dan Olweus a leading expert in this field has a similar definition to the governments and he asserts that A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative action on the part of one or more other student (Olweus, 1993 p.9) The most widely used definition however is one that is developed by Olweus ( 993) and extended by Whitney and Smith (1993, p.7):We say a child or young person is being bullied, or picked on when another child or young person, or a group of children or young people, say nasty and unpleasant things to him or her. It is also bullying when a child or a young person is hit, kicked, threatened, locked inside a room, sent nasty notes, when no- one ever talks to them and things like that. These things can happen frequently and it is difficult for the child or the young person being bullied to defend himself or herself. It is also bullying when a child or young person is teased repeatedly in a nasty way. But it is not bullying when two children or young people of about the same strength have the odd fight or quarrel. Different type of bullying The word bullying is used to describe many diffident types of violent or intimidating behaviour. Bullying is certainly not easy to classify but here are the main types that have been identified. The first is verbal bullying which is the most common bullying according to research. Childline reported that 56 percent of children that rang about bullying called about verbal bullying. This type of bullying includes name calling and gossiping. Name calling is the most prevalent form of bullying according to most studies. One child in the Childline research for 2007/08 stated I am being bullied at school and feel no one likes me. I am always running to hide or cry on my own because Im called names and am pulled at. I feel suicidal but I wont do it. The second is physical bullying which involves the use of physical force such as hitting and pushing. This type of bullying is considered to be direct because it is intentionally focussed at the victim. In 2007/08 Childline reported that 53 percent of children and young people that called about bullying reported physical bullying. It can be identified through physical signs such as bodily harm although physical bullying does not always mean injury. Physical bullying can be a way of trying to humiliate the victim and show power over them. The third is indirect verbal bullying and this kind of bullying involves hurtful and untruthful comments behind the victims back. It can include spreading of rumours, letters or notes or even graffiti. The last is Cyber-bullying which is the newest form of bullying identified and has become a concern in recent years. This is a technology-enabled bullying and involves bullying by means of chat rooms, instant messing, mobile phones or even emails. Research initiated as a part of the DCSF cyber-bullying campaign highlighted that thirty four percent of 12-15 year olds reported being subject to cyber-bullying. Similarly research carried out by Goldsmiths College for the Anti-bullying Alliance found that twenty two percent of 11-16 year olds had fallen victims to cyber-bullying. Prevalence Various studies have been undertaken on this subject but because of the subjects sensitive nature it is hard to determine solid, valid and reliable statistics. The research being completed however does highlight the true extent of the bullying problem in the classroom setting. Bullying is a contemporary issue with the first national survey on this subject being conducted relatively recently. Kidscapes conducted the national survey between the years of 1984 and 1986 using a sample of 4000 children ages 5 to 12. The survey revealed the extent of the problem. The survey showed that 68% of the children had been bullied at least once, 39 percent had been bullied at least twice and 0.5% of those children felt it had affected their lives that substantially that they tried to commit suicide. Recent research also suggests that the problem is still prominent in the school setting. According to one recent study, one-fifth of primary school pupils and a quarter of pupils in Year 8 perceived bull ying as a big problem in their school. A later report by ChildLine showed that 15 per cent of primary school children and 12 per cent of secondary school children said they had bullied in the last year (ChildLine2004). In another study, 50 per cent of severely bullied boys said that they bully others, as did 33 per cent of severely bullied girls. Childline the national helpline for children received between the months of April 2000 to march 2001 almost 20,300 calls from children and young people concerned about bullying. Kidscape another helpline believes it receives more that 16,000 calls from parents each year concerned about their children getting bullied. Research has also suggested that Cyber-bullying which is the newest identified form of bullying is becoming a major problem. The number of Cyber-bullying cases is on the rise (Noret and Rivers, 2006). A study by National Centre for Social Research released to coincide with November 2009 Anti-bullying week revealed that Cyber-bullying is now one of the commonest forms of bullying in school. The Longitudinal study tracked 15,000 pupils who had their 14th birthday in 2004. The research also pointed out that 47% of 14-year-olds, 41% of 15-year-olds and 29% of 16-year-olds reported being bullied. Disabled children and children with special educational needs were also found to be more likely targets. This coincides with other such research that shows SEN children or children with disabilities are 2 to 3 times more likely to be bullied (Smith, 2007) The Longitudinal study also showed that children who reported being bullied went on to achieve on average 2 GCSE grades lower then children who were not bullied and were more likely to drop out of education at 16. This research is worrying and provides evidence of the detrimental effects bullying can have. Effects of Bullying Bullying can have all sorts of effects on children so it is important that bullying is tackled head on. The DfEE states that The emotional distress caused by bullying in whatever form be it racial, or as a result of a childs appearance, behaviour or special educational needs, or related to sexual orientation, can prejudice school achievement, lead to lateness or truancy, and in extreme cases, end with suicide.'(DfEE, 1999: 24-25). Vernon Coaker the schools minister also asserted at the event for Anti-Bullying Week that Bullying, in any form, should not be tolerated. It can destroy lives and have a lasting impact on young peoples confidence, self-esteem and emotional development. Research has indicated that bullying can not only effect academic achievement, it has also been linked with low self-esteem, anxiety, impaired concentration, truancy, depression and suicidal thoughts. Kidscape performed the first ever survey of adults with the aim of finding out if bullying had any lasting effects. The survey which was funded by the national lottery and proved that being badly bullied as a child had knock on affects. 46% nearly half of the survey population contemplated suicide compared with 7% of those who were not bullied. Most of the adults surveyed had little or no help at the time of the incidents. Tackling school bullying The Government in recent years has emphasised that tackling the problem of bullying is a main priority of theirs. The Government in 1999 said it was a legal obligation for all schools to have an anti bullying policy in place. Legislation places a duty on the head teacher to enforce an anti bullying policy and states that schools must encourage respect for others and prevent all forms of bullying among pupils.  Government guidance additionally states that the policy should be reviewed annually and that every member of the school community (including children, young people, carers and parents) should be involved in this review. Each school is in charge of designing their own policy with the help from Department for Children, Schools and Families (DCSF). The DCSF help schools to design strategies and effective anti -bullying policy to tackle bullying head on. They do this by providing very comprehensive guidance documents and have regional advisers on hand who have expertise in this area to help implement their guidance. Schools have a legal obligation to ensure measures are in place to address bullying: Head teachers must enforce a policy as a preventative measure against bullying in accordance with the Human Rights Act 1998. The Standards Frameworks Acts (1998) states that all schools are required by law to have an anti-bullying policy. Schools have statutory liability regarding behaviour of pupils under the School Standards and Framework Act 1998 : the head teacher shall determine measures to be taken with a view to à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ be encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils. Article 28 of the United Nations Convention on the Rights of the Child states that bullying policy should be in place in each school and every child should know what to do if they find them self in the situation where they are being bullied. Section 175 of the Education Act 2002 states what is required of the governing bodies in relation to the wellbeing of the pupils in their school: The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school. The Education Act 2002 lays down out two aims for the national curriculum, whereby schools must make sure that it provides opportunities for all pupils to learn and achieve and promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. The DfES circular, Social Inclusion: Pupil Support Circular outlines government expectations and the legal duty of head teachers with regard to bullying The National Health School Guidance asserts that it is necessary that schools have a policy and code of practice for tackling bullying, which is owned, understood and implemented by all members of the school community and includes contact with external support agencies. Under the Race Relations (Amendment) Act 2000 schools are required to promote race equality. Childrens Act (2004) sets out five outcomes that professionals should work towards. These are to; Be Healthy; Stay Safe; Enjoy and achieve; Make a positive contribution and Achieve economic well-being. Safe to Learn: embedding anti-bullying work in schools is the new overarching anti-bullying guidance for schools which was introduced in September 2007. The safe to learn guidance includes advice on bullying. In addition to this Ofsteds framework for inspecting schools states that inspectors must assess and give an account on the magnitude and degree of bullying, racism and other forms of harassment. They must also report on the schools successfulness at dealing with bullying incidents and look at the schools relations with parents. Schools are not immediately responsible for bullying that takes place outside of the educational setting but their anti-bullying policy should make it known that steps are in effect to respond to such incidents. The Government publicised two anti-bullying guidance documents on 15 April 2009. These documents gave advice on how to tackle bullying outside of the classroom setting. Versions of the guidance documents were also for local authorities, youth workers, college staff, play workers, transport providers and childrens homes. Despite all of this there is no law which states that Scottish schools must have a specific anti-bullying policy. However there have been documents such as Action Against Bullying distributed to Scottish schools in 1992 that recommend that they should implement a policy. Scottish local authorities have approved of this recommendation but it isnt really enough. Other available help As well as the legislation and guidance documents there are other avenues of support and guidance. Schools for one can pledge their allegiance to tackling bullying by signing up to the Anti-bullying charter whereby there can self-assess their bullying policy. An anti-bullying week is also held every year by the Anti-bullying Alliance The anti bullying Alliance was established in July 2002 by NSPCC and NCB, it has combined 68 organisations into one association. Their aim is to reduce bullying and create a safe environment for which children can study. Anti bullying weeks aim is to raise awareness of bullying and the issues that surround it. This years Anti-Bullying Week was focused on tackling cyber-bullying. Sue Steel, National Manager of the Anti-Bullying Alliance , said on the 2009 anti-bullying week that: It is very encouraging that the Government is doing so much to make Anti-Bullying Week a real success. We all need to work in partnership to ensure children, young people and their parents are aware of the risks of cyber bullying and know how to prevent it There are also various websites to help both parents and adults such as the DirectGov  website which has plenty of advice for young people concerned about bullying. Parentline Plus has a helpline for parents, provides support through the Be Someone to Tell webpage and a website for parental advice on dealing with bullying of their child. A comprehensive list of organisations that provide both help and support concerning bullying is available in Annex  I of the overarching Safe to learn guidance. Developing a whole-school approach The whole school approach is recommended by the DfES and works by engaging involving the whole school community from pupils and teachers to staff, carers and parents. This approach works by involving everyone and creating a framework that endorses shared beliefs and values that help to counteract and reduce bullying effectively. The framework sets out steps to advise and manage incidents of bullying. The DfES recommends launching this whole-school policy in four phases: awareness and consultation, implementation, monitoring and evaluation. The policy should aim to: Ensure that the whole school community understands bullying and what is meant by bullying. Make it understandable that bullying will not be accepted inside or outside of the school setting. Create an effective system to deal with bullying incidents that enables children to easily report bullying occurrences. Ensure that all incidents reported are investigated seriously and the measures in place are acted upon in response. That clearly defined procedures are in place. Provide a systematic method of recording incidents that take place this in turn can help in evaluating and reviewing policy. Have a peer support programme in place. Continually review procedures and policy and keep the whole school community informed of any changes or revamps. Anti-bullying Policy Case Study In my small case study I looked at 3 anti-bullying policys for schools in the Surrey area. I would first like to note that out of the 5 websites I viewed, two did not have any anti-bullying policy online. Anti- bullying policy should be readily available for the school community and should be online for easy access for the whole school community. I will address the schools as A, B and C. School A had a very comprehensive Anti-bullying strategy in place using the whole school approach. It clearly defined anti-bullying procedure in place for children staff and parents using headings such as guidance for children. The Policy included an effectives system clearly stating each stage of procedure and using the no blame approach. School A also asserted that all incidents would be recorded and used in further cases if needed. The use of a peer support strategy was also in place which seems to add to the policies effectiveness as these systems have been found to be effective in reducing the negative effects of bullying for victims. This policy was said to have been reviewed in 2009 and was to be reviewed on a regular basis which again seemed excellent practice. School As policy was seemed precise and effective using the whole school community and in doing so promoting a shared set of values and beliefs. The fact it is reviewed on a regular basis makes sure the policy is fresh and effective. This school also had regular newsletters with any new updates on anti-bullying strategies or changes in policy these were in turn clearly published online. School Bs policy had a clear precise definition of bullying but however it was not as comprehensive as School A. The policy did show the procedure in place and stated the support in place for children; it however was aimed at staff and parents only and did not involve the whole school community. The policy had clearly not been reviewed in some time as it was dated May 2005 which is nearly 5 years ago and seemed outdated and forgotten. School Cs policy was just appalling; it consisted of a paragraph about the definition of bullying and a list of behaviour codes. It did promote a shared value on the expected codes of behaviour but no set clear process in place for dealing of bullying for staff, children or parents. Is the governments strategy working? There is not much in the way of research into this field and whether anti- bullying policy is effective or not. Bullying has decreased slightly since the previous year which could be a reflection of the change in government policy and promotion of peer support but really it is not a decrease in incidents. I conducted a small scale survey of 8 teaching assistants and teachers in schools around the UK to find out whether they felt the government were doing enough in relation to bullying. U.K  government is doing enough for schools in  relation to bullying  How do you feel about this statement?   Strongly Agree     0     0%     Agree     1     8%     Neutral     2   17%     Disagree     5   42%     Strongly Disagree     0     0%   The results show that 42% disagreed with the statement that the government was doing enough in relation to bullying, 17% were neutral and 8% agreed. This survey just indicates that people within the school context feel more can be done to stop bullying. One participant even stated There are anti bullying programs in place at schools but the children often do not come forward. The Government could work with the schools to make it easier for children to come forward. Bullying UKS CEO, John Carnell was reported saying These figures are disgraceful and show that the government and schools are just not getting to grips with this problem. Bullying UK was founded 10 years ago and the problems we are seeing now are the same ones we saw 10 years ago. Day in, day out, year in, year out, we are receiving exactly the same complaints from desperate parents and children and its a scandal that there is no government funding for the vital work we do which we know saves suicidal childrens lives. In the Childline case notes one counsellor asserts I dont think things have changed, and when you ask the children whether there are anti-bullying policies the children say yes, but it still makes you powerless. The frustrating thing is that we still receive so many calls about bullying What can schools do to tackle bullying? Research has proven that the whole school approach is the most effective strategy and recommended by the DfES. The whole school community should be involved in devising and implementing an anti-bullying policy. It requires everyone to maintain and advocate the standards in the policy and act promptly when incidents occur. This approach promotes shared values and beliefs and enables a clear understanding of the acceptable standards of behaviour. In Wales, Lambert, Scourfield, Smalley and Jones (in press) found a significant association between lower levels of bullying, and pupils reporting that the school had clear rules on bullying. The law does state that behaviour policy should be publicised to the school community once a year although really it should be communicated a lot more then this to refresh minds. Research has indicated that just having an anti-bullying policy alone is not enough. In order for a policy to be effective it needs to be efficiently implemented, reviewed and evaluated constantly. As for instance one study found that school-wide policies decline in effectiveness over a 2-3 year period, after which time bullying increases (Sharp et al, 2002). Smith states Bullying is an ongoing problem, so a one-off effort over a term or a year without continuation will have little or no lasting impact (Smith, 2004, p101). Bullying policy should be reviewed regularly and the whole school community should be involved in and notified of changes. Children should have a say in the policy as suggested by the DCSF. There are guidance documents such as the Anti-Bullying Alliance resource Are you talking to me?: Young Peoples Participation in Anti-Bullying. It is important to engage children and incorporate their ideas in the anti-bullying policy allowing them to be an active part of school life. There are a range of suggested classroom activities to encourage pupils to discuss anti-bullying policy. The Government has recently made PSHE lessons compulsory and these are a perfect platform for discussing bullying and anti-bullying policy. The need is to have a comprehensive anti-bullying policy and strategies in place. Not every school has a policy that is comprehensive and covers the extensive bullying types. For example, Adams, Cox Dunstan (2004) reported that out of 19 schools surveyed in the UK none of them specifically mentioned sexual orientation in the anti-bullying policies. What can the government do to tackle bullying? There are a range of things the government can still do to tackle bullying. A statuary duty should be made on schools and education authorities in Scotland to have anti-bullying policy in place. Scottish Schools are not legally obliged to have any policy or strategy in place to counteract bullying. Wales should also have regional advisors like England to advise schools about the effective strategies against bullying including best practice and how to create all an effective anti-bullying policy. The government should also find a way of assessing anti-bullying policy in each school as having this policy in place does not mean it is being implemented properly or carried out in the School context. Finally awareness should be raised on the newest forms of bullying such as cyber-bullying this should also be reflected in relevant policy. PSHE lessons can help raise this awareness and I feel bullying should become a compulsory topic allowing the school to discuss not only bullying in general but their own anti-bullying policy and practice. Conclusion After examining the research, articles, statistics and other information it does become apparent bullying has ever so slightly demised in the last few years but not really enough. This tells me that the government initiatives and policies have had a small effect in reducing bullying. The big problem with the anti-bullying policy is that each school has to devise the policy and implement it, which means the policys effectiveness can range dramatically between each school. If the government is to succeed at cracking down on bullying significantly I feel it is necessary to do the research and implement the same effective policy in each school. It may be useful for the Government to examine leading countries in the fight against bullying. The government also needs to listen to the people that this problem effects and find out their views on the policy that stands.

Grieving in Amber by Eavan Boland :: essays research papers

Eavan Boland’s poem â€Å"Amber† was published in the Atlantic Monthly in December of 2005. This poem starts off sad, talking about a death of a friend and how grieving seemed to last forever. Boland shows us this through lines one through five. It then goes on saying that if you think of all the good memories that the grieving process will pass and you can be happy when thinking about the lost friend. Boland’s poem â€Å"Amber† is showing us that grieving shouldn’t last forever and that memories can take away the horrible feelings and bring happiness when thinking about a lost loved one. In the first five lines Boland presents the death of a friend and the writer is grieving â€Å"through seasons and centuries† (line 4), or in other words they are having a hard time getting over the grieving process. She then changes the mood by saying â€Å"On this fine September afternoon† (6). By putting the word â€Å"fine† in she is showing us that grieving is over. She starts talking about an ornament of amber that she is holding and that her friend gave this to her. By saying this she means that her friend gave her all of these memories and she is â€Å"holding† them, or keeping them in her memory. This ornament is the symbol of the memories the writer has of her lost friend. Then the writer is explaining that she has only memories because â€Å"The dead cannot see the living† (11) and vise versa. Boland then brings three images of seeds, leaves and feathers to our minds to present them as memories of a lost friend. In the middle of the poem Boland describes these â€Å"memories† by saying â€Å"as it fell and fell,† (15 and 16). By using â€Å"it† this shows that all of these memories are clumped together as one which makes them stronger. After this she goes on by saying â€Å"which now in a sunny atmosphere seem as alive as they ever were† (17 and 18). This is saying that the memories now bring bright and happy feelings and they seem alive because the memories are so strong that they seem as if they are real. When the writer refers to a Baltic honey this is referring back to the ornament of amber and how she was holding it in her hand, as if memories could be held. She then goes on to tell us a little about the friendship.

Nestle Contadina Pizza and Pasta Essay

Executive Summary Nestle Refrigerated Food Company, in 1990, had to decide about the launch of Contadina Pizza (a refrigerated pizza), and so that it could continue the building of the refrigerated food category started by it a few years ago. It had entered this category through the launch of Contadina Pasta and Sauces, and had achieved results that exceeded its expectations. Nestle Refrigerated Food Company would cut out serious and major competition, Kraft general food, who was to make a similar launch in about 6 months; by being the first mover in this competition. Marketer studies that consists of the forecast of estimated demand show that the launch is recommended and pizza with topping are preferred as compared to only pizza. Market studies also show that the basic business requirement of $45 million, factory dollar sales, can be met by a minimum of 7% market penetration. As per studies and since the Italian ethnic food market is fast developing, the opportunity looks great, but Nestle Refrigerated Food Company should be very careful as bad results could seriously hurt the Contadina Brand Name. The price of the offering should be adjusted to be at lower levels and heavy support from advertising should be carried. NESTLE REFRIDGERATED FOODS: CONTADINA PASTA & PIZZA (A) – GROUP 2 Q1) Using the BASES model described in Exhibit 9, forecast the estimated demand (trial and repeat) for the two Pizza options under consideration: Pizza and Topping and Pizza Only. Using the BASES Model, we forecast trial and repeat purchases. The BASES Model assumes that the sample size used and the analysis of in-house product usage represents the entire target market. It also assumes that the estimated market plan is similar to the actual launch plan. If there is any inconsistency in these assumptions, it can result in incorrect forecasting of the success of the product. The estimated advertising awareness and purchase intent figures are subjected to certain limitations and these involve risks with respect to the following: The product does not live up to the promised benefits Respondents like a concept but overstate preferences or do not buy the product due to the social desirability factor High trial cannot predict product success Limited diagnostic information cannot provide insight into complex structure or interests and attitudes Q2) What can one learn from Exhibits 13, 14, and 15? We can analyse from exhibit 13,14 & 15 , that kit has huge potential of attracting customer segment consuming frozen pizza and fresh pizza from supermarket , but Nestlà © should ensure use NESTLE REFRIDGERATED FOODS: CONTADINA PASTA & PIZZA (A) – GROUP 2 of high quality ingredients and avoidance of artificial ingredients or preservatives, as this is one of the most important reason that will catalyse the switch. Therefore, branding and advertising campaign should be built around awareness of masses about two main factors: ï‚ · ï‚ · High quality ingredients Zero preservatives and additives Significant switch in heavy pizza consumers wouldn’t be seen initially since: 1. They get a huge variety through take away and deliveries T 2. The brand loyalty to already existing chains like Pizza Hut, Dominos. In the long run, Nestlà © can gain momentum in this segment if they are able to diversify the kind of pizza they will serve in the kit both in terms of crust and toppings. Q3) How does the pizza concept test data (Exhibits 19, 20, and 21) compare to the pasta concept test data (Exhibit 6)? Exhibit 6 talks about the Pasta concept. Pasta in this case was an already existent product, which acquired by Nestlà © sought to reposition itself in the market and highlight its USP. The pasta market already had many competitors of its kind and in this case, Nestlà © had a â€Å"building† ready with them which had to be â€Å"knocked down†, its â€Å"foundation† used to create a completely new brand. The concept test data clearly even in terms of its parameters like creating uniqueness in the product, negligence of the pricing and more focus on improvement or change rather than formation, establishes this fact. Looking at Exhibits 19, 20 and 21 – the predominant focus on the pricing of the product, the features / characteristics of the pizza kit itself in terms of taste and delight propositions to the customer, comparison with alternatives (emphasis on ALTERNATIVES and not competitors, because none existed) clearly proves that Nestlà © was focusing on starting from scratch, creating a market by offering something that till then did not exist. Q4) What is your reading of Exhibits 23 and 24? (include Exhibit 18 if you wish) Exhibit 23 This exhibit talks about market research analysis conducted by Nestlà ©, with regard to its pizza and toppings, with the sample size of 186 people out of which 130 had a favourable intent to purchase the product and 56 were  against. In percentage the exhibit tells us about the number of people who had particular likes (â€Å"Favourable†) about particular features/ characteristics of the product. Talking about the â€Å"Suggested Improvements† section- these were the recommendations of the people in general (both favourable and non-favourable about areas of the product which the company might work on, comprising of every characteristic of importance to a customer – price ,taste, ingredients et al. The â€Å"Unfavourable† section talks about, again in percentage, of people criticizing a certain characteristic of the product, as being bad or demanding improvements/change. This analysis, in numbers, gives an insight into the features of the product that Nestlà © had got right and where the market demanded more. A favourable value of 130 out of 186 was encouraging but still much remained and this analysis gave precise areas into which Nestlà © could look for further customer satisfaction. NESTLE REFRIDGERATED FOODS: CONTADINA PASTA & PIZZA (A) – GROUP 2 This exhibit talks about the price that Nestlà © wanted to put forward in the market with the â€Å"consent† of the customers. Again a sample of 186 people who were chosen for the in home use test was taken and they were asked – what price they would pay for the product. If we take the sum of any one column of this exhibit, we achieve the total of 100, which tells that each customer could recommend one price and this data collected along with the recommendations from the exhibit 23 and primarily the cost involved in producing the product and the target profits were the deciding factors for the price of the product. Exhibit 18 Once again the sum of each column gives a value of 100, each individual value in terms of percentage. Respondents were asked whether they tried a  particular product from an array of eight choices (frozen pizza, home delivered pizza etc.) and then whether they retry the product. The two different columns tell us how customers shifted from one product to another, some products gaining a percentage at the expense of other product. Q5) In general, how would you compare the pizza opportunity to the pasta opportunity? What are the similarities? Differences? Extensive market research by Nestlà © inferred that the market for refrigerated pizza and toppings was very limited as compared to pasta. The success of renovation of an already established pasta brand in the market could not be taken as an example or a demonstration or anticipatory results for the pizza product in the market. As is preached by the most preliminary principles of marketing, the USP of both the pizza and the pasta products were the primary and decisive factors in their popularity and sales. Both with respect to the pasta and the pizza range, Nestlà © had the chance to create a market, establish new brands, position themselves as they wanted and a major first mover advantage. However, with the pizza range, they had virtually no foundation or base to work on and they were competing with alternatives for the products, not competitors. Market survey indicated that only 15% and 4% of people consumed frozen and homemade pizzas in contradiction to the 17% and 90% users of frozen and home-made pasta. Pastas did not have any issues with the pricing while 21% and 44% of respondents who were in favour of and not in favour of refrigerated pizzas respectively felt that pizzas were quite expensive. Nestlà © plan to give to the customers, not only a pizza of good quality, taste and a reasonable price but also the freedom to customize their pizza, something not offered by the restaurants and delis. Q6) Why was the pasta product so successful? With first year sales of $ 50 million going up to $ 100 million in 3 years, NRFC’s Contadina Pasta was a great success. The factors that contributed to the same are as follows: 1. Realizing the potential of the Italian Food Segment in the US market, Nestlà © decided to launch Contadina Fresh in the refrigerated foods category. Analysis brought forward the view that competitors would be following the same cycle and all the products would reach the market at the same place, due to which Nestlà © would not be able to  gain a significant first mover advantage. It therefore acquired an established regional player in the market- Lambert’s Pasta and Cheese, to help surpass its competitors and be the first to bring refrigerated pasta to the national market. 2. Having acquired a regional player that had developed a process to extend the shelf life of the product, Nestlà © was able to establish a highly efficient distribution system. Alongside this, the decision to establish a new manufacturing facility helped Nestlà © to achieve considerable efficiencies in costs. 3. Using brokers as sales agents instead of the traditional sales force was another factor attributing to the success of NRFC. A â€Å"larger share of sales time† was achieved due to these brokers who had NESTLE REFRIDGERATED FOODS: CONTADINA PASTA & PIZZA (A) – GROUP 2 significant experience in the sales of perishable/refrigerated products. It also helped in further cost reductions. 4. Establishing a brand name that communicated an image of traditional authentic Italian food which could be distinguished from the convenience products category was another advantage. This, combined with the packaging technology of Lambert helped Nestlà © in positioning itself in a particular market segment via the PASS technique. 5. A well marketed â€Å"component approach† allowed Nestlà © to achieve high quality over the product’s shelf life as flavour did not migrate between the components. It also helped in reducing the sticker shock among customers. Q7) How do you like Nestlà ©Ã¢â‚¬â„¢s new product development process? For pasta? For pizza? The 7 steps of Nestlà ©Ã¢â‚¬â„¢s new product development process starting from the concept creation to the final launch of the product are very comprehensive and look over almost every matter / issue concerning the development and launch of a new product. I would definitely say this is a very good process, not only in its capacity to cover each and every aspect  of a new product but also in its versatility of application to products in virtually any industry with small tweaks here and there, and also because of its practicality and the sheer common sense of involving the right people from the right departments at different stages of the process, whilst giving them the freedom to take a different path, if deemed appropriate, for any specific product. For Pasta, because of the already established Lambert’s Pasta and Cheeses, Nestlà © skipped out on the first 2 phases of Idea Generation and Refinement. The product development stage focused on R&D and changes required to increase the shelf life to 40 days and devise various innovative ways of testing the product. Further moving on, they carried out tests in the market, extensive market research, surveys, and in-home use tests to further work out how to improve their pasta line – effectively repositioning the pasta brand itself christened as Contadina Foods. For pizza, Nestlà © had to start from the scratch. There didn’t exist any such product in the market. The Idea generation phase resulted in the refrigerated pizza as a product extension to the preexisting Contadina product-line. The Idea refinement phase went ahead with two ideas about the refrigerated pizzas that can be introduced in the market. The product development phase resulted in elimination of one of the ideas due to feasibility issues. Though Market Research was conducted for both the ideas, Nestlà © had no option right now to move ahead with only one of the idea. Q8) Would you launch the pizza? Yes, launching of the pizza will be favourable for Nestlà © as they were already successful in the refrigerated Pasta market by acquiring the Contadina refrigerated foods, reducing the time to do Market research and thereby gaining the first mover advantage. This created a positive image of the refrigerated products of Nestlà © in the market. Moreover, this was a new offering in the market. Also as per Exhibit 13, out of 200 people 128 were heavy takeout users, 115 were favourable to the concept of Top two box and 129 had purchased frozen pizza in the past 12 months; moreover making frozen product is difficult as it has to be first thawed from its frozen state before it could be cooked, as against the refrigerated product which had to be just microwaved in most of the cases.

Pride and Prejudice An Analysis of Themes Through...

Throughout the course of Pride and Prejudice’s complex plotline, Jane Austen develops many characters and themes. She chooses to evolve dichotomies, introduce universal messages about life and elaborate on character interaction. Four of her characters; Mr. Darcy, Mr.Bingley, Elizabeth, and Jane, have been made infamous through international recognition and universal acceptance. Jane uses her four puppets to unveil a universal theme; love conquers all. First off, Austen uses the intricate relationship between Mr.Darcy and Elizabeth to set a mood for the rest of the novel. Elizabeth is portrayed as not only direct, observant, funny, and witty, but also as educated, intelligent, and endowed with high moral principles. Nevertheless, her angelic image suffers from her mother and sisters, who deliberately try to ruin Elizabeth’s life. This suffering is only enhanced after her introduction to Darcy and Bingley. 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