Professor Henry Corrie

CHARACTER SKETCH OF â€Å"PROFESSOR HENRY CORRIE† INTRODUCTION: St. John G. Ervine presents the hair-raising dramatization â€Å"PROGRESS† in which the story pivots around the characters of Professor Henry Corrie and his sister Mrs. Meldon. Teacher Henry Corrie is around sixty years old. He lives in a remoter town in the North of England. He is upbeat in disconnection since he can focus on his mystery research work. APPEARANCE: Corrie has cold humorless eyes. There are brutal lines all over however they are bidden behind the thickish beard.He is perilous yet evidently he doesn't appear to be so. He is an image of oppression. devastation, narrow-mindedness and realism. Wise SCIENTIST: Corrie is D. Sc. Also, profoundly, taught researcher of England. He is totally caught up in his exploration word. After a long lasting battle, he has been fruitful in finding an awful recipe of an overwhelming bomb. It will destroy an area. It will discharge an incredible, spreading noxious gas, without shading or smell. The individuals who will breathe in it, their bodies will spoil and rust and nothing will spare them cheerfully he says: â€Å"Ah!At last by paradise I Have done it, finally. † MATERIALISTIC AND UNPATRIOTIC: Corrie is the finished agent of today’s materialistic world. In spite of the fact that his bomb will kill thousands with quickly, and will clear out huge urban areas like Manchester yet he feels glad for his development and state: â€Å"This will carry notoriety and fortune to me. I will be rich now, yet more than that I will be well known. † He is frantic after riches. Insatiability and desire of riches has turned him materialistic and childish as well as unpatriotic. â€Å"If they won’t follow through on my cost, I’ll offer it to child ebody else†.This is the stature of foul play. The incredible researcher neglects to picture that if the adversary utilizes that bomb, his own nation men would be disposed of. UNSOCIAL AND UNCOURTOUS: Corrie is anything but a social man. He is so lost in his work that he has lost all enthusiasm for the people. In spite of the fact that he makes a guarantee to go to the station to the get his lone sister yet he doesn't go. It is the third passing commemoration of Eddie. Mrs. Meldon’s just child. She is tragic, rather than feeling for her, he gladly discusses his vile bomb. He is unfeeling and selfish.He constrains her to celebrate at the appalling development. He asks her: â€Å"but take a gander at the maher from a, Broad perspective. Set your Own emotions aside! †. Disdain FOR WOMEN: Corrie needs tasteful sense. He is a misogamist. He is unengaged with the better estimations of life. That is the reason he has not hitched so far. He despises ladies and his sister is no special case to his disdain. He state: â€Å"Oh how ladies do whine! No Application. No fixation. That’s why no ladies have Ever been incredible specialists or res earchers. † PROUD AND CALLOUS: Corrie is a two-timer is never helping to lessen neediness or yearning. Or maybe he has been occupied in imagining a perilous bomb for his own narrow minded intentions. In his own words: â€Å"With a solitary bomb we could Wipe out the number of inhabitants in a city As large as Manchester. Single bomb Charlotte! † CONCLUSION: Mrs Meldon asks him over and over to smother his malicious innovation. Be that as it may, he pays no regard to it. Or maybe he loses control and calls her dismal, dolt of a lady. He ridicules her thoughts, snickers brutally lastly says: â€Å"Well, shan’t. Surrender my Invention for a great deal of interest assumption! Not likely! † n her urgent advance to spare the world from decimation, she cuts him to death. Indeed he was the image of bad habit, annihilation and foe of humankind. He endured in a meriting way. CHARACTER SKETCH OF â€Å"MRS. MELDON† INTRODUCTION: St. John G. Ervine presents the hair-raising show â€Å"PROGRESS† in which the story turns around the characters of Mrs. Meldon and Professor Henry Corrie. Mrs. Meldon is likewise called Charlotte. Her heart overflows with the adoration for Mankind and is against wars and war hawks. She represents love and love, harmony and peacefulness unobtrusiveness and humankind.

Newspaper Articles Summary Assignment Example | Topics and Well Written Essays - 500 words

Paper Articles Summary - Assignment Example Consequently, Mcbrayer says that main driver of this mentality must lie elsewhere yet not in the philosphers. Mcbrayer contends in the article that the mentality of review virtues as insignificant conclusions that are not real lies in the training arrangement of America, especially in the educational program. Mcbrayer says that his exploration on the point made him to understand that kids are educated, from young age, to see virtues as being simple convictions or sentiments. Mcbrayer proceeds to contend that youngsters are trained that a reality is a case that can be confirm, then again, a conclusion is a case that can't be prove or demonstrated. Thus, Mcbrayer contends, kids are educated to see every single good case as being insignificant cases and not realities. For his explanation, as per Mcbrayer, youngsters create negative mentality against virtues and the view virtues as being false cases. Mcbrayer guarantees in the article that the polarity of realities and feelings in the educational program in American schools represents the motivation behind why American youngsters imagine that th ere are no ethical realities. Mcbrayer finishes up his article by saying that virtues are surely realities and not negligible sentiments; for Mcbrayer, a conviction or a feeling can be valid. Hence, virtues are surely evident cases and therefore they are realities and not negligible suppositions. A basic perspective on Mcbrayer’s sees in this article shows that Mcbrayer is directly in his view that virtues are realities and not unimportant feelings. This is on the grounds that, despite the fact that, we can't give confirmation or proof of virtues, there are numerous different things in life that we can't give proof of but then we hold them as truth. Since virtues help people to live well and to keep up human pride, virtues are for sure realities and not unimportant assessments. In this article, an Oliver sack mourns the way that she is experiencing the

Story of Tim Tebow

Story of Tim Tebow Hey all On the night admissions came out (two nights ago), my good friend Steve 11 (freshman ex-roommate) was reminded of the story of Tim Tebow after the decisions were released. I knew about Tebow from talking with Steve many nights (or rather, him talking to me) about football, and I thought it was really a good story, and maybe some of you would enjoy it. But yeah, thats it. Think of this as some light diversionary reading if you will. Remember Tims promise. Best of luck in the weeks ahead! :) -Chris Youre probably feeling down right now. You know youll get over it but you feel like you never will.[1] So if I can offer any advice its just to emote. Let your psychological immune system kick in. Get off the blogs and let out a few tears. Then watch some awesome YouTube videos Or eat a Vermonster with your friends. (editors note: so for the people that dont know, a vermonster is essentially a gigantic tub of ice cream that you can get at Ben and Jerrys, an ice cream chain thats pretty prevalent in the US fun fact: it contains 14,000 calories :D but makes for a good bonding ritual followed by heartburn :P) Ill give you two sentences to stop reading. The rest of this post will be here waiting for you tonight. Kthxbai. There are two things I want to say. But first, listen to this important message from Dan Gilbert, a professor of Psychology at the other Cambridge school. A lot of events in life-both good and bad-are the products of factors that you cannot control. As Dans story shows, some things that seem bad turn out to be a blessing in disguise. More importantly, you dont have to go to MIT to be a success. You can go to a community college and still end up at the top of your field. Now, I hope you dont obsessively dwell on this blog in the future. Its time to move on, so I will bid you adieu with an inspirational true story. Tim Tebow was the best college football player to ever played the game. That is a fact, not an opinion. He was the first sophomore to win the Heisman Trophy, a two-time national champion, and the most statistically dominant player in history. Yet last December he was sitting on the sidelines watching Alabama crush his dream of winning a third national title in four years. He started sobbing because he just couldnt choke back the tears (see video). He invested so much in his team, his last season, in the championship run the media said destiny, that he couldnt hold it together. They say you shouldnt cry over spilt milk. I guess you shouldnt cry over college admissions either, its not that important in the long run. But even Tebow admits that many things, including academics, are more important than football. That didnt stop Tebow crying from becoming the number one Google trend of the day. Of course, this wasnt the first time Tebow let his team down. A little more than a year earlier he failed to gain crucial first down and it cost his team the game. But thats not the important thing. What happened next is part of college football lore: the promise he made (see video) is etched in stone at the University of Florida. Tim Tebow could easily be known as the wunderkind who choked when it was 4th and 1 or the baby who drowned the Georgia Dome in tears. But hes not. Hes remembered for picking himself up and making a promise to do better. As you probably can guess, Florida won 22 consecutive games and the BCS title after Tebow made The Promise. A few weeks after losing to Alabama, Tebow played the best game of his life in the Sugar Bowl. Today he is remembered as the greatest not just of our time, but of all time. Dont let setbacks set you back. Thanks for reading. [1] Most people say something stupid like Ill never eat again after eating too much on Thanksgiving. They know theyll be hungry the next day-they are every year-but to a remarkable extent people are simply stuck in the present.

Kinship Definition in the Study of Sociology

Kinship is the most universal and basic of all human relationships and is based on ties of blood, marriage, or adoption. There are two basic kinds of kinship ties: Those based on blood that trace descentThose based on marriage, adoption, or other connections Some sociologists and anthropologists have argued that kinship goes beyond familial ties, and even involves social bonds. Defininition Kinship is a system of social organization based on real or  putative  family ties, according to Encyclopaedia Britannica. But in sociology, kinship involves more than family ties, according to the Sociology Group: Kinship is one of the most important organizing components of society. ... This social institution ties individuals and groups together and establishes a relationship among them. Kinship can involve a relationship between two people unrelated by lineage or marriage, according to David Murray Schneider, who was a professor of anthropology at the University of Chicago who was well known in academic circles for his studies of kinship. In an article titled What Is Kinship All About? published posthumously in 2004 in Kinship and Family: An Anthropological Reader, Schneider said that kinship refers to: the degree of sharing likelihood among individuals from different communities. For instance, if two people have many similarities between them then both of them do have a bond of kinship. At its most basic, kinship refers to the bond (of) marriage and reproduction, says the Sociology Group, but kinship can also involve any number of groups or individuals based on their social relationships. Types Sociologists and anthropologists debate as what to types of kinship exist. Most social scientists agree that kinship is based on two broad areas: birth and marriage; others say a third category of kinship involves social ties. These three types of kinship are: Consanguineal: This kinship is based on blood—or birth: the relationship between parents and children as well as siblings, says the Sociology Group. This is the most basic and universal type of kinship. Also known as a primary kinship, it involves people who are directly related.Affinal: This kinship is based on marriage. The relationship between husband and wife is also considered a basic form of kinship.Social: Schneider argued that not all kinship derives from blood (consanguineal) or marriage (affinal). There are also social kinships, where individuals not connected by birth or marriage may still have a bond of kinship, he said. By this definition, two people who live in different communities may share a bond of kinship through a religious affiliation or a social group, such as the Kiwanis or Rotary service club, or within a rural or tribal society marked by close ties among its members. A major difference between consanguineal or affinal and social kinship is that the lat ter involves the ability to terminate absolutely the relationship without any legal recourse, Schneider stated in his 1984 book, A Critique of the Study of Kinship. Importance Kinship is important to a person and a communitys well-being. Because different societies define kinship differently, they also set the rules governing kinship, which are sometimes legally defined and sometimes implied. At its most basic levels, according to the Sociology Group, kinship refers to: Descent: the socially existing recognized biological relationships between people in the society. Every society looks at the fact that all offspring and children descend from their parents and that  biological relationships  exist between parents and children. Descent is used to trace an individual’s ancestry. Lineage: the line from which descent is traced. This also called ancestry. Based on descent and lineage, kinship determines family-line relationships—and even sets rules on who can marry and with whom, says Puja Mondal in Kinship: Brief Essay on Kinship. Mondal adds that kinship sets guidelines for interactions between people and defines the proper, acceptable relationship between father and daughter, brother and sister, or husband and wife, for example. But since kinship also covers social connections, it has a wider role in society, says the Sociology Group, noting that kinship: Maintains unity, harmony, and cooperation among relationshipsSets guidelines for communication and interactions among peopleDefines the rights and obligations of the family and marriage as well as the system of political power in rural areas or tribal societies, including among members who are not related by blood or marriageHelps people better understand their relationships with each otherHelps people better relate to each other in society Kinship, then, involves the social fabric that ties families—and even societies—together. According to the anthropologist George Peter Murdock: â€Å"Kinship is a structured system of relationships in which kins are bound to one another by complex inter ­locking ties.† The breadth of those interlocking ties depends on how you define kin and kinship. If kinship involves only blood and marriage ties, then kinship defines how family relationships form and how family members interact with one another. But if, as Schneider argued, kinship involves any number of social ties, then kinship—and its rules and norms—regulates how people from specific groups, or even entire communities, relate to each other in every aspect of their lives.

Learn the French Verb Conjugation for Attraper

In French, the verb attraper  means to catch or to pick up. What if you wanted to say I picked up? Then you would need to conjugate the verb into the past tense, which is either jattrapais or jai attrapà ©. There are, of course, other conjugations for  attraper  which French students will want to know. A quick lesson in transforming it to match the present, future, and past tenses will help. Conjugating the French Verb  Attraper Attraper  is a  regular -ER verb. This means that its relatively easy to conjugate because it follows a prescribed pattern. Once you learn which endings to use, you can apply that knowledge to similar verbs such as  attacher  (to attach) and  blesser (to hurt). In order to find the correct conjugation, use the chart and pair the subject pronoun -- the I, you, we, etc., or in French  j, tu, nous  -- with the appropriate tense for your sentence. For example, I catch is jattrape and we will pick up is nous attraperons. Subject Present Future Imperfect j attrape attraperai attrapais tu attrapes attraperas attrapais il attrape attrapera attrapait nous attrapons attraperons attrapions vous attrapez attraperez attrapiez ils attrapent attraperont attrapaient The Present Participle of  Attraper The  present participle  of attraper  is a verb, but it can also act as an adjective, gerund, or noun when needed. To make this change, we simply replace the -er  with -ant  to form the word attrapant. Another Past Tense of  Attraper You have two options when using attraper  in the past tense. One is the imperfect and the other is  known as passà © composà ©, which is more common and a little easier. In order to use the passà © composà ©, you will need two elements. First, is the appropriate conjugate for  avoir,  which is an  auxiliary verb. Second is the  past participle  attrapà ©Ã‚  and this does not change with the subject pronoun. As an example, to say I picked up in French, you will use jai attrapà ©. In a similar fashion, we caught is nous avons attrapà ©. Notice how the  ai  and  avons  are the conjugates of  avoir. More  Attraper  Conjugations When you are starting out, feel free to concentrate on the present, future, and past tenses of  attraper. As you dive further into French, you may also find a need for some of the following verb forms. You will find the subjunctive and conditional useful when the action is suspect, in question, or uncertain. The passà © simple and imperfect subjunctive are primarily found in formal writing. While these are not common, its good to at least be able to recognize them and associate them with  attraper. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive j attrape attraperais attrapai attrapasse tu attrapes attraperais attrapas attrapasses il attrape attraperait attrapa attrapt nous attrapions attraperions attrapmes attrapassions vous attrapiez attraperiez attraptes attrapassiez ils attrapent attraperaient attraprent attrapassent One final verb form is helpful to know and that is the imperative. This is used in direct requests and demands and theres no need to use the pronoun here. Instead of tu attrape, simplify it to attrape. Imperative (tu) attrape (nous) attrapons (vous) attrapez

Behavior Management of Exceptional Children Free Essays

BEHAVIOR MANAGEMENT OF EXCEPTIONAL CHILDREN: TRANSITION SERVICES Transition Services is defined by the 1997 Amendments to the Individuals with Disabilities Act (IDEA) as a coordinated set of activities for a student, designated within an outcome-oriented process, which promotes movement from school to post-school activities including: post-secondary education, career training, adult services, independent living, community participation, and integrated employment (including supported employment. The coordinated set of activities shall be based upon the individual needs of each student, taking into consideration his/her preferences and interests. IEP goals and objectives are required for the following areas: * Instruction * Related Services * Community Experiences * Development of employment and other post-school adult living objectives * Daily living skills and functional vocational evaluation are required. We will write a custom essay sample on Behavior Management of Exceptional Children or any similar topic only for you Order Now â€Å"The importance of the transition specialist, or career education specialist, in the types of projects cannot be underestimated. The relationships these staff members maintain with the participants are crucial to the structure and success of these services†(Bullis and Cheney, 1999). Vocational Assessments Vocational Evaluation is a comprehensive process that systematically uses work activities, (either real or simulated), as the focal point for assessment of capabilities, vocational exploration and guidance. The purpose of vocational evaluation is to assist individuals in vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, cultural, and economic data into the assessment process to determine realistic vocational areas. Transition Planning Transition planning begins at a very early age. It continues through each educational phase of the student’s life, culminating with adult living. A continuum of services focuses upon a student’s preparation for transition through participation in career awareness activities, career exploration, vocational training and employment. A continuum of Transition Services has been developed to serve as a guideline for transition planning. The continuum begins at preschool and ends at age 22. Transition planning is documented in the Individualized Education Program (IEP) beginning at age 14. â€Å"There is a lack of student and parent output, little documentation of transition plan specifics for each student, and IEP that were almost exclusively academically focused with no obvious links between goal/objectives and transition outcomes. Indeed, these weaknesses in the use of the IEP process and document planning for transition directly affect the implementation of transition services†(Collet-Klingenberg, L. L. , 1998). It is the responsibility of the IEP chairperson – usually the special education teacher – to arrange IEP / transition planning meetings for students at age 14 and older. The IEP notice to parents must include the following information: * The purpose of the IEP meeting is to develop / review the IEP and to consider Transition Services for inclusion into the IEP. * The student is invited to attend the IEP meeting. * Appropriate agency representatives have been identified and invited to the IEP / transition planning meeting. The IEP transition meeting must include all required IEP participants, plus two other representatives, as follows: * Parents or Legal Guardians * Special Education Teacher * Regular Education Teacher * Public Agency Representative (if appropriate) * Student * Other Individuals at the discretion of the parent or agency * Interpreter, when the parent or legal guardian is deaf or not proficient in the English language. * Career Education Teacher / Coordinator If the student does not attend the meeting, steps should be taken to ensure that his/her preferences and interests are considered. If an invited agency representative is unable to attend the meeting, other steps shall be taken to obtain participation. The IEP /Transition Planning meeting participants will provide input for expected outcomes. The following questions may be discussed. * What are the interest, preferences, and goals of the student after graduating or exiting school? * What support would be required to reach post-secondary goals? * Will the student be referred to an adult agency? * What type of adult agency service(s) is needed after graduation, if any? Who will be responsible for the referral(s) (i. e. special education teacher, the school based staff, parent, student, others? * Who will follow-up to ensure that the linkage between the school and adult agency(ies) was established? The IEP Team will develop transition goals and objectives that focus on the desired adult outcomes (long range transition goals). Students’ preferences, strengths and limitations, career / vocational skills develop ment, needed support services, job availability, medical and transportation requirements are also considered. Parents’ expectations of desired student outcomes should be obtained and considered. What exactly is the Transition Plan? The Transition Plan is a part of the IEP. It includes long-range transition goals, indicating the students’ preferences and interests after exiting school, are identified. â€Å"The skills needed to be successful in post secondary educational and vocational; settings, such as self-awareness, awareness of appropriate career options, and the ability to engage in self-advocacy when necessary, takes many years to develop† (Janiga,s. , J. ; Costenbader, V. 2002). Transition Services needed to achieve the long-range goals are determined. Agencies involved in transition planning while the student is still in school should be identified. That involvement is considered â€Å"agency linkages†. Transition goals and objectives are written. Agency responsibilities should be recorded in the IEP on the Transition Plan. Transition activities (objective s), persons responsible for the activities, and timelines are recorded. If an agency fails to fulfill its responsibilities, the IEP Team must reconvene to identify alternative strategies. Transition plans are reviewed, discussed and developed annually. The special education teacher, who completes the Transition Checklist, maintains a summary of transition planning. The Transition Checklist is reviewed and updated annually at the IEP meeting. A copy of the Transition Checklist is provided to the parent / guardian for further reference and planning. To assist in the development of transition plans at the IEP meeting Guidelines for transition services agenda is used. The guidelines outline what should be done before, during and after the IEP meeting. Records Keeping The special education teacher maintains a portfolio for each student, beginning at age 14, or grade 9. The portfolio documents a collection of evidence of the student’s skills, abilities, and employment competencies (see your school’s Special Education Coordinator or your school-based Transition Coordinator to obtain the portfolio). The student is responsible for participation in the development and maintenance of his / her transition portfolio. Portfolios are maintained as documentation of transition services activities. Adult Agencies An adult agency representative can attend IEP / Transition meetings for students who are 16 years of age, or in the 11th grade, and thereafter, if considered necessary by the IEP Team. An agency representative may attend IEP / Transition meetings for student’s age 14 or younger, if considered necessary by the IEP Team. Some students will move from school to adult life requiring little or no more involvement with adult agencies than their non-disabled peers. Examples of such agencies or services are community colleges, vocational technological schools, other post-secondary educational institutions and the military. Other students may require time-limited adult services, such as the Rehabilitation Services Administration (RSA). There are also students who will need ongoing support from adult agencies such as the Mental Retardation and Developmental Disabilities Administration (MRDDA). The IEP Team will determine which services may be appropriate for such students. Adult agencies may include, but are not limited to, the following: * Rehabilitation Service Administration Mental Retardation and Developmental Disabilities Administration * Commission on Mental Health Services * Others Private agencies representation may be invited by parent / guardian or student of appropriate: * College / Community College * Vocational Technical Schools * Adult Education Services/ Training * Armed Forces * Others Transportation for Special Education Transport ation is a related service for special education students when it is necessary in order for a student with a disability to participate in an appropriate educational program. The Multi-Disciplinary Team (MDT) makes individual decisions about transportation during the development of the Individualized Education Program (IEP) and placement. The MDT must consider the following: * Determine a need for specialized transportation and reflect the need in the student’s IEP * Review the student’s need for transportation at any IEP review * Qualifications for transportation include the following: * Limited sensory or physical endurance Significantly reduced intellectual development; and/or reduced problem solving skills Parents must do the following in order for transportation to be provided for their children: * Provide accurate address information to the Division of Special Education and ensure that it is updated if necessary during the school year * Call your child’s principal of any address changes during the school year. It can take 3 to 10 school days to make transportation changes during the school year * Have your child ready when the b us arrives in the morning * Meet the school bus in the afternoon. BIBLIOGRAPHY Bullis, M. , ; Cheney, D. (1999). Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders. Focus on Exceptional Children, 7, 1-24. Collet-Klingenberg, L. L. , (1998). The Reality of Best Practices in Transition: A Case Study. Exceptional Children, 1, 67-78. Janiga, S. , J. ; Costenbader, V. , (2002). The transition from High School to Postsecondary Education for students with Learning disabilities: A Survey of College Service Coordinators. Journal of Learning Disabilities, 5, 462-8, 479. How to cite Behavior Management of Exceptional Children, Papers

Nutrasweet in China-Sb Essay Example

Nutrasweet in China-Sb Essay -Case Study Analysis-| NutraSweet in China| Sandra Burga| MARKETING MANAGEMENT 658. 22 Professor Stephen Rapier Pepperdine University MARKETING MANAGEMENT 658. 22 Professor Stephen Rapier Pepperdine University I. History Back in 1994 NutraSweet’s Consumer Products division (CPD) considered entering the growing China market. Their intent was to take advantage of the growing Chinese market and expand their brand developing a new sector of brand followers. The CPD perceived three main opportunities: leverage the product brand, leverage marketing manufacturing competencies and capitalize on China’s post-Cultural Revolution. One of the enticing driving factor’s for NutraSweet (NS) was the low sugar consumption numbers in China, based on this perceived notion NutraSweet was posed with a couple of questions: Should NutraSweet enter the Chinese Market? If so, what will be the Risk vs. Profit opportunities? In addition, they also needed to consider their timing and strategy to enter the market. In doing so, they will have to carefully consider their Positioning and their Indirect versus Direct Distribution. NutraSweet assigned Eve Stacey a recent Harvard Business School grad, formerly of Ingredients Division, to head the project. According to the information provided for the case, Ms. Stacey was given only 3-months to prepare recommendations. There is no additional information provided on the case that tells us if Ms. Stacey was already familiar with the Chinese culture or if she had a good understanding of the market as it related to NutraSweet. What we know if that she sought the help of a company called SRG to do door-to-door interview of 200 Chinese consumers. Overall, this was a very small sampling of the Chinese market to be able to access the need. Back in the early nineties, NutraSweet’s Consumer Products ivision was responsible for tabletop sweeteners under the brand names of Equal ®, Canderel ®, and NutraSweet ®, brands already known to the US market. NutraSweet came about accidentally in 1965 when a chemist discovered it while working in a lab at Searle. Searle was a small pharmaceutical company later acquired by Monsanto. The Monsanto Company is a Fortune 500 manufacturer of performan ce chemicals, agricultural, food ingredients and pharmaceutical products. Headquartered in St. Louis, Missouri The laboratory accident that launched NutraSweet grew into a $1 billion dollar business for Monsanto. We will write a custom essay sample on Nutrasweet in China-Sb specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Nutrasweet in China-Sb specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Nutrasweet in China-Sb specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Because Searle was a pharmaceutical company, NutraSweet was initially marketed as an over-the-counter product, not as a food product. Monsanto consolidated the tabletop sweetener business during a reorganization period in which it faced many positioning challenges. In the United States NutraSweet was marketed as a mainstream product using a similar marketing strategy as Equal ® which had a low calorie sugar-like sweetness. In the European and Latin American countries the marketing was based around the concept of â€Å"lifestyle† consumption. In less developed markets it was marketed as a niche product for consumers with a medical need. NutraSweet consumer products sales by region in 1994 largely came from the large demand in the US with 58%, followed by Europe with 29%. As shown in the pie chart below, based on the small market share (4%) there seemed to be a great opportunity to expand into the Asia to increase the market share. II. Key Points A. Market Drivers and Growth Foreign Investors pumped billions into China’s economy back in 1994, the Chinese economy was booming. Citizens were spending 40% of their disposable income on food. This attractive fact seemed like a great opportunity for NutraSweet back then. Although expected to decrease with increasing cost of living, Monsanto was eager to enter the market. There was an emerging middle class with projected increase in purchasing power. NutraSweet saw an opportunity in the Chinese consumers’ infatuation with Western brands which represented: quality, freedom, excitement luxury. Multinational Corporations (MNCs) view China as: a set of distinct markets, culture, and tastes, regions varied by geography population with 3-key markets to explore: Shanghai, Guangzhou, and Beijing. B. Customer Analysis * Market Demographics China consumed 14 pounds of sugar/person versus 80 pounds of sugar/person in the US. This interesting fact posed the question, â€Å"How can we make this product attractive to a society where consumers for the most part are skinny and do not eat that much sugar? †. This presented a cultural challenge to tackle in the marketing process for Stacey and Monsanto. * Market Behaviors Chinese consumers spent little on housing and none on transportation to/from work, most used 40% of their disposable income on food. 20% of the 60 million (12 million) habitants owned 80% of the country’s wealth. The â€Å"Middle Class† was emerging and estimated to double in 2 years, meaning the target market would be as big as the US target market. In addition, as mentioned before, the Chinese consumers were obsessed with American products, fact that supported NutraSweet’s strategy. * Market Needs Values The primary distribution channels for NutraSweet were drug dispensaries therefore people perceived sugar substitutes as socially unacceptable. In addition, sweetness tolerance across China varied from region to region. Consumers saw no need for a tabletop sweetener since sugar was used mostly for cooking. Market Segmentation One of the strategies NutraSweet considered was to Market it as â€Å"food for a healthy lifestyle†. They saw an opportunity to expand their customer base through education about â€Å"healthy eating† (Yoshino, 1996). Their main target group was 25-40 year old women in the higher household income category. Other perceived users were predomin antly children and health/weight conscious individuals. C. Competitive Analysis Sweet ‘n Low was NS’s U. S. major competitor but â€Å"†¦the tabletop sweetener business was still fairly local with different competitors in different parts of the world. Part of their advantage was that the tabletop sweetener category was new to China. Part of their challenge was that sugar was inexpensive, infrequently purchased, and received little consumer attention. The question now was, if sugar was not consumed as much by the chinese, why would they consume a sugar-like substitute?. In the past â€Å"Healthful† drinks failed to catch on in China i. e. Diet Coke which failed in 1980’s. â€Å"The real competitors were other consumer product markets fighting for a share of mind and a share of discretionary income through an unbelievable media† (Yoshino, 1996). * The China Lure In 1994, foreign investors poured $81. 4 billion into China† (Yoshino, 1996). The GDP grew from $298 billion in 1980 to $508 billion in 1994, the 10% annual growth over next 25 years forecasted China’s economy to be worth $6 trillion dollars. The 60 Million consumer base was forecasted to double over the next decade. A more aggressive study predicted 150 million Chinese with purchasing power parity annual incomes of $18,000 by year 2000. D. Financial Analysis The average household income was $685/yr, the breakdown includes a $581 for a businessman, $420 for a factory worker and $213for an agricultural laborer. Hong Kong Was considered potentially more profitable than any other market in Asia, their business was less than $1 million due to social stigma. The average household income of 6 million inhabitants was $18,000 with an expected economy growing at 5% annually. * Taiwan A was a more developed market that could have served as a testing ground before entering China. However, Equal was rejected by major distributors and partially delisted. The average income was of $12,500 with a population of 21 million and a economy growing at 7% annually. E. Marketing Objective and Strategy Target Market The Main target group was 25 to 40 year old women in higher household income category. The perceived users were predominantly ch ildren and health/weight conscious individuals. Mothers in Guangzhou preferred it more than childless women * Positioning (Messaging) Getting goods to the market/consumer was a central challenge for MNC. NutraSweet leaned towards using a foreign agent to enter the market such as Inchcape, East Asiatic Co. and Simm’s. * Marketing Mix a) Product or Service Strategy The 4 F’s† of NutraSweet: FOOD, FUN, FAMILY, FOR YOU!. Tooth decay big problem in China. Sugar quality was poor (didn’t dissolve well) worms in their sugar! ) b) Consumer expectations 25% of Beijing’s consumers thought it would be an expensive item to be given as gift. 12% of Guangzhou consumers consider it as everyday item. 70% of consumers expect to find product in supermarkets c) Pricing Strategy The price decision had to balance low average incomes, the nonessential nature of the product, and white sugar’s low price with the need to position NutraSweet as a premium product that should not be directly compared to sugar. Pricing decision is important because of the multi-tiered distribution structure, NutraSweet needed to get to Chinese customers. d) Promotional Strategy 1/3 preferred sachet and 2/3 preferred table form, ? liked in jar format. Beijing: 1/3 thought packaging was too common or â€Å"clinical†. Shanghai (15%) Beijing(30%) saw product as â€Å"confusing† â€Å"not credible†. Most were skeptical about its use in relationship to gain weight. e) Distribution The primary distribution channels for NutraSweet were drug dispensaries in HK, typically people found sugar substitutes as socially unacceptable  as they relate to sick people. Their options were to explore multi-tiered distribution system OR build their own distribution systems OR use foreign agents subcontracting wholesalers and retailers. An option was to follow Equal’s strategy in the US and Abroad. The options included: marketing it as a mainstream product sold through retail food channels or marketed as a medical aid for diabetics and obese consumers. Consumed as part of everyday life in Europe and Latin America it was marketed as â€Å"healthy food† expanding customer’s base through educating others about healthy eating. F. SWOT Analysis * Strengths NutraSweet is a widely recognized brand name; it had flexibility in positioning their product. The Chinese market favored â€Å"Western† products. NutraSweet was already a familiar taste in already used Chinese products although it was not publicized. NutraSweets EPS has been steadily rising (1995 @ $6. 36) * Weaknesses Research conducted may not depict the Chinese culture accurately. Research conducted may not be a truthful representation of the action Chinese consumers will actually take. Management had a narrow focus view of NutraSweet’s possibility of success in China * Opportunities NutraSweet can be marketed as â€Å"food for a healthy lifestyle†. Chinese market is an untapped, growing market with a growing disposable income. NutraSweet can expand their customer base through education. China is a unique place with distinct markets, culture and tastes * Threats NutraSweet is a substitute to white sugar and is more expensive. Health concerns about the use of Aspartame in NutraSweet. Chinese consumers do not consume the same amount of sugar as the average person in the US. There’s competition against MNC’s wanting to enter a developing market like China G. Challenges * How can NutraSweet be attractive to a society where consumers for the most part are skinny and do not eat that much sugar? * Was choosing SRG to conduct their door-to-door interviews of 200 random costumers a good idea? * How can NutraSweet compete for consumer’s share of mind and share of discretionary income? * Shall NutraSweet be launched in Taiwan or Hong Kong instead of China? * Was NutraSweet priced and positioned appropriately for the Chinese consumers? How well prepared is NutraSweet to integrate themselves into the Chinese market (i. e. staff, management, understanding of Chinese rules)? Recommendation * Extend the test period to beyond 3-months and create a test market * Better cultural understanding: the management team could have continued marketing it as a medical aid for diabetics which was already culturally accepted * Investigate in depth existing com panies that did not succeed and learn from them * Tailor the packaging and messaging toward the Chinese Consumers. Or repackage it and detach it from the stigma * Educate consumers about the uses and benefits of NutraSweet for diabetics * Partner with companies who can use NutraSweet as their main ingredient instead of being a stand-alone name REFERENCES Yoshino, Michael and Knoop, Carin-Isabel (1996). NutraSweet in China (A), Cambridge: Harvard Business Review Koetler Keller. (2012). Marketing Management 14th edition. New Jersey, US