Marketing promotional strategies Essay

For this task I have chosen to write about Ben and Jerrys and Haagen-Dazs ice cream. These are two rival brands at the top end of the market. I decided to write about ice cream because it is very popular and there is lots of information available about them. They also both have good marketing and promotional strategies. I chose to write about Haagen-Dazs, as it is the best known ice cream. It is the number one super premium ice cream with 43 % of the market share. It is quite expensive as it is about  £5 for a carton on the ice cream but it is very nice. It is made with natural ingredients and its flavours are Chocolate, Butter Pecan and Cherry Vanilla. It was first made over 40 years ago. Haagen-Dazs uses the finest and purest ingredients. Ben and Jerrys is also at the top end of the market but it is a newer brand as it was first made in 1978. It has 39% of the market share and is the number two brand. It costs a little bit less than Haagen-Dazs as well. The price is still quite expensive though as all the products used are bought from minority and disadvantaged workers. It has a more fun image and has flavours such as Phish Food, Berry Nice and Cherry Garcia. It is aimed more towards young people than Haagen-Dazs is. It is aimed at young men and women in their teens, twenties and thirties with a high disposable income. Although these products are both at the top end of the market and are luxury ice creams they have very different approaches to their marketing and promotional strategies. Ben and Jerrys is marketed as a fun brand. It aims to try and attract younger people than Haagen-Dazs. This is shown by the names of its ice cream flavours and also by the design of the packet. Haagen-Dazs has a more sophisticated image and it has a more grown-up carton. It is aimed more towards older people, for example, people in their late 20’s, 30’s and 40’s. Marketing Promotional Strategies Marketing Mix and Promotion has four main aims. It is known as AIDA. It sums up the purpose of communication with customers through promotions. A companies Unique Selling Point (USP) is what they use to make them different to other companies who are selling the same things as them. Ben and Jerrys have got a laid back image but they also have a social awareness. When Ben and Jerry first started their company, they started the concept of giving back to the community as a whole. They make sure that the milk they use is bought from Vermont farmers and they buy the brownies they use in some of their ice creams from disadvantaged workers. They also give 7.5% of their profit away to help social and environmental causes. This is their Unique Selling Point. Haagen-Dazs USP is that they are an ice cream aimed at adults that uses only the finest ingredients. They market themselves as the ultimate in luxury and extravagance. There are lots of different types of media that can be used to advertise products. These are the mass media: television, radio, cinema and the internet. There is also billboards, magazines, planes and product placement. Local media can also be used and this is notice boards, shop windows and public places. These influence buyer behaviour by persuading them to buy the product they are advertising. Haagen-Dazs has a lot of advertising. They advertise at cinemas and also on the television. They also have magazine and billboard advertisements. They advertise themselves as being a luxury ice cream and have started a new advertising campaign – â€Å"Made for Movies†. This is going along with a special offer at Blockbuster videos where they offer free video rentals. When Haagen-Dazs first started in England they had a word of mouth campaign to make them seem very credible. They had marketed it as an upmarket product and at first it was only sold in upmarket shops. They ran advertisements in magazines like Vogue in order to attract the right sort of audience they wanted. Haagen-Dazs used AIDA to drip feed information in order to get peoples attention. Most people wouldn’t be able to buy it at first though because they didn’t shop at the right shops and it was expensive but after a while they started selling it at lots of shops. People bought Haagen-Dazs because they wanted to see what all the fuss was about and if it really was as good as other people said. Ben and Jerrys also advertise their products but not as much as Haagen-Dazs. They do not have any television advertising at the moment; neither do they have any magazine adverts. They have a lot of promotional evens however, such as buses that go round universities and offer free tasting days. Ben and Jerrys is often bringing out new flavours of ice cream and often has a â€Å"Flavour of the Month† They also stop making flavours that are not selling well. This is so customers do not get bored of the same thing. They advertise these new flavours in magazines and on billboards and people are keen to try what these new flavours taste like. They also advertise that they give a percentage of their profits to charity and the Ben and Jerry Foundation and this is used to gain customers. Both Ben and Jerrys and Haagen-Dazs have an upmarket image and at the moment they are the only two ice-cream brands to have this image. People would rather buy the more expensive brand and get the image that goes with it than buy a cheaper ice-cream which tastes just as good because they don’t get the image that is associated with it.

Australian School Excursion Policies Essays

Australian School Excursion Policies Essays Australian School Excursion Policies Essay Australian School Excursion Policies Essay An educational excursion is a student activity, organised by the school and approved by the principal or student council that will take place outside of the school grounds. School excursions play an important role in educating students based around the curriculum. In Australia, each state provides public schools with an Excursion Policy for all schools to abide by. The policy document used for this analysis is the Victorian Excursions Policy retrieved from the Victorian Government Education website, education.vic.gov.au/management/governance/referenceguide/enviro/4_4.htm. The apparent rationale of this policy is to ensure duty of care to the students with a safe environment and to prevent any foreseeable risks through careful planning and sound knowledge of everything involved in the school excursion. The policy also covers matters required during an emergency situation. The policy covers all aspects of duty of care for the students, teachers and others involved in the excursion. Planning plays a major role in the decisions of having an excursion. A policy is the main guideline for planning and covers all aspects that are important to maintaining a safe environment, including making decisions when unforeseen circumstances occur. Under section 4.4.2 headed school excursionsâ„ ¢, this covers many areas relevant. Under section 4.4.2.2 is information regarding approvals of any excursions. Appropriate approval, based on initial planning must be obtained by the school principal or school council prior to implementing pre-preparation of the excursion. Joint school excursions will need corresponding approval and planning consistently between principals of both schools. Section 4.4.2.2.4 obtains key aspects regarding selection of the venue for a camp or excursion activity. Areas of consideration and assessment are; health, hygiene and safety, building and facilities, activity equipment and the conduct of activities, certified qualifications of staff, participant supervision, emergency plans, fire precautions, first aid facilities, accreditation of camp site, quality assurance and consumer protection and references from other schools whom have already attended the venue are also of good value. These factors must be considered based on risk management principles. When considering a venue for the first time, it should be inspected by the teacher in charge of the excursion and constant discussions should take place with the camp manager in order to prepare risk management documentation. Further risk management criterion must be assessed when travel interstate or overseas is involved. Section 4.4.2.3, Emergency Management refers to a comprehensive process, which is put in place to ensure the safety of staff and students before, during and following an emergency situation. The Departmentâ„ ¢s requirements and guidelines relating to preparation and safety must be observed in the conduct of all excursions. Four key elements for the process of emergency management are preparedness, prevention, response and recovery (Roberts Stephens, 2002, p 3). Preparedness: the school should prepare an emergency management plan prior to an excursion covering all bases of foreseen and unforeseen circumstances that may occur. Prevention: the main part of a school plan is focused on strategies to help prevent emergencies. Response: Some emergencies are not preventable and therefore planning to minimise the effects of any emergencies that do occur. Recovery: is the process following an emergency where students and families may require support from available school resources (Roberts Stephens, 2002, p 3). Section 4.4.2.4 emphasises the importance of parental / guardian approval and information. They must be given clear, detailed and true information regarding all aspects of the excursion and then give the school written consent for their child to participate in the excursion. Section 4.4.2.5 covers the importance of retrieving confidential medical reports from the parents / guardians and these reports should be copied with one set going with the teacher in charge on the excursion and one set of copies obtained at the school. Section 4.4.2.6 and sections under 4.4.2.7 considers appropriate supervision, excursion staff and instructors that will be involved with the students on excursion. Matters to consider would be qualifications / experience, age / maturity, size of the group, ages of the students, nature / location of the excursion and activities that would be conducted throughout the excursion. In deciding what constitutes sufficient excursion staff, the principal should consider the factors listed above as well as the Safety Guidelines for Education Outdoors website. Section 4.4.2.8 is a guideline of staff-student ratios for different excursion types. Student behaviour and discipline under section 4.4.2.9 should correspond with the schoolâ„ ¢s student code of conduct, along with the state-wide Student Discipline Procedures 1994. Students and parents should understand the schools code of conduct and under extreme cases of misbehaviour the principal may decide that it is best for the child to return home. The parents will be informed and any expenses will be paid for by the parents of the student. Under sections of 4.4.2.10, 4.4.2.11 and 4.4.2.12 is detailed requirements regarding use of private transport. All students must be accompanied by a school staff member in any form of transport. Light aircraft must be a licensed charter operator with full liability insurance. Private motor vehicle transportation should be avoided at all times unless corresponding with an approved pre-licensed driver education program. Overseas travel requires further criteria and the smart traveller website should be checked for any travel warnings. A policy is a predetermined course of action which is established to provide the essential duty of care. This policy is important because it allows teacher to understand their roles and responsibilities within predefined limits with appropriate procedures to ensure the safety and to protect the rights of students. This policy identifies key activities and provides a choice of alternatives that can be used to guide their decision making process. This policy helps to control excursions in advanced and assists in preventing possible risks. The requirements of the policy is subject to the principal, school council, teachers and excursion supervisors, parents, students, venue staff and activity guides on the excursion. Everyone involved in the excursion needs to have a common understanding of the policy. Listed below are three hypothetical scenarios which the policy document would have impact on: Scenario One; A school takes the grade 6 students away on a 5 day camp. Teachers become concerned when one student repeatedly ignores safety rules which can put others at risk. After discussion with the school principal, it was decided to notify the parents of the studentsâ„ ¢ misbehaviour. On day 3 of the camp, the same student was found striking another student with considerable force. So, the teacher contacted the principal who arranged with parents to pick their child up. The decision was made because the student was causing significant risk to their peers.â„ ¢ Section 4.4.2.9 of the policy relates to student behaviour and discipline and that principal approval must be obtained before sending a misbehaved child home. Scenario Two; A class of grade 3 students were on a day excursion, bushwalking through a national park. A student gets bitten by a snake. The teacher immediately identifies the wound and applies a crepe pressure bandage and a splint as initial treatment. These items retrieved from the first aid kit provided by the national park (section 4.4.2.3.5). The rangers were contacted immediately to arrange a safe pick up for the student. Whilst waiting for the rangers, the other students were kept together in their groups with their selected supervisor (section 4.4.2.6). The rangers picked up the injured student assisted by one supervisor and returned to the educational centre at the national park where an ambulance was waiting, prearranged by the national park staff. The student was taken to the local hospital accompanied with a school supervisor. In the mean time, the school principal was notified who contacted the studentâ„ ¢s parents with continual up to date knowledge of the studentâ„ ¢s conditi on prior to their arrival at the hospital. The principal also contacted the Departmentâ„ ¢s Emergency and Security Management Unit (section 4.4.2.3.4). The student was soon released with appropriate medication with no serious condition. During recovery, the school had constant contact with the family.â„ ¢ This scenario covers all sections under 4.4.2.3 excursion emergency management. Scenario Three; A joint school camp was organised for grade 5 students for the duration of 5 days. Thorough planning between the two schools was conducted prior to camp approval and checks of the camp site were again conducted at arrival (section 4.4.2.2.4). Local authorities had already been informed of the school camps details and were given full contact details for the school management team at the camp. Unfortunately a deliberately lit fire occurred within the area and authorities immediately contacted the camp managers of the high fire dangers ahead with unpredictable wind changes. It was advised that an evacuation should be conducted as soon as possible. Evacuation plans had already been trialled and were put into action with students understanding the procedures instantly, the fire and police authorities lead the groups to a safe area (section 4.4.2.3). School supervisors stayed with their designated group at all times with continuous head counts conducted during the evacuation. The school pr incipals were immediately informed of the situation who then contacted the Departmentâ„ ¢s Emergency and Security Management Unit and the principal also informed all parents / guardians of updated knowledge of the studentâ„ ¢s safety (section 4.4.2.3.4). The students soon arrived safely back at school and once the dangers were lifted, all belongings were then returned. Students, camp supervisors and others involved in the camp had continuous support from the school during recovery (section 4.4.2.3). The State of Victoriaâ„ ¢s policy on school excursions is an essential guide for teachers to abide by to ensure that students are always protected by duty of care under all circumstances. Teachers should refer to this policy whenever conducting a curriculum based activity outside of the school grounds ensuring that the students are always in a safe environment. References: Medowie Public School. (2000) Educational Excursion Policy. Retrieved from medowie.ps.education.nsw.gov.au/policydocs.html Warrumbungle National Park. Judd, J. (1998) Safe Walking In The Warrumbungle National Park. Retrieved from www.warrumbung-e.schools.nsw.edu.au//safe%20walking%20booklet%20for%20web.pdf State of Victoria (Department of Education and Early Childhood Development) (2007) Student Safety Risk Management. Retrieved from education.vic.gov.au/management/governance/referenceguide/enviro/4_4.htm Roberts, M., Stephens, M. Department of Education and Training, Victoria. Emergency and Security Management Branch. (2002) Emergency Management in Schools Vic. Retrieved from aic.gov.au/en/events/aic%20upcoming%20events/2002/schools.aspx

Free Essays on Homoeroticism Within Shakepeares Text

When looking at the similarities between Shakespeare’s Twelfth Night and As You Like It, the most obvious connections lie in the manner in which the two main female roles both disguise themselves as men within the plays. But with an even deeper look into this phenomenon one can begin to see that this subtle technique is just one more way in which Shakespeare seems to hint at the acceptance of homoeroticism. When Rosalind decides to cross dress as the shepherd Ganymede in Act I, scene 3 of As You Like It, she highlights the conceptions of gender as a central theme of the play. While As You Like It presents common Elizabethan notions of what it means to be male and female, it also makes an important point about the intelligence and capability of women by portraying clever and powerful girls who are capable of holding their own in a man's world. By giving these women power and intelligence, Shakespeare reminds us that although his contemporaries (and many of our contemporaries as well) assume that men and women fulfill certain stereotypes, both genders are more than capable of superseding those limitations in order to attain their goals. But even with all the power that Shakespeare may give to the females playing male roles, in both plays there are occasions where the women are powerless in the scenarios that they find themselves. It seems that he is implying that even with their ‘man-masks’ on, that these women are still limited to performing as a â€Å"woman would in the situation.† This can be seen in As You Like It act II, scene 4, when Rosalind breaks down and cries [unlike a man]. Throughout Twelfth Night Shakespeare examines patterns of love and courtship through a repositioning of traditional Elizabethan gender roles. The familiar comic formula of identical twins creating confusion is employed with an added twist so that identical twins of opposite gender provide the foundation for the comic confusion. Viola, the ... Free Essays on Homoeroticism Within Shakepeare's Text Free Essays on Homoeroticism Within Shakepeare's Text When looking at the similarities between Shakespeare’s Twelfth Night and As You Like It, the most obvious connections lie in the manner in which the two main female roles both disguise themselves as men within the plays. But with an even deeper look into this phenomenon one can begin to see that this subtle technique is just one more way in which Shakespeare seems to hint at the acceptance of homoeroticism. When Rosalind decides to cross dress as the shepherd Ganymede in Act I, scene 3 of As You Like It, she highlights the conceptions of gender as a central theme of the play. While As You Like It presents common Elizabethan notions of what it means to be male and female, it also makes an important point about the intelligence and capability of women by portraying clever and powerful girls who are capable of holding their own in a man's world. By giving these women power and intelligence, Shakespeare reminds us that although his contemporaries (and many of our contemporaries as well) assume that men and women fulfill certain stereotypes, both genders are more than capable of superseding those limitations in order to attain their goals. But even with all the power that Shakespeare may give to the females playing male roles, in both plays there are occasions where the women are powerless in the scenarios that they find themselves. It seems that he is implying that even with their ‘man-masks’ on, that these women are still limited to performing as a â€Å"woman would in the situation.† This can be seen in As You Like It act II, scene 4, when Rosalind breaks down and cries [unlike a man]. Throughout Twelfth Night Shakespeare examines patterns of love and courtship through a repositioning of traditional Elizabethan gender roles. The familiar comic formula of identical twins creating confusion is employed with an added twist so that identical twins of opposite gender provide the foundation for the comic confusion. Viola, the ...

The Role of IBM in the History of Computers

The Role of IBM in the History of Computers This chapter in the History of Modern Computers finally brings us to a famous name most of you will have heard of. IBM stands for International Business Machines, the largest computer company in the world today. IBM has been responsible for numerous inventions having to do with computers. IBM - Background The company incorporated in 1911, starting as a major producer of punch card tabulating machines. During the 1930s, IBM built a series of calculators (the 600s) based on their punch-card processing equipment. In 1944, IBM co-funded the Mark 1 computer together with Harvard University, the Mark 1 was the first machine to compute long calculations automatically. The IBM 701 - General Purpose Computer The year 1953 saw the development of IBMs 701 EDPM, which, according to IBM, was the first commercially successful general-purpose computer. The 701s invention was due in part to the Korean War effort. Inventor, Thomas Johnson Watson Junior wanted to contribute what he called a defense calculator to aid in the United Nations policing of Korea. One obstacle he had to overcome was in convincing his father, Thomas Johnson Watson Senior (IBMs CEO) that the new computer would not harm IBMs profitable punch card processing business. The 701s were incompatible with IBMs punched card processing equipment, a big moneymaker for IBM. Only nineteen 701s were manufactured (the machine could be rented for $15,000 per month). The first 701 went to IBMs world headquarters in New York. Three went to atomic research laboratories. Eight went to aircraft companies. Three went to other research facilities. Two went to government agencies, including the first use of a computer by the United States Department of Defense. Two went to the navy and the last machine went to the United States Weather Bureau in early 1955. Features of the 701 The 1953 built 701 had electrostatic storage tube memory, used magnetic tape to store information, and had binary, fixed-point, single address hardware. The speed of the 701 computers was limited by the speed of its memory; the processing units in the machines were about 10 times faster than the core memory. The 701 also led to the development of the programming language FORTRAN. The IBM 704 In 1956, a significant upgrade to the 701 appeared. The IBM 704 was considered an early supercomputer and the first machine to incorporate floating-point hardware. The 704 used magnetic core memory that was faster and more reliable than the magnetic drum storage found in the 701. The IBM 7090 Also part of the 700 series, the IBM 7090 was the first commercial transistorized computer. Built in 1960, the 7090 computer was the fastest computer in the world. IBM dominated the mainframe and minicomputer market for the next two decades with its 700 series. The IBM 650 After releasing the 700 series, IBM built the 650 EDPM, a computer compatible with its earlier 600 calculator series. The 650 used the same card processing peripherals as the earlier calculators, starting the trend for loyal customers to upgrade. The 650s were IBMs first mass-produced computers (universities were offered a 60% discount). The IBM PC In 1981, IBM created its first personal home-use computer called the IBM PC, another milestone in computer history.

Baroque Style Research Paper Example | Topics and Well Written Essays - 750 words

Baroque Style - Research Paper Example The Taking of Christ, painting by Caravaggio, represents Baroque style as well. The story of the painting is interesting, because for a long time it was attributed to another artist. It was painted at the beginning of the 17th century for Mattei family. It was known that the painting existed but its location was not known. When it was found and examined in Dublin, it became apparent that it truly belongs to Caravaggio’s hand, because it was characterized by the features that typically belonged to the painter’s style: â€Å"bright highlights, dark sharp shadows, and a black background† (Caravaggio Gallery, 2013) One technique that Caravaggio often used in his paintings is the use of the back of his brush to highlight or outline parts. It is also present at the painting. The sharp contrast between light and dark characteristic for Caravaggio, is outstanding here. The artist took Biblical story as the base for The Taking of Christ – betrayal of Christ by Juda s and his taking by the Roman soldiers. There are seven figures at the painting. It is interesting to see how the expressions of their faces are different. Jesus is calm and peaceful, He knows about what He needs to go through, and He is ready for that. In contrast to Jesus, the face of St. John shows pain and distress. The disciple is shocked by what is going on. The face of Judas is seemingly calm as he is kissing the cheek of Christ and thus betrays him. Therhe man with the lantern, is believed to be the self-portrait of Caravaggio himself.

European Union Law Essay Example | Topics and Well Written Essays - 2000 words - 2

European Union Law - Essay Example The French authorities wish to deport Derek and his family back to the Britain. Here it will be important to consider the rights of the European Union citizens though before doing that it is perhaps important to consider whether the actions complained of by the French authorities are legally objectionable, or otherwise. Does Derek or his family have the right to stay Is their right independent of each other's Are Derek and his wife to be considered as "workers" Naturally, it is the European Court of Justice (the ICJ) that has severally been called upon to apply its wisdom in cases where a party suspects that his rights have been violated, and those instances will no doubt be crucial in gauging the status of Derek and his family. It may be wise to recite the relevant the full provision here in order to be seized of its full implications. Thus Article 39EC of the Nice treaty provides;2 2.. 1. Freedom of movement for workers shall be secured within the Community. 2.. Such freedom of movement shall entail the abolition of any discrimination based on nationality between workers of the Member States as regards employment, remuneration and other conditions of work and employment. 3. It shall entail the right, subject to limitations justified on grounds of public policy, public security or public health: (a)to accept offers of employment actually made; (b) to move freely within the territory of Member States for this purpose; (c) to stay in a Member State for the purpose of employment in accordance with the provisions governing the employment of nationals of that State laid down by law, regulation or administrative action; (d) to remain in the territory of a Member State after having been employed in that State, subject to conditions which shall be embodied in implementing regulations to be drawn up by the Commission. A worker has been defined in the case of Lawrie-Blum V. Land Baden Wurttemberg as a person who for a time performs services for, or under a direction of another person, and receives remuneration in return.3 The ICJ has had to deal with cases where the rights of a migrant were considered. In the instant case, Hartley thinks that Article 39 on the freedom of movement of migrants is restricted in this aspect. A migrant has the right to cross borders once the offer is made before he leaves his country of origin, and as such, such migrant has no right to go to a member country to look for work4. This is premised on the fact that the Article 39 (3) (a) talks of "accepting offers of employment actually made." Thus I my advice to Derek is that his legal position as a migrant is already tenuous as he went to France to look for work. So unfortunately for Derek and his family, French authorities already have some legal ammunition they can use to deport the head of the family. For, Derek, the re prieve could come from a declaration made by the member states and recorded in the minutes meeting way back in 1968 that such migrants who crossed borders into other community member states could be allowed to stay for three months and if they have not been

Salvador Dali and Surrealism Research Paper Example | Topics and Well Written Essays - 1000 words

Salvador Dali and Surrealism - Research Paper Example The paper "Salvador Dali and Surrealism" highlights the meaning of Salvador Dali's art and his influence in surrealism. Salvador Dali is one of the greatest abstract artists of all periods. The Persistence of Memory is considered as the masterpiece of Salvador Dali. Salvador Dali is a well known Surrealist artist. Surrealism is a typical artistic movement that made researchers, thinkers and artists explore the expression of the unconscious. Surrealism attempted to establish a new social order, giving a new definition for mankind. Surrealism is an artistic style and a cultural movement. It makes use of the visual imagery hidden in the subconscious mind to prepare art works that is not associated with logical comprehensibility. Surrealism is related to the psychoanalytical works of Sigmund Freud and Jung. Giorgio de Chirico, Renà © Magritte and Man Ray are few of the famous artists who were part of the Surrealist movement. Salvador Dali is the advocate of Surrealism. His works like Th e Persistence of Time and Dream Caused by the Flight of a Bee Around a Pomegranate a Second Before Awakening are typical examples of his works. The Persistence of Time is a celebrated painting of Salvador Dali. This seminal work of surrealistic art was created by Dali in 1931. The Persistence of Time is deemed as one of the most recognizable icon of the Surrealist movement. This painting is an excellent exhibition of the artist’s deep thoughts on hardness and softness, which was the topic of his works during those periods.