A Business Strategy for a Chinese Restaurant, Correcting Its Marketing Gaps, and Developing Internal Integration Free Essay Example, 2250 words

New entrants pose a high threat in the food industry. The food industry is mainly associated with high profits if planned strategically. The start-up cost for setting up new ventures is also medium to low. This leads to high chances of new entrants which affect the market share of an already established restaurant like Hai Di Lao Hot Pot. Threats of substitutes: There is a medium threat that arises from substitute goods and services in the food industry and for a restaurant like Hai Di Lao Hot Pot. Similar products by other Chinese fast food restaurants act as substitutes. The customers recognize the brand value of this restaurant and the pricing and quality of the product suit the consumer s requirements. Bargaining power of suppliers: The bargaining power of the suppliers is low as the industry is subjugated by large supplies and the operations of the restaurant like Hai Di Lao Hot Po is significant enough to dominate over the price margins of the suppliers. Bargaining power of b uyers or customers: The bargaining power of the customer is medium as many similar goods and services are available in the industry. We will write a custom essay sample on A Business Strategy for a Chinese Restaurant, Correcting Its Marketing Gaps, and Developing Internal Integration or any topic specifically for you Only $17.96 $11.86/page The following points should be focussed on: The restaurant enjoys a sustainable competitive advantage in case of customer response time. Then restaurant highly values and ensures customer satisfaction (Hai Di Lao hot pot, 2014). It provides high-quality food and personalized services.

The Effects Of Advertising On Children s Physical And...

Nowadays advertising has been a big deal for children, because it can lead children to adopt certain consumer behavior which can result in negative impacts on children’s physical and mental health. Marketing directly to children is a factor in the childhood obesity epidemic, it also encourages eating disorders, previous sexuality, youth violence and family stress and contributes to children’s diminished capability to play creatively. Marketing children is a huge business because they are an easy target. In the following articles I will talk about how there is different types of consumers through advertisements. Advertising can effect children in a positive way but mostly in a negative way at a young age. Nowadays companies target kids†¦show more content†¦What companies do is that they make things sound awesome that way the children can go to their parents and ask for it and the way they get what they want is to whine to their parents. Food and drink companies now have many ways to reach children as the line between entertainment and advertising is increasingly blurred. It’s not just the ads on TV, children are being targeted through the internet, social media, viral marketing, celebrity endorsements, and even smartphones. That teaches them how to be consumers and overly conscious about materialistic things. This article is mostly about teaching girls about American history but it doesn t really tell the true history about children in America and it should teach then the values of life and to be thankful what they have and not what they think they need. Daniel Hade is a professor of language and literacy, in his article â€Å"Lies My Children’s Books Taught Me† he argues that the American girl doll is to educate todays young girls about the American history and the roles girls play throughout history. The Pleasant Company makers of the â€Å"American Girl† collection manipulates children, parents, and even school teachers by selling expensive dolls, accessories, and lesson plans. The American Girl franchise’s main goal is not to connect girls with history so much as a lesson in consumerism. Hade writes that the history Americans are taught, especially through children’s

Improving Conflict and Negotiation

Question: Discuss about the Improving Conflict and Negotiation. Answer: Introduction In the modern world, conflict and negotiation are two familiar and well structured ways of communication between communities, groups and individuals. The two terms are generally used when there are disagreements in the goals and ideas, absence of cooperation, fight for scarce resources and the inability in the personality. Negotiation however, is one of the most prevailing types of interaction in solving conflicts. In case of any disagreements, the people concerned with the conflict aim to accomplish the most suitable result for their position or the industry they represent. Therefore, the convention of finding collective profits and keeping a relationship are the essential elements for a positive outcome (Ahammad et al., 2016). Negotiation is a process by which individuals solve problems and a system through which an agreement or compromise is attained while refraining disputes. Every people are involved in various types of negotiations with the clients, colleagues, superiors, family members on daily basis. The use of efficient negotiation and the skills of solving conflicts raises the efficiency in the task, collective gain and development of relationship. On the other hand, absence of such skills leads in leaving opportunities and the money at the table (Bala et al., 2014). The word conflict refers to any form of disputes or frictions rising within two individuals or a community when the idea or belief of one or more individuals differs from each other leading to a distance among the group. Causes of Conflict There are various causes of conflict and they can be segregated as follows: Structural Factors: The structural factors include specialization, relationship among authorities, jurisdictional uncertainty, differences in goal, similar resources, inconsistency of status and interdependence. Personal Factors: The personal factor comprises of know it all attitude, an ego-maniac person, a self-averse, and an combative person. The other reasons comprise of abilities and skills, perceptions, ethics, emotions, barriers in communication, differences in culture, emotions, values, issues regarding authority, absence of cooperation, arguments regarding different styles, inefficient performance etc (Chestnut et al., 2014). The various levels of conflict are discussed below: Intrapersonal: In this there arises a conflict among the values, thoughts, emotions and principles of an individual internally. For example: A person may have internal conflicts whether to lie to his friend for not attending his call or tell the truth that he did not feel like attending the call at that time. Interpersonal: This process refers to the conflicts that arise between two individuals due to differences in opinion (Christopher 2012). For example, person A is of the opinion that change in the management of the organization will lead to a fall in the structure of the business, whereas person B is of the opinion that change in the management will bring in new ideas into the organization and will benefit the company. Intra group: This is a type of conflict that arises between various members within a group due to differences in ideas and opinions. For example, two members in the financial department of an organization are having a conflict regarding the post of the senior accountant as both of them are eligible for a promotion for this post. The members are having an ego problem and try to compete with each other in order to gain the position (Fisher et al., 2013). Intergroup: This level of conflict rises between two individual groups due to different sets of interests and goals. For example, the marketing department and the financial department of an organization are having a conflict due to the fact that both departments are trying to take credit of the increase in profit for the organization. The fianc department argues that due to their efficiency in handling the finance, the profit has been determined and the marketing team argues that it is due to their interactions with the customers that has lead to rise in profit. Conflict Management Tools and Process Conflict analysis is helpful in supporting the adjustment for the future action. The evaluation does not lead to any knowledge about the conflict. However, it creates an objective knowledge of the conflict (Haddadin 2012). The various conflict management tools are as follows: Conflict Wheel Mapping of Conflict Glasls Escalation Model Conflict Tree Mapping of Needs-Fears Multi-Causal Role Model Conflict perspective Analysis (CPA) The process of conflict comprises of different stages that are discussed below: Stage 1: Incompatibility or Potential Opposition having precedent conditions due to communication, personal variable and structure. Stage 2: Personalization and Apprehension: This includes conflict in relation to feelings and sense of perceive. Stage 3: Intentions like conflict-handling conations like avoiding, collaborating, compromising etc. Stage 4: Behaviours like the attitude of the parties and reaction of the others involved in the conflict. Stage 5: Outcomes: It involves the increase of performance of a group and fall in performance of a group. The problem of conflict arises in every aspect of life. It can be seen in the personal life of a human being and even in the professional life. With the creation of the circumstances of conflict, there has been creation of various management tools to mitigate such problems. The different processes are even helpful in underlying the type of conflict, which will help the negotiators to solve the problem with ease. Negotiation The meaning of negotiation refers to the process of settling disputes in a peaceful manner and hence maintaining parity in the concerned environment. Integrative negotiations are different because it concentrates on common factors rather than any difference and discovers the needs and interests. It is committed to meet all the requirements of the parties. It is helpful in exchanging ideas and information and use the ideas to set standards (Hglund Druckman 2013). Overview of the Process of Negotiation It is helpful in creating a free flow of data. It tries to realize the real needs and objectives of the other negotiators. It concentrates on the common factors between the decrease of differences and the parties. It looks for answers that satisfy the goal and aim of both the parties. Steps in Negotiation Process There are various steps involved in analyzing the process of negotiation and they are listed below: Identification of the Problem: It involves the defining the issue in such a way that is accepted by both the parties. It defines the problem with a focus on the practicality and thoroughness along with revealing the issue to recognise the restraints to reach the goal. Identification of the Problem: This step tries to recognise the interests, which means the underlying concerns, demands, desires or fear that encourages a negotiator. The substantive interests are in relation to the vital issues in the negotiation (Jeong 2016). Process interest reveal the steps in which disputes are resolved. Interest of relationship shows how the parties consider their relationship. Generation of Alternate Solutions: This step tries to create options by trying to redefining the set of problems by the use of non-specific remuneration, cutting costs for compliance, logrolling etc. The other solution involves creating alternatives to the problem through surveys, brainstorming etc (Melin et al., 2013). Analysis and Selection of the Substitutes: The analysis and the selection process is based on the following factors: Narrowing the dimension of the solution alternatives Solution evaluation on the basis of quality, acceptability and goal standards. Willingness to justify the personal preferences (Saarni 2015) The use of subgroups to analyze the complex substitutes. It is seen that negotiation plays a vital role in settling disputes and requires the need of all the above discussed process and steps to efficiently end all disputes. An effective negotiation requires the use of all the mentioned actions as all these steps have a significant part in completing the action of negotiation. Every part of negotiation is interlinked with each other and therefore any defect at any part may lead to an improper negotiation method. Therefore it is seen that conflict and negotiation go hand in hand as negotiations are necessary in order to settle disputes and maintain balance within the organization and in a particular society. Conclusion The above study undertaken therefore is helpful in understanding the meaning of conflict and the steps and the process that are involved in analyzing the conflicts. The paper even evaluates the various reasons of conflict and the parties involved within a conflict. It is seen that conflict initiates due to differences in opinion between different groups or individuals and misbalances the parity. The best way to settle a conflict is by going for negotiation. The paper also analyzes the various types of negotiation and evaluates the overview of the process along with evaluating the steps that are involved in the process of negotiation. Reference List Ahammad, M. F., Tarba, S. Y., Liu, Y., Glaister, K. W., Cooper, C. L. (2016). Exploring the factors influencing the negotiation process in cross-border MA.International Business Review,25(2), 445-457. Bala, M. I., Vij, S., Mukhopadhyay, D. (2014). Negotiation Life Cycle: An Approach in E-Negotiation with Prediction. InICT and Critical Infrastructure: Proceedings of the 48th Annual Convention of Computer Society of India-Vol I(pp. 505-512). Springer International Publishing. Chestnut, H., Vamos, T., Kopacek, P. (Eds.). (2014).International Conflict Resolution Using System Engineering (SWIIS). Elsevier. Christopher, R. (2012).Handbook of conflict resolution: The analytical problem-solving approach. The Continuum International Publishing Group Ltd. Fisher, R. J., Kelman, H. C., Nan, S. A. (2013). Conflict analysis and resolution. Haddadin, M. J. (2012).Diplomacy on the Jordan: International conflict and negotiated resolution(Vol. 21). Springer Science Business Media. Hglund, K., Druckman, D. (2013). 16. Making peace through negotiation.Handbook of Research on Negotiation, 416. Jeong, H. W. (2016).International Negotiation: Process and Strategies. Cambridge University Press. Melin, M. M., Gartner, S. S., Bercovitch, J. (2013). Fear of rejection: The puzzle of unaccepted mediation offers in international conflict.Conflict Management and Peace Science, 0738894213491358. Saarni, C. (2015). Improving Negotiation Effectiveness with Skills of Emotional Competence. InHandbook of International Negotiation(pp. 175-180). Springer International Publishing.

Second Language Acquisition

Second Language Acquisition: The Learner and the Learning Situations Age: Lenneberg came up with a theory that acquiring proficiency in speaking a second language was an inborn process that was influenced by growth of the brain (Lenneberg, 1967, p. 78). Thus, many scholars report that age plays an important role on a second language acquisition (Randell, 2007, p. 13).Advertising We will write a custom research paper sample on Second Language Acquisition specifically for you for only $16.05 $11/page Learn More Lenneberg claimed that after the brain has been completely lateralized, then its ability to reopen the part that is concerned with language learning is limited (Lenneberg, 1967, p. 78). This means the brain losses its ability to take in new language skills. The best age for learning new language as a result of numerous researches was found to be from the age of six to fifteen years (Smith, 2004, p. 73). Reportedly, the correlation between age and a second language acquisition can be best illustrated by the peculiarities of learning in the field of phonology where younger students are likely to have no significant accent whereas older students will remain speaking with quite noticeable accent (Randell, 2007, p. 13). Motivation: it has been established that the motivation that inspires an individual to learn a second language and the thoughts that this person holds concerning speaking a second language play a big role in the process of learning it. It is necessary to point out that it is possible to distinguish to major types of motivation: integrative and instrumental (De Bot et al., 2005, p.72). Thus, De Bot et al. (2005) state that integrative motivation is a very strong tool inspiring students to learn, whereas instrumental is less effective. The integrative motivation presupposes that students like the community speaking the language and want to find out more about the community and learn the second language. The instrument al motivation is reinforces by some more particular purpose, for example, reward. It goes without saying that integral interest in the community and the language itself is much stronger motivation than a desire to get some reward. Environment: The condition in which learning takes place is of great impact on the process of learning a second language. As explored earlier, the extent to which input offer the maxima effect is important. An environment that encourages a greater amount of using the new language is very effective in the process of learning. Thus, De Bot et al. (2005) suggest that there are two types of learning: implicit and explicit. Implicit learning is something that people can learn by intuition, and explicit learning presupposes that people should understand how it is done (De Bot et al., 2005, p. 9). Admittedly, people learn faster when they can constantly repeat and hear a second language, when they are naturally involved in the learning process, rather than trying to memorize some rules and new words.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Personality: this trait is very influential on the way a person learns a new language acquisition. When combined with environment, this can act to impede learning or to encourage it. Introverts have a high chance of being affected negatively. Students afraid of embarrassment by incorrectly speaking avoid opportunities for them to speak hence affecting their ability to learn. When teachers correct mistakes, these students feel embarrassed, when a student shuts following an outright correction, then he/she looses the psyche to practice. Conversely, extraverts are usually more successful in speaking since it presupposes communicating which extraverts like (Carrasquillo and Rodrà ­guez, 2002, p. 65). The Importance of Classroom Instructions This bears a special benefit because in the first place, teaching car ried out in a classroom setting usually has a connection with the two forms of second language attainment processes, natural acquisition and classroom learning. Hunt et al. (2009) stress that one of constituent factors of effective teaching is correct and detailed instructions, i.e. teacher’s ability to explain what students are expected and how they can successfully fulfill their tasks. When though it’s hard to draw clear differences between instructed languages and acquired, we can easily recognize the implications of language acquisition from classroom teaching and that from non-classroom learning. Obviously the impact of classroom teaching of language becomes positive and this view is supported by early researchers of learning a new language in 1980s. The Importance of Carrying Out the Task of Teaching From many years of teaching, there are several theories that teachers have linked to the process of teaching a new language as being conducive and best for acquiring a second language. Input Hypothesis: this hypothesis explains acquiring a second language through a progression of natural process and it’s affected by an input that is ahead of the natural flow by a step. Admittedly, when a learner goes through the steps of learning through the stages of growth from birth mentioned, they will flow in a natural way as they encounter new input. Sometimes, studies indicate that adults can learn new language the same way. The teacher can use this hypothesis and put a student in an environment that encourages input and feedback of information that is comprehensible (Hwang 1999, p. 26). Students are set in a very conducive environment for learning that is lively and realistic and this boosts understanding making learners to have better acquisition results.Advertising We will write a custom research paper sample on Second Language Acquisition specifically for you for only $16.05 $11/page Learn More Output hypothesis: this theory purports that learners have to use the resources they acquire and practice using comprehensible output. Classroom teaching plays a very good role in attaining this as learners are able to bridge the gaps of input and output interactions. Learners and teachers are main factors of classroom learning (Hwang 1999, p. 26). This means teaching helps teachers to give information that students find interesting and that results into integration. Students hence collect and reprocess this information and efficiently acquire good linguistic skills. Language Transfer This concept is also described as the linguistic inferences of the first language. It’s mainly discussed in teaching English but it can normally occur for every language especially when the person does not have that deep command of the new language. Positive Transfer and Negative Transfer: when appropriate unit or structure of two languages is similar there can be interference resulting in accurate construction of a language and this is termed as positive transfer. Accurate here means that the language was as if it were spoken by natives with little errors (Liceras, 2010, p. 250). An example is using cognates. Negative transfer on the other hand is when the learners introduce incorrect structures to a new language. When the differences in structures are so great, then there is likelihood of committing more negative transfers. The impact of positive transfer usually gets overlooked and as a result they are not discussed extensively. However the results could have a very big impact on the learners (Liceras, 2010, p. 250). For example, English learner of Spanish learner can easily guess Spanish vocabulary from his English through structure could differ hence connotation. Conscious-Unconscious Transfer: the transfer of a language may either be accomplished in an unconscious or conscious manner. It is quite possible for unskilled learners take a guess while writing or speaking a second language e ither due to forgetfulness, or lack of proper learning. For instance, in North America, English speakers who boast of Spanish as their first language have thus far managed to influence the English native speakers in those regions that the Spaniards are a majority (Liceras, 2010, p. 253). They mix English and Spanish words in what they refer to as Spanglish. Such speakers could know the internal structures of first language well and not conversant with the second language structures hence slip back to their first language rules.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Contrastive Analysis The theory of contrastive analysis consists in comparison of two languages that is based on their characteristic elements. According to Gass and Selinker (2008) contrastive analysis is aimed at determining â€Å"potential errors for the ultimate purpose of isolating what needs to be learned and what does not need to be learned in a second-language-learning situation† (96). In other words, learning of a first language and a second language is compared and on the basis of this study it is possible to distinguish the probable difficulties that learners face when learning the second language. Presumably, when a student is learning the second language, the structure and rules of the first language cause the most difficulties to their effort of acquiring a second language. The difficulties are because of comparing of two linguistic structures from different languages. Hence a second language teacher can be better placed to understand the students’ varied learning difficulties that are as a result of these linguistic variations (McLaughlin Harrignton, 2008, p. 123). For instance, Arabian students learning English can place gender pronoun of non-human objects when trying to speak English. â€Å"There are three glasses, she is on the floor† (she is used to refer to the glasses). Japanese on the other hand can have a very difficult time when pronouncing /r/ and /l/ sounds in English because they native (first language does not have these sounds). Contrastive Analysis Is Important For Teachers Many people assume that language is merely sentences, structures and words. However, there are many shapes and structures that make every utterance have a meaning and a function. This means that besides studying measurable elements like sound and words, it’s important also to study elements like notion, feeling and notion which are immeasurable (McLaughlin Harrignton, 2008, p. 123). Contrastive analysis takes into consideraition th ese aspects and hence it is very critical for teachers when comparing a new language and the first language if they are students (De Houwer, 2006, p. 332). Teaching language is not easy as one may overview considering that even native at times cannot use their own first language. Language is described as randomly structured groups of subjectively chosen vocals used by people of a certain culture to communicate. This communication is subject to contrast always. This means that contrast is an aspect of language and exists between worst, sentences and languages. This concept is critical in teaching foreign language as it studies language used at that period in time. An assessment of language barrier along with a scientific examination of the structural differences that characterizes two languages may aid in the description of the taxonomy of a language. Consequently, this could be beneficial to the teachers by allowing them to forecast the hardships that could face learners (McLaughlin Harrignton, 2008, p. 123). With the help of contrastive analysis teachers can easily define what points do not require special attention, and which points in learning a second language should be explained and trained more thoroughly (Danesi Rocci, 2009, p. 228). There are four stages that the teacher can effectively use contrastive analysis to bring about better learning. First, Description: this is the use of formal grammar to explicitly describe the native and foreign language. Second, selection: certain set of rules; structures are chosen for contrast as it’s hard to virtually take all the differences. Third, contrast: this is when one language is mapped onto another and the relationships described. Finally, prediction: the teacher formulates how to predict an error or hardship of the other steps. Language Transfer: Omission Copula by Arab Learners Contrastive analysis reveals that Arab learners often make transfer mistakes because of the fact that they have a different language structure from English and or any other language for that case. The difference is very substantial with English though. This difficulty in learning comes up when students attempt to bring into play articles, copula and auxiliary verbs, that have nearly no Arabic equivalent or comparables for some syntax situations (Burt, 1975, p. 54). Furthermore, in Arabic language, using the word ‘if’ is mostly evident in the incorrect application of order of words prepositions and pronouns. This kind of mistake is committed by Arabs who are learning as a second of foreign language often denoted as EFL and ESL. Arabs not only make interference ‘if’ error but also non-interference as well (Burt, 1975, p. 54). Typical syntax errors are categorized in various groups that deal with prepositions of objects, plurals of objects that are not countable, past tenses and thirds person singular. Arabic and English constructive analyses indicate that copula omission is very evident especially in grammatical study of English by Arab learners. For instance, native Arabic speakers constantly omit copula verb. It’s important to note that in other tenses higher, sometimes other person other than the third single party, the copula is brought in again. The reason why Arab learner tends to drop the copula often is because the native Arab language does not have these copulae. This is therefore a negative transfer from native language to the second language as students drop the copula as he/she speaks. Most grammatical problems that Arab students face are principally attributed to their native language and are mainly of omission of copula (Patil, 2006). Solution: the better solution could be to scale down the difficulties that are pronounced among the second language learners. By all means, such common mistakes should be noted and used for working out the necessary teaching strategies. Thus, it can be helpful to use the so-called preventive strategy (Fran ceschina, 2005, p. 200). In this case a teacher will know what topics require detailed consideration. This can lead to avoidance of common difficulties in second language learners. Reference List Burt, M. K. (1975). Error Analysis In The Adult EFL Classroom. Tesol Quarterly, 9(1): 53- 63. Carrasquillo, A., Rodrà ­guez, V. (2002). Language Minority Students in the Mainstream Classroom. Clevedon: Multilingual Matters Ltd. Franceschina, F. (2005). Fossilized Second Language Grammars: The Acquisition of Grammatical Gender. Philadelphia, PA: John Benjamins North America. Danesi, M., Rocci, A. (2009). Global Linguistics: An Introduction. Berlin: Walter de Gruyter. De Bot, K., Lowie, W., Verspoor, M. (2005). Second Language Acquisition: An Advanced Resource Book. New York: Routledge. De Houwer, A. (2006). Early Understanding Of Two Words For The Same Thing: A CDI  Study Of Lexical Comprehension In Infant Bilinguals. International Journal Of Bilingualism, 10 (3): 331-333. Gass, S.M., Sel inker, L. (2008). Second Language Acquisition: An Introductory Course. Oxon: Routledge. Hunt, G.H., Hunt, G., Touzel, T.J. (2009). Effective Teaching: Preparation and Implementation. Springfield, Illinois: Charles C Thomas Publisher Ltd. Hwang, J. (1999). Current Theories Of Language. Leaning And Teaching. English Teaching Forum, 8(2): 26-29 Lenneberg, E. H. (1967). Biological Foundations of Language. New York: Wiley Publishers Liceras, J. (2010). Second Language Acquisition and Syntactic Theory in the 21st Century. Annual Review of Applied Linguistic, 30: 248-269 McLaughlin, B., Harrignton, M. (2008). Second Language Acquisition, Annual Review of Applied Linguistics, 10: 122-134. Patil, Z.N. (2006). On the Nature and Role of English in Asia. The Linguistics Journal, 1(2): 88-131. Randell, M. (2007). Memory, Psychology and Second Language Learning. Philadelphia, PA: John Benjamins North America. Smith, A. (2004). The Brain’s Behind It: New Knowledge about the Brain and Learn ing. Stafford: Network Educational Press Ltd. This research paper on Second Language Acquisition was written and submitted by user Na0m1 to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.