How Do Cultural Differences Affect International Marketing Marketing Essay

How Do Cultural Differences Affect International Marketing Marketing Essay Markets are becoming increasingly internationalised and, for businesses to achieve sustainable growth in such markets, it is critical that they gain an understanding of the complex and diverse nature of international markets and of associated international marketing strategy (Doole and Lowe, 2008, pp. 5-6). International marketing strategy involves marketing mix decisions being made across both national and cultural borders. The coordination and management of effective and efficient marketing mix strategies globally for a multi-national organisation is fundamental to its business success (Wall et al., 2009, pp. 338-349). The term globalisation is first believed to have been used in a paper published by the late Theodore Levitt in the Harvard Business Review (1983). Since that time, the term globalisation has evolved to embrace more than just its original economic dimension. This has happened despite the fact that most academics and theorists are not able to agree on a common definition for globalisation (Healy, 2001). This dilemma was summed up by the sociologist, Anthony Giddens (1996), when he said thatà ¢Ã¢â€š ¬Ã‚ ¦ There are few terms that we use so frequently but which are in fact as poorly conceptualized as globalization. However, in spite of this lack of agreement on a definition, there is general agreement that the globalisation of world markets has been a major factor in the internationalisation of business (Wood and Robertson, 2000). The internationalisation of business has also been largely responsible for the so called homogenisation of consumer products and services worldwide, a phenome non sometimes know as the McDonaldization effect (Ritzer 2004, pp. 2-3). However, the counter argument to this position on globalisation is that there are very few brands that can truly be said to be global with most of the examples, such as McDonalds itself, Coca-Cola, and Nike, being based in the USA (de Mooij, 2010, pp. 31-32). Despite the relentless onward march of globalisation, the creation and implementation of a successful marketing communications strategy in a developing country, such as India, requires a significantly different approach to that required in a developed country, such as the United Kingdom. For example, language is a significant issue in the execution of marketing communications. The UK is more ethnically and culturally diverse than it was previously, but its first language remains as English. In India, however, there are a large number of ethnic groups and more than twenty official languages (Usunier and Lee, 2009, p. 7). Whilst originally a British colony, independent India has evolved its own political and legal systems which now have significant differences when compared to those in the UK. Any misreading of the political and legal environment in a particular country, by a multinational brand, can cause significant problems in marketing communications terms. In India, for example, t he UK based chocolate manufacturer, Cadbury, created intense anger amongst the population at large in 2002 when it completely underestimated sensitivity by politicians and the public at large to the enduring dispute between India and Pakistan over the territory of Kashmir. Cadbury promoted in together with the tagline Im good. Im tempting. Im too good to share. What am I? Cadburys Temptations or Kashmir? Cadbury compounded its insensitivity by launching the campaign on Indian Independence Day when nationalist feelings were running particularly high (Doole and Lowe, 2008, p. 17; Dodd, 2002). In addition, consumer attitudes and behaviour towards brands and products can be influenced by other factors such as the social environment. For example, marketers of innovative products, such as personal computers and other electronic gadgets, need to be aware that there are fewer so called early adopters in developing countries than there are in developed countries (de Mooij, 2005, p. 129). According to theory of the Diffusion of Innovations, early adopters are more likely to purchase a new and technically innovative product than are other consumer types (Rogers 1995, pp. 252-280). Consequently, in marketing communications terms, brand owners of such products will need to focus on the tried and tested nature of their technology rather than innovation when communicating their products to consumers in developing countries. Whilst issues such as legal and political systems and social environments are not necessarily directly related to culture, is perhaps culture itself that is the biggest single, differentiator in terms of global consumer behaviour (Blackwell et al, 2001, pp. 313-354). Culture should be regarded as a process rather than a distinctive dimension of consumer behaviour. At an individual level, culture comprises a number of different elements that all work together coherently including values, beliefs and knowledge. At a group level culture consists of the arts, morals, protocols, and legal systems present in any particular country or region. However, culture is principally characterised by language, institutions, and material and symbolic productions (Usunier and Lee, 2005, p. 4). The popular view is that that the worlds trade, financial systems technology, and media, are becoming increasingly globalised, a process frequently referred to as globalisation (Usunier and Lee, 2005, p. 66). Som e theorists such as Kenichi Ohmae go even further suggesting that the world will be a nationless state marked by the convergence of customer needs that transcends political and cultural boundaries (Pieterse, 2009, pp.10-11). Conversely, however, many academics believe that consumer behaviour will never become truly globalised as cultural influences refuse to follow the globalisation path remaining, as they do obstinately regionalised and, in some cases, localised (de Mooij, 2010, p. 2). According to Hall and Hall (1990, p. 6) there are two distinctive types of culture namely Low Context and High Context. The culture in the UK is regarded as Low Context/ Individualistic, and in India as High Context/ Collectivistic. Cultural attributes, such as communication and language, which are critical dimensions of marketing communications, demonstrate considerable variance between the two types of culture. In the Low Context/ Individualistic cultures, such as that in the UK, communication tends to be explicit and direct whereas in Low Context /Individualistic culture, such as that in India, it is usually implicit and indirect see Appendix I. It is important that these language and communication differences, brought about by differing cultures, are reflected in the language and communication styles that are deployed in the marketing communications activities targeted at particular markets. Power distance is defined as the extent to which the less powerful accept and expect that power is distributed unequally (Hofstede, 2001, p. xix). The Power Distance Index (PDI) is a tool used for the measurement of the degree of equality, or inequality that exits amongst the population in any particular country. A country with high PDI score would indicate that it high levels if of inequalities in its society whereas of power and wealth whereas a low PDI score would be an indicator of more social equality (Hofstede, 2001, p. 50). The PDI for India is 77 whilst that of the UK is 35 (Hofstede, 2003, p. 87). This would indicate that there is more inequality in India than there is in the UK. This finding is substantiated by the fact that India has a very hierarchical society based on social status by birth whereas the UK has a non hierarchical culture with status based on wealth and income, (Hollensen, 2011, pp. 237-244). In addition, gender plays an important role in consumer behaviour in developed and developing countries. In India paternal authority means that marketing communications for many product areas has to be targeted at males who are also the head of their household whereas in societies where there is equality of the sexes, such as in the UK, marketing can effectively be targeted at either sex depending on the nature of the product and its positioning (Usunier and Lee, 2009, p. 71). Furthermore, the central role of the family in Indian culture means has had implications for global brands such as McDonalds which, although using standardised store formats worldwide has positioned and promoted its outlets as family restaurants whereas in the UK, and other developed countries, it has positioned itself as fast food restaurant and a venue for childrens parties (de Mooij, 2010. p. 15). The need to consider whether or not a marketing communications strategy for a brand that is effective in a developed country, such as the UK, should be adapted for a developing country, such as India, is fundamental to that brands international success (Kotler and Armstrong, 2010, p. 259). There are two high-level, strategic options that such multi-national brands can adopt. Firstly, such a brand can think and act globally by deciding to use the same marketing communications strategies across all of its international markets or, secondly, it can think globally but act locally by developing and customising strategies to meet the needs of consumers in particular local markets across the world (de Mooij, 2010, p.2). Organisations with a standardised approach to marketing communications are striving for their customers to perceive a consistent brand image in all of their operational markets (Hafez and Ling, 2005). However, despite this approach many brands may still find that their consu mer perception varies in different cultures (de Mooij, 2010, p. 37). For example, global consumers of Coca-Cola in different cultural markets worldwide will undoubtedly be aware of the Americaness of the brand however, they will still evaluate the global brand values of the drink based on their own particular cultural knowledge, values, and beliefs (de Mooij, 2010, pp. 31-32). A major benefit of a standardised marketing communications strategy is that the associated costs will usually be lower the activities will be easier to manage and control than would be the case with adapted strategies. In addition, if marketing communications strategies have to be adapted for particular markets then there is potential for the strength of the brand to be diluted (Hafez and Ling, 2005). Truly global brands, such as Coca-Cola, are largely able to standardise their marketing communications activities globally because of the worldwide recognition that the brand enjoys. The Coca-Cola brand communicates certain values, such as fun and happiness, that are able to appeal to global consumers regardless of their country of origin or local culture. This can be clearly demonstrated in the brands global advertising campaign the Happiness Factory, which was launched in 2009 see Appendix II. However, even Coca-Cola can not always justify the total standardisation of its marketing c ommunications and has, historically, had to produce adapted television commercials for some countries, including the UK, such as in the UK. However, Coca-Cola has since reiterated its desire to produce only globalised marketing communications campaigns (Eleftheriou-Smith, 2011). However, there are very few truly global brands that have the power of Coca-Cola and, consequently, most brands will have to adapt their marketing communications strategy to take account of local markets. According to Vignola (2001), brand names and the attributes and characteristics of products are the easiest elements of the marketing mix to standardise in global markets. By definition, therefore, marketing communication is more difficult to standardise. This view is supported by Hafez and Ling (2005) who suggest that a premise of basic marketing practice is that organisations operating globally have to determine how best to adapt their marketing communications strategies to the local markets in which they sell their products or services. Unlike with a standardised approach, brands that use an adapted approach to marketing communications consciously permit their consumers to perceive differing brand images according to their culture. This enables the brand to establish higher levels of brand equity in individual market s than would be possible with a standardised approach (Hafez and Ling, 2005). The culture of consumers in developing countries tends to include higher levels of risk aversion that does the culture of consumers in developed countries (Hollensen, 2011, p. 237-244). In terms of adapting marketing communications activity for a global brand, then research has shown the strategies that are especially effective are those that reassure consumers in developing markets, such as India, that the brand they are choosing is free of risk (Erdem et al, 2006). It can be seen that there are a number of differences that exist between developed and developing countries in relation to the creation and implementation of marketing strategies. These differences are particularly significant in marketing communications terms and are largely, although not exclusively, related to culture. These differences are at odds with the basic and inherent desire on the part of many multi-national brands to standardise their marketing communications for both cost and ease of control reasons. However, it has been shown that this approach is not necessarily always appropriate as local cultures can be stubborn in their resistance to receiving standardised messages about brands and products. Consequently, a strong case can usually be made in favour of locally adapted marketing communications strategies, rather than those that are standardised globally, for most brands and products. It is really only those true global brands, such as Coca-Cola for example, that enjo y a consistent and powerful image, together with high levels of brand equity, across cultures that can be fully justified in adopting a globally standardised approach to marketing communications. In conclusion, therefore, the global and local dimensions of marketing communications should always be reflective of a brands recognition, power, and acquired equity in each individual, operational marketplace and its likelihood of generating different cultural responses at a regional or local level.

Cognitive Behavioral Intervention Approach Essay

Designed for students diagnosed with emotional and behavioral disabilities (EBD) there are a numerous amount of intervention strategies and methods that can be used to implement and help students build their self-management skills. These intervention strategies are used with the intention of students ultimately learning how to control their behaviors in and out of school. Consequently, self-sufficient intervention approaches are a supported and efficient method of delivering pertinent and significant supports to students with EBD. Advocates of cognitive behavioral intervention (CBI) substantiate the communal correlation amid views and behaviors as a central credence of their method. Students engross in self-management methods when utilizing CBIs. Strategies included in CBIs are self-instruction, self-monitoring, self-reinforcement, self-control, and self-evaluation (Yell, Meadows, Drasgow, & Shriner, 2009). Procedures of Cognitive Behavioral Intervention Cognitive behavioral interventions educate students on ways to govern their personal feelings and behaviors through reinforcing instruction strategies that encourage appropriate actions. Through the implementation of CBIs, students are engrossed in self-reflection, recounting and reinforcement. In most cases of behavioral management strategies, educators are made responsible for observing students, collecting data and reinforcing appropriate behaviors. During the course of CBI, students may accomplish three procedures, thus stimulating their independence, self-management, and an accountability for their actions (Yell, Meadows, Drasgow, & Shriner, 2009). When CBI is introduced, students must document the frequency of the specific target behavior/s that are occurring. Researchers have found that self-monitoring behavior is an exceedingly sufficient way of endorsing constructive exchanges amid an assortment of learners (Stonecipher, 2012). Students must know how to identify the occurring behavior(s) in order to effectually record it on a data sheet, journal, or organizer. Often times, inappropriate behaviors will begin to decrease instantaneously once students become cognizant of the behavior and how often it occurs (Stonecipher, 2012). Students must first be capable of self-monitoring their behaviors before effectual self-evaluation may begin. In addition, educators must impart a rating scale; a criterion for students to measure their performance in contrast to. The rating scale should be used during all classroom related activities (Robinson, 2007). Using the rating scale as a rubric of sorts, students can compare the rate of their performance in contrast to the teacher’s criteria. Once comparisons are made, students should reflect upon their results. Students can successfully self-evaluate their behaviors in a myriad of ways, including through the use of evaluation charts that coincide with the student’s daily class schedule (Yell, Meadows, Drasgow, & Shriner, 2009). Self-reinforcement, similar to instructor directed reinforcement, is delivered succeeding the achievement of a goal, in this circumstance, fitting behavior. Likewise, self-reinforcement should be applied steadily and systematically (Smith, 2002). Self-reinforcement, can be either externally or internally given. In addition, through self-reinforcement, students are given the opportunity to choose their own reward. Through collaboration, educators and students work together to define the precise criterion that students must met before being reinforced. It is significant to observe that with self-reinforcement and all processes of self-management, the teacher is responsible for directing the student on how to effectually manage the stages, as well as monitor them throughout the preliminary steps of self-management to certify that efficient practices are being utilized (Yell, Meadows, Drasgow, & Shriner, 2009). Lastly, teachers and students need to effectively communicate with one another concerning the attainment of self-management and ultimately diminish or reduce self-reinforcement (Yell, Meadows, Drasgow, & Shriner, 2009). Emotions, Thoughts, and Behaviors Emotions, thoughts, and behaviors share a communal correlation; thoughts can produce emotional responses; emotional responses can then produce positive and negative behaviors. As a result, a student’s emotions and behaviors have a direct correlation to their thoughts and vice versa (Stonecipher, 2012).  In instances where a student is unable to self-manage their behaviors while presented with an issue, a probable outcome would be that the student will then act out inappropriately. As a result, cognitive behavioral interventions often encompass problem solving and anger management strategies (Robinson, 2007). Conducive to effectually self-managing behavior, students must be trained to exercise constructive thinking and reduce the pervasiveness of participating in destructive behavior acquired from an emotional response. Students may obtain this by acknowledging the problem, defining it, producing and assessing resolutions, applying a plan and lastly observing the resolution (Yell, Meadows, Drasgow, & Shriner, 2009). Students should also learn to recognize specific elements including triggers, reminders, and reducers, while trying to self-manage. Teachers must retain patience during this process as students must build these skills up before positive results transpire (Yell, Meadows, Drasgow, & Shriner, 2009). Effectiveness and Limitations of Cognitive Behavior Interventions CBI has been verified as an effective technique in behavior management for students with EBD. When accurately implemented, CBIs can aide students in decreasing inappropriate behaviors that interfere in their academic and personal lives and make students responsible for the management of their own behaviors within these areas as well. CBIs do not come without limitations as well. Students who are reluctant or apathetic to changing their behaviors would result in its ineffectiveness. It is equally significant for educators to contemplate the validity of student recorded behavioral data. During student behavioral data collection, there can be occurrences of students noting the specific behavior(s) at a reduced frequency than which they truly transpire (Smith, 2002). Social Skills Instruction Social skills and academic performance directly correlate with one another. Social skills instruction consists of educating students on what interactions are appropriate between both adults and peers and can be easily combined within the curriculum through projects, small group discussions, etc. (Smith, 2002). For students with EBD, social skills instruction is more accurate when directed as a fragment of an overall management plan. When students implement CBIs problem solving and self-controlling approaches,  students learn to identify issues and establish effective results that are considered socially adequate and are particularly pertinent to the management of EBD students (Smith, 2002). Developing Curriculum, Approaches, and Assessment As a means of being appropriately implemented, CBIs must transpire within the framework of a behavioral management plan or curriculum and should identify a student’s behavior, as well as what processes will used to implement the intervention and the assessment. Functional behavioral assessment (FBA) signifies a method for assembling information about problematic conduct in order to understand and identify the reasons behind them (Yell, Meadows, Drasgow, & Shriner, 2009). The behavioral management curriculum cannot progress without the administration of an FBA, which explicitly classifies and labels specific behaviors of EBD students. Likewise, the FBA overtly specifies the underlying issues behind the behavior, which in turn aides in the development of preparing effective and pertinent interventions. The FBA will result in the behavioral intervention plan (BIP) where CBI strategies can be utilized. There are a varied amount of methods that can be utilized to implement CBI into the management curriculum including student kept data, self-evaluation, graphic organizers, observations, achievement tests, norm-referenced tests, and criterion tests (Yell, Meadows, Drasgow, & Shriner, 2009). Reflection on Cognitive Behavioral Approach CBI is a recognized and efficient approach to managing undesirable behaviors for students with EBD. As a means of effectively executing CBI, educators must design thorough strategies and intervention that can be incorporated within the behavior intervention plan. Additionally, in order to maintain validity, teachers must survey the student’s development to certify that proper self-management measures are being adhered to. References Smith, W. (2002). Applying Cognitive Behavioral Techniques to Social Skills Instruction. ERIC/OSEP Digest (#E630). Retrieved from http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/International/StepbyS

Why Nobody Is Talking About Eating Disorder Argumentative Essay and What You Should be Doing Right Now About It

Why Nobody Is Talking About Eating Disorder Argumentative Essay and What You Should be Doing Right Now About It The Basics of Eating Disorder Argumentative Essay Physical effects of bulimia can be more difficult to detect as there's usually no dramatic weight reduction, and in several cases is simply the maintenance of weight regardless of the food binges they have. Eating disorder is also a sort of mental illness. Orthorexia is most likely one of the lesser-known eating disorders. Associated physical problems incorporate sore and inflamed throat for a consequence of induced vomiting, which might eventually result in a difficulty in swallowing. Anorexia can be a root cause of several troubles and raise a range of meaningful questions. Bulimia is a state that is intricately linked with emotions and mental well-being. It is binging and then purging to make up for the calories. My bulimia developed at the time of 14, essay was a consequence of feeling out of control in eating an excessive amount of discursive then I began wanting to shed weight compulsively so I opted to purge it out to soothe myself. Argumentative essay topics are so important since they are debatableand it's critical to at all times be critically considering the world around us. To locate argumentative essay topics easy on various platforms, you will need to comprehend about the argumentative essay. Argumentative essay topics cover a wide number of subjects, and can be quite persuasive if a top quality essay represents them. The topics for argumentative essays are frequently very self-explanatory they're common understanding. It's important to select debatable argumentative essay topics since you need opposing points that you may counter to your own points. You don't need to lose grades because of incorrect essay format. To write a fantastic argumentative essay the students first must investigate several sides of the argument, allowing them to make an educated stance. The genuine leadership essay is simple to read and understand. Choosing great essay topics for middle school must be a careful procedure, where a balance needs to be struck between topics that might be too simplistic, more appropriate for the main school, and choosing argumentative essay topics that could be too elaborate or controversial. Opinion essay own enterprise. Take into consideration your essay for a conversation or debate. Eating Disorder Argumentative Essay at a Glance As an issue of fact, the content of your essay is dependent on what you're likely to write about. Media is all around us, we're surrounded by different kinds of media twenty-four hours each day seven days per week. There are a number of thumb rules for argumentative essay subjects to prevent clashes, yet earning a point at the exact same time. Words if stated the incorrect way can deviate from your idea, even if you didn't mean it that manner. Obviously, the central intention of your upcoming essay is going to be about the anorexia, but your task is going to be to discuss it from a specific angle. To be certain you are on the most suitable way you require help in writing your paperwork. The 5-Minute Rule for Eating Disorder Argumentative Essay Argumentative essay social networking the great thing regarding scholarship grants together with your point out also offer you lots of scholarships. So, the choice of the topic is very important. Once you choose the best topic you shall allow it to be attractive to the reader. Bear in mind the fashion of the question you're answering and don't begin introducing new topics merely to pad out your answer. Don't forget that a fantastic argumentative essay on anorexia is impossible without a good foundation in the kind of some appropriate evidence. If you're looking for examples of argumentative essays, here's a sample that will help you out! Take a look at our top completely free essays on strictly ballroom linked to belonging to aid you write your own essay. Nevertheless, your essay needs to be well-grounded, and all of your ideas, along with statements about anorexia that you wish to argue, needs to be reasonable and relevant. No matter which sort of paper you're requested to write because all kinds of research paper are written by the expert writers. Each of these varieties of paper is owned by the category of informative essay. Analyzing a present event appears to be a favorite topic chosen for argumentative essays. To start with, local newspaper papers are sometimes a good place to discover interesting argumentative essay topics.

Online Public Schools for Wisconsin Students

Wisconsin offers resident students the opportunity to take online public school courses for free. Though students normally attend a public school in the district where they live, Wisconsin allows students to enroll in public schools in other districts, so although a school is chartered in one district, students statewide can enroll.    JEDI Virtual Online PK-12 School JEDI Virtual School, a not-for-profit charter school, offered its first distance education class in the 1996-1997 school year and was the first school of its kind in Wisconsin.  JEDI focuses on personalized attention. Full-time online students are assigned, in addition to their highly qualified teachers, learning coaches to help with time management and tracking students’ achievements. Also, a student services coordinator oversees course schedules, monitors grades and attendance, and makes any necessary schedule adjustments. Curriculum options include AP and dual-credit courses. The chartering district is  Whitewater Unified School District.   Wisconsin Virtual Academy Wisconsin Virtual Academy (WIVA)’s core values are â€Å"Achieve, Communicate, Collaborate Engage (ACCE).† WIVA promotes a collaborative, student-centered approach to ​developing young adults who are ready for college or a career. With the school’s individualized program, K-5 students learn at their own pace in a mastery-based curriculum. Middle school students study core subjects as well as self-guided electives in music or world language. High schoolers have a diversity of options for meeting their educational needs. This full-time, tuition-free, online public charter school is authorized by the McFarland School District. Monroe Virtual Middle School​​ The Monroe Virtual Middle School (MVMS) uses computer-based courses, correspondence, independent study and experiential credit-based options to offer a flexible approach to earning middle school credit. Approved by the School District of Monroe Board of Education, MVMS offers a three-year middle school diploma. The MVMS program understands that all students are entitled to have the opportunity to earn a middle school education, but not all students are well served in a traditional classroom setting.  Students at MVMS can earn credit for work study and service learning.​ eAchieve Academy The vision of the eAchieve Academy team  is as follows: â€Å"Using todays technology to educate tomorrows leaders.†Ã‚  All Academy faculty and staff pledge to help students develop to their full potential and lay the groundwork for life success. To bolster that pledge, the curriculum at eAchieve is constantly evolving, as courses, technologies and social opportunities are added to address the needs of the diverse student body. First known as iQAcademy Wisconsin, eAchieve Academy has the most graduates and some of the best ACT and high school WKCE scores of any online Wisconsin high school. eAchieve added its virtual middle school in 2009 and its virtual elementary school in 2014. The school can boast of four National Merit Scholar Finalists and 916 total high school graduates since 2004 (as of May 2017).