Marketing Plan For New Brand - 830 Words

Marketing plan 1. Conventional Marketing First of all, for our new brand, we should establish a good brand image. At the beginning we owned many branch stores in different areas, the fast king headquarter has requirements that each branch stores should has normalized and unitized design style, the fast king headquarter will provide standardized design drawings to our investors, those steps can lay the groundwork for advertising our new brand â€Å"the Fast King Burger†. The second important thing is how to choose the right means of propaganda, our goal is that spent less money to get the best advertising effect. Before advertising we should choose advertising media, because choosing accurate advertisement will have related to the effect of advertising. †¢ Implement a local campaign with the Company’s targeted market via the use of coupons that will be provided with all mailed advertisements. †¢ Build a large word-of-mouth referral network through existing customer base once the business becomes popular within the local community. †¢ Establish connections with local suppliers and vendors 2. Promotion The most important among the marketing mix is promotion. We need to create the awareness among the people about our burgers, or else we will lose market share in the competition with another burger brands in the market. It is our campaign that is going to bring out the innovation that we have brought in burger. 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Women in Leadership Roles Free Essays

This report examines the research on gender equity in educational leadership published since 1997until 2010. Even though women attaining jobs in school leadership has increased, women still do not fill administrative positions in comparison to men. The majority of research related to women and leadership examines the barriers women face in entering or moving up in the leadership hierarchy. We will write a custom essay sample on Women in Leadership Roles or any similar topic only for you Order Now Looking at the differences and similarities in how men and women take on and exercise leadership roles, the authors of the articles suggest ideas based on biological, psychological and sociological theories that stress gender difference. The article, â€Å"Re-thinking educational leadership: exploring the impact of cultural and belief systems† written by Shah, discusses how education and educational leadership theories and practices are influenced by culture and belief systems; with a focus on gender in Muslim societies. The first priority of Muslim women was to look after their family; therefore, before taking on any professional responsibility they had to ensure that no decisions or actions brought shame to their family or extended families. According to Shah, the Muslim women who participated in leadership positions often felt powerless because their decisions and actions were regularly scrutinized by men. The second article, â€Å"Gender Differences Among New Recruits to School Administration: Cautionary Footnotes to an Optimistic Tale† written by Riehl and Byrd discusses the factors affecting leadership among men and women in elementary and secondary education. Even though the women were as highly educated as the men, the men often were given many more opportunities. Women were still seen as displaying nurturing characteristics in their leadership style. The article also discusses women’s leadership aspirations to that of their male counterparts. The third article, â€Å"School leadership, sex and gender: welcome to difference† written by Kruger brings into light the biological differences in genetic make up of men and women. It discusses how different hormones and brain structure are the reasons for differences in behaviour and personality among men and women, which is considered a deciding factor in their leadership styles. Kruger also examines how the environment plays an important role in the realization of gender differences in leadership. The last article, â€Å"Gender and educational Leadership in England: a comparison of secondary headteachers’ views over time† written by Coleman discusses the expectations of women and men as principals in England in the 1990`s and in 2004. The article focuses on women with regards to work and personal life. Coleman reports that women have larger roles at work and at home, whereas men generally concern themselves with work only. Notably, women were seen as inferior so they adopted male work ethics. The results of Coleman’s studies are similar to those in other countries. It was very interesting to review the articles I chose to better understand the ways that educational leadership is perceived with respect to gender in the education system. As I continued to review the research, I thought it was of importance to examine the differing leadership styles and barriers, along with the similarities women faced in both western and non-western cultures. Throughout this inquiry I will cite several reasons for the low proportion of women as educational leaders. According to Shah, â€Å"Men and women are conceptually divided into two separate worlds. Home is defined as a woman’s legitimate ideological and physical space, while a man dominates the world outside the home† (p. 31). With the ever-changing society, Muslim women started exploring their options and took more of an active role outside the home. Interestingly, the women who attained positions of leadership worked in the women-only establishments. It was troublesome for a woman to work in a mixed gender environment because their educational decisions went through a male counterpart, regardless of their seniority. Women still held strong beliefs and values with respect to education; similar to western cultures, but the notion of women in a male dominated hierarchy was still considered problematic. I strongly believe that family and home responsibilities are still more likely to affect the career paths of women than of men today as they pursue administrative positions. Riehl and Byrd also believe that gender plays a major factor in the career development process to the degree that men and women encounter different circumstances, act differently, and/or experience different outcomes. The theoretical explanations that have emerged are as follows: women have not been socialized to aspire to administrative roles or to prepare for them, higher level jobs were designed to exclude women and school leadership is located in male dominance in society overall, not just educational (p. 46). I believe society as a whole is more accepting of these barriers now; however, these issues are still evident, but not as strong. Similar to today, women as teachers and principals were more likely to be found at the elementary level and men at the secondary level. While I do see many women teaching as previously mentioned, it was interesting to hear that men at their level receive more administrative practice, thus leading to senior administrative positions. Also, the amount of education one received didn’t play a huge factor in the hiring process. According to Riel and Bryd even the objective factors such as â€Å"obtaining education or experience increased women’s chances of becoming administrators, they did not bring women’s chances to parity with men’s† (p. 61). Kruger also examines gender differences but relates it to the biological sex differences in school leadership. Women by nature have a more caring, nurturing personality and this influences their administrative styles in a male dominant society. Kruger found that: â€Å"women are stronger educational leaders than their male colleagues. They carry out more educational activities and spend more time on educational matters than men. Women are more focused on instruction and education, on the school goals, they are higher on creating a positive culture and an orderly learning atmosphere, they have a stronger classroom orientation, they reward teachers more often and they create more professional development opportunities for teachers† (p. 62). It appears as though women are strong educational leaders; however, we have learned throughout this course that male and female styles tend to differ even when they occupy the same leadership role. Women, who already face enough resistance and obstacles in a male dominated field, find their leadership styles are judged more harshly by men; however thi s is not the same for the men. According to Kruger, â€Å"Women who display male leadership styles are more negatively judged compared with those who do not, but men with a female leadership style do not seem to be more negatively judged† (p. 164). Despite these factors more women tend to work under male principals then they do women. The reason for this is perhaps do to personality conflicts they may have with the same sexes on ideas of what successful administration entails. Another deciding factor in this is that women tend to be more education rooted and become administrators because out of their desire to improve education, whereas men take on administer roles mainly for the salary. Coleman’s research states that the stereotypical leader is a white, heterosexual, middle class male; therefore, women are often viewed as outsiders in a position of leadership. Coleman identifies various factors effecting women’s likelihood of becoming leaders such as â€Å"discrimination, lack of confidence, hesitation in making career plans, stereotyped into ‘caring’ pastoral roles that were then not seen as fitting them for leadership and there were multiple difficulties for women in combining a family and career† (p. 385). Women’s leadership styles were seen as passive and gentle, while men were stronger and more decisive. In 2004, only half of the women surveyed report experience in discrimination related to advancements due to the likelihood of being labeled a feminist (Coleman, p. 86). Surprisingly, the traditional male style leadership has given way to more feminine styles of leadership. Males have been seen as putting work first over family at all times, which has influenced women to the point of minimizing maternity leave and foregoing their desire to be supportive figures to younger women. Throughout this course we have discussed various effective educational leadership practices. Leaders should be able to adapt their leadership styles according to the situation. Therefore, change is necessary if we want to move ahead in our respective field. The passive, nurturing, education orientated and productive styles depicted by women in these articles are accepted today by both genders in leadership positions. Noteworthy, a strong dominant leader is not always effective or seen as an acceptable style. As a teacher, I often see different leadership styles and can conclude that men and women at times see things differently. In conclusion, the role of women in educational leadership positions continues to evolve; however, there still needs to be work done in order to ensure equality. If one were to look at our current list of administrators in the school board they would notice that there is significant higher ratio of male to female administrators. The females are often placed in small, rural elementary schools or are the vice-principals of secondary schools. I truly believe women will always face barriers while trying to attain leadership positions; however, if we work together, take charge and voice our opinions things may change in the upcoming years. How to cite Women in Leadership Roles, Papers

Comparison Between the Characters Romeo and Juliet free essay sample

By looking at specific parts in the play, both Romeo and Juliet are not very close with their parents. For Juliet’s side of the family, the parents dont seem as if they are her actual parents. She is instead closer to her nurse, who used to and still does everything for Juliet and her mother since she was a baby. The nurse clearly says â€Å"For I had then laid wormwood to my dug†¦When it did taste the wormwood on the nipple† [1. 3. 28-34], which tells us that she had breastfed Juliet after eleven years since the earthquake had occurred. Lady Capulet was supposed to talk to Juliet alone, but she instead invited the nurse along and this was the scene where we find out that the nurse actually knows a lot about Juliet and her personal life compared to Lady Capulet. Juliet is also outgoing in a way of being close with the nurse because it seems as if Juliet does not mind telling her anything that she wants. We will write a custom essay sample on Comparison Between the Characters Romeo and Juliet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They are like two best friends who met from a very young age, and still are very close with a strong bond. But, in Juliet’s case, it can also be because of their traditions, such as marriage. In the Elizabethan times, Juliet would have been kept at home all the times, while Romeo would be free, which is why there are many street fights. And, this is the same for Romeo as well. Instead of being close to his parents, he is closer towards his friends, Benvolio and Mercutio. He is more free to do whatever he please to do and makes his own decisions, even meeting and falling in love with Juliet was his own choice, unlike Juliet where she was set to marry Paris. But, his father, Father Montague describes his as an depressed boy, â€Å"Many a morning hath he there been seen, with tears augmenting the fresh morning’s dew†¦Black and portentous must this humour prove, unless good counsel may the cause remove. † [1. 1. 124-133] It is pretty surprising knowing that they don’t really try to help their son, and just let him stay in his room feeling sad and melancholic. They are similar in that they both are stopped from freely being with the one they love because of expectations of the parents and the pressure. Even though the two star crossed lovers are not very close with their parents, Romeo has a different relationship with his friends than Juliet. He is a very outgoing boy, who has close friends around him, who are known to be Mercutio and Benvolio. Mercutio was Romeo’s best friend who is also a cousin of the Prince, and Benvolia is Romeo’s cousin and his best friend. Even though there are only two of his friends introduced in the play, I am pretty sure there are more men that Romeo is a friend with because you can tell he is very nice to everyone and outgoing as well. At the beginning of the play, Romeo is introduced when Benvolio finds him strolling along the streets, thinking of his love, Rosaline. Being such a great friend, Benvolio sits with Romeo and listens to his story that he needs to tell his friend, not his parents. He seems as if he wants to know and help Romeo, â€Å"Groan? Why, no; But sadly tell me, who? † [1. 1. 192-193], which then tells us that they have a great strong relationship between each other. Even though they are cousins, it seems as if they are best friends who have been sharing their secrets since such a young age. This however is different for Juliet because she is an only friend with her nurse. There are no other girl characters that are Juliet’s age to make us think that she is Juliet’s friend. As I said before, the Nurse has been her number one place to go to when Juliet needed help or advice. Juliet doesn’t seem to be the type of girl who likes to meet her friends outside her palace, but instead stay at home and do whatever her mother tells her to do. This shows a complete opposite with Romeo. Thirdly, Juliet is more careful with her decisions, while Romeo is very carefree and does anything he wants. But, they both can be very serious when it comes to important decisions like marriage. Marriage is one of the most important events in this book because this is when two lovers meet and truly fall in love even though their families are great enemies. When Romeo goes to Juliet’s balcony to see her after the party again, he proposes to Juliet, â€Å"Oh, are you going to leave me so unsatisfied? I would be satisfied if we made each other true promises of love. [2. 2. 126-128]. Juliet then accepts the proposal, and made the wedding the next day. In the current days for us, getting married after a day when you just met the person is very crazy, but I bet before, it was normal. Having Juliet make her decisions quick, it seemed as if she was sort of desperate, but also could be love at first site. This was the same for Romeo, because before he met Juliet he was truly, deeply in love with a girl named Rosaline, but in a second, he changed and caught his attention to Juliet at the ball dance. Juliet had to say yes because Romeo urged her, and it seems as if he took it too fast because Juliet normally never takes a decision this quickly. Lastly, Romeo’s personality is fairly different from Juliet’s personality, not just because they are different genders, but also how they were grown up in the family. Romeo is a very outgoing, jolly and a happy boy when there are not any fights and arguments. He likes to meet Friar Lawrence, Benvolio, Mercutio, and his other mates that he gets along with. Romeo and Friar Lawrence have a special bond because without Friar Lawrence, then there wouldn’t have been any marriage between Romeo and Juliet. There is a big contrast between the two characters. Juliet is a virgin, who if very innocent because she never really experienced love affairs before in her life, since she is still very young. Once again, having the Nurse as her friend was still enough to keep Juliet company and feeling good. Overall, I personally think that there is an equal amount of comparison and an equal amount of contrasts. The two of them are not close to their parents and they do not really bond with them. Also, their personalities are very different because Juliet is very innocent while Romeo is an outgoing boy who loves Rosaline but then quickly changes to Juliet. There are two similarities and two differences that were the main key points in the play. I think that the friends and family effect Romeo and Juliet on how they live their lives.