Brand Management Strategy Essay Example | Topics and Well Written Essays - 2750 words

Brand Management Strategy - Essay Example Thus, a product may be a physical good (e.g., a cereal, tennis racquet, or automobile), service (e.g., an airline, bank, or insurance company), retail store (e.g., a department store, specialty store, or supermarket), person (e.g., a political figure, entertainer, or professional athlete), organization (e.g., a nonprofit organization, trade organization, or arts group), place (e.g., a city, state, or country), or idea (e.g., a political or social cause). Brands play a critical role in a firm's international marketing strategy. Coherent international brand architecture is a key component of the firm's overall international marketing strategy as it provides a framework to leverage strong brands into other markets, assimilate acquired brands, and rationalize the firm's international branding strategy. This paper aims at making a detailed analysis of the product portfolio of Coca Cola and determines the effectiveness of its brand strategies. Most discussion and research on branding, both in domestic or international markets focus on the equity or value associated with a brand name and the factors that create or are the underlying source of value (Aaker, 1996; Kapferer, 1997; Keller, 1998). Considerable attention has, for example, been devoted to examining about extending the value embodied in a brand and its equity to other products without resulting in dilution of value (Aaker and Keller, 1990). This interest has been stimulated in part by the increasing market power and value associated with a strong brand and in part by the prohibitive costs of launching a successful new brand. In international markets, interest has been centered on global branding - defining the meaning of a global brand, discussing the advantages and pitfalls, and the conditions under which building a global brand is most likely to be successful (Roth, 1995a, b; Quelch, 1999). While this focus is appropriate for a relatively few high profile brands such as Coca-Cola, it ignores the complexity of the issues faced by the vast majority of multinational firms who own a variety of national, regional and international brands, at different levels in the organization, spanning a broad range of diverse country markets. Typically, these brands differ in their strength, associations, target market and the range of products covered, both within and across markets. Equally the use of brands at different organizational levels may vary from company to company. Research of Brand Portfolio Coca-Cola is the manufacturer, distributor and marketer of nonalcoholic beverage concentrates and syrups across the globe. They also manufacture, distribute and market some finished beverages. Along with Coca-Cola, which is recognized as the world's most valuable brand, they market four of the world's top five soft drink brands, including Diet Coke, Fanta and Sprite. The Company owns or licenses more than 400 brands, including carbonated soft drinks, juice and juice drinks, sports drinks, water products, teas, coffees and other beverages to meet consumers' desires, needs and lifestyle choices. More than 1.3 billion servings

Second Language Teaching Research Paper Example | Topics and Well Written Essays - 750 words

Second Language Teaching - Research Paper Example Acquisition of second language is facilitated by speaking; in fact, engaging in conversation through which the student gains control of over the topic of discussion, this offers a chance for participants to express their ideas, thereby providing substantial intake. In this case, this involves activities in classrooms, which are natural interesting and comprehensible (Archibald, 2000). On the other hand, teaching programs, which offer comprehensive input in classrooms in a way that attributes in the classroom, are considered to be the best for acquisition of second language to the intermediate level. Nonetheless, the perfect input, which facilitates the acquisition of second language, resembles the input acquired by students in the elementary school. Therefore, the comprehensive, necessary input is based on their instantaneous interest, which is not complex and not graded with stringency. On-going, specific, and immediate feedback Feedback is offered to students in the process of lear ning after an evaluation, or when they make mistakes, and this becomes an object of attention; for instance, feedback evoked by a mistake by the students in the elementary school is immediate, whereby the educator is expected to ensure that the student has recognized the mistake and corrected it (Folse, 2004). On the other hand, an educator can issue specific feedback, whereby a recast is involved as a form of negative feedback whereby learners are likely to ignore. Ongoing feedback involves learners asking questions in the learning process, whereby they seek classification as they provide feedback and teachers are expected to tune their input in the necessary level in order to facilitate effective acquisition of second language (Folse, 2004). Feedback is considered to a crucial way of involving and consolidating students in the learning process. In fact, this is a process that is utilized in identifying areas of second language teaching that need improvement. Moreover, feedback has been considered a fundamental element in the second language teaching, whereby it is a product, process and genre through which teachers apply crucial components of their instructional repertoires. Grouping structures and techniques Grouping structures and techniques are based on the structure of language and descriptive linguistics; in fact, this involves isolating grammatical and syntactic elements in the process of teaching the second language (White, 2000). In this case, these structural groups are used either deductively or inductively for predetermining the sequence of the learning process, and on the other hand, there is a need for meta-linguistic content in the learning process that facilitates learning. Building background and vocabulary development Students in the elementary school are influenced by academic background knowledge in the learning process of second language. Therefore, educators are expected to understand the way to build’ students’ background knowledge and vocabulary development through direct teaching of specific vocabulary in a given way (Folse, 2004). In this case, teachers in elementary school apply research based steps of vocabulary instruction model to assist students that are struggling to increase their confidence and acquire second language. In addition, there is a need to focus on particular strategies applied in this step while introducing words in a way that is not intimidating them (Folse, 2004). Apparently, this allows students to process the words based on multiple