Scenario 1: A European Crisis for Coca Cola The situation: Review the two articles for Scenario
I in this week’s Learning Resources. Imagine that you are an intercultural communication
consultant (ICC) entering the Coca Cola Headquarters in Atlanta one month after the first four
Belgian children claim they are ill due to consuming Coke products. You are there for another
job but are invited into the meeting that is analyzing the handling of this crisis.
To prepare for your Assignment, consider the following:
• Former Coke CEO Robert Goizueta states, “Business will be the institution of the future. It’s
the only global institution” (Greising, 1998, p. 145). Is this accurate? What implications does this
have for ICC?
• All businesses working across national borders deal with conflicts between corporate culture
and the national cultures in which they operate. How would you recommend translating the
corporate culture of Coca Cola to the national Belgian culture?
• Leaders are symbolic representatives. What recommendations would you have for the CEO,
Doug Ivester?
• How does the fact that Coca Cola has more revenue per year than the gross domestic product
(GDP) of two thirds of all the world’s countries play a role in how they operate in a crisis?
• What additional questions would you ask or what additional information would you need in
order to give the most effective recommendations?
Your Task: Analyze the countries affected by this product issue. Consider how you would
advise the leaders of Coca Cola on how they should have approached the situation from an
intercultural communication perspective in order to have minimized the impact on sales and
satisfied the needs of the countries affected. Provide recommendations of how Coca Cola could
handle similar situations in the future more effectively. Cite at least two of the theories/tools
from your Learning Resources to support your recommendations. Reference: Greisling, D.
(1998). I’d like the world to buy a Coke: The life and leadership of Roberto Goizueta. New
York, NY: John Wiley and Sons, Inc.
from The New Yorker
July 12, 1999
TALK OF THE TOWN
Dept. of Straight Thinking
Is the Belgian Coca-Cola hysteria the real thing?
by Malcolm Gladwell
The wave of illness among
Belgian children last month
had the look and feel--in the
beginning, at least--of an
utterly typical food
poisoning outbreak. First,
forty-two children in the
Belgian town of Bornem
became mysteriously ill after
drinking Coca-Cola and had
to be hospitalized. Two days
later, eight more school
children fell sick in Bruges,
followed by thirteen in
Harelbeke the next day and
forty two in Lochristi three
days after that--and on and
on in a widening spiral that,
in the end, sent more than
one hundred children to the
hospital complaining of
nausea, dizziness, and
headaches, and forced Coca-
Cola into the biggest product
recall in its hundr.
Running head ETHICAL ISSUES IN BUSINESS REPORT PART 1 – BACKGROUN.docxsusanschei
Running head: ETHICAL ISSUES IN BUSINESS REPORT PART 1 – BACKGROUND 1
ETHICAL ISSUES IN BUSINESS REPORT PART 1 - BACKGROUND 2
Ethical Issues in Business Report Part 1 - Background
Tracey Butler
BUS-340
September 11, 2016
Steve Wynne
Ethical Issues in Business Report Part 1 - Background
The summary of information regarding the business and its history
The Coca-Cola Company is the world’s largest American-based manufacturer, marketer and distributor of carbonated beverages. It is headquartered in Atlanta, Georgia and currently sells over 1.5 billion bottled beverage drinks daily in many places around the global. Isdell & Beasley (2012) noted that Coca-Cola Company is known for its flagship brand product, Coca-Cola that was invented by pharmacist John Stith Pemberton in Columbus, Georgia in 1886. Asa Griggs Candler bought the brand and Coca-Cola formula in 1889 and incorporated the Coca-Cola Company in 1892. The company has managed to stay strong against the competition from other beverage manufacturing companies because of its strong global marketing strategy and the secret of the beverage formula that has been kept. Bodden (2009) stated that the beverage formula is only known by few top officials and is passed by word of mouth only and this has come to be known as the most guarded secret in American corporate industry.
According to Lopez (2013) Coca-Cola Company manufactures four of the top 5 soft drinks that are sold around the world. Coca-Cola product is at number one with Diet Coke, Fanta and Sprite at numbers three, four and five respectively. The company operates world’s largest pervasive distribution network, distributing approximately 400 soft drinks products in over 200 countries around the world. The company has registered high and growing profits over years. However, Coca-Cola Company like any other company has had highs and lows in its progress to maintain in market share in the global market of soft drinks and beverages. Ferrell et al. (2010) stated that there are crises that the company has faced along the way that made it to loss sales and drop in revenue in some financial quarters. In the mid of 1999, Coca-Cola company was faced with a crisis in its Belgian market.
The summary of the Coca-Cola Company Crisis in 1999
It was on 8th of June, 1999 when many school children fell ill after consuming Coca-Cola beverages. This made the Belgian Health Ministry to announce a ban of Coca-Cola drinks when it was suspected to have made over 100 school children to be ill in preceding six days. Most of these students complained of headaches, dizziness, nausea and discomfort and a few vomited and were sent home. The management of the school made efforts to investigate what was making their students to fall ill. According to Ferrell et al. (2013), the inquiry was able to reveal that the students had drunk Coke before they began complaining of their illness shortly after. The Coke, product of Coc ...
Definition Essay Writing Tips [+Universal Guide] | Pro Essay Help. Definition Essay - A Complete Guide and Examples. Useful hints on writing excellent definition essay are found here!.
Running head ETHICAL ISSUES IN BUSINESS REPORT PART 1 – BACKGROUN.docxsusanschei
Running head: ETHICAL ISSUES IN BUSINESS REPORT PART 1 – BACKGROUND 1
ETHICAL ISSUES IN BUSINESS REPORT PART 1 - BACKGROUND 2
Ethical Issues in Business Report Part 1 - Background
Tracey Butler
BUS-340
September 11, 2016
Steve Wynne
Ethical Issues in Business Report Part 1 - Background
The summary of information regarding the business and its history
The Coca-Cola Company is the world’s largest American-based manufacturer, marketer and distributor of carbonated beverages. It is headquartered in Atlanta, Georgia and currently sells over 1.5 billion bottled beverage drinks daily in many places around the global. Isdell & Beasley (2012) noted that Coca-Cola Company is known for its flagship brand product, Coca-Cola that was invented by pharmacist John Stith Pemberton in Columbus, Georgia in 1886. Asa Griggs Candler bought the brand and Coca-Cola formula in 1889 and incorporated the Coca-Cola Company in 1892. The company has managed to stay strong against the competition from other beverage manufacturing companies because of its strong global marketing strategy and the secret of the beverage formula that has been kept. Bodden (2009) stated that the beverage formula is only known by few top officials and is passed by word of mouth only and this has come to be known as the most guarded secret in American corporate industry.
According to Lopez (2013) Coca-Cola Company manufactures four of the top 5 soft drinks that are sold around the world. Coca-Cola product is at number one with Diet Coke, Fanta and Sprite at numbers three, four and five respectively. The company operates world’s largest pervasive distribution network, distributing approximately 400 soft drinks products in over 200 countries around the world. The company has registered high and growing profits over years. However, Coca-Cola Company like any other company has had highs and lows in its progress to maintain in market share in the global market of soft drinks and beverages. Ferrell et al. (2010) stated that there are crises that the company has faced along the way that made it to loss sales and drop in revenue in some financial quarters. In the mid of 1999, Coca-Cola company was faced with a crisis in its Belgian market.
The summary of the Coca-Cola Company Crisis in 1999
It was on 8th of June, 1999 when many school children fell ill after consuming Coca-Cola beverages. This made the Belgian Health Ministry to announce a ban of Coca-Cola drinks when it was suspected to have made over 100 school children to be ill in preceding six days. Most of these students complained of headaches, dizziness, nausea and discomfort and a few vomited and were sent home. The management of the school made efforts to investigate what was making their students to fall ill. According to Ferrell et al. (2013), the inquiry was able to reveal that the students had drunk Coke before they began complaining of their illness shortly after. The Coke, product of Coc ...
Definition Essay Writing Tips [+Universal Guide] | Pro Essay Help. Definition Essay - A Complete Guide and Examples. Useful hints on writing excellent definition essay are found here!.
Essay About World War 1. Causes of World War 1 Essay Essay on Causes of Worl...Susan Belcher
World War 1 Essay | Essay on World War 1 for Students and Children in .... Causes of world war 1 essay - Write my essay for me with Professional .... World War 1 Essay Example for Free - 1139 Words | EssayPay. College Essay: World war one essay. World War One Essay Pdf - candydevelopers. 002 World War Essay Introduction Causes Of History Maxresde Education .... World War 1 Essay | World War I | Canada. Essay conclusion of world war 1.
Thesis Of A Compare And Contrast Essay. Thesis statement examples for a comp...Ashley Arrington
Strong Compare and Contrast Essay Examples. Compare And Contrast Essay Outline Mla : Video Guide on How to Write a .... 014 Essay Example Compare Contrast Essays ~ Thatsnotus. Compare-Contrast Thesis | english, Writing, Thesis Statement | ShowMe. Compare and contrast essay. Pin by Jameelah Muhammad on Essay Writing | Essay tips, Essay, Essay .... What Is a Compare and Contrast Essay? Simple Examples To Guide You .... How to Start a Compare and Contrast Essay?. Compare And Contrast Essay Outline Mla. Compare and Contrast Essay. A Compare And Contrast Essay – Telegraph. compare and contrast essay | Nature | Free 30-day Trial | Scribd.
In this assignment you need to accurately describes the socialP.docxMARRY7
In this assignment you need to accurately describes the social
Psychological approach for each study, including the most essential past research for both research articles you selected for your last course for the PSY one. Don’t’ forget to Correctly cites selected studies using APA style with the document and in the reference list with author name with page numbers.
Modern study
Stressing the Group: Social Identity and the Unfolding Dynamics of Responses to Stress.
Haslam, S. Alexander Reicher, Stephen
Classics
Stanford prison experiments.
Questions for “You Are What You Buy”
1. Just as Professor Twitchell is somewhat defined by Wonder Bread and Coca-Cola, what are some of the products that define your character? Why?
2. This article states that the average American encounters 3,000 advertisements every day. Can this be right? Choose a day that you can pay special attention to the number of ads you are exposed to and calculate the number. Try to keep it as a one-page summary, but please show/explain your calculations (this exercise does not need to be typed).
3. Do you think it is acceptable to co-opt the art/music world to market products? Are there particular instances when it is okay? Are there instances when it is not okay?
4. Pick a cultural icon from American advertising. Theorize about its/his/her origin. Where does he/she come from? What does it/she/he symbolize? Does the icon mean the same thing to all people?
5. Do you agree with the title of this article – that you are what you buy? Why or why not?
Questions for “You Are What You Buy”
1. Just as Professor Twitchell is somewhat defined by Wonder Bread and Coca-Cola, what are some of the products that define your character? Why?
2. This article states that the average American encounters 3,000 advertisements every day. Can this be right? Choose a day that you can pay special attention to the number of ads you are exposed to and calculate the number. Try to keep it as a one-page summary, but please show/explain your calculations (this exercise does not need to be typed).
3. Do you think it is acceptable to co-opt the art/music world to market products? Are there particular instances when it is okay? Are there instances when it is not okay?
4. Pick a cultural icon from American advertising. Theorize about its/his/her origin. Where does he/she come from? What does it/she/he symbolize? Does the icon mean the same thing to all people?
5. Do you agree with the title of this article – that you are what you buy? Why or why not?
ACCORDING TO ADVERTISING GURU JAMES TWITCHELL, EVERY
SYMBOL, FROM ALKA-SELTZER’S SPEEDY TO THE ENERGIZER
BUNNY, PLANTS POWERFUL NOTIONS OF WHO WE ARE
ALONG WITH TWO FRIENDS WHO NEED A NEW PLASTIC DISH DRAINER, JAMES
Twitchell, professor of 19th-century poetry at the University of Florida in
Gainesville, is visiting a Wd-Mart. Twitchell gazes raptly upon the aisles
stacked with TV sets in boxes, and picnic baskets a ...
ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13
Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docxtodd331
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
Scanned with CamScannerScanned with CamScannerIN.docxtodd331
Scanned with CamScanner
Scanned with CamScanner
INSTRUCTIONS
Write a brief case study (ALZHIEMER DISEASE) of a real or hypothetical issue or problem that needs investigation (approx. 200-250 words max).
Discussion 3.2: Hypothesis Test Tag Team
Corporate Responsibility 8;
The Social Responsibility of Business Is
to Increase Its Profits
Milton Friedman
When I hear businessmen speak eloquently
about the “social responsibilities of business
in a free-enterprise system,” I am reminded
of the wonderful line about the Frenchman
who discovered at the age of 70 that he had
been speaking prose all his life. The busi
nessmen believe that they are defending free
enterprise when they declaim that business
is not concerned “merely” with profit but
also with promoting desirable “social” ends;
that business has a “social conscience” and
takes seriously its responsibilities for provid
ing employment, eliminating discrimina
tion, avoiding pollution and whatever else
may be the catchwords of the contemporary
crop of reformers. In fact they are—or
would be if they or anyone else took them
seriously—preaching pure and unadulter
ated socialism. Businessmen who talk this
way are unwitting puppets of the intellectual
forces that have been undermining the basis
of a free society these past decades.
The discussions of the “social responsibil
ities of business” are notable for their analyt
ical looseness and lack of rigor. What does it
mean to say that “business” has responsibili
ties? Only people can have responsibilities.
A corporation is an artificial person and in
this sense may have artificial responsibili
ties, but “business” as a whole cannot be said
to have responsibilities, even in this vague
sense. The first step toward clarity in ex
amining the doctrine of the social responsi
bility of business is to ask precisely what it
implies for whom.
Presumably, the individuals who are to be
responsible are businessmen, which means
individual proprietors or corporate execu
tives. Most of the discussion of social respon
sibility is directed at corporations, so in what
follows I shall mostly neglect the individual
proprietors and speak of corporate execu
tives.
In a free-enterprise, private-property sys
tem, a corporate executive is an employee of
the owners of the business. He has direct re
sponsibility to his employers. That responsi
bility is to conduct the business in accord
ance with their desires, which generally will
be to make as much money as possible while
conforming to the basic rules of the society,
both those embodied in law and those em
bodied in ethical custom. Of course, in some
cases his employers may have a different ob
jective. A group of persons might establish a
corporation for an eleemosynary purpose—
for example, a hospital or a school. The
manager of such a corporation will not have
money profit as his objectives but the ren
dering of certain services.
In either case,.
Sara Mohammed1991 Washington St.Indiana, PA 15701(571) 550-3.docxtodd331
Sara Mohammed
1991 Washington St.
Indiana, PA 15701
(571) 550-3232
[email protected]
EDUCATION
Indiana University of Pennsylvania (IUP) Expected December 2020
Bachelor of Science in Business
Northern Virginia Community College (NOVA), Woodbridge, VA May 2016
English As a Second Language
Volunteerism
Saudi club association at Gannon University Fall 2018
SKILLS
· Speak three languages (Arabic, English, and Turkish)
· Knowledge with technology
· Experience with Microsoft, Word, Excel, and PowerPoint
· Looking for helping others always
· Familiar with taking care of kids
.
Scanned with CamScannerApplication Assignment 2 Part 2 .docxtodd331
Scanned with CamScanner
Application Assignment 2: Part 2 - Developing an Advocacy Campaign
The following application, Part 2, will be due in Week 7.
To prepare:
· Review Chapter 3 of Health policy and politics: A nurse’s guide.
· In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
· Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
· Consider how you could influence legislators or other policymakers to enact the policy you propose.
· Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
·
To complete:
Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:
· Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
· Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
· Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
· Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
Milstead: 3 Legs of Lobbying
“According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues”
Reflection
Associate Professor Michael Segon
Director MBA
1
Reflection
Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience.
.
Scanned by CamScannerScanned by CamScannerChapte.docxtodd331
Scanned by CamScanner
Scanned by CamScanner
Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
SANS SIFT tool Final project , related to (digital foren.docxtodd331
SANS SIFT tool Final project , related to (digital forensics tools and technique)
Description : A 500-700 word, double spaced paper, written in APA format, showing sources and a bibliography and ppt presentation too
Presentation materials
.
Scanned by CamScannerScanned by CamScannerTABLE .docxtodd331
Scanned by CamScanner
Scanned by CamScanner
TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
Sandro Reyes 1
5
Human Impact on the Environment
Every day, I see the harmful impacts of humans on the environment. Just 13 percent of the globe’s oceans remain unsoiled by humanity’s damaging impacts (Carrington, 2018). In the remotest poles and Pacific areas, most of the ocean has no natural marine wildlife. Pollution, huge fishing fleets, and global shipping along with climate change are all degrading the oceans. The vehicles we drive every day, industrial wastes, overpopulation, and fossil fuels, all have negative effects on the environment. Human activities are negatively affecting the environment by degrading it and sooner or later, the earth will not be able to sustain humans.
Overpopulation is now an epidemic with decreased mortality rates, improved medicine, and food sustainability. We are living longer, which is increasing population. The impact of overpopulation includes environmental degradation due to cutting down of trees to create space. With less trees to filter the air, an increase in carbon dioxide levels is damaging every single organism (Interesting Engineering, 2019). Another effect of overpopulation is overdependence on fossil fuels such as coal and oil, which emit plentiful carbon oxide into the air. With increased population, humans need more space, which damage ecosystems and augment carbon dioxide emissions.
Pollution is another impact of human activities on the environment. From trash, industrial wastes to carbon dioxide emissions into the air, pollutions is inevitable. Over 2.4 billion individuals have no access to sources of clean water. Human activities continue to deplete indispensable resources such as soil, water, and air. United States, for example, produces 147 million metric tons of air pollution annually (Interesting Engineering, 2019). Air quality in developing nations continues to plummet as well. This means that we are engaging in activities that are hurting the environment.
Global warming is one of the greatest causes of environmental degradation contributed by human activities. Some people do not believe that global warming is real. However, that is not true, and its major contributors include carbon dioxide emissions from respiration, deforestation, and burning fossil fuels. Each year, we continue to contribute to levels of carbon dioxide globally. Current levels exceed 400 PPM, and the rise in carbon dioxide emissions are attributed to an increase in global temperatures (Interesting Engineering, 2019). The result is the melting of arctic glaciers and land ice, which will increase sea levels, and have negative effects on oceanic life.
Climate change is another impact on the environment that is being caused by us. It is linked .
More Related Content
Similar to Scenario 1 A European Crisis for Coca Cola The situation Rev.docx
Essay About World War 1. Causes of World War 1 Essay Essay on Causes of Worl...Susan Belcher
World War 1 Essay | Essay on World War 1 for Students and Children in .... Causes of world war 1 essay - Write my essay for me with Professional .... World War 1 Essay Example for Free - 1139 Words | EssayPay. College Essay: World war one essay. World War One Essay Pdf - candydevelopers. 002 World War Essay Introduction Causes Of History Maxresde Education .... World War 1 Essay | World War I | Canada. Essay conclusion of world war 1.
Thesis Of A Compare And Contrast Essay. Thesis statement examples for a comp...Ashley Arrington
Strong Compare and Contrast Essay Examples. Compare And Contrast Essay Outline Mla : Video Guide on How to Write a .... 014 Essay Example Compare Contrast Essays ~ Thatsnotus. Compare-Contrast Thesis | english, Writing, Thesis Statement | ShowMe. Compare and contrast essay. Pin by Jameelah Muhammad on Essay Writing | Essay tips, Essay, Essay .... What Is a Compare and Contrast Essay? Simple Examples To Guide You .... How to Start a Compare and Contrast Essay?. Compare And Contrast Essay Outline Mla. Compare and Contrast Essay. A Compare And Contrast Essay – Telegraph. compare and contrast essay | Nature | Free 30-day Trial | Scribd.
In this assignment you need to accurately describes the socialP.docxMARRY7
In this assignment you need to accurately describes the social
Psychological approach for each study, including the most essential past research for both research articles you selected for your last course for the PSY one. Don’t’ forget to Correctly cites selected studies using APA style with the document and in the reference list with author name with page numbers.
Modern study
Stressing the Group: Social Identity and the Unfolding Dynamics of Responses to Stress.
Haslam, S. Alexander Reicher, Stephen
Classics
Stanford prison experiments.
Questions for “You Are What You Buy”
1. Just as Professor Twitchell is somewhat defined by Wonder Bread and Coca-Cola, what are some of the products that define your character? Why?
2. This article states that the average American encounters 3,000 advertisements every day. Can this be right? Choose a day that you can pay special attention to the number of ads you are exposed to and calculate the number. Try to keep it as a one-page summary, but please show/explain your calculations (this exercise does not need to be typed).
3. Do you think it is acceptable to co-opt the art/music world to market products? Are there particular instances when it is okay? Are there instances when it is not okay?
4. Pick a cultural icon from American advertising. Theorize about its/his/her origin. Where does he/she come from? What does it/she/he symbolize? Does the icon mean the same thing to all people?
5. Do you agree with the title of this article – that you are what you buy? Why or why not?
Questions for “You Are What You Buy”
1. Just as Professor Twitchell is somewhat defined by Wonder Bread and Coca-Cola, what are some of the products that define your character? Why?
2. This article states that the average American encounters 3,000 advertisements every day. Can this be right? Choose a day that you can pay special attention to the number of ads you are exposed to and calculate the number. Try to keep it as a one-page summary, but please show/explain your calculations (this exercise does not need to be typed).
3. Do you think it is acceptable to co-opt the art/music world to market products? Are there particular instances when it is okay? Are there instances when it is not okay?
4. Pick a cultural icon from American advertising. Theorize about its/his/her origin. Where does he/she come from? What does it/she/he symbolize? Does the icon mean the same thing to all people?
5. Do you agree with the title of this article – that you are what you buy? Why or why not?
ACCORDING TO ADVERTISING GURU JAMES TWITCHELL, EVERY
SYMBOL, FROM ALKA-SELTZER’S SPEEDY TO THE ENERGIZER
BUNNY, PLANTS POWERFUL NOTIONS OF WHO WE ARE
ALONG WITH TWO FRIENDS WHO NEED A NEW PLASTIC DISH DRAINER, JAMES
Twitchell, professor of 19th-century poetry at the University of Florida in
Gainesville, is visiting a Wd-Mart. Twitchell gazes raptly upon the aisles
stacked with TV sets in boxes, and picnic baskets a ...
ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13
Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docxtodd331
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
Scanned with CamScannerScanned with CamScannerIN.docxtodd331
Scanned with CamScanner
Scanned with CamScanner
INSTRUCTIONS
Write a brief case study (ALZHIEMER DISEASE) of a real or hypothetical issue or problem that needs investigation (approx. 200-250 words max).
Discussion 3.2: Hypothesis Test Tag Team
Corporate Responsibility 8;
The Social Responsibility of Business Is
to Increase Its Profits
Milton Friedman
When I hear businessmen speak eloquently
about the “social responsibilities of business
in a free-enterprise system,” I am reminded
of the wonderful line about the Frenchman
who discovered at the age of 70 that he had
been speaking prose all his life. The busi
nessmen believe that they are defending free
enterprise when they declaim that business
is not concerned “merely” with profit but
also with promoting desirable “social” ends;
that business has a “social conscience” and
takes seriously its responsibilities for provid
ing employment, eliminating discrimina
tion, avoiding pollution and whatever else
may be the catchwords of the contemporary
crop of reformers. In fact they are—or
would be if they or anyone else took them
seriously—preaching pure and unadulter
ated socialism. Businessmen who talk this
way are unwitting puppets of the intellectual
forces that have been undermining the basis
of a free society these past decades.
The discussions of the “social responsibil
ities of business” are notable for their analyt
ical looseness and lack of rigor. What does it
mean to say that “business” has responsibili
ties? Only people can have responsibilities.
A corporation is an artificial person and in
this sense may have artificial responsibili
ties, but “business” as a whole cannot be said
to have responsibilities, even in this vague
sense. The first step toward clarity in ex
amining the doctrine of the social responsi
bility of business is to ask precisely what it
implies for whom.
Presumably, the individuals who are to be
responsible are businessmen, which means
individual proprietors or corporate execu
tives. Most of the discussion of social respon
sibility is directed at corporations, so in what
follows I shall mostly neglect the individual
proprietors and speak of corporate execu
tives.
In a free-enterprise, private-property sys
tem, a corporate executive is an employee of
the owners of the business. He has direct re
sponsibility to his employers. That responsi
bility is to conduct the business in accord
ance with their desires, which generally will
be to make as much money as possible while
conforming to the basic rules of the society,
both those embodied in law and those em
bodied in ethical custom. Of course, in some
cases his employers may have a different ob
jective. A group of persons might establish a
corporation for an eleemosynary purpose—
for example, a hospital or a school. The
manager of such a corporation will not have
money profit as his objectives but the ren
dering of certain services.
In either case,.
Sara Mohammed1991 Washington St.Indiana, PA 15701(571) 550-3.docxtodd331
Sara Mohammed
1991 Washington St.
Indiana, PA 15701
(571) 550-3232
[email protected]
EDUCATION
Indiana University of Pennsylvania (IUP) Expected December 2020
Bachelor of Science in Business
Northern Virginia Community College (NOVA), Woodbridge, VA May 2016
English As a Second Language
Volunteerism
Saudi club association at Gannon University Fall 2018
SKILLS
· Speak three languages (Arabic, English, and Turkish)
· Knowledge with technology
· Experience with Microsoft, Word, Excel, and PowerPoint
· Looking for helping others always
· Familiar with taking care of kids
.
Scanned with CamScannerApplication Assignment 2 Part 2 .docxtodd331
Scanned with CamScanner
Application Assignment 2: Part 2 - Developing an Advocacy Campaign
The following application, Part 2, will be due in Week 7.
To prepare:
· Review Chapter 3 of Health policy and politics: A nurse’s guide.
· In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
· Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
· Consider how you could influence legislators or other policymakers to enact the policy you propose.
· Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
·
To complete:
Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:
· Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
· Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
· Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
· Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
Milstead: 3 Legs of Lobbying
“According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues”
Reflection
Associate Professor Michael Segon
Director MBA
1
Reflection
Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience.
.
Scanned by CamScannerScanned by CamScannerChapte.docxtodd331
Scanned by CamScanner
Scanned by CamScanner
Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
SANS SIFT tool Final project , related to (digital foren.docxtodd331
SANS SIFT tool Final project , related to (digital forensics tools and technique)
Description : A 500-700 word, double spaced paper, written in APA format, showing sources and a bibliography and ppt presentation too
Presentation materials
.
Scanned by CamScannerScanned by CamScannerTABLE .docxtodd331
Scanned by CamScanner
Scanned by CamScanner
TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
Sandro Reyes 1
5
Human Impact on the Environment
Every day, I see the harmful impacts of humans on the environment. Just 13 percent of the globe’s oceans remain unsoiled by humanity’s damaging impacts (Carrington, 2018). In the remotest poles and Pacific areas, most of the ocean has no natural marine wildlife. Pollution, huge fishing fleets, and global shipping along with climate change are all degrading the oceans. The vehicles we drive every day, industrial wastes, overpopulation, and fossil fuels, all have negative effects on the environment. Human activities are negatively affecting the environment by degrading it and sooner or later, the earth will not be able to sustain humans.
Overpopulation is now an epidemic with decreased mortality rates, improved medicine, and food sustainability. We are living longer, which is increasing population. The impact of overpopulation includes environmental degradation due to cutting down of trees to create space. With less trees to filter the air, an increase in carbon dioxide levels is damaging every single organism (Interesting Engineering, 2019). Another effect of overpopulation is overdependence on fossil fuels such as coal and oil, which emit plentiful carbon oxide into the air. With increased population, humans need more space, which damage ecosystems and augment carbon dioxide emissions.
Pollution is another impact of human activities on the environment. From trash, industrial wastes to carbon dioxide emissions into the air, pollutions is inevitable. Over 2.4 billion individuals have no access to sources of clean water. Human activities continue to deplete indispensable resources such as soil, water, and air. United States, for example, produces 147 million metric tons of air pollution annually (Interesting Engineering, 2019). Air quality in developing nations continues to plummet as well. This means that we are engaging in activities that are hurting the environment.
Global warming is one of the greatest causes of environmental degradation contributed by human activities. Some people do not believe that global warming is real. However, that is not true, and its major contributors include carbon dioxide emissions from respiration, deforestation, and burning fossil fuels. Each year, we continue to contribute to levels of carbon dioxide globally. Current levels exceed 400 PPM, and the rise in carbon dioxide emissions are attributed to an increase in global temperatures (Interesting Engineering, 2019). The result is the melting of arctic glaciers and land ice, which will increase sea levels, and have negative effects on oceanic life.
Climate change is another impact on the environment that is being caused by us. It is linked .
Scanned with CamScannerResearch Summary (paper)For thi.docxtodd331
Scanned with CamScanner
Research Summary (paper)
For this assignment you summarize one of the experimental research studies from your research collection.
(I did not make one, feel free to choose any research that has to do with psychology.)
Check out Audris Oh's research summary I put in the files -- it's a great model.
Write your summary in 5 pages or so, basically summarizing each of the major sections - literature review, methods section, results section and discussion. Let the abstract at the beginning of the paper guide you (It's just one paragraph but is a great guide). Why was the study done and how does it fit in with other work in the field (the intro or lit review)? What was the actual experiment (the methods section)? What were the results (the results section)? Why is it important (the discussion section)? Conclude your paper with a personal reaction -- does this fit with what you’ve seen? How might you use any insight the study provides?
Include the pdf of the article (or link to it) and the reference to the article in APA style. Here's an example of a reference:
Stein, S., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-258.
Example of how the essay should look like: https://middlesexcc.libguides.com/ld.php?content_id=7578609
Mendel, 150 years on
T.H. Noel Ellis1, Julie M.I. Hofer1, Gail M. Timmerman-Vaughan2, Clarice J. Coyne3
and Roger P. Hellens4
1
Institute of Biological, Environmental & Rural Sciences, Aberystwyth University, Gogerddan Campus, Aberystwyth,
Ceredigion, SY23 3EB, UK
2
The New Zealand Institute for Plant & Food Research Ltd, Christchurch 8140, New Zealand
3
USDA-ARS Western Regional Plant Introduction Station, Washington State University, Pullman, Washington, USA
4
The New Zealand Institute for Plant & Food Research Ltd, Auckland, New Zealand
Review
Mendel’s paper ‘Versuche über Pflanzen-Hybriden’ is the
best known in a series of studies published in the late 18th
and 19th centuries that built our understanding of the
mechanism of inheritance. Mendel investigated the seg-
regation of seven gene characters of pea (Pisum sativum),
of which four have been identified. Here, we review what
is known about the molecular nature of these genes,
which encode enzymes (R and Le), a biochemical regula-
tor (I) and a transcription factor (A). The mutations are: a
transposon insertion (r), an amino acid insertion (i), a
splice variant (a) and a missense mutation (le-1). The
nature of the three remaining uncharacterized characters
(green versus yellow pods, inflated versus constricted
pods, and axial versus terminal flowers) is discussed.
Mendel’s studies: species, traits and genes
Mendel’s paper ‘Versuche ü ber Pflanzen-Hybriden’ [1] is
the best known in a series of studies published in the late
18th and 19th centuries [2–4] that built our understanding
of the mechanism of inheritance [5]. The title of M.
Scanned with CamScannerHACCP Recipe TermsCheck tempe.docxtodd331
Scanned with CamScanner
HACCP Recipe Terms
Check temperature of food at least every four hours and record
Check temperature of storage area at beginning of shift.
Cook eggs, poultry, fish, and meat in a microwave oven to a minimum temperature of 165 degrees F.
Cook fish to a minimum of 145 degrees F for 15 seconds.
Cook ground meats to a minimum of 155 degrees F for 15 seconds.
Cook poultry to a minimum of 165 degrees F for 15 seconds.
Cook vegetables to a temperature of 135 degrees F or higher.
Cooked food should be cooled from 135 degrees F to 70 degrees F within 2 hours and from 70 degrees F to 41 degrees F or lower in an additional 4 hours.
Cool foods to at least 70 degrees F before refrigerating or freezing.
Crack egg in separate bowl before combining to larger bowl.
Discard food held in the temperature danger zone for longer than four hours.
Hold cold foods at an internal temperature of 41 degrees F or lower.
Hold frozen foods at a temperature of 0 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Inspect can before opening for swollen ends, rust, or dents.
Label food for storage with ingredient list and date of preparation.
Prepare raw foods separately from ready to eat foods.
Reduce the size or quantity of food to be cooled.
Reheat food to 165 degrees F for 15 seconds.
Remove from the refrigerator only as much product as can be prepared at one time.
Remove jewelry
Rotate products to ensure that the oldest inventory is used first.
Sanitize work surface, equipment, and utensils.
Store chemicals away from food products.
Store cut melons at 41 degrees F or lower.
Store fresh-cut produce between 33 to 41 degrees F to maintain quality.
Store raw meat, poultry, and fish in the bottom of the refrigerator.
Thaw food by submerging under running potable water at a temperature of 70 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Thaw food in the refrigerator at 41 degrees F or lower.
Use a clean, sanitized, and calibrated thermometer to measure the internal temperature of foods.
Wash all fresh fruit prior to serving
Wash your hands
Wear gloves
Wear hairnet
Standardized Recipe Form
Recipe Name_____________________________________ Category_______________________________ Recipe #__________________________
(i.e., entrée, breads)
HACCP Process: _____ 1 – No Cook _____ 2 – Cook & Same Day Serve _____ 3 – Cook, Cool, Reheat, Serve
Ingredients
For ___________Servings
Directions: Include step by step instructions, the critical control points (CCP-specific points at which a hazard can be reduced, eliminated or prevented) and critical limit (time and/or temperature that must be achieved to control a hazard).
Weight
Measure
Serving Size___________________ Pan Size_______________.
Scanned with CamScanner1 STANDARIZATION OF A B.docxtodd331
Scanned with CamScanner
1
STANDARIZATION OF A BASE
AND TITRATION OF A VINEGAR SOLUTION
ADDITIONAL READING
The concepts in this experiment are also discussed in sections 3.6 AND 17.3 of Chemistry and Chemical Reactivity by
Kotz, Treichel, Townsend and Treichel, and in sections 4.3b, 17.3a, and 17.3b of Mindtap General Chemistry by Vining,
Young, Day, and Botch
ABSTRACT
This experiment is divided into two parts. Each student is expected to perform the experiment individually.
In Part A, you will prepare a NaOH titrant solution, then standardize it (determine its exact concentration) using the acid
primary standard, potassium hydrogen phthalate, KHC8H4O4, frequently abbreviated as KHP. Note KHP is not a chemical
formula.
In Part B you will use your standardized NaOH solution to determine the molar concentration of vinegar (an acetic acid,
CH3COOH, solution), and convert this concentration unit to a mass percent concentration unit, and finally compare your
measured mass percent concentration to the value reported on the bottle.
BACKGROUND
TITRATIONS
One of the most useful strategies in analytical chemistry is to use a known reagent (known composition or concentration)
as a standard to analyze an unknown substance. A titration is an analytical procedure in which a solution of known
concentration, the standard solution, is slowly reacted with a solution of unknown concentration. The concentration of
the unknown solution can be easily calculated. Titration is often used to measure the concentration of an acid or base,
but it can also be used for any chemical reaction if the stoichiometry is known.
EXPERIMENTS 6 AND 7 ARE BOTH ACID BASE TITRATION EXPERIMENTS, QUITE SIMILAR TO EACH OTHER.
THE REASONS FOR DOING TWO TITRATION EXPERIMENTS
A. TO GIVE STUDENTS PLENTY OF OPPORTUNITY BOTH TO PERFECT THEIR TITRATION TECHNIQUE AND
TO LEARN TO DO THE CALCULATIONS;
B. TITRATION IS THE MOST IMPORTANT TECHNIQUE LEARNED IN CHEM 1033 LAB.
YOU WILL DO A PRACTICAL LAB EXAM AT THE END OF THE SEMESTER; IT WILL BE A VERY SIMILAR
TITRATION.
IT IS IMPORTANT TO REALIZE THAT TITRATION IS AN ACQUIRED SKILL, REQUIRING PRACTICE. MOST
STUDENTS ARE NOT PROFICIENT AT FIRST, BUT IF YOU WANT TO BECOME EXPERT AT IT, YOU WILL GET
THERE WITH PRACTICE.
It is critical that there be an observable change that signals that the titration is complete. This is called the endpoint,
since it signals the end of the titration, when the equivalents of titrant added just equal the equivalents of the analyte
unknown. When performing an acid-base titration, we commonly use an acid-base indicator that has one color before the
endpoint but changes sharply to a different color at the pH of the endpoint.
Titrations are carried out using a specialized piece of glassware called a buret, which is long tube with a dispensing valve.
The buret scale has graduated marks in units of 0.01 mL or 0.02 mL. You can apply the techniques used for readi.
Scanlon Technologies, Inc. Anne Scanlon founded Scanlon Technol.docxtodd331
Scanlon Technologies, Inc.
*
Anne Scanlon founded Scanlon Technologies, Inc., in 1993. The company designed and manufactured high-tech products that were used in various industries ranging from semiconductor to aviation. Over the years, Scanlon Technologies reported a compound annual growth rate in revenues of over 20% due to high demand for the company’s products and Anne’s superior management skills. By the end of 1996, it was clear that any further growth would have to come from international expansion. However, establishing manufacturing operations and opening up sales and marketing offices abroad required a significant amount of capital. Anne considered investing more of her own money into the business; however, given that she already had most of her wealth tied up in the company, she decided against the idea. Moreover, she believed that the amount of funds Scanlon Technologies needed to raise for expansion was in the tens of millions. In her mind, there was only one clear solution—go public.
In September 1996, Anne hired J.P. Suisse, a top tier investment bank, to take Scanlon Technologies public. On January 1, 1997, the company, which was authorized by the State of Delaware to sell 20 million common stock and 10 million preferred stock, issued one million shares of common stock in an Initial Public Offering (IPO) and began trading on the New York Stock Exchange under the ticker symbol STI. The stock, which had a par value of $1, was sold for $20 per share and climbed to $26 a share by the end of its first trading day.
As expected, the funds raised in the IPO were used to open offices all over the world as well as build a second manufacturing plant in Toronto, Canada. Over the next couple of years, business was good and the company was able to generate enough cash to maintain its level of operations.
In October 1999, Anne learned that Kadehjian
Solution
s Coporation, a competitor, was considering the option of being acquired. Anne believed that such an acquisition would position Scanlon Technologies as the industry leader. One of Kadehjian’s requirements for such an acquisition was that it be an all-cash transaction. Anne knew that this would require Scanlon Technologies to raise approximately $7 million.
Ann contracted J.P. Suisse to discuss raising these funds through the capital markets. The managing directors at J.P. Suisse recommended that Scanlon Technologies employ a combination of debt and equity securities. Anne agreed and on January 1, 2000, the company issued an additional one hundred thousand shares of its $1 par value common stock at $40 per share. On the same day, the company issued $2 million in bonds at 95.8, due in 5 years with 5% interest payable annually (at year end). The market interest rate at the time was 6% per year. Also on January 1, 2000, Scanlon Technologies issued $1.3 million in zero-coupon (i.e. no interest) convertible bonds, also due in 5 years. Each $1,000 bond converted into 20 shares of its commo.
scan the following 2 poems by Robert Herrick. analyze each poems rhy.docxtodd331
scan the following 2 poems by Robert Herrick. analyze each poems rhyme and verse and its meter and number of feet. then in a short paragraph, tell me what you think.
Upon Julia's Breasts
Display thy breasts, my Julia, there let me
Behold that circummortal purity;
Between whose glories, there my lips I'll lay,
Ravished in that fair Via Lactea.
Upon a Child That Died
Here she lies, a pretty bud,
Lately made of flesh and blood,
Who as soon fell fast asleep
As her little eyes did peep.
Give her strewings, but not stir
The earth that lightly covers her.
.
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statem.docxtodd331
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statement - As Reported 10Q in millions9/30/139/30/149/30/159/30/169/30/179/30/18TTM12/30/173/30/186/30/189/30/1812/29/18TTM Company-operated stores$11,793.2$12,977.9$15,197.3$16,844.1$17,650.719,690.320,318.8 Company-operated stores4,741.84,828.05,060.45,060.1$5,370.3020,318.8 Total specialty$3,073.6$3,469.9$3,965.4$4,471.8$4,736.15,029.24,959.6 Total specialty1,331.91,203.81,249.91,243.5$1,262.404,959.6 Licensed stores$1,360.5$1,588.6$1,861.9$2,154.2$2,355.02,652.22,706.9 Licensed stores682.4625.6660.6683.6$737.102,706.9 CPG, foodservice and other$1,713.1$1,881.3$2,103.5$2,317.6$2,381.12,377.02,252.7 CPG, foodservice and other649.5578.2589.3559.9$525.302,252.7Total net revenues$14,866.8$16,447.8$19,162.7$21,315.9$22,386.8$24,719.525,278.4Total net revenues6,073.76,031.86,310.36,303.6$6,632.7025,278.4 Cost of sales including occupancy costs-$6,382.3-$6,858.8-$7,787.5-$8,511.1-$9,038.2-10,174.5-10,434.2 Cost of sales including occupancy costs-2,502.9-2,516.0-2,554.9-2,604.6($2,758.70)-10,434.2 Store operating expenses-$4,286.1-$4,638.2-$5,411.1-$6,064.3-$6,493.3-7,193.2-7,449.2 Store operating expenses-1,737.0-1,789.6-1,825.0-1,841.6($1,993.00)-7,449.2 Other operating expenses-$431.8-$457.3-$522.4-$545.4-$553.8-539.3-532.2 Other operating expenses-141.6-134.3-148.0-156.7($93.20)-532.2 Depreciation and amortization expenses-$621.4-$709.6-$893.9-$980.8-$1,011.4-1,247.0-1,321.6 Depreciation and amortization expenses-258.8-331.6-330.0-326.6($333.40)-1,321.6 General and administrative expenses-$937.9-$991.3-$1,196.7-$1,360.6-$1,393.3-1,759.0-1,797.8 General and administrative expenses-379.1-405.8-468.7-460.0($463.30)-1,797.8 Restructuring and impairments$0.0$0.0$0.0$0.0-$153.5-224.4-240.0 Restructuring and impairments-27.6-134.7-16.9-45.2($43.20)-240.0 Litigation credit / charge-$2,784.1$20.2$0.0$0.0$0.0$0.0Income from equity investees89.452.771.487.7$67.80279.6Income from equity investees$251.4$268.3$249.9$318.2$391.4301.2279.6Operating income / loss1,116.1772.51,038.2956.6$1,015.703,783.0Operating income / loss-$325.4$3,081.1$3,601.0$4,171.9$4,134.7$3,883.33,783.0Gain resulting from acquisition of joint venture1,326.3Net interest and other income62.3483-$24.8074.9 Gain resulting from acquisition of joint venture$0.0$0.0$390.6$0.0$0.01,376.4$0.0 Interest income and other, net88.2313239$24.80126.0Loss on divestiture of certain operations$0.0$0.0-$61.1$0.0$0.0499.2 Interest expense-25.9-503($75.00)-77.0 Interest income and other, net$123.6$142.7$43.0$108.0$275.3191.4$126.0Earnings / loss before income taxes3,005.9363236$965.501,068.7 Interest expense-$28.1-$64.1-$70.5-$81.3-$92.5-170.3-$77.0Income tax expense / benefit-755.8-35-45-64($205.10)-349.4Earnings / loss before income taxes-$229.9$3,159.7$3,903.0$4,198.6$4,317.5$5,780.0$1,068.7Net earnings / loss including noncontrolling interests2,250.18161,027932$760.403,534.721.83%Net earnings / loss attributab.
Scan the articles in the attached course text. Write a discussi.docxtodd331
Scan the articles in the attached course text. Write a discussion initial post on one of the articles. Choose the one that interests you most.
1.Provide a very brief overview of what you think are the key points (a literature review).
2.What about the policy area interests you?
3.What about the information systems involved in the article interested you?
4.How might this article’s research approach help you in your dissertation research project?
(NOTE: Please cut and paste the above-numbered list into your reply to help with organization.)
.
Scale Ratio Variable Histograms are useful for presenting qu.docxtodd331
Scale Ratio Variable
Histograms are useful for presenting quantitative data such as the example variable ADULT_CT which describes the number of individuals per household. The variable measurement is scale ratio and as it depicts a number, a histogram is able to reflect the number of individuals belonging to each variable value or interval of values (Mishra, Pandey, Singh & Gupta, 2018).). Histograms divide the variable into equal intervals as shown below in individuals reported per home. The graph indicates nearly 3,000 reporting and displays the individual numbers per interval. The bar levels of the graph make it is easy to discern the average number reporting as 2 per household.
Nominal Variable
As nominal variables depict qualitative data such as in the variable Q87 which describes the level of trust individuals felt towards others, a pie graph would be beneficial to use as it easily displays each group or individual share in the total being examined (Mishra, Pandey, Singh & Gupta, 2018). For example, the pie graph here which shows what percentage of trust was and wasn’t felt toward others. Graphs like these are appropriate for showing a variable that cannot be ordered or numerical in value such as feelings of trust (Frankfort-Nachmias, Leon-Guerrero & Davis, 2020).
References
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
Mishra, P., Pandey, C. M., Singh, U., & Gupta, A. (2018). Scales of measurement and presentation of statistical data.
Annals of cardiac anesthesia
,
21
(4), 419.
Wagner, III, W.E. (2020).
Using IBM® SPSS® statistics for research methods and social science statistics
(7th ed.). Thousand Oaks, CA: Sage Publications.
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
.
Scan 12Scan 13Scan 14Scan 15Scan 16Scan 17Scan 18Scan 19
HIST 308
Sofia Clark
Spring 2020
Research Paper
Sample Outline:
1) Introduction
2) Story of capture
3) Background on British antislavery
4) Background on Royal Navy
5) Background on this specific Royal Navy vessel
6) Story of what treaty was used to condemn the slave ship
7) Background on treaty
8) Background on British relations with treaty country
9) Background on slave trade in this particular region
10) Story of what happens to the captives removed from this particular slave ship
11) Background on the general treatment of liberated Africans
12) Explanation of how the story of your ship exemplifies the broader history of slavery and anti-slavery
Bibliography
1) The slave trade in general (i.e., either the Transatlantic slave trade or Indian Ocean slave trade depending on your ship)
Article (JSTOR): Alkalimat, Abdul. "Slave Trade." In The African American Experience in Cyberspace: A Resource Guide to the Best Web Sites on Black Culture and History, 34-42. LONDON; STERLING, VIRGINIA: Pluto Press, 2004. Accessed May 30, 2020. doi:10.2307/j.ctt183q64x.8.
Article (JSTOR): JUNKER, CARSTEN. "Containing Bodies—Enscandalizing Enslavement: Stasis and Movement at the Juncture of Slave-Ship Images and Texts." In Migrating the Black Body: The African Diaspora and Visual Culture, edited by RAIFORD LEIGH and RAPHAEL-HERNANDEZ HEIKE, 13-29. Seattle; London: University of Washington Press, 2017. Accessed May 30, 2020. www.jstor.org/stable/j.ctvcwnj4v.5.
2) The slave trade in the specific area of Africa in which your ship embarked enslaved African captives (e.g., Bight of Benin, Senegambia, Angola).
Book (JSTOR): Strickrodt, Silke. "The Atlantic Connection: Little Popo & the Rise of Afro-European Trade on the Western Slave Coast, C. 1600 to 1702." In Afro-European Trade in the Atlantic World: The Western Slave Coast, C. 1550- C. 1885, 65-101. Woodbridge, Suffolk; Rochester, NY: Boydell & Brewer, 2015. Accessed May 30, 2020. doi:10.7722/j.ctt7zst5n.9.
Article (JSTOR): Graham, James D. "The Slave Trade, Depopulation and Human Sacrifice in Benin History: The General Approach." Cahiers D'Études Africaines 5, no. 18 (1965): 317-34. Accessed May 30, 2020. www.jstor.org/stable/4390897.
3) Slavery in the region to which your ship was heading (e.g., Cuba, Bahia, Pernambuco).
Book (One Search): Schneider, Elena Andrea. The Occupation of Havana: War, Trade, and Slavery in the Atlantic World. North Carolina Scholarship Online. Williamsburg, Virginia : Chapel Hill: Omohundro Institute of Early American History and Culture ; University of North Carolina Press, 2018.
Article (Project Muse): Garrigus, John. "Cuba, Haiti, and the Age of Atlantic Revolution." Reviews in American History 44, no. 1 (2016): 52-57. doi:10.1353/rah.2016.0012.
4) British antislavery policy toward the country your ship was from (e.g., Portugal, Spain, USA)
Book- page 14(Academic Search Premiere- also works for #.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How libraries can support authors with open access requirements for UKRI fund...
Scenario 1 A European Crisis for Coca Cola The situation Rev.docx
1. Scenario 1: A European Crisis for Coca Cola The situation:
Review the two articles for Scenario
I in this week’s Learning Resources. Imagine that you are an
intercultural communication
consultant (ICC) entering the Coca Cola Headquarters in
Atlanta one month after the first four
Belgian children claim they are ill due to consuming Coke
products. You are there for another
job but are invited into the meeting that is analyzing the
handling of this crisis.
To prepare for your Assignment, consider the following:
• Former Coke CEO Robert Goizueta states, “Business will be
the institution of the future. It’s
the only global institution” (Greising, 1998, p. 145). Is this
accurate? What implications does this
have for ICC?
• All businesses working across national borders deal with
conflicts between corporate culture
and the national cultures in which they operate. How would you
recommend translating the
corporate culture of Coca Cola to the national Belgian culture?
2. • Leaders are symbolic representatives. What recommendations
would you have for the CEO,
Doug Ivester?
• How does the fact that Coca Cola has more revenue per year
than the gross domestic product
(GDP) of two thirds of all the world’s countries play a role in
how they operate in a crisis?
• What additional questions would you ask or what additional
information would you need in
order to give the most effective recommendations?
Your Task: Analyze the countries affected by this product issue.
Consider how you would
advise the leaders of Coca Cola on how they should have
approached the situation from an
intercultural communication perspective in order to have
minimized the impact on sales and
satisfied the needs of the countries affected. Provide
recommendations of how Coca Cola could
handle similar situations in the future more effectively. Cite at
least two of the theories/tools
from your Learning Resources to support your
recommendations. Reference: Greisling, D.
(1998). I’d like the world to buy a Coke: The life and leadership
3. of Roberto Goizueta. New
York, NY: John Wiley and Sons, Inc.
from The New Yorker
July 12, 1999
TALK OF THE TOWN
Dept. of Straight Thinking
Is the Belgian Coca-Cola hysteria the real thing?
by Malcolm Gladwell
The wave of illness among
Belgian children last month
had the look and feel--in the
beginning, at least--of an
utterly typical food
poisoning outbreak. First,
forty-two children in the
Belgian town of Bornem
became mysteriously ill after
drinking Coca-Cola and had
to be hospitalized. Two days
later, eight more school
children fell sick in Bruges,
followed by thirteen in
4. Harelbeke the next day and
forty two in Lochristi three
days after that--and on and
on in a widening spiral that,
in the end, sent more than
one hundred children to the
hospital complaining of
nausea, dizziness, and
headaches, and forced Coca-
Cola into the biggest product
recall in its hundred-and-
thirteen-year history. Upon
investigation, an apparent
culprit was found. In the
Coca-Cola plant in Antwerp,
contaminated carbon
dioxide had been used to
carbonate a batch of the
soda's famous syrup. With
analysts predicting that the
scare would make a dent in
Coca-Cola's quarterly
earnings, the soft-drink giant
apologized to the Belgian
people, and the world received
a sobering reminder of the
fragility of food safety.
The case isn't as simple as it
seems, though. A scientific
study ordered by Coca-Cola
found that the contaminants
in the carbon dioxide were
sulfur compounds left over
from the production process.
5. In the tainted bottles of Coke,
these residues were present at
between five and seventeen
parts per billion. These
sulfides can cause illness,
however, only at levels about a
thousand times greater than
that. At seventeen parts per
billion, they simply leave a
bad smell--like rotten eggs--
which means that Belgium
should have experienced
nothing more than a minor
epidemic of nose-wrinkling.
More puzzling is the fact that,
in four of the five schools were
the bad Coke allegedly struck,
half of the kids who got sick
hadn't drunk any Coke that
day. Whatever went on
Belgium, in other words,
probably wasn't Coca-Cola
poisoning. So what was it?
Maybe nothing at all.
"You know, when this
business started I bet two of
my friends a bottle of
champagne each that I knew
the cause," Simon Wessely, a
psychiatrist who teaches at
the King's College School of
Medicine in London, said.
"It's quite simple. It's just
6. mass hysteria. These things
usually are."
Wessely has been collecting
reports of this kind of
hysteria for about ten years
and now has hundreds of
examples, dating back as far
as 1787, when millworkers
in Lancashire suddenly took
ill after they became
persuaded that they were
being poisoned by tainted
cotton. According to
Wessely, almost all cases fit
a pattern. Someone sees a
neighbor fall ill and becomes
convinced that he is being
contaminated by some
unseen evil--in the past it
was demons and spirits;
nowadays it tends to be
toxins and gases--and his
fear makes him anxious. His
anxiety makes him dizzy and
nauseous. He begins to
hyperventilate. He collapses.
Other people hear the same
allegation, see the "victim"
faint, and they begin to get
anxious themselves. They
feel nauseous. They
hyperventilate. They
7. collapse, and before you
know it everyone in the
room is hyperventilating
and collapsing. These
symptoms, Wessely stresses,
are perfectly genuine. It's
just that they are
manifestations of a threat
that is wholly imagined.
"This kind of thing is
extremely common," he
says, "and it's almost
normal. It doesn't mean that
you are mentally ill or
crazy."
Mass hysteria comes in
several forms. Mass motor
hysteria, for example,
involves specific physical
movements: shaking,
tremors, and convulsions.
According to the sociologist
Robert Bartholomew, motor
hysteria often occurs in
environments of strict
emotional repression; it was
common in medieval
nunneries and in
nineteenth-century
European schools, and it is
seen today in some Islamic
cultures. What happened in
Belgium, he says, is a fairly
typical example of a more
8. standard form of contagious
anxiety, possibly heightened
by the recent Belgian scare
over dioxin-contaminated
animal feed. The students'
alarm over the rotten-egg
odor of their Cokes, for
example, is straight out of the
hysteria textbooks. "The vast
majority of these events are
triggered by some abnormal
but benign smell," Wessely
said. "Something strange, like
a weird odor coming from the
air conditioning."
The fact that the outbreaks
occurred in schools is also
typical of hysteria cases. "The
classic ones always involve
schoolchildren," Wessely
continued. "There is a famous
British case involving
hundreds of schoolgirls who
collapsed during a 1980
Nottinghamshire jazz festival.
They blamed it on a local
farmer spraying pesticides."
Bartholomew has just
published a paper on a
hundred and fifteen
documented hysteria cases in
schools over the past three
hundred years. As anyone
who has ever been to a rock
concert knows, large numbers
10. More Fizz Than They Bargained For 2
The Crisis Begins with a Pop
Dateline Brussels, Belgium - May 1999: Forty – one school
children became nauseous with
headaches that required medical attention. When questioned,
they reportedly drank “Coke that
smelled funny”. Treated at a local hospital, the students were
sent home for the rest of the day.
After investigating, Coca Cola Corporation immediately pulled
100,000 cans of their product off
of shelves and promised to pay for medical care and compensate
victims. Upon testing the
“tainted cans” no source of the illness could be found. On the
heels of a questionable and
botched poultry contamination scare, the Belgian Government
Health Ministry was at the
forefront of the investigation and media coverage. Within a few
days nearly 200 people reported
to a Lille, France hospital with nausea and headaches they
attributed to contaminated Coca Cola
products. Medical investigators found no connection between
the soft drink and the illness,
claiming it was “viral in nature” (Haggerty, Barrett, 1999)
11. The Belgian government demanded a recall of Coke products
until the company could
identify the problem. The French Health ministry called for
removal of Coke products. Both
countries refused to wait for testing that could identify the
source of the problem. The
governments of Spain, Luxembourg, and the Netherlands also
called for removal of all Coke
products from the shelves and counters of their respective
countries. One week later the
governments still refused to allow Coca Cola products to be
sold in their countries. Queries about
product safety spread to Switzerland and even the African
continent.
Framework
This paper will consider the communication of Coca Coal
Company in the midst of this
crisis and the aftermath. The theoretical view of the Belgian
crisis is that what happened was a
product problem that escalated into a clash of competing
cultures. These cultures being the
More Fizz Than They Bargained For 3
12. European Union, particularly embodied by the Belgian
Government, and the Coca Cola
Company.
A History of Coca-Cola Corporation
In a 1942 letter, William D’Arcy, advertising executive for the
Coca-Cola account said,
“Since 1886… changes have been the order of the day, the
month, the year.
These changes, I may add, are partly or wholly the result of the
very existence of
The Coca-Cola Company and its product…They have created
satisfactions, given
pleasure, inspired imitators, intrigued crooks…. Coca-Cola is
not essential, as we
would like it to be. It is an idea – it is a symbol - it is a mark of
genius inspired.”
(Pendergrast, 1993: p v).
From its 1886 beginnings in the mind and kettle of John
Pemberton the Coca Cola
Company has become an icon of American capitalism.
Capturing significant market share
in nearly every corner of the globe it is the world leader in the
beverage industry. Bought
by the a group of investors in 1919, a $5 share of Coke stock,
by 1991 had split to yield
13. 1,152 shares worth over $2 million if dividends were reinvested
(Pendergrast: p 134).
The stability of the company is shown by the fact that it has
had only 11 CEO’s in
its 116 year history. The consistency of stock value, dividends,
return on investment and
the value for collectors of its advertising artifacts, speaks of its
place in the social and
business heavens. The 2001 Annual report states with pride, “In
2001, Coca Cola
connected with people around the world on over 250 billion
occasions. In other words,
someone chose a Coca Cola – diet, light or classic, with cherry
or with lemon, with or
without caffeine – nearly half a million times every minute of
every day”
The Role of Brand Management and Brand Value
The value of Coke is not in the caramel colored sugar water
with extracts of coca leaves
and added caffeine. The value of Coke is, in D’Arcy’s words, in
the symbol it represents. The
protection of this symbol is known as brand management. David
Bickerton makes the case that
14. More Fizz Than They Bargained For 4
companies can organize using the brand as an architectural tool
for business processes that
generate brand value. Contrast this with the more traditional
approach; where brand is an
organizational tool serving to create alignment between internal
culture and external image.
(2000: p 42). The brand and its perception, internally and
externally become the organizing
principal, the goal and the raison d etre of the corporation’s
existence. It can be seen why, “To
win the game, you must add style to substance…. Branding by
reputation, not product, is the
name of the new game” (Gibbons, 2001). The CEO becomes the
prima fascia symbol of the
guardianship of the brand entrusted to all stakeholders.
Brands are a symbol but they are also “intangible assets in
many a corporations’ balance
sheets.” As such their value can be calculated. Taking the total
market capitalization of a
corporation (its stock value) subtracting out all tangible or hard
assets, you can calculate a brands
value to the corporation and the world. With total stock value
15. exceeding $180 billion the value of
Coca Cola brand alone “could be in the tens of billions of
dollars” (Brummer, 1999).
The importance of the brand for Coca Cola cannot be
emphasized enough. Since it is a
symbol, the communicative practices of the corporation found
in rituals, artistic expressions,
personal embodiment, corporate culture, legal challenges,
internal and external utterances, and
publications are the lifeblood of the brand. This is magnified at
a time of crisis. In a global
economy and global media coverage there is no such things as
local problem. While corporations
can be situated in time and space, brands transcend these
limitations. Financier Warren Buffet
said, “A great brand builds a moat around a product that
protects it from upstart competitors”
(Greising p 178). It also insulates it from some of the effects of
product and media driven crises.
More Fizz Than They Bargained For 5
16. The European Union
As the European Union incrementally implements governmental
and policy changes
across its 15 members, doing business in Europe is like trying
to hit a moving target. While the
January 2002 conversion to the Euro was perhaps the most
publicized EU action, the
introduction of the CE standard may be the most pervasive
activity to date. “As the European
Union begins to flex its collective muscle, industries of every
stripe are beginning to take notice
of the way the world’s largest economy is doing business. The
centerpiece of the EU way of
business is the CE standard. This standard covers product,
service, packaging and labeling
specifications from everything to industrial work gloves to
chocolate” (Wagner, 2001). What
once was a hodgepodge of regulations and compliance
requirements, unique to each national
government and sometimes within governments to
municipalities, is now an international
standard.
On the surface this single international standard simplifies
doing business because there
17. is only one benchmark setting agency. Yet the difficulties for
businesses are twofold. The first is
during the transition and the interpretation of these benchmarks.
What was acceptable before, say
in the Netherlands but not in France, now may be no longer
acceptable in either place.
Established markets and business practices are put in jeopardy.
In addition, local interpretation
and EU adjustments to these standards in light of practical
considerations, revealed only through
implementation, leaves things in an unsettled state.
The second difficulty for business is the change in status of
international companies
regarding the collective economic might of the EU. For many
countries throughout the world,
dealing with international companies is an uneven playing field,
tilted to the benefit of the global
corporation. The Gross Domestic Product of Belgium is on the
same order of magnitude as the
More Fizz Than They Bargained For 6
total value of Coca Cola : $230 billion to $180 billion
respectively ( McGeveran, 2001 p 787).
18. When the bottlers and auxiliary suppliers that Coke owns in
whole or in part are added to Coke’s
value, the scales weigh in on behalf of Coca Cola. Companies
have used this to their competitive
advantage. The collective might of the EU gives the advantage
in negotiations and standard
setting back to the countries. This “unified approach to the
industrial marketplace,”(Wagner)
significantly changes the landscape.
In addition you have the influence in the EU of forces that are
more socialist in ideology
than they are capitalist. What The Wall Street Journal calls,
“…the growing power of fringe
parties, such as the Greens, in Germany, France and the Low
Countries and in the corridors of
the European Commission….” (Melloan, 1999). Under Ivester,
Coca Cola ran into this in
opposition to the attempted purchase of Orangina and Cadbury
Schweppes. The “anti-big-
American-business backlash” (Morris, Sellers, 2000) coupled
with an inflexible acquisition
strategy stymied these purchases which are now under appeal.
The Europe of Douglas Ivester’s
19. Coca Cola is vastly different than the world even of his
predecessor, Roberto Goizueta
(Measuring the Future 2000).
The climate in Belgium was ripe for a product crisis and, with
its new found muscle and
authority, a government - business confrontation. Two weeks
before the Coke scare, “the ever-
active European Commission had put out a red alert that had
caused an even bigger flap,
announcing that diners were at risk because dangerous amounts
of a carcinogenic substance
[dioxin] had found its way into Belgian chicken feed.” In the
wake of the much publicized
British mad cow disease crisis and the “surprise” EU banning of
Genetically Modified
Organisms [GMO’s] ( Measuring the Future 2, 2000) public
sensitivity was heightened, turning
the Coke “situation” into a crisis (Melloan, 1999).
More Fizz Than They Bargained For 7
The Belgium Health Ministry failed to respond in a timely,
effective manner to the dioxin
scare. “This one laid Belgian Prime minister Jean-Luc Dehaene
20. low when his government was
charged with negligence (Melloane). It led the government to
take a more aggressive approach
to the school children’s illness. The Belgian government’s
contact with Coca Cola
representatives may have added to the crisis as well as led Coke
to violate a cardinal rule of crisis
management (more on this later). “The company says it kept a
low profile early on because the
Belgian government asked it to. Ivester said the Belgian Health
minister told him not to manage
the crisis in the media” (Cobb, 1999).
The changing face of doing business in Europe began, for
Coke, in Belgium and spread
to France, Luxembourg, Spain, the Netherlands, and beyond.
Two days after the problems in a
Belgian school, 200 people reported to a Lille, France hospital
complaining of nausea after
consuming Coke products. Marylise Lebranchu, French
consumer affairs minister “complained it
took Coke 48 hours to provide information on how to identify
which soft drink cans might pose
further risks….’Forty –eight hours is just too long’” (Haggerty).
This led to the incongruous
21. situation where the minister claims that Coke products are safe
but still orders all canned Coke
products off the shelf.
The local crisis in northern Belgium became an international
event as a result of EU
interconnectedness and telecommunication speed. Regarding the
Coca Cola product crisis,
“every issue becomes very public and there are a lot of people
out there commenting, whether its
on the internet or in newspapers and on TV stations all over the
world…. Its hard to say how
people in the early 1990’s would have reacted to the same
crisis. (Measuring the Future 2).
Although locally bottled, the message of tainted product spread
to where a health minister in the
Central African Republic advised its citizens to not drink Coke
“until further notice” (Haggerty).
More Fizz Than They Bargained For 8
Unable to control the government responses “the company
appears to have badly underestimated
how much explanation governments would demand before
letting it [Coca Cola] go back to
22. business as usual.” (Haggerty).
In 1986 then CEO Roberto Goizueta proclaimed, during Coke’s
100th anniversary
celebration, “Business will be the institution of the future. It’s
the only global institution”
(Greising, p 145). For global corporations, business may be
global in scope and brand influence
but it is still spatially and temporally situated. The changing
culture of the European Union; the
Brussels government need to save face and an opportunity to
flex its authority;
deterritorialization of national borders; an apprehensive public
nervous on recent scares, and the
information spillovers of a wired world created a milieu for
Coke unlike any it had known
before.
Coca Cola Culture
As an icon of American entrepreneurial activity, Coca Cola has
been able to maneuver
through the business cycles, competitor’s challenges and
changing global situation to expand its
business remarkably since its 1886 inception. Surely the blue
chip company has created a culture
23. that is built, not only to last - but to grow. Just as the European
Union is not the same as it was
20 years ago, neither is the Coca Cola Company. The significant
changes and strategies that
developed under Roberto Goizueta set the stage for the cultural
clash precipitated by the Belgian
crisis. This corporate culture, joined with the personal
characteristics of Goizueta’s successor,
Douglas Ivester, created a confluence of forces where the
parties involved were following their
scripts for crisis communication exchange but missing the
connection.
“An organizational culture is a way of life in a particular
organization…. Not only do
organizations have their own cultures, organizations are
cultures – systems of values, beliefs,
More Fizz Than They Bargained For 9
artifacts – that are constituted through the process of
communication” (Witherspoon, 1997, p 74).
For Coca Cola the culture begins over 100 years ago and is
celebrated in its own company
sponsored Coke Museum in Atlanta. We have seen where brand
24. management has been the
primary focus of the corporation, selling a lifestyle and
worldview as much as a soft drink. To
maintain its image Coca Cola has entered into thousands of
lawsuits over brand name protection
and imitation products (Pendergrast, p 103). It has used these
same lawsuits as a tactic fighting
the competition of Pepsi in the U.S. and abroad (Pendergrast, p
194). It could be argued that
protection of the image and the name is the number one job of
the corporation from the CEO to
the deliverer.
While Coke came to own the American market, its forays
overseas were spotty and
erratic. The strongest showing was in Germany (Greisling, p
174). During Goizueta’s tenure as
CEO, expansion to overseas markets would evolve into the
major strategic focus. Along with
Douglas Ivester, emphasis on world market share and in
individual countries along with the goal
of selling one billion gallons of syrup a year dominated the
strategic thinking and quarterly
planning of the CEO and upper level management. The success
was unparalleled. During the
25. sixteen years of his leadership revenues went from $4 billion to
$18 billion and stock market
value jumped from $4.3 billion to $180 billion: a 3500%
increase (Greisling, p xvii).
This unprecedented increase was achieved on a number of
different fronts. Greisling
catalogues the methods utilized. First Goizueta, “changed the
formula by which chief executives
will be measured from this point forward. More than anything
he did it by taking lip service
about serving shareholders and turning it into a life’s creed” (p
xvii). Secondly, he refocused the
company away from diversification into other industries [like
Sony/Columbia entertainment] to
do what Coca Cola Company did best - sell soft drinks. At least,
Goizueta reasoned, they were
More Fizz Than They Bargained For 10
predictable (p 167). The next three profit increasing strategies
were directly attributed to his
Chief Financial Officer, Douglas Ivester. Thirdly, Coca Cola
learned to make money by selling
their newly created foreign proceeds for a profit on the foreign
26. currency exchange markets (p
147 ), Fourthly Ivester designed the “49% solution,” to spin off
bottling (see below) and other
assets, significantly reducing corporate debt and substantially
increasing investment income
( pp147-154). Lastly the securitization of future profits,
particularly in relation to syndicated
television and movie rights and later to other tangible assets
added to the bottom line (p 150).
Foreign expansion centered around the untapped Asian market
and the Iron Curtain
coming down. While Pepsi had a 10 year exclusive right to sell
its product in the Soviet
Union/Russia, by 1996, Coke had gained a 60% market share.
Along with the aforementioned
profit enhancement/debt reduction strategies, these activities
enabled the Coca Cola Company to
post 16 years of consecutive quarterly profits, and growth of 7-
8% in syrup volumes and 15 –
20% in per share earnings (McKay, 2000). But, by late 1999,
Doug Daft was named CEO,
succeeding Douglas Ivester. Ivester had resigned, an
ignominious steward of seven consecutive
quarters of declines. He had communicated a rosier picture to
27. investors than was achievable.
Analysts were noting, “Companies can’t put out goals and
routinely miss them and not lose
credibility. There may not be an investor on this planet who
believes Coke can grow at 15-20%
over the long term” (McKay, 2000).
The culture of Coke, driven by expansion and profits at every
turn, did not allow for
retreat. The storied past includes the story where Coca Cola
bought back most of its stock
because its CEO, Robert Woodruff, foresaw the crash of ’29.
The company not only held its
stock value but increased its value throughout the Great
Depression (Pendergrast, pp 174-178).
Taking significant market share wherever it found itself, by
1998, profits for the Coca Cola
More Fizz Than They Bargained For 11
Company were now divided 27 % in the United States and 73%
from the rest of the world
(Schmidt, 1999). Overseas success brought with it a
concomitant set of vulnerabilities at a level
unknown before within the corporation. When Goizueta died
28. from lung cancer in October 1997,
Ivester took over just at the time Russia devalued the ruble and
the Asian economic crisis would
hit the world markets. Ironically the expansion and success
against Pepsi, contributed to a drop
of profits for 1998 by 14% (McKay, Deogun, 1999).
The structure of the Coca Cola Company is described as
“centralized decentralization,”
known derisively as “Coca-Colonization” (Greising p 173). This
concept is clearly seen in
Ivester’s 49% solution and the relationship between Coca Cola
and its bottlers. This relationship
has a significant impact on the communication processes and
public confusion during the
Belgian crisis. Coca Cola produces and provides the syrup. It
then contracts with independent
and company owned bottlers. Like a franchiser, Coke gives
bottlers territories and sales
strategies providing syrup for their fountain, bottle and can
sales. These relationships have been a
roller coaster throughout the company’s history (Pendergrast
1992: 137-149). Allowing local
ownership and sales and reaping profits that stay within the
area, provides a community stake in
29. the operation and success of the larger corporation. The 49%
solution was the sale, through Coca
Cola Enterprises, of at least 51% of the Coca Cola Corporation
owned bottlers to outside
investors. This allowed the company to write off much of the
bottlers debt, count the income as
investment profits and still “shape” (read, control) the quality
and operation of the bottling
enterprise (Greising, 151).
“… An important part of organizational culture is the rhetorical
environment in which
individuals work… (Witherspoon, 39). The Coca Cola
Company is the proverbial 800 pound
gorilla in the room. It is good, knows it, proclaims it and uses
this knowledge to its advantage at
More Fizz Than They Bargained For 12
every turn. Unrealistic profit expectations, exposures to
heretofore unknown vagaries of the
world marketplace, success of profit making strategies that
followed the law of diminishing
returns, and a culture of expansion and unparalleled success
sustained a fiscally and socially
30. conservative culture that would and could not recognize or
respond quickly to the changing
environment of business in Europe are part of the corporate M.
O. Now we add to this mix, a
CEO, who’s personal characteristics and professional outlook,
amplified many of the already
stultified aspects of the corporate culture.
The Chief Executive Officer
Corporate culture is defined, to some extent, by the CEO.
He/she embodies the ideals and
goals of the corporation. This aspect increases exponentially in
a crisis where the CEO becomes,
in Karl Weick’s terminology, the sense maker for the
corporation
(Ogrizek, Guillery 1997, p 31). “…Those exhibiting leadership
behavior must understand the
importance of communication as a process that creates, sustains,
and sometimes saves,
organizational cultures” (Witherspoon, p 84). Who the CEO is,
their worldview, their
congruence or difference with the corporate culture, their
communicative patterns and abilities
will all play a part in their role in the midst of a crisis.
31. Consideration of Douglas Ivester and the
expectations of the CEO as the 1900’s come to a close will help
define the culture clash between
Coca Cola Corporation and the European Union/Belgium
government. It will also illuminate part
of the culture clash within Coca Cola.
An accountant by training, Ivester was a 20 year Coke man
before he ascended to the
position of CEO. He served as CFO under Goizueta and
undertook many of the accounting
maneuverings to elevate stock prices and increase the bottom
line (Pendergrast, pp 149-150). He
was a “numbers man” who wore “financial blinders” (McKay,
Deogun). “Analytical and data
More Fizz Than They Bargained For 13
driven, Ivester spent heavily on technology for the quick
effective delivery of vast amounts of
information. His goal was to make Coke the ultimate Learning
Organization.” His big emphasis
was substance over style (Morris, p 116).
The Coca Cola culture is to seek predictable, measurable
results. Ivester fits into this
32. culture well. Ian Lennie, in Beyond Management, speaks of the
measurable world, the Cartesian
understanding of knowledge as something outside the body.
“The more secure knowledge
becomes, the more it is both everybody’s and nobody’s.
Emotion contaminates objectivity by
embodying world under scrutiny. Emotion then, in this
Cartesian framework, should have no part
in the quality of knowledge itself” (1999, p 18). It is this
objectivity, sought by Coke that seems
to have been and accepted, yea the lifeblood of Ivester’s
professional career.
The 800 pound gorilla syndrome was exhibited even as Douglas
Ivester was being
groomed for the CEO position.
Back in October 1994, Ivester, then newly names president and
COO, took center
stage at a big industry trade show and delivered a speech that
was unforgettable
for its surliness. It was called ‘Be Different or Be Damned,’ and
it was some
debut. Ivester seemed almost to be trying to differentiate
himself from the larger
than life Goizueta. He described himself as wolf – highly
independent, nomadic,
territorial. ‘I want your customers,’ he told a stunned audience.
‘I want your space
33. on the shelves….I want every single bit of growth potential that
exists out there.’
Make no mistake, he told them, he was their competitor. He
would not pretend to
be their statesman (Morris, p 117).
His very successful time as a COO and CFO allowed him to
know the intricacies of the
financial aspects of Coca Cola. He once said, “I know how all
the levers work, and I could
generate so much cash I could make everybody’s head spin”
(Morris, p 114). This master of his
own destiny and engineer of the train attitude, combined with
the wolf metaphor, Ivester’s
penchant for details and intricate data machinations, exhibited
itself as the singular head of the
corporation. He failed to appoint a second in command despite
the urging of the Board of
More Fizz Than They Bargained For 14
Directors. (Morris) (McKay, Deogun) (Dearlove, Cranier, 2002
p). In fact, it was his failure to
heed the advice of Board members in a number of areas that led
to their lack of confidence in
him and his resignation after 26 months at the helm. University
34. of Southern California President,
Steven Sample states, “A primary challenge for any leader is to
surround himself with people
whose skills make up for his [sic] own shortcomings” (2002, p
125). He echoes others who decry
the attempt to lead as an individual without the support of a
solid management team and a
cramped management style (Measuring the Future 2000 2)
(McKay, Deogun) (Morris).
The difficulty of corporate leadership is not unique to Douglas
Ivester. Managing the
complexities of the global corporations requires a great variety
of skills and competencies. A
CEO is required to be able to handle multiple, concurrent crises,
and multiple constituencies
(Lublin,1999), manage the Board of Directors, (Lublin, 1999)
(Dearlove) and deal with
performance problems (How to Tell 2002). Questions
concerning the wisdom of a second in
command succeeding a leader are raised in light of a number of
CEO resignations after a short
time in the position. The skills for being second do not readily
translate into the abilities needed
for being number one (Lublin).
35. Perhaps the clearest shortcoming of Ivester’s abbreviated tenure
at the top is his lack of
multi-cultural sensitivity. Whether it blossomed from the
biggest, baddest corporation on the
block attitude or a lack of concern for others as long as the
numbers were right, it cannot be
determined. But two major events highlight this. Concerning the
challenges of expanding the
French market, a traditionally, culturally sensitive market,
Geisling writes, “The rest of the move
on France was vintage Ivester, brash, aggressive, and not
particularly concerned with fine details
such as cultural sensitivity… he pushed for accepting the
importation of William Hoffman,
Coke’s Atlanta bottler who had never before visited France and
did not speak the language.”
More Fizz Than They Bargained For 15
Hoffman promptly created an uproar by placing a Coke vending
machine at the base of the Eiffel
Tower (p184-185).
The second circumstance revolves around Carl Ware, an African
American with the
36. highest position in the Coca Cola Company. In the midst of a
highly public racial discrimination
suit with Johnny Cochran as one of the plaintiff’s lawyers,
Ivester demoted Ware. This lead to
Ware’s much publicized and lamented resignation and a meeting
with two Board members
resulting in Ivester’s stepping down. The Board of Directors
were already blaming part of the
racial discrimination suit on Ivester’s lack of cultural sensitivity
and communication deficits
(Hamilton, 2000). This was the last straw.
While it is clear that leaders create and manage culture
(Witherspoon, p 89), it is also
clear that leaders are influenced by the corporate culture they
help create. Following the
legendary Goizueta was an invitation to disappoint, for few can
live up to legends. Poor timing
surrounding external events were beyond his control. The
“automatic” second in command,
taking over for the unquestioned legendary boss who’s star rose
even higher in corporate lore
when he died while in office may have set Ivester up for a fall.
His personal proclivities seem to
37. exacerbate the corporate hubris and unachievable expectations
measured not in brand value but
in bottom line numbers.
Clashing Cultures
The news of school children becoming ill because of Coke
products immediately throws
management into the murky waters of crisis management. In a
world where information,
especially solid information, is hard to come by, rumors abound
and the safe repetitions and
rituals of the past are of little value. Flying by the seat of your
pants means maneuvering through
More Fizz Than They Bargained For 16
a variety of stakeholders with competing and often antagonistic
needs and agendas all done
before the cameras and media seeking a story du jour.
Describing crisis as a successive series of waves that build up
and break, Ogrizek and
Guillery describe P. Lagadec’s five states of a crisis. 1.
Outbreak/overflow
2. Disorder 3. Loss of credibility 4. Divergence of many kinds
5. Destabilization (p xiv). When
38. the word gets out that a Coca Cola product is perceived to have
caused a crisis the crisis
management team and a series of responses are set into action.
An attempt to determine the
extent of the crisis, gather the facts of the situation, assess the
damage and begin responding as
quickly as possible are the goals. In the case of a product crisis,
one key determination for the
company is whether this is a result of product tampering, ala the
Tylenol scare of 1972, a
production problem, ala Perrier water and benzene
contamination of 1990 or not related to the
product at all. While the answer to these and a myriad of other
questions may not be readily
ascertained, certain actions are recommended.
Coca Cola immediately offered to pay for any needed medical
treatment, to reimburse the
victims and pulled 100,000 units of product off the shelves in
order to test and determine the
safety of the product (Haggerty). Following the precedents of
Tylenol and Perrier, Coca Cola
assured the public it would do all it could to insure the safety of
its valued customers. Even while
39. the students, who were in the middle of exams, returned to
school, four significant events took
place that would magnify this situation into a crisis. 1. As
previously mentioned, the Belgian
Health ministry requested that Coca Colas not mange the crisis
in the media. Coke agreed to this
creating a vacuum in the media for soft drink consumers. 2.
Confusion in the public and the
media arose over who was speaking for Coke. Was it the bottler,
a part of Coca Cola Enterprises,
the major 49% solution company spun off a few years before
with assets that rivals Cokes? Or
More Fizz Than They Bargained For 17
was it the head of the European operations for the Coca Cola
Company? Perhaps it was Coke’s
world headquarters in Atlanta? 3. The media, in its varied
forms, picked up the story and began
running a lot of different “takes” on the crisis. 4. Investigators
for Coke were unable to find a
clear link between the illness and the children’s ingestion of
what they described as funny
smelling Coke. Their lack of definitive information made them
reticent to say anything.
40. When Coke did make a statement it centered on speculation
that the tainting of the
product may have been due to a fungicide that was on pallets
used to transport the product. It
was external, on the can, not internal, so the product was safe.
The bottler complained loudly in
their own press conference that this was not their fault. The lack
of control of the message made
what seemed to the public of a schizophrenic Coca Cola
Corporation and Coca Cola Enterprises
slinging accusations back and forth, confusing and upsetting all
parties. It gave the beleaguered
Health Ministry in Belgium and later France and the EU, a
target and a cause. In the interim
Ivester said from Atlanta, “There is no evidence linking the
illness to the product.” Going on to
explain that the nauseous children had all recovered hinting that
it wasn’t a significant event
(Bell,1999, p 15). The Corporation and the bottler got into the
mix again by speculating that a
bad batch of carbon dioxide provided by a Swiss company may
be the culprit. A spokesperson
the Swiss carbon dioxide supplier denied the charge. This
international spill over of a supplier
41. now accusing Coke and the bottler of scapegoating them, played
prominently in the media.
Two days after the initial school problem, people started
reporting to a French hospital on
the Belgium border saying drinking Coke had made them sick.
It would mushroom to 200 within
ten days. The largest recall in Coca Cola history ensued with
2.5 million units pulled off the
shelves. All Coke products ( Fanta, Sprite, etc) were questioned
concerning their safety. The
Health Ministries of France and Belgium, under the guidance of
the EU, expanded its
More Fizz Than They Bargained For 18
investigation, accusing Coke of stonewalling tactics creating
more tension. A preliminary
investigation by the hospital in France indicates the symptoms
were not product related but viral
in nature. As noted, the French minister said she believes the
products are safe but calls for their
removal from store shelves. Spain and Luxembourg join the
call.
Ten days after the initial incident Douglas Ivester travels to
42. Belgium and France for
damage control, to apologize and work with the governments to
get Coca Cola products back on
the shelves. It takes until the end of June before all products are
allowed back.
Crisis management is about perception, symbolic actions and
communication (Ogrizek
xiv, 12, 56). Management in general, and crisis management
intensifies this, “is about keeping
disorder at bay” (Lennie, p 96). Given the culture of the
corporation, after its initial foray into the
situation, Coca Cola lost sight of the admonition that in a crisis
“it is modesty that is needed
more than anything else” (Ogrizek, p 53)
Lessons Learned
In this cultural crisis it becomes clear that the clash of cultures
helped blow a minor
incident into a major crisis event for the Coca Cola Company
and its auxiliary corporations and
suppliers. The communication strategies and practices of the
corporation contributed to this
escalation. At the proverbial wrong place at the wrong time due
to recent events in Belgium and
43. the “need” for the Health Ministry and government to redeem
itself, created a volatile situation
that was hidden from view for Coke. From a leadership and
communication perspective there are
a number of lessons that can be gained from this situation.
The Golden Rule of Crisis management is that a product crisis
must be handled by the
CEO. “It is the whole corporation that is being targeted and
questioned through the product”
(Ogrizek, p 21). This could not be managed from Atlanta.
Leadership had to be on the ground in
More Fizz Than They Bargained For 19
Belgium as a symbolic action of unity and concern. While
Atlanta utilized the restoration
strategies of denial, shifting the blame, scapegoating,
minimization and comparison to other
more egregious product difficulties (Benoit, 1995, p 95), the
citizenry of Belgium heard no one
speak to their fears. While the silence grew to an overwhelming
crescendo of accusation and
blame it was broken only by the shrill finger pointing of
bottlers and suppliers that exponentially
44. increased fears. The other break in the din, unfortunately, was
the offensive attempt to say it
wasn’t all that bad by a corporate leader safely ensconced in
storied halls 5000 miles away. No
one ever feels better when told to, “Relax. Cheer up! It could be
worse.” This paternalistic
pabulum moved fear into anger for the citizens of the EU.
If Coca Cola is all about brand, then the entire corporation, but
particularly the CEO, lost
sight of that (Brummer, 1999). Dennis Perkins book Leading at
the Edge focuses on the story of
Ernest Shackelton and his expedition gone awry in the Antarctic
ice. Their remarkable survival
was achieved by concentrating on the key elements. “Optimism
is an important leadership
quality, but denial is deadly” (2000, p 54). Despite all the
technology and the voracious appetite
and need for information, Ivester created a culture where the
data was more important than the
interpretation. This Cartesian world view minimized or ignored
the messy emotional responses
given in crisis. “Ivester had all the data but he missed their
larger meaning” (Morris, p 116). A
former Coke executive observed, “ ‘The folks [Coke employees
45. and Board] didn’t think there
was someone who was keeper of the flame. There was enormous
criticism as to whether Doug
understood the flame or not’”(McKay, Deogun).
Crisis management is all about victim management. Identifying
the victims, anticipating
the needs and concerns of physical victims and those suffering
fears from the incident is a
cornerstone of corporate crisis management. “The key principle
underlying communication with
More Fizz Than They Bargained For 20
and about victims is proactivity” (Ogrizek, pp 60-62). Starting
off on the right foot for the
physical victims, Coke failed in their follow through to the
larger society and government. While
the symbolic action of pulling products off the shelf before you
know where the problem lies can
be a double-edged sword from a bottom line perspective, it did
get the point across. However,
communication via press release, appearances by subordinates
and memos, overwhelmed the
initial symbolic concern with the symbolism of aloof
46. detachment and lack of concern (Bell, p
15). Transparency (Ogrizek, p 9) provides the perception of
forthrightness that breeds trust in an
uncertain situation. Perception in a crisis is the reality,
particularly for the victims. More than
anything else it is the “perceived arrogance” of Douglas Ivester
that garnered the greatest
criticism, bringing the weight of the governments on Coke
(McKay, Deogun)
Patricia Witherspoon notes that decision making is linear only
in theory (p 115) and that
leadership is the integral melding of authority and persuasion (p
4). Intensified during crisis, the
symbols of authority and one’s communicative capabilities
become paramount when the crisis is
a cultural clash. Cultural clashes are played out via
communication in the media, often requiring
extensive reframing. The one who can gain the greatest market
share of the message gains the
upper hand. Decision making and communication are the keys
with communication taking
precedence. Even poor decisions communicated effectively can
lessen the tension and emotions
of the situation but good decisions that are not communicated
47. well are akin to silence and poor
communication.
Dénouement
The great irony of the Belgian Crisis for Coca Cola Corporation
is that it may never have
happened. No conclusive evidence has been presented for
linking the illness of the Belgian
schoolchildren or the French hospital patients to consumption of
Coke or Coke products.
More Fizz Than They Bargained For 21
Bernard Rime, a psychology professor at the Universite
Catholique de Louvain in
Belgium, said, ‘there is an obvious psychological explanation
for at least part of
the situation.’ He said conditions were ripe in Belgium for panic
among students:
Schools were holding exams, and the country is in the midst of
a scandal over
poultry and other foods contaminated with dioxin” (Haggerty).
In a world where phantom product problems can lead to the
greatest recall in a storied
company’s history and the loss of $250 million, perception and
communicative abilities in
48. uncertain situations may be as important as the goods and
services provided.
Summary
The crisis of Belgian school children attributing their sudden
illness to consuming Coke
has been considered from the perspective of a clash of cultures.
The unique circumstances within
Belgium at the time, as well as the increasing influence and self
understanding and identification
of the citizenry with the European Union was highlighted. The
historical unevenness of
relationships tilted toward the corporation and the role of
Coke’s unparalleled success created
comfortable blind spots in their interaction with the Belgian
people and the government. The
success of Roberto Goizueta set the stage for unrealistic
expectations from stockholders and
management as Douglas Ivester took the reins of power.
Ivester’s personal outlook and personal
penchants heightened the weaknesses of the corporate culture. A
Cartesian worldview
communicated ineffectively in an emotional situation created a
flammable mix.
While considering the clash of cultures in this paper it seems
49. one of its weaknesses is a
lack of the understanding of the interaction going on within the
corporation. What was the role of
the crisis management team? Was their coordination of
strategies and communication between
the company and the bottlers? While some image restoration
strategies were offered in this
analysis, are there others that may have been more effective if
employed under these conditions.
And finally, consideration of the difference between the actions
of crisis management and the
More Fizz Than They Bargained For 22
spirit of crisis management could be pursued. Was the crisis
more a communication failure, a
failure of process, an inevitable growing pain or a lack of
vision? For it seems that many of the
recommended actions were there, they simply do not work,
failing to convince the stakeholders
of this situation of their sincerity or efficacy.
50. More Fizz Than They Bargained For 23
References
Bell, S. (1999). Coke pays the price of a mishandled crisis.
Marketing. New York.
January 24.
Benoit, W. (1995). Accounts Excuses and Apologies: Theories
of Image Restoration
Strategies State University of New York Press. Albany.
Bickerton, D. (2000). Corporate reputation versus corporate
branding: The realist debate.
Corporate Communication: An International Journal. Volume 5.
Brummer, A. (1999). Coca-Cola learns what’s untouchable.
Guardian. London. June 19.
Coca-Cola Company 2001 Annual Report. (2001). Our Building
Blocks: Coca-Cola: The
World’s Brand. Online. Retrieved at http://www.coca-
cola.con/investors/annual report/
2001/obb_b)coca-cola_01.html. On October 27, 2002.
51. Cobb, C. (1999). The Aftermath of Coke’s Belgian Waffle.
Public Relations Tactics.
Dearlove, D., Cranier, S. (2002). Help wanted: Superhero. Chief
Executive, Montvale,
New Jersey. October.
Gibbons, B. (2001). The giants changing face. QSR Magazine.
New York. August 2001.
Greisling, D. (1998). I’d Like the World To Buy a Coke: the
Life and Leadership of
Roberto Goizueta. John Wiley and Sons, Inc. New York.
Hamilton, M. (2000). Appointments and personnel changes. The
Washington Post. The
Washington Post Co. Washington D. C. January 5.
Haggerty, J., Barrett, A. (1999). Management: Can Douglas
Ivester End Coke’s crisis?---
-France, Belgium reject pleas to lift ban. The Wall Street
Journal. Dow Jones &
Co., Inc. New York. June 18.
Lennie, I. (1999). Beyond Management. Sage Publications.
Thousand Oaks.
http://www.coca-cola.con/investors/annual%20report/
More Fizz Than They Bargained For 24
52. Lublin,J. (1999). At Coke, will things go better with Daft? –
Ivester isn’t the only no. 2 to
stumble upon moving into a company’s top spot. The Wall
Street Journal. Dow
Jones & Co., Inc. New York. December 8.
McGeveran, W. Ed. (2001)The World Almanac and Book of
Facts 2001. World Almanac
Books. Mahway New Jersey.
McKay, B. (2000). Street seeks real thing on Coke outlook. The
Wall Street Journal
Dow Jones & Co., Inc. New York. January 17.
McKay, B. (1999). Coke’s new chairman will stick with
traditional growth goals. The
Wall Street Journal. Dow Jones & Co., Inc. New York.
December 10.
McKay, B, Deogun, N, (1999). After short, stormy tenure,
Coke’s Ivester to retire. The
Wall Street Journal. Dow Jones & Co., Inc. New York.
December 7.
Measuring the Future 2: Navigating the New Economy. (2000)
Colloquium transcript for
the cap Gemini Ernst 7 Young Center for Business Innovation.
Online. Retrieved
53. at http://www. cbi.cgey,com/events/puvbonf/2000-10-
4/support/transript/colloquium/ colloq4/. On November 22,
2002.
Melloan, G. (1999). Technophobia poses a real risk to Europe’s
future. Wall Street
Journal. Dow Jones and Company, New York. June 29.
Morris, B., Sellers, P. (2000). What really happened at Coke.
Fortune. New York.
January 10.
Ogrizek, M. Guillery, J. ( 1999). Communicating In Crisis: A
Theoretical and Practical
Guide to Crisis Management. Aldine de Gruyer. New York.
Pendergrast, M.(1993). For God, Country and Coca-Cola: The
Unauthorized History Of
The Great American Soft Drink And The Company That Makes
It. Charles
More Fizz Than They Bargained For 25
Scribner’s Sons. New York.
Perkins, D. (2000). Leading at The Edge: Leadership Lessons
From an Extraordinary
54. Saga of Shackelton’s Antarctic Expedition. American
Management Association. New
York.
Sample, S. (2002). The Contrarian’s Guide to Leadership. Josey
Bass, San Francisco.
Schmidt, K. (1999). Coke’s crisis. Marketing News. New York
September 27.
Wagner,C. (2000). The European CE standard: A role model for
the US? Online.
Retrieved at http://www.bestglove.com/resouirces/ce/html. On
November 22,
2002.
Witherspoon, P. (1997). Communicating Leadership: An
Organizational Perspective.
Allyn and Bacon, Austin.
http://www.bestglove.com/resouirces/ce/htmlIn a 1942 letter,
William D’Arcy, advertising executive for the Coca-Cola
account said,Coca Cola CultureThe Chief Executive
OfficerClashing CulturesLessons LearnedDénouementSummary