Toothpaste Industry in India Essay Example for Free

Toothpaste Industry in India Essay The toothpaste market in India is estimated at 7000 crores with a CAGR of approximately 12% between the 2008-2013 timeframe. The toothpaste (or in general, the oral care) industry is marked by: Low Bargaining Power of Suppliers owing to commoditized raw materials High Bargaining Powers of Customers owing to low switching costs and high number of options. High Rivalry amongst players owing to multi-player nature of the industry with frequent product launches. Medium Threat of New Entrants owing to high barriers of distribution network setup costs countered by large number of FMCG players. Low Threat of Substitutes since toothpastes are marked from completion from tree barks usage and toothpowder usage which have steadily declined in the new millennium. Given the above industry structure, the toothpaste industry is marked by steady and comfortable margins. Analyzing the demand drivers, the customers purchase toothpastes that are easily available and those they can trust for oral care solutions. Therefore, the key success drivers for the industry are marked by competencies in Branding, Distribution, and Dental research. In this industry, 4 companies occupy more than 80% of the market share. These are: Colgate-Palmolive India (48% market by value: distribution reach to 4.64 million retail outlets) Hindustan Unilever (20% market by value: Dabur India (11% market by value: FMCG distribution reach to 5.8 million retail outlets) GlaxoSmithKline (4.3% market by value: distribution reach to approx. 1 million retail outlets) The toothpaste industry is further sub-categorized into 6 segments comprising Regular, Whitening, Gel, Salt, Herbal, and Sensitive. The market share occupied by the 6 sub-categories is provided in Figure 1 as below. Due to low switching costs involved in purchase of toothpaste, the success factors in positioning follow the Hoteling Model/Median Voter Theoremwherein the regular toothpastes that offer benefits for the largest set of customers attain the highest market share and usage.

Notes of a Native Son Essay -- James Baldwin

Everyone Likes a Good Story By nature, human beings like stories. Sea captains tell of ferocious storms, travelers describe exotic places, friends recall good times spent together, and people listen. Thoughts are a different issue- fewer people will listen because there is simply less to get excited about, especially if the listener can?t relate. James Baldwin, author of many novels and essays, including ?Notes of a Native Son,? has many thoughts to share, and keeps the reader interested while he shares them. Baldwin carries the reader through ?Notes? by telling stories of his own life, and shares his thoughts about being a black man along the way. Baldwin?s use of stories not only keeps the reader interested in the essay, but also lets the reader know where Baldwin is coming from, which makes his points much more understandable. ?Notes? is an essay centered on the death and funeral of Baldwin?s father in 1943, but most of the points Baldwin makes throughout the essay are about being a black man living in the United States during this time, when racial tensions were very strong. In ?Notes,? Baldwin gives the reader first hand accounts of these tensions, including one time he was almost killed. Baldwin had been living in New Jersey for a year, where he ?learned ? that to be Negro meant, precisely, that one ? was simply at the mercy of the reflexes the color of one?s skin caused in other people? (68). It was in New Jersey that Baldwin truly learned how white people mistreated black people. On his last night there, he went to a movie with a white friend, and afterwards tried to order some food at a diner. When he was told, ?We don?t serve Negroes here,? (70) his pent up rage took over and he returned to the street... ...anged from disliking him to wishing he were still around to help him with the problems of white treatment of blacks he was just now realizing existed. Although his father warned him of these problems, Baldwin had to experience them to believe him. Because the reader cannot experience many of the events that led to Baldwin?s current beliefs, his first hand accounts are the next best thing. These stories make Baldwin?s points more credible in the reader?s mind, just as his father?s points became more credible in Baldwin?s mind after he experienced what his father was warning him about first hand. This credibility from experience is how Baldwin reaches us in the same way his father eventually reached him. Works Cited Baldwin, James. ?Notes of a Native Son.? 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84.

Children with exceptional need Essay

Researches in development reveal that both genetics and environment not only separately influence normal or abnormal functioning of the human psyche, but together and inseparably affect an individual’s manner of operating in his world (Nevid, Rathus and Greene, 2008). Environment’s influence can start as early as the nurturer’s bearing, i. e. the moment of conception when the fertilized cell is immersed in the mother’s internal environment. The contention that genetics cannot be downplayed since this fertilized cell contains genetic material that may mean the marked direction of growth towards normality or abnormality has been embraced by biologists and psychologists for many decades until now. Nature and nurture interact to mould a person into what he becomes; hence psychological disorders are regarded both a product of genetics and environment according to many studies. However, the degree of their influence such as at what critical times will the developing child or person succumbs to the effects of environment is observed to be crucial though. This means that the individual who has risks of developing mental illness, depends largely to these â€Å"critical periods† (Nevid, Rathus and Greene, 2008). Abnormal psychology or the study of the development of psychological disorders focuses on the interplay of genetics and environment and how most psychologists agree to the notion that though genetics increases the possibility of the development of â€Å"malfunctioning† or disorders; this is generally moderated by environment (Nevid, Rathus and Greene, 2008). Learning disorders are also coined as â€Å"language and speech disorders† and academic skills disorders. They are commonly identified when a child enters school-age. the problems related with these disorders generally hamper a particular child’s overall engagement in school activities which may usually have their dire effects on his/her esteem (Nevid, Rathus and Greene, 2008). Academic skills disorders have the following subtypes: developmental arithmetic disorder (children who cannot do simple arithmetic equations like addition and subtraction and the recognition of their symbols like a plus + or minus sign -) ; developmental expressive writing (a severe difficulty in the ability to express themselves through writing or composition) , and developmental reading disorders (termed as dyslexia, this disability is characterized by a child’s inability to recognize words or letters and understand the printed material) (Nevid, Rathus and Greene, 2008). Language and speech disorders usually are identified with children and are categorized as: developmental articulation disorder (cannot make a sound or speak specific words), developmental expressive language disorder (grammatical errors which are profound) and developmental receptive disorders (children who have the inability to comprehend someone speaking a language) (Nevid, Rathus and Greene, 2008). Many problems are faced by students who are highly creative. This includes the need to conform to the majority, seemingly lacking in motivation, lack of insights into their asynchronicity, the parental lack in terms of knowledge or understanding into their child’s dilemmas, underachievement and a host of others. These are further complicated by lack of experts in the local level (Santrock, 2005). Discussion The adolescent who is gifted has different sets of needs and challenges which are indeed complex ones. The bigger bulk of responsibility lies in the hands of the parents and then the school. A lot of studies have been conducted to establish what these needs are, how one gifted child differs from another, and the varying interventions that may be employed to enhance and meet the unique requirements of the gifted child (Santrock, 2005). Giftedness comes in diverse ways, and educators, parents alike follow some hard and fast rules in determining students who fall into specific categories of giftedness. Today, many specialists look into the minds of a gifted student by defining and measuring creativity. This entails that a person possesses the ability to provide a novel idea or solution to a problem, make solutions which others have not discovered before, or finding very unusual solutions. It takes into consideration that high creativity may not be found with the high academic intelligence criterion. Classic researches all reveal the â€Å"modest correlations† linking IQ and creativity (Santrock, 2005). From this development, Guilford proposed the two kinds of thinking: the convergent and divergent. IQ tests measure convergent thinking which looks for accurate and single correct answer or solution. The tests for creativity seek divergent type of thinking ((Santrock, 2005). Programs are varied depending on the institution in which the student/s is enrolled; however, most schools are mandated and are trained to identify or recognize children with gifted or exceptional abilities. The US Department of Education identifies the basic two approaches employed in meeting the complex needs of this oftentimes marginalized segment of students. Enrichment enlarges and intensifies skills and knowledge base by providing the student with additional classroom projects or activities; field trips can be very important to enhancing a student’s creativity and coaching by an expert in the child’s specific talent or interest. Another approach is acceleration which is oftentimes urged by experts and educators. Children skip a grade or take a placement test to be classified in a specific or particular subject or advanced courses (Santrock, 2005). The counseling course then often takes a route along these two approaches. Once the child is identified as possessing some remarkable qualities that are unusual to his age or group, the parents are advised to provide the enrichment the child needs. In whatever the case, teachers often are placed in positions to identify these creative streaks and expected to make the necessary interventions to help the student make use of his talents. In most cases, children suffer some debilitating â€Å"handicaps† due to their unusual creativity; such as a combination of ADHD and the giftedness (they call it â€Å"twice exceptional). This is where parents and especially teachers must be fully trained to spot complications that go with being gifted (Santrock, 2005). Teachers must be made aware that alongside other difficulties, specific manifestations may be evident as symptoms of their difficulties; e. g. , having messy school work because their hands cannot cope with the speed of their minds, or may even be poor spellers and poor performers in rote memorization. In other words, these students with their contrasting difficulties just don’t seem to fit (Santrock, 2005). The goal then for the parents, teacher or school counselor is to magnify on the child becoming an asset rather than emphasizing on such possibilities as pursuing and achieving fame, high economic status or even a Nobel Prize. It is important that the goal for the educational community is for gifted students who will develop into an individual adult who will become comfortable with his innate capabilities and has used them productively (Santrock, 2005). Conclusion The question of whether heredity (nature) or environment (nurture) is more important in determining the course of human development has been debated throughout the centuries (Papalia et al, 2002). The advent of Charles Darwin’s theory of evolution (1859), which emphasizes the biological basis of human development, led to a return to the hereditarian point of view. With the rise of behaviorism in the twentieth century, however, the environmentalists’ position once again gained dominance (Atkinson, 1993). Behaviorists such as John B. Watson and B. F. Skinner argued that human nature is completely malleable: early training can turn a child into any kind of adult, regardless of his or her heredity. Watson stated the argument in its most extreme form which is presented the average person’s activity (Atkinson, 1993). Today most psychologists agree not only that both nature and nurture play important roles but that they interact continuously and guide development. For example, the development of many personality traits, such as sociability and emotional stability, appear to be influenced about equally by heredity and environment; similarly, mental disorders can have both genetic and environmental causes (Atkinson, 1993). Behavior geneticists are attempting to sort out the relative importance of nature and nurture influences in the development of various behavior patterns. Psychologists are especially interested in the roles of nature and nurture in intelligence, abnormal behavior patterns such as schizophrenia, and social problems such as sociopathy and aggression (Atkinson, 1993). Non-genetic influence or the environment is perhaps the strongest alibi any person attributes to whenever things turn out not as good as they want them to be. We often make justifications why we tend to be mediocre; â€Å"because my parents did not try their very best to train me and provide for all that I need,† is our typical rejoinder. To what extent is this true, and where does the line end when it comes to personal responsibility, genetic predispositions, or the responsibility and accountability of people who exert immense influence on us? The argument postulated in this paper is not so much as â€Å"drawing the line† in as much as it has evidently proven the great impact of nurture on personality and/or human development in general (Papalia et al, 2002). Parental abuse and neglect have been issues in learning because these are factors that are vital to the child’s overall performance and normal functioning as they operate as kids and later as adults in the real world. This is also true with nutritional status of children in their growing years. Several studies have proven the effects of these factors that they are consciously observed among the educated parents; as much as possible, many actively pursue in avoiding the drastic effects of either deficiency (Papalia et al, 2002). Indeed, the environmental changes that are constantly influencing children in their early stages are established in the scientific disciplines; this despite the many arguments to the contrary. Reference: Atkinson, R. L. , R. C. Atkinson, E. E. Smith, D. J. Bem, and S. Nolen-Hoeksema. 1993. Introduction to psychology. Orlando, FL: Harcourt Brace and Company. Nevid, Jeffrey, Spencer Rathus, & Beverly Greene (2008). Abnormal Psychology in a Changing World. Pearson Prentice Hall. Santrock, J. W. (2005). Adolescence. (12th ed). New York: McGraw-Hill. Papalia, Diane, Sally W. Olds, Ruth D. Feldman. 2002. Human development 8th Ed. McGraw Hill.

Moving and positioning individuals Essay

Outcome 1 Understand anatomy and physiology in relation to moving and positioning individuals. 1-1 Outline the anatomy and physiology of the human body in relation to the importance of correct moving and positioning of individuals. 1-2 Describe the impact of specific conditions on the correct moving and positioning of individuals. Arthritis, stroke, swollen joints, painful joints, stiffness, Outcome 2 Understand legislation and agreed ways of working when moving and positioning individuals. 2-1 Describe how legislation and agreed ways of working affect working practices related to moving and positioning individuals. 2-2 Describe what health and safety factors need to be taken into account when moving and positioning individuals and any equipment used to do this. There are many health and safety factors that need to be taken into account when moving and positioning individuals. You should make sure the hoist is in full working order and charged up, make sure there is enough room/space, no wires or hazards. when using a slide sheet be careful of skin tears. When using a bath lift make sure the battery has been charged and the green light is showing. Read more: Describe when advice and assistance should essay Outcome 3 Be able to minimise risk before moving and positioning individuals. 3-4 Describe actions to take in relation to identified risks Inform the office straight away so they can plan a risk assesment. also let a family member know about the risk. 3-5 Describe what action should be taken if the individual’s wishes conflict with their plan of care in relation to health and safety and their risk assessment. Where an individual indicates a choice that you or others may consider to be a risk you should utilise your assessment skills to determine if there may be issues of capacity or safeguarding. If unsure, consult with your line manager. Record the decision / outcome and the discussion on the file. If there may be a safeguarding issue, refer to local Safeguarding Vulnerable Adults Procedures. Outcome 5 Be able to move and position an individual 5-3 Describe the aids and equipment that may be used for moving and positioning. There are many different aids and equipment’s that can be used for moving and positioning, the hoist, turn table, slide sheet. Outcome 6 Know when to seek advice from and/or involve others when moving and positioning an individual. 6-1 Describe when advice and/or assistance should be sought to move or handle an individual safely. If the service user is a very large built person and you are struggling to manage alone you should contact the office to do an assesment to see if it is required a 2 carer call. 6-2 Describe what sources of information are available about moving and positioning individuals. policies and procedures, care plan, training courses, equipment manufactures instructions, trained colleagues.

Russian Revolution Timeline

Russian Revolution Timeline The Russian Revolution of 1917 deposed the czar and installed the Bolsheviks in power. After winning the civil war in Russia, the Bolsheviks established the Soviet Union in 1922. Timelines of the Russian Revolution are often confusing because up until February 1918 Russia used a different calendar than the rest of the Western world. The 19th century, the Julian calendar, used by Russia, was 12 days behind the Gregorian calendar (used by most of the Western world) until March 1, 1900, when it became 13 days behind. In this timeline, the dates are in the Julian Old Style, with the Gregorian New Style (NS) date in parentheses, until the change in 1918. Thereafter, all dates are in the Gregorian. Timeline of the Russian Revolution 1887 May 8 (May 20 NS) - Lenins brother, Alexander Ulyanov, is hanged for plotting to kill Czar Alexander III. 1894 October 20 (November 1 NS) - Czar Alexander III dies after a sudden illness and his son, Nicholas II, becomes the ruler of Russia.November 14 (November 26 NS) - Czar Nicholas II marries Alexandra Fedorovna. 1895 December 8 (December 20 NS) - Lenin is arrested, kept in solitary confinement for 13 months, and then exiled to Siberia for three years. 1896 May 14 (May 26 NS) - Nicholas II crowned czar of Russia. Print Collector/Getty Images / Getty Images 1903 July 17 - August 10 (July 30 - August 23 NS) - The Russian Social-Democratic Labor Party (RSDLP) meeting in which the Party splits into two factions: Mensheviks (minority) and Bolsheviks (majority). 1904 July 30 (August 12 NS) - After having four girls, Czarina Alexandra gives birth to a son, Alexei. 1905 January 9 (January 22 NS) - Bloody Sunday in St. Petersburg begins the 1905 Russian Revolution.October 17 (October 30 NS) - The October Manifesto, issued by Czar Nicholas II, brings an end to the 1905 Russian Revolution by promising civil liberties and an elected parliament (Duma). 1906 April 23 (May 6 NS) - A constitution (the Fundamental Laws of 1906) is created, reflecting the promises made in the October Manifesto. 1914 July 15 (July 28 NS) - World War I begins. 1915 September 5 (September 18 NS) - Czar Nicholas II assumes supreme command of the Russian Army. 1916 December 17 (December 30) - Rasputin is murdered. 1917 February 23-27 (March 8-12 NS) - The February Revolution begins with strikes, demonstrations, and mutinies in Petrograd (also called the March Revolution if following the Gregorian calendar).March 2 (March 15 NS) - Czar Nicholas II abdicates and includes his son. The following day, Nicholas brother, Mikhail announced his refusal to accept the throne. Provisional Government formed.April 3 (April 16 NS) - Lenin returns from exile and arrives in Petrograd via a sealed train.July 3-7 (July 16-20 NS) - The July Days begin in Petrograd with spontaneous protests against the Provisional Government; after the Bolsheviks unsuccessfully try to direct these protests into a coup, Lenin is forced into hiding.July 11 (July 24 NS) - Alexander Kerensky becomes Prime Minister of the Provisional Government.August 22-27 (September 4-9 NS) - The Kornilov Affair, a failed coup by General Lavr Kornilov, commander of the Russian Army.October 25 (November 7 NS) - The October Revolution - the Bolsheviks take over Petrograd (also called the November Revolution if following the Gregorian calendar). October 26 (November 8 NS) - The Winter Palace, the last holdout of the Provisional Government, is taken by the Bolsheviks; the Council of Peoples Commissars (abbreviated as Sovnarkom), led by Lenin, is now in control of Russia. 1918 February 1/14 - The new Bolshevik government converts Russia from the Julian to the Gregorian calendar turning February 1 into February 14.March 3 - The Treaty of Brest-Litovsk, between Germany and Russia, is signed and takes Russia out of World War I.March 8 - The Bolshevik Party changes its name to the Communist Party.March 11 - The capital of Russia is changed from St. Petersburg to Moscow.June - Russian civil war begins.July 17 - Czar Nicholas II and his family are executed.August 30 - An assassination attempt leaves Lenin seriously wounded. Heritage Images / Getty Images 1920 November - Russian civil war ends. 1922 April 3 - Stalin is appointed General Secretary.May 26 - Lenin suffers his first stroke.December 15 - Lenin suffers his second stroke and retires from politics.December 30 - The Union of Soviet Socialist Republics (U.S.S.R.) established. 1924 January 21 - Lenin dies; Stalin will become his successor. Laski Diffusion / Getty Images

10 High Paying Jobs For People That Really Hate Stress

10 High Paying Jobs For People That Really Hate Stress Nearly everybody needs to work. But sometimes we think that in order to make decent money, we have to work slavish hours, answer emails at any time of night, and sacrifice all semblance of a personal life. It’s called â€Å"work† for a reason, right? But what if that were not the case? It is possible to get a low-stress, fairly easy job that pays well. Most require some advanced education, but there are plenty out there that are attainable with only a bachelor’s degree and some finesse. Start planning for how you’ll land yours and stop stressing!Here are 10 of the best low-stress, high paying jobs.1. OrthodontistThis is definitely a career path for which you’ll have to get some serious schooling- at least four years of dental school and a year or two of residency training. But the average annual salary is over $196k and the stress is relatively low. Put in the work early on, and reap the benefits later!2. EconomistYou might think the economy is a st ressful thing, but the theory probably less so than the practice. You can get started in this field with just a bachelor’s degree, and the average pay is just over $100k per year.3. Video Game PlayerNo really, this is a job. You won’t get benefits, but you don’t need any special education, plus it’s fun. Test out new games and make around $50k while you’re at it.4. Power Plant OperatorPaging Homer Simpson. You might be horrified to find out that this job requires only a vocational degree. Though it really only involves the flipping of switches- and you get lots of training (and donuts) on the job. The average pay is around $73k per year.5. Massage TherapistIf you have strong hands and like to help people, then you could make around $51k per year massaging people. And in creating a de-stressing environment for them, you won’t be able to help but de-stress yourself. You only need a certificate to start.6. OptometristKind of along the same line s as orthodontist, this job is fairly stress-free as the medical profession goes. You’ll have to do some studying, and learn all there is to know about eyes, but you can make up to $125k per year.7. Personal TrainerLike to work out? Like to watch other people working out even more? Don’t mind spending your time in the gym? Get yourself certified, show up in your sweatpants, and start raking in the cash. The median annual salary for personal trainers is around $55k.8. ActuaryEver wonder who assesses financial costs of risk for companies? Get yourself a bachelor’s degree and pass a few certification exams, and it could be you. The stress is relatively low and you can make an average annual salary of over $107k.9. Art DirectorNot so great with the STEM fields? Have a good eye for visuals and a savvy for design? Then all you need is a bachelor’s degree and some experience to start helping different media look better put together. Average annual salary is well over $96k.10. StatisticianLove math? Make an average salary of over $83k per year for collecting and analyzing data and numbers in a variety of fields- just you and your nerdiness and peace and quiet. Only trouble is, you might need a graduate degree. But once you have it, you’ll have it made in the stress-free shade.

EconomicsSupply Chain Market conditions in Azerbaijan and how it Research Proposal

EconomicsSupply Chain Market conditions in Azerbaijan and how it affects ability to get and pay labor - Research Proposal Example (Maharramov, 2003). Recently, Azerbaijan has witnessed solid economic growth over the last 5 years. This growth has been driven by domestic demand including non-oil private investments, public investments, government expenditures, consumption expenditures or households and oil exports. Real GDP has also witnessed tremendous growth owing to growth in the non-tradables sectors including transportation, construction, and public utilities. The capacity constraints however did not enable the supply to grow as rapidly as demand leading to inflationary pressures. The objective of this paper is to provide a discussion of the labour cost drivers, labour demand drivers, and labour supply drivers in Azerbaijan. According to macroeconomic theory the wage rate usually depends on the price level. The higher the price level the higher will be the real wage rate demanded by workers. Azerbaijan is currently suffering from high rates of unemployment. As a result the wage rates are very low. According to the Human Development and Central Unit (HDCU) and European and Central Asia Region (ECAR) (2005) a vast majority of people in the city of Mingachevir an Industrial city have become redundant as a result of lack of demand for products, which has culminated in production stoppage, bankruptcy, liquidation and corporate restructurings. This has driven the wage rates to very low levels. Based on this one can say that a major determinant of labour cost on Azerbaijan is the demand. The demand for labour in Azerbaijan is currently very low and as such people are willing to supply labour at very low wage rates. The survey by the ECAR and HDCU (2005) suggests that only 3% of the unemployed left their job vo luntarily. While some workers are not being paid at all, there is also a high degree of wage arrears.s In 2001 exports accounted for 44% of GDP in Azerbaijan with hydrocarbon products being the dominant export activities, contributing to 91.5% of total exports in 2001. The remaining share of exports consists of raw and processed food products, mechanical equipment and chemical product. (Navaretti, 2003). The largest share of imports is made of machinery for the oil industry, food products, other mechanical equipment and luxury consumer goods for the high-income part of the population. Many of the country's traditional products in the domestic market have been replaced by imports because they are unable to withstand the competition of import products. (Navaretti, 2003). Figure 1 below shows that the real wages have taken a downward trend since 2005 to record low levels over the period 2001 to 2006. The figure also indicates that the non-oil sector is lagging behind. Since imports have become higher than exports, it is likely that the country is witnessing slow growth in aggregate demand, which in turn leads to a slow down in the growth in real GDP. This in turn creates a recessionary gap, high unemployment rate and therefore low wage rates. (CFA, 2008). From the foregoing one can therefore rightly say that the wage rate in Azerbaijan depends on the growth in Aggregate demand which has a multiplier effect on the price level, real GDP growth, and therefore wage rates. Figure 1 3. Labour Demand Drivers in Azerbaijan Macroeconomic theory posits that the demand for labour depends on three factors. These include the price of the firm's output, other factors and technology. The higher the price of the