Positive Behavioral Supports

Introduction Education 50 years ago was not what it is like today. Schools today are confronted with a vast amount of issues. Within those issues are student achievement, school violence, lack of parental support, and behavioral concerns within the school community and in the classrooms.Advertising We will write a custom thesis sample on Positive Behavioral Supports specifically for you for only $16.05 $11/page Learn More Bowen (n.d.) found that various studies have shown that students who act up in school express a variety of reasons for doing so. Some think that teachers don’t care about them and others don’t want to be in school at all while many don’t consider goal setting and success in school important anymore. Despite these hurdles, students agree that discipline is needed in schools. One high school student stated: â€Å"If there were no discipline, the school would not be distinguished from the street.† Bennett (1999) states that most surveys show that Americans complain that too many schools are disorderly, undisciplined places. How much are students really learning when the main focus in our schools today is student behavior and discipline? Many different programs have been presented to schools in efforts to help alleviate some of the discipline problems found in schools and in the classrooms. PBIS (2009) states that â€Å"a major focus for current policy and systems change efforts in education is the extent to which states are investing in practices and procedures that are supported by rigorous research evidence.† Positive Behavior Support (PBS) is a research-based theory that supports the idea that a student’s behavior can be changed if a full understanding of the child is gained. Through positive interventions students are able to reduce the negative behavior and increase the more desirable one. This literature review will examine the literature related to Positive Behavior Su pport, its foundations and the advantages and disadvantages of implementing PBS.Advertising Looking for thesis on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Origins of Positive Behavior Support Positive Behavior Support is relatively new to the scene of school reform because it was mainly known as behavior modification for special education students who displayed difficult behaviors. The origins of PBS can be traced back to the theory of Applied Behavior Analysis, an expansion of the operant conditioning theory first developed by B.F. Skinner, the American psychologist. A survey performed by Frey (2006) of four hundred teachers revealed that teachers felt that operant conditioning was effective at managing behavior of both groups and individual students. Positive Behavior Support: A Three Tier Continuum It is important to express that like academic forms of instruction, students also require different levels of behavioral inte rventions and different types of support in order to do well in school. Positive Behavior Support focuses on three key levels within a continuum, according to Nelson, Hurley, Synhorst, Epstein, Stage Buckley (2009) the first tier entails â€Å"universal interventions that are expected to prevent the onset of problem behavior in a majority of children altogether and to sustain improvements in child outcomes by the selected and indicated interventions.† This level is known as universal because it delineates school-wide behavioral expectations for all students along with consistent consequences for unwanted behaviors. Level two also known as tier two is mainly for students who still continue to demonstrate problem behavior after tier one was implemented. Tier two on the continuum focuses more on small group interventions. A study done by McIntosh, Campbell, Carter, Dickey, (2009) examined the effectiveness and differential effects of a tier two daily behavior intervention. Thi s study was conducted over an eight week period and the samples were 36 students. The findings confirmed that the amount of office referrals lessened after small group and targeted interventions were established.Advertising We will write a custom thesis sample on Positive Behavioral Supports specifically for you for only $16.05 $11/page Learn More The final tier consists of a more personalized or individualized intervention. Lewis, Colvin, Sugai (2000) state that â€Å"approximately 5% to 7% of the students will require highly individualized behavior support.† Challenges Faced While Implementing Positive Behavior Supports Weinberger (2009) conducted a study using a mixed methodology that identified the strengths and limitations of the implementation of Positive Behavior Supports. Via surveys, case studies focus groups, and behavioral data of students. The study revealed that although student behavior did not improve, the implementation of PBS wa s successful because it was able to identify specific information needed to provide individual interventions to students. A study carried out by Guthals (2009) expressed that there is no evidence of direct correlation between student achievement and the implementation of PBS. Data pertaining to the study was collected through optional surveys completed by school principals concerned about the immense number of office referrals and discipline problems in the classrooms taking a toll on student learning. While direct correlation between what was intended to be tested, the relationship between student achievement and the implementation of PBS, the surveys conveyed that administrative stress level had decreased after the implementation of PBS. Today’s schools must address the behavioral needs of all students at a number of different levels (Mogan-D’Atrio, et al 1996). First, there must be schoolwide efforts that teach positive communication and social interaction skills, a nd develop positive school routines designed to prevent behavioral issues throughout the school day (Fishbaugh Furshong, 1998; Scott, 2001; Taylor-Greene et al., 1997). Second, in conjunction with schoolwide efforts, classroom norms and routines can be established by educators, in collaboration with their students, to create a sense of caring and community in the classroom.Advertising Looking for thesis on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Third, behavioral issues must be addressed at the individual student level for students who have more intense, ongoing behavioral challenges. Addressing issues of school safety at the individual student level takes place through the creation of positive behavior support plans (Sailor et al 2007). Advantages of Implementing Positive Behavior Supports In light of increasing frequency and intensity of disruptive behaviors in schools nationwide (Martin, Lloyd, Kauffman and Coyne, 1995), policymakers and school practitioners are increasingly considering the benefits of teaching and supporting pro-social behaviors to decrease disruptive behaviors and increase academic success. Urban schools, in particular, face challenges with limited resources and large numbers of students, many of who are living in poverty or violence-prone environments (Netzel and Eber, 2003). Traditional, and more reactionary, school discipline procedures (e.g., those that rely on punishment and exclusion) are general ly ineffective in either reducing challenging behaviors or increasing desired behavior (Mogan-D’Atrio, Northrup, LaFleur and Spera, 1996). One promising alternative, Positive Behavioral Interventions and Supports (PBIS), is a school-wide approach that promotes social competence through a system of behavioral support wherein expected behaviors are defined, taught, and rewarded. Schools implementing PBIS establish a continuum of proactive, positive discipline procedures for all students across all settings. Universal school-wide strategies are intended to facilitate success for 85-95 percent of the students (Mogan-D’Atrio, et al 1996). The National Conference of the Hamilton Fish Institute On School And Community Violence while targeted small group or individual interventions are designed for the types of students for whom universal strategies have not been successful (5-15 percent (Mogan-D’Atrio, et al 1996). Last, for the one to seven percent of students who hav e chronic and intensive needs across multiple settings, a wrap-around approach is implemented (Eber, Sugai, Smith, and Scott, 2002).Several studies have demonstrated positive effects of PBIS, with some recent research showing success in urban settings. For example, Netzel and Eber (2003) report a 22 percent reduction in suspensions after one year of universal level implementation (e.g., teaching school-wide rules and recognizing and acknowledging appropriate student behavior) in an urban elementary school. Further, Netzel and Eber report a number of encouraging outcomes during the 1st full year of school-wide PBS implementation, including a 20 percent decrease in office discipline referrals, 23 percent decrease in â€Å"time-outs,† and 57 percent decrease in short-term suspensions. Few studies, however, have demonstrated the impact of PBIS in urban settings across a number of different variables and over a number of years. Managing Disruptive Behaviors through Positive Behavi or Supports Misbehavior in K-12 schools hurts every participant. Te misbehaving student is often sequentially moved into more academically impoverished environments; other students are distracted, and teachers are forced to become disciplinarians (Sandomierski, et al 2007). Furthermore, a costly administrative infrastructure; including the very valuable and very limited time of the school principal; is monopolized to deal with discipline problems. A third grader acting up in class does not act up because s/he was born a â€Å"bad kid† (Sailor et al 2007). Most likely, s/he has not yet learned the social skills appropriate to that setting, or there is something in the classroom setting, or a learning disability, or a family issue that interferes with his or her ability to behave properly (Sandomierski, et al 2007). Unfortunately, school discipline systems focus more on punishing kids than on giving them the skills, training, and incentives to behave properly. Behavioral remedi ation, where it exists, typically takes the form of a fifteen-minute weekly visit to a school counselor. Just as if the student was trying to learn math by scheduling a fifteen-minute weekly chat with a math teacher, the system tends to fail the students (Sailor et al 2007). Research points to the benefits of systems that teach and support positive behavior, rather than simply punishing negative behavior. By adopting a positive behavior support (PBS) system, individual schools, districts, and states have dramatically reduced office referrals and suspensions, increased on-task academic time, and made students, teachers, and parents more satisfied with the school. Positive Behavior Support systems have been implemented by a large number of school districts and states, including North Carolina. Vermont is currently implementing PBS. Discipline referrals and suspensions often drop 40-60% over the first two years that the program is implemented (Sandomierski, et al 2007). Principals may save six full workdays worth often-minute visits over the course of a year. In schools with severe behavior problems, teacher satisfaction under PBS may increase by 60%, leading to a more experienced, stable staff. When a third grader misbehaves, it represents not a personal failure, but a failure of the systems around him to equip him for the setting he is in. We can stop this failure by shifting the focus to preventing misbehavior, rather than just punishing it. Providing serious behavioral support to students pays off by reducing distraction and improving academic outcomes, reducing costly referrals to special education, and letting teachers and principals do their job rather than spend all their time on discipline (Sailor et al 2007). Rather than being transferred into special education or punished to the point of dropping out, students with behavior problems are put on a path to social and academic success. Positive behavior support programs in a school may employ a three-tier model. The first tier is a low-intensity, school-wide misbehavior prevention program involving things like certificates of recognition for such pro-social behaviors as picking trash and putting it in the trash can. These programs are targeted to build the skills of the majority of students (80-85%) who have 0-1 office referrals. The second tier of students (10-15% with 2-5 office referrals) typically have significant behavior problems and require intervention, such as group sessions with school psychologists to learn appropriate behaviors, just as they would learn any other skill set in a classroom setting. Te goal of these sessions is to help them emulate their better-behaved classmates, rather than imitating those with more severe behavioral problems. Te third tier (typically 5% with 6+ office referrals) suffers from severe behavioral problems, requiring individualized interventions. Conclusion Results indicate that implementation of universal Positive Behavior Support (e.g., teac hing behavioral expectations, rewarding positive behaviors) in Year 1 and beginning targeted level intervention (targeting small groups of students with two to five behavior referrals for small group interventions) in Year 2 leads to positive changes in one of the two schools examined. Specifically, Addison School demonstrated overall decreases in ODRs, as well as decreases in the most frequent problem behavior and locations over the first 1.5 years of implementation (Sandomierski, et al 2007). These latter two are particularly noteworthy, as they exemplify the successful use of data to target problematic behaviors and contexts. Classroom referrals were specifically targeted in Year 2 through the addition of classroom management training for teachers. Problematic behaviors on the bus were specifically targeted that same year through the addition of bi-monthly bus driver training breakfasts. Teacher ratings on our surveys showed some positive changes across the two years as well, wit h teachers generally rating the existence of negative behaviors lower in Year 2, while pro-social behaviors were rated more highly, although it should be noted that only one of these differences reached statistical significance. Findings further suggest the need for full implementation of the PBS model. These schools are relatively strong in universal level implementation, but are still in the beginning stages of implementation of the targeted level, and have not yet begun intensive-level intervention. These latter two levels are important in decreasing referrals from the most chronic misbehavers, and intervention here would likely have a much greater impact on overall referrals as well as the schools’ â€Å"triangle† profiles and teacher perceptions of both student behavior and effectiveness of the intervention. This finding is consistent with teacher concerns as noted in focus groups and in survey results. Furthermore, given time needed for full implementation of the model, as well as systems-change research indicating that three to five years are necessary to implement full school change (Sandomierskiet al 2007), an evaluation of the effectiveness of such school-wide interventions should additionally allow for a minimum of three years of data. References Eber, L. Sugai, G. Smith, C. and Scott, T. M. (2002). Wraparound And Positive Behavioral Interventions And Supports In The Schools. Journal of Emotional and Behavioral Disorders, 10, 136-173. Frey, S. (2006). Teachers and Operant Conditioning. Retrieved from ERIC database. Guthals, J. The Relationship Between Positive Behavior Supports, Student Achievement, Severe Problem Behavior, And Administrative Stress. Ed.D. dissertation, University of Montana, United States — Montana. Lewis, T., Colvin, G., Sugai, G. (2000). The Effects of Pre-Correction and Active Supervision on the Recess Behavior of Elementary Students. Education Treatment of Children, 23(2), 109. Retrieved from Academic Sea rch Premier database. McIntosh, K., Campbell, A., Carter, D., Dickey, C. (2009). Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior. Journal of Positive Behavior Interventions, 11(2), 82-93. OmniFile Full Text Mega database. Martin, K. F., Lloyd, J. W., Kauffman, J. M., and Coyne, M. (1995). Teachers’ Perceptions Of Educational Placement Decisions For Pupils With Emotional Or Behavioral Disorders. Behavioral Disorders, 20, 106-117. Mogan-D’Atrio, C., Northrup, J., LaFleur, L., and Spera, S. (1996). Toward Prescriptive Alternatives To Suspensions: A Preliminary Evaluation. Behavioral Disorders, 21, 190-200. Nelson, J., Hurley, K., Synhorst, L., Epstein, M., Stage, S., Buckley, J. (2009). The Child Outcomes of a Behavior Model. Exceptional Children, 76(1), 7-30. Retrieved from Academic Search Premier database. Netzel, D. M. and Eber, L. (2003). Shifting From Reactive To Proactive Discipline In An Urban School District: A Chan ge Of Focus Through PBIS Implementation. Journal of Positive Behavior Interventions, 5, 71-79. PBIS. March 2009. Is School-Wide Positive Behavior Support An Evidence-Based Practice? (2009). Web. Ps@?under, M. (2005). How Effective Is School Discipline in Preparing Students to Become Responsible Citizens? Slovenian Teachers’ and Students’ Views. Teaching and Teacher Education: An International Journal of Research and Studies, 21(3), 273-286. Retrieved from ERIC database. Sailor, W., Stowe, M. J., Turnbull, R., III, Kleinhammer-Tramill, P. J. (2007). A Case For Adding A Social-Behavioral Standard To Standards-Based Education With School-Wide Positive Behavior Support As Its Basis. Remedial and Special Education, 28, 366–376. Sandomierski, T., Kincaid, D., Algozzine, B. (2007). Response To Intervention And Positive Behavior Support: Brothers From Different Mothers Or Sisters With Different Misters? PBIS Newsletter 4(2). This thesis on Positive Behavioral Supports was written and submitted by user Tinley Forbes to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Free At Last

FREE AT LAST â€Å"Free at last† an extract from â€Å"incidents in the life of a slave girl (1861) written by Harriet Jacobs (1813-1897) describe how Jacobs struggled all her life to become free. This narrative written during the civil war record’s a pattern of horror and abuse as to stun modern readers. This narrative reflects the state of slaves and their families at that time. Family is those who earn for each other and share both happiness and sorrow. Many features of an individual are characterized or influenced by his or her family. Thus a happy person is a person with a happy family. When we visualized a family we see a father, a mother and their children. If the father or mother is missing there is something wrong. It’s like drinking soup with no salt. Jacobs shows clearly that she is from a matriarchal family. Her father is not with her because he is not a slave of Dr. Flint but a slave of a different family. Mr. Sawyer the white father of Jacobs’ two children also could not be a significant part of their family. So, there isn’t any dominant male who is supporting the family. There is a strong emotional flow in the story, which presents the pain and grief of having a matriarchal family that was not common at that time. Jacobs’ grandmother Molly plays an important role in their matriarchal family. In the narrative there is no sign of molly’s husband, may be he is dead or has left her. She is old and alone but she is not a slave. Thus, she has greater liberty. Molly too has to suffer the consequences of being a part of a matriarchal family. She has been defrauded of the hard earnings she had loaned. May be this would not have happened if there was a male in the family. Molly can be considered as the head of the family. She takes the responsibility of raising Jacobs ‘children. Jacobs... Free Essays on Free At Last Free Essays on Free At Last FREE AT LAST â€Å"Free at last† an extract from â€Å"incidents in the life of a slave girl (1861) written by Harriet Jacobs (1813-1897) describe how Jacobs struggled all her life to become free. This narrative written during the civil war record’s a pattern of horror and abuse as to stun modern readers. This narrative reflects the state of slaves and their families at that time. Family is those who earn for each other and share both happiness and sorrow. Many features of an individual are characterized or influenced by his or her family. Thus a happy person is a person with a happy family. When we visualized a family we see a father, a mother and their children. If the father or mother is missing there is something wrong. It’s like drinking soup with no salt. Jacobs shows clearly that she is from a matriarchal family. Her father is not with her because he is not a slave of Dr. Flint but a slave of a different family. Mr. Sawyer the white father of Jacobs’ two children also could not be a significant part of their family. So, there isn’t any dominant male who is supporting the family. There is a strong emotional flow in the story, which presents the pain and grief of having a matriarchal family that was not common at that time. Jacobs’ grandmother Molly plays an important role in their matriarchal family. In the narrative there is no sign of molly’s husband, may be he is dead or has left her. She is old and alone but she is not a slave. Thus, she has greater liberty. Molly too has to suffer the consequences of being a part of a matriarchal family. She has been defrauded of the hard earnings she had loaned. May be this would not have happened if there was a male in the family. Molly can be considered as the head of the family. She takes the responsibility of raising Jacobs ‘children. Jacobs...

The Woman in White by Wilkie Collins Coursework Example | Topics and Well Written Essays - 250 words

The Woman in White by Wilkie Collins - Coursework Example Anne Catherick is â€Å"the woman in white† in the book (Pykett, 40). She is mentally ill and is locked up in a psychiatric hospital. She has a striking resemblance to her sister Laura Fairlie. She escapes from the asylum. It is after the escape that she meets with the main character in the story Walter Hartright on his way to work at the Limmerage House. Laura also falls in love with Walter when he moves to Limmerage House in Cumberland to work as a drawing master. She is however bound to her secretive and mysterious husband Sir Percival Glyde, who at times assaults her, but even the law cannot protect her. Glyde tells his best friend Count Fosco of the resemblance between Laura and Anne. They come up with a scheme switch Laura’s identity with that of her sister Anne after Anne’s death. The plan succeeds, and Glyde then inherits Laura’s marriage settlement worth 20,000 pounds. When Walter returns from Honduras, he is determined to restore Laura’s real identity. While doing his researches, Walter discovers that Glyde was a con. His title and property were illicit. Glyde suspects Walter is about to discover his secret. He tries to destroy the registry entry to hide his secret. In the process, the church burns down and Glyde dies in the fire. Walter confronts Laura’s mother and learns that Anne and Laura have the same father. Fosco tries to flee from the country, but Walter catches him and forces him to write a confession that can enable him restore Laura’s identity. Their son becomes the heir of Limmerage. (Pykett, 127). As seen through the experiences that Anne, Laura and other female characters go through in the book, Wilkie Collins paints a picture of a society that mistreats and oppresses women just because of their gender. Women undergo many forms of mistreatments including assaults by their husbands to denial of the rightful inheritances by their male siblings. Through the book, the writer paints a

Discussion based on Abhijit Banejee and Esther Duflo's readings Assignment

Discussion based on Abhijit Banejee and Esther Duflo's readings - Assignment Example Living under such harsh conditions make it difficult to have access to the basis necessities of live, which puts a question mark on their ability to survive. The available evidence on this is not complete in many ways. However, some new researches have recently added a sufficient amount data on this huge part of the global population, which provide enough information to form an understanding on how the poor people live their lives. The assigned report details of a survey that was conducted in 13 different countries (Banerjee and Duflo). In addition, they have added two surveys, which were conducted in India (Udaipur District), which is one of the poorest districts of India. It is understood that there is a strong association between poverty and malnutrition. The poor has few real choices to make. Their earning is barely enough to fulfill their basic needs and therefore, they are majorly underfed and weak. The authors also highlight that one of the major reasons for the poor to spend the lowest on their food is that they often give more importance to other obligations or activities rather than for acquiring food. The study by authors indicates that the poor spend a lot on alcohol and tobacco in different countries such as Papua, New Guinea, and India. According to the survey, Udaipur tops the list of being on the poorest districts of India, which spends highest on festivals. People feel an obligation to spend a large amount of their budget on occasions like weddings, funerals, and other religious festivals. They choose to spend more on non-food items and festivals than on food. Moreover, the extremely poor rarely spend on entertainment. Another interest ing finding from the study reflects that these people do not seem to be as hungry as one may expect. It is a common understanding that the poor will always search for ways to fulfill their food needs in the least expensive way.

Case 11-1 Let There Be Light Lampshade Company Assignment

Case 11-1 Let There Be Light Lampshade Company - Assignment Example This is arrived at by dividing the volume of the packaged box by the volume of one intermodal container (Wood, & Murphy, 2011). The amount got is multiplied by the number of Shades that are contained in each package boxes which in this case for the style C is 10. Again it is should be noted that the considerations made here are after the looking into the possible cost benefit analysis in terms of full truck load and the less than truck load issues n the shipments. The total costs of delivering style A shades are $ 13,512. This is disintegrated into package cost which is $ 1632, the cost of manufacturing of the shades which is $ 10,880, the cost of transporting each container which stands at $ 1000. All these are encompassed into one whole shipment cost of $ 13, 512. The delivery costs for the style B shades stands at $ 21,885.60. This is split into package cost of 1305.60; there is also the cost of shades manufacture which stands at $ 19,580 and lastly the container shipment cost which is $ 1000 (Wood, & Murphy, 2011). Thirdly the delivery cost of the style C shades stands at $ 42,126.40. This is divided into three sets of costs which include; the package costs which stands at $ 1958.40, there is also the cost of manufacturing the shades which stands at $ 39168. The cost of shipment of the container follows with the tune of $ 1000. It is imperative to note that as these calculations are presented, there is high inculcation of the fact that there is a high level of opportunity cost that have been forgone in order to come up with such solutions. This entails the restriction on the amount of pound that should not be exceeded when transporting a shipment of container across the ocean. This has created the impediment for the use of the container especially the containers that will have the style C shades (Chopra, and Meindl, 2013). As it stands now, the limit has to be set on the amount of shades that should be transported for the

Analysis of the core competences of PepsiCo

Analysis of the core competences of PepsiCo PepsiCo is an organization that has been known for its marketing and distribution prowess. This section is dedicated to analyzing the core competences of PepsiCo and evaluating their effect on the strategy adopted by the organization. Tangible Resources In this section, we analyse in detail, the tangible resources of PepsiCo under the following heads: Financial Resources PepsiCo has a strong financial backbone to support its aggressive marketing strategies, promotional campaigns and social activities. It works in collaboration with various governments in the countries that it operates and has operational ties with various civic authorities. Its capacity to generate finances is showcased by the fact that it could raise 31.37 billion rubles from a Ukrainian juice manufacturer, WBD which it acquired last year  [i]   Organisational Resources- PepsiCo recently revamped its organizational structure in an effort to handle the double digit growth prospects. It has three broad units, each of which looks after a sizeable business. The CEO of the company Indra Nooyi is known to be a flamboyant leader. She is known to lead by delegation and empowerment. This increases the loyalty of the employees towards the organization  [ii]  . Physical Resources PepsiCo has state-of-the-art manufacturing plants at three locations in India  [iii]  . In addition to this, it has 37 bottling plants, of which 17 are owned by PepsiCo. These are spread all over India, which help in increasing the reach of its products and ensuring timely delivery. Technological Resources PepsiCo tries to keep itself abreast of the latest technological developments. In a recent step taken, it has added hydrogen injected trucks to its delivery fleet in Canada  [iv]  . This was done as an effort towards increasing the fuel efficiency of its fleet and reducing emissions. Intangible Resources We look at the various intangible resources held by PepsiCo under the following heads: Human Resources PepsiCo attracts some of the best minds in the industry. By providing them enough financial and non-financial motivation and handing them challenging tasks to perform, they keep their employees satisfied and loyal to the organization. Innovation Resources The pace of innovation in functional foods and beverages division in PepsiCo has picked up since 2002. PepsiCo is second, after Kraft in this industry with 101 innovations since then. Some competitors are outspending PepsiCo on RD investments by nearly two to one margin  [1]  . But PepsiCo has been making good use of every dime spent on the RD as is seen from the number of innovations vis-à  -vis its competitors. Reputational Resources In a study conducted , it was seen that Pepsi as a brand enjoys a good reputation with the customers. They like it for its distinct taste. The study also pointed out that the brand name of Pepsi is certainly a force to reckon with. The quality perception of the product is generally high. However most of the customers see it as a drink second to Coke. One area wherein PepsiCo scores over its rivals is the social initiatives like contract farming and positive water balance. Due to this, it has a very strong reputation with its suppliers. Capabilities PepsiCo as an organization, has survived strong competition from its more established rivals like The Coca Cola Company , Nestle among others due to the following capabilities that it has:  [v]   Muscular Global Brands and Consumer Goodwill Over the years, PepsiCo, with its portfolio of global brands, has built platforms for growth. Its highly focused portfolio offers many of the worlds best-known foods and beverages-brands of enduring appeal. The portfolio includes 15 brands that each generate more than $1 billion in annual retail sales. Thats more than any other food and beverage company. Pepsi leads the parade with $15.6 billion in annual sales. The company has been successful in entering into licensing ventures with other well-known names, such as Starbucks and Lipton, and has had huge success with global promotions by linking with globally recognized brands. Robust Technology/Manufacturing Platforms PepsiCos global brands are supported by sophisticated technology and manufacturing platforms. These platforms include the science of nutrition, food and beverages, process and manufacturing, and packaging. Each of PepsiCos divisions contributes to the knowledge and technology platforms, creating an institutional knowledge base that can be shared across divisions. Such sharing of best-practice knowledge creates a competitive advantage, because it allows PepsiCo to differentiate its products from competitors, and promotes innovation in products and processes. It is also a significant growth advantage: cross-fertilization between divisions allows for the creation of new products that can be brought to market. The various process and manufacturing platforms allow PepsiCo not only to improve existing products and packages, but also to create entirely new ones. Equally important, innovation gives retailers a great reason to feature products promin ently Global Footprint PepsiCo employs 137,000 people in 200 countries. Including the bottling system and other partners, it generates some $39 billion in revenues, of which 35% comes from outside North America. The company has nearly 700 manufacturing facilities worldwide, 2,100 distribution centers and 70,000 routes. In addition to its presence in North America, PepsiCo has leadership positions in Mexico, the U.K., and the Middle East. It is investing significantly in creating momentum in the critical emerging markets of China and India. In the Indian subcontinent, Pepsi Beverages International (PBI) has more than 45% market share of carbonated soft drinks (CSD). FLI also has a strong global presence, with sales in 44 countries supported by 71 manufacturing plants outside North America, as well as 62,000 associates and 22,000 routes outside North America. In many countries, it enjoys greater than 30% market share. While 61% of PepsiCos salty snack revenues come from North America, Latin America contributes 18% of revenues, Europe/Africa contributes 17%, and Asia contributes 4% Core Competencies PepsiCo enjoys the stature of the dominant force that it is in various segments of the food and beverage industry due to its famed distribution systems. PepsiCo goes to market through a distribution network of extraordinary strength and flexibility. This is a core competency as it satisfies all the four criteria of sustainable competitive advantage i.e., it is a valuable capability, rare, costly to imitate and non-substitutable. The reason why is it so is explained below. The goal of the distribution channel of PepsiCo is to put its products within easy reach of the consumer. Because practices and customs vary by market, and because retail customers have different needs, PepsiCo has several successful models for service that it uses around the world. Direct store delivery Direct store delivery (DSD) systems are at the heart of this network. Through these systems, PepsiCo takes its products directly to tens of thousands of distribution outlets, from the tiniest convenience stores to the largest warehouse outlets. Pepsi and its bottlers personally take products into stores and set them on the shelves, helping to ensure that products are fresh and that fragile items such as chips are handled with care. It also allows PepsiCo to merchandise its brands for maximum visibility and appeal. PepsiCos systems can move new products into national distribution quickly-sometimes as quickly as a week. And because representatives call on retail customers so frequently, they know very quickly how a new product is selling. At the same time, DSD provides financial benefits to retailers. Since Pepsi handles the products and merchandising, retailers save on labor. And because these products typically are sold and restocked every few days, while retailers pay for them on 30-day cycles, Pepsi adds to a stores cash flow. In fact, PepsiCo contributes more than any other manufacturer to the revenue growth, profit growth and cash flow of the big U.S. retailers. In international markets, PepsiCo is able to adapt its distribution to reap the benefits of traditional DSD-particularly the merchandising capabilities and the reach into many retail outlets-without the costs that would burden a young or subscale business. à ¢Ã¢â€š ¬Ã‚ ¢ Broker-Warehouse Distribution- For some of PepsiCos products, traditional broker warehouse distribution is more economical and just as effective as DSD. According to this system, third-party distributors move PepsiCos products to stores, and store employees stock the shelves. This system works best for non-impulse products such as Gatorade, Quaker Oats, Tropicana Twister, or Capn Crunch cereal, which are neither fragile nor highly perishable. PepsiCos merger with Quaker dramatically expanded the companys broker-warehouse distribution capabilities, adding the large and efficient warehouse system used for Quaker and Gatorade products. To leverage that strength, PepsiCo has combined that system with Tropicanas. Additionally, the Quaker-Gatorade system is used for certain Frito-Lay snacks that are better suited to warehouse distribution. Vending and Foodservice-Every year, consumers buy more snacks and beverages from vending machines and the foodservice companies that serve stadiums, office buildings, colleges, and similar venues. By combining the capabilities of Frito-Lay, Tropicana, and Quaker, it has created one of the biggest vending and foodservice sales forces in North America, a 600-person team that already generates well over $1 billion in annual sales.

Samuel Gander

Samuel Gander Mr. Dunham English 102 April 25, 2012 Farming On a Whole New Level Although people have worked in agriculture for more than 10,000 years, advance in technology assisted with maintaining and protecting land, crops, and animals. The demand to keep food affordable encourages those working in the agriculture industry to operate as efficiently as possible (Newman & Ruiz, pp. 33-47). Almost all people and companies in the industry have many acres of land they must maintain, and it is not always feasible for farmers to take frequent trips around the property to perform basic tasks such as watering soil in the absence of rain.The number of people-hours required to water soil manually on several thousand acres of land might result in businesses spending thousands of dollars in labor and utility costs. If the irrigation process is automated, sensors detect how much rain has fallen recently, as well as whether the soil is in need of watering. The sensors then send this data to a c omputer that processes it and decides when and how much to water. In addition to keeping the soil moist and reducing maintenance costs, computer also can utilize sensor to analyze the condition of crops in the field and determine whether pests or diseases are affecting the crops.If sensor detects pests and/or diseases, computers send a notification to the appropriate individual to take corrective action. In some cases, according to Brewster, the discovery of pests might trigger a pesticide to discharge in the affected area automatically (Agriculture: Expanding and Growing). Many farmers use technology in a daily basis to regulate soil moisture and to keep their crop pest free. With technology, farming can be much more convenient and efficient. ——————————————– [ 1 ]. Barton states the many automated home irrigation system also are programmable and use rain sensor (pp. 67-73)