Assignment for Business Economics and Finance Example | Topics and Well Written Essays - 1000 words

For Business Economics and Finance - Assignment Example 4). There are of course several accounting specialties and each of them is important in their own characteristics (Bonner et al. 2006). 2. Case of Halfords A. Identify the main accounting books that can be used by Halfords to records transactions. Halfords is a company that buys and sells bicycles. The main financial statements that can be used by organizations to record is financial condition, especially business organizations are the balance sheet, income statement, and the statement of cash flows (Stice et al. 2004). The balance sheet â€Å"reports, as of a certain point in time, the resources of a company (the assets), the obligations (the liabilities), and the net differences between its assets and liabilities, which represents the equity of its owners† (Stice et al. 2004, p. 10). The balance sheet addresses two fundaments information: what it owns and what it owes (Stice et al. 2004). The income statement â€Å"reports, for a certain interval, the net assets generated t hrough business operations (revenues), the net assets consumed (expenses) and the difference, which is called net income† (Stice et al. 2004, p. 10). ... 2004, p. 11). Stice et al. (2004, p. 11) pointed out that the â€Å"statement of cash flows is the most objective of the financial statements because it is somewhat insulated from the accounting estimates and judgment needed to prepare a balance sheet and an income statement.† Meanwhile, â€Å"accounting statements and judgments are outline in the notes to the financial statements† (Stice et al. 2004, p. 11). â€Å"The notes contain supplemental information as well as information about items not included in the financial statements† (Stice et al. 2004, p. 11). Stice et al. (2004, p. 11) pointed out that â€Å"each financial statement routinely carries the following warning at the bottom of the statements: ‘The notes to the financial statements are integral part of this statement.† B. Describe the usual transactions recorded by this company The usual transactions recorded by a company engaged in buying and selling a merchandise like in the buying and selling of bicycles in which Halfords is engaged cover buying the merchandise to sell, maintaining and monitoring the inventory of the merchandise, recording assets and liabilities, recording sales and revenues, payments for overheads like the rent for the store space and the city services involved, and payment of taxes. 3. In a press release, Halfords explained that its income statement for 2011 will show a loss. A. What is the meaning of this loss? Statements of loss are determined by the assumptions adopted in the financial statement. It is important to stress that losses are profit are based on the firm of operations as recorded by the accountants serving the firm. For instance, it may happen that the Halfords would be reflecting a loss but because the bicycles that are sold were purchased from a manufacturing firm

Assignment 2 Example | Topics and Well Written Essays - 250 words - 2

2 - Assignment Example uence on children could not meet the case to label the photograph as "obscene", as there is partial display of genital hair and the photograph was pasted in Oncore premises, where children do not go. The most imperative reason to pursue Kathys argument and to conclude that the photographs, the art work are not obscene encompasses its social rationale. The photograph had a purpose, a motive to generate civic awareness about the safe sex with an intention to avert the cases of AIDS, one of the most dreaded and incurable diseases of the present epoch. AIDS has emerged as the leading cause of death under forty in Seattle area, hence display of safety measures cannot be considered obscene, it is also in compliance with the definition of material being obscene as per Blacks Law Dictionary. The art work is aimed at homosexual community. "Community standards" involved are those of the gay community rather than city at large. However, Oncore possess clientele of such communities but awareness is equally imperative among general community as well. Kathy pin-pointed homosexuals as they are the frequent visitors at Oncore, but if the issue is related with generating awareness about the safe sex to combat AIDS, then engendering consciousness in the mass is of greater significance. Kathy has shaped her arguments in the most logical and methodological manner by integrating the facts from basic law dictionary to the Mass Media Laws and also incorporated "Contemporary community standards" to reflect on the trustworthiness of the argument. Katy has meticulously placed each and every fact in a practical and coherent manner which are enough to gain the support of readers and audience to a greater extent. Display of obscene photograph which does not abide by the rules and norms set by the "Washington State Liquor Control Board", is again a violation of rules. The photographs were rejected on the basis of "partially exposed private parts of male anatomy". The photograph could not

Competence in the Work Environment Essay Example for Free

Competence in the Work Environment Essay 2.1Compare the strengths and weaknesses of assessment methods. Assessment can take place in a variety of settings, such as classrooms, lecture rooms, workplaces (or in a simulation of workplace conditions), community and training establishments or examination halls. No matter where it takes place or what form it takes, assessment always involves observation, evaluation, or questioning or a combination of some or all of the three. There are many different methods of assessment, a few regularly used are:-observation, evaluation or questioning. Whether they are used formatively or summatively, the most important issue is whether the assessment is appropriate for the intended outcome. Each learner is initially given a learning styles questionnaire to complete. From this questionnaire the assessor can establish which from assessment may suit the learner best. Observation The assessor observes the learners as they carry out tasks defined in the standards for the qualification. This observation often takes place in the workplace, or the conditions of the workplace, but it can also be carried out in any other place where the learner is undertaking practical activities which is a positive. Assessors should ideally plan observations to take advantage of any skills or activities that occur naturally in the learning environment, and to make the best use of the available resources. There are times however when an assessor may spontaneously observe a learner carry out a task which can be written up as an observation. One of the weaknesses of observations is that some learners amy beome self –concious or shy/embarresed and feel they are ‘being watched and graded’. The residents or clients may also act differently if they are aware that an observation is taking place and can lead to a distorted picture of the true nature of the learners role . Evaluation In some areas, as learners work towards achieving their qualifications they will generate evidence in the form of products of their work. This is the case in qualifications in Health and Social care for instance which is primarily a work-based or practical qualification. Learners may produce CVs, diet plans, weight charts, reflective accounts which can all be used to assess their knowledge in a chosen subject area. These can be incredibly posistive and allow the learner to reflect and be proud of his/her practices and positives. The weakness with evalution is that it has to be done correctly, with enough time to explore areas that may need extra work and encourage the learner in a positive way. Questioning and discussions with the learner Questioning can be used whenever an assessor wants to assess knowledge and understanding and the various different applications of knowledge such as reasoning, planning, analysing and evaluating. Questioning can be used to: * confirm knowledge and understanding where it is not apparent from performance * Address gaps in knowledge and understanding in performance based units * Authenticate evidence by asking learners to explain part of the evidence and/or describe the process of producing it * Assess contingencies where it would not be practical or safe to wait until the skill or activity can be observed * You can use oral or written questions, depending on the requirements of the outcomes of units being assessed and the circumstances of the assessment. Your choice of method should reflect any special assessment requirements your learners may have. For example, some learners do not respond well to written questions — in any case, you should always ensure that the appropriate reading level is used Discussions give the assessor the opportunity to gauge the learner’s knowledge and highlight areas lacking which can be taught at a later date. A weakness in discussions and questioning is that the assessor has to be careful not to lead or prompt or give the answer to the learner as it may not be valid. Outcome 3Understand how to plan assessment 3.1Key factors when planning assessment When planning an assessment there are a number of factors to be considered. Who are you assessing? What do you want them to achieve? Where will the assessment take place? How long do you have? Once you have answered these you then need to look at applying a holistic approach. Using a holistic approach means that many areas of work and outcomes can be covered at the same time. The assessment process isn’t just about watching a learner complete a task it is about, discussion, planning, implementing and reflection. Areas of risk that may be involved when I assess a learner in the care setting are minimal but may still arise. An example of this would be assessing a learner carrying out a manual handling task. Has the learner had the appropriate training to carry out the task? Is there a piece of equipment involved and has it been tested for use. Is the learner competent and confident to carry out the task? Do I feel that I have assessed any risk involved and am I happy for my learner to proceed? If I am not happy at anytime then the assessment will be stopped and a further risk assessment carried out. During the initial meeting the learner will have completed a Learning Styles Questionnaire, this should have highlighted any areas such as advanced learning needs or dyslexia and the planning of an assessment should take this into consideration. 3.2 Benefits of using holistic assessment Using a holistic assessment enables the assessor to cover a large range of outcomes in a number of diploma units with one piece of evidence. Holistic assessment may for example cover infection control and manual handling. By referencing outcomes well the learner will see that good progress is being made and opportunities area taken. It saves time from both the learners and the assessor’s point of view. 3.3 How to apply holistic assessment when planning assessment As the assessor meets with the learner and plans each technical certificate or unit of work they should be thinking about how best a holistic assessment would fit into the plan and how it can be cross referenced. The learner must then be in agreement and sign the plan. 3.4Summarise the types of risk that may be involved in assessment When talking about ‘risk’ there are a number of different kinds. There is physical/environmental risk to learner, client and assessor and there is emotional/psychological risk. Environmental issues in care setting such as fire, health and safety, trip hazards, the clients themselves. Emotionally learners could feel they are being pushed if too much work is given at once or they may not feel they are being challenged enough. This creates unrealistic and unnecessary risk stress on the learner and is far from beneficial and conducive to good work being produced. 3.5.1 How to minimise risks through the planning process. Plan number one that is produced with the learner will have ensured that the learner is working in safe conditions and if needed any risk assessments have been done, i.e. if the learner is under 18 years old. The plan will also check that the employer’s insurance liability is up to date. The assessor will discuss with the learner how best to handle their work load to cause minimum stress. Some learners prefer large assignments whilst others prefer small chunks at a time. By knowing your learner you will know whether their work is authentic and justifiable, it is important that they are told about not copying and pasting articles as their own work and explain to them what plagiarism is. Outcome 4Understand how to involve learners and others in assessment 4.1 Explain the importance of involving the learner and others in the assessment process There are a large number of reasons why it’s so important to involve the learner in assessment. The diploma is for the candidate, it’s their work, and there goals and they need to feel as if they own it. By clear involvement the learner will know what is expected from them and clearly understand the standards and criteria. By involving others in the planning such as senior colleagues and managers then witness statements can be provided, time allocated for learning and support. 4.2 Types of information available to learners. In order for a learner to complete their diploma they should be given any necessary teaching and resources. This may include handouts, oral teaching sessions and websites to look at. Other types of information are items such as standards and the criteria they need to meet. The learner will be told how the evidence is gathered an in what format such as written accounts, reflective accounts, observations. 4.3 How can peer and self-assessment be used to promote learner involvement and responsibility? 4.4How can assessment arrangements be adapted to meet the needs of the individual learner? Each candidate’s assessment needs must be considered in relation to the assessment being undertaken. Most candidates will require more than one assessment arrangement. For example, candidates who have a visual impairment, hearing imparient or advanced learning needs . Outcome 5Understand how to make assessment decisions 5.1 When judging evidence we use the following terms:- Valid, authentic, current and sufficient. When assessing a learner’s evidence as an assessor I have to be satisfied that the work submitted is the learners own work and not plagiarised from a book or the internet. It is often easy to tell when this happens as the terms used and flow of the writing changes. Within the realms of health and social care the standards, policies and procedures are continually updated to ensure national standards are met, with this in mind it is important that the learners work is current and up to date with knowledge that his relevant and not historical. I also have to consider whether the work submitted is sufficient, has it covered the entire outcome required and does it show an understanding of the subject. 5.2 In order for assessment decisions to be reliable and fair between learners there are a set of learning outcomes and criteria that have to be achieved. Each learner is made aware of these outcomes and criteria and their work should demonstrate this. Each learner is assessed against the criteria and outcomes. Outcome 6Understand how your assessments contribute to the quality assurance of assessment 6.1 6.2 6.3 There is great importance of quality assurance in the assessment process as it shows whether the performance targets are being met against national standards that are in place. Within my workplace all work is quality assured by an Internal Verifier (IV). The IV is qualified and occupationally competent in the subject that they verify. The role of the IV is to provide support, advice and guidance to the assessing team. The IV holds regular standardisation meetings with the assessors and also gives one-to-one support and feedback on learner’s portfolios. When the portfolios of learners have been assessed and internally verified, and all the assessment criteria have been met, the IV should arrange for the centre to apply for certification for those learners. This will prompt a visit from the External Verifier to confirm the assessment and verification decisions made at the centre. The IV is responsible for ensuring that the details of the learners applying for certification, the assessor(s) involved, and the IV activity in relation to those assessors. The EV will visit the centre to verify the assessment and internal verification decisions made by centre staff. Where there are large numbers of learners this is normally done on a sampling basis. The sample is selected by the EV, to allow them to verify the work of all assessors across a range of evidence types and performance criteria and is based on the IV’s sampling plan. It may be necessary for the EV to sample more portfolios than was originally planned, or all the portfolio s in the group, so all portfolios should be available on the day of the EV’s visit. If a learner feels †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Outcome 7Understand how to manage information relating to assessment of occupational competence 7.1 7.2 It is important to follow procedures for the management of information relating to assessment for a number of reasons. The assessor should regularly update learning records to provide accurate information on the learner’s achievement. At my place of work we use a computer system called ‘Zylab’ which tracks each learner’s progress through a colour chart system. The up to date information contributes to evidence of quality assurance and standardisation, pointing out learners that need extra help or who are falling behind. I use the Zylab forms to show my learners how they are progressing, to see a visual representation of progress and can be extremely rewarding and increases willingness to learn and achieve. The use of feedback and questioning during the assessment process allows me as an assessor to clarify and judge the learners understanding and knowledge in certain areas. Giving critical feedback to someone is a delicate process. It is very important to assure that you approach the task with sensitivity to the persons feelings to avoid the common problem of a very defensive reaction. An example of giving positive, negative and positive feedback is:- You really did an excellent job with that Communication essay everybody has been very impressed! In the future, it would be better to avoid naming people that havent accepted all the methods you outline. Its great that you put so much thought into this and a lot of people are going to benefit from it! This is often referred to as a feedback sandwich. Outcome 8Understand the legal and good practice requirements in relation to assessment 8.1 The organisation that I work for has legal requirements, polices and procedures in relation to assessment. Each visit to see a learner I ask whether there have been any incidents that have occurred, either emotionally or from a health and safety perspective. If there has been then I check an incident form has been completed (if appropriate), what measures have been put in place to ensure it doesn’t happen again and I take time to listen to the learner express themselves. All work undertaken is dealt with in a confidential manner. No names of places, clients, service users or staff are used in portfolio evidence and the learner knows that they can talk to me in a confidential manner. Clear records of learning are kept for all learners as mentioned before we use Zylab sheets which must be updated every Friday. The organisation has a responsibility to ensure that all learners are given equal opportunity to develop and learn and the organisation recognises the diversity in each on e. 8.2 The use of technology can make in the assessment process is invaluable. I have a learner with advanced learning needs who really struggles with writing and spelling. To overcome this we use a Dictaphone and use the recording as oral evidence. The organisation now offers on line training which for many learners is ideal as the use of computers within day to day lives and workplaces becomes far more common. It has to be remembered though that there are older learners that we assess that don’t have the computer skills and would rather use a paper portfolio. Each learner needs to be assessed as an individual. 8.3 There are legal and best practice requirements that have to be met in relation to assessment with regards to gender, disability, race/culture/religion and language. Each learner that enrols on a course is initially assessed as to any factors which could lead to advanced learning needs. These needs may be due to language barriers, religion or culture. For every learning need identified the organisation has a duty to ensure each one is recognised and the appropriate support is given.

Analysing The Type Of Curriculum Which Is Better English Language Essay

Analysing The Type Of Curriculum Which Is Better English Language Essay Education system is various in different countries and its strategies for effective learning are not the same. For example, American education mostly focuses on learning skill while education in Vietnam favors in learning the core of knowledge. In the article We should cherish Our Childrens Freedom to Think, by Kie Ho, Ho supports his opinion on learning skill in America that gives students benefits in creativities, freedom, and motivation much than it does in Indonesia. In contrast, according to E.D. Hirsch in Teach Knowledge, Not Mental Skills states that core- knowledge is more effective than learning skill. Learning skill is not consistent and so vague while core knowledge is not. With Core knowledge, students will learn the same foundation, so teacher can lead them forward. With me, I used to attend schools in Vietnam and have now been attending in an American school. I preferred learning skill method because it gives me the ways to learn something effectively in creativities, f reedom, and motivation. The most important thing that learning skill in the U.S becomes effective is freedom. Freedom means that people can freely write, speak and create. In the independent country, America, people have the right to expose their ideas or criticize things freely. As long as Americans do not commit any illegal action, they can criticize anyone, even the president, without taking any sequences. Why will freedom rarely take place in other countries, such as Vietnam? The reason is because Vietnamese dont really have freedom. In Vietnam, people should not do bad thing, such as they cannot speak or write something badly to government or country. If yes, people will be able to be forced in the jails. Of course, it is unpatriotic, so it will able to affect the survival of a country. For example, I read news regarding propel, but I did not remember where I got it. It is about that a group in Vietnam incited citizens against to government. Moreover, they passed out and wrote something distinguished t o citizens that Vietnamese government was corrupted. Their purposes were to destroy current government and to establish a new country; as a result, they were arrested after policemen found out their plot. Therefore, they are not really freely because they cannot speak or write something that they express the ideas to outside. Like Ho, he questioned where a history student could act as Lyndon in free controversy against another student pretending to be Ho Chi Minh in any country other than America. It would be unimaginable for a Japanese student to do the same regarding Hirohito played in the World War II (2007). Without freedom, I think people cannot be allowed to create motivation. If students may not be creative, they will not exceed their knowledge. Learning Skill is creative. It gives me to invent much in study. In Vietnam, teachers always require students to memorize all materials in the books, so students cannot have opportunities to create their own ideas. For example, when I was in twelfth grade, I crammed one long three-page poem in one night. Even though I stayed up until 2:00, I could not memorize that poem at all. As a result, I failed the test the next day. On the hand, I do not have to remember all information in the U.S classes. My Intercultural Studies ( ICS5) class that I took the last quarter is an example. My ICS5 teacher taught us History of African American Art. There she gave a lot of information embodied through paintings, sculptures in her lectures. Of course, she did not ask us to learn all everything in the lectures. She only asked us to create our ideas by giving feedbacks and feelings to which paintings and sculptures she mentioned. I learned a lot from her class because she gave me interest on learning diverse ethnic, cultural, and racial heritages in History of African American Art that I have ever known. Like Ho, he has educational experiences in Indonesia. He followed the rules of teachers that he had to remember the whole Hamlets play perfectly; in contrast, his son learned it in a different way by creating a love letter to Juliet or Shakespeare. He said, When I was 18, I had to memorize Hamlets To be or not to be soliloquy flawlessly. In his English class, my son was assigned to write a love letter to Juliet, either in Shakespearean jargon or in modern lingo (Ho, 2007, p.113). In addition, he supports one more detail on creative geography. Instead of memorizing the names of all main cities in the world, his son only drafted the map which demonstrates the route- including the names of the streets, and buildings- from his house to school (Ho, 2007). I think creative skill helps student study effectively. Therefore, creative skills also motivate students to study the best. The last thing leading the effective learning skill is motivate. Motivation helps students get more actives in the study. They can freely talk, express their ideas, and make their own decision. With active motivations, they can be encouraged to finish their work successfully. Decision making is kind of active motivation as a typical example. In the U.S, students have chances to make their own decision. Students can interrupt their teachers while they are teaching. And then, they can say their decision that they are making. Also, teachers motivate students to invent something new that they have never seen. Wow, that is great to give student logically critical thinking on their decision. Consequently, that motivation barely takes place in Vietnam. Vietnamese students are so passive. It means that they are mostly silent and unmotivated in the classes. As long as teachers ask a question, students can only raise their hands and answer to questions. In addition, teachers do not have enough time to give students a chance to make their own decision. Teachers only go to class, finish their job and then give homework to students. Of course, students have to complete homework due on the certain date. So, it is the reason why students can use the best their critical thinking on solving the tough solution. According to Ho, he also points out that unlike his son, he was also obedient to teachers and had no choice to make his decisions. The only thing that Indonesian students just act is to listen and to answer only when asked, give the only correct answer as well. His son, in contrast, is very motivated. He absolutely made his own decision and got an A even though he was laughing in the class. (2007). Therefore, I like active motivation because it plays an important in the success of learning skill. In short, people can choose learning skill or core knowledge as their strategies for effective learning. However, learning skill is better I believe because it gives me freedom, creativities, and motivation. Living in the independent country, America, three main factors: freedom, creativities, and motivation are very useful. Even though American education is not considered to meet the high standard in such basic skills as mathematics, and language ( Ho, 2007, 113), I think it is enough to increase the country as a modern country with a high innovation technique.

Terrorism Essay -- essays research papers

Terrorism JUNE 1914: a young man in Sarajevo steps up to a carriage and fires his pistol. The Archduke Ferdinand dies. Within weeks, the first world war has begun. The 1940s: the French resistance kill occupying troops when and how they can. June 1944: at Oradour-sur-Glane, in central France, German SS troops take revenge, massacring 642 villagers. August 1945: the United States Air Force drops the world's first nuclear weapons. Some 190,000 Japanese die, nearly all of them civilians. Within days the second world war has ended. Which of these four events was an act of terrorism? Which achieved anything? Which, if any, will history judge as justified? And whose history? Terrorism is not the simple, sharp-edged, bad-guy phenomenon we all love to condemn. No clear line marks off politics from the threat of force, threat from use, use from covert or open war. Who is or is not a terrorist? The suicide bomber, the rebel guerrilla, the liberation front, the armed forces of the state? Terrorism is fundamentally a political act. Terrorists act to advance a cause they mean to create tyranny, either directly or indirectly, so that the political order that they prefer can take the place of the current one. Terrorists can be either rebels seeking to overthrow a state or states seeking to overthrow the international order or states seeking to maintain privilege for rulers and stifle dissent among the people. In every case the motivation for terrorism is explicitly without an exceptio...

The Validity of Cognitive Dissonance Theory Essay examples -- communic

Description of Theory The term dissonance refers to when one cognitive element is inconsistent with another cognitive element according to the lecture notes of Professor Soreno. Cognitive elements can be categorized in four groups called beliefs, attitudes, values, and perceptions of behavior. Beliefs can be defined as a perception that something exists or not. This perception can range from a central or peripheral type of belief. The more central a belief is, the harder it is to change that belief. An attitude describes the positive or negative feelings we have toward people, things, or ideas. Values are beliefs that are so important to a person, that they practically guide a person’s life. There are two types of values, instrumental and terminal. Perceptions of behavior simply refer to the interpretation of actions by another. For example, when someone waves at a person, in America, it is often perceived as a friendly gesture. When two of these cognitive elements are incongruent, it leads to diss onance, which can very in intensity. People often experience dissonance on a daily basis, but because it is so minute, it is not bothersome. The Cognitive Dissonance theory deals with these small occurrences, but for the sake of understanding, extreme examples help to explain the theory in better detail. According to Festinger, all of the cognitive elements held the same value in producing cognitive dissonance, but some scholars have challenged his theory. In the book, The Handbook of Motivation Science, the authors claim that attitude cognitive element holds a heavier value over the other elements by saying it can change the behavior of a person. They quote, â€Å"In experimental tests of the theory, knowledge about recent behavior is usua... ...s communication studies continue, there will be more tests and conclusions on the Cognitive Dissonance theory that will reveal more about human communication. After all, learning how we communicate with each other is how we are able to grow as a society. References Harmon-Jones, E. (2008). Cognitive Dissonance Theory. In J. Shah, W. Gardener, & V. Gardener, Handbook of Motivational Science (pp. 71-83). New York City: The Guilford Press. Helwig-Larson, M., & Collins, B. (1997, April 1). A Social Psychological Perspective on the Role of Knowledge about AIDS in AIDS Prevention. Current Directions in Psychological Science , Vol. 6 (No. 2). Lepper, M. R., & Greene, D. (1975). Turning Play into Work: Effects of Adult Surveillance and Extrinsic Rewards on Children's Intrinsic Motivation. Journal ol Personality and Social Psychology , Vol. 31, 479-486.

KFC Swot

KFC SWOT analysis The Kentucky Fried Chicken mission statement The Kentucky Fred Chicken mission statement is â€Å"To sell fast food in a fast, friendly environment that appeals to pride conscious, health minded consumers† vision statement : â€Å"†To be the leading integrated food services group† so the world ‘s best tasting starts with the fresh ingredients , the chicken farms &how they raised up †¦ let’s start analyzing the portofolioes: **According to the BCG –matrix: Stars | Cash cows|Xtreme meals,individual meals| Family meals ,sandwiches & coleslaw| Dogs| Question marks| Nuggets, green salads| Desserts , crispy strips, rizo | They should analyze the question marks and the dogs & turn them into stars or cash cows may be investing offers. (N. B:R&D has to work more on their products) Market segmentation & targetting : They classified the market into 3 distinctive markets: a. Individual meals : targetting teenagers , youth & mid-age g roups b. Related article: KFC MacroKids meals: targetting the children by offering them toys & enhancing the play room in their restaurants c. Family meals : for families ranging from 4-6 persons Swot analysis: Strenghts : Customers needed some snacks so , they were the first to introduce what’s called a â€Å"SNACK BOX† which consists of 2 pieces of chicken .. in addition to the cheap price they offer. Weakness: Lack of introducing new items or investing in the old menu †¦.R&D department has to be more focused †¦.. Opportunities: KFC had the opportunity to be reachable world wide in addition to the americana logo which is percieved as a 100% quality offered . KFC has positioned itself as the â€Å"finger lickin good â€Å" brand which is characterized by its special taste formula . Threats : KFC started to fear competitors like Mc donald’s who nowadays offer more healthier food which make customers more focused on more healthier food rather than fried chicken .