Game theory in setting quantity oligopoly Essay

           Game theory is a formal study of conflict and cooperation in economics. In fact, it is usually concerned with predicting the real outcome of the games of strategy where the potential individuals have incomplete awareness about the others’ plans. The game theoretic concepts usually apply whenever the actions of several agents are interdependent. Probably, these agents are either, groups, individuals or firms. The concepts of game theory give a language to prepare a structure, analyze, and comprehend deliberate scenarios.          Game theory has straight relevance to the study conduct of the venture as well as the performance of the firms in oligopolistic markets. A good approach is the decisions that companies takeover pricing and levels of production. Also, how much money needs to be invested in research and development expenditure (Binmore, 1993).          Oligopoly is a type of imperfectly competitive markets. It has only a few sellers, provide a related or identical product to the buyers in the market. Collusion in economics is simply an agreement of two or more firms with an aim to exclude a couple of competing companies in the market so that may obtain high profits. It is clearly that competition in the oligopolistic markets reduces accelerating the performance of that collusion. For that reason many firms quit the marketing operations enhancing profitability to the relating competitors hence deteriorating their economic decisions. This results to complete dissolution of the firms. The output of the collusion increases since most of the firms have quit the market; others loosen their momentum to adhere to the upcoming changes launched in by the oligopolistic markets (Mertens, 1994). As a matter of fact, this becomes advantageous to the remaining firms in the market (Thomas, 2003).             It is noted that collusion is a characteristic trait of oligopolistic firms. Stiff competition and interdependent decision-making encourage oligopolistic firms to cooperate. In fact, one way to lessen the oligopolistic rival is joined together and meets targeted forces forming collusion. There are two main types of collisions in an oligopolistic market. Exclusively, include explicit collusion and implicit collusion. Explicit collusion is a type of collusion which has more two than firms in the same industry. It is formally agreed to control the market force on their own way whereas implicit collusion also more than two firms in the same business but informally they have the similar outlook in the market, habitually with nothing more than interdependent (Binmore, 1993).The price collusion is a form of criminal offense since several firms work as a team so as to keep the price of commodity high with an aim to receive huge income. The relating firms involved necessar ily try to chase out their competitor. History and impact of game theory          In 19th century, game theory was first discovered by one of the early inventors. Consequently, in 1838, the first publication was done by Antoine Cornet. In broad spectrum, he came up with well-formulated researchers on the Mathematical Principles of this kind of theory basing on wealth. He went further to illustrate more on the principles of the publication relating to the game theory. Notably, he tried to explain the underlying rules constituting the actual behavior of the duopoly in the discipline. Even though this publication was associated with the theory of Games and Economics character in 1944, it had the latest principles of game theory that were formulated in it. The game theory has been greatly applied to the behavior of producers with few or one competitor. This perspective of the game theory was conceived by Von Neumann in 19th century.          In macroeconomics, oligopolistic markets are characterized by a few, large firms and its differences from the other market structures as stated above. It is noted that more competitive markets in the firms are of smaller size and its firm’s behavior have slight or no effect on its close competitors. Besides this oligopoly markets changes its output, enlarge into a new market, provides modern services and even advertize. This will have a consequential impact on the market competitors, therefore, increasing the profitability. This enhances more power in the market operation hence deviating losses had to be encountered. For this reason, the firms in oligopolistic markets are always considering the act of their competitors when implementing their economic decisions. The oligopolistic owners strictly tackle any leakages in their market so that they may attain their set goals and formulated objectives. Information exchange in collusion         In broad spectrum, information is an essential tool in planning to come up with mature and complete mechanization of the involving firms. Basing this argument on the game theory, it is realized that in decision making, information is significantly employed. For that reason, a successful collusion in the oligopoly market has sophisticated means on how to underlie its perspectives in a manner that no rival firm come to know. Therefore, crude ideas empower any collusion with a vision to reduce their competitors in the market. Advances in economic theory have enabled the economists to set competitive distinctions between different types of information exchanged between the firms. The required beneficial effect on the consumers and potential side-effects for competition depend on the nature and characteristic of the information that exchanged and also the type of competition in the market. Therefore, it should be known that firm owns the secret in the industry such as firmâ €™s prices, sales, cost demand and other parameters.According to game theory, the competitors are not supposed to get any of this secretive information. Competition authorities are strictly suspicious when information is conveyed especially about prices and quantities because this information is normally significant for monitoring deviations from collusive arrangements and hence empowering collusion. Mostly exchange of information on the cost and demand is seen in another dimension and more favorably. However, information about the prices and quantities is used to convey information about the cost or demand in collusion. For instance, when the firms share information on the past or current prices and quantities inform other players about the demand in the market. This enables their rivals to obtain inferences on how to predict the future period which is against the game theory. Notably, this will weaken their collusion that later on begins to deteriorate in their existence in th e market. As a matter of fact, demand and cost information is useful since is the central element for predicting future demand.               Effective collusion needs good coordination that is well supported by the exchange of information about their plans. This monitors the performance of the collusion in some days to come. In so doing, their rivals will be unable to out-compete them. They become prominent in the market achieving their set goals and objectives. The aggregated information determines whether the collusion will succeed or not. This depends on how the decision making is done. The aggregated information means anonymous or individualized information. Probably, such information may be valuable to the firms. Therefore, it is necessary to know who or where a certain estimate has been made or whether it is enough to comprehend the private signals in the entire industry. In addition, information can be either private or public. The effects of information exchange extremely differ depending on whether the information is made public or kept private, especially in the industry that exchange inf ormation. The game theory does not support exposure of the firm’s intentions. Definitely, they try it, their rival players will come up with the newest perspectives to out-compete them. Therefore, this should be done privately for future success (Thomas, 2003).          It realized that if the information does not give rise to competition distress it will be definitely positive to welfare. Indeed, the usefulness from information exchange is large compared to its demerits. There are quite number of the ways in which information exchange is useful in the welfare. Information exchange is a great part of the discovery mechanism in the industry economy. This implies that through exchange of information in between the formed collusion encourages expansion of the market economy. It also improves investment decision and organization learning. It is only through information where collusion members come up with complete ideas to uplift their set goals. Information exchange also results to output adjustments and lowering search costs in the firm. In the world, information is really required about the demands and rival activities. Notably, the firms would have to become accustomed to the changing circumstances by a trial and error process. Inform ation exchange is a great tool in playing the role of uplifting market economy in collusion hence output in the firms. Impact of rational behavior in collusion            Rationality is one way of decision-making practice wherein a firm exercises prudent choice making that gives it a maximum amount of benefit. Rational behavior usually facilitates decision making that is not productive in collusion. But it only strives to achieve benefits that are mostly achievable in nature. This usefulness can be either monetary or non-monetary. The word monetary stands for finance activities whereas non-monetary is associated with non-financial activities in a company. Therefore, any successful firm considers the following perspectives. This kind of decision making may not possible return materially to the firms at that moment on (Chatterjee, 2014). Therefore, rational choice theory is an economic principle. It states that firms make prudent and logical decisions so as to attain a complete satisfaction in the firm due to its abundant benefits.            The output of collusion increases over time due to changes made in by the decision makers. The identified plans that based on rational behavior usually alter operation of oligopolistic market. Operations may greatly expand performance of the company undermining its valuable transactions. When the collusion need to uplift its operation have to be economical on the way do operate their activities so that can observe a slight differences. Notably, some measures need to be employed to overcome its competition from its rivals. The firms recruit innovative and competent staffs to invest great fortune in the organization.            Competent economists formulate ideas flourishing functionality of the collusion hence uplifting profits, quantity, and its dignity. This shows how game theory is significantly applied in the oligopolistic market basing on the rational behavior. It is preferably considered as a means of competition through decision making. This scares rival players in the market such that are unable to operate their firms. Due to this condition, many firms in the markets are readily to be dissolved. The cause of this is just continuous losses experienced on every end fiscal year resulting to dissolution.             According to game theory, rational behavior is greatly a crucial tool required to make decisions that are needed to eliminate relating firms in the market. Most importantly, competing firms’ quantity reduces as well as its income accelerates due to well-played game theory in the oligopolistic market. Mainly rationality has a positive impact to the prudent collusion. Therefore, game theory is correlated to rationality behavior as far as decision making is concern in an oligopolistic market as mentioned earlier. Only that rational behavior is conditions suitable for accomplishing this specified theory (Mertens, 1994). Even though, participating firms can employ it, frequently is determined by competency of the collusion. Impact of time horizon in the collusion             In economics, time horizon is also referred to as a planning horizon, is a fixed point of time in the future at which some activities will be evaluated. It is noted that is specified a time when all planned activities or processes are supposed to terminate. Therefore, time horizon is a vital condition to any successful stakeholders. It enhances a strict time layout on how to operate your business transactions before targeted deadline. This minimizes time wastage and considers it as a significant factor in implementing business laws. Actually, the set objectives and underlain goals, with the cooperation of competent experts in business, are easily achieved. Time horizon has optimum benefits to those who put it into consideration.             Collusions have unique pathways on how they operate their organizational activities. Additions to that have business ethics for guiding set goals to reach its financial year and attain them. For a successful collusion, time horizon is much in demand to eradicate other firms out of the market. Especially, it needs strictness so that the set firm’s goal is accomplished on reaching time horizon. It confers bright future to competing firms enhancing increased output in the collusion. Time horizon sharpens performance of the most firms with an aim to make more profits in their organizations. Similarly, time horizon is a beneficial condition on practicing game theory in an oligopolistic market. It creates immense difference in the industry. The time horizon can be a month, a week or a year depending on the decision of the firm (Mertens, 1994).Broadly, time horizon is a viable and secret â€Å"tool† that empowers collusion to diminish performance of its riv als in the industry. Eventually, it becomes determinant condition in collusion leading the business to enjoy huge profits and crude output. Collusion lowers its products’ price encouraging more sales whereas its rivals remain constant to the initial price. Cost is usually lower hence encouraging more sales due to high demand. The collusion stagnates in the same price until time horizon comes. At that planning horizon, several firms would have left the industry enabling collusion with uncompetitive environment to work on (Chatterjee, 2014). Conclusion             In broad spectrum, game theory deals with decision making that reinforce competition perspectives in the market. It is kind of a game whereby participating individuals hide their intentions purposely to win over the other. In this case, information, rationality, and time horizon are determinant conditions that boost succession of collusion in an oligopolistic market. It signifies that to acquire viable benefits in the market has to employ well-formulated conditions.Therefore, cost, demand, and quantity differ from relating firms in the industry. Strictly, collusion tries to lower its prices with an aim to increase its output and eliminate the number of firms in the industry. Similarly, quantity in the industry increases with increased prices from other firms. Due to that reason number of consumers in those firms reduces joining newly formed collusion. This enforces rivals to reduce its prices of their products leading to uncountable losses hence leading to collaps ing of many firms. The collusion succeeds its target of eliminating other firms from the industry henceforth starts enjoying oligopolistic benefits including profits. Reference Binmore, K. (1993). Frontiers of game theory. Cambridge, Mass. [u.a.: MIT Press Telser, L. G. (1971). Competition, collusion, and game theory. London: Macmillan. Chatterjee, K., & Samuelson, W. (2014). Game theory and business applications. New York: Springer. Mertens, J.-F., & NATO Advanced Study Institute on ‘Game-Theoretic Methods in Economic Equilibrium Analysis’. (1994). Game theoretic methods in general equilibrium analysis: [proceedings of the NATO Advanced Study Institute on Game Theoretic Methods in General Equilibrium Analysis, Long Island, NY USA, July 1 – 12, 1991]. Dordrecht [u.a.: Kluwer. Thomas, L. C. (2003). Games, theory and applications.Voigt, S., & Schmidt, A. (2005). Making European merger policy more predictable. Dordrecht: Springer. Source document

Gender and Globalization Essay

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Alcoholic Anonymous Essay Example for Free

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Animals Rights Essay Example for Free

Animals Rights Essay Animal rights are benefits that humans give to animals, including the right of protection from user and abuse by people. Do you agree or disagree? For decades, the question â€Å"Do animals have rights?† has been examined from many different angles. People contend that animals do or do not have rights based on several factors, including whether animals can learn, can use language, are conscious, are able to suffer, and are ethical beings. Whether and which animals have rights depends on which characteristics are considered. For many years, there has been a major debate regarding animal rights. So, what are animal rights? Animal rights is the idea that animals have the same rights as humans, to live free of suffering, are just as important as living individuals, and have the same moral status as humans. Also, as Doris defined animal rights â€Å"The right of animals is to be free of oppression, confinement, use and abuse by humans† (721-725). There are people think that animals need rights to be protected. They think that animals should be treated as humans. Moreover, they believe that animals should be protected from people. On the other hand, there are some other people who think that animals should not be treated as humans. These people believe that they need to use animals to live. In addition, they use them for every aspect of life. Now everyone wonders which group is correct. In my point of view, animals are not even close to being in the same league as humans. True, animals can feel pain and emotion, but that does not give them the rights to freedom that humans have. As Carroll said, â€Å"Scientists claim that the cardinal difference between animals and humans is that humans have a capacity for moral judgments and thought. We are ethical sentient beings whereas animals are only sentient beings.† Humans can consider aspects in making decisions that animals cannot. For example, in deciding whether to shoot a bear that is pregnant or has young cubs in tow, a hunter can consider ethical reasons not to kill it, such as the bear’s responsibility to its cubs. Animals, on the other hand, have no concern to the lives, responsibilities, or feelings of other living things, as is the case when a bear attacks and kills a person whose family is nearby. When was the last time someone wanted to eat or kill his or her children? For humans, that is something unbelievable. On the other hand, animals eat and kill their own children. Mother dogs will kill or push out their young ones if they are sick or cannot keep up with the rest of the bunch. It also happens with fish, birds, cats, rodents, and many other animals. If we were to give animals the same rights as humans we would have to kill or punish the animals if they were to do such acts. It is obvious that animals cannot be responsible as humans so they should not have equal rights as human. Humans need animals to feed themselves. There is huge number of people who are vegetarian but it cannot be compared with the number of people who are not. Some people like vegetarians and philosophers, believe that people should not eat animals because animals have the right to life. In fact, if animals have the right to life then why do animals kill each other for no reasons? Many of us have seen a house cat killing rabbits or rats just to kill them. They would not eat them, just kill them and walk around with the dead animal in their mouth. If you watch some Discovery Channel shows on young animals, especially meat eating animals, the same thing applies. In addition, some animals eat plants as humans do, so do plants have rights too? Plants are live creatures just like humans and animals, so should we prevent animals from eating plants? Of course not because this is the nature of the life of all creatures; humans eat animals and animals eat plants and life continues with this conce pt. Humans have been evolving and will continue to evolve through time. To learn we must experiment and use trial and error. This involves the animal testing issue. This is where it starts getting hard to define the rights of animals. It is true that there are some unnecessary experiments, but the most are important. For example, there are a huge number of women who suffer from breast cancer; through testing on animals, humans are provided two medicines that have saved the lives of women with breast cancer. Another example of diseases which was fixed by testing animals is lung cancer. Lung cancer has been killing more people than breast, colon and pancreatic cancers. Through relying on mouse models of lung cancer and focusing on understanding, preventing, and detecting lung cancer, scientists are developing new therapies for treating this disease. These examples prove that testing animals has significant positive impact on human lives. It prevents human from death by different disease; therefore, when human use animals to find a way to prevent themselves from death there is nothing wrong about it. For instance, when you driving down a road and a small animal crossed it, would you run over it for your own safety or you will out yourself in a dangerous situation to just save that animal. Most people will choose their own safety rather than the animal’s life. This applys on testing animals to save humans lives. In conclusion, it is true that humans should respect animals, but that does not mean that animals have the same rights as humans. When humans kill animals to feed themselves, they should kill them as painlessly as possible so that animals do not suffer as Michael mentioned â€Å"animals do not suffer and that their deaths are swift and painless† (374). Also, although it is correct thought that some animals are treated poorly, animal testing is for the better overall as it saves humans lives. Animals should not be given the rights that humans have because humans can think, judge, and behave, but animals cannot. Work Cited Lin, Doris. â€Å"Protecting Animals Moral Status and Moral Rights.† Animal Rights 9:6 (2008): 721-725. Print. Carroll, Jamuna. â€Å"Gale Cengage.† Do Animals Have Rights? (2004): 209-217. Print. Polloan, Michael. The Norton Reader. London, NY: W.W. Norton Company Inc, 2012. Print.

Barriers to Effective Communication in the Workplace

Barriers to Effective Communication in the Workplace Executive Summary Workplace business communication is a study on the skills required that are important to relay information within an organization. Skills such as report writing, job applications, letters of intent, as well as meeting minutes are given a thorough research for the students to use it efficiently and properly when they enter into the workforce after graduation. Further research such as communication barriers, the communication process, communication channels as well as how to overcome communication barriers, are studied upon. Table of Contents (Jump to) Introduction Barriers to Effective Listening and How to Overcome It Communication Process Mess Committee Report Application for Marketing Executive Post Conclusions and Recommendations Bibliography Introduction Workplace business communication has always faced problems while a message is being conveyed. The first task of the assignment requires the writer to research on the barriers to listening and how to overcome it. The task would also require the writer to discuss upon past experience on problems that have occurred along the communication process and the lessons that the writer has learnt. The second task of the assignment requires the writer to produce a report in an event of complaints towards the food in the cafeteria. The writer is also required to reply to an advertisement for a post as Marketing Executive for a consumer products company. Barriers to Effective Listening and How to Overcome It The communication process involves primarily the sender and the receiver and the message that is supposed to be conveyed. More often than not, barriers to effective communication can happen anywhere in the communication process model. Thus the writer is going to discuss about the barriers that occurs on the receiver side, which would be the barriers to effective listening, and the methods to overcome it. There are four main barriers to effective listening, namely, physiological, environmental, attitudinal, and socio-cultural barriers. Physiological barriers are barriers that involve the human body of the listener. A direct example would be partial deafness, deaf in one ear or damaged eardrums, which will then impair the listener’s capability to fully understand the message that is being conveyed. Thus a listening aid might be required to assist the listener, in order for effective communication to be carried out. It is also the listener’s responsibility to understand the limits of the hearing aid, such as having discussions in a quieter place, so that external noises would not affect the hearing aid from malfunction. Environmental barriers are external influences that might affect the listening process and lead to misinterpreting a message because some words cannot be heard due to loud noises. That is why in a construction site, there is always a cabin set aside as a site office to hold any meetings regarding the construction that has been going on. The engineer has to be briefed on while walking throughout the whole construction site, but any queries or instructions from the engineer would have to be done in the site office to prevent miscommunication. Attitudinal barriers are barriers that are from the listener’s attitude, which is the most common cause of most listening barriers. The listener might disrupt the communication process, such as lack of empathy, easily distracted, excessive talking, fear of being wrong, emotional, and constantly interrupting the speaker, stems from one person’s attitude. Correcting one’s attitude requires time, so long as the listener maintains a high level of professionalism, calmness and self-control, attitudinal barriers would not affect the communication process badly. Last but not least, socio-cultural barriers exist due to the fact that globalization is very common in any organizations whereby the workforce consists of personnel from all walks of life. Examples of such barriers are language barriers and prejudice, may it be towards gender, race, religion or nationality. The only way to solve this is to learn, understand and respect the differences that exist between any cultures, religion or race. The writer understands that barriers can exist in a listener, not just physically or mentally, but also externally and differences between cultures. Even so, as long as the listener can accept the physical and mental barriers that might exist and adapt to it, while being vigilant towards receiving the message thoroughly, there would be a highly effective listening session that will not compromise the integrity of the message that is intended to be passed on. Communication Process The communication process model is made up of five main parts, the sender, the message, the channel, the receiver and the feedback. Simply put, the sender is the source of the information, which will then be converted into a message, such as e-mail, formal letter or SMS. Then the appropriate channel will be used to deliver the message, for example, e-mail would require the internet, a letter might need postal services and SMS would require a telephone service provider. The receiver would receive the message via any channel end-points such as a computer or a hand phone, and would decipher the message, understand the information provided and produce a feedback, which will then trigger the whole communication process, albeit in the opposite direction. The writer feels that problems can arise anywhere along the communication process model, especially in the channel section. This is because in the channel section, external influences will affect the communication process and it is out of the capabilities of both sender and receiver to correct it on the spot. There is one time where the writer uses the phone to convey a message to his employer, but the line was not so clear and the message has been interpreted wrongly. There is also a time whereby the employer couriered a package to another company, relying on the one day delivery due to urgency, but the package was lost in mail for two whole days before it got delivered. The writer has learnt that depending on other people to get a job done is a risky affair, and would affect the credibility of one’s work. The writer believes that it is better to reconfirm the steps that are made while delivering a message and use multiple channels to send a message, so that it can minimize problems that might occur along the way. Mess Committee Report Title: Concerns Regarding Cafeteria and Food Introduction: There have been several complaints in regards of the cleanliness of the cafeteria as well as the food that are being served, its quality and its variety. Findings: According to several students, foods that are served in the morning will not be changed for the lunch as long as there are leftovers from the previous session. Foods are mostly fried items and lack of healthy alternatives. There seem to have no proper queue lines and shouting for an order seems to be the only way to get food. Mrs. Jennifer Conley, the representative of the food servers of the cafeteria, states that the limited funding has made the servers resort to sell fried frozen food items to meet with the budget allocated to them. With regards to the lack of systematic approach towards food purchasing by the students, it is out of their power to maintain control and discipline outside the boundaries of their stall. Recommendations : The Mess Committee recommends that the school should run a donation drive to upgrade facilities in the cafeteria and erect some barriers and relocation of tables and settings in order for the students to move around effectively. The Committee would also wish the school would allocate a higher budget so that students can get access to a higher variety of foods rather than just fried options and steamed ‘vegetables’. Prepared by: Lee Kar ShingDate: 12 August 2014 Application for Marketing Executive Post GS Global Frozen Foods, HR Department 284 Glensbury Road, 32655 Hoppers Crossing, Melbourne, Victoria, AUSTRALIA Attn: Ms Julia Anderson APPLICATION FOR MARKETING EXECUTIVE POST Dear Ms Anderson, My name is Kenny Lee Kar Shing and I would like to answer to the job posting that was displayed on the MX Newspaper Classifieds (dated: 12th August 2014). In the posting, you have mentioned three criteria which I believe I am qualified as stated below. 5 years Working Experience Bibliography http://www.cliffsnotes.com/more-subjects/principles-of-management/communication-and-interpersonal-skills/the-communication-process http://businesscasestudies.co.uk/building-societies-association/the-importance-of-effective-communication/the-communication-process.html#axzz38IYQUcF0 http://faculty.ksu.edu.sa/drfahad/Articles/Communication%20Process.pdf http://www.skillsyouneed.com/ips/barriers-communication.html http://www.skillsyouneed.com/general/what-is-communication.html http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred%20C,%20Communication%20Schooling%20V1%20N1%202010.pdf http://www.slideshare.net/forckren/5-barriers-to-effective-communication http://www.marin.edu/buscom/index_files/Page565.htm http://opin.ca/article/seven-barriers-communication http://www.enotes.com/homework-help/what-barriers-communication-organization-73877 http://www.yourarticlelibrary.com/business-communication/4-different-types-of-barriers-to-effective-communication/1004/ listening barriers http://www.skillsyouneed.com/ips/ineffective-listening.html http://www.brighthubpm.com/resource-management/122339-effective-listening-10-barriers-and-how-to-overcome-them/ Workplace Business CommunicationPage 1

Crazy Drivers Essay -- essays research papers

I do not know how many times I have been driving down the road when someone does something stupid, ranging from pulling out in front of me or tailgating. More and more drivers enter the road every year and it seems as if less and less of them know how to drive. As a teen I often get stereotyped as a bad driver but this is a very unfair judgment. The fact is I have helped prevent accidents the closest I have ever been to being in an accident was the fault of an older gentleman. Still the numbers do not lie teens have the most accidents of any age bracket. Why do teens have the highest accident rate? I believe it is because of inexperience not bad habits. Most teens have only been driving for a very short time, if at all, when they receive their license this leads to accidents. People get ...

Waiting At The Funeral Party :: essays research papers

As we grow older the one thing we must learn to accept is we all die. After coming to this realization we set up an ornate burial ritual; to say our final good-byes to the person we loved and will eventually join. People come to the ceremony to mourn the loss. As the ceremony progresses the mourners find themselves thinking of may things. Some people may be thinking of good times they had with the person in the casket, while others may be thinking how unfair the death really was. Despite what everyone is thinking the one thing prevalent in all their minds is they are all in that room waiting to be the one in the casket. While in this morbid waiting room things such as: physically visible emotion, age, and the relationship between living and recently dead can all give clues to what the mourner is thinking.   Ã‚  Ã‚  Ã‚  Ã‚  No one is ever consistent in what they are thinking. In the situation of a funeral there are four main thoughts (among others) that cross the minds of those in attendance. First they think, 'Why did this happen?'; Then they think, ';How quickly will it be my turn?'; Soon they start to remember the good times. Then their minds will wonder to things they have to do later. What they think and where they start is often determined by the relationship they had with the deceased. The question of why is most often the first, if not the only question to the minds of close friends and relatives. These friends and family members can be males or females of any age. Their heavy sobbing and heaving while they avoid looking at the casket can make them noticeable. When will it be my turn; is often the first question to the minds of some friends of the family. The thoughts of this matter can very with the age of the deceased. When the deceased is young, the mourner will find the question mixed with feelings of unfairness. The people who spend most of their time pondering this thought can be males or females of any age (usually 15 and up). These people can be noticed when they shake their heads and try to fight back tear; which come more readily when they look at the casket. If the funeral is for an older person, people will find the previously mentioned question accompanied with thoughts of that person was close to my age.

Philosophies of Learning Theory

INTRODUCTION What is theory? A theory is a way of thinking and a model of how things work, how principles are related, and what causes things to work together. Learning theories address key questions, for example, how does learning happen? How does motivation occur? What influences students’ development? A theory is not just an idea. It’s an idea that is a coherent explanation of a set of relationships that has been tested with lots of research. If the idea survives rigorous testing, that theory is said to have empirical grounding. A theory is developed from practical experience as well as research.Any given theory is usually about one aspect of the learning process. Learning theories  are  conceptual frameworks  that describe how information is absorbed, processed, and retained during  learning. Learning brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, valu es, and world views. There are three main categories of learning theory:  behaviorism,  cognitivism, and  constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Philosophies of teaching and learning, numerous philosophers have studied what the meaning of to teach and learn, and have come up with various explanations of the process of becoming educated. Their begin to refine their own beliefs and understandings of what it means to know through examining numerous theories of knowledge and making sense of the processes of teaching and learning in their own minds.An few philosophies and examples of individuals who exemplify the concepts are worth exploring: Existentialism (Maxine Greene, Jean-Paul Sartre, Soren Kierkegaard, Simone de Beauvoir), Critical T heory (Karl Marx, Henry Geroux, Michael Apple, Paulo Friere), Behaviorism (B. F. Skinner), Cognitivism / Developmentalism (Maria Montessori, A. S. Neill, John Dewey, Knowles, Waldorf Schools, Reggio Emilia Schools), Social Constructivism (John Dewey, Lev Vygotsky, Jerome Bruner, Montessori, Reggio Emilia and Waldorf Schools). 1. 0 LEARNING THEORIESIn  psychology  and education,  learning  theories are attempts to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. There are three main categories (philosophical frameworks) under which learning  theories fall: behaviorism, cognitivism, and constructivism. 1. 1 Behaviorism Behaviorism focuses only on the objectively observable aspects of learning and discounts the internal processing that might be associated with the activity. Learning is the acquisition of new  behavior  through conditioning. There are two types of possible conditioning: ) Classical conditionin g, where the  behavior  becomes a reflex response to stimulus as in the case of Pavlov's Dogs. 2) Operant conditioning where there is reinforcement of the  behavior  by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism. The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring.It is important to note that, a punisher is not considered to be punishment if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior. 1. 2. Cognitivism Since the Cognitive Revolution of the 1960s and 1970s, learning theory has undergone a great deal of change. Much of the empirical framework of Behaviorism was retained even though a new paradigm was begun. Cognitive theories look beyond behavior to explain brain-based learning.Cognitivists consider how human memory works to promote learning. So for example how the natural physiological processes of encoding information into short term memory and long term memory become important to educators. Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's Working memory model were established as a theoretical framework in Cognitive  Psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today researchers are concentrating on topics like Cognitive load and Information Processing Theory.These theories of learning are very useful as they guide the Instructional design. 1. 3. Constructivism Constructivism views learning as a process in which the learner actively constructs or builds n ew ideas or concepts based upon current and past knowledge. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. † Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. 1. 4. Informal and Post-Modern TheoriesInformal theories of education deal with more practical breakdown of the learning process. One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Modern thinkers favor the latter, though without any basis in real world research. Critics believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks. Other concerns are the origins of the drive for learning.To this end, many have split off from the mains tream holding that learning is a primarily self taught thing, and that the ideal learning situation is one that is self taught. According to this dogma, learning at its basic level is all self taught, and class rooms should be eliminated since they do not fit the perfect model of self learning. However, real world results indicate that isolated students fail. Social support seems crucial for sustained learning. Informal learning theory also concerns itself with book vs real-world experience learning. Many consider most schools severely lacking in the second.Newly emerging hybrid instructional models combining traditional classroom and computer enhanced instruction promise the best of both worlds. 2. 0 PHILOSOPHY ON LEARNING THEORIES. People have been trying to understand learning for over 2000 years. Learning theorists have carried out a debate on how people learn that began at least as far back as the Greek philosophers, Socrates (469 –399 B. C. ), Plato (427 – 347 B. C. ), and Aristotle(384 – 322 B. C). The debates that have occurred through the ages reoccur today in a variety of viewpoints about the purposes of education and about how to encourage learning.To a substantial extent, the most effective strategies for learning depend on what kind of learning is desired and toward what ends. Plato and one of his students, Aristotle, were early entrants into the debate about how people learn. They asked, â€Å"Is truth and knowledge to be found within us (rationalism) or is it to be found outside of ourselves by using our senses (empiricism)? † Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge in the world outside of him.From his empirical base Aristotle developed a scientific method of gathering data to study the world around him. Socrates developed the dialectic method of discovering truth through conv ersations with fellow citizens (Monroe, 1925). Inquiry methods owe much of their genesis to the thinking of Aristotle and others who followed this line of thinking. Strategies that call for discourse and reflection as tools for developing thinking owe much to Socrates and Plato. The Romans differed from the Greeks in their concept of education.The meaning of life did not intrigue them as much as developing a citizenry that could contribute to society in a practical way, for building roads and aqueducts. The Romans emphasized education as the vocational training rather than as the training of the mind for the discovery of truth. Modern vocational education and apprenticeship methods are reminiscent of the Roman approach to education. As we will see, however, strategies to encourage cognitive apprenticeships combine the modeling inherent in learning by guided doing with the discourse, reflection, and inquiry that the Greeks suggested to train the mind.When the Roman Catholic Church be came a strong force in European daily life (500 A. D. to 1500 A. D. ), learning took place through the church, through monasteries, and through their school system, which included the universities (12th century) the Church built throughout Europe. Knowledge was transmitted from the priest to the people (Monroe, 1925). Much learning was the memorization and recitation of scripture by rote and the learning of trades by apprenticeship. The primary conception of the purpose of education was transmission-based.Many classrooms today continue a transmission-based conception of learning as the passing on of information from the teacher to the student, with little interest in transforming it or using it for novel purposes. The Renaissance (15th to the 17th centuries) revived the Greek concept of liberal education, which stressed education as an exploration of the arts and humanities. Renaissance philosophers fought for freedom of thought, and thus Humanism, a study of human values that are n ot religion-based, was born.By the sixteenth century the control of the Catholic Church was being challenged on a number of fronts, from Copernicus (1473 – 1543) who suggested that the sun rather than the earth was the center of the Solar System, to Martin Luther (1483 – 1546) who sought to secularize education (Monroe,1925). The notions of individual inquiry and discovery as bases for learning were reinforced in the Renaissance. In a sense the recurring ideological debates over education for â€Å"basic† skills – the reproduction of facts and rudimentary skills – vs. ducation for thinking – the effort to understand ideas and use knowledge for broader purposes – replay the medieval vs. Renaissance conceptions of the purposes of education. Rene Descartes (1596 – 1650) revived the Platonic concept of innate knowledge. Descartes believed that ideas existed within human beings prior to experience and that God was an example of an i nnate idea. He recognized that the body could be appreciated and studied as a zoological machine, while the mind was separate and free from the body.He was one of the first to define precisely the ability of the environment and the mind to influence and initiate behavior. He also described how the body could produce unintended behaviors. Descartes’ first description of reflex action was influential in psychology for over 300 years (Hergenhahn, 1976). While these findings supported the work of behavioral psychologists seeking to understand the genesis of behaviors, his focus on the mind also supported the work of later cognitive scientists who sought to understand the thinking process itself.John Locke (1632 – 1704) revived Aristotle’s empiricism with the concept that the child’s mind is a blank tablet (tabula rasa) that gets s haped and formed by his/her own experiences. He believed the mind becomes what it experiences from the outside world. â€Å"Let u s suppose the mind to be, as we say, white paper, void of all characters, without any ideas: How comes it to be furnished? †¦ Whence has it all the materials of reason and knowledge? †¦ from experience† (Locke, quoted in Hilgard and Bower 1975).The mind gathers data through the senses and creates simple ideas from experience; these simple ideas combine to develop complex ideas. Locke believed that education should structure experiences for students and that one essential learning was the kind of discipline that could be developed through the study of mathematics (Hergenhahn, 1976). The idea that different disciplines provide qualitatively different mental experiences and means of training the mind undergirds the basis of the discipline-based liberal arts education.Jean-Jacques Rousseau (1712 – 1778) was one of the first philosophers to suggest that education should be shaped to the child. He celebrated the concept of childhood and felt that children should be allowed to develop naturally. â€Å"The only habit which the child should be allowed to form is to contract no habit whatever. † (Rousseau, quoted in Hilgard and Bower, 1975) In Rousseau’s novel, Emile (Rousseau, 2000), the hero learns about life through his experiences in life. Complex ideas are built from simple ideas that are gathered from the world around him (Hilgard and Bower, 1975).The child-centered philosophies of Dewey, Montessori, Piaget and others follow in part from similar views. Kant (1724 – 1804) refined and modernized Plato’s rationalist theory with his suggestion that â€Å"a priori† knowledge was knowledge that was present before experience. For Kant, awareness of knowledge may begin with experience but knowledge existed prior to experience. Kant espoused that these ideas must be innate, and their purpose is to create an organizing structure for the data that is received by the senses.Kant was also one of the first to recognize t he cognitive processes of the mind, the idea that the mind was a part of the thinking process and capable of contributing to the thoughts that it developed. This learning theory opened the door to Piaget and others who would further develop the ideas of cognition (Monroe, 1925). Edward Thorndike (1874 – 1949) is considered by many to be the first modern education psychologist who sought to bring a scientific approach to the study of learning. Thorndike believed that learning was incremental and that people learned through a trial and error approach.His behaviorist theories of learning did not consider that learning took place as a result of mental constructs. Instead, he described how mental connections are formed through positive responses to particular stimuli. For Thorndike, learning was based on an association between sense impressions and an impulse to action. Thorndike favored students’ active learning and sought to structure the environment to ensure certain sti muli that would ‘produce’ learning. The father of modern behaviorism, B. F. Skinner (1904 – 1990), further developed Thorndike’s Stimulus-Response learning theory.Skinner was responsible for developing programmed learning which was based on his stimulus response research on rats and pigeons in experiments that provided positive reinforcement for â€Å"correct† responses. He considered learning to be the production of desired behaviors, and denied any influence of mental processes. Programmed learning gave proper reinforcement to the student, emphasized reward over punishment, moved the student by small steps through discrete skills and allowed the student to move at their own speed. â€Å"There are certain questions which have to be answered in turning to the study of any new organism.What behavior is to be set up? What reinforcers are at hand? What responses are available in embarking upon a program of progressive approximation that will lead to t he final form of the behavior? How can reinforcements be most effectively scheduled to maintain the behavior in strength? These questions are all relevant in considering the problem of the child in the lower grades. † Jean Piaget (1896 – 1980) was the first to state that learning is a developmental cognitive process, that students create knowledge rather than receive knowledge from the teacher.He recognized that students construct knowledge based on their experiences, and that how they do so is related to their biological, physical, and mental stage of development. Piaget spent years observing very young children and mapping out four stages of growth: sensorimotor (birth to about 2 years), preoperational (roughly ages 2 –7), concrete operations (encompassing about ages 7- 14) and formal operations (beginning around ages 11 – 15 and extending into adulthood.His work acknowledged the utility of some behaviorally-guided rote learningwhile also arguing that ot her activities that support students’ exploration are essential: The Russian scientist Vygotsky (1896 – 1934) extended Piaget’s developmental theory of cognitive abilities of the individual to include the notion of social-cultural cognition – that is, the idea that all learning occurs in a cultural context and involves social interactions. He emphasized the role that culture and language play in developing students’ thinking and the ways in which teachers and peers assist learners in developing new ideas and skills.Vygotsky proposed the concept of the zone of proximal development (ZPD) which suggested that students learn subjects best just beyond their range of existing experience with assistance from the teacher or another peer to bridge the distance from what they know or can do independently and what they can know or do with assistance (Schunk, 1996). John Dewey (1859 – 1952) agreed in part with Rousseau that education should not be separ ate from life itself, that education should be child-centered, guided by a welltrained teacher who is grounded in pedagogical and subject knowledge.Like Locke, he believed that structured experience matters and disciplinary modes of inquiry could allow the development of the mind, thus creating a dialectic between the child and the curriculum that the teacher must manage. The teacher’s goal is to understand both the demands of the discipline and the needs of the child and then to provide learning experiences to enable the student to uncover the curriculum. Dewey believed that the ability of a person to learn was dependent on many things, one of which was the environment. . 0 Future trends There are many changes occurring in the twenty-first century which will influence the nature of learning and learning styles being adopted. Perhaps the most significant change is that universities are now increasingly competing with a range of non-traditional education providers. This will f orce higher education into a pro-active stance in understanding how students learn best, and how teaching impacts on learning. Additional contemporary changes include globalisation, modularisation, mobility of earners, distance education/elearning/flexible learning, lifelong learning, mass education, and work-based learning. ‘The de-institutionalisation of education, in the form of open and independent learning systems, is creating a need for learners to develop appropriate skills’ (Knowles, 1975, p. 14). The impact here on learners is the gradual move away from the more traditional forms of teaching and learning, where information was transmitted to the student through physical interaction between teacher and student, to more self-directed, student-centred approaches.Problem-based learning is an example of one approach to learning where the learner needs to take responsibility for his or her own learning, with the teacher now increasingly assuming the role of facilitat or of student learning. The impact of technology and the internet will continue to increase, having economic and social implications for society. For instance people can now work from home if they have immediate access to a computer. This may facilitate the increase of distance-learning courses as students no longer have to attend a physical campus to gain qualifications.Increasing modularisation enables many students to learn at their own pace, in their own time. CONCLUSION The Philosophy of education has been shaped over centuries with certain philosophers and their thoughts directly affecting it. A good example is Plato and his  educational philosophy  that was christened Republic. He argues that the society would be holistic if children at a tender age would be raised with a system of education that natures their intellectual capabilities with facts, physical discipline, music, art and skills.The same principles can be applied to an individual institution. This can be define d as a collective approach informed by educational philosophy  to aid in teaching in a way that the objective of imparting knowledge is achieved within a reasonable time. This philosophy of education is subject to review and modification, total over haul or improvements depending on whether the constant evaluation shows whether the goals set have been achieved or not. The drastic advances in technology have also affected the educational philosophy.The world is moving towards the web 2. 0, where technological interaction between learners and teachers is emphasized. Another factor that informs education philosophy is the fact that the world is changing its educational strategies. At one point in history, education was a transit of knowledge from the tutor to student. With nationals encouraging innovations and research in various fields, students are encouraged to discover, be inquisitive and get to learn through active experiments and research.This is a way that has revolutionized t he way education policy makers and other stakeholders define philosophy of education. The relevancy of a given  philosophy of education  therefore, is determined by the educational needs of a given society. REFERENCES 1- Level3, Issue 2, June 2004, Dublin Institute of Technology, Learning Theories and Higher Education; Frank Ashworth, Gabriel Brennan, Kathy Egan, Ron Hamilton, Olalla Saenz; 2- Critique of Various Philosophies and Theories of Education; Ted Slater, Philosophy of Education / Dr.William Cox / Regent University. 3- 2007, Pearson Education, Inc. H. Douglas Brown. -5th Edition; Principles of Language Learning and Teaching. 4- Kurzweil, R. (1996) The Age of intelligent machines â€Å"Chronology†. Retrieved September 18, 2012 from http://www. kurzweiltech. com/mchron. htm. 5- 2001, Stanford University, Developed by Linda-Darling Hammond, Kim Austin, Suzanne Orcutt, and Jim Rosso; How People Learn: Introduction To Learning Theories.

Marketing Excellence: BMW Essay

? 1. What are the pros and cons to BMW’s selective target marketing? What has the firm done well over the years and where could it improve? When I see someone riding in a BMW, I know that they must be making good money. The stereotype for people who drive BMW’s is that they are rich, and these are the people that the people over at BMW target. The pros to targeting the higher income population is that they will be targeting people who are more likely to purchase their product. Since BMW is known as a luxury car, people who have lower incomes are less likely to purchase from them. The cons to the selective marketing are that by not advertising to lower income people, they have nothing to be motivated for. Someone could see a BMW ad, and be motivated to one day own one. Since the market is specifically the wealthier incomes, the lower income population may not be as aware of BMW. I see commercials for Mercedes all of the time now, and I know that I can’t afford one yet. As soon as I’m able too, I plan on making it a priority to purchase a Mercedes. The firm has done a great job of improving its vehicles over the years. They have added so many electronic features to its cars to stay up to date with technology. BMW also has come out with high-performance SUV’s for people with larger families and who are more active. To improve, I would suggest that they maybe create a model for the lower income population. Considering the majority of the population is middle-class or lower, there is a whole untapped market for BMW to reach. 2. BMW’s sales slipped during the worldwide recession in 2008 and 2009. Is its segmentation strategy too selective? Why or why not? I would say that their strategy is not too selective. During the recession, everybody struggled. So to blame BMW for their strategy that had made them so successful in the first place would not be fair. I believe that their strategy could’ve actually helped them during that time. Since BMW is so selective, they are only targeting people that have money anyways. So money that they spend on advertising wasn’t necessarily being wasted.

Being Unemployed Can Cause People

Being unemployed can cause people to lose their self-respectPopulation in Indonesia each year increases, also it is increasing the number of working-age, but it is not offset by the icrease in job vacancy. Large population of productive-age amount is not comparable with the extent job vacancy of unemployment, it also gave rise to social ills such as: robber, begger, pickpockets, vagrant, etc. Based on Psychological aspect, unemployment relative don’t have confidence in theirselves, it can be described on several examples : People who have a higher education but have not got a job, unemployment that caused by laid-off-employment (PHK), and people who don’t have any skills and low education. People who have a higher education but have not got a job, it because of some reasons: first they haven’t got a chance, second the job vacancy is not match with their education and the expertise that they had. It may not be a problem for a while but longer this causes Psychological insecurity for them, especially when dealing with friends who are already successful. Unemployment that caused by laid-off-employment (PHK) also trigger them to lose their self-respect. It causes Psychological burden that is shame because dischanged then they hard to get job again. It made them feel supressed by any condition. People who don’t have any skills and low education. This is a kind of people are relatively difficult to get a job either they want or deserve, it because they hard to adapt with the environment and lack of relation. In this case , skill and relation are important. From the examples above: People who have a higher education but have not got a job, Unemployment that caused by laid-off-employment (PHK), and People who don’t have any skills and low education, those are causes unemployment loses their self-respect. As you know that skills, education, relation and environment are the main capital in getting a job. Those not only who don’t have the skill or education as needed but also don’t have any relations or education will not have an opportunity to get a job. So, if we don’t want to be unemployment, from now on we should study hard, make a good relation as much as we can, and handle our emotion to avoid self-respect become our personality. Then, if we have been being unemployment, we should believe our skill, don’t ever give up with our condition, and learn from anyone or anything around us.

Developmental Milestones: Birth to Age Three Essay

After birth, babies will start to grow at an incredibly fast rate during their first year of life. As they grow, babies will experience developmental milestones. Developmental milestones are skills that babies will acquire such as recognizing the voices of their parents, smiling, making sounds, rolling over, sitting up. Throughout the rest of their young lives, children will experience developmental milestones. Milestones are categorized into three areas of development: motor development, language development, and social/emotional development. Some children will develop and achieve certain milestones in accordance with a milestone chart, or by the prediction of a physician. While each child will experience developmental milestones, they will do so at varying rates. Every child will develop at their own rate, and within their own time. Although, there are special instances where development has been arrested due to an illness or premature birth. In instances such as these, it is necessary for the parents to consult their physician to determine a developmental time line for their child’s particular need. In general, it should be understood that babies will crawl, and take that first step, when the time is right for them.

Arthur Millers Death of a Salesman Essays -- Death of a Salesman Arth

Arthur Miller’s Death of a Salesman was written after the second World War while the American economy was booming. Society was becoming very materialistic, and the idea that anyone could â€Å"make it† in America was popular. These societal beliefs play a large part in Death of a Salesman, a play in which the main character, Willy Loman, spends a lifetime chasing after the American Dream. Willy was sold on the wrong dream. He was enamored with a myth of American ideals and chose to put aside his real talents in pursuit of a fantasy. In several instances of the play, we see that Willy is a skilled carpenter. He wants to redo the front step just to show off to his brother, and he is constantly fixing things around the house. However, he doesn’t see carpentry as an acceptable occupation. It entails hard work and there isn’t any glory in it. Instead, he chooses to follow the dream of being a successful salesman. The problem is that Willy doesn’t seem to have any of the skills needed to be a salesman. He deludes himself into thinking that he is â€Å"vital in New England† but we find out during his meeting with Howard that even during his good years he wasn’t doing as well as he thought he was. He has convinced himself that he averages one hundred and seventy dollars a week in commission, but Howard tells him otherwise. This is a sh ock to Willy; he’s not used to having reality forced upon him. Willy sees being a salesman as a worthy profession; he apparently puts a lot of effort into his sales pitches. His ideal fate is the same as Dave Singleman’s; to be so â€Å"well-liked† that he can make sales over the phone and to have hundred of people attend his funeral. Willy is blind to the he tries to tell Happy that Willy didn’t know himself. Unfortunately, Happy is still living in a world of illusions, and he becomes angry with Biff and says â€Å"He had a good dream. It’s the only dream you can have – to come out number one man. He fought it out here, and this is where I’m gonna win it for him.† Ironically, Willy killed himself so that Biff could carry out his dreams of success, but Happy is the one who actually believed in Willy’s dream and vows to â€Å"win it for him†. As Linda looks over Willy’s grave, she tells us that the house has finally been paid off; that they are finally out of debt. If only Willy had been willing to take a job from Charley, they could have been living an easy life. But, Willy’s illusions of being a good salesman and his pride in false beliefs would not allow him to. Willy has died chasing the illusion of the American Dream.

Website Marketing Essay Example | Topics and Well Written Essays - 500 words

Website Marketing - Essay Example Website Marketing Online live chatting option can help the customer in informing the organizations about the issues that they are facing with a product or service and at the same time organizations can respond by providing solutions to the customers. In case of the website of adidas, they have posted blogs for customers to read if they need any help and the customers can even comment about their concerns in these blogs which shows that the organization is trying to take customer’s insight while developing goods and services. There are various elements indulged in the design of the organization’s website that can assist in identifying the target market that the organization is trying to attract through those elements. The visual appeal is one of the most important elements that enables in identifying the target market of the organization. For example: Nike is an organization that sells athletic goods and services such as athletic wear, shoes and caps. If adidas uses images of well renowned sports players such as David Beckham on its websites, this shows that the target market of Nike comprises of individuals who are involved in sporting activities. Similarly the textual content can even help in identifying the target market. For example: if the textual content of the website focuses on sporting goods and sporting terminology such basketball, running and football, this would reflect that the target market of the company is sporting individuals The target market of adidas can be divided along the lines of demographic and psychographic elements.

Alienation Essay Example | Topics and Well Written Essays - 750 words

Alienation - Essay Example Most significantly, the novel depicts the unexpected entrance of Peter Walsh who was an old friend and former suitor of Clarissa. Their meeting reflects a mixture of happiness and tension as Clarissa wonders why she married Richard Dalloway instead of Peter Walsh who was her suitor. The novel also revolves around the story of Septimus Warren Smith, a shell-shocked World War I veteran who suffered from the war and later committed suicide. The novel presents the topic of alienation in many dimensions. Alienation depicts a sense of emotional isolation between individuals or groups within a given community. Indeed, we can sense a feeling of emotional isolation as Peter Walsh feels desperate over his unfulfilling life. This results from the fact that his friends and former suitors have moved on with their lives. Indeed, Peter Walsh was Clarissa’s suitor but Clarissa chose to marry Richard because of his social class. This shows that Peter Walsh suffers from social alienation. As a result, Peter Walsh cries as he regrets losing Clarissa and desperately asks her if she really loves Richard. More so, Peter Walsh’s social alienation manifests where he fails to establish and maintain any stable romantic relationship (Woolf 42-44). Indeed, despite the social world requiring one to make concrete decisions, Peter alienates himself from the social world by lacking the capacity to decide what he feels. As such, he results to talking to himself, which depicts social isolation. On the other hand, we can identify social alienation from the story of Septimus Warren Smith, a shell-shocked World War I veteran. Indeed, Septimus alienated himself from the physical world by constantly residing in the internal world where he talks with his friend Evans who died in the war. He is emotionally numb and encounters deep madness and crazy hallucinations where he sees and hears unreal things that a normal person cannot witness. This is a deviation from the norms and reflects soc ial alienation. In fact, in the social world, people communicate in the real world and not in the internal world as Septimus does. Furthermore, Septimus' presence in the novel is alienation, as he does not relate with any of the other main characters. Ultimately, Septimus suffers the consequences of alienation as he commits suicides after a light moment of joy with his wife. Indeed, Septimus decided in his internal world that he will not go with the doctors to a mental institution and opts to die (Woolf 36-42). This depicts social alienation as people do not commit suicide in the social world but wait for their natural death. More so, we experience Lucrezia’s emotional alienation, as she miserably misses Italy and is tired of taking her husband to various soulless doctors. This depicts social isolation, as the other characters are seemingly comfortable in this place. More so, the novel depicts Clarissa’s alienation from the social world. Indeed, Clarissa’s urge to pay attention to every guest  alienates her from enjoying her evening party. We can see her wishing that she could get some time to talk to Sally and Peter but she is too busy with the other guests. Indeed, Clarissa sought to enjoy her evening party but the events happening during the party hinders her form such enjoyment. This is despite the fact that other people attending the party derive full enjoyment from the party.

Planning for Evaluation Term Paper Example | Topics and Well Written Essays - 250 words

Planning for Evaluation - Term Paper Example In the context of my planed change, stakeholders include patients, physicians, nurses, local community, government organizations, and non-governmental organizations that may fund the planned change program. This will be followed by allocation of available resources, for instance human resource or nurses, according to the immediate and most pressing needs of the organization. The fourth step will include formulation of questions to assess the outcomes(Holden et al, 2009) followed by an assessment of whether the specified objectives have been attained through analyzing stakeholders feedback in relation to levels of satisfaction, number of readmissions, and consideration of the amount of time patients are spending on queues. In terms of the timeline, data collection will be a continuous process running for 3 months, starting from May 15th, 2015 to August 15th 2015. Three months would allow assessment whether the approach to resource allocation and focus on stakeholders perspectives have achieved the projected level of outcomes. To encourage refreezing in relation to my planned change, I would ensure consistency in terms of practicing the newly adopted strategies and secondly, allow time for the new approach to conducting activities and processes to be diffused within the organization (Laureate Education, 2013e). In terms of the insights I have gained, focus on stakeholders way of thinking and interpretation of the program is essential in comprehending the ultimate results of the program (Sridharan and Nakaima, 2010). Holden, D. J., & Zimmerman, M. A. (2009). Evaluation planning here and now. In D. J. Holden & M. A. Zimmerman (Eds.), A practical guide to program evaluation planning: Theory and case examples [Sage

The World Wide Consortatium Essay Example | Topics and Well Written Essays - 3000 words

The World Wide Consortatium - Essay Example The web is the open mechanism for people to share information, communicate, to use of entertainment and for commerce.† Mr Jaff further adds W3C derives its authority (the driver of technical standards for the Web) from three main sources. The first source is the founder of the Web and the director of W3C Tim Berners-Lee, who created an open architecture, and asked the industry through W3C to continue to develop and enhance an open architecture. The second source of W4C’s authority is from the membership. Over 300 members (W3C has most of the key participants in the IT industry) in the web industry, participating in its numerous conversations. Companies like Access Co. Ltd., Adessis Netlife S.L., Adobe Systems Inc. Altove GmbH, AME Info, Ayuntamiento de Zaragosa, Bartemius – Accessibility, British Broadcasting Corporation, Business Directory UK, CWI, Deutsche Telecom AG, Ericsson, FinanzNachrichten.de, Foundation for Research and Technology – Hellas (Forth), Fraunhofer Gesselschaft, Fujitsu Limited, Fundacion CTIC, Fundacion ONCE, German Research Center for Artificial Intelligence (DFKI) GmbH, Hitachi Ltd., IKM Internet Kaufmart GmbH, Infraware, Inc, Inventive Designers n.v., Mitre Corporation, Mitsue Links Co. Ltd etc are members of the W3C forum of various initiatives. The third source of authority is a track record of success. A recent Boston Globe article spoke about the 150 most important things that MIT has ever developed and mentioned W3C to be â€Å"the most important thing to have developed out of the 150 inventions.† The John Peddie Research on Electronic Devices, Service on a Chip, the market for computing devices in 2012 and the future market as well as future for chip manufacturing companies Qualcomm emerged as the big fish in the market of System on a Chip. It accounted for the most number of systems on a chip shipped to other client countries in a fast-growing market during the first half of 2012.This data has bee n provided by Jon Peddie Research’s new research report. In this context, the last shipments were up 69.4 % from all suppliers (John Peddie Research 2012). Samsung  saw the biggest increase in compound annual growth rate (CAGR) year-over-year, up 179%. CAGR happened for all of the top 5 vendors except for Texas Instruments which went down by 31 % from previous year (John Peddie Research).   MediaTek  had a record 966% growth year on year. It started from a very low base. Statistical graphic given below MediaTek is included in the other’s section. (John Peddie Research). Following are the other suppliers: Broadcom,  Freescale,  Intel,  Marvell,  Rockchip,  ST-Ericsson and  Wonder-Media. Most modern mobile â€Å"System on a Chip† (SoC) GPUs are being run on OpenGLES 3.0, released August 2012. (John Peddie Research). They are backward compatible and enable functions as powerful as PC GPUs and applications. The Report Summary says, â€Å"They have programmable shaders and can deliver amazing game play, UI and browser acceleration, and accelerate the new potentially killer app, augmented reality (AR)† (John Peddie Research). Quite different than their PC counterparts the mobile devices have GPUs that can have support image processing functions and can handle camera input directly. They are also capable of video processing and support 1080p High Definition TVs and can be interfaced with monitor via the HDMI port (John Peddie Research). According to the JPR, the four primary GPU Intellectual Property