Economys production possibilities Essay Example for Free

Economys production possibilities Essay Problem Set 2 Complete all questions listed below. Clearly label your answers 1. What impact would a change that shifts an economys production possibilities curve outward have on the long run aggregate supply curve? How have improvements in computer technology affected production possibilities and the long run aggregate supply curve? Explain Answer: Growth of population and the labor-force participation rate Capital accumulation Improvements in technology 2. Construct the AD, SRAS, and LRAS curves for an economy experiencing: (a) full employment, (b) an economic boom, and (c) a recession. (Graphs can be hand drawn or done by computer; label all curves and axes clearly.) a=full employment; b=boom; c= recession 3. What is a budget deficit? How are budget deficits financed? Why do Keynesians believe that budget deficits will increase aggregate demand? Answer: A budget deficit occurs when the government spending exceeds government revenue in a given time period, usually one year. Budget deficits are financed by a countrys bonds. In the U.S., its financed by Treasury bills, notes and bonds. This is the governments way of printing money. Actually, it is creating more credit denominated in that countrys currency. However, it has the same effect it lowers the value of that countrys currency. As bonds flood the market, the supply outweighs the demand. The Keynesians believe that when aggregated demand exceeds productive capacity of the economy, the federal government can prevent inflationary overheating by reducing demand with a budget surplus generated by a combination of less spending and higher taxes. 4. When output and employment slowed in early 2008, the Bush Administration and the Democratic Congress passed a legislation sending households a check  for $600 for each adult (and $300 per child). These checks were financed by borrowing. Would a Keynesian favor this action? Why or why not? Answer: No, the Keynesian would not agree with this action because their opinion is generating a combination of less spending and higher taxes, not giving away money.

Role of Media as a Tool of Learning: Agenda Setting Theory

Role of Media as a Tool of Learning: Agenda Setting Theory Chapter 3 Theoretical Framework Theoretical framework of the study is a structure that can hold or support a theory of research work. It presents the theory which explains why the problem under study exists. Thus, the Theoretical Framework is but a theory that serves as a basis for conducting research. Theoretical Framework of this study has been chosen on the basis of the considered judgment of the researcher. This research has analyzed within the framework of Agenda setting theory of communication and social learning theory. Agenda setting theory will help to analyze the role of newspapers in setting the agenda for policy makers and formatting public opinion. Secondly the researcher also selected social learning theory. This theory will also help to analyze the role of media as a tool of learning and as a social institution in improving the status of child rights in Pakistan. Media has the strong power to effect and hold people’s mind due to its diversity. Researcher have suggested and given several communication theories to describe the diversity of media. This chapter is related to the explanation of different function of media, through description of two communication theories, in the connection with this study. Agenda setting theory explains how the media sets its agenda and manipulate the things and phenomenon. Media also give the selection of coverage to the issues to grip people’s mind. Seeing in this context, if media give coverage to the solution of the issue, it can play a constructive role for society, for being the part of process of resolving the conflict. 3.1. Agenda Setting Theory â€Å" The press may not be successful much of the time in telling people what to think, but it is stunningly successful in telling its reader what to think about† (B.Cohen1963). The concept of agenda setting was found in early 20th century. It was first discussed by Walter Lippmann in his book â€Å"Public Opinion† in 1922. Lippmann emphasized that the picture of reality created by news media were merely reflections of the actual reality and sometimes distorted. He said that the news media projection of world creates a pseudo environment and people react to this pseudo environment. McCombs and Donald Shaw defined agenda setting â€Å"in choosing and displaying news, editors, newsroom staff, and broadcasters play an important part in shaping practical reality. Readers learn not only about a given issue, but how much importance to attach to that issue from the amount of information in a news story and its position† (1972, p.176). Kurt and Gladys Engel Lang (1959) also wrote â€Å"The mass media force attention to certain issues. They build up public images of public figures. They are constantly presenting objects suggesting what individuals in mass media should think about, know about and have feeling about,† There are two assumptions underlie most research on agenda setting: The press and the media do not reflect reality; they filter and shape it. Media concentration on a few issues and subjects leads the public to perceive those issues as more important than other issues. 3.1.1. Functions of Agenda Setting The agenda setting functions has multiple components Media agenda are issues discussed in the media, such as newspaper, television and radio. Public agenda are issues discussed and personally relevant to members of the public. Policy agenda are issues that policy makers consider important, such as legislators. Corporate agenda are issues that big business and corporation consider important, including corporation. These four agendas are interrelated. The two basic assumption underlie most research on agenda setting are the press and the media do not reflect reality, they filter and shape it, and media concentration on a few issues and subjects leads the public to perceive those issues as more important than other issues. 3.1.2. Levels of Agenda Setting Media sets the agenda for the people about any particular issue in following steps or levels: The first level of agenda setting is most traditionally studied by researchers. In this level the media use objects or issues to influence the public. In this level the media suggest what the public should think about amount of coverage. In the second level agenda setting the media focus on characteristics of the objects or issues. In this level the media suggest how the people should think about the issue. 3.1.3. Usage Due to its effectiveness, the agenda setting theory has been used in political advertising, political campaigns and debates, business news and corporate reputation, business influence on federal policy, legal systems, and role of groups, audience control, public opinion, and public relations, the mass media has priming effects, in that the repeated exposure of audiences to ideas and information in the media triggers related ideas and feelings in their minds. The agenda setting theory directly relates to the present research because coverage of Minority issue had been analyzed and that particular coverage was under influence of the agenda setting function of the media. In 1960s Funkhouser Ray.G conducted a research to conduct a research to look at the relationship between media content and reality. To get the measure of public opinion he used Gallup polls and obtained measure of media content by counting the number of articals on each issue in three weekly magazine, Times, Newsweek and US News. Funkhouser (1960) conclded that, â€Å" the news media are believed by many people ( including many policy makers) to be reliable information sources but data presented here indicate that this is not necessary the case. The agenda setting theory is useful in explaining how the Pakistani Urdu and English print media sets its agenda to cover child rights and which issues are being highlighted in which direction with what context, and how they are being represented in Pakistani print media (Daily Dawn, The News, Jang and Nawa-i-waqt). 3.2. Social learning theory The social learning theory proposed byAlbert Bandurahas become perhaps the most influential theory of learning and development. While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning. His theory added a social element, arguing that people can learn new information and behaviors by watching other people. Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors. 3.2.1. Basic Social Learning Concepts There are three core concepts at the heart of social learning theory. First is the idea that people can learn through observation. Next is the idea that internal mental states are an essential part of this process. Finally, this theory recognizes that just because something has been learned, it does not mean that it will result in a change in behavior. observational learning says people can learn through observation, In his famousBobo doll experiment, Bandura demonstrated that children learn and imitate behaviors they have observed in other people. The children in Bandura’s studies observed an adult acting violently toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll, they began to imitate the aggressive actions they had previously observed. Bandura identified three basic models of observational learning: A live model, which involves an actual individual demonstrating or acting out a behavior. A verbal instructional model, which involves descriptions and explanations of a behavior. A symbolic model, which involves real or fictional characters displaying behaviors in books, films, television programs, or online media. Intrinsic reinforcement Bandura explained that mental state is important to learn. He noted that external, environmental reinforcement was not the only factor to influence learning and behavior. He described intrinsic reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment. This emphasis on internal thoughts and cognitions helps connect learning theories to cognitive developmental theories. While many textbooks place social learning theory with behavioral theories, Bandura himself describes his approach as a social cognitive theory. Learning does not necessarily lead to a change in behavior while behaviorists believed that learning led to a permanent change in behavior, observational learning demonstrates that people can learn new information without demonstrating new behaviors. 3.2.2. Modeling process Not all observed behaviors are effectively learned. Factors involving both the model and the learner can play a role in whether social learning is successful. Certain requirements and steps must also be followed. The following steps are involved in the observational learning and modeling process: Attention in order to learn, you need to be paying attention. Anything that detracts your attention is going to have a negative effect on observational learning. If the model interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning. Retention the ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning. Reproduction once you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. Further practice of the learned behavior leads to improvement and skill advancement. Motivation Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day. 3.2.3. Social learning theory and Mass communication Symbolic models are another type of model that we can learn from. These are non-live models such as those we see on television or read about in books. Other forms of symbolic models include verbal instruction as when an instructor describes for us the actions for driving a car. In this case the teacher’s verbal descriptions combined with demonstration, usually teaches us most of what we need to know. This is fortunate, for if we had to learn to drive exclusively from consequences of our own actions, few of would survive the driving process (Bandura 1962). As described by Bandura, there are four components of observational learning. To successfully imitate a model we must 1) attend to the model, 2) have some way of retaining what we have seen, 3) have the necessary motor skills to reproduce the behavior. If these conditions are met, we probably know how to imitate the model. Still, one may choose not to. Our actual performances are controlled by, 4) reinforcement contingencies, many of which are vicarious. These four components are not totally separate. Reinforcement processes, in particular, influence what we attend to. As Bandura noted â€Å"we often attend to powerful, competent, prestigious models because we have found that imitating them, rather than inferior models, leads to more positive consequences.† In today’s society mass meda play an important role to influence human behavior through symbolic communication. Social learning theorists have shown that behavior is influenced not only by personal or live models but also by those presented in the mass media. Television and film models, in particular, seem to exert a powerful impact, and one major implication is that television is shaping humans motivation and behavior on a daily basis. Social learning theorists have been especially concerned with televised violence and use of alcohol and its effect on children. Research has shown that, in fact, it can increase children’s aggressiveness and tendency to consume alcohol within their lifetime. Although these findings are complex, it does raise concerns about how much television our youth attends to and what exactly is the content of the programs that they are viewing, including advertisements. An exposure study of Anheuser-Busch’s 1995 frog campaign on children 9 to 11 years of age found that 95% of the children recognized Tony the Tiger while 81% recognized the beer frogs. Overall, 73% of the sample remembered the slogan â€Å"Bud-weis-er† and 81% knew the frogs sold beer. Boys were more likely than girls to remember the product. More children recalled the Budweiser slogan than the slogans for commercials and characters shown during children’s programs (Alcohol Policy Network). What gives significance to vicarious influence is that observers can acquire lasting attitudes, emotional reactions, and behavioral proclivities toward persons, places or things that have been associated with modeled emotional experiences. They learn to fear the things that frightened models, to dislike what repulsed them and to like what gratified them (Bandura, 1986). At times, television often represents social realities in human nature, social relations, and day to day life of human interactions. The potential danger of heavy consumption of television is the exposure to this symbolic world may make the televised images appear to the authentic state of human affairs. This outcome can be detrimental to those individuals that have no other models that they can observe. In the absence of a parent, guardian or peer that is able to explain reality from fiction, the child may be more inclined to attend and reproduce the modeled behavior seen on television. The fashion and taste industries rely heavily on the social prompting power of modeling. Because the potency of vicarious influences can be enhanced by showing modeled acts bringing rewards, vicarious outcomes figure prominently in advertising campaigns. Thus, drinking a certain brand of wine or using a particular shampoo wins the loving admiration of beautiful people, enhances job performance, masculinizes self-conception, and actualizes individualism (Bandura 2002). Bandura and other researchers have concluded that the mass media not only creates personal attributes but also can alter pre-existing ones based on exposure. Exposure plays a large role in the process of social learning theory. Another important aspect of social learning theory in relation to mass media is the flow of information through social networks. As noted before, the exposure that one experiences through Television is often a contributing factor toward behavior, but even humans that do not watch television or listen to radio are affected by the mass media. People are intertwined in networks of relationships that include co-workers, friendships, classmates, teammates, intimate relationships and family members. Because these social networks often overlap, people are often directed by the media to designate what is important to discuss and what the current public agenda may be during a given time period. Therefore, the individual that does not watch television is often involved in social interaction that is based on communication with television viewers and other media consumers. This communication can lead to the same behavior being displayed by the consumer as well as the non-consumer. This abstract modeling that youth can reproduce through observation can provide us valuable information and direction while educating our youth. Bandura’s work should do a good deal to increase our awareness of the importance of models in child-rearing and education. Although most parents and teachers are already somewhat aware of the fact that they teach by example, they probably have also overlooked how important influential modeling can become. A case in point is physical punishment; many parents attempt to prevent their children from fighting by spanking them when they fight. By spanking, the parents are inadvertently providing a good demonstration of how to control others physically. Similarly, social learning theorists have taught us that whenever we find that we are unable to rid a child of some distressing bit of behavior, we might ask whether we have been inadvertently modeling the behavior ourselves (Schunk, 1996). Social learning theory has generated much research. Evidence shows that social learning theory and one’s sense of self efficacy predicts such diverse outcomes as alcohol abuse, smoking cessation, pain tolerance, athletic performance, career choices, assertiveness, coping with feared events, recovery from medical procedures and sales performance. Media is a tool of learning and a social institution. In today’s society media play an important role for opinion formation. In this study researcher will analyze that how symbolic learning influence the behaviors of people towards child rights. Does content published in print media played any important role to improve the status of child in Pakistan? Did Government take serious notice of news based on violations of child rights published in newspaper?.

Do children recognize more words looking at them up and to the left Ess

In order for the principle of looking up and to the left of a word to work, NL says that there are two main ideologies that need satisfying. Firstly, the subject must be right handed, and secondly, he must be a visual learner. However, similar to the studies of Loiselle and Malloy, the present researcher has worked on the premise that between 60 and 70% of the population is right handed Emes et al (2005), Malone (2003), Heaton et al (2008) and Holliday (1999), and would have, therefore, expected that the hypothesis be true in approximately 23 of the 33 right handed subjects used. Out of this study’s sample of 36, the data showed that only 6 had results that concurred with the hypothesis. As a discrete figure, this could be perceived as showing some evidence to support the hypothesis, yet, 18% could not be considered statistically significant to render it conclusive. This figure became less significant in support of the hypothesis as the children who recalled these words also recalled words shown to the front. When subtracting the results from the controlled variable, the greatest margin was just two words, and this was found in just two children. Interestingly, although this may seem an insignificant amount, it correlated with the results from the research of Loiselle and Malloy, who concluded that the NL principle helped improve visual memory recall by 25%. To illustrate this similarity in results, the present researcher calculated that the difference of recognising 2 more words from the controlled variable to be 20%. Could this mean Loiselle and Malloy studies data proved significant enough evidence to conclude this NL principle worked? The statistics in fig. 1 revealed that the present researcher’s hypothesis was not ... ...to be shrouded by mystery, but strangely, NL trained people do not appear to want to demystify the principle and enhance its credibility. While the VAK in schools may still be enjoying popularity, an alarming thought is that, while it has been endorsed, and compartmentalised children without adequate research into its effectiveness. It is, therefore, concluded that once the good feeling stimulus is taken away from the NL principle of recognising words by looking at them up and to the left, what remains is that the field of vision is insignificant to it, but the basic principle that ‘the brain thinks in terms of images’ remains, Butler-Bowden (2005: 180).This research closes on the thought that Cricket Kemp’s NL principle may actually be based upon hypnotherapy techniques, and, if used by accredited trainers could be a manipulative tool rather than a strategy.

MP3 Player versus Mini iPod :: Compare Comparison Contrast Essays

MP3 Player versus Mini iPod Sony is the world’s leading portable entertainment manufacturer, and Apple iPod is the most famous MP3 player. After Apple introduces their new product mini-iPod, Sony brings in their new MP3 player, NW-MS90D. The original iPod is a very successful product, but can it continue to be the best on a smaller device as mini-iPod or Sony will be the best smallest MP3 player? I will compare them with the specifications from their official webpage. First of all, we look at their size. Apple mini-iPod size 3.6 by 2.0 by 0.5 inches and weight 3.6 ounces. Sony MP3 player size 1.44 by 1.94 by 0.74 inches and weight 1.9 ounces. The design of mini-iPod is similar to the original iPod but it combines the touch button to the touch wheel and has a smaller backlit screen. It has an aluminum case to resist stains and scratches. It appears to be clear and simple, and it has 5 colors to choose. About Sony’s player, it is small enough to hold comfortably into the palm of a hand and it has a clip that can carry easily in a pocket or wallet. The case is made by titanium that can prevent scratches and has a better appearance. Both of them are having the great appearance and a hard case to prevent scratches, they are also small enough to be a comfortable portable player. However, if we think on carrying out, Sony MP3 player will be better, since it is smaller and half the weight than Mini-iPod. It is much better to carry to gym or work ou t. Then we focus on the memory. Apple mini-iPod is only 1/10 memory of the original iPod but it still have 4GB non-expandable memory. It can store around 1000’s 4 minutes songs. Comparably, Sony MP3 player has only 512 MB memory but is expandable. If we compare their battery life, Apple mini-iPod can use 8 hours after every recharge, but Sony MP3 player can provide up to 44 hours continue playback after every recharge. It is very hard to make choice between bigger memory and longer life playback. But if we consider both of them together, longer battery life is much better. It is a portable device, so longer battery life is better since it is meaning that no frequent recharge. Even mini-iPod has a very large memory but no body can think that there is a battery can have such a long life to play all of the songs.

How to Write an Essay :: essays research papers

How to Write an Essay What is the point of the paper?To see if you can write at length about some topic, in a focused and sustained way. Focused -- not rambling disconnectedly on "everything I know about X", but discussing a specific topic or cluster of interrelated topics in an integrated way. Sustained -- following through some clear line(s) of argument in some depth (e.g. discussing not just objections but objections to the objections). That still leaves options. You may go 'vertically' and dig more deeply into one particular issue; or you may go 'horizontally' and be concerned to make connections, and show how different parts of the philosophical landscape fit together -- or a bit of both. But whichever way you go, you should aim for a clearly structured story and some meaty arguments. 'But typical one-word questions like "Necessity" or "Scepticism" or "Justice" are not very focused!' True. But they are intended as invitations to write on some specific topic that falls under the one-word heading. What the the Faculty Handbook says about Extended Essays and Dissertations applies here too. "The candidate in effect sets their own question [in the given area], and is expected to define this question and then write about it, not about its general philosophical environs." To emphasize again, you cannot construct a good extended essay merely by collecting a lot of points about a topic and setting them out one after the other. They need to be organized into an argument in favour of some particular conclusion, which you have specified as your target. 'How much should I aim to write?' Quite a bit! If your essay is hardly longer than a typical answer to a single question on one of the other papers, then it is almost certainly too short. (Of course, you might be a Gettier, about to make a Major New Point in a couple of pages -- but then again, probably not ...!) On the other hand, you might well write rather less overall than in other three hour papers, because you need to spend somewhat more time in thinking out and planning your work. Don't just dive in -- plan your answer very carefully. And certainly, you should avoid padding your answer out with material irrelevant to your main theme (that way, you can well end up with lower marks than if you had stopped sooner). 'It's a lottery. How can I be expected to predict questions?

Human Resource Development and Strategy Essay

Abstract The purpose of this portfolio project is to assess the learning experienced and my development during my group project. Also, to explain the methods and approaches implicated in completing the training plan; my involvement and participation in the group project. This Final HR Portfolio Project will present the reader a thorough analysis of my contribution to the group project. Final HR Portfolio Project Introduction The purpose of this portfolio project is to assess the learning experienced and my development during my group project. Also, to explain the methods and approaches implicated in completing the training plan; my involvement and participation in the group project. I will conduct a self-evaluation of my participation in the project and express my beliefs and perceptions. In addition, I will answer the following questions: †¢Was the training program the team developed effective in meeting the written objectives †¢The challenges the team and I met and the actions I took to address and resolve the problem †¢I will explain how the interpersonal relationships within the team change from the beginning to the end of the project †¢Convey the effectiveness of the overall team project to me as an individual learning activity and what I learnt that was totally new to me †¢What I would do differently if I had it to do all over again and why? †¢I will describe how could the project have been a better learning process? With specific thoughts on improving the course. †¢Lastly, particular attention will be given to the team experiences and the effectiveness of communication Statement about my own perceptions I went into this project not knowing the amount of work it takes to assess, design, develop and evaluate a training program. I believe that I emerge from this project with new profound knowledge and I learnt how to enhance my training program development for future training needs of my employees. Self-evaluation for participation in the project In completing a self-evaluation for my participation in the group project, I found that I had put forth a lot of time into completing this project. My strengths in the project were as follow: I was able to research my part of the project efficiently and I found some very useful information, I compiled and refined the paper. My weakness in this team assignment was my impatient with the team’s leader continuous duplicate posting of the same information, but I the end of the day, I had to remind myself that it was her managing style and to bring the project to fruition, I had to overcome my impatience. I believe that I have done this assignment to the best of my abilities and if I could have improve my part of the assignment, it would have to be instead of having done so much research that was not even use in the final project; I should have had research only the key points that was going in the slides. Lesson learned and I now know better for next time. Effectiveness of team meeting written objectives The training program strategy our team developed epitomizes the approach that the Dell Company need to implements to make sure that presently and in the future, the call center customers interactions support the attainment of its goal of customer satisfaction by widening the skills and aptitudes of the call center’s employees and managers alike. I judge that it can be expressed that the team’s training program development has indeed met its written objectives and if Dell HR strategically implements the plan, then I believe the group’s training program should be successful. What challenges did you and your team meets? What actions did you take to address and resolve the problem? Whenever a team assembled together there bound to be some challenges and the action and reaction of each individual member of the team can make or break the team. Such a statement is true in the case of my involvement in this group’s training program plan. Since I was the compiler for this group project; I believe one of our major challenge was the fact that we misunderstood the direction given by the instructor and some group member’s portion of the research for the project were somewhat off topic, some were trying to evaluate the training program (when the directive stated otherwise) and some of the suggestions were not helping moving the project forward. Another challenge was the fact that we ended up with a vast amount of data from different team member and most of them were unusable. The action I took to address and resolve the challenges were by omitting some of the data and ensure that the remaining information was suitable to satisfied the requirement of the training program Interpersonal relationships Changes The interpersonal relationships within the group did change somewhat. But to put this into prospective, after taken many upper-level courses for my BS program here at Walden, which required my involvement with group projects–I had my share of interpersonal relationships changes and some were never amended. However, the changes that occurred during this group project were minor, compared to others and the team experience/interaction was pleasant. Nadler (1998) point out: â€Å"Develop and communicate a clear image of the future state† (Nadler, 1998). To be specific, Nadler’s point of communication was taken to whole new level during this project. For example, one interpersonal relationships change that transpired during the beginning to the end of the project were the fact that the project leader did not give the team members a chance to select their own question(s) to answer; she assigned the questions and some of the roles without the prior agreement from the te am members. Additionally, when the timeline set forth by her was not followed down to the minute, she sent constant emails and posted many messages on the group discussion board that went unanswered by most of the team members. Nonetheless, for the sake of completing the project on a timely manner, our interpersonal nuisances were resolved, team members had became more flexible and useful, members were offering helpful suggestions for the completion of the training program plan and at the end of the project, the group discussions were more lively and our training program plan were effective. How effective was this overall team project to you as an individual learning activity? What did you learn that was totally new to you? The group project Rubric stipulated the context and design measurements for the competition of the group’s project, which, in conjunction with our groups’ own research, led to the development of the call center training program plan. The training program design, development, instruction, and evaluation were further enhanced with each individual contribution to ensure that the training program meets all design requirements and capable of accomplishing the call center staffs training needs. As Honey et al (1996) defined learning as: â€Å"Learning has happened when people can demonstrate that they know something that they did not know before (insights, realizations as well as facts) and when they can do something they could not do before (skills)† (Honey et al, 1996). I believe that I have gained plenty of knowledge from this group project experience. From the training program development, to the detailed training program, I judge that it was indeed effective for my individual learning endeavor and I learned the mechanics necessary to create a successful training program. What I learned that was totally new was the formatting of the contents for the training program utilizing PowerPoint. What would you do differently if you had it to do all over again? Why? Having the chance to redo this project all over again, I probably make myself available to be the project leader and direct the team to focus their attentions toward the requirements of the project. By doing so, I would be able to filter out any unnecessary tension between the group members. How could the project have been a better learning process? I believe that as a team, we could have made better use of the tools available to us to streamline the completion of the project and tools such as the chat-room, and file sharing could have been incorporated to foster a smoother workflow. As far as improving the project itself, I am not able to provide any clear assessment because of the fact that I do not have any other groups to compare our work with ¬Ã¢â‚¬â€œfor as such has been my experience here at Walden. On the other hand, I do think that the formation of the groups should be done at the end of the first week of class to allot plenty of time to the group members to get acquainted before the start of the project. If such a suggestion is not feasible, then changing the due date for submission of the project could better the learning process. Conclusion The group training program plan has outline all the essential assessment, design, development, instruction, and evaluation (ADDIE) of training development planning and the proper implementation of the training program will ensure that the call center will be effective. In addition, in case of decreased in the call center productivity or an increased in customer dissatisfaction, could force the organization to take a careful look at its training program, Dell should put together a systematic way to evaluate and do a retraining assessment of the call center staffs to help lessen the number of customer issues. Additionally, our team did a great job creating the training program plan and our instructor’s feedback made a big difference. References Blanchard, P. N., & Thacker, J. W. (2010). Effective training: Systems, strategies, and practices (4th ed.). Upper Saddle River, NJ: Pearson Prentice-Hall. Honey, P., & Mumford, A. (1996). The Manual of Learning Styles (3rd ed.). Maidenhead, NJ: Honey Publications. Nadler, David A. (1998). Champions of change: How CEOs and their companies are mastering the skills of radical change. San Francisco: Jossey-Bass

Principles of Marketing Essay

Learning Objectives After studying this chapter, you should be able to: 1. Define marketing and outline the steps in the marketing process 2. Explain the importance of understanding customers and the marketplace, and identify the five core marketplace concepts 3. Identify the key elements of a customer-driven marketing strategy and discuss the marketing management orientations that guide marketing strategy 4. Discuss customer relationship management, and identify strategies for creating value for customers and capturing value from customers in return 5. Describe the major trends and forces that are changing the marketing landscape in this age of relationships 1-2 Chapter Concepts 1. 2. 3. 4. 5. 6. 7. 8. What Is Marketing? Understanding the Marketplace and Customer Needs Designing a Customer-Driven Marketing Strategy Preparing an Integrated Marketing Plan and Program Building Customer Relationships Capturing Value from Customers The New Marketing Landscape So, What Is Marketing? Pulling It All Together 1-3 What Is Marketing? Marketing Defined Marketing is the process by which companies create value for customers and build strong customer relationships to capture value from customers in return 1-4 What Is Marketing? The Marketing Process 1. 2. 3. 4. 5. Understand the marketplace and customer wants and needs Design a customer-driven marketing strategy Construct a marketing plan that delivers superior value Build profitable relationships and create customer satisfaction Capture value from customers to create profit and customer equity 1-5 Marketing process Determine needs and wants Design customer driven marketing strategy Construct marketing program that delivers superior value Build relationships and delight the customer Capture value from customer to achieve profits Figure 1.1: Core Marketing Concepts Needs, Wants & Demands Markets Core Marketing Concepts Marketing Offers Exchange & Relationships Value & Satisfaction Understanding the Marketplace and Customer Needs Customer Needs, Wants, and Demands †¢ Needs are states of deprivation †¢ Physical—food, clothing, warmth, safety †¢ Social—belonging and affection †¢ Individual—knowledge and selfexpression 1-6 Understanding the Marketplace and Customer Needs Customer Needs, Wants, and Demands Wants are the form that needs take as they are shaped by culture and individual personality Demands are wants backed by buying power 1-7 Understanding the Marketplace and Customer Needs Market Offerings—Products, Services, and Experiences Market offerings are some combination of products, services, information, or experiences offered to a market to satisfy a need or want 1-8 Understanding the Marketplace and Customer Needs Market Offerings—Products, Services, and Experiences Marketing myopia is focusing only on existing wants and losing sight of underlying consumer needs Exchange is the act of obtaining a desired object from someone by offering something in return 1-9 Understanding the Marketplace and Customer Needs Customer Value and Satisfaction †¢ Expectations †¢ Customers †¢ Value and satisfaction Set the right level of expectations †¢ †¢ Marketers †¢ Not too high or too low 1-10 Understanding the Marketplace and Customer Needs Exchanges and Relationships Exchange is the act of obtaining a desired object from someone by offering something in return Relationships consist of actions to build and maintain desirable relationships 1-11 Understanding the Marketplace and Customer Needs Markets are the set of actual and potential buyers of a product Marketing system consists of all of the actors (suppliers, company, competitors, intermediaries, and end users) in the system who are affected by major environmental forces †¢ Demographic †¢ Economic †¢ Physical †¢ Technological †¢ Political–legal †¢ Socio-cultural 1-12 Designing a Customer-Driven Marketing Strategy Marketing Management Marketing management is the art and science of choosing target markets and building profitable relationships with them †¢ What customers will we serve? †¢ How can we best serve these customers? 1-13 Designing a Customer-Driven Marketing Strategy Selecting Customers to Serve Market segmentation: Dividing the markets into segments of customers Target marketing: Which segments to go after 1-14 Designing a Customer-Driven Marketing Strategy Selecting Customers to Serve De-marketing: Marketing to reduce demand temporarily or permanently; the aim is not to destroy demand but to reduce or shift it. 1-15 Designing a Customer-Driven Marketing Strategy Selecting Customers to Serve Marketing management is: †¢ Customer management †¢ Demand management 1-16 Designing a Customer-Driven Marketing Strategy Choosing a Value Proposition The value proposition is the set of benefits or values a company promises to deliver to customers to satisfy their needs 1-17 Designing a Customer-Driven Marketing Strategy Marketing Management Orientations †¢ †¢ †¢ †¢ †¢ Production concept Product concept Selling concept Marketing concept Societal concept 1-18 Designing a Customer-Driven Marketing Strategy Marketing Management Orientations Production concept is the idea that consumers will favor products that are available or highly affordable 1-19 Designing a Customer-Driven Marketing Strategy Marketing Management Orientations Product concept is the idea that consumers will favor products that offer the most quality, performance, and features for which the organization should therefore devote its energy to making continuous improvements 1-20 Designing a Customer-Driven Marketing Strategy Marketing Management Orientations Selling concept is the idea that consumers will not buy enough of the firm’s products unless it undertakes a large scale selling and promotion effort 1-21 Designing a Customer-Driven Marketing Strategy Marketing Management Orientations Marketing concept is the idea that achieving organizational goals depends on knowing the needs and wants of the target markets and delivering the desired satisfactions better than competitors do 1-22 Designing a Customer-Driven Marketing Strategy Selling Versus Marketing Designing a Customer-Driven Marketing Strategy Marketing Management Orientations Societal marketing concept is the idea that a company should make good marketing decisions by considering consumers’ wants, the company’s requirements, consumers’ long-term interests, and society’s long-run interests 1-23 Societal Marketing Concept Society (human welfare) Consumers (want satisfaction) Company (profits) Preparing an Integrated Marketing Plan and Program Marketing Mix The marketing mix is the set of tools (four Ps) the firm uses to implement its marketing strategy †¢ Product †¢ Price †¢ Promotion †¢ Place 1-24 Preparing an Integrated Marketing Plan and Program Integrated Marketing Program Integrated marketing program is a comprehensive plan that communicates and delivers the intended value to chosen customers 1-25 Building Customer Relationships Customer Relationship Management (CRM) Customer relationship management is the overall process of building and maintaining profitable customer relationships by delivering superior value and satisfaction 1-26 Building Customer Relationships Customer Relationship Management (CRM) Customer perceived value is the difference between total customer value and total customer cost Customer satisfaction is the extent to which a product’s perceived performance matches a buyer’s expectations 1-27 Building Customer Relationships Customer Relationship Management (CRM) Customer Relationship Levels and Tools †¢ †¢ †¢ †¢ Basic relationship Full relationships Frequency marketing programs Club marketing programs 1-28 Building Customer Relationships The Changing Nature of Customer Relationships Relating with more carefully selected customers uses selective relationship management to target fewer, more profitable customers Relating for the long term uses customer relationship management to retain current customers and build profitable, long-term relationships Relating directly uses direct marketing tools (telephone, mail order, kiosks, Internet) to make direct connections with customers 1-29 Building Customer Relationships Partner Relationship Management Partner relationship management refers to working closely with partners in other company departments and outside the company to jointly bring greater value to customers 1-30 Building Customer Relationships Partner Relationship Management Partners inside the company is every function area interacting with customers †¢ Electronically †¢ Cross-functional teams Partners outside the company is how marketers connect with their suppliers, channel partners, and competitors by developing partnerships 1-31 Building Customer Relationships Partner Relationship Management Supply chain is a channel that stretches from raw materials to components to final products to final buyers †¢ Supply management †¢ Strategic partners †¢ Strategic alliances 1-32 Capturing Value from Customers Creating Customer Loyalty and Retention Customer lifetime value is the value of the entire stream of purchases that the customer would make over a lifetime of patronage 1-33 Capturing Value from Customers Growing Share of Customer Share of customer is the portion of the customer’s purchasing that a company gets in its product categories 1-34 Capturing Value from Customers Building Customer Equity Customer equity is the total combined customer lifetime values of all of the company’s customers 1-35 Capturing Value from Customers Building Customer Equity Building the right relationships with the right customers involves treating customers as assets that need to be managed and maximized †¢ Different types of customers require different relationship management strategies †¢ Build the right relationship with the right customers 1-36 The New Marketing Landscape Major Developments †¢ †¢ †¢ †¢ Digital age Globalization Ethics and social responsibility Not-for-profit marketing 1-37 The New Marketing Landscape The New Digital Age †¢ †¢ †¢ Recent technology has had a major impact on the ways marketers connect with and bring value to their customers Market research Learning about and tracking customers †¢ †¢ †¢ †¢ †¢ Create new customized products Distribution Communication Video conferencing Online data services 1-38 The New Marketing Landscape The New Digital Age Internet—creates marketplaces and marketspaces †¢ Information †¢ Entertainment †¢ Communication 1-39 The New Marketing Landscape Rapid Globalization †¢ †¢ The world is smaller Think globally, act locally 1-40 The New Marketing Landscape The Call for More Ethics and Social Responsibility Marketers are being called upon to take greater responsibility for the social and environmental impact of their actions in a global economy 1-41 The New Marketing Landscape The Call for More Ethics and Social Responsibility Social marketing campaigns encourage energy conservation and concern for the environment or discourage smoking, excessive drinking, and drug use 1-42 The New Marketing Landscape The Growth for Not-for-Profit Marketing †¢ †¢ †¢ †¢ †¢ †¢ Colleges Hospitals Museums Zoos Orchestras Religious groups 1-43