Patients with Do-Not-Resuscitate Orders Undergoing Surgery Article

Patients with Do-Not-Resuscitate Orders Undergoing Surgery - Article Example It was not a life-saving technique. DNR orders are interventions which are meant to extend the life of the patient; these are not interventions which are meant to lend her comfort from her symptoms (Blankenship, 2008). The patient’s words also indicate that she is allowing other interventions which are meant to save her life. At this point, the DNR is revoked (Schwab and Gelfman, 2005). The daughter cannot expect the DNR order or the living will be applied anymore because the patient herself is still mentally competent enough to revoke it. The daughter is also not the legally authorized proxy who can make the decisions for the patient. Proxies are usually assigned where patients are unconscious or mentally incapacitated to make sound decisions about their health (Schwab and Gelfman, 2005). In this case, the patient is conscious and is able to express her wishes coherently, logically, and with a sound mind. The patient has the right to authorize a DNR order and also to revoke it. Under these conditions, such right cannot be transferred to the family members, in this case, her daughter. The nurse must, therefore, follow the patient’s orders (Newkirk, 2009). The nurse and the physician must also honor the patient’s right to self-determination by upholding the DNR order unless and until the patient revokes it. The patient still has the proper faculties to make decisions regarding her care. Nevertheless, it is still part of the nurse’s duty to clarify the patient’s request, discussing what she wants to be done and mentioning if she means to revoke her previous DNR orders (Newkirk, 2009). Whatever measures which the patient has chosen must then be respected and implemented. Under acute conditions, other health professionals would be in the room to assist in the patient’s care and they can also support the fact that the patient has revoked her previous DNR o rder.  

An evaluation of dramatised advertising as used in Lan Chocolate Essay

An evaluation of dramatised advertising as used in Lan Chocolate - Essay Example Individuals and organizations in their purpose to promote goods, services, ideas, people, and issues use advertising . In light of this, Coca-Cola used a public-relations driven campaign in relaunching its Sprite brand through a fifty-city sampling tour. This is an illustration of how important advertising is in reaching far places and peoples and integrating them into one consuming populace.The advertising function may be equated to the creation and management of product imagery, which is the establishment of the set of meanings and associations that serve to differentiate a product or service (Reynolds and Gutman, 1984). Hence, one must consider defining and operationalising image in order to move beyond the basic posture that brand images add value to products. Image, as employed in advertisements, may be described as general characteristics, feelings, or impressions, product perception, beliefs and attitudes, brand personality, and linkages between characteristics and feelings/em otions.The importance of advertising is seen in the outcomes it produces for many products and organizations. It continues to be an indispensable necessity for product branding and marketing campaign. Effectiveness through consistency of the product and how far the advertising schemes have reached people and places determine the popularity of the product, usually resulting in good sales, good product perception, and consistent patronization. This is why all forms of mass media must be utilized by product owners in advertising their products. Different kinds of practical promotional plans must also be adopted in ensuring this. Dramatisation is one promotional plan that is proven both effective and attention grabbing. That is why many advertisers think of a sure-fire way to adopt a dramatised concept in their advertisements. This paper intends to evaluate this promotional strategy of the LAN chocolate. The purpose for such evaluation is to improve the advertisement in order that the chocolate will rake more sales, popularity, and profitability. An Evaluation of Dramatisation as Used in Advertising the LAN Chocolate Television ads are classified as either arguments or drama, or hybrids of these forms, influencing greatly how advertisements are processed (Deighton, et al., 1989). Appeal to objectivity is what is backed up by arguments, often evaluatively processed, while dramatisation appeals more to subjective criteria and is emphatically processed. When the drama is successful, the audience tends to be 'lost' in the story, emphatically experiencing the feelings and concerns of the characters (Deighton, et al., 1989). Dramatisation may serve as a transition between what the maker wants to say about his product and what the consumer intends to read about it (Sloan and Mooney, 2007). The focus of this form of advertising is to establish an identity and winning the public over to the product's point of view. Dramatisation s designed to create a favorable image for a certain product, which in this case is the LAN chocolate. The dramatization of the LAN chocolate is conceptualised this way: "Two men enter a grocery store for some shopping stuff. There were also two girls doing some shopping. One of the girls caught the attention of one of the guys, but she isn't interested. Just then, he looks at the chocolate LAN and thinks of giving it to her as a gift. She, out of coincidence, also buys the same chocolate. This reinforces the guy's confidence and gives the LAN

Feedback in learning Essay Example for Free

Feedback in learning Essay 1.0What is feedback?:â€Å"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great inspires† William Arthur Ward A teacher carries a big responsibility in area of learning. Some people believe a teacher’s job is to teach and a student’s job is to learn. In today’s classroom, the role of teacher is totally different. Teacher as a facilitator of learning, mentor for learner and classroom supporter. The excellent teacher will take various actions in way to help their students to be successful in their life. So that, one of the action is teacher should provide assessment feedback in way to enhance the learning. Feedback is normally something which happens as a result of cycle teaching and learning action. It can give either before, during or after the learning had been occurs. Generally, what is feedback? Is it guidance, evaluation or praise? As mentioned by Ramaprasad (1983), feedback is information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way. Furthermore, the definition by Ramaprasad also supported of new research by Shute (2007) that define the feedback as represent information communicated to the learner that is intended to modify the learner’s thinking or behaviour for the purpose of improving learning. Hence, in learning, feedback should usually presented as information to a student in response to some action on the current level of performance and help them to be better. Correspondingly the educationist agree that assessment feedback is an important part of learning cycle but nowadays students frequently express disappointment and frustration in relation to the conduct of the feedback process. Students may complain that feedback on assessment is unhelpful or unclear and not provide any tips to them to improve their current performance. As a result, students will always repeat the mistake until they get to know the correct answers. Studies of the impact on student learning achievement indicate that feedback has the potential to have a significant effect on student learning achievement (Hattie Timperley, 2007). Feedback should give immediately during the learning process. That can really help student to do self-reflection on their quality of learning. They can figure out did he/she in the right track and how to improve their understanding. Types of feedback: Main focus of given assessment feedback is to describes qualities of work in relation to the learning target. Teacher should give attention to the quality of their written feedback. There are two types of feedback, evaluative feedback and descriptive feedback. Evaluative feedback refers to a summary of student current achievement or performed on the particular task. This feedback is often come out with letter of grades, numbers, check marks, symbols and generals comment such as â€Å"good†, â€Å"excellent† and â€Å"need help†. While, descriptive feedback is specific or detail information in the form of written comments or conversations that help the student understand what he/she needs to do in improve their level of understanding. There are several examples of evaluative and descriptive feedback: Evaluative Feedback Descriptive Feedback â€Å"Try harder next time† â€Å"Your topic discussion is clear and have good examples, your next step might be to check back your grammatical errors† â€Å"90%! A+! Excellent Work! Keep it up!† â€Å"You’re made some simple mistakes in your calculation, remember back the formula use. Please check back the first step until the last step in your calculation for question 10.† Table 1: Examples of Evaluative and Descriptive Feedback Based on examples given, evaluative feedback more to provide a judgement on the quality of the learning task that student did while descriptive feedback focus on helps the student understand what he or she needs to do to improve their current achievement. Besides that, evaluative feedback shown to us those teachers only tells learner or students how they compare to others and descriptive feedback will provide specific information in the form of written comments or conversations more help learner. Regardless of the types of feedback given, either evaluative or descriptive, effective feedback needs to be informative, prompt and guiding. Informative feedback highlights strengths and weaknesses, giving specific examples or explanations. Prompt feedback is returned to students within an agreed timescale for the work submitted. Guiding feedback offer suggestions about how students can improve their learning. All of that combining together to help students to do better the next time. This statement also have support  by Hattie and Timperley (2007), they mention that the most improvement in student learning takes place when students got information feedback about the task and how to do more effectively. Below are examples of evaluative and descriptive feedback given by teachersFeedback as teaching style of scaffolding: As we already know, feedback provides information and guide to students by teachers about learning. That is one criteria of scaffolding. Scaffolding is the core of traditional apprenticeship. It is refers to given support that provides by expert or teacher as steps to improve their learning. It helps to reduce the gap between the student current level of understanding or performance and a desired goal. According to Hattle and Timperley (2007), they mention that depending on the nature and delivery of the feedback, it can have powerful positive effects on student learning and engagement. Beside that in the research by Assessment Reform Group (2002) , also mention that feedback as coaching and scaffolding students. The given feedback is an essential practice of assessment for learning. The process of seeking and interpreting evidence for use by learner and their teachers to decide where the learners are in their learning, where they need to go and how best to get there by helping of teachers. That the main reason why the teacher’s feedback important, providing the support necessary for student to proceed towards the next stage or level and achieving the learning goal. Student will view the feedback as improving tips in which students receive information and construct meaning to close the gap. The students need to do something based on the guided giving in the feedback. Scaffolding instructional originated from Vygotsky’s ideas on learning. Vygotsky’s comes out with two levels of learning development. The first level is Actual Development that what learner has already reached. It is the level which the learner is capable of solving problems independently. The second level is called Potential Development which the learner not capable of doing the moment but have potential to do so. Between the actual and potential levels, Vygotsky said that there was what was called a Zone of Proximal Development (ZPD). Proximal means next. In context of feedback, it should act as scaffold by providing tips and support necessary for student to proceed the next stage or level. Without the support students may be unable to accomplish the target. As the result, students will extend their understanding and make improvement. Figure 3: ZPD (Zone of Proximal  Development) Diagram When teacher incorporate scaffolding in feedback, they become more to mentor and facilitator of knowledge rather than the dominant content expert. This teaching style that include with scaffolding will make student active role in class to achieving learning goal. Besides that, it also provides a welcoming and caring learning environment. â€Å"I take care of you and I hope you will be success in future†. Expiration in feedback on student assessment will make them realize that even they did wrong is not means he/she is stupid student. They have room to improve. As conclusion, the best assessment feedback, scaffold student to achieve the higher performance in learning target. Feedback as affective domain in learning: Since 1950’s, research have been done in cognitive theory and educationist had use the Bloom’s (1956) taxonomies of learning. Bloom has mentioned that in learning should have three learning domains. The cognitive domain, affective domain and psychomotor domain. Feedback is referring to affective domain. In affective domain includes feeling, emotion, attitudes, values and motivation. As students that receiving the feedback, they need all of the aspect that include in affective domain. Teacher should play with all of these aspects. Teacher must provide clear understanding. Feedback should be brief, concise statements, in student-friendly language that describe what students are to know and be able to do at the end of feedback. Feedback can be one of the ways to encourage positive motivational belief and self-esteem. There are some ideas for motivating students. Teachers can start the feedback with praises like good job, excellent job, great, brilliant idea, â€Å"You are starting to understand this but†, â€Å"This is quality work because†, â€Å"Two things you really did well are† and many more on what they do well. Praise the work or process that focus in achieving the learning goal. Second step, teachers proceed with intervention that tells the student what needs improving and give enough information in way to help them to do better. It can sound like â€Å"Your thinking shows.†, â€Å"One thing to improve on..†, â€Å"You need more†, and many more. Next step, teachers share the improvement strategies such as â€Å"Your next steps might be..†, and â€Å"You might try†. The ways that teachers give the  feedback have relationship with the flow of affective domain as described by Krathwohl et.al (1964). They start with receiving, responding, valuing, organizing and ended with acting. Students will receiving the feedback as their new information of mark, wrong answers and the current level that he/she mastering the knowledge. Am I really understood or I just understand little bit? Step 2, responding. Students will respond on feedback given by teacher. They being actively participating based on feedback given to achieve learning g oal. Step 3, valuing. They attaching worth to feedback given and try to do correction on the task. After they do the correction, they will organize the new concept and change their existing understanding. The last is characterization. They have the correct understanding and will apply the concept in correct way without misconception. It is the effective way that feedback can help students learn better in positive environment in implement the affective domain. Feedback will demonstrate appropriate ways of enhancing the performance on the task and offer strategies that invite more learner responsibility to improve. â€Å"Education is not the filling of a pail but the lighting of a fire† William Butler Yeats Feedback as reflection on learning process: Reflection needed students to capture back on their performance in the task given. It also needs students to have clear comparison about their previous performance and current performance. There are three types of reflection that suite with the feedback: reflection on your process, comparison of your performance to that of others and comparison of your performance to a set of criteria for evaluating performance (Schon, 1983). How feedback can be as reflection on learning process? Firstly, reflect on the feedback process. By feedback, students are encourages to look back at how they react and given answer on the task. Teachers will describes the qualities of work in relation to the learning targets. That can make them see how they might have done better and what they need to improve. That is the first step as feedback starter, reflect on achievement. Second, compare of student performance with others. These types of reflection are referring to evaluative feedback. In evaluative feedba ck teachers will give grades, numbers, check marks, symbols and generals comment such as â€Å"good†,  Ã¢â‚¬Å"excellent† and â€Å"need help†. Based on the feedback, students analyze by comparing their performance with friends in hope he/she will motivate to achieve better. The final types of reflection are comparison of student performance to a set of criteria for evaluating performances. These are focus on intervention and improvement that include in feedback. Teachers will share idea on what students needs to improve and gives enough information so the students will knows what the next step to apply. That really show the function of feedback as reflection, facilitates the development of self-assessment in learning.Conclusion: Assessment feedback should play as important role in teaching and learning. Firstly, feedback is a way that teacher can use to determine and analyse how far your student gain the knowledge and what should you suggest to them in helping them success in mastery the knowledge. Secondly, assessment feedback will attract low achievement students to be active learner and more motivated to achieve the learning goal. Overall, assessment feedback should take as important aspect in learning process. Teacher need to apply and change the feedback given in way to help student to be success in future.

Principles of Marketing | Dissertation

Principles of Marketing | Dissertation Definition of Marketing Marketing is part of all of our lives and touches us in some way every day. Most people think that marketing is only about the advertising and/or personal selling of goods and services. Advertising and selling, however, are just two of the many marketing activities. In general, marketing activities are all those associated with identifying the particular wants and needs of a target market of customers, and then going about satisfying those customers better than the competitors. This involves doing market research on customers, analyzing their needs, and then making strategic decisions about product design, pricing, promotion and distribution. Philip Kotler says, Marketing is managing profitable customer relationships. The twofold goal of marketing is to attract new customers by promising superior value and to keep and grow current customers by delivering satisfaction. Broadly defined, marketing is a social and managerial process by which individuals and groups obtain what they need and want through creating and exchanging value with others. Narrowly defined marketing involves building profitable, value-laden exchange relationships with customers. In short, it has been defined as the process by which companies create value for customers and build strong customer relationships in order to capture value from customers in return. The new definition given by American Marketing Association reads, Marketing is the activity, set of institutions, and processes for creating, communicating, delivering, and exchanging offerings that have value for customers, clients, partners, and society at large. The marketing process Create value for customers and build customer relationships Capture value from customers in return In the first four steps, companies work to understand consumers, create customer value and build strong customer relationships. In the final step, companies reap the rewards of creating superior customer value. By creating value for customers, they in turn capture value from customers in the form of sales, profits and long term customer equity. Core concepts of marketing Target Markets and Segmentation A marketer can rarely satisfy everyone in a market. Everyone in the market has different taste, likeliness, income and spending habit. Not everyone likes the same soft drink, automobile, college, and movie. Therefore, marketers start with market segmentation. They identify and profile distinct groups of buyers who might prefer or require varying products and marketing mixes. Market segments can be identified by examining demographic, psychographic, and behavioral differences among buyers. The firm then decides which segments present the greatest opportunity—whose needs the firm can meet in a superior fashion. The lucrative segment/s are selected or targeted for offering/selling the product. For each chosen target market, the firm develops a market offering. The offering is positioned in the minds of the target buyers as delivering some central benefit(s). For example, Volvo develops its cars for the target market of buyers for whom auto- mobile safety is a major concern. Volvo , therefore, positions its car as the safest car a customer can buy. Customer Needs, Wants and Demands Needs are the basic human requirements. People need food, air, water, clothing, and shelter to survive. People also have strong needs for creation, education, and entertainment. The above needs become wants when they are directed to specific objects that might satisfy the need. An American needs food but may want a hamburger, French fries, and a soft drink. A person in Mauritius needs food but may want a mango, rice, lentils, and beans. Wants are shaped by ones society. Demands are wants for specific products backed by an ability to pay. Many people want a Mercedes; only a few are able to buy one. Companies must measure not only how many people want their product but also how many would actually be willing and able to buy it. Product or Offering Customers needs and wants are fulfilled through a marketing offer or product. A product is any offering that can satisfy a need or want, such as one of the 10 basic offerings of goods, services, experiences, events, persons, places, properties, organizations, information, and ideas. A brand is an offering from a known source. A brand name such as McDonalds carries many associations in the minds of people: hamburgers, fun, children, fast food, and golden arches. These associations make up the brand image. All companies strive to build a strong, favorable brand image. Value and Satisfaction In terms of marketing, the product or offering will be successful if it delivers value and satisfaction to the target buyer. The buyer chooses between different offerings on the basis of which is perceived to deliver the most value. We define value as a ratio between what the customer gets and what he gives. The customer gets benefits and assumes costs, as shown in this equation: Based on this equation, the marketer can increase the value of the customer offering by (1) raising benefits, (2) reducing costs, (3) raising benefits and reducing costs, (4) raising benefits by more than the raise in costs, or (5) lowering benefits by less than the reduction in costs. Exchange and Transactions Exchange, the core of marketing, involves obtaining a desired product from someone by offering something in return. For exchange potential to exist, five conditions must be satisfied: There are at least two parties. Each party has something that might be of value to the other party. Each party is capable of communication and delivery. Each party is free to accept or reject the exchange offer. Each party believes it is appropriate or desirable to deal with the other party. Whether exchange actually takes place depends upon whether the two parties can agree on terms that will leave them both better off (or at least not worse off) than before. Exchange is a value-creating process because it normally leaves both parties better off. Marketing Mix Marketers use numerous tools to elicit the desired responses from their target markets. These tools constitute a marketing mix. Marketing mix is the set of marketing tools that the firm uses to pursue its marketing objectives in the target market. McCarthy classified these tools into four broad groups that he called the four Ps of marketing: Product, Price, Place, and Promotion. Robert Lauterborn suggested that the sellers four Ps correspond to the customers four Cs. Winning companies are those that meet customer needs economically and conveniently and with effective communication. Marketing Philosophies and Concepts There are five competing concepts under which organizations conduct marketing activities: produc- tion concept, product concept, selling concept, marketing concept, and societal mar- keting concept. The Production Concept The production concept, one of the oldest in business, holds that consumers prefer products that are widely available and inexpensive. Managers of production-oriented businesses concentrate on achieving high production efficiency, low costs, and mass distribution. This orientation makes sense in developing countries, where consumers are more interested in obtaining the product than in its features. It is also used when a company wants to expand the market. Texas Instruments is a leading exponent of this concept. It concentrates on building production volume and upgrading technology in order to bring costs down, leading to lower prices and expansion of the market. This orientation has also been a key strategy of many Japanese companies. The Product Concept Other businesses are guided by the product concept, which holds that consumers favor those products that offer the most quality, performance, or innovative features. Managers in these organizations focus on making superior products and improving them over time, assuming that buyers can appraise quality and performance. Product-oriented companies often design their products with little or no customer input, trusting that their engineers can design exceptional products. A General Motors executive said years ago: How can the public know what kind of car they want until they see what is availablefi GM today asks customers what they value in a car and includes marketing people in the very beginning stages of design. The Selling Concept The selling concept, another common business orientation, holds that consumers and businesses, if left alone, will ordinarily not buy enough of the organizations products. The organization must, therefore, undertake an aggressive selling and promotion effort. This concept assumes that consumers must be coaxed into buying, so the company has a battery of selling and promotion tools to stimulate buying. The selling concept is practiced most aggressively with unsought goods—goods that buyers normally do not think of buying, such as insurance and funeral plots. The selling concept is also practiced in the nonprofit area by fund-raisers, college admissions offices, and political parties. Most firms practice the selling concept when they have overcapacity. Their aim is to sell what they make rather than make what the market wants. The Marketing Concept The marketing concept, in the mid-1950s, challenges the three business orientations we just discussed. The marketing concept holds that the key to achieving organizational goals consists of the company being more effective than its competitors in creating, delivering, and communicating customer value to its chosen target markets. The marketing concept focuses on the needs of the buyer. Marketing is preoccupied with the idea of satisfying the needs of the customer by means of the product and the whole cluster of things associated with creating, delivering and finally consuming it. The marketing concept rests on four pillars: target market, customer needs, integrated marketing, and profitability. The marketing concept takes an outside-in perspective. It starts with a well-defined market, focuses on customer needs, coordinates activities that affect customers, and produces profits by satisfying customers. The Societal Marketing Concept Some have questioned whether the marketing concept is an appropriate philosophy in an age of environmental deterioration, resource shortages, explosive population growth, world hunger and poverty, and neglected social services. Are companies that successfully satisfy consumer wants necessarily acting in the best, long-run interests of consumers and societyfi The marketing concept sidesteps the potential conflicts among consumer wants, consumer interests, and long-run societal welfare. Yet some firms and industries are criticized for satisfying consumer wants at societys expense. Such situations call for a new term that enlarges the marketing concept. We propose calling it the societal marketing concept, which holds that the organizations task is to determine the needs, wants, and interests of target markets and to deliver the desired satisfactions more effectively and efficiently than competitors in a way that preserves or enhances the consumers and the societys well-being. The societal marketing concept calls upon marketers to build social and ethical considerations into their marketing practices. They must balance and juggle the often confiicting criteria of company profits, consumer want satisfaction, and public interest. Yet a number of companies have achieved notable sales and profit gains by adopting and practicing the societal marketing concept. Marketing vs. Selling Oftentimes, marketing and sales are perceived interchangeably. But in actuality, these are two different things. Selling is a small portion of the entire marketing scheme. Selling is the transaction where a product is transferred from the business owner to a buyer for a price. In contrast, marketing is a process that involves several steps ranging from the generation of a product idea to the delivery of that product to the customer. Even after delivery of the product to the customer, the marketing process continues with direct communication with the customer to obtain feedback about the product. Profits from satisfied customers Theodore Levitt of Harvard drew a perceptive contrast between the selling and marketing concepts: Selling focuses on the needs of the seller; marketing on the needs of the buyer. Selling is preoccupied with the sellers need to convert his product into cash; marketing with the idea of satisfying the needs of the customer by means of the product and the whole cluster of things associated with creating, delivering and finally consuming it. The marketing concept rests on four pillars: target market, customer needs, integrated marketing, and profitability. The selling concept takes an inside-out perspective. It starts with the factory, focuses on existing products, and calls for heavy selling and promoting to produce profitable sales. The marketing concept takes an outside-in perspective. It starts with a well-defined market, focuses on customer needs, coordinates activities that affect customers, and produces profits by satisfying customers. CHAPTER 2 MARKETING ENVIRONMENT In order to correctly identify opportunities and monitor threats, the company must begin with a thorough understanding of the marketing environment in which the firm operates. The marketing environment consists of all the actors and forces outside marketing that affect the marketing managements ability to develop and maintain successful relationships with target customers. A companys marketing environment consists of the actors and forces outside marketing that affect marketing managements ability to develop and maintain successful relationships with its target customers Importance: The marketing environment offers both opportunities and threats Changes in the marketing environment often occur at a rapid pace. Marketers tend to be trend trackers and opportunity seekers. The company must use its marketing research and marketing intelligence systems to monitor the changing environment. A systematic scan of the environment helps marketers to revise and adapt marketing strategies to meet new challenges and opportunities in the market place. The marketing environment is made up of a micro environmental and macro environment. The Companys Microenvironment The micro environment consists of six forces (actors) close to the company that affect its ability to serve its customers: The company itself (including various internal departments) Suppliers. Marketing channel firms (intermediaries) Customer markets. Competitors. Publics. The Company The first actor is the company itself and the role it plays in the microenvironment. Top management is responsible for setting the companys mission, objectives, broad strategies, and policies. Marketing managers must make decisions within the parameters established by top management. Marketing managers must also work closely with other company departments. Areas such as finance, R D, purchasing, manufacturing, and accounting all produce better results when aligned by common objectives and goals. All departments must think consumer if the firm is to be successful. Suppliers Suppliers are firms and individuals that provide the resources needed by the company and its competitors to produce goods and services. They are an important link in the companys overall customer value delivery system. One consideration is to watch supply availability (such as supply shortages). Another point of concern is the monitoring of price trends of key inputs. Marketing Intermediaries Marketing intermediaries are firms that help the company to promote, sell, and distribute its goods to final buyers. Resellers are distribution channel firms that help the company find customers or make sales to them. These include wholesalers and retailers who buy and resell merchandise. Resellers often perform important functions more cheaply than the company can perform itself. Seeking and working with resellers, however, is not easy because of the power that some demand and use. Physical distribution firms help the company to stock and move goods from their points of origin to their destinations. Examples would be warehouses (that store and protect goods before they move to the next destination). Marketing services agencies (such as marketing research firms, advertising agencies, media firms, etc.) help the company target and promote its products to the right markets. Financial intermediaries (such as banks, credit companies, insurance companies, etc.) help finance transactions and insure against risks associated with buying and selling goods. Customers The company must study its customer markets closely because each market has its own special characteristics. These markets normally include: Consumer markets (individuals and households that buy goods and services for personal consumption). Business markets (buy goods and services for further processing or for use in their production process). Reseller markets (buy goods and services in order to resell them at a profit). Government markets (agencies that buy goods and services in order to produce public services or transfer them to those that need them). International markets (buyers of all types, including governments, in foreign countries). Competitors Every company faces a wide range of competitors. A company must secure a strategic advantage over competitors to be successful in the marketplace. No single competitive strategy is best for all companies . Publics A public is any group that has an actual or potential interest in or impact on an organizations ability to achieve its objectives. A company should prepare a marketing plan for all of its major publics as well as its customer markets. Generally, publics can be identified as being: Financial publics. Media publics. Government publics. Citizen-action publics. Local publics. General public. Internal publics. The Companys Macroenvironment The macroenvironment consists of the larger societal forces that affect the microenvironment: Demographic. Economic. Natural. Technological. Political. Cultural The company and all of the other actors operate in a larger macroenvironment of forces that shape opportunities and pose threats to the company. Major forces in the companys macroenvironment include: Demographic Environment Demography is the study of human populations in terms of size, density, location, age, sex, race, occupation, and other statistics. It is of major interest to marketers because it involves people, and people make up markets. Demographic trends are constantly changing. Some of the more interesting trends are: The worlds population (though not all countries) rate is growing at an explosive rate that will soon exceed food supply and ability to adequately service the population. The greatest danger is in the poorest countries where poverty contributes to the difficulties. The most important trend is the changing age structure of the population. Generational marketing is possible, however, caution must be used to avoid generational alienation. Changing family structure Geographic shifts in population will also alter demographics. Changing educational level : In general, the population is becoming better educated. The work force is becoming more white-collar. Products such as books and education services appeal to groups following this trend. Technical skills (such as in computers) will be a must in the future. The final demographic trend is the increasing ethnic and racial diversity . Economic Environment The economic environment includes those factors that affect consumer buying power and spending patterns. Major economic trends include: Changes in income—personal consumption (along with personal debt) has gone up (1980s) and the 1990s brought recession that has caused adjustments both personally and corporately in this country. In the 2000s, consumers are more careful shoppers. Value marketing (trying to offer the consumer greater value for their dollar) is a very serious strategy in the 2000s. Real income is on the rise again but is being carefully guarded by a value-conscious consumer. Income distribution is still very skewed in the United States and all classes have not shared in prosperity. In addition, spending patterns show that food, housing, and transportation still account for the majority of consumer dollars. It is also of note that distribution of income has created a two-tiered market where there are those that are affluent and less affluent. Classes of consumers include: Upper class—spending patterns are not affected by current economic events and who are a major market for luxury goods. Middle class—somewhat careful about its spending but can still afford the good life some of the time. Working class—must stick close to the basics of food, clothing, and shelter and must try hard to save. Under class—(persons on welfare and many retirees) must count their pennies when making even the most basic purchases. Changing consumer spending patterns: Consider Engles Laws where differences were noted over a century ago by Ernst Engle regarding how people shift their spending across food, housing, transportation, health care, and other goods and service categories as family income rises. Spending patterns have generally supported his ideas. Marketers must carefully monitor economic changes so they will be able to prosper with the trend, not suffer from it. Natural Environment The natural environment involves natural resources that are needed as inputs by marketers or that are affected by marketing activities. During the past two decades environmental concerns have steadily grown. Some trend analysts labeled the 1990s as the Earth Decade, where protection of the natural environment became a major worldwide issue facing business and the public. Specific areas of concern were: Shortages of raw materials. Staples such as air, water, and wood products have been seriously damaged and non-renewable such as oil, coal, and various minerals have been seriously depleted during industrial expansion. Increased pollution is a worldwide problem. Industrial damage to the environment is very serious. Far-sighted companies are becoming environmentally friendly and are producing environmentally safe and recyclable or biodegradable goods. The public response to these companies is encouraging. Government intervention in natural resource management has caused environmental concerns to be more practical and necessary in business and industry. Leadership, not punishment, seems to be the best policy for long term results. Instead of opposing regulation, marketers should help develop solutions to the material and energy problems facing the world. Concern for the natural environment has spawned the so-called green movement. Environmentally sustainable strategies and practices are being created. Companies are recognizing a link between a healthy economy and a healthy ecology. Technological Environment The technological environment includes forces that create new technologies, creating new product and market opportunities. Technology is perhaps the most dramatic force shaping our destiny. New technologies create new markets and opportunities. Every new technology, however, replaces an older technology. The challenge is not only technical but also commercial—to make practical, affordable versions of products. Political Environment The political environment includes laws, government agencies, and pressure groups that influence and limit various organizations and individuals in a given society. Business is regulated by various forms of legislation. Governments develop public policy to guide commerce—sets of laws and regulations limiting business for the good of society as a whole. Almost every marketing activity is subject to a wide range of laws and regulations. Some trends in the political environment include: Increasing legislation to: Protect companies from each other. Protecting consumers from unfair business practices. Protecting interests of society against unrestrained business behavior. Changing government agency enforcement. New laws and their enforcement will continue or increase. Increased emphasis on ethics and socially responsible actions. Socially responsible firms actively seek out ways to protect the long-run interests of their consumers and the environment. The recent rash of business scandals and increased concerns about the environment have created fresh interest in the issues of ethics and social responsibility. The boom in e-commerce and Internet marketing has created a new set of social and ethical issues. Privacy issues are the primary concern. Another cyberspace concern is that of access by vulnerable or unauthorized groups. Cultural Environment The cultural environment is made up of institutions and other forces that affect societys basic values, perceptions, and behaviors. Certain cultural characteristics can affect marketing decision-making. Among the most dynamic cultural char- acterisitics are: Persistence of cultural values. Peoples core beliefs and values have a high degree of persistence. Core beliefs and values are passed on from parents to children and are reinforced by schools, churches, business, and government. Secondary beliefs and values are more open to change. Shifts in secondary cultural values. Because secondary cultural values and beliefs are open to change, marketers want to spot them and be able to capitalize on the change potential. The Yankelovich Monitor has identified eight major consumer themes: Paradox. Trust not. Go it alone. Smarts really count. No sacrifices. Stress hard to beat. Reciprocity is the way to go. Me 2. Societys major cultural views are expressed in: Peoples views of themselves. People vary in their emphasis on serving themselves versus serving others.. Peoples views of others. Observers have noted a shift from a me-society to a we-society. Consumers are spending more on products and services that will improve their lives rather than their image. Peoples views of organizations. People are willing to work for large organizations but expect them to become increasingly socially responsible. Many companies are linking themselves to worthwhile causes. Peoples views of society. This orientation influences consumption patterns. Buy American versus buying abroad is an issue that will continue into the next decade. Peoples view of nature. There is a growing trend toward peoples feeling of mastery over nature through technology and the belief that nature is bountiful. Nature, however, is finite. Love of nature and sports associated with nature are expected to be significant trends in the next several years. Peoples views of the universe. Studies of the origin of man, religion, and thought-provoking ad campaigns are on the rise. Spiritual individualism may be a new theme. Chapter 3 Marketing segmentation Market Segmentation It is the process of dividing a market into distinct group of buyers who have distinct needs, characteristics or behavior and who might require separate product or marketing mixes. Market segment A group of consumers who respond in a similar way to a given set of marketing efforts. For Example: In the car market, consumers who want the biggest, most comfortable car regardless of the price make up one market segment. Consumers who care mainly about price and operating economy make up another segment. Requirements of Market Segments In addition to having different needs, for segments to be practical they should be evaluated against the following criteria: Identifiable: the differentiating attributes of the segments must be measurable so that they can be identified. Accessible: the segments must be reachable through communication and distribution channels. Substantial: the segments should be sufficiently large to justify the resources required to target them. Unique needs: to justify separate offerings, the segments must respond differently to the different marketing mixes. Durable: the segments should be relatively stable to minimize the cost of frequent changes. A good market segmentation will result in segment members that are internally homogenous and externally heterogeneous; that is, as similar as possible within the segment, and as different as possible between segments. Bases for Segmentation in Consumer Markets Consumer markets can be segmented on the following customer characteristics. Geographic Demographic Psychographic Behavioral Geographic Segmentation The following are some examples of geographic variables often used in segmentation. Region: by continent, country, state, or even neighborhood Size of metropolitan area: segmented according to size of population Population density: often classified as urban, suburban, or rural Climate: according to weather patterns common to certain geographic regions Demographic Segmentation Some demographic segmentation variables include: Age Gender Family size Family lifecycle Generation: baby-boomers, Generation X, etc. Income Occupation Education Ethnicity Nationality Religion Social class Many of these variables have standard categories for their values. For example, family lifecycle often is expressed as bachelor, married with no children (DINKS: Double Income, No Kids), full-nest, empty-nest, or solitary survivor. Some of these categories have several stages, for example, full-nest I, II, or III depending on the age of the c

Uncontrollable Lifestyle Changes :: Legal Issues, Illegal Immigration

Out of the hundreds of thousand immigrants who illegally cross the border there are some who make it to America. The dream of living in America and finding work so they can support their families in Mexico can become a reality. When it becomes a reality many immigrants who make it across start to realize their stuck in America. Through generations after generations many immigrants succeed at earning money in the states and return home to enjoy their success with their families. However, others find out that America has influenced their persona and they decide to stay in America permanently. The beliefs and values they possess are still with them but hidden from the fast paced life of America. Hispanic/Latinos culture is very different from the culture in America. Coming to America has its influences on all immigrants. Situations and plans tend to fade after experiencing the in different cultures of America. Martinez (2001) writes, â€Å"Raul came to America alone to give his children a future. He just never thought about how that very future might swallow them up† (p. 235). It seems it is usually the children of immigrants who tend to be changing their beliefs because of the American influences. Most Hispanic/Latinos come to America to earn money for their families then move back to Mexico. Living in America for several years maybe even a decade can change someone. Martinez (2001) writes, â€Å"Baltazar is likely to disappoint his father and be swallowed up by an American future† (p. 277). Some Hispanic/Latinos still have the same family values from Mexico but manage to change their mind about moving back. They may think the struggle of Mexico’s economy will never change or couldn’t imagine living in those types of poverty environments again. It is like they are sacrificing their traditions and cultures to provide their children an education. Skinner (2006) writes, â€Å"The danger and concern to the U.S. are that poverty places even stronger pressures on the Mexican undereducated and unemployed to migrate north to the U.S. in search of low skill jobs and survival† (p. 7). In order to survive the only option is crossing the border illegally for some Hispanic/Latinos. In poverty stricken homes in Mexico there are not many choices for someone’s future. Education is the main attraction for immigrants who think about future purposes for their children.

Octopus :: essays research papers

Recently, researchers have discovered the existence of an extremely unique type of octopus. The species, known as the Indo-Malayan octopus, has the ability to alter its shape, form, and color pattern to mimic or imitate other sea creatures in order to avoid predation (2). The discovery of the mimic octopus is noteworthy because no other type of cephalopod is known to have impersonation abilities. The octopus is also not limited to one imitation. Researchers have observed up to eight different formations. The alternations occur depending upon the appetite, surrounding environment, and proximity of predators the octopus encounters (1). In analyzing the formations, behaviors, and predators of the mimic octopus, it is important to isolate the origins of this exclusive, and highly intelligent defense mechanism. Is this means of protection or evolutionary development, one that allows the cephalopod a better means of survival? Or is this the result of observed behaviors where the mimic oct opus becomes aware of the relations occurring in the environment, and successfully imitates a species based upon their ability to subsist when dealing with dangerous predators? The existence of mimic octopi is restricted to the islands of Indonesia, specifically off the coasts off Solawesi, and Bali (3). Surprisingly, the octopi have been viewed during the daylight hours, generally residing near sand tunnels, and holes (1). The octopi enjoy these mounds because they provide a significant source of food, including small worms, fish, and crustaceans. The octopus utilizes its arms to feel for prey, and then captures the food through the use of expanded webs. However, when the animal is attempting to hide itself from possible enemies, the Indo-Malayan octopus can transform itself into a variety of organisms, including fish, sea snakes, and anemones. If the octopus observes a cluster of damselfishes, it will change into a lionfish by swimming above the ocean floor, with arms extended beyond the body (2). The lionfish is known to possess poisonous spikes, which successfully deter the damselfish from preying upon the mimic octopus. Another possible transformation includes the sole fish. The octopus is able to propel itself in a similar manner by forming a leaf-shaped arm that moves it across the ocean floor effortlessly. The octopus's arms are also useful in impersonating the sea snake. Two arms are waved around to appear like a pair of snakes, while the other six are hidden from view. The octopus also changes its color and creates yellow and dark bands across the exposed arms.

Why Are Teenagers Stressed?

Why Are Teenagers Stressed? BY Testators Can you trust everything you see or hear now-a-days? The media Is full of constant propaganda, propaganda which brainwashes the minds of young people. Children as young as 3 are already worrying about their appearances, as seen on the television shows such as ‘Toddlers and Tiaras. ‘ I believe the media has a much stronger impact on teenagers than any other age group. Everywhere you go, there will always be that â€Å"look,† that celebrities have and that every young person aspires to look like.Teenage girls will go to all extents in order to achieve the media's perception of a beautiful woman, when in fact few teenagers know that what they are seeing In magazines and on billboards are not In fact real humans, but they are what society has created. When parents think their children are safe at home, they are wrong. Young people's minds are being filled with poison which is also known as the perfect image.Shows such as ‘ Keeping up with the Sardinian,' Toddlers and Tiaras,' ‘America's next top model,' ‘Jersey Shore,' and '16 and Pregnant,' are giving teenagers the wrong idea that you must be ‘slim, fake, very award, and covered In make-up' to be considered anything near beautiful. Shows such as these are giving the Impression that you must be a specific way to be successful and/or notorious. This already creates large numbers of very unconcealed women, as they feel they are not ‘beautiful, ‘because they are not covered in make-up.These types of situations create stress for teenagers as they feel they must look a certain way to be deemed beautiful. When asked, 87% of British teenagers claimed to be unhappy with their physiques and 64% of those under 13 had already turned to tenting In order to lose weight as stated by In the Dally Mall Newspaper article. Many teenagers are pressured by their families Into doing well in their GASES_ This makes them feel like they must do well in order to keep their families happy. I can speak from personal experiences when I say that I felt even more pressured because I knew that my family were expecting good grades from me.This creates a large amount of stress for teenagers as they feel they must do well in order to make their families proud and In order to go to university to get a good job. It is said by the majority of the elder generation that going to university means that you will have a better future as you will get a good Job, which entails a larger salary as opposed to someone who did not attend university. This is not necessarily true as people who do not attend university can still manage to get a well-paid Job. Also, family members may expect their child to do a specific profession which the child themselves does not want to do.This means that the teenager Is pushed into schools which allow the best support in he subjects which will open pathways to these careers. This can also create higher levels as s tress as teenagers are being forced Into doing a subject they do not wish to do, which makes it more challenging to succeed, thus creating more stress. The teenagers which come from working class families, unfortunately, have it a lot harder than those that come from middle class or upper class families. A working class teenager may be pressured by their families to get a job as soon as possible in order to help out their living situation.This can create stress because distributing enough mime for school and work can not only be exasperating but It can also be difficult. At the case for those which come from working class families. Not only can teenagers be stressed from working, they can also be stressed as they are being put into a situation where money is a problem and they are constantly living under the threat that certain necessities may be cut off due to an outstanding bill payment or something as extreme as being kicked out the house. Society has a large impact on the amount of stress that a teenager has.By society I mean all things surrounding hem, media (as I previously discussed), friends, and the general public. Whether you want to admit it or not, everywhere you go, everything you do, you are always being judged, by everyone. Many people are aware of this whilst others aren't. The fact that we live in a country where everyone is Judged by the color of their skin, the way they present themselves and by their appearances makes it a more difficult place to fully be accepted. This applies stress to young people as they feel they need to be accepted in society by becoming something that they are now.The factor which disheartens me the most is that in society you are expected to be a specific way In order to be accepted and if you are anything other than ‘perfect,' you are looked upon as ‘morally wrong. ‘ Which leads me onto my next point, the general public (specifically the older generation) has generalized teenagers as being anti-so cial and rude when in fact only a minority of teens are actually this. By generalizing an age group based upon a few individuals can make it more challenging for the younger generation to speak their mind and have their voices heard.This also creates stress by making teenagers feel as if they are not important because of what they are depicted as. To sum up, teenagers have many reasons to feel like they have a build-up of stress, but I believe the two main factors are family and education as most of teenagers spend the majority of their time either in school and/or in the presence of their families. This means that they are constantly being told what to do, what to achieve and what is expected of them. Which makes life as a teen more difficult than it needs to be.