Market Positioning of New Product

What is Marketing : The word Marketing in narrow sense is used as the sum up of selling process. Now a days marketing is considered as managing profitable customer relationships. Hence, we define marketing as the process by which companies create value for customers and build strong customer relationships in order to capture value from customers in return. Here the figure 1. 1 presents a simple five step model of the marketing process. In the first four steps companies work to understand consumers, create customer value and build strong customer relationships. In the final step companies reach the reward 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. In the face of today’s changing business , to success , this expand model of marketing is very much helpful. All steps of this marketing process is important. As a first step, marketers need to understand customers needs and wants and the market place within which they operate. Once its fully understood , consumers and marketplace, Marketing management design a customer driven marketing strategy. In the next steps, marketers construct a marketing program that actually deliver superior value through building profitable customer relationships by capturing value from customers. Here we will focus on customer driven marketing strategy of launching a product or service. Customer – driven marketing strategy and marketing management orientations that guide marketing strategy: To design a winning marketing strategy , the company must first decide who it will serve. It does this by dividing the market into segments of customers(market segmentation) and selecting which segments it will cultivate(target marketing). Next , the company must decide how it will serve targeted customers(how it will differentiate and position itself in the marketplace). Marketing management wants to design strategies that will build profitable relationships with target consumers. There are five alternative concepts under which organizations design and carry out their marketing strategies. These are :- *Production concept: *Product concept *Selling concept *Marketing concept *Social marketing concept roduction concept The philosophy that consumers will favor products that are available and highly affordable, and that management should therefore focus on improving production and distribution efficiency product concept: The idea that C'l will favor products that offer the most quality, performance and features, and that the organisation should therefore, devote its energy to making continuous produce improve merits selling concept: The idea that consumers†¢ will not buy enough of the organisation's products unless the organisation undertakes large-scale selling and promotion effort arketing concept The marketing management philosophy†¢ which holds that achieving organizational goals depends on determining the needs and wants qf target markets and delivering the desired satisfactions more effectively and efficiently than competitors do. societal marketing concept: The idea that the organization should determine the need, want and interests of target markets and deliver the desired satisfactions more effectively and efficiently than competitors in a ay that maintains or improves the consumer's and society's well-being. There is no hard and fast rule to strictly follow any particular concept. These concept are followed by different companies as their convenience as their business mission. This may vary for different companies beside some companies may follow the combination of these orientation. Marketing mix The set of controllabletactic-id marketing tools- product, price, place and promotion – that tlivfirm blends to producethe response it wants in che target market ‘functional chewing and bubble gums' [pic] Product Anything that can be offered to a market for attention, acquisition, use or consumption that might satisfy a want. It includes physical objects, persons organizations and ideas, price. The amount of money charged for a product or service, or the sum of the values that consumers exchange for the benefits of having or using the product or service. place. All the company activities make the product or service available to target customers. promotion Activities that communicate the product or service and its ‘merits to target customers a persuade them to buy. SWOT Analysis The SWOT analysis section draws from the market audit. It is a brief list of the critical success factors in the market, and rates strengths and weaknesses against the competition. The SWOT analysis should include costs and other non marketing variables. The outstanding opportunities and threats should he given. If plans depend upon assumptions about the market, the economy or the competition. SWOT analysis draws the critical strengths, weaknesses, opportunities and threats (SWOT) from the strategic audit. The audit contains a wealth of data of differing importance and reliability. SWOT analysis distils these data to show the critical items from the internal and external audit. The number of items is small for forceful communications, and they show where a business should focus its attention. The STP Process The growing use of the STP process has occurred as a direct result of the prevalence of mature markets, the greater diversity in customer needs, and the ability to reach specialized or niche segments. As such marketers are increasingly segmenting markets and identifying attractive segments (i. e. who to focus on and why? ), in order to identify new product opportunities, develop suitable positioning and communications strategies (i. e. what message to communicate), and effectively allocate resources to key marketing activities (i. e. how much should we spend and where? ). Organizations will often commission segmentation research when they want to re-scope their marketing strategy, investigate a declining brand, launch a new product, or restructure their pricing policy. Organizations operating in highly dynamic environments seek to conduct segmentation research at regular intervals, to keep in touch with changes in the marketplace. STP refers to the three activities segmentation, targeting, and positioning Key benefits of the STP process include: †¢ Enhancing a company’s competitive position by providing direction and focus for marketing strategies such as targeted advertising, new product development, and brand differentiation. For example, Coca-Cola identified through market research that its Diet Coke brand (also marketed as Coca-Cola Lite) was egarded as ‘girly’ and ‘feminine’ by male consumers. As a direct result the company developed a new product, branded Coke Zero, which is targeted at the health-conscious male segment of the soft drinks market. †¢ Examining and identifying growth opportunities in the market through the identification of new customers, growth segments, or new product uses. For examp le Arm & Hammer was able to attract new customers when existing consumers identified new uses for their baking soda (Christensen, Cook, and Hall, 2005). Lucozade also changed the positioning and targeting from its original marketing strategy positioned for sick children and rebranded to target athletes as an energy drink. †¢ More effective and efficient matching of company resources to targeted market segments promises the greatest return on marketing investment (ROMI). For example, financial institutions like HSBC and Barclays and large retailing multinationals such as Tesco and ASDA Wal-Mart are utilizing data-informed segmentation strategies to effectively target direct marketing messages and rewards to customers they have classified as offering long-term value to the company, i. . they are profitable customers. Market Create values for customers and build customer relationship An expanded model of the marketing process Marketing Strategy Target consumers are at the centre of the marketing strategy. The company identifies the total market, divides it into smaller segments, selects the most promising segments and focuses on se rving them. It designs a marketing mix using mechanisms under its control: product, price, place and promotion. The company engages in marketing analysis, planning, implementation and control to find the best marketing mix and to take action. The company uses these activities to enable it to watch and adapt to the marketing environment. We will now look briefly at e;ieh factor in the marketing process and say where it is developed elsewhere in this book. The Concept of Market Segmentation Market segmentation is the division of a market into different groups of customers with distinctly similar needs and product/service requirements. Or to put it another way, market segmentation is the division of a mass market into identifiable and distinct groups or segments, each of which have common characteristics and needs and display similar responses to marketing actions. Market segmentation was first defined as ‘a condition of growth when core markets have already been developed on a generalised basis to the point where additional promotional expenditures are yielding diminishing returns’ (Smith, 1956). There is now widespread agreement that they form an important foundation for successful marketing strategies and activities (Wind, 1978; Hooley and Saunders, 1993). The purpose of market segmentation is to leverage scarce resources; in other words, to ensure that the elements of the marketing mix, price, distribution, products and promotion, are designed to meet particular needs of different customer groups. Since companies have finite resources it is not possible to produce all possible products for all the people, all of the time. The best that can be aimed for is to provide selected offerings for selected groups of people, most of the time. This process allows organizations to focus on specific customers’ needs, in the most efficient and effective way. As Beane and Ennis (1987) eloquently commented, ‘a company with limited resources needs to pick only the best opportunities to pursue’. The market segmentation concept is related to product differentiation. If you aim at different market segments, you might adapt different variations of your offering to satisfy those segments, and equally if you adapt different versions of your offering, this may appeal to different market segments. Since there is less competition, your approach is less likely to be copied and so either approach will do. Market consists of buyers and buyers differ in one or more ways. They may differ in their wants ,resources, locations, buying attitudes and buying practices. Through market segmentation , companies divide large, heterogeneous markets into smaller segments that can be reached more efficiently and effectively with products services that match their unique needs. In this section we discuss four important segmentation topics: segmenting consumer markets, segmenting business markets, segmenting international markets, and requirements for effective segmentation. Segmenting Consumer Markets There is no single way to segment a market. A marketer has to try different segmentation variables, alone and in combination, to find the best way to view the market structures. Table 7. 1 outlines the major variables that might be used in segmenting consumer markets. Here we look at the major geographic , demographic, psychographic, and behavioral variables. Geographic | | | |World region or country North America, West Europe, Middle east, Pacific rim, China, India, Canada | |Country region Pacific, Mountain, West north central, West south central, East north central, | |East south central, South atlantic, Middle atlantic, New England. | | |City or metro size Under 5000;5000-20000;20000-50000;50000-100000;100000-250000; | |250000-5000000;500000-1000000 | |Destiny Urban, suburban, rural | |Climate Northern, southern | |Demographic | |Age Under 6;6-11;12-19;20-34;35-49;50-64;65+ |Gender male, female | |Family size 1-2;3-4;5+ | |Family life cycle Young, single, Young married, no children, Young married with children, | |Older, married with children, older married no children | | | |Income Under10000;10000-20000;20000-30000;30000-50000;50000-100000 | |Occupation Professional and technical;managers;officials;proprietors;clerical;sales; | |Crafts people; supervisors;operatives | |Education Grade school or less;some high school;high school graduate;some college | |Race Asian;Hispanic;black;white | |Generation Baby boomer. Generation x, generation y | |Religion catholic, protestant, jewish, muslim, hindu, other | |Nationality North American, South American, British, French, German, Italian, Japanese | |Psychographic | |Social class Lower lowers, upper lowers, working class, middle class, upper middles | |, upper uppers | | | |Life style Achievers, strivers, survivors | |Personality Compulsive, gregarious, authoritarian, ambitious | |Behavioral |Occasions Regular occasion, Special occasion | |Benefits Quality, service, economy, convenience, speed | |User status Nonuser, ex-user, potential user, first time user, regular user | |User rates Light user, medium, user, heavy user | |Loyalty status None, medium, strong, absolute | |Readiness stage Unaware, aware, informed, interested, desirous | |Attitude toward product Enthusiastic, positive, indifferent, negative, hostile | Segmenting Business Markets Consumer and business marketers use many of the same variables to segment their markets. Business bu yers can be segmented geographically, demographically, or by benefit sought, user status, user rate and loyalty status. Yet business marketers also use some additional variables, such as customer operating characteristics, purchasing approaches , situational factors and personal characteristic. By going after segments instead of the whole market, companies can deliver the just the right value proposition to each segment served and capture more value in return. Requirements for Effective Segmentation: Clearly, there are many ways to segment a market, but not all segmentations are effective. For example, buyers of table salt could be divided into blond and brunette customers. Target Markets The second important part of the STP process is to determine which, if any, of the segments uncovered should be targeted and made the focus of a comprehensive marketing programme. Ultimately, managerial discretion and judgement determines which markets are selected and exploited and which others are ignored. Kotler (1984) suggested that in order for market segmentation to be effective, all segments must be: †¢ Distinct—is each segment clearly different from other segments? If so, different marketing mixes, to use the traditional approach to marketing, will be necessary. †¢ Accessible—can buyers be reached through appropriate promotional programmes and distribution channels? †¢ Measurable—is the segment easy to identify and measure? †¢ Profitable—is the segment sufficiently large to provide a stream of constant future revenues and profits? This approach to the evaluation of market segments is often referred to by the DAMP acronym, making it easier to remember. Another approach to evaluating market segments uses a rating approach for different segment attractiveness factors, such as market growth, segment profitability, segment size, competitive intensity within the segment, and the cyclical nature of the industry (e. g. whether or not the business is seasonal, e. g. retailing, or dependent on government political cycles as some large-scale defence contracts are). Each of these segment attractiveness factors is rated on a scale of 0–10 and loosely categorized in the high, medium, or low columns, based on either set criteria, or subjective criteria, dependent on the availability of market and customer data and the approach adopted by the managers undertaking the segmentation programme. [pic] ? Six steps in market segmentation, targeting and positioning Differentiation & Positioning Strategies Marketers can follow several positioning . strategies. These strategies use associations to change consumers' perception of products. Product attrilmtes position many technical products. The positioning of Ericssons EH237 mobile phone is its Low weight and number $ features, while much of BMW's advertising promotes individual technical items- like fresh air filters. In the exclusive watch market Breitling. Baume & Mercier and Audemars Piguet's positioning are on their mechanical movements. Some of their designs leave the mechanisms exposed and one ad argues ‘Since 1735 there has never been a quartz Rlanepain. And there never will be. ‘ The benefits they offer or the needs they fill position many products – Crest toothpaste reduces cavities. Aim tastes good and Macleans Sensitive relieves the pain of sensitive teeth. In the confectionery industry, Italian Gaci and Ferrero Rocher are gifts, while Mars and Snickers bars satisfy hunger. Huhtamaki is Finland's largest industrial company but LEAF, its confectionery division, is only ten in size worldwide. It developed competitive advantage Marketing Services to remain flexible has also led to firms hiring services that provide use without ownership. Finally, an increasing number of firms are keen to focus on their core competences. They are beginning to contract out non-core activities, such as warehousing and transportation, thus stimulating the growth of specialist business service organizations. All these developments have, in turn, led to a growing interest in the special problems of marketing services. Brand Positioning: Marketers need to position their brands clearly in target customers minds. They can position brands at any of three levels. Branding poses challenging decision. *Sample of marketing strategy of stock market consulting firm Finance Hauler Lead life less tension Our company is an service providing company. The goal of our company is to provide service , provide information about stock market in exchange of a particular fee. Ours is an unique company, so far. We are targeting specific segments in the consumers and business markets, taking the opportunity of current situation of stock market. The primary objective is to serve in Rajshahi, shaheb bazaar, then it will be scattered in the whole country, where broker houses stands. In business there is a chance of loss and also profit, we will try to make profit from the first year. Question may arise why this type of consultancy firm? The answer is the present condition of stock market. The main reason behind this is lack of proper knowledge about stock market. Investors doesnt know where to invest and when to invest. Our duty is to make him clear. As Bangladesh is a capital deficiency country, so the capital we have need to invest properly. As we are the student of Finance & Banking , our duty is to analyze the stock market, that’s why we have planned to open such type of firm. At present some brokerage house & ICB some provide information to their investors un officially. These informations are not so profitable. But there is no specialized firm who provide proper information about stock market, that’s why we intended to open such a consulting firm. By describing the targeted segments in detail, it can be said that our firm will satisfy the customers need, want, and their demand , as we have planned to scatter it in the every city of Bangladesh. Bangladesh is a capital defficiency country. As peoples save less consumption more , so we need to invest the savings into right sector, We will provide information to invest in the profitable sector. So at a time the economy of Bangladesh will be increased. The standard of living of common people will be raised. The growth and development of our country will be accelerated. As we will open a firm we need specialised employees by recruiting whom we will help them to lead a better life. Features of our service : A product or service need three characteristics 1. Unique 2. Price 3. Availability According to these characteristics our service or product is perfect. Its unique. By our effort and efficiency it will be available in the whole country after a year or two year, As it is a era of globalization , anyone can get our service by using internet or telephone service from anywhere. We will take a minimum fee for registration and membership which will be easy to pay by the clients. Marketing planning aims and objectives Behind the corporate objectives, which in themselves offer the main context for the marketing plan, will lie the â€Å"corporate mission,† which in turn provides the context for these corporate objectives. In a sales-oriented organization, the marketing planning function designs incentive pay plans to not only motivate and reward frontline staff fairly but also to align marketing activities with corporate mission. This â€Å"corporate mission† can be thought of as a definition of what the organization is, of what it does: â€Å"Our business is †¦Ã¢â‚¬ . This definition should not be too narrow, or it will constrict the development of the organization; a too rigorous concentration on the view that â€Å"We are in the business of making meat-scales,† as IBM was during the early 1900s, might have limited its subsequent development into other areas. On the other hand, it should not be too wide or it will become meaningless; â€Å"We want to make a profit† is not too helpful in developing specific plans. Abell suggested that the definition should cover three dimensions: â€Å"customer groups† to be served, â€Å"customer needs† to be served, and â€Å"technologies† to be used. Thus, the definition of IBM's â€Å"corporate mission† in the 1940s might well have been: â€Å"We are in the business of handling accounting information [customer need] for the larger US organizations [customer group] by means of punched cards [technology]. † Perhaps the most important factor in successful marketing is the â€Å"corporate vision. † Surprisingly, it is largely neglected by marketing textbooks, although not by the popular exponents of corporate strategy – indeed, it was perhaps the main theme of the book by Peters and Waterman, in the form of their â€Å"Superordinate Goals. † â€Å"In Search of Excellence† said: â€Å"Nothing drives progress like the imagination. The idea precedes the deed. If the organization in general, and its chief executive in particular, has a strong vision of where its future lies, then there is a good chance that the organization will achieve a strong position in its markets (and attain that future). This will be not least because its strategies will be consistent and will be supported by its staff at all levels. In this context, all of IBM's marketing activities were underpinned by its philosophy of â€Å"customer service,† a vision originally promoted by the charismatic Watson dynasty. The emphasis at this stage is on obtaining a complete and accurate picture. Needs and corresponding features/benefits of Finance Hauler : Targeted segment |Customer need |Corresponding feature | |Professionals |. Time saving and Holiday scheme|. Usually professionals are busy so they need time less consuming scheme and information, | |(consumer market) | |and in holiday they will get informations. | | | | | | | | | | | | | | | | | | | | | | |. Students have less money so they need fast moving but less price share information, as | |Students |. Seminar and money saving |they know less they will get free seminar discussion. |(consumer market) |scheme | | | | | | | | | | | | | | | | | | | |. Lazy money investment scheme |. They need to secure their retirement pension money, from which they will get fast profit| |Retired person | |and stable market. |(consumer market) | | | | | | | | | | | | | | | | |. Special scheme | | | | |. Women are totally unaware about stock market but they can make a great contribution in | |Women | |country economy by investing their small savings into stock market. We have a special | |(consumer market) | |scheme and care for women. | Competitive review: As our firm is new and unique, so far no competitor in our sector. This type of business is unavailable in our country. At future there may be competitor but now no one. Distribution review : Distribution review needs distribution channels for a product. As our service is unique so there is no better distribution channel. We have to advertise through television , radio , news paper etc. And most importantly through brokerage house. We will distribute handbills and posters. SWOT analysis: Strengths : Our strengths depends on the followings * Innovative service *Security *Pricing Weakness : Weakness are internal elements that may interfere with the company’s ability to achieve its objectives. The weakness of our firm is only the brand awareness. Opportunities : *Increased public demand *Lower technology cost. Threats : *At present no competitor so far but near future there may be competitor then there will rise our threat. Short run objectives : * First we will open our firm in Rajshahi to provide service. *Try to increase member *Profit maximization Long run objectives : *Scatter our services all over the country *Wealth maximization Issues : In relation to the service launch; issue is the ability to establish a well regarded brand name linked to a meaningful positioning. We must invest heavily in marketing to create a memorable and distinctive brand image projecting innovation, quality and value. Marketing Research & Development: In this segment how marketing research will be used to support development, implementation and evaluation of strategies and action programs. As our service on stock market, we mainly focus on capital market, economic conditions, performance of companies’ research & development. Action programs: Action programs should be coordinated with the resources and activities of other services. The first action is to know about the capital market to the people. Then make a positive concept about stock market and how to gain in the market in short run and long run. Budgets: Budgets serve two main purposes: one is to project profitability and another to help managers plan for expenditures ,scheduling and operations related to each action program. In our services We need a flat for our office purchasing furniture, equipments and other elements. Controls: Controls help management assess results after the plan is implemented identify any problems or performance variations and initiate corrective action. We are developing contingency plans to address fast-moving, new technology and new competition. ———————– Build profitable relationships and create customer delight Construct an integrated marketing program that delivers superior value Design a customer-driven marketing strategy Understand the market place and customer needs and wants Customer relationship management: build strong relationships with chosen customers Product and service design: build strong brands Select customers to serve market segmentation and targeting Research customers and the marketplace Pricing: create real value Manage marketing information and customer data Decide on a value proposition: differentiation and positioning Customer relationship management build strong relationships with chosen customers Distribution: manage demand and supply chains Partner relationship management: build strong relationships with marketing partners Promotion: communicate the value proposition ———————– 2

American literature Essay

Instructor Information Instructor: Mrs. Katy Kownacki Office: Online! Office Hours: immediately following class sessions. Office Telephone: (571)344-3234 E-mail: kkownacki@fcps. edu Course Description The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. An examination of how media influences beliefs and behaviors will be introduced. The student will continue to develop and expand vocabulary. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of history and culture. Students will also use nonfiction texts to draw conclusions and make inferences citing textual support. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive writings by  locating, evaluating, synthesizing, and documenting information following ethical and legal guidelines. Students are required to take the English 11Standards of Learning End of Course Test. Prerequisite/Co-requisite: English 10 Textbook & Course Materials Required Texts †¢Elements of Literature, Fifth Course Enhanced  ©2007 (http://my. hrw. com) †¢Elements of Language, Fifth Course  ©2004 (http://my. hrw. com) †¢The Great Gatsby by F. Scott Fitzgerald. http://ebooks. adelaide. edu. au/f/fitzgerald/f_scott/gatsby/ Other Readings oThe Crucible is found in the online textbook oOther readings will be made available in the FCPS Online Campus Learning  Modules. Page 1 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus Course Requirements †¢Computer with Internet connection (DSL, LAN, or cable connection desirable) †¢Headphones and microphone †¢Word processing program (Microsoft Word recommended) †¢Account access to FCPS 24/7 Course Structure This course will be delivered entirely online through the FCPS 24/7 and Elluminate. You will use your student account to login to the course from FCPS 24/7 (http://fcps. blackboard. com). In your FCPS Online Campus course, you will access online lessons, course materials, and resources. At a designated time during the week, we will participate in a synchronous activity using our virtual classroom, Elluminate. In addition to traditional writing and vocabulary assignments, activities will consist of chats, blogs, discussion forums, emails, journaling, and wikis. FCPS Online Campus Access To access this course within FCPS 24/7, you will need access to the Internet and a supported Web browser (Internet Explorer, Firefox). To ensure that you are using a supported browser and have required plug-ins, you must finish the prerequisite technology mini-course before starting the online English 11 course. Refer to the FCPS Online Campus welcome letter for instructions. Technical Assistance If you need technical assistance at any time during the course, call Presidium 1-866-434-8880. Also email your instructor about the problem. You will need to find an alternate means to access the course (a friend’s computer, a parent’s computer, the library, etc). Important Note: This syllabus, along with course assignments and due dates, are subject to change. It is the student’s responsibility to check FCPS 24/7 for corrections or updates to the syllabus. Any changes will be clearly noted in course announcement or through instructor’s email. English 11 Summer Syllabus Fairfax County Public Schools— Online Campus PART 2: COURSE OBJECTIVES †¢COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY oUse a variety of oral-communication skills and provide accurate evidence to give informative and persuasive oral presentations. oCritique and assess the effectiveness of persuasive presentations by others. oExamine how persuasive media messages influence audiences’ beliefs and behaviors. †¢READING oApply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. oEnhance appreciation for literature by studying both classic and  contemporary American literature. oRead a variety of literary genres and informational texts to identify the prevalent themes in American literature that are reflective of American history and culture. oDevelop vocabulary and reading comprehension skills and apply those skills in other content areas, including history and social science, science, and mathematics. oIdentify the contributions of other cultures to the development of American literature. †¢WRITING oWrite in a variety of forms with an emphasis on persuasion. oProduce arguments in writing that demonstrate knowledgeable judgments and address counterclaims. oUse knowledge of genres, formats, purposes, audiences, and situations to produce clear and effective products that reflect use of all stages of a writing process. †¢RESEARCH oEngage in research that requires the selection, evaluation, use, and documentation of a variety of sources. oVerify the validity of all information and follow ethical and legal guidelines for using and gathering information. oPresent a research product that is clearly written and accurately documented according to Modern Language Association (MLA) standards. Page 3 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus. PART 3: TOPIC OUTLINE/SCHEDULE Important Note: Refer to the course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each week’s corresponding learning module. If you have any questions, please contact your instructor. †¢Poetry and Short Stories oIntroduction/ Review of Literary Elements oVariety of short stories and poems by American authors †¢Drama oThe Crucible †¢Fiction oThe Great Gatsby †¢Non-Fiction oThe Autobiography of Ben Franklin oNarrative of Frederick Douglass oAutobiographical Notes essay by James Baldwin oLetter from a Birmingham Jail by M. L. King, Jr. oFrom Resistance to Civil Government by Henry David Thoreau †¢Research oBackground information on F. Scott Fitzgerald and The Great Gatsby. †¢Writing oThesis-driven writing (claim, assertion, commentary) oJournals oPoetry oLiterary Analysis Page 4 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus PART 4: GRADING POLICIES Graded Course Activities Visit the Eng 11 Units button in your FCPS Online Campus course for instructions and information about assignments. Students will submit work through the Assignments button, through the Discussion Board button, or via email. Click on the Assessments button to access quizzes and exams. Submitted work is available for view through the student gradebook in FCPS 24/7. Procedures for Submitting Work You use the Assignment Button to submit assignments. Name the document correctly by using the file naming convention: lastname_assignmentname_date. doc. Please add a header at the top of the document containing your name, the date, and assignment title. If I receive a document without a name, it will be returned (and then you run the risk of turning in a late assignment). When you email me, please type your name in the subject line and sign your emails with your first and last names. Save (and backup) all of your submitted work. You are advised to keep copies of everything, including emails that show the date and time that you’ve submitted your assignments. Late work must be emailed to teacher with an explanation. Late Work Policy ALL WORK IS DUE BY MIDNIGHT ON THE DAY IT IS ASSIGNED. Work received between midnight and 8:00 am the next day will be accepted, but with a ten percent reduction in the grade earned. Work received between 8:00 am and 11:59 pm that same day will be accepted, but with a twenty percent reduction in the grade earned. After 11:59 pm on the day after the work was originally due, no late work will be accepted. Discussion boards are NOT accepted late. Viewing Grades in FCPS Online Campus Instructor will update the online grades each week—typically 2-3 days after each due date. Grade Reports will be emailed to parents, students and counselors every week. Grade Reports will reflect the student’s quality of work by the scores on the assignments but will also contain missing assignment if the student is behind schedule to finish the class. Page 5 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus. *during summer school this is expedited since a single summer day is 8 academic days The grade percentage chart will be used to convert to letter grade reporting (chart below). Final Mark Each quarter will count as 20% of the final grade. The final exam will count as 1/5 of the final grade. Letter Grade Percentage Definition A 93-100% Designates the status of a student who consistently demonstrates accurate and complete knowledge of content and skills specified in the FCPS Program of Studies (POS), and applies that knowledge to solve problems in a variety of settings A- 90-92% B+ 87-89% Designates the status of a student who demonstrates knowledge of content and skills specified in the FCPS Program of Studies (POS), with some improvement needed in accuracy and/or consistency in performance, applying that knowledge to solve problems in a variety of settings B 83-86% B- 80-82% C+ 77-79% Designates the status of a student who demonstrates knowledge of basic content and skills specified in the FCPS Program of Studies (POS), but requires additional practice and instructional experiences to acquire skills necessary to solve problems C 73-76% C- 70-72% D+ 67-69% Designates the status of a student who needs significant practice and instructional experiences to acquire the  knowledge of basic content and skills specified in the FCPS Program of Studies (POS) necessary to solve problems. As a final mark, it is not necessarily sufficient to meet the prerequisite requirements for the next level in a sequence of courses. D 64-66% F 0-63% Designates the status of a student who has not demonstrated the basic knowledge of content and/or skills specified in the FCPS Program of Studies (POS) and requires additional practice and instructional experiences in order to succeed. I * Designates the status of a student who has not been able to complete tasks that are major components of the quarter  grade for reasons considered appropriate by the teacher or team or by the principal or his or her designee. The student is required to make up work within a specified time period in order to convert this â€Å"incomplete† to a grade by the next quarterly progress report. *I (Incomplete) = May not be given as a permanent final grade. Page 6 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus Important note: For more information about grading, visit the grading and reporting policies at the FCPS website. Page 7 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus COURSE POLICIES Participation. Students are expected to participate in all online activities as listed on the course calendar. Consistent participation is required and submission of work is the evidence of that participation. Communicate If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective person. Make sure that you are proactive in informing your instructor when difficulties arise during the year so that we can help you find a solution. Complete Assignments. All assignments for this course will be submitted electronically through FCPS 24/7 unless otherwise instructed. Assignments must be submitted by the given deadline or special permission must be requested from instructor. Extensions will not be given beyond the next assignment. Late or missing discussion assignments will affect the student’s grade. Understand When You will be Removed from This Course It is state law that a student will no miss 15 days of class. The instructor will notify parents and counselor at 5 and 10 days of no work submitted. At 15 days the student is removed from the course and returned to the counselor  for appropriate placement. Our goal is to get students to receive credit for graduation, and if online is not an appropriate environment, a return to face to face instruction is necessary. During summer school three days of non-activity will warrant dismissal from the course; your teacher will evaluate this after Sunday night. Inform Your Instructor of Any Accommodations Needed If you have a documented disability and IEP, and you wish to discuss academic accommodations, please contact your instructor as soon as possible. IEP and 504 accommodations must be submitted to the Online Campus before the class starts. The Online Campus can be contacted by phone at (703) 503-7781 (Voice) or via email at onlinecampus@fcps. edu . Commit to Ethical Conduct As a student in this course, you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class Page 8 English 11 Syllabus Fairfax County Public Schools— Online Campus and also integrity in your behavior in and out of the classroom. Page 9 English 11 Syllabus Fairfax County Public Schools— Online Campus FCPS Ethical Conduct for Users (SR&R regulation 2601) It is the responsibility of the student to: †¢Use only his or her account or password. It is a violation to give access to an account to any other user. †¢Recognize and honor the intellectual property of others; comply with legal restrictions regarding plagiarism and the use and citation of information resources. †¢Not read, modify, or remove files owned by other users. †¢Restrict the use of the FCPS network and resources to the mission or function of the school system. The use of the FCPS network for personal use or for private gain is prohibited. †¢Help maintain the integrity of the school information system. Deliberate tampering or experimentation is not allowed; this includes the use of FCPS network and resources to illicitly access, tamper with, or experiment with systems outside FCPS. The information systems and Internet access available through FCPS are available to support learning, enhance instruction, and support school business practices. †¢Refrain from using offensive, obscene, or harassing language when using FCPS network systems. †¢Abstain from accessing, changing, or deleting files belonging to others. Important Note: Any form of academic dishonesty, including cheating and plagiarism, will be reported to the administration office. Page 10

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Evaluate the economic impact of free immigration on a receiving country Essay Impact of free immigration on the economic prospects still remains vague as experts provide juxtaposing view and arguments but it clearly manifest that immigration has a deep impact on the economy of a country. (Borjas, 1995) Migrants pay taxes, claim benefits, consume services and these results in the amplification of government spending. If the balance between the payment of taxes by these immigrants and government expenditure disturbs, then it results into the fiscal deficit. This can have adverse effects on the country’s economy. But studies (Home Office, 2007) showed that this balance remained migrants. This study says that â€Å"in the long run, it is likely that the net fiscal contribution of an immigrant will be greater that that of a non-immigrant† (Home Office, 2007; 10) Another added advantage of free immigration is the provision of labour. It remained a prime source of additional labour supply in the past and will serve the purpose of increasing productivity ion future. Free immigration often occurs due to economic needs and these migrants remain enthusiastic and productive within the workplace. Legrain is of the view that ‘when workers from poor countries move to rich ones, they too can make use of rich countries’ superior capital and technology, so they become more productive’ (Legrain, 2006; 64) Skilled and experienced migrants contribute in another way i. e. interaction between people with different experiences and ideas will supplement innovation and efficiency and production will increase. Furthermore, Migrants will produce a consuming class that boost productivity and will maintain/increase the economic growth rate. Legrain says, ‘Immigrants with different skills and abilities allow us to consume goods and services that were not previously available or consume existing goods and services at much lower prices’ (Legrain, 2006; 68). Although free immigration may have some adverse affects on the economy in the short-term but above-mentioned arguments and past studies shows that it has positive impact the macroeconomics inn the long term.

Virtue theory Essay Example for Free

Virtue theory Essay Abstract: This paper develops and explores a pedagogical innovation for integrating virtue theory into business students basic understanding of general management. Eighty-seven students, in 20 groups, classified three managers real-time videotaped activities according to an elaboration of Aristotles cardinal virtues, Fayols management functions, and Mintzbergs managerial roles. The studys empirical evidence suggests that, akin to Fayols functions and Mintzbergs roles, Aristotles virtues are also amenable to operationalization, reliable observation, and meaningful description of managerial behavior. The study provides an oft-called-for empirical basis for further work in virtue theory as an appropriate conceptual framework for the study and practice of management. The results indicate that virtue theory may be used to re-conceive our fundamental understanding of management, alongside its capacity to weigh moral judgment upon it. Implications and suggestions for future research are discussed. Neither by nature, then, nor contrary to nature do the virtues arise in us; rather we are adapted by nature to receive them, and are made perfect by habit. we become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts. —Aristotle, Nicomachean Ethics V irtue theory has generated increasing interest among moral philosophers (e. g. , Maclntyre, 1981) and business ethicists (e. g. , Hartman, 1998; Koehn, 1995; Mintz, 1996; Moberg, 1999). While limitations of virtue theory have been justly noted (Koehn, 1998), scholars have effectively drawn on Aristotles (1999) virtues to help business students develop their moral capacities (Hartman, 1998; Mintz, 1996; Solomon, 1992). However, a significant challenge remains to help business students incorporate ethical concerns into a more integrated understanding of the practice of management (Park, 1998) and enhance their ability to recognize ethical issues (Gautschi and Jones, 1998). Our study seeks to address the moral integration problem by exploring a pedagogical strategy aimed at providing business students a moral lens via placing the virtues alongside other well-known frameworks of management. In  ©2001. Business Ethics Quarterly, Volume H, Issue 4. ISSN 1052-150X. pp. 561-574 562. BUSINESS ETHICS QUARTERLY particular, students enrolled in a general management course were asked to observe managers actions and classify them according to tbree frameworks: our version of Aristotles (1999) four cardinal virtues; atextbook adaptation of Fayols (1949) functions of management; and our operationalization of Mintzbergs (1973) managerial roles. Most management textbooks are organized according to Fayols four functions (planning, organizing, controlling, and leading), with Mintzbergs roles being the second most-mentioned approach (Carroll and Gillen, 1987). We argue that, just as Fayol and Mintzberg provide frameworks that have proven helpful in talking and thinking about management and for helping students and practitioners to develop good habits of organizing, planning, making resource allocation decisions, and so forth, so also an Aristotelian approach will help us to talk and think about management in a way that permits integrating good ethical habits into management practice. Put differently, as expressed in the familiar maxim, A way of seeing is also a way of not seeing, at the heart of tbis current study is a pedagogy to provide management students an Aristotelian way of seeing what management is, to place alongside the more familiar and entrenched Fayolian and Mintzbergian ways of seeing. Providing students witb a lens drawn from virtue theory, to use alongside their lenses of managerial functions and roles, promises to help students integrate moral theory into general management thinking and practice. The remainder of our paper is divided into three parts. We begin by describing how we adapted Aristotles four cardinal virtues for our study, and present the tbree general research questions that guided our research. In the second part we present our method and our findings. The final section provides a discussion of the implications of our findings, future directions for research, and the potential usefulness of the virtues for integrating ethical concerns into management education. Virtue Theory and Management. It is commonplace to see management in terms of Fayols functions (planning, leading, organizing, and controlling) and in terms of Mintzbergs roles (interpersonal, informational, decision-making, etc. ). In particular, most management textbooks suggest that these ways of seeing provide the essential, basic lenses for developing an understanding about management (Carroll and Gillen, 1987). In this paper, we contend that virtue theory can be used in a similar way to provide a basic foundational view of management. Indeed, to make our case as forcefully as possible, we claim tbat virtue theory is primarily about management. For example, from Aristotles (1999) assertion tbat tbe purpose of life is to maximize bappiness, and that bappiness can only be maximized by practicing virtues in community, it follows that how we manage our communities is of main concern. Whereas for Aristotle ethics culminated in politics, we are suggesting tbat today etbics culminates in management, as managers play a critical role in society (cf. Maclntyre, 1981). Solomon (1992: 104 emphasis added bere) concurs that an Aristotelian approach to business ethics ARISTOTLES VIRTUES AND MANAGEMENT THOUGHT 563 conceives of business as an essential part of the good life, living well, getting along with others, having a sense of self-respect, and being part of something one can be proud of. Because managers in our society have a great say in what practices occur in business and organizations, and thus in facilitating social purpose, we contend that they are a central figure in virtue theory, Aristotles Virtues Reformulated for Todays Business Organization Just as Fayols original functions have been adapted and reformulated over time to fit and reflect contemporary concerns, so also we have adapted Aristotles four cardinal virtues for our study. Toward this end, we found the work of Solomon (1992) particularly helpful. Thus, our description of wisdom, justice, courage, and self-control takes into account the contextual and embedded qualities of virtues as relevant for present-day managers. We hasten to add that for our present purposes, our focus is on examining whether a virtue theory-based approach to conceptualizing management is empirically possible; it is not critical to our present enterprise that the particular virtues we have chosen, or our particular operationalizations, are the most appropriate. Similar to Aristotle (1999), we conceive of practical wisdom as a capacity for deliberation and action by individuals to obtain what is good for themselves and others in general. Practical wisdom entails the ability to ask insightful questions, evaluate real-world business situations, and apply relevant knowledge to the-individual-in-the-organization (Solomon, 1992: 111) unit of analysis. Instead of an individual or community focus, the business manager who possesses practical wisdom views individuals as embedded in community and understands that a potential dichotomy between the two is more apparent than real. S/he recognizes the reciprocity of individual and community good despite the complexities associated with a plurality of different stakeholders. When Mintz (1996: 829) notes that wisdom is an intellectual virtue and is considered to be the consequence of teaching and for that reason requires experience and time to be cultivated, it draws particular attention to the responsibility of scholars and leaders who shape how we think about and understand management. Solomon (1992) views justice, in the sense of fairness and everyone connected with an organization getting their due, as the basic virtue that holds institutions together. This emphasizes a personal responsibility as essential to business organizations, and reflects present-day concerns with the accountability of private and public institutions as citizens in society as well as organizational citizenship behavior by individuals. With the growth of highly complex multinational corporations, burgeoning bureaucracies, and unregulated cyberspace, it is more incumbent today than ever for individuals to act justly with promptitude and pleasure (Pieper, 1965: 63, 113) and to develop personal responsibility for their participation in organizations and larger communities. Our view of the virtue of courage in organizations today differs from traditional notions of courage in battle or courage of ones convictions—both instances 564 BUSINESS ETHICS QUARTERLY of extraordinary virtue which depend on especially threatening contexts (Solomon, 1992). To nurture oneself as an intimate part of a community, we see courage as a continuous fortitude or stamina to resist the ongoing pressures for impression management, job-hopping, and self-aggrandizement in todays organizations, which all potentially undermine other virtues necessary for community, such as honesty, loyalty, trust, and so forth. Courage implies hope and acting for the good of all even if this may diminish ones own status. Courage may involve speaking out on matters of injustice and personal conviction, and generally concerns maintaining ones integrity or wholeness (Solomon, 1992) in an increasingly fragmenting corporate context. The last of the four virtues, self-control or temperance, we see as relating to contemporary concerns with managers emotional regulation and impulse control. Such internal regulation is likened to Aristotles (1999) notion of virtue as a kind of mean, with excess and deficiency as vices (e. g. , see Aristotles commentary on anger). For instance, it is widely accepted that assertive, instead of aggressive or passive-aggressive, communications are more helpful in building relationships. Intermediate, rather than excessive or deficient, emotion is necessary for fostering other corporate virtues such as caring, gentleness, and compassion (Solomon, 1992). Self-control entails keeping focus on the whole, rather than over-reacting to details. Temperance in moderating desires is important (e. g. , reducing exorbitant individual and organizational consumption levels), but self-control vis-a-vis emotionality is especially relevant in todays crowded organizations, cities, and societies. Of course, the challenge that others have raised (e. g. , Hartman, 1998; Maclntyre, 1981; Mintz, 1996), and which underlies our current study, is to make virtues observable in management practice and a relevant guiding framework for management theory. More generally, this reinforces our overarching goal of placing this alternative way of seeing management alongside the two most common current ways of seeing (i. e. , Fayol and Mintzberg), and having virtue theory viewed as a partner framework for understanding and guiding management theory and practice. Research Questions We did not enter this study with a particular set of hypotheses we wished to test. Rather, ours is an exploratory study aimed at examining whether Aristotles virtues are similarly observable in managerial behavior by students as are Fayols functions and Mintzbergs roles. This leads to our first research question, to determine whether there are any differences between how able management students are to capture and classify managerial behavior using virtue theory versus the more commonly used managerial functions and roles frameworks. Can students be trained to see the four virtues as often as the managerial functions and roles? In terms of anticipated results from this first question, since our methodology was adapted from Mintzbergs original study, we expected students to be able to. ARISTOTLES VIRTUES AND MANAGEMENT THOUGHT 565 classify a greater proportion of managers activities using his framework than Fayols. We were not sure how well virtue theory could be used to classify behavior, but, given that it is a less common lens through which to view management, we would not have been surprised had students observed virtues less frequently. Of course, the less frequently virtue theory is able to categorize management behavior, the less utility it might have as an overarching approach on par with function and role theory. Our second research question is a deeper examination of the first. We wanted to compare how the various students applied the tbree frameworks, with an eye toward seeing whether there was some consistency in classifications of managers activities across students. Again, given the kinship between our methodology and Mintzbergs, we expected his framework to generate the highest inter-rater reliability. And, given the fact that management virtue theory is relatively underdeveloped, we might expect to see the least consistency in this framework. Of course, we were interested in this question because, in order for the virtues to be a useful framework for understanding management, they must be amenable to operationalization and consistent observation. We are using virtues as a way of understanding or (re)conceiving what management is, not as a way to pass moral judgment on it. In sum, we are interested in whether the consistency of students classifications of virtues were comparable to managerial functions and roles. Finally, we were curious to examine whether there were any inter-relationships between virtue theory and the other two frameworks. Again, as there is virtually (pun intended) no research in this area, our a priori expectations were based on speculation and intuition. Thus, for example, we might expect that managers who exhibit relatively high levels of justice might be more likely to manifest the controlling function and the decisional role. In asking this third exploratory question, we wanted to investigate how the virtues might be related to functions and roles in the behavior of actual managers, and how the three frameworks may be integrated. Method The methodology used for this study was adapted from the original method Mintzberg (1973) used in developing his managerial roles. We videotaped three managers from the same manufacturing firm during their regular work hours. The total amount of taping for all three managers combined was 9 hours, 39 minutes, and 56 seconds, and included the general manager, the financial controller, and a sales manager. These managerial positions comprise a reasonable representation of the variation in managerial job categories of the focus organization. The data reported here are based on the work of twenty student groups enrolled in one of three sections of an Introduction to Management and Organization Theory course offered in a midwest public university. The data reported here are based on the work of 87 students, with 4 or 5 students in each group. Each group was given the task of classifying one of the three different managers behavior according to each of the frameworks developed by Aristotle, Fayol, and 566 BUSINESS ETHICS QUARTERLY Mintzberg. To help students operationalize each of the categories within each of the three frameworks, the instructor provided them with templates of each. An abridged overview of the templates is provided in Table 1. The templates described various behaviors that represent each of the managerial virtues, functions, and roles. Readers wishing more detailed information on Fayols functions may consult any introductory management textbook (the template used in this study was based on the description presented in Starke and Sexty, 1992, the textbook used in the students course). Similarly, further information on Mintzbergs managerial roles can be found in Mintzberg (1973), which was used to prepare the template for this study. Table 1: Operationalization of Virtues, Functions, and Roles Category Sample Actions. Aristotles Virtues Practical Wisdom Justice Courage Self-control Using appropriate knowledge required to size up a real world situation and making a decision that increases the common good; helping subordinates to improve in a way that allows them to feel good about themselves; asking insightful questions Giving credit for success where credit is due; assigning appropriate accountability and responses for failure; accepting and acknowledging the merit in advice/wisdom from others. Treating set-backs as temporary; empowering others rather than hoarding power; complimenting others; accepting others counsel even when it may seem to diminish self status Making other-full decisions; calming a situation where over-reaction might be tempting; correcting a mistake in a self-controlled manner; letting go of details to embrace a larger perspective Fayols Functions Planning Organizing Controlling Determining new industries to enter in the future; setting and priorizing market share goals; determining tevel of vertical integration; choosing strategic focus; implementing and evaluating plans. Setting policy statements; establishing procedures; setting rules; determining how a specific service is to be performed or product to be manufactured; ensuring payroll or accounting functions are performed uniformly across the organization Touring facilities; reviewing financial/productivity reports; evaluating individual, group and/or organizational performance; rewarding good performance or taking corrective action for poor performance Mintzbergs Roles Interpersonal Informational Decisional. Helping a subordinate to leam a new task; making job assignments for subordinates; meeting with other managers at the same level within the organization; talking to competitors/suppliers/customer organizations Readitig industry newspapers; attending industry conferences; reading fmancial reports; sending memos; attending weekly staff meetings; relaying information fiom upper level managers; lobbying for organizational unit Develop a new way to produce or to market a product or service; responding to day-to-day crises; setting budgets; deciding how to increase capacity; conducting union negotiations. ARISTOTLES VIRTUES AND MANAGEMENT THOUGHT 567 An earlier study based on these data provided a much more detailed rationale for how each of the various categories and sub-categories were established. For the present study, it is sufficient to make two notes. First, rather than provide a detailed analysis of each of Mintzbergs ten roles, we here report data only for his three basic roles: interpersonal, informational, and decisional. This allows for a much more parsimonious presentation. Second, our analysis includes data on only three of Fayols roles: planning, controlling, and organizing. Students were not asked to code Fayols leading function for several reasons, but mostly because the curriculum in our university covers the leading function in a different course. 2 Results The data from the twenty reports were analyzed in several ways to address our three guiding research questions. We used simple descriptive statistics to examine the first question, namely, whether there were any differences between how ably students could classify managers behaviours using the three conceptual frameworks (i. e. , virtues, functions, and roles). As shown in Table 2, the findings were different than expected. First, because our methodology is adapted from Mintzbergs, we expected that his roles would be evident more often in the videotapes than Fayols functions and Aristotles virtues. We found that the opposite occurred. Although the students did classify 80 percent of the managers behavior using Mintzbergs roles, this was slightly less than the 82 percent of the time they classified using Fayols functions, and both these are statistically significantly less than the 89 percent of managers behavior students classified using Aristotles virtues (p . 01). Practical wisdom was the most frequently categorized virtue at 48. 4 percent, followed by justice at 26. 6 percent, courage at 8. 6 percent, and self-control at 5. 3 percent. Fayols functions were categorized at 17. 1 percent for planning, 22. 5 percent for organizing, and 42. 4 percent for controlling. Mintzbergs roles were categorized 51. 3 percent for interpersonal, 24. 5 percent for informational, and 4. 4 percent for decisional. Our second research question was to examine how much consistency there was between students in observing the various virtues in managers. For virtue theory to be a useful way to understand management, and for it to be most helpful in developing students ethical competencies, there should be consistency. Thus, inter-rater reliabilities were calculated to measure the consistency of student group observations vis-a-vis each framework (see Table 2). As we expected, inter-rater reliability scores among the 20 groups were the highest for Mintzhergs roles at . 98 and lowest for Fayols functions at . 82; Aristotles virtues ranked between these two frameworks, at . 91. 568 BUSINESS ETHICS QUARTERLY. Table 2: Descriptive Statistics and Inter-Rater Reliability Category n Category mean (†¢/o of time) Wisdom 20 48. 4 20. 3 Justice 20 26. 6 19. 9 Courage 20 8. 6 8. 3 Self-control 20 5. 3 Framework mean (†¢/. of time) Framework inter. rater reliability 88  » 5. 1 5d .91 82. D .82 80. 2 n Aristotles Virtues Fayols unctions Planning 20 17 1 14. 5 Organizing 20 22. 5 18. 7 Controlling 20 42. 4 19. 8 Interpersonal 20 SI. 3 14. 4 Infonnational 20 24 5 5. 5 Decisional 20 4. 4 3 1 Mintzber gs Roles Finally, our third research question was to explore how the virtues related to the other frameworks. Toward this end we calculated Pearson correlations between each virtue, function, and role (see Table 3 below). As this is an exploratory study, we used an alpha level of . 10 to examine significant correlations. We found four significant correlations between the virtues and the categories of the other frameworks. Practical wisdom correlated positively with both Fayols planning function (. 38, p=. O99) and Mintzbergs interpersonal role (. 55, p=. O12), and negatively with the controlling function (-. 41, p=. O74). Justice correlated negatively with the interpersonal role (-.40, p=. O78) and had an almost statistically significant positive correlation with the controlling function (. 36, p=. 118). Two more statistically significant correlations were found within the four virtues: (i) a negative correlation between justice and practical wisdom (-. 77, p=. OOO); and (ii) a negative correlation between justice and courage (-. 51, p=. O21). Finally, three other significant correlations emerged among categories outside of virtue theory: (i) a negative correlation between the organizing function and the controlling function (-. 70, p=.OOl); (ii) a negative correlation between the informational and decisional roles (-. 45, p=. O49); and (iii) a positive correlation between the planning function and the interpersonal role (. 61, p=. 004). In sum, it may be noteworthy that, of the nine statistically significant correlations found, most included at least one of the virtues (six), and fewer included one of the functions or one of the roles (four each). ARISTOTLES VIRTUES AND MANAGEMENT THOUGHT ao S p O g o 9 q o o o II 569 p o CN Z 9 tn so rn o e s o I o 00 I o 10 (N 2 g o o o o o 2S8 e o ci d o 8 i o. b O o U  § i  § 9 U , . ; N .2 s 3 570 BUSINESS ETHICS QUARTERLY Discussion For proponents of a virtue theory of management, the results of our exploratory study are encouraging. Our findings offer preliminary empirical support for the contention that Aristotles virtues provide a useable framework for integrating moral concerns into a holistic view of management. Our results, that students are able to observe the virtues in actual managerial behavior, encourage their further use and development as a framework for education in management theory and business ethics. We will now discuss the implications of our findings, and future research opportunities, in more detail. Research Question #7 In regard to our first research question concerning the different frameworks efficacy to classify managerial behavior, Aristotles virtues performed better than the two most commonly used conceptual frameworks in management teaching. Students were able to use virtue theory to categorize almost ninety percent of managers behavior, about ten percent more than functions or roles. Thus, the further use and development of a virtue theory framework for teaching students about the responsibilities of management is supported. Future researchers may examine the link between the training that students receive and their subsequent ability to observe virtues, and also whether their ability to observe virtues is related to their likelihood of putting them into practice. This latter linkage, between being able to see in others and doing oneself, also undergirds mainstream management theory (e. g., students who observe the managerial roles will be more able to play those roles themselves) and is of particular relevance from a virtue theory perspective. Students who traditionally are taught to pose questions like What function or role should I be trying to improve as a manager? can be provided a framework to also ask Which virtue do I need to pay more attention to in order to develop as a manager? Do I practice enough justice in my interactions with subordinates? Have I been courageous in my dealings with upper management when advocating for my staff? Am I adequately temperate in my work aspirations? This approach to incorporate an ethical dimension within students professional identity is welcome given the competing complexities and demands of business life, and may help to address Parks (1998) concern with business students integrating ethical issues with other business frameworks. Unfortunately, current business ethics courses may be perceived as unrelated to the rest of what students are taught in business schools if they do not define a set of ethical responsibilities and practices in conjunction with other functional and role requirements of management proper. As a result, when students come to fill managerial positions, they may be left virtually point-of-viewless regarding their responsibilities as managers vis-a-vis ethical issues, and have a constrained ability to define managerial success. ARISTOTLES VIRTUES AND MANAGEMENT THOUGHT 571 Research Question #2 In examining our second research question, we found a relatively high level of inter-rater reliability across student group categorizations of the virtues, comparable to the categorizations for the two more mainstream views of management. Beyond providing additional empirical support to continue to develop a virtue theory of management, this finding also draws our attention to further study what the key management virtues are and how we should describe them. In particular, partially in response to readers who might be surprised at the high incidence of virtuous behavior observed in our managers (e. g. , Maclntyre, 1981), our exploratory study begs future research to more closely examine the content of what the students were observing to be virtuous behavior. The consistent student observations are striking because operationalizing the virtues is not an easy task. For example, a person can act fairly without manifesting the virtue of justice if he does so without promptitude and pleasure (Pieper, 1965) and, similarly, performing a courageous act does not make a person courageous. In this light, the consistency of observations in our study should serve to encourage researchers who focus on specifying which virtues are most important for contemporary managers, because it lessens their need to limit or compromise their choice to easy-to-operationalize virtues. In any case, we suggest that future research use multiple method research designs to study virtues. For example, researchers could collect self-report data alongside videotapes, where managers are asked to describe, say, what prompted them to act fairly in a given situation. Similarly, researchers may interview subordinates and colleagues with whom focal managers interact. There may also be merit in developing a grounded theory of virtuous management, and analyzing observers classifications. As the research stream matures, there is potential for experimental designs and even survey instrument research. In short, empirical research within a virtue theory perspective has the potential to utilize and draw from the same methods and design strategies that have proven useful for other theoretical points of view. Research Question #5 The answer to the third research question provides a final point of departure for future research. For example, what do the positive correlations between practical wisdom and planning, practical wisdom and interpersonal roles, and the negative correlation between wisdom and controlling suggest? Is the wise manager one who controls less and pays more attention to issues of planning and interpersonal relations? Or, do these correlations reflect a bias in students towards the rightness of more participatory management styles that have become increasingly in vogue? Another question arising from the correlational analysis is the meaning of the negative association between justice and practical wisdom and justice and the interpersonal roles. Does the manager who displays more 572 BUSINESS ETHICS QUARTERLY practical wisdom do so at a cost to justice as we have operationalized them? Further, does the negative correlation between justice and the interpersonal role (and the almost-statistically-significant positive correlation between justice and controlling) indicate that students regard exhibiting the interpersonal role as somehow unjust and manipulative and not concerned with giving employees their due? Do managers who act justly perhaps do so at a cost to interpersonal relationships (e. g. , perhaps students perceived as just managers who enforce rules without adequate regard to unique personal needs)? The negative correlation between justice and courage draws further attention to issues around managerial manipulation, if students viewed managers ability to act unjust as something that takes courage. Alternatively, perhaps students see as courageous managers who protect their employees, even if this is not just toward shareholders. Along a different line, perhaps future research should examine the complementarity of virtues among managerial teams. Following Nadler and Tushmans (1990) argument that management teams should have leaders with complementary skills, so also the managers in our study may have complementary virtues. Thus, for example, one manager may be wiser while another more just. Such an approach leads to fascinating opportunities to examine the interplay between these virtues across managers. Finally, a comment on a non-finding in the correlational analysis. What about self-control? Is the lack of significant relationships with other categories, and the relatively low frequency of temperate behavior observed, an artifact of the methodology as might be the case if, for example, self-control is the least amenable to direct observation? Future research might find higher levels of self-control through self-reports asking managers about their feelings and stress levels during particular interactions. Similarly, one might design experiments using confederates to create highly frustrating interpersonal scenarios to assess the level of self-control displayed by subjects. These types of questions are indicative of potentially important directions in future research. Alternatively, perhaps our data suggest that future researchers should consider replacing self-control as a primary virtue for managers. Recall that the primary focus of our paper was to develop empirical support for the development of a virtual theory to conceptualize and understand management; we do not contend that the four virtues we have used here are necessarily the best or most appropriate. Our findings do demonstrate the merit in developing a virtue theory of management, and we now invite others to join us in the task of deciding which are the most important virtues for contemporary managers, a task which requires specifying its undergirding moral point of view (Frankena, 1973). Conclusion Our exploratory study provides welcome empirical support.

Advantages Of Banner Advertising Marketing Essay

Advantages Of Banner Advertising Marketing Essay The key of successful business is the business how to promote the product and services to all readers by using the online. According to the statistical data, more of the 80% people will everyday surf through the technologically such as internet. So, the internet has becomes an indispensable part of peoples lives. Thus, it can be considered a wide channel for the business which wants to promote their products and services to all the people. The online advertising method has becomes the most popular method for the business. It is because online advertising is easy and low advertising cost. Besides that, the online advertising also have a lot of the readers or viewers. There are many method of online advertising that can used to promote the product and services such as bloggers advertising, banner advertising, email advertising, forum advertising and so on. But in this assignment, I would like to go on deep about the banner advertising. Advantages of Banner Advertising Banner Advertising is a most important component of web-business creation. It is a good method for make profits via the website. It is because banner advertising is very simple and easy by just sign up an affiliate programs and follow the instruction given to create an attractive banner that link your website with the advertiser. We can free to choose the design of the layout and content of our site. With the pay-per-click advertisements, we can get paid from viewer who clicked on your banner. Moreover, it is easier for viewers to remember the company name. On the other hand, it become more effective and convenience compare when compare with other online advertising. Furthermore, the banner advertising is inexpensive. It normally counts by the size of the banner or loads of a banner advertisement, a cost per miles (CPM) for a minimum purchase. For example, if you make a banner ad on Yahoo, it cost you a CPM of $20 $25. It is much cheaper than other advertising media. Compare with others, the small firm or company can afford for the banner advertising cost. In addition, by using the banner advertising that can easy got a lot of larger audiences and target segments can be accessed. Last but not least, with the banner advertising, we can share the information at anywhere and in any times. It is because the internet is links worldwide. So, everyone can access to the Internet 24 hours daily thus the banner advertisement created can be logged on anytime and anyplace. Besides that, publisher also update the product and service information release products and services as well as promotion instantly. Disadvantages of Banner Advertising There are few disadvantages of banner advertising. Firstly, there is no assurance of the audience responses. It is because banner only assures that the banner advertising maybe will just be viewed by people and is no guarantee that people will click on the banner advertising. Secondly, the publisher must make sure that the banner advertising are attractive and innovative. It is because if the banner advertising is not attracted by the reader, then nobody would click into the banner advertising and deliver the message advertising . It is waste time and cost because maybe the business or firm need to hire the professional for creating a unique banner in order to compete with the competitors. The speed will also affected the effect of the banner advertising. It is because many graphics, moving image or video will take more time to load and waiting the image appears. This and the idea that designer create will become mess, it will be discourage some viewers and readers. Finally, the publisher can only know about the number of views of the banner advertising but unable to estimate the effective of the advertising. It is because it may be unreliable on the revenue generated from the pay-per-click basic is precisely. The affiliate program may have error in counting the access time of the viewers. Furthermore, there are too many incidents of cheating in Internet, viewers will have a thought before clicking into any ads due to afraid of fraud cases and the viruses spread. This eventually brings negative effect on those banner advertising who advertise through online. Improvement Banners adv is most popular for the marketers. But in the recently years, the prices of the banner advertising are drop and also not so attracted by the people. So, the designer must use the bright color for the advertising. It is because bright color can easy attract the readers attraction. Besides that, the slogan for the advertisement needs to be improved. The slogan must be short and clear that can let the readers understanding the contents of the advertising. Besides that, the best way to advertise the banner advertising is using animate. Comparing the static advertising and animated advertising, animated advertising can attract more the readers. All the animation effect can be more easily to express the meaning of advertising. On the other hand, if the banner advertising want increase viewer, the advertising picture must load quickly. It is because most all the viewers do not have so much patience, it is not suitable for the viewer waiting so long. So, we must let our advertising loading faster. http://www.ehow.com/how_2343698_improve-conversion-ratio-banner-ads.html http://managementhelp.org/ad_prmot/ad_prmot.htm#anchor429496 managementhelp. 2010. Advertising and Promotions. [ONLINE] Available at: http://managementhelp.org/ad_prmot/ad_prmot.htm#anchor429496. [Accessed 18 November 10]. http://www.cxdigitalmedia.com/advertisers.php cxdigitalmedia. 2010. Maximize Online Advertising Results. [ONLINE] Available at: http://www.cxdigitalmedia.com/advertisers.php. [Accessed 19 November 10]. http://tools.devshed.com/c/a/Website-Advertising/Internet-Advertising-Methods/ Developer Shed. 2003. Website Advertising. [ONLINE] Available at: http://tools.devshed.com/c/a/Website-Advertising/Internet-Advertising-Methods/. [Accessed 17 November 10]. http://trevorweir.com/5682/various-methods-of-online-advertising/ Henry Woody. 2010. Various Methods Of Online Advertising. [ONLINE] Available at: http://trevorweir.com/5682/various-methods-of-online-advertising/. [Accessed 19 November 10]. http://www.web-source.net/internet_advertising.htm Brajusta Publishing, Inc. 1997. Online Advertising / Web Advertising / Business Advertising . [ONLINE] Available at: http://www.web-source.net/internet_advertising.htm. [Accessed 17 November 10]. http://www.bmcommunications.com/int_ad.htm Prudens Consulting Ltd. 2010. Online Banner Advertising Other Advertising Methods. [ONLINE] Available at: http://www.bmcommunications.com/int_ad.htm. [Accessed 19 November 10]. http://www.cxdigitalmedia.com/online-advertising/internet-advertising.php Cxdigitalmedia. 2009. Methods of Internet Advertising. [ONLINE] Available at: http://www.cxdigitalmedia.com/online-advertising/internet-advertising.php. [Accessed 18 November 10]. http://www.buzzle.com/articles/the-most-popular-online-advertising-methods.html Buzzle. 2009. The Most Popular Online Advertising Methods. [ONLINE] Available at: http://www.buzzle.com/articles/the-most-popular-online-advertising-methods.html. [Accessed 16 November 10]. http://en.wikipedia.org/wiki/Online_advertising Wikipedia. 2009. Online advertising. [ONLINE] Available at: http://en.wikipedia.org/wiki/Online_advertising. [Accessed 19 November 10]. http://myadengine.com/ Myadengine. 2010. The easiest way to advertise online. [ONLINE] Available at: http://myadengine.com/. [Accessed 17 November 10]. http://www.facebook.com/advertising/?campaign_id=217255663720placement=broadcreative=5813532272keyword=online+advertisingextra_1=2f191f72-aaad-8368-f3d9-000070292583 Facebook. 2010. Facebook advertisment. [ONLINE] Available at: http://www.facebook.com/advertising/?campaign_id=217255663720placement=broadcreative=5813532272keyword=online+advertisingextra_1=2f191f72-aaad-8368-f3d9-000070292583. [Accessed 17 November 10]. http://en.wikipedia.org/wiki/Banner_ad Wikipedia. 2010. Web banner. [ONLINE] Available at: http://en.wikipedia.org/wiki/Banner_ad. [Accessed 15 November 10]. http://wiki.media-culture.org.au/index.php/Online_Advertising_-_History Skye Salleras . 2004. Online Advertising History. [ONLINE] Available at: http://wiki.media-culture.org.au/index.php/Online_Advertising_-_History. [Accessed 17 November 10]. http://www.davesite.com/internet/webads.shtml Dave Kristula. 1996. Banner Advertising. [ONLINE] Available at: http://www.davesite.com/internet/webads.shtml. [Accessed 19 November 10]. http://www.articlealley.com/article_690918_81.html Articlealley. 2010. Advantages and Disadvantages of Internet Advertising. [ONLINE] Available at: http://www.articlealley.com/article_690918_81.html. [Accessed 18 November 10].

Blanche :: essays research papers

Blanche Du Bois: Blanche is a woman coming from an aristocratic background. She has lost her home, Belle Reve and also her job as an English teacher and came to her sister’s house to stay for a while. In the past, her first lover died and after that she had changed a lot. Blanche is described by Tennessee Williams as delicate, sensitive, cultured, and beautiful. She is always â€Å"dressed in a white suit with a fluffy boddice, necklace and ear-rings of pearl, white gloves and hat, looking as if she were arriving at a summer tea or coctail party in the garden district.† (117-Scene I) This whiteness is symbolic that she wants to be seen as pure. Her name also means â€Å"white†. She bathes often because she feels dirty in her body maybe because of her sexual memories. She says â€Å"a hot bath and a long, cold drink always gives me a brand-new outlook on life.† (192-Scene VII) This summarizes her need for bathing. As she is unable to get rid of her dirtiness in her mind, she tries to get rid of it physically. She also drinks a lot because she feels comfortable after that. She escapes into drink rather than facing life as it is. Her other weakness is about her appearance. She pays too much attention to her appearance because she wants to catch men’s eyes. She admits that while talking to her sister, Stella, by saying: â€Å"I never was hard or self-sufficient enough. When people are soft- soft people have got to court the favour of hard ones, Stella. Have got to be seductive- put on soft colours, the colours of butterfly wings, and glow†¦I’ve run for protection, Stella†¦And so the soft people have got to- shimmer and glow – put a – paper lantern over the light†¦Ã¢â‚¬  (169-Scene V) She is giving too much importance to her looks. For example, the light is a symbol of this. She is afraid of light. She is getting older and if she is seen in the light, she thinks people will discover her real age and won’t look at her. Blanche always lies about her situation, her appearance, her age, her everything. This is what Stanley discovers and tells Stella all about it. â€Å"Sister Blanche is no lily.† (186-Scene VII) And another lie she said was about her resignation from the school. It is all because of â€Å" a seventeen-year-old-boy-she’d gotten mixed up with.