Sociology of Advertising and The Stereotyping of Women in...

The Stereotyping of Women in the Media: Gender Roles, Personal Dissatisfaction and Issues of Patriarchy- Who Is Really to Blame? We live in a consumer world. Everything we do and perhaps everything we are is based on consumption and commodity. Daily life has become a constant juggle of products and services - needs verses wants. People and objects become interchangeable. People become identified and classified with material goods. While advertising and the consequential high levels of consumption are juxtaposed and allied to economic expansion, they are also coupled with personal dissatisfaction, the commoditization of culture, the decline of public and family life, the destruction of true and meaningful human relationships, and the†¦show more content†¦Consumer advertising propels an unviable ideal of the feminine figure. The vast majority of advertising uses a feminine form whose key features (e.g. thinness, particular figure, unblemished complexion) that are incomparable to most real women s bodies. This can create misleading expectations on the part of women and of society at large. The depiction of females in advertising is also highly stylized and this can significantly distort its viewers connection between what they see in the advertisement and what women actually experience and accomplish in reality. Advertising negatively objectifies women. Much advertising involving female models is semi-pornographic. It conforms to a misogynist assessment that women are commodifiable sexual objects that are both disposable and transposable. Most advertising also uses models with a fairly homogenous set of physical characteristics and styles them so that they are often interchangeable which alludes to the idea that all women are the same while using a subject with realistically unattainable attributes. This approach gives emphasis to the idea of women as essentially compliant, commodifiable items. Some advertising even uses an almost childlike interpretation of women which plays to a mild form of pedophilia on the pretext of advertising. As well as debasing

Consumer Behaviour and Buying Decision Process Term Paper

Essays on Consumer Behaviour and Buying Decision Process Term Paper The paper "Consumer Behaviour and Buying Decision Process" is a brilliant example of a term paper on marketing. Individuals display various characters whenever a buying decision has to be made. They ask themselves whether they are making a sound decision in purchasing a given product or they might be disappointed after the purchase. Therefore, they take on a process to enable them to compare the alternative choices available on the market so as to come up with the best choice of buying. In buying or deciding to rent a house, purchasers are always driven by a desire as to why exactly they would want to purchase a given house at a given location. The aim of this report is to find out the factors that the Purchasers consider most before making a decision on whether they will purchase or rent the house in question.The reason why people make certain decisions in buying a certain product or service is dependent on mental and social factors. The factors will determine the kind of choices th e consumers make. As a result, the companies use these choices to produce the goods determined by the consumer's needs in the effort of delivering value to their customers. The process of consumer behavior in making a purchase decision is given in five stages which include; problem recognition, information seeking, evaluating alternatives, making a purchase decision and post-purchase behavior.The Buying Decision ProcessProblem recognitionA consumer will have the urge to purchase a given type of product such as houses when they perceive a need for acquiring such a product. They may need a house near town because of nearness to work or they may need a house next to a beach for the beauty and cooling effects of beach currents or maybe as a result of a particular lifestyle associated with living next to an ocean. Some would want to live in a serene country environment free from noises hence they would want to buy a house that is away from town.Information searchingAccording to Moore (20 08), the need to purchase a given type of product for a given purpose will trigger a potential purchaser to start searching for information that would be vital to help him or her make the right decision to purchase the product in mind. Search for information to purchase the house can be external or internal. Whereby, internally a consumer will scan his or her memory in order to recall any prior experiences with such houses or accommodation. If the consumer has ever lived with a stranger before and did not like the stay, then chances are he will not choose the option to rent an apartment with a stranger.Basically, a person wishing to purchase a house will search for external information probably because of insufficient prior experiences or maybe he or she is afraid of making a mistake and avoid taking high risks. An individual would prefer an external information source probably if the cost of acquiring such information is lower.

Importance of Ethics and Responsibility-Free-Samples for Students

Question: Discuss aobut the Business Ethics and Social Responsibility. Answer: Introduction The report highlights the importance of business ethics and social responsibilities that every business manager needs to follow in order to maintain a successful business. According to Shaw Barry (2015), ethics is determined by the morality that an individual adapts to conduct oneself in the society. It includes abstract concepts such good, bad, peace and hatred. On the other hand, social responsibility is considered as the ways in which organisations tend to increase its profit by serving the society and satisfying the stakeholders. Social responsibility helps in the improving a society in which business is being conducted. The report investigates the importance of these terms and analyses ways to encourage managers to remain ethical in business. The report also provides a reflection that includes an experience related to ethical considerations at the workplace. The ways by which this experience shaped up the personality of the researcher is presented in the report. Importance of ethics and social responsibility In order to maintain a proper business without any racial or ethical issues, it is important that every business organisation maintain ethical considerations that help organisations to maintain a fair practise and competition with the rivals. The ethical considerations help to benefit consumer, society and organisations. The importance o maintaining ethics in the society include the satisfaction of basic human needs. DesJardins McCall (2014) stated that every human being wants a fair selection policy and a legal business in order to remain ethical in the society. Fair and ethical selection provides a sense of motivation among the individuals and helps in increasing the reputation of an organisation. For example, if an organisation like Tesco selects employees based on the colour of skin, the reputation, as well as the profitability of the organisation, may be compromised. Hence, it is necessary for managers to maintain proper ethics in order to maintain stability in the business. Ac cording to Weiss (2014), the leadership and decision-making prowess of an organisation also increases by maintaining ethical business. It can be said that maintaining an ethical business can help in uniting the employees as well as the managers. This is because most of the decisions taken by an individual or an organisation depend upon the values it has. For example, an organisation that does not provide respect or value to its competitors can take decisions that may lead to the loss of the company. Ethics helps in identifying the right from the wrong and prevents an organisation to cause harm in the environment (Hartman, DesJardins MacDonald, 2014). This also helps in building up long-term goals that are useful for the success of the organisation. In this regard, it can be said that the social responsibility of organisations is also important in order to maintain ethics as well satisfy the stakeholders. According to Michalos (2017), social responsibility consists of ethical behaviours that highlight the philosophy and idea of an organisation. Social responsibility helps to bring the duties of an organisation in front of the public. The stakeholders of an organisation such as the suppliers, customers and shareholders gain knowledge about the type of products and services that an organisation provides. In this regard, the most important aspect of social responsibility can be attributed to the fact publicity of the organisation is done. Suliman, Al-Khatib Thomas (2016) stated that irrespective of the reputation of an organisation, social responsibility is required in order to maintain the competitive advantage as well. Other benefits of social responsibility include increasing the profitability of an organisation. Most private organisations consider profit-making as the sole aim of the company. In order to gain profits and increase the financial capacity, it is necessary to indulge in social responsibilities. It also increases the creditability of an organisation. Goetsch Davis (2014) observed that an organisation that possesses moral values gain respect in a society. This is because people living in a society in which business is conducted expect support for the managers of an organisation. For example, an organisation like Infosys is perceived as an organisation that holds good social responsibilities as well as corporate governance. Even though most people are unaware of the type of business it conducts, the fact that it provides support to the society helps it to gain popularity among the people. Hence, it can be said that the ethical consideration, as well as the social responsibility of an organisation, are related to one another. As observed by Crane Matten (2016) the manner in which an organisation applies these concepts are dependent upon its aims. It is necessary that every manager is encouraged in order to remain ethical and conduct business that maintains all legal protocols of an organisation. Ways to encourage managers to be ethical and socially responsible In order to maintain ethical consideration in an organisation, it is necessary that the managers are encouraged to provide certain policies and procedures that signify the importance of ethics in an organisation. The encouragement needs to be provided keeping in mind the values of the organisation and its aims. Similarly, encouragement needs to be provided to remain socially responsible in order to maintain the reputation of the organisation in the place of business. According to Andriof et al. (2017) stated that one of the biggest ethical responsibility of a manager is to maintain a code of ethics that can help in promoting ethical behaviour in the organisation. For example, ethical code of Tata Motors is to ensure that every customer is treated equally irrespective of the colour or race. The ethical codes provide directions and guidelines for the employees based on the organisational performance. Farooq et al., (2014) stated that the ethical codes provide a clear expectation of the managers. In order to increase productivity and profitability, it is necessary that the managers maintain this culture and promote it throughout the organisation in order to encourage the employees. However, in order to encourage the managers, it is necessary to make them role models. This is the responsibility of the employees as they need to present the managers with proper benchmarking techniques. For example, in order to encourage the manager of Aldi to implement ethical codes of conduct in the organisation, the employees of the company can take examples of the ethical codes that are followed in Tesco. Hence, Korschun, Bhattacharya Swain (2014) stated that such an approach helps to guide ethical behaviours in an organisation. Hence, the managers, as well as the employees, need to adhere to the ethical code and policies of the organisation. Apart from the ethical considerations, it is also necessary to encourage managers to promote the importance of social responsibility Encouragement to the managers to promote social responsibility need to come from the stakeholders of the company (Hartman, DesJardins MacDonald, 2014). This can be done by building a sense of transparency among the managers in order to adopt helping the society. Shafer (2015) stated that this is an important phenomenon in the age of technologies as information about a company can be published on the internet. Any negative publication can lead to the loss of reputation for an organisation. Hence, it is necessary to maintain transparency in order to avoid negative publication of an organisation. Apart from this, managers can also be encouraged to engage in social responsibilities by promoting the effectiveness of profitability. This can be attained by playing an active role in the community of workplace. As stated by Idowu, Zu Gupta (2013) the social re sponsibility of an organisation is more to the community of the workplace. Managers need to be encouraged to contribute to the wellbeing of the society by providing them with information about the community. This information includes the labour force that can be derived from the community. Local labour can add to a competitive advantage for a business firm as the people remain aware of the local suppliers and buyers that also play major stakeholders for the company. The shareholders of a company can encourage the managers by investing in these local people in order to increase the reputation of the organisation (Wu et al., 2015). Apart from this managers can be encouraged to promote the idea of innovation in the organisation. This can be promoted in a social responsibility as the local people can also be encouraged to provide new ideas about the ways to improve the business. The initiation of corporate social responsibility comes from the top level management. Hence, it is required that every manager promote the idea of ethical and social responsibility in order to maintain the business (Chell et al., 2016). Reflection on experience In order to maintain an ethical code of conduct in business, it is necessary for an organisation to deal with situations that may help it to progress. At the same time, individuals also can personal benefits that include either breaking an ethical code or by following it. I had faced a similar situation that concerned the ethical wellbeing of an individual. The issue that will be highlighted involves feminism issue at a workplace. While working as an assistant manager for IBM, I had come across a situation in which a female worker had to stay at home for some days in order to attend her ailing mother. The person was in need of work along with taking proper care of her mother. Hence, she had to miss the staff meetings that usually took place at the end of the day as the worker had to leave early. This prompted lots of criticism from other co-workers as the demand for work from home increased vehemently. Not only this, comments were made rudely highlighting the place of work for "women workers" is the home. As an assistant manager, I had to be straightforward and fair to all the employees. This I needed to do keeping in mind the ability as well as the position each of the workers. However, it is also my duty to maintain the confidentiality of the staff members and ensure that the personal problems of the members are not leaked at the professional place. Hence, in this regard, it is necessary for me to follow a proper ethical code of conduct in order to maintain peace in the organisation. As stated by Ford Richardson (2013), it is important for every manager to ensure that ethical issues such as colour, racism, feminism do not exist in an organisation. Hence, it is my duty to impose punishment to the people involved in passing unethical comments to the worker. At the same time, rules regarding policies related to work from home need to be clearly and properly stated in order to maintain fair opportunities to other employees. From an individual perspective, this experience gave me knowle dge about the importance of maintaining ethical considerations at the workplace. The fact that policies and procedure need to be written and clearly stated indicates the manner in which employees can be made to follow ethical rules. Hence, this experience helped me to grow as a future manager as the importance of ethical code became clear to me. The affected parties related to the individual working from home or taking leave were compensated and at the same time penalised due to the unethical comments. I managed to understand the fact that rules, policies and procedures in an organisation need to be same for every employee. Hence, compensation to other employees needs to be given along with penalty to the individual violating the ethical codes need to be imposed on me. Conclusion Hence, it can be concluded that every organisation needs to maintain ethical considerations and the responsibilities that exist. This is important in order to increase the reputation as well as the profitability of an organisation. It has been seen that some organisations adopt the social responsibilities for gaining reputation while others use it in a strategic manner. The case described helped me to understand the duties I need to perform as a manager in order to maintain proper work environment within an organisation. References Andriof, J., Waddock, S., Husted, B., Rahman, S. S. (2017).Unfolding stakeholder thinking: theory, responsibility and engagement. Routledge. Chell, E., Spence, L. J., Perrini, F., Harris, J. D. (2016). Social entrepreneurship and business ethics: does social equal ethical?.Journal of Business Ethics,133(4), 619-625. Crane, A., Matten, D. (2016).Business ethics: Managing corporate citizenship and sustainability in the age of globalization. Oxford University Press. DesJardins, J. R., McCall, J. J. (2014).Contemporary issues in business ethics. Cengage Learning. Farooq, O., Payaud, M., Merunka, D., Valette-Florence, P. (2014). The impact of corporate social responsibility on organizational commitment: Exploring multiple mediation mechanisms.Journal of Business Ethics,125(4), 563-580. Ford, R. C., Richardson, W. D. (2013). Ethical decision making: A review of the empirical literature. InCitation classics from the Journal of Business Ethics(pp. 19-44). Springer Netherlands. Goetsch, D. L., Davis, S. B. (2014).Quality management for organizational excellence. Upper Saddle River, NJ: pearson. Hartman, L. P., DesJardins, J. R., MacDonald, C. (2014).Business ethics: Decision making for personal integrity and social responsibility. New York: McGraw-Hill. Idowu, S. O., Zu, L., Gupta, A. D. (2013).Encyclopedia of corporate social responsibility(Vol. 21). N. Capaldi (Ed.). New York: Springer. Korschun, D., Bhattacharya, C. B., Swain, S. D. (2014). Corporate social responsibility, customer orientation, and the job performance of frontline employees.Journal of Marketing,78(3), 20-37. Michalos, A. C. (2017). Issues for business ethics in the nineties and beyond. InHow Good Policies and Business Ethics Enhance Good Quality of Life(pp. 197-212). Springer International Publishing. Shafer, W. E. (2015). Ethical climate, social responsibility, and earnings management.Journal of Business Ethics,126(1), 43-60. Shaw, W. H., Barry, V. (2015).Moral issues in business. Cengage Learning. Suliman, A. M., Al-Khatib, H. T., Thomas, S. E. (2016). Corporate Social Responsibility.Corporate Social Performance: Reflecting on the Past and Investing in the Future, 15. Weiss, J. W. (2014).Business ethics: A stakeholder and issues management approach. Berrett-Koehler Publishers. Wu, L. Z., Kwan, H. K., Yim, F. H. K., Chiu, R. K., He, X. (2015). CEO ethical leadership and corporate social responsibility: A moderated mediation model.Journal of Business Ethics,130(4), 819-831.

Empirical Economic and Regulatory Conditions †MyAssignmenthelp.com

Question: Discuss about the Empirical Economic and Regulatory Conditions. Answer: Introduction This report is the second part; the first part is based on a development of a new IMC plan for Edgell Brown Lentills. This IMC plan helps the company in improving the sales and maintaining the sustainability in the market. The report of Part A talks about the Situation analysis, positioning and the development of the IMC plan. This part B includes the IMC plan strategy that the company needs to follow to enhance the sales of the company (Belch, Belch, Kerr, and Powell, 2014). The new product is the Rendang Beans that is marketed by Edgell. The target market comprises of urban areas as well as rural areas, age group of 12-45 years. The target country for this new product is Turkey and Sri Lanka because here the customers like to eat dietary products. The SMART objective of the company discussed in part A says that the company needs be specific to the product they are going to launch; the time of launching the new product needs be measurable for the company. The marketing needs to be properly done by assigning it to the team; in marketing, the team will perform the task with the use of integrated marketing communication. The company will launch the new brown lentil canned product in the market considering the proper timeframe. The company Edgell Brown Lentills may use different IMC tools to accomplish the objective of the company. Advertising is the best effective tool that is used by the marketers to complete the strategic goals of the company (Blakeman, 2014). The objective of the company is to launch the product in the market for that company needs to form a good relationship with the targeted customers. Rendang Beans product is marketed by the company so they believe it is must create the brand recognition in the market and once the brand is built then the company needs to maintain the brand. Building the brand- It is must for the business to build a brand in the market. The new product brand building needs the appeal to the elite customers. The Edgell Brown Lentills use the advertisement to promote the brand along with the new product. The advertisement reaches to a large number of the customers (Schultz, Patti, and Kitchen, 2013). Maintaining the brand- The communication is the only way to maintain the brand. The brand will keep the logo on the product through which the customers will be able to recognize the brand easily. Functions integrated for synergy The function of the integrated marketing communication is the coordination of the message for maximum impact. The impact is created through synergy, synergy is the linkages creates a link in the receiver's mind as a result of a message that connects to create impact beyond the power of any one message on its own (Melewar, et.al., 2017). The integration will be equal to the synergy; once the brand messages are integrated they support each other and thus generate a synergy effect. Synergy creates an impact on the entire Structure of the message; the linkage and the repetition of the advertisement create an impact in each and every situation, even if the receiver pays a less attention towards the advertisement. This is the only way to enhance the awareness about the product Rendang Beans. IMC comprises of the different functions such as advertising, direct marketing, sales promotion, publicity, personal selling, packaging, events and sponsorship, internet. The IMC function that is selected for the marketing of the Rendang Beans new product is an advertisement. The reason behind the selection of the advertisement is this mode allows the company to communicate whatever the company is willing to communicate to the target audience. The product is available for the people who are in the age group of 18-45 years. The Advertising media consists of the magazine, newspaper, TV stations, and website. Through this mode, the company will show creativity and the innovation in the message they want to communicate to their audience. The each function of the IMC plays a vital role for the company who is looking to communicate or promote the products or services to the target audience. Advertising: - The Edgell Company will follow the trade advertising that needs to be done considering the target audience. The advertisement for the customer will be national, retail or local and it will be selective demand advertising (Kelley, and Jugenheimer, 2015). The company will make use of the advertisement for creating the awareness about the brand to the large audience in the small timeframe. Sales promotion: - The Company will do the promotion by offering some benefits to the customers if they will buy the product such as discount coupons, loyalty clubs, lucrative schemes, incentives and the attractive packages for the loyal customers (Sen, Parmar, and Chaudhari, 2017). This helps the Edgell Brown Lentills to create the awareness for the new product. Public relations: - This activity will be used by the marketers of Edgell to promote the brand through press releases, events, news, public appearances. By doing the public relations company will show the positive or the best side of the company to the customers (Reddi, 2014). Hence, this will enhance the trust of the customers for the company. Personal selling: - It is one of the best and effective tools of integrated marketing communication which is used by a company to sell the products and services through forming a relationship with the targeted audience (Sharma, 2015). Through this way, the employees of the company play an important role in establishing a good image of the company and its products in the mind of the customers. This helps in enhancing the customer loyalty. Direct marketing: - The direct marketing tool allows the organization to communicate directly to the customers. This will be done by the company through emails, text message, broachers, promotional letters, and many others (Jones, 2016). By doing so the Edgell Brown Lentills attract the customers towards their new product so that they will be able to enhance the sales of the canned coffee beans Online/ digital: - There are different platforms that company uses to promote the product of their brand. This tool helps the company to educate or to inform the customers about their new product (Andreani, Rokka, Moulins, and Conchon, 2014). This enhances the awareness of the products in the market and potential customer will convert into the customers. Events and sponsorship: - These events mainly used by the high brands, the sponsorship of the products will be used by the Edgell marketers to promote the new product in the market (Winkelmann, Dickenson, Souchon, Lee, and Michaelidou, 2016). The trust of the customers increases when they found that the product or services are sponsored by the well-known brand. Creative strategy One of the most vital components of the IMC is marketing communication message. Creativity is used in developing the marketing communication strategies (Drewniany, and Jewler, 2013). The creativity strategy is used by the Edgell Brown Lentills Company make the advertising more attractive that attracts the customers. The aim of the creative strategy is to determine what message company need to communicate to the audience. This message needs to be catchy that helps the company in grabbing the attraction of the customers as well as the potential customers (Herrman, 2015). An effective sales pitch that is used to grab the attention of the customer and the build the trust and excitement of the product are selling argument. Each and every company uses different selling arguments (Blakeman, 2014). Over here the major selling arguments the company Edgell Brown Lentills will use the slogan Best canned beans, Better coffee. This slogan shows that the company is willing to form the connection with all the coffee lovers available in Turkey and Sri Lanka. The slogan creates the excitement regarding the product. One of the essential parts of the creative strategy development is evaluating the central theme that becomes the big idea for the advertising campaign (Duggan, 2013). There are various approaches that Edgell Brown Lentills will use to bring the major selling idea such as:- There is unique selling proposition in the advertisement that company will maintain. The advertisement will be different from the competitors and will be able to pull the new potential customers. The creative strategy includes the creation of the unique benefit or attribute so that the advertisement develop a memorable and a strong brand image in the eyes of the customers. The position of the product is the main concept behind the creative strategy, making the place of the product in the market is must for the company. The advertisement campaign will indicate the customer benefits. The creative team might face many challenges in creating the big idea or a major selling idea. This big idea is must to guide the development of the effective and beneficial creative strategy. Creative execution Creative execution is a process which shows the manner in which a marketing communication appeal is carried out by the company (Ashley, and Tuten, 2015). This is the important approach or tactic which is used by the company to deliver the message theme. There are three main message strategies that will be used by the Edgell Brown Lentills. Cognitive: - This strategy is to design an advertisement which will create an effect the knowledge and trust of the customers. Generic- Generic strategy is carried out for the promotion of the brand, not for the category such as Eat meal, Feel Good. Similarly, the company is using the generic message which is "Best canned beans, Better coffee. USP- The message will be unique for others based on the functional attributes of the coffee beans. Definitely, the company is going to give the canned beans to the customer which is USP of the company and this is clear from the slogan of the company (Lubart, Zenasni, and Barbot, 2013). Hyperbole- In the message when a company uses untestable claim based on some benefits or attributed. The hyperbole does not require substantiation such as NBC states that it has Americas favorite comedies. Preemptive- In preemptive, the company will claim that there no other competitors have the same appeals such as Radio station Nova promotes not more than two ads in a row. Comparative- In this message strategy, there is an indirect or direct comparison of the product with the other products such as Avis and Hertz (Ashley, and Tuten, 2015). The company is performing the direct competition as many of the competitors provide the beans in packages but Edgell Brown Lentills is giving the beans in cans. Affective: - Affective strategy plays an essential role in invoking emotions or feeling and relates those emotions with the product or services in which company is dealing. Resonance- The advertisement strikes a chord or resonated with the viewer. Emotional- Attempts to elicit a powerful emotion that helps the company in recalling the product and the choice. The emotions include the emotions of trust, reliability, happiness, friendship, security and the romance. The slogan Live for Now of Pepsi applied which enhance the emotions of excited and being active. Similarly the slogans Best canned beans, Better coffee enhance the emotions of the customers who enjoy the flavored coffee and are diet conscious. Conative: - Conative message strategy is created to lead directly to several kinds of consumers response. The main aim of the conative message is to stimulate behavior of consumers (Wang, and Praet, 2016). Action-inducing- The goal is to create the transactions with the cognitive knowledge and effective feelings as the product are used. Promotional support- The promotional support consist the tied in with other promotional efforts that include the coupons, sweepstakes. The Edgell Brown Lentills Company use Cognitive and Affective message strategies for their new product which helps the company in successfully achieving the strategic goals of this campaign. Advertisement appeals Commercial and print advertisement use some form of appeal to enhance the reach towards the potential customers. These appeals help the company by influencing the customers towards the product (Tih, Chan, Ansary, and Ahmed, 2016). Edgell Brown Lentills Company also uses some advertisement appeals that help the company in enhancing the sales of the product in the target countries. Rationale: - The Edgell Brown Lentills follows rational appeals for their product, in this appeals, the main focus in on the customer needs for practicality and functionality in the product. This appeal shows the product feature, for the new product the company will discuss the benefits of the diet conscious people. The company will use the printed advertisement for sharing the benefits of the new product to the customers. Bandwagon: - This is another appeal that will be used by the company for promoting their new product in the target market. In this appeal, the customers consider they are missing out by addressing the customers need to belong. The company will show the healthy people make the choice of the Rendang Beans. This appeal is formed by the marketers considering the target market of the new product. Emotional: - This appeal is designed to make the customer emotional after seeing the advertisement. The coffee beans with the flavors attract the customers towards the product as they feel an emotion of trust and the reliability (Underwood, Smythe, Pontari, and Hastings, 2015). The emotions vary from customer to customer, so different people who attract towards the new product might have different emotions because of which they get attracted towards the product. Execution framework The execution framework of the advertising consists of the different advertising contexts such as animation, slice-of-life, dramatization, testimonial, authoritative, Demonstration, Fantasy and informative (Sebastio, Amoretti, and Lluch Lafuente, 2014). Over here the company will use the dramatization framework in their advertisement. Dramatization- In an advertisement, some of the companies use the drama to promote the new product in front of the targeted audience. For this advertisement the company will show the boy of Sri Lanka, 21years old consume this coffee while doing evening walk in the park. The flavor of the beans makes the person refresh. Boy desire to consume more and more coffee using the same coffee beans and he was telling to his friend about the benefits of the coffee beans is consuming. The beans are healthy for the youth and they consume it for the flavors. The flavor of the coffee enhances the demand for the product. Informative: - In this advertisement, one boy tells about the benefits of the coffee beans to his friend which makes this advertisement informative for the target audience who are consuming this product. This attracts the customers towards the product and enhances the sales of the products. The media that the company is using includes the broadcast, print and the digital. The broadcast and media print will enable the company to form the connection with the target audience. This is the best way to communicate the message to the targeted audience. In the online/digital source company uses different portals to display the advertisement. The sites will be Facebook, Twitter, and YouTube. The decision to use online for the media strategy is done by the company considering the increasing use of the social media by the people. Nowadays most of the people daily visit the social media this makes the companies believe in that social media is an effective tool for performing the ads. Media schedule (Plan) The media planning is done by the company to evaluate the best combination of the media that is used to achieve the marketing campaign objectives (Tankersley, 2017). Below is the media plan that the company will use to promote their new product through different media sources. Milestone Starting time Duration Ending time Description Newspaper and magazine Selection and creation of the article or news January 2016 2 months February 2016 The company will select the advertisement and the article. Final check of the article March 2016 1 month March 2016 The company will check the article they are going to print. Time-in-printing April 2016 2 months May 2016 The company will try to reduce the timing of the printing. Distribution of magazine June 2016 2 months July 2016 After the printing the article on the magazine its time for the distribution of the magazine. Online/Digital Selection of advertisement and video August 2016 1 month August 2016 For the online marketing communication, the company needs to select the advertisement and the video. Launch of Advertisement on Facebook September 2016 2 months October 2016 The launch of the advertisement will take place on Facebook. Launch of Advertisement on Twitter.com November 2016 2 months December 2016 The launch of the advertisement will take place on Twitter Launch of Videos and advertisement on YouTube January 2017 2 months March 2017 The launch of the video will take place on YouTube Evaluation The Integration Marketing communication plan discussed above will definitely help the company in achieving the objective of the Edgell Brown Lentills. The company will be able to create the awareness about the product in the market with the help of the creative message. The appeal of the advertisement will attract and target the customers towards the product. The integrated marketing communication plan helps Edgell in making the market realities. The plan is completed within the time framework. The media plan includes the time framework that the company uses to accomplish the advertising on different online platforms. Conclusion The paper shows that the integrated marketing communication that the company will follow. The report is Part-B based on Part A, the Part-A talks about the company Edgell Brown Lentills. The report shows the marketing communication of the new product Rendang Beans. It includes the IMC strategy that the company will follow to achieve the strategic goals. The company will select the advertising for their creating the awareness about the new product and establishing a brand value in front of the targeted audience. The report shows the creative strategy that the company will follow and how the company put in efforts to execute the creative in the message that they are going to communicate to the customers. The report also includes the execution framework; it is suggested to the Edgell Brown Lentills to make use of the dramatization as it helps in attracting the maximum number of an audience (Percy, 2014). Later, there is media schedule or plan that guide the time duration that the company will take to carry the whole process. The evaluation in the report shows the achievement of the objectives formed by the company. References Andreani, J.C., Rokka, J., Moulins, J.L. and Conchon, F., 2014, Digital marketing effects and synergy in IMC-insights from the pharmaceutical industry. Acedido a, 20. Ashley, C. and Tuten, T., 2015, Creative strategies in social media marketing: An exploratory study of branded social content and consumer engagement. Psychology Marketing, 32(1), pp.15-27. Ashley, C. and Tuten, T., 2015, Creative strategies in social media marketing: An exploratory study of branded social content and consumer engagement. Psychology Marketing, 32(1), pp.15-27. Belch, G.E., Belch, M.A., Kerr, G.F. and Powell, I., 2014, Advertising: An integrated marketing communication perspective. McGraw-Hill Education. Blakeman, R., 2014, Integrated marketing communication: creative strategy from idea to implementation. Rowman Littlefield. Drewniany, B.L. and Jewler, A.J., 2013, Creative strategy in advertising. Cengage Learning. Duggan, W.R., 2013, Creative Strategy: A Guide for Innovation. Columbia University Press. Herrman, J.W., 2015, Creative teaching strategies for the nurse educator. FA Davis. Jones, B.A., 2016, A Comparative Analysis of Curriculum Content Among Undergraduate Integrated Marketing Communications Programs (Doctoral dissertation, University of Mississippi). Kelley, L. and Jugenheimer, D.W., 2015, Advertising Account Planning: Planning and Managing an IMC Campaign. Routledge. Lubart, T.I., Zenasni, F. and Barbot, B., 2013, Creative potential and its measurement. International Journal of Talent Development and Creativity, 1(2), pp.41-51. Melewar, T.C., Melewar, T.C., Foroudi, P., Foroudi, P., Gupta, S., Gupta, S., Kitchen, P.J., Kitchen, P.J., Foroudi, M.M. and Foroudi, M.M., 2017, Integrating identity, strategy and communications for trust, loyalty and commitment. European Journal of Marketing, 51(3), pp.572-604. Percy, L., 2014, Strategic integrated marketing communications. Routledge. Reddi, C.N., 2014, Effective public relations and media strategy. PHI Learning Pvt. Ltd. Schultz, D., Patti, C.H. and Kitchen, P.J., 2013, The evolution of integrated marketing communications: The customer-driven marketplace. Routledge. Sebastio, S., Amoretti, M. and Lluch Lafuente, A., 2014, June. A computational field framework for collaborative task execution in volunteer clouds. In Proceedings of the 9th International Symposium on Software Engineering for Adaptive and Self-Managing Systems (pp. 105-114). ACM. Sen, M., Parmar, J. and Chaudhari, J., 2017, Use and Preferences of Promotional Tools by Small and Micro Business Organizations in South Gujarat Region, India. Sharma, R., 2015, IMC: A Tool for Building Competitive Advantage. International Journal of Core Engineering and Management, 2(2), pp.75-88. Tankersley, M., 2017, A Cluster Immunotherapy Schedule for Imported Fire Ant. Journal of Allergy and Clinical Immunology, 139(2), p.AB154. Tih, S., Chan, K.T., Ansary, A. and Ahmed, A., 2016, Green Advertising Appeal and Consumer Purchase Intention. Jurnal Pengurusan (UKM Journal of Management), 47. Underwood, R., Smythe, T., Pontari, B. and Hastings, S., 2015, Advertising appeals across varying economic and regulatory conditions: A longitudinal content analysis in the mutual fund industry. Journal of Financial Services Marketing, 20(3), pp.162-175. Wang, L. and Praet, C.L., 2016, Message Strategy Typologies: A Review, Integration, and Empirical Validation in China. In Advances in Advertising Research (Vol. VI) (pp. 201-213). Springer Fachmedien Wiesbaden. Winkelmann, S., Dickenson, P., Souchon, A.L., Lee, N. and Michaelidou, N., 2016, Event marketing and event sponsorship: can too much of a goodthing harm the brand?.

Palladium Catalysis the Suzuki Reaction free essay sample

This step cannot occur in the absence of base and the exact mechanism have not been stated. 2 Boron â€Å"ate† complexes ,via forming a quaternization of the boron with a negatively charged base, are mostly frequent seen explanation. 3 An isomerization from trans complex to cis complex is required before the reductive elimination can undergo. The reductive elimination is the final step which gives the desired product and also reproduces the palladium catalyst. The regenerated palladium catalyst would participate in the reaction again to synthesize more products. In experiment, a ligandless palladium catalyst, Pd/C was used which is easier to handle and can be remove by simple filtration. The generalized catalytic cycle shown above is specific to palladium catalyst with ligand, such as triphenylphosphine. The procedure in this experiment could be applied to cross-coupling Suzuki reation of a variety of iodophenols and arylboronic acids, giving the corresponding hydroxybiphenyls . In many cases, the coupling products are obtained quantitatively. We will write a custom essay sample on Palladium Catalysis: the Suzuki Reaction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3 Experiment Modifications were applied in the experiments. The filter paper was washed by 5mL of methanol and transferred the solution into 25mL Erlenmeyer flask since there was a little amount of crude product collected by suction filtration. 5mL of water was added to the solution instead of 10mL. There was no solid left in the flask before heating the solution on steam bath. The flask containing reaction solution was heated on the hot plate to evaporate the excess of methanol after it was cooling in the ice-bath. Due to limit of time, the flask was placed into the fume hood for one week after a few minutes of heating. The final product was obtained after one-week-long methanol evaporating process. Filtered the reaction mixture by suction, a white/greyish solid was collected in the filter paper. Recrystallized this solid, white solids were obtained with a close melting point to that of final product. The NMR spectrum of this solid also showed the aromatic peaks. This solid was suggested as an intermediate of reaction, mostly likely ArOH-Pd-Ar in reductive elimination. Since a ligandless palladium catalyst was used in this reaction, a transformation from trans complex to required cis complecx was unnecessary. The unreacted intermediate may be left on the filter paper. This complex contained two phenyl groups which gave the aromatic peak in NMR spectrum. Because of the presence of the palladium catalyst, this complex cannot be soluble in the reaction solution and precipitate on the filter paper. Due to similar structure and functional groups presented, its measured melting point was close to that of the final product. When added 2M HCl into the filtrate until the entire solution was acidic, white cotton-like product was generated at the bottom of the beaker. A few minutes later, this product turned to be slight tan color. Since the reaction was performed in a basic aqueous media, the reaction was quenched by acidification with diluted HCl to precipitate the coupling product. Filtration would give the crude yield of product. At the beginning of the filtration, white product was collected on the filter paper; however the solid became less and less when adding more acidified filtrate, and washed the product with 10mL of water, only small amount of product was left on the filter paper. This unexpected situation stated that most of the products synthesized were actually soluble in water which was disagreed that the biphenyl-4-ol is insoluble in water. It was also the first indication of undesired product synthesized. Modifications were applied to recrystallization. 5mL methanol was used to wash off the products left on the filter paper. There was no solid precipitated when added 5mL of water into the flask containing reaction solution. When cooled the reaction solution in ice bath after heating on steam bath, there was no product was crystallized. The cooled solution reheated on the steam bath to evaporate excess of methanol. This evaporating process lasted for one week in the fume hood due to limit of time. Backed to the lab, wet product was obtained in the bottom and wall of the flask. The appearance of the product was slight red and mixed with some small spots of white solids. Due to the wetness of product, the melting point was unable to be measured directly. 2mL of methanol was added to the flask which was prepared for further recrystallization process. Since all the products dissolved in the methanol, the reaction solution was heated on the hot plate to evaporate the methanol. The product was regenerated, however, the red color turned to be darker and the white spot tended to show tan color. The appearance of experimental product was totally different from expected light tan color, which was second indicator of undesired product synthesized instead of biphenyl-4-ol. The measured melting point of this product was higher than literature value, which indicated the presence of impurities. Also, it was the third evidence of undesired product synthesized. The yield of product was only 11. 94% that was significant lower than high efficient yield from literature. This low yield was resulted from many aspects. The reaction condition in literature is halophenol (1mmol), phenylboronic aicd (1mmol), potassium carbonate (3mmol), Pd/C (3mg, 0. 3mol%) in 10mL of water at 50? for 12 hours, giving great than 99% yield. 3 Sakural et al3, they also demonstrates that when 0. 3mol% of Pd/C supended in aqueous potassium carbonate solution, was treated with stoichiometric amounts of 3-iodophenol and phenyboronic acid, the yield of 3-hydroxybiphenyl were 30%, 64%, 88%, 97% and 97% with quenching after 3, 6, 9, 12 and 24 hours. From their works, the reaction time plays an important role in yielding. Since limit of time during our experiment, the acidification was directly followed the second suction filtration. Insufficient reaction time gave the relatively low yield of our product. Since the yield of product was significant low, the amount of methanol added according to the lab manual was always excess, which became a barrier for the products to be precipitated from reaction solution. Thus, the evaporation process of methanol lasted for one-week-long. To improve this experiment, a longer reaction should be considered. As mentioned before, the experimental produce may not be the desired biphenyl-4-ol. It can be proved by the appearance of the product and deviation of measure melting point. Since there were no reagents or intermediate showing red color, the identification of the final product required further detection, such as chromatography, mass relationship and NMR spectrometry. Possible deviation may arise from improper operation and side product in the reaction. The possible side products would not be discussed here since it was beyond current level of knowledge. The Suzuki reaction is important in organic chemistry since it can achieve a numerous of organic transformation. It has some general advantages: can be conducted under mild reaction condition; can use common organoboronic acids; inorganic by-products are easily removed from reaction mixture,;it is stereoslective reaction; it is less toxic than other competitive method (since boronic acid are environmentally safer and less toxic than organostannanes, in our case, the palladium-charcoal is a ligandless catalyst which is convenient and environmentally friendly); the reaction can take place in the presence of other functional groups (which means protecting group is not always necessary). Even the Sukuzi cross coupling is versatile, there are still some shortcomings: aryl chlorides react slowly; sp3-hybridized alkyl halides sometimes show no reactivity; in the absence of the base, multiple side reactions are possible. 3 Other kind of palladium-catalyzed cross coupling reactions, such as the Stille cross-coupling, Kumada coupling, Sonogashira coupling and the Heck reaction are also important in organic transformation. Here are some vital synthetic applications: synthesis of Myxalamide A which is observed to have antibiotic and antifungal activity; synthesis of Oximidine II which is highly biologically active and affect the cell cycle at G1 Phase; and synthesis of KDR Kinase Inhibitor which inhibits the activity of specific tyrosine kinase enzyme in the body. 2 Conclusion During this experiment, a palladium-charcoal catalyzed Suzuki cross coupling was performed using phenylboronic acid, p-iodophenol and potassium carbonate in water.

Controversy Of Cloning And Dna Essays - Molecular Biology

Controversy Of Cloning And Dna Essays - Molecular Biology Controversy Of Cloning And Dna Members of Congress: I am writing in reference to the possible upcoming technology of cloning humans and altering DNA tissue makeup of the unborn child. This issue will come before Congress for approval or disapproval in the near future. This technology would allow scientists to alter the tissue of a future infant in regards to physical characteristics such as height, appearance, intelligence, and birth defects. It is disturbing to think that such alteration of DNA could be allowed to pass through Congress as a bill. Cloning and DNA tissue alteration, though there may seem to be positive and worldly aspects, is, in my opinion morally wrong and corrupt according to Gods word, the Bible. As a Christian young man, I believe in the Bible as truth. The Bible states in Genesis 1:27, So God created humankind in his image, in the image of God he created them; male and female he created them. Gods creation can be found in Genesis 5:24. When God created humankind, he made them in the likeness of God. Male and female created he them. Psalms 139:13 states, For it was you who formed my inmost parts; you knit me in my mothers womb. In the eyes of a Christian believing that Gods word is the truth, it would be difficult to understand how DNA altering and cloning could be done. This would be attempting to place scientists in comparison with God who is the supreme creator. To try to alter his handiwork of the human being would be morally wrong. God created man in his image and man was perfect until he sinned in this world. Setting aside Biblical beliefs, lets look at potential problems in the environment if cloning and DNA alteration were to become a reality. Man has been attempting for ages to remake the earth. Cross breeding trial and error has been experimental with for years. New technologies have allowed scientists to manipulate the world at the genetic, as well as, the agricultural levels. Corn, soy, and cotton experimentation and alternation have also taken place in laboratories across the country. However, every new genetically engineered organism draw concerns for possible dangers to todays environment. New forms of pollution and chemical releases must be considered. Reproduction problems of these clones are virtually unknown at this time. Limiting the amount of interbreeding and cross-pollination has been limited in the past for control of genetic combinations. To pass a cloning and DNA alteration bill would allow not only possible future genetic flukes to arise in humans and agriculture, but also potential problems and hazards with soil fertility and water quality for our environment. Granted, it certainly on the surface sounds appealing and exciting to love more intelligent, more attractive people in this world. To have little or no birth defects would miraculous. However, if everyone in this world were perfected in human eyes by cloning and DNA alteration. This environment would be much more dull and boring place. People, in their various different ways, make this world an exciting place to live. There also is the aspect of the cost of cloning and DNA alteration of humans. Understandably, it would be quite costly and many would not be able to afford it. There also would be no real guarantee of success. Once past the moral issue, this really wouldnt be a fair issue either since it would discriminate against the less fortunate. Another aspect to consider is the potential dangers to cross pollination of crops and the dangers of our environment on soil and water. The risks are so great that it would hardly seem practical. In closing, I would respectfully request that Congress carefully study this idea of cloning and DNA alteration. With a through study, it is felt like there could only be one answer to the possible proposal of this ecological roulette with nature. The idea to preserve our land and its crops seems the only appropriate choice. To allow God to remain God rather than scientists to be in competition with him is imperative. To have a perfect world would not be a real world. It would be artificial. Day to day life would not be the same. Struggles and imperfections make this world interesting. Different

American History Progression by 1865 Essay Example | Topics and Well Written Essays - 250 words

American History Progression by 1865 - Essay Example American Independence followed this in 1776. Before the reconstruction era, the Americans focused on Slave trade and thus set up certain trade patterns. However, the reconstruction era ended the slavery. The reconstruction era led to reunion of the state that had broken up from the union (Oslon 72-76). The election of Thomas Jefferson is often viewed as the start of a revolution which lasted from 1775-1783. It after this that order was established in America. His administration focused in establishing union in America for progressive growth. After the war, the American founders focused on enhancing growth. In 1789, George Washington affected the bill of rights and a stable national government was established. During Washington reign, the Bank of Unite States was established and it shaped the American Financial system. Moreover, a tax system and federalist party were established (Oslon, 165-169, 211-206). Another important happening in the history of America is the civil war in 1861. This war was important since it followed the Confederation of States of

Journal Assignment Example | Topics and Well Written Essays - 250 words - 33

Journal - Assignment Example He tries to show that one does not need to live in denial, but can accept his/her condition by living positively. The writer of this book shows that cancer patients can do what cancer-free people can do. A cancerous patient does not need to feel that it is the end, but another challenge of life. Hitchens points out that a patient needs to take medication very seriously. He argues that a chemotherapy, radiation or surgeries are the main treatments that a cancerous patient may encounter (Hitchens 619). Hitchens argues that people do not have cancer, but rather battle cancer. The author implies that the treatment of cancer is a process, and a patient must follow in order to be healthy. Hitchens is a good example of persons battling with cancer. With a positive mentality, Hitchens shows that a cancerous person can easily recover. It shows that cancerous patients must have hope and get the required treatment. Cancer patients should not think that they cannot enjoy life just as cancer-free

Counterfeiting is NOT a major problem for Branded good companies Essay

Counterfeiting is NOT a major problem for Branded good companies engaged in International Strategic Marketing - Essay Example Counterfeiting is production of goods similar to the original article; they are cheaper alternatives of the original and there may not be perceivable difference in quality (Phau, Teah & Lee, 2009). OECD (1998) defines counterfeiting as any manufacturing of a product which so closely imitates the appearance of the product of another to mislead a consumer that it is the product of another. Hence it also includes trademarks and copyrights infringements, including packaging and labeling or any other significant feature of the product. Counterfeiting is a civil offence, a criminal crime apart from being a social, political and serious economic problem (Bian & Veloutsou, 2007). However, according to the OECD (Organization for Economic Cooperation & Development, 2007) the total value of counterfeit goods in 2005 was $200 billion (Gistri et al. 2009) and by 2007 it has estimated to have exceeded $500 (Phau, Teah & Lee, 2009). It is estimated that about 15% of the branded products sold across the world are counterfeit (Cross, 2006). The core target for counterfeiting brands is the luxury brands. It has increased to such proportions because of global trade and emerging new markets (Phau & Teah, 2009). Counterfeiting thrives because in some countries such as the US, their legal system protects only functionality and not designs or the style. In other countries even this level of protection is not present (Hilton, Chot & Chen, 2004). Countries like China and Hong Kong has no way to deal with counterfeiters and moreover, many times counterfeiting takes place outside the jurisdiction of a country (Nejdet, 2000). North Korea too engages in secret counterfeit printing and packaging of billions of cigarettes and drugs sold in the US (Cross, 2006). Phillips Morris has been able to trace the counterfeit version of its Marlboro brand at more than 1300 stores in the US. Such illicit activities generate more than half a billion US dollars. The counterfeiting is done so

Innovation Life Cycle Model for SAP

Innovation Life Cycle Model for SAP Introduction As an answer to global competition, companies have increased the preface of technologically sophisticated products as well as adopted advanced technologies and modifications in organisational structure and processes. For many firms, the development of new products and services is the crucial point of their business strategy and a decisive factor for competitive strength and survival (Stumpfe n.d.).. A firms competitive position is determined by their ability to innovate products and the time required to bring new products to the market. Firms have to launch new sophisticated products in increasingly fast cycles and their ability to ramp up to full scale production volume rapidly is crucial for success (Pisano 1997). A couple of years ago, such technologies called business intelligence (i.e., software solutions used on handling tons of information) were available only to the worlds biggest firms. However, as the cost of computing and storage has dropped and the systems have been enhanced and cost effective, the technology has moved into the majority. Firms are pulling together more information than ever before. In the past, they were stored in different systems that were unable to communicate to each other, such as finance, human resources, or customer management, but just recently, systems are being connected and companies are employing data-mining techniques to get a complete picture of their operations that let firms to manage more efficiently, analyze trends, and develop their forecasting (The Economist Newspaper Limited 2010). Innovation Lifecycle Model This lifecycle model can be understood as a three-stage model of technological development associated with a particular product technology (Williamson 1975). In the explorative stage many diverse models or designs are created, in the development stage products develop into standardized into a dominant design, and in the mature stage only small changes happens inside the dominant design (Frenken, Silverberg and Valente 2008). Although the product lifecycle model is widely accepted and often applied in empirical research, innovation scholars have failed to develop systematic theoretical models that explain the different stages of technological development along the lifecycle (same as Frenken, Silverberg and Valente 2008). In this study, an attempt is made to contribute to innovation lifecycle theory by using the SAP Database system and analyze its pattern. Dependent on the stage in product and process life cycle and on competitive strategy there can exist a complementary or a competiti ve relationship between the implementation of product and process innovations. The product-process life cycle theory of Utterback and Abernathy (Utterback, Abernathy 1975) provides a useful model helping to understand the pattern of industrial innovation processes. This model succeeds in encompassing the mutual relationships between the stages of SAPs product life cycle, the related production process` stages of development and competitive strategy elements (Stumpfe n.d.). SAP History During the 1970s,five former IBM employees made a decision to start their own company, when IBM rejected their recommendation to develop software designed to be used by several users simultaneously(Neumann and Srinivasan 2009). They launched their private corporation in 1972. It was named SAP (Systemanalyse and Programmentwickung-Systems Analysis and Program Development) (same as Neumann and Srinivasan 2009).The name was coined after the plan on which they have been developing at IBM.The company had its headquarters in Weinheim, and its main office in Mannheim Germany (Neumann and Srinivasan 2009). Characteristic Fluid Pattern Transitional Phase Specific Phase Competitive emphasis placed on.. Solution strategy for market entry. Innovation stimulated by Market requirements for advanced solutions application Predominant type of innovation Data processing system. Product Line Financial accounting software suite Production Processes Focused on running financial accounting software through mainframe. During this Phase of the life cycle, technical energy is expended, using materials and technologies generally available in the marketplace (Henderson and Clark, 1990).Within a year of being established, SAP had already completed its first solution for financial accounting. This single management system, designed as a real-time book-keeping and transaction processing program, tied ICIs (Imperial Chemical Industries; first SAP customer) information databases together (same as Neumann and Srinivasan 2009).It became known as â€Å"R1†, meaning that the data was processed immediately after being entered or real-time (Payne, Roets and Schlanderer 2009). It is important to note that during this early phase in the computer industry , business data had to be entered manually at the entry terminal and saved and stored, which basically means Batch processing. Inevitably the introduction of Innovation by SAP which is the real-time processing become very much popular and at that time was a genuine milestone (same as Neumann and Srinivasan 2009). At first SAP only uses the English Language for its first customer ICI,however it has obtained valuable insights from the latter on the business management side of international operations, as a result in 1975 SAP became multilingual (Lofthouse 2000). In the 1980s SAP experienced rapid growth and benefited from major improvements in the software industry (same as Neumann and Srinivasan 2009).Entering the market at that time were Computers with enhanced price-to-performance ratios which helped SAP to expand its customer base (Lofthouse 2000). During also this time the basic shape of a client-server architecture was developed (SAP Global n.d.).SAP continuously enhanced its already distributed program modules and has released the SAP R/2 system, with this the firm claimed market leadership for large companies and was ready to enter the international software market (same as Neumann and Srinivasan 2009). Characteristic Fluid Pattern Transitional Phase Specific Phase Competitive emphasis placed on.. Solution strategy for market entry. Product variation (SAP R/2) Innovation stimulated by Market requirements for advanced solutions application Increased demand by Multinational/Global Market . Predominant type of innovation Data processing system. Process innovation by system that can handle different languages and currencies. Product Line Financial accounting software suite SAP R2 Production Processes Focused on running financial accounting software through mainframe. Banking on systems stability and reliability has improved SAP R2 The Development of the Database Market A market consolidation has taken place since the mid-1990s, initiated in 1994 with the takeover of ASK/Ingres by computer associates, and reaching its highpoint so far in the middle of 2001 with the takeover of Informix by IBM (SAP Global n.d.). During the mid 90s, SAP ushered in a new generation of enterprise software, from the previous mainframe computing to a combination of uniform appearance of graphical interfaces which is called the SAP R/3 (same as Neumann and Srinivasan 2009). With this release, SAP tapped a whole new market among small and medium-sized enterprises due to relatively low cost and effective business process. Adapting to the Times SAP have realized that the internet is a very powerful force, that if utilized properly will result in more generation of income, with this recognition and incremental improvement on the R/3 system- which is named R/3 version 3.0 (same as Neumann and Srinivasan 2009) provided the first completely Internet-enabled business application package, which also increased its viability by making it more user-friendly (same as Neumann and Srinivasan 2009).They have also created the mySAP.com strategy, which represented a complete restructuring of the product portfolio and the beginning of a new direction for the company (same as Payne,Roets and Schlanderer 2009).Using this latest web technology, mySAP.com combined e-commerce solutions with the existing Enterprise Resource Planning (ERP) applications, it also enabled SAP to offer an integrated business platform that has the combination of both front-end and Backoffice processes (same as Neumann and Srinivasan 2009). SAP was the first software c ompany to practise the double approach of giving standard software that could easily be implemented and managed on the one hand, while at the same time watching for and integrating key global business trends into their software (same as Neumann and Srinivasan 2009). Open Source Instead of Marketing Despite the increasing breadth of functions of the SAP DB database system, SAP AG does not intend to market the database system commercially, and to enter the DBMS market as a new competitor. Consequently, SAP DB is offered license-free in connection with SAP solutions. The users of mySAP.com applications must simply pay a support and maintenance fee that is determined as a fixed percentage of an accrued license price (Anon n.d.). An advantage of using SAP as an ERP system is that SAP has a very high level of incorporation among its individual applications which ensures uniformity of information throughout the structure and the business itself (Kumar n.d.). To support processes well, we need to have information systems and integrated information system support processes in an organization (Scheer 1998). In a standard SAP project system, it is separated into three environments, Development, Quality Assurance and Production (Kumar n.d.). The development system is where most of the execution work takes place. All the final testing is conducted before moving the transports to the production environment which is where the quality assurance system kicks in. On the production system environment all daily business transactions happen, to all companies, the production system should only include transports that have passed all the tests (same as Kumar n.d.) SAP is a table drive customisation software. It provides businesses to make fast changes in their enterprise needs with a uniform set of programs. User-exits are provided for business to add in additional source code. Tools such as screen variants are provided to let the user set field attributes whether to hide, display, or make them fixed fields (Kumar n.d.). This is what makes ERP system and SAP in particular so flexible. The table-driven customisation is driving the program functionality instead of those old-fashioned hard-coded programs. With this, new and modified business requirements can be quickly employed and tested in the system. Many other business application software have seen this table-driven customisation advantage and are now changing their application software based on this table customizing concept (Kumar n.d.). The standard programs and tables should not be changed as far as possible in order to minimise the upgrading costs (same as Kumar n.d.). The main purpose of using standard business application software like SAP is to decrease the amount of time and money spent on improving and testing all the programs. Hence, most companies will try to make use of the existing tools provided by SAP(same as Kumar n.d.). Characteristic Fluid Pattern Transitional Phase Specific Phase Competitive emphasis placed on.. Solution strategy for market entry. Product variation (SAP R/2) Never ending quality improvement. Planned quality along the entire product lifecycle and effort for Independence motivate development of own database, as well as simpler database system. Innovation stimulated by Market requirements for advanced solutions application Increased demand by Multinational/Global Market. Global Organization, plans on development in multiple international locations. Predominant type of innovation Data processing system. Process innovation by a system that can handle different languages and currencies. Creation of software applications for customers who primarily works on end to end business processes. Product Line Financial accounting software suite SAP R2 SAP R3, SAP Net weaver, mySAP.com Production Processes Focused on running financial accounting software through mainframe. Banking on systems stability and reliability has improved SAP R2 Linking e-commerce solutions to existing ERP applications, using state-of-the-art Web technology. Modern Architecture for High Performance and Availability Due to its modern architecture, SAP DB provides a high level of performance, scalability and robustness. In this way, the database can fulfil the performance demands of application environments with thousands of concurrent active users and very large data volumes. At the centre, multi-thread /multi-server architecture ensures a high degree of scalability with sparing handling of server resources. SAP DB fits flexibly into modern architectures such as multi-processor systems or cluster configurations, and uses the advantages for example, where high availability is concerned, without costly configuration. Due to the customisable architecture, SAP DB is suitable as a central database system both for three-tier and two-tier client-server environments (SAP DB n.d.). Effective locking mechanisms, efficient caching of data, intelligent optimisation of SQL applications, extensive parallel processing of read and write processes, and strategies to minimise the required write operations are among the architecture characteristics that significantly affect response times and throughput (SAP DB n.d.). SAP DB is designed for interruption-free round-the clock operation. Required maintenance tasks, such as configuration customization, the extension of data or log areas, data back-up, creation of table indexes and so on, can be performed during production operation without affecting the active users (SAP DB n.d). High Level of Automation for Unattended Operation As well as performance and robustness of SAPs Database Management system (DBMS), the main focus of the further development of SAP DB is on simpler operation of the database system (SAP DB n.d.). The vision of a database system that automatically manages itself to a large degree, and only requires minimal monitoring by the database administrator, is the guideline of development. Both the setting up of the database system and the running operation are largely automated. During configuration, SAP DB automatically sets the core parameters in accordance with the existing system environment. During the definition of database objects such as tables and indexes, the database administrator works exclusively at the level of logical schemas: SAP DB automatically makes the assignment to the physical data structures in mass storage, and the database system also handles the growth of tables and indexes completely dynamically (same as Anon n.d.). Analysis on Innovation Life Cycle Model for SAP Usefulness Lifecycle Models are largely qualitative tools by which regularities in the progress of an object between its generation and degeneration are identified; these regularities are used to deduce prognoses for future evolutions (Bullinger 2008). The Innovation Life Cycle (Utterback and Abernathy 1975) helps in determining the pattern and the basis of competitive strategy can and probably can change for most firms as the industry evolves. At the first stage (fluid phase), the introduction of the technology innovation of SAP was described as it entered the market with its financial accounting software. The dominant design used was also established which is the SAP Database management system due to its stability and reliability, moving it from the transition phase into the specific phase. The pattern starting from the product innovation was also taken into account. SAP and probably other firms in general went forward into a process innovation. Another useful attribute of this model is that the strategies employed by firms during the models stages can be clearly identified and analysed. Limitation Although the Innovation Life Cycle Model helps in examining and analysing the nature of competition within the industry to identify opportunities and potential threats, it has also several limitations. For one, this model basically is just a generalisation. In actuality, life cycles do not always follow a standard pattern that a firm has to go through. In some cases, growth is so rapid that the embryonic is skipped altogether, while others industries fail to get past the embryonic stage. Industry growth can be revitalised after long periods of decline through innovation and social change. For example, the health boom brought the bicycle industry back to life after a long period of decline (Hill and Jones 2010). The time span of the stages can also vary from significantly from industry to industry. Some industries can stay in maturity almost indefinitely if their products become basic necessities of life, as in the case of the auto industry. Other industries skip the mature stage and go straight into decline, as in the case of the vacuum tube industry. Transistors replaced vacuum tubes as a major component in electronic products even though the vacuum tube industry was still in its growth stage. Still, other industries may go through several shakeouts before they enter full maturity, as what appears to be happening in the telecommunications industry (Hill and Jones 2010).Another criticism is that they overemphasize the importance of industry structure as a determinant of company performance and underemphasize the importance of variations or differences among companies within an industry or a strategic group (McGahan and Porter 1997). Prediction of Future Evolution The existence of a life-cycle pattern of industrial growth is a significant stylized fact for the purpose of constructing a theory of uneven development, but the question remains as to how a particular pattern is itself to be explained (Harris 1978).It is quite difficult to predict what will be the future evolution of SAP if the projection is solely based on the life cycle model. Markus and Tannis (2000) correctly identified that success is a dynamic concept, and could be very different depending on the phase of implementation. Apparently, with SAPs trend of rapid growth and profitable annual revenues, we could assume that they will continue to grow and develop more reliable products and expand their client base. However, this is just a probability based on the trend we see in this model. A lot of factors still needs to be considered to really determine what will happen for the future of SAP. Conclusion Product Innovation is a vital task for the modern corporation (Shavinina 2003).Using the Innovation Life Cycle Model, one can understand how a technology such as SAP goes through the following stages. This model also aids in observing some patterns similar to other firms. For instance, during the fluid phase, it can be observed that SAP focused on determining first what the market really needs and concentrated on product innovation for their customers. During that stage and throughout the transition, the focus also changed as SAP reacted to the economic climate, industrial factors, and competition by finding opportunities to create more products based on their dominant designs success in terms of stability and reliability. They also provided again customers with a variety of software solution strategies to help their businesses. During the specific phase, SAP still continued to expand its clientele and created advanced software solutions to cater to other business process needs. They focused on maintaining their strategy of never-ending support to their clients while offering innovations to their current product roster We can also notice that SAP as a large firm is active in a range of technologies broader than the products they make, this reflects the multi-technology nature of their products, and the knowledge required to coordinate in-house product innovation with innovation in related production systems and supply chains.(Dosi, Teece and Chytry 2005). SAP has yet to saturate the market since a lot of business entities in demand of their products and services. Hence, it can be assumed that SAP is on the maturity stage of the life cycle but still on the growth stage. Looking at their share value with an increasing trend, it can be inferred that they are heading to the right direction (see figure 5). What does this suggest about using the innovation life cycle model? It is simply providing us a snapshot of a specific firms progress. Like other models, it has its own limitations and usefulness, most importantly for analysts, managers, and researchers who need to analyse and formulate strategies using any model which complements a target firm in a specific industry. Process of Literature Search The research was started by searching for any relevant material, both print and online, on the topics Innovation Life Cycle, Technology, etc. The technology chosen was SAP Database for Business Management, since it is a relatively familiar topic and sources are abundant on both print and internet media. After gathering materials, the sources were read to determine their relevance to this research. The model used was the Innovation Life Cycle Model of Utterback and Abernathy to have a clear process of steps related to SAP from its fluid stage to the specific stage, and to analyse patterns and changes throughout the whole model.

John Muir :: essays research papers

The story takes place at Yosemite National Park from 1838-1914. John Muir was a botanist, geologist, and writer. He had overcome earthquakes, glaciers, and he climbs mountains. John Muir had impressed by overcoming all the dangers like animals. He was an expert on wilderness. He knows survival skills to stay alive. He studies nature and he writes about nature. He made a national park system as well as the Sierra Club. He knew that the Native Americans called the place "Pohono," or spirit of the puffing wind. At first he called it a "dainty little fall...only about fifteen or twenty feet high." John laughed after discovering that Bridalveil Fall drops 620 feet. He writes all kinds of quotes about nature, for example: "I am captive, I am bound. Love of pure unblemished Nature seems to overmaster and blur out of sight all other objects and considerations." John works in his "scribble den." John had two brothers and five sisters and their names are: Margaret, Sarah, David, Dan, Mary, Annie, and Joanna. For several years, he had toyed with writing up his findings for publication. Jeanne Carr was the one that encouraged him. She even suggested titles and copied his notes. John decided to send an article to the New York Tribune. To his surprise, the newspaper published "Yosemite Glaciers" on December 5, 1871, and paid him $200, that was a lot of money back then. On New Year’s Day in 1872, the same newspaper printed "Yosemite in Winter." John thought that he might be able to earn his living by writing, what he called "pen work." He stayed in his cabin for the winter and wrote it.

The Impact of Classroom Technology on Student Behavior

Journal of Technology Research The impact of classroom technology on student behavior Angeline M. Lavin University of South Dakota Leon Korte University of South Dakota Thomas L. Davies University of South Dakota ABSTRACT The trend toward technology enhanced classrooms has escalated quickly during the past five years as students have become increasingly tech-savvy. Classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. In fact, some may argue that technology is now expected in the college classroom.The objective of this research is to examine whether the use of technology in university classes impacts student behavior and student perceptions of instructional quality. This paper summarizes the results of a survey administered to students enrolled in business courses at a mid-sized Midwestern university. The results suggest that adding technology in courses where it is not currently used is lik ely to have a positive impact on student perceptions of the instructor and on student behavior. However, removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior.Overall there are certain aspects of student behavior (the amount of time that students study, the quantity of notes they take, their attendance, and their interaction with the instructor) which appear to be technology neutral. In contrast, technology tends to have a meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor.Keywords: class technology, instructional quality, student behavior, student perceptions The impact of classroom technology, Page 1 Journal of Technology Research INTRODUCTION Technology, it seems, is everywhere these days. As computers have become more commonplace, the use of information technology has become pervasive in most everyone’s lives. For most of us, it is hard to image daily life without the influence of technological devices, be it handheld video games, personal digital assistants, cell phones or any number of computers.This is especially true for younger generations. In academia, we have likely reached the point where the use of technology is expected, by both students and their parents (Christensen, 1999). The trend toward technology enhanced classes has escalated quickly during the past five years as students have become increasingly tech-savvy, classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements.Lowerison, Sclater, Schmid, and Abrami (2006) suggest that technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner. According to Roblyer (2003), technology may enable the learner to be more actively involved in his or her own learning. While technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory.To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). That said, a 2001 national study showed that 87% of faculty believe computer technology enhances student learning (Epper and Bates, 2001). Despite this widespread belief that the use of technology in the classroom is generally good, such may not always be the case. Burbules and Callister (2000) suggest technology can be used well or poorly, and thus its effectiveness is dependent on how it used, by whom and for what purpose. Instructors use varying amounts of technology in their classes.For example, some professors utilize PowerPoint slides or s imilar technology extensively or moderately throughout a course, while others seldom or never use technology. There may be several reasons why instructors ultimately adopt technology for classroom use. For some, it may help them to create better organized, more focused lectures. For others, they believe that the use of technology benefits students by engaging them more in the classroom and allowing them to listen more closely without transcribing every word that is spoken.Some professors may choose technology because writing on whiteboards or blackboards hinders their ability to interact with students. Still other instructors may adopt technology as a time saving device because it is readily available today, provided by the publishers who are eager to convince faculty to adopt their textbooks. Although the motivation may differ, theoretically the overall expectation is that technology will improve the course, engage the students and enable them to learn more. There may also be at le ast the implicit hope by the faculty member that teaching evaluations will improve.The study of what makes a college teacher effective is ongoing. Witcher, Onquegbuzie, Collins, Filer, Wiedmaier, and Moore (2003) suggest that students believe that effective teachers possess many if not all of the following nine characteristics, listed in order of importance: (1) student-centered; (2) knowledgeable about the subject matter; (3) professional; (4) enthusiastic about teaching; (5) effective at communication; (6) accessible; (7) competent at instruction; (8) fair and respectful; and (9) provider of adequate performance feedback.Clearly, utilization of technology can impact several of these identified characteristics or traits. Thus, in recent years, the proliferation of technology in an educational setting has sparked considerable interest on the The impact of classroom technology, Page 2 Journal of Technology Research part of researchers, and a number of studies have focused on the posi tives and negatives of technology use from the perspectives of the institution, student and professor.A recent study by Apperson, Laws and Scepansky (2006) examined the impact of PowerPoint on the students’ classroom experience. While they found no differences in grades as a result of the use of PowerPoint in the classroom, they did find that students in PowerPointenhanced classrooms responded differently to the classroom experience. Specifically, students believed that the PowerPoint classes were better organized and more interesting. Students also rated the professor high overall and indicated that they would be more likely to take another class from that professor.Interestingly, students in PowerPoint enhanced courses also found that the instructors exhibited more positive behaviors seemingly unrelated to the use of technology, such as providing helpful feedback in a timely fashion and creating assignments that involve higherorder more critical or creative thought. Further more, Atkins-Sayre, Hopkins, Mohundro, and Sayre (1998) concluded that the use of technology adds to the instructor’s credibility. Lecturers can manage class time more fficiently as less time is spent writing on whiteboards or changing transparencies (Daniels, 1999, Mantei, 2000), and thus lectures may flow better. Overall, Apperson et al (2006) believe that the use of technology in classrooms causes students to have a more favorable attitude toward their education, and benefits accrue to instructors who utilize it in their classes. However, technology usage does not necessarily result in better teaching evaluations for faculty. Lowerison et al found no significant relationship between actual computer use and perceived effective computer usage on course evaluations (2006).Several explanations were offered for this unexpected outcome, including the fact that students may now expect technology to be used in the classroom and no longer see it as a unique class feature that enhan ces their learning. These findings are consistent with the Christensen (1999) study mentioned earlier. It may also be the case that technology is not being used in an appropriate manner, that is, as a transformative, student-centered tool for learning, a concern expressed by Burbules and Callister (2000).Computer technology may also better support diverse needs and capacities of students, providing the potential for deeper processing and understanding of information (McCombs, 2000). While the technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002).As McFarlane states, â€Å"computer use alone, without clear objectives and well designed tasks, is of little intrinsic value (1997). This paper continues the inquiry into the impact of technolo gy on student perceptions of their own learning as well as their academic behavior. PRESENT STUDY Students taking various business classes in a medium-sized Midwestern university were invited to participate in research study seeking to assess the impact of the presence or absence of technology in the classroom on self-perceived student effort and behavior.Prior to the survey being administered in individual classrooms, instructors who participated were asked whether or not they made moderate or extensive use of technology in their courses. If the instructor used technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the absence of technology would impact various components of The impact of classroom technology, Page 3 Journal of Technology Research student learning.For example, students were asked whether the lack of technology would have a positive or negative impact on their attentiveness in class as compare d to what it had been. Alternatively, if the instructor indicated that he/she did not utilize technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the addition of technology would impact them. Thus, for example, students in these sections were asked whether more technology usage by the instructor would affect their own level of class preparation.Survey questions were based in part on three different student evaluation forms previously or currently being used by the researchers’ university, including an early version developed and used by all public institutions within the state, the Student Instructional Report II and the IDEA Diagnostic Form Report. Both versions of the survey used the following five point scale to collect student opinions: â€Å"1† was significantly positive, â€Å"2† was somewhat positive, â€Å"3† was no difference, â€Å"4† was somewhat negative, and à ¢â‚¬Å"5† was significantly negative.The survey also included numerous demographic questions to facilitate analysis of the responses. Among other things, students were asked whether they were graduate or undergraduate students, their program of study or major, and their year in school (e. g. , freshman, sophomore, etc. ), as well as their grade point average and gender. In total nine business faculty members, including two of the paper’s authors, administered the survey in their classes.Faculty participants were selected on the basis of their rank, varying degrees of technological proficiency and usage, discipline, and gender in order to provide a cross-section of courses being evaluated. Classes chosen included those at the 100 (first year), 200 (second year), 300 (junior level), 400 (senior level) and graduate (700) level. In all, the survey was administered in fourteen different business classes, including multiple sections of a few of the courses.The survey was admin istered near the beginning of last year’s fall semester. Participating faculty were asked to devote class time to allow for the completion of the survey. Enrollment in the sections surveyed totaled 700 students, including some students who were enrolled in more than one of the classes included in the sample. In total, approximately 550 usable surveys were completed and returned. A brief summary of demographic information for the undergraduate survey respondents is included in the Appendix.RESULTS Table 1 and 2 show the preliminary results of the data analysis. In each table, the mean response for each question is compared to a neutral response of â€Å"3† in order to evaluate the effects that each group might anticipate given possible changes in their classroom environments. Recall that each item was based on the following five point scale: â€Å"1† – significantly positive, â€Å"2† – somewhat positive, â€Å"3† – no differenc e, â€Å"4† – somewhat negative, and â€Å"5† – significantly negative, resulting in a lower mean for a more positive perception.The mean is provided for each question as well as the number of students who gave a particular response. Table 1 shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively. The survey then asked the students to give their opinions regarding how the absence of technology would impact their learning from the course. There were 374 usable surveys returned from this set of classes. The means in Table 1 fluctuate between the â€Å"high 2† range and the â€Å"low 3† range.Responses from the students in these courses that used technology suggest that students anticipate that the loss of The impact of classroom technology, Page 4 Journal of Technology Research technology would have a positive impact (mean is less than the neutral response o f 3. 0 and statistically different from the neutral response) on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort.Assuming that students would view less study time as more positive, it appears that students feel they would study less if technology is removed from the course. It seems somewhat counterintuitive that the absence of technology would have a positive impact on the amount of notes that students take, however, the â€Å"quantity† of notes taken can be viewed from two different angles. Students may consider it a positive to take fewer notes, and students may perceive that they take fewer notes when technology is used in the classroom.The loss of technology, according to the students, would also have a positive impact on their attendance and their appreciation for the instructor’s effort. Students may perceive that it would be more important to attend class to hear the material presented if the notes were not available via technology outside of class. In addition, it appears that students believe that technology may make teaching â€Å"easier† as the loss of technology would have a positive impact on student appreciate of instructor effort.In contrast, student responses indicate that students expect that the loss of technology would have a negative impact (mean is greater than the neutral response and statistically different from the neutral response) on attentiveness in class, the amount learned from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. These results suggest that students perceive there are specific benefits associated with technology use in the classroom.Technology may be one way instructors can maintain student interest. Indeed, the responses appear to suggest that students perceive that they might learn less if technology were withdrawn. Students also indicated that they would be less inclined to take additional classes from the instructor if technology were not used, and they might also be less inclined to take more courses in the same subject matter if technology were not a part of the classroom experience.On the other hand, the responses suggest that students might be more likely to attend class and have a greater appreciation for instructor effort if technology were not used in the classroom. Results of the two questions as to how a change in technology use from moderate/intensive to none at all would impact the student’s overall evaluation of the course and the instructor are also presented in Table 1. Students who currently experience technology in the classroom would rate a course less favorably if the technology were removed (mean above the neutral 3. and statistically diff erent from the neutral 3. 0). However, the impact on the students’ ratings of the instructor appears to be neutral under the loss of technology scenario. Table 2 shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively. Those surveys then asked the students to share their thoughts regarding how the addition of technology would impact the how they behaved in the course. There were 183 usable surveys returned from this set of classes.The mean for every question was below the neutral response of â€Å"3,† which suggests that students thought that those courses that did not presently use technology could be improved by the addition of it; a lower mean again reflects a more positive impact. The responses given by the students in the courses that did not include a technology component indicated that its addition of technology would have a positive impact (mean less than and significa ntly different than the neutral response) for all questions except two, i. e. he amount of interaction with the instructor outside of class and the students’ desire to take more classes in the subject matter. These results The impact of classroom technology, Page 5 Journal of Technology Research suggest that in the opinion of the students, the addition of technology would have an overall positive impact on their behavior. The addition of technology would, according to the students, have the most positive impact on the students’ appreciation for the instructor’s effort, the amount the students learn from the course, and the quality of the notes that the students take.According to both Tables 1 and 2, the amount of interaction that students have with the instructor outside of class is technology â€Å"neutral† as the mean was close to â€Å"3† for both versions of the survey. Results of the two questions pertaining to how the addition of technology t o a course that does not currently use it would impact the student’s overall evaluation of the course and the instructor are presented in Table 2 as well. The responses were positive (mean less than the neutral response of 3. and statistically different from the neutral response of 3. 0). These results suggest that the prospect of including technology in the classroom environment appears to increase the likelihood that students would perceive both the course and the instructor in a more favorable light. In addition to comparing the means for each version of the survey to a neutral response of â€Å"3,† the means for each version can be compared to each other. In Table 3, the first set of data (i. e. the left side) shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively, with the students being asked how the removal of technology would impact their behavior. The second set of data (i. e. , the right side) shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively, with the students being asked how the addition of technology would influence their behavior.Responses from those students in classrooms that currently used technology (left set) appeared to suggest a relatively neutral impact on the students’ evaluation of the instructor if technology were withdrawn (mean close to 3. 0), but a slightly more negative (mean above 3. 0) response to the evaluation of the course if technology were withdrawn [see Table 1]. Students who were in class that did not currently use technology (right set) indicated that the addition of the technology would improve their evaluation of both the course and the instructor (mean below 3. 0) [see Table 2].As might be expected given the different results reported in the first two tables, the differences between the two groups were statistical ly significant for some of the variables as reported in Table 3. Students appear to want technology in the classroom and that desire appears to be reflected in the overall evaluation of the course and instructor. As Table 3 illustrates, students who are not currently exposed to technology in the classroom generally responded more favorably to the prospect of adding the technology than did students who imagined the technology being withdrawn.Eleven of the 17 questions reflected statistically significant differences (? < 0. 050) in the mean responses between the two groups. In other words, students who currently experience technology in the classroom gave significantly different responses from those who currently did not have technology in the classroom. The questions that reflected statistically significant differences are noted with an â€Å"*† in Table 3.For those questions in which a statistically significant difference between the two groups was observed, responses from st udents who currently do not experience the use of technology in the classroom reflected more positive mean responses to the addition of technology usage than did their counterparts who might experience the withdrawal of technology in the classroom. The six items that did not generate statistically significant differences between the two survey groups were as follows: †¢ Amount of time you study for class each day. †¢ Amount of time you study for exams and quizzes.The impact of classroom technology, Page 6 Journal of Technology Research †¢ Quantity of notes. †¢ Overall attendance. †¢ Amount of interaction with the instructor during class. †¢ Amount of interaction with the instructor outside of class. These results suggest that student perceptions of these six items are â€Å"technology neutral. † In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningfu l impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor.In contrast for nine of the eleven items marked with an â€Å"*† in Table 3, technology appears to have a positive impact because the loss of technology (left side) has a mean greater than â€Å"3† (negative impact) and the addition of technology (right side) has a mean less than â€Å"3† (positive impact). Therefore, according to the comparison of the two samples, technology has meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor.The student response to one question [student’s appreciation of instructor effort] is more problematic. In each group student responses suggested a change from the ex isting situation might be viewed more positively than maintaining the status quo, and each group reflected responses that were significantly different from a neutral response on this question [see Tables 1 and 2].Although each group responded more positively than neutral to this question, students in the group without technology for whom it was suggested technology might be added responded more positively than did the students who were asked to imagine a class in which the technology might be withdrawn. SUMMARY AND CONCLUSION The results of this study suggest that adding technology to courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and the course as well as on most aspects of student behavior.However, it interesting to note that removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. For example, removal of technology from a course might, ac cording to student responses, have a positive impact on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort.However, removal of technology from a course that currently utilizes it would be viewed negatively in terms of the overall evaluation of the course, the students’ attentiveness in class, the amount the students learn from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. Comparison of the loss of technology in a course that currently uses it versus the addition of technology to a course that does not use it suggests that there are certain aspects which are â€Å"technology neutral. In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast, technology appears to have a meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, The impact of classroom technology, Page 7Journal of Technology Research student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The research is not meant to determine how effective technology was in helping students learn or which technology might be most effective. Rather, this research focuses on student perceptions or opinions regarding technology usage and how adding technology to a course that does not use it or eliminating technology from a course that does use it might impact a student’s perception of the course or the faculty member as well as his/her behavior.These results suggest that students taking business classes at this Midwestern University perceive that technology use in the classroom does indeed have an overall positive impact. While technological enhancement may not necessarily be appropriate for all classroom situations and all subject matter, these results suggest that instructors who are comfortable using technology and find that it enhances their teaching experience should continue to incorporate it in their classes. Those who do, however, must remember technology for what it is – a tool which can have a positive impact on student behaviors and perceptions when used appropriately.LIMITATIONS AND FUTURE RESEARCH There are several limitations to the present study. The results were drawn from data collected from students enrolled in business courses at a single Midwestern University and, therefore, the results may not be generalized to hold for different popul ations such as nonbusiness students or students at universities in other parts of the country or even the world. Further analysis is presently underway that considers the impact of the addition of technology to a course that does not use it or the removal of technology from a course that does use it on a student’s perception of instructor effectiveness.In addition, while this particular research focuses on student perceptions of technology use, the ultimate goal of technology integration in the classroom should be to help students learn. Therefore, further research to help to identify which technology uses are most educationally meaningful would help educators to make informed decisions regarding the plethora of technology tools available for the classroom today. Gaining a better understanding of student expectations regarding technology use for students of different ages would also be useful information.Another avenue of future research, which could only occur subsequent to the two avenues previously mentioned, would be a study of whether student perceptions are congruent with the use of technology tools that are found to be most effective in advancing student learning. The impact of classroom technology, Page 8 Journal of Technology Research Table 1 Comparison of Student Responses Relative to a Neutral Response for the Impact on Personal Behavior of the Loss of Technology Where It is Now Used Expected Effect of the Loss of Technology Std testN Mean Dev stat Alpha The level of your preparation for each class session. 72 3. 032 0. 968 0. 643 0. 521 The amount of time you study for class each day. * 373 2. 831 0. 843 3. 870 0. 000 The amount of time you study for exams and 373 2. 721 0. 960 5. 608 0. 000 quizzes. * Your attentiveness in class. * 372 3. 228 1. 197 3. 682 0. 000 The quantity of notes you take. * 372 2. 769 1. 324 3. 368 0. 001 The quality of notes you take. 373 3. 078 1. 302 1. 153 0. 250 Your level of participation in class discussions. 3 72 3. 043 0. 895 0. 927 0. 355 Your overall attendance for the class. * 373 2. 788 0. 823 4. 967 0. 000 The amount of your interaction with the instructor during class. 73 2. 976 0. 824 0. 565 0. 572 The amount of interaction with the instructor outside 373 3. 005 0. 846 0. 122 0. 903 of class. The amount you learn from class. * 373 3. 231 1. 090 4. 084 0. 000 Your appreciation for the instructor’s effort. * 372 2. 849 1. 038 2. 798 0. 005 Your appreciation for the importance of the material. 373 2. 960 0. 925 0. 840 0. 402 Your desire to take additional classes from the particular instructor. * 374 3. 112 0. 981 2. 213 0. 028 Your desire to take additional classes in the subject matter. * 374 3. 104 0. 916 2. 202 0. 028 Your overall evaluation of this course. * 372 3. 290 1. 62 5. 271 0. 000 Your overall evaluation of this instructor. 372 3. 048 1. 008 0. 926 0. 355 Note : Questions with statistically significant differences between mean responses and an expected neutral res ponse [3. 0] are marked with an â€Å"*†. The impact of classroom technology, Page 9 Journal of Technology Research Table 2 Comparison of Student Responses Relative to a Neutral Response for the Impact on Personal Behavior of the Addition of Technology Where It Is Not Used Expected Effect of the Addition of Technology Std testN Mean Dev stat alpha The level of your preparation for each class session. * 183 2. 601 0. 83 6. 112 0. 000 The amount of time you study for class each day. * 183 2. 820 0. 822 2. 967 0. 003 The amount of time you study for exams and quizzes. * 183 2. 634 0. 860 5. 762 0. 000 Your attentiveness in class. * 183 2. 634 1. 111 4. 460 0. 000 The quantity of notes you take. * 183 2. 743 1. 202 2. 891 0. 004 The quality of notes you take. * 183 2. 557 1. 179 5. 077 0. 000 Your level of participation in class discussions. * 183 2. 814 0. 776 3. 238 0. 001 Your overall attendance for the class. * 183 2. 689 0. 959 4. 395 0. 000 The amount of your interaction wi th the instructor during class. * 183 2. 891 0. 41 1. 996 0. 047 The amount of interaction with the instructor outside of class. 183 2. 962 0. 615 0. 842 0. 401 The amount you learn from class. * 183 2. 563 1. 040 5. 684 0. 000 Your appreciation for the instructor’s effort. * 183 2. 546 1. 004 6. 113 0. 000 Your appreciation for the importance of the material. * 183 2. 590 0. 890 6. 227 0. 000 Your desire to take additional classes from the particular instructor. * 182 2. 747 0. 929 3. 668 0. 000 Your desire to take additional classes in the subject matter. 182 2. 901 0. 848 1. 573 0. 117 Your overall evaluation of this course. * 182 2. 571 1. 031 5. 605 0. 00 Your overall evaluation of this instructor. * 182 2. 582 0. 976 5. 775 0. 000 Note : Questions with statistically significant differences between mean responses and an expected neutral response [3. 0] are marked with an â€Å"*†. The impact of classroom technology, Page 10 Journal of Technology Research Table 3 C omparison of Responses to Questions about Student Behavior for the Impact of the Loss of Technology Where It is Now Used (Left Set) versus the Addition of Technology in Classes Where It is Not Used (Right Set) Expected Effect of Expected Effect of the Loss of the Addition of Technology Technology N Mean Std Dev N Mean Std Dev alphaThe level of your preparation for each class session. * The amount of time you study for class each day. The amount of time you study for exams and quizzes. Your attentiveness in class. * The quantity of notes you take. The quality of notes you take. * Your level of participation in class discussions. * Your overall attendance for the class. The amount of your interaction with the instructor during class. The amount of interaction with the instructor outside of class. The amount you learn from class. * Your appreciation for the instructor’s effort. Your appreciation for the importance of the material. * Your desire to take additional classes from th e instructor. * Your desire to take additional classes in the subject matter. * Your overall evaluation of this course. * 372 373 373 372 372 373 372 373 373 373 373 372 373 374 374 372 3. 03 2. 83 2. 72 3. 23 2. 77 3. 08 3. 04 2. 79 2. 98 3. 01 3. 23 2. 85 2. 96 3. 11 3. 10 3. 29 0. 97 0. 84 0. 96 1. 20 1. 32 1. 30 0. 90 0. 82 0. 82 0. 85 1. 09 1. 04 0. 93 0. 98 0. 92 1. 06 183 183 183 183 183 183 183 183 183 183 183 183 183 182 182 182 2. 60 2. 82 2. 63 2. 63 2. 74 2. 56 2. 1 2. 69 2. 89 2. 96 2. 56 2. 55 2. 59 2. 75 2. 90 2. 57 0. 88 0. 82 0. 86 1. 11 1. 20 1. 18 0. 78 0. 96 0. 74 0. 61 1. 04 1. 00 0. 89 0. 93 0. 85 1. 03 0. 000 0. 880 0. 298 0. 000 0. 825 0. 000 0. 003 0. 205 0. 237 0. 534 0. 000 0. 001 0. 000 0. 000 0. 012 0. 000 Your overall evaluation of this instructor. * 372 3. 05 1. 01 182 2. 58 0. 98 0. 000 Note : Questions with statistically significant differences in the mean responses between the two groups are marked with an â€Å"*†. The impact of classroom te chnology, Page 11 Journal of Technology Research REFERENCES Apperson, J. , Laws, E. and Scepansky, J. (2006). The Impact of Presentation Graphics on Students’ Experience in the Classroom. Computers and Education, 47(1), 116-126. Atkins-Sayre, W. , Hopkins, S. , Mohundro, S. and Sayre, W. (1998). Rewards and Liabilities of Presentation Software as an Ancillary Tool: Prison or Paradise? Paper presented at the National Communication Association Eighty Fourth Annual Conference, New York, NY. Burbules, N. and Callister, T. , Jr. (2000). Watch IT: The Promises and Risk of New Information Technologies for Education. Boulder, CO: Westview Press. Christensen, K. (1999).A Comparison of Student Performance in Human Development Classes Using Three Different Modes of Delivery: Online, Face-to-Face, and Combined. Ed. D. Dissertation, Department of Education, Drake University. Daniels, L. (1999). Introducing Technology in the Classroom: PowerPoint as a First Step. 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McFarlane (ED. ), Information Technology and Authentic Learning: Realizing the Potential of Computers in the Primary Classroom. London, England : Routledge. Roblyer, M. (2003). Integrating Educational Technology into Teaching. (3rd ed. ) Upper Saddle River, NJ: Merrill Prentice Hall. Witcher, A. , Onwuegbuzie, A. , Collins, K. , Filer, J. , Wiedmaier, C. , and Moore, C. Students’ Perceptions of Characteristics of Effective College Teachers.ERIC Document Reproduction Service: ED 482517. The impact of classroom technology, Page 12 Journal of Technology Research APPENDIX Demographic Information for Undergraduate Students in the Sample Technology = Technology Used; Impact of the Absence of Technology No Technology = Technology Not Used; Impact of the Addition of Technology Major for Undergraduate Students in Sample Technology No Technology (N = 329) (N = 155) Accounting 19% 15% Economics Finance Health Service Administration Management Marketing Business Undeclared Other – Non-business 5% 8% 8% 26% 13% 14% 7% 5% 13% 8% 23% 8% 18% 10%Year for Undergraduate Students in Sample Technology No Technology (N = 329) (N = 155) Freshman 18% 3% Sophomore Junior Senior 22% 32% 28% 52% 23% 22% ?2 tests for differences in the distribution of majors between the two groups and for differences in the distribution of undergraduate years did not reject the null hypothesis.It was assumed there were no significant differences in the distribution of undergraduate majors or in the distribution of students in terms of academic progress when comparing the two groups. Technology (N = 329) Female Male Student gender 40% 60% No Technology (N = 155) Female Male 49% 51% A test of proportions suggested no significant difference in the proportion of female to male students when comparing the two groups included in this study. The impact of classroom technology, Page 13