11/27/2011

The word

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Central at five ofclock in the morning


Five ofclock in the morning. An awkward time it was, one which many would not have ventured in fear of the unknown. The station was under a guise of darkness, a fearful yet fragile covering in which sight and sound were virtually useless because of the lack of existence. Every now and then a train would rumble past, followed by a cacophonous string of words announcing the next train and safety warnings which in turn were accentuated by the speakers, positioned a few meters apart above the prying heads of many that would fill the station in only a few hours. This very sound and others, echoed through the platform, interposed by none except for the very air which greeted them, slowly killing them as they journeyed away. Despite of the hour, a number sauntered here and there, disappearing into the thick mist that masked the platform. The only tangible was the moon which with its light pierced the opacity like a knife through flesh. It was clearly visible but hovered, lonely above the platform. Undoubtedly, the sequential nature of time had molded Central Station into a tranquil, placid devitrification of lifelessness.


Central Station at five ofclock in the evening


An endless see of men met the eye at Central Station at one of the peak hours which it endured. It stood, full of life, an ant in an ants nest, serving the queen. They would scatter here and there, scurrying about, trying to get the upper hand in the never ending battle between man and time. They cared not about anyone else, as if it was one man for himself as he pushed his way through the crowd to get to their Queen. It was indeed a dysfunctional demeanor, much like that of ants amid an array of sugar. The monotonous voice from the speakers struggled with their tedious travail in a quest to enlighten the public commuters with train times and safety warnings. However, this was to an assemblage of stubborn people, those who were more interested in settling their garrulity then the dissemination that was being issued to them. As a result, the once clear and dominating voice of the platform was lowered to a meek offering of information. Trains came and left with their trademark gchug-a-chugh while others stayed, rooted in their tracks. The platform felt the strain of so many commuters but labored on to achieve its goal of getting through the day. The tracks screamed in pain as each train moved upon it on a minute basis. The very cement screeched at each footstep. Sight as it were was reduced to a few meters if not centimeters as visual obstructions were many in number. Also many in number were the odors that onefs nose would have picked up on. While being lively, a cognation of the very same people who breathed it through their systems, it was a unique sharp scent mostly from the oil used to line the tracks, food, sweat and the cement that covered the ground and ensured that it would provide a safe walking area for public transport users. What a surprise it was, in only a space of twelve hours, a tranquil platform would metamorphosis into a vibrant, lively centre of travel.


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11/26/2011

How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 19th century?

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How have you used DRAMA in your lessons to explore the lives of the Native North American people in the late 1th century?


In our Drama lesson sessions we have been learning about the Native North American Indians. We watched the film “Dances With Wolves” which was about an American soldier who was sent to a remote outpost, he found that he was all-alone and no-one else was coming to help him. A group of Sioux Indians were settled nearby and they saw him dancing around his campfire with a wolf he had befriended. The soldier went to help the native Indians find the buffalo that they were dependant on for food and clothing and was soon made part of the tribe. He gave them weapons and was soon married to one of their women.


We also gathered information on the Native North Americans in a booklet. In this booklet we added pictures of the different Indian tribes including Sioux and Cheyenne, information on how they lived and objects and remedies that they used. The booklet was a factual reference guide that helped us to gain further knowledge on the lifestyle of the Indians and together with the film added to our study of the culture. The film helped us to look at the lifestyle in a living, dramatic way.


In our Drama lessons we explored the subject of the Indians further using a whole variety of drama techniques to understand and to empathise with these native people. .In one lesson we discussed how the Indians lived in conflict with the white settlers. We got into groups and used the drama techniques of improvisation and mime to show an Indian ritual or an aspect of their lifestyle. Our group chose to show a major part of the lifestyle. We began by using a freeze-frame; this is a frozen picture showing the scene or an event. In our freeze-frame we had used levels to add interest. One person was standing up representing authority and power , while the others were sitting in a circle, they have a lower status in the group so they were set lower. Through the freeze-frame we could capture the way that the native Indians respected each other and their leaders and the way they were calm and orderly.


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In another lesson we were thinking about how the white settlers misunderstood the Native Americans. In pairs we used role-play to discover how the white settlers would talk about the Indians. Role-play is a good technique to use because you have to get into role and stay in role, you have to think very quickly and sustain the role. In my pair we role-played two small children playing “cowboys and Indians”, during the exercise I was a cowboy and my partner was an Indian. Half way through we stopped and thought tracked as our characters (this is when you say what the character is thinking at the time the scene is stopped) My thought tracking included “ Stupid Indian, I’m so much better than you”. This made me really feel how the two characters felt, it also helped as I listened to other thoughts around the room, they showed the difference between the two groups. I could really feel how the Indians were treated and I could feel how the settlers felt about them.


We also used the technique of mime. During a lesson we gave each other Indian names. My Indian name was “graceful teacher” because I like dancing and I always try to help people. We had to mime out our names to the class to guess. Mime is acting without speech or sound, you have to over emphasise your movements and facial expressions. It was a bit like a game of charades. We had to communicate with the class without speaking and this made me think really hard about how hard communication can be. It must have been very difficult for the Indians to communicate with the white settlers. We extended this exercise and acted out a settler entering an Indian camp. We had to add gesture to help our communication. Some gestures are universal to the worlds population such as a smile or a frown but some were special to each culture.


Through using Drama techniques we have been able to explore the subject of Native American Indians. I could begin to empathise with their culture and lifestyle and realise things that I had not realised just by reading the resource booklet or watching the film. I began to feel their pain, anguish and frustration as I acted out the various situations and got a real feeling for the way they lived their lives.





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11/24/2011

article critique

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Chan and Misra’s (10) study is an empirical examination in relation to past findings, of the role which personality trait and public individuation play to effect upon opinion leadership. The study first provided discussion of previous studies determining the characteristics of an opinion leader, which enable construction of their arguments on the appropriate foundation. This was followed by their quantitative research, detailed discussion and analysis.


They state that even though factors such as risk preference, open-mindedness, and mass media exposure correlates with opinion leadership, these were not important predictors of opinion leadership. Although this conclusion supports Armstrong and Feldman’s (176) findings that opinion leaders and non-leaders exhibited similar levels of mass media exposure, it contradicts with other studies which suggests there are varying levels of mass media exposure to opinion leaders between the two extremes(Walker, 15).


Chan and Misra (10) aim to provide an adequate in-depth discussion of past studies of opinion leadership, its relationship with the target audience, as well as characteristics of opinion leaders, by discussing areas of personality traits and other attributes, however, real-life examples and case studies could also have give credibility to the various views argued in the study. Overall, adequate discussion, analysis, and conclusion but only little reference was given on how it affects the actually advertising process and advertising strategies.


.1 WORD-OF-MOUTH COMMUNICATIONS


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It can be said that Chan and Misra’s (10) statement reinforces the definitions of opinion leaders from precedent studies as being both a leader and an influence receiver (Myers and Robertson, 17; Reynolds, 171). Although Chan and Misra (10) discuss the importance of word-of-mouth communications in relation to opinion leaders, they seem to have failed to provide explanation of how advertisers reach opinion leaders and create word-of-mouth communications. An example of an effective advertising campaign that demonstrated targeting of opinion leaders and creating word-of-mouth communications would have created a better picture of the process of such concept.


Walker (15) reinforces Chan and Misra’s (10) argument about the importance of personal interaction towards marketers when they want to form a favourable attitude towards an advocated position, by suggesting the need to locate opinion leaders for a particular product or service and find a way of getting them talking about that product or service.


Chan and Misra’s (10) conceptual approach differs from past research on the diffusion theory which was presented using ‘optimal matching procedure’ and computer simulations that show how much faster diffusion occurs when initiated by opinion leaders (Valente and Davis, 1).


Little empirical evidence has been provided in Chan and Misra’s (10) study. In terms of strategies of diffusion, they could include simulating personal influence, stimulating personal influence, monitoring personal influence, and retarding personal influence (Turnball and Meenaghan, 180). Turnball and Meenaghan (180) also suggest the use of copy media and promotional strategies to general such influences.


. LIMITATIONS


Chan and Misra (10) have also failed to address the critical factor of the limitations and boundaries to studies of diffusion and word-of-mouth communications. Research and studies of opinion leadership and diffusion could be sensitive to missing data due to the inability to interview all members of a community (Valente and Davis, 1). This could implicate advertising research in that tracing of innovation through a network of social contacts is extremely difficult.


. PUBLIC INDIVUDATION


Chan and Misra (10) argue that public individuation is an additional dimension to the identification and description of opinion leaders by using conceptual references to previous studies to support their argument. They argue that the willingness to individuate oneself is the common factor which differentiates one from the rest of the group, and leads to one to be judged by others as being more influential. This is a fair argument in that opinion leaders’ knowledge and opinions make them stand out as being “different” than other members. However, yet again there is the lack of direct empirical evidence that can support the relationship between public individuation and opinion leadership. Empirical evidence would have provided a more solid statistical comparison and study of such relationship.


.4 PRODUCT-RELATED CHARACTERISTICS


In terms of product-related characteristics, Chan and Misra (10) explain and state the importance of product involvement and product familiarity in establishing opinion leadership, however, no reference was given to the fact that certain product characteristics may be especially appropriate for interpersonal conversation, and these could be emphasised in mass media advertising (Turnball and Meenaghan, 180). The comparison between opinion leaders and non-leaders’ sources of product information could have also enhance the differentiation between the two (Armstrong and Feldman, 176).


Chan and Misra (10) argue that opinion leaders tend to have ‘a great amount of cognitive effort to acquire and comprehend the extensive knowledge of a product or product-class’ (p.57). In another study though, Bruno (175) pointed out that the presence of product-specific opinion leaders and innovators does not vary more widely by product category. Turnball and Meenaghan (180) also relate this topic to advertising, stating certain product characteristics may be especially appropriate for interpersonal conversation, and these should be emphasised in mass media advertising.





Armstrong, G.M. and Feldman, L.P. (176). “Exposure and sources of opinion leaders”, Journal of Advertising Research, 16(4), 1-0.


Bruno, A.V. and Hustad, T.P. (175). “A media/product class investigation of innovators and opinion leaders”, Journal of Business Research, (4), 5.


Gatignon, H. and Robertson (185). “A propositional inventory for new diffusion research”, Journal of Consumer Research, 11(4), 84-868.


Hall, B.F. (00). “A new model for measuring advertising effectiveness”, Journal of Advertising Research, 4(), -.


Hill, O. (14). “New focus on real opinion leaders”, Marketing, 6 May, 8-11.


Myers, J.H. and Robertson, T.S. (17). “Dimensions of opinion leadership”, Journal of Marketing Research, (1), 41-46.


Newman, B.I. and Sheth, J.N. (184). “The ‘gender gap’ in voter attitudes and behaviour some advertising implications”, Journal of Advertising, 1(), 4-17.


Reynolds, F.D. (171). “Mutually adaptive effects of interpersonal communication”, Journal of Marketing Research, 8(4), 4-500.


Turnball, P.W. and Meenaghan, A. (180). “Diffusion of innovation and opinion leadership”, European Journal of Marketing, 14(1), 5-10.


Valente, T.W. and Davis, R.L. (1). “Accelerating the diffusion of innovations using opinion leaders”, Annais of the American Academy of Political and Social Science, 566, 55-67


Walker, C. (15). “Word of mouth”, American Demographics, 17(7), 8-4.


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11/22/2011

ugly man

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Michael Lee


/1/0


rd period


Art is for Everyone


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An ugly man, that looked like a frog,(www.fbuch.com) or maybe a toad, that was married times. The last being a woman of great beauty! I dont think so, because she has the unabrow action going. This man was Diego Rivera. Diego Rivera was born in December 8th, 1886 in Guanajuato(Venezia). His parents were Diego and Maria Barrientos. He had a very vivid imagination and liked to play in the forest with his goat. At a very young age, Diego showed his love for art and drew on everything. He liked to draw inventions and mechanical parts of his toys that he would take apart. His father even had to cover the walls with canvas(Venezia). When he turned 10, officially declared that he wanted to become and artist, so he was enrolled part time in to San Carlos Art Academy in Mexico City(Venezia). Later he was enrolled full time. There he developed his art and got his art background of Spain, France, and Italy. His role model was Jose Posado who¡¯s drawings were so colorful that they would look like they would jump up and move about(Venezia). Because of Jose, Diego wanted to paint paintings of everyday life. When Diego turned 0, he moved to Europe and befriended many famous artists like Picasso. He had a kind of road trip picking up different styles here and there. This is where he saw a fresco which is painting on fresh plaster. He reintroduced the idea. When WWI began, Diego returned to Mexico because of his nationalistic pride in spite of being asked to follow a friend to Russia. In 1, Diego joined the revolutionary Union of Technical Workers and later the communist party(www.fbuch.com). His wife, Frida Kahlo who was also a painter, was very supportive of Diego, as she shared the same revolutionary feelings. In the 10s Diego made a series of trips to the United States, painting various murals, with his most famous Fresco being in Detroit. He also made cameo appearances in his own paintings. You will also notice that his frescos match the surroundings. His paintings were also very controversial. They had people having their backs to the viewers and that offended the people. When in 1 when was painting Man at the Crossroads, a portrait was destroyed of Lenin in the Soviet Union. After painting some more, Diego returned to Mexico. Diego wanted his paintings to express the past and give hope for the future. He also wanted all to enjoy his painting, that¡¯s why he started to paints frescos. The Frescos were about the working people. His best frescos were in Mexico City. They were painted on public buildings for everyone to see such as churches, schools, hospitals, hotels, and government buildings. He still painted the traditional way and liked to draw pictures of beautiful women. How he got women to pose for him is a mystery because he is a very ugly man. Being one of the best artists of the 0th century, Diego also liked politics and was considered a radical. He was a controversial figure because of these beliefs and his attacks on the church and clergy. He was especially interested in the politics and military of the Soviet Union. He was in the communist party of Mexico and had a voice that was heard in political meetings. He was a central force in the development in Mexico and he also brought forth the WPA. Diego was a man who never let anything stay unfinished and he always expressed himself no matter what other people said. He painted what he wanted, and he painted what he felt. His passion for art as well as his revolutionary cause for the development of his country stayed with him unto the very day he died, which is at the age of 70, in 157.





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11/19/2011

THE VARIOUS TYPES OF ELASCTICITY

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Elasticity is the concept in economics that measures the responsiveness of one variable in response to another variable. The best measure of this responsiveness is the proportional or percent change in the variables. This gives the most usable results for any type or range of data. Thus, elasticity is the proportional (or percent) change in one variable relative to the proportional change in another variable.


The general formula for elasticity is


E = Percent change in x


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Percent change in y


An important characteristic of demand is the relationship among market price, quantity demand and consumer expenditure. The nature of demand is such that a reduction in market price will usually lead to an increase in quantity demanded. Given that consumer expenditure is the product of these two variables, the effect of a price reduction will have an uncertain impact on this expenditure. In some cases a reduction in price will be more than offset by a large increase in quantity demanded -- a situation where demand is price sensitive or price elastic. The price elasticity of demand measures the responsiveness of quantity demanded to a change in price, with all other factors held constant. The price elasticity of demand, Ed is defined as the magnitude of


= Proportionate change in quantity demanded


proportionate change in price


Arc PED = Q ¨C Q1 x P1 + P


P - P1 Q1 + Q





Point PED = Q ¨C Q1 x P


P - P1 Q


These are some example of leads to a 0% increase in quantity demanded, the price if the PED is greater than one, the good is price elastic. Demand is responsive to a change in price. If for example a 15% fall in price e elasticity = .0


If the PED is less than one, the good is inelastic. Demand is not very responsive to changes in price. If for example a 0% increase in price leads to a 5% fall in quantity demanded, the price elasticity = 0.5


If the PED is equal to one, the good has unit elasticity. The percentage change in quantity demanded is equal to the percentage change in price. Demand changes proportionately to a price change.


If the PED is equal to zero, the good is perfectly inelastic. A change in price will have no influence on quantity demanded. The demand curve for such a product will be vertical.


If the PED is infinity, the good is perfectly elastic. Any change in price will see quantity demanded fall to zero. This demand curve is associated with firms operating in perfectly competitive markets


A relatively elastic demand curve





A relatively inelastic demand curve





The Cross-price elasticity responsiveness of demand for good X following changes in the price of a related good Y. The main use of cross price elasticity concerns changes in the prices of substitutes and complements. For example, an increase in the price of private motoring might cause a change in the market demand for mass (public) transport. Here the prices of two substitutes have changed. Another example is a fall in the price of low cost domestic airfares, leading to an increase in the demand for taxi journeys from airports. In this situation, we see the effect of a change in the price of two complements.


Sometimes the price of one good will shift the demand for another good. For example, an increase in the price of chicken will increase the demand for pork. We measure this response by the cross-elasticity of demand





Ec = % ^ Qty dd a = Qa ¨C Qa1 x Pb1 + Pb


%^ Price b Pb + Pb1 Qa1 ¨C Qa


For example, suppose the price of chicken goes up by 10% and as a result the quantity


Demanded of pork increases by %, with no change in the price of pork or anything else


That would influence the demand for pork. Then the cross-elasticity of demand for pork,


with respect to the price of chicken, is % = 0..


10%


If the cross elasticity is positive, it means that an increase in the price of one good will increase the demand for the other good. When we observe a positive cross-elasticity, we say that the two goods are substitutes, as with chicken and pork. Conversely, butter and margarine are substitutes, so we would expect their cross-elasticity is to be positive.


If the cross-elasticity of demand is negative, that means that an increase in the price of one good cuts the demand for the other. For example, if the price of bicycles went up, we would expect to see a decline in the demand for bike helmets. In this sort of case, we say the goods are complements.


Income elasticity of demand measures the responsiveness of demand to a change in the real incomes of consumers. The formula of income elasticity is


Ey = %^ in Q = Q ¨C Q1 x Y1 + Y


%^ in Y Y ¨C Y1 Q1 + Q





The value of income elasticity of demand depends on the nature of the good or service. Luxury goods have an income elasticity of demand greater than one. Inferior goods have negative income elasticity. See inferior goods, luxury goods, and normal necessity goods. Normal goods have a positive income elasticity of demand so as income rise more is demand at each price level. We make a distinction between normal necessities and normal luxuries (both have a positive coefficient of income elasticity). Many luxury goods also deserve the sobriquet of ¡°positional goods¡±. These are products where the consumer derives satisfaction (and utility) not just from consuming the good or service itself, but also from being seen to be a consumer by others.


Necessities have an income elasticity of demand of between 0 and +1. Demand rises with income, but less than proportionately. Luxuries on the other hand are said to have an income elasticity of demand +1. (Demand rises more than proportionate to a change in income). Inferior goods have a negative income elasticity of demand. Demand falls as income rises. In a recession, the demand for inferior products might actually grow (depending on the severity of any change in income and also the absolute co-efficient of income elasticity of demand). For example if we find that the income elasticity of demand for cigarettes is -0., then a 5% fall in the average real incomes of consumers might lead to a 1.5% fall in the total demand for cigarettes (ceteris paribus).





Below is the example of income elasticity graph.





Factors that determine the value of price elasticity of demand


Number of close substitutes within the market - The more (and closer) substitutes available in the market the more elastic demand will be in response to a change in price. In this case, the substitution effect will be quite strong.


Luxuries and necessities - Necessities tend to have a more inelastic demand curve, whereas luxury goods and services tend to be more elastic. For example, the demand for opera tickets is more elastic than the demand for urban rail travel. The demand for vacation air travel is more elastic than the demand for business air travel.


Percentage of income spent on a good - It may be the case that the smaller the proportion of income spent taken up with purchasing the good or service the more inelastic demand will be.


Habit-forming goods - Goods such as cigarettes and drugs tend to be inelastic in demand. Preferences are such that habitual consumers of certain products become de-sensitized to price changes.


Time under consideration - Demand tends to be more elastic in the long run rather than in the short run. For example, after the two world oil price shocks of the 170s - the response to higher oil prices was modest in the immediate period after price increases, but as time passed, people found ways to consume less petroleum and other oil products. This included measures to get better mileage from their cars; higher spending on insulation in homes and car-pooling for commuters. The demand for oil became more elastic in the long run.


LIST OF REFERENCES


1. Dominick Salvatore, 1, Managerial Economic in a Global Economy, nd edn, McGraw-Hill, Inc, United State of America.


. Hal R. Varian, 1,Intermediate Microeconomics, A modern Approach, rd edn, W.W.Norton & Company, New York & London.


. Irvin Turker, 001, Economics for today, rd edn, Thomson, Southern- Western, United States of America.


4. Joseph E. Stiglitz, 1, Principles of Microeconomics, W.W. Norton &Company, New York & London.





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11/18/2011

autocratic vs (opposite of autocratic) management in the workplace and its effects on productivity

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Bosses Management Style -vs- Workplace Productivity





Over the past twenty plus years, I have worked for many different bosses in the manufacturing


and machining industry. I witnessed first hand how a bosses job performance and management


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style has a direct effect on the overall productivity of a business. I do not believe any of the


bosses I have worked for had any formal training or education to prepare them for their


leadership roles as a boss. Most were promoted into their job as a boss from a machinist based


on the following


1) Being related to an upper management person.


) Being friends with another boss or upper management person.


) Being the highest seniority machinist in an area.


4) Having outstanding performance and skill as a machinist.


Reviewing the above criteria as qualifications to be promoted to a boss, notice that nothing is


mentioned of communication, motivational or leadership skills. As a result of the above criteria as





qualifications to be promoted as a boss, the selected individual is often a very poor candidate,


and the overall workforce morale suffers. Unhappy, unmotivated workers are usually not as


resourceful, productive, or as likely to think of or implement cost saving ideas. A good boss


has good communication, motivational and leadership skills, will back up his workers, and identify


and utilize every workers strong and weak points and assign work accordingly. A good bosses


workforce will more often than not, be a happy, motivated group that will go the distance without


pressure and give more than 100%, most of the time, improving the company’s bottom line.





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