Freedom of Expression Essay Example | Topics and Well Written Essays - 500 words

Freedom of Expression - Essay Example According to the research findings, it can, therefore, be said that as with various popular terms over the history of English language, the term â€Å"freedom of expression† has come to mean a wide variety of things and is definitely open to interpretation. It could mean freedom to act in any matter at any place whatsoever without regard to any standards. But it has been defined within certain limitations and exceptions, the most relevant to the case under consideration being defamation and obscenity. The woman with the t-shirt that caused her eviction from the plane was expressing a political opinion, and as such cannot be held responsible for defamation. For defamation to be established, it should also be shown to be causing tangible harm by the publication of an alleged fact, which is false. None of the images printed caused any actual damage to their subjects because the t-shirt made no false claims based on facts about the subjects depicted on it. An opinionated statement is not defamation, and a citizen reserves the right to express an opinion. Where the conflict comes in, however, is the display of profanity. The print draws a parallel with a popular movie title "Meet the Fockers", which was not banned for obscenity as in the title it was a clever pun and not much else. The t-shirt replaces the "o" with a "u", which makes it an explicit term, unsuitable for a captive audience aboard a plane, which might include minors. Possibly exposing minors to strong language is not an exercise in freedom of expression, but rather its curtailment for others involved. The venue of the incident was not public space, but private property owned by the South West Airlines, and as such, they retained the right to object to words unacceptable to them or other passengers.

Consumer Buying Behavior - Marketing to teenagers Essay Example for Free

Consumer Buying Behavior Marketing to teenagers Essay Topic: Consumer Buying Behavior Marketing to teenagers Article Summary: This article states that although only two percent of teenagers are smokers; fifty percent of tobacco companies marketing monies go to targeting teenagers. The author feels that the big tobacco companies target teenagers to help make up for those who ultimately die from tobacco related illnesses or realize on later in life that they need to stop smoking. It goes on to say that for every one person who dies from tobacco-related causes, two new smokers under the age of twenty-six start the habit. Although the Joe Camel cartoon advertising has since been removed, when that particular character was created the sales of Camel increased thirty-four percent in kids showing that campaign had an impact on who they were targeting and who began to purchase their product. The author goes on to say how impressionable teenagers and children are, as opposed to adults, and how stopping the tobacco use is not easy to do. Once someone starts it is a hard habit to break. Many of those who start smoking at an early age become addicted to the product before they are even of legal age to purchase the product. Even the warnings on the boxes are not enough to keep the young consumers from purchasing the product. Class Application: Cigarette companies need to market to the proper consumer market. A consumer market is purchasers and household members who intend to consume or benefit from the purchased product. By Camel advertising in  magazines, using â€Å"fun† cartoon characters, and also making tobacco use look cool, they are not targeting the proper market. Being sure to market cigarettes to those who are legally allowed to use the product is a must. They can still use a differentiated targeting strategy and market to those in different demographics, but they need to be sure to leave out those who are not legal to use the product. Cigarette companies should be using demographic segmentation variables to come up with ad campaigns geared towards the proper segments. With cigarettes, the companies have to focus on age since there is a legal age for smoking. Also, since cigarettes have been proven to be unhealthy and cause of cancer, among other things, they are not something that sho uld be advertised to children or teenagers; no matter what.

The Call to Dinner Essay -- Art, George Agnew Reid

The Call to Dinner was painted from 1886 to 1887 by George Agnew Reid. The painting is an oil on canvas and is large scale, measuring 48 inches in height and 71 inches in length. Reid’s paintings were often large and it was said â€Å"one canvas could dominate a room crowded with people.† Early in his artistic career, Reid became known for his genre scenes. Genre painting depicts scenes from everyday life. In The Call to Dinner, the use of oil paint allows Reid to emphasize the principles of genre painting while permitting the enhancement of realism and naturalism within the composition. In oil painting, ground pigment is mixed with linseed or walnut oil. The oil creates a smooth sheen over the surface of the painting. Finished in 1887, it is most likely that linseed oil was used as a base for the pigment due to the limited amount of cracking seen today. The benefits presented by oil paint include a slow drying time, which allows for increased flexibility and subtly in colour mixing and blending. Also, oil paint can be applied thicker than other mediums, such as tempera. The focal point of the scene is the woman calling out into the distance. The subject of the painting appears to stand in arrested motion. The lips of the woman appear parted suggesting the action of speech. The woman is depicted wearing a greyish-blue dress, white apron, red scarf and a straw hat. The woman is holding the brim of her hat with her left hand, indicating the potential force of wind on the figures within the scene. Her hat is painted in fine detail. Reid uses short, thick brush strokes to imitate the weaves of the hat, creating realistic texture. The building up of consistent layers of oil paint creates the porcelain like texture of the woman’s s... ...n the painting is a darker tone of blue, whereas closer to the paintings linear horizon, the blue changes to a lighter, almost white hue. The formal properties of The Call to Dinner by George Agnew Reid contribute to the successfulness of the genre scene and assist in finding meaning within the painting. Through the benefits of oil paint, Reid is able to achieve a high level of realism and naturalism in The Call to Dinner. The versatility of the medium allows the artist to enhance all details and elements within a painting and present a realistic reflection of everyday life. Naturalism in movement is heightened by the medium’s ability to subtly blend. Textural elements, replicating the forms of reality, are created through the adaptability of oil on canvas. The formal properties of the medium allow the artist to shed light on a single moment in rural life.

College Enrollment Essay

Income inequality has been increasing for the past 20 years. A substantial part of the increase in income differences can be explained by changes in the return to education. In dollar terms, 1973 college graduates earned 45 percent more than high school graduates; by 1994 they earned 65 percent more, based on real average hourly wages for college and high school graduates (Baumol and Blinder, 1997). The increasing income disparities between groups of differing educational attainment raises concern that access to postsecondary education (PSE) may not be as widespread as desired. President Clinton urged for the goal of universal college access in his 1997 State of the Union address, â€Å"We must make the thirteenth and fourteenth years of education—at least two years of college—just as universal in America by the 21st century as a high school education is today, and we must open the doors of college to all Americans. † Using data from the National Education Longitudinal Study of 1988 (NELS) and the National Postsecondary Student Aid Study (NPSAS), this study examines access to postsecondary education by individuals in different income and test score groups. While many studies have found a statistically significant effect of income on college enrollment,1 less attention has been paid to the effect of family income after controlling for student achievement. This study specifically addresses this issue. We also explore differences in the decision of whether or not to attend PSE or in the type of PSE attended. We are interested in whether students are substituting less expensive alternatives (such as public or 2-year institutions) for high cost institutions, or whether they are not attending PSE at all. However, we do not examine selectivity of institutions attended. Another goal of this study is to determine which factors, including high school experiences, are especially important in determining college enrollment patterns. Hossler and Maple (1993) find that information on individual background factors allows them to predict, with a high degree of accuracy, which ninth-graders will go to college. The emphasis in our study is on how 1 See, for example, Leslie and Brinkman (1987), Savoca (1990), Schwartz (1986), and Mortenson and Wu (1990). SECTION I. INTRODUCTION 1 MATHTECH, INC. early indicators, such as expectations and course-taking behavior in the eighth grade, are related to college attendance six years later. 2 Last, we explore whether financial aid availability is a critical factor in determining PSE attendance. The combined effects of shifting federal support from grants to loans, and college tuition increasing at a rate faster than inflation are expected to have a large impact on enrollment patterns for low income youth. This report examines knowledge of and attitudes toward financial aid, and the relationship between such factors and PSE attendance. We also examine the effect of financial aid receipt on PSE attendance. In summary, the main research questions addressed in this report are: 1. 2. 3. 4. What percentage of students attend PSE, and what types of PSE do they attend? How are income and test score related to who goes to college? What factors, including high school experiences, are especially important in determining college enrollment patterns? Is financial aid availability a critical factor for determining PSE attendance? The rest of the report proceeds as follows. Section II describes the literature on individual and institutional factors that affect PSE attendance. Section III provides an overview of the data used in this report. It describes the NELS data, the NPSAS data, samples and weights used in the study, and correction of standard errors for sampling techniques. Section IV examines who goes to college. The section highlights the main answers to the first two research questions posed above, in a univariate or multivariate framework. Section V examines factors related to PSE attendance. Section VI explores the importance of financial aid, including knowledge of financial aid, financial aid applications, and the relationship between being offered financial aid and PSE attendance. Last, we include a bibliography of cited references. The executive summary (at the beginning of the report) highlights our findings and provides policy implications. An NCES study, not yet released, has focused on the â€Å"pipeline to higher education† using the NELS data (NCES, 1997). SECTION I. INTRODUCTION 2 2 MATHTECH, INC. One subset of analysis for this study is the group of low income, high test score students. Low income, high test score students may have the potential to benefit greatly from PSE attendance and, therefore, we want to identify factors or constraints, particularly financial ones, that might limit the students’ educational opportunities beyond high school. SECTION I. INTRODUCTION 3 MATHTECH, INC. II. LITERATURE REVIEW Much of the research on college enrollment patterns is founded upon the â€Å"human capital† model Gary Becker advanced. According to this theory, one decides to enroll in college as an investment in future earning power. Individuals calculate the value of attending college by comparing costs (direct and indirect) with expected income gains, and they make the decision that will maximize their utility over the long term. To understand enrollment behavior according to this model, it is necessary to look at such factors as tuition levels, student financial aid, average wages for high school graduates, and the difference in lifetime earnings between high school and college graduates. Economists and others agree, however, that non-monetary factors also play a major part in the college enrollment decision. Sociologists’ models of status attainment have suggested a number of background variables that join with economic factors to influence college plans. These include both personal traits (e. g. , academic ability) and interpersonal factors, such as the level of encouragement a student receives from parents and teachers. Hossler and Maple (1993) suggest that individual decisions on enrollment can be broken down into three stages: predisposition, search, and choice. According to their research, students who will ultimately attend college can be differentiated from those who will not as early as the ninth grade. Within the econometric and sociological models outlined above, the factors affecting enrollment in college can be divided into two general types: those specific to individual students, such as academic achievement and parental education levels, and those specific to educational or vocational alternatives, such as college tuition, financial aid, and unemployment levels. Students’ enrollment decisions can be viewed as jointly determined by their individual characteristics and the institutional or societal conditions that prevail. We first review individual traits that affect college enrollment, and then institutional determinants. SECTION II. LITERATURE REVIEW 4 MATHTECH, INC. A. INDIVIDUAL FACTORS THAT AFFECT COLLEGE ENROLLMENT Several studies have used data from the National Longitudinal Study of the High School Class of 1972 (NLS72), the National Longitudinal Survey of Labor Market Experience, Youth Cohort (NLSY), and the High School and Beyond Survey (HSB) to examine the factors affecting college enrollments. Manski and Wise (1983), Rouse (1994), and a number of others have used the variables included in these data sets to estimate multinomial logit models of enrollment decisions. Among the researchers, there seems to be considerable agreement regarding the individual traits that help to determine enrollment. These traits are discussed below. Manski and Wise (1983) presented a key point, namely that the enrollment process begins with the student’s decision to apply to college. This is much more important than the decisions made by college admissions personnel, since most would-be college students are likely to be admitted to some postsecondary institution of average quality. Jackson (1988) reports that in 1972, more than 97 percent of college applicants were admitted to at least one of their top three choices. The factors of greatest interest, then, are those that cause the student to seek to enroll. Both Manski and Wise (1983) and Rouse (1994) find that individual traits such as achievement levels, high school class rank, and parental education levels are of primary importance in determining the likelihood of a student’s applying to college. They state that higher family income levels increase the probability of application as well, but to a lesser extent. Manski and Wise also cite a â€Å" ‘peer’ or high school quality effect,† such that the larger the share of a high school senior’s classmates who attend 4-year schools, the more likely he or she will be to do the same. A recent NCES report (1997) describes the relationship among six risk factors (such as changing schools two or more times) and PSE attendance rates. St. John and Noell (1989) and St. John (1990) draw similar conclusions from the NLS72 and HSB data sets. St. John and Noell state that certain â€Å"social background variables† appear to make college enrollment more likely. These include higher test scores, higher grades, higher SECTION II. LITERATURE REVIEW 5 MATHTECH, INC. maternal education levels,3 and family income, as cited by Manski and Wise and Rouse. Other key variables include participation in an academic track during high school and â€Å"high postsecondary aspirations,† as measured by students’ reporting of the highest level of schooling they expect to achieve. Hossler and Maple (1993) find that parental education levels have a stronger effect on enrollment plans than student ability or income level. Other background factors that researchers have found to be significant include the level of parental encouragement (Hossler, Braxton, and Coopersmith, 1989) and students’ own expectations about the college decision (Borus and Carpenter, 1984). Jackson (1988) concludes that test scores, grades, taking part in a college preparatory program, and attending a school with many college-going peers are the student attributes most important for college enrollment. Kohn, Manski, and Mundel (1976) report that parents’ education level has a positive effect on a student’s likelihood of enrollment, but state that this effect decreases as family income rises. A number of researchers have examined the effects of family income levels on college enrollment. Manski (1992:16) concludes that there are â€Å"persistent patterns of stratification of college enrollments by income. † Both Manski (1992) and Kane (1995) present census data for multi-year periods that show, for ascending income levels, a steadily increasing percentage of 18to 19-year-old dependent family members enrolled in college. Using the same data source, Clotfelter (1991) and Mortenson and Wu (1990) cite positive income effects for the 18- to 24year-old group as well. Hauser (1993) finds large family income effects on college enrollment for White and Hispanic families, but he finds no such effects for Black families. 3 St. John and Noell do not include paternal education levels as a variable in their study. Manski and Wise and Rouse consider maternal and paternal education levels as separate variables, but present their conclusions in terms of parental education levels as a whole. Most of the studies reviewed here do not distinguish between mother’s and father’s education levels. One exception is the study by Kohn, Manski and Mundel (1976). This study estimates a model using subsamples of the SCOPE survey from two different states. While one group shows that the father’s education level has a greater effect on the likelihood of college attendance than does the mother’s, the other group shows the mother’s education level as having a greater effect. SECTION II. LITERATURE REVIEW 6 MATHTECH, INC. B. INSTITUTIONAL FACTORS THAT AFFECT COLLEGE ENROLLMENT. In addition to the factors that operate at an individual level, researchers have found a variety of institutional factors, or factors pertaining to educational and vocational alternatives, that affect college enrollment levels. Manski and Wise (1983) include among these factors tuition level, â€Å"quality of school† (as measured by the average combined SAT score of incoming freshmen), and the availability of government and institutional financial aid. Rouse (1994) examines the factor of proximity by estimating changes in enrollments that would result from decreasing the average  distance to the nearest 2-year college. She also considers the effects of tuition levels and financial aid availability, as well unemployment rates, which serve as a measure of competing opportunities available to high school seniors. Tuition levels are another institutional factor with a significant effect on college enrollment. Leslie and Brinkman (1987) review 25 studies on this subject, and find a general consensus that a $100 increase in tuition nationwide, in 1982–1983 academic year dollars, would result in a 6 percent decline in the college participation rate for the 18- to 24-year-old group. Savoca (1990) makes the point that high tuition levels may lessen postsecondary enrollments in the aggregate by discouraging some students from ever applying to college. The effects of tuition levels are moderated in many cases by the effects of financial aid. McPherson and Schapiro (1991) state that the variable of interest should be net cost, or tuition less financial aid. At the initial stages of the enrollment decision, however, students often lack information on their eligibility for financial aid and the amount of aid they would be likely to receive. Researchers have differing views regarding the effects of financial aid on enrollment at different types of institutions. Reyes (1994) finds that increases in financial aid positively affect both 2-year and 4-year college enrollment rates, based on information from the NLSY and HSB. Manski and Wise (1983), using the NLS72, conclude that financial aid affects students’ decisions to attend 2-year institutions, as opposed to not going to college at all. However, this study finds that enrollments at 4-year schools have little sensitivity to the availability of financial aid. Manski and Wise do not consider the effect of financial aid on the student’s choice between a 2-year and a 4-year institution. SECTION II. LITERATURE REVIEW 7 MATHTECH, INC. Other researchers have compared the effects of decreasing tuition with the effects of increasing financial aid. Manski and Wise (1983) find that for those attending 2-year schools, an additional dollar of financial aid would be worth more than a one dollar reduction in tuition. St. John (1990:172) also finds that â€Å"college applicants†¦ [are] more responsive to changes in student aid than to changes in tuition,† except for those in the upper income group. Kane (1995), however, argues that while financial aid increases may be more equitable because they are means tested, they are not as effective as decreases in tuition. This is a consequence of the complexity of the financial aid application process and the unwillingness of low income families to borrow to finance a college education. When studying the effect of tuition and financial aid on PSE enrollment, the group to be especially concerned about is low income students. Leslie and Brinkman (1987) and Savoca (1990) find that tuition levels affect enrollment decisions for low income students much more than for middle and upper income groups. By the same token, the availability of financial aid is a much more crucial factor for those at lower income levels. Orfield (1992) notes that the maximum Pell grant is less than one-fifth of the tuition at an elite university. Such a gap between aid and costs, he contends, may steer many low income students toward lower cost schools. Hearn’s 1991 study supports this hypothesis. He finds that when academic ability, achievement, and other factors are controlled for, lower income students are especially likely to choose institutions of lower selectivity. Schwartz (1985) finds that low income students are affected differently by publicly provided financial aid and aid supplied by institutions. He states that public grants tend to promote greater equity among income groups in college enrollment. Private grants, however, are often awarded on the basis of academic ability, and they tend to favor students who could afford to go to college without them. Clotfelter (1991) expresses the same concern about the effects of institutional aid. Manski and Wise (1983) note that even public aid is not always awarded where the need is greatest. They state that in 1979, 59 percent of Basic Educational Opportunity Grants were awarded to students who would probably have gone to college in the absence of such aid. Table 1 summarizes the data sources used in the studies mentioned here. SECTION II. LITERATURE REVIEW 8 MATHTECH, INC. Table 1 MAIN DATA SOURCES FOR WORKS CITED IN LITERATURE REVIEW STUDY Borus, Michael E.and Carpenter, Susan A. , â€Å"Factors Associated with College Attendance of High-School Seniors† (1984) Clotfelter, Charles T. , â€Å"Demand for Undergraduate Education† (1991) Hauser, Robert M. , â€Å"Trends in College Entry among Whites, Blacks, and Hispanics† (1993) Hearn, James C. , â€Å"Academic and Nonacademic Influences on the College Destinations of 1980 High School Graduates† (1991) Hossler, Don, Braxton, John and Coopersmith, Georgia, â€Å"Understanding College Choice† (1989). Hossler, Don and Maple, Sue, â€Å"Being Undecided about Postsecondary Education† (1993) Jackson, Gregory A., â€Å"Did College Choice Change during the Seventies? † (1988) Kane, Thomas, â€Å"Rising Public College Tuition and College Entry: How Well Do Public Subsidies Promote Access to College? † (1995) Kohn, Meir G. , Manski, Charles F. , and Mundel, David S. , â€Å"An Empirical Investigation of Factors which Influence College-going Behavior† (1976) Leslie, Larry L. , and Brinkman, Paul T. , â€Å"Student Price Response in Higher Education† (1987) Manski, Charles F. , and Wise, David A. , College Choice in America (1983) Manski, Charles F. , â€Å"Income and Higher Education† (1992) McPherson, Michael S., and Schapiro, Morton Owen, â€Å"Does Student Aid Affect College Enrollment? New Evidence on a Persistent Controversy† (1991) Mortenson, Thomas G. , and Wu, Zhijun, â€Å"High School Graduation and College Participation of Young Adults by Family Income Backgrounds 1970 to 1989† (1990) National Center for Education Statistics. â€Å"Confronting the Odds: Students At Risk and the Pipeline to Higher Education† (1997). MAIN DATA SOURCES 1979 and 1980 National Longitudinal Surveys of Labor Market Experience, Youth Cohort (NLSY) Review of studies done by others, with data from Current Population Survey (CPS) and High. School and Beyond (HSB) CPS HSB, Higher Education Research Institute (HERI) data Review of studies done by others Cluster sample of 5,000 Indiana ninth graders National Longitudinal Study of the High School Class of 1972 (NLS72), HSB NLSY, HSB, CPS School to College: Opportunities for Postsecondary Education (SCOPE) Survey Meta-analysis of studies done by others NLS72 NLS72, HSB, CPS Cooperative Institutional Research Program (CIRP) data, CPS HSB, Current Population Report, CPS NELS SECTION II. LITERATURE REVIEW. 9 MATHTECH, INC. STUDY Orfield, Gary, â€Å"Money, Equity, and College Access† (1992) Reyes, Suzanne, â€Å"The College Enrollment Decision: The Role of the Guaranteed Student Loan† (1994) Rouse, Cecilia Elena, â€Å"What to Do after High School: The Two-Year versus Four-Year College Enrollment Decision† (1994) St. John, Edward P. , and Noell, Jay, â€Å"The Effects of Student Financial Aid on Access to Higher Education: An Analysis of Progress with Special Consideration of Minority Enrollment† (1989) St. John, Edward P., â€Å"Price Response in Enrollment Decisions: An Analysis of the High School and Beyond Sophomore Cohort† (1990) Savoca, Elizabeth, â€Å"Another Look at the Demand for Higher Education: Measuring the Price Sensitivity of the Decision to Apply to College† (1990) Schwartz, J. Brad, â€Å"Student Financial Aid and the College Enrollment Decision: The Effects of Public and Private Grants and Interest Subsidies† (1985) Schwartz, J. Brad, â€Å"Wealth Neutrality in Higher Education: The Effects of Student Grants† (1986) MAIN DATA SOURCES Review of history of federal student financial aid programs NLSY, HSB NLSY, HSB, CPS. NLS72, HSB HSB NLS72 HSB, CPS HSB, CPS SECTION II. LITERATURE REVIEW 10 MATHTECH, INC. III. DATA A. NELS DATA While a number of studies have used data from the National Longitudinal Survey, Youth Cohort (NLSY), the National Longitudinal Study of the High School Class of 1972 (NLS72), and the High School and Beyond Survey (HSB) to examine the factors affecting college enrollments, this work effort is among the first to use NELS to analyze these types of issues. In 1988, NELS initially surveyed over 24,000 public and private school eighth graders throughout the United States. The nationally representative eighth grade cohort was tested in four subjects (mathematics, reading, science, and social studies). Two teachers of each student (representing two of the four subjects) were also surveyed, as was an administrator from each school. On average, each of the 1,052 participating schools was represented by 24 students and five teachers. Parents were also surveyed, providing researchers with detailed information on family background variables. Since 1988, the initial eighth grade cohort has been re-surveyed three times (and has been â€Å"freshened† with new sample members). The first follow-up of NELS (spring, 1990), included the same components as the base year study, with the exception of the parent survey, which was not implemented in the 1990 round. It also included a component on early dropouts (those who left school between the end of eighth grade and the end of 10th grade). The second follow-up (spring, 1992), repeated all components of the first follow-up study and also included a parent questionnaire. However, this time only one teacher of each student (either a mathematics or a science teacher) was asked to complete a teacher questionnaire. High school transcript data were also collected for these students. A subsample of the NELS:88 second follow-up sample was again followed-up in the spring of 1994, when most sample members had been out of high school for 2 years. In all, 14,915 students were surveyed, most through computer-assisted telephone interviewing. Major content areas for the third follow-up questionnaire were: education histories; work experience histories; work-related training; family formation; opinions and other experiences; occurrence or SECTION III. DATA 11 MATHTECH, INC. non-occurrence of significant life events; and income. Data collection for this wave began on February 4, and ended on August 13, 1994. At the time the data were collected, most of the respondents were 2 years out of high school. Table 2 summarizes the components of the different waves of the surveys. Table 2 OVERVIEW OF NELS NELS Components Grades included Cohort Base Year Spring term 1988 grade 8 students: questionnaire, tests questionnaire questionnaire two teachers per student (taken from reading, mathematics, science, or social studies) First Follow-up Spring term 1990 modal grade = sophomore students, dropouts: questionnaire, tests none questionnaire two teachers per student (taken from reading, mathematics, science, or social studies) Second Follow-up Spring term 1992 modal grade = senior students, dropouts: questionnaire, tests, H. S.  transcripts questionnaire questionnaire one teacher per student (taken from mathematics or science). Third Follow-up Spring 1994 H. S. + 2 years all individuals: questionnaire none none none Parents Principals Teachers B. NPSAS DATA Because the NELS database does not contain detailed information on financial aid, the National Postsecondary Student Aid Study (NPSAS) database is used to supplement our study with additional financial aid information. This database is used to predict financial aid for the respondents in NELS based on demographic and other characteristics that are available in both databases. NPSAS is constructed specifically to provide information on financing of postsecondary education, so it is a good candidate for this use. This database surveys a nationally representative sample of undergraduate, graduate, and first-professional students attending less than 2-year, 2-year, 4-year, and doctoral granting institutions. Both students who receive and those who do not receive financial aid are surveyed. SECTION III. DATA 12 MATHTECH, INC. The 1993 NPSAS study collected information on more than 78,000 undergraduate and graduate students at about 1,100 institutions. To be eligible, students must have been enrolled between May 1, 1992 and April 30, 1993 at a postsecondary institution in the United States or Puerto Rico. The students had to be enrolled in courses for credit, and in a program of 3 months or longer. Also eligible for inclusion were students who received a bachelor’s degree between July 1, 1992 and June 30, 1993. Students who were enrolled in a GED program or who were also enrolled in high school were not included. C. SAMPLE AND WEIGHTS Of the 14,915 respondents in the third NELS follow-up, 13,120 are represented in all four waves of the NELS data. The remaining 1,795 respondents are either first follow-up â€Å"freshened† students,4 second follow-up freshened students,5 base-year ineligibles,6 or base-year eligible students who declined to participate in one or more of the survey waves, but who did participate in the third survey wave. The breakdown of these 1,795 respondents is as follows: 501 first follow-up freshened students, 102 second follow-up freshened students, 271 base-year ineligibles, and 921 base-year eligibles with missing survey waves. To take advantage of the longitudinal nature of the NELS data and to be consistent across models and issues in the report, we focus our work on the sample of 13,120 respondents represented in all four waves of the NELS data. Consequently, the weight used in our analyses, (â€Å"F3PNLWT†) applies to sample members who completed questionnaires in all four rounds of NELS:88. As a result, the longitudinal analyses that we conduct, and the estimates that are produced in this study can only be used to make projections to the population of spring 1988 eighth graders. In the descriptive tables, all percentages are weighted using F3PNLWT, including the analyses with the high school transcript data. Those who were tenth graders in 1990 but were not in the base-year sampling frame, either because they were not in the country or because they were not in the eighth grade in the spring term of 1988. Those who were 12th graders in 1992 but were not in either the base year or first follow-up sampling frames, either because they were not in the country or because they were not in the eighth (10th) grade in the spring term of 1988 (1990). 6 5 4 Students excluded in 1988 due to linguistic, mental, or physical obstacles to participation. 13 SECTION III. DATA MATHTECH, INC. This sample includes dropouts, since the purpose of this study is to examine the overall question of what characteristics of eighth graders in 1988 are related to PSE attendance. We focus on early indicators, such as educational expectations and course-taking behavior in the eighth grade, and not on the â€Å"pipeline† of high school experiences that a dropout would lack access to. However, the dropouts were not asked the same set of survey questions as the other respondents, and, therefore, some of the analysis does not include dropouts. For each of our tables or figures, we note whether or not the dropouts are included in the analysis. D. CORRECTED STANDARD ERRORS Because NELS data are collected through a multi-stage sampling scheme, calculation of standard errors through standard methods can understate these errors. The sampling technique used in NELS is a selection of schools, and then within schools, a selection of students. With this sampling method, the observations of different students may not be independent from one another. Stataâ„ ¢, the statistical software used for analysis in this report, corrects the standard errors for these sampling techniques. Except for multinomial logit models, for which this correction is not available, survey correction techniques are used, and we note whenever the corrections are not used. However, we have found that such corrections do not have a large effect on our results, and therefore, we present all results with confidence. E. VARIABLE DEFINITIONS. The appendix to this study contains definitions of the key variables used in our analysis. For each key variable, we describe how we constructed the variable and we list the names of the NELS variables used in the construction. SECTION III. DATA 14 MATHTECH, INC. IV. WHO GOES TO COLLEGE? A. WHAT PROPORTION OF STUDENTS ATTEND COLLEGE, AND WHAT TYPE OF COLLEGE DID THEY ATTEND? We begin our analysis by examining the demographics of postsecondary school choice and discussing our main findings regarding college attendance rates and types of postsecondary education (PSE) attended. As shown in Table 3, a majority of 1988 eighth graders attend some type of PSE by 1994. Overall, 62. 7 percent of the respondents attend PSE. (Note that in all of the tables in this report, all percentages are weighted. ) Students are most likely to attend a 4-year public or a less than 4-year public school. Approximately 24 percent of the students attend each of these types of schools. Next most common are 4-year private schools. Just over 11 percent of the respondents attend 4-year private schools. Only 4 percent of the respondents attend less than 4-year private schools. Thirty-seven percent of the respondents do not attend any type of PSE. Women are slightly more likely than men to attend PSE. While 60 percent of men attend PSE, 65 percent of women attend. Women are more likely than men to attend 4-year private schools and less than 4-year private schools. Native Americans, Blacks, and Hispanics are least likely to attend PSE and Asians and Pacific Islanders are most likely to attend PSE. Hispanics are most likely to attend less than 4year private schools. Students whose parents have higher education levels are much more likely to attend PSE. While only 33 percent of students whose parents have less than a high school education attend PSE, 90 percent of students whose parents have an advanced degree attend PSE. SECTION IV. WHO GOES TO COLLEGE? 15 MATHTECH, INC. Table 3 DEMOGRAPHICS OF POSTSECONDARY SCHOOL CHOICE1 No PSE 4-Year Public 4-Year Private.

Smu I Sem Stat Assignments Set 2

rMBA SEMESTER 1 MB0040 – STATISTICS FOR MANAGEMENT- 4 Credits (Book ID: B1129) Assignment Set- 1 (60 Marks) Note: Each question carries 10 Marks. Answer all the questions 1. What do you mean by Statistical Survey? Differentiate between â€Å"Questionnaire† and â€Å"Schedule†. ANS: Definition of statistical survey: A Statistical survey is a scientific process of collection and analysis of numerical data. Statistical surveys are used to collect numerical information about units in a population. Surveys involve asking questions to individuals. Surveys of human populations are common in government, health, social science and marketing sectors.Stages of Statistical Survey: Statistical surveys are categorized into two stages – planning and execution. The two broad stages of Statistical survey AS FOLLOWS: [pic] Planning a Statistical Survey: The relevance and accuracy of data obtained in a survey depends upon the care exercised in planning. A properly planned in vestigation can lead to best results with least cost and time. Steps involved in the planning stage are as follows: Step 1: Nature of the problem to be investigated should be clearly defined in an unambiguous manner. Step 2: Objectives of the investigation should be stated at the outset.Objectives could be to: †¢ Obtain certain estimates †¢ Establish a theory †¢ Verify an existing statement †¢ Find relationship between characteristics Step 3: The scope of the investigation has to be made clear. The scope of investigation refers to the area to be covered, identification of units to be studied, nature of characteristics to be observed, accuracy of measurements, analytical methods, time, cost and other resources required. Step 4: Whether to use data collected from primary or secondary source should be determined in advance.Step 5: the organization of investigation is the final step in the process. It encompasses the determination of the number of investigators requi red, their training, supervision work needed, funds required. Execution of Statistical survey: Control methods should be adopted at every stage of carrying out the investigation to check the accuracy, coverage, methods of measurements, analysis and interpretation. The collected data should be edited, classified, tabulated and presented in diagrams and graphs. The data should be carefully and systematically analysed and interpreted.Differentiate between â€Å"Questionnaire† and â€Å"Schedule†: Questionnaires contain simple questions and are filled by respondents. Schedules also contain questions but responses are recorded directly by the investigator. 2. The table shows the data of Expenditure of a family on food, clothing, education, rent and other items. Depict the data shown in the table using Pie chart. |Items |Expenditure | |Food |4300 | |Clothing |1200 | |Education |700 | Rent |2000 | |Others |600 | ANS: [pic] Fig: Pie-chart showing expenditure of a family on var ious items 3. Average weight of 100 screws in box A is 10. 4 gms. It is mixed with 150 screws of box B. Average weight of mixed screws is 10. 9 gms. Find the average weight of screws of box B. ANS: GIVEN THAT: †¢ n1=100, †¢ n2 = 150, †¢ X1 = 10. 4 Gms, †¢ [pic]= 10. 9 Gms, †¢ X2 =? WE KNOW THAT: [pic] 10. 9 = (100*10. 4) + (150 X2) / 100+150 10. 9 = 1040 + 150 X2 / 250 0. 9*250 = 1040 + 150 X2 2725 = 1040 + 150 X2 150 = 2725-1040 X2 =1685 / 150 X2 = 11. 23 Gms Therefore, the average weight of screws of box B is 11. 23 gms. 4. (a) Discuss the rules of â€Å"Probability†. (b) What is meant by â€Å"Conditional Probability†? ANS: 1. Addition rule: The addition rule of probability states that: i) If ‘A’ and ‘B’ are any two events then the probability of the occurrence of either ‘A’ or ‘B’ is given by: [pic] ii) If ‘A’ and ‘B’ are two mutually exclusive events then the pro bability of occurrence of either A or B is given by: [pic] ii) If A, B and C are any three events then the probability of occurrence of either A or B or C is given by: [pic] In terms of Venn diagram, from the figure 5. 4, we can calculate the probability of occurrence of either event ‘A’ or event ‘B’, given that event ‘A’ and event ‘B’ are dependent events. From the figure 5. 5, we can calculate the probability of occurrence of either ‘A’ or ‘B’, given that, events ‘A’ and ‘B’ are independent events. From the figure 5. 6, we can calculate the probability of occurrence of either ‘A’ or ‘B’ or ‘C’, given that, events ‘A’, ‘B’ and ‘C’ are dependent events. pic] iv) If A1, A2, A3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦, An are ‘n’ mutually exclusive and exhaustive events then the probability of occurrence of at le ast one of them is given by: [pic] 2. Multiplication rule: If ‘A’ and ‘B’ are two independent events then the probability of occurrence of ‘A’ and ‘B’ is given by: [pic] Conditional Probability: Sometimes we wish to know the probability that the price of a particular petroleum product will rise, given that the finance minister has increased the petrol price. Such probabilities are known as conditional probabilities.Thus the conditional probability of occurrence of an event ‘A’ given that the event ‘B’ has already occurred is denoted by P (A / B). Here, ‘A’ and ‘B’ are dependent events. Therefore, we have the following rules. If ‘A’ and ‘B’ are dependent events, then the probability of occurrence of ‘A and B’ is given by: [pic] It follows that: [pic] For any bivariate distribution, there exists two marginal distributions and ‘m + nâ€⠄¢ conditional distributions, where ‘m’ and ‘n’ are the number of classifications/characteristics studied on two variables. 5. (a) What is meant by â€Å"Hypothesis Testing†?Give Examples (b) Differentiate between â€Å"Type-I† and â€Å"Type-II† Errors ANS: Hypothesis Testing: Hypothesis testing is about making inferences about a population from only a small sample. The bottom line in hypothesis testing is when we ask ourselves (and then decide) whether a population, like we think this one, would be likely to produce a sample like the one we are looking at. Testing Hypothesis: In hypothesis testing, we must state the assumed or hypothesised value of the population parameter before we begin sampling. The assumption we wish to test is called the null hypothesis and is symbolised by ?Ho†. The term null hypothesis arises from earlier agricultural and medical applications of statistics. In order to test the effectiveness of a new fert iliser or drug, the tested hypothesis (the null hypothesis) was that it had no effect, that is, there was no difference between treated and untreated samples. If we use a hypothesised value of a population mean in a problem, we would represent it symbolically as ? H0. This is read – The hypothesized value of the population mean. If our sample results fail to support the null hypothesis, we must conclude that something else is true.Whenever we reject the hypothesis, the conclusion we do accept is called the alternative hypothesis and is symbolised H1 (â€Å"H sub-one†). Interpreting the level of significance: The purpose of hypothesis testing is not to question the computed value of the sample statistic but to make a judgment about the difference between that sample statistic and hypothesised population parameter. The next step after stating the null and alternative hypotheses is to decide what criterion to be used for deciding whether to accept or reject the null hypot hesis.If we assume the hypothesis is correct, then the significance level will indicate the percentage of sample means that is outside certain limits (In estimation, the confidence level indicates the percentage of sample means that falls within the defined confidence limits). Hypotheses are accepted and not proved: Even if our sample statistic does fall in the non-shaded region (the region shown in below figure that makes up 95 percent of the area under the curve), this does not prove that our null hypothesis (H0) is true; it simply does not provide statistical evidence to reject it.Why? It is because the only way in which the hypothesis can be accepted with certainty is for us to know the population parameter; unfortunately, this is not possible. Therefore, whenever we say that we accept the null hypothesis, we actually mean that there is not sufficient statistical evidence to reject it. Use of the term accept, instead of do not reject, has become standard. It means that when samp le data do not cause us to reject a null hypothesis, we behave as if that hypothesis is true. [pic] fig: Acceptance and rejection region of sampleSelecting a Significance Level: There is no single standard or universal level of significance for testing hypotheses. In some instances, a 5% level of significance is used. In the published results of research papers, researchers often test hypotheses at the 1 percent level of significance. Hence, it is possible to test a hypothesis at any level of significance. But remember that our choice of the minimum standard for an acceptable probability, or the significance level, is also the risk we assume of rejecting a null hypothesis when it is true.The higher the significance level we use for testing a hypothesis, the higher the probability of rejecting a null hypothesis when it is true. 5% level of significance implies we are ready to reject a true hypothesis in 5% of cases. If the significance level is high then we would rarely accept the nu ll hypothesis when it is not true but, at the same time, often reject it when it is true. When testing a hypothesis we come across four possible situations. The above figure shows the four possible situations. [pic] Table: Possible situations when testing a hypothesisThe combinations are: 1. If the hypothesis is true, and the test result accepts it, then we have made a right decision. 2. If hypothesis is true, and the test result rejects it, then we have made a wrong decision (Type I error). It is also known as Consumer? s Risk, denoted by ?. 3. If hypothesis is false, and the test result accepts it, then we have made a wrong decision (Type II error). It is known as producer? s risk, denoted by ? 1 – P is called power of the Test. 4. Hypothesis is false, test result rejects it – we have made a right decision. Type-I† and â€Å"Type-II† Errors: Suppose that making a Type I error (rejecting a null hypothesis when it is true) involves the time and trouble of reworking a batch of chemicals that should have been accepted. At the same time, making a Type II error (accepting a null hypothesis when it is false) means taking a chance that an entire group of users of this chemical compound will be poisoned. Obviously, the management of this company will prefer a Type I error to a Type II error and, as a result, will set very high levels of significance in its testing to get low . Suppose, on the other hand, that making a Type I error involves disassembling an entire engine at the factory, but making a Type II error involves relatively inexpensive warranty repairs by the dealers. Then the manufacturer is more likely to prefer a Type II error and will set lower significance levels in its testing. 6. From the following table, calculate Laspyres Index Number, Paasches Index Number, Fisher? s Price Index Number and Dorbish & Bowley? s Index Number taking 2008 as the base year. Commodity |2008 |2009 | | |Price (Rs) per Kg |Quantity in Kg |Price (Rs ) per Kg |Quantity in Kg | |A |6 |50 |10 |56 | |B |2 |100 |2 |120 | |C |4 |60 |6 60 | |D |10 |30 |12 |24 | |E |8 |40 |12 |36 | Sol: Commodity |2008 |2009 |   |   |   |   | | |P0 |Q0 |P1 |Q1 |P1Q0 |P1Q1 |P0Q0 |P0Q1 | |A |6 |50 |10 |56 |500 |560 |300 |336 | |B |2 |100 |2 |120 |200 |240 |200 |240 | |C |4 |60 |6 |60 |360 |360 |240 |240 | |D |10 |30 |12 |24 |360 |288 |300 |240 | |E |8 |40 |12 |36 |480 |432 |320 |288 | |   |   |   |   |   |1900 |1880 |1360 |1344 | |   |   |   |   |   |? P1Q0=1900 |? P1Q1= |? P0Q0= |?P0Q1= | | | | | | | |1880 |1360 |1344 | (A) Laspyres Index Number =? P1Q0 / ? P1Q1 x 100 =1900 / 1880 x 100 = 1. 0106 x 100 = 101. 06 Ans. (B) Paasches Index Number =? P1Q1 / ? P0Q1 x 100 =1880 /1344 x 100 =1. 3988 x 100 =138. 88 Ans. (C) Fisher’s Price Index Number = ? P1Q0 x ? P1Q1 / ? P0Q0 x ? P0Q1 X 100 = 1900 x 1880 / 1360 x 1344 X 100 = 1. 9542 x 100 = 1. 3979 x 100 = 139. 79 Ans. (D) Dorbish & Bowley? s Index Number = ? P1Q0 / ? P0Q0 + ? P1Q1 / ? P0Q1 x 100 = 1900 / 1360 + 1880 / 1344 x 100 = 2. 795 x 100 = 1. 6718 x 100 = 167. 18 Ans. [pic]

Free Essays on A Lesson Before Dying

A Lesson Before Dying This movie was based on the novel, â€Å"Flight†, written by Ernest J. Gaines. This movie takes place in St. Paul, Louisiana in the 1948. This movie is about a young black man being in the wrong place at the wrong time. In this movie a young man by the name of Clarence Jefferson, got in the car with his friends not knowing they had plans on robbing a liquor store. So they go in the store and his friends pull out their guns on the store clerk, but to their surprise the clerk pulled out a gun of his own and they began shooting. Once the shooting had commence Clarence was the only man left standing, and now he was faced with a decision; take the money from the register, run or call for help; he decided to take the money, as he was taking the money a few townsmen walked in, because of the gun shots, and caught him taking the money. He was arrested and sentenced to death and also labeled as a HOG. So his mother and grandmother hired Mr. Wiggins, the town teacher, to go and c onvince Clarence he is a man not a hog. There were a couple of other problems involving Mr. Wiggins. Mr. Wiggins was in conflict with the Pastor and also his girlfriend (Mr. Wiggins). The Pastor was upset because Mr. Wiggins refused to teach Clarence about God , because felt as if God was letting him die ,so why teach him about God. He and his girlfriend had conflict because Mr. Wiggins wanted to leave town and run away from his, instead of facing them like a man. Mr. Wiggins was convinced to teach Clarence. Each day, every session Mr. Wiggins learned something new about Clarence and what he though, do to the journal entries Clarence wrote and what they discussed. In his last journal entry Clarence wrote, â€Å"A HOG walks on FOUR hooves and a man walks on TWO feet†, symbolizing that he was confident he was a man and not a HOG. Although Clarence Jefferson was sent into a everlasting sleep, he went to rest with dignity and as a man; ... Free Essays on A Lesson Before Dying Free Essays on A Lesson Before Dying A Lesson Before Dying This movie was based on the novel, â€Å"Flight†, written by Ernest J. Gaines. This movie takes place in St. Paul, Louisiana in the 1948. This movie is about a young black man being in the wrong place at the wrong time. In this movie a young man by the name of Clarence Jefferson, got in the car with his friends not knowing they had plans on robbing a liquor store. So they go in the store and his friends pull out their guns on the store clerk, but to their surprise the clerk pulled out a gun of his own and they began shooting. Once the shooting had commence Clarence was the only man left standing, and now he was faced with a decision; take the money from the register, run or call for help; he decided to take the money, as he was taking the money a few townsmen walked in, because of the gun shots, and caught him taking the money. He was arrested and sentenced to death and also labeled as a HOG. So his mother and grandmother hired Mr. Wiggins, the town teacher, to go and convince Clarence he is a man not a hog. There were a couple of other problems involving Mr. Wiggins. Mr. Wiggins was in conflict with the Pastor and also his girlfriend (Mr. Wiggins). The Pastor was upset because Mr. Wiggins refused to teach Clarence about God , because felt as if God was letting him die ,so why teach him about God. He and his girlfriend had conflict because Mr. Wiggins wanted to leave town and run away from his, instead of facing them like a man. Mr. Wiggins was convinced to teach Clarence. Each day, every session Mr. Wiggins learned something new about Clarence and what he though, do to the journal entries Clarence wrote and what they discussed. In his last journal entry Clarence wrote, â€Å"A HOG walks on FOUR hooves and a man walks on TWO feet†, symbolizing that he was confident he was a man and not a HOG. Although Clarence Jefferson was sent into a everlasting sleep, he went to rest with dignity and as a man; ... Free Essays on A Lesson Before Dying A Lesson Before Dying, is a complex novel about life’s various lessons. It was written by a Louisiana native, Ernest J. Gaines and published in 1993. The story takes place in the Pre-Civil Rights South in the fictionous rural town of Bayonne, Louisiana. The major focus of story lies between Jefferson and Grant Wiggins. Grant, a schoolteacher chosen to help Jefferson become a man. Jefferson is a young man wrongfully accused of killing a white man and is sentenced to death. Gaines takes the reader through the journey of a man’s quest to help another man to become a man. I will show various ways Gaines help the reader to realize the real â€Å"lesson† to be learned. Gaines begins his novel with Jefferson’s trial, verdict and sentencing, but doesn’t provide specific names of any of those involved. By doing so Gaines is able to focus the reader’s full attention on the narrator’s thoughts and the main character, Jefferson. If Gaines had give n details about the other characters involved the reader would not have been able to focus his full energy on the importance of the things said during the trial and the effects these things had on Jefferson and the other characters. At this point it is important for the reader to take in and digest all the cruel things Jefferson’s attorney says about him. His attorney refers to him as â€Å"a boy†, â€Å"a fool†, â€Å"a cornered animal†, and â€Å" a hog†. Jefferson accepts and internalizes this degrading image of himself. From this the reader will understand why Miss Emma’s insistence that her godson die like a man is such a powerful issue. Gaines presentation of the information helps the reader to better accept the events that are to follow the trial. Gaines narrates the novel through the voice of Grant Wiggins. Grant is a black teacher at the local plantation school. The novel opens with the statement, â€Å"I was not there, yet I was t here.† In this statement the reader enters the mind of Gr... Free Essays on A Lesson Before Dying In the Novel â€Å"A lesson Before Dying† by Earnest Gaines, the characters Grant Wiggins and Jefferson are put abruptly into a position of being male role models inside of their community. Grant is put into this position because of his receiving his education, while Jefferson is put into this position in a sense of martyrdom as he is facing execution. During the passages of this book, there is symbolism which attempts to conclude that Grant and Jefferson are heroes of their community. The song â€Å"You are My Sunshine† in the novel â€Å"A Lesson before Dying† by Earnest Gaines, is symbolic of the hope the community has in Jefferson. During which the song is played in the background on page 224, Grant is attempting to get Jefferson to listen to Reverend Jefferson when Jefferson replies â€Å"Me, Mr. Wiggins. Me. Me to take the cross. Your cross, Nanna’s cross, my own cross. Me, Mr. Wiggins. This old stumbling nigger. Y’all axe a lot, Mr. Wiggins.† This quote illustrates to the almost Jesus like position that Jefferson is in by caring the burden of the community. This quote is connected to the hypothesis because Jefferson is basically the hope of the community by caring the burden of standing up to the whites in their community by dying as a man, instead of the hog that the Defense attorney made him out to be. Jefferson then replies to Grant, on page 224, â€Å"Now y’all want me to be better than ever’body else. H ow, Mr. Wiggins?† This second quote also illustrates how Jefferson is the hope of the community. This quote is connected to the hypothesis because, before Jefferson’s death sentence, he worked in the field and thought he would be no more than that, and now Grant and the rest of the community expects him to be more than what he was. In the passage on page 224 and from the quotes in this paragraph, Jefferson is struggling with the thought of being a martyr for the community and proving that he is a man and is better than ...

The Best Marketing Operations Strategy to Help Overloaded Managers

The Best Marketing Operations Strategy to Help Overloaded Managers Let’s be honest†¦ Marketing Operations doesn’t sound very sexy. It doesn’t spark the same excitement as say a blog post entitled, â€Å"The Best Times to Post on Social Media†. BUT, if you’re a marketing manager looking to improve ROI, Marketing Operations is a topic you should care about. Marketers are constantly expected to do more with less. You’re expected to show your value at every turn†¦ And we’re not just talking about vanity metrics†¦ You need to show cold, hard numbers about how your strategy is driving real business value. By implementing a Marketing Operations strategy†¦ (or even devoting an entire full-time employee to the task) you can start being more consistent in your processes and reaching your campaign goals on the reg. Better processes, better results, better execution. This #Marketing Operations strategy is theMakes Marketing Operations a Cinch So you don’t have the budget to hire a Marketing Operations pro full-time UGH, you’re thinking†¦ Not *another* task I have to take on myself. Have no fear, is here. For real. Lots of Marketing Operations functions can be solved with . Strategic planning? âÅ"… Project Management? âÅ"… Content Operations? âÅ"… Managing your roadmap? âÅ"… Providing insights to Stakeholders? âÅ"… Schedule a demo today to learn how it can make your work life SO much easier. Download These Marketing Operations Templates Before diving in, these templates will help you implement a Marketing Operations Strategy. You’ll find: A Simple Performance Management Checklist   Setting clear goals makes it easier to evaluate your marketing team and increase productivity. Use this checklist to know exactly what to look for, which questions to ask, and what to do. An Agile Sprint planning template   Use this template to implement an Agile marketing process and make sure every project gets done on time, every time. A Marketing Project Management Plan Template   Managing a marketing project is no joke. There are tons of moving parts. Use this template to help get your projects more organized from the get-go. They’ll make putting a strategy into practice much easier. What Even is Marketing Operations? Here are some analogies to illustrate: Marketing Operations is the Excel Spreadsheet to your Adobe Illustrator. It’s the marketing analytics and logic to your design and creativity. It’s the skills handled by the left side of your brain in comparison to the right side. Not into analogies? No problem. Here’s a quick and dirty explanation: Marketing Operations focuses on behind-the-scenes planning, governance, and optimization to make marketing initiatives more successful. From initial budgeting to end-of-campaign analysis, a Marketing Operations professional is responsible for providing hard data to back-up the marketing strategy. Sounds a lot like most marketing managers, amirite? The Scope of Marketing Operations Marketing Operations can be found in all stages of the marketing process. While marketing is usually thought of as the creative group in an organization, the role of Marketing Operations stemmed from the need for increased transparency, efficiency, and accountability. As new technologies slowly proliferated the marketing scene, it became clear that a role was needed to align a company’s processes, metrics and goals – enter Marketing Operations. But for most small and medium-sized enterprises, all of these tasks fall on the shoulders of the Marketing Manager, Marketing Director, or VP of Marketing. That said, here’s a Marketing Operations Strategy to help make your Marketing Operations tasks easier than ever. A Marketing Manager’s Guide to Marketing Operations Let’s assume that you don’t work for a mega-corporation that has all the resources in the world to devote to an entire Marketing Operations, operation. You can still reap the benefits of Marketing Ops by using this strategy. Let’s start with technology†¦ Marketing Operations Technology Marketing Technology or MarTech – has made our jobs as marketers both easier and more complicated. Finding the right solution can make your day-to-day work life 1000x easier... But finding that solution†¦ coupled with *actually* getting your team to use it, sounds like a task that is not worth tackling. However, the status quo can’t continue. This spreadsheet has. Got. To. Go. Let’s start with your tool stack. Don’t have time to track down every MarTech tool for your stack? Here’s a short list to help: Kissmetrics: Metrics, reporting and tracking your funnel are all basic tasks for Marketing Ops. Kissmetrics allows you to build powerful reports and dashboards to track your marketing funnel,   email subscribers, UTM parameters, website activity, and more. Ahrefs: Benchmarketing, competitor analysis, and strategic content planning also fall within the scope of Marketing Operations. Ahrefs helps you target valuable keywords and figure out what you need to do in order to rank your content on search engines. Salesforce: To manage your campaign operations and customer journey tracking like the best of ‘em, Salesforce is pretty awesome. Track things like interactions, build customer segmentations and re-engage using one of the most powerful CRMs around. There is so much you can do with Salesforce we can’t even scratch the surface – it’s a must have to accomplish a lot of Marketing Operations functions. : A project management platform that is actually made for marketing teams.   With you can collaborate, plan, manage workloads and track campaigns all in one tool. It’s mission control for your entire marketing roadmap. Easily see what your entire team is working on day-to-day; share insights with stakeholders using the read-only view; and maximize your team’s productivity. Autopilot: Lead nurturing is awfully hard without a powerful marketing automation platform. Autopilot take a visual approach to email flows. Use this tool to implement advanced marketing automation functions, nurture your leads and hit each persona with the right message at the right time. Process Development and Optimization Efficient and effective processes are one of the key components of Marketing Operations. A successful marketing team doesn’t just set it and forget it, they are constantly improving and tailoring best practices. Start by planning and documenting your workflows. Documenting your workflows means that everyone knows the correct order of operations, when tasks are due, and where their contributions fit into the project’s timeline. They are essential for completing work on time, every time. A documented workflow also means that you can spend more time doing meaningful work and less time following-up with every person at every stage of a marketing project. Here’s how to do it: Step 1:  Determine each team member’s role for each type of project you execute regularly. Step 2:  Map out each task that needs to be completed. Step 3:  Next, assign the task and determine the length of time needed to complete each task. Step 4: Work back from there to determine the necessary project length and attach task due dates for each step in the workflow. For example, here’s what this might look like for a webinar: Generate ideas: Strategist - due 30 days before launch Recruit guest: Strategist - Due 25 days before launch Create talking points: Strategist - Due 18 days before launch Design slide deck: Designer - Due 17 days before launch Include in drip campaign: Marketing Automation - Due 14 days before launch Approve slide deck: Strategist - Due 12 days before launch Schedule social promotion: Writer/Social Strategist - 10 days before launch Test run-though: Guest Host - 1 day before launch Let’s illustrate how this can be done with : In the top right-hand corner of your project click the task template icon. Then, create a new task template. Name your workflow and add each task associated with the project. Next, you can add a due date for each task and assign it to the relevant team member. Now your webinar workflow is documented and ready to be attached to every webinar project from here on out. Recommended Reading: How to Implement an Effective Marketing Workflow Management Process in 7 Simple Steps How To Boost A Marketing Workflow Process That Will Reduce Work By 30-50% Implement an Agile Approach Agile refers to a flexible marketing approach in which teams identify high-value projects, break those project down into smaller deliverables, measure their impact, and then iterate on the results to incrementally improve. Agile Marketing provides marketing teams a set process for running (most) marketing campaigns. Hence a perfect fit for Marketing Operations.

Best Unsecured Credit Cards for People With Bad Credit

Best Unsecured Credit Cards for People With Bad Credit SAT / ACT Prep Online Guides and Tips Having a poor credit score can feel like you’re caught in a catch-22. You need a credit card to improve your score, but it’s hard to get a credit card without a good score. Luckily, there are credits cards available for people with poor credit. Once you get one of these cards, you can use it to build your credit score over time. This guide will give you recommendations for the best credit cards for people with bad credit, along with some tips on how to apply. Click here to go straight to the credit card recommendations, or first, read on to learn what makes a bad credit score and why it matters. What Is Bad Credit? Credit scores range from 300 to 850. Your score is based on a number of factors, including your credit history, payment history, outstanding debt, and account inquiries from lenders, like credit card companies or banks. Defaulting on loans or closing a credit card that still has a balance on it are two actions that could seriously damage your credit score. You might also have a low score if you’re new to the world of credit and have never had a credit card before. Credit scores below 630 are considered to be very low. Scores between 630 and 700 are fair and between 700 and 800 are strong. Any scores above 800 are excellent. To find out your score, you simply need to set up a free account with Credit Karma. You can also request a comprehensive credit report from one of the three major credit bureaus, TransUnion, Equifax, or Experian. You can get one free report each year by requesting it from annualcreditreport.com. Any additional reports cost $9.95. Your credit score matters big time when you apply for any kind of credit card or loan. Why is it so important? Maybe we shouldn't call a credit score under 630 "bad." Rather, it's a work in progress! Why Does Your Credit Score Matter? Credit scores are a key factor when a credit card company or bank is evaluating your application for a credit card or loan. Lenders consider your past financial behavior to be an indication of your future behavior. They seek to reduce risk, so they only want to lend you money if they feel assured that you can eventually pay it back. The better your credit score is, the higher your credit line will be. You’ll also be eligible for more attractive credit cards that have low fees or rewards, like cash back or travel points. With a low credit score, your application for most travel rewards cards would be rejected outright. However, people will low scores can still qualify for certain credit cards and then use the card to build up their credit over time. With a low score, you may qualify for a secured or unsecured credit card. Lenders look at your credit score when deciding whether to give you a loan. They aren't big risk-takers. What Kind of Credit Card Can You Get With Bad Credit? Secured Vs. Unsecured If your credit score is the lowest of the low, then you’ll probably only be able to get what’s called a secured credit card. Secured credit cards require a deposit up front. Some of them act as prepaid debit cards. You load them up with a certain amount of money at the beginning of the month and then spend that money where the card is accepted. Secured credit cards have low limits and require up-front cash-loading or deposit. If you can qualify for a regular, unsecured card with bad credit, then you should skip this initial step of getting a secured card, unless you really need to set low, strict spending limits on yourself or can't afford an annual fee. Unsecured credit cards are just like any other credit card. They typically start with a line of credit of about $300 per month. As you build your credit over time, your monthly line of credit will increase. Unfortunately, you won’t get a credit card with the most appealing terms if you have poor credit. The unsecured cards recommended below have the best policies available and can help you build your credit into the fair or good zone. Read on for the top recommendations for the best unsecured credit cards for poor credit. Secured credit cards are useful if you need to set strict limits on your spending. 5 Best Unsecured Credit Cards for People with Bad Credit in 2016 The five cards recommended below are the best unsecured credit cards for people with bad credit available. Each card lets you fill out a quick and easy form online to see if you prequalify. The top five cards are the following: Credit One Bank Unsecured Visa* Indigo Platinum Mastercard Milestone Gold Mastercard Total VISA Unsecured Card Platinum One Credit Card (for average credit) *The Credit One Bank Visa stands out as the best overall unsecured credit card, because it gives you some rewards and may increase your line of credit after five months of on-time payments. The remaining credit cards for poor credit offer more or less equal benefits, so you should shop around to see where you prequalify. Let’s take a closer look at the terms of each unsecured credit card. Credit One Bank Unsecured Visa Credit Card The Credit One Visa is a rare card available to people with poor credit that gives rewards. With this card, you can earn 1% cash back on gas and groceries. The card has an annual fee of $0 to $75 the first year and $0 to $99 annually after that, depending on your credit score and income. You may be able to pay this fee back monthly, rather than as one lump sum at the end of the year. The card offers a monthly credit score tracking service so you can keep track of your progress toward a stronger credit score. It comes with a rather high variable interest rate of 15.65% to 24.15%, but the interest rate shouldn’t really matter. To build your credit and avoid debt, you should never carry a balance over on your credit card from one month to the next. Always pay off your full balance every month to avoid penalty and steep interest charges. A typical beginning line of credit for someone with a low credit score is $300. This might increase after five or more months of on-time payments. After five months of on-time payments, Credit One should increase your credit line. Pro tip: count your months by the Gregorian calendar, not the Mayan one. Indigo Platinum Mastercard The Indigo Platinum Mastercard is an increasingly popular card that’s available to people with a range of credit scores. Like the Credit One card, the Indigo card offers online account access and has an easy pre-qualification process online. A typical starting line of credit is $300, and the card has an annual fee of $0 to $99. The APR is fixed at 23.9%. Unlike the Credit One card, the Indigo card doesn’t offer any rewards back on your purchases. Milestone Gold Mastercard The Milestone Gold card similarly has a fixed APR of 23.9% and a typical starting line of credit of $300. The annual fee falls between $35 and $99. Total VISA Unsecured Credit Card The Total VISA has the highest APR of 29.99%. It has a fee of $75 for the first year and $48 annually after that. Like the other unsecured credit cards for low credit, the typical starting line of credit is $300. Capital One Platinum Card If your credit has started to climb out of the red zone and surpassed 600, then you might qualify for the Capital One Platinum card. This card is available for people with a credit score of 600 or higher. It has no annual fee, 24.99% APR, and fraud coverage. A typical starting credit limit falls between $200 and $500, and this can increase after five or so months of on time monthly payments. Now that you have a sense of the best unsecured credit cards, what do you do next? How do you apply for one of these cards? Even with bad credit, you have options for credit cards! How to Apply for an Unsecured Credit Card You can easily apply for a credit card online. First, head to the company’s website and go through its quick pre-qualification process. While this survey isn’t the be-all and end-all word on whether or not you qualify, it gives you an idea of your eligibility based on your income level. You’ll enter your personal information, including your salary and social security number. Going through this pre-qualification check, by the way, won’t hurt your credit score. Your credit score will only be affected when the company runs a hard check to see whether you officially qualify and you open an account. If you prequalify, then you’ll go through the full process of applying for the card. Only fill out a full application for one card, so as not to hurt your credit score. Once you apply and are approved, your card will be mailed out to you within one to two weeks. If your credit score and salary are too low, and you find yourself ineligible for any of the above cards, then you do have one more option - getting a secured credit card. Easy online pre-qualification forms give you a sense of whether or not you'll be approved a credit card. What If You Don’t Qualify? If you don’t qualify for an unsecured credit card with bad credit, then you should look into secured credit cards. As mentioned above, secured cards require a deposit up front, or they ask you to prepay and then spend the money that’s already loaded onto your card. While they’re a little different from other cards, secured credit cards will help you build credit until you’re able to get a regular, unsecured card. These are some of the best secured credit cards: Discover It Secured Card Capital One Secured Mastercard Secured Visa from Merrick Bank USAA Secured Card American Express If you want to set strict limits on your spending with a prepaid debit card, then look into the secured cards from Bluebird or American Express Serve. Once you get your credit card, how can you use it in the best way to build your credit? How to Use Your Credit Card and Build Credit Building and maintaining good credit isn’t about avoiding a credit card; it’s about using one well. Using a card well requires you to follow one rule of thumb: never carry a balance on your card from month to month. Don’t expect that you’ll have more to spend next month than you do this month. Only buy what you can pay off in cash immediately on the card, and make sure to pay off your full balance by each payment due date. As you read above, on-time payments will help you build credit, and your credit card company may offer you a bigger line of credit as time goes on. How can you be sure that you’re staying within your budget? This kind of awareness comes from developing a budget and keeping track of your daily and monthly spending. There are several apps, like YNAB and Mint, that are useful for helping you keep track and gain control of your personal finances. In closing, let’s go over the key points you should remember about the unsecured credit cards that are available to people with poor credit. Rome wasn't built in a day! With enough time and effort, you can build your credit score into the good or excellent range. Unsecured Credit Cards for Bad Credit - Final Thoughts If you have bad credit, you aren’t going to be eligible for a $10,000 line of credit and 2% cash back on all your purchases. However, you may become eligible eventually by first getting one of the secured or unsecured credit cards that are on offer to people with low credit card. Unsecured cards typically have an annual fee and start with a line of credit of around $300 a month. By making on-time payments month after month, you’ll see your credit score go up and may eventually qualify for a larger line of credit. If you don’t already, make sure to check your credit score and understand where it comes from. Then, you can come up with a plan to take control of your personal finances and build your credit score into the fair, good, or even excellent range. By shoring up your credit score with one of the best credit cards for bad credit, you’ll put yourself in a much better financial position for future credit card, loan, or mortgage applications. What’s Next? Is your credit score high enough that you could qualify for other credit cards? Check out this guide to find the best credit card for you based on your personal spending habits. Do you feel like your spending has gotten out of control? This guide will help you reign it back in with seven steps to taking control of your personal finances. Would you like to start saving money for a big purchase or perhaps a retirement account? This comprehensive list has 100 different ways for you to start saving money today.

Alba Holidays Limited Case Study Example | Topics and Well Written Essays - 2500 words

Alba Holidays Limited - Case Study Example The rest of the week, the plane will fly holiday passengers to lower priced holiday packages under the brand name of Prestair. There is no mention about how many flights Alba plans to operate on daily basis. However, there is the mention that the plane will take 1.5 hours to cover the 600 miles distance to Balerica. This means the plane will take 2 hours to cover the average 800 miles daily the rest of the week days. A return trip to these locations obvious will double the mileage and time to 3 hours and 4 hours respectively for Balerica and other destinations. Assuming the plane is rested 6 hours during the day of the week when it is flown to Balerica and 5 hours during each week day when it is flown to other lower priced holiday packages destinations, it is capable of making maximum 6 trips a week on the same day to Balerica and 5 trips daily to other destinations rest of the week. The plane expects to have 90% occupancy annually. This means it will have approximately 144 passengers on each flight. This translates to maximum 864 passengers (144 x 6) weekly to Balerica and 4320 passengers (144 x 5 x 6) during the rest of the week to other holiday destinations. Thus, the total number of passengers for Balerica and other holiday destinations work out to 5184 (864 + 4320) every week. ... other lower priced holiday packages destinations, it is capable of making maximum 6 trips a week on the same day to Balerica and 5 trips daily to other destinations rest of the week. The plane expects to have 90% occupancy annually. This means it will have approximately 144 passengers on each flight. This translates to maximum 864 passengers (144 x 6) weekly to Balerica and 4320 passengers (144 x 5 x 6) during the rest of the week to other holiday destinations. Thus, the total number of passengers for Balerica and other holiday destinations work out to 5184 (864 + 4320) every week. The industry average prices for equivalent brands are 380 for Balerica, and 300 for other holiday destinations. Details regarding costing, finance and administration are given as follows. Full Costing of One Week Sunbronzer Holiday in a Studio in Balerica The figures available in the instructions have been used to arrive at the full costing. However, there are other costs that have not been mentioned in the instructions and hence have been included. These are the costs of advertisements, additional manpower in the form of tour guides, drivers, etc, which serve as the unique sales points (USO) in the holidays' business. As per information available in the instructions, the following expenses have been included to arrive at the full costing figure: One Week's Costing (Sunbronzer) Hangar fees (100,000 x 52/357) 14,566 Aircraft Servicing @ 2 per air mile travelled (600 x 2 x 2) 2,400 Fuel (600 x 8 x 2) 9,600 Aircraft Cabin Maintenance (600 x 0.40 x 2) 480 Depreciation - Land & Building (480,000/ 7) 68,571 Depreciation - Furniture & Fixtures (320,000) 45,714 Allowances for Breakages 200 Gardening, Maintenance & Maid

Human Activities on Environment Essay Example | Topics and Well Written Essays - 500 words

Human Activities on Environment - Essay Example Human global population has tripled since 1936. The increase of population and growth of technology have jointly given rise to globalization. Human activity is the main cause of the current decline in the biosphere's rich diversity and productivity that support all life on earth. The global economy has sapped the meaning, value and significance of constraints of nature. Strawberries can be purchased in the mid of winter, thus we do not have to wait for the summers to come. In big cities, the ecosystem services of cleaning air and water, and decomposing sewage are controlled by humans with economical power. The sense of local has been destroyed by the globalization of telecommunications and politics. The lack of natural constraints has allowed humans, the superspecies to grow beyond the nature’s capacity. In the later half of the 20th century, the notion of environmentalism emerged with the increase of environmental pollution of all sorts caused by human activities. Proposed so lutions required humans to decide what to remove from and what to restore in the environment and make regulations accordingly. Much of the human perception about science is shaped by the results of lab experiments that are mere imitations of reality and can not imitate the context in which things happen in the nature.

Ethical Egoism Essay Example | Topics and Well Written Essays - 500 words

Ethical Egoism - Essay Example Single Stop is a non-profit organization that helps students in various ways. Services offered in this organization include benefits screening, financial counseling, tax preparation services, legal assistance, and referral services. My service involved making appt for students that qualified for some benefits, passing fliers around the college, and I also worked in the file room and in the front desk. Doing service has numerous benefits. It presents a platform for individuals to socialize and as well make lasting relationships with others, learn and acquire a range of skills and knowledge, gain experience in a range of fields, acquire the ability to work in teams, learn novels ways of ensuring motivation in the workplace, and also have a clear understanding on various problems that affect members of the community. In my service, I was able to achieve all these benefits. There are also costs incurred by an individual in the course of doing service. Engaging too much personal time in doing service leaves little time for an individual to conduct other things of benefit. Spending a lot of time helping others also means that one does not have enough time to do quality work in order to earn a living. According to Shafer-Landau, "Ethical Egoism is the idea that each person ought to pursue his or her own self-interest exclusively" (194). Additionally, Shafer-Landau asserts that "Regardless of how we do behave, ethical egoism says we have no moral duty except to do what is best for ourselves" (194). This notion denotes the fact that individuals are not adequately equipped to address the problems other people are facing. It is difficult to comprehend the desires of other people as well as their individual needs hence it is only right to do what one understand best, and this being focusing on oneself. In the ethical egoism perspective, my service is morally wrong as it does not pursue my own self interests. However, I do not

Abraham Lincoln' Political Religion Essay Example | Topics and Well Written Essays - 2000 words

Abraham Lincoln' Political Religion - Essay Example Even though Lincoln never proved himself to be an ardent abolitionist he strongly protested against the extension of slavery to other territories. He emphasized the concept of self-government and strongly believed that the Founders of the Constitution foresaw the abolition of slavery in America in the long run. Lincoln makes it clear that even though the Declaration of Independence was formed by the representatives of thirteen States of the confederacy out of which twelve were slaveholding communities they made provisions in the Constitution to the abolition of slave trade in the long run. However, unlike the abolitionists Lincoln sought to address the issue of slavery within the limits of the Constitution and later his speeches and presidential debates explicitly reinforce his anti-slavery sentiments. This paper seeks to explore Guelzo’s argument that the Declaration of Independence formed the Scripture of Lincoln’s political religion and in doing so the paper also sho ws how Lincoln has accommodated his political ideologies with the Constitution that binds the Union together. In his 1854 campaign one can find Lincoln upholding the constitution, the Union and the good will of the Founders. He makes it clear that the Founders were always against slavery and they took special efforts to stop the spread of slavery into the Old Northwest Territory. For him, the Founders â€Å"could not avoid the unpleasant fact that slavery already existed in the Southern states of the Union, but they had regarded its existence as an anomaly and they tolerated its continuation there as an â€Å"argument of necessity† for establishing the national Union† (Guelzo 185-86). Lincoln also goes on to purport that even Missouri winning the administration as a slave state in 1820 and its slave status was only a concession aimed at further spreading slavery into the West. One can also find Lincoln repudiating Douglas’s arguments in favor of the doctrine of self-government and popular sovereignty. While Douglas justified the Kansas–Nebraska Act of 1854 that allowed settlers in the territories to determine through Popular Sovereignty whether they would allow slavery within each territory, Lincoln was well aware of the dangers of Kansas-Nebraska. Douglas was of the opinion that â€Å"slavery had to be given its chance in the territories because it was the right of free settlers to exercise their popular sovereignty in choosing their own kind of government† (Guelzo 186) whereas Lincoln argued that popular sovereignty would subvert the principle of self-government as this would offer a choice for slavery. During his 1859 campaign speeches in the Ohio, Indiana, and Wisconsin Lincoln repeatedly asserted that the even though the Founders sought to restrain the spread of slavery in the territories Douglas and Kansas-Nebraska had wrecked that bargain by trying to extend slavery across the nation. While Douglas argued that popular sovereignty would enable territories to refuse slavery Lincoln held that slavery could never cease to exist unless and until it is prohibited by law. He also observed that in such territories and states where â€Å"slavery was not prohibited, it was established† and the Northerners were kept free due to the â€Å"explicit congressional legislation embodied in the Northwest Ordinance, banning the extension of slavery† rather than by the logic of popular sovereignty (Guelzo 230). Similarly, Lincoln regarded slavery as a total destruction of self-government. For him, the white man not only governs himself in self-government but also displays despotism by governing the blacks. Thus, Lincoln made

In finance, risk is best judged in a portfolio context. Is this true Essay - 1

In finance, risk is best judged in a portfolio context. Is this true Why - Essay Example in the capital as well as money market in different countries. The whole process is done by the finance manager of the concerned investing companies. The need for the investment market globally generated from the very advent of the securities market and the developments in the line of market participation in the stock exchanges and hence market volumes. These had a cumulative impact on the volatility in the securities market which ultimately gave rise to the need of the technical analysis tool in the hands of the experts to crack the investment market movements (Correia, 2007, p.154). The need for the understanding of the market trends came primary to the fundamental analysis of the companies and this gave rise to the need for qualified and expert personnel to act as investment bankers in the hands of large asset management companies and investment banking sector. Here this study is based on different types of tools and techniques of investment management like risk and return, CAPM m odel, WACC Model, capital structure, option etc. Risk and Return The terminology â€Å"risk† is mainly used for the investment which indicates the difference between the actual return and the expected return of the investment (Kieso, 2010, p.97). On the other side, return on the investment indicates the earring from investment which can be treated as a reward of risk bearing. So, this tool indicates the gain and loss on the investment from the investment within certain time period. Portfolio Theory The fundamental of the portfolio theory indicates to diversify different types of securities in to different types of risk for the purpose to minimise the risk factor. In 1952, Harry Markowitz introduced the idea of diversification. So this theorem was mainly introduced for the purpose of maximising the return i.e. wealth of the investors. International diversification indicates diversification of the various investment strategies decided on, by the finance managers of the investme nt company. It relates to the investment decision made by the finance manager in different securities of different markets, thereby, enabling the investment bank to reap the benefits of investing in different markets. Since, the foreign exchange market operates 24 hours in a day, investing in different markets will ensure maximum returns to the portfolio by taking the advantage of the variance in the currency value in different markets. Currency trading is an important strategy that most of the finance manager adopts for maximizing the portfolio value. Diversification in the portfolio will help in eliminating risk to a great extent, since policies adopted in a country might affect the stock market of a country but might not affect the stock market of another country. Capital Asset Pricing Model (CAPM) Capital asset pricing model is an important technique to know the actual position of the particular assets (securities, bonds, share etc.). International capital asset pricing model is the extended vision of CAPM, used when the investment companies are going to invest internationally. The extract of this model employed to stand the statement â€Å"For reducing the risk the investors should invest in the internationally diverse portfolio†. For example mutual fund can be used as a good diverse portfolio for the investors, who have less capability. The great economist William Sharpe developed the CAPM model for the first time. The key feature of this model is to calculate the risk attached with the investment and highlights

Marketing report Essay Example | Topics and Well Written Essays - 2250 words

Marketing report - Essay Example This strategy, attributed mostly to Ford Chairman Alan Mullaly, provided the firm the necessary resources to develop a very conscious and deliberate branding strategy. The continuous marketing and development of Ford Focus- one of the leading international brands of the firm shall therefore be viewed from the perspective of this new change in focus and the approach. (Daye & VanAuken, 2010). The current brand management program for the car is mostly focused on exploring the brand name of the Ford itself as well as the new and renewed strategy of managing only those brands which can be successfully marketed. The new paradigm in Ford therefore is based upon successfully managing the existing brands by cutting down those brands which cannot be successfully marketed. This report will discuss critically the current brand management techniques adapted for this brand besides performing the external environment assessment and how the firm can actually improve its CRM as well as MKIS for this brand. Ford Focus- a brief Review Ford Focus is one of the most successful brands of Ford which is being successfully marketed all over the world under the same name. ... It is also important to note that the Focus is priced reasonably however, it is still considered as one of the luxury brands aimed at consumers who are willing to afford high priced luxury cars. Due to this market segmentation strategy, Ford has been able to consistently market this product across the different markets with relative success. One of the key aspects of the overall brand strategy for this brand is the deliberate strategy for not rolling out the different brand extensions. It is generally believed that the brand extensions in automobile industry tend to weaken the existing brands and it is therefore critical that the automobile firms must engage into the practice of brand consolidation in order to ensure that the existing brands continue to perform and develop into leading market brands.(Lambin, Chumpitaz, & Schuiling, 2007). Current Brand Management Program As discussed above that the Ford has adapted a deliberate strategy of managing its current brands by discarding th ose brands which are hard to sell and manage. Due to financial crisis, most of the automobile firms faced significant financial constraints and reverted to further rationalize their product lines in order to become more efficient and effective in managing only those brands which can be successfully marketed. An effective branding strategy requires the successful leveraging of the power of the brand in order to cover the market more effectively. (Aaker, 2002) In order to effectively understand and critically analyse the current branding strategy for the Ford Focus will suggest that it is a sub-brand of the Ford itself. Given the market power of Ford as well as its overall market reputation, Ford Focus therefore tends to thrive on the strong brand image of Ford itself.

In finance, risk is best judged in a portfolio context. Is this true Essay - 1

In finance, risk is best judged in a portfolio context. Is this true Why - Essay Example in the capital as well as money market in different countries. The whole process is done by the finance manager of the concerned investing companies. The need for the investment market globally generated from the very advent of the securities market and the developments in the line of market participation in the stock exchanges and hence market volumes. These had a cumulative impact on the volatility in the securities market which ultimately gave rise to the need of the technical analysis tool in the hands of the experts to crack the investment market movements (Correia, 2007, p.154). The need for the understanding of the market trends came primary to the fundamental analysis of the companies and this gave rise to the need for qualified and expert personnel to act as investment bankers in the hands of large asset management companies and investment banking sector. Here this study is based on different types of tools and techniques of investment management like risk and return, CAPM m odel, WACC Model, capital structure, option etc. Risk and Return The terminology â€Å"risk† is mainly used for the investment which indicates the difference between the actual return and the expected return of the investment (Kieso, 2010, p.97). On the other side, return on the investment indicates the earring from investment which can be treated as a reward of risk bearing. So, this tool indicates the gain and loss on the investment from the investment within certain time period. Portfolio Theory The fundamental of the portfolio theory indicates to diversify different types of securities in to different types of risk for the purpose to minimise the risk factor. In 1952, Harry Markowitz introduced the idea of diversification. So this theorem was mainly introduced for the purpose of maximising the return i.e. wealth of the investors. International diversification indicates diversification of the various investment strategies decided on, by the finance managers of the investme nt company. It relates to the investment decision made by the finance manager in different securities of different markets, thereby, enabling the investment bank to reap the benefits of investing in different markets. Since, the foreign exchange market operates 24 hours in a day, investing in different markets will ensure maximum returns to the portfolio by taking the advantage of the variance in the currency value in different markets. Currency trading is an important strategy that most of the finance manager adopts for maximizing the portfolio value. Diversification in the portfolio will help in eliminating risk to a great extent, since policies adopted in a country might affect the stock market of a country but might not affect the stock market of another country. Capital Asset Pricing Model (CAPM) Capital asset pricing model is an important technique to know the actual position of the particular assets (securities, bonds, share etc.). International capital asset pricing model is the extended vision of CAPM, used when the investment companies are going to invest internationally. The extract of this model employed to stand the statement â€Å"For reducing the risk the investors should invest in the internationally diverse portfolio†. For example mutual fund can be used as a good diverse portfolio for the investors, who have less capability. The great economist William Sharpe developed the CAPM model for the first time. The key feature of this model is to calculate the risk attached with the investment and highlights