Impact Of Teaching Methods On Student Satisfaction

Impact Of Teaching Methods On Student Satisfaction The purpose of the study is to determine the impact of teaching methods on Student satisfaction. The aim of the research is to identify the techniques that hold great importance and are effective for teachers today when it comes to changing their teaching methodologies and techniques in order to make the students keener towards learning and hence, enhancing their satisfactions in this regard. We will use the survey method to conduct our research mainly consisting of structured questionnaires given to the respondents. Linear Regression Method would be used for analysis. Our population is Students of IBA Lahore. Our research would help to identify those methods that can have a great influence on the satisfaction of todays students. Introduction In this research, we intend to find if there is really an impact of different teaching methods on students satisfaction or not. Institutions now a days are focusing more on using variety of teaching methods to enhance the interest of students in class which ultimately results in increased student satisfaction. Our research would try to find out what methods if any, exist, that may result in enhancing the satisfaction level of students. Several factors affect this satisfaction. This research holds great important since we all know the fact that as a satisfied customer is highly important for any organization. Similarly, a satisfied student deems to have a great worth for an educational institution. We will first define Teaching methods(Palmer, Parker,(n.d)) itself as: A mechanism that comprises of different principles and techniques used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or a combination of the above. The choice of an appropriate teaching method depends largely on the information being taught plus the skills of the perspective teacher who has the responsibility of guiding students in that particular area. It may also be influenced by the aptitude and enthusiasm of the student.So, we can infer from the definition of variety of teaching methods (Brandt, R.S., Meek, A. (Eds.,1990): Discovery of new ideas and concepts of teaching in accordance to the methods and techniques of the changing world rather than just relying on only one source of information(e.g. Textbooks only); and to improve the learning of the students by creating interest in the subject and the curiosity to learn; and developing the creativity in the students within themselves. And most importantly to make the student understand that how the knowledge being taught in the class stand up in the real world. Student motivation is quite important to student learning and satisfaction. This motivation can be intrinsic (from within) or extrinsic. Highly motivated students tend to try harder and achieve better educational results (Brewer Burgess, 2005). Highly motivated students also tend to be more satisfied with their education (Jones, 2008; Roebkin, 2007). Student satisfaction is important because it serves as a common measure of the performance of instructors and universities and to some extent, as a measure of student adjustment or success (Jones, 2008). It may also contribute to student retention (Suhre, Jansen, Harskamp,2007). Furthermore, psychologists have found that students will feel satisfied when they would aquire knowledge; develop useful skills which would result in their enhanced self confidence. For example, Aitken (1982) found that academic performance is one of the most important factors in determining satisfaction, and Pike (1991) concludes that satisfaction exerts greater influence on grades than academic performance on satisfaction. According to Bandura [1977] and Schunk [1991], learners use self-regulatory attributes to control their personal learning processes and self-efficacy influences choice, efforts, and volition. Successful students seem to have an ability to motivate themselves to complete a task, while the less successful ones have difficulty in developing self-motivational skills (Dembo Eaton, 2000) Literature review Students are the customers of the university and like any other organization; it is the responsibility of the university to satisfy its customers. It is obvious that student satisfaction for any university holds immense value for the students and the providers. Some universities routinely measure satisfaction while some not. Additionally, most of zthose measurements are not used for marketing planning, evaluation and controlling (Piercy, 1995). According to Elliott Shin (2002, p. 197) focusing on student satisfaction not only enables universities to re-engineer their organizations to adapt to student needs, but also allows them to develop a system for continuous monitoring of how effectively they meet student needs. So, student satisfaction is important for the development of a culture of continuous quality improvement. In the present research, the impact of teaching methods on the satisfaction level of students will be investigated. It will be hypnotized that different teaching met hods bring different level of changes in the students overall satisfaction. We have sought down different teaching methods that may have an everlasting impact on the satisfaction of students. We would be considering these four methods: Class Discussions, Activities (Within and Outside the Class), Usage of Multimedia, Case studies. There are also certain characteristics associated with this satisfaction and the overall education experience. They can be best illustrated by the help of the following figure 1: Figure 1(http://outcomes.ceiss.org/Publications) The concept of Student Satisfaction is adapted from Herzberg theory of Motivation-Hygiene (Two Factor Theory); and it has the following dimensions which include: Achievement, Responsibility and Growth of students. To see the most important aspect of student satisfaction affected by teachers use of various teaching methods. To understand the impact of student satisfaction on student performance and in the end the performance of the whole educational institution. To improve the creative learning skills of the students in IBA, Lahore. Classroom Discussions: In a research article by Leda Nath and Lawrence Anderson (2007), the effects of a classroom discussion technique on student satisfaction were studied. Results revealed that when classroom discussion technique was used, the students in that class were found to be significantly more satisfied than students in the class where the technique was not used. Studies conducted over time(Davidson), (Slavin), (Webb) have revealed that classroom discussion has been observed as a positive way of learning. Goodman said that discussion in the classroom helps teach students about cultural diversity. This mainly happens because students in any class belong to diverse backgrounds. This helps them in knowing what sorts of cultures exist and enables them to understand the aspects told by fellows belonging to different cultures. (Burchfield, 1999) argue that discussion in the classroom is important enough that it should be portrayed to students as a critical element in success. VanDeWeghe (2005) argues t hat discussion plays a critical role in students literacy development. Voelkls (1995) found that participation in discussion is closely linked to course grades, a variable related to student satisfaction. Others (Hutchinson Beadle, 1992) have found that students who did not participate in discussions in class were at a disadvantage relative to those who did. Anderson (2007) states that student satisfaction is not only based on the teaching methods but there are several other factors such as independence of expressing the ideas and their thoughts. It will help in building or decreasing the satisfaction level of a student. Activities (Within and Outside the Class) Various activities if conducted within the class and outside do lead to enhanced satisfaction because they increase the exposure of the students. It is quite natural that when students would feel the sense of achieving newer things, they would automatically be motivated to take part because they would be having a feeling of becoming more knowledgeable and practical and that is what the modern world expects us to be. Activities within the classroom would mean presenting students with various issues and ideas and then seeing how every individual student or groups of students perform regarding the issue. Outside the class activities would be diverse, ranging from educational trips to educational surveys. All activities would in one way or the other help the students experiencing new arenas of knowledge leading to increased satisfaction.(Hoyt, 1999). Usage of Multimedia Due to the impact and influence of information technology on society and education, computer-assisted teaching is becoming the trend in modern teaching. These days, teachers are trying to create interest in their lectures through the usage of multimedia while delivering their lectures. This enables the teacher to carry techniques such as simulations, videos, slide shows with interest generating colours and backgrounds, different animationswhile using the multimedia. How ever it makes student sleepy when they dont have to take notes. Case Study: Another useful technique which can lead to students being satisfied and in turn achieving excellent results is to provide them with case studies. Case studies are one way to provide the students with detailed knowledge about any certain issue. Students when told about the facts of those subjects which hold great importance and interest in their lives are very keen to know about them in detail and this detail is communicated to them via case studies. Sometimes, students are even asked to prepare case studies about certain areas themselves. This makes them search for every bit and detail to prepare a comprehensive case study. As preeminent case study teacher C. Roland Christensen(1987) points out in his analysis of case discussion, student involvement develops on at least three distinct levels: At the first level, students explore a problem by sorting out relevant facts, developing logical conclusions, and presenting them to fellow students and the instructor. The students discuss someone elses problem; their role I that of the commentator-observer in a traditional academic sense (Christensen, 1987). On the second level, students can be assigned roles in the case, and take on perspectives that require them to argue for specific action from a characters point of view, given their interests and knowledge. Finally, on the third level, students will take the initiative to become fully involved, so that topics are no longer treated as abstract ideas, but become central to the students sense of self. (TEACHING, 1994) According to the article written by John Foran (1997), a professor of sociology, the case method is a student-centred, highly-interactive pedagogy that changes the classroom process.He himself changed his teaching method from traditional lectures to case studies. He wrote in his article that he aimed to encourage debate and the developmentof critical skills in his students. For this, he adopted the use of case studies in teaching and has been see the changes in students that he aimed for. He also mentioned that: Class discussion of cases is intimidating to some students, and working in a group is unfamiliar to many, as well. Students were learning to work with each other in groups. This learning was again of great importance for a student and increases his level of satisfaction. It is valuable for a student to feel a positive change in him in the form of improved analytical skills and discussion with justification. This increased satisfaction improves the performance of student in the class. The Research Paradigm Research paradigm is the framework for thinking or a school of thought about how research ought to be conducted. There are different issues a researcher encounters while deciding the research methodology, some of the dichotomies are: Positivist versus Interpretive Quantitative versus Qualitative Induction and Deduction Experimental versus Non Experimental This descriptive study on impact of teaching methods on student satisfaction can be safely regarded as following positivist, quantitative, deductive and non-experimental research paradigm. According to positivist research paradigm, the truth the researcher is aiming at has to be understood within a framework of principles and assumptions of science. This paradigm is used when variables related to the research can be identified and isolated. In our study, we identified the variables from the literature review and based on that, we proceeded to find out whether they hold true for the selected sample. It is because in the light of previous researches conducted, we came out to the conclusion that different teaching methods have an impact on student satisfaction. These methods fall under the category of conceptual learning. The data collected through our questionnaire is numeric. We will use the descriptive statistics in order to analyze the data. Hence, quantitative research paradigm hol ds true for our study. It is a non-experimental research because environment is not being controlled by the researchers. Research Objectives: The aim of this study is to determine the effectiveness of using a variety of teaching methods on the satisfaction level of students studying at IBA, Lahore. We intend to find if there is an impact of different teaching methods on students satisfaction or not. Institutions, now a days are focusing more on using variety of teaching methods to enhance the interest of students in class which ultimately results in increased student satisfaction. In defining the objectives of the study, our assumption regarding various teaching methods include: case study method, class discussion, activities and use of multi-media. A careful review of the research question led to the development of the research objectives stated as: To find the preference between conventional and conceptual mode of teaching. To find the most effective teaching method in terms of student satisfaction. To find the level of effectiveness against each teaching method. To find the most important aspects of student satisfaction achieved through various teaching methods. To find the most enhanced skill by the use of various teaching methods. Primarily we are testing if conventional and conceptual teaching methods have same impact on student satisfaction or not. In this test, we will further explore the extent to which variety of teaching methods affects the satisfaction of students. Each teaching method is further tested on account of its effectiveness. The various teaching methods discussed establish and enhances certain aspects of student satisfaction. Each of the method is rated against each aspect to know the most affected one. We have divided the skills of students into three broad categories, i.e. analytical skills, social skills and communication skills. The most enhanced skill because of the use of the various teaching methods is identified against each method. Hypothesis of Our Study: Ho: Conventional and conceptual teaching methods has same effectiveness on the student learning H1 : Conventional and conceptual teaching methods have different effectiveness on the student learning H0: There is no difference in BBA, MBA and Pgd and MBA executive students opinion regarding the conceptual teaching method effectiveness. H1: There is a different in the BBA, MBA and Pgd and MBA executive students opinion regarding the conceptual teaching method effectiveness Ho:Use of various teaching methods will have no impact on development of various skill H1: :Use of various teaching methods will have an impact on development of various skills We have defined the variables as follows: Name of variable Type of variable Various Teaching methods Independent Student Satisfaction Dependent Methodology: The Constructs to measure student satisfaction are achievement, responsibility and work commitment of the student. Our assumption regarding various teaching methods include: case study method, class discussion, activities and use of multi media. Use of multi-media Student satisfaction Various Teaching Methods Case Study Activities Class DiscussionConceptual Framework Research Methodology: In our research we have used the Survey method as our research design; the survey will be conducted through questionnaires; and the respondents of the study will be the students of IBA. We will use probability sampling to select our sample from the population in order to make it a true representative of the population. Methods of Procedure: We have used the Survey method to conduct our study. Survey will be based on Structured Questionnaire which will include close ended questions. The data from the respondents will be collected by Likert Scale because we have to measure construct (students responsibility, growth and achievement); and qualitative information is needed to be transformed into quantitative data, As we are finding the perception of the student regarding various teaching method that can effect their level satisfaction. The SPSS will be used to analyse the information collected through the questionnaire. Respondents of the research will be the students of IBA Lahore. Sample Size and Description: Study Population: Students of IBA, Lahore. Sampling Frame: List of all the students studying in all the disciplines of IBA, Lahore. Sample Size: Expected respondents of our study are 30. Sampling Technique: The sampling will be based on probability sampling as we are having the sampling frame. Multi-stage cluster Sampling technique will be followed to divide the various disciplines of IBA into clusters; and then we will choose the respondents randomly from these clusters. There will be three clusters namely Pgd and MBA executive, BBA and MBA. A sample size of 10 respondents from each cluster will be selected. Data will be largely collected through questionnaire survey; Sample size will be 30, as per the project requirement. Sampling technique will be: Quota based on various degree program in IBA MBA BBA Pgd and MBA executive Total Number of Subjects 10 10 10 30 Within each quota, 10 respondents will be approached for data collection. These will be randomly selected within each quota. Proposed data categories in questionnaire: Questions in the survey attempt to provide data in the following dimensions. Demographic profile Question 1 Business program profile Question 2 Preference of teaching method Question 3 Effectiveness among various teaching method Question 4,5 Finding important aspects of student satisfaction through various teaching methods Question 6 Finding most enhanced skill by use of various teaching methods Question 7 Use of various teaching methods: In this category, it will be discovered that how much a teacher is creative in use of teaching methods and how much a student prefers a teacher being creative. Such as: What type of method of teaching is used by teacher and whether student likes that method? What type of tools a teacher used as assistant for teaching? If teacher provide only bookish knowledge, whether that is enough according to view point of students? How much teacher focused on original work in assignments and projects? What value a student will achieve by the teacher providing knowledge? What types of expectations are of a teacher towards the learning of student? Whether he focuses on cramming or wants a permanent change in behaviour of student which gives him value in practical world? Student Satisfaction: The second category of questionnaire will be student satisfaction which includes the following dimensions: Achievement Responsibility Growth With the help of these dimensions, the satisfaction of students will be found out. If the Use of various teaching methods increases the achievement, responsibility and growth of student then it will be resulted in his satisfaction. Thus the students will be the main focus of our study and will be reflected in the questionnaire. Therefore in questionnaire the questions will be related to achievement, responsibility and growth such as: If teacher said to do original work in assignments, no copy paste, whether that will increase the internal value of a student? If teacher endow with creative work to do, whether that increase a sense of responsibility of a student? Conceptual work not only enhances thinking out of box but also endow to grades and scholarships. Is student agreed or not? If teacher increase technology in his teaching method, then student learning ability will increase or not? Which method of teaching student like: Conceptual system Concrete system (Conventional) So these are the proposed categories of our questionnaire through which the aim of study will be achieved: Whether Use of various teaching methods by a teacher has an impact on student satisfaction? Scheduling of Research Project: Project Stages Time Period Defining Research Problem 4days Literature Review 7days Planning a Research Design 6days Planning a Sample 5days Scheduling and Costing of Research: Project Stages Expected Time Period Cost in PRs. Gathering the Data 5days 650 Processing and Analyzing the Data 6days 150 Formulating Conclusionsand Preparing Report 5days 300 Time line : Start Fri 01-10-12 Finish Wed 10-12-12 1 Oct 12 08 Oct 12 23 Oct 12 25 Nov 12 2 Dec 12 9 Dec 12 10 Dec 12 Defining Research problem Sat 02-10-12 Wed 14-09-11 Literature review Thu 03-10-12 Fri 08-10-12 Planning a research design Mon 16-10-11 -Mon 23-10-12 Data analysis and conclusion Thu 06-11-12 Tue 11-11-12 Gathering the Data Wed 25-11-12 Tue 1-12-12 Processing and gathering of Data Wed 2-12-12 Wed 7-12-12 Formatting and completion of report Monday 09-12-12 Start Fri 01-10-12 Data Analysis: As our research is correlation in nature we have to analyze the relationship between independent and dependent variable. We will use linear regression method e.g. teachers who add creativity by use of various teaching methods, while teaching helps students in achieving something. And as a result the students are satisfied; and it can be shown by the help of graphs linear relationship. The teacher who adds creativity in his teaching by using various teaching methods will determine a positive correlation and positive regression with A resulting in S as compared to teacher who lacks creativity. Univariate Table Of Independent Variable: Various Teaching methods VARIOUS TEACHING METHODS FREQUENCY PERCENTAGE MULTIMEDIA 11 36% CASE STUDY 4 13% ACTIVITIES 9 30% CLASS DISCUSSION 6 20% TOTAL 30 100% Interpretation: Univariate Table Of Dependent Variable: Student Satisfaction DEGREE OF STUDENT SATISFACTION FREQUENCY PERCENTAGE HIGH 11 36% MEDIUM 11 36% LOW 8 28% TOTAL 30 100% Bivariate Table: Impact Of Various Teaching Methods on Student Satisfaction STUDENT SATISFACTION VARIOUS TEACHING METHODS MULTIMEDIA CASE STUDIES DISCUSSION ACTIVTIES TOTAL FREQUENCY PERCENTAGE FREQUENCY % FREQUENCY % FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE HIGH 7 64% 3 75% 5 56% 2 33% 11 36% MEDIUM 2 18% 1 25% 2 22% 1 17% 11 36% LOW 2 18% 0 0% 2 22% 3 50% 8 28% TOTAL 11 100% 4 100% 9 100% 6 100% 30 100% Data gathering and analysis: For the positivist research paradigm and quantitative approach, one of the most widely used techniques is survey questionnaire. Data from our questionnaire is self-reported and respondent completed. Variables measured in our research are: Table A1 Variables Level of Measurement Coding Gender Nominal None Business Program Nominal 1: BBA 2: MBA 3: Pgd and MBA executive Preference of Learning Mode Scale 1: Strongly Disagree 2: Disagree 3: Neutral 4: Agree 5: Strongly Agree Effectiveness of Case Study Scale 1: Highly not Effective 2: Not Effective 3: Neutral 4: Effective 5: Highly Effective Effectiveness of Class Activities Scale 1: Highly not Effective 2: Not Effective 3: Neutral 4: Effective 5: Highly Effective Effectiveness of Class Discussion Scale 1: Highly not Effective 2: Not Effective 3: Neutral 4: Effective 5: Highly Effective Effectiveness of Multimedia Scale 1: Highly not Effective 2: Not Effective 3: Neutral 4: Effective 5: Highly Effective Satisfaction through Case Study Nominal 1: Curriculum Content 2: Quality of Instruction 3: Personal Growth Satisfaction through Class Activities Nominal 1: Curriculum Content 2: Quality of Instruction 3: Personal Growth Satisfaction through Class Discussion Nominal 1: Curriculum Content 2: Quality of Instruction 3: Personal Growth Satisfaction through Multimedia Nominal 1: Curriculum Content 2: Quality of Instruction 3: Personal Growth Skills developed through Case Study Nominal 1: Analytical Skills 2: Social Skills 3: Communication Skills Skills developed through Class Activities Nominal 1: Analytical Skills 2: Social Skills 3: Communication Skills Skills developed through Class Discussion Nominal 1: Analytical Skills 2: Social Skills 3: Communication Skills Skills developed through Multimedia Nominal 1: Analytical Skills 2: Social Skills 3: Communication Skills Data preparation involves certain activities like logging the data, checking the data for accuracy, developing a database structure, entering the data into computer and data transformations. Variables and coding of the data is explained in the above table. General techniques of data transformation include accounting for missing values, scale totals, item reversals, and categorizing responses. Descriptive statistics tools are applied on the data to find out different trends and choices made by subjects. Also, pictorial presentations are made to explain the findings. SPSS has been used to derive the findings of our research. Descriptive Conceptual Methods Table-1 N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound BBA 10 15.2000 1.03280 .32660 14.4612 15.9388 14.00 17.00 MBA 10 15.3000 2.83039 .89505 13.2753 17.3247 9.00 19.00 Pgd MBA executive 10 15.7000 1.70294 .53852 14.4818 16.9182 13.00 17.00 Total 30 15.4000 1.94049 .35428 14.6754 16.1246 9.00 19.00 ANOVA Conceptual Methods Table-2 Sum of Squares Df Mean Square F Sig. Between Groups 1.400 2 .700 .175 .840 Within Groups 107.800 27 3.993 Total 109.200 29 From the above tables the mean of different Business Programs, MBA (M=15.30), BBA (M=15.20) and Pgd MBA executive (M=15.7), where as F (2) =0.175, p>0.05 which shows that there is no significant difference among the various Business Program regarding the effectiveness and satisfaction of the Conceptual Method of Teaching. Hence we will accept our null hypothesis as there exists no difference in the opinion of the student belonging to BBA, MBA and Pgd and MBA executive regarding the effectiveness of the conceptual teaching methods. Table-3 Independe

Anti-Semitism Essay -- essays research papers fc

Jews have been persecuted since the beginning of documented time. This religious group has been poked, prodded, exiled, and in recent years, massacred for their religious beliefs. This racial prejudice is called anti-Semitism. Anti-Semitism is the vicious weapon of propaganda used to break down the Jews psychologically before the armies of Germany even began to annihilate this religious group during World War Two (â€Å"anti-semitism† 47). The NAZI Party led in this mass murdering of the Jewish people. The head of the NAZI Party, Adolph Hitler, proclaimed that he was not a racist, yet killed over six million defenseless people because of their race. Hitler also declared, redundantly, in his speeches, that he did not desire World War Two. These are some of his last words: â€Å"It is not true that I, or anyone else in Germany wanted a war in 1939. It was wanted and provoked exclusively by those international statesmen who either were of Jewish origin, or worked for Jewish interests. This led to the merciless opposition to the universal poisoner of all peoples, International Jewery† (Rossel 10). As one can see, anti-Semitism could not be stopped in the era of World War Two, because Hitler outlawed any media that wasn’t showing hatred toward the Jews. The only radio broadcasts were his hate filled speeches and news reports that he approved. The only programs on television also had to be approved by Hitler or someone under him. No newspapers were allowed to say anything that, in any way, insulted a Nazi, or any other German. If any Jew was caught insulting a German, they were immediately executed or tortured until death. This fear that had been provoked by the death, starvation, and abuse of the Holocaust, was another type of propaganda brought about by the Nazis (Zeman 26). Another reason that Jews were hated was jealousy. They were believed to be God’s chosen people. Hitler took advantage of this, and used it as another opening for propaganda. Soon, the Jews were blamed for the death of Christ and said to have brought all of the pain and suffering on the world. It was said that God was punishing the Jews, and the rest of the world, for not receiving Him, and once the Jews were gone, the Garden of Eden would thrive again. This ridiculous theory was later declared unchristian by the Second Vatican Council (Roth 47). Anti-Semitism was... ...s of the Jewish people.† They did not take these books to read them, they made the people come outside and watch them burn. This was frightening because, â€Å"Wherever they burn books, they will also, in the end, burn helpless human beings.† That was said by Heinrich Heine, a survivor of one of the concentration camps in Nazi Germany (â€Å"anti-Semitism† 1). The Holocaust--the merciless massacre of over eleven million defenseless, innocent people, six million of which were Jewish--can be directly linked to the hatred and racism brought about by Nazi propaganda. The people of Germany let their minds be controlled and learned to despise the Jews. Hate is a powerful weapon that has the power to kill without mercy (Holocaust no pagination). WORKS CITED: â€Å"Anti-Semitism.† Murray, John Courtney Sr. Grolier Encyclopedia of Knowledge .1991. Roth, John K. and Berenbaum, Michael. The Holocaust Religious and Philosophical Implications. New York: Pragon House 1981. Rossel, Seymore. The Holocaust. New York: Franklin Watts, 1981. The Holocaust . Director Tad Ve’Shem. Video. Parade Video. Zeman, Z.A.B. Nazi Propaganda. London: Oxford university Press, Incorperated, 1973.

Effectiveness of your marketing plan Essay

There are a few quantifiable elements that Under Armor can use in order to evaluate, monitor and control the effectiveness of the marketing plan. One way is that a company can, is to take a look at there sales over different time periods. After looking at sales in increments of every two months or every six months, they would be able to determine the effectiveness. If it shows during certain times of the year they are saleing more then other times, and then they can see if there marketing changes helped or not. Another way that we can determine the effectiveness of the marketing plan for Under Armor is to have surveys that consumers can take. These surveys should be able to be taken online as well has when they purchase the product. This helps for the marketing team can see how consumers feel about the product. That way consumers can feel like they have some part in the product and it also helps the marketing team to make more precise changes. The more precise changes means that they can get right to the point of turning a profit and making the consumer happy. With that also being said happy consumers means loyal customers and constant profit. SWOT is also another quantifiable element that needs to be used with any company. SWOT helps to take a look at the in and outs of the marketing environment which helps to show what type of trends the Under Armor consumers are purchasing it at. SWOT is great because it looks at other marketing skills and any changes that way changes can be made as soon as possible and they can start to see better numbers or even just steady numbers. Making marketing changes always help to create more of an opportunity for a product that is trying to be sold. More opportunities mean more consumers and the better the profit. If the company is able to make changes for the better then that means that they are keeping there consumers happy and that helps with the word of mouth for the company and the products they are trying to sale. Resources: http://search.proquest.com.ezproxy.apollolibrary.com/docview/200554736?accountid=35812 McDonald, M. (2010), â€Å"A brief review of marketing accountability, and a research agenda†, Journal of Business & Industrial Marketing, Vol. 25 No. 5, pp. 383-94.

Quantum Gravity Definition and Explanation

Quantum Gravity Definition and Explanation Quantum gravity is an overall term for theories that attempt to unify gravity with the other fundamental forces of physics (which are already unified together). It generally posits a theoretical entity, a graviton, which is a virtual particle that mediates the gravitational force. This is what distinguishes quantum gravity from certain other unified field theories   although, in fairness, some theories that are typically classified as quantum gravity dont necessarily require a graviton. Whats a Graviton? The standard model of quantum mechanics (developed between 1970 and  1973) postulates that the other three fundamental forces of physics are mediated by virtual bosons. Photons mediate the electromagnetic force, W and Z bosons mediate the weak nuclear force, and gluons (such as quarks) mediate the strong nuclear force. The graviton, therefore, would mediate the gravitational force. If found, the graviton is expected to be massless (because it acts instantaneously at long distances) and have spin 2 (because gravity is a second-rank tensor field). Is Quantum Gravity Proven? The major problem in experimentally testing any theory of quantum gravity is that the energy levels required to observe the conjectures are unattainable in current laboratory experiments. Even theoretically, quantum gravity runs into serious problems. Gravitation is currently explained through the theory of general relativity, which makes very different assumptions about the universe at the macroscopic scale than those made by quantum mechanics at the microscopic scale. Attempts to combine them generally run into the renormalization problem, in which the sum of all of the forces do not cancel out and result in an infinite value. In quantum electrodynamics, this happened occasionally, but one could renormalize the mathematics to remove these issues. Such renormalization does not work in a quantum interpretation of gravity. The assumptions of quantum gravity are generally that such a theory will prove to be both simple and elegant, so many physicists attempt to work backward, predicting a theory that they feel might account for the symmetries observed in current physics and then seeing if those theories work. Some unified field theories that are classified as quantum gravity theories include: String theory / Superstring theory / M-theorySupergravityLoop quantum gravityTwistor theoryNoncommutative geometryEuclidean quantum gravityWheeler-deWitt equation Of course, its fully possible that if quantum gravity does exist, it will be neither simple nor elegant, in which case these attempts are being approached with faulty assumptions and, likely, would be inaccurate. Only time and experimentation will tell for sure. It is also possible, as some of the above theories predict, that an understanding of quantum gravity will not merely consolidate the theories, but will rather introduce a fundamentally new understanding of space and time. Edited by Anne Marie Helmenstine, Ph.D.

Lalchimiste essays

L'alchimiste essays Santiago, an Andalusian shepherd boy, has a dream about finding a treasure in the pyramids of Egypt. A gypsy woman and an old man claiming to be a mysterious king advise him to pursue it. "To realize one's destiny is a person's only obligation," the old man tells him. "And, when you want something, all the universe conspires in helping you to achieve it." With the courage of an adventurer, Santiago sells his sheep and travels to Tangiers in Africa. After a thief steals his money, Santiago takes a job with a crystal merchant who unwittingly teaches Santiago important lessons for his long journey ahead. After working at the crystal shop for a year, Santiago earns enough money to cover his losses and return home. But then something unexpected happens. On a desert caravan, Santiago meets an intriguing Englishman. The Englishman's passion for knowledge and his relentless quest to uncover the secrets of alchemy inspire Santiago to pursue his own dream of finding the treasure. As the Englishman searches for the two hundred year old alchemist who resides in the desert oasis, Santiago falls in love with a young woman, Fatima. Exposed to the greatest and eternal alchemy of allloveSantiago thinks he has found the treasure. But the greatest test of all is yet to come. With the help of the alchemist, Santiago completes the last leg of his journey dangerous and infused with discoveries of the most profound kindto find that the treasure he was looking for was waiting for him in the place where he least expected. This story, timeless and entertaining, exotic yet simple, breaks down the journey we all take to find the most meaningful treasures in our lives into steps that are at once natural and magical. It is about the faith, power, and courage we all have within us to pursue the intricate path of a Personal Legend, a path charted by the mysterious magnet of destiny but obscured by distractions. Santiago shows how along ...

Role Of The Medical Websites In The Awareness Of The Public Essay - 1

Role Of The Medical Websites In The Awareness Of The Public - Essay Example This website has considered all those factors and thus provides the email address, telephone number and even a live chat handle, where a member of the general public can directly chat with Ayuda en Vivo, who is available on weekdays at 8:30 am to 5:00 in the evening. In addition to this, there is a hotline that is toll-free and a fax number, catering for both English and Spanish speakers. This website is crucial to the general public, as far as their health is concerned. It is special since it provides information on a unique type of illness, a mental illness. Facilities providing treatment of these disorders are few; thus, there is dire need to provide enough information about their existence. This website has accurately done this by providing a mental health treatment locator, in addition to clear details of their offices and areas of specialization. The authors, who are officials in the U.S department of health and human sciences, exhaustively provide all the necessary data needed by the consumers, who are the general public. It, therefore, suffices to admit that the authors of this website are qualified to write it. The National Institute of Mental Health is the institution responsible for publishing this website, and the U.S government maintains it. The website is protected by various provisions of the U.S code. Any person in violation of this code is subject to criminal prosecution in a criminal court. To counter unauthorized attempts to add damage or change any information on the website, software programs are employed.Information from these soft wares is used in tracking down violators of the site for prosecution. The publications of NIMH are however available in the public domain. They may, therefore, be reproduced or copied without permission.

Business case study Essay Example | Topics and Well Written Essays - 750 words

Business case study - Essay Example claims that he fully intended to repay the club their money upon the sale of his next book and that the students were foolish to think that he was allowed to set up their account and not have access to it. Reasons: The law does not usually care what you intended to do after committing a crime. The law only cares whether there was an actus reus (an act) and a mens rea (intention). If you intend to commit a criminal act, you are guilty—whether or not you plan on paying back the money later, for example. B) Ann promises her nephew, Bert, that she will pay his college expenses for obtaining a Bachelor’s degree if he promises to give up his heavy smoking and heavy alcohol drinking habits. Bert agrees, totally giving up his smoking and drinking habits. He enters college and graduates with his Bachelor’s degree. At his clean and sober graduation party, Bert asks Ann to pay his college expenses as per their contract. He does boast that Ann was a fool since he was planning on giving up his smoking and drinking behavior anyhow. Ann claims she does not remember their agreement, but admits that even if she did make such an agreement, there was no valid consideration and thus no binding contract for her to pay. Bert sues her for his money. Reasons: For a contract to be valid, something must pass on both sides, either an action or a forebearance. Bert gives up his drinking and smoking, a forebearance that would qualify as consideration on his part. But Ann doesn’t do anything with regards to the contract. No consideration passes from to Bert. C) Thrifty Drug Stores purchases â€Å"Magic Window Wipes†. These are disposable towels that you take right out of the packet, wipe your dirty windows, and toss in the trash. They are supposed to make your windows squeaky clean. Over the next three months Thrifty Drug Stores sell about one third of their inventory of the wipes when the sales go completely flat. A manager of the stores asks former customers why they do not buy any