26 August 2015

Identify in detail the current target market and why they patronize use this product

The paper is about creating a new product or service for consumers. Our group chose to create a new park in Disney for customers older than 21. The park will include a swimming pool with bar and there will be a night club for the night.

My part in the paper is to do #5 in the list below which is providing 2 examples…

Please read carefully and let me know if u can do it.







Group Consumer Profile Analysis Steps

Working in your group, analyze the existing product/service, starting with understanding its existing and potential target markets.

1) Identify in detail the current target market and why they patronize use this product (remember, primarily based on benefits).

2) Identify the new target market and why the firm should pursue it. Define your chosen segment by providing a comprehensive description.
A. Demographics (age, sex, occupation, education)
B. Social/cultural
3) Teams will then conduct a focus group of at least 6 consumers in the chosen segmented market. Describe the demographics of your six interviewees.

4) Describe common consumption behaviors that would be representative of your chosen segment and explain how product/brand decision-making might take place by someone in this segment.
A. Common attitudes, values, and desires
B. Similar life transitions, likes and dislikes, and interests and hobbies
C. Self concept/personality/life style
D. Unique consumer behaviors of the chosen group

5) Provide 2 examples of ways the company/brand/store could use to target this new market segment (you may develop new media campaign ideas). Provide graphic illustrations.

6) Based on the information provided in your research, summarize your ideas by suggesting a few guidelines when the company/store marketing products or services to this market segment. Use product positioning to support your recommendations.

26 August 2015,
 0

Identify in detail the current target market and why they patronize use this product The paper is about creating a new product or service […]


26 August 2015

Movie Comparison

Format:
1. 7-10 pages; double-spaced; 12 pt. type; name in upper left hand corner.

2. Production information. Please provide name of director, studio, cinematographer, screenwriter and major actors. You can find this on-line; imdb.com. Provide this information at the beginning of the paper; list or paragraph format.

3. Summary of plot. (short; to the point; no more than 2 paragraphs following the production information).
4. Guide to thinking through and organizing the final paper
IMPORTANT: Remember…none of the characters in any film is a real person. For the purposes of our study, the narrative and each character are constructed by the organization of the film in order to (1) create an image of femininity; (2) illustrate some claim about femininity (problems, possibilities, boundaries, obligations, etc.) and/or (3) to make an argument that enforces norms, tests boundaries, transgresses them.

Your objective is not to assess which behaviors seem “real” or “true-to-life” but to analyze the definition of femininity offered by a particular film and evaluate the position it takes on the “success/rewards” or “failure/punishment” of that particular formulation using material from one of the assigned readings to support your interpretation.

As an aid to begin thinking about the paper, you may find the following questions useful. (These questions are only suggestions to start you thinking, or to help you form a thesis for your paper. They are not meant to be an outline for your paper).

What problem does the narrative propose? What is the conflict? How is at least one female character positioned in respect to the narrative problem? (Perhaps she is the problem? Holds the key to the solution? Is the “prize” at resolution?) How does the construction of the narrative itself (linear, non-linear, fragmented, etc.) reflect the problem femininity proposes as the filmmaker sees it?
How is the problem presented visually? How do the processes of cinematic construction (editing, lighting, shot/counter-shot, sound, costume, character behavior, performance) create a desirable femininity or marginalize an undesirable femininity? What does In whose “gaze” is the female character’s image held? Is there any space for her to “look back?”

Analysis/interpretation of the “meaning” of the film. What understanding of “woman” and of women’s roles does the film give? How does the narrative work to make sure that, no matter how many different “femininities” are explored, the film’s “ideal” (no matter what it is) prevails at the end? Is there any room for resistance to the film’s message by reading “against the grain?”

Research resources (IMPORTANT): Please rely only on the assigned texts in writing your paper. The only web resources you should consult are imdb.com for production information. Do not use websites to research or support any part of your paper.

!! Movies for the paper are Charulata, Vertigo, Real Women Have Curves, To Die For, and Winter's Bone.

26 August 2015,
 0

Movie Comparison Format:1. 7-10 pages; double-spaced; 12 pt. type; name in upper left hand corner. 2. Production information. Please provide name of director, studio, […]


26 August 2015

Psychology and EducationReaction on this article:

————-



The ID process is sometimes criticized for being, too focused on student assessment, I think is an unfair criticism. I think the student assessments are helpful in the way we develop and refine our ability to teach effectively with service-learning. How else can we see how effective our teaching is without giving student assessments to see how they are developing, how they are processing information and how well they are preforming new skills. If students are failing a class, or having trouble with a certain class and it is more than one student, it makes it easy for us to refine our lesson, and maybe redesign it as a whole. Their assessment are almost like our report card, shows us what is working and what is not, without that how will we know the lesson is affective.

Personally, I think the most important student assessments are projects. The teacher gives emphasis to distinctive features and also giving learners and idea what they will be able to do by the end of instruction. Having guidelines helps makes sure students are learning what they need to finish the project and achieve their and our goals for them. Projects also help give individuality and some freedom to the students with a bit of creativity. Once projects are completed we can see if they completed all guidelines and if they did the students passed the assessments and were able to independently complete them. Projects help give real world experience to students by making them think and use all the knowledge they have gained and apply it towards this goal. The teacher helps the students in understanding by providing organization and relevance this show a demonstration on learning. This also gives learners some type of satisfaction or reward from a learning experience.
In further, I think homework is a good assessment. I think this because it helps test small bits of new knowledge and builds upon that knowledge as they lessons progress. This helps gage the student and teacher on the amount of knowledge being processed and successfully give the students the skills they need. This is enhancing retention and transfer making the teacher provide varied practice to generalize the capability of the student. This helps provide feedback to student and teacher on the student’s performance.

Therefore, I would change the assessment demands on tests on students with more homework and a final project. Eliminates tests yet still test students on everything they learned by applying it all to a final project. This eliminates frequents test with homework that applies the knowledge and reduces the demands on students with a not so intimidating homework instead of intimidating tests. The less class time on test the more there is left for lecture and individual time with students on homework and projects. This also gives learners some type of satisfaction or reward from a learning experience. Courses should be designed to allow learners to share experiences; to include aids that help relate new material to current knowledge and prior experiences; to provide graphics, examples, cases, analogies, and activities; to include checkpoints; and to allow learners to be self-directed.

In conclusion, projects help give implications to instructional design by giving, professional development, and student retention. They can also help teachers evaluate the effectiveness of their own teaching.

26 August 2015,
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Psychology and EducationReaction on this article: ————- The ID process is sometimes criticized for being, too focused on student assessment, I think is an […]


26 August 2015

REACTION ON THIS ARTICLEREACTION ON THIS ARTICLE

Effective technology integration occurs when it can be seamlessly integrated in support of learning objectives. Technology should only be used if it will enhance the learning. It should not be used for the sake of using technology. Mary Beth Hertz states that technology integration “is not taught as a separate class, but [is] integrated into the classroom. It also means that students use technology to learn content and show their understanding of content, not just their expertise with a tool” (Boss, 2011). “Technology can and does help students develop all kinds of skills– from the basic to the higher-order critical thinking ones. However, for technology to be successful, teachers need to make informed choices relating to pedagogical approach, students’ needs, and learning objectives. Just as important as what technology is used, is how learning can be enhanced through technology” (Strommen and Lincoln, 1992, p. 473).

My first reaction is that technology can be integrated into the ID process during the instructional design phase or during development of assessment instruments. However, merely incorporating technology into the instruction does not necessarily mean that it will be effective for student learning. There are many instructional models, such as the ID model, that specifically relate to effective technology integration and addresses the different phases of technology integration. “Identifying these phases will help teachers and administrators assess their utilization of technology” and help in the development of effectively integrating technology (Martinez, 2013).

Incorporating one of these models alongside the ID model in order to effectively integrate technology will benefit the teachers and ultimately learners as they intentionally plan for technology integration that will best support student learning. It may seem like a lot of extra work to incorporate two different models, but some models are pretty simple and look specifically at the technology integration aspect, whereas the ID process focuses on effective instruction design. Some of the models that are suggested to use are the TIP model, SAMR, and Tiers of Technology integration, among others. I like the TIP model. It has similar phases that correspond to the ID process, but are specifically related to technology integration.

During the first phase of the TIP model, the designer determines relative advantage of technology integration. “Teachers look at their current teaching problems and identify technology-based methods that offer good solutions” (Azman, 2012). This mindset can be incorporated into the ID model by having the designer think about technology early in the Instructional design process. The designer could look for specific steps in the instructional analysis that could be supported with technology. Also, as part of evaluating the learner and context, the designer could include evaluating the learners’ prior use and familiarity with technology, as well as including their ability/ comfort and access to technology. Technology-use can also be incorporated as an assessment tool and, therefore, can be included as a part of the development of assessment instruments. Technology integration within the ID process needs to be intentional and may even benefit from having its own separate step within the ID process that guides the designer to evaluate and select appropriate technology to be used in the instruction.

I also think in order to promote effective and efficient use of technology in teaching and learning, it would be valuable within the ID process for the designer to provide a rationale for the use of specific technology tools within the lesson. The designer should be able to justify their use of the technology tool in order to demonstrate its effectiveness. This also guides the designer’s vision of the use of the specific technology tool with the students. Along with that, there needs to be a review/evaluation of the effectiveness of the technology-use with the lesson. It would be beneficial if there were some sort of guideline or rubric set ahead of time to evaluate the effectiveness of the technology integration in the lesson. The evaluation could also be used at the end of a lesson to determine if/how the technology that was used added to the students’ mastery of learning objectives. These steps are usually included in one of the technology integration models, so as I stated before, I think the best solution would be to use a technology integration model in conjunction with the ID model. The first step should be to think about technology integration early in the ID process. Then once a technology tool has been selected, the designer should use one of the effective technology integration models to help “deliver effective professional development for integrating technology in the classroom” alongside the ID process (Martinez, 2013). That way the technology integration model focuses on the effectiveness of the technology tool in support of students’ learning, while the ID model focuses on the instructional design as a whole including the determination of objectives from a needs analysis and evaluation of the effectiveness of instruction to meet those objectives.

Azman, M. (2012). Foundations of Effective Technology Integration Models: Theory and Practice. prezi.com. Retrieved April 27, 2014, from http://prezi.com/3os_pii7-c96/foundations-of-effective-technology-integration-models-theory-and-practice/

Boss, S. (2011, September 7). Technology Integration: What Experts Say. Retrieved February 18, 2014, from http://www.edutopia.org/technology-integration-experts

Martinez, M. (2013). Models for Effective Technology Integration. Education World:. Retrieved April 27, 2014, from http://www.educationworld.com/a_tech/technology-integration-classroom-school-phases-stages.shtml

Strommen, Erik F. & Lincoln, Bruce. (1992, August). Constructivism, technology, and the future of classroom learning. Education and Urban Society, 24, 466-476.

26 August 2015,
 0

REACTION ON THIS ARTICLEREACTION ON THIS ARTICLE Effective technology integration occurs when it can be seamlessly integrated in support of learning objectives. Technology should […]


26 August 2015

Impact Energy AbsorptionDescription: Energy absorption in a porous nanostructured material will be evaluated under impact to evacuate center of gravity acceleration of an object.

What to do?
Write a research paper about Energy Absorption.

Make sure to talk about:
1.Energy Absorption Density, J/〖cm〗^3
2.Specific Energy Absorption, J/g
3.Methodologies for characterization of energy absorption for metals, polymers, and foam.
4.Summarize energy absorption results for all materials (metals, polymers, and foam). Plot Ashby diagram.
5.Summarize where the materials are needed, how and why.
Have lots of references. Lots!!!

26 August 2015,
 0

Impact Energy AbsorptionDescription: Energy absorption in a porous nanostructured material will be evaluated under impact to evacuate center of gravity acceleration of an object. […]


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