Existing and Possible Generation Model Essay Example | Topics and Well Written Essays - 2000 words

Existing and Possible Generation Model - Essay Example The paper tells that the first generation which was put into use from the 1950s to mid-1960s and it focused on technological push. This was aimed at swift industrial growth and new technological prospects. The second generation innovation was popular in the mid-1960s to late 1970s. This generation focused on the existing technologies and used them to develop a new brand of products. It took advantage of the balance in the supply and demand chain. The pull on the market was exploited by the highly efficient companies, more like a survival of the fittest analogy. In the early 1970s to mid-1980s, the third generation came into focus. It is known as the coupling model because it integrated the technological push and market pull generations. Companies had to adopt new strategies that involved rationalization and consolidation.5 The fourth generation brought about an emphasis on manufacturing strategies. Manufacturing companies formed alliances and this shortened product life-cycles in the market. It was rampant in the period of early 1980s to early 1990s and was branded, the integrated model. The fifth generation model was a target for survival in the market. Companies focused on flexibility and adaptability to changing times. It was the adopted from the mid-1990s. The companies had to be more competitive so as to keep up with the industrial revolution, fast innovation was, therefore, an arsenal that top companies possessed. The models stated above came with their pros and cons. A ‘one size fits all’ strategy is yet to be innovated. Like all great ideas, the business management novelties followed certain procedures before implementation: the idea generation, concept development, evaluation, selection and ultimately the actualization of the concept through implementation. Innovation can be described as a technological push (like in the case of the first generation strategy) or a market pull (like in the case of the second generation strategy) or a combin ation of both which outdoes the individual strategies. The researcher would, however, adopt a network approach type of model where innovation is approached simultaneously from an internal and external aspect.

Methods of Personnel Development Essay Example for Free

Methods of Personnel Development Essay 1. Introduction Successful personnel development is necessary to help and organization to acquire a competitive edge in the market. A well trained and competent workforce and help and organization cut a competitive edge in the market which the competing organizations may find hard to replicate the long run.   Efficient methods of personnel development are necessary for the success of the organization. Personnel have become an important concern for all managers in all industry.   This has been promoted by the problems which have been experienced in hiring of personnel who can meet the required standards to deliver the needed services.    The current strategic human resource management has recognized employees as the most important asset that an organization has. In this regard it has become of paramount important for organization to carry out effective staff development programs which are likely to meet the required work standards.   There has been increasing for the organization to carry out effective individual training programs which will meet the demands of their customers.   When most organization have been emphasizing for the downsizing of their employee, it has become important for them to ensure that it effective training programs which will ensure there is overall growth. (Consulting, 2000) For an organization to ensure that there is effective growth of its workforce, employee training and development has become a priority rather than an option.   There are many organizations which have been carrying out training programs but which have not resulted to the required results.   Training and development  Ã‚   is usually an integral and an expensive part of the human resource department and therefore there should be all efforts aimed at ensuring that there is overall success of the exercise. Effective training and development programs are necessary in order to ensure that there is overall growth of the worker. The most important factor that can help the organization to carryout effective personnel development is to understand the goals of the organization and therefore work to achieve these goals.   The organization goal will assist the organization to come up with effective design and implementation of the organization. Efficient personnel development program are therefore necessary to ensure that the organization cuts a competitive edge in the market. (Jenning, 1996) 2. Success factors for training There are important factors in the overall development process that must be taken into consideration to have effective personnel development. The most important factor that the organizations need to realise in the design and implementation of personnel development is the mission and vision of the organization. This will help the management to become committed to the overall process of personnel development in the most efficient way.   The company should also evaluate the relative risk of exposure which is presented by the compliance requirement and therefore use this as an effective way of prioritizing the needs for planning training.   The management will also involve the key line representatives in order to design and implement train interventions. This means that training should be viewed as a way of helping the organization to remain competitive and not as a necessary evil.   The management should also be keep away of the focus of the training activities and the role  Ã‚   that the activities are intended to achieve and help the organization to achieve in its overall objectives. (Bowie and Jordan, 2001) There are important characteristic which are used to identify a successful training program.   The following are the common characteristics of a successful training in an organization;  · There should be a clear understating of the goals of the organization and the needs of all the line managers for training and development.   This means that   the training programs will be based on these key strategies which are likely to support the   goal of the organization  · There should be involvement of the key line personnel in the selection, design and the scheduling of training.  · The style for delivering the training program must focus on the adult learning concepts  Ã‚   including the relevant content of the course.  · The training activities should be seen as an integral part of the overall training place for the organization and not an individual or a one time event that will come and go.  · There should be a high accountability for the result which will justify the purpose for training.   There should be effective evaluation, measurement and a well organization reporting of the results of training.  · There should be frequent communication between the organization management and the person who are overseeing training program. This will ensure that there is overall support for the training programs and the enforcement of the training values. 3. In house vs. Third party training There are two broad methods which are used to deliver training programs.   These include the in-house training and the third party training program.   The organization is likely to choose the most efficient method that will ensure that there is delivery of the most efficient training program. In-house training will involve when an organization uses the instructor who are a part of the organization.   This employs will also be trained as they continue with their work which means there will less loss of time and the productivity for the organization will not be affected. However this method is likely to result to low employee expectation from the training program since they are likely to learn what they have been practicing. (Rouda and Kusy, 2005) The third party training take place when and organization brings in an extern expert. External experts are likely to come with new experience for the organization which will reinforce the development of the workforce.   Under this method the organization can also decide to take its staff for an external training program which will take place outside the organization.   This method is likely to be more effective since the staff will be expecting to learn new things from what they have been practicing in the organization. In the course of training there are different ways that can be used by the organization to source for training materials.   The organization can develop its own materials in the organization which will be in-house material development. The organizations can also source for material outside through purchase or leasing.  Ã‚   When the organization hires third party to come and training the staff, the conditions for hiring can also be that the third party will be expected to come with training materials. In order to select the best combination for the trainer and the program, the organization should be important consideration including the experience, time for development of the program, resources available, the money available for the program and the cost of the options, the expected quality, the training needs for the organization and the credibility of the method that will be used. 4. Program design The program design describes the way the overall training program will be planned.   Program design consist of   important   aspect of the training   including the conduction of the needs analysis for the   company, the prioritizing o the need in the training place, definition of the   course objectives to match the   training needs, and the selection of   the training formats that will be used in the   training program. a) Need analysis A need analysis is carried out in order to identify the  Ã‚   area in which the organization needs to carry out training.   The need analysis is the first step in determine the whole training program. The need analysis should be carried out comprehensively in order to understand the specific area under in which the training will emphasize. Usually a need analysis will come up with a long list of needs that the organization will have to look at. In need analyses there are three types of data that the trainer will have to collect. The pre-training behaviour will give the knowledge that the trainees have. The post training behaviour will give the expectation from the training that the organization wants to achieve through training.   The workplace reinforcement and constraints will give the factors for the job which can help or hinder the trainees in applying what they will have learned. (Jenning, 1996) b)    Course objectives This should identify the specific objectives that the training will achieve. Identification of the course objective is likely to increase the effectiveness of training and evaluation of needs assessment.   Basically three types of course objectives will have to be looked at. These include the planning objectives, the process objectives and the learning objectives.   This will help in the formatting of the training. c)    Training format There are different formats that can be used to deliver training.   The best format that an organization can choose is the one which will create a setting an environment which is most conducive to learn.   The format has to be flexible.   There are formal and informal training formats Informal training format will include format like one on one tutoring which   can be teem consuming but very effective,   use groups, discussion groups and   newsletters.   On the other hand formal training formats include formats like classroom training like lectures or demonstration, video or audio, computer based trailing, satellite training, teleconferencing, use of simulations, use of manuals, and on   job training.   The formal training methods have become most common used in organisational training since they are more effective and have been supported by the emerging technologies. (Consulting, 2000) d)    Program delivery This is the most important part in the training process. The way the training will be delivered is important in determining how it will be effective to achieve the goals of the training.   Delivery of training should be based on principle of adult learning since most of the employees who undergo training are adults.   There sold a proven adults-instructions practices rather than the traditional classroom delivery method which is likely to compromise the quality of training. e)    E-learning With the increased use of technology in the world, e-learning is also rising to be an important factor in the training programs. E-learning involves the process of delivering learning through the use of person computer. It is widely used in education institution but it is also fining it place in the employee training programs. In employee training e-learning has been providing an effective time saving method of learning as compared to other methods.   It is also easy to carry training from any part of the world can therefore can be used when an organisation choose third party training. However it is expensive since al the employees will need to have a computer. 5. How adults learn According to the learning theories, it has been shown that adults learn different from how children learn.   Unlike children, adults are likely to relate what they hear to their experience and the knowledge they have gathered over time.   Adults are also good listeners and will digest what they are listen.   This means that when training adults, one need to have all the facts to their fingers and ensure that they are correct as challenge can arise at any one time. (Consulting, 2000) According to the adult learning theories there are important factor that have to be considered when teaching them.   First it should be understood that adults are less interested in the overview, they are more interested in what they are learning. They need to be given examples which can help them to relate what they are learning with their real experience. Since they are more critical on what is delivery any information that is likely to contradict what they know should be delivered slowly and in an efficient manner. The training should assist them to make connections with what they already know.   The pace of training should also be suited for their mind. Fast training may prove difficult for them while a too slow training is boring.   The training should avoid trial and error ventures and should reinforce the learnt concept in their real life example. (Jenning, 1996) a)    Designing training experience for adults There are important principal that the trainers must consider when planning adult learning.   The structure of the workshop should take to consideration that adult learns usual need some feedback which is likely to mark their progress in training.   The usually learn best when their own experience is integrated in the learning process. They should be given opportunity to ask questions and interact to share experience.   The adult learners are responsible for their learning and they prefer to share with one another in the process.   This interaction must be given a chance.   Adults are likely to learn in an environment where there is mutual trust and respect for one another.   Adults learners must be motivate din order to feel the need to learn. This earns that they have to be shown the important of undergoing the training and how it is going to affect their job performance. b)    Classroom instruction In order to ensure that there is effectiveness of the training process, there are important characters and method that should be incorporated in the training. some of the   most important factors in training include the   inclusion of discussion breaks time which agreed with   all the participants, ensure that the participants are comfortable, state   clearly the objectives of the training, make a preparation of   the material to be used before the class being so that you can evaluate them, use training aids and establish rapports in the course of training, ensure that you don’t interrupt the   participate when they are contributing,   be yourself and more flexible in the course of the training, answer all the question asked and provide constant feedbacks to the participants. c) Documenting available training courses In order to keep up with the course of the training resources, it is important to keep written records as they have been learnt.   This will help the learners to remind themselves of what they have learned in the course of the training. This is also important as it will help the learners to understand what they have been learning and therefore keep up with the course of the training. It also helps the management to see the courses that are available. d)   Measuring and evaluating training effectiveness There had to be an effective way of evaluating the learning process in order to understand the effectiveness of the learning process. This is very critical since it will determine whether the organization is really meeting its objectives or not. It will help the organisation to understand the important steps that are being made in the course of the training. There are many methods of evaluation that is used in the course of the training. The most effective evaluation methods that are used include the use of smile sheet which is one of the five point evaluation which enquiries about the quality of the instructor and others, there is also the pre-test or post techs which is used to measure the increased in knowledge for the learners.   The presets will establish a baseline while the post test will confirm any improvement that is being made which can be directly attributed to the learning process. An observation can also be carried out on the specific performance of each individual including the trainer and the supervisor.   This will detect any changes in the work behaviour which can be directly attributed to the learning process.  Ã‚   Work performance can also e used as a method of evaluation. In this case work performance will look at the specific job tasks and performance indicators. These indicators are usually well defined and measured before and after training.

Different Styles in Coaching :: essays research papers

Different Styles in Coaching No one is alike, everyone has there own way of doing things. For example, I was coached by two different basketball coaches in my high school years; both of whom had their own unique style of coaching. Coach Lira and Carla coached the same sport even though each had different strategies for their athletes.   Ã‚  Ã‚  Ã‚  Ã‚  Coach Lira was forty years old and had coached for ten years. She coached for the same high school she played basketball at, and has a lot of experience in coaching as well as playing the game. Being on Varsity her sophomore year shows she is a good basketball player and knows the game well. Lira is considered a good coach because she can make a team win games. The relationship she had with her players was more like a teacher to a student. She wasn’t a friend figure. Being late was never an issue with her, she was always on time. Lira had many rules and was very strict. For example if you were late you would have to do one hundred pushups. During the games she would pick the players she liked over the players who deserved to play because of her short temper.   Ã‚  Ã‚  Ã‚  Ã‚  She had workout practices. Every practice she made us do drills that would help us in a game. Making the players do 100 pushups and sit-ups before going through plays was very tiring. We would go through plays over and over until we got them down exactly they way she wanted them. We would practice every Saturday morning from 8:00 to 11:00. Are practices were different from regular practices because they were so intense. Lira took us to the championship game. Without her coaching, we would never have gone that far.   Ã‚  Ã‚  Ã‚  Ã‚  My other coach, named Carla, was 20 years old, still going to college with no experience in coaching or playing basketball. She wasn’t a very good basketball player herself. In high school she was on the team but was on the bench. Carla really didn’t know the game that well. Losing games made her a bad coach. Carla was not a coach; she was more like a friend. Being late to every practice made her irresponsible. One positive thing about her was she never picked favorites. In fact, the players thought she wasn’t strict enough. She didn’t set rules. No one was scared of her because she was too nice.

Chapter 5 and 6 Apush Outline

Chapter 5 * Thirteen original colonies is misleading because Britain ruled thirty-two colonies in North America by 1775 * Included Canada, the Floridas, and various Caribbean islands * Only thirteen unfurled the standard of rebellion A few of the nonrebels (Canada, Jamaica, etc) were larger, wealthier, or more populous than some of the revolting thirteen * Some British colonies had strike for their independence while others did not/; due to the distinctive social, economic, and political structures of the thirteen Atlantic seaboard colonies and also in the halting gradual appearance in the American way of life Conquest by the Cradle * Among distinguishing characteristics of rebellious settlements: lusty population growth * Colonists doubled their numbers every 25 years Europeans * Dr.Samuel Johnson â€Å"Multiplying like rattlesnakes† * Also were youthful average age was 16 * In 1775, the most populous colonies were Virginia, Massachusetts, Pennsylvania, North Carolina, and Ma ryland. * Only four communities could be called cities: first Philadelphia (including suburbs), New York, Boston, Charleston * 90% of the people lived in rural areas A Mingling of the Races * Colonial America had been a melting pot since the outset: population was English in stock and language, but mottled with numerous foreign groups * Germans * 1775: about 6% of total population Fleeing religious persecution, economic oppression, and ravages of war * Mostly settled in Pennsylvania in the early 1700s * Added to religious diversity: belonged to different Protestant sects, primarily Lutheran * Erroneously known as the Pennsylvania Dutch and made up 1/3 of colony’s population * Moved into Penn’s backcountry * Their splendid stone barns give evidence of industry and prosperity * Clung to their German culture and language * Scots-Irish * 7% of population in 1775 * Not Irish at all but turbulent Scots Lowlanders Had been transported over a period of time to Northern Ireland did not prosper * Irish Catholics hated Scottish Presbyterian and resented the intrusion * Economic life of Scots-Irish was hampered, especially when English government put burdensome restrictions on their production of woolens and linens * Early 1700s: tens of thousands of Scots- Irish came to America, mostly to tolerant and deep-soiled Pennsylvania * Best land was already taken by Germans and Quakers pushed out into the frontier * Illegally but defiantly squatted on unoccupied lands and quarreled with Indian and white owners * Superior frontiersmen with ready violence for Indians * Idea that they kept â€Å"Sabbath and all else they could get their hands on† * They hated British government (or apparently any other government) who had once uprooted and still lorded over them * Led the armed march of the Paxton Boys on Philadelphia, protesting the Quaker’s oligarchy’s lenient policy towards Indians * Also led Regulator movement in North Carolina against eastern domination of the colony’s affairs * Many of these hotheads (ex Andrew Jackson) eventually joined the American revolutionists * 5% of multicolored colonial population included French Huguenots, Welsh, Dutch, Swedes, Jews, Irish, Swish, and Scots Highlanders felt little loyalty to British crown * Largest non-English group Africans Thirteen colonies had most mixed population * South: 90% of slaves * New England: Puritans least ethnic diversity * Middle Colonies (especially Penn’s Woods): received most of later white immigrants and had astonishing variety * This variety laid the foundations for the diverse multicultural American identity * Whites mixed with other whites, as were Africans from slave trade African Americans * Polyglot Native American communities emerged blurred tribal identity boundaries The Structure of Colonial Society * Contrasted to Europe—American was a land of equality and opportunity except for the slaves * No titled nobility or pauperized un derclass Most white Americans and some free blacks were small farmers * Cities: small class of skilled artisans, shopkeepers, tradespeople, and unskilled causal laborers * Most astonishing: could go from rags to riches for an ambitious colonist, rare in England * Contrast with 17th century America: colonial society on the eve of Revolution began to show signs of stratification/ barriers to mobility raised worries about â€Å"Europeanization† of America * Gods of war contributed to these developments * Armed conflicts of the 1690s and early 1700s enriched a number of merchant princes in the New England and middle colonies laid foundations of their fortunes with profits made as military suppliers made money imported fancy clothes and ate with English china, etc * Prominent people came to be seated in churches/ schools according to rank * War plague created class of widows and orphans became dependent on charity * Philadelphia and NY built almshouses However, still smaller numbe r of poor in America than England (1/3 of population in E) * In New England countryside descendent of original settlers faced more problems than descendents supply of unclaimed soil grew smaller and families larger existing landholdings were repeatedly subdivided * Average farm size drastically shrank and younger kids were forced to work as wage laborers or seek virgin tracts of land beyond Alleghenies * South: power of great planters were bolstered by disproportionate ownership of slaves * Riches created by growing slave population in 18th century were not evenly distributed among whites- wealth was concentrated in largest slave owners widened gap between rich and poor whites who would portably become tenant farmers * In all the colonies the ranks of the lower classes were further swelled by the continuing stream of indentured servants, many of whom were eventually very successful * Many paupers and convicts were deported to the Americas, many because of the strict penal code in En gland with over 200 capital crimes—not fans of king * Lowest: blacks they could not even dream of climbing the social ladder * People eared black rebellion SC legislature even tried to restrict/ halt their importation * To reserve cheap labor, especially in sugar of West Indies, British authorities vetoed these attempts colonists thought this veto was callous even though NE slave traders also very much benefited from this * Cruel complexity of issue (think Thomas Jefferson) Clerics, Physicians, and Jurists * Christian ministry was most honored profession * Most physicians were poorly trained and not highly esteemed * The first medical school came in 1765 * Epidemics were a constant nightmare, especially smallpox a crude form of inoculation was introduced in 1721 despite objections by many physicians and clergy * Powdered dried toad was a favorite prescription for smallpox. Diphtheria was also a killer, especially of young people. Grim reminder of one epidemic and the taking o f their morality may have helped to prepare colonists in their hearts and minds for the religious revival that was soon to sweep them up * At first the law profession was not favorably regarded lawyers were regarded as noisy or troublemakers, drunkards or brothel owners; sometimes parties defended themselves in court Workaday America * Agriculture was the leading industryinvolved about 90% of the people * Tobacco continued to be staple crop for Maryland and VA (wheat also spread through Chesapeake in tobacco ruined soil regions) * Fertile middle (bread) colonies with lots of grain NY was exporting a lot of flour a year†¦ A LOT * This was really good, and America was overall the higher of standards of living lived by the majority of others in history up to that time * Fishing, though below agriculture, was rewarding and pursued in all American colonies but major industry in New England stimulated shipbuilding and served as a nursery for the seamen * Bustling commerce, coastwise and overseas enriched all the colonies especially New England, NY, and Pennsylvania * Commercial ventures and land speculation replaced any get-rich-quick schemes and became the surest avenues to speedy wealth * Yankee seamen were famous not only as skilled mariners but also as ightfisted traders * Triangular trade was infamously profitable but small in relation to total colonial commerce * Manufacturing in the colonies was only secondary importance but included rum, beaver hats, iron, household manufacturing (spinning and weaving) * Strong-back laborers and skilled craftspeople were scarce and highly prized * Lumbering was the most important single manufacturing activity first chiefly in New England, but then spread elsewhere in the colonies * Colonial naval stores (tar, pitch, rosin, turpentine) were highly valued because British wanted to fain and retain a mastery of the seas * London offered generous bounties to stimulate production of these items * Towering trees were needed fo r royal masts there were restriction placed on them this shackle on free enterprise caused considerable bitterness * By the 18th century Americans held an important flank of the thriving Atlantic economy, but strains appeared in this network as early as the 1730s * Fast breeding Americans demanded more and more British products-yet the slow growing British population early reached the saturation point for absorbing imports from America * This trade imbalance prompted the Americans to sell their goods to foreign, non-British markets to get money to pay for British products * By the eve of the Revolution, the bulk of Chesapeake tobacco was in France and other European countries, btw it passed through British re-exporters * Most important was trade with West Indies, especially in French islands West Indian purchases of North American timber and foodstuffs provided cash for colonists to purchase British goods * Due to pressure from British West Indian planters, Parliament passed the Mol asses Act: aim was to stop trade with French West Indies * American merchants respond by bribing, smuggling, etc Americans revolting, not submitting Horsepower and Sailpower All large but sparsely populated pioneer communities were cursed with oppressive problems of transportation, including America with its scarceness of money and worker * Snot until 1700s did roads connect major cities, but they were still deficient * Roads were poor (dust in summer and mud in winter) and stagecoach travelers faced problems like rickety bridges and runaway horses * Bad roads heavy reliance on waterways populations clustered along banks or rivers slow and undependable but cheap and pleasant * Taverns sprang up along routes of travel as well as in cities all social classes mingled tavern was another cradle of democracy * Also important in crystallizing public opinion and hotbeds of agitation as Revolution continued * An intercolonial postal system was established by the mid-1700s Dominant Denominati ons Two â€Å"establish†- tax supported- churches in 1775: Anglican and Congregational * However, large part of population did not worship in any church, even in colonies that maintained established religion minority belonged to the churches * Church of England (Anglican) was official faith in Georgia, the Carolinas, Virginia, Maryland, and part of NY served as major prop of kingly authority * However, it clung to a faith that was less fierce and more worldly than religion of Puritanical New England shorter sermons, less scorned amusements, etc * The College of William and Mary was founded in 1693 to train a better class of clerics for the Anglican Church * Congregational Church had grown out of Puritan Church and was influential formally established in all New England colonies except independent-minded Rhode Island * Presbyterianism, close to Congregational, was never made official in any of the colonies * These two combined with rebellion during early rumblings against Brit ish crown * Anglican clergy supported king but were handicapped by not having a resident bishop, whose presence would have been convenient for the ordination of young ministers people had to travel to England to be ordained and many non- Anglicans opposed the idea of creating an American bishopric because it would tighten royal reins * Religious toleration  had made tremendous strides in America. There were fewer Catholics in America; hence anti-Catholic laws were less severe and less strictly enforced. In general, people could worship or not worship as they pleased. The Great Awakening * In all colonial churches, religion was less fervid in early 18th century than century before, when colonies were first planted * Puritan churches especially sagged under two burdens: elaborate theological doctrines and their compromising efforts to liberalize membership requirements * Liberal ideas began to challenge old time religion Puritan predestination was questioned a lot, especially bit Ar minians, who preached that free will determined eternal fate, not divine decree a few churches grudgingly said that spiritual conversion was not necessary for church membership (they had felt pressured) * These twin trends toward clerical intellectualism and lay liberalism sucked spiritual vitality from many denominations set stage for rousing religious revival, the Great Awakening * Great Awakening: first started in Northampton, Massachusetts by Jonathon Edwards, an intellectual pastor he proclaimed that through faith in God,  not  through doing good works, could one attain eternal salvation.He had an alive-style of preaching â€Å"Sinners in Hands of†¦Ã¢â‚¬  * George Whitefield  gave America a different kind of evangelical type of preaching (had an incredible voice) * His message even had Edwards to tears and Franklin to empty pockets countless sinners expressed conversion * The  old lights, orthodox clergymen, were skeptical of the new ways (emotional and theatrica l) of preaching * New light ministers defended the Awakening for its role in revitalizing American religion * Congregationalists and Presbyterians were split over this issue * Many believers in the religious conversion went to the Baptists and other sects more prepared for emotion in religion * Awakening had many lasting effects had an emphasis on direct, emotive spirituality and seriously undermined the older clergy, whose authority had been derived from their education and erudition * The schisms it set off in many denominations greatly increased the numbers and competitiveness of American churches encouraged a wave of missionary work among Indians and even black slaves, many of whom also attended the mass open-air revival led to founding of â€Å"new light† centers of higher learning (Princeton, Dartmouth, Rutgers, Brown) * Most significant: Great Awakening was the first spontaneous mass movement of the American people broke down sectional boundaries/ denominational liens; contributed to growing sense that Americans were a single people, united by common history and shared experience Schools and Colleges * English idea was that education was a blessing reserved for the aristocratic few, not for unwashed many, leadership not citizenship, males only * Colonists slowly and painfully broke out of these ancient restrictions * Puritan New England was more interested in education than any other section.Dominated by the Congregational Church, it stressed the need for Bible reading by the individual worshiper * Primary goal of clergy good Christians, not good citizens * Education for boys flourished almost from the outset in News England * This densely populated region had impressive number of graduates from English universities, especially Cambridge, the intellectual center of England’s Puritanism * New England also established primary and secondary schools * Adequate elementary schools also put information in the reluctant â€Å"scholars† of m iddle and southern colonies (some tax supported and others privately operated) * South: mostly wealthy families with private tutors General atmosphere of colonial schools and colleges were grim and gloomy most emphasis was placed on religion and classical language of Latin and Greek, not experiments, reason, or independent thinking * There was severe discipline, even for children, and even indentured-servant teachers could be whipped for failures as workers * College education was regarded (at least in new England) extremely important because Churches would wither if new crops of ministers were not trained to lead spiritual flocks * Many wealthy families, especially in South, sent their boys abroad to British institutions * For convenience and economy, 9 local colleges were established during the colonial era small student enrollments (200 boys at most), poor education, curriculum filled with theology and dead languages * By 1750: distinct trend towards more modern subjects * Signif icant contribution made by Ben Franklin, who played a major role in the launching of UPenn, the first American college free from denominational control A Provincial Culture Colonial Americans were still in thrall to European tastes, especially British * The simplicity of pioneering life had not yet bred many patrons of arts * John Trumbull: aspiring painter of Connecticut who was discouraged by his father’s remark that Connecticut was not Athens; Trumbull, like most others, was forced to travel to London to pursue his ambitions * Charles Wilson Peale (GW portraits), Benjamin West, John Singleton Copley became famous painters but also had to go to England to complete their training only aboard could they find subjects who had leisure to sit for their portraits and had the money to handsomely pay * These people were Loyalists and were buried in London (sometimes) * Architecture was imported from old World and modified for peculiar climatic and religious conditions of the New Wo rld * Log cabin Sweden The red-bricked Georgian style was introduced in 1720 Williamsburg, Virginia * Colonial literature was generally undistinguished, like art, for many of the same reasons * Phyllis Wheatley: black poet, taken from slave to England, poetry book similar to Pope * BFrank: autobiography, but mostly Poor Richard’s Almanac- shaped America; only book that beat it was the Bible * Science was also making progress: not as many superstitions * BFrank: only first rank scientist produced in the American colonies * Spectacular but dangerous experiments: kite proved lightning was a form of electricity * Bifocals, Franklin stove, lighting rod condemned by some clergymen â€Å"presuming God† Pioneer Presses Americans were generally too poor to buy books and too busy to read them * There were some private libraries, especially with Byrd family and the clergy * BFrank established the first privately supported circulating library in America in Philadelphia * By 1776 t here were about 50 public libraries and collections supported by subscription * Hand operated printing presses: brought out pamphlets, journals, leaflets, etc * 40 colonial newspapers by the time of the Revolution * They were mostly made of somber essays with news that was delayed to be printed but colonists were extremely interested to hear about * Newspapers were powerful source of airing colonial grievances and rallying opposition to British control * A celebrated legal case in 1734-1735 involved  John Peter Zenger, a newspaper printer. He was charged with printing things that assailed the corrupt royal governor of New York (libel).Despite the ambitions of the royal chief justice, the jury voted him not guilty to the surprise of the judge and many people. This paved the way for freedom of the press. The Great Game of Politics * The thirteen colonial governments took a variety of forms * Eight had royal governors appointed by the king * Three- Maryland, Pennsylvania, and Delawar e- were under proprietors who themselves chose the governors * Two- Connecticut and Rhode Island- elected their own governors under self-governing characters * Nearly every colony used a two house legislative body. The upper house, or council, was appointed by the crown in the royal colonies and the proprietor in the proprietary colonies.It was chosen by voters in the self-governing colonies * The lower house, as the popular branch, was elected by the people- those who owned enough property to be qualified as voters * Backcountry was underrepresented and they hated the colonial cliques almost as much as kingly authority * Legislatress (direct representation): voted such taxes as they deemed necessary for the expenses of the colonial government * This self-taxation through representation was a precious privilege Americans prized above all else * Governors appointed by king were generally bale men, sometimes outstanding figures, but some were incompetent/ corrupt and just badly in nee d of jobs * Worst of this group was impoverished Lord Cornbury: made governor of New York and New Jersey in 1702. He was a drunkard, a spendthrift, and a bad person. Even the best appointees had troubles with colonial legislatures because the royal governor embodied a bothersome transatlantic authority 3000 miles away * Ways colonial assemblies asserted their authority and independence: employed the trick of withholding governor’s salary until he yielded to their wishes (since he was normally in need of money) * The London government was guilty of poor administration (left colonial governor to the mercy of the legislature) * They sh0oudl have arranged for his independent pay instead of from these bickering sources bickering is persistent spirit of revolt * Local level administration also varied * County government remained the rule in South New England: town meeting government predominated- direct democracy because of open discussion/ open voting * Religious/ property qualifi cations required for voting/ even stiffer qualifications for office holding * Privileged upper-class wouldn’t grant right to everyone * ? adult white males, but gaining the property wasn’t that hard so there were a lot of opportunities to become voters * Not many eligible actually voted left it up to their â€Å"better† leaders (actually corrupt losers) * Middle colonies: modification of the two * 1775: not yet a true democracy, but much more democratic than anything in Europe/ Britain * There some democratic ideas planted seeds for later years Colonial Folkways Life in colonies was drab and tedious (labor was heavy and constant) * Americans had most bountiful diet, food was plentiful, but coarse and monotonous diet * Americans had/ ate more meat than anyone in the Old World * Obviously they didn’t have heat in Churches, poorly heated homes with inefficient fireplaces, no running water, plumbing or bathtubs, not much garbage disposal * Candles/ whale-oil lamps used for illumination * Amusement * Pursued when time/ custom permitted * Militia periodically assembled for musters (with lots of flirting and enjoyment involved) * Several days of drilling- musters * North: winter sports * South: cards. Horse racing, cockfighting, and fox hunts * Non-puritanical south: dancing * GW could ride well and dance well * Lotteries were approved even by clergy * Stage plays- popular for south but frowned upon by Quakers/ Puritans * New England clergy saw plays as immoral; they preferred religious lectures * Holidays * Celebrated everywhere in the American colonies New England: frowned upon Christmas * Thanksgiving- widespread giving thanks to God * By mid-18th century, Britain’s several North American colonies revealed some striking similarities * Basically English in language and custom, Protestant in religion * Other people and faiths colonies gave some degree of ethic/ religious toleration * Lots of opportunities for social mobility * All possessed some measure of self-government (but not complete democracy) * Improving communication and transportation * Self- rule was most important similarity * All separated by entire ocean from Britain led to struggle to unite for independence Chapter 6 As the 17th was ending, contest began for mastery of North American continent involving 3 Old Worlds (Britain, France, and Spain) and involved Native Americans as well * 1688- 1763: 4 bitter wars in Europe (world wars) * Fought for control in Europe and New World and fought in both places * Americans could not stay out of it good thing because one of the wars (Seven Years’ War aka French and Indian War by America) set the stage for America’s independence France Finds a Foothold in Canada * Like England and Holland, France was a latecomer in New World real estate, basically for same reasons: had foreign wars in 1500s and domestic strife (clashes between Roman Catholics and Protestant Huguenots) * St. Bartholomewâ€℠¢s Day: lots of people killed * In 1598, the  Edict of Nantes  was issued by the crown of France.It granted limited religious freedom to French Protestants, and stopped religious wars between the Protestants and Catholics new century France became mightiest and most feared in Europe, led by brilliant leaders and vainglorious King Louis XIV * Reigned for less than 2 years surrounded by glittering court and mistresses * Also took deep interest in colonies * In  1608, France established  Quebec (by St. Lawrence River). The leading figure was  Samuel de Champlain,  an intrepid soldier and explorer whose energy and leadership earned him the title â€Å"Father of New France†. * Champlain entered into friendly relations with the nearby Huron Indians and joined them in battles against their foes (Iroquois of upper NY area) * Two fights with them and Iroquois were dead scared France earned permanent enmity with Iroquois * Stopped French from getting into Ohio Valley Ravage d French settlements/ served as British allies * The government of New France (Canada) was under direct control of the king after muchos companies had failed royal almost completely autocratic regime  did not elect any representative assemblies or have right to trial by jury like those in English colonies * Population in Catholic New France grew lethargically (Landowning French peasants didn’t want to move and Protestant Huguenots could not for religious reasons) * French government preferred Caribbean islands (sugar and rum) over cold wintery Canada New France Sets Out * New France’s one valuable resource: beaver fashion hats (warm and opulent) * French fur trappers: couriers de bois (runners of the woods) who ranged over woods/ waterways of North America for beaver * Also runners of risks * Two-fisted drinkers, free spenders, free livers and lovers * Named a lot (Baton Rouge, Des Moines, etc) * French voyageurs recruited Indians into fur business * Fur trade had dr awbacks Indians recruited got the white diseases and hated their alcohol * Slaughtering mass beavers violated some NA religious beliefs and destroyed some Indians’ way of life * French and Indian trappers traveled amazing distances almost extinguished beaver population, causing bad ecological damage * French Catholic missionaries, especially Jesuits, labored with much enthusiasm to convert the Indians to Christianity and to save them from the fur trappers * Some were killed by Indians for doing so * Some made converts, but also had vital roles as explorers and geographers * Others sought not souls nor fur but empire * Antoine Cadillac- founded Detroit in  1701  to thwart English settlers pushing into the Ohio Valley * Robert de La Salle- explored the Mississippi and Gulf basin, naming it Louisiana in honor of king; done to check Spanish penetration into the gulf * Dreamed of empire and brought colonizing ships, but ended up killed by mutiny * In order to ontinue their eff orts to block the Spanish on the Gulf of Mexico, the French planted several fortified posts in Mississippi and Louisiana; most important-  New Orleans  in  1718. * This outpost also rapped fur trade * Fertile Illinois had French forts established there and became France's garden empire of North America because much grain was produced there The Clash of Empires * The earliest battles among European power for control of North America, known to British colonists as  King William's War (1689-1697)  and  Queen Anne's War (1702-1713), pitted British colonists against the French couriers de bois with both sides recruiting any possible Indian allies. Primitive guerilla warfare: neither side thought America was so important to need a large detachments of troops * Most of the battles were between the British colonists, the French, and the French ally Spain. * Spain probed from its Florida base at SC settlements, and French Indian allies ravaged British colonial frontiers * British : failed with Quebec and Montreal but victories when temporarily seized Port Royal in Acadia (present day Nova Scotia) * The wars ended in  1713  with peace terms signed at  Utrecht proved how badly beaten; France and Spain were terribly beaten and Britain received French-populated Acadia and Newfoundland and Hudson Bay. The British also won limited trading rights in Spanish America later involved friction over smuggling War of Jenkins’ Ear broke out between British and Spanish in Caribbean Sea and Georgia with James Oglethorpe fought against Spanish foe to a standstill * This small scuffle merged with big War of Austrian Succession in Europe (King George’s War) * France allied with Spain * New Englanders invaded New France with British fleet and luck * The War of Jenkins's Ear started in  1739  between the British and Spaniards. This small battle became a war and became known as  King George’s War in America. It ended in  1748  with a treaty tha t handed Louisbourg back to France, enraging the victorious New Englanders, and France still clung to vast holdings in North America

Descriptive Statistics: Tabular and Graphical Presentations

chapter 2 Chapter 2 Descriptive Statistics: Tabular and Graphical Presentations Learning Objectives 1. Learn how to construct and interpret summarization procedures for qualitative data such as : frequency and relative frequency distributions, bar graphs and pie charts. 2. Learn how to construct and interpret tabular summarization procedures for quantitative data such as: frequency and relative frequency distributions, cumulative frequency and cumulative relative frequency distributions. . Learn how to construct a dot plot, a histogram, and an ogive as graphical summaries of quantitative data. 4. Learn how the shape of a data distribution is revealed by a histogram. Learn how to recognize when a data distribution is negatively skewed, symmetric, and positively skewed. 5. Be able to use and interpret the exploratory data analysis technique of a stem-and-leaf display. 6. Learn how to construct and interpret cross tabulations and scatter diagrams of bivariate data.Solutions: 1. |Class | Frequency |Relative Frequency | |A |60 |60/120 = 0. 50 | |B | 24 |24/120 = 0. 20 | |C | 36 |36/120 = 0. 30 | | |120 | 1. 00 | 2. a. 1 – (. 22 + . 18 + . 40) = . 20 b.. 20(200) = 40 c/d. Class |Frequency |Percent Frequency | |A |. 22(200) = 44 | 22 | |B |. 18(200) = 36 | 18 | |C |. 40(200) = 80 | 40 | |D |. 20(200) = 40 | 20 | |Total |200 |100 | 3. a. 360 ° x 58/120 = 174 ° b. 360 ° x 42/120 = 126 ° c. [pic] d. [pic] 4. a. The data are qualitative. b. | |Percent Frequency | |Newspaper |Frequency | | |Liberty Times |24 |48 | |China Times |15 |30 | |United Daily News |7 |14 | |Apple Daily |4 |8 | |Total: |50 |100 | c. [pic] [pic] d. Liberty Times has the largest market share.China Times is second. 5. a. |Name |Frequency |Relative Frequency |Percent Frequency | |Chan |10 |. 200 |20. 0% | |Chang |7 |. 140 |14. 0% | |Lee |8 |. 160 |16. 0% | |Liu |7 |. 140 |14. 0% | |Wang |12 |. 240 |24. % | |Young |6 |. 120 |12. 0% | | |50 |1. 000 |100. 0% | b. [pic] c. Chan. 200 x 360 = 72 . 0( Chang. 140 x 360 = 50. 4( Lee. 160 x 360 = 58. 6( Liu. 140 x 360 = 50. 4( Wang. 240 x 360 = 86. 4( Young. 120 x 360 = 43. 2( [pic] d. Most common: Wang, Chan, and Lee 6. a. |Book |Frequency |Percent Frequency | |7 Habits |10 | |16. 6 | | |Millionaire |16 | |26. 67 | | |Motley |9 | |15. 00 | | |Dad |13 | |21. 67 | | |WSJ Guide |6 | |10. 00 | | |Other |6 | |10. 00 | | |Total: |60 | |100. 00 | |The Ernst & Young Tax Guide 2000 with a frequency of 3, Investing for Dummies with a frequency of 2, and What Color is Your Parachute? 2000 with a frequency of 1 are grouped in the â€Å"Other† category. b. The rank order from first to fifth is: Millionaire, Dad, 7 Habits, Motley, and WSJ Guide. c. The percent of sales represented by The Millionaire Next Door and Rich Dad, Poor Dad is 48. 33%. 7. |Rating |Frequency |Relative Frequency | |Outstanding |19 |0. 8 | |Very Good |13 |0. 26 | |Good |10 |0. 20 | |Average | 6 |0. 12 | |Poor | 2 |0. 04 | | |50 |1. 00 | Management should be plea sed with these results. 64% of the ratings are very good to outstanding. 84% of the ratings are good or better.Comparing these ratings with previous results will show whether or not the restaurant is making improvements in its ratings of food quality. 8. a. |Position |Frequency |Relative Frequency | |Pitcher |17 |0. 309 | |Catcher | 4 |0. 073 | |1st Base | 5 |0. 091 | |2nd Base | 4 |0. 073 | |3rd Base | 2 |0. 36 | |Shortstop | 5 |0. 091 | |Left Field | 6 |0. 109 | |Center Field | 5 |0. 091 | |Right Field | 7 |0. 127 | | |55 |1. 000 | b. Pitchers (Almost 31%) c. 3rd Base (3 – 4%) d. Right Field (Almost 13%) e. Infielders (16 or 29. 1%) to Outfielders (18 or 32. 7%) 9. a/b. Starting Time | Frequency |Percent Frequency | |7:00 |3 | |15 | | |7:30 |4 | |20 | | |8:00 |4 | |20 | | |8:30 |7 | |35 | | |9:00 |2 | |10 | | | |20 | |100 | | c. Bar Graph [pic] d. [pic] . The most preferred starting time is 8:30 a. m.. Starting times of 7:30 and 8:00 a. m. are next. 10. a. The data refer to quality levels from 1 â€Å"Not at all Satisfied† to 7 â€Å"Extremely Satisfied. † b. |Rating |Frequency |Relative Frequency | |3 |2 | 0. 03 | |4 |4 | 0. 07 | |5 |12 | 0. 20 | |6 |24 | 0. 40 | |7 |18 | 0. 0 | | |60 | 1. 00 | c. Bar Graph [pic] d. The survey data indicate a high quality of service by the financial consultant. The most common ratings are 6 and 7 (70%) where 7 is extremely satisfied. Only 2 ratings are below the middle scale value of 4. There are no â€Å"Not at all Satisfied† ratings. 11. |Class |Frequency |Relative Frequency |Percent Frequency | | | | | | |12-14 |2 |0. 50 |5. 0 | |15-17 | 8 |0. 200 | 20. 0 | |18-20 |11 |0. 275 | 27. 5 | |21-23 |10 |0. 250 | 25. 5 | |24-26 | 9 |0. 225 | 22. 5 | |Total |40 |1. 000 |100. | 12. |Class |Cumulative Frequency |Cumulative Relative Frequency | |less than or equal to 19 |10 | . 20 | |less than or equal to 29 |24 | . 48 | |less than or equal to 39 |41 | . 82 | |less than or equal to 49 |48 | . 6 | |less t han or equal to 59 |50 |1. 00 | 13. [pic] [pic] 14. a. [pic] b/c. |Class |Frequency |Percent Frequency | | 6. 0 – 7. 9 |4 | 20 | | 8. 0 – 9. 9 | 2 | 10 | |10. 0 – 11. 9 | 8 | 40 | |12. 0 – 13. 9 | 3 | 15 | |14. 0 – 15. | 3 | 15 | | |20 |100 | 15. a/b. |Waiting Time |Frequency |Relative Frequency | |0 – 4 |4 |0. 20 | |5 – 9 | 8 |0. 40 | |10 – 14 | 5 |0. 25 | |15 – 19 | 2 |0. 10 | |20 – 24 | 1 |0. 5 | |Totals |20 |1. 00 | c/d. |Waiting Time |Cumulative Frequency |Cumulative Relative Frequency | |Less than or equal to 4 |4 |0. 20 | |Less than or equal to 9 |12 |0. 60 | |Less than or equal to 14 |17 |0. 5 | |Less than or equal to 19 |19 |0. 95 | |Less than or equal to 24 |20 |1. 00 | e. 12/20 = 0. 60 16. a. The histogram is shown below. [pic] The histogram clearly shows that the annual household incomes are skewed to the right. And, of course, if annual household incomes are skewed to the right, so are annual incomes. This makes sense because the vast majority of annual incomes are less than NT$1,000,000.But, there are a few individuals with very large incomes. b. The histogram for the age is given. [pic] The histogram shows that the distribution of age is skewed to the left. This is to be expected. It is our experience that there are frequently a few very low ages causing such a pattern to appear. c. The histogram for the data in Exercise 11 is given. d. [pic] e. This histogram is skewed to the left slightly, but we would probably classify it as roughly symmetric. 17. a. |Amount (NT$ ‘000) |Frequency |Relative Frequency | |Less than 56 |3 |. 2 | |56-75 |5 |. 20 | |76-95 |11 |. 44 | |96-115 |4 |. 16 | |116-135 |1 |. 04 | |136 and more | 1 |. 04 | | |25 |1. 00 | b. Histogram [pic] The distribution has a roughly symmetric shape. c.The largest group spends NT$76-NT$95 per year on books and magazines. There are more in the NT$56 to NT$75 range than in the NT$96 to NT$115 range. 18. a. Lowest s alary: NT$29,300 Highest salary: NT$37,800 b. |Salary (NT$100s) |Frequency |Relative |Percent Frequency | | | |Frequency | | |293-307 |4 |0. 09 |9 | |308-322 |5 |0. 11 |11 | |323-337 |9 |0. 0 |20 | |338-352 |17 |0. 38 |38 | |353-367 |7 |0. 16 |16 | |368-382 |3 |0. 07 |7 | |Total |45 |1. 00 |100 | c. Proportion NT$33,700 or less: 18/45. d. Percentage more than NT$35,200: 10/45 [pic] e. The distribution is skewed slightly to the left, but is roughly symmetric. 19. a/b. Number |Frequency |Relative Frequency | |140 – 149 | 2 |0. 10 | |150 – 159 | 7 |0. 35 | |160 – 169 | 3 |0. 15 | |170 – 179 | 6 |0. 30 | |180 – 189 | 1 |0. 05 | |190 – 199 | 1 |0. 05 | |Totals |20 |1. 0 | c/d. |Number |Cumulative Frequency |Cumulative Relative Frequency | |Less than or equal to 149 | 2 |0. 10 | |Less than or equal to 159 | 9 |0. 45 | |Less than or equal to 169 |12 |0. 60 | |Less than or equal to 179 |18 |0. 0 | |Less than or equal to 189 |19 |0. 95 | |Less than o r equal to 199 |20 |1. 00 | e. [pic] 20. a. The percentage of people 39 or less is 12. 2 + 14. 2 + 17. 1 + 16. 2 = 59. 7. b. The percentage of the population over 39 years old is 16. 3 + 10. 9 + 6. 7 + 4. 7 + 1. 7 = 40. 3 c. The percentage of the population that is between 20 and 59 years old inclusively is 17. 1 + 16. 2 + 16. 3 + 10. = 60. 5 d. The percentage less than 30 years old is 12. 2 + 14. 2 + 17. 1 = 43. 5. So there are (. 435) (22,689,122) = 9,869,768. 07 people less than 30 years old. e. An estimate of the number of retired people is (. 047 + . 017) (22,689,122) = 1,452,103. 81 21. a/b. |Computer Usage | |Relative Frequency | |(Hours) |Frequency | | |0. 0 |- |2. 9 |5 |0. 10 | |3. 0 |- |5. 9 |28 |0. 56 | |6. 0 |- |8. |8 |0. 16 | |9. 0 |- |11. 9 |6 |0. 12 | |12. 0 |- |14. 9 |3 |0. 06 | | |Total |50 |1. 00 | c. [pic] d. [pic] e. The majority of the computer users are in the 3 to 6 hour range. Usage is somewhat skewed toward the right with 3 users in the 12 to 15 hour range. 22. |5 |7 8 | |6 |4 5 8 | |7 |0 2 2 5 5 6 8 | 8 |0 2 3 5 | 23. Leaf Unit = 0. 1 |6 |3 | |7 |5 5 7 | |8 |1 3 4 8 | |9 |3 6 | |10 |0 4 5 | |11 |3 | 24. Leaf Unit = 10 |11 |6 | |12 |0 2 | |13 |0 6 7 | |14 |2 2 7 | |15 |5 | |16 |0 2 8 | 17 |0 2 3 | 25. | 9 |8 9 | |10 |2 4 6 6 | |11 |4 5 7 8 8 9 | |12 |2 4 5 7 | |13 |1 2 | |14 |4 | |15 |1 | 26. a. 100 shares at $50 per share |1 |0 3 7 7 | |2 |4 5 5 | |3 |0 0 5 5 9 | |4 |0 0 0 5 5 8 | |5 |0 0 0 4 5 5 |This stem-and-leaf display shows that the trading prices are closely grouped together. Rotating the stem-and-leaf display counter clockwise shows a histogram that is slightly skewed to the left but is roughly symmetric. b. 500 shares traded online at $50 per share. |0 |5 7 | |1 |0 1 1 3 4 | |1 |5 5 5 8 | |2 |0 0 0 0 0 0 | |2 |5 5 | |3 |0 0 0 | |3 |6 | 4 | | |4 | | |5 | | |5 | | |6 |3 | This stretched stem-and-leaf display shows that the distribution of online trading prices for most of the brokers for 500 shares are lower than the trading pr ices for broker assisted trades of 100 shares. There are a couple of outliers. York Securities charges $36 for an online trade and Investors National charges much more than the other brokers: $62. 50 for an online trade. 27. 4 |1 3 6 6 7 | |5 |0 0 3 8 9 | |6 |0 1 1 4 4 5 7 7 9 | |7 |0 0 0 1 3 4 4 5 5 6 6 6 7 8 8 | |8 |0 1 1 3 4 4 5 7 7 8 9 | |9 |0 2 2 7 | or |4 |1 3 | |4 |6 6 7 | |5 |0 0 3 | |5 |8 9 | 6 |0 1 1 4 4 | |6 |5 7 7 9 9 | |7 |0 0 0 1 3 4 4 | |7 |5 5 6 6 6 7 8 8 | |8 |0 1 1 3 4 4 | |8 |5 7 7 8 9 | |9 |0 2 2 | |9 |7 | 28. a. |0 |5 8 | |1 |1 1 3 3 4 4 | |1 |5 6 7 8 9 9 | |2 |2 3 3 3 5 5 | |2 |6 8 | |3 | | 3 |6 7 7 9 | |4 |0 | |4 |7 8 | |5 | | |5 | | |6 |0 | b. |2000 P/E Forecast | |Percent Frequency | | |Frequency | | |5 – 9 |2 |6. 7 | | |10 – 14 |6 |20. 0 | | |15 – 19 |6 |20. 0 | | |20 – 24 |6 |20. | | |25 – 29 |2 |6. 7 | | |30 – 34 |0 |0. 0 | | |35 – 39 |4 |13. 3 | | |40 – 44 |1 |3. 3 | | |45 – 49 |2 |6. 7 | | | 50 – 54 |0 |0. 0 | | |55 – 59 |0 |0. 0 | | |60 – 64 |1 |3. 3 | | |Total |30 |100. 0 | | 29. a. [pic] b. [pic] c. [pic] d.Category A values for x are always associated with category 1 values for y. Category B values for x are usually associated with category 1 values for y. Category C values for x are usually associated with category 2 values for y. 30. a. [pic] b. There is a negative relationship between x and y; y decreases as x increases. 31. a. Row Percentages: | |Household Income (NT$ ‘000) | | |Age |Under 999 |1,000-1,499 |1,500-1,999 |2,000-2,499 |2,500-2,999 |3,000 or more |Total | |Under 34 |27. 6 |30. 54 |21. 01 |12. 99 |4. 93 |2. 76 |100. 00 | |35-44 |20. 90 |31. 32 |21. 49 |10. 48 |8. 79 |7. 03 |100. 00 | |45-54 |16. 00 |29. 17 |19. 24 |19. 87 |6. 83 |8. 88 |100. 00 | |55-64 |23. 73 |19. 26 |20. 01 |14. 46 |8. 81 |13. 73 |100. 00 | |65 or more |70. 57 |18. 37 |4. 42 |2. 4 |0. 74 |2. 96 |100. 00 | |Total |27. 70 |27. 32 |18. 27 |13. 05 |6. 51 |7. 15 |100. 00 | There are seven percent frequency distributions in this table with row percentages. The first six give the percent frequency distribution of income for each age level. The total row provides an overall percent frequency distribution for household income. Both of the two rows (age 35-44 and age 55- 64) have more percentage in the cells and descended in order of larger income.The second row is the percent frequency distribution for households headed by age 35-44. The fourth row is the percent frequency distribution for households headed by age 55-64. b. The percentage of heads of households by age 35-44 earning NT$2,500,000 or more is 8. 79% + 7. 03% = 15. 82%. The percentage of heads of households by age 55-64 earning $75,000 or more is 8. 81% + 13. 73% = 22. 54%. c. The percent frequency histograms are shown below. [pic] No. The histogram can not tell us any relationship between household income and age. 32. a. Column Percentages: |Household Income ($1000s) | | |Educa tion Level |Under 24. 9 |25. 0-49. 9 |50. 0-74. 9 |75. 0-99. 9 |100 or More |Total | |Not H. S. Graduate |32. 70 |14. 82 |8. 27 |5. 02 |2. 53 |15. 86 | |H. S. Graduate |35. 74 |35. 56 |31. 48 |25. 39 |14. 47 |30. 78 | |Some College |21. 17 |29. 77 |30. 25 |29. 2 |22. 26 |26. 37 | |Bachelor's Degree |7. 53 |14. 43 |20. 56 |25. 03 |33. 88 |17. 52 | |Beyond Bach. Deg. |2. 86 |5. 42 |9. 44 |14. 74 |26. 86 |9. 48 | |Total |100. 00 |100. 00 |100. 00 |100. 00 |100. 00 |100. 00 | There are six percent frequency distributions in this table of column percentages. The first five columns give the percent frequency distributions for each income level.The percent frequency distribution in the â€Å"Total† column gives the overall percent frequency distributions for educational level. From that percent frequency distribution we see that 15. 86% of the heads of households did not graduate from high school. b. The column percentages show that 26. 86% of households earning over $100,000 were h eaded by persons having schooling beyond a bachelor's degree. The row percentages show that 39. 72% of the households headed by persons with schooling beyond a bachelor's degree earned $100,000 or more. These percentages are different because they came from different percent frequency distributions. c.Compare the â€Å"under 24. 9† percent frequency distributions to the â€Å"Total† percent frequency distributions. We see that for this low income level the percentage with lower levels of education is lower than for the overall population and the percentage with higher levels of education is higher than for the overall population. Compare the â€Å"100 or more† percent frequency distribution to â€Å"Total† percent frequency distribution. We see that for this high income level the percentage with lower levels of education is lower than for the overall population and the percentage with higher levels of education is higher than for the overall population.Fr om the comparisons here it is clear that there is a positive relationship between household incomes and the education level of the head of the household. 33. a. The crosstabulation of condition of the greens by gender is below. | |Green Condition | | |Gender |Too Fast |Fine |Total | |Male |35 | 65 |100 | |Female |40 | 60 |100 | |Total |75 |125 |200 |The female golfers have the highest percentage saying the greens are too fast: 40%. b. 10% of the women think the greens are too fast. 20% of the men think the greens are too fast. So, for the low handicappers, the men have a higher percentage who think the greens are too fast. c. 43% of the woman think the greens are too fast. 50% of the men think the greens are too fast. So, for the high handicappers, the men have a higher percentage who think the greens are too fast. . This is an example of Simpson's Paradox. At each handicap level a smaller percentage of the women think the greens are too fast. But, when the crosstabulations are aggr egated, the result is reversed and we find a higher percentage of women who think the greens are too fast. The hidden variable explaining the reversal is handicap level. Fewer people with low handicaps think the greens are too fast, and there are more men with low handicaps than women. 34. a. | |EPS Rating | | | |Sales/Margins/ROE |0-19 |20-39 |40-59 |60-79 |80-100 |Total | |A | | | |1 |8 |9 | |B | |1 |4 |5 |2 |12 | |C |1 | |1 |2 |3 |7 | |D |3 |1 | |1 | |5 | |E | |2 |1 | | |3 | |Total |4 |4 |6 |9 |13 |36 | b. | | |EPS Rating | | | |Sales/Margins/ROE |0-19 |20-39 |40-59 |60-79 |80-100 |Total | |A | | | |11. 11 |88. 89 |100 | |B | |8. 33 |33. 33 |41. 67 |16. 67 100 | |C |14. 29 | |14. 29 |28. 57 |42. 86 |100 | |D |60. 00 |20. 00 | |20. 00 | |100 | |E | |66. 67 |33. 33 | | |100 | Higher EPS ratings seem to be associated with higher ratings on Sales/Margins/ROE. Of those companies with an â€Å"A† rating on Sales/Margins/ROE, 88. 89% of them had an EPS Rating of 80 or higher. Of the 8 companies with a â€Å"D† or â€Å"E† rating on Sales/Margins/ROE, only 1 had an EPS rating above 60. 35. a. | |Industry Group Relative Strength | | | |Sales/Margins/ROE |A |B |C |D |E |Total | |A |1 |2 |2 |4 | |9 | |B |1 |5 |2 |3 |1 |12 | |C |1 |3 | |2 |1 |7 | |D |1 | |1 |1 |2 |5 | |E | |1 |2 | | |3 | |Total |4 |11 |7 |10 |4 |36 | | | | | | | | | b/c. The frequency distributions for the Sales/Margins/ROE data is in the rightmost column of the crosstabulation.The frequency distribution for the Industry Group Relative Strength data is in the bottom row of the crosstabulation. d. Once the crosstabulation is complete, the individual frequency distributions are available in the margins. 36. a. [pic] b. One might expect stocks with higher EPS ratings to show greater relative price strength. However, the scatter diagram using this data does not support such a relationship. The scatter diagram appears similar to the one showing â€Å"No Apparent Relationship† in the text. 37. a. The crosstabulation is shown below: | |Speed |   | |Position |4-4. 49 |4. 5-4. 99 |5-5. 49 |5. 5-5. 9 |Grand Total | |Guard | | |12 |1 |13 | |Offensive tackle | |2 |7 |3 |12 | |Wide receiver |6 |9 | | |15 | |Grand Total |6 |11 |19 |4 |40 | b. There appears to be a relationship between Position and Speed; wide receivers had faster speeds than offensive tackles and guards. c. The scatter diagram is shown below: [pic] d. There appears to be a relationship between Speed and Rating; slower speeds appear to be associated with lower ratings. In other words,, prospects with faster speeds tend to be rated higher than prospects with slower speeds. 38. a. |Vehicle |Frequency |Percent Frequency | F-Series |17 |34 | |Silverado |12 |24 | |Taurus |8 |16 | |Camry |7 |14 | |Accord |6 |12 | |Total |50 |100 | b. The two top selling vehicles are the Ford F-Series Pickup and the Chevrolet Silverado. c. 39. a/b. |Industry |Frequency |Percent Frequency | |Beverage |2 |10 | |Chemicals | 3 | 15 | |Electronics | 6 | 30 | |Food | 7 | 35 | |Aerospace | 2 | 10 | |Totals: |20 |100 | . 40. a. Response |Frequency |Percent Frequency | |Accuracy |16 |16 | |Approach Shots |3 |3 | |Mental Approach |17 |17 | |Power |8 |8 | |Practice |15 |15 | |Putting |10 |10 | |Short Game |24 |24 | |Strategic Decisions | 7 | 7 | |Total |100 |100 | b. Poor short game, poor mental approach, lack of accuracy, and limited practice. 41. a/b/c/d. Book Value | |Relative Frequency |Cumulative Frequency |Cumulative | |per Share |Frequency | | |Relative Frequency | |0. 00-5. 99 | 3 |0. 10 | 3 |0. 10 | |6. 00-11. 99 | 15 |0. 50 |18 |0. 60 | |12. 00-17. 99 | 9 |0. 30 |27 |0. 90 | |18. 00-23. 99 | 2 |0. 07 |29 |0. 97 | |24. 00-29. 99 | 0 |0. 00 |29 |0. 7 | |30. 00-35. 99 | 1 |0. 03 |30 |1. 00 | |Total |30 |1. 00 | | | e. The histogram shown below shows that the distribution of most of the book values is roughly symmetric. However, there is one outlier (General Motors). 42. a. |Closing Price |Frequency |Rel ative Frequency | |0 – 9 7/8 |9 |0. 225 | |10 – 19 7/8 |10 |0. 250 | |20 – 29 7/8 | 5 |0. 25 | |30 – 39 7/8 |11 |0. 275 | |40 – 49 7/8 | 2 |0. 050 | |50 – 59 7/8 | 2 |0. 050 | |60 – 69 7/8 | 0 |0. 000 | |70 – 79 7/8 | 1 |0. 025 | |Totals |40 |1. 000 | b. |Closing Price |Cumulative Frequency |Cumulative Relative Frequency | |Less than or equal to 9 7/8 |9 |0. 25 | |Less than or equal to 19 7/8 |19 |0. 475 | |Less than or equal to 29 7/8 |24 |0. 600 | |Less than or equal to 39 7/8 |35 |0. 875 | |Less than or equal to 49 7/8 |37 |0. 925 | |Less than or equal to 59 7/8 |39 |0. 975 | |Less than or equal to 69 7/8 |39 |0. 75 | |Less than or equal to 79 7/8 |40 |1. 000 | c. [pic] d. Over 87% of common stocks trade for less than $40 a share and 60% trade for less than $30 per share. 43. a. | | |Relative Frequency | |Exchange |Frequency | | |American |3 |0. 15 | |New York |2 |0. 10 | |Over the Counter |15 |0. 75 | | |20 |1. 00 | b. Earn ings Per Share | |Relative Frequency | | |Frequency | | |0. 00 – 0. 19 |7 |0. 35 | |0. 20 – 0. 39 |7 |0. 35 | |0. 40 – 0. 59 |1 |0. 05 | |0. 60 – 0. 79 |3 |0. 15 | |0. 80 – 0. 99 |2 |0. 10 | | |20 |1. 00 | Seventy percent of the shadow stocks have earnings per share less than $0. 40. It looks like low EPS should be expected for shadow stocks. | | | |Price-Earning Ratio | |Relative Frequency | | |Frequency | | |0. 00 – 9. 9 |3 |0. 15 | |10. 0 – 19. 9 |7 |0. 35 | |20. 0 – 29. 9 |4 |0. 20 | |30. 0 – 39. 9 |3 |0. 15 | |40. 0 – 49. 9 |2 |0. 10 | |50. 0 – 59. 9 |1 |0. 05 | | |20 |1. 00 |P-E Ratios vary considerably, but there is a significant cluster in the 10 – 19. 9 range. 44. | | |Relative Frequency | |Income ($) |Frequency | | |18,000-21,999 |13 |0. 255 | |22,000-25,999 |20 |0. 392 | |26,000-29,999 |12 |0. 235 | |30,000-33,999 |4 |0. 078 | |34,000-37,999 |2 |0. 039 | |Total |51 |1. 000 | 45. a. 0 |8 9 | |1 |0 2 2 2 3 4 4 4 | |1 |5 5 6 6 6 6 7 7 8 8 8 8 9 9 9 | |2 |0 1 2 2 2 3 4 4 4 | |2 |5 6 8 | |3 |0 1 3 | b/c/d. |Number Answered Correctly | |Relative Frequency |Cumulative Frequency | | |Frequency | | | |5 – 9 |2 |0. 50 |2 | |10 – 14 | 8 |0. 200 |10 | |15 – 19 |15 |0. 375 |25 | |20 – 24 | 9 |0. 225 |34 | |25 – 29 | 3 |0. 075 |37 | |30 – 34 | 3 |0. 075 |40 | |Totals |40 |1. 000 | | e. Relatively few of the students (25%) were able to answer 1/2 or more of the questions correctly.The data seem to support the Joint Council on Economic Education’s claim. However, the degree of difficulty of the questions needs to be taken into account before reaching a final conclusion. 46. a/b. [pic] c. It is clear that the range of low temperatures is below the range of high temperatures. Looking at the stem-and-leaf displays side by side, it appears that the range of low temperatures is about 20 degrees below the range of high temperatures. d. There are two stems showing high temperatures of 80 degrees or higher. They show 8 cities with high temperatures of 80 degrees or higher. e. Frequency |Temperature |High Temp. |Low. Temp. |30-39 |0 |1 | |40-49 |0 |3 | |50-59 |1 |10 | |60-69 |7 |2 | |70-79 |4 |4 | |80-89 |5 |0 | |90-99 |3 |0 | |Total |20 |20 | 47. a. b. There is clearly a positive relationship between high and low temperature for cities. As one goes up so does the other. 48. a. | |Satisfaction Score | | | |Occupation |30-39 |40-49 |50-59 |60-69 |70-79 |80-89 |Total | |Cabinetmaker | | |2 |4 |3 |1 |10 | |Lawyer |1 |5 |2 |1 |1 | |10 | |Physical Therapist | | |5 |2 |1 |2 |10 | |Systems Analyst | |2 |1 |4 |3 | |10 | |Total |1 |7 |10 |11 |8 |3 |40 | b. | | |Satisfaction Score | | | |Occupation |30-39 |40-49 |50-59 |60-69 |70-79 |80-89 |Total | |Cabinetmaker | | |20 |40 |30 |10 |100 | |Lawyer |10 |50 |20 |10 |10 | |100 | |Physical Therapist | | |50 |20 |10 |20 |100 | Systems Analyst | |20 |10 |40 |30 | |100 | c. Each row o f the percent crosstabulation shows a percent frequency distribution for an occupation. Cabinet makers seem to have the higher job satisfaction scores while lawyers seem to have the lowest. Fifty percent of the physical therapists have mediocre scores but the rest are rather high. 49. a. [pic]b. There appears to be a positive relationship between number of employees and revenue. As the number of employees increases, annual revenue increases. 50. a. | | |Fuel Type | | | |Year Constructed |Elec |Nat.Gas |Oil |Propane |Other |Total | |1973 or before | 40 |183 |12 |5 | 7 |247 | |1974-1979 | 24 | 26 | 2 |2 | 0 | 54 | |1980-1986 | 37 | 38 | 1 |0 | 6 | 82 | |1987-1991 | 48 | 70 | 2 |0 | 1 |121 | |Total |149 |317 |17 |7 |14 |504 | b. |Year Constructed |Frequency |Fuel Type |Frequency | |1973 or before |247 | Electricity |149 | |1974-1979 | 54 | Nat.Gas |317 | |1980-1986 | 82 | Oil | 17 | |1987-1991 |121 | Propane | 7 | |Total |504 | Other | 14 | | | |Total |504 | c. Crosstabulation of Colum n Percentages | | |Fuel Type | | |Year Constructed |Elec |Nat. Gas |Oil |Propane |Other | |1973 or before | 26. 9 | 57. 7 | 70. 5 | 71. 4 | 50. 0 | |1974-1979 | 16. 1 | 8. 2 | 11. 8 | 28. 6 | 0. 0 | |1980-1986 | 24. 8 | 12. 0 | 5. 9 | 0. 0 | 42. 9 | |1987-1991 | 32. 2 | 22. 1 | 11. 8 | 0. 0 | 7. 1 | |Total |100. 0 |100. 0 |100. 0 |100. 0 |100. 0 | d. Crosstabulation of row percentages. | |Fuel Type | | | |Year Constructed |Elec |Nat. Gas |Oil |Propane |Other |Total | |1973 or before |16. 2 |74. 1 |4. 9 |2. 0 |2. 8 |100. 0 | |1974-1979 |44. 5 |48. 1 |3. 7 |3. 7 |0. 0 |100. 0 | |1980-1986 |45. 1 |46. 4 |1. 2 |0. 0 |7. 3 |100. 0 | |1987-1991 |39. 7 |57. 8 |1. 7 |0. 0 |0. 8 |100. 0 | e. Observations from the column percentages crosstabulation For those buildings using electricity, the percentage has not changed greatly over the years.For the buildings using natural gas, the majority were constructed in 1973 or before; the second largest percentage was constructed in 1987-1991. Most of t he buildings using oil were constructed in 1973 or before. All of the buildings using propane are older. Observations from the row percentages crosstabulation Most of the buildings in the CG&E service area use electricity or natural gas. In the period 1973 or before most used natural gas. From 1974-1986, it is fairly evenly divided between electricity and natural gas. Since 1987 almost all new buildings are using electricity or natural gas with natural gas being the clear leader. 51. a. Crosstabulation for stockholder's equity and profit. | |Profits ($000) | | | |Stockholders' Equity ($000) |0-200 |200-400 |400-600 |600-800 |800-1000 |1000-1200 |Total | |0-1200 |10 |1 | | | |1 |12 | |1200-2400 |4 |10 | | |2 | |16 | |2400-3600 |4 |3 |3 |1 |1 |1 |13 | |3600-4800 | | | | |1 |2 |3 | |4800-6000 | |2 |3 |1 | | |6 | |Total |18 |16 |6 |2 |4 |4 |50 | b. Crosstabulation of Row Percentages. | | |Profits ($000) | | | |Stockholders' Equity ($1000s) |0-200 |200-400 |400-600 |600-800 |800-1000 |10 00-1200 |Total | |0-1200 |83. 33 |8. 33 |0. 00 |0. 00 |0. 00 |8. 33 |100 | |1200-2400 |25. 00 |62. 50 |0. 00 |0. 00 |12. 50 |0. 0 |100 | |2400-3600 |30. 77 |23. 08 |23. 08 |7. 69 |7. 69 |7. 69 |100 | |3600-4800 | |0. 00 |0. 00 |0. 00 |33. 33 |66. 67 |100 | |4800-6000 |0. 00 |33. 33 |50. 00 |16. 67 |0. 00 |0. 00 |100 | c. Stockholder's equity and profit seem to be related. As profit goes up, stockholder's equity goes up. The relationship, however, is not very strong. 52. a. Crosstabulation of market value and profit. | |Profit ($1000s) | | | |Market Value ($1000s) |0-300 |300-600 |600-900 |900-1200 |Total | |0-8000 |23 |4 | | |27 | |8000-16000 |4 |4 |2 |2 |12 | |16000-24000 | |2 |1 |1 |4 | |24000-32000 | |1 |2 |1 |4 | |32000-40000 | |2 |1 | |3 | |Total |27 |13 |6 |4 |50 | b. Crosstabulation of Row Percentages. | | |Profit ($1000s) | | | |Market Value ($1000s) |0-300 |300-600 |600-900 |900-1200 |Total | |0-8000 |85. 19 |14. 81 |0. 00 |0. 00 |100 | |8000-16000 |33. 33 |33. 33 |16. 67 | 16. 67 |100 | |16000-24000 |0. 00 |50. 00 |25. 00 |25. 0 |100 | |24000-32000 |0. 00 |25. 00 |50. 00 |25. 00 |100 | |32000-40000 |0. 00 |66. 67 |33. 33 |0. 00 |100 | c. There appears to be a positive relationship between Profit and Market Value. As profit goes up, Market Value goes up. 53. a. Scatter diagram of Profit vs. Stockholder's Equity. [pic] b. Profit and Stockholder's Equity appear to be positively related. 54. a. Scatter diagram of Market Value and Stockholder's Equity. [pic] b. There is a positive relationship between Market Value and Stockholder's Equity. ———————– [pic] [pic] [pic]

10 Division Essay Topics on Remote Sensing and Earth Science

10 Division Essay Topics on Remote Sensing and Earth Science Welcome to our first and foremost guide, 10 facts for a division essay on remote sensing and earth science. In this guide, you’ll learn fundamental facts about remote sensing and earth science, which you would then later utilize in your composition. This guide is followed by our second guide i.e. 20 topics for division essay on remote sensing and earth science, which includes 20 relevant topics and a sample essay on one particular topic. This guide will allow you to start writing immediately, without having a writer’s block. You’ll be able to correlate the facts along with the topics very easily. On the other hand, we also have a third guide, more like a writer’s manual. In this guide i.e. how to write a division essay on remote sensing and earth science, you’ll learn what essay really is and how it’s written. You’ll be able to beautify your composition with the techniques and methodologies discussed in it. We recommend you to go through every guide, no matter how much hurry you’re in, before you start writing. Getting a grip on all three of these guides will ensure that your division essay meets the expectations of your professor or instructor and your work is admired. With that being said, here are the 10 facts on remote sensing and earth science: The observation of objects and areas from Earths surface, without being in contact with that particular object or area, is known as remote sensing or earth observation. Remote sensing, in practical, is something we do in our day-to-day basis activities. For example, reading newspaper is one of the remote sensing activities as your eyes are not in contact with the words printed on the newspaper. Through this technology, you allow yourself to take images of the earth surface in various EMS (electromagnetic spectrum). In simple words, an image taken from remote sensing technology, allows it to represent the solar radiation (the reflected version of it), the near-infrared regions of EMS and the energy thats emitted by our planet i.e. Earth, which counts as a thermal infrared region. There are two major types of remote sensing systems. Active remote sensing uses its own energy that bounces back from the targeted object or area, which is measured in microwave region. Passive remote sensing, on the other hand, requires an outbound energy source, for example, a solar energy from sun. Vehicles used to capture space imagery, use both of these systems to provide accurate remote sensing data to users. When an object emits or reflects energy, which is then detected and measured by remote sensing systems, it is known as the detection and discrimination technique of these systems. Since objects are diversified and are unique in their own properties, they emit different kinds and amounts of energy that spreads through the EMS. Most of it depends on the structural, physical or chemical facts. But surface roughness, intensity, wavelength of energy or angle of incidence can also play a large role in the reflection of energy that is dispersed into different bands. A multi-disciplinary science is basically what we call remote sensing technology. It has a combination of disciplines that include but are not limited to: photography, electronics, computer, optics, spectroscopy, satellite launching, telecommunication etc. But all of these technologies are divided from a whole system in its own. This system is known as remote sensing system and there are a variety of remote sensing processes. Every one of these processes play a vital role in operating successfully. Today, remote sensing technology has allowed us to create a distinction between two similar objects. For example, a real vegetation and a camouflage. A camouflage can be discovered through remote sensing system. This is due to the fact that every object we find in nature has its own electromagnetic radiation. The distribution, emission, absorption and reflection of radiation vary from one another. However, the distinction can also be revealed through the size and shape of the object, or by determining the physical and chemical factors and properties. During the World War I and World War II, U.S., Europe and Grain Britain utilized remote sensing technology to take aerial photos that helped the military survey large area. The technology also allowed them to get fine details and plan accordingly. The aerial technology is used even today, and more widely. Civilians use it for a number of purposes including construction projects, route surveys, cadastral mapping and town mapping. Today, satellite images are used to provide a small to medium scale (low to medium resolution) mapping for surveys and monitoring of geology, forestry etc. But due to the development of satellite imaging technology, we can hope that future technology would provide much better (high-res) images. When data streaming is provided by scanning of samples or objects, it is electronically sampled into what we call pixels. This is achieved by a process of continuous scanning, in cross-track direction. There are a number of different types of scanners that are utilized today, for research and development, construction, manufacturing of vehicles etc. LIDAR scan is basically an imagery collection system. It uses digital camera systems, both live action (video) and photo cameras that are used to record the terrain. However, to obtain optimal quality image, its required to have the data processed through planimetric features. This technology is not used in modern era as much as other technological advancements are used today. There you have it. These 10 facts would absolutely have helped you get a grasp of what remote sensing really is and how it correlates with earth science. You can use these facts to think of a topic and expand on it so that you can easily write a nice division paper. Now, let’s head on to our second guide, i.e. 20 topics for a division essay on remote sensing and earth science. After that, we’re going to talk about the methodologies and techniques of composing a sublime division essay in our third guide i.e. how to write a division essay on remote sensing and earth science. References: Weng, Q. (2002). Land use change analysis in the Zhujiang Delta of China using satellite remote sensing, GIS and stochastic modelling. Journal of environmental management, 64(3), 273-284. Tucker, C.J., Vanpraet, C. L., Sharman, M. J., Van Ittersum, G. (1985). Satellite remote sensing of total herbaceous biomass production in the Senegalese Sahel: 1980–1984. Remote sensing of environment, 17(3), 233-249. Smith, L. C. (1997). Satellite remote sensing of river inundation area, stage, and discharge: A review. Hydrological processes, 11(10), 1427-1439. Schott, J. R. (2007). Remote sensing. Oxford University Press. Sweat v. Hull, 200 F. Supp. 2d 1162 (D. Ariz. 2001). Jensen, J. R. (2009). Remote sensing of the environment: An earth resource perspective 2/e. Pearson Education India. Blaschke, T. (2010). Object based image analysis for remote sensing. ISPRS journal of photogrammetry and remote sensing, 65(1), 2-16.

Introduction to Neptune Gourmet Seafood

Introduction to Neptune Gourmet Seafood Neptune Gourmet Seafood (NGS) is one of the top three upmarket players in the high-end seafood business in North America. The company has for the last forty years earned a big reputation for being able to process and produce the best seafood in the region.Advertising We will write a custom report sample on Introduction to Neptune Gourmet Seafood specifically for you for only $16.05 $11/page Learn More Being a huge achievement that has involved a lot of resources, time and dedication, the company has decided invidiously to protect its status and first-class facilitate among its customers by all means. In order to overcome the challenge of safeguarding the reputation of the company, the decision making organ is supposed to study its business environment and come up with strategies to boost chances of the company being able to overcome the fierce competition among many powerful competitors in the business. So as to tackle comfortably the many challenges in the business world and place itself strategically, Neptune Gourmet Seafood is supposed to formulate both short term and long term business strategies. According to McDavid Laura (2006, p.354), a strategy is usually an approach, established on understanding of the broader situations in which a firm operates, its own potency and limitation. Depending on the situation facing an organization, the decision making organ of such an organization is supposed to come up with approaches of handling such a situation. To handle both current and future challenges, the management of Neptune Gourmet Seafood have to formulate both short term and long term strategies. Short Term Strategies Price Cut Under this strategy, Neptune will be forced to cut down the price on almost all their products by half or forty percent. Though the idea may face plenty of resistance from other stakeholders, going by the current inventory problem the company is facing, the strategy may be the only option to salvage the comp any from experiencing heavy losses. According to Berends (2004, p.43) price cut, helps to reduce stock backlog and increases sales. In addition, he added that price cuts helps to large firms to enjoy benefits of scale production. In the end the company will have solved it pressing problem and from then can once again rectify the price to meet its needs.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, Jones Hill (2007, p.142) note that, since there is no single company that can exist in isolation, there is plenty of chances that other companies will retaliate and similarly try to lower their price. Here, Neptune should be aware of such challenges and come up with options of countering them. Increasing marketing segments and distribution channels Increasing the number of marketing and distribution channels may as well be another solution to the current problem facing Nept une Gourmet Seafood. Neptune should first determine the market section it can supply best. The firm should develop a cheap brand to target the small and medium income earners local. David (1995, P.355) emphasizes on the need to clearly evaluation of market needs before producing the product. Also, the firm should launch oversees markets to help ease the large inventory at their disposal. The two market segments will help deal with the current problem by mitigating loss from damages as well as establish market for future produce. Market segmentation arises from positive reception of the fact that market is assorted and thus each diverse group or portion of the grouping requires a special approach (Kazmi, 2008, p. 275). Market segments when well curved out will provide a wide catchment of customers, while an elaborate distribution channel will enhance a smooth distribution of the companys product from the store to different markets located widely in the larger North America. Similarly new market outlets will in the process entice new customers while at the same time retain the older ones. Another positive attribute associated with this approach is the fact that marketing cost will significantly be reduced. Competition would equally be reduced in the short run and in the process sale and revenue will increase in addition to profit. Rebranding and product diversification Neptune Gourmet Seafood has had several products in the market for quite a long period of time. Although, the company’s brand name is still impeccable, the firm needs rebrand some of its products to entice new customers. A good way to rebrand its product is by developing a special mixture of seafood. This brand should be made slightly different from the existing brands to avoid confusing customers.Advertising We will write a custom report sample on Introduction to Neptune Gourmet Seafood specifically for you for only $16.05 $11/page Learn More The second way would be generating a new product line such ready to consumer seafood. The ready to eat would target travellers and oversees customers who cannot be served by the by the existing distribution channels. Although, new products demands heft promotional campaign, a low price penetration strategy can prove effective especially where Neptune brand name is well established. Product differentiation is mostly defined by the degree to which products differentiate companies or firms (Peng 2008, p.49). Peng (2008, p.49) in addition observes that when competition is negligible, there is a higher probability of a firms profits increasing or growing intermittently. This is highly enhanced by the fact that if one brand is not performing well in a certain market segment, the brand can be tried in other segments. Similarly there may be issues with a certain region of the market, say for example poor performance of a certain product brand due to the culture of people in that region. In such a case the compa ny will simply divert the brand to another part where its accepted. Resource requirements for implementation of chosen Short Term Strategies Price cutting In order to be able to implement the price cut strategy, Neptune will need to be prepared with enough resources to counter the consequence of the price cut. Among the likely consequence of price cut that Neptune need to be prepared to face is increased demand for its products resulting from lowering the price. The necessary resources here may include additional distributors and markers. Similarly more financial resources may be required to ease the necessary flow of inventory to the market. Increasing marketing segments and distribution channels In order to ease implementation of this strategy, several resources are paramount. To start with, Neptune will require a workforce of competent staffs, who will be responsible with rebranding, carrying out elaborate research on the best distribution channel and market segment. New staffs a nd transportation facilities will be required to handle increased inventory. In the same capacity, the company will also be in dire need of enough financial resources to undertake the whole exercise with easiness. Apart from the above two resources, the company will in addition be forced to deal with competent and trusted distributors in order to retain their customers loyalty.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Rebranding and product diversification In order to implement the rebranding and product diversification strategy, the company will as well be in need of several resources. Among the most necessary resources the company will be in need of are financial resources, competent and experienced staffs as well as up-to-date technological devices and machineries. Before rebranding their products, the company will need to carry out an extensive research in order to gain access to the necessary information concerning the way forward on how to rebrand. This means that the staff to be used must be competent enough to provide the company with the necessary and accurate information. Targets and Timescales for achievement of the chosen strategies First short term strategy From the first strategy, the company will be seeking to reduce or regulate the amount of inventory in the store to a manageable level in order to enhance more productivity. Through price cut strategy, the other target of the compa ny will be to reduce the amount of idle financial resources lying unutilised in stocked inventory. The time scale for the price cut strategy is expected to take less than year, for it to achieve the expected results. Second short term strategy The main target of the second short term strategy is to secure a large segment of the already available market, in order to enhance the sale of its excess inventory. The time period expected to lapse for the strategy to achieve its required result is roughly less than a year. Third short term strategy The aim of the third short term strategy is to increase the number of Neptunes products in order to facilitate more sales and avoid instances of neck break competition. Similarly, the strategy is required to take less than a year. Monitoring and Evaluation First short term strategy The first strategy can be monitored through constant analysis of the market reaction on the price. In case of evaluation, the management can try to evaluate the price depending on the tendency observed. In case the price is faring well, there is no need of altering it, but if the price is not responding as expected, then measures can be put in to action on how to make the necessary amendment. Second short term strategy To monitor the second strategy, the company will be forced to make a follow up on the way products are fairing in each of the market segments. In case the company wishes to assess the progress of the strategy, then the actual turn over can be compared with the expected turn over, and if they are in the region expected, the strategy can be adopted. Third short term strategy Rebranding and products diversification strategy can easily be monitored by having a close look on the market trend. To evaluate the value added by rebranding, the company can consider the revenue generated since rebranding and if the revenue is acceptable, the strategy can as well be adopted. Long term strategies Growth In an attempt to maintain a competitive ad vantage as well as consolidate its market position Neptune Gourmet Seafood is obliged to embark on transformational growth. The growth strategy is a multifaceted approach that comprises of expansion of production capacity, venturing in maiden markets, developing new product lines and carrying out market segmentation. According to Apgar (2006, P.130), growth is the best way of arresting risks related to upcoming competitors and uncertainties. NGS management should focus on diversifying its operation to avoid future stock over surge while increasing its revenues and efficiency. Strategic Management The current crisis has emanated from short sighted vision and coupled with lack of stable operation mechanism. By restructuring the management mechanism NGS stands a chance to avoid surplus production. Joyce and Woods (2001, p. 16) suggested that strategic management require thorough research to develop superior Knowledge Information System (KIS) and Material Requirement Planning (MPR) that effectively handles all the processes, sub-processes and activities undertaken by the company. Charles and Gareth (2007, 65) argues that strategic management not only increases revenues but also ensures the firms remains focused both to the long term and short term objectives. Information leadership The modern world is rapidly transforming in all aspects. In this post-industrial era, information has remained the bedrock of business world. Lack of stable information supply has led NGS into the dilemma on how to handle overproduction. Lack of proper knowledge and information management leads to lack in proper early warning systems and effective benchmark information (Dyer, 2008, p.65). A successful assumption of information leadership will help NGS to understand the actions of its main competitors and prospect of new markets. Resource requirements for implementation of long term strategies Growth Neptune Gourmet Seafood will require high trained management leaders to propel the firm into new growth. Well elaborate distribution channels and production plants will need to be installed to cope with the increased productivity. Moreover, new staff will be employed to deal with new products lines and overseas branches. Strategic Management For this strategy, the firm will need competent management and to install new system to help streamline operations of the firm. Regular maintenance will need to be done to enhance smooth operation. Information Leadership Neptune will require new staffs to help gather, analyse and interpret the finding of the information to ensure timely decision. The firm will also need to acquire specialized systems to handle the data gathered. Targets and Timescales for achievement of long term strategies Growth While growth is a cross cutting strategy, more time needs to be allocated to accommodate all its phases. Due to the rigorous activities involved a time span of three years will be require, during this time the firm will restore all its ph ases and developing new product brands and venturing in ne market niches. Strategic Management In order to achieve this strategy, a time scale of not less than a year is required. Strategic management is holistic management operation that entails evaluating the firm’s aims and objectives to determine the most appropriate approach. During this time the Knowledge managers will evaluate the firm’s short terms and long term goals accompanied by specific targets and indicators. Information Leadership The time required to fully effect this strategy should be one and half years. During this time stake holders such as the producer, software programmers, suppliers, retailers and consumers should be invited for a brainstorming session to design the information system to learn the firm. To come up with an efficient system numerous trials should be done too ascertain its functionality (Diorio, 2002, p.146). Monitoring and Evaluation of Long Term Strategies Growth Monitoring the fi rm’s growth is not an easy job due the sensitive nature of growth indicators. The existence of numerous indicators such as revenue, customer retentions rates, brand name strength, and competitive position among others sheds a dark cloud on the whole process. Nevertheless, monitoring the highly elaborate details requires specialized business analysts working with sophisticated systems. Strategic Management On this strategy, the firm will be required to, relying on competent personnel, come up with strategy monitoring and evaluation teams. Such teams will evaluate the efficiency of the different strategies adopted by the strategists in NGS. Although, observing lapses in a complex system is difficult but still attainable. Since strategic management uses computerised systems routine evaluation should be done to avoid obsolescence (Joyce Woods, 2001, P. 86). Information Leadership Neptune Gourmet Seafood will have to engage competent information specialists to carry out informati on monitoring and evaluation. Owing the sensitive nature of the information that the firm deals with, individual of high integrity will be required to avoid information leakage to the competitors. Therefore the firm will be forced to remunerate information analyst dearly to retain their privacy. Again, adopting of information technology in scanning for information and storage of information will go a long way in making a difference. References Apgar, D., 2006. Risk Intelligence: Learning To Manage What We Don’t Know. Harvard Business Press: Massachusetts. Berends, W., 2004. Price and Profit: The Essential Guide to Product and Service Pricing and Profit Forecast. Berends Associates: London Charles, H., Gareth, J., 2007. Strategic Management: An Integrated Approach. Houghton Mifflin Publishers: California David, F., 1995. Concepts of Strategic Managements. Prentice Hall Publishers: New York Diorio, S., 2002. Beyond E: 12 Ways Technology Is Transforming Sales And Marketing Stra tegy. McGraw-Hill Professional: New York Dyer, K., 2008 International Journal of Accounting Information Science Leadership. Intellectbase International Consortium: New York Henry, A., 2008. Understanding Strategic Management. Oxford University Press: London Joyce, P., Woods, A., 2001. Strategic Management: a Fresh Approach to Developing Skills, Knowledge. : Kogan Page Publishers: London Kazmi, A., 2008. Strategic Management and Business Policy. McGraw-Hill: New York Peng, M., W., 2008. Global Strategy. Cengage Learning Publishers: Mason