Data Gathering Techniques pertaining to Product research

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Useful data relating to product attributes preferences can be obtained by using various methods of product research. Product research can be conducted on existing products or new products before or after its entry in the market. It can be done by various ways and the important commonly used methods of product research are;

Paired comparison tests, rank order test, rating scales, or statements concerned with likes and dislikes. The latter usually involves using a semantic differential test. Regardless of method employed, the objective is to obtain consumer preference measure and opinion for each salient product characteristic features, product attributes as well as for the overall product.

The following data gathering techniques pertaining to Product research are discussed below.

1 Staggered Comparison Test

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This test is used to test several products in sequence form i.e., one after another. The respondent is given one product at a time for examination and use purpose. Later on he is asked to give his opinion about the product along with intentions to purchase and preference value. After some time, respondent is given second product and is expected to give his opinion. While testing the products, it is ensured that the consumer does not receive two identical products at one time and the identities of the two products are kept secret. This process is continued until all products have been tested by the respondent.

This method is based on actual testing of the product under real life situation, its supplies fairly accurate data on consumer response and opinion. However, this is a costly method and there is a possibility of the influence of the first product falling on the next product.

Monadic Use Tests/ Ranking method

The respondent or member from the selected group is given a sample of the product for examination and use purpose. Then the respondent is expected to rank or rate the product on intention to buy, preference and attitudinal scale. The respondent is also given different varieties or versions of the same products or leading competitive brands for testing purpose.

This is a simple method to execute. It allows comparative evaluation of the different versions of the same product in a short time.

Paired Comparison Test

This method is also called as "Comparative Use test." This method offers two products of the same variety but having some difference in taste or color at the same time to respondent for use purpose. Afterwards, the respondents are asked to give their views, opinions, preferences towards both the products.

Paired comparison test is quite common in test marketing or experimental type of research. The purpose of this method is useful to find out brand awareness, brand loyalty and brand preferences.

4 Conjoint Analysis Use Test

In this technique different formulations of the new product or an existing product having some difference in formulations are tested using comparative design. The differences in the formulation are purposely made to judge the attitude of consumers.

For example, the respondent maybe offered various types of Pepsi soft drink (i.e. with sugar, without sugar etc).

5 Non Directive Method

In this method a group of selected respondents is give free samples of the product to be tested with reference to price, quality or any other aspect of the product. The respondents are not given any instruction about the purpose of test; hence it is called as Non Directive Method. After some time the respondents are interviewed individually on various aspects of the product.

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A Writer's Analysis

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If not for immigration, I would definitely not be here today. Immigration allowed both my father's family and mother's family to move to Vancouver, Canada. My parents met in high school and the rest is history. Immigration has provided countless families with the opportunity to escape persecution, political strife and poverty, and start anew in a foreign land. North America was founded and established by immigrants, people from the East and the West. Today, we have a melting pot society consisting of people from all parts of the world.

The essay, Five Myths about Immigration by David Cole, effectively contradicts the assumptions of immigration. Cole argues each point tactfully contributing his own opinions in each myth. He begins the essay by presenting some historical background on the making of this nation. He tells about the "Know-Nothings" and their political movement to oust "the greatest influx of immigrants from Ireland, where the potato famine had struck, and Germany, which was in political and economic turmoil." The majority of these immigrants, "many of whom were dirt-poor and uneducated", fled to New York and Massachusetts. Cole continues by saying "The objects of prejudice are of course no longer Irish Catholics and Germans; 140 years later, "they" have become "us." The new "they" because it seems "we" must always have a "they" are Latin Americans (most recently Cubans), Haitians, and Arab Americans among others." So as time passes on, people from different areas want to relocate and choose a better life. Fundamentally, Cole's purpose is to look at the "five current myths that distort public debate and government policy relating to immigrants."

My initial reactions to this essay were that of opposition and disagreement. I thought Cole would condescend to the immigrant population about the laws of citizenship and freedoms. However, the message in which he is communicating to the reader is one of clearly understanding the facts of immigration. He absolutely sets immigration in perspective for the reader. His style of writing is persuasive and diplomatic. For example, his response to the first myth, "America is being overrun with immigrants," is "In one sense, of course, this is true, but in that sense it has been true since Christopher Columbus arrived. Except for the real Native Americans, we are a nation of immigrants."

David Cole's statements which are based on his opinions are extremely plausible because for each myth he addresses, he supports it either with a statistic, a quote or even excerpts from files of the Supreme Court. In the second myth, "Immigrants take jobs from U.S. citizens," he says "there is virtually no evidence to support this view, probably the most widespread misunderstanding about immigrants. As documented by a 14 A.C.L.U. Immigrants' Rights Project report, numerous studies have found that immigrants actually create more jobs that they fill." In addition, he used a rhetorical question to manipulate the reader; "But more important, even if this claim were true, is this legitimate rationale for limiting immigration in a society built on the values of pluralism and tolerance?" As you can see, Cole writes honestly and rationally. Unlike the other essays we have read, his comments are neither cynical nor sarcastic.

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Cole's use of vocabulary and language enhances the persuasiveness of his arguments. His coherent comments are written in a thoughtful, comprehendible manner gaining the respect from the reader. In addition, he shows compassion in the essay "I am especially sensitive to this history My forebears were among those dirt-poor Irish Catholics who arrived in the 1860s. Fortunately for them, and me, the Know-Nothing movement fizzled within fifteen years." In his conclusion, he closes with a testimony; "Growing up, I was always taught that we will be judged by how we treat others."

Unquestionably, I believe that David Cole has succeeded in arguing his points across in his essay. His methods of attacking these five myths had significant influence on me because his examples were effective and credible. I concur with all his contradictions about the five myths of immigrations and this is due to his logical writing and pertinent examples.

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Teaching - What do I Feel will be My Biggest Challenge?

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I feel that the greatest challenge that I face as a teacher will be dealing with the individual diversities of my students and learning to see them individually. I plan to be a Special Education teacher and each child has particular problems. One may be an ADHD student, while another may have behavioral problems. Another may have a reading disability, but also come from a home of poverty and family problems. Each child has their own set of circumstances in life over which they have no control.

As a substitute teacher in many public schools I have experienced many situations and heard many "stories". I know of one student who was forced to watch her father commit suicide while she was tied to a bathroom toilet. Another came to school with her hair in disarray. When mom was addressed with this issue, she said that rats were living in the child's hair and the only way to get them out was to cut them out. Actual RATS!!! Mom's boyfriend was sexually abusing one child. I've had students with heads full of fleas as well as children who had severe lice. The parents were angry that their kids were not allowed back in school until it was dealt with and often say that they do not have time to deal with it. They act like it's OUR fault.

Family issues are a major source of problems for the children, as well. Single parent homes, where the mother/father is the sole caretaker, children who haven't seen their mothers/fathers in years, parents who have to work late every evening leaving no one to help a struggling child with homework, mom's problems with her violent boyfriend, child sexual abuse….you just never know what these children are going through at home. While not all of the students will have these types of problems, many do. How can a child be expected to come to school, have a good attitude and be excited about learning under these circumstances?

I think that the first way that I can prepare myself to deal with these problems is to get as much training and experience as possible before I start teaching. Classroom observation will be important in order to learn how experienced teachers deal with these situations. I realize that not every teacher will handle things appropriately, but most will and I can benefit from their experience. I have the utmost confidence that Southeastern will prepare me well.

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Also, I think that having a compassionate attitude is very important. Although I can not allow these problems to bring class progress to a halt, I need to be able to take time to talk with students who have problems, talk to the parents about ways to solve problems, and talk to my school administrators about how they would like for me to deal with these issues. I will rely heavily upon their input in such matters. I am determined to be a good teacher. I'm not looking to change the world, and yet…I would like to make a difference somewhere along the way. But, it's not about me…it's about them. RIGHT?

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The Notebook by Nicholas Sparks Analysis

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The Notebook is a very believable story with believable conflict throughout. The main conflict is Allie having to decide if the love and passion she had for Noah as a teen was still there and if it was stronger than the love she had for her fianc�, Lon. "'But I also want a happy ending without hurting anyone. And I know that if I stayed, people would be hurt. Especially Lon. I wasn't lying when I told you that I love him. He doesn't make me feel the same way you do, but I care for him…'" (Pg 14) . She knew who she loved more; there was no doubt, but what would the people that she cared so much about think if she chose to be with Noah? "'...I wanted two things. First, I want you. I want us. I love you and I always have…'" (Pg 141) The conflict makes this story move along.

Dialogue is used in The Notebook to make the story more believable, also. The dialogue is very realistic. It sounds like a normal, flowing conversation with real emotion. "'Do you love Lon?' 'Yes, I do. I love him, too. Dearly, but in a different way. He doesn't make me feel the way Noah does.' 'No one will ever do that,' her mother said, and she released Allie's hand." The dialogue makes you feel as if you are a part of the story. It is heartfelt and clever.

The point of view in The Notebook is third-person omniscient. The author lets you know what the characters are thinking or feeling through dialogue and thought. Nicholas Sparks paints a picture with his dialogue almost as well as he does with his Imagery.

Imagery is a key element in this story because it keeps you entertained. It paints a picture for you to see in your mind. "Peaceful silence descended on them. An osprey cried somewhere in the distance. A mullet splashed near the bank. The paddle moved rhythmically, causing baffles that rocked the boat ever so lightly. The breeze had stopped, and the clouds grew blacker as the canoe moved toward some unknown destination." That description alone takes your mind to the destination with the characters. It's amazing how well Sparks does this.Cheap University Papers on The Notebook by Nicholas Sparks Analysis

Sparks also uses stereotypes to portray the character of Allie's fianc�, Lon. He makes him sounds like the typical lawyer, putting in long hours at the office and leaving little time for his family. He draws a pretty clear picture why Allie may not be as happy with Lon as she could be. Stereotypes are easy to use on minor characters, so the author has more time to describe the more important characters.

Please note that this sample paper on The Notebook by Nicholas Sparks Analysis is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Notebook by Nicholas Sparks Analysis, we are here to assist you. Your cheap custom college paper on The Notebook by Nicholas Sparks Analysis will be written from scratch, so you do not have to worry about its originality.

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Racism in Othello

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Racism in Othello

"Carolina, why do you always get called out of class?" I asked, "Oh, it's just a program for Hispanic students that helps me to keep my grades up so I can get a scholarship for college." She replied. Immediately I was angry. I wasn't angry because Carolina had good grades, but I was angry because that program was only offered to Hispanics. If somebody were keeping track of me, making sure that I had good grades, I surely wouldn't be here, at Butte College, this very moment. I understand that because she is Hispanic, it is automatically assumed that her family is poverty-stricken. What about me? My family certainly didn't have a lot of money, especially to send me to college. I just didn't understand.

Now, my understandings are much clearer. I have come to believe that because of the extensive racism in the past, it should somehow be made up for now. Although racism still occurs, there is now way to make up for what has happened in the previous years. At least if there is, giving money to students of minority families for school isn't the best idea.

Racism has been around for as long as anyone can remember, and will remain until the end of time. It goes way back to the Shakespearian days. In one of Shakespeare's well-known plays, Othello, racism is a strong subject occurring throughout the entire play.

Desdemona, the daughter of a sophisticated civilized Venetian senator Brabantio, marries Othello, a black soldier and nobleman of stature. Since at the time, blacks were not known except as slaves, this generates quite the controversy. A jealous, false, deceiving soldier, Iago, does everything he can to split Desdemona and Othello apart. He is the catalyst of all the destructive happenings within the play. Starting from the very beginning when he and Roderigo, a gulled gentleman, (Othello) approach the residence of Brabantio in 1.1. He uses crude, racist language to appeal to Brabantio's traditional beliefs, including such phrases as,

IAGO Even now, now, very now, an old black ram

Is tupping your white ewe!

Othello 1.1, P.6, lines 85-86

Iago even goes so far as to propose that Brobantio's grandchildren will be animals because of his daughter's base marriage with an 'other.'

IAGO…you'll have

your daughter covered with a Barbary horse,

you'll have you nephews neigh to you, you'll have

coursers for cousins, and jennets for germans.

Othello 1.1, P.7, lines 108-111

Since racial discrimination and persecution (Webster's) have been around for such a long time, it is thought that by now, it would have "died out." However, the subject is still as strong as it was when slavery was a broad topic. Racism is everywhere; in the workplace, at school, on the streets, in music, in literature, and on T.V.

Please note that this sample paper on Racism in Othello is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Racism in Othello, we are here to assist you. Your cheap custom college paper on Racism in Othello will be written from scratch, so you do not have to worry about its originality.

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Media

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What is the current rule of the press in the 1st century?

News stations in the 1st century are here to inform us about issues around the world. With the newest technology people can now receive the latest issue from their favorite news-station. Either if you are a left-wing or a right-wing you will find a suitable news-channel.

In general speaking, it is impossible to switch over to a news-station sending neutral reports concerning world wide issues. Each news-station has its own opinion, politics and maybe even an hidden agenda. They are here to stay and to affect and direct your opinion to what they think is for your own good.

What they broadcast on the news-channel is very dependant on from which country it origins from. Like in a western country there are more than just two channels, which e.g. represents the left-wing's and the right-wing's opinion. Things they broadcast are not censured by the government, but a warning is usually issued before it goes onto the screen. Democracy has a big influence on the western culture whilst in the middle-east they are not permitted to have the freedom of speech, freedom of broadcasting whatever they like to in a certain extend etc. As a matter of fact, their broadcasts are more biased than any other western news-channel.

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Who chooses the issues of the day

A news-station need to broadcast things they think will make people interested. Everyday there is something which makes its way to be news, e.g. the murder of a famous politician, Anna Lindh. They need to prior the most important issues in their limited broadcasting time.

The news-stations are dependant on the customers, but in the end it is the news-station, which decides what to broadcast as well as they need to satisfy their customer. What people usually want to hear is gossip, but news-station need to make it into serious 'gossip'.

Looking back at /11 - that was the top-issue for 14 days in a row hitting the frontpage on every single newspaper in every single country except some Middle-eastern of course. The disaster was broadcasted immediately when the first plane hit the southern tower. It was broadcasted worldwide and the site counts were extreme on CNN.com and the viewers were major on all large international news-station.

What factors affect this decision?

In countries where democracy is high prioritized, the press is usually owned by rich individuals, and therefore they include and try to promote their own personal opinions. In countries like Singapore the press is owned by the government, which allows them to censure anything they do not want people to hear about i.e. that they are in lack of labors. The lack of freedom in some countries affect the news being broadcasted either in newspapers or on the television.

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Macbeth's Imaginations

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Imagination has always played an important role in shaping one's characteristics. We see imagination playing similar role in Macbeth's life before and after he murders King Duncan. Before murdering Duncan, Macbeth imagines a dagger leading him to the king's chamber. After murdering King Duncan, Macbeth hears some voices saying "Glamis hath murder'd sleep and therefore Cawdor shall sleep no more." It seems that both Macbeth and Lady Macbeth guilty of what they have done and it is their conscious that is driving them crazy. Macbeth also sees some ghostly images of Banquo later in the play when he assassinates him.

Just before Macbeth is about to kill Duncan, he sees a dagger before him. It is his conscious and it seems as if he is too tensed by the idea of killing the King. He imagines all the blood dripping from the dagger. He also sees the dagger directing him to King Duncan's chamber. While he is imagining the dagger, he also imagines the nature which seems dead and how the nightmares must be torturing King Duncan as he is asleep, "Now o'er the one half world, nature seems dead, and wicked dreams abuse the curtain'd sleep". Although Macbeth visualizes the entire horrifying thoughts (relating to killing Duncan) gush through his mind, he gets the deed done.

After Macbeth kills Duncan he hears some voices saying "Macbeth has murder'd sleep, therefore Macbeth will sleep no more". This again is his conscious as he and Lady Macbeth feel guilty about what they have done. Macbeth imagines that he has murdered the sleeping king Duncan and therefore stealing his own sleep. Although no ones knows about this deed, Macbeth feels extremely guilty and is not able to concentrate on what is going to happen next. He seems to have been lost in his own imagination. "I'll go no more I'm afraid to think what I have done; Look on't again I dare not. "

The last key imagination that Macbeth envisions is the ghostly images of Banquo at the dinner table. Macbeth has invited some guest to dinner at his castle. As everyone is beginning to start their meal, one of the murderers of Banquo comes and breaks this news to Macbeth. Macbeth is pleased to hear the news. As he comes back to the table, he sees a ghostly image of Banquo sitting at his chair. This again is Macbeth's imagination. The ghost seems to frighten Macbeth and Macbeth starts talking absolute nonsense in front of everybody, "Thou canst say I did it never shake Thy gory locks at me." In this part Macbeth is talking to the ghost claiming that he hasn't done the killing. Another example, "Thy bones are marrowless, thy blood is cold; thou hast no speculation in those eyes which thou dost glare with.", this is another part from the same scene when the ghost disappears and then reappears again. In this scene Macbeth is totally occupied with his imagination of Banqou. All this drama led to the dismissal of the guests in a very inappropriate and dishonorable way.Write my Essay on Macbeth's Imaginations

Imagination appears to have played a significant role in Macbeth's character throughout the play. It is interesting how Macbeth imagines one thing and does something else, for example, before killing King Duncan, Macbeth argues various reasons to not kill him. Eventually, he kills him. Macbeth also differentiates between his two sides and after committing something evil, his other side haunts him back.

Please note that this sample paper on Macbeth's Imaginations is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Macbeth's Imaginations, we are here to assist you. Your persuasive essay on Macbeth's Imaginations will be written from scratch, so you do not have to worry about its originality.

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