Laplace and Fourier Transforms Essay Example for Free

Laplace and Fourier Transforms Essay Laplace and Fourier Transforms are operator which when applied on a function, lead to another function in a different variable. These transforms are very useful in solving many problems in different branches of engineering. What is essentially done is that an engineering problem is modeled as a mathematical equations and these equations are generally ordinary and / partial differential equations with boundary conditions. These equations are difficult to be solved by analytical methods, however, these equations can be converted into algebraic equations by using Laplace or Fourier Transforms and then it becomes easy to solve these equations. Once these subsidiary algebraic equations are solved, the solution of these algebraic equations is transformed back and thus the solution of the engineering problem is obtained. Thus it can be said that there are following three steps involved in solving differential equations with boundary conditions. (1) Transforming the differential equations with boundary conditions into simple algebraic equations (subsidiary equations). (2) Solution of the subsidiary algebraic equations by algebraic manipulations. (3) Transforming back the result(s) of subsidiary algebraic equations to obtain the solutions. Therefore, it can be seen that the problem of solving a differential equation is simplified into solving of algebraic equations by use of Laplace or Fourier transforms and needless to say that solving an algebraic equation is much simpler than solving a differential equation. Therefore, it is not unusual that Laplace and Fourier transforms find extensive application is solving engineering problems in mechanical as well as electrical domain where the driving force has discontinuities, is impulsive and is periodic function of complex shape. Besides, this method solves the problem directly. Initial value problems are solved without determining the general solution first. Also, nonhomogeneous equations are solved without solving the homogeneous equations first. These transformations are useful in solving not only the ordinary differential equations but in solving the partial differential equations as well. In this paper, the definition, properties and applications of Laplace and Fourier transforms is discussed in detail. Laplace Transform Let us consider a function f = f(t), which is defined for all t 0. When this function is multiplied by e-st and the product is integrated from t = 0 to t = ? and if this integral exists, then this integral will be a function of s, let us say it is F(s); then F(s) is Laplace transform of f(t).

Comparing Symbols and Symbolism in Blue Hotel, Black Cat, Night, Alfred

Color Symbolism in Blue Hotel,  Black Cat, Night,  Alfred Prufrock,  Red Wheelbarrow      Ã‚  Ã‚   Symbolism of colors is evident in much of literature. "The Blue Hotel" by Stephen Crane, "The Black Cat" of Edgar Allan Poe, "Night" by William Blake, "The Love Song of J. Alfred Prufrock" by T. S. Eliot, and "The Red Wheelbarrow" by William Carlos Williams encompass examples of color symbolism from both the prose and the poetry of literature. When drawing from various modes of psychology, interpretations of various colors, with emphasis to dream psychology, an analysis of the colors themselves and then their applications to literature can be readily addressed.    "Colour is one of the areas in daily life in which symbolism is most readily apparent." (Fontana 66) The use of color as a source of symbolism is widespread and amidst the most traditional of sources which still possess symbolic qualities. Psychologically, colors derive such impact through relations to the natural world, such as the blue sky or a red rose. Dreams, being a prominent aspect of one's self, are often a theme in poetry, and therefore the representation of colors within dreams should be addressed. Symbolism of colors is also evident in much of literature. "The Blue Hotel" by Stephen Crane, "The Black Cat" of Edgar Allan Poe, "Night" by William Blake, "The Love Song of J. Alfred Prufrock" by T. S. Eliot, and "The Red Wheelbarrow" by William Carlos Williams encompass examples of color symbolism from both the prose and the poetry of literature. When drawing from various modes of psychology, interpretations of various colors, with emphasis to dream psychology, an analysis of t he colors themselves and then their applications to literature can be readily addressed. ... ...ir innocence and purity.    In the final analysis, color symbolism reveals itself throughout various religions, dream psychology and even speech metaphorics. The incorporation of such symbolism into prose and poetry allows facets for many interpretations and ultimately the universality of literature. Works Cited Ackroyd, Eric. A Dictionary of Dream Symbols. London: Blandford, 1999. Crane, Ronald S., Ed. A Collection of English Poems. New York: Harper and Row, 1932. Fontana, David. The Secret Language of Symbols: A Visual Key to Symbols and Their Meanings. London: Duncan Baird Publishers, 1994. Roberts, Edgar V. and Jacobs, Henry E. Literature: An Introduction to Reading and Writing. Upper Saddlr River: Prentice-Hall, Inc., 1998. Rodriguez, Celia. American Literature. Womack, Martha. The Poe Decoder. 1997.

Integrating oral communication skills

The article I chose deals about the lack of practice in speaking skill in language teaching, and although it refers to Chinese schools, I found it relevant because the situations it refers to are very similar to the ones we face in most of the schools in our country. Since a very powerful motivation to learn a second language is to be able to converse with speakers of that language, speaking seems to be the most important skill to be developed.Although, it is also a huge challenge if we take into count on the one hand, the different micro-skills that learners need to manage, which vary from pronunciation of unfamiliar words to the appropriate use of formal and informal expressions. Furthermore, the very limited chances that students have to speak English outside the classroom make things harder for them. INTEGRATING ORAL COMMUNICATION SKILLS. Having a more integrated approach ensuring enough practice in oral communication by including speaking into reading and writing lessons, would be an appropriate option, which would hopefully offer important benefits.Student's acquisition of English could be improved by taking advantage of some interesting topics for reading and writing, which would provide a chance to discuss and test their language. In order to reach this goal, teachers are expected to go beyond the traditional courses and integrate different skills during their lessons. READING TO SPEAK. The activities presented here can helps students notice the difference between what they want to say and what they can really say, and maybe make them focus their attention on meaning first and on form later, and can be used both for intensive ND extensive reading classes. Reading to act. This in an activity in which students act out a story they have Just read, being encouraged to make as many changes as they want to the plot and dialogues, and it is organized as follows: Divide the class into small groups and assign each one a director to organize rehearsals. Students scan the story focusing on how to express it through their acting. They have a first rehearsal relying only on their memories. They scan the story again, searching for some variations and take some notes that an be used for the second rehearsal.A contest is held to determine who offered the best performance. An acting project helps to achieve four-skill integration and makes the reading task much more interesting. 2. – Reading to debate. Students are required to select an article containing a controversial issue which they can discuss about. The activity is organized as follows: Students are formed by pairs and agree on which position they will take. They scan the text without taking notes and debate about it, using quotes to support their arguments.They scan the text again, searching for useful expressions and ideas to support their position. Note taking is allowed so later they can participate in the debate by small groups or as a whole class, being encouraged to personaliz e their comments. This activity can improve student's understanding of the issue and helps them to defend their point of view about it. 3. – Reading to interview. This activity is a lot more flexible and can include texts of different genres and it is organized as follows: Students scan the text to get all the ideas they can.They form pairs with the roles of interviewer and interviewee. The first one has to ask questions related which can be answered using facts from the reading. They check the text again looking for further questions which can be noted down this time. They switch roles or find new partners if they want to and perform the interview again. A competition is held to decide on the pair who best represented the text. This activity provides students with an opportunity to orally express what they got from a text.

Film Genre, Narration, Reality Tv Essay

â€Å"Types of films are commonly referred to as genres (pronounced â€Å"zahn-rahz†). The word genre is originally French and simply means kind or type.† (Bordwell & Thompson, 2004: 108). Genre groups films, which share similar filmic qualities and themes, into various subsections according to the type of film they are associated as. Various film genres are recognisable by the way they are presented and patterned or the way that they portray a certain emotion or feeling, as those of humour or horror. There is no distinct way by which we can define genre. Some films incorporate various aspects of different genres, thus we cannot define exactly what kind of text-book definition genre it is and being that all people are different, a comedy to one person may be a complete bore to the next. In a sense, certain films portray their genre as a subjective opinion. Film genre, in the modern filmic world today, is also very reliant on the actors that star in the feature. Automatically we, as viewers, would associate brawn and large stature with an action film, but occasional films tend to meld these characters into completely different subgenre, giving the film a very hybrid, generic feel to it. Genres are ways of providing films with the intended associations. It is a convention in which people can refer to initially grasp the notion of a film, â€Å"for the vast publicity system that exists around filmmaking, genres are a simple way to characterize film. In fact, reviewers are often central in gathering and crystallizing notions about genres.† (Bordwell & Thompson, 2004: 110). Genres are helpful in the general public as they give spectrum to different people and their different tastes. It also accommodates for any mood one may be in if they wanted to watch a film. It characterizes the films and sorts them into place for the viewer’s pleasure, â€Å"At all levels of the filmmaking and film-viewing processes, then, genres help assure that most members of society share at least some general notions about the many films that compete for our attention.† (Bordwell & Thompson, 2004: 110) Most genres share specific genre conventions. Stereotypical plots or certain predictable characters are expected to appear during a film of a desired genre. These are the conventions which group films into subgenres. Other than visual and audio conventions, those concerning mise-en-scene, cinematography, sound, lighting and editing, genres often also make boundaries around the type of thematic notions that are presented within films. Interweaving and altering certain genres, film producers create hybrids of genres that are incorporate mixture of different filmic techniques implemented by different genres. These subgenres, as with conventional genres are not always effective. â€Å"The periods in which a genre remains popular are called cycles.† (Bordwell & Thompson, 2004: 115). Genres can only be portrayed so many times before they become old, such as with anything else in the world. Film Narration (Researched from â€Å"Film Art: An Introduction† by D. Bordwell and K. Thompson.) According to D. Bordwell and K. Thompson, a narrative is considered to be, â€Å"Â…a chain of events in cause-effect relationship occurring in time and space,† (Bordwell & Thompson, 2004: 69), otherwise also known as a story. The narrative of a film begins with an instance and throughout the film’s time and space alters in story and elements in such a way that the final narration is the end product. The narrative of a film is structured in a way that we, the viewers, can identify with and understand what is going on in the film. The sequences and events are arranged in an order such that to portray the notion of a flowing story. Causality, time and space are the governing factors behind this story or narration. The story undergoes a â€Å"cause and effect,† (Bordwell & Thompson, 2004: 69) situation where one event leads onto another. â€Å"A narrative may cue us to draw parallels among characters, settings, situations, times of day, or any other elements.† (Bordwell & Thompson, 2004: 69) The way in which the narrative of a film is revealed can lead the viewer to make connections between certain elements in the film such as interlinking character backgrounds or settings. What the viewer sees onscreen is mechanically fed into the back of his/her mind and slowly they start tying in different aspects of a film as they are uncovered one after the other. By the actions or method of speech certain characters have in films, for example, the viewer can achieve a comprehensible understanding of the character and how he/she fits into the, sometimes social or other, hierarchy of the narrative of the film. This is a contributing factor towards the plot development of a film as the characters are to have an affirmative role that the viewer should be able to understand. â€Å"Â…the film’s plot may contain material that is extraneous to the story world.† (Bordwell & Thompson, 2004: 71). D. Bordwell and K. Thompson use the example of nondiegetic intro music being a form of narrative to the story plot as it does set a pace and a mood for the story. The film’s plot and story are not the same thing but are closely linked in aspect. The plot mechanically uncovers a film’s storyline and events while the film’s story adds complexity and body to the film as a whole through diegesis. The Bordwell and Thompson CD-ROM addition describes diegesis to be, â€Å"Â…the world of the film’s story. The diegesis includes events that are presumed to have occurred and actions and spaces not shown onscreen. See also diegetic sound, nondiegetic insert, nondiegetic sound.† Therefore the understanding of the film’s narration will have a different, more in depth meaning to someone like the director as opposed to the viewer. Thus it is the director’s duty to arrange the narrative in such a way that it would portray a desired notion or motif through the way it is presented. Causality, time and space are the overall key factors governing the convergence of film narration. Precise sequencing and technical usage of these three elements is what brings about a good story narrative. Reality T.V (Researched from â€Å"InfoTrac Onefile† online journal.) â€Å"The term ‘reality TV’ was first coined in the USA, and was used to describe television programmes based on film footage from police forces and the emergency services, usually featuring dramatic car chases and accidents.† (Joan Garrod, 2004). Reality is a rather new and very different hybrid of television genres that are encountered daily. It totally abolishes the rules and regulations of standard acting and filming procedures. Whereas other forms of televisual entertainment make use of camera and acting synchronisation, reality television goes one step ahead to disrupt this congruency and allow the action and camera to work individually creating a, once-unnatural, different form of filmic entertainment. â€Å"The main reason viewers give for their interest in reality TV is that it is not as predictable and formulaic as ‘mainstream’ television dramas and sit-coms.† (Mark Andrejevic, 2004). This factor is what binds viewers to their television sets when a new hit reality show is broadcast. The fact that this stream of entertainment is still rather new and unpredictable, viewers become completely absorbed and over-obsessed with their new favourite show, â€Å"Â…13 million people in the UK watched the final of I’m a Celebrity†¦Get Me Out of HereÂ….† (Joan Garrod, 2004). That is a colossal quantity of viewers for the UK alone. Reality television it considered by some to be an insult to their intelligence. It requires no previous acting skills at all and has the habit of creating stars almost as popular as ones we would find in our everyday Hollywood films, â€Å"Here, in short, are people becoming famous for  doing nothing much at all, but doing it where everyone can see them.† (Salmon Rushdie, 2004). It is easy to notice why various media critics are ‘insulted’ by this form of television entertainment. They are coming from backgrounds with the art of media has been cultured to such a fine point that an entertainment of this nature would be, just plainly, unacceptable. Certain critics have made note that reality TV, as well as having negative repercussions on the viewers, have negative repercussions on the participants as well. â€Å"Â…participants become psychologically weakened and more easily manipulated, and are thus more prone to be subject to the authority of the producers.† (S. Brenton and R. Cohen, 2003). Many participants often enter a â€Å"distressed state† and, invariably, leave the show early. Mark Andrejevic, a Colorado PhD student, goes on to find other aspects of reality TV that are beside the norm. He states that because the participants, in reality TV, are ‘real people’, more and more viewers are adapting to identifying with them as opposed to acted characters in conventionally produced film. He also states that reality TV is a new advancement in â€Å"televisual interaction†. It gives the viewers the option to choose how they would like the ending to happen. This is silly however, as what would be the point of watching a reality series in the first place? Reality TV is a diverse and upcoming television genre in the future. Critics predict it to be around still for an extensive amount of time. So many ideas and manipulations from real life can be brought into action on the screen and we, as mindless, malleable viewers, will eat up all the Americanised filth that is brain-fed to us through our television setsÂ… an unhappy ending to a debatably unhappy story. Bibliography David Bordwell & Kristin Thompson, (2004) Film Art: An Introduction, The McGraw-Hill Companies: New York. P 69, 71, 108, 110, 115 David Bordwell & Kristin Thompson, (2004) Film Art: An Introduction, The McGraw-Hill Companies: New York Ââ€" CD-ROM attachment. Joan Garrod (2004). Author of news article, â€Å"What is reality TV and why do we like it?† Sociology Review journal, Feb 2004 v13 i3 p14(3) S. Brenton and R. Cohen (2003) Shooting People: adventures in reality TV, Verso. Mark Andrejevic (2004) Salmon Rushdie (2004)

Biography of Richard Aoki, Asian-American Black Panther

Biography of Richard Aoki, Asian-American Black Panther Richard Aoki was a field marshal in the Black Panther Party, the less well known colleague of Bobby Seale. Eldridge Cleaver. Huey Newton. These names often come to mind when the Black Panther Party is the topic at hand. But after his death at the age of 70 in 2009, there has been a renewed effort to familiarize the public with this Panther who’s not as well known. Fast Facts: Richard Aoki Known For: Civil rights activist, founder of the Asian American Political Alliance and field marshal of the Black PanthersBorn: November 20, 1938, in San Leandro, CaliforniaParents: Shozo Aoki and Toshiko KaniyeDied: March 15, 2009, BerkeleyEducation: Merritt Community College (1964–1966) Sociology BS, University of California at Berkeley (1966–1968) MS Social WelfareSpouse(s): noneChildren: none Early Life Richard Masato  Aoki was born Nov. 20, 1938, in San Leandro, California, the eldest of two sons born to Shozo Aoki and Toshiko Kaniye. His grandparents were Issei, first-generation Japanese Americans, and his parents were Nisei, second-generation Japanese Americans. Richard spent the first few years of his life in Berkeley, but his life underwent a major shift after World War II. When the Japanese attacked Pearl Harbor in December 1941, xenophobia against Japanese Americans reached unparalleled heights in the U.S. The Issei and Nisei were not only held responsible for the attack but also generally regarded as enemies of the state still loyal to Japan. As a result, President Franklin Roosevelt signed Executive Order 9066 in 1942. The order mandated that individuals of Japanese origin be rounded up and placed in internment camps. The four-year old Aoki and his family were evacuated first to the Tanforan Assembly Center in San Bruno, and then to a concentration camp in Topaz, Utah, where they lived without indoor plumbing or heating. â€Å"Our civil liberties were grossly violated,† Aoki told the Apex Express radio show of being relocated. â€Å"We were not criminals. We were not prisoners of war.† During the politically tumultuous 1960s and ’70s, Aoki developed a militant ideology directly in response to being forced into an internment camp for no reason other than his racial ancestry. Life After Topaz After his discharge from the Topaz internment camp, Aoki settled with his father, brother and extended family in West Oakland, a diverse neighborhood that many African Americans called home. Growing up in that part of town, Aoki encountered blacks from the South who told him about lynchings and other acts of severe bigotry. He connected the treatment of blacks in the South to incidents of police brutality he’d witnessed in Oakland. â€Å"I began putting two and two together and saw that people of color in this country really get unequal treatment and aren’t presented with many opportunities for gainful employment,† he said. After high school, Aoki enlisted in the U.S. Army, where he served for eight years. As the war in Vietnam began to escalate, however, Aoki decided against a military career because he didn’t fully support the conflict and wanted no part in the killing of Vietnamese civilians. When he returned to Oakland following his honorable discharge from the army, Aoki enrolled in Merritt Community College, where he discussed civil rights and radicalism with future Panthers, Bobby Seale and Huey Newton. Black Panther Party Aoki read the writings of Marx, Engels and Lenin, standard reading for radicals in the 1960s. But he wanted to be more than just well read. He also wanted to effect social change. That opportunity came along when Seale and Newton invited him to read over the Ten-Point Program that would form the foundation of the Black Panther Party. After the list was finalized, Newton and Seale asked Aoki to join the newly formed Black Panthers. Aoki accepted after Newton explained that being African-American wasn’t a prerequisite to joining the group. He recalled Newton saying: â€Å"The struggle for freedom, justice and equality transcends racial and ethnic barriers. As far as I’m concerned, you black.† Aoki served as a field marshal in the group, putting his experience in the military to use to help members defend the community. Soon after Aoki became a Panther, he, Seale and Newton took to the streets of Oakland to pass out the Ten-Point Program. They asked residents to tell them their top community concern. Police brutality emerged as the No. 1 issue. Accordingly, the BPP launched what they called â€Å"shotgun patrols,† which entailed following the police as they patrolled the neighborhood and observing as they made arrests. â€Å"We had cameras and tape recorders to chronicle what was going on,† Aoki said. Asian American Political Alliance But the BPP wasn’t the only group Aoki joined. After transferring from Merritt College to UC Berkeley in 1966, Aoki played a key role in the Asian American Political Alliance. The organization supported the Black Panthers and opposed the war in Vietnam. Aoki â€Å"gave a very important dimension to the Asian-American movement in terms of linking the struggles of the African-American community with the Asian-American community,† friend Harvey Dong told the Contra Costa Times. In addition, the AAPA participated in local labor struggles on behalf of groups such as the Filipino Americans who worked in the agricultural fields. The group also reached out to other radical student groups on campus, including those that were Latino- and Native American-based such as MEChA (Movimiento Estudiantil Chicano de Aztln), the Brown Berets and the Native American Student Association. Third World Liberation Front Strike The disparate resistance groups eventually united in the collective organization known as the Third World Council. The council wanted to create a Third World College, â€Å"an autonomous academic component of (UC Berkeley), whereby we could have classes that were relevant to our communities,† Aoki said, â€Å"whereby we could hire our own faculty, determine our own curriculum. In winter of 1969, the council started the Third World Liberation Front Strike, which lasted an entire academic quarter- three months. Aoki estimated that 147 strikers were arrested. He himself spent time at the Berkeley City Jail for protesting. The strike ended when UC Berkeley agreed to create an ethnic studies department. Aoki, who had recently completed enough graduate courses in social work to obtain a master’s degree, was among the first to teach ethnic studies courses at Berkeley. Teacher, Counselor, Adminstrator In 1971, Aoki returned to Merritt College, a part of the Peralta Community College district, to teach. For 25 years, he served as a counselor, instructor and administrator in the Peralta district. His activity in the Black Panther Party waned as members were imprisoned, assassinated, forced into exile or expelled from the group. By the end of the 1970s, the party met its demise due to successful attempts by the FBI and other government agencies to neutralize revolutionary groups in the United States. Although the Black Panther Party fell apart, Aoki remained politically active. When budget cuts at UC Berkeley placed the future of the ethnic studies department in jeopardy in 1999, Aoki returned to campus 30 years after he participated in the original strike to support student demonstrators who demanded that the program continue. Death Inspired by his lifelong activism, two students named Ben Wang and Mike Cheng decided to make a documentary about the onetime Panther titled â€Å"Aoki.† It debuted in 2009. Before his death on March 15 of that year, Aoki saw a rough cut of the film. Sadly, after suffering several health problems, including a stroke, a heart attack and failing kidneys, Aoki died on March 15, 2009. He was 70. Following his tragic death, fellow Panther Bobby Seale remembered Aoki fondly. Seale told the Contra Costa Times, Aoki â€Å"was one consistent, principled person, who stood up and understood the international necessity for human and community unity in opposition to oppressors and exploiters.† Legacy What distinguished Aoki from others in the black radical group? He was the only founding member of Asian descent. A third-generation Japanese-American from the San Francisco Bay area, Aoki not only played a fundamental role in the Panthers, he also helped to establish an ethnic studies program at the University of California, Berkeley. The late Aoki’s biography based on interviews with Diane C. Fujino reveals a man who counteracted the passive Asian stereotype and embraced radicalism to make long-lasting contributions to both the African- and Asian-American communities. Sources Chang, Momo. Former Black Panther leaves legacy of activism and Third World solidarity. East Bay Times, March 19, 2009.  Dong, Harvey. Richard Aoki (1938–2008): Toughest Oriental to Come out of West Oakland. Amerasia Journal 35.2 (2009): 223–32. Print.Fujino, Diane C. Samurai Among Panthers: Richard Aoki on Race, Resistance, and a Paradoxical Life. Minneapolis, University of Minnesota Press, 2012.

Halogen Elements and Properties

Halogen Elements and Properties The halogens are a group of elements on the periodic table. It is the only element group that includes elements capable of existing in three of the four main states of matter at room temperature (solids, liquid, gas). The word halogen means salt-producing, because halogens react with metals to produce many important salts. In fact, halogens are so reactive that they do not occur as free elements in nature. Many, however, are common in combination with other elements Here is a look at the identity of these elements, their location on the periodic table, and their common properties. Location of the Halogenson the Periodic Table The halogens are located in Group VIIA of the periodic table  or group 17 using IUPAC nomenclature. The element group is  a particular class of nonmetals. They can be found toward the right-hand side of the table, in a vertical line. List of Halogen Elements There are either five or six halogen elements, depending on how strictly you define the group.  The halogen elements are: Fluorine (F)Chlorine (Cl)Bromine (Br)Iodine (I)Astatine (At)Element 117 (ununseptium, Uus), to a certain extent Although element 117 is in Group VIIA, scientists predict it may behave more like a metalloid than a halogen. Even so, it will share some common properties with the other elements in its group. Properties of the Halogens These reactive nonmetals have seven valence electrons. As a group, halogens exhibit highly variable physical properties. Halogens range from solid (I2) to liquid (Br2) to gaseous (F2 and Cl2) at room temperature. As pure elements, they form diatomic molecules with atoms joined by nonpolar covalent bonds. The chemical properties are more uniform. The halogens have very high electronegativities. Fluorine has the highest electronegativity of all elements. The halogens are particularly reactive with the alkali metals and alkaline earths, forming stable ionic crystals. Summary of Common Properties They are ery high electronegativitiesSeven valence electrons (one short of a stable octet)Highly reactive, especially with alkali metals and alkaline earths. Halogens are the most reactive nonmetals.Because they are so reactive, elemental halogens are toxic and potentially lethal. Toxicity decreases with heavier halogens until you get to astatine, which is dangerous because of its radioactivity.State of matter at STP changes as you move down the group. Fluorine and chlorine are gases, while bromine is a liquid and iodine and astatine are solids. It is expected element 117 will also be a solid under ordinary conditions. Boiling point increases moving down the group because the Van der Waals force is greater with increases size and atomic mass.   Halogen Uses Justin Sullivan / Getty Images The high reactivity makes halogens excellent disinfectants. Chlorine bleach and iodine tincture are two well-known examples. The organobromides are used as flame retardants. Halogens react with metals to form salts. The chlorine ion, usually obtained from table salt (NaCl) is essential for human life. Fluorine, in the form of fluoride, is used to help prevent tooth decay. The halogens are also used in lamps and refrigerants.

Contemporary Issues in Marketing Essay Example | Topics and Well Written Essays - 4000 words

Contemporary Issues in Marketing - Essay Example This paper is about contemporary issues in marketing from the perspective of three companies in the public, private and not for profit sectors. The three companies selected for this paper are Pfizer (Private), Social Security (Public) and WWF – World Wild Life Fund for the nonprofit sector. Every business should understand that, the customer comes first under all circumstances; it does not matter whether the customer if right or not but every business should follow the rules of customer care. The first rule states that, a customer is always right. Retaining an already existing customer is more than ten times cheaper than getting a new one. One of the effective ways of winning competition is gaining customer loyalty. The best way of building a brand name is ensuring that the customer is satisfied and his or her are expectations met. At first glance, customer relationship management seems just another name for customer relationship management. But customer knowledge management requires a different mindset along a number of key variables. Customer knowledge managers first and foremost focus on knowledge from the customer, rather than focusing on knowledge about the customer, as characteristic of customer relationship management. In others words, smart companies realize that corporate customers are more knowledgeable than one might think, and consequently seek knowledge through direct interaction with customers, in addition to seeking knowledge about customers from their sales representatives (Christopher & Ballantyne, 1991). Similarly, conventional knowledge managers typically focus on trying to convert employees from knowledge hoarders into knowledge sharers. This is typically done by intra-net based knowledge sharing platforms. The use of ICT for participatory purposes in general is seen to be more likely to occur in contexts that are less affected by the issues of digital divide. Studies on the digital divide