Provide relevant detailed analysis of sony in its global context Essay

Provide relevant detailed analysis of sony in its global context - Essay Example Today, the Sony brand exemplifies a unique combination of popularity, strong identity, recognition, and excellent communication of the brand values and mission to the consumers. In the meantime, the company should be more attentive to the cultural aspects of its brand development in the global contexts. That Sony is one of the strongest and most popular global brands cannot be denied. Throughout the years of successful performance, Sony was able to move its brand onto the new level of consumer recognition and turn the Sony brand into an indispensable component of its organizational and marketing culture. The importance of the Sony brand to the future of the company is difficult to underestimate. Every year, in April, new employees join Sony to become its members and contribute to the development of the future successful trends. â€Å"And what I always say to them is that we have many marvelous assets here. The most valuable asset are the four letters, S, O, N, Y† (Sony). The company does everything possible not only to raise brand recognition among consumers but to ensure that employees in all company divisions worldwide have a clear understanding of the company’s brand messages and values. Some executives feel a strong need to communicate and re-articulate the interr elationship between the brand and the culture, in which it works (Sony). Others are confident that it is high time Sony leveraged its brand beyond products and created a customer-centered brand identity, which would serve an effective driver of consumer recognition and satisfaction with Sony products. Today, however, it is important to reconsider the relevance and efficiency of the Sony brand through the prism of the principal theoretical concepts. The significance of the global brand organization, the construction of brand equity, brand measurement, and the importance of culture for the development of global brand identity will create on objective

As an Employer Essay Example | Topics and Well Written Essays - 500 words - 1

As an Employer - Essay Example However the features have to fulfill the basic requirements of the employees and the hardware should be durable. Lenovo Essential G570 is a laptop that offers competitive prices with excellent keyboard and improved track pad features. It has dual core mobile processor with 4GB DDR3 memory with a built in Intel HD Graphics 2000 graphics card. However, it doesn’t have HDMI ports and some installed software at times cause performance issues. Lenovo Essential G570 ranges between $570.00 – $620.00. This one comes with a Core i3-2310M processor, 4GB DDR3 memory, 500GB hard drive and 802.11b/g/n wireless. What really make this system stand out head and shoulders above from rest of the models are its external expansion capabilities. Dell Inspiron 15R includes two USB 3.0 and an eSATA port that gives you a wide range of speedy external peripherals. This clearly explains that this PC has a life beyond most budget laptops. This one is from one of the companies that actually offer dedicated graphics in very affordable prices. Acer Aspire AS560G-SB485 has an AMD Radeon HD 6470M graphics processer which enables it to process enhanced video even better with the casual 3D games. It has AMD A8-3500M quad core processers which satisfies all those users who are into multi tasking. Other specifications are 500 GB hard drive. 15.6-inch display with 1366x768 resolution and 802.11b/g/n wireless. It is priced between $520 - $600. All the above PCs provide great feature with variations. While Acer Aspire AS560G-SB485 provides best graphics, Lenovo Essential G570 provides best value. However, according to Kyrnin, Mark (2011), â€Å"What gives you the best overall performance is the Dell Inspiron 15R" (About.com Guide). Dell Inspiron 15R not only saves great money but also give all the essential features that a company would like to provide in a PC to their

Hypothesis and Research Design Paper Example | Topics and Well Written Essays - 2250 words

Hypothesis and Design - Research Paper Example According to findings, it is found that, ethical and moral decisions reached upon by software developers during software development, has an influence on how things and businesses in particular, are done and how people`s lifestyles adapt to this technological development (Salehnia, 2006). Studies concerning the ethical standards in view of the use of computers and its software, centers on critical issues such as; hacking, privacy, copyright protection, and piracy among other issues related to compute use and software. However, studies indicate that, there is little that research indicating if software developers experience ethical and moral decisions opportunities. Because of this, researchers have developed theories that may help in predicting and explaining ethical and moral behaviors. The theories put forward by researchers, as virtue ethics help social scientist and researchers in categorizing the human behavior basing on ethical and moral judgments. In some instances, an ethical theory like, ethics position theory, is used to categorize human behavior in a number of groups, which includes exceptionism, situationism, subjectivism and absolutism. Through this examination of software developers by applying the ethical position theory, was facilitated. This related to the decisions that software developers make during the process of software development, and a few hypothesis relating to it emerged, which guided further research in the area to unveil various issues. Concerning the above introductory discussion it essential to understand issues about ethics and morality in software development, with a user’s perspective. To tackle the issues well, it is critical to understand some factors involved, which is ethics, morality and software development, so that a good basis is formed to unveil the discussion critically. To begin with, software development is the process through which, individuals, a team or accompany invents and then implements the grant plan that helps to create a new software program (Quigley, 2008). The same process is applied in creating a new variety software. In the software development, many steps get involved to achieve the target plan. First, an understanding has to be made about what is needed, in terms of the purpose for developing the software. Secondly, the plan is then developed to create the software required to meet the purpose perceived, this done by writing the code and the bug test prior launching. The process of software development may involve one or many programmers, depending on the complexity of the software require achieving perceived results. At the initial stages, a research is mandatory to gain an understanding of the type of software that the market requires. The research is used to establish the real purpose of the software in meeting the market needs, in line with the overall goals set. On the other hand, ethics is perceived as the study of concept value in terms of right, good, wrong, or bad, as applied to actions concerning a group’s norms and regulations or rules. Basing on ethics and computer systems it is found that, computer software systems lie squarely in the heart of decision-making. This includes issues like data storage and manipulation, and data availability. Concerning the ubiquity of software systems in every area of private

Universal Motives Essay Example for Free

Universal Motives Essay What are universal motives? What are some examples of universal motives?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the aspect of psychology, scientist study and determine the behavioral characteristics of each individual based on their personal motives and interest On this aspect, human person basically react, decide, or simply act towards the achievements of their motives and interest. Thus, ensuring the achievement or the satisfaction of these factors can significantly motivate or encourage a person towards a certain reaction or behavioral conditioning. Because of which, the factor of motives and interest become an important factor in the determination of the behavioral pattern and characteristics of each individual.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the field of behavioral pattern and psychological characteristic, several factors are considered to be of universal nature as the general society display similar interest towards the achievement or satisfaction of these certain factors. Due to which, the scientific society established these factors to be universal motives as they are rooted in the innate needs and characteristics of the human behavior in general. Included in this category are the motives for food or survival, job for biosocial function, sex for reproduction and physiological pleasure, friends or family for social acceptance, bodily comfort, health, specific fears, and others. These motives are commonly shared by the universal human population or certain social regions thus, becoming a similar factor in the field of human behavior. The manifestation and development of these universal motives in each individual likewise become a unique characteristic based on the origin of these influences such as environmental factors, social inheritance, biological structures, and others. In general, these motivational factors are commonly shared by the human population giving them their universal characteristics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The satisfaction of these universal motives are generally important in the behavioral modification and conditioning in the social perspective as these factors serves as the common interest of the people. Likewise, the achievement of these universal motives are essential as they are based on the basic needs of each individual in the physiological and biological nature thus, important for their welfare and survival. As such, considering these factors is important in understanding the human behavioral characteristics and patterns in both the individual and social perspective. Bibliography Gorman, Philip (2004). Motivation and Emotion. Routledge Publication. ISBN-10: 0415227704.

Do Rich and Poor Districts Spend Alike? :: essays research papers

Do Rich and Poor Districts Spend Alike? (NCES 97-916) Ordering Information The right to a free and public education has long been considered to be at the heart of the American ideal of equal opportunity for all. The importance placed on public elementary and secondary education services is reflected in an annual expenditure of approximately $250 billion. Given the magnitude of this investment, it is not surprising that there is also a great deal of interest in how these dollars are allocated to students. One result of this interest is a long Mitigative and research history examimng the relationship between access to public education resources and community wealth (e.g., Berne and Stiefel 1984). The purpose of this brief is to provide a direct view of this relationship across all of the school districts of the nation for the 1989–90 school year. These findings are based on a Research and Development Report (Parrish, Matsumoto, and Fowler 1995) produced by the National Center for Education Statistics. Since this research is intended to be developmental in nature, these resuks should be considered tentative and suggestive. Although different measures of community wealth and public education resources may be used, in this analysis community wealth is defined as the median income of the households located within school district boundaries./1 This measure of wealth is compared to three alternative measures of the resources available to public schools in the district. These are expenditures per student, expenditures converted to education "buying power," and the average number of students per teacher. The first measure is in actual unadjusted dollars; the second i s an estimate of the relative power of those dollars to buy education resources; and the third is a direct measure of arguably the most critical single education resource, the ratio of students to teachers. While dollars and students per teacher are direct measures of the actual resources received by students, "buying power" is a new concept currently under development by the education research community. These three measures represent a progression from the dollars available for students, to an estimate of the relative power of those dollars to buy education resources, to a direct measure of those resources. Districts with high-income households have more to spend for public education. Differences in public education spending are most pronounced at the extremes of median household income (figure 1). The average public education expenditure in districts serving students in the nation's poorest communities (i.

Insect Repellent and Investigatory Project Essay

We make this Project to be used as a Natural Insect Repellant. Aside from it is homemade, its ingredients can only be found in your background. It is not bad for the environment, it is not also bad for your skin if you use into it. For Lemongrass is a plant. Aside from the leaves and the oil are used to make medicine and some people apply lemongrass and its essential oil directly to the skin for headache, stomachache, abdominal pain, and muscle pain. By inhalation, the essential oil of lemongrass is used as aromatherapy for muscle pain. In food and beverages, lemongrass is used as a flavoring. It is also good ingredient in an insect repellant. Lemongrass leaves are also commonly used as â€Å"lemon† flavoring in herbal teas. In manufacturing, lemongrass is used as a fragrance in soaps and cosmetics. Lemongrass is also used in making vitamin A and natural citral. Lemongrass might help prevent the growth of some bacteria and yeast. Lemongrass also contains substances that are thought to relieve pain, reduce fever, stimulate the uterus and  menstrual flow, and have antioxidant properties. Garlic they help control bacterial, viral, fungal, yeast and worm infections. The chemical ajoene found in garlic may help treat fungal skin infections like ringworm and athlete’s foot. Angiotensin II is a protein that helps our blood vessels contract thereby increasing the blood pressure. Allicin in garlic blocks the activity of angiotensin II and helps in reducing blood pressure and such, it is also one of the best ingredients in an insect repellant for it smells strong and bitter that insects will avoid. Garlic is one of the best remedy in toothache, and aside from that it is also the best ingredient in an effective insect repellant. And alcohol can also be an ingredient of an insect repellant. If this four ingredients is combined, sure, they’ll gonna be a good product. A.)Background of the Study As an effective repellant, not only insects will avoid that object, its ingredients are all natural. You can only find it in your backyard. We are not only teaching them how to make an effective repellant, but we are also teaching them to be thrifty, save money and use the natural ingredients in the surroundings. There is a need to avoid the attacks of the destructive insects. B.)Statement of the Problems/Objectives An insect repellant is a solution to the attacks of the insects. Branded repellant has a strong chemical that might affect a person or a thing. There are many plants that can be used as a repellant which is safer. This study aims to answer the following questions: ïÆ'ËœIs that repellant really effective? ïÆ'ËœIs that repellant really natural? ïÆ'ËœIs that repellant cannot harm a person? ïÆ'ËœIs that repellant safe for the environment? C.)Significance of the Study The importance of this repellant is it makes the ant avoid such thing. The

Piaget vs Vygotsky Essay

Initially the study of lifespan development rose due to Darwin’s desire to understand human evaluation (Boyd & Bee, 2006). Developmental psychology is concerned with the changes of people during their life span including motor skill changes, problem solving changes, moral understanding changes, but it is originally concerned with these changes during infancy and childhood (Boyd & Bee, 2006). Without any doubts, Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934), are two major contributors who have affected developmental psychology with their theories on human development. According to Lerman (1996), Piaget and Vygotsky belong to two different traditions; Piaget belongs to the constructivism perspective that sees learning as construction and Vygotsky to the activity theory perspective that sees learning as an appropriation. According to Piaget, cognitive development results from the development of the brain, acquiring new abilities and experiences, thus he separated development into stages (as cited in Santrock, 2008). Piaget developed four stages the sensori-motor stage (0-2 years) where the infant is trying to make sense of the world, and acquires the development of object permanence (Shaffer & Kipp, 2007). The pre-operational stage (2-7 years) where language development, animism, egocentrism and the use of symbols hallmark this stage (Shaffer &Kipp, 2007). The concrete operational stage (7-11 years) where children start classifying objects and are able to conserve and think logically about objects and events (Shaffer & Kipp, 2007). And the formal operational stage (11 years and beyond) where children develop hypothetico-deductive reasoning and imaginary audience and believe in the uniqueness of oneself and one’s experiences (Shaffer & Kipp, 2007). On the other hand, Vygotsky developed his sociocultural theory indicating that cognitive development is promoted in a â€Å"sociocultural† context which influences the form it takes (Shaffer & Kipp, 2007). Furthermore, Vygotsky indicated that many of the child’s most important cognitive functions develop from social interactions with parents, teachers and other more competent associates. Moreover, Vygotsky elaborated his Zone of Proximal Development (ZPD) where the child is the learner and can manage independently and the difference between what the children can learn with guidance of a more skilled and competent partner and expect further cognitive growth, by internalising the help of the skilled partner (Shaffer & Kipp, 2007). Starting on the debate and trying to shed light upon the different approaches on development from Piaget and Vygotsky, the differences on egocentric speech and language will be analyzed. Vygotsky in one of his main books published in 1934 â€Å"Thought and Language† wrote about Piaget â€Å"Psychology owes a great deal to Jean Piaget. It is not an exaggeration to say that he revolutionised the study of child language and thought† (Vygotsky, 1962, p.9). Though, even if he exalted Piaget he differed his approach around the concepts of egocentric speech and egocentrism. In line with Vygotsky (1962, p. 14-15), the outcome of the observations of Piaget led him to the conclusion that children’s speech can be divided only in two distinct entities, the egocentric speech and socialized speech. The difference between them is due to their functions, during egocentric speech the child talks only about him having no interest in other people and expecting no answers, whereas socialized speech attempts exchanges with other people. According to Vygotsky, the conclusions of Piaget showed that the majority of preschool children talk is egocentric, though when the child reaches school age, egocentric speech declines (Vygotsky, 1962, p. 16).Vygotsky differed his view from Piaget on egocentric speech believing that it has a specific function and this function other than its communicative role, it also serves as a thinking tool and as a tool to solve problems (Vygotsky, 1962, p. 18). Piaget and Vygotsky seem to agree that inner speech develops from egocentric speech which leads to logical thinking, though Vygotsky highlighted language as an apparatus of thought other than another way of expression. On the other hand, Piaget awarded to language a less significant role than Vygotsky toward the development of thought (Piaget, 1970). Moreover, Vygotsky praised the use of language and egocentric speech as thinking tools which promote development, but Piaget disagrees indicating that Vygotsky could not understand that egocentrism could be a main obstacle for learning, concluding that language can also reduce learning and development (Piaget, 1962). Another main issue where Vygotsky and Piaget collide is the role of the social and the role of the individual in learning. Piaget indicates that teaching is divided in two sides, the one is the rising individual, and the other side consists of social, intellectual, and moral values that the educator attempts to transmit (Piaget, 1969). Piaget’s aim was to make children capture the solution of the problem on their own strength, self-regulation, and their own experiences rather than receiving help from any rules or from a more skilled individual (Piaget, 1969). Thus, Piaget points out that learning is not social, and that the individual on his own entirely captures the surrounding knowledge. On the contrary, Vygotsky who belongs to the activity theory indicates that learning is an active process from the child’s perspective, and that the child can duplicate culturally accumulated knowledge with assistance from social support (Vygotsky, 1962). The outstanding difference in learning is that Piaget perceives the individual as the onset of learning and also children can learn through repetitive interaction and experience with the environment, moreover the egocentric speech serves as a tool for logical thinking, though it can also intricate the meaning (Piaget, 1969). On the other hand, Vygotsky is emphasising more that an individual (child) cannot produce knowledge and learn without the verbal interaction and activity of other probably more skilled individuals (Vygotsky, 1962). Thus, Piaget seems to combine and emphasise on both the individual side and the social side, whereas Vygotsky emphasises more on one side, the social side. Additionally, Vygotsky proposes that knowledge arrives from the outside, on the contrary though Piaget points out that learning lies on a child’s innate capability. Piaget was mainly affected from his biological roots which influenced his approach on human development, and Vygotsky was influenced by the Marxist tradition forming his own ideas about human development and that is where the foundational difference lies on these two approaches on the essence of humanness (Newman & Holzman, 1993). On the contrary to Piaget who has strongly settled in a biological worldview and asserts human development in the adaptation to the environment, Vygotsky emphasizes on the centrality of transformative collaborative practices by individuals who do not adapt to their environment but as a whole transform it, and through this transformation also alter themselves and acquire their own status and essence (Newman & Holzman, 1993). For Piaget what promotes cognitive growth is disequilibration, a revolution made from the connection of two elemental processes. Concurrences with the world were either adapted, assimilated to anterior existing mental functions, or prevailing functions were altered to accommodate them. According to Piaget, there is this double connection between assimilation and accommodation highlighting that this double connection leads to cognitive growth, but none of these two functions can serve on its own the purpose of cognitive growth (Bruner, 1990). On the other hand, Vygotsky did not attribute to the mind this logical calculus. For Vygotsky, the mind is determined to consist of processes for attributing experience with meaning. Vygotsky indicated that meaning does not entirely depend upon language but also on the ability to apprehend the cultural context where language is used (Bruner, 1990). Vygotsky believed that cognitive growth would be promoted by acquiring essential order culturally allocated symbolic structures, with each of these symbolic structures having the ability to blend or switch pre-existing knowledge (Bruner, 1990). Additionally, these essential orders are manufactured by culture and cognitive growth is not formed by the biological perspective unless they are aided by language and culture which rely upon endured social interactions. Piaget was mainly concerned with the balanced order of mental development, whereas Vygotsky was merely concerned with how other more skilled individuals or the society implement the cultural patterning that constructs the process of cognitive growth and makes development achievable. According to Vygotsky’s general genetic law of cultural development any function the childe displays during his cultural development will appear two times. Firstly, it will appear in the social stage and then on the psychological stage. For Vygotsky, the unit of analysis is the individual engaging in social activities rather than psychological activity of the individual’s characteristics, arguing with Piaget’s position that children’s development must precede learning, Vygotsky’s position was that the development process lies behind the learning process. These two major theorists seem to disagree ontologically about learning due to the fact that Piaget is a constructionist and Vygotsky belongs to the activity theory. Ontologically constructivism indicates that there is no reality that exists outside of human thinking, whereas the activity theory points out that for everything that exists it does include physical characteristics. Furthermore, constructivism indicates that knowledge and thinking are inextricably on people’s brains and they just construct from their personal experiences. On the contrary, the activity theory indicates that knowledge is formed from a social negotiation involving people. Another issue which differs Vygotsky’s approach from Piaget’s is that the Piagetian theory does not provoke that children perform tasks that are far away from their cognitive capabilities. The teacher simply prepares the environment for the child’s developmental level of mental operations, concluding that the child is limited by its own developmental stage. On the other hand, Vygotsky’s zone of proximal development welcomes the child to attempt beyond its potential mental capabilities. Both theorists have contributed with their approaches of human development. The Swiss psychologist Jean Piaget and the Russian Lev Vygotsky consequently influenced from their environments and cultures and also from their beliefs in constructivism and the activity theory formed their approaches on human development were in some parts seem to agree, but have major differences between them. Most critiques reflecting on these two approaches seem to weigh more on Piaget due to the fact that several developmental tasks he applied on children especially in the pre-operational stage are not clearly stated and it seemed that Piaget often underestimated children’s mental capabilities. Piaget claimed that pre-operational children cannot decentre on the ‘three mountain task’ though new studies have shown that by altering the objects with something more familiar, children were able to decentre. Also in some other Piagetian tasks children performed better than expected by Piaget. And that has revealed that Vygotsky’s approach to the socio-cultural aspect seems more appropriate than Piaget’s constructivist approach. REFERENCE LIST: Boyd, D. & Bee, H. (2006). Lifespan Development (4th. Edition). Upper Saddle River, NJ: Pearson. Bruner, J. (1990). Acts of meaning. Cambridge: Harvard University Press. Lerman, S. (1996). ‘Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?’ Journal for Research in Mathematics Education Vol. 27 2, pp.211-223. Newman, F., & Holzman, L. (1993). Lev Vygotsky: Revolutionary Scientist. London: Routledge. Piaget, J. (1962). Comments on Vygotsky’s critical remarks concerning ‘The Language and Thought of the Child’, and ‘Judgement and Reasoning in the Child’. Cambridge: Massachusetts, The M.I.T. Piaget, J. (1969). Psykologi og paedagogik Copenhagen: Hans Reitzell. Piaget, J. (1970). Genetic Epistemology. New York: Columbia University. Santrock, J., W. (2008). A topical approach to life-span development (4th Edition). New York City: McGraw- Hill. Shaffer, D., R., & Kipp, K. (2007). Developmental Psychology: Childhood & Adolescence (7th Edition). Belmont: Thomson Wadsworth. Vygotsky, L., S. (1962). Thought and Language Cambridge: Massachusetts, The M.I.T. View as multi-pages