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Society prohibits, torments, and once in a while murders individuals just on account of their religion. We may not generally observe it or h...

Sunday, January 26, 2020

Can Poor Students be Creative with Limited Resources?

Can Poor Students be Creative with Limited Resources? Can poor students be creative and successful on limited financial resources? Author:  Ernesto Mateo Quizhpe M. Abstract When you read this draft notice content about how the need influences for the development of creativity, even of intelligence. Do the students are capable of performing technology in a very creative way? Do you need to have the money or the support of materials? The reason that has developed this project is to respond to these questions the methods used for the development are by means of web pages, appointments to books, use of articles. In addition one of the primary objectives is to demonstrate the usefulness of the creativity in difficult situations for the people. History has not shown that anything is possible in any place, man has always been able to adapt. The greatest example and most famous is the city of Egypt, as in a desert place and airy managed to build a great empire. Egyptians were able to build an architectural wonders only based on the experience of their ancestors and the mathematics that they left them. Also, Japan is one of the fastest achievements because after so much devastation and many rubble managed to rebuild cities and towns, improved their economy as never before. Is justified and argues why education does not help the creativity, is more appeases. But there are other solutions that is using the educational systems of Finland, considered the best in the world. And taking as an example to the young William that from small began to create your electrical mill, it is clear that every human being can perform thousands of thing without having to wait for a financial support. And, the case more surprising is the Mayan who using only their basic knowledge to transform their sedentary lifestyle to something functional, to perform their own prostheses robotics. Can poor students be creative and successful on limited financial resources? Capitulate I; introduction Men who are accustomed to worry about the needs of machines, become insensible to the needs of men.-Isaac Asimov When read the article, it has the results obtained after conducting qualitative research. It demonstrate that it is possible to make inventions with scarce materials. As other objectives is to learn that different things made poor people, without any economic support, to create things that help society. People have all wondered, how is it possible that there are people who without having gotten so far? Some would say that it was because they were born as geniuses or with extraordinary ability but nevertheless had no support, as the case of the electro mill made by Mr. Kamkwamba, which we will discuss in the essay. The whole system that governs us is structured so that we are workers instead of creating new inventions, have convinced all students that you need large sums of money to do great things It is for this reason that the subject is directed to the study of the people who were able to realize technologies or objects in an economic situation of poverty. The theme is addressed to all the people who consider it necessary to have a large amount of income to invent just one thing. When creativity comes out of nowhere, society only needs a brush and a canvas to create a work of art. But they will wonder: how is it possible that of a simple need we could generate so many solutions? The society of consumption has generated deep cultural changes, which have emptied of content, terms and concepts, which previously were of easy handling for the common one of the men. In effect, after the Second World war the image of the man suffered a symbolic mutation, and the majority of the human beings was tur ned into the needy man (Ivà ¡n Illich). In this category there were included, to less, two third parts of the inhabitants of the Earth. This way, we accept that our condition humanizes defined out by the dependency on goods and services; dependency to which we call need. Said otherwise, we subordinate ourselves to the economy and technology that we ourselves have created and developed. Indeed, poor students can be creative and successful on limited financial resources, because first, out of necessity, man`s creative abilities tend to increase; second, from the beginning of man`s existence, humans have been creating objects with limited resources; and third, there are many cases of modern devices created with limited materials. Capitulate II; body First of all, students from schools with few resources or of poor households are capable to be very creative and successful with the resources they have at their disposal. That is why this research mentions a very exceptional case, which appeared in the newspapers of Malawian in 2006. It is about a young man called William Kamkwamba, he is a prodigy exceptional since built a windmill to feed a small electrical network in a villa of Malawi with 60 families. In Malawi there is a lot of poverty and its economy is in decline, the only way in which remains is by tobacco, which depends greatly on its progress. William tells us about its history. His family is composed of 20 people, is a family very extensive. Mention that it was able to get to school because their parents did not have the money to pay for the studies. Something that was called the most attention was the wind that makes in Malawi and began to investigate about the wind energy. His first book was using energy, this part is interesting, since the book does not have instructions on how to assemble a mill electric, is more a book with pictures of windmills or engines of water, but nothing to say how to make them. Therefore, William only based on the images attempt to build your own mill electrical energy generator, the first had only a mill with three blades but later added another in the top so that the power is more stable. See (graphic 1). Andrew Carnegie says: Capitalism is turning luxuries into needs this is curiosity sentence, because no one speaks of the reality of the planet, as the system that governs us has made some people stopped thinking about what others need taking all the resources for them. This is how William helped families from the village of Malawi, since they had the habit of going to sleep at the time that the sun. But now can continue with its activities in the night which has helped to develop faster and keep growing as villa. This brief summary of the history of William Kamkwamba, is an example of the capabilities of human beings, and demonstrated that there is no need for a large amount of resource to make something of great utility. Always be ready to fulfill a need that is what makes us more able to solve problems and more skilled to create new problems, something ironic. But the most important thing is that the young William took their time and effort to help other people without requiring your help much less financial support. Secondly, there are some examples of the way in which the human being with the needs that has been having you have served to evolve. A great author in his book the chance and necessity mentions: The livelihood of scientific objectivity from a structural order in the molecular dimension of the genetic code, but at the same time is not subtracted to a world conventionally accepted as human creation and effect of the development of the pre-training specifies the man, the symbolic language, a unique event in the life, which opens the way to other developments, creator of a new kingdom, culture, ideas, knowledge. It adds, however, that this power of symbolize articulated has been able to rely on modifications neuromotor . (Monod pag. 142). A phrase very beautiful although a little complicated to understand. In short words he refers to as the needs that have taken our ancestors we have shared with us. This defends it by saying that, the DNA of each cell transmit to us the memories, knowledge, experiences that have lived our ancestors. But what in fact allowed them to evolve and we have shared with us, was to find a need in each place that were without having a single job object. An example, very well known, is the ancient Egypt. The first settlers escaping from the Sahara desert, travelled to the River Nile and was established as Egypt in the year 3100 B.C. They were the creators of great technologies that are well known today, among them are: glass, papyrus, woven, fabrics of flax, needles and mirrors of copper, wooden boats, oil lamps. Egyptians created from each need submitted to them, as the thread that needed to join fabrics for the most effective transport of food; or the transport in times of drought, needed the maritime trade to procure food. Either, Japan after the Second World War made it to grow its economy in a very fast way. Once you have finished the Second World War, Japan was destroyed by bombs loops in Hiroshima and Nagasaki. There was a lot of poverty and death by starvation, as they did not have a way to distribute resources to those who were affected by the war. See (graphic 2). There is a very interesting history since, a small number of inhabitants on the outskirts of the two cities destroyed joined together to rebuild the forgotten that Toyota would for the war had been declared in bankruptcy. With few resources the Toyota brand reappeared and is gaining increasing importance as a producer of vehicles in Japan. Later, at the end of the years 50, the brand begins to make their orders in foreign markets. Thus, using parts of abandoned cars and tank that were in the cities contracted carts in mass. See (graphic 3) Japans economy is fired by what other brands began to produce cars in the same way and were created brands like Suzuki, Honda, and Mazda. In this way Japan came out of the economic crisis that was happening. Thus, history teaches us, it is possible to reestablish itself after a disaster or to lack of resources. And it is very effective at the time of evolution as we mentioned Monod. In added, there is much evidence that the brain of the child and adolescent functions in a manner very different from that of the adults, for example, they think much faster and are much more creative. As in the case of William Kamkwamba there are many cases of young talented that did great things without many goods. A recent case almost that became very popular Wayan Sumardana also known as the Iron Man of Indonesia. A father of a family had a stroke which immobilized all if right arm and difficult the form of work in its mechanics. Trying to find a solution to this problem, because he had to feed his wife and three children, he looking for a way to settle its paralysis left. He was a graduate of the college as mechanical only but never continued studies at the university, and with their basic knowledge of robotics decided to assemble their own mechanical arm. With Internet and something of scrap that he had in his workshop armor several prototypes that served as a test and after several attempts to do an arm that moves with just thinking about it. These cases are great examples of needs to the limit, and shows what you are capable of a lot of people only in situations of need. Here the young Wayan, made this arm bionic because I needed it and regardless of the money, the time or the lack of education or knowledge which it had, it was proposed to make the arm, because it was essential for their survival. See (graphic 4). It all depends on the perspective, from the point of view of students, is a matter of changing the way of teaching. It is proven that the schools restrict much the creativity of the students. But this is already changing and a clear example is in Finland. There students have the freedom to do what they like from small and are not limited with difficult subjects that they do not like it, and are not busy all the time in fact have only four hours of classes. This, according to Finland helps to relax the students and makes flow better new ideas. Education in Finland is considered the best in the whole world. The writer Monod said that creativity arises when the comfort disappears and the art of the need governs us. Students with a lack of extreme resource are the most creative, because they have already gone, to force, by situations in which needed to use all your brain to solve problems of life or death. The only limitation of the people without resources is the not wanting to do spectacular things. We already know several examples of people who took decision and initiative, not limited by the lack of resource. Capitulate III; conclusion. For ending, to respond to the initial question, if it is possible to create great technologies with few resources to change the world. People are able to increase their creative capacity becoming challenges daily, or looking for a goal. It is better when the goal set by a person is aimed at helping someone else as is the case of William, because there is a commitment to the other. In some cases it is difficult to find a need that is need to fulfill, this is due to the fact that we are very happy with what we have. Students are like an airplanes, with the appropriate momentum can reach rise very high. History has taught us that crossed the times we have been in wars and conflicts. But always depended on each civilization so that it can emerge from the rubble. It is not always necessary to a support on the part of a government to the state on exit, is one of the principles of Marxism. Schools, colleges and universities help students as a guide to know by where follow the path to innovation. But at the same time they removed all the ability to be independent and think for themselves. The educational system in Finland is the most effective because it breaks with this scheme to limit students to do things that are need. As personal opinion, it is possible to make all the people of the world to express all their creativity and generate new technologies that help the world without the need to ask for large amounts of money. Has been checked with several cases as some staff have made changes without help. Attachments Graphic 1: William Kamkwamba on Graphic 2: Tissue line by Egyptians his windmill Graphic 3: Hiroshima after bombs attacks Graphic 4: Wayan Sumardana improve in 1945 his bionic arm Keywords Marxism: the political, economic, and social principles and policies advocated by Marx; especially : a theory and practice of socialism including the labor theory of value, dialectical materialism, the class struggle, and dictatorship of the proletariat until the establishment of a classless society. Papyrus: Is a widely available typographic font designed by Chris Costello, a graphic designer, illustrator and web designer. References: BBC. (2016). Ive been obsessed with machines since I was a child. December 18, 2016, de BBC Sitio web: http://www.bbc.com/news/world-asia-35409754 Hà ­ades Galà ¡n. (2014). Capitulate VIII. En Los pobres de mi tierra: Conciencia social (pag. 67). Colombia: Universal global de ediciones. Jacques Monod. (1971). En El azar y la necesidad (pag. 19). Francie: Les Éditions du Seuil. Sarah Childress. (2007). A Young Tinkerer Builds a Windmill, Electrifying a Nation. December 17, 2016, de newss Malawi website: http://www.wsj.com/articles/SB119742696302722641 http://www.wordreference.com/

Saturday, January 18, 2020

novel Rebecca

In the novel Rebecca, du Maurier uses techniques, such as dialogue and setting description, to create suspense and tension. But in the movie, Hitchcock uses different techniques, like music and scenery, to create the right kind of suspense and tension for his audience. The plots are the same, but the techniques are not. In the novel, the author uses a lot of dialogue to create the suspense needed to make the storyline interesting. For example, on page 259 in chapter 19, the narrator is speaking with Ben. â€Å"‘The fishes have eaten her up by now, haven’t they? † he said. Who? † I said. â€Å"Her,† he said, â€Å"the other one. † â€Å"Fishes don’t eat steamers, Ben. †Ã¢â‚¬â„¢ The narrator does not understand that Ben is speaking about Rebecca’s body in the cabin of the boat that was found. This creates suspense by the reader not knowing what’s going on or whose body was found, since Maxim has not yet told the narrator that it is Rebecca’s body in the cabin and that he killed her. Du Maurier also uses fog mixed with dialogue to create the suspense and tension that’s needed and wanted. An excellent example of this would be on page 246 in chapter 18, when Mrs. Danvers tries to coax the narrator into jumping out of the window to her death. ‘She pushed me towards the open window. I could see the terrace below me grey and indistinct in the white wall of fog. â€Å"Look down there,† she said. â€Å"It’s easy, isn’t it? Why don’t you jump? It wouldn’t hurt, not to break your neck. It’s a quick, kind way. It’s not like drowning. Why don’t you try it? Why don’t you go? ’ The fog filled the open window, damp and clammy, it stung my eyes, it clung to my nostrils. I held onto the window-sill with my hands. ’ The fog covers the ground so the narrator cannot see how far up she really is. Not to mention the reader does not know whether or not the narrator will follow through with jumping or not. She’s already at the open window, all she has to do is step out. In the movie version of the novel Rebecca, Alfred Hitchcock uses different techniques than du Maurier does. Instead of using setting description, he just uses scenery because you can actually see it. For example, he uses the setting descriptions of the narrator’s dream from the beginning of the novel to create the scenery, visuals, and the enactment of the dream in the movie. The dream in the movie sounds exactly like the dream in the novel, but you can actually see it instead of imagining it. The suspenseful part is when the house is dark and there is no sign of life. But suddenly, a light turns on. Also, he uses scenery as Manderly burns to the ground at the end of the movie. Hitchcock also uses music to create suspense and tension. As mentioned earlier, Manderly is burnt down and as Maxim figures out that it’s Manderly burning, suspenseful music plays. Earlier in the movie, the narrator tells Mrs. Danvers to remove certain things from the room. Mrs. Danvers asks her why, and the narrator replies, â€Å"Because I am Mrs. de Winter now. † As she says this, suspenseful music plays. The techniques used in the movie and in the novel are very different. The only similar technique is dialogue, and the way things are stated by the characters. They’re different because scenery is not included in a story. The author must use descriptions of the current setting so you can imagine it in your mind, since it isn’t being projected in front of your eyes like a movie. You cannot use music in a book, because you will not be able to hear it. So, film directors such as Alfred Hitchcock use certain types of music to set different moods. For example, eerie music is used to create suspense, and music with high notes is used to create a happy, light-hearted mood. This is not possible in a novel unless the author describes it to you. Finally, the movie and the novel both use certain techniques to create different amounts of suspense and tension. The types of techniques may be different, but they work. They create the mood that is necessary. IF you read the book and then watch the movie, you will notice the different styles of techniques that du Maurier and Hitchcock use.

Friday, January 10, 2020

Nintendo Marketing Mix

QUESTIONS & IDEAL ANSWERS: . 1. Conduct a 4C's Stakeholders Analysis of the Nintendo Wii Market in 2006. Please note that an analysis is more than just a list. You need to describe each stakeholder and how they affect the strategy. †¢ Consumers (note: there's more than one target segment): The case notes that Nintendo targeted non-gamers in addition to gamers. This included consumers of any age and gender. Conversely, competitors like Sony focused on teens and males. The case also mentions moms/housewives and families as targets of Nintendo marketing. The ideal answer analyzed gamers and a few non-gamer segments, such as moms. Analysis should have included qualitative description — why is this segment interested in the Wii? — and quantitative data, such as the segment's size and value. Finding quantitative data required research beyond the case, perhaps to the U. S. Census website. Such data is not easy to find, but this extra effort is what distinguishes an â€Å"A† paper. Extra credit was given to creative segmentation, such as targeting businesses and office workers, who might play the Wii on breaks, or doctors who would recommend Wii to their patients. Company (keep this brief: focus on 2006 — no Nintendo history required): A company analysis is not a history report. It should describe the company's brand, resources, internal stakeholders, strengths and weaknesses. An ideal answer noted that Nintendo has a long reputation in gaming, but with the Wii it built a family-friendly brand â€Å"that puts smiles on surrounding people's faces. † In contrast, the competition had numerous violent games. In addition, unlike Sony and Microsoft, Nintendo is not a diversified company. Its total income is much lower than either of its primary competitors (the case Appendix contains these figures), which meant fewer resources and much more at stake. Either the Xbox or the PS3 could fail, and the parent companies would survive; Nintendo could not afford to have the Wii fail. At the same time, the gaming focus helped position Nintendo as the only pure gaming company: its name is synonymous with electronic gaming. In terms of internal stakeholders, the case talks at length about Satoru Iwata, whose vision drove the company. In a footnote, the case mentions that Iwata had experience as a game developer. By contrast, the CEO's of Sony and Microsoft have no game development experience. †¢ Competitors (keep this brief: describe both direct competitors and indirect competitors, but focus on strengths and weaknesses — how much of a threat do they pose? ) The case discusses the key direct competitors, Sony and Microsoft. Sony had a strong reputation in high-quality electronics, and its PS2 and PS3 systems emphasized technological sophistication. Sony focused on hardcore gamers with increasingly violent games. This recipe translated into early sales success — but also high prices. Sony's weakness was its increasingly bureaucratic nature, and the decline of its other businesses. While Sony was cutting costs and laying off workers, they also had production problems with the PS3 — a complicated and expensive piece of technology that is supposed to be a multimedia entertainment hub. This made Sony vulnerable to a challenge. Microsoft was primarily a software company with a controversial brand. Research beyond the case reveals criticisms of Microsoft's monopolistic tendencies, and the fact that Apple was positioning Microsoft as dull and low quality. Research also reveals significant quality-control problems with the Xbox. Microsoft relied heavily on market timing and quantity of games to promote the Xbox, along with Xbox Live, which enables consumers to play each other online. Despite weaknesses, Microsoft and Sony were still formidable competitors — Nintendo knew it couldn't compete by doing the same things they were. Nintendo had to do something vastly different — even disruptive. Indirect competitors include PC games, Web-based games and phone-based games. You could even mention non-gaming entertainment, such as YouTube and Facebook, as indirect competitors. Community (focus on complements and collaborators): Game-software developers were both collaborators and complements. These developers worked with Nintendo to create games exclusively for the Wii — such games do not work on any other platform, so their fate is tightly tied into the Wii's. They were complements in that hardware sales affected software sales, and an interesting game could boost Wii sales. The broader community, according to the case, includes doctors and therapists who recommend the Wii Fit to patients. Thinking outside the case study, the community also includes the news media — like the New York Times — reviewed the Wii and reported on the shortage and long lines of buyers. This increased desire for the product, and enabled Nintendo to limit its advertising expenditures. 2. Create a positioning map. Your map must include the Nintendo Wii, Sony PlayStation and Microsoft Xbox, and the target consumer segments you described in question 1. You may hand-draw the map or use any software you prefer, but the map must be pasted into the body of your document. †¢ You choose the criteria that are most relevant and important. You're allowed to guess what the consumer segments want, but you will receive extra credit if you can find any research or data on gamer preferences. †¢ Do you see any opportunities on this map for new competitors? We discussed positioning maps in the forum. You needed to draw a similar map here. The two criteria must be product features important to consumers. For video games, this might include price, complexity, family friendliness or graphics quality. It does NOT include sales (few consumers care how much money a company makes) — though you could argue for â€Å"scarcity† or â€Å"popularity† as viable criteria. Consumer segments should appear on the map according to their preferences. This example uses Price and Game Complexity as criteria: [pic] The blue star represents the Wii, the green triangle Xbox, and the red circle PS3. The PS3 combines the highest price with the highest complexity, while the Wii combines the lowest of both. Consumer segments are represented as letters: NG = Non-Gamers, CG = Casual Gamers, HG = Hardcore Gamers. The Hardcore Gamers prefer the PS3 in terms of complexity, but would like a lower price. The Non-Gamers want a low price (they don't want to pay anything) and a simple game. The Casual Gamers want something in between, but are closest to the Wii. You can see that the Wii appeals to two segments, while the PS3 and Xbox fight over just one segment. This leaves an opening in the middle for a competitor who can appeal to the Casual Gamers — the iPhone, perhaps? All these positions are based on qualitative analyses presented by the case. For this exam, I allowed you to simply estimate what consumers wanted. In the real world, you would conduct market studies and consumer surveys to find exact preferences. If you actually did find actual research or survey data on segment preferences in video games, I gave you extra credit. Also, on an ideal map, the symbols vary in size depending on sales and value. Since Wii led the market, its star would be bigger than either the circle or the triangle. Hardcore Gamers might be the most valuable segment, since they're willing to spend more money on games; the HG would then be bigger than the other letters. Drawing a positioning map tends to be the most challenging question in this exam, so I am fairly lenient in grading. However, many students still have trouble with it. That's why it's important to participate in the forum. 3. Describe Nintendo's Marketing Mix strategies for the Wii. Be sure to describe the strategies behind each element of the marketing mix, and how they differentiated the Wii from the competition. †¢ Product (keep this brief: focus on Wii's Unique Selling Proposition — what makes it truly different): The Wii's unique selling proposition — compared to the Xbox or PS3 — is simple games based on physical motion. Consumers don't need thick manuals or long learning curves to enjoy the Wii, which attracts casual gamers and non-gamers. You could also discuss Wii's family-friendly, non-violent games. †¢ Price (for the United States only): In 2006, the Wii sold for $250 (or $249) and included five games for a â€Å"complete† product, yet Nintendo still profited on each unit sold. (The games are less sophisticated and cost less to produce than the competition's. ) Sony's PS3 started at $599 and was cut to $499. The Xbox sold at $479. Despite these significantly higher prices, both Sony and Microsoft lose money on each unit sold. Neither the PS3 or the Xbox originally came with games, so to make a profit, Sony and Microsoft charged high licensing fees to game developers. This in turn translated into expensive games. †¢ Place (think in terms of retailers and product supply): The Wii sells through traditional and online retailers, such as Best Buy. More significantly, in 2006, the Wii was continuously in short supply. This is an important distribution (place) issue. If consumers can't buy your product, you not only won't make money, you send business to your competition. However, in the case of the Wii, the shortages actually increased consumer desire for the product. Since there were long lines and waiting lists for the product — and numerous major news stories about it — consumers assumed the Wii was good. Since there was a greater supply of PS3's and Xboxes than demand, consumers assumed they weren't as interesting. Consequently, some consumers simply waited for new Wii shipments; others searched stores and websites and paid higher than the retail price. Some analysts believe Nintendo had a policy of intentional scarcity. This is a common practice in marketing: some companies produce a limited supply of a certain product to increase its perceived value. For example, luxury car companies have â€Å"limited edition† models, fashion designers produce a few of each product, most universities do not accept everyone who applies. The Wii shortages increased both consumer desire and news coverage — which was key since Nintendo could not compete against Microsoft and Xbox in advertising. †¢ Promotion (describe the advertising budget and any ads): This required research, since the case was not explicit about advertising expenditures. Searching for Nintendo advertising budget on Google reveals a number of estimated figures, ranging from $85 million to $200 million. Any reasonable estimate was fine if it was referenced and came from a trustworthy source (not someone's personal blog). The important point was to have you practice corporate research, and to show that Nintendo did not rely on â€Å"word of mouth† alone to generate sales; it spent millions of dollars to get the word out. More research reveals the Nintendo Wii commercials (http://us. wii. com/tvcm_usa_gallery. jsp), which emphasize people enjoying the game, not the graphics. The very first commercial (found on YouTube and other video sites) shows two Japanese men visiting American homes with the game and announcing, â€Å"Wii would like to play. † This underscored the Japanese origins of the Wii, which enhanced its credibility. In addition, the case mentions a word-of-mouth campaign in which suburban housewives were given games in hopes that they would share its value as family entertainment. Overall, the promotions establish the Nintendo brand as family friendly, fun and physical. By contrast, ads for the Xbox and PS3 emphasized the sophisticated graphics and often fast, violent action — not an attraction for casual gamers. 4. Answer just ONE of the following questions. If you answer more than one, only the first answer will be accepted. This is your opportunity to use your imagination, so be creative. Your recommendations here had to make sense based on the company's brand and resources. You couldn't just say â€Å"spend more money on advertising† or â€Å"increase distribution. † Of course, all companies would like to do that (unless product scarcity is part of their plan) — but could they afford to? Your answers also had to be specific — you couldn’t just say you would make your product â€Å"higher quality† or â€Å"more fun. † You needed to state exactly what you wanted to achieve. More points were granted for originality and creativity. If you decided to work for Sony or Microsoft, and all you did was copy Nintendo, you didn't get many points. Above all, your answers had to be marketing driven. If you talked about improving factory efficiency or hiring the best engineers, those were answers for another class. A. If you were the VP of Marketing for Nintendo, what would you have done differently? This is the hardest of the three questions, since Nintendo was already successful. You could make more products available so that there weren't any shortages, but how would this affect the benefits of product scarcity? Also, assuming Nintendo was already producing as many games as it possibly could, where would it get the extra production capacity? You could argue that Nintendo should have launched with a higher price, using a skimming strategy to profit off early adopters, and then lower pricing as production caught up. That would make sense — but it wouldn't have created the buzz of the product shortages. Some other ideas could involve different target segments, such as schools or hospitals. B. If you were the VP of Marketing for Sony, how would you respond to the Wii? One of Sony's advantages is that it's the only one of the three companies to produce entertainment content, such as music and movies (like â€Å"Spider-Man†). How could they have leveraged that content to make the PS3 more attractive? Sony also produces other electronics equipment. Could you have integrated those products, perhaps in a bundling special (buy a Sony HDTV and get a PS3 free) or by making a game that uses a Sony Camcorder? C. If you were the VP of Marketing for Microsoft, how would you respond to the Wii? Microsoft's key advantage is that it creates the operating system that runs most of the world's computers. Is there a way to combine personal computers and the Xbox? (That would have helped them compete against Apple, as well. Since Microsoft lost money on the Xbox console, why not just focus on the software market? D. Is there another competitor that might be a significant threat to all three of these companies? If so, who is it, and why are they a threat? How should Nintendo respond to them? PC Games and the phone-based games are two possible competitors. Dell, for example, makes sophisticated gaming computers under its Ali enware brand. Nintendo's response could include making its controllers compatible with Dell computers. Or perhaps Nintendo could collaborate with Apple to make iPhones interact with the Wii. There were lots of possibilities here.

Thursday, January 2, 2020

The Great Divide How And Why The Apartheid Differ From...

THE GREAT DIVIDE: HOW AND WHY THE APARTHEID DIFFERED FROM TYPICAL COLONIAL RULE It is a well-known fact that during European colonial rule, Africans were exposed to a multitude of injustices including warfare, slavery, and the occupation of their lands by European invaders. In retrospect, the ashes of traditional African societies are what built thriving European-owned African mining, agricultural and rubber economies. But nothing that Africa had previously suffered was quite like the apartheid, which South Africa was exposed to from 1948-1994. The apartheid was a systematic of racial segregation in South Africa enforced by the all-white National Party with the goal to â€Å"separate South Africa’s white minority from its non-white majority, non-whites from each other, and to divide black South Africans to decrease their political power†. In essence, under apartheid, the rights, associations, and movements of the majority black inhabitants and other ethnic groups were curtailed, white minority dominance was maintained. This essay explores how t he apartheid mirrored the core values of traditional colonial rule but was still fundamentally influential in its own way through its fight over land, institutionalized racism, and the consequences of when it was finally abolished. The Fight over Land A major feature of the apartheid that colonial rule has previously failed to achieve prior to the 1950s was simultaneously mobilize millions of Africans out ofShow MoreRelatedRastafarian79520 Words   |  319 Pages Rastafari This page intentionally left blank Rastafari From Outcasts to Culture Bearers Ennis Barrington Edmonds 2003 198 Madison Avenue, New York, New York 10016 Oxford University Press is a department of the University of Oxford It furthers the Universitys objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Bangkok Buenos Aires Cape Town Chennai Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata KualaRead MoreOrganisational Theory230255 Words   |  922 Pagesdilemmas. The book engages in an imaginative way with a wealth of organizational concepts and theories as well as provides insightful examples from the practical world of organizations. The authors’ sound scholarship and transparent style of writing set the book apart, making it an ingenious read which invites reflexivity, criticalness and plurality of opinion from the audience. This is a book that will become a classic in organization studies. Mihaela L. Kelemen, Professor of Management Studies, Keele