Response for Case Datril Essay Example for Free

Response for Case Datril Essay 1) What course of action should Datril take? It should solidify its position in the analgesic market and gain share in the rapidly growing acetaminophen market. It should target both Tylenol Users and Aspirin Users. On one hand, it should explain to customers that Datril’s effect is identical to Tylenol and use low-price promotion. On the other hand, it should leverage Bristal-Myers’s name to facilitate its market penetration. Generally, it should focus on advertisement and promotion. 2) What are the pros and cons of targeting Tylenol Users? Pros: Datril is a substitute of Tylenol, but compared to Tylenol, it’s cheaper. Besides, Tylenol almost controls the market of acetaminophen and it controls nearly the whole potentials customers for Datril. Cons: Tylenol dominated the acetaminophen market for a long time. On one hand, many customers have strong loyalty to Tylenol. On the other hand, since it’s a new drug, many people neither know it nor trust it, Datril has to spend a lot of time and money in advertisement. Besides, its effect is identical to Tylenol, which means in quality it doesn’t have any advantages over Tylenol. In this way, low price becomes a big attraction for customers. But the low-price strategy means lower profit per unit. 3) What are the pros and cons of targeting Aspirin Users? Pros: Datril’s effective element is acetaminophen, which has the same function as Aspirin but less side effects. In contrast, acetaminophen analgesics raised the pain threshold and reduced fever without having the anti-inflammatory effect of aspirin, thus meeting the needs of people who suffered from upset stomach. The data shows that acetaminophen’s market almost doubles while Aspirin’s only increases by 9%. It means that more and more people prefer to use acetaminophen. Targeting acetaminophen users apparently is a very promising action. Cons: Datril, Bufferin and Excedrin all belong to Bristal-Myers. And Bufferin and Excedrin are both very successful leading brands in Aspirin market. Datril absolutely can borrow some positive association from these two brands if Bristol-Myers tries to leverage its name to facilitate Datril’s rapid market penetration.

Attenuation Effects on Data Transmitted through Cable :: essays research papers

Attenuation Effects on Data Transmitted through Cable Abstract Attenuation refers to any reduction in the strength of a signal. Attenuation occurs with digital or analog signals. Attenuation is the end result of signals being transmitted extended distances. Attenuation is usually expressed in units called decibels (dBs). The cable type will determine at what point along the length of the cable signal degradation occurs. Repeaters can be inserted along the length of the cable to boost the signal strength which increases the maximum attainable range of data transmitted though the cable. Attenuation Effects on Data Transmitted through Cable The majority of attenuation in Coax cable comes from resistive losses in the cable's metallic conductors. Temperature also has effects the resistivity of the conducting surface. Resistivity is a "bulk property of material describing how well that material inhibits current flow. This is slightly different from resistance, which is not a physical property. If one considers current flowing through a unit cube of material (say, a solid metal cube that measures 1 meter on each side), resistivity is defined as the voltage measured across the unit cube length (V/m) divided by the current flowing through the unit cube's cross sectional area (I/m2). This results in units of Ohm m2/m or Ohm-m." [University of British Columbia Geophysical Inversion Facility] Temperature affects the movement of electrons in the material. When a signal voltage is passed through a wire the electrons collides with the atoms in the material. If more atoms are allowed collide with electrons, the greater the frictional resistance, which affects the cable ability to conduct (allow data to pass through the cable). Temperature causes the atoms with in the material to move. Increasing the temperature causes the atoms to â€Å"jiggle† which causes frequent collations with electrons. The opposite is true when the temperature is lowered. Attenuation is a function of the frequency of the signal, and the length and physical structure of the cable itself. Specifically, it depends on: †¢ The diameter of the inner conductor: as the diameter of the conductor increases, attenuation decreases. †¢ The composition of the outer conductor: the more effective the screening action, the lower the attenuation. †¢ The nature of the dielectric: the lower its constant dielectric, the lower the attenuation. Therefore, an expanded dielectric supplies, at any given diameter, values of attenuation lower than a solid dielectric. Since the type of cable, the temperature, and the rate at which data is being passed through the cables are constant, the length of the cable is the only factor that affects the attenuation in the two cables.

Reading comprehension Essay

|Types of Reading | |Maija MacLeod | |[pic] | |In this Page: | |Overview | |Intensive Reading | |Extensive Reading | |Intensive and Extensive Reading Together | |Scanning | |Skimming | |Scanning and Skimming Together | |References | |[pic] | |Overview: | |Several types of reading may occur in a language classroom. One way in which these may be categorized ,| |as suggested by Brown (1989) can be outlined as follows: | | A. Oral | | B. Silent | | I. Intensive | | a. linguistic | | b. content | | II. Extensive | | a. skimming | | b. scanning | | c. global | |The first distinction that can be made is whether the reading is oral or silent. This web page will not| |deal with oral reading, only silent reading. | |Within the category of silent reading, one encounters intensive and extensive reading. Intensive | |reading is used to teach or practice specific reading strategies or skills. The text is treated as an | |end in itself. Extensive reading on the other hand, involves reading of large quantities of material,| |directly and fluently. It is treated as a means to an end. It may include reading reading simply for | |pleasure or reading technical, scientific or professional material. This later type of text, more | |academic, may involve two specific types of reading, scanning for key details or skimming for the | |essential meaning. A relatively quick and efficient read, either on its own or after scanning or | |skimming, will give a global or general meaning. | |This web page then will first examine intensive reading. The second part will deal with extensive | |reading, with a focus on how it results in a general or global meaning. The fourth part gives a short | |comment on how intensive and extensive reading may operate in the same class. The fourth part examines | |scanning and the fifth, scanning. A final sixth part comments on how scanning and skimming may be used | |in the same reading. | | | |[pic] | |Intensive Reading | |In this section: | |What it is | |How it looks | |-Characteristics | |-Materials | |-Skills developed | |-Activities | |-Assessment | |When it is used | |Role of the teacher | |Advantages | |Disadvantages | |Questions sometimes asked | | | |What it is | |Brown (1989) explains that intensive reading â€Å"calls attention to grammatical forms, discourse markers, | |and other surface structure details for the purpose of understanding literal meaning, implications, | |rhetorical relationships, and the like. † He draws an analogy to intensive reading as a â€Å"zoom lens† | |strategy . | |Long and Richards (1987) say it is a â€Å"detailed in-class† analysis, led by the teacher, of vocabulary | |and grammar points, in a short passage. † | |Intensive Reading, sometimes called â€Å"Narrow Reading†, may involve students reading selections by the| |same author or several texts about the same topic. When this occurs, content and grammatical structures| |repeat themselves and students get many opportunities to understand the meanings of the text. The | |success of â€Å"Narrow Reading† on improving reading comprehension is based on the premise that the more | |familiar the reader is with the text, either due to the subject matter or having read other works by | |the same author, the more comprehension is promoted. | |How it looks | | Characteristics: | |usually classroom based | |reader is intensely involved in looking inside the text | |students focus on linguistic or semantic details of a reading | |students focus on surface structure details such as grammar and discourse markers | |students identify key  vocabulary | |students may draw pictures to aid them (such as in problem solving) | |texts are read carefully and thoroughly, again and again | |aim is to build more language knowledge rather than simply practice the skill of reading | |seen more commonly than extensive reading in classrooms | | Materials: | |usually very short texts – not more than 500 words in length | |chosen for level of difficulty and usually, by the teacher | |chosen to provide the types of reading and skills that the teacher wants to cover in the course | | Skills developed: | |rapid reading practice | |interpreting text by using: | | -word attack skills | | | | -text attack skills | | -non-text information | |Activities: | |Intensive reading exercises may include: | |looking at main ideas versus details | |understanding what is implied versus stated | |making inferences | |looking at the order of information and how it effects the message | |identifying words that connect one idea to another | |identifying words that indicate change from one section to another | | | | Munby (1979) suggests four categories of questions that may be used in intensive reading. These | |include: | |Plain Sense – to understand the factual, exact surface meanings in the text | |Implications – to make inferences and become sensitive to emotional tone and figurative language | |Relationships of thought – between sentences or paragraphs | |. Projective – requiring the integration of information from the text to one’s own background information| |Note that questions may fall into more than one category. | |. | |Assessment: | |Assessment of intensive reading will take the form of reading tests and quizzes. | |The most common systems of questioning are multiple-choice and free-response. | |Mackay (1968) , in his book Reading in a Second Language, reminds teachers that the most important | |objective in the reading class should NOT be the testing of the student to see if they have | |understood. Teachers should, instead, be spending most of the time training the student to understand | |what they read. | |When it is used | |when the objective of reading is to achieve full understanding of: | | – logical argument | | – rhetorical pattern of text | | – emotional, symbolic or social attitudes and purposes of the author | | – linguistic means to an end | | for study of content material that are difficult |.

Cute Features Caused by Gene Mutations