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

Leadership Styles Leadership Style - 1012 Words

1. Leadership style can have five levels: highly capable individual, contributing team member, competent manager, effective leader, and executive. The highly capable individual makes productive contributions through talent, knowledge, skills, and good work habits. The contributing team member contributes individual capabilities to the achievement of group objectives, and works effectively with others in a group setting. Competent manger organizes people and resources toward the effective, and efficient pursuit of predetermined objectives. The effective leader catalyzes commitment and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards. The executive builds enduring greatness through a paradoxical†¦show more content†¦Combining these the management and leadership qualities would create an effective virtual environment. Leadership can never replace management; it should be apart of management. A leader with initiating-structure style wou ld most likely have more success because there would be a method to successfully combing the leadership qualities with the management qualities. 11. I tend to see myself as having more leadership qualities than management. The personal characteristics of a leader have physical characteristics: of energy, and physical stamina. For intelligence and ability a leader has intelligence, cognitive ability, knowledge, judgment, and decisiveness. For personality a leader has self-confidence, honest, integrity, enthusiasm, desire to lead, and independence. For social characteristics a leader has sociability, interpersonal skills, cooperativeness, ability to enlist cooperation, tact, and diplomacy. For social background a leader has education and mobility. For work-related characteristics a leader has achievement drive, desire to excel, conscientiousness in pursuit of goals, persistence against all obstacles, and tenacity. Personally, I do feel that I can improve these leadership qualities I possess, and with time I can improve on my management skills. Experimental Exercise: 1. Mostly True 2. Mostly True 3. Mostly False 4. Mostly True 5. Mostly True 6. Mostly True 7. Mostly False 8. Mostly True 9. Mostly False Total Score: 7 My beliefs about

Essay about Factors That Influence Gender Identity

Identity is most simply defined as a persons own sense of self; their personal sense of who they are. Identity development is intrinsically linked with adolescence because, according to Santrock citing Marcia Carpendale, ...for the first time, physical, cognitive, and socio-emotional development advance to the point at which the individual can sort through and synthesize childhood identities and identifications to construct a viable path toward adult maturity. We often see the results of this sorting process in behaviors of adolescents such as adopting and shedding different personas including speech patterns, clothing styles and peer groups. Although these transitions often seem drastic and swift, adolescents are utilizing their†¦show more content†¦Although identity is highly personal and we conceive of it being built from internal processes like temperament and personality, societal factors such as family and gender also contribute significantly to its formation. James M arcia confronts familial influence in his second Status of Identity, identity foreclosure. In this status Marcia describes a commitment that an adolescent has integrated into their identity yet they have had no identity crisis, therefore have not explored alternate or even conflicting options before making the commitment. A commitment like this is almost always attributable to familial influence. For example, perhaps fifteen year old Cady identifies as a protestant Christian. Her identification is conveyed by her personal thoughts and discussions with others about Christ being her savior, as well as her behavior patterns of attending church frequently and implementing Christian doctrine into her daily behaviors (turning the other cheek when wronged etc.). However, Cadys parents are both protestant Christians as well and have attempted to actively instill their beliefs and practices within their daughter. 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These roles are continuously reinforced by family. Children learn at an early age that boys and girls are different. Children observe gender roles and in many cases these roles are eventually accepted as an unquestionable truth. This creates gender stereotyping which is defined by The Office Read MoreSocio Cultural influences on sexuality809 Words   |  4 Pagesexamining influences on sexuality one has to look at many different factors. One of those factors that has an influence on sexuality is the culture or society that person is from and their expectations of sexual behavior. Gender identity, their roles, and stereotypes associated with a person’s gender also play a part. Finally the psychological impacts of these expectations and how commercial sex influences expectations and perceptions of sexuality should be explored. 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Current English Law free essay sample

In relation to involuntary manslaughter what criticisms can be made of the current law. At present in English legal system there are two homicide offences murder and manslaughter. For the most serious, murder proof of an intention to kill or cause serious harm is needed for a successful conviction. If a partial defence is used in circumstances, such as provocation or diminished responsibility, then the offence is one of voluntary manslaughter. However, if someone kills but did not intend to cause death or serious harm but there was a death then they are liable to be convicted of involuntary manslaughter. There are numerous criticisms attached to Involuntary manslaughter as it covers a wide range of behaviour which can cause death, although one of the most prosecuted common law offences it is not yet become subject to any statutory definition or change and is in need of reform. Although Involuntary manslaughter is split up into two offences Gross negligence manslaughter and constructive/unlawful manslaughter a general criticism of involuntary manslaughter is that there are two major problems with the wide range of conduct covered by the offence. We will write a custom essay sample on Current English Law or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The offences range from cases which just fall short of murder where the accused was aware there was a risk of death or serious harm but did not intend to cause either to the victim (R v Wacker), cases where the person is a experienced professional who makes a small but serious mistake resulting in death ( R v Adomako) and cases whereby a minor assault can end in death (R v Mitchell). This leads to problems in sentencing and labelling, including the fundamental problem that many cases currently amounting to unlawful act manslaughter involve only minor fault on the part of the defendant, and therefore should not be described as manslaughter at all. The law commission have also identified a problem specific to constructive manslaughter the stated it is wrong for a defendant to be liable for a death which he did not intend or foresee, and which would not even have been foreseeable by a reasonable person observing his conduct. It is a huge problem as it only requires a foreseeable risk of causing some harm not death a proposal for reform is that there should be the abolition of constructive manslaughter this would not allow defendants to escape liability as they would be liable for the newly proposed offence of Reckless Killing. They also identified problems specific to gross negligence manslaughter. Gross negligence manslaughter depends on the defendant owing a duty of care to the victim and the seriousness of the breach of that duty A person can be liable for omissions as well as acts. In the case of Adomako it mixes the civil concepts of negligence and duty of care with that of criminal liability, creating uncertainty amongst cases as the gross negligence offence is based around a duty of care not civil matters. There are many inconstancies as The test in Adomako is circular the jury is to convict the defendant of a crime if they believe the conduct was ‘criminal’. This leaves a question of law to be decided by the jury who do not give reasons for their decisions or need to. The use of subjective recklessness manslaughter is also stated to be unneeded since Adomako.