Strategic Purchasing Essay Example for Free

Strategic Purchasing Essay Sustainable business growth and practices are taking a forward leap in to the globe. Almost every business now is planning to have a value chain through out their business. Strategic Purchasing is the key element to a sustainable growth of the business along the competitive edge. This study shows the importance of the Kraljic portfolio model that is to be put in to the actual usage, which would yield benefits of purchasing sophistication in terms of positioning and professionalism. Results showed that both positioning and professionalism are positively related to the greater usage of the model. Based on the analysis of a Dutch chemical company, the immense use of the portfolio model has been described and explored in strategic purchasing. The results have proved that when the model is tailored and elaborated it brings about an effective guidance in purchasing and supplier strategies. The case study also lists out the supplier strategies that are feasible. Thus it supports the fact by using the kraljic model that purchasing function does play a vital role and enable organizations to gain competitive advantage The Initial objective of strategic purchasing to procure materials amp; equipment’s, from the right origin, with the right quantity and of the right quality, through right time and cost (peter 1993). Strategic purchasing does play a vital role in an organization. To have a successful business venture purchasing has to be the core element responsible for a product’s quality, acceptability, price and reliability. Procurement system solely depends on the choice of suppliers, to ensure the delivery under any circumstances (John, Marton 2006). In few cases, DSM is locked in the partnering relationship due to necessity, might be cause of situations like monopolistic market. The only solution to this would be finding alternative suppliers through proper new development of suppliers. This solution will not be obtainable when the scenario is due to patents, another situation would be when the supplier does not want to involve really in co – development (Van Weele 2006). There is more likely for the partnership to change into the indolent and chances of being more relaxed in the relationship. Strategic partners should always be a supplier of world class. World-class suppliers are high performing, alert at all times and technically sound through sense of economy. This clearly depicts that strategic patterns will meet the benchmark externally with more satisfactory performance of price (Van Weele 2006). Decomplexing strategy and supplier development (2) must be pursed when the situation turns vice versa, that is when the partnerships show under achieving performance or patterns. Less complexity products when made, leads to alternative solutions within reach. Effectively, DSM wants itself always to be less dependent on non dependable and under achieving suppliers (Van Weele 2006). Importance of kraljic portfolio model is clearly understood when it is actually put into use and customizing of the same would enhance the solving capability of the strategic issues that are at hand. The portfolio model provides guidelines for a better supplier and purchasing strategies. This case study clearly suggests us the importance of placing commodities at different quadrants of the matrix to help in development of the purchasing strategies (Van Weele 2006).

Direct Marketing Summary

Direct Marketing Summary DIRECT MARKETING Direct marketing is a type of marketing that set sights on establishing and maintaining long term, structural, direct relationships between a supplier and its customers (Hoekstra and Zwart, 1993; Raaijmaakers et al., 1992). A relationship builds up through regular interaction, in which both parties react to one anothers actions. Direct marketing may be adopted at many levels in the distribution chain: producers, wholesalers as well as retailers may choose for direct marketing (e.g. Marshall and Vredenburg, 1988; Voorhees and Coppett, 1983). Developments in information technology, individualization tendencies, rising distribution costs and the increase of dual-income households have been known as the responsible factors for the increased confidence on direct marketing (Pettit, 1987). Direct marketing is escalating at two times the rate of traditional retailing methods (May, 1989). A Time magazine cover story anticipated the number of Americans responding to direct marketing solicitations to be 92 million in 1989 and the dollar amount of purchases to be $183 billion (Time, 1990). According to Statistical Fact Book (1993-1994), the percentage of adults spending $200 or more per year on products ordered through direct marketing rose from 16% to 21% in 1992. As a matter of fact, more money is currently spent on direct marketing programs and solicitations than on magazine or television advertising (Direct Marketing, 1994; Marketing News, 1992). Particularly, direct mail embraces the third largest percentage of all advertising expenditure, increasing from 16% in 1982 to 19% in 1992 (Statistical Fact Book, 1993-1994). In addition, a growing number of firms are now members of the Direct Marketing Association (DMA), including Fortune 500 firms and leading advertising agen cies (Direct Marketing-Annual Survey, 1984; Statistical Fact Book, 1993-1994). The following media can be used to communicate directly with specific individuals and/or households in order to transmit direct marketing offers and solicitations:  § direct mail: an addressed, written, commercial message that is delivered at the addressees by a postal service;  § telephone; and  § interactive devices like interactive TV and Internet. As a result of the growth of direct marketing, the use of direct media, in particular direct mail, increases continually (Direct Marketing Associations Statistical Factbook, 1993). The increase of the use of direct mail also stems from heavier reliance on the medium, both by previous users as well as by new users. DIRECT MAIL Unlike earlier years, when the direct marketing industry was subjugated by small, morn-and-pop businesses, many large firms are now members of the direct marketing industry, including Sears, Montgomery Ward, AARP, L. L. Bean, and Lands End. This has steered an increased level of competition among firms in the industry. The increased level of competition, sequentially, has led to the surplus of consumers with direct mail solicitations, predominantly that of catalogues (Business Week, 1993a; Miller, 1994; Schwadel, 1988; Storholm and Friedman, 1989; Tixier, 1987). Over 64 billion direct mail pieces finished up in consumers mailboxes in 1989 (Time, 1990). In the literature attention has been primarily focused on the selection of households. In contrast, little attention has been given to the optimization of the design of the mailing, although direct mail practitioners often apply the manipulation of characteristics (Hoekstraand Vriens, 1995). Two studies have been concerned with the elements of the direct mail package. Akaah and Korgaonkar (1988) studied the relative importance of risk relievers in a direct marketing offer. They found that direct marketers can enhance the effectiveness by offering money-back-guarantees rather than free trials/samples, by using established manufacturer names rather than unknown manufacturer names, and that both new and established products can be sold by means of direct marketing. James and Li (1993) studied the importance of the design characteristics of the mailing, by interviewing both consumers and managers through a direct questioning procedure asking about the attractiveness of a number of separa te design characteristics of the mailing. However, letting respondents self-explicate the importance of the various design characteristics of a mailing may not constitute an appropriate task for the respondents, and may produce invalid results (e.g. Green and Srinivasan, 1990). Communicating with target audiences through direct mail is an elegant alternative to total reliance upon broadcast and newspaper mass media. Sending information by direct mail gives an opportunity to make contact with target audience in their homes. The payoff of direct mail fit in the potential for reaching larger target audiences competently, the low cost as compared to many other modes of communication, and perhaps most prominently, its flexibility (Murray, et al., 1988). Direct mail has many advantages over other media. For instance, direct mail can engage in precision targeting to a greater degree than other media, it offers the opportunity to personalize to any desired degree, and there is a large flexibility with regard to formats, timing and testing. However, the relative high cost per potential customer, compared to alternative media, requires sufficient response rates to ensure profitable implementation. So, it is important to develop ways to improve the effectiveness of direct mail campaigns. Vriens, et al. (1998) proposed a method to improve the effectiveness of direct mail by determining the optimal mailing design. They proposed two approaches, based on conjoint methodology, to determine optimal mailing characteristics efficiently. First approach presented a model of the consumer response process and second discussed the mechanism to influence the consumer response process. Another approach for improving the effectiveness of direct mail concerns manipulating the characteristics of the offer and the design of the mailing (e.g. Akaah and Korgaonkar, 1988; Fraser-Robinson, 1989; Roberts and Berger, 1989; Throckmorton, 1992; Và ¶gele, 1992). Characteristics that are essential to the design of the mailing relate to its form (size of the envelope, use of graphics etc.) and to some aspects of the contents (style of writing, use of testimonials etc.). In order to be able to manipulate the characteristics of the offer and the design characteristics of the mailing, the direct marketing manager needs to know exactly to what extent the various characteristics of the offer and the mailing influence the behavioral components of the response process. Milne et al., (1993) conceptualize direct mail as an implied social contract between marketers and consumers. Four attributes constitute the direct mail social contract: volume, targeting, compensation, and permission. An examination of public opinion polls [Equifax 1990, 1991; Hume 1991; United States Postal Service 1992] and proposals to change the direct mail environment [Baker 1986; DiTalamo 1991; DMA 1990; Jones 1991; Miller 1991; Westin 1990] suggest that these four attributes are critical to consumer decisions to participate in direct mail social contracts: Targeting— there seems to be universal agreement that the targeting of direct mail needs to be improved, enabling consumers to receive information of interest to them, but not that which they perceive to be too personal or perhaps even offensive. Volume— most consumers have strong opinions about the volume of mail they receive, and the majority of proposals influence mail quantity in some way. Volume varies more than targeting in terms of preferences. Some people would like more mail, whereas others would like less [United States Postal Service 1992]. Permission— the third criteria used to decide whether to enter a social contract relates to how the information provided to complete a transaction is used subsequently. For example, once an organization obtains information about consumers, that information could be considered their property to do with what they wish, including selling it to other organizations. Alternatively, the information could remain the property of the consumer, and no organization would be permitted to use it for any other purpose without the permission of the consumer. Once again, there is disagreement concerning which option is best. Compensation— a final consideration included in the evaluation of the attributes of a direct mail contract is compensation. Some have suggested that consumers receive compensation (e.g., coupons, rebates, special offers) for providing personal information that is used for direct mail purposes [DMA 1990; Westin 1990]. Others have charged consumers a fee to place them on the mailing lists of their choice [Miller 1991]. Milne measured the trade-offs consumers make among these attributes. The results suggest consumers want improved targeting efficiency and lower mail volume, and they are not willing to pay for these improvements. These findings suggest that consumers consider several attributes in their evaluation of direct mail social contracts. Mentioning name on the envelops of direct mail solicitations yield very positive results in terms of consumers response. Dignan Bahnson (1994) carried out an experiment to investigate causes of influence on the effectiveness of direct mail advertising. Direct mail has exposed promise as a method for getting to target audiences that are complex to reach with other mass media advertising approaches. A randomized experiment was performed to estimate the influence of form of postage and address upon the response rate to direct mail. Results specified that there was no considerable advantage from use of first class over bulk rate postage, but the payoff was significantly larger when the envelope bore a name rather than resident or occupant. With direct mail, artistically built-up educational materials can draw the receivers attention towards the solicitation in a manner where there are less competing solicitations than in TV, radio, or newspapers. For audiences with restricted access to mass media, direct mail can be an imperative means of outreach. For example, those people with limited transportation may not come across billboards, posters, and other identical mass media, but they are more likely to obtain regular mail delivery. Additionally, unlike television and radio solicitations, educational materials, sent by direct mail, can be kept for future reference (Gillespie and coworkers, 1983). After all, direct mail put forward an opportunity to expand two-way communication with the target audiences because the mail can be used to encourage the recipient to act in response to the programs information as well. Gerber and Green (2000) conducted an experiment to study the effects of canvassing, telephone calls and direct mail on voter turnout. The experimental tradition harks back to Gosnells (1927) studies in Chicago, which assigned certain city blocks to receive nonpartisan mail reminders to register and vote. Gosnell found that turnout increased by 1% in the presidential election of 1924 and 9% in the municipal election of 1925. Furthermore, the principal experiment to examine the effects of personal canvassing in conjunction with mailings that used varying types of nonpartisan appeals was conducted by Eldersveld (1956; Eldersveld and Dodge 1954) in two Ann Arbor, Michigan, municipal elections. In both cases the effects of canvassing and mail were statistically significant. Gerber launched a series of turnout experiments in which randomly selected households were exposed to mailings, telephone calls, or personal appeals before the general election. The study was designed to measure the ef fect of personal canvassing, telephone calls, and direct mail appeals on voter turnout. To study the impact of direct mail, an experiment was intended to measure the turnout effect of both the number of mailings received and the message conveyed. To gauge the first effect, the treatment group was divided into three subgroups and sent one, two, or three mailings, respectively. The mailings were sent out at three intervals: 15 days, 13 days, and 8 days before the election. The subgroup that received two mailings was sent mail on the two dates closest to the election, and the single mailing was sent 8 days before the election. The findings indicate that personal canvassing is highly effective, much more so than the direct mail and telemarketing campaigns that have come to displace it. Personal canvassing had a far greater influence on voter participation than three pieces of professionally crafted mail delivered within two weeks of Election Day. Less effective than direct mail were cal ls from professional phone banks. Commercial marketers have been the most fruitful client of direct mail (Dillman, D. A., 1978). For them, response rates vary usually depending on the type of good or service promoted and the complexity of the advertisement. Response rates range from 2-3 percent for a simple direct mail advertising of consumer products to 20 percent for mailings that put forward free products as enticement for future orders (Kanuk, L., and Berenson, C., 1975). Direct mail can be executed efficiently by using commercially prepared lists of recipients mailing addresses (Kanuk, L., and Berenson, C., 1975). Such lists are organized from utility company records, telephone directories, voting records, and further sources. Direct mail also gains importance in not-for-profit organizations. These firms define direct mail in their own perspective as â€Å"Direct mail† is the term used to depict the letters forwarded by philanthropic organizations in an endeavor to raise funds for support. In several respects, these letters are not dissimilar from the promotional direct mail sales letters sent out by businesses (Abelen, Redeker, and Thompson, 1993; Bhatia, 1998). Direct mail is a massive business in the U.S., and there are a few not-for-profit organizations that do not use the direct mail advertising medium in one way or another (Torre and Bedixen, 1988). As Abelen, Redeker, and Thompson (1993) indicated, the direct mail letter is the â€Å"most important instrument for communicating the ‘good cause of a nonprofit organization to a wide range of prospective donors† (p. 325). It is in this solicitation that the prospective donor has to be swayed to give money. In a small scale study, com paring Dutch and American direct mail letters, Abelen et al (1993) reveal that direct mail letters do follow general persuasive strategies which can differ from culture to culture. Besides that, direct mail is considered as one of the imperative marketing tools in arousing the significance of health and dietary practices. Direct mail advertising has been used with extensive success by community-based health learning programs. The Minnesota Heart Health Program deployed a form of direct mail as a strategy to stimulate action by community residents at risk for hypertension (Murray, et al., 1988). In his study, 28.2 percent of the community residents who received a single direct mail letter recalled receiving the message encouraging them to focus attention on screening for hypertension by discussing their blood pressure with a physician. Of the 28.2 percent, 12 percent reported taking action and having their blood pressure checked. Moreover, Gillespie and coworkers (1983) conducted a research to study the effectiveness of using direct mail to improve dietary practices. Of 621 eligible families, 24.5 percent were enlisted for the direct mail nutrition education pro gram. Results portrayed that those completing the program improved productive family interactions about nutrition. Race is a leading communicator cue in taking buying decisions from the medium of direct marketing. This may be primarily relevant in the case of industrial direct mail advertising where straight rebuy and modified rebuy purchasing decisions are inclined to be low rather than high involvement (Hutt and Speh 1998). In such instances, peripheral cues (race) have been found to be an imperative factor in attitude formation and change (Petty, Caioppo and Schumann 1983). In exploring the black consumer market, it has been found that the use of black models in print media might determine, to a great notch, who gets the black segment of the buyer market. In the consumer direct mail advertising medium, Wilson and Biswas (1995) found that the depiction of black modals in consumer specialty catalogs was about 4 percent. Each of these studies concluded that the percentages of blacks in consumer studies trailed their representation in society. Stevenson and Swayne (1999) studied the portrayal of blacks in industrial advertising into a new medium, business-to-business direct mail, and endeavor to determine if the representation of African-Americans in this medium is consistent with that found in other print media. Results showed that the percentage of ads portraying blacks was quite close to the presence of blacks employed in the business world. Moreover, it was found that the qualitative portrayals employed in business-to-business direct mail differed from those found in other industrial media. Thus, it appears that business-to-business direct mail advertisers are responsive to the increasing presence of African-Americans in the buying center. On the other side, some researchers contend that very large volume of such mail is acknowledged to cause consumer annoyance (Schwadel, 1988). Also, it adds to consumer concern about invasion of privacy (Williams, 1991). Thus, the consumers who are concerned about too much catalogue or direct mail solicitations are likely to evince negative attitudes toward direct mailing. This emergent perception regarding direct mailing results in the invasion of consumer privacy which has led to limit marketing practices. These restrictions on practices could be evaded if direct marketers segment their markets based on their consumers attitudes toward direct marketing practices. Milne Gordon (1994) form segments that measured consumers attitudes toward privacy and direct marketing. Data was used from a conjoint study that evaluated 151 consumers attitudes toward diverse direct mail environment scenarios (Milne, et al., 1993). Each scenario was explained using four attributes: targeting efficiency, quantity of mail received by the consumer, com ­pensation, and permission. These attributes and levels were selected because each had been included in at least some of the proposals for re ­stricting direct mail practices (DMA (1990), Di Talamo, Nichoias (1991), Dickson, Roger, and Hollander, Stanley (1986), Miller, Annetta (1991), Westin, Alan F. (1990)). Results of the study suggest that consumers differ in their atti ­tudes toward direct mail, and therefore, in what they consider acceptable in terms of direct mail practices. Principally, the Demanding Middle segment is against paying for mail solicitation. In addition, the Demanding Middle seg ­ment reports a high utility for better targeted mail. The Prospective Lobbyists reported they are sent too much mail. Lastly, The New Right group was comfortable with the status quo. As the youngest of the segments, it may be the most contented with the computer age and feel that direct mail is an acceptable way of doing business. This group had the highest rating of direct mail across all three segments. The governing body of the European Community has proposed a far more restrictive direct mail environment. The proposed regulations would prohibit the use of information about consumers without their permission and require that companies notify consumers when and for what purpose this information is forwarded to another party. The regulations would provide for compensation if information about a consumer is misused. While these regulations apply to direct mail in Europe, they have implications for direct mail in the United States as well. This is because they would prohibit the transfer of data outside the European Community unless the receiving country could assure that the previously described measures would be followed (Di Talamo, Nichoias, 1991). Moreover, several researches find out the fact that potential consumer most often experience risk while purchasing through direct mail. Homer E. et al., (1970) determined whether or not consumers perceive greater risk in the act of buying by mail than in buying from a store or a salesman. For 20 products studied, consumers perceived more risk in the mail-order situation than in the store/salesman situation. ATTITUDE Attitudes are favorable or unfavorable dispositions toward social objects, such as people, places, and policies. Attempts to establish the validity of the attitude construct have most often sought to demonstrate positive correlations between measured attitudes and the favorable-unfavorable aspect of observed behavior toward their objects. The frequently weak correlations observed in these attempts define the predictive validity problem for attitudes (documented especially by Wicker, 1969; see also Festinger, 1964, and LaPiere, 1934). A notable accomplishment of modern research on attitudes has been the solution of this predictive validity problem. That is, conditions under which attitudes strongly correlate with behavior have now been well identified (especially by Ajzen Fishbein, 1980; Fazio, 1986, 1990b; Fazio Zanna, 1981; Fishbein Ajzen, 1974; Zanna Fazio, 1982). Myers (1990) summarized these and related programs of research as showing that our attitudes predict our actions. . .if, as we act, we are conscious of our attitudes (Myers, 1990, p. 40, emphasis added). Similarly, in the description of attitude-behavior relations in their recent treatise on the attitude construct, Eagly and Chaiken (1993, pp. 208-211) referred to the importance of attitudes [coming] to mind and the perceived relevance of attitude to action. Although the modern synthesis achieved by the Fishbein-Ajzen (1974) and Fazio-Zanna (1981) research programs is now well established, it is difficult to avoid concluding that the attitude construct lost scope in the process. For those who can remember it, there might be justifiable nostalgia for an era in which Allport (1935) was able to proclaim that attitude was social psychologys most indispensable concept. The following list gives several definitions that have been influential in guiding scholarly and empirical treatments of attitudes, as indicated by their frequent citation in other works. Although the list may appear dated (the most recent entry is from 1962), it nevertheless remains current. Recent works (e.g., Eagly Chaiken, 1993; Fazio, 1986; McGuire, 1985; Petty Cacioppo, 1981; Zanna Rempel, 1988) continue to draw on them and remain within their boundaries. Attitude is the affect for or against a psychological object. (Thurstone, 1931, p. 261) An attitude is a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individuals response to all objects and situations with which it is related. (Allport, 1935, p. 810) Attitude is . . .an implicit, drive-producing response considered socially significant in the individuals society. (Doob, 1947, p. 136) An attitude is a predisposition to experience, to be motivated by, and to act toward, a class of objects in a predictable manner. (M. B. Smith, Bruner, White, 1956, p. 33) [Attitudes] are predispositions to respond, but are distinguished from other such states of readiness in that they predispose toward an evaluative response. (Osgood, Suci, Tannenbaum, 1957, p. 189) [An attitude is] a disposition to react favorably or unfavorably to a class of objects (Sarnoff, 1960, p. 261). Attitudes [are] enduring systems of positive or negative evaluations, emotional feelings, and pro or con action tendencies with respect to social objects. (Krech, Crutchfield, Ballachey, 1962, p. 139) The lack of mention of consciousness in this collection of attitude definitions accurately reflects a long scholarly tradition of nonconcern with the distinction between conscious and unconscious operation of attitudes. At the same time, nothing in this scholarly tradition actively opposes either the possibility or the importance of unconscious operation of attitudes. Standing starkly in the above list as suggesting unconscious operation is Doobs (1947) definition, which labels attitude as an implicit, drive-producing response. In spite of Doobs association with a behaviorist theory (Hull, 1943) that had no use for conceptions of either conscious or unconscious cognition, it is clear that Doob did conceive attitude as operating unconsciously (May Doob, 1937, p. 13). Lately, Doob commented, before World War II we all were impressed by psychoanalysis in addition to behaviorism, suggesting that, even though it may have gone unmentioned in many published treatments, the idea that attitudes operated unconsciously was quite acceptable in the 1940s and earlier. That conclusion is supported also by several passing references to the possibly unconscious nature of attitudes in Allports (1935) review chapter. Recent work has established that attitudes are activated outside of conscious attention, by showing both that activation occurs more rapidly than can be mediated by conscious activity (Bargh, Chaiken, Govender, Pratto, 1992; Fazio, Sanbonmatsu, Powell, Kardes, 1986) and that activation is initiated by (subliminal) stimuli, the presence of which is unreportable (Greenwald, Klinger, Liu, 1989). The present analysis of implicit attitudes extends work on automatic activation to explain how the attitude activated by one object can be (mis)attributed to another. An implicit attitude can be thought of as an existing attitude projected onto a novel object. The interpretation of several important existing findings as implicit attitude effects substantially expands the predictive and construct validity of social psychologys attitude construct. It also prompts the empirical search for further members of the potentially large class of implicit attitude effects. In the domain of attitude chang e, two recent theoretical analyses (Chaiken, 1987; Petty Cacioppo, 1986) have distinguished relatively thoughtful (central or systematic) from relatively thoughtless (peripheral or heuristic) roles of cognition in persuasion. The implicit processes conceived in the present analysis are, in part, subsumed by the notions of peripheral or heuristic processing, but also involve processes operating even further from the range of conscious thought than conceived in these analyses. Several researches on the attitude of people towards direct mail revealed that people evinced positive attitude towards direct mail. Implied social contract provides a basis for evaluating attitudes toward direct mail and temporal changes in attitudes. On the attitudinal questions a four-component solution revealed the following dimensions: (1) favorability towards direct mail, (2) direct mail seen as a resource, (3) list management concerns, and (4) environmental concerns. Respondents concerned about list management and the environmental impact of direct mail. Report a somewhat favorable attitude toward direct mail on average, but do not strongly view it as a resource. (Milne Gordon, 1993) Although it is appealing to infer consumer attitudes by directly observing behavior (e.g., patronage/non-patronage of direct marketing products), it is often difficult and subjective to draw conclusions about attitudes from behavior. A consumer observed purchasing a given product might have done so to take advantage of a special deal on price rather than because he/she particularly liked the product. Moreover, the relationship between attitude and intention lends itself more readily to cross-sectional research than the relationship between attitude and future behavior. Indeed, the viability of patronage intention as a surrogate measure of future behavior is well established in the literature (Darden and Lush, 1983). Furthermore, the theory of reasoned action (as noted previously) suggests that consumer behavior is influenced by intention to engage in the given behavior. Intention, in turn, is influenced by consumer attitudes toward the stimulus (Ajzen and Fishbein, 1980). The results of the study by Bagozzi (1982) suggest that attitudes influence behavior but through intention. Additional support for this direction of linkage is provided by Bagozzi (1992) and Korgaonkar, Lund, and Price (1985). However, the linkage from intention to attitudes remains to be empirically established. Articulation of the norms that govern the direct mail social contract is useful in understanding why attitudes toward direct mail are changing and how they might evolve in the future. Norms have played an increasingly important role in shaping the direct mail environment and can be expected to do so to an even greater extent in the future. Illustrations of this are the growing percentage of customers who are aware of how information obtained through transactions is used by organizations [Equifax 1991], calls for consumers to receive compensation for their information [Westin 1990], and the practice of businesses charging a fee to provide certain types of offers (i.e., mail order catalogs). Because different types of individuals operate using different sets of norms, they will evaluate the attributes of the direct mail environment differently. Norms guiding the behavior of the majority of individuals and those who are most vocal in their opinions regarding direct mail can be expected to guide the evolution of the direct mail environment. However, researchers strived to identify the dimensions that derive knowledge of consumers attitudes toward direct marketing and the factors that underlie their attitudes but most of them have neglected the domains that determine the attitude of people towards direct mail. The significance of such knowledge lies in the fact that attitudes influence most aspects of consumption behavior (Ajzen and Fishbein, 1980; Sheppard, Hartwick, and Warshaw, 1988). As such, knowledge of consumer attitudes and their determinants is vital to the proper identification and implementation of corrective measures. This notwithstanding, not much empirical research has been conducted on the topic- exceptions being the studies by Jolson (1970) and Lumpkin, Caballero, and Chonko (1989). Moreover, neither of the two studies focused directly on the determinants of consumers attitudes toward direct marketing. Ishmael R Akaah et al., (1995) explored empirically the influence of shopping orientation factors as determinants of consumers attitudes toward direct marketing and the linkage between their attitudes and intention to patronize direct marketing offerings. The study results indicate that four of the five shopping orientation factors examined significantly underlie consumers attitudes toward direct marketing, i.e., too much direct mail, like to examine product before purchase, retail people are pushy and past direct marketing experience. The results also suggest that consumers attitudes toward direct marketing significantly influence their intention to patronize direct marketing offerings but not vice versa. Fishbein and his associates attitude model have received the greatest amount of attention (Ajzen and Fishbein, 1980; Fishbein and Ajzen, 1975). Accordingly, the framework adopted here is Fishbeins attitude towards object model (Fishbein, 1963; Fishbein and Ajzen, 1967). Concerning direct marketing, Fishbeins attitude-toward object model would suggest that consumer attitudes are a function of how positively or negatively its various attributes are evaluated. Thus, consumers overall attitudes toward direct marketing would be positive if they relate positively to direct marketing attributes and negative if vice versa (Ajze

Seasons Of A Mans Life Essay -- essays research papers

Daniel J. Levinson wrote The Seasons of A Man's Life. Mr. Levinson conducted his research for the book in the late 1960's. At that time he was a Professor of Psychology in the Department of Psychiatry of the Yale University School of Medicine, Director of Psychology in the Connecticut Mental Health Center and Director of the Research Unit for Social Psychology and Psychiatry. Early in the book, Mr. Levinson states his reasons for engaging in the research of male adult development and for ultimately writing the book. "The choice of topic reflected a personal concern: at 46, I wanted to study the transition into middle age in order to understand what I had been going through myself. Over the previous ten years of my life had changed in crucial ways; I had developed in a sense I could not articulate. The study would cast light on my own experience and, I hoped, contribute to an understanding of adult development in general." The book is completely about Levinson's theory of male adult development. Levinson acquired his research by interviewing 40 men between the ages of 35 and 45 from four different occupational groups. Through his interviews, Levinson believed that all males pass through a series of stages, each of which presents a different problem to be solved. The first stage is known as the early adult transition (ages 17-22). The problem is to develop a sense of independence by separating from one's family and trying out different lifestyles. This is the stage where hopes and dreams are formulated. The next stage is entering the adult world (ages 22-28). The problem at this stage is to explore and obtain the many adult roles that are needed to be happy and successful in one's career and relationships. A set of priorities begin to form. The age-thirty transition (ages 28-33) happens next. In this stage the man establishes his role in society, builds a nest, and pursues more long- range plans and goals. His problem may be evaluating earlier career choices and goals. Immediately following the age-thirty transition is the settling down stage (ages 33-40). The problem here is to develop a sense of success in the major areas of one's life, primarily one's career and relationships.  ... ...th previous decisions, such as by becoming more committed to one's family or career. I feel that the book was written very well. It went in-depth in mapping out the stages and the events in each one of the stages. I could relate to some but most I could not since Levinson limited his research to only males. I am a female and only 22 so I have just barely entered into the early adult era. Looking at older males around me I can see some of what Levinson has stated to be true, however, I just don't believe that every male is going to go through the life stages just as he says. I think that for the time when this book was written, Levinson probably did a great job in describing the stages. Most of the men that he interviewed were born before and during the Depression. What was true for the men that were interviewed may not be true for today's 40-year-olds. By reading this book I can atbest say that I have a more complete understanding of male adult development. Reference Levinson, D. J. (1977). The Seasons of a Man's Life. Ballantine Books.

Art Therapy: A Necessary Tool for Success Essay -- Art

Art is the self-expression of someone or something that shows the hidden or underlying emotions upon which are found within the unconscious mind (Merriam-Webster). Art can tell stories of past events which were significant to that culture or person. This could include things such as hunts or sacrifices to please the gods. As society and people started to evolve and become more and more like modern day society, so did art and how society viewed it. At the beginning of the renaissance in Europe, many new artists and ways of thinking began emerging which soon became the mainstream way of thinking. Artists from this time period transformed art from what it was to how we view it today. From being a tool to tell stories with, art slowly started to shift to a more abstract way of thinking. As people and their minds started to change, how we view art and the uses of how art became limitless. When someone talks about art, there are many different aspects that they could be talking about. Art could be a simple painting but it could also be an elegant sculpture or sketch. When thinking about art and the uses that art can have the possibilities are endless. Art could be used as self-expression of suppressed feelings that are unknown to the conscious. Art is looked at as a good way to relieve stress and express emotions. It was not until art was seen as something more than decoration that it became a form of therapy that could be used in our everyday lives. Art therapy is a very useful and effective therapy tool while treating kids and young adults with ongoing issues involving both emotional and or psychical damage. Art therapy is a form of expressive therapy that uses art materials such as paints chalk and markers to reveal hidden or ... ...tion, n.d. Web. 5 Mar. 2012. . Mueller, Karen, and Margie Whittaker Leidig. â€Å"Women’s Anger and Feminist Therapy.† Frontiers: A Journal of Women Studies 1 (Winter 1976): 23-30. JSTOR. Web. 5 Mar. 2012. . Wadeson, Harriet. Art Therapy and Art Education. Vol. 33, No. 4 ed. JSTOR . N.p., Apr. 1980. Web. 12 Apr. 2012. Wexler, Alice. â€Å"Painting Their Way out: Profiles of Adolescent Art Practice at the Harlem Hospital Horizon Art Studio.† Studies of Art Education 43 .4 (2002): 339-353. JSTOR. Web. 5 Mar. 2012. .

Latino Actors and Resistance Cinema :: Movies Films

Latino Actors and Resistance Cinema During the second half of the twentieth century Latino actors began to resist the previously portrayed stereotypes in American films. "The beginning of this "coming to self"†¦was the desire to expose the terrible conditions under which Puerto Ricans of this generation had been raised; challenge the assumptions under which these conditions thrived; and re-create the institutions and society that had engendered them" (Jimenez, 188). For many years Latinos allowed themselves to be depicted under various stereotypes which they therefore represented in real life to audiences everywhere. By mid-century, Chicanos, Cubans, and Puerto Ricans began to form ways to deviate from the conventions of earlier American cinema. Documentaries were one creation that offset the false stereotypes put forth by many American filmmakers because they identified with the realism and actuality of Latino life. According to Cine-Aztlan, "in a class society, only those who control have the power to interpret the situation of the masses. That is why capitalist documentaries will never trace the source of the problem and the injustices that the world masses experience under a system of exploitation and human oppression (Cine-Aztlan, 278). When Latinos actually took the step towards self-representation and began producing and directing films and documentaries themselves, the truth started seeping through the lines. In "La Operacion", we see how the Puerto Rican government dealt with the issue of population control. The situation is portrayed realistically and the harsh truth is presented by real people who have real stories to share. This type of cinematography is directly political form of filmmaking that is more likely t o stir emotion in the audience. Luis Valdez could be labeled the originator of the resistance movement, stirring much emotion and discussion with his films. Notably, he directed Zoot Suit, a film portraying a young Chicano who must go through great difficulty to clear his name of a murder he did not commit. Joseph Vasquez directed Hangin' With the Homeboys, a movie directly addressing the stereotypes of minorities through comedy and exaggerated characteristics.

Classroom Etiquette and Dealing with Disruption

University of California, Davis Office of Student Judicial Affairs Establishing Classroom Etiquette and Dealing with Disruption The tone of the classroom interaction has a significant impact on the educational environment. These days, the pervasive use of devices such as cell phones and the fact that some students may be unaware of University behavioral standards or the impact of their actions on others can lead to repeated distractions and interruptions. University of California Standards of Conduct for Students provide that students may be disciplined for â€Å"disruption or obstruction† of teaching or other University functions, and for failure to identify themselves to or comply with the directions of University officials, as well as other violations of conduct standards (see UC Standards of Conduct at http://sja. ucdavis. edu/scs. html) Set the stage for a positive classroom experience by: †¢ †¢ †¢ †¢ Stating reasonable and clear expectations in advance Defining conduct standards and discussing rules of etiquette in your syllabus and during class Giving examples of desired conduct as well as unacceptable behavior Explaining the reasons for your classroom expectations and inviting student comments and suggestions Being a role model for expected behavior and keeping your relationship with students friendly and professional Responding when disruption occurs: If you believe inappropriate behavior is occurring, start by cautioning the whole class rather than warning a particular student. A technique is to stop class, calmly indicate the problem (e. g. side conversations, cell phones) and state that class cannot continue until the behavior stops. Before resuming, enlist the support of others by reminding the class that the disruptive behavior is taking away from class time and may result in some exam material not being covered in class. Students also have academic freedom, so it is important to exercise authority with compassion and self-restraint. It is best to correct innocent mistakes and minor first offenses gently, without ridiculing students’ remarks. †¢ If it becomes necessary to speak to an individual student about disruptive behavior, do so after class in a discreet manner. If the situation requires an immediate response in class, calmly and courteously ask the student to stop the conduct and to talk to you after class or during office hours. You may want to inform the class that students may be disciplined for disrupting class, and to reiterate that message if you talk with an individual student outside class because of his or her behavior. Remind the student that continued disruption may result in permanent removal from the class. †¢ A student should be asked to leave class if he or she engages in disruptive behavior that impedes your ability to teach the class productively. You have the right to contact the police if the student refuses to leave. If the student’s refusal to leave creates a safety risk or makes it impossible to continue class, you may also dismiss class for the day. If this happens, immediately contact Student Judicial Affairs (SJA). †¢ If a student is persistently disruptive refer him/her to SJA for disciplinary action. However, a disruptive student cannot be permanently removed from a class without a formal review, either through the student disciplinary process or through academic channels including the department and dean’s office (see Dir. 88-128) For more information about confronting cheating, about the disciplinary process, or about the Code of Academic Conduct, please call SJA at (530) 752-1128 or see our website at http://sja. ucdavis. edu. †¢ UC Davis Office of Student Judicial Affairs, January, 2007 What is disruptive behavior? Depending on the size and nature of your class what is considered â€Å"disruptive† may vary. In general, disruption and obstruction include b ehavior that interferes with, disrupts, or prevents normal classroom functions or activities. Disruptive behaviors can range from mildly distracting to clearly disorderly, violent, or dangerous. Depending on course rules set by the instructor, disruption in the classroom may include: †¢ †¢ †¢ side conversations, ringing cell phones or using a cell phone to talk or send text messages interrupting the instructor or other students monopolizing class discussion and refusing to defer to instructor, or listen to others; persisting when the instructor has indicated that the student’s remarks are off topic and it is time to move on entering late/leaving early, oving about the classroom filming, photographing, or taping the class yelling, arguing, swearing, bullying, or other intimidating behavior reading, sleeping, eating, drinking, or not paying attention shuffling through papers, cleaning out a backpack or purse during lecture showing up to class under the influence of alcohol/drugs †¢ †¢ †¢ †¢ †¢ †¢ Who decides what is disruptive ? Faculty have the authority and discretion to set rules that foster student learning. As a matter of academic freedom these rules can be tailored to the subject matter and the instructor’s teaching methods and learning objectives. For these reasons, the course instructor is the one who makes a determination about what constitutes disruptive behavior. SUGGESTED EXPECTATIONS TO INCLUDE IN A SYLLABUS The following expectations are to enhance your ability to learn in this class, to avoid disruption and distraction, and to improve the quality of the classroom experience. Repeated failure to meet these expectations may result in a lower grade for the course. Entering/Exiting Class: †¢ †¢ Please arrive on time to class and stay for the entire class period. Late arrivals and early departures are disruptive. If despite your best effort you arrive late, please quietly take a seat at the back of the classroom. Similarly, in the rare event that you must leave class early (e. g. for a medical appointment), email me in advance to let me know, then sit close to the rear door and leave as unobtrusively as possible. If you can’t be there on time or must always leave early because of a class or work conflict, either seek specific permission from me or do not take the class. During exams, ask permission before leaving to use the restroom. Try to use the restroom before coming to class. †¢ Noise: †¢ †¢ When class begins, please stop your conversations. Wait until class is completely over before putting your materials away in your backpack, standing up, or talking to friends. Electronic Devices: †¢ No taping, filming, or photography in class without my prior permission (whether by camera, cell phone, or other means). These activities are distracting and inhibiting to faculty and other students, may infringe upon privacy or copyright, and have a chilling effect on classroom discussion. Cell phones should be turned off. No talking on cell phones, text messaging, or emailing on laptops during class. Wait until after class to return any calls received. No listening to iPods or other electronic recording devices during class. †¢ †¢ Email Etiquette: †¢ †¢ †¢ You are expected to write as you would in any professional correspondence. Email communication should be courteous and respectful in manner and tone. Do not send emails that are curt or demanding. Do not expect an immediate response via email (normally, a response will be sent within two business days). If your email question is sent at the last minute it may not be possible to send you a response before an assignment is due or a test is given. Do not post personal information about yourself or others about third parties to the class list serve. For example, if you are having trouble with a lab partner you should see the instructor in person to discuss the specifics of the issue. Participation: †¢ †¢ †¢ [If participation is used as part of calculating the student’s grade] Because participation is counted as part of your grade, missing class could negatively impact your grade. Disrupting class could also lower your participation grade. Keep on the topic at hand. If you have questions off the current topic, address these outside of class at office hours or by email with the TA or instructor. Do not talk out of turn. Wait to be recognized before speaking and do not try to dominate a discussion with your questions or comments – give others a fair opportunity to participate. Common Courtesy: †¢ †¢ †¢ Do not read the newspaper during class. The shuffling of pages can be very distracting. Food and drink are discouraged in class. There may be times that you need a beverage or small snack during class. Avoid bringing in large meals or food that is noisy when unpackaged or chewed. Show respect for me and fellow classmates. Do not interrupt another who is speaking. It is okay to disagree with an idea but not okay to ridicule or make fun of another person and his/her ideas. Raised voices, derogatory language, name-calling, and intimidating behavior will NOT be tolerated. Do not disturb others by engaging in disruptive behavior. Disruption interferes with the learning environment and impairs the ability of others to focus, participate, and engage. †¢

Haptic Technology

1. 1 What is *Haptics*? Haptics refers to sensing and manipulation through touch. The word comes from the Greek ‘haptesthai’, meaning ‘to touch’. The history of the haptic interface dates back to the 1950s, when a master-slave system was proposed by Goertz (1952). Haptic interfaces were established out of the field of tele- operation, which was then employed in the remote manipulation of radioactive materials. The ultimate goal of the tele-operation system was â€Å"transparency†. That is, an user interacting with the master device in a master-slave pair should not be able to distinguish between using the master controller and manipulating the actual tool itself. Early haptic interface systems were therefore developed purely for telerobotic applications. {draw:frame} {draw:frame} Fig. 2. 1Basic architecture for a virtual reality application incorporating visual, auditory, and haptic feedback. †¢ Simulation engine: †¢ Visual, auditory, and haptic rendering algorithms: Compute the virtual environment’s graphic, sound, and force responses toward the user. Transducers: Convert visual, audio, and force signals from the computer into a form the operator can perceive. The human operator typically holds or wears the haptic interface device and perceives audiovisual feedback from audio (computer speakers, headphones, and so on) and visual displays (a computer screen or head-mounted display, for example). 2. 2 System architecture for *haptic* rendering: {draw:rect} {draw:rect} {draw:rect} {draw:frame} {draw:frame} Fig 2. 2Haptic rendering divided into main three blocks S- contacts* occurring between an avatar at position X and objects in the virtual environment. Fd- *return* the ideal interaction force between avatar and virtual objects. Fr- Force to the user 1. Collision-detection algorithms detect collisions between objects and avatars in the virtual environment and yield information about where, when, and ideally to what extent collisions (penetrations, indentations, contact area, and so on) have occurred. 2. Force-response algorithms compute the interaction force between avatars and virtual objects when a collision is detected. This force approximates as closely as possible the contact forces that would normally arise during contact between real objects. Hardware limitations prevent haptic devices from applying the exact force computed by the force-response algorithms to the user. 3. Control algorithms command the haptic device in such a way that minimizes the error between ideal and applicable forces. The discrete-time nature of the haptic- rendering algorithms often makes this difficult. The force response algorithms’ return values are the actual force and torque vectors that will be commanded to the haptic device. Existing haptic rendering techniques are currently based upon two main principles: â€Å"point-interaction† or â€Å"ray-based†. In point interactions, a single point, usually the distal point of a probe, thimble or stylus employed for direct interaction with the user, is employed in the simulation of collisions. The point penetrates the virtual objects, and the depth of indentation is calculated between the current point and a point on the surface of the object. Forces are then generated according to physical models, such as spring stiffness or a spring-damper model. In ray-based rendering, the user interface mechanism, for example, a probe, is modeled in the virtual environment as a finite ray. Orientation is thus taken into account, and collisions are determined between the simulated probe and virtual objects. Collision detection algorithms return the intersection point between the ray and the surface of the simulated object. *2. 2. 1 Computing contact-response forces*: Humans perceive contact with real objects through sensors (mechanoreceptors) located in their skin, joints, tendons, and muscles. We make a simple distinction between the information these two types of sensors can acquire. 1. Tactile information refers to the information acquired through sensors in the skin with particular reference to the spatial distribution of pressure, or more generally, tractions, across the contact area. To handle flexible materials like fabric and paper, we sense the pressure variation across the fingertip. Tactile sensing is also the basis of complex perceptual tasks like medical palpation, where physicians locate hidden anatomical structures and evaluate tissue properties using their hands. 2. Kinesthetic information refers to the information acquired through the sensors in the joints. Interaction forces are normally perceived through a combination of these two. To provide a haptic simulation experience, systems are designed to recreate the contact forces a user would perceive when touching a real object. There are two types of forces: . Forces due to object geometry. 2. Forces due to object surface properties, such as texture and friction. The first type of force-rendering algorithms aspires to recreate the force interaction a user would feel when touching a frictionless and textureless object. Force-rendering algorithms are also grouped by the number of Degrees-of-freedom (DOF) necessary to describe the interaction force being rendered. 2. 2. 3 Surface property-dependent force-rende ring algorithms: All real surfaces contain tiny irregularities or indentations. Higher accuracy, however, sacrifices speed, a critical factor in real-time applications. Any choice of modeling technique must consider this tradeoff. Keeping this trade-off in mind, researchers have developed more accurate haptic-rendering algorithms for friction. In computer graphics, texture mapping adds realism to computer-generated scenes by projecting a bitmap image onto surfaces being rendered. The same can be done haptically. 2. 3 Controlling forces delivered through *haptic* interfaces: Once such forces have been computed, they must be applied to the user. Limitations of haptic device technology, however, have sometimes made applying the force’s exact value as computed by force-rendering algorithms impossible. They are as follows: †¢ Haptic interfaces can only exert forces with limited magnitude and not equally well in all directions †¢ Haptic devices aren’t ideal force transducers. An ideal haptic device would render zero impedance when simulating movement in free space, and any finite impedance when simulating contact with an object featuring such impedance characteristics. The friction, inertia, and backlash present in most haptic devices prevent them from meeting this ideal. †¢ A third issue is that haptic-rendering algorithms operate in discrete time whereas users operate in continuous time. {draw:frame} ?Finally, haptic device position sensors have finite resolution. Consequently, attempting to determine where and when contact occurs always results in a quantization error. It can create stability problems. All of these issues can limit a haptic application’s realism. High servo rates (or low servo rate periods) are a key issue for stable haptic interaction. There are two main types of haptic devices: †¢ Devices that allow users to touch and manipulate 3-dimentional virtual objects. †¢ Devices that allow users to â€Å"feel† textures of 2-dementional objects. 3. 1 LOGITECH WINGMAN FORCE FEEDBACK MOUSE {draw:frame} fig. 3. 1 logitech mouse Fig. 3. 1 shows a Logitech mouse which is attached to a base that replaces the mouse mat and contains the motors used to provide forces back to the user. {draw:frame} Fig. 3. 2 Phantom Used in surgical simulations and remote operation of robotics in hazardous environments {draw:frame} Fig3. 3 Cyber Glove Cyber Glove can sense the position and movement of the fingers and wrist. {draw:g} The basic Cyber Glove system includes one CyberGlove, its instrumentation unit, serial cable to connect to your host computer, and an executable version of VirtualHand graphic hand model display and calibration software. The firm introduced haptic technology for the X-by-Wire system and was showcased at the Alps Show 2005 in Tokyo. The system consisted of a â€Å"cockpit† with steering, a gearshift lever and pedals that embed haptic technology, and a remote-control car. Visitors could control a remote control car by operating the steering, gearshift lever and pedals in the cockpit seeing the screen in front of the cockpit, which is projected via a camera equipped on the remote control car. With many new haptic devices being sold to industrial companies, haptics will soon be a part of a person’s normal computer interaction. REFERENCES: http://www. sensable. com/products/datafiles/phantom_ghost/Salisbury_Haptics95. pdf http://www. wam. umd. edu/~prmartin/3degrees/HAPTIC%20TECHNOLOGY1. doc http://www. sensable. com http://www. logitech. com http://www. technologyreview. com