Concept of consumer heterogeneity

Concept of consumer heterogeneity

Identify specific types of consumer needs in detail using any chosen needs classification model which is suggested by this class.

Discuss how the term market is related to the concept of consumer heterogeneity and Identify groups of target consumers for your chosen product or market offering with the discussion of what kind(s) of source(s) of consumer heterogeneity is(are) used.

Identify a list of possible benefits offered by your chosen product or market offering from the perspective of total solution.

Discuss how your chosen product or market offering increases customer value (CV), compared to any other competing brand.

Do you have any example of questions answered like this?

Discuss three major aspects of industrialization

Discuss three major aspects of industrialization

Assignment : Industrialization After the Civil War Final Paper

After the Civil War, the United States became a much more industrialized society. Between 1865 and 1920, industrialization improved American life in many ways. However, industrialization also created problems for American society. Consider events that took place after the Civil War and discuss ways that industrialization affected the U.S. between 1865 and 1920.

You have already developed a thesis statement and developed an outline in which you identify three main points relevant to your topic. Now you will develop the final paper in which you explore your main points in detail.

Write a three to five (3-5) page paper in which you:

Introduce your paper with your previously crafted thesis statement.

Discuss three (3) major aspects of industrialization between 1865 and 1920. In your response, consider society, the economy, and politics.

Identify three (3) specific groups that were affected by industrialization and provide two examples for each group describing how the group was affected. (Consider issues such as race, ethnicity, gender, child labor, etc.)

Summarize how industrialization affected the life of the average working American during this period. Use specific examples and details.

Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style or school-specific format. Check with your professor for any additional instructions.

Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.

The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

Identify and discuss the different ways that the heritage of slavery, the Civil War, the Reconstruction, and segregation have shaped America’s history.

Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.

Recognize the major turning points in American history since the Civil War.

Use technology and information resources to research issues in contemporary U.S. history.

Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

Explore the historical background of your favorite movie

Explore the historical background of your favorite movie

World History

1 Primary Source

At least 5 different sources, not including the movie itself or the primary source (Books, journals, newpapers etc)

5-7 Typed Pages

Reference Citations (In text)

Valid Academic Sources

Movies are often based on historical events. However many times Hollywood takes liberties with the facts to create dramatic scenes

In some cases, when a particular movie becomes popular, Hollywood’s version of the become the accepted version.

This paper gives you the chance to explore the historical background of your favorite movie.

You may choose any movie whose subject matter is within the time periods covered in this class.

Once you have watched it, pick 3-5 specific (no less than 3 and no more than 5) facts that the movie presents and analyze them for their historical accuracy.

Your analysis could include such topics as the clothes of the time period (Were they accurate?), the roles of the female characters (Would the character really have acted the way they did?), factual errors such as laws that were in effect in the movie that were not in effect in actual history (EX: Portraying women voting in 1860 when women did not get the right to vote nationally until 1920).

Paper Requirements:

5-7 Typed Pages

Your paper must be at least 5 pages of text in length. Paper under 5 pages in length will be given a grade of ZERO. However, the paper can exceed 7 pages. Cover pages, endnotes, illustrations, maps etc do not count as pages of text. If you use footnotes you MUST extend your paper so that you have at least 5 pages of written text.

Font size must be 12 pitch and not above.

The paper must be double spaced.

Primary Sources

When gathering your facts, you MUST include at least 1 primary source in your paper. A primary source is something written in the time period. (A secondary source is something written after the event has occurred) For example if you are discussing the role of women during World War Two in the Pacific you could refer to the War Department’s training manuals for nurses, published during the war as a primary source.

Simply putting in a quote from someone that is reprinted in a secondary source is not sufficient. For example a quote from Joan of Arc that you found in a biography of Joan of Arc written by a 20th century author is not a primary source. A quote from a medieval scholar taken from a book written by the medieval scholar is a primary source.

An encyclopedia is NOT a primary source.

Reference

Citations: PLEASE READ CAREFULLY

Full endnote/footnote citations (University of Chicago Manual of Style, APA or MLA) are required.

All style aspects MUST be taken from one of these manuals.

This is a history paper. Any and all statements of fact in your paper MUST be referenced. EX: A statement of “Abraham Lincoln was elected in 1860 by a majority of the voters in the North.” must be referenced with the source of your information. Otherwise my comment to you will be “How do you know this?”

Your reference MUST be included immediately following the fact you have presented inside the text of the paper. It is not sufficient to simply list the reference book in the bibliography without making a direct correlation to the specific facts taken from the book. If you are at all unclear about referencing footnotes/endnotes PLEASE contact the instructor.

Once you have selected a style manual, the entire paper must be completed in this style.

All quotations used in this paper must be done in accordance with the style manual selected. No more than 20% of your paper shall be quotations without prior approval from the instructor. This paper is intended to show your analytical ability and not how well you can quote what someone else says or thinks.

Failure to properly cite information will result in a significant loss of points. If you have any questions don’t hesitate to contact me.

Valid Academic Sources:

You may use any and all sources at your disposal: Internet, special edition DVDs, books, articles, journals. However all of your sources must NOT be of one specific type. You must have a minimum of 2 different types of sources. (This means you MAY NOT use all internet or all text sources) 20 points will be deducted if all of your sources are of the same type.

You will be graded on the academic quality of your sources. For example: MTV.com is NOT a valid academic source unless you are writing a paper about MTV. www.whitehouse.gov,www.libraryofcongress.gov or www.newyorktimes.com are valid sources. Encyclopedias etc use should be kept to a minimum and make up NO MORE than 10% of your bibliography. 20 points will be deducted if your bibliography has more than 10% of its sources as encyclopedia etc. (This includes wikepedia.com etc)

If you are at all unsure of your sources, particularly internet sources, don’t hesitate to contact the instructor.

These are just suggestions. You may use any movie that falls in the timeframe of the class.

timeframe of the class.= Prehistoric – 1500.

Discuss about the islamic golden age

Discuss about the islamic golden age

The Islamic Golden Age refers to a period in the history of Islam, traditionally dated from the 8th century to the 13th century, during which much of the historically Islamic world was ruled by various caliphates and science, economic development and cultural works flourished. write 8 pages essay summarizing this era and clarifying what makes it such a unique era?. Please use the provided sources below, and make sure to cite them.

Discuss about the women empowerment

Discuss about the women empowerment

Please answer the following question. Your answer should be thorough and demonstrate your understanding of the material. Half page

Women are the key! Or, so it’s been argued by many. Buy it? Why or why not? Be specific.

Make sure you support your answer with evidence from the readings.

Topic: It’s About Empowerment

So where do we start the process of empowering women and girls? It always pays to start with the basics. For women generally, this means advancing sexual and reproductive health and rights, an area where Africa has some of the worst indicators. Sexual and reproductive rights simply means granting everyone the freedom and the means to make informed decisions about such basic aspects of life as one’s own sexuality, health, and if, when and with whom to have relationships, marry or have children, and to be able to do so without any form of discrimination, coercion or violence. This implies convenient, affordable access to quality information and services and to comprehensive sexuality education.

Sexual and reproductive health problems exact a huge yet largely avoidable toll on African girls and women, along with the families they care for, the communities they serve, and the wider economies they contribute to. These costs usually hit women and girls when they are in the prime of their lives and their productivity, with consequences that affect them thereafter. Pregnancy and childbirth kill more than 400 African women every day, with each death leaving a wound in a family that never really heals. Surviving children languish and economic hardship often ensues.

Many of these deaths are due to unsafe abortions, numbering some 5 million a year in sub-Saharan Africa. Families are then forced to spend $200 million a year treating complications from unsafe abortions, which generates losses to societies as a whole in the order of nearly $1 billion in foregone income from death and disability. This is another travesty, because when performed by qualified practitioners, abortion is one of the safest medical procedures. As virtually all deaths from unsafe abortions take place in countries that have restrictive laws, African leaders need to consider reforming these laws as a matter of common sense and social justice.

Africans also need to pay more attention to the situation of adolescent girls. More than a third of girls in Africa are married before reaching the age of 18 – often at the expense of their education, health and social aspirations. Adolescent girls are far more likely to die from childbirth-related complications than older women, and face greater risks of abuse and of contracting HIV. Africa’s political leaders need to find ways to enforce laws that are already on the books in most countries against the early and forced marriages that violate the human rights of girls.

Africa remains the region in the world most affected by HIV and AIDS, which afflict our women and girls so disproportionately. The sobering fact is that 90% of all pregnant women and children living with HIV in the world are in Africa. In spite of notable reductions in HIV transmission, adolescent girls are more than twice as likely to carry the virus as are boys in the same age group. Yet barely a third of young Africans know how to prevent HIV effectively – another reason to embrace comprehensive sexuality education.

Africa’s other epidemic is the scourge of violence against women and girls, all too often perpetrated with impunity. Beyond the horrific use of sexual violence as a tactic of war, violence against women is so routine that 37% of African women have been abused by an intimate partner. It is even culturally sanctioned in the case of female genital mutilation and child marriage. Gender violence is a deeply entrenched problem, and we need to, at a very minimum, provide supportive services to all survivors of gender-based violence. We Africans also need to revise the laws, judicial systems and attitudes that exonerate the perpetrators.

Imagine what these millions of African women and girls could accomplish if their full capacity were unleashed, if barriers to education, health, rights, decision-making and full participation were removed. Women are at the very centre of sustainable development. When empowered, they can produce a cascade of positive changes, with benefits that go beyond simple economic growth. Studies show that women invest their earnings in the well-being of their children to a far greater extent than do men. Their empowerment therefore tends to have an inter-generational impact on health and education that benefits societies for generations to come, while bolstering the much-needed human capital that countries need to overcome poverty and social exclusion.

As women’s educational attainment and prospects improve in Africa – and as they control decisions about their lives and gain access to health services like contraception and HIV prevention – they will tend to have smaller, better educated and healthier families. This is especially crucial for those of Africa’s poorest and least developed countries unable to invest enough to meet the needs of populations likely to double by 2050. These are, of course, the countries being left behind in Africa’s economic boom.

Contraception was once a contentious issue, but today nearly every African leader I know is committed to it as one of the most important and cost-effective investments possible. Meeting the demand for family planning in 16 countries of sub-Saharan Africa could save the education sector over $1bn, while reducing maternal deaths by a third. It could save developing countries as a whole some $5.7bn in maternal and new-born healthcare costs.

Such substantial savings can be channelled into the range of pressing development priorities that desperately need outside financing. Regrettably, though, the percentage of global development assistance going toward reproductive healthcare and family planning fell by half between 2000 and 2010, in spite of support given by many European donors and development partners.

These are extremely relevant issues right now. The international community is in the process of deciding on development priorities for years to come. Ensuring that sexual and reproductive rights, gender equality and women’s empowerment are explicitly given priority in this new agenda is a human rights imperative. It is the right thing to do, and would be one of the smartest investments possible for Africa’s future.

Source: http://europesworld.org/2014/02/24/educating-africas-women-is-the-key-to-economic-wealth/#.VzI4rMb2ZLN

Polotics

One of the most fascinating developments in African politics has been the increase in women’s political participation since the mid 1990s. Women are becoming more engaged in a variety of institutions from local government, to legislatures, and even the executive. Africa is a leader in women’s parliamentary representation globally. African countries have some of the world’s highest rates of representation: Rwanda claimed the world’s highest ratio of women in parliament in 2003 and now Rwandan women hold 64% of the country’s legislative seats. In Senegaland South Africa, more than 40% of parliamentary seats are held by women, while in Mozambique, Angola, Tanzania and Uganda over 35% of seats are occupied by women. By contrast, women in the US women hold 18% of the seats in the House and 20% in the Senate (2016).

Write an essay on age of the common man

Write an essay on age of the common man

Andrew Jackson’s presidency was termed the “Age of the Common Man.” However, a famous political cartoon of the era terms Jackson, “King Andrew the First.”

While Jackson’s presidency has been viewed by some as the “Age of the Common Man”, there are others argue that his style of government was decidedly undemocratic and certainly not in favor of the common man. Which argument do you believe is more accurate and why?

How did changes in the traditional roles impact assimilation

How did changes in the traditional roles impact assimilation

The readings for this module emphasized that although whole families often made the long and arduous journey from South to North together, the prospects that awaited them on the other side often differed greatly between individual family members. For this assignment, reflect on these differences, considering how the family unit was forced to change and adapt to meet the challenges unique to life in America.

Using the module readings, Argosy University online library resources, and the Internet, research the early twentieth century experiences of the Mexican immigrants. Then, respond to the following:

Examine how the roles of men, women, and children changed because of this migration. What new demands emerged for each group, and

how did they seek to meet these new challenges while still maintaining the overall structure of the family. Be as specific as possible, referring wherever possible to examples from the textbook for support.

How did these changes in the traditional roles impact assimilation? Were men, women, or children more likely to assimilate given these newfound roles and why?

Write a 2-3-page paper in the Word format. Apply APA standards to citation of sources.