The Modern Marketing Concept Competitive Advantage Marketing Essay

The Modern Marketing Concept Competitive Advantage Marketing Essay The 21est century saw an excellent outburst of IT application connecting medias with a power to penetrate the market on a large scale. The obvious reason for this advancement in networking techniques reduction in per capita cost for network setup. The ever expanding IT site cluster took the world into its arms people soon began capturing the sideeffects side advantages of this new shining domain which was attracting penetrating the society at a such larger scale. The awake marketer definitely would like to use this platform to widespread his sells get along with the tunes of tomorrow which certainly demands using IT as tool of marketing. Before accepting any new media as a tool in a business scenario is important to simulate the model of it analyse it beforehand before practical implementation so as to avoid potential revenue losses which arise if the new strategy fails. The paper aims to put forth various models of social networking websites in view of market dynamics. The new age marketing his highly vibrant phenomenon requires a risk analysis as well. In view of this threat is essential to carry out to understand the interpretation of using social networking as a marketing tool. Its a must as a backup strategy of a firm. Marketing must be understood not in the old sense of making a sale selling but in the new sense of satisfying customer needs. This does not mean that selling and advertising are unimportant. Rather, it means that they are part of a larger marketing mix a set of marketing tools that work together to affect the marketplace. Marketing can be defined as a nodal and managerial process by which individuals and groups obtain what they need and want through creating and exchanging products and value with others: To explain this definition, we examine the following important terms: needs, -wants and demands products value and satisfaction;exchange, transactions and relationships and Figure shows that these core marketing concepts are linked, Under the marketing concept, companies gain competitive advantage by designing offers that satisfy target-consumer needs better than competitors offers. They might deliver more customer value by offering consumers lower prices than competitors for similar products and services, or by providing more benefits that justify higher prices. Marketing strategies must consider the strategies of competitors as well as the needs of target consumers. The first step is competitor analysis: the process of identifying key competitors; assessing their objectives, strengths and weaknesses, strategies and reaction patterns; and selecting which competitors to attack or avoid. The second step is developing competitive strategies that strongly position the company against competitors and give the company the strongest possible competitive advantage. The diagram attempts to present the Marketing its functional relationships with competitive advantage As vivid in model diagram below , the there main reasons for attracting web traffic for the websites categorised under this model are authenticity of data , subject independent of search free acess. These factors amounts to the traffic enhance the probability of sales. In this model, its essentially the information which attracts the potential customers towards the social networking website. E.g. The open source enclopedies like Twiki, Wetpaint , Wikipedia 2. Utility driven model Its includes the most popular websites which attracts the youth due to utility of easy connecting these websites offer. They have highest penetration although the low no. Of clicks per link per minute. However, since the traffic is high , the net amount of traffic diverted towards the marketing application is high. The model includes websites like Facebook , Orkut , Twitter etc 3.Bookmark Sharing model This model encapsulates the idea of search ,store manage the bookmarks of online available resources. This class of websites are still in developing state due to the underlying complicates therein such as use of informal vocabularies ,complex system dynamics, spam difficulty in validation of data management. Sites like Digg, Reddit fall under this category. The Marketing Mix The core strategy of the firm THE MARKTTING PULL OF BOOKMARKING WEBSITES 4. Media Sharing Model It includes craze amongst the market to share their common interests passions via popular mediums like video or photos. These websites contribute to high volumes of traffic has advantage of higher retention rate. The obvious reason being will to exercise the completion of being run. The marketing model of these websites can be following manner. TARGETTING Websites as like Youtube, Picasa , Flicker etc. Fall under this category 5. Social Interaction Model Blogs are the social platforms been setup by various service providers in order to simulate the sharing expression of feelings. The Google is most popular medium of blogging via its its Patented blogger. Google also carries our its Ad sense business via blogs then attracting the consumer towards the product lines. The social interaction model drives its energy from following parameters which inheritate the marketing functions as indicated in the modelling diagram. Sites likes blogger,wordpress are included in this model type. 6.Professional networking model Each individual in the society is a professional in his own way to earn his bread butter. This model uses this concept so as to build up a chain of individuals in the society sharing common interest linking them up with each other for the utility of each other. The High Hierarchy is cream class of the society which is practically beyond the reach of Base hierarchy on personal interaction basis. However, the sites offer warm affectionate means to connect them establish a relationship of mutual benefit. Here lies the punch of this model the sole reason to attract the traffic for marketing utility Chapter3 Porters Model of Five Forces The model is a framework designed by Porter in 1979 till date considered as one of the best means to analyse the business threats especially of a new marketing trend been set up. Ch4 Qualitative Analysis of Ning.com via Porters Model of 5 force Ning.com is one of the most popular websites of social networking promotes building of Personal Professional Hubs The Model highlights following facts above social networking websites from analysis point of view. 1) The business done via social networking is technology dependant technology accelerated. 2) The risk of new entrants is very high as the competitor has the option of exercising his powers publically. 3) In view costing, the high risk element prohibits to high spending of advertising revenues in this websites. Infact the targeting is better achieved when low fee websites are attacked in high volumes of advertisement. This is most significant conclusion obtained from Porters five forces model. The 7 C Framework Model of Social Networking websites The 7 C model gives a framework to analyse social networking website using defined parameters as indicated in the diagram below. Chapter 4 The following list encompasses a cluster of most useful websites ,systematically analysed by Jane Copland semonz.org The paper includes this list a comprehensive guideline for marketers to help to select their marketing platform Source: How to Leverage Web 2.0 Social Media Sites to Market Your Brand Control Your Message by Jane Coupland. SEOMOZ.org. Referances 1) Markeeting management by Phillip Kotler 2) Google.com 3) Stretegic IT Implementation by Steve Moorie 4)Browsing knowledge of Social Websites by Sk Pillai

The Odyssey :: essays research papers fc

Homer’s poem The Odyssey depicts the tendency of people to ignore the consequences of their actions. Odysseus punished Penelope’s suitors without thinking of consequences that he would have to endure. He did not acknowledge the consequences because that would prevent him from doing what he wants to do. Odysseus wanted to kill the suitors; they ate away at his fortune. Finding consequences for murdering the suitors would force Odysseus to realize what he is about to do is not a good idea. Odysseus chose to ignore the consequences and killed the suitors anyway. Odysseus had absolutely no reason to kill the suitors; they had the right to stay in his home because Penelope made them feel welcome, Penelope and Telemachus both told them that Odysseus was dead, and although Telemachus told them to leave, he did not have the right to do so. Throughout the poem, Penelope encourages the suitors to stay in her home by making them think they are welcome. With Odysseus gone Penelope chooses whom she hosts in the great palace. Penelope does hate the suitors but she never once tells them to leave. She even makes the suitors think that she would be choosing her new husband soon and in this way she makes them feel welcome in her home. Antinous, a suitor, responds to accusations Telemachus made to the suitors at an assembly. It’s not the suitors here who deserve the blame, It’s your own dear mother [Penelope], the matchless queen of cunning. Look here. For three years now, getting on to four, she’s played it fast and loose with all our hearts, building each man’s hopes- dangling promises, dropping hints to each- but all the while with something else in mind. (2.94-100) Penelope makes each individual suitor feel special and makes him believe that she would pick him as her new husband. This action implies not only that she allowed the suitors to remain in her household, but more importantly that she wanted the suitors to stay. Therefore, Penelope’s speech and actions toward the suitors justified their remaining in the home. Statements made by Telemachus and Penelope about Odysseus’ whereabouts leads the suitors to believe that he is deceased and, therefore, that Penelope is single and ready to court once again. When a woman is widowed, she begins trying to find a new husband and single men come to court the woman. Since Penelope and Telemachus tell the suitors that Odysseus is dead, the suitors have the right to stay and court Penelope.

Communication and professional relationships with children, young people and adults Essay

Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: †¢help us better understand a situation or person which can help to determine our approach when engaging with them. †¢build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. †¢show that we care about the welfare and future of an individual and will do our best to aid in their success †¢ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. †¢build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstandings, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation. Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating. When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating. Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in them and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person’s situation trying to understand and accommodate any issues which may influence their feelings, actions and responses. Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal. If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting. As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might see daily. Communications might, for example, utilise text speak and jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address and show appropriate respect for the location and people with whom you are meeting. If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting. When contacting people professionally the use of social media sites would not be appropriate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred. Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact. Similarly, delaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Finally, we need to consider the cultural differences of those with whom we interact. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs. However, whilst it may be detrimental not to account for cultural differences you could see the same consequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Communication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak. As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should continue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming. Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child’s level, face them and maintain eye contact. Remaining focussed on the child rather than continuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill. Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child’s confidence so they are encouraged to communicate more and model a real conversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use. Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. 2 aThe age of the child or young person When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example. Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken down into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences. If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your method of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact. They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children often view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to speak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person’s ability level. Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or †you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include attention switches to maintain focus but not as frequently. bthe context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson. There will be other children in the same area working on separate activities so we need to make our lesson interesting to retain the attention of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges. If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside interests and we might share our own experiences to help form a bond. Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a figure of authority. Although conversation might be more light hearted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom. The formality of the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

Madness; Real or Fake - 747 Words

â€Å"There is no great genius without a mixture of madness,† a quote said by the famous philosopher Aristotle. There have been times in history where madness has been faked, and many times the mad person was caught, but, it is also not impossible to fake madness. This is shown in the tragic history of Hamlet written by William Shakespeare, where the title character’s madness is definitely faked. Hamlet is a genius who uses madness to develop his idea of revenge. Hamlet has admitted to faking it, not once, but twice. He also has control over his madness, being able to switch from sane to insane in different situations. Lastly, acting impulsively could be a symptom of madness; yet, Hamlet thinks before every move. Considering how Hamlet visibly has control over his madness as well as his reasoning for wanting to act mad, it is beyond a doubt that it is faked. Hamlet is very good at playing with his words, and turning them around to define something completely different. Throughout the play, using his words, Hamlet tries to indirectly make his family aware that he is only acting mad, but nobody is ever able to break apart the puzzle of what he is telling them. Even when Hamlet does fully admit it, his family and friends still seem to see a real side to his madness. Hamlet told his mother, â€Å"Make you to ravel all this matter out. That I essentially am not in madness. But mad in craft† (3.4.191-192). In this quote, Hamlet fully says how he is not mad, and that it is all a craft toShow MoreRelatedThe Madness Of Hamlet And Ophelia1131 Words   |  5 PagesThe Madness of Hamlet and Ophelia Hamlet is one of Shakespeare’s most famous plays. In it, a young, Danish prince struggles with the death of his father and the betrayal of his mother. This struggle is so profound; it shakes its main character Hamlet to the core and brings him to the brink of sanity. 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