Precision Teaching: Theories, Implementation and Research

Precision Teaching: Theories, Implementation and Research Tiffany Elmore Introduction to Precision Teaching Precision Teaching (PT) has been applied in many settings and has been greatly successful in increasing learning performance in learners with a wide-range of abilities (White, 1986). It is an approach that measures whether an instructional method is successful in achieving learning goals. It focuses on directly observable behavior, monitors the frequency of the behavior performed in time and analyzes the behavior on a uniform visual display called a Standard Celeration Chart (SCC). Precision Teaching does not determine what curricula should be taught but offers a systematic approach as to the instructional tactics to apply (White, 1986). It bases the curriculum on the child’s performance, in other words, the learner knows best (Lindsley, 1971). The learner’s progress demonstrates whether the program is appropriate for the learner or if changes need to be made to the program. In order to gauge a learner’s progress, the target behavior must directly observable. For example, reading a book aloud can be directly observed to determine the reader’s skill level of the words and comprehension. However, there has been some recent support for using Precision Teaching on inner behaviors. Although, it has been shown to be effective in reducing feelings of depression (Kubina et al., 2006), it is widely used on observable behavior. In Precision Teaching, a learner’s performance is based on behavior frequency which is the average number of responses during each minute of the assessment period (White, 1986). Behavioral fluency is that combination of accuracy plus speed of responding that enables learners to function efficiently and effectively in their natural environments (Binder, 1996). Accuracy alone is not the best gauge of learning progression as it may show skewed improvement in performance. Essentially, by only assessing the accuracy of a learner’s response, an improvement in the learner’s performance is not truly reflected because the responses may be correct but the lack of speed in providing those responses also demonstrates a lack of mastery. Frequency is measured by counts per minute. The speed of a learner’s performance of responding and the accuracy of the responses indicates the learner has either mastered the material, in other words, achieved fluency, or the progress has stalled and the instructional program must be altered. Fluency applies three learning outcomes associated with fluent behavior: Retention, endurance and application (Binder, 1993, 1996 as cited by Kubina, Morrison Lee, 2002). Retention is the ability to perform the behavior after the intervention is terminated. Without retention, the learner loses the ability to perform the behavior. Endurance is the ability to perform a behavior at a specified level over a duration of time (Binder, unpublished doctoral dissertation; Binder, 1996, Binder, Haughton Van Eyk, 1990 as cited by Kubina, Morrison Lee, 2002). For learners who lack endurance may find it difficult to perform behaviors within a 30-second or 1-minute intervals and may ultimately stop performing the desired behaviors. Application is applying some element of a behavior to the entire behavior. For example, if the learner has difficulty in basic writing techniques then the application of increasing fluency in writing spelling words quickly cannot be achieved. The progress of a learner is recorded on a visual display called a Standard Celeration Chart (SCC). The chart is called a standard celeration chart since it always depicts rate of change or progress in a standard manner, regardless of the initial frequency of the behavior (White, 1986). The SCC utilizes a ratio scale which means that all changes in performance will be measured in equal ratios regardless of where they are marked on the chart. The change in frequency from 1 to 2 is the same ratio as 50 to 100 on the SCC. The charts shows whether there is an acceleration, deceleration or no change in behavior. When a behavior frequency doubles, or moves from 1 to 2, it is considered a â€Å"times 2† acceleration. Likewise, when a behavior is halved, or moves from 2 to 1, it is considered a â€Å"divided by 2† deceleration (Lindsley, 1990a). Implementation of Precision Teaching Five steps are involved in the implementation of Precision Teaching: (1) select a task, (2) set an aim (3) count and teach, (4) develop a learning picture and (5) decide what to do (McGreevy, 1983). The first step of implementation is selecting a task for the learner to learn. A task has five parts: (1) a movement that can be counted often each day, (2) a counting period, (3) a correct/incorrect pair, (4) a learning channel set, and (5) a movement that is â€Å"hard to do† (p. II-1). A movement is an observable, physical movement, something that the learner is doing. To make sure the movement occurs often, the learner should have 8-10 learning opportunities per day (p. II-5). If the movement is too hard, then the movement can be changed to a slice back, a step back or a tool movement and, conversely if a movement is too easy it can changed to a leap up movement (p. II-11). A slice back is a smaller movement of the original movement. A step back is an easier movement than the o riginal movement. A tool movement is the prerequisite body movement required to perform the original movement. A leap up movement is a movement that is harder to perform than the original movement. A counting period is amount of time spent each day counting the movement (p. II-12). The period should be long enough so the movement can occur at least 8-10 times. The counting period should not be so long that it proves difficult to count the movement. However, adjustments can be made if the counting period is too long or too short to count the movement. Similarly, Kubina and Yurich (2012) incorporated these two parts into their analysis PT. They suggested that the first step of PT is pinpointing. Pinpointing applies focusing observable behavior and measuring behavior based on frequency. Consider the Dean Man rule that states if a dead man can do it then it is not behavior. The idea is that any directly observable behavior should involve some physical movement. For example, instead of observing a child sitting still in a chair, the teacher can observe the number of times the child gets out the chair. A correct/incorrect pair involves counting the correct movements and incorrect movements (McGreevy, 1983, p. II-15). Instead of focusing on eliminating a movement without adding a replacement movement. For example, rather than decreasing screaming, it best for the learner to increase talking in softer voice. A learning channel set outlines the input channel (received) and output channel (sent). The input can vary from hearing, touching, seeing, smelling, etc and output can include saying, writing, doing, pointing, etc. The learning channel sets â€Å"tells [others] how we are teaching a task† and â€Å"reminds us that are many ways for a [learner] to learn the same movement (McGreevy, 1983, p. II-18). Lastly, the movement must be hard to for the learner to perform (p. II-20). The objective is to learn a new task rather than working on previously learned tasks. By selecting tasks that are hard to do, the learner, provided with ample learning opportunities, will hopefully achieve more corrects and fewer corrects over time and ultimately reach or come close to the aim. The next step in implementing precision teaching is to set an aim (p. III-2). The aim is final chosen objective of the performance likely achieved by a high frequency of correct responses and low to zero frequency of incorrect responses. It is critical that learners learn to perform correct movements in a prompt, smooth and decisive manner. If the learner is having difficulty reaching aim, it may be necessary to change the way the movement is taught, change the learning channel or change the movement as indicated above as a step back, slick back or tool movement. The third step in implementing precision teaching is to count and teach (p. IV-1). This steps requires counting the correct and incorrect responses and teaching the task to the student (p. IV-1). A movement is learned when the learner knows what the correct and incorrect responses are. Each task will be counted and taught daily until the learner reaches aim or the learning picture reflects a need for change. The fourth step in implementing precision teaching is to develop a learning picture. Utilizing the Standard Celeration Chart, the charts displays the correct and incorrect responses provided daily by the learner (p. V-1). The trends of the chart develop the learning picture. The learning picture shows how quickly the responses are increasing or decreasing and predicts whether the learner will achieve aim. The final step in implementing precision teaching is to decide what to do (p. VI-1). Once a learning picture has been revealed, a decision can be made as to whether to continue the current program or make a change. If the learner is not learning or not learning quickly enough, it may be necessary to make changes to the movement (i.e. a slice back), the counting period (i.e. increase 10 seconds to 20 seconds), the learning channel set (i.e. see-write to see-say), the aim (i.e can be lowered), or how the task is taught (i.e. lessons, untimed practice). Precision Teaching in Research Precision Teaching has been applied in a variety of settings and environments. It has proven useful in improving fluency in learners of all ages and all learning abilities. Precision Teaching has been implemented in professional environments as well as classroom settings. In 2002, Binder analyzed the fluency performance in a customer call center. After attending a FluencyBuilding workshops, the manager and supervisors of customer service call center decided to modify their traditional new hire training program. They focused on increasing fluency of the core fundamentals required to perform the job well. Within the fluency-based training, trainees were given lecture and tested on lecture material with a 2-minute quiz (see-mark), a 3-minute hear or see-say providing verbal responses to questions in addition to other fluency-based activities. Daily fluency goals for each exercise were set and each trainees’ performance was monitored against those goals. Trainees recorded their ow n performance and reported their performance to the training coaches. As a result of the fluency-based training, correct performances tripled each week and all participants performed within the fluent range. The participants mastered the core material much faster than in previous training programs and thus reduced the required training during from three weeks to two weeks. New hire trainees were much more fluent in the fundamental skills and knowledge than their veteran counterparts. The dramatic improvements within this program demonstrate that fluency-based programs to be successful in education, training and coaching programs involving all ages of participants within various skill sets. Precision Teaching applied within a classroom setting has proven to increase reading ability, maths skills, and improving academic interventions overall. Chiesa and Robertson (2000) utilized Precision Teaching and fluency-based training to enhance maths skills in five primary school children. The students were selected because their maths skills were not improving at the same pace as their peers. They were in jeopardy of being referred to a remedial program. The training program focused on one observable behavior, the division of two-digit numbers by one-digit. Pre-tests were taken on both multiplication and division skills to determine each student’s skill level. The students were taught how to use digital timers, plot scores and understand learning pictures on the SCC. The students were responsible for completing their maths practice sheets without teacher instruction or assistance. The five students sat together as a group during the maths period and had a personal folder t hat contained the practice sheets, answer key and charts. They completed their practice sheets within a one-minute time probe, each completed sheet was marked by a peer and the correct and error scores were recorded on the SCC. Each week one of the researchers met with the students during maths period while the teacher was working with the rest of the class. The researcher reviewed each student’s progress and determined what changes would be taken. Students that met the aim, moved on to the next level, those who did not meet the aim were provided with skills that were further reduced, or sliced back until they were able to improve to a satisfactory level. At the conclusion of the 12-week training program, the PT group had significantly improved their fluency in the maths skills task. Their responses ranged from 10 to 15 correct in one-minute which was an increase of 10 to 15 responses per minute before the program was implemented. The PT group surpassed all but one of the students in the entire class on the maths skills task. The results show that children performing at a low academic level can improve their learning significantly through Precision Teaching and fluency training. The training program did not require any more time than the allotted maths period and did not provide more instructional assistance or interaction from the teacher. This shows that PT can be beneficial and effective in the mainstream classroom and offers an alternative to expensive and time-consuming academic programs. Precision Teaching has proven to be effective in improving skills in participants with intellectual disabilities as well (Kubina, Morrison Lee, 2002). Schirmer et al. (2007) examined the effectiveness of precision teaching on teaching storytelling to child with autism. The child began working on a hear information-say story program for 10 minutes per day in order to increase the frequency of syllables used. The teacher would describe a scenario to the child and the child would create a story based on the information provided to him. After goals of increased syllable use were met, the teacher moved on a timed practice where the number of correct syllables produced in one minute was recorded. The number of corrects syllables produced increased from 21 per minute to 90 per minute in 5 days. In the last phase, the teacher changed the child’s learning channel from hear-say to see-say. The child was given a photograph and would create a story based on the photograph. Although there was an initial drop in the frequency of correct responses, the child reached the set aim very quickly. Precision Teaching and Practical Application As previous studies have shown, Precision Teaching can be applied in various learning environments with learners of diverse learning abilities. It is an instructional approach that can be applied to any established program or curricula. The main directive guiding success of the learner’s performance IS the learner. Fluency is key to the learner’s progress and any deficits in learning can be easy ascertained with the Standard Celeration Chart. This visual display allows the teacher to easily determine the learner’s progress and either continue with the program on course or make adjustments to program that are most beneficial to the learner. The SCC also helps teacher to predict future progress as to whether the learner will achieve aim or the number of incorrect responses will reach 0. Studies have shown that Precision Teaching can be used in conjunction with other instructional programs and can be effectively applied in both professional and classroom settings wi thout requiring additional time to perform the program in the workplace or classroom. Precision Teaching daily timings are recorded on the SCC but no other data is required. Also, it does not require management or teachers to provide additional instruction outside of the program or curricula already in place. Its versatility in practical application makes Precision Teaching a favorable approach to utilize. References Chiesa, M., Robertson, A. (2000). Precision teaching and fluency training: Making maths easier for students and teachers. Educational Psychology in Practice, 16(3), 297–310. Kubina, R. M., Morrison, R., and Lee, D. L. (2002). Benefits of Adding Precision Teaching to Behavioral Interventions for Students with Autism. Behavioral Interventions, 17, 233-246. Lindsley, O. R. (1971). From Skinner to precision teaching: The child knows best. In J. B. Jordan L. S. Robbins (Eds.), Lets try doing something else kind of thing (pp. 1-11). Arlington, VA: The Council for Exceptional Children. Lindsley, O. R. (1990) Precision teaching: By teachers for children.Teaching Exceptional Children, 22, 10-15. McGreevy, P. (1983).Teaching and learning in plain English(2nd. ed.). Kansas City, MO: Plain English Publications. Schirmer, K., Almon-Morris, H., Fabrizio, M. A., Abrahamson, B. and Chevalier, K. (2007). Using Precision Teaching to Teach Story Telling to a Young Child with Autism. Journal of Precision Teaching and Celeration, 23, 23-26. White, O. R. (1986). Precision TeachingPrecision learning.Exceptional Children, 25, 522-534.

Punishment for Crime should be Individualized Essay

Crime and the punishments for crimes have been the subject of debates for centuries.   When asked, most people would say that people who commit crimes should be punished for it in some way. When deciding however what kind of punishment should be given to the offender, is when the debate begins.   The reason for the debate comes about because there are significant differences in how people view punishment and what punishments should be used for different crimes. Most people struggle with the question of what kind of punishment is fair for the offender.   In the past, people have at times been treated differently for very similar crimes, this created upset among the people who cried out for equal treatment for everyone.   What those people fail to realize is that equal is not always fair.   Although some degree of structure in sentencing is needed, there should be some leeway provided in order to individualize the sentence to â€Å"make the punishment fit the specific crime†.   In order to determine what is considered fair and equal punishment, the first step is to identify what punishment is. One definition of punishment is the deliberate infliction of physical harm on an offender or his property without his consent because he is an offender, but for reasons other than self-defense (Halliday, Appendix B.).   In the legal system, punishment is inflicted upon an offender as a direct result of negative behaviors for the purpose of deterring future behaviors these are called sentences.   Different members of society however have different ideas of what kind of punishment is fair.   What some people feel is fair and just as a particular punishment for crime, others feel is cruel and inhumane.   During some eras in history, sentences for crimes were not fairly and equally handed out to all citizens.   People with higher community status were sometimes given lighter or no sentences for crimes that other people were harshly punished for.   Due to the differences in sentencing and an increasing crime rate, changes in the law and punishments were needed (Lehrer).In an attempt to make sentencing fair for everyone, President Ronald Reagan passed a Comprehensive Crime Control Bill on October 12, 1984 (Kaufman, 1). Through this, â€Å"the Sentencing Reform Act of 1984† created â€Å"The United States Sentencing Commission† which developed a set of sentencing guidelines for specific crimes.   These guidelines created mandatory sentencing for anyone who committed certain crimes, which took away all ability for the judge or jury to individualize sentences for individuals or for individual crimes (Kaufman, 1).   Although these guidelines were developed with good intentions to provide the average and underprivileged with the same rights as the wealthy, there are other factors in crimes that were not taken into consideration. It is a well known fact that not all crimes are created equal.   Murder is obviously a more serious offense than theft and should not have the same consequences and few people would argue that the consequences should be the same.   The problem of fairness becomes more of an issue when the end result of the crimes are similar.   The motive or cause of the crime however might have been completely different.   While it is easy to say that a punishment should be less severe for stealing jewels than for someone who takes a human life.   The consequences however are the same for a person who shoplifts a CD to avoid paying for it and a person who steals a can of soup to feed a starving family.   Because the end result is the same the law requires that the offenders be punished equally, but the motive in the case is quite different.   The same is true when comparing a person who commits murder over a bad drug deal compared to a woman who kills her husband after years of sufferi ng abuse.   Because the sentencing guidelines are based on the end result of the crime, motivation is not considered.   Judges are required to pass sentence based on the mandatory sentence.   Ã‚  Even over half of the Federal Judges would chose to eliminate the mandatory sentencing guidelines and 82.8 percent believe that judges would be better and more efficient at choosing the sentence for crimes (Pratt, 1). If the guidelines were eliminated or at least changed, the judges, juries or parole boards would have more freedom to take into consideration special circumstances behind the criminal behavior.   This would reintroduce the possibility for some mistakes or personal preferences, but it also allows for some leniency for crimes with less criminal motivation. The problem with mandatory guidelines has gone so far as to invade the public school system.   In schools, it is called the zero-tolerance policy.   This policy was introduced into most public schools after the shooting at the Columbine, Colorado high school and the increased number of school shootings that followed.   This policy states that any child, who brings a weapon to school, threatens to or harms other students, or indicates hostile ideation will be punished.   The punishment ranges from suspension to actual criminal charges. The premise behind the policy is to take all threats seriously.   The problem with it is that children are no longer allowed to be children.   When children get angry they often threaten them, but due to the policy children are getting suspended from school and arrested for drawing pictures of guns and for using dinnerware to peel oranges for lunch (Dart, 1).   These rules, like the mandatory sentence guidelines for adults takes all of the common sense and reason out of assigning consequences for various behaviors. In January of 2005 a Supreme Court decision provided some hope for the future of fair sentencing.   The court ruling declared mandatory guidelines unconstitutional (Edelstein, 1).   This provides the judges a little more freedom to use desertion.   The mandatory sentences are still the default sentence, but based on the circumstances surrounding the case, the judge has the right to rule outside of the guidelines if appropriate (Edelstein,1).   In these cases the judge can provide lighter sentences to people whose special situations led them to commit a crime they otherwise would not have considered. Mandatory sentences often also include parole guidelines which mandate at what point in the sentence a criminal might be eligible for parole or if parole is even an opportunity.   In cases where an inmate can not ever be eligible for parole, there is very little motivation for the person to use positive behavior while incarcerated.   The person in these cases have no hope of getting a reduced sentence because of merits accomplished while in prison.   By providing the judges to choose the sentence, parole can be made more of an option to motivate criminals to choose rehabilitation instead of continuing to have problems during the time in prison.   This would help lead to more people successfully being rehabilitated.   By providing more inmates the opportunity for reduced sentences and rehabilitation, there would be significantly less of a problem with prison overcrowding. Although the guidelines for sentencing were created to make the legal system and criminal punishments fairer for everyone, they have gone to the extreme and are now causing harm to some people.   A legal system that provided special treatment for the rich and famous was wrong, but a legal system that requires horribly abused women to undergo the same sentence as a child killer is just as wrong.   There should be some basic guidelines, but at the same time there should be provisions in which the motive of the crime and the background behind the crime should be taken into consideration.   There is no such thing as a â€Å"cookie cutter† crime and there should not be uniform punishments to for the crimes. Every person is individual and when an individual commits a crime, a little time needs to be taken to determine the best and most effective punishment for that crime.   Some people would benefit more from community service or therapy than being put in jail.   Prison in many cases proves only to harden people and makes a person less likely to be able to adequately adapt to society upon returning to it.   Parents who have more than one child do not discipline all of the children in the same way for similar behaviors, because different consequences are more effective for different people.   Based on this fact, the sentencing guidelines need to be re-examined and adapted to be sure that the best possible consequence is given for each individual and each offense.   Works Cited Edelstein, Jonathan. â€Å"Sentence Structure† 31 August 2005 26 February, 2008. Dart, Andrew. â€Å"Zero Tolerance vs. Common Sense† 19 December 2008. 25, February 2008 Lehrer, Eli. â€Å"Soft Cell†. 9 June, 2003. 25, February 2008 < AEI – Short Publications> Pratt, Robert. â€Å"Senseless Sentencing: a Federal Judge Speaks Out†. 10 January 1999.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Des Moines Register.   25, February 2008 Halliday,Roy. â€Å"What Good is Punishment?† 1 January 2003. Appendix B. What good is punishment> Kaufman, Shari. â€Å"The Federal Sentencing Guidelines: A Formulaic and Impersonal Approach to Dispensing Justice†. (1999) the Federal Sentencing Guidelines: A Formulaic and Impersonal Approach to Dispensing Justice

Spanning Two DecadesThe 50s to the 60s Essay - 1745 Words

Spanning Two Decade’s: The 50’s to the 60’s Similar? Or Distinctly different? â€Å"The postwar years are remembered as a time of affluence, consumerism, conformity, and stability, a time when American enjoyed an optimistic faith in progress and technology.†(Heretta, pg.779) These words best describe the decade that Americas experienced in the 1950’s. It was age of dad’s always-right attitude and a culture that was family centered. The standard of living for American’s was the best in the world. The times just looked to perfect lives were lived to privately. This private enjoyment was centered on the family, leisure, and consumerism. Soon everyone tried to become to â€Å"Leave it to Beaver† type of family and culture exploded. The explosion is†¦show more content†¦In turn the divorce rate was at a constant low. The Reverend Billy Graham used television and other media outlets to increase the popularity of the Evangelical religious experience. The Jehovah’s Witnesses and the Seventh Day Adventisits grew in mod erate numbers during this time also. â€Å"Although critics suggested that middle-class interest in religion stemmed more from conformity then spirituality, the revival nonetheless spoke to Americans’ search for spiritual meaning in uncertain times†(Henretta, pg.792) The Average life span rose with better federal and local medical assistance. Parents were becoming more aware of health problems and where to go to get help. They were also socially forced to keep certain gender roles that were consistent with the media. nbsp;nbsp;nbsp;nbsp;nbsp;With religion playing an important role in the average Americans lives, consumerism began to grow in the white and blue-collar workers. Their families started to spend extra cash instead of saving it. Washing machines, dryers, and new cars became commonly bought items. The Homeowner who needed some extra cash, but couldn’t work enough hours to purchase that item when he needed it, started to use personal credit. This began the craze of credit cards. †The Diner Club† introduced the first credit card in 1950: By the 1970s the ubiquitous plastic credit card had revolutionized personal and family finance†(Henretta, pg.790). The awareness of addition free time was awareShow MoreRelatedSpanning Two Decades: the 50s to the 60s1803 Words   |  8 PagesSpanning Two Decades: The 50s to the 60s Similar? Or Distinctly different? The postwar years are remembered as a time of affluence, consumerism, conformity, and stability, a time when American enjoyed an optimistic faith in progress and technology.(Heretta, pg.779) These words best describe the decade that Americas experienced in the 1950s. It was age of dads always-right attitude and a culture that was family centered. The standard of living for Americans was the best in the world. 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Ansoff Matrix on Apple - 1170 Words

soff MatMarket Penetration: -The signature product that made Apple, Apple, was the Macintosh. It first had a famous Television Advertisement in the US in 1984 introducing its signature product the Macintosh. This was led by Anya Major who was chased by agents of Thought Police, threw a sledgehammer into the screen of big brother David Graham. At the end, it says, â€Å"Apple Computer will introduce Macintosh. And you’ll see why 1984 won’t be like 1984.† This screen of big brother David Graham supposedly represented IBM, but the production crew says that it is not exactly the case. This could be a really good ad because its a very catchy commercial, and these people were famous at this time. This would attract people to buy this product because†¦show more content†¦Apple still prevails to be really creative in terms of diversifying by adding new products into the market. Expect them to release again a new one soon, which will be a hit because theyve already established their name. Apple still continues to have ways in growing their company. Once upon a time this was small time, but now it is the most valuable company in the world. Sometimes people even use the word Apple or Mac for a computer. This just comes to show that Apple has really gone to another level, shaping peoples minds of what an ideal computer should be. Their ways of operations, advertising, and growing have been really effective throughout the years. I would suggest that they put up more Apple stores, because Apple products are very much in demand in the Philippines. Its expensive to build an Apple store, but they will break-even with time. especially the colonial mentality of the Filipinos which they buy all foreign products, I believe that an Apple store in the Philippines will be a really successful venture. Sources: All accessed on 10/14/2012 http://en.wikipedia.org/wiki/1984_(advertisement) http://www.wired.com/gadgets/mac/commentary/cultofmac/2002/05/52452 http://en.wikipedia.org/wiki/PowerBook http://www.computerworld.com/s/article/9227447/ http://en.wikipedia.org/wiki/IPhone_(original)Show MoreRelatedAnsoff Matrix on Apple1154 Words   |  5 Pagessoff MatMarket Penetration: -The signature product that made Apple, Apple, was the Macintosh. It first had a famous Television Advertisement in the US in 1984 introducing its signature product the Macintosh. This was led by Anya Major who was chased by agents of Thought Police, threw a sledgehammer into the screen of big brother David Graham. At the end, it says, â€Å"Apple Computer will introduce Macintosh. 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T2 DQ1 Essay - 676 Words

According to the assigned article, Health Disparity and Structural Violence: How Fear Undermines Health Among Immigrants at Risk for Diabetes, narratives tell the story of the interconnectedness between fear and health. Thematically, the issue of fear is a dominant feature that affects how an individual approaches day-to-day living and health. Explain the relationship between fear and health identified by the researchers in the article. Do you agree that structural violence perpetuates health disparity? The article Health Disparity and Structural Violence: How Fear Undermines Health Among Immigrants at Risk for Diabetes was extremely informative. The article identified â€Å"three dimensions of fear including (a) Cost; (b) Language,†¦show more content†¦39). Limited English proficiency lead to financial burdens, and increased their suspicion of being â€Å"discovered† when collections agencies attempted debt recovery, leading to further mistrust in the health care profession. In modern medicine, alternative therapies are poorly understood and studied. The preference for alternative therapies, and herbal medicine were indicated, and the fear of relinquishing information regarding these practices were almost paralyzing. It seemed as though they were ashamed to admit to cultural healing practices, and did not divulge information to practitioners regarding their usage. The cultural disconnect was present as alternative/complimentary medicines are valued as a culture, and â€Å"modern† practitioners cast judgment on their usage. This perceived stigma additionally limited the information shared by the cultural participants with modern medical treatments, potentially causing additional harm, as some herbals are potentially toxic. I do believe that structural violence perpetuates health disparities. I also think that there are services available that are often misunderstood and are underutilized. I feel that with some education, financial assistance through hospitals would be a potential avenue for diminishing the financial impact of seeking care, and

Product Life Cycle Theory Free Essays

string(148) " of product life cycle is important to marketers because via this analysis they can manage their product well and prevent it from incurring losses\." The product life cycle theory is used to comprehend and analyze various maturity stages of products and industries. Product innovation and diffusion influence long-term patterns of international trade. This term product life cycle was used for the first time in 1965, by Theodore Levitt in an Harvard Business Review article: â€Å"Exploit the Product Life Cycle†. We will write a custom essay sample on Product Life Cycle Theory or any similar topic only for you Order Now Anything that satisfies a consumer’s need is called a ‘product’. It may be a tangible product (clothes, crockery, cars, house, gadgets) or an intangible service (banking, health care, hotel service, airline service).Irrespective of the kind of product, all products introduced into the market undergo a common life cycle. To understand what this product life cycle theory is all about, let us have a quick look at its definition. Product Life Cycle Definition A product life cycle refers to the time period between the launch of a product into the market till it is finally withdrawn. In a nut shell, product life cycle or PLC is an odyssey from new and innovative to old and outdated! This cycle is split into four different stages which encompass the product’s journey from its entry to exit from the market. Product Life Cycle StagesThis cycle is based on the all familiar biological life cycle, wherein a seed is planted (introduction stage), germinates (growth stage), sends out roots in the ground and shoots with branches and leaves against gravity, thereby maturing into an adult (maturity stage). As the plant lives its life and nears old age, it shrivels up, shrinks and dies out (decline stage). Similarly, a product also has a life cycle of its own. A product’s entry or launching phase into the market corresponds to the introduction stage. As the product gains popularity and wins the trust of consumers it begins to grow.Further, with increasing sales, the product captures enough market share and gets stable in the market. This is called the maturity stage. However, after some time, the product gets overpowered by latest technological developments and entry of superior competitors in the market. Soon the product becomes obsolete and needs to be withdrawn from the market. This is the decline phase. This was the crux of a product life cycle theory and the graph of a product’s life cycle looks like a bell-shaped curve. Let us delve more into this management theory. Introduction Stage After conducting thorough market research, the company develops its product. Once the product is ready, a test market is carried out to check the viability of the product in the actual market, before it can set foot into the mass market. Results of the test market are used to make correction if any and then launched into the market with various promotional strategies. Since the product has just been introduced, growth observed is very slight, market size is small and marketing cost are steep (promotional cost, costs of setting up distribution channels). Thus, introduction stage is an awareness creating stage and is not associated with profits!However, strict vigilance is required to ensure that the product enters the growth stage. Identifying hindering factors and nipping them off at the bud stage is crucial for the product’s future. If corrections cannot be made or are impractical, the marketer withdraws the product from the market. Read more on types of market research. Growth Stage Once the introductory stage goes as per expected, the initial spark has been set, however, the fire has to be kindled by proper care. The marketer has managed to gain consumers attention and now works on increasing their product’s market share.As output increases, economies of scale is seen and better prices come about, conducing to profits in this stage. The marketer maintains the quality and features of the product (may add additional features) and seek brand building. The aim here is to coax consumers to prefer and choose this product rather than those sold by competitors. As sales increase distribution channels are added and the product is marketed to a broader audience. Thus, rapid sales and profits are characteristics of this stage. Read more on marketing tools. Maturity StageThis stage views the most competition as different companies struggle to maintain their respective market shares. The cliche ‘survival of the fittest’ is applicable here. Companies are busy monitoring product’s value by the consumers and its sales generation. Most of the profits are made in this stage and research costs are minimum. Any research conducted will be confined to product enhancement and improvement alone. Since consumers are aware of the product, promotional and advertising costs will also be lower. In the midst of stiff competition, companies may even reduce their prices in response to the tough times.The maturity stage is the stabilizing stage, wherein sales are high, but their pace is slow, however, brand loyalty develops imparting profits. Read more on marketing plans. Decline Stage After a period of stable growth, the revenue generated from sales of the product starts dipping due to market saturation, stiff competition and latest technological developments. The consumer loses interest in this product and begins to seek other options. This stage is characterized by shrinking market share, dwindling product popularity and plummeting profits. This stage is a very delicate stage and needs to be handled wisely. The type of response contributes to the future of the product. The company needs to take special efforts to raise the product’s popularity in the market once again, by either reducing cost of the product, tapping new markets or withdrawing the product. Read more on: †¢Marketing Services †¢Marketing Mix †¢Marketing Tips It is important to note that, not all products go through the entire life cycle. Just as how not all seeds sown germinate, not all products launched into the market succeed. Some flop at the introductory stage, while some fail to capture market share due to quick fizzling out.Moreover, some marketers quickly change strategies when the product reaches decline phase and by various promotional strategies regain the lost glory, thereby achieving cyclic maturity phases. Application of product life cycle is important to marketers because via this analysis they can manage their product well and prevent it from incurring losses. You read "Product Life Cyc le Theory" in category "Life" A well-managed product life cycle leads to rise in profits and does not necessarily end. Product innovations, new marketing strategies,etc. keeps the product appealing to customers for a very long period of time.Hope this article on product life cycle theory was informative and helpful! The product life-cycle theory is an economic theory that was developed by Raymond Vernon in response to the failure of the Heckscher-Ohlin model to explain the observed pattern of international trade. The theory suggests that early in a product’s life-cycle all the parts and labor associated with that product come from the area in which it was invented. After the product becomes adopted and used in the world markets, production gradually moves away from the point of origin.In some situations, the product becomes an item that is imported by its original country of invention. [1] A commonly used example of this is the invention, growth and production of the personal computer with respect to the United States. The model applies to labor-saving and capital-using products that (at least at first) cater to high-income groups. In the new product stage, the product is produced and consumed in the US; no export trade occurs. In the maturing product stage, mass-production techniques are developed and foreign demand (in developed countries) expands; the US now exports the product to other developed countries.In the standardized product stage, production moves to developing countries, which then export the product to developed countries. The model demonstrates dynamic comparative advantage. The country that has the comparative advantage in the production of the product changes from the innovating (developed) country to the developing countries. Contents [hide] †¢1 Product life-cycle o1. 1 Stage 1: Introduction o1. 2 Stage 2: Growth o1. 3 Stage 3: Maturity o1. 4 Stage 4: Saturation o1. 5 Stage 5: Decline †¢2 References [edit]Product life-cycle There are four stages in a product’s life cycle: introduction ?growth ?maturity ?saturation ?decline The location of production depends on the stage of the cycle. [edit]Stage 1: Introduction New products are introduced to meet local (i. e. , national) needs, and new products are first exported to similar countries, countries with similar needs, preferences, and incomes. If we also presume similar evolutionary patterns for all countries, then products are introduced in the most advanced nations. (E. g. , the IBM PCs were produced in the US and spread quickly throughout the industrialized countries. ) [edit]Stage 2: GrowthA copy product is produced elsewhere and introduced in the home country (and elsewhere) to capture growth in the home market. This moves production to other countries, usually on the basis of cost of production. (E. g. , the clones of the early IBM PCs were not produced in the US. ) The Period till the the Maturity Stage is known as the Saturation Period. [edit]Stage 3: Maturity The industry contracts and concentrates — the lowest cost producer wins here. (E. g. , the many clones of the PC are made almost entirely in lowest cost locations. ) [edit]Stage 4: Saturation This is a period of stability.The sales of the product reach the peak and there is no further possibility to increase it. this stage is characterised by:  ¦ Saturation of sales (at the early part of this stage sales remain stable then it starts falling).  ¦ It continues till substitutes enter into the market.  ¦ Marketer must try to develop new and alternative uses of product. [edit]Stage 5: Decline Poor countries constitute the only markets for the product. Therefore almost all declining products are produced in developing countries. (E. g. , PCs are a very poor example here, mainly because there is weak demand for computers in developing countries.A better example is textiles. ) Note that a particular firm or industry (in a country) stays in a market by adapting what they make and sell, i. e. , by riding the waves. For example, approximately 80% of the revenues of H-P are from products they did not sell five years ago. the profits go back to the host old country. ?†¦ trade theory holding that a company will begin by exporting its product and later undertake foreign direct investment as the product moves through its lifecycle ? As products mature, both location of sales and optimal production changes ?Affects the direction and flow of imports and exports ?Globalization and integration of the economy makes this theory less valid ?Trade implication ? ?Increased emphasis on technology’s impact on product cost ? Explained international investment ?Limitations ?Most appropriate for technology-based products ?Some products not easily characterized by stages of maturity ? Most relevant to products produced through mass production Marketing gt; Product Life Cycle The Product Life Cycle A product’s life cycle (PLC) can be divided into several stages character ized by the revenue generated by the product.If a curve is drawn showing product revenue over time, it may take one of many different shapes, an example of which is shown below: Product Life Cycle Curve The life cycle concept may apply to a brand or to a category of product. Its duration may be as short as a few months for a fad item or a century or more for product categories such as the gasoline-powered automobile. Product development is the incubation stage of the product life cycle. There are no sales and the firm prepares to introduce the product. As the product progresses through its life cycle, changes in the marketing mix usually are equired in order to adjust to the evolving challenges and opportunities. Introduction Stage When the product is introduced, sales will be low until customers become aware of the product and its benefits. Some firms may announce their product before it is introduced, but such announcements also alert competitors and remove the element of surprise. Advertising costs typically are high during this stage in order to rapidly increase customer awareness of the product and to target the early adopters. During the introductory stage the firm is likely to incur additional costs associated with the initial distribution of the product. These higher costs coupled with a low sales volume usually make the introduction stage a period of negative profits. During the introduction stage, the primary goal is to establish a market and build primary demand for the product class. The following are some of the marketing mix implications of the introduction stage: †¢Product – one or few products, relatively undifferentiated †¢Price – Generally high, assuming a skim pricing strategy for a high profit margin as the early adopters buy the product and the firm seeks to recoup development costs quickly.In some cases a penetration pricing strategy is used and introductory prices are set low to gain market share rapidly. †¢Distribution – Distribution is selective and scattered as the firm commences implementation of the distribution plan. †¢Promotion – Promotion is aimed at building brand awareness. Samples or trial incentives may be directed toward early adopters. The introductory promotion also is intended to convince potential resellers to carry the product. Growth Stage The growth stage is a period of rapid revenue growth.Sales increase as more customers become aware of the product and its benefits and additional market segments are targeted. Once the product has been proven a success and customers begin asking for it, sales will increase further as more retailers become interested in carrying it. The marketing team may expand the distribution at this point. When competitors enter the market, often during the later part of the growth stage, there may be price competition and/or increased promotional costs in order to convince consumers that the firm’s product is better than that of the competition.During the growth stage, the goal is to gain consumer preference and increase sales. The marketing mix may be modified as follows: †¢Product – New product features and packaging options; improvement of product quality. †¢Price – Maintained at a high level if demand is high, or reduced to capture additional customers. †¢Distribution – Distribution becomes more intensive. Trade discounts are minimal if resellers show a strong interest in the product. †¢Promotion – Increased advertising to build brand preference. Maturity Stage The maturity stage is the most profitable.While sales continue to increase into this stage, they do so at a slower pace. Because brand awareness is strong, advertising expenditures will be reduced. Competition may result in decreased market share and/or prices. The competing products may be very similar at this point, increasing the difficulty of differentiating the product. The firm places effort into encouraging competitors’ customers to switch, increasing usage per customer, and converting non-users into customers. Sales promotions may be offered to encourage retailers to give the product more shelf space over competing products.During the maturity stage, the primary goal is to maintain market share and extend the product life cycle. Marketing mix decisions may include: †¢Product – Modifications are made and features are added in order to differentiate the product from competing products that may have been introduced. †¢Price – Possible price reductions in response to competition while avoiding a price war. †¢Distribution – New distribution channels and incentives to resellers in order to avoid losing shelf space. †¢Promotion – Emphasis on differentiation and building of brand loyalty. Incentives to get competitors’ customers to switch.Decline Stage Eventually sales begin to decline as the market becomes saturated, the product becomes technologically obsolete, or customer tastes change. If the product has developed brand loyalty, the profitability may be maintained longer. Unit costs may increase with the declining production volumes and eventually no more profit can be made. During the decline phase, the firm generally has three options: †¢Maintain the product in hopes that competitors will exit. Reduce costs and find new uses for the product. †¢Harvest it, reducing marketing support and coasting along until no more profit can be made. Discontinue the product when no more profit can be made or there is a successor product. The marketing mix may be modified as follows: †¢Product – The number of products in the product line may be reduced. Rejuvenate surviving products to make them look new again. †¢Price – Prices may be lowered to liquidate inventory of discontinued products. Prices may be maintained for continued products serving a niche market. †¢Distribution – Distribution becomes more selective. Channels that no longer are profitable are phased out. †¢Promotion – Expenditures are lower and aimed at reinforcing the brand image for continued products.Limitations of the Product Life Cycle Concept The term â€Å"life cycle† implies a well-defined life cycle as observed in living organisms, but products do not have such a predictable life and the specific life cycle curves followed by different products vary substantially. Consequently, the life cycle concept is not well-suited for the forecasting of product sales. Furthermore, critics have argued that the product life cycle may become self-fulfilling. For example, if sales peak and then decline, managers may conclude that the product is in the decline phase and therefore cut the advertising budget, thus precipitating a further decline.Nonetheless, the product life cycle concept helps marketing managers to plan alternate marketing strategies to address the challenges that their products are likely to face. It also is useful for monitoring sales results over time and comparing them to those of products having a similar life cycle. Marketing gt; Product LifecycleThe Product Cycle and its Implications Let us begin by reviewing Vernon’s principal points regarding the technological and geographical transitions of industries. His product-cycle paradigm suggested that an industry’s competitiveness will go through a predictable series of stages: To begin with, U.S. -controlled enterprises generate new products and processes in response to the high per capita income and the relative availability of productive factors in the U nited States; they introduce these products or processes abroad through exports; when their export position is threatened they establish overseas subsidiaries to exploit what remains of their advantage; they retain their oligopolistic advantage for a period of time, then lose it as the basis for the original lead is completely eroded. (1971: 66)While Vernon’s main objective was to explain the causes and consequences of foreign investment, the stages that he identified also implied that an industry’s perspective on trade policyComment on Deardorff 2 will evolve. Industries can be expected to favor open markets when they are competitive and to favor protection when they are not. Deardorff’s analysis is largely consonant with this cycle, but brings into closer consideration the role of developing countries’ exports in challenging the developed countries’ industries.While I am largely in agreement with the basic points raised by both Vernon and Deardorff, I would suggest two adjustments. The first is that a different policy question may be in order. To paraphrase, Deardorff’s question seems to be, â€Å"Will developed countries respond to increased competition from developing countries by erecting new barriers to trade? † I would instead ask, â€Å"How will the intere sts of declining industries in developed countries affect the pace and form of new trade liberalization? † While I understand the usefulness of the simplifying assumption that the two countries in the model â€Å"are initially engaged in free trade† (ibid. 3), I think it is equally simple and more realistic to begin with the assumption that restrictions to trade already exist. It would be a great exaggeration to claim that the WTO rules are so watertight as to prevent countries from imposing any new restrictions on trade, but I would quarrel with the suggestion that we â€Å"simply assume that [increased import competition will] lead the North to implement a tariff on imports† (ibid. : 9). The track record for both legislated protection 1 and safeguards cases 2 suggests that protectionist industries have had little success in winning support from government.The clear trend of the past half century has been towards the reduction of tariffs and (more recently) the replacement or elimination of quotas. In an environment of declining tariff barriers, the best that most protectionist industries can hope for is to secure a pledge that their products be exempted from reductions. Even when one acknowledges the continuation of â€Å"peak† tariffs in some industries and the mischief that can be done with antidumping duties and other instruments of pro tection, the fact remains that markets are much more open today than they were in decades past.Moreover, the rules are more comprehensive and enforceable under the WTO than they were under the GATT. The second important departure is that the range of options is not limited to a dichotomous choice between â€Å"free trade† or â€Å"protection. † Beyond the almost trivial point that there are many degrees of openness, representing every step from zero barriers to confiscatory levels of protection, discrimination is an equally important consideration. Here the rules of the GATT and WTO have been permissive.Free trade agreements (FTAs) and customs unions are allowable exceptions to the general rule of universal most-favored-nation treatment (provided that they meet the requirements of GATT Article XXIV), and preferential trade programs such as the Generalized System of Preferences (GSP) are granted waivers. While each of these options provide for more liberal trade, and many extend special treatment to developing countries, they are widely seen as a â€Å"second-best† alternative to nondiscriminatory liberalization.For reasons that I explore below, however, the increasing use of these discriminatory instruments can also be portrayed as a natural consequence of the product cycle. 1 Although there have been many efforts since the Hawley-Smoot Tariff Act of 1930 to enact bills imposing tariffs or quotas on imports, no major bills have been enacted over a presidential veto. There have been several instances, however, in which presidents felt obliged to make concessions to protectionist demands in order to win congressional approval of some other market-opening initiative (especially new grants of negotiating authority or the approval of a trade agreement).In other words, some of the rare steps backward have been price for making two steps forward. 2 Petitioners have succeeded in winning import protection in only 23 of the 70 cases considered in the quarter century since enactment of the current safeguards law (section 201 of the Trade Act of 1974). Comment on Deardorff 3 Implications of the Product Cycle for Trade Policy The product-cycle model could be used to explain any one of three approaches to trade policy.Depending on how one views the interests of firms and the responses of government, the cycle could be predicted to encourage more open markets, more protection, or more discrimination. Under the benign view that seems implicit in Vernon’ s analysis, the product cycle can be portrayed as a progressive mechanism. A country with an efficient process of â€Å"creative destruction† could theoretically sustain a permanent free-trade orientation, with few or no exceptions for specific industries. Vernon’s views were similar to those of Schumpeter (1936), who believed that a combination of entrepreneurial innovation and periodic depressions provided just such an engine of progress. A real free-trading country would regularly produce a new crop of innovators, while firms that lost their competitiveness would either find new lines of work or be swept away when the business cycle swung downward. The survivors favor open markets. This Darwinian optimism is challenged, however, if firms and workers in a declining industry refuse to go quietly into that good night.A more pessimistic interpretation is that old firms and their workers do not always conveniently disappear or get reabsorbed into the economy, but instead seek ways to keep alive even after they pass their prime. Deardorff’s analysis falls into this second category. He concludes that factor owners in the developed country will respond to a competitive challenge by demanding and receiving protection. I offer yet a third alternative, in which the product cycle encourages the reduction of trade barriers but does so in an increasingly discriminatory fashion.My adaptation of Vernon’s model, which is illustrated in Figure 1, departs from the original in two ways. First, I believe that a wider range of stages should be represented in the model. Second, I more explicitly state what the trade (in addition to the investment) preferences of an industry will be as it passes through these stages. My adaptation recognizes that the policy options available to industries and countries are not limited to opening or closing the market, but also allow for discriminatory initiatives that better lend themselves to manipulation on behalf of specific firms or trading partners.The stages might respectively be termed pre-competitive, semi-competitive, competitive, and post-competitive. The distinctions between industries in stages 2, 3, and 4A are particularly important. Each one of these stages is â€Å"pro-trade,† but they favor different emphases in both the objectives and form of trade agreements. Only the Stage 3A industry is the pure free-trader. Industries in stages 2, 3B, and 4A each take a more qualified approach to open markets, and may be reluctant to support universal liberalization.An industry’s most critical choice comes in the fourth stage, when it must choose between retreat into the domestic market or relocation of its production offshore. The initial decision to invest overseas might have been made in an earlier stage, prompted by such diverse objectives as gaining or maintaining access to a large and protected foreign market, taking advantage of lower wage rates and less restrictive regulatory environments, or reducing transportation costs. When an industry’s competitiveness declines, however, it could decide to shift most or all of its production offshore.Those firms that become multinational producers (Stage 4A) acquire interests and preferences very different from those that do not (Stage 4B). A multinational producer will be much more favorably disposed towards open markets than a â€Å"mature† domestic industry, but will not inevitably be a paragon of free-trade purism. These producers may perceive a strong incentive to support discriminatory options, especially if they create sanctuary markets at home or abroad. Home | About | Privacy | Reprints | Terms of UseCopyright  © 2002-2010 NetMBA. com. All rights reserved. This web site is operated by the Internet Center for Management and Business Administration, Inc. Search NetMBA Site Information Home About Privacy Reprints Terms of Use Marketing Accounting Economics Finance Management Marketing Operations Statistics Strategy ? ?In recent years an extensive theoretical literature has been offered examining the implications of the product cycle (PC) model of trade (Hirsch 1967; Vernon 1966). 1) Emphasizing knowledge transfers, Krugman (1979) constructed a general equilibrium model consisting of an innovating North country and an imitating South country. (2) A key implication of the PC is that the North must continually innovate in the face of the South’s ability to eventually imitate each new product. The flying-geese (FG) theory (inter alia, Akamatsu, 1935; Kojima, 2000, 2003; Ozawa, 1993, 2001, 2005) elaborates on the mature stage of the PC by examining conditions under which an initially imitating South country itself looses the comparative advantage in producing the mature product due to rising labor costs.The loss in comparative advantage results in the further and sequential transfer of production to less developed other South countries and the accompanying recycling of the North’s import market among themselves, a phenomenon that can be called â€Å"market or comparative advantage recycling† (Ozawa, 1993; United Nations Conference on Trade an d Development, 1995). ?This article specifically examines one particular mature PC import, TV sets, in the U. S. arket and its changing pattern of exporting economies from East Asia–first, from Japan and then from the Newly Industrializing Economies (NIEs) (Hong Kong, Singapore, Taiwan, and South Korea), from the Association of Southeast Asian Nations-4 (ASEAN-4) (Thailand, Malaysia, Indonesia, and the Philippines), and more recently, from China. ?True, technological progress continues in the TV set industry (e. g. , digitalization, flat-panel sets, and high definition TV [HDTV]), but set manufacturing has practically disappeared in the United States (Chandler, 2001).Incremental innovations are now being introduced mostly in the South/follower countries themselves, especially in Japan and South Korea. East Asia has emerged as the world’s largest concentration of consumer electronics production. (3) In this sense, TV sets are certainly a â€Å"mature† product for the United States (too mature to be retained). In short, our study examines the phenomenon of PC-based imports and market recycling as witnessed in the United States and explores policy implications for both North and South countries in the age of globalization. There have been several tests for the existence of the PC. Tsurumi and Tsurumi (1980) found support for the PC by determining that the U. S. price elasticity of demand for color TV sets increased over time as U. S. consumers chose between domestic- and Japanese-produced color TV sets. Audretsch (1987) also found support by determining that growth industries tend to be more R ; D oriented while mature industries allocate fewer resources to this activity. Cantwell (1995) concluded that over time the share of patents of multinational corporations located abroad increased for most countries from 1920 to 1990, which supported the internationalization of investment by technological leaders. Gagnon and Rose (1995) found that a trade surplus (deficit) of a commodity is likely to persist over a long period of time, a trend that is counter to the PC and more consistent with factor proportions theory (which closely parallels the FG theory). ?Econometric tests for the FG theory have been limited.Dowling and Cheang (2000) found support for the FG theory by utilizing both Balassa’s â€Å"revealed† comparative advantage index and foreign direct investment (FDI) ratios for East Asian countries. Using Spearman rank correlation coefficients and examining three periods (1970-95, 1970-85, and 1985-95), they found that economic development trickled down from Japan to the NIEs and then to ASEAN-4. Cutler et al. (2003) analyzed labor-intensi ve trade data from Japan, the NIEs, the ASEAN-4, and China to the United States and found support for the FG theory (market recycling). In this article, we are interested in testing for the dynamics of the combined PC-FG framework. Using annual data from 1961 to 2002 for TV sets, we use cointegration techniques to estimate a system of multiple cointegrated vectors representing the sequential transfer of the U. S. TV import market from Japan to the NIEs, to the ASEAN-4, and finally to China. We develop a methodology of interpreting both the cointegrating vectors and the speeds of adjustment as a technique to test for the recycling of the U. S. import market among the East Asian economies. We argue that our analysis has implications for the emerging HDTV and flat-panel TV sets’ markets as well as patterns of behavior in lower developed South countries such as China, Vietnam, and India as these countries are actively pursuing inward FDI in higher value-added industries. ?Section II presents the theoretical framework, and section III provides the data and background information about the region’s TV set manufacturing. Section IV discusses the empirical techniques and results of the analysis. Section V touches on policy implications and offers conclusions. ?II.CONCEPTUAL FRAMEWORK ?Electronics is an R D-based industry where new products and processes are constantly innovated and competitiveness shifts from one product to another sequentially, an industry that is characterized by short PCs. The Schumpeterian concept of â€Å"creative destruction† aptly applies to innovators’ home markets. A fast pace of technological standardization and maturity for a given new product leads to an equally swift outward shift of production from the innovators’ (North) country to overseas, as conceptualized in the PC theory of trade and investment.In the early developmental phase of electronics, the United States was the dominant source of innovations, as seen in the original PC theory (Hirsch, 1967; Vernon, 1966), but other countries in Europe and East Asia also soon emerged as active innovators, as presented in the revised version (Vernon, 1979). Nonetheless, the United States still continues to play the major roles of both technology and market providers to East Asian economies.Yet, as described in the original PC theory, conventional TV sets and many other mature electronic products have followed the typical pattern of a sequence from U. S. domestic production to exports, to overseas production, and to imports. (4) These imports come mostly from East Asia. ?What is equally interesting is that once an electronic product becomes a mature â€Å"commodity,† whose competitiveness is basically determined by labor costs, its production shifts from one South country to another in the persistent search of lower cost labor.This development is facilitated especially when lower echelon South countries liberalize their trade and investment regimes so as to attract production from higher developed South countries. Such a successive transmigration of production of a standardized product therefore exhibits a changing pattern of production over time within the South countries, while the United States remains the major import market.This phenomenon of production transmigration down the intraregional hierarchy of South countries differentiated in terms of the stages of economic development and the levels of technological sophistication is captured in the FG model. ?Viewed in the above light, the PC theory and the FG model complement each other, a s schematically illustrated in Figure 1. A new product is innovated first in a high-income (high-wage) country like the United States and initially manufactured and exported from the innovator’s home country (i. e. , the â€Å"introduction† and â€Å"growth† stages, from †¦ ? How to cite Product Life Cycle Theory, Essays

Darwin Diving - Snorkeling - Scuba Diving - Deep Sea Dive - Snorkelling - in

Question: Describe about the Darwin Diving, Snorkeling, Scuba Diving, Deep Sea Dive, Snorkelling,in Australian Tourism? Answer: Free diving and Swallow water blackout The discussed articles emphasized about Snorkeling, free diving and their bad effects. The articles also discussed about various view points of experts, and people who nearly experienced the dangers of free diving. With the help of equipment, a diving mask, the process of swimming in the surface of water is known as Snorkeling (Yang et al., 2013). It comprises of Fins, suits, masks, glasses which helps a swimmer for a clear vision and smooth swimming. Without these equipments accidents occur. The article begins with the death of a 19 year old boy, who was free diving and decided to go down for more fish and finally end up dying out of breath. According to his peers he was a fit and fine diver, he surfaced into the Mexican gulf around 8 miles. What he did during the accident was diving without air mask. Despite of sufficient equipments available swimming without these has been an allure to most people and this causes accidents. Shallow water blackout is one of the symptoms that occur for people who free dive without equipments. It is the time when a diver loss his consciousness by hypoxia at the end of their last breathe (Shallowwaterblackoutprevention.org, 2015). At that time the swimmer doesnt feel the urgency of breathing and it is caused due to hyperventilation of several breath deep breaths before diving (Shallowwaterblackoutprevention.org, 2015). In the case of Shallow water blackout as discussed in the article, a student named Josh Chol was capable for holding his breath for almost three minutes. He went along with his family in Florida for Spear fishing in the Keys. The Keys are famous for coral formation and they are saltwater where the student had Shallow water blackout (Council, 2015). Saltwater consist variable temperatures, buoyancy and density and the currents these all leads to certain drawback in swimming. In the time of the accident his family member had a little clue of what has happened to him. This is partially a fault of his family members, no matter how much experienced a person is, even expert dies pout of Shallow water blackout. Chols cousin had an alarm when he saw him come up for air. That was the last time he saw Josh Chol. He not only mourned for the loss but he also felt that the underworld environment of foreign places is not easy to get complacent. If one person fails he doesnt get a second chance. In another incident, two brothers, Robert and David were surfacing in Biscaynne bay, which is a lagoon. It is 35 miles long and 8 miles wide in the Atlantic coast (Discoverbiscaynebay.org, 2015). At one point one of them became unconscious and even the other also running out of breath. Still the y somehow managed to swim up and was floating with down face. The severe condition was that both of them turned black. David the younger brother felt very peaceful while he was drowning. This incident led Richardson become an advocate in safe free diving. With instances like these one can easily infer that free diving is not an easy task. Hence equipments must be used. Snorkeling is safe but free diving comes with a big risk. The risk is not about a temporary accident that will occur; the risk is about losing a life. One needs to be alarmed, cautious and experienced enough for free diving (Byronbaydivecentre.com.au, 2015). Duties as a leader for Expedition in Darwin Harbor: The following are the duties and responsibilities that a leader in Snorkeling team should fulfill: One must keep thorough knowledge about Snorkeling To be updated with the area where expedition will begin. To have knowledge about the participants, each and everyone. To take sufficient safety measures To consult the experts and get the permission and perform other formalities. To be updated about the climatic conditions during June and the necessary accessories to carry. Last but not the least is to carry possible equipments for safety measures. These are the necessary steps that a leader should perform as his duty. Every single member is the responsibility of a leader (Gunderson, 2009). He guides them he assures the safety of their life an also analyses the capabilities of the participant a leader must have the necessary skill for snorkeling. Measures to reduce risk of accident: In order to reduce the number of accident certain steps needs to be followed, they are: To make the participant acquainted with the signs and train them. To provide necessary information for avoiding emergencies out of air and appropriate buoyancy. Use of equipments like, full-mask, helmet, diving equipment with voice communications, life jackets. To carry appropriate medical treatment Maintenance pre-use and preparation for snorkeling. Convey recommended procedures Look after the adequate instrumentation for gas quality monitoring. Buddy system. Risk analysis report for this snorkeling expedition using the rams report vulnerability: Risk of: Risk Evaluation: Controls: measures Chilled water or wind Hypothermia medium Carry well fitted protections, Prepare participants for exit waters Proper medicine to carry, Contact emergency service currents Separation of snorkeller high Participants should dive in pairs Have contingency exit points The participant must abort the expedition and return in the boat. drowning Death or serious injury. high Participants of dry suit must keep their zip when aboard First aid Contact emergency Ear Damage injury medium Necessary instructions on cleaning ears, Avoid snorkeling if the participant is suffering cold. Help from buddy or instructor. Squeezing mask Participants injury low Provide instruction on mask equalization Instructors assistance Fishing nets Panic, injury. medium Should provide necessary details of area where nets are placed Leaders assistance and necessary convey of information. Wild life attack various medium .To carry necessary safeguard for attacks Avoid going near wildlife Carry necessary medical treatments Contact emergencies About Darwin Harbor: From April to September the Darwin harbor experiences dry weather. Rainfall occurs during December and April. Pick flow of water occurs around February and the discharge of river is comparatively low (Australiatourism.travel, 2015). Mostly smaller marine habitants are found along with manageable currents. Hence the wildlife and current risks are low. After analyzing the risk of snorkeling it can be stated that the snorkeling expedition has favorable factors and it can be done in Darwin harbor. References Australiatourism.travel, (2015).Darwin Diving, Snorkeling, Scuba Diving, Deep Sea Dive, Snorkelling, Australia. [online] Available at: https://www.australiatourism.travel/region/australia/northern-territory/darwin/attractions-and-activities/adventure/diving-and-snorkeling [Accessed 9 Mar. 2015]. Byronbaydivecentre.com.au, (2015).Australian Freediving Academy - Single breath, How deep can you go?. [online] Available at: https://www.byronbaydivecentre.com.au/freediving/ [Accessed 9 Mar. 2015]. Council, T. (2015).Florida Keys Scuba Diving Vacation planning | Florida Keys Snorkeling. [online] Fla-keys.com. Available at: https://www.fla-keys.com/diving/ [Accessed 9 Mar. 2015]. Discoverbiscaynebay.org, (2015).Recreational Opportunities in and out of the Water. [online] Available at: https://www.discoverbiscaynebay.org/water-activities.htm [Accessed 9 Mar. 2015]. Gunderson, J. (2009).Snorkeling for fun!. Minneapolis, Minn.: Compass Point Books. Shallowwaterblackoutprevention.org, (2015).Facts | Shallow Water Blackout Prevention. [online] Available at: https://shallowwaterblackoutprevention.org/about-swb/facts/ [Accessed 9 Mar. 2015]. Shallowwaterblackoutprevention.org, (2015).Shallow Water Blackout Prevention. [online] Available at: https://shallowwaterblackoutprevention.org/ [Accessed 9 Mar. 2015]. Yang, Y., Guo, J., Sun, G. and Xu, M. (2013). Characterizing the snorkeling respiration and growth of Shewanella decolorationis S12.Bioresource Technology, 128, pp.472-478. Duties as a leader for Expedition in Darwin Harbor: