ansoff matrix - 1731 Words

What is ansoff Mareix: Introduction The Ansoff matrix presents the product and market choices available to an organization. Here in markets may be defined as customers, and products as items sold to customers (Lynch, 2003). The Ansoff matrix is also referred to as the market/product matrix in some texts. Some texts refer to the market options matrix, which involves examining the options available to the organization from a broader perspective. The market options matrix is different from Ansoff matrix in the sense that it not only presents the options of launching new products and moving into new markets, but also involves exploration of possibilities of withdrawing from certain markets and moving into unrelated markets (Lynch, 2003).†¦show more content†¦Since the projection market matures , more and more people know about it and desire to buy , coupled with a steady decline in their prices , some small urban residents have a certain purchasing power. 3 Diversification the main industry has been divided into core business strategy business, emerging business, Changhong still as TV as their core business , they ensure the stable profitability and mobility ; they regard air conditioning , electronic parts , batteries as their main strategic business. information appliances is also the next major product development direction of changhong. 4 Service After Changhong operat the 4008 customer service call, the efficiency of customer service and information needs will be improved higher. integrated marketing services .Changhong integrated marketing services, the want improve the quality of services to satisfy the country s growing consumer demand for services and provide strong technical guarantee. Introduction The value chain approach was developed by Michael Porter in the 1980s in his book â€Å"Competitive Advantage: Creating and Sustaining Superior Performance† (Porter, 1985). The concept of value added, in the form of the value chain, can be utilised to develop an organisation’s sustainable competitive advantage in the business arena of the 21st C. All organisationsShow MoreRelatedAnsoff Matrix1576 Words   |  7 PagesAssignment title: ANSOFF MATRIX 08/04/2015 Tanju Colak AccountID: 70446465 1 Tanju Colak (70446465) – Betriebswirtschaftliche und volkswirtschaftliche Grundlagen 1. Introduction In 2003, the author Lynch suggested that the Ansoff Matrix describes the market and product choices available to a company. In this context products may be determined as items sold to customers and markets as customers. In some cases, the Ansoff Matrix is also defined as the market and product matrix. With the help ofRead MoreAnsoff Matrix3132 Words   |  13 PagesTable of content The executive summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 1. History of Ansoff Matrix.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 2. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . 3 3. Model Use and the Applicability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 3.1 Market Penetration†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦........ 5 3.2 Market development†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 3.3 Product Development†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. .. 7 3.4 Diversification†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ 9 4. The Advantages†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 5. The Risks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreAnsoff Matrix1081 Words   |  5 Pagesassignment I will be describing how marketing techniques are used to market products in two organisations. The organisations I have selected are Tesco and Virgin Group. Growth strategies (Ansoff matrix) Igor Ansoff designed the Ansoff Matrix in 1957 and this was first published in the Harvard Business Review. The Ansoff Matrix identifies four areas of growth: 1. Market Penetration- Market penetration is where a business markets existing products to its existing customers. With this approach businesses areRead MoreAnsoff Matrix , Pdf2059 Words   |  9 PagesStrengths | Weaknesses |   Ã‚  Fast decision making |   Ã‚  Negative image of the Middle East |   Ã‚  Oil money, booming economy |   Ã‚  Barren desert, the lack of natural resources |   Ã‚  Political neutrality and impartiality |   Ã‚  Only 20% of UAE nationals |   Ã‚  Unique beauty, hotels and attractions |   Ã‚  The lack of fundamental infrastructure: transportation, water |   Ã‚  Luxury experience includes relaxing beaches and invigorating sport and exploration opportunities |   Ã‚  Luxuries might appeal too small a segmentRead MoreNestle Ansoff Matrix1801 Words   |  8 PagesIntroduction of Ansoff Matrix This well known marketing tool was first published in the Harvard Business Review (1957) in an article called Strategies for Diversification. It is used by marketers who have objectives for growth. Ansoffs matrix offers strategic choices to achieve the objectives. There are four main categories for selection. The market penetration strategy is the least risky since it leverages many of the firm’s existing resources and capabilities. In a growing market, simply maintainingRead MoreTesco Boston Matrix and Ansoff Matrix1156 Words   |  5 Pagesmacro environmental factors 1.2 Compare and contrast a minimum of two tools such as SWOT and POWER SWOT and apply to business solutions 1.3 Critically contrast Primary and Secondary research methods 2.1 Evaluate the use of tools such as Boston and Ansoff Matrix to business situations 2.2 Analyse the effectiveness of models such as Porter’s Generic Strategies 3.1 Evaluate consumer buying behaviour and the adoption process 3.2 Analyse the role of marketing mix to specific products 3.3 Evaluate the ProductRead MoreAnsoff 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. And you’ll see why 1984 won’t be like 1984.† This screen of big brother David Graham supposedlyRead MoreAnsoff Matrix on Apple1170 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. And you’ll see why 1984 won’t be like 1984.† This screen of big brother David Graham supposedlyRead MoreSwot Analysis Of Ansoff s Matrix For Mercure Hotel Essay1492 Words   |  6 PagesThe Ansoff Product-Growth Matrix as a marketing tool is used to analyses alternative corporate growth strategies, concentrating on the hotel’s present and possible products and markets. It evaluates ways to grow by exploring the existing products as well as new products. In existing markets and new markets, there exist four likely product-market combinations (Cohen 2013). Ansoff s matrix for Mercure Hotel offers four different growth strategies: Market Penetration - the hotel pursue to attain growthRead MoreSamsung Ansoff Matrix and Generic Strategies4248 Words   |  17 Pagesto grow and compete effectively. Secondly, we will analyse Ryanair generic strategic comprehensively. I will discuss its corporate strategy with the help of Ansoff Matrix. It provides four different growth strategies: Market Penetration, Market Development, Product Development, Diversification. Corporate Level Strategy (Ansoffs Matrix) Existing New Products

Essay on Philosophy of School Counseling - 1076 Words

Human Nature It is human nature to take the easy way when given a choice between an easy option and a difficult one. However, the easy way is not always the best way to grow and progress. Growth occurs when adversity is present, not when there is an absence of adversity and everything is easy. The Roman poet Horace observed, Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant. Horaces contention examines the role that adversity plays in the development of one’s character and understanding difficulty and suffering. It is in times of trouble, when adversities thrusts itself upon one that true character is make known. I am an optimist and believe that people are fundamentally good†¦show more content†¦The counselor is a collaborator The professional school counselor is first and foremost a collaborator with the student being his first client. It is the counselor’s responsibility to champion the cause of the student who has lost all options by collaborating with families and other educators. As a collaborator, the counselor gives other stakeholders options to choose and avenues to meet goals so that the student can succeed. It can be tricky to make suggestions to teachers or administrators that have given up on a student to help them see that the student can overcome past mistakes. The counselor who can suggest a plan of action to help a student get back on track and then have administration and teachers think it was their plan is truly resourceful. The ASCA National Model asserts that â€Å"school counselors can access a vast array of support for student achievement and development that cannot be achieved by an individual, or school, alone (American School Counselor Association, 2012, p. 6).† Collaboration is vital to effectiveness of a school counseling program. Structure of school counseling School counseling looks brief and active from the perspective of the professional school counselor. When I interviewed John Gavin (Mineral County School District Audit, 2014), he cautioned that his job was to help a student overcome a bump in the roadShow MoreRelatedPhilosophy Of School Counseling1329 Words   |  6 PagesAs a school counselor in practice, my philosophy of the role of the school counselor is that school counselors play a tremendous role in the life of their student and is very important for us, school counselors to be aware of our role in the students’ life. We play a big role in their development of different areas such as personal development, career/academic development, and social development. Therefore, what guide me to this career is that I want to be able to advocate for my students, and toRead MorePersonal Philosophy Of School Counseling1112 Words   |  5 PagesPersonal Philosophy of School Counseling In schools all over the world today, School Counselors are crucial to assisting students, parents, school administrations, and the community. I believe that creating an effective counseling program that supports the counselors’ role in education will foster a close interaction between students and counselor to achieve success in their personal/social lives, academic achievements, and college readiness careers. The Purpose of School Counseling School counselorsRead MoreProfessional Identity Paper1699 Words   |  7 Pagesï » ¿ The Professional Identity of a Counselor-in-Training COUN5004 The Professional Identity of a Counselor-in-Training What is professional identity? Is it the philosophies that a professional holds regarding their profession? Is it the roles and characteristics that are required in a listing of their job description? Or is it related to the resources available for a working professional to continually develop their skills within their profession? Professional identity is all of theseRead MoreCounseling: Helping Clients Find Solutions Essay1345 Words   |  6 PagesCounseling can be viewed as relationship between two individuals, a counselor and a client, with the aim of helping the client overcome a problem or reduce adversary/suffering .In this relationship, the assumption is that the client is in a problem and needs assistance, while the counselor is experienced and possesses unconditional positive regard to the client (Colin J. S Graham U. 1994).Therefore, counseling may also be regarded as a helping profession because it aims at helping the clients dealRead MoreHistory And Roles Of The Counsel ing Profession1173 Words   |  5 PagesMany counseling professions have been cultivated out of a gap in traditional subjects. Psychology is a great example of how a subject can develop into multiple branches like sociology or philosophy or counseling. Counseling in particular is a relatively new branch compared to the other social sciences and had a complex history on its path to becoming a respectable career. Despite its humble beginnings, individuals still benefit from counseling. Counseling specifications allow a multi-team approachRead MoreChicken Of The Woods - Turkey Tail1738 Words   |  7 Pagesstudies, and your plans for the future after you receive your degree. Report Name I am submitting to Syracuse University’s School of Education for full-time enrollment in the Ph.D. program for Counselor Education and Supervision. I pursue this degree in the spirit of Syracuse University’s philosophy of â€Å"living excellence,† a concept I fully embrace. My version of this philosophy is to live by the Greek word arete, meaning being for the highest moral virtue. Applied to my careers in education andRead More The Identity of a Professional Counselor 1777 Words   |  7 Pagesdifferences based on the specialization of counseling, as well as, overall identity factors that remain the same across the entire counseling spectrum. The paper examines key philosophies of the counseling profession which include: wellness, resilience, and prevention and how these philosophies impact the counseling profession. Next it will discuss the characteristics of an effective professional counselor in two different professional roles and two professional counse ling associations. Further, it will lookRead MoreKey Philosophies and Professional Identity1466 Words   |  6 Pagesï » ¿ Key Philosophies and Professional Identity: The Counseling Profession Rachel A Johnston COUN5004-205 Survey of Research in Human Development for Professional Counselors 108 Twin Lakes Road Port Deposit, MD 21904 Telephone: 443-993-6817 Email: rachelannjohnston05@gmail.com Instructor: Dr. Barbara Cooper Abstract When attempting to identify as a professional counselor, it is important to understand the basic elements of counseling as it pertains to individual specializations.Read MoreCounseling Philosophy1107 Words   |  5 PagesPhilosophy of Counseling As I reflect on what I have learned over the last five weeks, I find my personal philosophy of counseling being based on one main theme that I repeatedly saw in different readings; it is our duty to do what is in the best interest of the child. When I think about my reasons for wanting to pursue this career, I naturally feel it is because of my love for children; but more than that, I want to help foster the feeling that each and every student can be anything they wantRead MoreHistory of Counseling Essay1131 Words   |  5 Pagesï » ¿ History of Counseling Lead to Multidisciplinary Teams COUN5004 Survey of Research in Human Development for Professional Counselors History of Counseling Leading to Multidisciplinary Teams Counseling is a relatively new profession which has transformed over time from treating mental illnesses to providing educational guidance to counseling with a variety of specializations. Pistole summarizes by stating that counselors, now, aim to, â€Å"contribute to the vitality and vigor and

Relationships Among Service Quality Free Essays

string(133) " overall judgment of satisfaction or decomposed into satisfaction with performance or quality attributes \(Cronin and Taylor 1992\)\." Relationships among Service Quality, Image, Customer Satisfaction and Loyalty in a Hong Kong Franchised Bus Company Iris M. H. Yeung* Abstract Market share of franchised buses in Hong Kong decreases since 2004 irrespective of increase in service quality as reported by Tang and Lo (2010). We will write a custom essay sample on Relationships Among Service Quality or any similar topic only for you Order Now This paper investigates how service quality, image, satisfaction and loyalty are related to gain insight on the decreasing market share problem based on data collected from passengers of a franchised bus company in Hong Kong in 2004. The structural equation modelling results support the hypothesis that (1) service quality affects satisfaction and image directly, (2) image affects overall satisfaction and loyalty directly, and (3) overall satisfaction affects loyalty directly. However, the results do not support the hypothesis that service quality affects loyalty directly. Service quality has only indirect effect on loyalty through image and overall satisfaction. So even though the service quality may be increasing, the indirect effect of service quality on loyalty is not adequate to increase market share. Keywords: image, loyalty, public transport, satisfaction, service quality, structural equation model. Field of Study: Customer Service and Customer Relations Introduction In Hong Kong, public transport is the dominant transport mode, accounting for approximately 90% of daily passenger journeys over the past 10 years (Transport Department (1999, 2003)). Public transport comprises railways, franchised buses, public light buses, taxi service, non-franchised bus services for residents, ferries, railway feeder buses, and peak tramways. Among these modes, railways and franchised buses play an important role, carrying over seven million passenger journeys per day, or approximately 70% of the total public transport patronage (Transport Department (1995–2010)). Market share of franchised buses is generally higher than that of railways. In 2002, market share of franchised buses peaked at 39. 8%, whereas market share of railways at the time was a mere 32. 3%. However, with the opening of new rails, market shares of franchised buses and railways were 32. 4% and 38. 8% respectively in 2010. Other than competition from other modes, franchised buses compete with each other as well for the operating right of new bus routes. Moreover, the franchise can be terminated based on poor performance. Thus, service quality is essential to maintain market share and increase profitability under fierce competition. Iris M. H. Yeung , Department of Management Sciences, City University of Hong Kong, Kowloon Tong, Kowloon,Hong Kong, Tel. : + 852-3442-8566; Fax: + 852-3442-0189, E-mail address: msiris@cityu. edu. hk (I. M. H. Yeung) Yeung In fact, quality of services for both railways and franchised buses has continuously improved over the past years. Using Mass Transit Railway (MTR) and Kowloon Motor Bus Limited (KMB) as references, Tang and Lo (2010) commented that the quality of rail and bus service provision improved from 1984 to 2004, particularly in terms of service supply and based on technical measures such as vehicle-kilometre per capita and real fare increase rate. However, market share of franchised buses, including KMB, started to drop since 2004 irrespective of increase in service quality as reported by Tang and Lo (2010). As passengers decide on which transport mode to take, this paper investigates how service quality, image, satisfaction and loyalty are related in order to gain insight into decreasing market share problem from passengers? perspective. In line with Tang and Lo? s study, the analysis is based on a data set collected from passengers in 2004. Further, among all the franchised bus operators in Hong Kong, KMB has the longest history and is currently the largest, occupying approximately 70% of the franchised bus share in Hong Kong. Thus, KMB? quality of service affects many people in Hong Kong; it is of interest to a large share of the population and therefore merits investigation. The remainder of the paper is organized as follows. Section 2 presents the literature review of the four constructs and the research hypothesis of the proposed structural model. Section 3 describes the research methodology. The results of exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and s tructural equation model (SEM) are provided in Section 4. Finally, Section 5 presents the concluding remarks with limitations of the study and suggestions for future research directions. Literature Review Service quality Parasuraman et al. (1985, 1988) developed the SERVQUAL instrument, which consists of 22 attributes under five distinct dimensions (i. e. , reliability, assurance, tangibles, empathy, and responsiveness). They defined service quality as the difference or gap between customers? expectations and perceived performance and proposed to use gap scores to measure service quality. Despite the widespread use of SERVQUAL in various industries and countries, some scholars such as Brady et al. (2002), Cronin and Taylor (1992, 1994), Zhao et al. 2002) reported that service quality is more accurately assessed by the perceptions of quality rather than the „gap? scores. Another criticism on the SERVQUAL instrument is that the 22 associated attributes have been deemed inappropriate, or that they cannot be simply adopted for measuring service quality in all service industries (Cronin and Taylor, 1992; Lai and Chen, 2011). According to Ladhari (2009), 30 industry- specific measures of service quality have been developed between 1990 and 2007 in different industries and countries. Corporate image Corporate image can be defined as the overall impression that is formed in people? minds about a firm (Barich and Kotler 1991). Some researchers thought that service quality affects image (See, for example, Ostrowski et al (1993), Aydin and Ozer (2005), Nguyen and LeBlanc 1998). Also, it has been reported that corporate image can also affect customer satisfaction and customer loyalty (see, for example, Hart and Rosenberger 2004). 2 Yeung Customer satisfaction According to Oliver (1997, 2010), customer satisfaction is defined as a judgment that a product or service provided a pleasurable level of consumption-related fulfillment. Also there are two levels of individual consumer? satisfaction: transaction-specific satisfaction and cumulative satisfaction. Transaction-specific satisfaction or encounter satisfaction is identified as a fulfillment response to a single transaction or encounter, whereas cumulative satisfaction is a judgment based on many occurrences of the same experience and not just one-time experience. For both cases (encounter satisfaction and cumulative satisfaction), satisfaction is either defined as an overall judgment of satisfaction or decomposed into satisfaction with performance or quality attributes (Cronin and Taylor 1992). You read "Relationships Among Service Quality" in category "Essay examples" Overall† â€Å"cumulative† satisfaction is commonly used by researchers such as Mittal et al. 1999 and Spreng et al. 1996. Loyalty According to Oliver (1997 P392;2010), loyalty is defined as â€Å"a deeply held commitment to rebuy or repatronize a preferred product or service consistently in the future, thereby causing repetitive same-brand or same brand-set purchasing, despite situational influences and marketing efforts that have the potential to cause switching behavior†. There are two appr oaches to customer loyalty: behavioural and attitudinal. Behavioral loyalty refers to a customer? s actual behavior to repeat purchases of products or services and recommend whereas attitudinal loyalty refers to a customer? s intention to repurchase and willingness to recommend. Attitudinal loyalty is more commonly used in many research studies (Loureiro and Kastenholz 2011) and relatively easy to measure. Relationships among perceived service quality, corporate image, overall satisfaction, and loyalty There is much previous research exploring the quality-satisfaction-loyalty (QSL) relationship. It is generally believed in marketing and service industries that (1) good service quality results in customer satisfaction, (2) good service quality attracts customers and hence lead to customer loyalty and (3) high satisfaction level is likely to create customer loyalty. However, it has also been reported that satisfaction may not be adequate enough to lead to loyalty, though loyal customers are almost typically satisfied (Cronin and Taylor 1992; Cronin et al 2000). Furthermore, corporate image is also found to affect customer satisfaction and loyalty. Customers who develop a positive image towards a company will tend to have high customer satisfaction through a halo effect (see for example, Hart and Rosenberger 2004; Lai et al 2009). Hart and Rosenberger (2004) reported that image has a â€Å"marginally significant† direct effect on customer loyalty, but a substantial effect mediated by customer satisfaction. Therefore, image can affect loyalty directly and indirectly. Based on the above literature review, this paper considers the structural model presented in Figure 1. The hypothesis proposed in the model are given below: H1: Service quality has a significant, positive and direct effect on orporate image. 3 Yeung H2: Service quality has significant, positive, and direct effect on customer satisfaction. H3: Service quality has a significant, positive and direct effect on loyalty. H4: Corporate image has a significant, positive and direct effect on customer satisfaction. H5: Corporate image has a significant, positive and di rect effect on loyalty. H6: Customer satisfaction has a significant, positive and direct effect on loyalty. Methodology Sampling and Data Collection The target population of this study comprises purely KMB passengers. KMB has three main types of bus routes running through urban Kowloon, the New Territories, and crossharbour. Stratified sampling was employed to select the bus routes within each type of stratum: urban Kowloon, New Territories, and cross-harbour. Passengers over 16 years old waiting at the bus stops or stations to ride the selected bus routes and had ridden a KMB bus in the previous month were invited for interview. A total of 855 passengers were randomly selected to complete the questionnaire; only 636 samples were valid and included in the analysis. Successful response rate was 74. %. To complete the questionnaire, passengers must be waiting for the bus at the bus stop. It should be noted that passengers arriving at the bus stop and boarding the bus immediately with little or no waiting period are relatively difficult to interview. Thus, the questionnaire must be as short as possible to encourage response, taking into consideration that respondents may easily lose their patience or may be in a hurry, as well as the fact that buses may arrive during the interview. The time for conducting the survey was scheduled from 7:00 a. m. to 11:00 p. m. n both weekdays and weekends to interview both peak-hour and non-peak-hour passengers. The interview was conducted in Cantonese in March 2004. Measurement and Data Analysis Based on a comprehensive review of the transport literature, detailed search on the printed materials and KMB Web sites, and results of focus groups, 15 attributes of service quality were derived. The order of these attributes in the questionnaire is as follows: clarity of bus number design, bus route map, bus stop location, fare, discount, bus frequency, bus punctuality, bus service time, bus route coverage, travelling/driving safety, driver attitude (anything related to he driver other than driving such as politeness and friendliness, caring about the safety of passengers when they board get on or off the bus), bus cleanliness, seat design (such as c omfort, seat layout, leg space), air-conditioning, and bus stop information. Passengers? perception of the performance of service quality are measured by asking them to rate each service quality attribute on a satisfaction scale (1 = very dissatisfied and 5 = very satisfied). This type of measurement scale is used by researchers such as Huang et al. (2006), Lin et al. (2011), and Tam et al. (2005). The overall satisfaction, corporate image and loyalty are measured by a singleitem. Although the use of single-item measures may weaken the estimated relationships, such measures have been used successfully in many research studies (see for example, Bolton and Drew 1991; Bolton and Lemon 1999; Cronin and Taylor 1992; Brunner et al 2008; Mittal, Kumar and Tsiros 1999). As mentioned above, the questionnaire must be short enough to encourage response. Use of multi-item scales for overall satisfaction, corporate image and loyalty will mean longer questionnaire and may affect the response rate and overall reliability. Therefore, single-item measures for these three constructs are considered adequate for this exploratory study. 4 Yeung Overall satisfaction is measured on a 5-point Likert scale with (1=very dissatisfied and 5 = very satisfied). As the respondents had ridden a KMB bus in the previous month, â€Å"overall† cumulative satisfaction is appropriate in this study. Corporate image is measured on a five-point scale from â€Å"very bad† to â€Å"very good† whereas customer loyalty is measured by the intention to increase ridership in the coming month on a five-point scale from â€Å"definitely will not† to â€Å"definitely will†. Repurchase intention and willingness to recommend others are two common indicators of loyalty. As Hong Kong people are already familiar with KMB and its service and hence it is less necessary for the respondents to recommend KMB bus service to others, so this study uses repurchase intention only to measure loyalty. In this paper, we conduct exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and structural equation model (SEM) to these data. Results and Discussion Exploratory and Confirmatory Factor Analysis Because two attributes – „bus route coverage? and „bus stop information? have cross loading and low reliability problems, EFA is performed on the remaining 13 service quality attributes using principle axis factoring extraction method and orthogonal rotation. The results of EFA on perceived service quality are shown in Table 1. Five factors with eigenvalue greater than one are retained. The factors are labelled as follows. Factor 1 is highly r elated with bus punctuality, bus frequency, and service time; thus, it represents reliability. Factor 2 is highly related with bus route map, bus number sign, and bus stop information; thus, it represents bus travelling information. Factor 3 is highly related with seat arrangement, air-conditioning, and cleanliness; thus, it represents bus environment. Factor 4 is highly related with fare and discount; thus, it represents price factor. Finally, Factor 5 is highly related with driver attitude and travel safety; thus, it represents driving or travelling factor. Cronbach? s alpha level for the five factors varies from 0. 658 to 0. 745, which are above the generally agreed lower limit of 0. 6 and hence suggesting high internal consistency among the variables within each factor (Nunnally and Bernstein, 1994). The results of performing CFA on the perceived service quality scores are shown in Tables 2a and 2b respectively. All goodness of fit statistics shown in the bottom part of Table 2a suggest that the measurement model for the service quality has a good fit to the data : small ratio of chi-square value to degrees of freedom (2. 03); goodness of fit index (GFI), goodness of fit index adjusted for degrees of freedom (AGFI), Bentler? s comparative fit index (CFI), normed fit index (NFI), and non-normed fit index (NNFI) are greater than the threshold value of 0. ; and root mean square residual (RMR) and root mean square error of approximation (RMSEA) are more below the threshold value of 0. 05. The measurement model for the service quality also has high validity and reliability. Firstly, standardized factor loadings and t values of the factor loadings being significantly different from zero at the 0. 001 level support the convergent validity of all attributes. Further, as none of the corre lation between the factors is greater than the square root of the AVE for the corresponding factors (see Table 2b), the perceived service quality scores demonstrate discriminant validity. Secondly, the composite reliability of all five factors exceeds the minimally acceptable value of 0. 6. Moreover, four out of five factors have variance extracted estimate (AVE) greater than or close to the threshold value of 0. 5. Only the „bus environment? factor has an average variance estimate below the threshold value. However, this test is conservative. Therefore, as a whole, it can be concluded that the perceived service quality scores have 5 Yeung good reliability. Five summated scales are created and used as indicators for the latent construct â€Å"perceived service quality† in the subsequent structural equation model. Structural equation model (SEM) A structural model is fit to the perceived service quality, corporate image, overall satisfaction and loyalty data according to the model structure given in Figure 1. The path between service quality and loyalty is found to be insignificant and dropped based on Wald tests. The goodness of fit indices for the revised structural model, shown in the bottom part of Table 3, suggest a good fit to the data: small ratio of chisquare to degree of freedom ( 2), great values of GFI, AGFI, CFI, NFI, NNFI ( 0,9) and small RMR and RMSEA values ( 0. 05). The estimation results in Table 3 indicate that both H1 (quality ? image) and H2 (quality ? satisfaction) are strongly supported, with standardized path coefficients of 0. 523 and 0. 386 respectively. However, H3 (quality ? loyalty) is not supported based on insignificant standardized path coefficient. It can be seen below that service quality has only indirect effect on loyalty through overall satisfaction and corporate image. So it indicates that high service quality is not adequate to create loyal customers for franchised bus company. The estimation results show moderate support for H4 (image ? atisfaction) with the standardized path coefficient of 0. 192 whereas weak support for H5 (image ? loyalty) and H6 (satisfaction ? loyalty), with the corresponding standardized path coefficients of 0. 105 and 0. 124 respectively. To summarize, the results support five out of six hypothesis (H1 – H2, H4 – H6). Furthermore, the magnitude of the support is strong for H1 and H2, m edium for H4 and weak for H5 and H6. In terms of explanatory power, the model accounts for 26. 3% of the variance in overall satisfaction, 27. 4% of the variance in image and 3. 6% of the variance in loyalty. In other words, he model has medium explanatory power for both overall satisfaction and image but low explanatory power for loyalty. The low explanatory power for loyalty may imply that there is not much guarantee that a customer with good perceived service quality, overall satisfaction and corporate image will be loyal and repeat purchase. The management should consider other factors that affect loyalty apart from service quality, overall satisfaction and corporate image. The direct, indirect and total effects of service quality, corporate image and overall satisfaction on loyalty is given in Table 4. It is interesting to see that corporate image plays a more important role than overall satisfaction in affecting loyalty, which are consistent with the findings of researchers such as Abdullah 2000. Concluding Remarks EFA concludes that there are five factors behind the perceived service quality scores. According to CFA, the measurement model for this five-factor structure performs well in terms of validity and reliability and hence five summated scales can be used as indicators for service quality in developing structural model. SEM supports the sequence: service quality ? corporate image? verall satisfaction? loyalty. However, it is found that service quality affects loyalty only indirectly through overall satisfaction and corporate image. So it may explain why high service quality is not adequate to lead to customer loyalty. The table of indirect, direct and total effects of service quality, overall satisfaction and image on loyalty shows that corporate image has higher total impa ct on loyalty, as 6 Yeung compared with satisfaction. So to increase loyalty, improving the corporate image of KMB in passengers? mind is more important than improving satisfaction. As the explanatory power of these three constructs (service quality, overall satisfaction and image) for loyalty is very low (3. 6%), it seems that efforts are still needed to increase loyalty through other means. There are several limitations in this study. The generalizability of this study is limited due to three reasons. Firstly, this study used one single item only to measure overall satisfaction, corporate image and loyalty to reduce the burden of respondents and the time for the interview. For further research, multiple-item scales are preferred so that their validity and eliability can be assessed through CFA. Also they may enhance the interpretation and prediction of overall satisfaction and loyalty. Secondly, the analysis is based on a survey data set collected in March 2004 when the market share of franchised buses such as KMB began to decrease. However, further study is necessary to examine whether the relationships among service quality, customer satisfaction, corporate image and customer loyalty change with time. Thirdly, the explanatory power for loyalty in terms of service quality, customer satisfaction and corporate image is low. Further analysis to investigate the predictors of loyalty other than service quality, overall satisfaction and corporate image is needed. References Abdullah M, Al-Nasser A and Husain N (2000). â€Å"Evaluating functional relationship between image, customer satisfaction and customer loyalty using general maximum entropy†, Total Quality Management, vol 11, P. S826-9. Aydin S and Ozer G (2005). â€Å"The analysis of antecedents of customer loyalty in the Turkish mobile telecommunication market. † European Journal of Marketing, 39 (7/8), P910-925. Barich H and Kotler P (1991),†A framework for marketing image management,†, Sloan Management Review, P94-104. Bolton R N and Drew J H (1991). â€Å"A multistage model of customers? assessments of service quality and value. †, Journal of Consumer Research, 17 (March), P375-384. Bolton R N and Lemon K N (1999). â€Å"A dynamic model of customers? usage of services: usage as antecedent and consequence of satisfaction. † Journal of Marketing Research, 36 (2), 171-186. Brady MK, Cronin JJ and Brand R (2002) Performance only measurement of service quality: A replication and extension. Journal of Business Research 55:17-31 Brunner T A, Stocklin M and Opwis K (2008). â€Å"Satisfaction, image and loyalty: new versus experienced customers. † European Journal of Marketing, 42 (9/10), p1095-1105. Cronin J J and Taylor S A (1992). â€Å"Measuring Service Quality: A Reexamination and Extension. †, Journal of Marketing, 56 (July): 55-68. Cronin JJ, Taylor SA (1994) SERVPERF versus SERVQUAL: Reconciling performance-based and perceptions-minus-expectations measurements of service quality. Journal of Marketing 58:125-131. 7 Yeung Cronin J J, Brady M K and Hult G T M (2000). Assessing the effects of quality, value and customer satisfaction on consumer behavioral intentions in service environments. †, Journal of Retailing, 76 (2), P193-218. Hart A E, Rosenberger P (2004). â€Å"Effect of corporate image in the formation of customer loyalty: an Australian replication. †Ã¢â‚¬  Australian Marketing Journal, 2004, 12(3), P88-96. Huang YC, Wu CH, Hsu JCJ (2006) Using importance –performance analysis in evaluating Taiwan medium and long distance. National Highway Passenger Transportation Service Quality 8:98-104. Ladhari R (2008). Alternative measures of service quality: a review. Managing Service Quality 18:65-86. Lai F, Griffin M, and Babin B (2009) How Quality, Value, Image, and Satisfaction Create Loyalty at a Chinese Telecom. Journal of Business Research, Vol 62, pp. 980-986. Lai WT, Chen CF (2011) Behavioral intentions of public transit passengers – The roles of service quality, perceived value, satisfaction and involvement. Transport Policy 18:318-325. Lin CN, Tsai LF, Wang PW, Su WJ and Shaw JC (2011) Using the expected importance and perceived satisfaction of tourists to construct indicators for improvement of resort hotel service quality. IJCSNS International Journal of Computer Science and Network Security 11:P91-94. Loureiro S M C and Kastenholz E (2011), â€Å"Corporate reputation, satisfaction, delight and loyalty towards rural lodging units in Portugal†, International Journal of Hospitality Management, 30, P575-583. Mittal V, Kumar P and Tsiros M (1999). Attribute-level performance, satisfaction and behavioral intentions over time: a consumption-system approach. Journal of Marketing, 63(2), p88-101. Nguyen N and Leblanc G (2001). â€Å"Corporate image and corporate reputation in customers? retention decisions in services. Journal of Retailing and Consumer Services, 8(4), P227-236. Nunnally Jr JC, Bernstein IH (1994) Psychometric theory, 3/e, New York: McGraw-Hill Book Company. Oliver R L (1997, 2010). Satisfaction: A behavioral perspective on the consumer. McGraw Hill, New York. Ostrowski P L, O? Brien T V and Gordon G L (1993). â€Å"Service Quality and Customer Loyalty in the Commercial Airline Industr y. †, Journal of Travel Research 32, P16-24. Parasuraman A, Zeithaml VA, Berry LL (1985) A conceptual model of service quality and its implications for future research. Journal of Marketing 49:41-50. Parasuraman A, Zeithaml VA, Berry LL (1988) SERVQUAL: A Multiple Item Scale for Measuring Consumer Perceptions of Service Quality. Journal of Retailing 64:12-40 Spreng R A, MacKenzie S B and Olshavsky R W (1996). A re-examination of the determinants of consumer satisfaction. Journal of Marketing, 60(3), p15-32. Tam ML, Tam ML, Lam WHK (2005) Analysis of airport access mode choice: A case study in Hong Kong. Journal of Eastern Asia Society for Transportation Studies 6:708-723. Tang SB, Lo HK (2010) On the financial viability of mass transit development: the case of Hong Kong. Transportation 37:299-316. Transport Department (1995-2010) Annual Transport Digest. Government of the Hong Kong special administrative region. Transport Department (1999) Third Comprehensive transport study final report. Government of the Hong Kong special administrative region. Transport Department (2003) Travel Characteristics Survey. Government of the Hong Kong special administrative region. 8 Yeung Zhao X, Bai CH, Hui YV (2002) An empirical assessment and application of SERVQUAL in a Mainland Chinese department store. Total Quality Management 13:241-254. 9 Yeung Table 1 Five-factor structure of perceived service quality scores and Cronbach? s Alpha (with attributes „bus route coverage? and „bus stop information? being deleted) Service quality Attributes Clarity of bus number sign Bus route map Bus stop location Fare Discount Bus frequency Bus punctuality Bus service time Bus route coverage (NA) Travel safety Driver attitude Cleanliness Seat arrangement Air-conditioning Bus stop information (NA) Factor 1 Factor 2 0. 632 0. 865 0. 449 Factor 3 Factor 4 Factor 5 . 777 0. 649 0. 652 0. 902 0. 407 0. 799 0. 551 0. 520 0. 780 0. 495 Eigenvalue 4. 11 1. 44 1. 27 1. 11 Variance (%) 31. 61 11. 08 9. 76 8. 52 Cronbach? s alpha 0. 745 0. 722 0. 658 0. 726 Overall MSA = 0. 797, cumulative variance explained = 68. 70%, communality = 6. 853 Root mean square residual = 0. 012, RMSP = 0. 024, Cronbach? s alpha = 0. 816 1. 01 7. 73 0. 693 10 Yeung Table 2a Results of confirmatory factor analysis on per ceived service quality Loadin g 0. 728 0. 795 0. 557 0. 751 0. 765 0. 736 0. 876 0. 535 t 18. 0 1 19. 7 3 13. 4 6 16. 3 16. 4 4 19. 0 0 23. 0 8 13. 2 8 17. 5 4 14. 7 9 Reliabilit y 0. 739 0. 530 0. 632 0. 311 0. 729 0. 564 0. 585 0. 766 0. 541 0. 767 0. 286 0. 703 0. 663 0. 426 Variance Extracted 0. 491 Bus information factor Clarity of bus number sign route map Bus Bus stop location Price factor Fare Discount Reliability factor Bus frequency Bus punctuality Bus service time Bus route coverage (NA) Driving factor Travel safety Driver attitude 0. 574 0. 532 0. 545 0. 814 0. 653 Bus environment factor 0. 663 Cleanliness 0. 677 15. 1 0. 459 9 Seat arrangement . 675 15. 1 0. 456 5 Air-conditioning 0. 531 11. 9 0. 282 2 Bus stop information (NA) Fit indices: Chi-square = 130. 55, df = 55, Chi-square / df =2. 03 GFI = 0. 969, AGFI = 0. 949, CFI = 0. 966, NFI = 0. 943, NNFI = 0. 951 RMR = 0. 023, RMSEA = 0. 047 0. 399 Table 2b Correlation between factors for the measurement model on percei ved service quality Bus information Price Reliability Driving Bus environment Bus information 0. 701 0. 451 0. 404 0. 474 0. 334 Price ? 0. 758 0. 453 0. 393 0. 340 Reliability ? ? 0. 729 0. 461 0. 438 Driving ? ? 0. 738 0. 519 Bus environment ? ? ? ? 0. 631 11 Yeung Table 3 Standardized path coefficients of the Structural Model Standardized parameter estimates 0. 566 0. 558 0. 641 0. 586 0. 503 0. 523 0. 386 -t-value Hypothesis Conclusion Independent variable ? Dependent variable Service quality ? Bus information Price Reliability Driving Bus environment Corporate image Overall satisfaction Loyalty Corporate image ? Overall Satisfaction Loyalty 9. 99 -10. 71 10. 19 9. 23 9. 4 6. 6 -1 2 3 Supported Supported Not supported 0. 192 0. 105 4. 26 2. 7 4 5 Supported Supported Overall satisfaction ? Loyalty 0. 124 2. 92 Fit indices: Chi-square = 27. 7, df = 18, Chi-square / df = 1. 54 GFI = 0. 989, AGFI = 0. 978, CFI = 0. 988, NFI = 0. 967, NNFI = 0. 981 RMR = 0. 009, RMSEA = 0. 029 6 Supp orted 12 Yeung Table 4. Direct, Indirect and total effects on loyalty Direct Indirect -0. 105 0. 124 0. 115 0. 024 – Total 0. 115 0. 129 0. 1240 Service quality Image Satisfaction Corporate image H1 Service Quality H4 H2 H6 H5 Loyalty Figure 1 Hypothetical Structural Model Satisfaction Overall H3 13 How to cite Relationships Among Service Quality, Essay examples

Breathe free essay sample

In, out, in, out, in, out—get out food, food to mouth, breathe in, out, mouth op—OW! My breathing rhythm during the second Varsity NorCal mountain biking race of the season was abruptly shattered by my cry of excruciating pain and fear. Gingerly, I tried to open my mouth again and quickly shut it with a moan. If I opened my jaw further than about a centimeter, an intense pain stabbed through the left joint of my jaw: it was locked almost completely shut. All-encompassing terror rose through me like so much floodwater, relentlessly filling me from head to toe until it felt like I couldn’t breathe. With this unfamiliarly overwhelming panic inundating my mind and blocking out every single rational thought, I felt myself slipping under into the realm of mentally being unable to finish the race. No. That feeling of slipping jolted and horrified me, shocking me back into my regular breathing rhythm—in, out, in, out†¦ Ever so slowly, I relaxed my jaw enough to drink a small amount of water and laboriously chew and swallow two energy shot blocks. We will write a custom essay sample on Breathe or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Picking up my cadence to match the pace I had been cycling before, I headed into the third and final lap of the race, determined to finish what I had set out to do regardless of the level of my discomfort. During those last miles, however, I found my determination wavering. Every time the pain seemed to reach a new high and the fear would start to swell once again, the letters â€Å"DNF† (short for â€Å"did not finish†) flashed through my mind. I knew that despite the loss of points it would cause, my team wouldn’t blame me for bailing from the race; I was going through spasms of pain and panic every few minutes as my jaw alternated between being completely locked, and being unlocked but still tight. However, I also knew that I needed to finish what I had set out to do while I was still physically and mentally capable of doing so. Thusly, whenever the thought of not finishing the race entered into my mind, I quickly swept it away, recognizing my physical abilit y to race my bike to end as being largely unhindered, and refusing to let any mental weakness prevent me from crossing the finish line. And suddenly, seven grueling miles later, I was rounding the final turn of the course. I stood up on my bike and threw my whole body and mind into that last stretch, surging across the finish line as the third rider in my category before exiting the course and collapsing with exhaustion. Crossing that finish line gave me something far better than earning a place on the podium; it proved that I am able to avoid succumbing to fear, pain, doubt, or any other mental or physical limits. These limits have instead pushed me to improve in many areas of life, such as speaking at the SCTA Fall Leadership Conference this year as the co-president of my school’s GSA instead of buckling under societal pressures and hate. Rather than give in, I will continue to use these limits in order to learn, to grow, to accomplish—to cross the line of what I bel ieved to be possible.

Prader-Willi Syndrome an Example of the Topic Health Essays by

Prader-Willi Syndrome by Expert BrilliantEssays | 23 Dec 2016 The following compilation is a description of Prader-Willi Syndrome and Angelman Syndrome, two neurodevelopmental conditions, which will be examined, and through questioning, the search for evidence for a possible distinction between the two disorders. Samples of case studies, evolving around the inquiry of the ratio of male v. female diagnosis, will assist in creating a summary, and final report in the quest for the solution of how children affected by these two syndromes can be assisted with daily functions, such as education, will temporarily close this document but persist in being a corner stone in the continued research of Prader-Willi Syndrome and Angelman Syndrome. Need essay sample on "Prader-Willi Syndrome" topic? We will write a custom essay sample specifically for you Proceed What is Prader-Willi Syndrome and Angelman Syndrome? Though the two disorders share symptoms, and distinguishable physical features, and are considered disorders resulting from the same affected chromosome region, 15q11-q13, according to the research results found at the Department of Pediatrics, Okayama University Graduate School of Medicine and Dentistry, based in Okayama, Japan; PWS (Prader-Willi Syndrome) results from the loss of expression of paternally expressed genes and AS (Angelman Syndrome) of maternally based genes (Ninomiya, Yokoyama, Kawakami, Une, Maruyama & Morishima, 541). Undergraduates Frequently Tell EssayLab support: I'm not in the mood to write my paper. Because I don't have the time Ask Us To Write My Paper And Get Professional Help Original Essays For Sale Paper Writers For Hire Pay to Get Assignments Done Essay Writer Service Are there shared symptoms between PWS and AS? According to research outcomes cataloged at the Department of Pediatrics, National Taiwan University Hospital in Taiwan, Phenotypes typically include severe to profound psychomotor retardation, abnormal EEG, infantile spasm/epilepsy, hypotonia, behavioral problems, and only mild dysmorphic features; a number of features common to PW or AS were.such as.small hands and feet.hyperextensible joints, seizure, language impairment, and strabismus (Hou & Wang, 126). Case study examples of paternal/maternal inheritance The following information is a compilation of research findings cataloged in the February 2005 issue of the Journal of Autism and Developmental Disorders, based upon clinical studies conducted in UK, and companioned by results achieved through the department of pediatrics at the Okayama University Graduate School of Medicine and Dentistry based in Okayama, Japan; their clinical studies were addressed in Pediatrics International (2005). The research conducted and compiled in UK directly focuses upon paternal inheritance of PWS/AS, in which the patient (a five year old female), the parents, two siblings, and a paternal uncle were also tested for similar traits, to show genetic link to the patient of focus. Some of the characteristics examined were intellectual level, early speech and language development, and motor skill development, inidually, along with cataloging physical features present with the patient in comparison to her family members. Family history was taken into account with the following: There is a family history of manic-depressive in a maternal grandparent and a psychiatric illness, which at stages has been attributed to depression or dementia in a paternal grandparent. In a maternal aunt there is a history of learning difficulties (Veltman, Thompson, Craig, Dennis, Roberts, Moore, Brown & Bolton, 119). The conclusion of the study conducted with the family was found that the mother didnt possess the duplicated gene, although she generated a history of developmental delays and learning difficulties in the academic setting, according to Veltman, Thompson, Craig, Dennis, Roberts, Moore, Brown s testing results showed that he carries the duplicated gene, and had reported a variety of developmental delays, such as walking and social interaction. He also reported having difficulties in the realm of academics, specifically mathematics. The results of the paternal uncle and siblings were no evidence of deficits with the uncle, and while neither sibling possessed the deficient gene in question, each displayed developmental delays throughout their histories, according to Veltman, Thompson, Craig, Dennis, Roberts, Brown & Bolton. The clinical studies generated in Japan were focused upon the maternal inheritance of PWS/AS, and an 18 year old male patient was examined, and blood samples were also taken from the parents. The patients medical history, physical characteristics and developmental delays were discussed, as was the results to the testing conducted to produce the answer to paternal/maternal linkage for PWS/AS. Although research findings focused upon the clinical features of PWS, the following was stated in report: The present case showed the deletion of the very small region from the maternal allele, an AS-like pattern, thought he has some clinical findings for PWS..The difference may be caused by the range of negative regulation spreading. The findings of this study underpin the importance of a positive molecular study in patients with some clinical findings of PWS, and that some symptoms for PWS need the gene of biallelic expression adjacent to the narrow region (Ninomiya, Yokoyama, Kawakami, Une, Ma ruyama & Morishima, 543, 544 & 545). Is the necessity for more in-depth research needed for the maternal inheritance of the duplicate gene for PWS/AS? The question arises with the knowledge that PWS/AS does not possess a male v. female ratio like the findings in Autism Spectrum Disorders research found among male and female children; for every one girl diagnosed with ASD, there are four boys who will receive clinical diagnosis of the same disorder. There is also the question of how genetics counselors become involved to assist in prenatal diagnosis of PWS/AS. Are the possibilities of recurrence in additional children if the first or second child tests positive for the duplicate gene? Prader-Willi Syndrome (PWS) and Angelman Syndrome (AS) are associated with a loss of function of imprinted genes in the 15q11-q13 region mostly due to deletions or uniparental disomies (UPD). These anomalies usually occur de novo with a very low recurrence risk. However, in rare cases, familial translocations are observed, giving rise to a high recurrence risk (Flori, Biancalana, Girard-Lemaire, Favre, Flori, Doray & Mandel, 181). What can be done to assist children with Prader-Willi/Angelman Syndrome? Repetitive behavior was examined in children with PWS/AS and children with ASD (Autism Spectrum Disorders). While most of the findings paralleled each other, such as sameness with routines and habits (established activities and/or games played) and sensory sensitivity (different types of fabrics with certain clothes), there were significant differences noted, such as collection of objects, preferences for certain types of food, and lining up of objects (children with ASD are likely to line objects or toys in a row, especially on furniture). Children with PWS showed similar levels of repetitive and ritualistic behavior overall to that seen in children with autism; however, there was some specificity in terms of type of repetitive behavior shown in the two groups. Future research should investigate whether these behavioural phenotypic similarities in PWS and autism are associated with a common neuropsychological, neurotransmitter or genetic origin (Prince, Evans & Charman, 98). Therefore, would the intervention methods implemented for children with ASD be applicable for children with PWS/AS, such as advocacy for these children and their right to education? Could parents of children with PWS/AS be supportive in the roles of negotiator, monitor, supporter, and advocate in conjunction with teachers within the school system? Stoner and Angell submitted a report to Focus on Autism and Developmental Disabilities in 2006, that showed results collected from four families of children with ASD in the exploration of the involvement of parents with their childs education. The 1997 IDEA (Iniduals with Disabilities Education Act) was immediately introduced in the beginning of the documentation, stating the parents legal rights to be involved in their childrens education; this applies to all children, regardless of disability. Parents and educators are involved in the process of meetings to discuss IEP (Inidualized Education Program) strategy and IFSP (Inidualized Family Service Plan goals to develop objectives, interventions, or methods of evaluation, according to Stoner and Angell. In more recent studies, parents of children with disabilities, including ASD, have reported having no involvement with IEP or IFSP plans, lack of choices in services, or lack of effective services (Stoner & Angell, 178). If there is a lack of communication and involvement at times shown here with parents of children with ASD, could this problem cross over into parental involvement of parents with children with PWS/AS? Does parental trust of the education system become an issue? Education professionals, teachers and administration, were given two recommendations, per Stoner and Angells report. (1) Recognize the potential benefit of parents assuming multiple roles within the education setting and encourage parents to be fully engaged in their childrens education, and (2) Recognize that parents will vary in their levels of engagement in their childrens education (Stoner when it came to their children; this sets the stage for apprehension towards trusting other professionals in these fields. Summary Prader-Willi/Angelman Syndromes, though sharing similar symptoms and characteristics, are set apart by inherited gene factors; PWS being paternal inheritance and AS being of maternal origin. Continued research is being conducted to monitor how the duplication of 15q11-q13 occurs, along with the possibilities of recurrence in families with children with PWS/AS. How to assist children with PWS/AS, along with their families, is also being taken into consideration, and integrative methods applied to children with disabilities, such as ASD (Autism Spectrum Disorders), are being look into as a source of assistance in the search for intervention methods for children with Prader-Willi/Angelman Syndromes. Final Report (Conclusion) Continued research, involving participants of families and their children affected with PWS/AS, the differences and similarities of the disorders, the genetic links for each one, along with intervention methods for assisting children with PWS/AS, is the current recommended solution in the search for answers in assisting children with Prader-Willi/Angelman Syndrome. References Flori, E.; Biancalana, V.; Girard-Lemaire, F.; Favre, R.; Flori, J.; Doray, B.; & Mandel, J. L. (2004). Greaves, N.; Prince, E.; Evans, D. W. & Charman, T. (2006). Hou, J. W. & Wang, T. R. (1998). Ninomiya, S.; Yokoyama, Y.; Kawakami, M.; Une, T.; Maruyama, H. & Morishima, T. (2005). Stoner, J. B. & Angell, M. E. (2006, Fall). Veltman, M. W. M.; Thompson, R. J.; Craig, E. E.; Dennis, N. R.; Roberts, S. E.; Moore, V.; Brown, J. A. & Bolton, P. F. (2005).

mardi gras essays

mardi gras essays People of all colors in the streets of New Orleans celebrating a religious holiday of Christianity. Non-Christians, Christians, everyone is there, jumping to the beat of the Jazzy show tunes that are played on the street of St. Charles. The floats pass with the throwing of mouth watering bayou candies from deep in the New Orleans culture. Liquor is passed, and the streets have a distinct smell of vomit, but every Cajun man has a mile wide grin on his face. The dancers work the crowd with the expensive costumes that are made mostly of silk and feathers...prancing around as the drum beats behind them. The crowd begins to move up and down, trying to get in the grove of the party. Cabbage is thrown at heads of the audience and are barely dodged with a quick jerk of the neck. The beads are thrown every which way while the crowd rips through the crowd to finish the Mardi Gras collection. People of all ages join in this glorious day of food, drink, family, and friends. ...

Causes Of The French Revolution Essay Example for Free (#2)

Causes Of The French Revolution Essay On July 14, 1789 a large mob stormed the Bastille, and killed the commander and some other soldiers. The fall of the Bastille marked the beginning of the French Revolution, and was a symbol to the people of France representing years of abuse by the monarchy. Also, this event served as a wake-up call to King Louis XVI. Unlike any other short protest or riot, this event actually challenge to the regime. As the French Revolution progressed, French society underwent a transformation as feudal, religious, and aristocratic privileges disappeared and the ancien rà ©gime were abruptly overthrown under the fundamental principle of â€Å"Libertà ©, à ©galità ©, fraternità ©Ã¢â‚¬ . Although there are many causes to the French Revolution, the three main ones are: the mismanagement of the economy, the pressure of taxes placed primarily onto the third estate, and the spark from Enlightenment ideas and the American Revolution. These events set a fire in France that could no longer be contained. It spread through France like a wildfire. The first cause to the French Revolution was the mismanagement of the economy. Louis XIV had left France deeply in debt with his extravagant spending. France’s Involvement in the Seven Years’ War and American Revolution put it deeper down the hole. Costs had generally risen during the 1700’s and the lavish court soaked up millions. The government borrowed more and more money to bridge the gap between income and expenses. Years of deficit spending, or spending more than the income, was taking its toll on the country’s treasury. By 1789, half of the country’s income from taxes went to paying the interest on this debt. Louis XVI was forced to raise taxes to pay back the debts, leading to further tension and revolt. The first cause to the French Revolution was the pressure that taxes placed onto the Third Estate, or anyone that wasn’t nobility or clergy. This included the wealthier middle class, or bourgeoisie, and the extremely poor working clas s and rural farmers. While the poor suffered from the agonizing taxes, the rich nobility and clergy didn’t suffer these taxes because of tradition which granted the nobles and clergy freedom from paying taxes. The political crisis of 1789 coincided with the worst famine in memory, and as taxes rose, tension rose. When taxing the First and Second Estates was proposed by the king’s advisor, Jacques Necker, the nobles and high clergy resisted the  attempt to end their exemption from taxes and forced the king to dismiss him. As the crisis deepened, the pressure for reform grew. The wealthy class demanded, however, that the king summon the Estates-General, the legislative body consisting of representatives of the three estates, before making any changes. This event later backfired on the wealthy with the creation of the National Assembly which established many reforms. The last reason to the French Revolution was the spark of Enlightenment ideas and the American Revolution. This spark set fire to the French Revolution and roared across the country. Many people believed in the ideas of â€Å"equality† and â€Å"freedom of the individual† as presented Voltaire, Rousseau, Diderot and other philosophers and social theorists of the Enlightenment. They especially favored John Locke’s idea that if a government violates the people’s natural rights, the people have the right to replace that government. These ideas of life, liberty, and equality had contributed to the creation of the American Revolution and the newly formed American government served as a live example of the proper structure of government. They helped with the creation of new reforms to make life in France better. On July 14, 1789 a large mob stormed the Bastille and began started the French Revolution. The causes of this event were the mismanagement of the economy by the king, the resulting tax pressure placed onto the poor Third Estate, and the spark of Enlightenment and American Revolution reasoning. The French Revolution had accomplished its desired goal of more equal government and it still has an impact on the world. Till this day, the French celebrate Bastille Day as their national independence day. Causes Of The French Revolution. (2016, Aug 31).

Romantic Relationships at Work Assignment Example | Topics and Well Written Essays - 1250 words

Romantic Relationships at Work - Assignment Example 2.Productivity is regularly seen as being hurt by romantic relationships. However, it remains elusive whether the impact is negative or positive. In several case studies, romantic relationships lead to decreases in productivity, and this is attributed to the fact that, during the relationship, the participants are cognitively diverted, and are, therefore, more susceptible to mistakes and errors, are most likely to miss meetings, and are more regularly late. Current research on sexual harassment in countries such as North America indicates that team performance is affected negatively when a team member is sexually harassed. 3.Research on the consequences of workplace romance on the co-workers tends to indicate negative effects. If the workplace romance is viewed as exploitive, hierarchical, due to motives that are related to the job, it can minimize the productivity and morale of co-workers who may be afraid of the resulting unfairness in career and task rewards. This also results int o increased gossip among the co-workers. Gossip is defined as communication concerning someone, instead of communicating directly with the person. Although gossip can be non-threatening, it can be a manifestation of co-worker anxieties involving a workplace romance and a determination to create alliances with the partners involved. 4.Sexual harassment has been found to evolve after a workplace romance goes sour. Many concerns have been raised concerning the possible consequences of sexual harassment.

Diversity Activity Assignment Example | Topics and Well Written Essays - 500 words

Diversity Activity - Assignment Example The activity initiates learning and appreciation of diversity differences and consequent effects as conflicting behaviors. Students can develop tolerance towards opposite gender since the activity promotes sharing of ideas on cultural diversity among students. The activity enhances the involvement of both able and challenged students, encourages, and promotes involving disabled students. The creation of an inclusive learning environment, through the activity, is of notable importance to middle school learners. The chain of diversity is one of the activities that instructors in middle school can use to create awareness on different cultures among students. The activity creates togetherness among students by informing them on their similarities. 5. Every student reads to the class what he or she considers as a similarity in cultures among the class members. After completing the second stage of the activity, students share their views with colleagues by reading out their points on the differences in cultures. 7. To keep the students aware of the diverse similarities and differences in cultures highlighted, students pin the paper strips around their class walls. The paper strips are arranged as a link in a chain as a demonstration of cultural link. In assessing the impact of the activity on students’ sensitivity to diversity, the instructor may ask related questions to different cultures highlighted by students during the activity. The level of participation of students during the activity acts as a credible scale of determining the students’ level of sensitivity towards diversity in culture. When students have high enthusiasm and willingness in highlighting the points, they have a high level of awareness on the topic. The extent to which students answer questions after the activity is credible means of determining their level of sensitivity towards the diversity

War on Drugs Essay Example for Free

War on Drugs Essay Not surprisingly, cases like the foregoing generated a public backlash-perhaps the only significant one since the War on Drugs was declared in 1982. It pressured Congress into creating what is known as the innocent owner defense to such in rem forfeitures, but even that gesture of reasonableness is largely illusory. First, the defense does not redress the gross imbalance between the value of property forfeited and the personal culpability of the owner. For example, a Vermont man was found guilty of growing six marijuana plants. He received a suspended sentence, but he and his family lost their 49-acre farm. Similarly, a New York man forfeited his $145,000 condominium because he sold cocaine to an informant for $250. The law provides no limit to the value of property subject to forfeiture, even for very minor drug offenses. Second, the innocent owner defense places the burden on the property claimant to demonstrate that he or she acted or failed to act without knowledge, consent or willful blindness of the drug activities of the offender. Thus, the Federal government instituted forfeiture proceedings in the Delray Beach, Fla. , area against numerous properties containing convenience stores or other businesses where drug transactions took place, claiming that the owners made insufficient efforts to prevent drug dealings. Placing the burden on the claimant imposes expense and inconvenience because the claimant must hire a lawyer to mount a challenge to the seizure. Moreover, many cases involve the family house or car, and it often is difficult to prove that one family member had no knowledge of or did not consent to the illegal activities of another. For instance, a Florida court held that a claimant did not use reasonable care to prevent her husband from using her automobile in criminal activity; thus, she was not entitled to the innocent owner defense. A particularly cruel application of this kind of vicarious responsibility for the wrongs of another is seen in the governments policy of evicting impoverished families from public housing because of the drug activities of one unruly child. The Anti-Drug Abuse Act of 1988 specifically states that a tenants lease is a forfeitable property interest and that public housing agencies have the authority to hire investigators to determine whether drug laws are being broken. The act authorizes eviction if a tenant, member of his or her household, guest, or other person under his or her control is engaged in drug-related activity on or near public housing premises. To carry out these provisions, the act funded a pilot enforcement program. In 1990, the Departments of Justice and Housing and Urban Development announced a Public Housing Asset Forfeiture Demonstration Project in 23 states. The project pursued lease forfeitures and generated considerable publicity. In passing this law, it must have been obvious to Congress that many innocent family members would suffer along with the guilty. Perhaps it was thought vital, nonetheless, as a way of protecting other families from drugs in public housing projects. As experience proves, however, even evicted dealers continue to deal in and around the projects. It is hard to take public housing lease forfeitures very seriously, therefore, other than as a symbolic statement of the governments tough stand against illegal drugs. Destructive consequences A policy that destroys families, takes property from the innocent, and tramples the basic criminal law principles of personal responsibility, proportionality, and fairness has spillover effects into other public policy domains. One area in which the fanaticism of the drug warriors perhaps is most evident is public health. Drugs such as marijuana and heroin have well-known medical applications. Yet, so zealous are the anti-drug forces that even these therapeutic uses effectively have been banned. Marijuana, for instance, has many applications as a safe and effective therapeutic agent. Among them are relief of the intraocular pressure caused by glaucoma and alleviating the nausea caused by chemotherapy. Some AIDS patients also have obtained relief from using cannabis. Yet, marijuana is classified by the Attorney General of the U. S. , not the Surgeon General, as a Schedule I drug-one having a high potential for abuse, no currently accepted medicinal use, and lack of accepted safety for utilization. It thereby is deemed beyond the scope of legitimate medical practice and thus is not generally available to medical practitioners. The only exception was an extremely limited program of compassionate treatment of the terminally or seriously ill, but even that has been eliminated for political reasons. Assistant Secretary James O. Mason of the Department of Health and Human Services announced in 1991 that the Public Health Services provision of marijuana to patients seriously ill with AIDS would be discontinued because it would create a public perception that this stuff cant be so bad. After a review caused by protests from AIDS activists, the Public Health Service decided in March, 1992, to stop supplying marijuana to any patients save the 13 then receiving it. There also are beneficial uses for heroin. Terminal cancer patients suffering from intractable pain generally obtain quicker analgesic relief from heroin than from morphine. Many doctors believe that heroin should be an option in the pharmacopeia. Accordingly, in 1981, the American Medical Association House of Delegates adopted a resolution stating that the management of pain relief in terminal cancer patients should be a medical decision and should take priority over concerns about drug dependence. Various bills to accomplish that goal were introduced in the 96th, 97th, and 98th Congresses. The Compassionate Pain Relief Act was brought to the House floor for a vote on Sept. 19, 1984, but was defeated by 355 to 55. Although there were some concerns voiced about thefts from hospital pharmacies, the overwhelming concern was political and symbolic a heroin legalization bill could not be passed in an election year and, in any event, would send the public the wrong message. The final and perhaps most outrageous example in this catalog of wrongs against public health care is the nearly universal American refusal to permit established addicts to exchange used needles for sterile ones in order to prevent AIDS transmission among intravenous drug users. In 1991, the National Commission on AIDS recommended the removal of legal barriers to the purchase and possession of intravenous drug injection equipment. It found that 32% of all adult and adolescent AIDS cases were related to intravenous drug use and that 70% of mother-to-child AIDS infections resulted from intravenous drug use by the mother or her sexual partner. Moreover the commission found no evidence that denial of access to sterile needles reduced drug abuse, but concluded that it did encourage the sharing of contaminated needles and the spread of the AIDS virus. Notwithstanding the commissions criticism of the governments myopic criminal justice approach to the drug situation, the prevailing view is that needle exchange programs encourage drug abuse by sending the wrong message. Public safety is sacrificed when, nationwide, more than 18,000 local, sheriffs, and state police officers, in addition to thousands of Federal agents, are devoted full time to special drug units. As a result, countless hours and dollars are diverted from detecting and preventing more serious violent crimes. Thirty percent of an estimated 1,100,000 drug-related arrests made during 1990 were marijuana offenses, nearly four out of five for mere possession. Tax dollars would be spent better if the resources it took to make approximately 264,000 arrests for possession of marijuana were dedicated to protecting the general public from violent crime. The intensive pursuit of drug offenders has generated an enormous population of convicts held in prison for very long periods of time as a result of excessive and/or mandatory jail terms. It is estimated that the operating cost of maintaining a prisoner ranges from $20,000 to $40,000 per year, depending upon the location and level of security at a particular prison. With more than 800,000 men and women in American correctional facilities today, the nationwide cost approaches $30,000,000,000 per year. This is a major diversion of scarce resources. These financial burdens are only part of the price incurred as a result of the relentless drive to achieve higher and higher arrest records. More frightening and damaging are the injuries and losses caused by the early release of violent criminals owing to prison overcrowding. Commonly, court orders impose population caps, so prison authorities accelerate release of violent felons serving non-mandatory sentences in order to free up beds for non-violent drug offenders serving mandatory, non-parolable terms. For example, to stay abreast of its rapidly growing inmate population, Florida launched one of the nations most ambitious early release programs. However, prisoners serving mandatory terms most of them drug offenders, who now comprise 36% of the total prison population are ineligible. As a result, the average length of sentence declined dramatically for violent criminals, while it rose for drug offenders. Murderers, robbers, and rapists often serve less time than a cocaine mule carrying a kilo on a bus, who gets a mandatory 15-year term. A Department of Justice survey showed that 43% of state felons on probation were rearrested for a crime within three years of sentencing. In short, violent criminals are released early to commit more crimes so that their beds can be occupied by nonviolent drug offenders. Civil libertarians are not heard often defending a societal right to be secure from violent criminals, much less a right of victims to see just punishment meted out to offenders. In this they are as shortsighted as their law-and-order counterparts. The War on Drugs is a public safety disaster, making victims of us all. However uncomfortable it may be to admit, the undeniable reality is that drugs always have been and always will be a presence in society. Americans have been paying too high a price for the governments War on Drugs. As Federal judge William Schwarzer has said, It behooves us to think that it may profit us very little to win the war on drugs if in the process we lose our soul. http://www. serendipity. li/wod. html

Against the Death Penalty Essay -- Papers Argumentative Capital Punish

Against the Death Penalty The death penalty is one of the most controversial issues in our time. There are many issues that show and prove the death penalty is wrong and reasons why it should be ceased. Many issues have objections towards the death penalty shows that the death penalty is unfair, irreversible and expensive. The Death penalty is an unfair system used as punishment to criminals that performed wrong and unmoral crimes. The death penalty is unfair in the way that is discriminatory towards color, and race. For example, in the trials of many court cases, a person who kills a white person is treated much more severely then one who kills a black person. Of the 313 criminals that have been executed between 1997 and 1995, 36 of those killed has been convicted of killing a black person while 249 of those killed has been convicted of killing a white person. From the 178 white people who have been executed, only 3 where convicted of murdering a person of color. This proves that our judicial system executes people regardless of their race who kill white people. These are not the only ones who are discriminated against, gender also determines who receives the death penalty. Between the 80's and early 90's, 1% of all those on death row were women even though women commit 15% of all criminal homicides. The death penalty is also discriminates against the poor. Even though all cases require the defendants to have a lawyer, 90 % of all those executed could not afford to hire a lawyer when they were tried. These stats show how unfair the death penalty really is towards the minorities, genders and of those of poor social class. A big down side to the death penalty would be the irreversibility of situation. Once the life ... ...why not just keep them in prison right? Well, if the congress could only se that and the judicial system would see that it is less economical maybe they too may agree that the death penalty is not the best choice for punishment. Many people are for the death penalty because they feel that they should suffer what they did to the victim. When in fact that the US system was not meant as a way of revenge towards the criminal. A better alternative would be to let the criminal be locked in jail with no parole, which would be less controversial than going forward with the execution. With all of these issues stated, it can be clearly seen that the death penalty is judgmental, unfair and expensive. There have been cases when innocent people have been executed or in other words murdered because some one made a mistake or there was not enough info to prove him innocent.

Drama on Social Values

A Christmas Odyssey By John McNeil Summary A narrator takes a journey of discovery into the true meaning of Christmas, with Easter in view. This play was designed as a vehicle for participation by all age groups of a Sunday School, who appear in sequence from youngest to oldest. There are 2 alternate versions of this script. The first is written for a Southern Hemisphere summer Christmas, the second for a Northern Hemisphere winter Christmas. Script 1 Narrator: What does Christmas mean to you? Is it a family get-together, a big feed, Father Christmas and all that?Or what? You know, we've inherited a lot of European customs in our Christmas, perhaps when we should have been developing our own style of things. So while picnicking in blazing sun on the beach, we still sing a song about a white Christmas, and hunt for mistletoe. Bit silly when you think about it, isn't it! And after all, if the middle of winter is the proper time for Christmas, then maybe that's when we should have ours! ? It's a thought. Choir:  (Starts singing in background) Narrator: But there's always one thing you can count on at Christmas, and that's carols.Used to sing them myself once when I was a kid. How did they go? (Hums to himself. )  Away in a manger, no crib for a bed. Yes, something like that. (Finishes off verse of carol. ) Group of children:  (Pre-schoolers; they wander on) Narrator: Kids! I think kids were made for Christmas. It's really their time, with all the goodies we pile on them. Lots and lots of goodies. (Turns to group)  What does Christmas mean to you? (Narrator asks several questions, such as, â€Å"What's the first thing you do Christmas morning? † â€Å"Where do you go for Christmas? † â€Å"Did you ask Santa for anything special? etc. After they have given their answers, Narrator suggests they go and sit in a corner, and pretend they're opening their Christmas stocking, quietly acting out what they hope to find inside. ) It's a bit like watchin g yourself, isn't it! You know, there's something else about Christmas I was going to mention to you, but it's slipped my mind for the moment. It'll come back to me. Singing!? Choir:  (5-7 years; they file on, singing carol) Narrator:  (When they have finished singing, asks questions of some of the choir, such as, â€Å"Who are you singing about? † ‘Who's he? etc. Finishes with, â€Å"Where are you going now? ) Choir: Off to church. Bye bye! (They file off. ) Narrator:  (Turns to group still acting on floor. )  Aren't you lot going to church too? Group: Yes. Come on, let's go. (They get up, look to see if anyone's watching, and run off playing with toys. ) Narrator: I guess church is different things to different people. Jesus? I knew I'd heard the name before. His birthday or something. I wonder what sort of birthday he had. What would it have been like to be there then? Animals:  (7-10 years. File on, chattering among themselves.Perhaps a donkey, cow, goat, sheep, dog, etc. They have just been in the manger when Jesus was born, and now they tell each other what they think of Jesus, looking at it from an animal's point of view. ) Choir:  (At rear, sing â€Å"Away in a Manger† quietly. ) Family:  (Four children in congo line. When the animals have finished their discussion, the family comes on, honking, making other car noises, and comments such as: â€Å"Why can't we find a good place for a picnic? † â€Å"Did you bring your swimming costume? † â€Å"Mummy, can we have lunch now? † What are all these animals doing on the road? † etc.They tour the stage once, and then exit out front. As they go, one of the animals – a lamb – is knocked over, and it lies down crying. ) Narrator: Hey, you've knocked over a lamb! Come back! (Goes over to the lamb, and picks it up, carries it down the aisle. Other animals file down in procession after. ) Choir:  (Enter singing. They do one verse or choru s only. ) Paper boy:  (Enters, waving papers. )  Paper! Extra! Read all about it! Jesus Christ born in Bethlehem. Hit and run driver wounds family pet! Read all about it! Paper! Narrator: Thanks, I'll buy one of those. (Paper boy exits. Newsreader:  (While the voice is reading, choir hums a verse of its song. )  Here is the news. The year 1AD was marked today by the birth of a baby boy in Bethlehem. Three travelling salesmen offered prizes to the mother, Mary, for having the first baby of the new century, and local farmers have given a year's supply of groceries free. Several authors are offering to write biographies of the child, but a prophet named Isaiah claims he already has copyright on the story. King Herod has sent a telegram of congratulations, and says he is planning a special reception for the family†¦ ut the parents are understood to have declined the offer. A new song for the event has been written by a local choir of angels. It's selling well, and is expect ed to top the charts this week. Narrator: Hold on a minute. What's going on here? Who is this Jesus person everyone's talking about? Choir:  (Starts another verse of song. ) Narrator:  (Breaks in at end of verse. )  Now hold it! You still haven't answered my question. Reporter:  (Enters, explains he is from the local radio station; carries a tape recorder. Asks some members of the choir what they think of Christmas, who Jesus is, etc. Choir:  ( Finishes song. As they do, Paper Boy comes back through. ) Paper Boy: Extra! Extra! Jesus Christ born in Bethlehem. Paper! Choir:  (Start to file out after Paper Boy. ) Narrator: Hey, where are you all going? Choir:  (Some members turn back and call out)  To worship Jesus. We're going to church, etc. Narrator:  (Picks up paper, starts looking through it again. ) Child:  (10-13 years. Same sex as Narrator. Enters carrying a sack. ) Narrator: Hello, what have you got there? Child: A present for you. Narrator: A present! That 's very kind of you, seeing it's Christmas. Can I open it now? (Child smiles and nods. (Narrator reaches in and takes out a hammer, and two pieces of wood. Comments on each. Then reaches in and takes out a doll dressed in baby's clothes. Child takes them all off the Narrator, and cuddles the doll. ) Narrator: What is this all about? Why are these things in this sack? Child:  (Whispers in his ear. ) Narrator: Are you sure? That's in there? (Child smiles and nods. Narrator looks inside again, puzzled. )  Who are you? Child: Just someone you knew a long time ago, when you were my age. (Child takes the doll, hammer and pieces of wood and sits down to one side of the stage. ) Television crew:  (Five or six of them.They are making a film, though the audience doesn't know this yet. They enter and act out the scene where the Pharisees come to Pilate and try to get him to indict Jesus. In explaining why they hate Jesus, they should bring out the reasons he is Saviour of the world. ) Pr oduce:  (Comes on carrying a video camera. )  Okay, cut it there. I didn't like that scene. We'll try it again in a moment. In the meantime, take five. And will the actors for the Crucifixion scene get ready please. (Director exits. ) Choir:  (Enter and sings. While they sing, the TV crew stand round to one side, pretending to drink cups of coffee.Child sitting with the doll in the corner starts to hammer the two bits of wood together, in between verses. As the choir finishes, the actors break into laughter at a joke. One of the actors, laughing, chokes and falls unconscious to the floor. Members of the choir go over and pick him up, carry him out. Rest of the choir file after, singing. When they've finished, Child finishes hamemring the two pieces of wood, holds the result up so the audience can see it is a cross. Child looks at the Narrator. ) Child: Would you do this to a baby? Then why do you do it every day to a grown man? Child goes over to Narrator, drops the doll at hi s feet, and goes out. Narrator stares at the doll, then bends over it, crying. As Narrator is bent over, Questioner enters. Narrator looks up at Questioner. ) Questioner: Well, what do you think now? Narrator: Why did he/she do that? Questioner: We all do. Narrator: But why did they kill Him? He was such a good man. There was no need for it? (Stands up, picks up sack, throws it over shoulder. )  Such a good man, and they killed him. (Starts to go. ) Questioner: Where are you going? Narrator: To see if I can find out where they took him. Questioner: But what have you got in that sack?Narrator: A Christmas present. This sack is my life. The Child told me it contains everything that ever happened to me. Questioner: Wait a minute! Don't you see? That's what Christ died for. So we don't have to carry all our sins around with us. Christ died, but He also rose fromt he dead. He's alive now, and wants to give  you  life. Narrator: You really mean that? Questioner: Of course. 500 peopl e saw Jesus not long after he rose from the dead, and millions since have turned to him and found that he's still real. He loves you. Let that sack go. Narrator:  (Looks at sack questioningly, shrugs shoulders and lets it drop. )  Hey, you're right.Suddenly there's no load. Questioner:The Bible says, â€Å"God loved the world so much, He sent us his only son, Jesus Christ; so that whoever believes in him won't die, but will be given everlasting life. † Narrator: That's tremendous. It's the best Christmas present I ever had. You've got to tell me more. (As they exit, Choir and congregation sing a further song. ) Script Narrator: Christmas! What does it mean to you? Is it a family get together, a big feed, Father Christmas and all that? Or what? You know, we've inherited a lot of European customs in our Christmas, maybe we should have been developing our own style of things.Why is it we don't have Christmas in the middle of summer with fireworks and camping and cookouts and . . . we already have a holiday then, don't we. Men's Quartet: (Starts singing Deck the Halls in background) Narrator: But there's always one thing you can count on at Christmas, and that's carols. Used to sing them myself once when I was a kid. How did they go? (Hums to himself. ) Have Congregation sing ‘Good Christian Men Rejoice'. Group of children: (Pre-schoolers; they wander on) Narrator: Kids! Now that I think of it, kids were made for Christmas. It's really their time, with all the goodies we pile on them.Lots and lots of goodies. (Turns to group) What does Christmas mean to you? (Narrator asks several questions, such as, â€Å"What's the first thing you do Christmas morning? † â€Å"Where do you go for Christmas? † â€Å"Did you ask Santa for anything special? † etc. After they have given their answers, Narrator suggests they sing a couple songs (Away in a Manger, ). When they have finished they go and sit in a corner, and pretend they're opening their Christmas stocking, quietly acting out what they hope to find inside. ) Narrator: It's a bit like watching yourself when you were young, isn't it! Those were the days . . .You know, there's something else about Christmas I was going to mention to you, but it's slipped my mind for the moment. It'll come back to me. ( 5-7 year olds enter dressed as carollers and chatting quietly) Oh yes, Singing! Congregation sings: ‘Angels from the realms of Glory' Choir: (5-7 years; they file on, singing carol) Have this group do two or three songs. Go tell it on the mountain Hark the herald Angels Ring the bells Narrator: (When they have finished singing, asks questions of some of the choir, such as, â€Å"Who are you singing about? † ‘Who's he? † etc. Finishes with, â€Å"Where are you going now? Choir: Off to Our Christmas program at church. Bye bye! (They file off. ) Narrator: (Turns to group still acting on floor. ) Aren't you guys going to church too? Group: Yes . Come on, let's go. (They get up, look to see if anyone's watching, and run off playing with toys. ) Narrator: I guess Christmas is different things to different people. Jesus? I knew I'd heard the name before. It was His birthday or something. I wonder what sort of birthday he had. What would it have been like to be there then? Animals: (7-10 years. File on, chattering among themselves. Perhaps a donkey, cow, goat, sheep, dog, etc.They have just been in the manger when Jesus was born, and now they tell each other what they think of Jesus, looking at it from an animal's point of view. ) Angels We Have Heard on High O Little Town of Bethlehem A Child is Born Choir: (Sing ‘Away in the Manger' with congregation) Narrator: I wonder what it was like on that morning in Bethlehem. If the people back then were anything like they are today, It must have been an interesting scene. Paper boy: (Enters, waving papers. ) Paper! Extra! Read all about it! Jesus born in Bethlehem. Confusion a bounds! Read all about it! Paper! Narrator: Thanks, I'll buy one of those. Paper boy exits. ) Narrator: Here is the news. The year 1AD was marked today by the birth of a baby boy in Bethlehem. Three traveling salesmen offered prizes to the mother, Mary, for having the first baby of the new century, and local merchants have given a year's supply of groceries free. Several authors are offering to write biographies of the child, but a prophet named Isaiah claims he already has copyright on the story. King Herod has sent a telegram of congratulations, and says he is planning a special reception for the family†¦ but the parents are understood to have declined the offer.A new song for the event has been written by a local choir of angels. It's selling well, and is expected to top the charts this week. Narrator: Hold on a minute. This can't be what really happened? Who is this Jesus person everyone's talking about? Scripture reading: Luke 2:1-7 Narrator: (Breaks in at end of verse. ) Now hold it! This still isn't clear to me. No one has really answered my question. Scripture reading: Luke 2:8-20 Paper Boy: Extra! Extra! Jesus Christ born in Bethlehem. Paper! (Exits) Choir: (Start to file out after Paper Boy. ) Narrator: Hey, where are you all going? Choir: We're going to worship Jesus.Do you want to come along? Narrator: No, I think I'll just read more about it. (Picks up paper, starts looking through it again. ) Scripture reading: Luke 2:21-22,25-38 Child: (10-13 years. Enters carrying a sack. ) Narrator: Hello, what have you got there? Child: A present for you. Narrator: A present! That's very kind of you, seeing it's Christmas. Can I open it now? (Child smiles and nods. ) (Narrator reaches in and takes out a hammer, and two pieces of wood. Comments on each. Then reaches in and takes out a doll dressed in baby's clothes. Child takes them all off the Narrator, and cuddles the doll. Narrator: What is this all about? Why did you give me these things? I'm not sure a doll's quite my style. There must be something else. Child: (Whispers in his ear. ) Narrator: Are you sure? That's in there? (Child smiles and nods. Narrator looks inside again, puzzled. ) Who are you? Child: Just someone you knew a long time ago, when you were my age. (Child takes the doll, hammer and pieces of wood and sits down to one side of the stage. ) Song: (During the song, the Child sitting with the doll in the corner starts to hammer the two bits of wood together, in between verses.As the choir finishes they file out, singing. Child finishes hammering the two pieces of wood, holds the result up so the audience can see it is a cross. Child looks at the Narrator. ) Scripture reading: Isaiah 53:1-12 Child: Would you nail a baby to this cross? Then why did they do that to Jesus? (Child goes over to Narrator, Places the doll at his feet, and goes out. (Narrator stares at the doll, then bends over it, confused. As Narrator is bent over, Questioner enters. Narrator looks up at Questioner. ) Questioner: Well, what do you think about Christmas now?Narrator: ( Still thinking about his gift) Why did he/she do that? Questioner: He wanted you to understand what Christmas was all about. It's not about presents, packages, trees or tinsel. Not even about carols. It's about God coming to Earth to do something no-one else could do. Narrator: But why did they kill Him? He was such a good man. There was no need for it? (Stands up, picks up sack, throws it over shoulder. ) Such a good man, and they killed him. (Starts to go. ) Questioner: Where are you going? Narrator: To see if I can find out where they took him. Questioner: What have you got in that sack?Narrator: A Christmas present. This sack is my life. The Child told me it contains everything that I've ever done wrong or that has ever happened to me. Questioner: Wait a minute! Don't you see? That's what Christ came and died for. He wasn't just a good man, He was God in the flesh. Christ died, but He also rose fr om the dead so we don't have to carry all our sins around with us. He's alive now, and wants to give you life. Narrator: You really mean that? Questioner: Of course. 500 people saw Jesus not long after he rose from the dead, and millions since have turned to him and found that he's still real.He loves you. You can let that sack go. Narrator: (Looks at sack questioningly, at first cannot drop it, but finally shrugs shoulders and lets it drop. ) Hey, you're right. Suddenly there's no load. But why did God do it that way. I would have done things differently . . . Special Music: He Became a man like me Questioner: The Bible says, â€Å"God loved the world so much, He sent us his only son, Jesus Christ; so that whoever believes in him won't die, but will be given everlasting life. † Narrator: That's tremendous. It's the best Christmas present I ever had. You've got to tell me more. As they exit, Choir and congregation sing Joy to the world. ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  © John McNeil 1973 All rights reserved This play may be performed free of charge, on the condition that copies are not sold for profit in any medium, nor any entrance fee charged. In exchange for free performance, the author would appreciate being notified of when and for what purpose the play is performed. He may be contacted at [email  protected] net. nz Or at: 36B Stourbridge St, Christchurch 2, New Zealand.