Music of world culture Term Paper Example | Topics and Well Written Essays - 2000 words

Music of world culture - Term Paper Example Moreover, they were sung by neighbors and the communities, when there were major events (Dzuris 331). In explaining folk music, I have not found an accepted definition, but this does not mean that it does not have a definition, but it ranges with the understanding of the subject. Folk music can be described as the music for and of the people, a nation, a community, or a subculture that carries messages with specific meaning regarding the people’s life and experiences (Dunaway and Beer 7-10). Music in the Western World In reference to the North America, folk music has been there before the arrival of the immigrant from Europe and later from Africa. The European immigrant brought with them ballads and other acoustic instruments. Folk music has been practiced for centuries, was, and is still referred to as the music of the masses. In the 17th century, most of the people in Europe were peasants, and folk songs transferred stories of event through oral narration. By this time, fo lk music was rarely performed musically. There composition was of simple form and represented the identity of the poorer in the communities (Dunaway and Beer 7- 17). In the period when Christianity movement started in Europe, folk music was at the centre stage of the expansion of the religion. It was highly associated with heathenism due its singing styles. Thereafter, folk music became more popular in society in sensitizing the masses in the start of the romantic period. People like Haydn, Beethoven, and Tchaikovsky identified themselves with folk music. During this time, there were no cities and people lived in villages and urban communities. And with these settings, folk songs were recognized as a treasure and people identified themselves with the different styles of folk music. Each political beliefs, ethnicity, race, and religion had identified itself with specific style of folk song. Therefore, folk music played an important role in passing on the culture and the history of a particular community or country from one generation another. By the end of 19th century, folk songs had become unpopular in Western Europe and later in Eastern Europe and North America, during this time only the older individuals knew and sung folk songs. Still in the century, cities were established and people were moving from the rural areas to urban cities and this resulted to diminishing of the folk traditional music. Nevertheless, urban folklorists stimulated by a person known as Thomas Percy a British, Johann Gottfried, a German and an American by the name Francis James collected and later published volumes where they emphases on the different age of the folk songs and their meaning in the society. However, there work did not save the diminishing trend of folk songs and the music had little attention by this time. In 1899, Cecil Sharp an English scholar toured various communities in Britain collecting folk songs. He later established a society to preserve the songs, dances and other traditions of communities at that time (Dunaway and Beer 17-23). In the late 19th century, the documentation of folk songs started and more of the songs were recorded on a wax cylinder, and folk songs and other traditions were consolidated and shared far and wide as opposed to being confined within the borders of a community. Later in the same period, some new tradition begun to emerge in the urban districts where the

Global warming Essay Example | Topics and Well Written Essays - 1500 words - 2

Global warming - Essay Example The Earth is heating up and it will affect the crops. The rising of the sea level, the melting of icecaps and the global climatic changes are all the impacts of global warming. Global warming has influenced the business strategies as people try to reduce the greenhouse effect through efficient operations or energy conservations techniques. Regulations are imposed every other day to reduce the quantity of carbon dioxide and other gases emitted into the atmosphere. Nevertheless, it is argued that global warming presents new oppurtunities to businesses; it encourages innovation and creativity with the help of advanced technology. Global warming is believed to be destructive and expensive (Richman, 2007) but smart companies know which way the wind is blowing and how fast the ice is melting (Gunther, 2006). They find new ways to innovate, save energy, cut costs and reduce emissions. Insurers manage $26 trillion of assets of companies and are trying to influence the government to change po licies so that radical action can be taken to cut greenhouse gas emissions (Webber, 2002). Businesses have to evaluate the risks and analyze the oppurtunities that climate change has posed (Hagen, 2007). Stronger storms, prolonged droughts in some areas and heavy flooding or precipitation in other areas can adversely affect the immovable properties of businesses. The value of properties in coastal areas could decrease and they may be required to construct sturdier buildings that are more solid and resistant.

The Prehistory and Ratification of the American Constitution Essay Example for Free

The Prehistory and Ratification of the American Constitution Essay To ratify a treaty or agreement is to make it official by signing it or voting for it. For amendments of the federal constitution to take place, it usually requires the support of both the federal government and a given percentage of the constituent governments. Article five of the constitution of the United States of America illustrates how to amend the document. There are two steps involved; proposal and ratification. In proposing an amendment, either congress or the states can propose an amendment of the constitution. (Both houses of congress must propose the amendment with a two-thirds vote. Two-thirds of the state legislatures must call a congress to hold a constitutional convention.) In ratifying an amendment, regardless of how the amendment has been proposed, it must be ratified by the states. (Three-fourths of the state legislatures must approve the amendment proposed by congress or three-fourths of the states must approve the amendment through ratifying conventions.) Ratification of the constitution in 1787                  In 1787 and 1788, after the constitutional convention, there was a great debate in the United States of America over the constitution that had been proposed. Federalists were in favor of the constitution and a strong central government as well. These federalists were people like George Washington and Alexander Hamilton. On the opposing side were the anti federalists who were in favor of stronger state legislatures and a weaker central government. The anti-federalists did not want the constitution to be ratified. They were people like Samuel Adams and Patrick Henry. Federalists were in support of the ratification process due to the following reasons                  Federalists also reasoned out that the new government would not be dominated by any group and there were various adequate safeguards to protect individuals and the states. The constitution, therefore, did not need a Bill of Rights since it could create a ‘parchment barrier which limited the rights of people instead of protecting them. They considered a Bill of Rights unnecessary because the state governments already had such bills. They wanted a strong federal government which would hold the nation together. The nation was facing several problems, especially constant trade disputes which were at the verge of dividing the nation. A strong federal government was, therefore, necessary. Anti-federalists, on the other hand, did not support the ratification process for the following reasons; They were concerned about the liberties that Americans had won in the revolution. They feared that a strong federal government would destroy these liberties. They were worried that the constitution did not list specific rights for the people. From the above discussion, if I had been alive in 1787, I would have supported the ratification process because of the following reasons; A stronger national government was required to solve persistent problems in America such as lack of a common currency, constant trade disputes between the states and a lack of unity in trade. Features of the constitution would provide adequate power to the national government to address these problems while protecting the rights and freedoms of the people. There were philosophical reasons to oppose the constitution as well. The new government which would be established by the new constitution would create a link between sovereign states. Besides, government did not have power because it was the government, but because the people had granted it power. Federal courts had limited jurisdiction. Many areas were left to the state and local courts. New federal courts were necessary to provide checks and balances on the power of the other two arms of government. Federal courts would thus protect the citizens from government abuse and guarantee their freedom. By separating the basic powers of government into three equal branches, and not giving too much power group, the constitution would provide balance and prevent potential for tyranny. In addition, the anti-federalists main reason for not accepting the ratification process was that the bill of rights had not been included. Later on, the proposed bill of rights was incorporated in the new constitution, and therefore the ratification process was now a valid one. References Bailyn, Bernard. The Debate on the Constitution: Federalist and Anti-federalist Speeches, Articles, and Letters during the Struggle over Ratification. New York: Literary Classics of the United States:, 1993. Print. John, Jeffrey. A Child of Fortune: A Correspondents Report on the Ratification of the U.S. Constitution and Battle for a Bill of Rights. Ottawa, Ill.: Jameson, 1990. Print. The Constitution before the Judgment Seat: The Prehistory and Ratification of the American Constitution, 1787-1791. Choice Reviews Online: 50-0478. Print. Source document

Analysis of Child Observation Research

Analysis of Child Observation Research Introduction and Background Information of the Children Our school encourages children to learn through play and experiences that are holistically, creative, and technologically. Teachers are believed to have the potential to help children to stimulate their development to the fullest with appropriate resources and environment. Children will co-construct their knowledge, bringing in their own identities and strengths can be nurtured to be self-directed and capable learners. These are some information about the children: Observation 1 Ann is three years old. She is staying with her parents. Her mother is from America while her father is from United Kingdom. The family enjoys going to the park. Observation 2 Kate is two years old. She is Singaporean and has been attending school since she was an infant. She is the only child in the family. Observation 3 John is two years old. He stays with his mother who is a Chinese and his father who is an Indian. John is a cheerful boy and likes to take the bus. Rogoff three lenses of approach (Fleer, Jane Hardy, 2007) were used on the analysis on each of the observations and will be expanding further with various theories and pedagogies. Analysis of Observation 1 Community-Institutional Lens Ann had just come back from her holidays in Mexico. She had been sharing with me about the garden at the grandparent’s house at Mexico. Thus, Ann may have involved in watering the plants with her grandparents. In a study by Robbins Jane (2006), it is mentioned that interactions with grandchildren is not just enjoying their moments together, but it is also seen as a key to gain knowledge about their natural, physical and technological world that exist or created within themselves. Families who support children’s learning and studies have acknowledged that the learning happens between home and school benefitted the child and their families (Robbins, 2012). From the observations, it has shown that learning has occurred between school and home. Appetizing From the observations, Ann had brought her knowledge back to school. She wanted to water the plants when she saw the watering can at the sink. Time was given to her to be engaged in filling up water and watering the plants along the classroom. The school environment has brought in incidental science. In my context, we have field and plants around the school to further enhance the school atmosphere. The rich green space has contributed to the incidental science which brought in nature more explicitly (Fleer, Gomes March, 2014). Interpersonal Lens In this observation, the nature of the interactions and interpersonal relationships is between child and adult. Because of what Ann saw what Miss Jess is doing, Miss Jess provided her the opportunity in science and technology. While learning has occurred when there are interactions, it has also shown that the thinking level is moving from intermental to intramental as the children progressively internalise, reflect on and transform their understanding (Robbins Jane, 2006). To improve the global environment in school and for us, taking action is needed (Mackey, 2012). Through observing what Miss Jess was doing, Ann felt that she should play a part in contributing to the environment. It is also reminded that when children’s rights are honoured, they take on the responsibility to improve conditions to shape their lives and as well as others (Mackey, 2012). Personal Lens Ann was able to relate to her previous experiences she had in watering plants at her grandparents’ place at Mexico. Vygotsky argued that children’s experiences set the foundation for higher cognitive thinking when children develop every day or basic concepts (Fleer et al., 2007). Watering the plants may have occurred at her grandparents’ place have led to Ann’s understanding that plants need water because they are thirsty. Ann was actively involved in the experiences. She took the responsibility of the need to water plants. Mawson (as cited in Robbins, 2012) reasoned that children do bring in prior knowledge of technological knowledge and understand and this does not have to be recognised or facilitated by teachers. Mawson also advised that while educators have to identify children’s real interest, educators also must have enough knowledge to support children’s interest effectively (Robbins, 2012). From the observation, Ann has shown strong interest in gardening and she has brought in her prior knowledge about watering the plants in school. Analysis of Observation 2 Community-Institutional Lens In this context, the children were given sufficient time to engage in sustained shared activity. Kate was given time to use spoon to scoop the ice to using pouring ice using the bucket. This relates to the school’s culture where children construct their knowledge, and they are competent and capable learner. The school also encourages children to have the resources for children to explore. According to Bronfenbrenner’s ecological perspective, he stressed that the environment is made up of immediate settings, as well as the social and culture context such as home, school and workplace (Rogoff, 2003). The school where Kate’s parents have enrolled her in have given her a direct impact on her in her learning. This has provided her the opportunity to have the experience in exploring ice in the school setting. Kate may not have exposed to ice prior to her previous experiences, thus, this is something new to her. Her interactions with peers have added to her curiosity of exploring with ice. Kate was privileged to be given the opportunity to be in this setting as she entered the school. Interpersonal Lens Apart from her personal experiences in learning science and technology, Kate also gained knowledge from her peers. Kate observed her friend picking up the ice and mentioned, â€Å"Cold.† She experienced it herself and said the same thing too. Communication, cultural tools and other symbol systems bring in cultural and historical heritage and children learn to use these tools to interact and draw on the experiences of others (Robbins, 2007). In this observation, Kate acted to be the follower as she uses her friend as her model and modelled after her friend’s actions and words. Vygotsky’s theory believed that learning occurs first on interpersonal level, followed by socio-cultural engagement (Robbins, 2007). After the interaction with May, Kate has internalised and gained knowledge about ice and did her pouring of ice using different tools. Cultural-historical theory arising from Vygotsky theory also identifies that the activities which individual and peers are engaged are repetitively changing and developing in mutually incorporated ways (Robbins, Bartlett Jane, 2009). Children will be able to carry out such independent thinking and then transform these thinking to their own purpose ((Rogoff, 2003). Thus, after Kate’s interaction with May, Kate was able to internalise her own thinking and further work on her exploration. Personal Lens Through the personal lens of Kate, she has understood the use of using various tool provided to scoop the ice. She may have gained these experiences from her daily life. For example, she may have used the spoon to scoop rice from a bowl during lunch time, thus, in this case, she has used it to scoop rice. Another item which she may have experienced using prior to this scenario would be the cup. She might engage in water play previously and used the cup in pouring. Kate has developed a foundation of her cognitive skills. It is evident as she has moved from using a spoon to scoop, then to using a cup and lastly the bucket. She went through the processes of being innovative and new technical skills to transfer the ice into different containers. She has investigated how the tools worked and which worked best for her. Analysis of Observation 3 Community-Institutional Lens John is privileged to have large outdoor environment and outdoor materials for him to explore. Thus, the environment has provided John the opportunity to explore pushing a ball using a tricycle. He has learned a new way to travel the ball instead of using hands or legs. There was also sufficient time for John to explore. Instead of directing him of what he should do, opportunity was given for him to find out how he can use the tricycle to move the ball forward. As learning occurs within the context of play and on-going activities, and appropriate needs and wants, it is noted that children do need extended time for them to revisit and construct knowledge (Robbins et al., 2009). In this case, John was asked to participate in construction activities requested by the teacher like moving the ball with his tricycle. Some technology activities have an objective to meet and their attention is usually drawn to technology sensation and the physical artefacts within the school environment itself (Robbins et al., 2009). Interpersonal Lens The nature of this interactions relationship is between a children and adult. The shared understandings which appear to exist is that John agreed to bring the ball back by using his gestures and verbal communication. John’s interest in figuring to bring the ball using his tricycle is supported by me. From the support, he has built up his confidence by working on the ball travelled by the tricycle despite several failures. Children thinking skills can be rich and purposeful. It was evident that children are able to hold conflicting views at the same time (Robbins, 2009). John Based on Vygotsky’s ideas, he commented that learning happens initially before an individual engaged with another in an activity (Robbins, 2009). Vygotsky (as cited in Robbins, 2009 p.80) mentioned, â€Å"Through others we become ourselves.† Apart from interaction, we should also look into other languages and tools which make learning more meaningful. Personal Lens Through his personal lens of John, John has understood the ability to use his feet to propel and therefore he is able to understand the use of the tricycle and added on his thinking skills to move the ball. This has transformed his thinking skills to a higher order during his participation. John has also shows enthusiasm in moving the ball with the tricycle after a few attempts. The perseverance becomes obvious for the children when technology is incorporated of what children can do and is situated in a meaningful context (Fleer Jane, 2011). John’s curiosity in moving the tricycle has captured the relationship between the child and their environment which is reinforced in preschool by teachers (Fleer et al., 2014). Teaching Approaches The teaching approaches that have been observed in the three observations are reciprocal and discovery (Fleer et al., 2007). In observation one, reciprocal teaching approaches were observed. Cultural historical context has taken into considerations. A research done by Robbins (as cited in Fleer, Jane Hardy, 2007) displays that it is important to understand the context which the children develop their ideas; then gaining deeper and authentic view of the social nature of scientific learning rather agreeing to the statements made by children. In observation two and three, discovery approach was observed as I placed the ice, buckets, cups and spoon in the classroom environment to Kate to explore whereas John found a new way to transport the ball with the tricycle. In this learning context provided by the teacher, the children will decide which they would like to find out; through playing with these materials, they develop an experimental foundation (Fleer et al., 2007). I was view as a classroom resource from this discovery approach; the children are empowered to gain knowledge and skills from a range of resources (Fleer et al., 2007). Conclusion Through these observations, it is shown that children are surrounded in rich scientific and technological context, both at home and in school. They discover new things and ideas and it is important for teachers to bring in the opportunity to connect these scientific concepts together, making it relevant in their everyday lives, through the appropriate pedagogical approaches. Using Rogoff’s three lenses as an analytical tool, has shown that the lenses are interrelated; how the child has participated and changed, collaborated and interacted on contextual and cultural settings (Robbins, 2009). In addition, teachers who attempted to increase their knowledge in science would have more confidence in supporting children’s learning through stimulating interactions that nurture high-level thinking skills (Robbins, 2012). References Fleer, M., Jane, B. Hardy, T. (2007). Science for children: Developing a personal approach to teaching. (3rd ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Fleer, M., Jane, B. (2011). Design and technology for children. (3rd ed). Frenchs Forest NSW: Pearson Australia. Fleer, M., Gomes, J., March, S. (2014). Science learning affordances in preschool environments. Australasian Journal of Early Childhood, Vol. 39, No. 1, Mar 2014: 38-48 Mackey, G. (2012). To know, to decide, to act: The young child’s right to participate in action for the environment. Environmental Education Research, 18(4), 473-484. Robbins, J. Jane, B. (July, 2006). Intergenerational learning: Grandparents supporting young children’s learning in science. Paper presented at the 37th Annual Conference of the Australasian Science. Education Research Association, Canberra, ACT. Robbins, J. (2007). Young children thinking and talking: Using sociocultural theory for multi-layered analysis. Research Online, 1(1), 45-65. Retrieved from ro.uow.edu.au/cgi/viewcontent.cgi?article=1002context=llrg Robbins, J. (2009). Analysing young children’s thinking about natural phenomena: A sociocultural/cultural historical perspective. Review of Science, Mathematics and ICT Education, 3(1), pp. 75-97. Robbins, J. (2012). Learning science in informal contexts: The home and community. In Campbell, C Jobling, W. (Eds) Science in Early Childhood (pp.94-112). Port Melbourne: Cambridge University Press. Robbins, J. Bartlett, J. Jane, B. (July, 2006). Children’s technological and scientific thinking in block play: A cultural-historical perspective. Paper presented at 40th Annual Conference of the Australasian Science Education Research Association, Deakin University, Geelong Australia. Rogoff, B. (2003). Development as transformation of participation in cultural activities. In the Cultural Nature of Human Development. In B. Rogoff, The cultural nature human development (pp. 37-62). Oxford: Oxford University Press. Appendices Observation 1 Date: 12 August 2014 Child’s Name: Ann Plants need water! Washing hands is very important as part of our health and hygiene. After outdoor play, I brought Ann to wash her hands at the sink. When she was about to wash her hands, she saw a watering can in the sink. It was actually Miss Jess who brought the watering cans out as she wanted to fill up with water for the toddlers to water the plants. Ann stood by the side observing Miss Jess’s actions. Miss Jess asked, â€Å"Would you like to water the plants too?† Ann nodded her head shyly as she took the watering can from Miss Jess. She turned on the tap and began filling it up with water. I stood aside and asked, â€Å"Why are you filling up with water?† She replied, â€Å"I water the plants.† Ann turned off the tap and walked towards the planters nearby. She began watering the plants. She then walked towards the plants near the school gate and began watering the leaves. I asked, â€Å"Why are you watering the leaves?† â€Å"They need water.† She replied, â€Å"They are thirsty.† She continued watering the plants. Observation 2 Date: 13 August 2014 Child’s Name: Kate Ice Cold Ice After snack, I brought in some ice for the two year old children to explore. With some buckets filled with ice, small plastic cups and spoons, the children began using the spoon to scoop the ice from the bucket and transferred to the plastic cups. While the children were focused scooping the ice, one of Kate’s friend accidentally dropped an ice. She then used her hands to pick up the ice and put it back into the cup. I asked her, â€Å"How do your hands feel?† â€Å"Cold!† she replied with closed to her body and pretended to shiver. Kate was observing her friend’s conversation when the incident happened. Kate then used a spoon to scoop ice from a bucket to a plastic cup. Once the plastic cup is full, she poured all the ice into another bucket. She also felt the ice with her hands and said, â€Å"Cold.† And put the ice back into the bucket. She also pretended to shiver after saying it. Instead of using a spoon, she then held the cup and scooped the ice from the bucket. I was amazed by the way she used the cup to scoop for more ice. I commented, â€Å"Wow Kate, you used the cup to scoop the ice!† Kate pointed to the cup, smiled and said, â€Å"Cup.† Few minutes passed, when I turn and looked at Kate, she was pouring the ice from one bucket to another bucket. This time round, I was astonished! She managed to find the fastest way to transfer the ice. Observation 3 Date: 4 August 2014 Child’s Name: John I moved the ball with my tricycle! Our school believed that the environment is the children’s third teacher. Thus, we have a large outdoor space for children to experience outdoor activities. The toddlers were having outdoor play in the morning. They were engaged in blowing bubbles, ball play and tricycle. While I was kicking balls with a group of children, one of the balls rolled under John tricycle. It seemed stuck. John was using his both feet to move the tricycle realized the ball went under his seat. He looked at me, waiting for me to say something. I asked him, â€Å"John, can you help to bring the ball back us?† So, he stood up and wanted to remove the ball from his tricycle but it seemed stuck. He went back on to his tricycle, bend down to attempt to get the ball but he still could not. With a few attempts, he realized that the ball moves along when the tricycle move! He used his both feet to propel and the ball moves forward. He was laughing, enjoying the moment as he moved along with his tricycle and ball. John transported the ball back to us with his tricycle. I was surprised by his actions. â€Å"Thank you John, you brought the ball back with your tricycle!† I said. â€Å"I like the way you used the tricycle to fetch it back, it was interesting!† I added â€Å"You are welcome!† John replied. Thereafter, John went to get a ball and began transporting the ball using the tricycle that he rode on. Loo Si Hui

The Film Camila :: movie films movies

Camila Camila is an Argentinean film set in the mid 19th century, during the Rosas regime. The film focuses on the lives of a young girl, Camila, and her Jesuit priest Ladislao Gutierrez. Camila and Ladisalo fall in love and the film follows their troubles. Through following the events that happen with Camila and Ladisalo, the director shows how restrictive and devout followers of Rosas were and of the resentment against him.   Ã‚  Ã‚  Ã‚  Ã‚  The unjust ways of the Rosas regime were illustrated passively. Instead of having Rosas a central character issuing orders to be carried out, Rosas was instead placed in the background of the film. You would see Rosas through the actions of the church, military, and of the common people. His picture adorned the towns, everyone was to wear a red ribbon symbolizing their loyalty to Rosas. His supporters spoke of him proudly while those against him had to hide in silence. To illustrate the inherent problems of the Rosas era, the director chose to show the injustices through the ordeals of Camila and Ladislao.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, in everyday life, Rosas demanded public showings of loyalty. Every citizen had to wear a bright red ribbon symbolizing their faith in their leader. Slaves, commoners, and even priests had to wear this ribbon. Through the execution of the bookseller, the tyranny of the Rosas regime is clear. He will tolerate to questions to his authority or allow anyone with a dissenting opinion to speak without fear of retribution. At the end of the film when the two young lovers are captured, Rosas rears his head again. Wishing to set an example to inspire terror into the masses, he doesn't hold Camilas execution even with the knowledge that she is pregnant. To further illustrate this point, the film makes it appear that Rosas is operating directly in contrast with the blessings of god.   Ã‚  Ã‚  Ã‚  Ã‚  While never specific in

The Test :: Original Writing Personal Narrative

My eyelids drooped as I poured yet another cup of coffee, so that I might stay awake long enough to study the last thousand pages or so in my notebook. Maybe it was just too much caffeine, but it seemed to me that the coffee machine was laughing at me, as it seemed to say â€Å"you’re hopeless, go to bed.† I had been studying for so long now that the few things I did know for certain at the beginning were now beginning to baffle me. Facts and figures jumbled together in one huge pile in my mind, useless dates and numbers that meant absolutely nothing to me in my exhausted state. â€Å"Why don’t you go to bed now, honey?† my mother asked kindly when she found me studying in the dim light in the living room. â€Å"It’s really late, and you have to get up early.† I groaned. Thanks for reminding me! a little voice screamed inside my head. Only four more hours and I’d have to get up for school, and here I was, absolutely clueless despite my efforts of cramming. â€Å"No, not yet,† I pleaded. â€Å"I’ll go to bed soon, I promise. I just want to go over this last little section.† Mom sighed, but nodded, flicking on another lamp for me on her way back to bed. â€Å"You’re going to ruin your eyes studying in the dark,† I heard her mumble as she left the room. Ruin my eyes? As though that was all I had to worry about! After I wrote my exam tomorrow, my life was going to be ruined! My chances of getting accepted into a decent college were gone out the window. I’d never get a decent job, and there was not a chance that I’d ever get married or have children. Who wanted to marry a failure? Visions of myself in thirty years, alone and impoverished, popped into my head. I could already see myself, sitting in my tiny one room apartment, spooning Kraft dinner out of a worn pot. My clothes were in tatters, and my only companion was a skinny stray cat I’d sneaked into the apartment. My phone would never ring, and there’d never be any letters for me in the mail. My family would disown me, my friends would forget me . . . yes, I decided, my life was most certainly ruined. Although I tried most diligently to stay awake, my efforts were in vain.

Can Detroit Make the Cars Customers Want? Essay

Ans: AutoNation is having a problem with inventory because of the culture of ordering a customized vehicle for a customer, but such an order usually adds six to eight weeks to the transaction. The customer who wants to buy on the spot must choose from cars on the lot that the manufacturer has already configured, priced, and shipped. Despite manufacturer incentives and rebates to entice customers to purchase, dealers often have a glut of new cars sitting in their lots for months at a time that no one wants to buy it. The swollen inventory and slow turnaround hurt dealers because they must borrow money to pay for the cars the manufacturers ship. This has also become a problem for auto manufacturers such as GM, Ford and Chrysler due to their manufacturing processes which are not set up to quickly change production models and have been geared toward optimizing the efficiency of the production plant. Again because of the frequent change in consumer tastes which can shift almost overnight as gasoline prices rise or fall, or as one automotive fashion fad gives way to another. This problem is impacting the business performance of AutoNation and of the auto manufacturers because of following reasons. 1. It has become imperative for the manufacturers to keep their plants running regardless of demand to pay for the rising costs of employee healthcare and pensions. What’s more, auto workers must be paid most of their salaries regardless of whether they are working, so manufacturers want them working all the time. 2. Losing market share to the Japanese and Koreans 3. Auto manufacturers are scrambling to revamp their product line up 4. The enlarged inventory and slow turnaround hurt dealers because they must borrow money to pay for the cars the manufacturers ship. 2. What pieces of data do AutoNation need to determine what cars to stock in each of its dealerships? How can it obtain these data? Ans: The following pieces of data AutoNation need to determine†¦ Preferences of car buyers Most popular configurations They put forth a major effort to consolidate the customer lists from its hundreds of dealerships. They uses proprietary analytic software as well as assistance from DME, a marketing firm with expertise in creating customized direct mail campaigns. 3. What is AutoNation’s solution to its problem? What obstacles must AutoNation overcome to implement its solution? Ans: They categorized their customers into groups with the help of DME and propriety analytical software and follow unique strategies for each category. They create sales pitches, service specials etc. for each group. In the past they tried to search for customers who want to buy the cars that they produced but now they are producing what customers looking for. And also AutoNation is trying to apply these principles of market intelligence to auto manufacturing. They use data mining techniques to determine the demand for each model and very accurate configurations of each model among thousands of possible variations that are most popular with buyers. With this they can focus on producing these vehicles in the numbers that the data dictate. Therefore they don’t have to keep unnecessary inventory. To auto manufacturing, the auto nation must overcome this problem such as the rising of gasoline price and the demand to the pay for the rising of cost employee healthcare and pensions. It will be effective enough to bring production in line with the customers demand. It can lower the rising cost of gasoline and makes the company revenue up to 90% total earn for selling branded cars. And also it will help them to compete with Japan and Korean car producers. They can determine the demand for each model and very accurate configurations of each model among thousands of possible variations that are most popular with buyers. MIS In Action Explore autonation.com, examining all of its features and capabilities. Then answer the following questions. 1. How does this Web site help AutoNation forge closer ties with customers and potential customers? Ans: The AutoNation web site offers vast experience in new and used car sales and service. They have a large selection of cars, trucks and SUVs on the web. That means that customers can easily find the vehicle that they want. It doesn’t only help the customers to find the right price. Using their web site, customers can explore car pricing options with a quick quote or by payment, then research reviews and compare new and used cars that fit their budget and needs, check available auto financing and leasing plans, and search AutoNation’s huge auto inventory to locate the car, truck or sports utility vehicle that customers like. Their dealers carry popular brands including Acura, Audi, Bentley, BMW, Buick, Cadillac, Chevy, Chrysler, Dodge, Ford, GMC, Honda, Hyundai, Infiniti, Isuzu, Jaguar, Jeep, Land Rover, Lexus, Lincoln, Mazda, Mercedes-Benz, Mercury, MINI, Mitsubishi, Nissan, Pontiac, Porsche, Saturn, Scion, Subaru, Toyota, Volkswagen and Volvo. Therefore customers have a vast collection to pick their choices. AutoNation’s dedicated sales force is available by email or telephone if customer has questions, need information or wish to complete their transaction online. Or, if customers prefer to visit one of AutoNation’s local auto dealerships, he/she can search for the closest dealership through this site. That is how they have ties with customers and potential customers. 2. What information could AutoNation collect from its Web site that would help it determine in which makes and models of cars are of most interest to potential buyers? Ans: †¢ What type of cars customers looking for (used/brand new) †¢ What is the brand that customers looking for †¢ Which model †¢ When the vehicle is designed †¢ If it is a used vehicle then mileage †¢ In what period of the year people buy more vehicles †¢ Usually how much a person spend on a vehicle †¢ What is the customer total income †¢ What type of customers buy which brand