Marketing database Essay Example | Topics and Well Written Essays - 250 words

Marketing database - Essay Example This is because profitability levels of different client differs, and thus being able to detect the most rewarding customers is essential. Based on the number of consumers under investigation, LTV can be carried out on the whole customer base or through segmentation (Hughes, 2014). Although the latter is more demanding, its more effective in analyzing clients. For royalty program, acquisition cost is considered as ‘sunk cost’, and thus not used in the calculation, as the customers are part of the current customer base. To effectively analyze the customers, analysis need to be executed at a group level using the test versus control situation approach. In this case, the tests are used to realize the loyalty program, an aspect not addressed by control. In this regard, for success to be realized, the lifetime value should be higher than the investment costs. Therefore, LPV is an efficient tool in evaluating the worthiness of a future royalty program (Rodgers & Peppers,

Political Typologies Essay Example for Free

Political Typologies Essay Liberal   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The political typology quiz categorized me under the liberal typology group. The liberal typology group belongs support the ideologies of Democrats. It is also the largest group among the nine typology groups. According to the quiz, the liberal group is open to several controversial issues that are the main themes and topics of debates and arguments. These issues include homosexuality, abortion, euthanasia, etc. A most recent controversial social issue involves stem cell research. However, even if the liberal typology group is part of the Democratic Party, it still has distinct values apart from other groups that also belong to the same party. One that is particular to the liberal group is their stand on war. The liberal group is supportive of diplomacy as a means of promoting peace with other countries. Liberalist groups do not believe that war is the answer to conflicts and disagreements. In addition to this, the group does not support anti-terrorist laws, specifically the Patriot Act, that the U.S. government is implementing. Other issues include espousing same sex marriages and advocating the protection and the preservation of the environment. Moreover, the group is also sympathetic to the concerns of immigrants and labor unions. I agree with the results of the quiz because as I was reading the ideologies of the liberal group, I find myself agreeing to them. I do not believe in war, and I do not want to support it. I think wars just cause more wars. Instead of resolving issues, it makes it even more complicated. A lot of innocent lives have been lost just because of simple disagreements that the higher-ups should resolve by talking in peace, compromising, and deciding what is best for the country and other countries as well. I also respect other people in that I believe they have a choice whether to engage in same sex marriages, abortion, support stem cell research, adhere to any religious doctrine or not, etc. I think everyone has the right to decide for themselves and choose whatever it is that they want to do in life, well, as long as they do not do harm to others or the environment. That is a different case. In addition, the issue about labor unions and immigrants is also something that I agree with. There is no competition when it comes to immigrants and employment. They were qualified to work in the country; therefore, there should be no question whether they do harm or good to the economy. Moreover, the rights and concerns of labor unions should be addressed. I think large businesses should pay attention to them and practice humanitarianism in the sense that they should think more of the people who work for them than the money that they earn because of them. Works Cited The Pew Research Center for the People and the Press. (2008). â€Å"Liberal.† Retrieved from The Pew Research Center for the People and the Press. 28 March 2008. http://typology.people-press.org/typology/results.php.

An Essay on Man :: Alexander Pope Religion Essays

An Essay on Man Alexander Pope's An Essay on Man is an attempt to vindicate, as Milton had attempted to justify, the ways of God to man. Both attempt to explain God to man, but come up with different conclusions. Milton states that man can overcome God's design through faith and decency. In contrast, Pope remarks that man must accept what life gives him without trying to change his fate. Milton seeks to "justify the ways of God to men" (Paradise Lost, 1.26) through example. Paradise Lost focuses on the fall of man and the consequences thereof. After the fall of man, Adam and Eve must endure their punishments, and achieve redemption. They can no longer live within the confines of Eden; but through faith and conviction they will persevere. God gives Adam and Eve free will and the use of reason. Although they choose poorly and are punished with the pains and sufferings of humanity, God allows Adam and Eve to live; though not as they were accustomed to in Paradise. They must live life as we know it; with its weaknesses, yearnings, inevitable defeats; but with the knowledge that they can overcome "To leave this Paradise, but shalt posses / A Paradise within thee, happier far" (Paradise Lost, 12.586-587). Similar to Milton, Pope tries to "vindicate the ways of God to man" (An Essay on Man, p. 2264.16), however he derives a different conclusion. Pope believes that "In pride, in reasoning pride, our error lies" (An Essay on Man, p. 2266.123). He sets out to demonstrate that no matter how imperfect and disturbingly evil the universe may appear; it is nonetheless a work of God and must be accepted "Then say not man's imperfect, Heaven in fault; / Say rather, man's as perfect as he ought" (An Essay on Man, p. 2265.69-70). It seems imperfect to us only because our perceptions are limited by our moral and intellectual capacity. His conclusion is "And, spite of pride, in erring reason's spite, / One truth is clear: Whatever is, is RIGHT" (An Essay on Man, p. 2270.291 - 292) that we must learn to accept our positions in the universe, in which we can, lead happy and virtuous lives.

Investigation into transition metals as catalysts Essay

Hydrogen peroxide decomposes slowly to form water and oxygen gas. Transition metal oxides will catalyse this reaction. A catalyst speeds up a reaction without being used up. The best catalyst for a reaction increases the rate of reaction the most. The rate of reaction can be measured by the amount of product formed divided by the time of the reaction. If 40 ml of oxygen were produced in 30 seconds (0. 5min), then the rate of reaction would be 80 ml/min. Planning- the apparatus available will be: 20 volume hydrogen peroxide solution (irritant), copper dioxide (harmful), iron oxide, manganese dioxide (harmful), spatulas, ele4ctronic balance, measuring cylinder, trough (water bath), stop watch, thistle funnel, delivery tube, bungs to take funnel and tube, boiling tubes. Safety Precautions   Wear goggles.   Make sure that the hydrogen peroxide does not make contact with skin and/or hair.   Wipe bench thoroughly after experiment. Variables Each catalyst should be tested twice, however the catalyst should be altered after each experiment. Constants. Volume/concentration of hydrogen peroxide (10cm3 of 20 vol. hydrogen peroxide + 10cm3 of water).   Amount of each catalyst (1g).   Time left for/intervals at which gas is measured (every 5 seconds for 50 seconds).   Same general apparatus. NB. Wash apparatus after each experiment. Measurements The volume of gas (oxygen) produced will be measured during each test at 5-second intervals- this will be done by measuring how much water is displaced in the measuring cylinder by the gas. Each catalyst will be tested twice, and the test will last for 50 seconds on each occasion. Results Manganese. Time (secs) Experiment 1 (vol. of Oxygen cm3) Experiment 2 (vol. of Oxygen cm3) Average (vol. Of Oxygen cm3) Copper Time (secs) Experiment 1 (vol. of Oxygen cm3) Experiment 2 (vol. of Oxygen cm3) Average (vol. Of Oxygen cm3)   Iron Time (secs) Experiment 1 (vol. of Oxygen cm3). Experiment 2 (vol. Of Oxygen cm3) Average (vol.Average rate of reaction Average rate= volume/time=†¦.. cm3/sec Manganese dioxide= 96/40= 2. 4 cm3/sec. Copper oxide= 27/50= 0. 54 cm3/sec. Iron dioxide= 27/50= 0. 54 cm3/sec. 20 vol. of hydrogen peroxide means that each cm3 gives off 20 cm3 of oxygen gas. We diluted it to 10 vol. Using water and so we would have expected 100 cm3 of oxygen. Hence manganese dioxide as well as being the best catalyst also caused more hydrogen peroxide to break down. Evaluation Although the results obtained were fairly good, there were quite a few problems during the experiment, which affected them. These were:   It was difficult to fill the measuring cylinder with water, as well as insert it into the trough (water bath) without any escaping and creating difficulties in measuring the gas produced.   The largest measuring cylinder was only 100 cm3. This was very relevant as one of the tests for manganese dioxide exceeded 100 cm3 in gas produced, therefore a larger cylinder was needed. The catalysts were very fine powders, which made it difficult to measure out exactly 1g.   When gas was being produced and coming off fast, it was difficult to read the measurements accurately as the surface of the water wasn’t steady. (It was also difficult when a gas bubble came up while the gas volume was being measured). In act to improve the experiment and thus make the results more accurate, the following could have been done: A wider measuring cylinder used so that gas being produced rapidly would not disturb the water surface as much, making the volume of gas easier to measure. A larger measuring cylinder used so that gas volumes exceeding 100 cm3 could be measured and therefore the results not interrupted with.   Repeat testing (i. e. 3 tests for each catalyst) carried out so that there is less room for error whilst obtaining results. This would also make them more reliable. When the results were obtained, there were some noticeable abnormalities i. e. anomalous results. These were; the measurement of gas after 5 seconds when testing iron dioxide, and the tests when using manganese dioxide. This was because when manganese dioxide was being tested, there were large differences in measurements at each time interval, therefore experimental errors must have occurred (after 40 seconds on the first test, the gas volume also exceeded 100 cm3, whilst in the second test this did not happen until after the 50 second limit). The other anomalous result was when testing iron dioxide, as after the first 5 seconds, there was a large difference in the volume of gas between the 2 tests carried out (30 cm3 : 20 cm3). The cause of these anomalous results is most likely related to the surface area of the catalyst in correlation with each test carried out i. e. the powdered catalyst may have been slanted up the boiling tube during one test, but not on the other, resulting in different surface areas. Shaking the boiling tube before each test and/or using a wider testing tube, could have however prevented this. From the results obtained, you can also not definitely state the best catalyst for his reaction, as all 31 transition metals were not tested. Therefore to extend this investigation to find the best catalyst for producing oxygen gas from hydrogen peroxide solution, all the transition metals could have been tested as well as repeat tested for verification. This, in conclusion, would have found the best catalyst for this particular reaction.   Daniel Powell. 10k. 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Word Order in a Noun Phrase and English Anaphors

WORD ORDER IN NP AND ENGLISH ANAPHORS Tereza Stifnerova The purpose of this essay is firstly to show the word order of a noun phrase (NP) and how the head noun of the NP can be post- and pre-modified, and secondly to focus on meaning of some examples of English anaphors and the distinctions between them and their Czech translations. The first part is going to aim on the internal structure of NPs. Complex nominal phrase consists of the pre-modifying elements, the head noun and the post-modifying elements.The so-called pre-modifiers can be divided into two groups: determiners and prenominals. We have to say that „determiners are obligatory and uniqueâ€Å" (Veselovska:86), and they have a specific place in the noun phrase – they are at the beginning. Among determiners we arrange also the possesives (my, your, etc. ). These two (determiners and possesives) are shown in (1). (1) a/the/my/mum’s mug Prenominals are the adjectives and secondary adjectives between the de terminers and the head noun.They are optional, which means they do not have to be in the NP, and they are recursive – it means they are not lined up in a very strict order, but there are some semantic features which affect the order. (2) a. the small old blue wooden box b. ? the wooden blue old small box c. small the old blue wooden box Post-modifiers, or postnominals, can also have a fixed or a relatively free order. Among elements of these category belong multiple prepositional phrases (3-4), verbs with infinitive or in the –ing form (5-6), clauses (relative clause) (7), complex adjectival phrases (8) and of-phrases (9). 3) (4) (5) (6) (7) (8) (9) the gift for Jane from Peter ? the gift from Peter to Jane a girl to watch the lector teaching history the gift which you gave me a girl [AP more beautiful than me ] the student of philology Except the last one, the others can be lined up after the head noun in a relatively free order. (10) a book of fairytales tied with a blue ribbon for my daughter As I said, the of-phrase has a fixed place in a word order of a NP – it has to follow the head noun immediately because it is adjacent to the noun. 11) a. an office of the teacher with the white door b. * an office with the white door of the teacher In the second part I am going to translate some examples of English anaphors into Czech and then discuss the meanings of them and I will also try to show the distinctions between English and Czech forms. Here are the examples in English: (a1) Theyi killed themk. (b1) Theyi killed themselvesi. (c1) Theyi killed each otheri. And the translation into Czech: (a2) Oni je zabili. (b2) Oni se zabili. (c2) Oni se zabili (navzajem).The example (a1) has the index i with the pronoun they and the index k with the accusative case of the pronoun they, which means that the pronoun they have a meaning of „peopleâ€Å", which are NOT the people included in the meaning of them, i. e. them has the so-called disjoin ed refference. The following examples (12), (13) and (14) show that in English the nominative and accusative cases of the pronoun they are used to mark different (groups of) people. (12) (13) (14) The thievesi killed themk. The thievesi killed the thievesk. *The thievesi killed the thievesi. the thieves ? them > they are not the same thieves so they cannot have the same index The example (b1) has the index i in both cases – it means that they and themselves includes the same people. Because themselves is a reflexive pronoun, we know that the group of people indicated in they is the same group of people as in themselves. In the example (c1) is shown the same as in the example (b1), although in this case the second pronoun is reciprocal so we know that the group of people included in they consists – in this case – of two people.It means that the first one killed the second one and conversely the second one killed the first one. It means that the reciprocals  ¾require the antecedent to be plural (the action or relation takes place between the members of the set, reciprocally). â€Å" (Veselovska:104) These anaphors in (b1) and (c1) are also called syntactic anaphors. „Syntactic anaphors have a hierarchically higher antecedent, which means they must be bound in the same clause, usually in the position of Subject or Agentâ€Å" (Veselovska:104) as in (15) and (16). (15) (16) We saw ourselves in the mirror. To educate oneself is a choice of every person. urselves > Subject oneself > Agent (of educating) In Czech it is different. The first example (a2) is very simple – the pronouns clearly state who killed whom. Oni killed je, which means one group of people killed the other one. The examples (b2) and (c2) are in Czech similar in form but different in meaning. Nevertheless, in the second case we can optionally add the word navzajem, so it would be more clear who killed whom but basically, the reflexive pronoun se is universal in Czech. BIBLIOGRAPHY Veselovska, Ludmila. A Course In English Morpho-Syntax. UP Olomouc, 2009