Saturday, November 16, 2019
Consumer Behavior When Purchasing A Car Marketing Essay
Consumer Behavior When Purchasing A Car Marketing Essay Imagine you are a consumer who is about to purchase a car. You may imagine it to be any consumer (male or female, in full time employment or student, married or single, old or young, rich or poor, children or no children, etc) but be sure to clearly state the personal characteristics you imagine this particular consumer to have. It may also be useful at this point to establish whether you are able to gain information on your imaginary chosen consumer (from sources such as Mintel) so that you have credible sources from which to base your report on. Please note that this consumer need not be you! Your report is expected to describe and explain the characteristics that affect consumer behaviour and outline the consumer decision-making process as it relates to purchasing a car for this consumer. You should also discuss the relevance of the decision-making process to Marketers of cars in general and provide recommendations of how they can influence the stages of the decision-making process. Introduction The term consumer behavior includes the customers of specific goods and the people using the goods. It is usually used to refer to any human market behavior and use of products and services. Today, consumer behaviour is a multidisciplinary science that investigates not only the consumer decision-making process and the acquisition of product, but also the further activities of the consumer after the purchase of the product, such as using, evaluating and rejecting the product or service (Blackwell et al. 2001). In the present essay, the theory of consumer behavior and the consumer decision-making process will be examined together with the example of a 35 year old woman, married with one kid, living in a big city that wants to buy a car. The main features of consumer behavior To better understand consumer behavior, it should be taken into account the factors that most influence the decision-making process. These factor are the following: Consumer Behavior Incentives According to the definition given by Wilkie (1994) people buy and consume goods to satisfy their needs and desires. It could be said that consumer behavior is a behavior motivated to meet specific goals, needs and desires. In most cases though not all of the consumer behavior, people buy and consume goods as a means to satisfy some of the needs material and sometimes emotional. It should be noted that consumers motives are not always obvious to third parties and as a result the use of theories and conduct of researches are necessary for better understanding of consumer behavior. In the present example, the woman wants a car to go to work, pick up kids from school and go to super-market. These are her stated needs. The car marketer should find out the emotional needs of the particular customer. A part of consumer behavior derives purely from functional motives), such as when someone buys bricks to build a house, buys a car to satisfy transportation needs while another part of his/her behavior is stimulated by selfexpressive motives (Wilkie, 1994:), as when someone buys a gift for to thank a family member or buy a car to satisfy his prestige needs. Blackwell et al.(2001),in contrast with this position argue that the needs of consumers should not be divided into two major categories, but in subcategories that should include and explain better the different consumer needs. Some of these needs are the physiological needs, the need for health and safety (as it is the case of the car safe travels), love and companionship, the need of financial resources, the need for pleasure, the need for the creation of the social image of the individual (buying a specific car brand to enhance personal prestige), the need of possessing (everybody has a car) and the need of information (Blackwe ll et al. 2001:233-245). At this point it should be mentioned that most consumer behaviors wish to fulfill more than one target or needs, thus not only talking about one motive, but about a group of motives which motivates consumer behavior. In the present example, the groups of motives are transportation, social image and possession needs. In addition, while some motives may be visible to consumers and third parties, others may be more difficult to determine, for example when the decisions that should be taken are more complex and closely linked to the feelings of the consumer. The activities of consumer behavior The act of consuming cannot be addressed unilaterally. It should be taken into account the thoughts, feelings, plans, decisions, markets and experiences accumulated by the act of consumption. Certainly, a researcher of purchasing behavior who focuses on the act of consumption and does not consider it globally, may omit other equally important activities (advertising, opinions of others, collection of information, evaluation of alternatives, purchase decision, type of payment, product use, etc.) that are contained within it and they are equally important. These activities can be distinguished into deliberate and coincidental. For example, the activity of the decision of buying a product can be described in most cases as a deliberate consumer behavior as it is the case of the car where the consumer has to plan in advance the car purchase. On the other hand, when a consumer visits a store to buy a specific product in mind, s/he sees a multitude of other goods and not a few times he can buy some of these without having a plan. Such consumer behavior may be classified as impulsive. This differentiation is particularly useful to researchers of consumer behavior and advertisers, who understand the mechanisms of behavior more comprehensively (Wilkie: 1994). The process of consumer behavior The concept of process which includes various activity stages is a very useful approach to better understand consumer behavior. This process has three stages. The first stage of the activities of pro- buying could include the actions to select the product which is followed by the second stage of purchase of the product and finally the third stage of the after-purchase, which includes actions such as the depreciation of the product. The activities before buying the car could be search at auto-magazines, advertisement exposure etc., whereas at the third stage there could be activities like the evaluation of technical service etc. The treatment of consumer behavior as a process, stresses the importance of the stages that precede and follow the one of the purchase (Wilkie 1994:17), and gives guidelines to analyze the reason why a consumer makes specific purchases. Diversification of consumer behavior Two elements that could differentiate the consumer behavior of the individual are the the time and complexity of the decision. Time refers to when the decision is taken and the duration of the completion of the process. Complexity refers, in turn, to the number of activities involved in making a decision but also to the difficulty of this decision. Buying a car is a complex decision since it involves product and price comparison, ways of payment etc. Since it is a complex decision it is also time consuming. Relating these two concepts, it is understood that the more complex a decision is, the more time is needed for the decision. It is understandable that the more complex a decision is the greater will be the activities of the pre-purchase. In the present case, the activities could be talking to friends, look at car magazines, go to car exhibitions etc. Many times, however, the consumer to avoid a possible delay, which may lead to a not so profitable market s/he has not seen offers for the product so s/he acts with less detail than he could. In other words, s/he tries to simplify the decision-making process in the following ways (Wilkie:1994): à ¢Ã¢â€š ¬Ã‚ ¢ The consumer is not always looking for the best purchase, but for a good acceptable purchase. à ¢Ã¢â€š ¬Ã‚ ¢ S/he is driven by information, advice and recommendations of third parties. The opinion of friends and family can play a significant role in the car buying decision. à ¢Ã¢â€š ¬Ã‚ ¢ S/he trusts brands and stores purchased in the past and has remained satisfied with them. The salesman should check the previous brands purchased by the customer. Several times, the process of satisfying needs, is confronted with the simplification of the decision making process. As for example, the purchase of a relatively cheap product which should have the required by the consumer quality standards. Many consumers face such dilemmas, maintaining an agility on the purchasing process, therefore they can take advantage of these situations. Roles and Consumer Behavior A consumer in the decision process and after having made the decision,may have more than one roles, for example s/he can be the person that affects the final decision of the purchaser or user (influencer). S/he could be practicing these three roles at the same time as when shopping alone or when shopping only for himself. Consumer behavior, may influenced by others, so the role of the individual who affects the final decision may be played by people of the individuals wider social environment a friend / the family or otherwise it could be the salesman. In the present example this woman could be influenced by her husband in her decision. Moreover the role of the user in many cases could not be the purchaser and / or influencer, but a third person who will use the product purchased. It is understandable, that the possible combinations of these three roles could be outnumbered by those already mentioned, depending on the consumer, the external environment but also his personality. The woman, for example, may be influenced by her husband but she has her own personality thus she may choose the car brand that is more suitable to her. The roles of consumers mentioned above are born through social interactions. Very few purchases are made driven solely by the ego consciously or subconsciously peoples decisions take always into account their social circle. It is also important to note that the roles change during the lifetime of the consumer. For example, a child rarely can be an influencer and even more rarely buyer. The purchases of a childless young man usually involve himself, and a consumer with children buys largely for his family and certainly is influenced by the needs of other family members as it is the case in the present example. Extrinsic factors and Consumer Behavior It is a fact that the consumer is influenced by his/her environment, a fact that highlights the ability to adapt to different circumstances, depending always on the needs that should be met. This exogenous influence impacts on the consumer decision-making process. These factors are: Culture refers to beliefs, values and opinions shared by members of the society where people live and has a catalytic effect on peoples behavior during their life by putting limits in peoples understanding on which products and services are acceptable. The subcultures, are groups of people who belong in the broader context of culture and share similar values and attitudes. A subculture could be working women with children Some examples are those of gender, ethnicity, race, age and religion. Also, the social class that someone belongs to is a factor that may influence consumer behavior (Pinson Jolibert: 1998). Like what is his/her job, income and education level that s/he has. One of the main factors affecting the purchasing behavior is the family. Especially in Mediterranean societies, where the family institution is still strong, people are influenced by consumer habits as children and later as adults. The social surroundings and the reference groups to which people belong is an equally important factor, since everyday conversations and contacts affect consumer habits. For example, if someone play sports, s/he will definitely be affected by the advice of his/her coach regarding his/her dietary habits and clothes preferences. The external conditions such as inflation and unemployment or an illness in the family are factors that will determine the amount to be spent to purchase a product and when it is best to purchase a specific commodity. The marketing environment in conjunction with the presence at mass media is an area that in recent decades has gained immense power of influence in todays consumer. For example, usually the ads aim to influence consumer for a particular product of a certain brand, while the factor culture does not suggest specific brands but more goods for consumption. As stated by Peter and Olson, (1998), culture influences consumer behavior, which in turn may enhance the formulation and development of culture. Conclusion In the present essay ÃŽÂ ±ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ »Ãƒ  Î ¸ÃƒÅ½Ã‚ ·ÃƒÅ½Ã‚ ºÃƒÅ½Ã‚ µ ÃŽÂ · ÃŽÂ ¸ÃƒÅ½Ã‚ µÃƒ †°Ãƒ  Î ¯ÃƒÅ½Ã‚ ± à „Î ·Ãƒ ‚ à ƒà †¦ÃƒÅ½Ã‚ ¼Ãƒ â‚ ¬ÃƒÅ½Ã‚ µÃƒ  Î ¹Ãƒ †Î ¿Ãƒ  Î ¬Ãƒ ‚ à „Î ¿Ãƒ †¦ ÃŽÂ ºÃƒÅ½Ã‚ ±Ãƒ „Π±ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ »Ãƒ †°Ãƒ „Π® ÃŽÂ ±ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ±Ãƒ †Î à  Î ¿ÃƒÅ½Ã‚ ½Ãƒ „Π±Ãƒ ‚ à „Î ·ÃƒÅ½Ã‚ ½ à ₠¬ÃƒÅ½Ã‚ µÃƒ  Î ¯Ãƒ â‚ ¬Ãƒ „à †°Ãƒ Æ’ÃŽÂ · ÃŽÂ ±ÃƒÅ½Ã‚ ³ÃƒÅ½Ã‚ ¿Ãƒ  Î ¬Ãƒ ‚ ÃŽÂ ±Ãƒ †¦Ãƒ „Π¿ÃƒÅ½Ã‚ ºÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ®Ãƒ „Π¿Ãƒ †¦. 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ÃŽÅ ¸ à  à ŒÎ »ÃƒÅ½Ã‚ ¿Ãƒ ‚ à „Î ·Ãƒ ‚ ÃŽÂ ´ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ±Ãƒ †Î ®ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ¹Ãƒ Æ’ÃŽÂ ·Ãƒ ‚ ÃŽÂ µÃƒÅ½Ã‚ ¯ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ¹ ÃŽÂ µÃƒ â‚ ¬ÃƒÅ½Ã‚ ¯Ãƒ Æ’ÃŽÂ ·Ãƒ ‚ à ƒÎ ·ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ½Ãƒ „Π¹ÃƒÅ½Ã‚ ºÃƒ Å’Ã ‚ ÃŽÂ ´ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ´ÃƒÅ½Ã‚ ¿ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ÃŽÂ ½ÃƒÅ½Ã‚ ¿Ãƒ †¦ à Œà „Î ¹ à ƒà „Î ¿ÃƒÅ½Ã‚ ½ ÃŽÂ ±ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ±Ãƒ â‚ ¬Ãƒ „à †¦ÃƒÅ½Ã‚ ³ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ÃŽÂ ½ÃƒÅ½Ã‚ ¿ ÃŽÂ ºÃƒ Å’Ã Æ’ÃŽÂ ¼ÃƒÅ½Ã‚ ¿ ÃŽÂ · ÃŽÂ ±ÃƒÅ½Ã‚ ³ÃƒÅ½Ã‚ ¿Ãƒ  Î ¬ ÃŽÂ µÃƒÅ½Ã‚ ½Ãƒ Å’Ã ‚ ÃŽÂ ±Ãƒ †¦Ãƒ „Π¿ÃƒÅ½Ã‚ ºÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ®Ãƒ „Π¿Ãƒ †¦ ÃŽÂ µÃƒÅ½Ã‚ ½Ãƒ „Π¬Ãƒ Æ’Ã Æ’ÃŽÂ µÃƒ „Π±ÃƒÅ½Ã‚ ¹ à ƒà „Î ·ÃƒÅ½Ã‚ ½ à †¦Ãƒ â‚ ¬ÃƒÅ½Ã‚ ¬Ãƒ  à †¡ÃƒÅ½Ã‚ ¿Ãƒ †¦Ãƒ Æ’ÃŽÂ ± ÃŽÂ ºÃƒÅ½Ã‚ ¿Ãƒ †¦ÃƒÅ½Ã‚ »Ãƒ „Π¿Ãƒ  à  Î ± ÃŽÂ ¿Ãƒ â‚ ¬Ãƒ Å’Ã „Πµ ÃŽÂ · ÃŽÂ ´ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ±Ãƒ †Î ®ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ¹Ãƒ Æ’ÃŽÂ · ÃŽÂ ¸ÃƒÅ½Ã‚ ± à †°ÃƒÅ½Ã‚ ¸ÃƒÅ½Ã‚ ®Ãƒ Æ’ÃŽÂ µÃƒÅ½Ã‚ ¹ à „Î ¿ÃƒÅ½Ã‚ ½ ÃŽÂ ºÃƒÅ½Ã‚ ±Ãƒ „Π±ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ »Ãƒ †°Ãƒ „Π® à ƒà „Î ·ÃƒÅ½Ã‚ ½ ÃŽÂ ±ÃƒÅ½Ã‚ ³ÃƒÅ½Ã‚ ¿Ãƒ  Î ¬ ÃŽÂ ¼ÃƒÅ½Ã‚ ¯ÃƒÅ½Ã‚ ±Ãƒ ‚ à ƒà †¦ÃƒÅ½Ã‚ ³ÃƒÅ½Ã‚ ºÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ºÃƒ  Î ¹ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ÃŽÂ ½ÃƒÅ½Ã‚ ·Ãƒ ‚ ÃŽÂ µÃƒ â‚ ¬Ãƒ †°ÃƒÅ½Ã‚ ½Ãƒ †¦ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ¯ÃƒÅ½Ã‚ ±Ãƒ ‚. 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(2002), Social identity as a useful perspective for self-conceptbased consumer research, Psychology and Marketing, Vol. 19 (3), March, pp. 235-266. à ¢Ã¢â€š ¬Ã‚ ¢ Rifkin, J (1996), ÃŽÂ ¤ÃƒÅ½Ã‚ ¿ à „Î Î »ÃƒÅ½Ã‚ ¿Ãƒ ‚ à „Î ·Ãƒ ‚ ÃŽÂ µÃƒ  Î ³ÃƒÅ½Ã‚ ±Ãƒ Æ’ÃŽÂ ¯ÃƒÅ½Ã‚ ±Ãƒ ‚ ÃŽÂ ºÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ¹ à „Î ¿ ÃŽÂ ¼ÃƒÅ½Ã‚ ÃŽÂ »ÃƒÅ½Ã‚ »ÃƒÅ½Ã‚ ¿ÃƒÅ½Ã‚ ½ à „Î ·Ãƒ ‚: ÃŽÂ · ÃŽÂ ´Ãƒ  à ƒÎ · à „Î ¿Ãƒ †¦ à ₠¬ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ³ÃƒÅ½Ã‚ ºÃƒ Å’Ã Æ’ÃŽÂ ¼ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ¿Ãƒ †¦ ÃŽÂ µÃƒ  Î ³ÃƒÅ½Ã‚ ±Ãƒ „Π¹ÃƒÅ½Ã‚ ºÃƒÅ½Ã‚ ¿Ãƒ  Î ´Ãƒ †¦ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ºÃƒÅ½Ã‚ ¿Ãƒ  Î ºÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ¹ à „Î ¿ à †¡ÃƒÅ½Ã‚ ¬Ãƒ  Î ±ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ± à „Î ·Ãƒ ‚ ÃŽÂ ¼ÃƒÅ½Ã‚ µÃƒ „Π¬ à „Î ·ÃƒÅ½Ã‚ ½ ÃŽÂ ±ÃƒÅ½Ã‚ ³ÃƒÅ½Ã‚ ¿Ãƒ  Î ¬ ÃŽÂ µÃƒ â‚ ¬ÃƒÅ½Ã‚ ¿Ãƒ †¡ÃƒÅ½Ã‚ ®Ãƒ ‚, ΑΠ¸ÃƒÅ½Ã‚ ®ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ±: ÃŽÂ £Ãƒ  Î ½ÃƒÅ½Ã‚ ¿Ãƒ  Î ±Ã‚ » Α.Α. ΆºÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ²ÃƒÅ½Ã‚ ¬ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ · à ¢Ã¢â€š ¬Ã‚ ¢ Roberts, A.J. and Manolis, C. (2000), Baby boomers and busters: an exploratory investigation of attitudes toward marketing advertising and consumerism, Journal of Consumer Marketing, Vol. 17, pp. 481-499. à ¢Ã¢â€š ¬Ã‚ ¢ Roberts, A.J. and Mays, W.A. (2003), Generation Y has compulsive buying genes, source: www.applesforhealth.com/Mentalhealth à ¢Ã¢â€š ¬Ã‚ ¢ Shoham, A. and Brencic, M. (2003), Compulsive buying behavior, Journal of Consumer Marketing, Vol. 20, No.2, pp. 127-138. à ¢Ã¢â€š ¬Ã‚ ¢ Solomon, M.R. (2002), Consumer behavior, Prentice-Hall, Englewood Cliffs, NJ. à ¢Ã¢â€š ¬Ã‚ ¢ Statt, D.A. (1997), Understanding the consumer: a psychological approach, Houndmills: Macmillan Business. à ¢Ã¢â€š ¬Ã‚ ¢ Stern, H. (1962), The significance of impulse buying today, Journal of Marketing, Vol. 26, April, pp. 59-63. à ¢Ã¢â€š ¬Ã‚ ¢ Toffler, A. (1970), Future shock, Toronto: Bantam Books. à ¢Ã¢â€š ¬Ã‚ ¢ Wicklund, R.A. and Gollwitzer, P.M. (1982), Symbolic self-completion, Hillsade, NJ: Erlbaum. à ¢Ã¢â€š ¬Ã‚ ¢ Wilkie, W.L. (1994), Consumer behavior, New York: John Wiley Sons. à ¢Ã¢â€š ¬Ã‚ ¢ Williams, T.G. (2002), Social class influences on purchase evaluation criteria, Journal of Consumer Marketing, Vol. 9, No.13, pp. 249-276. à ¢Ã¢â€š ¬Ã‚ ¢ Wood, M. (1998), Socio-economic status, delay of gratification and impulse buying, Journal of Economic Psychology, Vol. 19, pp. 295-320. à ¢Ã¢â€š ¬Ã‚ ¢ Woodruffe, H. (1997), Compensatory consumption: why women go shopping when they are fed up and other stories, Marketing Intelligence and Planning, Vol. 15/ 7, pp. 325-334.
Wednesday, November 13, 2019
Architecture: Hancock Tower vs Prudential Center Essay -- Urban Landsc
In the capital of financial services, two insurance buildings dominate Boston’s skyline. The Hancock Tower and the Prudential Center are structures that display the uneven change and the urban development that has occurred in this city over the course 19th century. Located in back bay these edifices work with the directionalities of their adjacent streets and the cultural history of the structures that surround them. Boston’s foundation was composed in a manner that designated and organized space. This creates the tension and contrast present in that between the two structures. The iconography that these structures have over the city is important. It represents a sense of the past as well as the purpose that the built environment has with a changing society. Even though these structures dominate so much of the skyline, they interact differently with the public. There is a physical boundary that separates the functionalities and interaction in which society can actively have with them. This essay will focus on the structural purpose in regard to the form following function of these skyscrapers and how they each demonstrate a design aspect that characterizes Boston through a visual perspective. The Prudential center is the second tallest structure present in Boston. Located in back bay and easy to access through public transit, the complex serves as a market for hundreds of shops and stores. This structure is a network of buildings and indoor walk ways that work as a unit to provide a very interactive system of circulation. This center directly focuses on the public, to the extent that it directs them through out a majority of the connected structures. Individuals are allowed to travel all the way through the center and up to t... ...in its vast entirety fit for a shopping or community center. But until then it will just rule the skyline as a commercial and private corporation. Works Cited Rubin, Elihu. Insuring the City: The Prudential Center and the Postwar Urban Landscape. New Haven: Yale UP, 2012. Print. Beagle, Jonathan. Boston: A Visual History. Watertown, MA: Charlesbridge, 2013. Print. "Famous properties: Boston's signature skyscraper." Journal of Property Management July-Aug. 2004: 8. Academic OneFile. Web. 29 Apr. 2014. O'Connor, Mickey. "Tempest in A Beanpot." Architecture Mar. 2001: 126. Academic OneFile. Web. 29 Apr. 2014. "Pei, I. M. (1917-)." Encyclopedia of World Biography. Detroit: Gale, 1998. Academic OneFile. Web. 29 Apr. 2014. Luberoff, David. "A better public square." Technology Review May-June 1984: 80+. Academic OneFile. Web. 29 Apr. 2014.
Monday, November 11, 2019
Southern United States
Miss Kriz Abby Mayo AP U. S. History 14 March 2013 New England and the South History has shown explicitly the differences between the colonies in the Northern and Southern regions of the United States. These differences were determined in the way that the east coast of the United States was settled by colonists. The colonists developed the New England, Middle, and Southern colonies separately. The most influential factor in determining what life in each region would be like was the geography of each region.The geography then determined the economy of each region, which led to political and social developments. The differences between the New England colonies and the Southern colonies were often drastic enough that one might consider them better off as completely different nations. This possibility resulted in America’s devastating Civil War in the first half of the 19th century. However, there were inevitably at least a few similarities between the North and the South; after a ll, both were governed by the same federal administration.Though they shared a few similar aspects, the New England colonies and the Southern colonies were unmistakably different, whether one examined their political, religious, economic, or social aspects. Politically, there were not as many noticeable differences between the North and the South as there were economically. The Northern colonies of New England developed from their conservative Puritan roots, which came from their original colonizers. The essential values of New Englanders were decency, equal rights, and moral duty.The Northern political sphere has typically been more influential in the federal government than Southern politicians, though things have never been â€Å"easy†for Northerners. Obviously Southern representatives and senators fought to make sure that southern values were not disregarded. From a Southern perspective, politics are about hierarchy, racial superiority (particularly white Protestant male s). They supported greater power for individual states, while Northerners wanted a stronger central, federal government. The two factions are essentially opposites, and proved fatally polarizing in the federal legislature throughout history.These differing values were most conflicting in the years before and during the Civil War, when they reached a climax. Religion is the reason that European colonists first came to America. The Pilgrims of the Mayflower sought religious freedom in the exotic, uncharted â€Å"new world. †From there, America blossomed into a very valuable breeding ground for colonies. The first American settlers in Massachusetts were strict Puritans. Their religion was the center of their lives. Their religious views influenced their political actions greatly.In the South, religion was much less important in daily life, though it still had a presence. Over time, it came to be known that Southerners were typically Protestant or Anglican. They depended on and advocated for slavery, because their economy depended it, but also because unlike the New England colonists, their religion did not discourage it or promote equal rights. It is commonly claimed that the real religion of the South was their plantations. Religion often determined certain political views, playing a major part as a contributor to American society as a whole.However, these contributions took many different forms in the Northern colonies versus the Southern colonies. Geographical advantages and disadvantages ultimately governed the development of the individual economies in the North and the South, despite the fact that both comprised a single nation. The diverse geographical nature of the continental United States helped define factions of political and social opinion, particularly in the 19th century. In New England, as it is today, the soil was rocky and difficult to farm. Therefore, New England colonists looked to other sources of economic prosperity.They are known fo r having used many of the abundant natural resources surrounding them, such as granite, coal, and iron ore. They used these raw materials and used them to create products such as steel, and in doing so, made the New England colonies known for an industrial economy. The industrialist Northerners then developed more business-like political views. In the thoroughly agricultural South, the economy depended completely on cotton and other agricultural products. The plantation owners needed slaves to work their land, and slaves became a vital part of Southern economy.When Northerners challenged the ethics of slavery, the Southerners fought back in order to conserve their global economic success. This conflict developed into the bloody American Civil War. However, soon, America became known as one of the world’s foremost economic powers, permitted by the cooperation of the New Englanders and the Southerners. Political, religious, and economic views created American social society in the colonies. Inevitably, social classes developed, and they did so differently in each region. The entirety of Northern society was based on religion.Therefore, social developments were also based on religion. Their industrialism combined with their strong religious devotion caused them to place high value on literacy and education. Schools began to develop in New York and soon spread out across the colonies. Some of the prominent Northern ideals were equality, ethics, morality, and equal treatment of all people. The South could not have been more different. Rather than religion, which was a relatively insignificant part of Southern society, the South developed a typical system of social classes. At the bottom, of course, were the slaves.Middle class whites followed, and the wealthy upper class of white plantation owners were at the top of the food chain. Americans typically supported the beliefs of the region in which they lived. To them, it was just their nature to think the way they did. The dramatic differences between the â€Å"nature†of the North and the â€Å"nature†of the South caused huge problems for America as one unified nation. There were a few similarities that the North and the South shared. After all, they were part of the same country, though many of the Southerners liked to believe otherwise.Both the North and the South relied on imports for many of their manufactured goods. The Northern colonies’ industry was blossoming, but had not reached the level that many European nations were at. Additionally, they each relied on exports to finance their economic development. Finally, American colonists from both regions had trouble with Indian relations at times. The settlers believed themselves better than Native Americansin general and didn’t hesitate to show the natives what they thought of them. They also shared a common hatred for the English during the very early days of colonization and during the Revolutionary Wa r.Though undeniable similarities existed between the Northern colonies of New England and the Southern Colonies, it is clear that the list of differences between them is much more extensive. These differences really did prove fatal for the 600,000+ Americans that died fighting for them during the Civil War. Today, it is taken for granted that all Americans share an equal nationalistic pride. There is no more division between North and South, after decades of arguing, fighting, and war trying to rescue it.
Saturday, November 9, 2019
Violence Involving Weapons
The Board of Education has removed the principal of the troubled Martin Luther King Jr. High School after a spate of violence involving weapons at the school. Most recently, on Friday, a student sneaked a knife into the bustling five-story building and threatened another student. The removal of the principal, Ronald Williams Wells, came almost three weeks after a crush of students, teachers and administrators dashed from the building and for cover in classrooms when a man shot two students in what appeared to be a dispute over a girl. The school is at West 66th Street and Amsterdam Avenue, a block from Lincoln Center. On Friday, two students were arrested after one student displayed a folding knife during an argument. He passed it to a second student after security officers arrived to break up the fight. The first student sneaked the knife into the building by passing it inside a book bag through the school's weapons scanner. Martin Luther King school officials did not call th! e Board of Education until hours later, said Catie Marshall. The Board of Education requires school administrators to call the board's emergency information center immediately after such incidents. During an investigation into the timing of the report, Tony Sawyer, the Manhattan high school superintendent, removed Mr. Wells Ms. Marshall said. The New York Post first reported the dismissal yesterday. Mr. Wells has been replaced by Steve Gutman, a 36-year veteran of the system who retired in September but came back to the board at Mr. Sawyer's request. Mr. Wells's new assignment has not been announced. After the Jan. 5 shootings, Mr. Wells came under criticism for not being at work. He was on duty with the National Guard that day. Schools Chancellor Harold O. Levy, who toured the building after the shooting, found that some people who were not enrolled in courses were carrying photo identification cards. The school has had its share of trouble in the nearly three decades since it opened. Efforts to improve the curriculum have faltered, and principals have quit. Next year, the school – which is large, with about 3,000 students – will be divided into two smaller academies. The removal of a principal cannot be seen as having fixed the problem,†said C. Virginia Fields, the Manhattan borough president, who is a member of the task force working to phase out the old school. â€Å"There is much work to be done. We need to address safety and security, as well as other concerns that have been raised, including academics and student selection. †My opinion on the whole thing is that the school made the right decision to remove the princible from the school. For one reason what if something happened again like Columbine. That would not be good.
Wednesday, November 6, 2019
The Beginning of a New Chapter Essay Example
The Beginning of a New Chapter Essay Example The Beginning of a New Chapter Essay The Beginning of a New Chapter Essay The beginning of a new chapter Life is a journey. Many unexpected events occur that brings us to the place we are at now. This event also makes us the person we are today. Some of these experiences are difficult, which builds our character. Some experiences help create our personality and the values we share in our lives. Having personal goals are very important to me. I strive daily by motivation and the passion I have to learn to be successful in everything I do. This will allow me to overcome the obstacles I might face that can lead me to the path of failure. Deciding to go back to school was not an easy decision. I have wanted to expand on my education for as long as I can imagine. Knowing that school is expensive and being a middle class citizen, I did not think that I could afford to go back to school. After talking to an Ashford, representative and he explained the financial aspect to college, I decided why not. I am not getting any younger. Having a better education will benefit me in the future. There are many reasons why I decided to return to school. Getting a better education and expanding my knowledge is the most important. I wanted to show my kids that it is never too late to learn and broaden the horizon to knowledge. Being a role model is one of the biggest goals I have set for myself. Knowing my kids understand that knowledge is the key to great success. Getting a better job is another reason I took the first step to bettering myself. I am tired of getting up early in the morning (2am) to go to a job that do not enjoy. My job is mentally and physically exhausting. When I arrive home, I am too tired to do anything else. I am working on a better time management, in order to accomplish everything. Furthering my education will lead to better job opportunities and widen the job choices. It is necessary to elaborate my knowledge for job satisfaction. Having a positive mind frame will help me overcome obstacles to be successful in completion of my degree program. Positive thinking leads to positive actions. Self-discipline is a good life lesson that will help me accomplish my educational goal. Managing my time to get assignments done will keep me on the path to success. Being confident in my work and doing my best will eliminate the road to failure. Returning to school has been a challenge and time consuming. Having my family as a support group has been beneficial to my educational goal. To achieve this goal, determination will lead me in the right direction to great success.
Monday, November 4, 2019
Leonardo da Vinci and Filippino Lippi Assignment
Leonardo da Vinci and Filippino Lippi - Assignment Example Da Vinci’s works are very distinctive. His lines are soft and clean, very detailed and life-like. He also uses cross hatching for shading. In his work, â€Å"Self Portrait c.1512 red chalk on paper†, his expert technique is also shown. The subject is supposed to be Leonardo da Vinci himself. It is a portrait of an old man, with the face tilted towards the third-quarter view. The subject is not facing the audience but one can see the expression in his eyes: solemn. Like most Renaissance artists then, his hair was long and he was bearded.The materials for this artwork are paper and red chalk. Like other da Vinci artworks, this illustration of a face of an old man (supposed to be himself), is anatomically perfect. The lines and wrinkles, up to the point that he looks to have lost his front teeth, is portrayed extremely well in the illustration. The lines are quite fine and light, and the shadowing was done by cross-hatching, which is very typical of da Vinci. Most scholars believe that this was also done by a left hand. Lippi was the illegitimate son of another painter, Fra Filippo Lippi. Under his father’s tutelage, he knew how to paint and illustrate. As with da Vinci, Lippi was also a master of anatomy. However, unlike da Vinci who was more scientific in nature (as in he invents, he engineers stuff, among other things), Lippi was more contracted and commission to work for churches as he made frescoes. His style echoed much of Boticelli’s style. In fact, some of his previous paintings have been signed, â€Å"A friend of Boticelli†.
Saturday, November 2, 2019
Comparison of Governmental Policies of India and China Regarding Essay
Comparison of Governmental Policies of India and China Regarding Economic Progress and Social Wellbeing - Essay Example This essay is one of the best examples of comparative economic analysis of the government involvement in promoting economic growth in China and India from 1950s to 2010s. Efforts to improve the social, economic and political systems in the countries around the world lies on the hands of the political leaders representing these sovereign states. However, this responsibility does not lie solely on one specific regime of leadership. Instead, it depends on the historical context of issues and policies that a series of governments in the countries put into place. The most successful economies around the globe affiliate their economic stability with the strategic devoted participation of the past government institutions in the countries’ history. Perfect examples of countries with improved economic status are China and India. However, the extents and strategies employed in these states differ. Similarly, the social well-being of the citizens of each of the named countries differ substantially. China and India have long economic histories. A series of challenges posed by the international economic forces may have played a paramount role in the development of counter-strategies in the two countries. Chinese government has been very active in ensuring that the social welfare of the citizens becomes a priority. For instance, the Indian government facilitated the slow progress of the economy despite increased propositions by renowned economies. The rate at which two governments facilitated industrial development differs substantially.
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