The document discusses how to transform sentences containing comparatives while maintaining the original meaning. It provides examples of transforming positive sentences into comparative or superlative forms through small changes like replacing "as" with "than" or adding qualifiers like "most" or "one of." The transformations can result in either negative or affirmative sentences depending on the nature of the original sentence.
"Reduced adverb clauses include present or past participles with or without prepositional (or adverbial) phrases and/or adverb clause markers, external/peripheral to the independent clause structure, for example, The professor looked at me, smiling broadly, or While walking to class that night, I noticed this poster, or After releasing her first CD, she made a hit movie. With full or reduced adverb clauses, the independent clause retains its structure and meaning if the subordinate construction is completely omitted. In academic texts, reduced adverb clauses integrate information compactly, while retaining the meanings and functions of full adverb clauses.
Reduced relative clauses refer to the shortening of a relative clause which modifies the subject of a sentence. Reduced relative clauses can modify the subject NOT the object of a sentence. Let's quickly review relative clauses to learn more. Once you understand the rules, take the reduced relative clauses quiz to test your understanding. Relative clauses, also known as adjective clauses, modify nouns much like adjectives.
tense and the importance of verb in a sentence that tells us about what tense is it?
To add a little more detail, I wish to add herein that English has only two kinds of tenses. These are Past and Non- Past tense. This non-past tense includes both the present and the future tense. Yet there are certain languages which do not have tenses. They are called Tenseless languages.
The document provides questions to consider when revising word choice, verb tense, and punctuation in a surface revision of a document. It suggests checking for correct spelling, word forms, repetition, and transitions in word choice. For verb tense, it recommends ensuring subject-verb agreement, consistent tenses, and verb variety. Regarding punctuation, it prompts reviewing complete sentences, comma splices, quotation marks, semicolons, and colons.
The document discusses how stressing different words in a sentence can change the meaning of the sentence in English. It provides the example sentence "I don't think he should get the job" and shows how stressing different words like "I", "don't", "think", "he", "should", or "get" produces different meanings. It then gives an exercise asking the reader to say the sentence "I said she might consider a new haircut" stressing different words and matching it to possible meanings to illustrate how word stress impacts understanding.
The document discusses the requisites of proper sentence construction in English. It outlines that a sentence must have meaning and convey a message clearly without ambiguity. English sentences typically follow a subject-verb-object structure, though this can vary by sentence type. Sentences should avoid odd word orders that change the meaning. There are different tenses, types of sentences, and structures sentences can take, and sentences can be transformed while keeping the same meaning. The document provides examples and exercises for learners to practice these concepts of sentence construction.
This document discusses direct and indirect speech. Direct speech uses quotation marks to report the exact words spoken, while indirect speech does not have to be word-for-word and does not use quotation marks unless reporting exactly. When changing statements, questions, exclamations or imperatives to indirect speech, verbs change to the past tense and other modifications may occur such as changing pronouns, adverbs of time and place, and the type of verb used depending on the sentence type. Examples are provided to illustrate how direct speech is changed to indirect speech based on these rules.
This document discusses reporting speech, including the differences between direct and reported speech. It explains that when changing direct speech to reported speech, you may need to change pronouns, tenses, places, times or other expressions depending on the type of sentence - statement, question, request or command. For statements and questions, pronouns, tenses, places and times may need to change. For requests and commands, pronouns, places and times may change but tense is not relevant. Other transformations like advice are usually reported using 'advise' or 'urge' while suggestions can be reported using a gerund or statement with 'should'.
The document discusses how to transform sentences containing comparatives while maintaining the original meaning. It provides examples of transforming positive sentences into comparative or superlative forms through small changes like replacing "as" with "than" or adding qualifiers like "most" or "one of." The transformations can result in either negative or affirmative sentences depending on the nature of the original sentence.
"Reduced adverb clauses include present or past participles with or without prepositional (or adverbial) phrases and/or adverb clause markers, external/peripheral to the independent clause structure, for example, The professor looked at me, smiling broadly, or While walking to class that night, I noticed this poster, or After releasing her first CD, she made a hit movie. With full or reduced adverb clauses, the independent clause retains its structure and meaning if the subordinate construction is completely omitted. In academic texts, reduced adverb clauses integrate information compactly, while retaining the meanings and functions of full adverb clauses.
Reduced relative clauses refer to the shortening of a relative clause which modifies the subject of a sentence. Reduced relative clauses can modify the subject NOT the object of a sentence. Let's quickly review relative clauses to learn more. Once you understand the rules, take the reduced relative clauses quiz to test your understanding. Relative clauses, also known as adjective clauses, modify nouns much like adjectives.
tense and the importance of verb in a sentence that tells us about what tense is it?
To add a little more detail, I wish to add herein that English has only two kinds of tenses. These are Past and Non- Past tense. This non-past tense includes both the present and the future tense. Yet there are certain languages which do not have tenses. They are called Tenseless languages.
The document provides questions to consider when revising word choice, verb tense, and punctuation in a surface revision of a document. It suggests checking for correct spelling, word forms, repetition, and transitions in word choice. For verb tense, it recommends ensuring subject-verb agreement, consistent tenses, and verb variety. Regarding punctuation, it prompts reviewing complete sentences, comma splices, quotation marks, semicolons, and colons.
The document discusses how stressing different words in a sentence can change the meaning of the sentence in English. It provides the example sentence "I don't think he should get the job" and shows how stressing different words like "I", "don't", "think", "he", "should", or "get" produces different meanings. It then gives an exercise asking the reader to say the sentence "I said she might consider a new haircut" stressing different words and matching it to possible meanings to illustrate how word stress impacts understanding.
The document discusses the requisites of proper sentence construction in English. It outlines that a sentence must have meaning and convey a message clearly without ambiguity. English sentences typically follow a subject-verb-object structure, though this can vary by sentence type. Sentences should avoid odd word orders that change the meaning. There are different tenses, types of sentences, and structures sentences can take, and sentences can be transformed while keeping the same meaning. The document provides examples and exercises for learners to practice these concepts of sentence construction.
This document discusses direct and indirect speech. Direct speech uses quotation marks to report the exact words spoken, while indirect speech does not have to be word-for-word and does not use quotation marks unless reporting exactly. When changing statements, questions, exclamations or imperatives to indirect speech, verbs change to the past tense and other modifications may occur such as changing pronouns, adverbs of time and place, and the type of verb used depending on the sentence type. Examples are provided to illustrate how direct speech is changed to indirect speech based on these rules.
This document discusses reporting speech, including the differences between direct and reported speech. It explains that when changing direct speech to reported speech, you may need to change pronouns, tenses, places, times or other expressions depending on the type of sentence - statement, question, request or command. For statements and questions, pronouns, tenses, places and times may need to change. For requests and commands, pronouns, places and times may change but tense is not relevant. Other transformations like advice are usually reported using 'advise' or 'urge' while suggestions can be reported using a gerund or statement with 'should'.
Direct speech uses quotation marks to indicate the exact words spoken by a person. It requires a new line for each new speaker and capitalizes the first word of each quotation. Indirect or reported speech does not use quotation marks and changes verbs and pronouns to reflect when the words were spoken rather than the exact words. It summarizes the key details on using quotation marks, capitalization, punctuation and verb tense changes between direct and reported speech.
The document provides tips for integrating direct quotations into a persuasive paper, including: only using quotations that add credibility, varying sentence patterns, and not using quotes just to lengthen the paper. It also outlines how to format different types of quotations, such as short quotes of 4 lines or less versus long block quotes of more than 4 lines. Long quotes should be indented and include the page number or author's last name in parentheses after the closing punctuation.
1) Reported or indirect speech is used to report what another person has said without using their exact words.
2) When transforming direct speech into reported speech, certain changes may need to be made depending on if it is a statement, question, or request. Specifically, pronouns, verbs, place/time expressions, and tenses may need to be changed.
3) For questions, the question must be changed into an indirect question and use "whether" or "if".
Punctuation is important in academic writing to avoid confusing readers and hindering understanding. This document explains the proper uses of various punctuation marks, including colons, semicolons, commas, hyphens, dashes, and apostrophes. Colons can introduce ideas, lists, and quoted material. Semicolons join closely related independent clauses or are used in complicated lists. Commas separate elements in a list or introduce clauses. Hyphens join prefix-noun or adjective combinations. Dashes set off groups of words, while apostrophes show possession. Mastering punctuation avoids ambiguity and improves clarity.
The document provides rules for using colons in writing. It states that colons introduce elements that expand on or further explain the preceding statement. There are four main rules: 1) use a colon to introduce a list after a complete clause, 2) use a colon between two complete clauses when the second clause explains the first, 3) use a colon to link a quote that interprets a preceding clause, and 4) use a colon between an independent clause and appositive. The document also lists common errors to avoid, such as using colons between verbs and objects or after phrases like "such as".
Understanding and Correcting Common Writing Errors Pt. I Grammar and Punctuationtvandamericanculture
This document provides an overview of common grammar, punctuation, and syntax issues in writing. It defines phrases and clauses, describing independent and dependent clauses. It also discusses essential and non-essential phrases/clauses. Additionally, it covers sentence types (simple, compound, complex, compound-complex), punctuation (semicolons, colons), plural/possessive forms, run-on sentences, sentence fragments, conjunctions, and comma usage. Key questions for evaluating writing are presented.
This document provides an overview of Module 3 Topic 1 on sentence structure. It discusses the three basic types of sentences: simple sentences, compound sentences, and complex sentences. Simple sentences contain one subject-verb pair, compound sentences contain at least two independent clauses joined by a coordinating conjunction, and complex sentences contain one independent clause and one or more dependent clauses. The document defines what constitutes a clause and provides examples of each sentence type to illustrate the differences between them. It emphasizes the importance of being able to identify coordinating conjunctions and subordinating conjunctions to properly write sentences.
A sentence fragment is an incomplete sentence that lacks either a subject, predicate, or does not communicate a complete thought. Examples of fragments include "Saw that it was time to leave" which lacks a subject and "The king and all his men" which lacks a predicate. Dependent clauses like "Before the test began" and "As soon as you get home" are also fragments because a clause cannot stand alone as a sentence. To fix fragments, an independent clause must be added to form a complete sentence.
The document provides examples of differentiated group work and scaffolding techniques for students. It suggests assigning different roles to group members, such as summarizer, analyst, and contextualizer. It also gives examples of open-ended questions teachers can ask students who are stuck, such as "What could you do to help yourself?". Additionally, the document advises that scaffolding and modeling tasks is important for students at all levels, including A-Level students. It provides tips for writing analytical paragraphs, such as using a topic sentence and embedding quotes with terminology.
This document discusses adjectival clauses. It begins by defining an adjectival clause as a dependent clause that is used as an adjective within a sentence. It notes that adjectival clauses describe nouns and answer questions like "which one" or "what kind". The document then discusses the different types of relative pronouns that can introduce adjectival clauses and provides examples. It distinguishes between restrictive/essential adjectival clauses, which provide necessary information, and nonrestrictive/nonessential clauses, which provide extra information. The document concludes with exercises asking the reader to identify adjectival clauses in sentences and complete sentences with appropriate adjectival clauses.
This document provides definitions and examples of modifiers including adjectives, adverbs, and prepositions. It begins by asking students if they can define modifiers and then provides definitions for each part of speech. Examples are given for how each modifies nouns, verbs, adjectives, and other adverbs. Students are instructed to complete worksheets practicing identifying adjectives, adverbs, and prepositional phrases. The document aims to teach parts of speech that serve as modifiers.
The document discusses different types of sentence fragments. There are 7 types: subordinate clause fragments, infinitive phrase fragments, afterthought fragments, lonely verb fragments, appositive fragments, participle phrase fragments, and intentional fragments. Each type is defined and an example is provided. The document also provides a strategy for identifying fragments by reading writing backwards.
This document discusses sentence fragments and how to identify and correct them. It defines what constitutes a complete sentence and different types of sentence structures. Fragments are defined as incomplete sentences that are missing a subject, verb, or complete thought. The document provides examples of various fragment types and gives three methods for correcting fragments: attaching them to the previous or following sentence, or adding a subject or verb to make the fragment a complete thought. Readers are asked to identify fragments in sample sentences and rewrite a paragraph written in fragments using complete sentences.
This document discusses language testing concepts including cloze procedure, probes, and modality testing.
[1] Cloze procedure involves removing words from a text and having test-takers insert the correct words to complete the passage and show their understanding of vocabulary and grammar. An example cloze procedure test item is provided.
[2] Modality testing examines a writer or speaker's attitude through their use of modal words expressing certainty, possibility, obligation, and other attitudes. Examples of modal test items are given.
[3] Probes are designed as controlled in-depth interviews to help teachers understand how readers engage with text and determine what specific teaching is required. An example of a probes test is requested but
L#5 sentences which cannot be changed into passive voiceAbdul Sami
The document discusses types of sentences that cannot be changed to the passive voice. It states that sentences in the present perfect continuous, past perfect continuous, and future perfect continuous tenses cannot be changed. Additionally, sentences with intransitive verbs, which do not require an object, also cannot be changed to the passive voice as they have no object to become the subject. Examples of intransitive verbs like "laugh", "sleep", and "go" are provided to illustrate this.
The document provides instructions for a writing assignment. Students are asked to write two paragraphs: one describing their future career goals and interests to the English department faculty, and another to a Canadian university student. They are advised to write between 200-300 words total and experiment with complex sentences. The document then reviews sentence structure, including sentence bases, expansion through coordination, subordination and participial/absolute phrases. It provides examples and exercises for students to practice sentence combining.
There are eight parts of speech in
the English language: noun,
pronoun, verb, adjective, adverb,
preposition, conjunction, and
interjection. The part of speech
indicates how the word functions
in meaning as well as
grammatically within the
sentence.
This document discusses sentence structure and the different types of sentences. It defines what a sentence, clause, and word groups are. There are three types of sentences: simple sentences with one independent clause, compound sentences with at least two independent clauses joined with coordinating conjunctions, and complex sentences with one independent clause and one or more dependent clauses. The document also covers coordination and subordination as ways to combine clauses into more complex sentences.
Rai University provides high quality education for MSc, Law, Mechanical Engineering, BBA, MSc, Computer Science, Microbiology, Hospital Management, Health Management and IT Engineering.
The document discusses various types of retailers including specialty stores, department stores, supermarkets, convenience stores, and discount stores. It then covers marketing decisions for retailers related to target markets, product assortment, store services, pricing, promotion, and store location. The document also discusses wholesaling, including the functions of wholesalers, types of wholesalers, and marketing decisions faced by wholesalers.
This document discusses marketing channels and channel management. It defines marketing channels as sets of interdependent organizations that make a product available for use. Channels perform important functions like information gathering, stimulating purchases, negotiating prices, ordering, financing inventory, storage, and payment. Channel design considers customer expectations, objectives, constraints, alternatives that are evaluated. Channel management includes selecting, training, motivating, and evaluating channel members. Channels are dynamic and can involve vertical, horizontal, and multi-channel systems. Conflicts between channels must be managed to balance cooperation and competition.
The document discusses integrated marketing communication and its various elements. It defines integrated marketing communication as combining different communication modes like advertising, sales promotion, public relations, personal selling, and direct marketing to provide a complete communication portfolio to audiences. It also discusses the communication process and how each element of the marketing mix communicates to customers. The document provides details on the key components of an integrated marketing communication mix and how it can be used to build brand equity.
Direct speech uses quotation marks to indicate the exact words spoken by a person. It requires a new line for each new speaker and capitalizes the first word of each quotation. Indirect or reported speech does not use quotation marks and changes verbs and pronouns to reflect when the words were spoken rather than the exact words. It summarizes the key details on using quotation marks, capitalization, punctuation and verb tense changes between direct and reported speech.
The document provides tips for integrating direct quotations into a persuasive paper, including: only using quotations that add credibility, varying sentence patterns, and not using quotes just to lengthen the paper. It also outlines how to format different types of quotations, such as short quotes of 4 lines or less versus long block quotes of more than 4 lines. Long quotes should be indented and include the page number or author's last name in parentheses after the closing punctuation.
1) Reported or indirect speech is used to report what another person has said without using their exact words.
2) When transforming direct speech into reported speech, certain changes may need to be made depending on if it is a statement, question, or request. Specifically, pronouns, verbs, place/time expressions, and tenses may need to be changed.
3) For questions, the question must be changed into an indirect question and use "whether" or "if".
Punctuation is important in academic writing to avoid confusing readers and hindering understanding. This document explains the proper uses of various punctuation marks, including colons, semicolons, commas, hyphens, dashes, and apostrophes. Colons can introduce ideas, lists, and quoted material. Semicolons join closely related independent clauses or are used in complicated lists. Commas separate elements in a list or introduce clauses. Hyphens join prefix-noun or adjective combinations. Dashes set off groups of words, while apostrophes show possession. Mastering punctuation avoids ambiguity and improves clarity.
The document provides rules for using colons in writing. It states that colons introduce elements that expand on or further explain the preceding statement. There are four main rules: 1) use a colon to introduce a list after a complete clause, 2) use a colon between two complete clauses when the second clause explains the first, 3) use a colon to link a quote that interprets a preceding clause, and 4) use a colon between an independent clause and appositive. The document also lists common errors to avoid, such as using colons between verbs and objects or after phrases like "such as".
Understanding and Correcting Common Writing Errors Pt. I Grammar and Punctuationtvandamericanculture
This document provides an overview of common grammar, punctuation, and syntax issues in writing. It defines phrases and clauses, describing independent and dependent clauses. It also discusses essential and non-essential phrases/clauses. Additionally, it covers sentence types (simple, compound, complex, compound-complex), punctuation (semicolons, colons), plural/possessive forms, run-on sentences, sentence fragments, conjunctions, and comma usage. Key questions for evaluating writing are presented.
This document provides an overview of Module 3 Topic 1 on sentence structure. It discusses the three basic types of sentences: simple sentences, compound sentences, and complex sentences. Simple sentences contain one subject-verb pair, compound sentences contain at least two independent clauses joined by a coordinating conjunction, and complex sentences contain one independent clause and one or more dependent clauses. The document defines what constitutes a clause and provides examples of each sentence type to illustrate the differences between them. It emphasizes the importance of being able to identify coordinating conjunctions and subordinating conjunctions to properly write sentences.
A sentence fragment is an incomplete sentence that lacks either a subject, predicate, or does not communicate a complete thought. Examples of fragments include "Saw that it was time to leave" which lacks a subject and "The king and all his men" which lacks a predicate. Dependent clauses like "Before the test began" and "As soon as you get home" are also fragments because a clause cannot stand alone as a sentence. To fix fragments, an independent clause must be added to form a complete sentence.
The document provides examples of differentiated group work and scaffolding techniques for students. It suggests assigning different roles to group members, such as summarizer, analyst, and contextualizer. It also gives examples of open-ended questions teachers can ask students who are stuck, such as "What could you do to help yourself?". Additionally, the document advises that scaffolding and modeling tasks is important for students at all levels, including A-Level students. It provides tips for writing analytical paragraphs, such as using a topic sentence and embedding quotes with terminology.
This document discusses adjectival clauses. It begins by defining an adjectival clause as a dependent clause that is used as an adjective within a sentence. It notes that adjectival clauses describe nouns and answer questions like "which one" or "what kind". The document then discusses the different types of relative pronouns that can introduce adjectival clauses and provides examples. It distinguishes between restrictive/essential adjectival clauses, which provide necessary information, and nonrestrictive/nonessential clauses, which provide extra information. The document concludes with exercises asking the reader to identify adjectival clauses in sentences and complete sentences with appropriate adjectival clauses.
This document provides definitions and examples of modifiers including adjectives, adverbs, and prepositions. It begins by asking students if they can define modifiers and then provides definitions for each part of speech. Examples are given for how each modifies nouns, verbs, adjectives, and other adverbs. Students are instructed to complete worksheets practicing identifying adjectives, adverbs, and prepositional phrases. The document aims to teach parts of speech that serve as modifiers.
The document discusses different types of sentence fragments. There are 7 types: subordinate clause fragments, infinitive phrase fragments, afterthought fragments, lonely verb fragments, appositive fragments, participle phrase fragments, and intentional fragments. Each type is defined and an example is provided. The document also provides a strategy for identifying fragments by reading writing backwards.
This document discusses sentence fragments and how to identify and correct them. It defines what constitutes a complete sentence and different types of sentence structures. Fragments are defined as incomplete sentences that are missing a subject, verb, or complete thought. The document provides examples of various fragment types and gives three methods for correcting fragments: attaching them to the previous or following sentence, or adding a subject or verb to make the fragment a complete thought. Readers are asked to identify fragments in sample sentences and rewrite a paragraph written in fragments using complete sentences.
This document discusses language testing concepts including cloze procedure, probes, and modality testing.
[1] Cloze procedure involves removing words from a text and having test-takers insert the correct words to complete the passage and show their understanding of vocabulary and grammar. An example cloze procedure test item is provided.
[2] Modality testing examines a writer or speaker's attitude through their use of modal words expressing certainty, possibility, obligation, and other attitudes. Examples of modal test items are given.
[3] Probes are designed as controlled in-depth interviews to help teachers understand how readers engage with text and determine what specific teaching is required. An example of a probes test is requested but
L#5 sentences which cannot be changed into passive voiceAbdul Sami
The document discusses types of sentences that cannot be changed to the passive voice. It states that sentences in the present perfect continuous, past perfect continuous, and future perfect continuous tenses cannot be changed. Additionally, sentences with intransitive verbs, which do not require an object, also cannot be changed to the passive voice as they have no object to become the subject. Examples of intransitive verbs like "laugh", "sleep", and "go" are provided to illustrate this.
The document provides instructions for a writing assignment. Students are asked to write two paragraphs: one describing their future career goals and interests to the English department faculty, and another to a Canadian university student. They are advised to write between 200-300 words total and experiment with complex sentences. The document then reviews sentence structure, including sentence bases, expansion through coordination, subordination and participial/absolute phrases. It provides examples and exercises for students to practice sentence combining.
There are eight parts of speech in
the English language: noun,
pronoun, verb, adjective, adverb,
preposition, conjunction, and
interjection. The part of speech
indicates how the word functions
in meaning as well as
grammatically within the
sentence.
This document discusses sentence structure and the different types of sentences. It defines what a sentence, clause, and word groups are. There are three types of sentences: simple sentences with one independent clause, compound sentences with at least two independent clauses joined with coordinating conjunctions, and complex sentences with one independent clause and one or more dependent clauses. The document also covers coordination and subordination as ways to combine clauses into more complex sentences.
Rai University provides high quality education for MSc, Law, Mechanical Engineering, BBA, MSc, Computer Science, Microbiology, Hospital Management, Health Management and IT Engineering.
The document discusses various types of retailers including specialty stores, department stores, supermarkets, convenience stores, and discount stores. It then covers marketing decisions for retailers related to target markets, product assortment, store services, pricing, promotion, and store location. The document also discusses wholesaling, including the functions of wholesalers, types of wholesalers, and marketing decisions faced by wholesalers.
This document discusses marketing channels and channel management. It defines marketing channels as sets of interdependent organizations that make a product available for use. Channels perform important functions like information gathering, stimulating purchases, negotiating prices, ordering, financing inventory, storage, and payment. Channel design considers customer expectations, objectives, constraints, alternatives that are evaluated. Channel management includes selecting, training, motivating, and evaluating channel members. Channels are dynamic and can involve vertical, horizontal, and multi-channel systems. Conflicts between channels must be managed to balance cooperation and competition.
The document discusses integrated marketing communication and its various elements. It defines integrated marketing communication as combining different communication modes like advertising, sales promotion, public relations, personal selling, and direct marketing to provide a complete communication portfolio to audiences. It also discusses the communication process and how each element of the marketing mix communicates to customers. The document provides details on the key components of an integrated marketing communication mix and how it can be used to build brand equity.
Pricing is a key element in determining the profitability and success of a business. The price must be set correctly - if too high, demand may decrease and the product may be priced out of the market, but if too low, revenue may not cover costs. Pricing strategies should consider the product lifecycle stage, costs, competitors, and demand factors. Common pricing methods include penetration pricing for new products, market skimming for premium products, value pricing based on perceived worth, and cost-plus pricing which adds a markup to costs. Price affects demand through price elasticity, with elastic demand more sensitive to price changes.
The document discusses various aspects of branding such as definitions of a brand, brand positioning, brand name selection, brand sponsorship, brand development strategies like line extensions and brand extensions, challenges in branding, importance of packaging, labeling, and universal product codes. It provides examples of well-known brands and analyzes their branding strategies. The key points covered are creating emotional value for customers, building relationships and loyalty, using brands to project aspirational lifestyles and values to command premium prices.
This document outlines the key stages in the new product development (NPD) process. It begins with generating ideas for new products, which can come from internal or external sources. Ideas are then screened using criteria like market size and development costs. Successful concepts are developed and test marketed to customers. If testing goes well, the product proceeds to commercialization with a full market launch. The NPD process helps companies focus their resources on projects most likely to be rewarding and brings new products to market more quickly. It describes common challenges in NPD like defining specifications and managing resources and timelines, and how to overcome them through planning and cross-functional involvement.
A product is an item offered for sale that can be physical or virtual. It has a life cycle and may need to be adapted over time to remain relevant. A product needs to serve a purpose, function well, and be effectively communicated to users. It also requires a name to help it stand out.
A product hierarchy has multiple levels from core needs down to specific items. These include the need, product family, class, line, type, and item or stock keeping unit.
Products go through a life cycle with stages of development, introduction, growth, maturity, and decline. Marketing strategies must adapt to each stage such as heavy promotion and price changes in introduction and maturity.
This document discusses barriers between marketing researchers and managerial decision makers. It identifies three types of barriers: behavioral, process, and organizational. Specific behavioral barriers discussed include confirmatory bias, the difficulty balancing creativity and data, and the newcomer syndrome. Process barriers include unsuccessful problem definition and research rigidity. Organizational barriers include misuse of information asymmetries. The document also discusses ethical issues in marketing research such as deceptive practices, invasion of privacy, and breaches of confidentiality.
The document discusses best practices for organizing, writing, and presenting a marketing research report. It provides guidance on structuring the report with appropriate headings, formatting the introduction and conclusion/recommendation sections, effectively utilizing visuals like tables and graphs, and tips for an ethical and impactful oral presentation of the findings. The goal is to clearly communicate the research results and insights to the client to inform their decision-making.
This document discusses marketing research and its key steps and methods. Marketing research involves collecting, analyzing and communicating information to make informed marketing decisions. There are 5 key steps in marketing research: 1) define the problem, 2) collect data, 3) analyze and interpret data, 4) reach a conclusion, 5) implement the research. Common data collection methods include interviews, surveys, observations, and experiments. The data is then analyzed using statistical techniques like frequency, percentages, and means to interpret the findings and their implications for marketing decisions.
Bdft ii, tmt, unit-iii, dyeing & types of dyeing,Rai University
Dyeing is a method of imparting color to textiles by applying dyes. There are two major types of dyes - natural dyes extracted from plants/animals/minerals and synthetic dyes made in a laboratory. Dyes can be applied at different stages of textile production from fibers to yarns to fabrics to finished garments. Common dyeing methods include stock dyeing, yarn dyeing, piece dyeing, and garment dyeing. Proper dye and method selection are needed for good colorfastness.
Bsc agri 2 pae u-4.4 publicrevenue-presentation-130208082149-phpapp02Rai University
The government requires public revenue to fund its political, social, and economic activities. There are three main sources of public revenue: tax revenue, non-tax revenue, and capital receipts. Tax revenue is collected through direct taxes like income tax, which are paid directly to the government, and indirect taxes like sales tax, where the burden can be shifted to other parties. Non-tax revenue sources include profits from public enterprises, railways, postal services, and the Reserve Bank of India. While taxes provide wide coverage and influence production, they can also reduce incentives to work and increase inequality.
Public expenditure has increasingly grown over time to fulfill three main roles: protecting society, protecting individuals, and funding public works. The growth can be attributed to several causes like increased income, welfare state ideology, effects of war, increased resources and ability to finance expenditures, inflation, and effects of democracy, socialism, and development. There are also canons that govern public spending like benefits, economy, and approval by authorities. The effects of public expenditure include impacts on consumption, production through efficiency, incentives and allocation, and distribution of resources.
Public finance involves the taxing and spending activities of government. It focuses on the microeconomic functions of government and examines taxes and spending. Government ideology can view the community or individual as most important. In the US, the federal government has more spending flexibility than states. Government spending has increased significantly as a percentage of GDP from 1929 to 2001. Major items of federal spending have shifted from defense to entitlements like Social Security and Medicare. Revenues mainly come from individual income taxes, payroll taxes, and corporate taxes at the federal level and property, sales, and income taxes at the state and local levels.
This document provides an overview of public finance. It defines public finance as the study of how governments raise money through taxes and spending, and how these activities affect the economy. It discusses why public finance is needed to provide public goods and services, redistribute wealth, and correct issues like pollution. The key aspects of public finance covered are government spending, revenue sources like income taxes, and how fiscal policy around spending and taxation can influence economic performance.
The document discusses the classical theory of inflation and how it relates to money supply. It states that inflation is defined as a rise in the overall price level in an economy. The quantity theory of money explains that inflation is primarily caused by increases in the money supply as controlled by the central bank. When the money supply grows faster than the amount of goods and services, it leads to too much money chasing too few goods and a rise in prices, or inflation. The document also notes that hyperinflation, which is a very high rate of inflation, can occur when governments print too much money to fund spending.
Bsc agri 2 pae u-3.2 introduction to macro economicsRai University
This document provides an introduction to macroeconomics. It defines macroeconomics as the study of national economies and the policies that governments use to affect economic performance. It discusses key issues macroeconomists address such as economic growth, business cycles, unemployment, inflation, international trade, and macroeconomic policies. It also outlines different macroeconomic theories including classical, Keynesian, and unified approaches.
Market structure identifies how a market is composed in terms of the number of firms, nature of products, degree of monopoly power, and barriers to entry. Markets range from perfect competition to pure monopoly based on imperfections. The level of competition affects consumer benefits and firm behavior. While models simplify reality, they provide benchmarks to analyze real world situations, where regulation may influence firm actions.
This document discusses the concept of perfect competition in economics. It defines perfect competition as a market with many small firms, identical products, free entry and exit of firms, and complete information. The document outlines the key features of perfect competition including: a large number of buyers and sellers, homogeneous products, no barriers to entry or exit, and profit maximization by firms. It also discusses the short run and long run equilibrium of a perfectly competitive firm, including cases where firms experience super normal profits, normal profits, or losses.
Diploma engg iv u-1.3 Interchange of active voice & passive voice
1.
2. A sentence in the Active form can be changed
into Passive form.
Example-1:
• Active: Brutus stabbed Caesar.
• Passive: Caesar was stabbed by Brutus.
The proper Auxiliary verb and ‘by’ are used in
the Passive form.
3. Example-2:
• Active: The members will make him the
President of this organization.
• Passive: He will be made the President
of this organization by its members.
4. Example-3
• Active: The audience loudly cheered the Mayor’s
speech.
• Passive: The Mayor’s speech was loudly
cheered.
Whenever it is evident who the agent (doer of the
action) is, it is not necessary to mention him in the
passive voice and this omission gives the
sentence a beauty.
In the example-3, it is evident that only the
audience would have cheered the speaker.
So, it has been avoided and such an omission
adds only a touch of beauty to the sentence.
5. Example-4:
The same way, the proper Pronoun form and the proper
verb should be added in the active sentence when the
passive sentences is changed into an active sentence.
• Passive: She is known to me.
• Active: I know her.
Example-5:
• Passive: Promises should be kept.
• Active: One should keep one’s promises.
The Active Voice is used to make the agent prominent.
The Passive Voice is used to make ‘the action of the
verb’ prominent.
The Passive Voice can be used when the agent is
unknown.
6. Example-6:
• Active: We admire the brave.
• Passive: The brave is admired.
In this sentence, the agent ‘we’ has been
omitted to generalize the statement that the
brave is admired.
Although, the Active-sentence has used the
pronoun ‘we’.