1、鲤鱼网（）鲤鱼网成功在于执着Test 41. Professors OfficeProfessor: So what did you want to see me about Ernie?$ Student: My grade. Im not doing very well in this class.$ Professor: Well, thats not exactly true. You were doing very well until the last test.$ Student: I got a D. Professor Adams, Ive never gotten a D
2、in my life . . . before this, I mean. So thats why Im here. I hope you can give me some advice.$ Professor: Well, from my class book, I see that your attendance is excellent. No absences, so thats not the problem.$ Student: No, I never miss class. Im a serious student. I just dont know what happened
3、 on that test.$ Professor: Did you bring it? The test?$ Professor: Okay. I think I remember this, but there were almost a hundred tests to grade, so lets have a look at it.$ Student: Thanks.$ Professor: Well, Ernie . . . lets see . . . Here it is. Yes, I do recall this test. You didnt finish it. You
4、 stopped after question 15. So you had 5 questions that were counted wrong because they . . . because you didnt complete the test.$ Student: I know. I didnt watch the time, and I just couldnt believe it when you asked us to hand in the tests.$ Professor: Yes, I see. But you did a good job on the que
5、stions that you did respond to.$ Student: Professor Adams, maybe you wont believe me, but I know the answers to the questions that I . . . that . . . that . . .鲤鱼网（）鲤鱼网成功在于执着$ Professor: The ones that you left blank at the end.$ Student: Yeah. So now I need some advice about how to bring up my grade
6、 because a D is going to make a big difference.$ Professor: This test counts 25 percent so, uh, . . . youre right. It will bring it down at least a letter.$ Student: I know.$ Professor: Okay then. The first thing is to learn something from this. You have to find a way to pace yourself through tests
7、or youre going to have this problem again.$ Student: I know, and believe me, I learned that already.$ Professor: Okay. Thats good. Now, uh, what about the grade for this class?$ Student: I was hoping you might give me a chance to . . . to maybe do an extra credit assignment.$ Professor: Hummm. I don
8、t know about that.$ Student: Oh.$ Professor: But heres what we can do. If you want to finish the test right now, and your answers are satisfactory, then Ill add some points to your grade.$ Student: You will? I know the answers. Really . . .$ Professor: . . . I cant give you full credit for your answ
9、ers. That wouldnt be fair to the other students, but I can add some points, and that should help you somewhat.$ Student: Wow. This is great.$ Professor: Okay. Just take your test over there and finish it. You had about an hour to complete 20 questions, so, uh, . . . that would be 15 minutes to finis
10、h the 5 questions you left blank. And Ernie . . . pace yourself.$ Student: I will! Thanks. Thanks a lot.鲤鱼网（）鲤鱼网成功在于执着2Anthropology ClassProfessor:Lets just pick up where we left off last week. Okay, as youll recall, earlier theories about the development of agriculture tended to view it as a progre
11、ssive event, or even as a catalyst for everything from art to industry, but Im going to share a rather different view with you. From a revisionist perspective, the development of agriculture about 10,000 years ago didnt improve the lives of early farmers. On the contrary, when hunter-gatherers aband
12、oned the age-old method of foraging for food and began to cultivate crops, they put their health at risk. Now I know its just the opposite of . . . its quite a different viewpoint lets say, so . . . why would this be so . . . why would their health decline when agriculture provided people with an ef
13、ficient way to get more food for less work?Clearly, cultivated fields yield more food per acre than uncultivated land with undomesticated patches of berries and nuts. Well, first lets consider the conditions that are necessary for agriculture to flourish. In order to have enough labor to plant, tend
14、, and harvest crops, a larger number of people must well, . . . they have to cooperate. That means that the density of the population must increase in the area surrounding the cultivated farms. And, as we know, crowding contributes to the transmission of infectious diseases. So when hunter-gatherers
15、 were wandering in small bands, the likelihood of an epidemic was slight, but after the agricultural revolution, tuberculosis . . . and diseases of the intestinal tract . . . these began to reach epidemic proportions in the crowded agricultural communities. And in addition, because the population wa
16、s no longer mobile and . . . and relied on trade to inject variety into the lives and diets of the farmers, that meant that disease was also transmitted through the exchange of goods.鲤鱼网（）鲤鱼网成功在于执着Now, the revisionists also argue that the content of the diet for early farmers was inferior to that of
17、 the hunter-gatherers. Youll recall that hunter-gatherers enjoyed a variety of foods selected from wild plants and game, and in studies of modern tribes that have continued the tradition of hunting and gathering food, it appears that those . . . the hunters and gatherers . . . they have a better bal
18、ance of nutrients and even more protein than tribes that have adopted agricultural lifestyles. Today, three grain crops . . . wheat, corn, and rice . . . these account for the bulk of calories consumed by farming societies.$ So, consider the implications. Extrapolating from this and from evidence th
19、at early farmers raised only one or two crops, we can conclude that a disproportionate amount of carbohydrates formed the basis of their diets.Now another interesting series of studies involve the skeletal remains of hunter-gatherers as compared with their agricultural relatives. And one such study
20、from Greece and Turkey . . . it indicates that the average height of hunter-gatherers at the end of the Ice Age was . . . let me check my notes . . . yes, it was 59“ for men and 55“ for women. And their bones were strong, healthy, and athletic. But, after the agricultural revolution, skeletal remain
21、s revealed that height had diminished to a shocking 53“ for men and 5 for women. And evidence from bone samples suggests that they suffered from diseases caused by malnutrition, like anemia. And this is interesting. Further studies from paleontologists at the University of Massachusetts project life
22、 expectancies for hunter-gatherers at about twenty-six years, but post agricultural life expectancies were less than twenty years. Let me just read you something from one of the studies by George Armelagos, and I quote, “episodes of nutritional stress and infectious disease were seriously affecting
23、their ability to survive.” And hes referring to early farmers here. 鲤鱼网（）鲤鱼网成功在于执着So, lets see where we are. Oh, yes. Consider that hunter-gatherers had the advantage of mobility.So if food wasnt plentiful, they broke camp and moved on in search of an area with a larger food supply.$ And, if one typ
24、e of food were in short supply, for example . . . well, berries, then they wouldnt eat berries but there would probably be a good supply of another type of food, like nuts. Or hunting might compensate for a bad year for plant foods. But farmers were very vulnerable to crop failures. Remember, most e
25、arly farmers cultivated only one or two crops. If there was a drought and the grain harvest failed, they didnt have other resources and thats why they were subject to malnutrition or even starvation. So, as you see, revisionists have made a rather convincing case. To sum it up, according to the revi
26、sionists, the development of agriculture put the health of early farmers at risk.3. Business ClassProfessor:$ In your textbook, the author states that “companies sell products but companies market brands.” And several of you have asked me about that distinction . . . between selling products and mar
27、keting brands. . . . I thought we ought to take some time to talk about it in class. So, let me give you an example. Suppose that we have a company, and the product is chicken. Then its easy to understand that were selling chicken. Maybe were even selling a special preparation of chicken-barbecued c
28、hicken-and maybe we include lemonade and a hot roll free with our barbecued chicken. We may even have the best service. But, were still selling chicken, even though its a special preparation and even though weve provided an attractive package with free additional products and good service. All of th
29、at is still selling.鲤鱼网（）鲤鱼网成功在于执着$ But whats marketing then? Well, when we market a product, we have to create meaning that attaches itself to the product . . . something that makes the product more unique and more desirable than other similar products. Maybe this chicken was a family recipe that w
30、as handed down from Aunt Ruby. So this isnt just chicken. Its Aunt Rubys recipe. And eating it is special because she doesnt give the recipe to anyone but family, and being in the restaurant is just like being in Aunt Rubys kitchen. $ How you interpret the experience is just as important as how you
31、view the product. See what I mean?$ Take a look at commercials on television if you really want to understand marketing because these commercials almost always represent the product as something elsesuccess, sex, youth. All of these are important to the consumer. So, when a car is marketed, for exam
32、ple, its shown in the context of a successful crowd of people in an upscale neighborhood, or the man who buys the car gets the woman, or the woman who buys the car is young, beautiful, and desirable while shes driving it. And marketing is what attaches that meaning to the product. You may not be abl
33、e to buy youth, but you can buy products, and the message is that these products will get you what you really want. Okay, so marketing is selling an image or a benefit . . . something thats really attractive and larger than the product itself, and by attaching it to the product, we can give that lar
34、ger meaning to what we want to sell. Go back to the car commercial for a minute. We want to sell cars, but we market them by selling something bigger first, and by association, we sell the cars.$ This brings us to the term branding. Now branding is similar to marketing because the customer perceives
35、 the product as being valuable. So then, branding is more about the customer than it is about the product. Its the personality of the product that people relate to. Think Allstate Insurance, and youll 鲤鱼网（）鲤鱼网成功在于执着probably come up with “Youre in good hands,” and their competitor, State Farm will re
36、mind you, “Like a good neighbor, State Farm is there.” This is an emotional relationship that customers have with the personality of the product. Rob Frankel is probably one of the most widely respected business consultants in the area of product branding. In his book, The Revenge of Brand X, he say
37、s, “business is about relationships, not about transactions.” Thats not an exact quote but its close. And hes so right on. Branding isnt about the product or even about the customer service. Its about the customers perception of the product and the relationship with the personality of the product. A
38、nd thats how branding works.So its not a logo, its not a name, although name recognition or the familiarity of a logo is helpful. Its not a commercial or even a string of commercials in a marketing plan. Its more about loyalty and confidence and all of the things that make a relationship good. $ Cus
39、tomers have to do more than recognize the brand. They have to be motivated to buy it . . . and . . . and continue to buy it, over time. In a way, its a telegraphic marketing message thats easy to understand and speaks to the customer, and it has to be a consistent message. I mean that to build a bra
40、nd, and more important, brand loyalty, you have to repeat that message over and over. Say it loud enough and long enough and it starts to sound right, and even more important, it starts to echo in your customers heads when they think about making a purchase.So whats the result that were going for? I
41、ts when the customer will wait until the store gets more of it instead of buying a different brand, or if the price goes up, the customer will pay extra instead of buying a cheaper brand. And this is brand loyalty, which is especially important in an industry where there isnt very much difference in
42、 the competing products. Laundry detergent . . . now thats really a very similar product across brands . . . but people tend to buy the same one.鲤鱼网（）鲤鱼网成功在于执着Okay then. How do we give our products a personality so we can develop a relationship with customers?$ Well, Aunt Ruby is someone that we can
43、 relate to when we think about chicken. But celebrity spokespersons are an even more obvious option. When kids think about Nike shoes, do they want a relationship with a shoe, with Nike, or with Michael Jordan? Its pretty obvious that Air Jordan shoes are all about the basketball player. Thats takin
44、g branding to its logical conclusion.4. Students on CampusWoman: This is an interesting assignment.$ Man: It is. Im just having a problem figuring out how to write up the report.$ Woman: Oh? How much have you done?$ Man: Well, the introduction was easy. I just expanded on the information that the la
45、b assistant provided, you know, about the effects of alcohol on reflexes, and I used the same references that he cited.$ Woman: Me, too.$ Man: Then I described the experiment in the second part . . . the methods and materials section.$ Woman: What did you include there? The lab assistant said that i
46、t was important to be specific when we did this part.$ Man: Yeah, he did. So I mentioned that there were ten subjects, and five were drinking gin and tonic, but the other five . . . thats the control group . . . they were drinking tonic only, and no one knew which group was which. Then they each had
47、 to drive in a computerized . . . what was it called? A . . . a 鲤鱼网（）鲤鱼网成功在于执着simulator . . . a simulator of a car that was supposed to be moving at 35 miles an hour. And when they saw a bicycle, they were supposed to hit the brakes.$ Woman: So far so good. The only thing I can think of that you mig
48、ht want to add is maybe a little more about the subjects. I think they were college students, and they were selected at random to be in the experimental or control group.$ Man: Good idea. Especially the part about the random selection. That would be important information if someone wanted to duplica
49、te the experiment, and didnt he say that this section had to be specific enough for another researcher to be able to repli . . . repli . . .$ Woman: replicate . . .$ Man: Yeah. Replicate the study.$ Woman: Okay, so what did you do with the results section?$ Man: Thats the problem. I cant seem to figure out what to put in the results section and what to use for the discussio
