Preface to College Physics

Preface to College Physics tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh vực k...

1 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC KINH TẾ Tp. HCM ********* TRẦN MAI AN MỘT SỐ GIẢI PHÁP HOÀN THIỆN CHIẾN LƯỢC MARKETING CHO SẢN PHẨM TV LCD BRAVIA CỦA CÔNG TY SONY VIỆT NAM ĐẾN NĂM 2010 Chuyên ngành: Quản trị kinh doanh Mã số : 60.34.05 LUẬN VĂN THẠC SĨ KINH TẾ NGƯỜI HƯỚNG DẪN KHOA HỌC: TS. NGUYỄN MINH TUẤN TP. Hồ Chí Minh – Năm 2007 2 MỤC LỤC Lời cám ơn Mục lục MỞ ĐẦU 1. Lý do chọn đề tài 2. Mục đích nghiên cứu 3. Đối tượng và phạm vi nghiên cứu 4. Phương pháp nghiên cứu và xử lý số liệu 5. Ý nghĩa của đề tài 6. Kết cấu của luận văn Chương 1: CƠ SỞ LÝ LUẬN VỀ CHIẾN LƯỢC MARKETING…………….1 1.1 Một số khái niệm về chiến lược……………….……………………………… 1 1.2 Một số khái niệm về Marketing……………………………………………… 3 1.3 Chiến lược Marketing……………………………………………………………5 1.3.1 Sản phẩm và chiến lược sản phẩm……………………………………….… .5 1.3.2 Chiến lược giá…………………………………………………… .…………11 1.3.3 Chiến lược phân phối …………………………………………… .…………14 1.3.4 Chiến lược chiêu thị ………………………………………………………….15 1.3.5 Chiến lược Marketing hỗn hợp (Marketing Mix)…………………………….16 1.3.6 Mối quan hệ giữa sản phẩm với các thành phần còn lại trong Marketing Mix………………………………………………………………………………… .17 Chương 2: VÀI NÉT SƠ LƯỢC VỀ CÔNG TY SONY VIỆT NAM VÀ THỰC TRẠNG MÔI TRƯỜNG MARKETING SẢN PHẨM BRAVIA CỦA CÔNG TY …………………….…………………………………………… 19 2.1 Giới thiệu chung về công ty……………………………………………………19 2.1.1 Sơ lược về công ty……………………………………………………………19 2.1.2 Mục tiêu và nhiệm vụ của công ty……………………………………………19 3 2.1.3 Các sản phẩm chính của công ty………………………………………… …19 2.1.4 Tình hình hoạt động kinh doanh của công ty ………………………… ……19 2.2 Phân tích tình hình hoạt động Marketing sản phẩm Bravia của công ty Sony VN ………………………………………………………………………………………24 2.2.1 Tình hình hoạt động Marketing của công ty Sony Việt Nam…………… …24 2.2.1.1 Thị trường tiêu thụ…………………………………………………24 2.2.1.2 Sản phẩm……………………………………………… …………28 2.2.1.3 Giá cả………………………………………………………………32 2.2.1.4 Phân phối…………………………………………………… ……34 2.2.1.5 Chiêu thị……………………………………………………………37 2.2.2 Ma trận các yếu tố bên trong và một số nhận xét.………………………… 39 2.3 Phân tích môi trường marketing của công ty Sony Việt Nam………………41 2.3.1 Môi trường vĩ mô……………………………………………………………41 2.3.1.1 Môi trường kinh tế…………………………………………………41 2.3.1.2 Môi trường chính trị và pháp luật…………………………………41 2.3.1.3 Preface to College Physics Preface to College Physics Bởi: OpenStaxCollege About OpenStax College OpenStax College is a non-profit organization committed to improving student access to quality learning materials Our free textbooks are developed and peer-reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of modern college courses Unlike traditional textbooks, OpenStax College resources live online and are owned by the community of educators using them Through our partnerships with companies and foundations committed to reducing costs for students, OpenStax College is working to improve access to higher education for all OpenStax College is an initiative of Rice University and is made possible through the generous support of several philanthropic foundations About This Book Welcome to College Physics, an OpenStax College resource created with several goals in mind: accessibility, affordability, customization, and student engagement—all while encouraging learners toward high levels of learning Instructors and students alike will find that this textbook offers a strong foundation in introductory physics, with algebra as a prerequisite It is available for free online and in low-cost print and e-book editions To broaden access and encourage community curation, College Physics is “open source” licensed under a Creative Commons Attribution (CC-BY) license Everyone is invited to submit examples, emerging research, and other feedback to enhance and strengthen the material and keep it current and relevant for today’s students You can make suggestions by contacting us at info@openstaxcollege.org You can find the status of the project, as well as alternate versions, corrections, etc., on the StaxDash at http://openstaxcollege.org To the Student This book is written for you It is based on the teaching and research experience of numerous physicists and influenced by a strong recollection of their own struggles as students After reading this book, we hope you see that physics is visible everywhere 1/7 Preface to College Physics Applications range from driving a car to launching a rocket, from a skater whirling on ice to a neutron star spinning in space, and from taking your temperature to taking a chest X-ray To the Instructor This text is intended for one-year introductory courses requiring algebra and some trigonometry, but no calculus OpenStax College provides the essential supplemental resources at http://openstaxcollege.org ; however, we have pared down the number of supplements to keep costs low College Physics can be easily customized for your course using Connexions (http://cnx.org/content/col11406) Simply select the content most relevant to your curriculum and create a textbook that speaks directly to the needs of your class General Approach College Physics is organized such that topics are introduced conceptually with a steady progression to precise definitions and analytical applications The analytical aspect (problem solving) is tied back to the conceptual before moving on to another topic Each introductory chapter, for example, opens with an engaging photograph relevant to the subject of the chapter and interesting applications that are easy for most students to visualize Organization, Level, and Content There is considerable latitude on the part of the instructor regarding the use, organization, level, and content of this book By choosing the types of problems assigned, the instructor can determine the level of sophistication required of the student Concepts and Calculations The ability to calculate does not guarantee conceptual understanding In order to unify conceptual, analytical, and calculation skills within the learning process, we have integrated Strategies and Discussions throughout the text Modern Perspective The chapters on modern physics are more complete than many other texts on the market, with an entire chapter devoted to medical applications of nuclear physics and another to particle physics The final chapter of the text, “Frontiers of Physics,” is devoted to the most exciting endeavors in physics It ends with a module titled “Some Questions We Know to Ask.” 2/7 Preface to College Physics Supplements Accompanying the main text are a Student Solutions Manual and an Instructor Solutions Manual The Student Solutions Manual provides worked-out solutions to select end-ofmodule Problems and Exercises The Instructor Solutions Manual provides worked-out solutions to all Exercises Features of OpenStax College Physics The following briefly describes the special features of this text Modularity This textbook is organized on Connexions (http://cnx.org) as a collection of modules that can be rearranged and modified to suit the needs of a particular professor or class That being said, modules often contain references to content in other modules, as most topics in physics cannot be discussed in isolation Learning Objectives Every module begins with a set ... zzzPsgiolePfrp zzzPsgiolePfrp zzzPsgiolePfrp zzzPsgiolePfrp zzzPsgiolePfrp zzzPsgiolePfrp zzzPsgiolePfrp zzzPsgiolePfrp zzzPsgiolePfrp zzzPsgiolePfrp Introduction to Plasma Physics: A graduate level course Richard Fitzpatrick 1 Associate Professor of Physics The University of Texas at Austin 1 In association with R.D. Hazeltine and F.L. Waelbroeck. Contents 1 Introduction 5 1.1 Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.2 What is plasma? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.3 A brief history of plasma physics . . . . . . . . . . . . . . . . . . . 7 1.4 Basic parameters . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 1.5 The plasma frequency . . . . . . . . . . . . . . . . . . . . . . . . . 11 1.6 Debye shielding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 1.7 The plasma parameter . . . . . . . . . . . . . . . . . . . . . . . . . 14 1.8 Collisionality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 1.9 Magnetized plasmas . . . . . . . . . . . . . . . . . . . . . . . . . . 18 1.10 Plasma beta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2 Charged particle motion 20 2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 2.2 Motion in uniform fields . . . . . . . . . . . . . . . . . . . . . . . . 21 2.3 Method of averaging . . . . . . . . . . . . . . . . . . . . . . . . . . 22 2.4 Guiding centre motion . . . . . . . . . . . . . . . . . . . . . . . . . 24 2.5 Magnetic drifts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 2.6 Invariance of the magnetic moment . . . . . . . . . . . . . . . . . 31 2.7 Poincar ´ e invariants . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 2.8 Adiabatic invariants . . . . . . . . . . . . . . . . . . . . . . . . . . 33 2.9 Magnetic mirrors . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 2.10 The Van Allen radiation belts . . . . . . . . . . . . . . . . . . . . . 37 2.11 The ring current . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 2.12 The second adiabatic invariant . . . . . . . . . . . . . . . . . . . . 46 2.13 The third adiabatic invariant . . . . . . . . . . . . . . . . . . . . . 48 2.14 Motion in oscillating fields . . . . . . . . . . . . . . . . . . . . . . . 49 3 Plasma fluid theory 53 3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 3.2 Moments of the distribution function . . . . . . . . . . . . . . . . . 56 3.3 Moments of the collision operator . . . . . . . . . . . . . . . . . . . 58 3.4 Moments of the kinetic equation . . . . . . . . . . . . . . . . . . . 61 2 3.5 Fluid equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 3.6 Entropy production . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 3.7 Fluid closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 3.8 The Braginskii equations . . . . . . . . . . . . . . . . . . . . . . . . 72 3.9 Normalization of the Braginskii equations . . . . . . . . . . . . . . 85 3.10 The cold-plasma equations . . . . . . . . . . . . . . . . . . . . . . 93 3.11 The MHD equations . . . . . . . . . . . . . . . . . . . . . . . . . . 95 3.12 The drift equations . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 3.13 Closure in collisionless magnetized plasmas . . . . . . . . . . . . . 100 4 Waves in cold plasmas 105 4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 4.2 Plane waves in a homogeneous plasma . . . . . . . . . . . . . . . . 105 4.3 The cold-plasma dielectric permittivity . . . . . . . . . . . . . . . . 107 4.4 The cold-plasma dispersion relation . . . . . . . . . . . . . . . . . 110 4.5 Polarization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 4.6 Cutoff and resonance . . . . . . . . . . . . . . . . . . . . . . . . . . 113 4.7 Waves in an unmagnetized plasma . . . . . . . . . . . . . . . . . . 114 4.8 Low-frequency wave propagation in a magnetized plasma . . . . An Introduction to GEOMETRICAL PHYSICS R. Aldrovandi & J.G. Pereira Instituto de F´ısica Te´orica State Univers ity of S˜ao Paulo – UNESP S˜ao Paulo — Brazil To our parents Nice, Dina, Jos´e and Tito i ii PREAMBLE: SPACE AND GEOMETRY What stuff’tis made of, whereof it is born, I am to learn. Merchant of Venice The simplest geometrical setting used — consciously or not — by physi- cists in their everyday work is the 3-dimensional euclidean space E 3 . It con- sists of the set R 3 of ordered triples of real numbers such as p = (p 1 , p 2 , p 3 ), q = (q 1 , q 2 , q 3 ), etc, and is endowed with a very special characteristic, a metric defined by the distance function d(p, q) =  3  i=1 (p i − q i ) 2  1/2 . It is the space of ordinary human experience and the starting point of our geometric intuition. Studied for two-and-a-half millenia, it has been the object of celebrated controversies, the most famous concerning the minimum number of properties necessary to define it completely. From Aristotle to Newton, through Galileo and Descartes, the very word space has been reserved to E 3 . Only in the 19-th century has it become clear that other, different spaces could be thought of, and mathematicians have since greatly amused themselves by inventing all kinds of them. For physi- cists, the age-long debate shifted to another question: how can we recognize, amongst such innumerable possible spaces, that real space chosen by Nature as the stage-set of its processes? For example, suppose the space of our ev- eryday experience consists of the same set R 3 of triples above, but with a different distance function, such as d(p, q) = 3  i=1 |p i − q i |. This would define a different metric space, in principle as good as that given above. Were it only a matter of principle, it would be as good as iii iv any other space given by any distance function with R 3 as set point. It so happens, however, that Nature has chosen the former and not the latter space for us to live in. To know which one is the real space is not a simple question of principle — something else is needed. What else? The answer may seem rather trivial in the case of our home space, though less so in other spaces singled out by Nature in the many different situations which are objects of physical study. It was given by Riemann in his famous Inaugural Address 1 : “ those properties which distinguish Space from other con- ceivable triply extended quantities can only be deduced from expe- rience.” Thus, from experience! It is experiment which tells us in which space we actually live in. When we measure distances we find them to be independent of the direction of the straight lines joining the points. And this isotropy property rules out the second proposed distance function, while admitting the metric of the euclidean space. In reality, Riemann’s statement implies an epistemological limitation: it will never be possible to ascertain exactly which space is the real one. Other isotropic distance functions are, in principle, admissible and more experi- ments are necessary to decide between them. In Riemann’s time already other geometries were known (those found by Lobachevsky and Boliyai) that could be as similar to the euclidean geometry as we might wish in the re- stricted regions experience is confined to. In honesty, all we can say is that E 3 , as a model for our ambient space, is strongly favored by present day experimental evidence in scales ranging from (say) human dimensions down to about 10 −15 cm. Our knowledge on smaller scales is limited by our ca- pacity to probe them. For larger scales, according to General Relativity, the validity of this model depends on the presence and strength of gravitational fields: E 3 is good only as long as gravitational fields are very weak. “ These data are — like all data — not logically necessary, but only of empirical [...]... programming language Programming languages can be divided into two major categories: low-level languages designed to work with the given hardware, and high-level languages that are not related to any specific hardware Simple machine languages and assembly languages were the only ones available before the development of high-level languages A machine language is typically in binary form and is designed to work... computing and global computing is elucidated in Koniges (2000), Foster and Kesselman (2003), and Abbas (2004) 1.1 Computation and science Modern societies are not the only ones to rely on computation Ancient societies also had to deal with quantifying their knowledge and events It is interesting to see how the ancient societies developed their knowledge of numbers and calculations with different means and tools... of programming and debugging They are more advanced than machine languages because they have adopted symbolic addresses But they are still related to a certain architecture and wiring of the system A translating device called an assembler is needed to convert an assembly code into a native machine code before a computer can recognize the instructions Machine languages and assembly languages do not... discussion on the Fortran language and its applications, see Edgar (1992) The newest version of Fortran, known as Fortran 90, has absorbed many important features for parallel computing Fortran 90 has many extensions over the standard Fortran 77 Most of these extensions are established based on the extensions already adopted by computer manufacturers to enhance their computer performance Efficient compilers... programming languages that are used in scientific computing The longest-running candidate is Fortran (Formula translation), which was introduced in 1957 as one of the earliest high-level languages and is still one of the primary languages in computational science Of course, the Fortran language has evolved from its very early version, known as Fortran 66, to Fortran 77, which has been the most popular language... replace human beings in this regard and the quest for a better understanding of Nature will go on no matter how difficult the journey is Computers will certainly help to make that journey more colorful and pleasant 1.3 Computer algorithms and languages Before we can use a computer to solve a specific problem, we must instruct the computer to follow certain procedures and to carry out the desired computational. .. protocols and environments under various software packages, which we will leave to the readers to discover and explore 1.3 Computer algorithms and languages The other popular programming language for scientific computing is the C programming language Most system programmers and software developers prefer to use C in developing system and application software because of its high flexibility (Kernighan and... (Kernighan and Pike, 1984) now used on almost all workstations and supercomputers was initially written in C In the last 50 years of computer history, many programming languages have appeared and then disappeared for one reason or another Several languages have made significant impact on how computing tasks are achieved today Examples include Cobol, Algol, Pascal, and Ada Another object-oriented language... speed of the motorcycle is 67 m/s, the air density is ρ = 1.2 kg/m3 , the combined mass of the motorcycle and the person is 250 kg, and the coefficient c is 1, find the tilting angle of the taking-off ramp that can produce the longest range 1.9 One way to calculate π is by randomly throwing a dart into the unit square defined by x ∈ [0, 1] and y ∈ [0, 1] in the x y plane The chance of the dart landing inside... efficient approach to learning computational physics is ... the text, “Frontiers of Physics, ” is devoted to the most exciting endeavors in physics It ends with a module titled “Some Questions We Know to Ask.” 2/7 Preface to College Physics Supplements Accompanying.. .Preface to College Physics Applications range from driving a car to launching a rocket, from a skater whirling on ice to a neutron star spinning in space, and from taking your temperature to. .. College Dr Eric Kincanon, Gonzaga University Dr Douglas Ingram, Texas Christian University Lee H LaRue, Paris Junior College Dr Marc Sher, College of William and Mary 6/7 Preface to College Physics