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6. During the 1930s, sampling became a serious methodological issue in marketing research.
ANS: T
It was in the 1930s that sampling became a critical issue due to the emphasis on inferential statistics
compared to the reliance on purely descriptive statistics prior to this.
PTS: 1 DIF: Moderate REF: pg 15
7. Despite major differences in consumer and industrial marketing research, the underlying methods and
skills are nearly identical.
ANS: T
Both fields are concerned with problem definition, research design, use of secondary data, sampling,
measurement, field work, data processing and analysis, and presentation of results.
8. The main disadvantage of the integrated structure of a marketing research department is the isolation
of researchers from day-to-day activities and problems and the difficulty of finding qualified people.
ANS: F
Isolation of researchers is a disadvantage of centralized structures; difficulty of finding qualified
people is a disadvantage of decentralized structures. The integrated structure combines the best
features of centralized and decentralized structures. The main disadvantage to the integrated system is
the potential control conflicts over the research staffs and their projects, particularly when the lines of
authority in a company are not clearly delineated.
PTS: 1 DIF: Challenging REF: pg 17-18
9. Because of their role in collecting, analyzing, and reporting data, marketing researchers are often asked
to make managerial decisions.
ANS: F
The role of researcher is advisory, it is the role of management to make the decisions.
PTS: 1 DIF: Challenging REF: pg 22
10. Research suppliers can be used to conduct components of a research study, but they are never given
total responsibility for a research study in its entirety.
ANS: F
Research suppliers can be used in both manners: to participate in a part of the study or to conduct the
entire study.
11. Good horizontal relationships (teaming of researchers with product managers) are more important than
vertical ones (e.g., reporting to the senior marketing executive).
ANS: T
Open, frank communication between researchers and product managers is essential for success.
Without horizontal communication, research is not likely to succeed.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a pub-
licly accessible website, in whole or in part.
12. Research objectives answer the question, “Why is the project being conducted?”
ANS: T
Research objective specify why a research project is conducted.
PTS: 1 DIF: Easy REF: pg 29
13. Researchers must develop a data-collection procedure that establishes an effective link between the
information needs and the questions to be asked or the observations to be made.
ANS: T
The success of the study depends on the researcher’s skill and creativity in establishing this link.
14. One of the steps in the research process is to process and code data. Coding involves reviewing the
data forms as to legibility, consistency, and completeness.
ANS: F
Coding involves establishing categories for responses or groups of responses so that numerals can be
assigned to represent the categories. Editing means reviewing the data for legibility, consistency, and
completeness.
15. Problems are performance measures, metrics, and diagnostics that signal the presence of an
opportunity.
ANS: F
Symptoms are performance measures, metrics, and diagnostics that signal a problem or opportunity.
16. Decisions must aim at solving problems or taking advantage of opportunities, not at treating
symptoms.
ANS: T
It is important to discover the problem or opportunity, not make a decision about the symptom.
17. Exploratory research can be used as an aid in defining the decision a manager must make and
developing hypotheses.
ANS: T
Once a manager recognizes the need for a decision, exploratory research can be used to help define the
decision. This initiates a process of interaction between hypotheses previously formulated based on
existing information and hypotheses developed from the exploratory research findings.
18. The process of identifying problems and opportunities involves analyzing future situations that a firm
will face; the past is a sunk cost because it can no longer be changed.
ANS: F
The process of identifying problems and opportunities involves analyzing past, present, and future
situations facing an organization.
19. In identifying alternative courses of action, “doing nothing” or “status quo” is not a feasible
alternative.
ANS: F
“Status quo” or “doing nothing” is a feasible option and sometimes the best course of action.
20. Exploratory research can be helpful in identifying innovative courses of action.
ANS: T
In addition to helping managers define the decision that must be made, it can also be used to
generative innovative alternatives to be considered.
21. Not only are research objectives rarely relayed to the marketing researcher at the outset of a research
project, but decision-makers seldom formulate objectives accurately.
ANS: T
The success of a research project depends on identifying the objectives of the research. Objectives
often have to be extracted by the researcher from the decision-maker, who may phrase objectives in
terms of platitudes that lack operational significance.
22. The decision-maker, who has a clear perspective on the specific information needed to reduce the
uncertainty surrounding the decision situation, should be actively involved in formulating the
information needs for a research project.
ANS: T
Failure to involve the decision-make , as the only one with this knowledge, him or her at this stage can
severely hamper the success of the research project.
23. It is rather easy to calculate the benefits of a research project, but calculating costs is much more
difficult.
ANS: F
It is just the reverse. Costs are easy to quantify, benefits are much more vague and not always tangible.
24. As a general rule, frequently purchased consumer goods can support more expensive marketing
research than can high-cost durable goods.
ANS: F
The higher the cost of an item, normally the greater are the margins in terms of dollars, and therefore,
the more likely research will be used.
25. Non-sampling errors tend to decrease as the sample size increases while sampling errors tend to
increase as the sample size increases.
ANS: F
It is the reverse. Sampling error tends to decrease as the sample increases while non-sampling errors
increase with the sample size.
MULTIPLE CHOICE
1. The process of marketing research involves five steps designed to aid managerial decision-making.
After determining what information is needed, the next step would be to
a. manage the data collection
b. design a method for collecting information
c. communicate the findings
d. analyze and interpret the results
ANS: B
The five steps in the process are 1) determine what information is needed, 2) design a method for
collecting the information, 3) manage the data collection, 4) analyze and interpret the results, and 5)
communicate the findings.
2. If syndicated research companies collect data through large-scale consumer panels and track what its
participants do, buy, and think, then marketing research is playing a role in
a. marketing c. the marketing research industry
b. the firm d. in society
ANS: C
In the role of the marketing research industry, marketing research collects general information that
firms do not carry out themselves.
3. The main criteria for marketing research includes all of the following except
a. systematic c. related to the 4 P’s
b. objective d. targeted for decision-making
ANS: C
Criteria for marketing research includes it should be systematic, objective, and targeted for decision-
making.
4. Dependent variables are
a. predictors of a phenomenon
b. covariates or causes of a phenomenon
c. used to explain independent variables
d. phenomena one seeks to explain
ANS: D
Dependent variables are phenomena one seeks to explain, while independent variables are used to
explain dependent variables.
5. Elements of the marketing mix, such as pricing and ad spending, are viewed as decision variables that
the firm can use to steer the market. Therefore, in developing a model these decision variables would
be considered
a. independent variables c. connecting variables
b. dependent variables d. statistical variables
ANS: A
Independent variables include decision variables that the firm can control, such as pricing, distribution,
and ad spending.
6. The first step in the marketing research decision-making process is

a. developing a hypothesis
b. collecting relevant data
c. outlining a process that can be used to collect the necessary information
d. recognizing a unique marketing problem or opportunity
ANS: D
The first step in the decision-making process is recognizing a unique marketing problem or
opportunity. Often, these are two faces of the same situation.
7. In the marketing management process, essential sets of information required for planning include all of
the following except
a. marketing mix variables c. marketing mix variables
b. situational variables d. performance variables
ANS: A
For the purpose of planning, marketing researchers seek to answer questions regarding three essential
sets of information, corresponding to the measurable types of variables in the marketing system:
situational variables, marketing mix variables, and performance measures. Marketing mix variables are
those under the firm’s control.
8. An example of a situational analysis would be an analysis of

a. desired product features c. the firm’s advertising program
b. demand d. the best price
ANS: B
Examples of situational analysis include an analysis of demand, understanding the competition,
evaluating trends, and assessment of internal resources available.
9. The formal beginning of marketing research was

a. in 1900 c. between 1925-1940
b. between 1910-1920 d. in the 1950s
ANS: B
Although marketing research was used occasionally before 1910, the period from 1910-1920 is
recognized as the formal beginning of marketing research.
10. The growth of marketing research activity dramatically increased after World War II because of
a. increased computer technology
b. mass production of goods
c. the development of television
d. the acceptance of the marketing concept
ANS: D
It was the acceptance of the marketing concept after World War II that spurred the dramatic growth of
marketing research activity.
11. Syndicated data sources

a. solve client-specific problems
b. collect data and then sell these data on a subscription basis
c. provide specific services, such as field interviewing or data analysis
d. undertake complete research studies for client organizations
ANS: B
Syndicated marketing research firms collect specific types of information that is then sold on a
subscription basis to any organization that will buy it.
12. All of the following are characteristics of industrial marketing research except
a. difficult to find good executive interviewers
b. respondent definitions are usually fairly simple
c. study costs per interview are higher than for consumer research
d. respondent cooperation is a major concern
ANS: B
In industrial marketing research, respondent definitions are somewhat more difficult because the user
and decision-maker are often not the same individual.
13. A centralized marketing research department offers all of the following advantages except
a. researchers are “are close to the action” of marketing problems and implementation of
their recommendations
b. more economical and flexible use of facilities and personnel
c. greater institutional prestige and credibility to marketing research
d. greater likelihood of attracting top-notch researchers and securing an adequate budget
ANS: A
Researchers are closer to the action of marketing problems and implementation of recommendations in
a decentralized structure, not in a centralized structure.
14. Obstacles (or barriers) to the effective use of marketing research by management include all of the
following except
a. viewing research as a threat to their personal status as decision makers
b. inability to work with researchers or use their knowledge and skills
c. insistence on considering experience and personal judgment in decision process
d. differences in emphasis and temperament
ANS: C
Research is used to aid decision-making in combination with managerial judgment and experience.
The correct time for judgment and experience to be applied is in determining the decision criteria.
PTS: 1 DIF: Challenging REF: pg 24 | pg 42
15. Conflicts between researchers and management is not uncommon. Common attitudes among
marketing researchers regarding top management include all of the following except
a. required research is generally too costly
b. top management is anti-intellectual
c. there are too many non-researchable, “fire-fighting,” and proof-of-concept requests
d. top management is generally unsympathetic to the importance of problem definition, often
re-defining the problem after the research is under way
ANS: A
Top management tends to think marketing research costs too much, while marketing researchers
believe “you get what you pay for.”
16. Challenges in conducting effective marketing research internationally include all of the following
except
a. markets in less developed countries are less likely to have good secondary data
b. in some countries cultural dynamics or concerns about government surveillance may
negatively impact results
c. marketing research techniques used in the United States are not applicable in other
countries
d. logistical dimensions of implementing marketing research are complex and, therefore,
tend to cost more
ANS: C
While the methodology may sometimes need to be modified, marketing research techniques are still
applicable throughout the world.
17. _______________ answers the questions, “What specific information is required to attain the
objectives?”
a. Symptoms c. Information needs
b. Research design d. Data sources
ANS: C
Once research objectives are determined, it is important to determine the specific information that is
needed to achieve the objective (“information needs”).
18. In designing the sample, researchers need to clearly define all of the following except
a. the questions to be asked
b. the population from which the sample is to be drawn
c. method used to select the sample
d. the sample size
ANS: A
Sample design involves designating the population, the methods used to select the sample, and the
sample size.
19. During which step in the research process would a large proportion of the research budget be spent and
a sizeable proportion of the “total error” be incurred?
a. designing the data collection procedure
b. collecting data
c. processing and coding data
d. analyzing data
ANS: B
Collecting data typically involves a large proportion of the research budget and a sizeable proportion
of the “total error” in the research results.
20. If a product’s share of the market is below the forecasted share, then this would be an example of a(n)
a. problem c. symptom
b. opportunity d. both a and b
ANS: C
Symptoms are performance measures, metrics, and diagnostics that signal the presence of a problem or
an opportunity.
21. Variables directly under the control of management that lead the organization’s performance to fall
short of objectives are
a. symptoms c. opportunities
b. problems d. information needs
ANS: B
In marketing research, the word “problem” refers to the variables, particularly variables under direct
managerial control, that lead the organization’s performance measures to fall short of stated objectives.
22. Situations where performance can be improved by a change in activities are
a. symptoms c. opportunities
b. performance measures d. information needs
ANS: C
Opportunities often go unnoticed because managers tend to focus on problems rather than on activities
that can be changed to create greater performance.
23. An example of a problem would be

a. market share has declined by 3 percent since last year
b. brand awareness has declined by 5 percent
c. the advertising campaigns used over the last year have been less effective
d. all of the above
ANS: C
Problems are variables under a manager’s control and lead to an organization’s performance. If the
advertising campaign has been less effective, then that is a problem. The first two examples are
symptoms.
24. An example of an opportunity would be

a. an ad campaign was not as effective as forecasted
b. a hotel experiences a decline in revenues
c. a competitor has more effective advertising
d. consumer preferences for snack foods shifted to products free of wheat gluten
ANS: D
Opportunities are situations where performance can be improved by changing activities, such as
adding a gluten-free snack food line to take advantage of the change in consumer preferences.
PTS: 1 DIF: Moderate REF: pg 32-33
25. Typical motives for “pseudo-research” include all of the following except
a. using marketing research as a way to gain visibility and power in the organization
b. informing a decision among several possible courses of action
c. establishing a scapegoat for marketing decisions that do not accomplish objectives
d. promoting service organizations such as advertising agencies and media to attract new
business and impress current clients
ANS: B
Justification of a past decision would be considered pseudo-research, but using it to select an
alternative is correct use of marketing research.
26. Increasing market share by 3 percent by next year would be an example of a(n)
a. symptom c. opportunity
b. problem d. decision objective
ANS: D
Decision objectives include organizational goals, such as increasing marketing share by 3 percent by
next year.
27. The value or benefit of formal marketing research is typically commensurate with
a. the cost of conducting the research
b. the amount of time it takes
c. the clarity of the decision to be made
d. the ability of the research to reduce uncertainty in the decision-making process
ANS: D
Although costs and time required to conduct marketing research is important, the value or benefit is
commensurate with how the research impacts the uncertainty of the alternatives.
PTS: 1 DIF: Difficult REF: pg 38
28. Conclusive research is meant to provide information to help the decision-maker

a. evaluate and select a specific course of action from among the options previously
identified
b. select the correct sampling procedure
c. identify the information needs based on the research objectives
d. clarify the problem or opportunity being faced
ANS: A
A research study designed to evaluate alternative courses of action typically is considered the formal
research project itself, referred to as conclusive research.
29. _______________ research is often needed to facilitate the development of the statement of problems
and opportunities.
a. Conclusive c. Pseudo-
b. Exploratory d. Causal
ANS: B
Because managers often do not know the problem and/or opportunity, exploratory research is often
used to assist in this step of the process.
30. The objective “to study consumer reactions to cartoon characters in advertising” is insufficient for all
of the following reasons except
a. it does not indicate what type of market will be studied
b. it does not indicate what is to be measured
c. it does not indicate the cost of the study
d. it does not indicate how the information will be used
ANS: C
Research objectives should state what is to be studied, how it is to be studied, and how the information
will be used.
31. Often decision-makers can identify gaps in the original list of research needs by
a. visualizing the research findings c. selecting the correct sample
b. developing concrete objectives d. specifying the information needs
ANS: A
Often the decision-maker can identify gaps in the original list of research needs by visualizing the
research findings, which can then be easily corrected during this preliminary stage of the research
project.
32. When visualizing the research findings, the data chosen for presentation in the mock-up should
represent all of the following possible results except
a. optimistic c. collected data
b. pessimistic d. most likely
ANS: C
At this stage of the research process, no data has yet been collected. The visualization should include
data values judged to be optimistic, most likely, and pessimistic.
33. Mocked-up data used to visualize the results of a study will tend to lack uncooperative features present
in real-world data such as all of the following except
a. missing fields c. miscodes
b. insufficient sample size d. self-selection bias
ANS: B
A danger in using mocked-up data is that the data tend to lack uncooperative features present in almost
all real-world data, such as missing fields, high multi-collinearity, miscodes, and self-selection bias.
34. Decision criteria are rules for

a. choosing objectives, given various information needs
b. choosing sampling procedures, given the size of the sample
c. choosing the appropriate quantitative analysis, given the form of the collected data
d. selecting among courses of action, given various data outcomes
ANS: D
Before anyone learns what the actual results are, it is important to develop the decision criteria that
will be used for selecting the best course of action. Decision-makers must be involved in determining
these criteria for the project to be pertinent.
35. Contribution margin is

a. selling price minus variable costs
b. selling price minus fixed costs
c. selling price minus variable and fixed costs
d. profit per unit divided by variable costs
ANS: A
By definition, contribution margin is the price minus variable costs.
36. It is easier to justify the cost of research as the market size _______________ and as the ratio of
variable costs to selling price _______________.
a. increases, increases c. decreases, increases
b. increases, decreases d. decreases, decreases
ANS: B
The larger the market and the larger the contribution margin (i.e., the lower the ratio of variable costs
to selling price), the easier it is to justify research projects because more money is available.
37. The difference between a sample value and the true underlying population value is called
a. sampling error c. measurement error
b. non-response error d. systematic error
ANS: A
Sampling error is the difference between the true population value and the value obtained from a
sample drawn from the population.
38. The sum of all errors that may occur in the research process over and above the sampling error is
called
a. measurement error c. non-sampling error
b. population error d. systematic bias
ANS: C
Non-sampling errors refer to all errors that may occur in the research process over and above the
sampling error.
39. All of the following are types of non-sampling errors except

a. faulty problem definition
b. incorrect population definition
c. sampling frame is not representative of the population
d. small sample size
ANS: D
Small sample size is the cause of sampling error; all of the other responses are types of non-sampling
error.
40. In selecting a sample for a telephone company, a researcher used the local telephone book. Given that
individuals with an unlisted number, individuals with cell phones, and individuals without any type of
phone would not be included, this illustrates which type of non-sampling error?
a. incorrect population definition
b. sampling frame non-representative of the population
c. non-response errors
d. faulty problem definition
ANS: B
The sampling frame must match the defined population, or sampling frame errors occur.
SHORT ANSWER
1. The field of marketing research amounts to a set of methodologies designed to aid managerial
decision-making. What are the essential steps in this approach?
ANS:
The essential steps are:
1. Determine what information is needed.
2. Design a method for collecting this information.
3. Manage the data collection.
4. Analyze and interpret the results.
5. Communicate the findings in a way that clarifies the implications for decision-making.
2. Explain the difference between independent and dependent variables.
ANS:
Dependent variables are phenomena a researcher seeks to explain, whereas independent variables are
used to explain them.
3. List the topics that should be considered in a research proposal.
ANS:
Topics to include are:
1. problem
2. objectives
3. alternatives
4. informational needs
5. personnel qualifications
6. evaluation
7. budget
8. timetable
4. What is the contribution margin if the selling price is $25.00, variable costs are $13.00, and fixed costs
are $50,000.
ANS:
$12.00 (25–13)
5. A research project costs $80,000. Selling price is $30.00 and variable costs are $20.00. What is the
break even point to cover the costs of the research?
ANS:
8,000 units ((80,000/(30–20))
ESSAY
1. What is meant by the term “market”?
ANS:
Generically, the market is everyone who could possibly participate in buying, leasing, subscribing, or
trading for a specific product or service and everything that could plausibly be involved in these
activities.
Another distinct meaning of “market” is more akin to “marketplace,” an arena in which similar
products or firms that compete with one another.
2. Compare and contrast consumer versus industrial marketing research.
ANS:
Consumer marketing research involves a large population, respondent accessibility is fairly easy,
respondent cooperation has become increasingly more difficult to obtain, sample size can usually be
drawn as large as is needed, respondent definitions are usually fairly simple, interviewers can be
readily trained, and the key dictators of study costs are sample size and incidence. In comparison,
industrial marketing research involves a small population, respondent accessibility is difficult,
respondent cooperation is a major concern, sample size is usually much smaller than for a consumer
sample, respondent definitions are more difficult, interviewers are more difficult to train, and study
costs per interview are usually considerably higher than for consumer research.
3. The general approach and techniques of marketing research applies to both domestic and international
contexts, but additional issues that must be considered in international research. Discuss these issues
that are unique to the international arena.
ANS:
The level of uncertainty pervading the entire enterprise will be greater in the international than in the
domestic context. The cost of doing marketing research is often much higher outside areas in which
there is a highly developed research infrastructure. Markets in developing areas are often not as large,
so potential revenue an profits are more modest. A great deal of attention must be paid to translation of
language and sensitivity to cultural differences to avoid big marketing blunders.
4. Discuss the concepts of symptoms, problems, and opportunities. Give an example of each.
ANS:
Symptoms are performance measures, metrics, and diagnostics that signal the presence of a problem or
opportunity. In marketing research, the word “problem” refers to those variables—particularly
variables under direct managerial control—that lead the organization’s performance measures to fall
short of objectives. An opportunity refers to a situation where performance can be improved by a
change in activities.
Student examples will vary greatly. Examples of symptoms should refer to a metric (such as declining
sales) divorced from its underlying cause. Examples of problems should refer to something that leads
to an underperformance (such as an ineffective advertising strategy). Examples of opportunities should
refer to an instance where a change in a condition opens a new possibility for improved performance
(such as adding a new line of product when consumer tastes shift).
5. Discuss the nature and various types of non-sampling error.
ANS:
Non-sampling error refers to all errors that may occur in the research process over and above the
sampling error, including those arising from both inadvertent mistakes and deliberate deceptions.
Specific types of non-sampling error include faulty problem definition, incorrect population definition,
sampling frame non-representative of the population, non-response errors, poor questionnaire design,
measurement error, and improper causal inferences.
PTS: 1 DIF: Challenging REF: pg 46| pg 48| pg 49
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of The power of
kindness and other stories
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.
Title: The power of kindness and other stories
Author: T. S. Arthur
Release date: May 24, 2022 [eBook #68158]
Language: English
Original publication: United Kingdom: T. Nelson and Sons, 1877
Credits: Charlene Taylor, David E. Brown, and the Online

Distributed Proofreading Team at https://www.pgdp.net
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*** START OF THE PROJECT GUTENBERG EBOOK THE POWER

OF KINDNESS AND OTHER STORIES ***
THE POWER OF KINDNESS.
And Other Stories.
THE FIRST INTERVIEW
A TIMELY RESCUE
page 105
The
Power of
Kindness
& OTHER STORIES.
T. NELSON & SONS

THE
POWER OF KINDNESS.
And Other Stories.
A BOOK FOR THE EXAMPLE AND ENCOURAGEMENT OF

THE YOUNG.
By T. S. ARTHUR.
LONDON:
T. NELSON AND SONS, PATERNOSTER ROW;
EDINBURGH; AND NEW YORK.
1877.
Contents.
THE POWER OF KINDNESS, 7
ADA AND HER PET FAWN, 18
HOW TO AVOID A QUARREL, 26
THE BROKEN DOLL, 34
HARSH WORDS AND KIND WORDS, 42
A NOBLE ACT, 46
EMMA LEE AND HER SIXPENCE, 53
THE TIMELY AID, 59
THE DOUBLE FAULT, 69
A STORY ABOUT A DOG, 74
THE DISCONTENTED SHEPHERD, 81
THE SHILLING, 86
THE WOUNDED BIRD, 90
THE HOLIDAY, 99
ROVER AND HIS LITTLE MASTER, 104
JAMES AND HENRY, 108
THE USE OF FLOWERS, 116
The Power of Kindness.
“I HATE him!”
Thus, in a loud, angry voice, spoke a lad named Charles Freeman.
His face was red, and his fair white brow disfigured by passion.
“Yes, I hate him! and he had better keep his distance from me, or I
—”
“What would you do, Charles?” asked the lad’s companion, seeing
that he paused.
“I don’t know what I might not be tempted to do. I would trample
upon him as I would upon a snake.”
For a boy fourteen years of age, this was a dreadful state of mind to
be in. The individual who had offended him was a fellow-student,
named William Aiken. The cause of offence we will relate.
Charles Freeman was a self-willed, passionate boy, who hesitated

not to break any rule of the institution at which he was receiving his
education, provided, in doing so, he felt quite sure of not being found
out and punished. On a certain occasion, he, with two or three
others, who were planning some act of insubordination, called into
the room of William Aiken and asked him to join them.
“It will be such grand sport,” said Freeman.
“But will it be right?” asked the more conscientious lad.
“Right or wrong, we are going to do it. Who cares for the president
and all the faculty put together? They are a set of hypocrites and
oppressors: make the best you can of them.”
“They don’t ask us to do anything but what is required by the rules of
the institution; and then, I think, we ought to obey.”
“You are wonderfully inclined to obedience!” said Charles Freeman,
in a sneering voice. “Come, boys! We have mistaken Master Aiken. I
did not know before that he was such a milksop. Come!”
The other lads retired with Freeman, but they did not insult Aiken, for
they knew him to be kind-hearted and honourable, and felt more
disposed to respect him for his objections than to speak harshly to
him for entertaining them. Aiken made no reply to the insulting
language of the hot-headed, thoughtless Charles Freeman, although
his words roused within him an instant feeling of indignation, that
almost forced his tongue to utter some strong, retaliating
expressions. But he controlled himself, and was very glad, as soon
as his visitors had left him, that he had been able to do so.
On the next morning, before daylight, some persons, unknown to the
faculty, brought from a neighbouring field a spiteful ram, and tied
him, with a strong cord, to a post near the door of the president’s
dwelling. The president, who was very near-sighted, always read
prayers in the chapel at five o’clock in the morning. At the usual hour
he descended from his chamber, and came out at his front door to
go to the chapel, which was distant some fifty yards. It was a little
after break of day. In the dim morning twilight, the president could
see but indistinctly even objects that were very near to him.
The ram, which had, after his fierce struggles with those who had
reduced him to a state of captivity, lain down quietly, roused himself
up at the sound of the opening door, and stood ready to give the
president a rather warm reception the moment he came within reach
of him. Unconscious of the danger that menaced him, the president
descended from the door with slow and cautious steps, and received
in his side a terrible blow from the animal’s head, that threw him,
some feet from where he was standing, prostrate upon the ground.
Fortunately the ram had reached within a few inches of the length of
his tether when the blow was given, and could not, therefore, repeat
it, as the object of his wrath was beyond his reach.
The president was rather severely hurt; so much so that he was
unable to go to the chapel and read morning prayers, and was
confined to his chamber for some days. No investigation into the
matter was made until after he was able to be about again. Then he
assembled all the students together and stated to them what had
occurred, and the pain he had endured in consequence, and asked
to have the individuals who had been guilty of this outrage
designated. All were silent. One student looked at another, and then
at the assembled faculty, but no one gave the desired information,
although many of those present knew the parties who were engaged
in the act. Finding that no one would divulge the names of those who
had been guilty of the outrage against him, the president said,—
“Let all who know nothing of this matter rise to their feet.”
Charles Freeman was the first to spring up, and one after another
followed him, until all had risen except William Aiken. The president
paused for some moments, and then ordered the young men to take
their seats.
“William Aiken will please to come forward,” said the president. As
the lad rose from his seat, several of the faculty, who had their eyes
upon Freeman, and who had reason for suspecting that he knew
about as much of the matter as any one, noticed that he cast a look
of anger towards Aiken.
“It seems, then, that you know something about this matter,” said the
president.
“All I know about it,” replied Aiken, “is, that I was applied to by some
of my fellow-students to join them in doing what has been done, and
that I declined participating in it.”
“For what reason, sir?”
“Because I thought it wrong.”
“Who were the students that applied to you?”
“I would rather not answer that question, sir.”
“But I insist upon it.”
“Then I must decline doing so.”
“You will be suspended, sir.”
“I should regret that,” was the lad’s manly reply. “But as I have
broken no rule of the institution, such a suspension would be no
disgrace to me.”
The president was perplexed. At this point one of the professors
whispered something in his ear, and his eye turned immediately
upon Freeman.
“Let Charles Freeman come forward,” he said.
With a fluctuating countenance the guilty youth left his seat and
approached the faculty.
“Is this one of them?” said the president.
Aiken made no reply.
“Silence is assent,” the president remarked; “you can take your seat,
young man.”
As Aiken moved away, the president, who had rather unjustly fixed
upon him the burden of having given information, tacitly, against
Freeman, said, addressing the latter:—
“And now, sir, who were your associates in this thing?”
“I am no common informer, sir. You had better ask William Aiken. No
doubt he will tell you,” replied the lad.
The president stood thoughtful for a moment, and then said,—
“Gentlemen, you can all retire.”
It was as the students were retiring from the room where this
proceeding had been conducted that Freeman made the bitter
remarks about Aiken with which our story opens. It happened that
the subject of them was so close to him as to hear all he said. About
ten minutes after this, against the persuasion of a fellow-student,
Freeman went to the room of Aiken for the satisfaction of telling him,
as he said, “a piece of his mind.” Aiken was sitting by a table, with
his head resting upon his hand, as Freeman came in. He looked up,
when his door opened, and, seeing who it was, rose quickly to his
feet, and advanced towards him a few steps, saying, with a smile, as
he did so:—
“I am glad you have come, Charles. I had just made up my mind to
go to your room. Sit down now, and let us talk this matter over with
as little hard feelings as possible. I am sure it need not make us
enemies. If I have been at any point in the least to blame, I will freely
acknowledge it, and do all in my power to repair any injury that I may
have done to you. Can I do more?”
“Of course not,” replied Charles, completely subdued by the
unexpected manner and words of Aiken.
“I heard you say, a little while ago, that you hated me,” resumed
William. “Of course there must be some cause for this feeling. Tell
me what it is, Charles.”
The kind manner in which Aiken spoke, and the mildness of his
voice, completely subdued the lion in the heart of Freeman. He was
astonished at himself, and the wonderful revulsion that had taken
place, so suddenly, in his feelings.
“I spoke hastily,” he said. “But I was blind with anger at being
discovered through you.”
“But I did not discover you, remember that, Charles.”
“If you had risen with the rest—”
“I would not, in word or act, tell a lie, Charles, for my right hand,” said
Aiken, in an earnest voice, interrupting him. “You must not blame me
for this.”
“Perhaps I ought not, but—”
Freeman left the sentence unfinished, and rising to his feet,
commenced walking the floor of Aiken’s room, hurriedly. This was
continued for some minutes, when he stopped suddenly, and
extending his hand, said,—
“I have thought it all over, William, and I believe I have no cause of
complaint against you; but I acknowledge that you have against me.
I have insulted you and hated you without a cause. I wish I could act,
in all things, from the high principles that govern you.”
“Try, Charles, try!” said Aiken with warmth, as he grasped the hand
of his fellow-student.
“It will be no use for me to try,” returned Freeman, sadly. “I shall be
expelled from the institution; my father will be angry; and I shall
perhaps be driven, by my hot and hasty spirit, to say something to
him that will estrange us, for he is a man of a stern temper.”
“Don’t fear such consequences,” said Aiken kindly. “Leave it to me. I
think I can make such representations to the president as will induce
him to let the matter drop where it is.”
“If you can do so, it may save me from ruin,” replied Freeman, with
much feeling.
William Aiken was not deceived in his expectations. He represented
to the kind-hearted but rather impetuous president the repentant
state of Freeman’s mind, and the consequences likely to arise if he
should be expelled from college. The president made no promises;
but nothing more was heard of the subject. From that time the two
students were warm friends; and Freeman was not only led to see
the beauty and excellence of truth and integrity of character, but to
act from the same high principles that governed his noble-minded
friend.
There is not one of our young readers who cannot see what sad
consequences might have arisen, if William Aiken had not kept down
his indignant feelings, and been governed by kindness instead of
anger.
Ada and her Pet Fawn.
THERE was once a dear child named Ada, who was of so sweet a
temper that she only knew how to love; and the consequence was,
that everybody and everything that could know her, loved the sweet
little girl in return. I do not believe that a servant in her father’s family
ever spoke unkindly to Ada, she was so good. There are but few of
my young readers, I am afraid, that can say so of themselves. Cook
scolds, the chambermaid is so cross, and nurse is out of temper,
whenever you come near them. Yes, you know all that; but, my
young friends, I am afraid it is all your own fault. Now, examine
closely your own feelings and conduct, and see if you do not make
this trouble for yourselves. Do you always speak kindly to those
around you; and do you always try to give them as little trouble as
possible?
As for Ada, everybody loved her; and the reason, as I have already
stated, was plain: she didn’t know any feeling toward others except
that of love. Even the dumb animals would come to her side when
she appeared. The cat would rub against her, and purr as she sat in
her little chair; and when she went out to play among the flowers,
would run after her just as you have seen a favourite dog run after
his master. She never passed Lion, the watch-dog, that he didn’t
wag his great tail, or turn his head to look after her; and if she
stopped and spoke to or put her hand upon him, his old limbs would
quiver with delight, and his face would actually laugh like a human
face. And why was this? It was because love prompted Ada to kind
acts towards everything. Love beamed from her innocent
countenance, and gave a music to her voice that all ears, even those
of dumb animals, were glad to hear. Yes, everything loved Ada,
because she was good.
The father of gentle, loving Ada was a rich English lord—a certain
class of wealthy and distinguished men in England, as most young
readers know, are called lords—and he had a great estate some
miles from London, in which were many animals; among them, herds
of deer. When Ada was three or four years old, her father went to live
on this estate. Around the fine old mansion into which they removed
were stately trees, green lawns, and beautiful gardens; and a short
distance away, and concealed from view by a thick grove, was the
park where roamed the graceful deer.
Under the shade of those old trees, upon the smoothly-shaven lawn,
or amid the sweet flowers in the garden, Ada spent many hours
every day, one of the happiest of beings alive.
One morning—it was a few weeks after Ada had come to live in this
fair and beautiful place—she strayed off a short distance from the
house, being lured away by the bright wild flowers that grew thickly
all around, and with which she was filling her apron. At last, when
her tiny apron would not hold a blossom more without pushing off
some other flower, Ada looked up from the ground, and discovered
that she was out of sight of her house, and among trees which stood
so thickly together that the sky could scarcely be seen overhead, nor
the light beyond, when she endeavoured to look between the leafy
branches. But Ada did not feel afraid, for she knew no cause for fear.
She loved everything, and she felt that everything loved her. There
was not any room in her heart for fear.
Still Ada felt too much alone, and she turned and sought to find her
way out of the woods and get back again. While yet among the
trees, she heard a noise of feet approaching; and turning, she saw
an animal that was unlike any she had seen before. It came up close
to her, and neither of them felt afraid. It was a fawn, only a few
months old. The fawn looked into Ada’s face with its dark bright
eyes, and when she spoke to it, and laid her hand upon its head, the
young creature pressed lovingly against the child.

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Test Bank for Modern Marketing

Research, 2nd Edition : Feinberg

Modern Marketing Research Concepts Methods and Cases

Solution Manual for Modern Marketing Research:

Marketing Research 10th Edition McDaniel Test Bank

Test Bank for Exploring Marketing Research, 11th

Marketing Research, 8th Edition Alvin C. Burns Test

Marketing Research Burns 7th Edition Solutions Manual

Solution Manual for Exploring Marketing Research, 11th

Test Bank for Personality Classic Theories and Modern

PTS: 1 DIF: Moderate REF: pg 15

PTS: 1 DIF: Moderate REF: pg 16

PTS: 1 DIF: Challenging REF: pg 17-18

PTS: 1 DIF: Challenging REF: pg 22

PTS: 1 DIF: Challenging REF: pg 23

PTS: 1 DIF: Easy REF: pg 29

PTS: 1 DIF: Moderate REF: pg 30

PTS: 1 DIF: Moderate REF: pg 31

PTS: 1 DIF: Moderate REF: pg 31

PTS: 1 DIF: Easy REF: pg 32

PTS: 1 DIF: Moderate REF: pg 34

PTS: 1 DIF: Challenging REF: pg 37

PTS: 1 DIF: Moderate REF: pg 37

20. Exploratory research can be helpful in identifying innovative courses of action.

PTS: 1 DIF: Easy REF: pg 37

PTS: 1 DIF: Moderate REF: pg 40

PTS: 1 DIF: Moderate REF: pg 41

PTS: 1 DIF: Challenging REF: pg 43

PTS: 1 DIF: Moderate REF: pg 44

PTS: 1 DIF: Challenging REF: pg 46

PTS: 1 DIF: Moderate REF: pg 5

PTS: 1 DIF: Moderate REF: pg 6

PTS: 1 DIF: Moderate REF: pg 7

PTS: 1 DIF: Challenging REF: pg 8

PTS: 1 DIF: Challenging REF: pg 8

6. The first step in the marketing research decision-making process is

PTS: 1 DIF: Moderate REF: pg 10

PTS: 1 DIF: Challenging REF: pg 13

8. An example of a situational analysis would be an analysis of

PTS: 1 DIF: Challenging REF: pg 13

9. The formal beginning of marketing research was

PTS: 1 DIF: Challenging REF: pg 14

PTS: 1 DIF: Challenging REF: pg 15

11. Syndicated data sources

PTS: 1 DIF: Moderate REF: pg 16

PTS: 1 DIF: Challenging REF: pg 17

PTS: 1 DIF: Moderate REF: pg 18

PTS: 1 DIF: Challenging REF: pg 24 | pg 42

PTS: 1 DIF: Moderate REF: pg 25

PTS: 1 DIF: Moderate REF: pg 26

PTS: 1 DIF: Easy REF: pg 29

PTS: 1 DIF: Moderate REF: pg 30

PTS: 1 DIF: Moderate REF: pg 31

PTS: 1 DIF: Moderate REF: pg 31

PTS: 1 DIF: Moderate REF: pg 32

22. Situations where performance can be improved by a change in activities are

PTS: 1 DIF: Easy REF: pg 32

23. An example of a problem would be

PTS: 1 DIF: Challenging REF: pg 32

24. An example of an opportunity would be

PTS: 1 DIF: Moderate REF: pg 32-33

PTS: 1 DIF: Easy REF: pg 33

PTS: 1 DIF: Difficult REF: pg 38

28. Conclusive research is meant to provide information to help the decision-maker