毕业论文5000字英文文献翻译
毕业论文(设计)外文文献翻译及原文

金融体制、融资约束与投资——来自OECD的实证分析R.SemenovDepartment of Economics,University of Nijmegen,Nijmegen(荷兰内梅亨大学,经济学院)这篇论文考查了OECD的11个国家中现金流量对企业投资的影响.我们发现不同国家之间投资对企业内部可获取资金的敏感性具有显著差异,并且银企之间具有明显的紧密关系的国家的敏感性比银企之间具有公平关系的国家的低.同时,我们发现融资约束与整体金融发展指标不存在关系.我们的结论与资本市场信息和激励问题对企业投资具有重要作用这种观点一致,并且紧密的银企关系会减少这些问题从而增加企业获取外部融资的渠道。
一、引言各个国家的企业在显著不同的金融体制下运行。
金融发展水平的差别(例如,相对GDP的信用额度和相对GDP的相应股票市场的资本化程度),在所有者和管理者关系、企业和债权人的模式中,企业控制的市场活动水平可以很好地被记录.在完美资本市场,对于具有正的净现值投资机会的企业将一直获得资金。
然而,经济理论表明市场摩擦,诸如信息不对称和激励问题会使获得外部资本更加昂贵,并且具有盈利投资机会的企业不一定能够获取所需资本.这表明融资要素,例如内部产生资金数量、新债务和权益的可得性,共同决定了企业的投资决策.现今已经有大量考查外部资金可得性对投资决策的影响的实证资料(可参考,例如Fazzari(1998)、 Hoshi(1991)、 Chapman(1996)、Samuel(1998)).大多数研究结果表明金融变量例如现金流量有助于解释企业的投资水平。
这项研究结果解释表明企业投资受限于外部资金的可得性。
很多模型强调运行正常的金融中介和金融市场有助于改善信息不对称和交易成本,减缓不对称问题,从而促使储蓄资金投着长期和高回报的项目,并且提高资源的有效配置(参看Levine(1997)的评论文章)。
因而我们预期用于更加发达的金融体制的国家的企业将更容易获得外部融资.几位学者已经指出建立企业和金融中介机构可进一步缓解金融市场摩擦。
浙江大学本科毕业论文外文文献翻译

核准通过,归档资料。
未经允许,请勿外传!浙江大学本科毕业论文外文文献翻译The influence of political connections on the firm value of small and medium-sized enterprises in China政治关联在中国对中小型企业价值的影响1摘要中小型企业的价值受很多因素的影响,比如股东、现金流以及政治关联等.这篇文章调查的正是在中国政治关联对中小型企业价值的影响。
通过实验数据来分析政治关联对企业价值效益的影响.结果表明政府关联是关键的因素并且在中国对中小型企业的价值具有负面影响。
2重要内容翻译2。
1引言在商业界,有越来越多关于政治关联的影响的经济研究。
它们发现政治关联能够帮助企业确保有利的规章条件以及成功获得资源,比如能够最终提高企业价值或是提升绩效的银行贷款,这种政治关联的影响在不同的经济条件下呈现不同的效果。
在高腐败和法律制度薄弱的国家,政治关联对企业价值具有决定性因素1的作用.中国由高度集权的计划经济向市场经济转变,政府对市场具有较强的控制作用,而且有大量的上市企业具有政治关联。
中小型企业发展的很迅速,他们已经在全球经济环境中变得越来越重要。
从90年代起, 政治因素对中国的任何规模的企业来说都变得越来越重要,尤其是中小型企业的价值。
和其他的部门相比较,中小型企业只有较小的现金流,不稳定的现金流且高负债率.一方面,中小型企业改变更加灵活;另一方面,中小型企业在由于企业规模以及对银行来说没有可以抵押的资产,在筹资方面较为困难。
企业如何应对微观经济环境和政策去保证正常的企业活动,并且政治关联如何影响企业价值?这篇论文调查政治关联和企业价值之间的联系,并且试图去研究企业是否可以从政治关联中获利提升企业价值。
2.2定义这些中小型企业之所以叫中小型企业,是和管理规模有关。
对这些小企业来说,雇员很少,营业额较低,资金一般由较少的人提供,因此,通常由这些业主直接管理企业。
毕业论文英文参考文献与译文

Inventory managementInventory ControlOn the so-called "inventory control", many people will interpret it as a "storage management", which is actually a big distortion.The traditional narrow view, mainly for warehouse inventory control of materials for inventory, data processing, storage, distribution, etc., through the implementation of anti-corrosion, temperature and humidity control means, to make the custody of the physical inventory to maintain optimum purposes. This is just a form of inventory control, or can be defined as the physical inventory control. How, then, from a broad perspective to understand inventory control? Inventory control should be related to the company's financial and operational objectives, in particular operating cash flow by optimizing the entire demand and supply chain management processes (DSCM), a reasonable set of ERP control strategy, and supported by appropriate information processing tools, tools to achieved in ensuring the timely delivery of the premise, as far as possible to reduce inventory levels, reducing inventory and obsolescence, the risk of devaluation. In this sense, the physical inventory control to achieve financial goals is just a means to control the entire inventory or just a necessary part; from the perspective of organizational functions, physical inventory control, warehouse management is mainly the responsibility of The broad inventory control is the demand and supply chain management, and the whole company's responsibility.Why until now many people's understanding of inventory control, limited physical inventory control? The following two reasons can not be ignored:First, our enterprises do not attach importance to inventory control. Especially those who benefit relatively good business, as long as there is money on the few people to consider the problem of inventory turnover. Inventory control is simply interpreted as warehouse management, unless the time to spend money, it may have been to see the inventory problem, and see the results are often very simple procurement to buy more, or did not do warehouse departments .Second, ERP misleading. Invoicing software is simple audacity to call it ERP, companies on their so-called ERP can reduce the number of inventory, inventory control, seems to rely on their small software can get. Even as SAP, BAAN ERP world, the field ofthese big boys, but also their simple modules inside the warehouse management functionality is defined as "inventory management" or "inventory control." This makes the already not quite understand what our inventory control, but not sure what is inventory control.In fact, from the perspective of broadly understood, inventory control, shouldinclude the following:First, the fundamental purpose of inventory control. We know that the so-called world-class manufacturing, two key assessment indicators (KPI) is, customer satisfaction and inventory turns, inventory turns and this is actually the fundamental objective of inventory control.Second, inventory control means. Increase inventory turns, relying solely on the so-called physical inventory control is not enough, it should be the demand and supply chain management process flow of this large output, and this big warehouse management processes in addition to including this link, the more important The section also includes: forecasting and order processing, production planning and control, materials planning and purchasing control, inventory planning and forecasting in itself, as well as finished products, raw materials, distribution and delivery of the strategy, and even customs management processes.And with the demand and supply chain management processes throughout the process, it is the information flow and capital flow management. In other words, inventory itself is across the entire demand and supply management processes in all aspects of inventory control in order to achieve the fundamental purpose, it must control all aspects of inventory, rather than just manage the physical inventory at hand.Third, inventory control, organizational structure and assessment.Since inventory control is the demand and supply chain management processes, output, inventory control to achieve the fundamental purpose of this process must be compatible with a rational organizational structure. Until now, we can see that many companies have only one purchasing department, purchasing department following pipe warehouse. This is far short of inventory control requirements. From the demand and supply chain management process analysis, we know that purchasing and warehouse management is the executive arm of the typical, and inventory control should focus on prevention, the executive branch is very difficult to "prevent inventory" for the simple reason that they assessment indicatorsin large part to ensure supply (production, customer). How the actual situation, a reasonable demand and supply chain management processes, and thus set the corresponding rational organizational structure and is a question many of our enterprisesto exploreThe role of inventory controlInventory management is an important part of business management. In the production and operation activities, inventory management must ensure that both the production plant for raw materials, spare parts demand, but also directly affect the purchasing, sales of share, sales activities. To make an inventory of corporate liquidity, accelerate cash flow, the security of supply under the premise of minimizing Yaku funds, directly affects the operational efficiency. Ensure the production and operation needs of the premise, so keep inventories at a reasonable level; dynamic inventory control, timely, appropriate proposed order to avoid over storage or out of stock; reduce inventory footprint, lower total cost of inventory; control stock funds used to accelerate cash flow.Problems arising from excessive inventory: increased warehouse space andinventory storage costs, thereby increasing product costs; take a lot of liquidity, resultingin sluggish capital, not only increased the burden of payment of interest, etc., would affect the time value of money and opportunity income; finished products and raw materials caused by physical loss and intangible losses; a large number of enterprise resource idle, affecting their rational allocation and optimization; cover the production, operation of the whole process of the various contradictions and problems, is not conducive to improve the management level.Inventory is too small the resulting problems: service levels caused a decline in the profit impact of marketing and corporate reputation; production system caused by inadequate supply of raw materials or other materials, affecting the normal production process; to shorten lead times, increase the number of orders, so order (production) costs; affect the balance of production and assembly of complete sets.NotesInventory management should particularly consider the following two questions:First, according to sales plans, according to the planned production of the goods circulated in the market, we should consider where, how much storage.Second, starting from the level of service and economic benefits to determine howto ensure inventories and supplementary questions.The two problems with the inventory in the logistics process functions.In general, the inventory function:(1)to prevent interrupted. Received orders to shorten the delivery of goods fromthe time in order to ensure quality service, at the same time to prevent out of stock.(2)to ensure proper inventory levels, saving inventory costs.(3)to reduce logistics costs. Supplement with the appropriate time interval compatible with the reasonable demand of the cargo in order to reduce logistics costs, eliminate or avoid sales fluctuations.(4)ensure the production planning, smooth to eliminate or avoid sales fluctuations.(5)display function.(6)reserve. Mass storage when the price falls, reduce losses, to respond to disasters and other contingencies.About the warehouse (inventory) on what the question, we must consider the number and location. If the distribution center, it should be possible according to customer needs, set at an appropriate place; if it is stored in central places to minimize the complementary principle to the distribution centers, there is no place certain requirements. When the stock base is established, will have to take into account are stored in various locations in what commodities.库存管理库存控制在谈到所谓“库存控制”的时候,很多人将其理解为“仓储管理”,这实际上是个很大的曲解。
毕业设计论文外文文献翻译

毕业设计(论文)外文文献翻译院系:财务与会计学院年级专业:201*级财务管理姓名:学号:132148***附件: 财务风险管理【Abstract】Although financial risk has increased significantly in recent years risk and risk management are not contemporary issues。
The result of increasingly global markets is that risk may originate with events thousands of miles away that have nothing to do with the domestic market。
Information is available instantaneously which means that change and subsequent market reactions occur very quickly。
The economic climate and markets can be affected very quickly by changes in exchange rates interest rates and commodity prices。
Counterparties can rapidly become problematic。
As a result it is important to ensure financial risks are identified and managed appropriately. Preparation is a key component of risk management。
【Key Words】Financial risk,Risk management,YieldsI. Financial risks arising1.1What Is Risk1.1.1The concept of riskRisk provides the basis for opportunity. The terms risk and exposure have subtle differences in their meaning. Risk refers to the probability of loss while exposure is the possibility of loss although they are often used interchangeably。
毕业论文外文译文

毕业论文外文译文Due to the increasing globalization and internationalization of the business world, the ability to communicate effectively in a foreign language has become a crucial skill for graduates. However, many studies have shown that traditional language education methods are not always effective in developing this skill. This paper explores the use of communicative language teaching (CLT) as a more effective approach to foreign language instruction.CLT is an approach to language teaching that emphasizes the importance of communication and interactions in the language learning process. Traditional language education methods often focus on grammar and vocabulary drills, which prioritize accuracy over communicative competence. In contrast, CLT promotes the use of authentic materials and real-life situations to encourage learners to actively engage in meaningful communication.One of the main advantages of CLT is that it enhances learners' motivation and engagement in the language learning process. Traditional language education methods can be dry and repetitive, which can lead to boredom and disinterest among learners. In contrast, CLT provides learners with opportunities to use the language in practical, real-life situations, making the learning experience more meaningful and enjoyable.Furthermore, CLT enables learners to develop not only their linguistic competence but also their communicative competence. Communicative competence refers to the ability to use language appropriately and effectively in different social and cultural contexts. Traditional language education methods often prioritizethe acquisition of grammar rules and vocabulary, neglecting the importance of sociolinguistic and pragmatic aspects of language use. In contrast, CLT emphasizes the importance of developing all aspects of communicative competence, including cultural awareness and interpersonal skills.Another advantage of CLT is that it promotes the development of critical thinking and problem-solving skills. Traditional language education methods often focus on rote memorization and repetition, which limit learners' ability to think critically and apply their knowledge to real-life situations. In contrast, CLT encourages learners to engage in meaningful communication, which requires them to think critically, make decisions, and solve problems in the target language.In conclusion, CLT offers several advantages over traditional language education methods. It enhances learners' motivation and engagement, promotes the development of communicative competence, and fosters critical thinking and problem-solving skills. Therefore, it can be a more effective approach to foreign language instruction in the context of increasing globalization and internationalization.。
毕业论文的外文译文

毕业论文的外文译文Due to the increasing importance of communication and cooperation in today's globalized world, businesses are constantly looking for ways to improve their cross-cultural communication skills. One area where these skills are crucial is in the internationalization of companies, where firms require a deep understanding of the cultural differences in order to be successful. This requires a comprehensive understanding of not only language, but also the cultural norms and values of the target market. In this thesis, we will explore the importance of cross-cultural communication in international businesses and how it can be improved.The primary challenge in cross-cultural communication is the language barrier. While English is the dominant language in international business, many firms find that it's not enough to communicate effectively with their target market. There are cultural differences in the way people use language, as well as differences in nonverbal communication such as body language and facial expressions. For instance, in Japan, it's common to nod and smile even if one does not agree with astatement, whereas in the United States, a lack of disagreement often means agreement. These differences can lead to misunderstandings in business conversations, which can ultimately harm business relationships.In order to overcome these language barriers, companies need to invest in language training for their employees. This training should focus not only on the language itself, but also on the cultural norms and values associated with the language. For example, a Japanese training program might teach students about the concepts of harmony and respect in Japanese culture, and how these values influence the way people communicate with each other. By understanding these cultural norms, employees will be able to communicate more effectively with their Japanese counterparts.Another challenge in cross-cultural communication is understanding the cultural context of business interactions. In some cultures, business is conducted in a more formal manner, with a strong emphasis on hierarchy and protocol. In other cultures, business is more informal and relaxed. Companies need to understand these differences in order to work effectively in international markets.To overcome these context challenges, companies should incorporate cultural training into their employee training programs. Cultural training should focus on the history, customs, and traditions of the target market. It should also address the specific business practices and protocol required for success in that market.In conclusion, cross-cultural communication is a key determinant of success in international businesses. In order to succeed in foreign markets, companies must have a deep understanding of the language, cultural norms, and values of their target market. This requires a comprehensive training program that not only focuses on language skills, but also on the cultural context of business interactions. With the right training and support, companies can improve their cross-cultural communication skills and achieve success in global markets.。
毕业论文英语翻译及原文

=H( - )(1)
respectively, the expression can be easily gained as follows
Then, the relation equation between the two baseline vectors is expressedas
There are two steps in the GPS observation data processing course. They are baseline calculationand network adjustment. The baseline vectors in WGS-84 can be firstly got using baseline calculation.Secondly, the baseline vector transformation from WGS-84 to the station orthogonal coordinatesystem can be done with (3). At last, the adjustment of GPS deformatihestation orthogonal coordinate system can be successfully finished.
If the position vector of the station orthogonal coordinate system originP0inWGS-84 isexpressed as = , according to thegeodetic latitude and longitude( , ), theposition vector
论文翻译5000字

Customer delight in a retail context: investigating delightful and terrible shopping experiencesMark J. Arnold, Kristy E. Reynold, NicolePonder, Jason E.LuegAbstract:The concept of delight is of great interest to practitioners who understand that to keep customers loyal, a firm must go beyond merely satisfying to truly delighting them [Bus. Mark. Dig.17 (1992) 17; Mark. News 24 (1990) 10]. However, few studies specifically dedicated to customer delight have surfaced in the marketing literature [J. Retail. 73 (1997) 311], and no research to the authors’ knowledge has explored delight in a retail setting. Therefore, the purpose of this study was to examine customer delight in a retail-shopping context. Specifically, qualitative research was conducted to determine the sources of delightful and terrible shopping experiences for retail shoppers. Critical incident analysis of 113 depth interviews with shoppers revealed several factors associated with delightful or terrible shopping experiences and the resulting consequences from these experiences. A number of strategic implications are discussed, and limitations and directions for future research are also addressed.Keywords: Customer delight; Shopping; Critical incident technique1. IntroductionOver the past decade, practitioners and academics alike have argued that an essential strategy for success and survival in today’s marketplace is the creation and maintenance of satisfied and loyal customers (Parasuraman et al.,1985; Reichheld and Sasser, 1990; Rust and Zahorik, 1992,1993; Zeithaml et al., 1990). Customer satisfaction has been linked to a number of important outcomes, including increasedmarket share, profitability, customer retention and oyalty, purchase intentions, usage rates, and the benefits associated with positive word-of-mouth effects (Anderson and Sullivan, 1993; Anderson et al., 1994; Bitner, 1990; Boulding et al., 1993; Cronin and Taylor, 1992; Fornell and Wernerfelt, 1987, 1988; LaBarbera and Mazursky, 1983;Zeithaml, 2000; Zeithaml et al., 1996). As a result, firms have made significant financial and human resource investments into the measurement and analysis of customer satisfaction and its subsequent improvement (Jones and Sasser, 1995; Oliver, 1999; Reichheld and Sasser, 1990; Rust et al., 1995).However, while evidence of the value of customer satisfaction continues to accumulate, firms are increasingly having difficulty connecting satisfaction efforts to the ‘‘bottom line’’ (Reichheld,1996). For example, a study by the Juran Institute found that fewer than 30% of 200 firms believed that their satisfaction management efforts added to their bottom line, and fewer than 2% were able to measure a bottom-line improvement (Hepworth and Mateus, 1994). Indeed, studies have consistently shown that many customers who switch are often satisfied with their prior brand experience, with overall switching among satisfied customers across many industries approaching 80% (Keaveney, 1995; Oliver, 1999; Reichheld, 1996).In response to these developments, practitioners have suggested that merely attaining satisfaction may be insufficient, and that going beyond customer satisfaction to ‘‘customer delight’’ is required (Schlossberg, 1990). Executives in leading companies often ass ert that customer satisfaction by itself is insufficient for developing long-term loyalty because customers expect to be satisfied in today’s marketplace and simply meeting those expectations is insufficient (Oliver et al., 1997). In other words, customers are satisfied when the company can avoid problems (i.e., the ‘‘zerodefects’’ mentality), but to keep customers for the longrun, companies must do more.For many companies, ‘‘doing more’’ suggests the generationof higher levels of emotion than those associated with mere satisfaction evaluations, and the growing belief amongmany executives is that customers exposed tounexpected, pleasant experiences—those experiences which are delightful—are far more likely to develop into long-term loyalfollowers. Hence, creating delighted customers clearlyrequires new approaches to customer management thanmore traditional satisfaction-building efforts can offer.These developments, in conjunction with equivocal academic research regarding the value of increasing customer satisfaction (Reichheld, 1993), have led to a growing interest among retail firms in creating customer delight asthe basis for long-term customer profitability.In line with these marketplace developments, recent thinking on the part of service quality and s atisfaction researchers has begun to focus on these ‘‘higher levels’’ of satisfaction that may generate exceptional results in the form of unshakable customer loyalty. While customer delight has been thought to be key to true customer loyalty and loyalty-driven profits (Oliver et al., 1997), it remains largely unexplored in academic research. Therefore, before delight can be properly linked to the bottom line, it is imperative that retailers understand the causes of such experiences.Researchers in social psychology have distinguished between delight and lower arousal levels of happiness (de Rivera et al., 1989), and several studies in marketing have addressed emotions in the satisfaction response (Oliver and Westbrook, 1993). However, few studies specifically dedicated to customer delight have appeared (e.g., Oliver et al., 1997; Rust and Oliver, 2000), and no research to the authors’ knowledge has explored delight in a retail setting.Furthermore, although Schneider and Bowen (1999) have addressed customer outrage and others have examined such issues as identifying unfavorable or dissatisfactory service encounters (cf. Bitner et al., 1990, 1994), the research on ‘‘terrible’’ shopping experiences is very limited. Clearly there is a need for such knowledge.Therefore, the purpose of this paper is to examine the concept of customer delight in a retail setting. Specifically, the sources of delightful shopping experiences are explored and compared with sources of terrible shopping experiences to construct a taxonomic framework in which shoppers’ experiences are classified. To investigate these questions, the critical incident technique (CIT; Flanagan, 1954) is employed in an emergent research design. Critical incident approaches have been widely used in prior research investigating service encounters (Bitner et al., 1990, 1994), service quality (Iacobucci et al., 1995), customer switching behavior (Keaveney, 1995), and selfservice technologies (Meuter et al., 2000). This technique is employed here to explore sources and outcomes of delightful and terrible shopping experiences in an attempt to identify broad groupings of factors that influence whatmakes a shopping experience delightful or terrible and also the outcomes of a delightful or terrible shoppingexperience.First, an overview of the literature on customer delight is presented. Following this, the results of a qualitative investigation involving over 100 depth interviews with shoppers are described. Finally, results, limitations, and directions for future research are discussed.2. BackgroundWhile practitioners have realized the importance of delighting customers for some time (cf. Coyne, 1989), only recently has academic research in marketing explored the construct of customer delight. The review of the literature is organized around a discussion of behavioral conceptions of delight, its affective basis, and other important consumer and firm variables that are likely to influence the formation of delight and its outcomes. In addition, the limited amount of research that relates most closely to ‘‘terrible’’ customer experiences—unfavorable or dissatisfying service encounters— is briefly reviewed.2.1. Behavioral conception of delightThe expectancy–disconfirmation model (Oliver, 1980)provides basis for understanding the concept of delight.Within this framework, consumers are thought to compare perceived performance with prior expectations, and if performance exceeds expectations, then a state of positive disconfirmation exists and the customer is satisfied. However, researchers have made the distinction that disconfirmation can vary in terms of its ‘‘unexpectedness’’ (Oliverand Winer, 1987). For example, performance experienced outside a range of experience-based norms can result in three categories of confirming/disconfirming events: confirmed performance, whereslight performance deviations are considered normal; disconfirmed performance which is plausible, but experienced infrequently; and disconfirmed performance which is highly unlikely based on past experience, and hence is unexpected or surprising (Oliver, 1989;Oliver and Winer, 1987; Woodruff et al., 1982). It is thislatter category that has been described as evoking ‘‘surprise disconfirmation’’ (Oliver, 1997; Oliver et al., 1997), andprovides basis f or understanding the cognitive foundation of delight.2.2. Affective basis of delightHowever, delight is much more than just another form of cognitive appraisal. Research on emotions in social psychology describes delight as a secondary-level emotion, which is characterized by a combination of lower level emotions. Plutchik (1980) proposed a ‘‘psychoevolutionary theory of emotion’’ which identifies eight basic emotions: joy, acceptance, fear, surprise, sadness, disgust, anger, an danticipation. He arranged these basic emotions in a circularpattern, called a circumplex, so that particular mixes of these basic emotions are possible. Therefore, these eight basic emotions can form primary, secondary, and tertiary dyads. Asecondary dyad may be described as a combination of two fundamental emotions result in higher order, more complex affects. Delight may be adequately described as a secondary dyad, consisting of a combination of joy and surprise(Plutchik, 1980). Other emotion frameworks similarly describe delight as a combination of arousal and pleasantness(Russell, 1980) or highly activated positive affect (Watsonand Tellegen, 1985). Finally, Richins (1997) developed theConsumption Emotion Set (CES), which identifies thoseemotions that are particularly relevant to the study ofconsumption in the marketing discipline. In this classification,delight is considered to be a descriptor of the ‘‘joy’’cluster. Other descriptors in this cluster include happy, glad,and cheerful.Consumer research has mirrored this conceptualizationof delight. Westbrook and Oliver (1991) studied the emotional profiles of automobile purchasers, and found difference samong respondents who reported satisfaction: one group experiencing happiness and contentment, and an other rexperiencing pleasant surprise, or delight. Oliver and Westbrook(1993) reported similar findings in that the group exhibiting the highest levels of joy and surprise were labeleddelighted. Oliver (1993) found significant relationships between positive affect (interest and joy) and satisfaction/dissatisfaction responses. Finally, Mano and Oliver (1993) showed different dimensions of positive–negative affect,including moderate arousal positive affect (pleasure), higharousalpositive affect (delight), and high nonspecific arousal(surprise).This research has increasingly recognized that suchemotions coexist with satisfaction judgments (cf., Manoand Oliver, 1993). Oliver (1997) notes that satisfaction‘‘modes’’ exist whereby different satisfactions are character rizedby the various affects attached to the satisfactionevaluation. For example, ‘‘satisfaction-as-delight’’ is character rize d by both expectation and disconfirmation processingthat result in a very intense primary affective response ofpleasant surprise or deligh t. Thus, delight appears to resultfrom a ‘‘blend’’ of pleasure and arousal, or more specifically,as a combination of joy and surprise (Oliver et al., 1997).2.3. Antecedents and consequences of delightIn addition to providing a better understanding of theconstruct of delight, recent research suggests a number ofantecedent constructs. The results of two structural modelsin two service settings (symphony patrons and wildlifeattendees) showed that delight was a function of surprisinglyhigh positive disconfirmation, arousal, and positive affect(Oliver et al., 1997). Structural differences were foundacross the two samples: delight directly affected repurchaseintentions only in the symphony sample, and indirectlyaffected intentions in the park sample.Outcomes of delight have generally focused on repurchase intentions. For example, researchers examining hedonic consumption have hypothesized that extremely positive,consumption-related emotions are likely to lead to very strong forms of commitment and repurchase intentions (Holbrookand Hirschman, 1982). Other research investigatingthe competitive implications of delight finds that generatingcustomer delight can pay off, but only if satisfaction stronglyaffects repurchase intention, the firm values future profits,satisfaction of competitors’ customers is important, and thefirm is able to attract dissatisfied customers of competitors(Rust and Oliver, 2000). Furthermore, generating delight among customers results in higher future expectations, thereby making it more difficult for the firm to generate delight repeatedly.Finally, a number of important consumer- and firm-level variables are likely to have moderating effects. For example,researchers have specifically suggested that both customerinvolvement and service variability are likely moderatinginfluences on the relationship between psychological antecedentconstructs and customer delight (Oliver et al., 1997).Furthermore, other research suggests the presence of moderatinginfluences on the delight–outcome relationship, suchas consumer self-regulation (Babin and Darden, 1995;Bagozzi et al., 1992; Kuhl, 1986), as well as more macrovariables,such as industry competitiveness (e.g., Andersonet al., 1994; Fornell, 1992).2.4. Unfavorable/dissatisfying experiencesAlthough the concept of ‘‘terrible’’ customer experienceshas not been defined or studied in retail settings, pastresearch has focused on identifying dissatisfying (and satisfying)incidents in service encounters. Bitner et al. (1990)examined favorable and unfavorable serviceencounters,based on the customer’s perspective, discovering that bothsatisfactory and unsatisfactory incidents could be attributedto one or more of three major types of employee behaviors:how the employee responded to a service delivery failure,how the employee responded to customer needs andrequests, and unprompted or unsolicited employee actions.Bitner et al. (1994) later investigated the sources of satisfactoryand dissatisfactory service encounters from theservice employee’s viewp oint. The results of this studyrevealed four groups of satisfactory and dissatisfactoryincidents: how employees responded to failures, to problemcustomers, and to requests, and unprompted action byemployees.Schneider and Bowen (1999) made an interesting argumentthat both customer delight and customer outrage stemfrom perceived justice or injustice. In a retail setting, if thecustomer’s needs for security, justice, and/or self-esteem areviolated in some way, a terrible shopping experience inwhich the customer may become filled with outrage mayresult. For example, a customer’s need for justice might beviolated if the customer was overcharged for an item or if a salesperson made promises or commitments to a customerthat were later broken. A customer’s need for self-esteemmight be violated if salespeople were uncaring and rude ordid not seem interested in assisting the customer. Thesesituations may indeed lead the customer to endure a terribleshopping experience.Keaveney (1995) identified critical incidents in service encounters that led to customer-switching behaviors. Among customers’ reasons for switching were inconvenience, pricing,core service failures, service encounter failures, employeeresponses to service failures, ethical problems, attractionby competitors, and involuntary switching. Ganesh et al.(2000) also investigated customer-switching behavior in aservices (banking) context, distinguishing customers whoswitched banks due to dissatisfaction from other groups ofcustomers. Finally, Kelley et al. (1993) identified types ofretail failures. Types of retail failures were categorized intothree groups: (1) employee responses to service deliverysystem or product failures; (2) employee responses to customerneeds and requests; and (3) unprompted and unsolicited employee actions.Given this background and the fact that neither ‘‘delightful’’nor ‘‘terrible’’ customer experiences in a retail shopping context has been examined, this exploratory researchdelves deeper into these issues by examining the factors thatproduce delightful as well as terrible shopping experiencesfor retail customers. The research method is discussed next,followed by a presentation of the results.3. MethodThe CIT was selected as the method to identify the underlying factors that led to delightful and terrible shopping experiences (Flanagan, 1954). Given that the phenomenon of customerdelight remains relatively unexplored in academic research, the CIT method was chosen as an exploratory research design, which emphasizes discovery over confirmation (Deshpande, 1983). The CIT has been used successfully in a number of retailing and services studies in which the goal was to provide research relevant to both managers and consumer researchers (Bitner et al., 1994; Keaveney, 1995; Ke lley et al., 1993). This particular method considers the ‘‘stories that people have told and asksquestions of the stories in order to classify each one within the scheme’’ (Bitner et al., 1990, p. 73).3.1. Data collectionThe CIT is a systematic procedure used for identifying events or behaviors that lead to certain outcomes, like success or failures on specific tasks (Bitner et al., 1990),satisfactions or dissatisfactions with a service provider (Bitner et al., 1994), or as reported here, delightful andterrible shopping experiences. Data were collected using the CIT with open-ended, structured interviews with a set of informants who were familiar with the phenomenon of interest (e.g., shopping and service patronage). The results of these interviews were then content analyzed with the purpose of identifying categories of critical incidents that lead to outcomes of interest (see Bitner et al., 1990, 1994; Ronan and Latham, 1974).Marketing research students trained in depth interviewing techniques conducted the interviews with nonstudent respondents. This project was a required component of a marketing research class. The use of students in data collection has been employed elsewhere (Gwinner et al., 1998), and particularly as interviewers when collecting data for critical incident analysis (Bitner et al., 1990, 1994). This approach provided the ability to investigate far greater numbers of transcribed interviews that would not be possible without such assistance, thereby providing a richer and more completeunderstanding of the constructs under investigation.The interviewers were given a detailed discussion guide that provided a series of questions to explore with the shopper–respondent. First, the respondent was primed by discussing with the interviewer how s/he feels about shopping in general across different retail formats. Then the hopper was asked to describe an experience s/he couldremember that was absolutely, positively delightful, where delight was explicitly described to the shopper as feelings of both joy or happiness, and surprise (cf. Oliver, 1997, 1999; Plutchik, 1980; Westbrook and Oliver, 1991).The interviewers probed by asking when, where, and how long the experience was, and what exactly was so delightful about this experience. Expectations were discussed, and the interviewers explored the feelings and thoughts the shopper had during the delightful experience and after it was over. The same process was employed for terrible shopping experiences, only, theinterviewers probed the shoppers to recall a shopping experience that was absolutely, positively terrible,one of the most unpleasant experiences the respondent shopper has ever had.Each interview lasted on average 30–45 min, and wastape recorded and transcribed into electronic for mat. Theinter viewers recorded the respondent’s name and telephone number for research verification purposes. No questionableinterviews were noted after following up by telephone witha random subset of respondents. A total of 123 interviews were conducted over the course of 1 month, and 10 were judged unusable, leaving a final sample of 113 informants. Approximately 68% were female and 32% were maleinformants. Respondents were free to recount their delightfuland terrible shopping experiences within any retail setting except grocery and drug stores. This resulted inthick descriptions of delightful and terrible shopping experiences,in a variety of retail settings: general mall experiences ,specialized clothing stores (e.g., Ann Taylor and bridal shops), specialized merchandisers (e.g., cigar store,music store and dive shop), discount/mass merchandisers(e.g., Wal-Mart and Target), upscale retailers (e.g., Dillard’sand Sax Fifth Avenue), electronics (e.g., Best Buy),furniture stores, automobile dealers, hardware stores, flea markets, and other miscellaneous retail formats (e.g., fabricstores and jewelry stores).4. Results and discussion The depth interviews provided a rich source of data in which to investigate the groups of factors characteristic ofboth delightful and terrible shopping experiences. Tables 1 and 2 show each of the major groups and categories within each group, along with the number of incidents counted for each category. Tables 3 and 4 present sample excerpts fromrespondents’ critical incidents fo r each of the categories for delightful shopping experiences and terrible shopping experiences.4.1. Delightful experiences—major groups and categoriewithin groups The sorting of the incidents led to two major groups of factors that appear to be associated with delightful shopping experiences: interpersonal and non-interpersonal. The interpersonal factor refers to situations when the source of the delightful experience is attributable to the actions of a salesperson or service provider. The non-interpersonal factor relates to situations in which the basis of the delightful experience springs from product procurement or value attainment. The critical incident analysis alsoproduced a group of outcomes associated with delightful experiences.4.1.1. Interpersonal factorsWithin the interpersonal group, five categories emerged from the data. Interpersonal effort refers to incidents in which the salesperson is extremely helpful in some way. For example, a salesperson may go out of his/her way to explain how a product functions or to provide additional product or service information. The second type of incident in the interpersonal group isinterpersonal engagement, which relates to situations in which the salesperson is extremel friendly and nice to the customer. These first two categories together are analogous to incidents grouped into a category called ‘‘attention paid to the customer,’’ which emerged in the Bitner et al. (1990) study. In that study, favorable encounters resulted when employees provided extra information, anticipated the customer’s needs, showed interest ina customer or were especially attentive to a customer.According to Bitner et al. (1990), behaviors, such as these, on the part of the salesperson, can make a customer feel unique and special. Problem resolution refers to instances in which the salesperson solves the customer’s problem, possibly even bending the rules’’ to accommodate the customer. For example, a customer’s warranty has expired, but the salesperson arranges for the product to be repaired free of charge The problem resolution factor found here is similar to the Bitner et al. (1990) ‘‘response to customer preferences,which may include an employee accommodating a request that goes beyond the scope of or is in violation of the company’s policies or rules. Kelley et al. (1993) found that correcting a problem or failure is an effective ‘‘recovery’’ tactic. In their study, 96% of respondents reported that they still shop at a retailer that corrected a problem or failure.According to Bitner et al. (1990), highly favorable encountersresult when the employee acknowledges the customer’sproblem and takes responsibility to solve it The term interpersonal distance is employed to describesituations in which a customer is delighted by a salesperson who is not too aggressive or ‘‘pushy.’’ Other delightful incidents may involve a salesperson spending a considerable amount of time assisting the customer or searching for a product. This category is referred to as time commitment. A salesperson calls t he retailers’ other locations to find a certain size, for instance. This factor is related to the ‘‘attention paid to the customer’’ group reported by Bitner et al. (1994).4.1.2. Non-interpersonal factorsCustomers were also delighted by occurrences other than salesperson behaviors. Oftentimes, a customer may unexpectedly locate a long-needed product or finds exactly what s/he is seeking. Thus, unanticipated acquisition is often associated with creating a delightful shopping experience.Unanticipated value, finding an unexpected bargain, or purchasing a product at a lower price than expected may also contribute to producing delight in a shopping situation.在零售方面的客户满意的和可怕的购物体验的调查Mark J. Arnold, Kristy E. Reynold, Nicole Ponder, Jason E. Lueg 摘要:欢乐的概念是极大的兴趣,从业者明白,为了保持客户的忠诚度,企业必须超越仅仅满足客户而是可以真正取悦他们,已经浮出水面的专门负责研究客户满意度的几项营销文献中,并没有运用作者的知识探讨在零售环境中的客户喜悦感。
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
英文翻译英语原文:. Introducing ClassesThe only remaining feature we need to understand before solving our bookstore problem is how to write a data structure to represent our transaction data. In C++ we define our own data structure by defining a class. The class mechanism is one of the most important features in C++. In fact, a primary focus of the design of C++ is to make it possible to define class types that behave as naturally as the built-in types themselves. The library types that we've seen already, such as istream and ostream, are all defined as classesthat is,they are not strictly speaking part of the language.Complete understanding of the class mechanism requires mastering a lot of information. Fortunately, it is possible to use a class that someone else has written without knowing how to define a class ourselves. In this section, we'll describe a simple class that we canuse in solving our bookstore problem. We'll implement this class in the subsequent chapters as we learn more about types,expressions, statements, and functionsall of which are used in defining classes.To use a class we need to know three things:What is its name?Where is it defined?What operations does it support?For our bookstore problem, we'll assume that the class is named Sales_item and that it is defined in a header named Sales_item.h.The Sales_item ClassThe purpose of the Sales_item class is to store an ISBN and keep track of the number of copies sold, the revenue, and average sales price for that book. How these data are stored or computed is not our concern. To use a class, we need not know anything about how it is implemented. Instead, what we need to know is what operations the class provides.As we've seen, when we use library facilities such as IO, we must include the associated headers. Similarly, for our own classes, we must make the definitions associated with the class available to the compiler. We do so in much the same way. Typically, we put the class definition into a file. Any program that wants to use our class must include that file.Conventionally, class types are stored in a file with a name that, like the name of a program source file, has two parts: a file name and a file suffix. Usually the file name is the same as the class defined in the header. The suffix usually is .h, but some programmers use .H, .hpp, or .hxx. Compilers usually aren't picky about header file names, but IDEs sometimes are. We'll assume that our class is defined in a file named Sales_item.h.Operations on Sales_item ObjectsEvery class defines a type. The type name is the same as the name of the class. Hence, our Sales_item class defines a type namedSales_item. As with the built-in types, we can define a variable of a class type. When we write "Sales_item item" we are saying that item is an object of type Sales_item. We often contract the phrase "an object of type Sales_item" to"aSales_ item object" or even more simply to "a Sales_item."In addition to being able to define variables of type Sales_item, we can perform the following operations on Sales_item objects:Use the addition operator, +, to add two Sales_items,Use the input operator, << to read a Sales_item object,Use the output operator, >> to write a Sales_item object,Use the assignment operator, =, to assign one Sales_item object to another,Call the same_isbn function to determine if two Sales_items refer to the same book.Classes are central to most C++ programs: Classes let us define our own types that are customizedfor the problems we need to solve, resulting in applications that are easier to write and understand.Well-designed class types can be as easy to use as the built-in types.A class defines data and function members: The data members store the state associated with objectsof the class type, and the functions perform operations that give meaning to the data. Classeslet us separate implementation and interface. The interface specifies the operations that the classsupports. Only the implementor of the class need know or care about the details of the implementation. This separation reduces the bookkeeping aspects that make programming tedious anderror-prone.Class types often are referred to as abstract data types. An abstract data type treats the data(state) and operations on that state as a single unit. We can think abstractly about what the classd oes, rather than always having to be aware of how the class operates. Abstract data types arefundamental to both object-oriented and generic programming.Data abstraction is a programming (and design) technique that relies on the separation of interfaceand implementation. The class designer must worry about how a class is implemented, but programmersthat use the class need not know about these details. Instead, programmers who use a type need to know only the type's interface; they can think abstractly about what the type does rather than concretely about how the type works.Encapsulation is a term that describes the technique of combining lower-level elements to forma new, higher-level entity. A function is one form of encapsulation: The detailed actions performedby the function are encapsulated in the larger entity that is the function itself. Encapsulated elements hide the details of their implementationwe may call a function but have no access to the statements that it executes. In the same way, a class is an encapsulated entity: It represents an aggregation of several members, and most (well-designed) class types hide the members that implement the type.If we think about the library vector type, it is an example of both data abstraction andencapsulation. It is abstract in that to use it, we think about its interfaceabout the operations that it can perform. It is encapsulated because we have no access to the details of how the type is representated nor to any of its implementation artifacts. An array, on the other hand, is similar in concept to a vector but is neither abstract nor encapsulated. We manipulate an array directly by accessing the memory in which the array is stored.Not all types need to be abstract. The library pair class is a good example of a useful, well-designed class that is concrete rather than abstract. A concrete class is a class that exposes, rather than hides, its implementation.Some classes, such as pair, really have no abstract interface. The pair type exists to bundle two data members into a single object. There is no need or advantage to hiding the data members. Hiding the members in a class like pair would only complicate the use of the type.Even so, such types often have member functions. In particular, it is a good idea for any class that has data members of built-in or compound type to define constructor(s) to initialize those members. The user of the class could initialize or assign to the data members but it is less error-prone for the class to do so.Programmers tend to think about the people who will run their applications as "users." Applicationsare designed for and evolve in response to feedback from those who ultimately "use" the applications. Classes are thought of in a similar way: A class designer designs and implements a class for "users" of that class. In this case, the "user" is a programmer, not the ultimate user of the application.Authors of successful applications do a good job of understanding and implementing the needs ofthe application's users. Similarly, well-designed, useful classes are designed with a close attention to the needs of the users of the class.In another way, the division between class designer and class user reflects the division betweenusers of an application and the designers and implementors of the application. Users care only if the application meets their needs in a cost-effective way. Similarly, users of a class care only about its interface. Good class designers define a class interface that is intuitive and easy to use. Users care about the implementation only in so far as the implementation affects their use of the class. If the implementation is too slow or puts burdens on users of the class, then the users must care. In well-designed classes, only the class designer worries about the implementation.In simple applications, the user of a class and the designer of the class might be one and the same person. Even in such cases, it is useful to keep the roles distinct. When designing the interface to a class, the class designer should think about how easy it will be to use the class. When using the class, the designer shouldn't think about how the class works.When referring to a "user," the context makes it clear which kind of user is meant. If we speak of "user code" or the "user" of the Sales_item class, we mean a programmer whois using a class in writing an application. If we speak of the "user" of the bookstore application, we mean the manager of the store who is running the application.Data abstraction and encapsulation provide two important advantages:1.Class internals are protected from inadvertent user-level errors, which might corrupt the state of the object.2.The class implementation may evolve over time in response to changing requirements or bug reports without requiring change in user-level code.By defining data members only in the private section of the class, the class author is free to make changes in the data. If the implementation changes, only the class code needs to be examined to see what affect the change may have. If data are public, then any function that directly accesses the data members of the old representation might be broken. It would be necessary to locate and rewrite all those portions of code that relied on the old pesentation before the program could be used again.Similarly, if the internal state of the class is private, then changes to the member data can happen in only a limited number of places. The data is protected from mistakes that users might introduce. If there is a bug that corrupts the object's state, the places to look for the bug are localized: When data are private, only a member function could be responsible for the error. The search for the mistake is limited, greatly easing the problems of maintenance and program correctness.If the data are private and if the interface to the member functions does not change, then user functions that manipulate class objects require no change.Because changing a class definition in a header file effectively changes the text of every source file that includes that header, code that uses a class must be recompiled when the class changes.Classes are the most fundamental feature in C++. Classes let us define new types that are tailored to our own applications, making our programs shorter and easier to modify.Data abstractionthe ability to define both data and function membersand encapsulationthe ability to protect class members from general accessare fundamental to classes. Member functions define the interface to the class. We encapsulate the class by making the data and functions used by the implementation of a class private.Classes may define constructors, which are special member functions that control how objects of the class are initialized. Constructors may be verloaded. Every constructor should initialize every data member. Constructors should use a constructor initializer list to initialize the data members. Initializer lists are lists of namevalue pairs where the name is a member and the value is an initial value for that member.Classes may grant access to their nonpublic members to other classes or functions. A class grants access by making the class or function a friend.Classes may also define mutable or static members. A mutable member is a data member that is never const; its value may be changed inside a const member function. Astatic member can be either function or data; static members exist independently of the objects of the class type.Copy ControlEach type, whether a built-in or class type, defines the meaning of a (possibly empty) set of operations on objects of that type. We can add two int values, run size on a vector, and so on. These operations define what can be done with objects of the given type.Each type also defines what happens when objects of the type are created. Initialization of objects of class type is defined by constructors. Types also control what happens when objects of the type are copied, assigned, or destroyed. Classes control these actions through special member functions: the copy constructor, the assignment operator, and the destructor. This chapter covers these operations.When we define a new type, we specifyexplicitly or implicitlywhat happens when objects of that type are copied, assigned, and destroyed. We do so by defining special members: the copy constructor, the assignment operator, and the destructor. If we do not explicitly define the copy constructor or the assignment operator, the compiler will (usually) define them for us.The copy constructor is a special constructor that has a single parameter that is a (usually const) reference to the class type. The copy constructor is used explicitly when we define a new object and initialize it from an object of the same type. It is used implicitly when we pass or return objects of that type to or from functions.Collectively, the copy constructor, assignment operator, and destructor are referred to as copy control. The compiler automatically implements these operations, but the class may define its own versions.Copy control is an essential part of defining any C++ class. Programmers new to C++ are often confused by having to define what happens when objects arecopied, assigned, or destroyed. This confusion is compounded because if we do not explicitly define these operations, the compiler defines them for usalthough they might not behave as we intend.Often the compiler-synthesized copy-control functions are finethey do exactly the work that needs to be done. But for some classes, relying on the default definitions leads to disaster. Frequently,the most difficult part of implementing the copy-control operations is recognizing when we need to override the default versions. One especially common case that requires the class to define its own the copy-control members is if the class has a pointer member.The Copy ConstructorThe constructor that takes a single parameter that is a (usually const) reference to an object of the class type itself is called the copy constructor. Like the default constructor, the copy constructor can be implicitly invoked by the compiler. The copy constructor is used to:1.Explicitly or implicitly initialize one object from another of the same type;2.Copy an object to pass it as an argument to a function;3.Copy an object to return it from a function;4.Initialize the elements in a sequential container;5.Initialize elements in an array from a list of element initializers.Forms of Object DefinitionRecall that C++ supports two forms of initialization (Section 2.3.3, p. 48): direct and copy.Copy-initialization uses the = symbol, and direct-initialization places the initializer in parentheses.The copy and direct forms of initialization, when applied to objects of class type, are subtly different. Direct-initialization directly invokes the constructor matched by the arguments. Copy-initialization always involves the copy constructor. Copy-initialization first uses the indicated constructor to create a temporary object (Section 7.3.2, p. 247). It then uses the copy constructor to copy that temporary into the one we are creating: string null_book = "9-999-99999-9"; // copy-initializationstring dots(10, '.'); // direct-initializationstring empty_copy = string(); // copy-initializationstring empty_direct; // direct-initializationFor objects of class type, copy-initialization can be used only when specifying a single argument or when we explicitly build a temporary object to copy.When dots is created, the string constructor that takes a count and a character is called and directly initializes the members in dots. To create null_book, the compiler first creates a temporary by invoking the string constructor that takes a C-style character string parameter. The compiler then uses the string copy constructor to initialize null_book as a copy of that temporary.The initialization of empty_copy and empty_direct both call the string default constructor. In the first case, the default constructor creates a temporary object, which is then used by the copy constructor to initialize empty_copy. In the second case, the default constructor is run directly on empty_direct.The copy form of initialization is primarily supported for compatibility with C usage. When it can do so, the compiler is permitted (but not obligated) to skip the copy constructor and create the object directly.Usually the difference between direct- or copy-initialization is at most a matter of low-level optimization. However, for types that do not support copying, or when using a constructor that is nonexplicit (Section 12.4.4, p. 462) the distinction can be essential: ifstream file1("filename"); // ok: direct initializationifstream file2 = "filename"; // error: copy constructor is private// This initialization is okay only if// the Sales_item(const string&) constructor is not explicitSales_item item = string("9-999-99999-9");The initialization of file1 is fine. The ifstream class defines a constructor that can be called with a C-style string. That constructor is used to initialize file1.The seemingly equivalent initialization of file2 uses copy-initialization. That definition is not okay. We cannot copy objects of the IO types (Section 8.1, p. 287), so we cannot use copy-initialization on objects of these types.Whether the initialization of item is okay depends on which version of our Sales_item class we are using. Some versions define the constructor that takes a string as explicit. If the constructor is explicit, then the initialization fails. If the constructor is not explicit, then the initialization is fine.If a class does not define one or more of these operations, the compiler will define them automatically. The synthesized operations perform memberwise initialization, assignment, or destruction: Taking each member in turn, the synthesized operation does whatever is appropriate to the member's type to copy, assign, or destroy that member. If the member is a class type, the synthesized operation calls the corresponding operation for that class (e.g., the copy constructor calls the member's copy constructor, the destructor calls its destructor, etc.). If the member is a built-in type or a pointer, the member is copied or assigned directly; the destructor does nothing to destroy members of built-in or pointer type. If the member is an array, the elements in the array are copied, assigned, or destroyed in a manner appropriate to the element type.中文译文类的简介解决书店问题之前,还需要弄明白如何编写数据结构来表示交易数据。