This document discusses trends, their characteristics, elements and types. It defines a trend as a continuous pattern of change that occurs in conditions, processes or outputs. Trends have five characteristics: they prevail for a considerable time, are accepted by many people, have cultural roots, may increase or decrease in popularity, and are flexible. The elements of a trend include fulfilling basic needs, driving change and innovation. There are three types of trends: megatrends that have long-standing influence, macrotrends that are specific to parts of megatrends, and microtrends that are limited in scope.
The expansion model of business and our global economy have created a culture of consumption. Users around the world are being encouraged to adapt new technologies and their related products. Our complicated systems caused huge traps in our societies from abuse of shared resource, beating the rules, and seeking the wrong goals. These current forms of global capitalism are ecologically and socially unsustainable. All these deprivations are causing in resentments and many unsustainable behaviors against the collective concerns of the societies. Therefore, these critical areas are necessary domain for designer’s active participation.
This journal explores how sustainable behavior context could harmonize the individual concerns of the citizens with collective concerns of the society, so in the long term prevent the mentioned traps in our systems. Through studying our natural capital, frameworks, and system thinking the journal investigates the requirement for enabling people to live as they like, but in a sustainable pattern.
There are different groups of frameworks that can help designers that all share the nature as model and mentor. Everything in nature is about optimization; there is no waste or discrimination. So, these models are our blueprint to reach to a sustainable future. The journal commences with introducing sustainability and sustainable behavior context. Then related history, theories, and influential leaders are described. Based on sustainable behavior goals, concept of Natural Capitalism, related frameworks, and system thinking will be presented. Finally, crucial elements in practicing sustainable behavior and related case studies will be discussed.
The expansion model of business and our global economy have created a culture of consumption. Users around the world are being encouraged to adapt new technologies and their related products. Our complicated systems caused huge traps in our societies from abuse of shared resource, beating the rules, and seeking the wrong goals. These current forms of global capitalism are ecologically and socially unsustainable. All these deprivations are causing in resentments and many unsustainable behaviors against the collective concerns of the societies. Therefore, these critical areas are necessary domain for designer’s active participation.
This journal explores how sustainable behavior context could harmonize the individual concerns of the citizens with collective concerns of the society, so in the long term prevent the mentioned traps in our systems. Through studying our natural capital, frameworks, and system thinking the journal investigates the requirement for enabling people to live as they like, but in a sustainable pattern.
There are different groups of frameworks that can help designers that all share the nature as model and mentor. Everything in nature is about optimization; there is no waste or discrimination. So, these models are our blueprint to reach to a sustainable future. The journal commences with introducing sustainability and sustainable behavior context. Then related history, theories, and influential leaders are described. Based on sustainable behavior goals, concept of Natural Capitalism, related frameworks, and system thinking will be presented. Finally, crucial elements in practicing sustainable behavior and related case studies will be discussed.
BUS306 Revision Lecture Week 12 2Recognition of Tr.docxbartholomeocoombs
BUS306: Revision
Lecture Week 12:
2
Recognition of Traditional owners
and Indigenous cultures
Charles Darwin University acknowledges the traditional custodians of the land on which we’re meeting and pays respect to Elders both past and present and extends that respect to all Aboriginal and Torres Strait Islander people.
3
Learning objectives (cont’d)
Upon completion of this week’s topic, students should be able to:
Learn about the key challenges that undermine activities and practices towards a natural capitalism goal.
4
Week 2:
The 21st Century Business & COVID-19
5
Learning objectives
Upon completion of this week’s topic, students should be able to:
Describe and examine the historical developments that shaped business, as well as major interpretive debates among scholars of business history.
Understand how past pandemics affected businesses.
6
Learning objectives
Analyze the interactions of economic, political, technological, and social developments on the 21st century business.
Understanding the implications of COVID-19 for the 21st century business
7
Week 3:
Corporate Social Responsibility
8
Learning objectives
Upon completion of this week’s topic, students should be able to:
Distinguish the various expectations and demands that emanate from stakeholders on business firms.
Understand what the social roles of businesses are, corporate social responsibility debates, and why they matter
9
Learning objectives
Upon completion of this week’s topic, students should be able to:
Understand and explain the implications of CSR approaches on organizational supply chain.
Examine the key elements of CSR reports and why corporations undertake such reporting.
10
Week 4:
Stakeholders & Business Ethics
11
Learning objectives
Upon completion of this week’s topic, students should be able to:
Understand the nature of stakeholder relations to the corporation and the core ethical concerns.
Examine ethical problems and dilemmas arising in the relation between companies and their stakeholders
12
Learning objectives
Upon completion of this week’s topic, students should be able to:
Understand and explain the implications of ethical problems on stakeholder-corporate relations.
Share perspectives on how stakeholders can influence the operations of corporations towards sustainable futures.
13
Week 5:
The Quest for Sustainability
14
Learning objectives
Upon completion of this week’s topic, students should be able to:
Understand and explain what sustainability and sustainable development are; and the underlying pillars.
Learn about what sustainability in business is; what constitutes a sustainable business and practical route map to getting there.
15
Learning objectives
Upon completion of this week’s topic, students should be able to:
Understand ways by which sustainability is good for business; and how businesses can thrive and grow while simultaneously solving societal problems.
Develop broad awareness and underst.
CSCR Community Track #1: Talking About Climate Using Tools of Media Literacy....Sustainable Tompkins
Climate Smart & Climate Ready Conference Community Track #1 on April 20, 2013 at Cinemapolis Theater in Ithaca, NY. Sox Sperry, Project Look Sharp. Talking About Climate Using the Tools of Media Literacy.
Water is a scarce resource and it is vital for all. However, we are faced with enormous challenges in preserving water as a resource and of good quality. The stakeholders are many and very diverse making Water Management very challenging. The presentation explores how social media may reach the diverse stakeholder audiences based on the experiences from an EU-funded project STEP-WISE. XPRO Consulting was responsible for the Communication and Dissemination activities of the two-year project.
Social media may advance water managementXeniaTheo
Internet and its social media have connected people, communicated ideas, made people aware of issues, events and advancement. You might think that social media are for teenagers and youngsters, but undoubtedly, they bring options in climate change and water issue awareness as well as solution possibilities among the professionals. However, do they really build communities of practice, help knowledge management and transfer and can they truly improve water management? Can they help bridge the communication gap between research, policy and industry? How do they facilitate communication to non-scientists and the wider public?Internet and its social media have connected people, communicated ideas, made people aware of issues, events and advancement. You might think that social media are for teenagers and youngsters, but undoubtedly, they bring options in climate change and water issue awareness as well as solution possibilities among the professionals. However, do they really build communities of practice, help knowledge management and transfer and can they truly improve water management? Can they help bridge the communication gap between research, policy and industry? How do they facilitate communication to non-scientists and the wider public?
The presentation will discuss the possibilities and glitches based on the presenters’ experience gathered from two EU-funded projects and the WISE-RTD Water Knowledge Portal as well as other social media. The presenter hopes to highlight social media’s upsides and downsides and how they can provide a strong communication channel to scientists, policy makers and implementers, water professionals and the public.
Critical Process Assignment TV and the State ofStorytellingMargenePurnell14
Critical Process Assignment: TV and the State of
Storytelling
The rise of the reality program over the past decade has more to do with the cheaper cost of this
genre than with the wild popularity of these programs. In fact, the history of television and
viewer numbers, traditional sitcoms and dramas--and even prime-time news programs like 60
Minutes and 20/20--have been far more popular than successful reality programs like American
Idol. But when national broadcast TV executives cut costs by reducing writing and production
staffs and hiring “regular people” instead of trained actors, does the craft of storytelling suffer at
the expense of commercial savings? Can good stories be told in a reality program? In this
exercise, let’s compare the storytelling competence of a reality program with that of a more
traditional comedy sitcom or drama.
Directions
Be sure to address separately each stage of the critical process. The description section can be
partially in list form, but the other sections of the assignment need to be in paragraph form. You
should strive to write a solid paragraph or two for each step of the critical process. These papers
do not need to have a traditional introduction or conclusion. Instead you can number each section
of your paper as each step of the critical process.
Please upload this assignment to Google Classroom!
1. Description
Pick a current reality program and a current sitcom or drama. Choose programs that either started
in the last year or two or have been on television for roughly the same period of time. Now
develop a “viewing sheet” that allows you to take notes as you watch 3 or 4 episodes of the two
programs. Keep track of main characters, plotlines, settlings, conflicts, and resolutions. Also
track the main problems that are posed in the programs and how they are portrayed or worked
out in each episode. Find out and compare the basic production costs of each program.
2. Analysis
Look for patterns and differences in the ways stories are told in the two programs. At a general
level, what are the conflicts about? (For example, are they about men versus women, managers
versus employees, tradition versus change, individuals versus institutions, honesty versus
dishonesty, authenticity versus artificiality?). How complicated or simple are the tensions in the
two programs, and how are problems resolved? Are there some conflicts that you feel should not
be permitted-- like pitting older contestants against younger contestants or white against black?
Are there noticeable differences between “the look” of one program and that of the other?
3. Interpretation
What do some of the patterns mean? What seems to be the point of each program? What do the
programs say about relationships, values, masculinity or femininity, power, social class, and so
on? What is the value of each program for its viewers?
4. Evaluation
What are the strengths and weaknesses of each program? Which program would you judge as
being be ...
WK1 DQ 1The first step in the research process is selecting a to.docxericbrooks84875
WK1 DQ 1
The first step in the research process is selecting a topic that is both interesting and manageable. For this discussion, complete the following:
· Review the Final Research Paper instructions in Week Five, and identify three potential research topics.
· Describe methods that may be helpful in identifying and narrowing your research paper topic.
· Examine two scholarly sources that may prove valuable as you seek to defend your claims.
· Address why scholarly sources should be used to support your writing on the selected topic.
(Research the responsibility of a critical thinker in a contemporary society. You may choose any topic that deals with a contemporary social concern. Examine the principles of critical thought in relation to the chosen societal concern, and consider the importance of ethics, moral reasoning, a research-based process to search for truth, and the advantages of information technology in gathering data. Potential social concerns include, but are not limited to health (e.g., obesity, smoking, or underage drinking), poverty (e.g., homelessness, basic needs, or transportation issues), family relations and dynamics (e.g., teen violence, physical abuse, depression, or suicide), social media (e.g., privacy), immigration (e.g., illegal), and education (e.g., plagiarism and/or cheating).
WK 1 DQ 2
The introduction of new technologies has significantly affected the social lives of many. These changes, which reflect how people use technology to interact, provide an example of trends that you might examine in your Final Research Paper. For this discussion, identify a significant change that has occurred in the way people communicate and share information, and reflect on the impact this change has had on individuals and society in general today (local and global). Keep in mind that not all social trends affect all groups in society to the same degree. In addition, examine the influence of social media on an individual’s personal and professional pursuits.
WK3 DQ 1
Read the articles, Bowling Alone: America’s Declining Social Capital and Still Bowling Alone? The Post-9/11 Split from the Project Muse database in the Ashford University Library. For this discussion, complete the following:
· In your own words, describe what is meant by the term “social capital.”
· Examine the influences of social connections and technology and civic engagement in academic and professional pursuits.
· Evaluate the significance of social capital in the context of global citizenship and multicultural understanding
WK3 DQ2
In recent years, immigration, health care reform, and fiscal policy have emerged as key issues in U.S. federal policy. There are many sides to each debate, and research is proliferating.
identify a scholarly article that answers research questions associated with the debate over immigration, health care reform, or fiscal policy (select one). Apply the principles of critical thinking to the selected issue. Cite the article or webs.
BUS306 Revision Lecture Week 12 2Recognition of Tr.docxbartholomeocoombs
BUS306: Revision
Lecture Week 12:
2
Recognition of Traditional owners
and Indigenous cultures
Charles Darwin University acknowledges the traditional custodians of the land on which we’re meeting and pays respect to Elders both past and present and extends that respect to all Aboriginal and Torres Strait Islander people.
3
Learning objectives (cont’d)
Upon completion of this week’s topic, students should be able to:
Learn about the key challenges that undermine activities and practices towards a natural capitalism goal.
4
Week 2:
The 21st Century Business & COVID-19
5
Learning objectives
Upon completion of this week’s topic, students should be able to:
Describe and examine the historical developments that shaped business, as well as major interpretive debates among scholars of business history.
Understand how past pandemics affected businesses.
6
Learning objectives
Analyze the interactions of economic, political, technological, and social developments on the 21st century business.
Understanding the implications of COVID-19 for the 21st century business
7
Week 3:
Corporate Social Responsibility
8
Learning objectives
Upon completion of this week’s topic, students should be able to:
Distinguish the various expectations and demands that emanate from stakeholders on business firms.
Understand what the social roles of businesses are, corporate social responsibility debates, and why they matter
9
Learning objectives
Upon completion of this week’s topic, students should be able to:
Understand and explain the implications of CSR approaches on organizational supply chain.
Examine the key elements of CSR reports and why corporations undertake such reporting.
10
Week 4:
Stakeholders & Business Ethics
11
Learning objectives
Upon completion of this week’s topic, students should be able to:
Understand the nature of stakeholder relations to the corporation and the core ethical concerns.
Examine ethical problems and dilemmas arising in the relation between companies and their stakeholders
12
Learning objectives
Upon completion of this week’s topic, students should be able to:
Understand and explain the implications of ethical problems on stakeholder-corporate relations.
Share perspectives on how stakeholders can influence the operations of corporations towards sustainable futures.
13
Week 5:
The Quest for Sustainability
14
Learning objectives
Upon completion of this week’s topic, students should be able to:
Understand and explain what sustainability and sustainable development are; and the underlying pillars.
Learn about what sustainability in business is; what constitutes a sustainable business and practical route map to getting there.
15
Learning objectives
Upon completion of this week’s topic, students should be able to:
Understand ways by which sustainability is good for business; and how businesses can thrive and grow while simultaneously solving societal problems.
Develop broad awareness and underst.
CSCR Community Track #1: Talking About Climate Using Tools of Media Literacy....Sustainable Tompkins
Climate Smart & Climate Ready Conference Community Track #1 on April 20, 2013 at Cinemapolis Theater in Ithaca, NY. Sox Sperry, Project Look Sharp. Talking About Climate Using the Tools of Media Literacy.
Water is a scarce resource and it is vital for all. However, we are faced with enormous challenges in preserving water as a resource and of good quality. The stakeholders are many and very diverse making Water Management very challenging. The presentation explores how social media may reach the diverse stakeholder audiences based on the experiences from an EU-funded project STEP-WISE. XPRO Consulting was responsible for the Communication and Dissemination activities of the two-year project.
Social media may advance water managementXeniaTheo
Internet and its social media have connected people, communicated ideas, made people aware of issues, events and advancement. You might think that social media are for teenagers and youngsters, but undoubtedly, they bring options in climate change and water issue awareness as well as solution possibilities among the professionals. However, do they really build communities of practice, help knowledge management and transfer and can they truly improve water management? Can they help bridge the communication gap between research, policy and industry? How do they facilitate communication to non-scientists and the wider public?Internet and its social media have connected people, communicated ideas, made people aware of issues, events and advancement. You might think that social media are for teenagers and youngsters, but undoubtedly, they bring options in climate change and water issue awareness as well as solution possibilities among the professionals. However, do they really build communities of practice, help knowledge management and transfer and can they truly improve water management? Can they help bridge the communication gap between research, policy and industry? How do they facilitate communication to non-scientists and the wider public?
The presentation will discuss the possibilities and glitches based on the presenters’ experience gathered from two EU-funded projects and the WISE-RTD Water Knowledge Portal as well as other social media. The presenter hopes to highlight social media’s upsides and downsides and how they can provide a strong communication channel to scientists, policy makers and implementers, water professionals and the public.
Critical Process Assignment TV and the State ofStorytellingMargenePurnell14
Critical Process Assignment: TV and the State of
Storytelling
The rise of the reality program over the past decade has more to do with the cheaper cost of this
genre than with the wild popularity of these programs. In fact, the history of television and
viewer numbers, traditional sitcoms and dramas--and even prime-time news programs like 60
Minutes and 20/20--have been far more popular than successful reality programs like American
Idol. But when national broadcast TV executives cut costs by reducing writing and production
staffs and hiring “regular people” instead of trained actors, does the craft of storytelling suffer at
the expense of commercial savings? Can good stories be told in a reality program? In this
exercise, let’s compare the storytelling competence of a reality program with that of a more
traditional comedy sitcom or drama.
Directions
Be sure to address separately each stage of the critical process. The description section can be
partially in list form, but the other sections of the assignment need to be in paragraph form. You
should strive to write a solid paragraph or two for each step of the critical process. These papers
do not need to have a traditional introduction or conclusion. Instead you can number each section
of your paper as each step of the critical process.
Please upload this assignment to Google Classroom!
1. Description
Pick a current reality program and a current sitcom or drama. Choose programs that either started
in the last year or two or have been on television for roughly the same period of time. Now
develop a “viewing sheet” that allows you to take notes as you watch 3 or 4 episodes of the two
programs. Keep track of main characters, plotlines, settlings, conflicts, and resolutions. Also
track the main problems that are posed in the programs and how they are portrayed or worked
out in each episode. Find out and compare the basic production costs of each program.
2. Analysis
Look for patterns and differences in the ways stories are told in the two programs. At a general
level, what are the conflicts about? (For example, are they about men versus women, managers
versus employees, tradition versus change, individuals versus institutions, honesty versus
dishonesty, authenticity versus artificiality?). How complicated or simple are the tensions in the
two programs, and how are problems resolved? Are there some conflicts that you feel should not
be permitted-- like pitting older contestants against younger contestants or white against black?
Are there noticeable differences between “the look” of one program and that of the other?
3. Interpretation
What do some of the patterns mean? What seems to be the point of each program? What do the
programs say about relationships, values, masculinity or femininity, power, social class, and so
on? What is the value of each program for its viewers?
4. Evaluation
What are the strengths and weaknesses of each program? Which program would you judge as
being be ...
WK1 DQ 1The first step in the research process is selecting a to.docxericbrooks84875
WK1 DQ 1
The first step in the research process is selecting a topic that is both interesting and manageable. For this discussion, complete the following:
· Review the Final Research Paper instructions in Week Five, and identify three potential research topics.
· Describe methods that may be helpful in identifying and narrowing your research paper topic.
· Examine two scholarly sources that may prove valuable as you seek to defend your claims.
· Address why scholarly sources should be used to support your writing on the selected topic.
(Research the responsibility of a critical thinker in a contemporary society. You may choose any topic that deals with a contemporary social concern. Examine the principles of critical thought in relation to the chosen societal concern, and consider the importance of ethics, moral reasoning, a research-based process to search for truth, and the advantages of information technology in gathering data. Potential social concerns include, but are not limited to health (e.g., obesity, smoking, or underage drinking), poverty (e.g., homelessness, basic needs, or transportation issues), family relations and dynamics (e.g., teen violence, physical abuse, depression, or suicide), social media (e.g., privacy), immigration (e.g., illegal), and education (e.g., plagiarism and/or cheating).
WK 1 DQ 2
The introduction of new technologies has significantly affected the social lives of many. These changes, which reflect how people use technology to interact, provide an example of trends that you might examine in your Final Research Paper. For this discussion, identify a significant change that has occurred in the way people communicate and share information, and reflect on the impact this change has had on individuals and society in general today (local and global). Keep in mind that not all social trends affect all groups in society to the same degree. In addition, examine the influence of social media on an individual’s personal and professional pursuits.
WK3 DQ 1
Read the articles, Bowling Alone: America’s Declining Social Capital and Still Bowling Alone? The Post-9/11 Split from the Project Muse database in the Ashford University Library. For this discussion, complete the following:
· In your own words, describe what is meant by the term “social capital.”
· Examine the influences of social connections and technology and civic engagement in academic and professional pursuits.
· Evaluate the significance of social capital in the context of global citizenship and multicultural understanding
WK3 DQ2
In recent years, immigration, health care reform, and fiscal policy have emerged as key issues in U.S. federal policy. There are many sides to each debate, and research is proliferating.
identify a scholarly article that answers research questions associated with the debate over immigration, health care reform, or fiscal policy (select one). Apply the principles of critical thinking to the selected issue. Cite the article or webs.
Similar a TNT 12 Q1_0101_PS_Definition, Characteristics, and Elements of a Trend.pptx (20)
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Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
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TNT 12 Q1_0101_PS_Definition, Characteristics, and Elements of a Trend.pptx
1. Trends, Networks, and Critical Thinking in the 21st Century Culture
General Academic Strand | Humanities and Social Sciences
Lesson 1.1
Definition, Characteristics,
and Elements of a Trend
2. Do you want to edit this presentation?
2
Make a copy and edit in
Google Slides.
1. On the menu bar, click File and
then Make a copy and Entire
Presentation.
2. Type a name for the file.
3. Choose where to save it on your
Google Drive.
4. Click Ok.
5. A new tab will open. Wait for the
file to be completely loaded on a
new tab.
6. Once the file has loaded, edit this
presentation using Google Slides.
Download an offline copy and
edit in Microsoft PowerPoint.
1. On the menu bar, click File and then
Download as.
2. Choose a file type. Select Microsoft
PowerPoint (.pptx).
3. Wait for the file to be downloaded to your
local disk.
4. Once completely downloaded, open the file
and edit it using Microsoft PowerPoint or any
offline presentation program.
5. Similar shifts in
interest are also
observable in the
field of education,
especially with
the rise of e-
learning.
5
6. Learning
Competencies
6
● Define a trend (HUMSS_MCT12- Ia-b-1).
● Point out the elements that make up a
trend (HUMSS_MCT12- Ia-b-4).
● Describe the different characteristics of a
trend (HUMSS_MCT12- Ia-b-5).
7. Learning
Objectives
7
● Define a trend.
● Identify the characteristics of a trend.
● Enumerate the elements of a trend.
● Explain the different types of trends.
● Analyze if a given situation is considered as
a trend.
9. Let’s
Connect
9
1. Where do you usually purchase goods needed in
your household: in the traditional marketplace or
in the supermarket? What could be the reason
behind this?
10. Let’s
Connect
10
2. What are the benefits of purchasing from
traditional marketplaces that are not found in
supermarkets? On the other hand, what are the
benefits of supermarkets that are not offered in
traditional marketplaces?
11. Let’s
Connect
11
3. Would you consider the emergence of
supermarkets as a prevalent preference in your
community? Why or why not?
18. 18
Characteristics of Trends
prevails for a considerable period
of time or is not “short-lived”
Duration of time
Acceptability
Cultural roots
Transitory increase or
decrease
Versatility
19. 19
Characteristics of Trends
accepted and embraced by a good
number of people or a majority
Duration of time
Acceptability
Cultural roots
Transitory increase or
decrease
Versatility
20. 20
Characteristics of Trends
based on traditions, systems of
belief, and accepted values in a
society
Duration of time
Acceptability
Cultural roots
Transitory increase or
decrease
Versatility
21. 21
Characteristics of Trends
may experience a rise or decline in its
popularity and level of acceptance
Duration of time
Acceptability
Cultural roots
Transitory increase
or decrease
Versatility
22. 22
Characteristics of Trends
flexible or open to changes and
adjustments to continually suit the
needs of the people
Duration of time
Acceptability
Cultural roots
Transitory increase or
decrease
Versatility
23. 23
Example: New Year Celebration as a Trend
● Duration: celebrated for
centuries
● Acceptability: embraced by
people around the world
● Cultural roots: considered
as a tradition by many
24. 24
Example: New Year Celebration as a Trend
● Transitory increase or
decrease: increased steadily in
terms of the ways of celebrating
it
● Versatility: format varies from
simple family gatherings to
national organized celebrations
and exhibitions
25. 25
Elements of a Trend
fulfills an essential human need
Basic need
Driver of change
Innovation
26. 26
Elements of a Trend
refers to the way an emerging trend
bends, modifies, or replaces an
existing one
Basic need
Driver of change
Innovation
27. 27
Elements of a Trend
geared towards the improvement
of an old trend
Basic need
Driver of change
Innovation
28. Check Your
Progress
28
Is the utilization of air-conditioning units considered
as a trend? Justify your answer using the
characteristics and elements of trends as your
guide.
29. 29
Types of Trends
● They originated a long time
ago but continue to exist
and influence people in the
present times.
● Example of a megatrend is
climate change.
Megatrends
30. 30
Types of Trends
● These are focused only on
a specific component or
part of a prevailing
megatrend
● E-sports is an example of a
macrotrend.
Macrotrends
31. 31
Types of Trends
● Its scope is only limited to
specific people, locations, or
conditions.
● One of the well-known social
media platforms was initially
only intended for the use of
students inside the university
where it was founded.
Microtrends
33. Wrap-Up ● A trend is a continuous pattern of change that
occurs in either a condition, a process, or an
output.
● Trends exhibit five distinct characteristics which
are: endurance over time, acceptability,
cultural roots, transitory increase or
decrease, and versatility.
33
34. Wrap-Up
● The elements of a trend are basic needs,
drivers of change, and innovation.
● There are three types of trends namely,
megatrends, macrotrends, and microtrends.
34
36. Try This!
36
1. It is a continuous pattern of change.
Identification. Identify the concept referred to in each
statement by selecting the correct term in the box below.
trend versatility
acceptability driver of change
endurance innovation
cultural roots basic need
37. Try This!
37
2. Trends stay in power for years, decades,
and sometimes for generations.
trend versatility
acceptability driver of change
endurance innovation
cultural roots basic need
Identification. Identify the concept referred to in each
statement by selecting the correct term in the box below.
38. Try This!
38
3. Trends give the people a sense of belongingness or
attachment for they have become part of their
lives.
trend versatility
acceptability driver of change
endurance innovation
cultural roots basic need
Identification. Identify the concept referred to in each
statement by selecting the correct term in the box below.
39. Try This!
39
4. Emerging trends bend, modify, or replace
existing ones.
trend versatility
acceptability driver of change
endurance innovation
cultural roots basic need
Identification. Identify the concept referred to in each
statement by selecting the correct term in the box below.
40. Try This!
40
5. For every trend that has unfolded, a better
trend may occur and develop.
trend versatility
acceptability driver of change
endurance innovation
cultural roots basic need
Identification. Identify the concept referred to in each
statement by selecting the correct term in the box below.
42. Photo Credits
42
Slide no. 3: Long line for Apple by The Pug Father is licensed under CC BY 2.0 via Flickr.
Slide no. 8: Pasig City 3.jpg by P199 is licensed under CC BY-SA 3.0 via Wikimedia Commons.
Slide no. 16: WTMP PhotoPhilia E13 Kalesa.JPG by PhotoPhilia (Wikipedia Takes Manila participant) is licensed under
CC BY-SA 3.0 via Wikimedia Commons; Jeepney in Legazpi City.JPG by Lawrence Ruiz is licensed under CC BY-SA 4.0
via Wikimedia Commons.
Slide no. 17: Nokia 6110 blue-92111.jpg by Raimond Spekking is licensed under CC BY-SA 4.0 via Wikimedia
Commons..
Slides no. 23 and 24: 061 EDITS Group Pictures of Christmas Party 2018 at PNHS Baclaran by Glendale Lapastora is
licensed under CC BY-SA 2.0 via Flickr.
43. Bibliography
Barros, Ray. The Nature of Trends. Singapore: John Wiley and Sons Publishing, 2008.
Beinhocker, Eric , Ian Davis and Lenny Mendonca. “The 10 Trends You Have to Watch.”
Harvard Business Review, July - August 2009. https://hbr.org/2009/07/the-10-trends-you-have-to-watch.
Gadanho, Pedro. Beyond 3: Trends And Fads. United States: Sun Publishers, 2010.
Miller, David. Introduction to Collective Behavior and Collection Action, 3rd Edition. United
States: Waveland Press Inc., 2014.
Turpin, Dominique. “ Seven Trends That Will Affect the Future of Marketing.” International
Institute of Management Development. Published November 2016. https://www.imd.org/research-
knowledge/articles/seven-trends-that-will-affect-the-future-of-marketing/.
43
Notas del editor
For the answer key, please refer to the Answer Key of the study guide provided in the Teacher's Content.
For the answer key, please refer to the Answer Key of the study guide provided in the Teacher's Content.
For the answer key, please refer to the Answer Key of the study guide provided in the Teacher's Content.
For the answer key, please refer to the Answer Key of the study guide provided in the Teacher's Content.
For the answer key, please refer to the Answer Key of the study guide provided in the Teacher's Content.
For the answer key, please refer to the Answer Key of the study guide provided in the Teacher's Content.
For the answer key, please refer to the Answer Key of the study guide provided in the Teacher's Content.
For the answer key, please refer to the Answer Key of the study guide provided in the Teacher's Content.
For the answer key, please refer to the Answer Key of the study guide provided in the Teacher's Content.
For the suggested rubric, please refer to the study guide.