Development Economics Essay Example | Topics and Well Written Essays - 2250 words

Development Economics - Essay Example Conversely, macroeconomics is a broader view of economy and its effect is identified in the entire nation and in the international market as a whole. Besides, it is the analysis of a country’s economic performance and structure along with the government policies affecting the economic condition (McConnell & et al., 2009). In many developing nations, economic issues faced by the inhabitants of a society and a business are in terms of distribution of scared resources. Inequity and development is the key issues in any economy in which inequity refers to differences in income or wealth, consumption and other variable that are related to the social welfare. In this context, inequity has emerged as the central problem for every economy that threatens the upward mobility of a nation (Chilosi, 2010). Correspondingly, the essay highlights the development issue in relation to the high level of inequity problem in an economy. The most possible effect of inequality in the development along with the possible remedial measure to eradicate the inequality will also be discussed. Furthermore, the analysis helps to have a better understanding about the economic issue of inequality and its possible impact on the economic development of the nations. The concept of inequality is based on a multidimensional approach that refers to the comparability of elements. This comparability is done between specific characteristics, which are measure with adequate indices and indexes. Difficulty arises when the concept are been framed in the societal context, which ultimately creates economic problem. As stated above, the concept of inequality is related to the differences in income, consumption and other components of social welfares. In some of the nations, top earners enjoy larger part of overall distribution of wealth and gains, whereas the others are having little shares. Growing level of

Story of Noah (Genesis 510) and its afterlives Essay

Story of Noah (Genesis 510) and its afterlives - Essay Example The story of Noah is presented throughout the five chapters of the book of Genesis. The 5th chapter is about Adam’s genealogy and at the end of it we find out that Noah is a relative of Adam and Eve. At the beginning of the 6th chapter the author explains that people have become spoiled and immoral. They started forgetting their Lord and give up His life principles, so God realized that there was no way for Him to save His people from sinfulness as the whole Earth was already filled out with their sins (New Jerusalem Bible, Gen. 6:1-3). But there was a decent man Noah who has been chosen by the Lord to save life on the Earth. That is why God inspired Noah to build a huge ark that would save a certain amount of living creatures including humans. In such a way the chosen one should have created a whole new world. Noah listened to his Lord. When the time for the Flood had come God told Noah to gather those species of animals and birds on the ark’s board. Noah’s fami ly was supposed to be at that only safe place too, so his wife and three sons with their wives had also got into the ark after which the Flood started. The Flood lasted 40 days and 40 nights and destroyed every single living creature on the Earth. And then the rain stopped, nevertheless, Noah and others had to spend 150 more days adrift at sea until the Lord sent Noah the sign that he can find lands to start the new world. After Noah and his family landed the Lord arranged the Covenant between Him and people, according to which there will be no flood anymore on the earth. In this new world His people should have lived under the Lord’s guidance (Mallowan 62). The very last episode of the story is about Ham (one of Noah’s sons) who committed offence to Noah. Ham and his brothers came to their father when he was drunk and naked. Ham saw his father without clothes and he told everything to his brothers, but his brothers acted decently and covered their father with cloth. T hey didn’t look

Effects of Traumatic Experience on Child Behaviour

Effects of Traumatic Experience on Child Behaviour How can a traumatic experience influence childrens behaviour? A literature review Introduction The issues surrounding childrens behaviour after a traumatic experience are complex, multifactorial and often hugely controversial. Having considered the literature on the subject, one could be forgiven for believing that there are as many opinions on the issues as there are people considering the issues. In this review we have attempted to cover as many of the major areas as possible in order to present a reasonably comprehensive overview of the subject. The definition of a traumatic experience is subjective from both the point of view of the child concerned and also form the observer. Some commentators have suggested that the only workable definition of a traumatic experience is one that, by definition, produces demonstrable psychological sequelae. (Abikoff 1987) This may be the case, but as other commentators observe, some psychological sequelae may not surface for years, if at all. This does not mean that the original triggering episode was not traumatic. There is also the view that that the worst kind, or most extreme type of trauma may be the most likely to be actively suppressed at either a conscious or subconscious level. (Haddad Garralda. 1992) Literature Review With an area of literature as vast as the one that we are considering here, it is often difficult to find a place to start. In this instance we will consider the paper by Prof. Harry Zetlin (1995) who starts with a short monograph on the screening of a television programme which dealt with arguably the most catastrophic of stresses to befall a child, that of the loss of a parent through murder or violence. He makes several thought provoking comments which are worthy of consideration as they are germinal to the thrust of this article. The first is a plea that the diagnostic label of post-traumatic stress should not be a â€Å"catch-all basket† for all emotional and behavioural problems that can occur after a traumatic experience. (Gorcey et al.1986) The second is the realisation that in the particular circumstances portrayed on the television where a parent is murdered have two consequences. The first is the obvious catastrophic trauma that the child experiences with the violent loss of a parent, but the second is the much less obvious fact that the child has, at a stroke, also lost a valuable, and normally available resource, of the protective family environment, which is often one of the most useful therapeutic tools available to the therapist. He adds to this two further insights. The first is that the surviving parent has their own trauma to deal with and that is invariably transmitted to the child and that, because such events are mercifully comparatively rare, only a comparatively few professionals are ever able to build up any significant expertise and experience on the subject. The main issue of the piece is, however, the very relevant point that considering the apparent obsession of the media with intrusive â€Å"fly-on-the-wall† documentaries and the almost equally insatiable public hunger for sensation, the very fact that such a programme is made at all, almost inevitably adds to the trauma felt by the victims. (Koss et al 1989) One could argue that actually confronting and talking about such issues is part of the healing process. Such considerations may be of value in the adult who is more able to rationalise the concepts involved, but to the child this may be very much more difficult and being forced to relive the episodes in a very public and unfamiliar arena, may do little more than add to the psychological stresses and damage already caused. (Mayall Gold 1995) This paper offers a wise and considered plea for sense and moderation, not to mention reservation and decency. It is written in calm and considered moderate tones which makes the impact of its message all the more powerful. The next few papers that we would like to analyse deal with the thorny issue of Attention deficit hyperactivity disorder (ADHD) in children. It has to be commented that there is a considerable body of literature which argues on both sides of the debate about whether ADHD is the result of childhood trauma. One side is presented, quite forcibly, by Bramble (et al. 1998). The authors cite Kewley (1998) as stating that the prime aetiology of ADHD is a genetic neuro-developmental one. They challenge the expressed views that it is a manifestation of early childhood abuse or trauma which can have occurred at some time previously with the words: â€Å"†¦..early abuse and trauma later manifest as symptoms and that the detection of these symptoms in children clearly illustrates early trauma is a prime example of the logical fallacy that underpins all psychoanalytical theory and practice.† The authors argue that to state â€Å"because psychotherapy is often effective it must reflect the fact that a traumatic episode must have been responsible because it addresses directly the original emotional trauma† (Follette et al.1996), is completely unsound. The natural progression of this argument, they assert, is the reason why many parents of children with ADHD have such difficulty in finding child psychiatrists who can actually help them rather than the many who would seek to blame them for the child’s behaviour in the first place. (Breire 1992) The authors take the view that the reason that psychoanalytical practitioners have held so much influence on the profession over the years is that it is only recently that the glare of evidence based medicine has fallen on their discipline. The authors argue that far from using psychotherapeutic tools to try to achieve resolution, the evidence suggests that psycho-stimulant treatment is far more effective (Abikoff 1987) if only because it enhances the therapeutic effect of other forms of treatment such as family therapy and special educational provision. The converse argument, or perhaps an extension of the argument, is presented by Thambirajah (1998) who takes the view that many papers on ADHD (and by inference he is referring to the one reviewed above), regard the syndrome as being a diagnosis made simply by â€Å"checking an appropriate number of boxes on a check-list†. He asserts that factors such as biopsychological circumstances should be weighed equally strongly as the symptom cluster of impulsivity, inattention or hyperactivity. (Tannock 1998) In direct contrast to the preceding paper he states that early traumatic experiences, current abuse or even depression of the mother may all be contributory factors in the aetiology of the condition. He argues that taking no account of these factors is to ignore much of the accumulated evidence and wisdom on the subject. He also makes a very valid point that to ignore these factors and only to use the check-list approach means that here is an over-reliance on the significance of these symptoms and, as a direct result, this leads to an overestimation of prevalence. He points to the obviously erroneous estimate of a study that was based exclusively on check list symptomatology, of 15% (although the study is not quoted). The author makes the very valid point that most psychiatrists would agree that the hyperkinetic disorder is a small sub-group within the ADHD syndrome and that these children may need treatment with stimulants but only after other aetiologies have been excluded. He makes the rather apt comparison of treating all children with ADHD the same way as calling all four legged animals with a tail donkeys. There are a great many more papers on this issue which we could usefully review but we must explore other areas of trauma in a child’s life in order to try to give a representative overview. With the possible exception of the situation outlined in the first paper reviewed, there can be few experiences more traumatising to a child than to me made homeless as a refugee in a time of war. The paper by Hodes (et al. 2001) is both heart rending and informative as it explores the health needs of refugees arriving in the UK. Although the paper catalogues all of the health needs (that need not concern us in this article) of the refugees, it does not overlook the psychosocial trauma aspects of the children’s plight. They point to the fact that one way that a child’s psychological trauma can be minimised is by being accepted into a peer group such as a school. While this may indeed be true, the problem is that refugee children are seldom seen by their peers as â€Å"belonging† and are therefore seldom completely accepted. (Lewis 1998) This is either aggravated or caused by the fact that they already have twice the rate of psychiatric disorder as found in control groups of children. (Tousignant et al. 1999). It is therefore important to be aware of these problems as they are often very amenable to psychiatric intervention (O’Shea et al. 2000). The authors quote a paper by Burnett and Peel (2001) who appear to be particularly pessimistic about making a diagnosis of post-traumatic stress disorder in children from a fundamentally different culture, as their recovery is thought to be secondary to the reconstruction of their support networks, which may prove particularly difficult in a different or even alien, cultural environment. They point to studies of the children who fled to the USA to escape the Pol Pot regime, who had post-traumatic stress in childhood, and even when followed up 12 years later they quote 35% as still having post traumatic stress and 14% had active depression. (Sack et al. 1999). This may be a reflection of the difficulty in getting appropriate treatment for a condition in a different culture. But, in distinct relevance to our considerations here, the authors comment that even exposure to a single stressor may result in a surprisingly persistent post traumatic stress reaction. (Richards Lovell 1999) The last article that we are going to consider here is a paper by Papineni (2003). This paper has been selected partly because of it’s direct relevance to our consideration, but also because on a human level, it is a riveting piece of writing. It is entitled â€Å"Children of bad memories† and opens with the quote â€Å"Every time there is a war there is a rape† (Stiglmayer 1994). The whole article is a collection of war-related rape stories and the resultant psychopathology that ensued. The author specifically explores the issues relating to childhood rape and its aftermath. She also considers a related issue and that is how the effect of maternal shame shapes a child’s perception of themselves (with heartrending consequences), how the shame felt by the mother is often externalised to affect the child who is the visible symbol of the physical act. (Carpenter 2000) The catalogue of emotion and reaction described in this article by some of the subjects, would almost make an authoritative text book on the consequences of a traumatic experience in childhood. It would be almost impossible to quantify a single negative emotion that was neither articulated nor experienced by the victims, not only of the act of rape, but also of the stigma and aftermath of the act which was often described as the worst aspect of the whole thing. A constant theme that runs trough the paper is the realisation that the presence of a child conceived by a rape is a potent reminder of the trauma and therefore is, in itself a bar to psychological healing. The author also points to the fact that another, almost inevitable consequence of forcible rape, is difficulty with relationships and intimacy which can devastate a child’s social development. (Human Rights Watch.1996). Such a child may not only have this burden to bear for its life, but the stigma forced upon it by society may also have untold consequences. The author quotes a child born from the Rwandan conflict, describing itself by different names which bear witness to society’s perception, and more accurately and inevitably, the child’s perception of itself: â€Å"children of hate, enfants non-desirà ©s (unwanted children), or enfants mauvais souvenir (children of bad memories)† The author describes how such psychological trauma may never be successfully treated and ends with the very perceptive comment â€Å"There cannot be peace without justice, and unless the international community recognises all rape in conflict situations as crimes against humanity, there will be no peace for the victims of such atrocities.† Conclusion It is clearly a forlorn hope to cover all of the aspects of trauma and its potential impact on a child’s life in one short article. We hope that, by being selective, we have been able to provide the reader with an authoritative insight into some on the problems associated with the subject. References Abikoff H. 1987 An evaluation of cognitive behavior therapy for hyperactive children. Adv Clin Child Psychol 1987; 10: 171-216. Bramble, Anne Klassen, Parminder Raina, Anton Miller, Shoo Lee, M S Thambirajah, Andrew Weaver, and Geoffrey D Kewley 1998 Attention deficit hyperactivity disorder in children BMJ, Oct 1998; 317: 1250. Briere J. 1992 Methodological issues in the study of sexual abuse effects. J Consult Clin Psychol 1992; 60: 196-203. Burnett A, 2001 Peel M. Health needs of asylum seekers and refugees. BMJ 2001; 322: 544-547 Carpenter RC. 2000 Surfacing children: limitations of genocidal rape discourse. Human Rights Quarterly 2000; 22: 428-477 Follette VM, Polusny MA, Bechtle AE, Naugle AE. 1996 Cumulative trauma: the impact of child sexual abuse, adult sexual assault, and spouse abuse. J Trauma Stress 1996; 9: 25-35. Gorcey M, Santiago JM, McCall-Perez F. 1986 Psychological consequences for women sexually abused in childhood. Soc Psychiatry 1986; 21: 129-133. Haddad P, Garralda ME. 1992 Hyperkinetic syndrome and disruptive early experiences. Br J Psychiatry 1992; 161: 700-703 Hodes, B K MacDonald, C J Mummery, and D Heaney 2001 Health needs of asylum seekers and refugees BMJ, Jul 2001; 323: 229 Human Rights Watch. 1996 Shattered lives: sexual violence during the Rwandan genocide and its aftermath. USA: Human Rights Watch. 1996 Kewley GD. 1998 Attention deficit hyperactivity disorder is under-diagnosed and under-treated in Britain. [With commentary by E Orford.] BMJ 1998; 716: 1594-1595. Koss MP, Dinero TE. 1989 Discriminant analysis of risk factors for sexual victimisation among a national sample of college women. J Consult Clin Psychol 1989; 57: 242-250. Lewis M. Shame and stigma. In: Gilbert P and Andrews B, Editors, Shame: interpersonal behaviour, psychopathology, and culture, Oxford University Press, Oxford (1998). In: Gilbert P and Andrews B, Editors, Shame: interpersonal behaviour, psychopathology, and culture, Oxford University Press, Oxford (1998). Mayall A, Gold SR. 1995 Definitional issues and mediating variables in the sexual revictimisation of women sexually abused as children. J Interpersonal Violence 1995; 10: 26-42 OShea B, Hodes M, Down G, Bramley J. 2000 A school based mental health service for distressed refugee children. Clin Child Psychol Psychiatry 2000; 5: 189-201 Papineni 2003 Children of bad memories The Lancet 2003; 362:825-826 Richards D, Lovell K. 1999 Behavioural and cognitive behavioural interventions in the treatment of PTSD. In: Yule W, ed. Post-traumatic stress disorders. Concepts and therapy. Chichester: John Wiley, 1999:239-266. Sack WH, Him C, Dickason D. 1999 Twelve-year follow-up study of Khmer youths who suffered massive war trauma as children. J Am Acad Child Adolesc Psychiatry 1999; 38: 1173-1179 Stiglmayer A, Editor, 1994 Mass rape: the war against women in Bosnia-Herzegovina, University of Nebraska Press, Lincoln (1994). Tannock R. 1998 Attention deficit hyperactivity disorder: advances in cognitive, neurobiological and genetic research. J Child Psychol Psychiatry 1998; 39: 65-69 Thambirajah, 1998 Consultant child and adolescent psychiatrist. Child and Family Consultation Centre, Foundation NHS Trust, Stafford ST16 1PD BMJ 1998;317:1250 ( 31 October ) Tousignant M, Habimana E, Biron C, Malo C, Sidoli-LeBlanc E, Bendris N. 1999 The Quebec adolescent refugee project: psychopathology and family variables in a sample from 35 nations. Am Acad Child Adolesc Psychiatry 1999; 38: 1426-1432 Zeitlin. H 1995 Traumatised children BMJ, Sep 1995; 311: 883. ************************************************************************************************14.5.05 PDG Word count 2,746

Embryonic and Adult Stem Cell Research Essay -- Exploratory Essays Res

Embryonic and Adult Stem Cell Research With the advent of a wide variety of scientific advances in the medical field, especially those improvements in health-related fields, the quality of life for the earth’s inhabitants has improved greatly over the past century. Scientists continue to improve upon current knowledge and expand the field of medicine. Over the past few years, scientists have performed significant research pertaining to the study of stem cells. Many researchers see potential in the manipulation of stem cells - possible treatments for currently incurable diseases such as Alzheimer’s and Parkinson’s (Goldstein). With these new discoveries, though, questions as to the morality of such practices arise. While few find an ethical problem with the processes involved in adult stem cell research, the destruction of thousands of helpless embryos is wrong and cannot compensate for the potential benefits of embryonic stem cell research, namely some saved lives. There currently exist two primary methods of obtaining stem cells, or generic cells that have the potential to differentiate into more specialized cell types. Most stem cell research is done with embryonic stem cells. When the sperm and the egg combine in the fertilization process, a single zygote cell forms. This cell contains all the same genetic information as every cell in a fully developed human. The only difference is that this zygote has no special function, except to divide multiple times. These other cells that come about as a result of cell division eventually specialize into every type of cell in the body. Because embryonic stem cells have not taken on a specific purpose, they can be manipulated to form the type of cell desired, based on the environm... ... Center for Bioethics and Human Dignity. "Embryonic Stem Cell Research is Unethical." Opposing Viewpoints Resource Center 2003. Farmington Hills, Michigan: Gale Group. 18 October 2003. <http://www.galenet.comk/servlet/OVRC> Goldstein, Lawrence S.B. "Human Stem Cell Research is Ethical." Opposing Viewpoints Resource Center 2003. Farmington Hills, Michigan: Gale Group. 18 October 2003. <http://www.galenet.comk/servlet/OVRC> Jordan, Craig T. and Van Zant, Gary. "The Biology of Stem Cells." The Biomedical Engineering Handbook. 2nd ed. 2000. Sullivan, Andrew. "Early Human Embryos are Human Beings." Opposing Viewpoints Resource Center 2003. Farmington Hills, Michigan: Gale Group. 18 October 2003. <http://www.galenet.com/servlet/OVRC> Weise, Robert. Playing God - Redesiging Life. Ed. Edward Engelbrecht. St. Louis, MO: Concordia Publishing House, 2002. Embryonic and Adult Stem Cell Research Essay -- Exploratory Essays Res Embryonic and Adult Stem Cell Research With the advent of a wide variety of scientific advances in the medical field, especially those improvements in health-related fields, the quality of life for the earth’s inhabitants has improved greatly over the past century. Scientists continue to improve upon current knowledge and expand the field of medicine. Over the past few years, scientists have performed significant research pertaining to the study of stem cells. Many researchers see potential in the manipulation of stem cells - possible treatments for currently incurable diseases such as Alzheimer’s and Parkinson’s (Goldstein). With these new discoveries, though, questions as to the morality of such practices arise. While few find an ethical problem with the processes involved in adult stem cell research, the destruction of thousands of helpless embryos is wrong and cannot compensate for the potential benefits of embryonic stem cell research, namely some saved lives. There currently exist two primary methods of obtaining stem cells, or generic cells that have the potential to differentiate into more specialized cell types. Most stem cell research is done with embryonic stem cells. When the sperm and the egg combine in the fertilization process, a single zygote cell forms. This cell contains all the same genetic information as every cell in a fully developed human. The only difference is that this zygote has no special function, except to divide multiple times. These other cells that come about as a result of cell division eventually specialize into every type of cell in the body. Because embryonic stem cells have not taken on a specific purpose, they can be manipulated to form the type of cell desired, based on the environm... ... Center for Bioethics and Human Dignity. "Embryonic Stem Cell Research is Unethical." Opposing Viewpoints Resource Center 2003. Farmington Hills, Michigan: Gale Group. 18 October 2003. <http://www.galenet.comk/servlet/OVRC> Goldstein, Lawrence S.B. "Human Stem Cell Research is Ethical." Opposing Viewpoints Resource Center 2003. Farmington Hills, Michigan: Gale Group. 18 October 2003. <http://www.galenet.comk/servlet/OVRC> Jordan, Craig T. and Van Zant, Gary. "The Biology of Stem Cells." The Biomedical Engineering Handbook. 2nd ed. 2000. Sullivan, Andrew. "Early Human Embryos are Human Beings." Opposing Viewpoints Resource Center 2003. Farmington Hills, Michigan: Gale Group. 18 October 2003. <http://www.galenet.com/servlet/OVRC> Weise, Robert. Playing God - Redesiging Life. Ed. Edward Engelbrecht. St. Louis, MO: Concordia Publishing House, 2002.

Schematics

SCHEMATIC DIAGRAMS FLAT COLOUR TELEVISION 6 2005 YA270 AV-21MT15/P, AV-21MP15/T, AV-21MT35/P, AV-21VA15/P CD-ROM No. SML200507 BASIC CHASSIS CW2 COLOR EXIT CLOSED CAPTION 100+ VNR ECO CINEMA SURROUND BASS RM-C1287 COPYRIGHT  © 2005 Victor Company of Japan, Limited No. YA270 2005/7 AV-21MT15/P, AV-21MP15/T, AV-21MT35/P, AV-21VA15/P STANDARD CIRCUIT DIAGRAM NOTE ON USING CIRCUIT DIAGRAMS 1. SAFETY The components identified by the symbol and shading are critical for safety. For continued safety replace safety ciritical components only with manufactures recommended parts. Type No indication MM PP MPP MF TF BP TAN (3)Coils No unit Others : Original setting position when shipped : DC 20k? /V :H :V : Othters (5)Voltage values 20 µs / div 5ms / div Sweeping time is specified (4)Power Supply : B1 : 9V Respective voltage values are indicated (5)Test point : Test point (6)Connecting method : Connector : Wrapping or soldering : Only test point display : B2 (12V) : 5V : [ µH] : As specified : Ceramic capacitor : Metalized mylar capacitor : Polypropylene capacitor : Metalized polypropylene capacitor : Metalized film capacitor : Thin film capacitor : Bipolar electrolytic capacitor : Tantalum capacitor . SPECIFIED VOLTAGE AND WAVEFORM VALUES The voltage and waveform values have been measured under the following conditions. (1)Input signal (2)Setting positions of each knob/button and variable resistor (3)Internal resistance of tester (4)Oscilloscope sweeping time : Colour bar signal : All DC voltage values Since the voltage values of signal circuit vary to som e extent according to adjustments, use them as reference values. 3. INDICATION OF PARTS SYMBOL [EXAMPLE] In the PW board : R209 R209 (7)Ground symbol : LIVE side ground : ISOLATED(NEUTRAL) side ground : [? : [k? ] : [M? ] : EARTH ground : DIGITAL ground : Receptacle 4. INDICATIONS ON THE CIRCUIT DIAGRAM (1)Resistors Resistance value No unit K M Rated allowable power No indication : 1/16 [W] Others Type No indication OMR MFR MPR UNFR FR (2)Capacitors Capacitance value 1 or higher less than 1 Withstand voltage No indication Others : [pF] : [ µF] : DC50[V] : DC withstand voltage [V] : Carbon resistor : Oxide metal film resistor : Metal film resistor : Metal plate resistor : Uninflammable resistor : Fusible resistor : As specified 5. NOTE FOR REPAIRING SERVICE This model's power circuit is partly different in the GND. The difference of the GND is shown by the LIVE : ( ) side GND and the ISOLATED(NEUTRAL) : ( ) side GND. Therefore, care must be taken for the following points. (1)Do not touch the LIVE side GND or the LIVE side GND and the ISOLATED(NEUTRAL) side GND simultaneously. if the above caution is not respected, an electric shock may be caused. Therefore, make sure that the power cord is surely removed from the receptacle when, for example, the chassis is pulled out. 2)Do not short between the LIVE side GND and ISOLATED(NEUTRAL) side GND or never measure with a measuring apparatus measure with a measuring apparatus ( oscilloscope, etc. ) the LIVE side GND and ISOLATED(NEUTRAL) side GND at the same time. If the above precaution is not respected, a fuse or any parts will be broken. Since the circuit diagram is a standard one, the circuit and circuit constants may be subject to change for improvement without an y notice. NOTE Due improvement in performance, some part numbers show in the circuit diagram may not agree with those indicated in the part list. When ordering parts, please use the numbers that appear in the Parts List. Composition resistor 1/2 [W] is specified as 1/2S or Comp. AC indicated : AC withstand voltage [V] Electrolytic Capacitors 47/50[Example]: Capacitance value [ µF]/withstand voltage[V] (No. YA270)2-1 CONTENTS SEMICONDUCTOR SHAPES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-2 USING P. W. BOARD †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ -2 BLOC K DIAGRAM †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-3 CIRCUIT DIAGRAMS MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (1/4), (2/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-5 MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (3/4), (4/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-7 MAIN PWB CIRCUIT DIAGRAM [AV-21MT35/P] (1/4), (2/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. -9 MAIN PWB CIRCUIT DIAGRAM [AV-21MT35/P] (3/4), (4/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-11 MAIN PWB CIRCUIT DIAGRAM [AV-21VA15/P] (1/3) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2-13 MAIN PWB CIRCUIT DIAGRAM [AV-21VA15/P] (2/3), (3/3) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-15 PATTERN DIAGRAMS MAIN PWB PATTERN [AV-21MT15/P, AV-21MP15/T, AV-21MT35/P] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. -17 MAIN PWB PATTERN [AV-21VA15/P] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-19 VOLTAGE CHARTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-21 WAVEFORMS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2-22 SEMICONDUCTOR SHAPES TRANSISTOR BOTTOM VIEW FRONT VIEW TOP VIEW CHIP TR E C B ECB E CB (G)(D)(S) ECB E C B B E C IC BOTTOM VIEW FRONT VIEW TOP VIEW OUT E IN IN E OUT 1 N 1 N 1 N CHIP IC TOP VIEW 1 N 1 N USING P. W. BOARD P. W. BOARD ASS'Y NAME MAIN P. W. BOARD AV-21MT15/P SCW-1714A-H2 AV-21MP15/T SCW-1715A-H2 AV-21MT35/P SCW-1706A-H2 AV-21VA15/P SCW-1728A-H2 2-2(No. YA270) BLOCK DIAGRAM MAIN PWB IC701 MAIN MICRO COMPUTER/ IF VIDEO RGB SYNC DEF. PROCESS R 108,109 SCL SDA TU001 TUNER IC702 MAIN MEMORY 127,128 SCL1, SDA1 SCL0, SDA0 I2C BUS MICRO COMPUTER G B DIGITAL SIGNAL PROCESS R G B IC351 RGB OUT V01 98,99 IF LED 97 REMOTE 119 KEY_IN 122 SV_DET 29, 30 SIF IN I/O PORT PEAKING SCAN VELOCITY MOD. U/V DELAY SIF DETECT VIF DETECT/AGC/AFT SOUND TRAP SKIN TONE U/V TINT SATURATION ROUT GOUT BOUT OSD SELECT 85 86 87 CRT SOCKET PWB SF101 SAW FILTER SF102 SAW FILTER 24, 25 VIF IN 79 Y J801 S-VIDEO VIDEO-1 S_VIDEO INPUT V L R J802 Y VIDEO-2 COMPONENT VIDEO INPUT CB CR J803 L R SW1 Y1 C1 CVBS1 L1 R1 80 PB 78 PR 55 V2 58 Y/V1 59 C1 VIDEO SELECT B-Y R-Y VIDEO C IDENT. Y 51 V3 COLOUR DEMOD BASE-BAND DELAY LINE R G B BASS [AV-21MT35/P] J805 BASS SPEAKER OUTPUT RGB MATRIX & GAMMA V. DRIVE COMB FILTER Y DELAY ADJ. SYNC SEP. VDA,VDB 22, 23 V2/Y PB PR L2 R2 49 L1 50 R1 56 L2 57 R2 34 L3 35 R3 AUDIO SELECT H. DRIVE HOUT 67 J801 HEADPHONE SPEAKER L 20 A_L AUDIO SELECT AUDIO CONTROL A_R 60 61 9 3 OUTPUT J804 VIDEO L R V-OUT L-OUT R-OUT 48 36 37 IC601 AUDIO AMP 13 23 VOUT LOUT ROUT SPEAKER R Q983 Q984 1. 8V REG Q981 Q982 1. 8V REG 1. 8V 1 IC401 V. OUT Q522 H. OUT 5 V VIDEO-3 INPUT (FRONT) J806 VIDEO J807 AUDIO-L J808 AUDIO-R V1. 8V V3 L3 R3 REMOCON RECEIVER POWER LED D901 RECT T921 SW TRANSF. IC972 3. 3V REG IC975 5V REG IC973 12V REG H DY01 DEF YOKE 3. 3V_STB 5V 8V 12V 32V B1 T522 FBT SCREEN FOCUS TV/VIDEO VOL+ VOL- CH+ CH- MENU AC IN F901 S901 L951 POWER SW IC901 POWER REG PC901 VOLTAGE FEEDBACK IC951 ERROR AMP EHV (No. YA270)2-3 2-4(No. YA270) CIRCUIT DIAGRAMS MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (1/4), (2/4) CN00C QGA2501F1-06 MAIN PWB ASS'Y (2/4) (FRONT LED) SCW-1714A-H2 [AV-21MT15/P] SCW-1715A-H2 [AV-21MP15/T] IC302 S9648 ECO R325 0 R326 X R322 X D303 R323 X X D807 X C807 .1 Q308 X C317 10/50 C806 100/16 R822 1K R824 470 S805 QSW0619-003Z S804 QSW0619-003Z S803 QSW0619-003Z S802 QSW0619-003Z S801 QSW0619-003Z IC801 RPM7238-H5 REMOTECON RECEIVER MAIN PWB ASS'Y(4/4) (CRT SOCKET) CN10T CN00T QJL001-065631 VIDEO-3 INPUT POWER LED (RED) D808 LH22440-T16 J806 QNN0281-003 J808 QNN0282-001 J807 QNN0281-002 R324 R328 0 R329 X R327 39K 0 J809 K801 X C825 NCB31HK-152X C826 NCB31HK-152X R817 X D814 *8 R630 270 1/2W QNS0155-001 R632 270 1/2W CN00S QGA2501C5-04Z SPEAKER R823 47 1/2W Y809 X CN10A QJL001-050600-E R762 220 R763 220 220 220 R764 R765 R627 X REMOTE PW_LED ECO_IN KEYIN R628 X LC805 QQR1199-002 B_MUTE R_AOUT L_AOUT Y_GND A_GND GND GND CN00A QJL001-050600-E R3 VDO_DET PROTECT S_REDUCE A_MUTE 4. 5/OTHER 5V ECO_IN REMOTE PW_LED SDA1 KEYIN SCL1 1. 8V PW V1. 8A 1. 8V 1. 8V S_V_DET 5V 3. 58/OTHER D341 *3 D342 *3 5V V3 L3 Y810 X R821 470 R820 330 R819 220 R818 180 R626 0 R629 0 R631 1K R633 1K C615 1000/25 C616 1000/25 R816 75 SDA1 SCL1 C1_GND D343 *3 Q341 *2 C1 R344 22 R961 1. 8K V12A S_V_DET R740 15K R788 0 D714 MA8030/H/-X D D707 *3 R794 2. 2K C792 . 1 G S L713 *4 W-A1 R755 1. 2K R750 10K 5V Q706 SSM3K02F-X D349 X R753 1. 2K D344 X D345 *3 Y1/CVBS1 Y_GND LC801 QQR1199-002 Y801 X R801 75 Y819 BW C D706 MA8036-X C777 . 1 C778 47/16 R760 100 SCL0 SDA0 R761 100 Q612 *1 R787 4. 7K R342 X 3. 3K 3. 3K 220 4. 7K *3 *3 C341 100/16 L304 X R320 X R319 X C316 X IC301 X C342 X C315 X C314 X C313 X X MC C312 X C311 X L303 X 3. V C305 X MC C310 X C309 X L302 X V2/Y V Y U PB PB_GND 0 0 R315 0 S1 1/50 22/50 C772 . 22 Q708 *2 R795 100K Q707 *1 Q705 SSM3K02F-X G .22 D Y717 QUY160-075Y 5V *3 0 Y802 X D817 *8 V1 L715 *4 C771 S R783 10K R776 15K C775 . 22 R758 3. 3K C767 VCC SDA L712 SCL WP 100 R976 1K 3. 3V_STB Q791 *1 SCL0 SDA0 C793 4. 7/50 Y791 X PW R790 1K R793 D713 MA8039/H/-X R736 100 X301 X C302 X R307 X R308 X R 310 X R311 X R321 X C318 X VDO_DET L1 R802 0 C821 NCB31HK-152X R1 R803 0 C822 NCB31HK-152X Y818 0 IC702 CH CH J801 QNZ0454-002 L1 VIDEO-1 S-VIDEO INPUT C770 . 1 D709 R745 R743 C783 R741 L714 R785 D711 C768 D712 R748 2. 7K R759 3. 3K 100 1K *4 .22 R730 0 R757 4. 7K C794 X R747 VSS R777 R771 A0 A1 A2 R739 0 R742 220 R744 220 R754 220 C303 X CH CVBSO/PIP Q307 X R318 X C776 . 1 MC R752 100 R751 100 100 R749 1K R1 R309 X R312 C304 X MC CVBSO/PIP_GND GND P_ON/OFF R984 47K R983 3. 9 1/2W R982 47K Q982 *1 R738 10K R981 3. 9 1/2W POWER SDAO S_REDUCE PROT VDO_DET A_MUTE ROTATION VER_PROTECT P25/PWM4 REMOTE SCLO SDA1 PW_LED PW_LED SCL1 TIMER TIMER ECO_IN VssC3 S_V_DET VssC1+P1 KEY_IN DecV1V8 V3. 3P VssC2 V1. 8C3 V1. 8C1 4. 5/OTHER 3. 58/OTHER P12/Int2 P00/I2SDI1 V1. 8C2 Q981 2SA562TM/Y/-T L711 *4 C766 . 22 C764 . 1 C765 100/16 L710 *4 L709 *4 R313 X V1. 8A D982 UDZS2. 0B-X VssP2 VssC4 1. 8V L701 *4 L702 *4 C701 . 22 C702 . 22 V1. 8C4 V3. 3A3 VrefP_Sdac 470/16 Q306 X Q305 X V1. 8ADC VssADC V3. 3A2 V1. 8A GndA RefAd V3. 3RefAdP 1. 8V D981 UDZS2. 0B-X R314 X Y817 0 R737 0 Q704 *1 R985 4. 7K R986 4. 7K Q984 *1 Q983 2SA562TM/Y/-T C763 . 22 C761 . 1 C762 100/16 L708 *4 C760 . 22 L707 *4 C759 100/16 R735 100 Y715 QUY160-100Y MC C306 X LC802 QQR1199-002 Y803 X D810 *8 R804 75 V2/Y_GND Y804 Y805 X X CONT PW R792 33 1/2W BL_GND PW 3. 3V_STB 8V A_VCC A_GND 5V 12V 3. V NECK H_DRIVE HFB ABL EW P_ON/OFF VDRA+ VDRBPROTECT V12A 32V TU001 QAU0353-002 TUNER K103 QQR1114-001Z L001 X K101 QQR1114-001Z L703 *4 CH VrefN_Sdac C704 C790 . 1 27p VrefP_Sdac IC701 VrefN_Sdac C705 7p CH VrefP_Sdac XtalIn XtalOut VssA1 GND RefAdN V3. 3A1 C307 MC X MC C308 X C703 LC803 QQR1199-002 Y816 X R805 75 J802 QNN0349-002 8V A_VCC A_GND 5V 5V 12V 3. 3V NECK H_DRIVE HFB ABL EW P_ON/OFF VDRA+ VDRBPROTECT V12A 4. 5/OTHER L003 QQL244J-4R7Z R317 C758 . 22 Bout R734 100 Gout K301 X Y806 X D811 *8 Y825 BW R806 75 C706 7p L717 *4 CH X701 QAX0799-001Z R756 10K ANALOG Rout C757 560p BLKIN CH BCL V5P3 Gnd3 DIGITAL R733 100 R732 1K K701 QUY160-150Y Y822 X L301 X PR PR_GND Y_GND LC804 QQR1199-002 Y807 X VIDEO-2 COMPONENT VIDEO INPUT R316 Y808 X Y824 QUY160-200Y SCL1 SDA1 NECK C823 NCB31HK-152X R2 L2 NECK CONT L718 *4 D812 *8 NECK CONT R731 1K MC C756 . 1 L706 *4 D708 *3 C785 2. 2 C707 . 1 C709 . 01 C710 6800p C708 100/16 C711 2. 2/50 C712 . 22 TF C784 X V5P1 MC R701 12K MC Ph2 Ph1 Gnd1 SecPll Dec8G EW MC VDRBMC VDRA+ R704 100 Vif1 Ysync Yin/G2/Y Yout Uout/INSSW2 J803 QNN0348-001 C755 10/50 C779 10/50 C753 . 1 C752 . 1 C751 . 1 C754 . 1 D753 *8 Y705 0 MAIN MICRO COMPUTER/TELETEXT DECODE/ IF VIDEO RGB SYNC DEF. PROCESS B3/Pb G3/Y R3/Pr INSSW3 PB GND V2/Y PR PR_GND BASS J805 X A_GND 5V C824 NCB31HK-152X C713 10/50 C714 EW . 022 MC R782 1. 2K NC R729 X D751 *8 Y706 0 Y821 QUY160-050Y 3. 58/OTHER CF101 QAX0349-001 R101 68 R005 75 C002 10/50 IF NC 32V LOCK 5V BM SDA D103 SCL AS BT AGC D104 C101 . 01 MC C111 220/16 C106 . 01 MC R702 X C715 . 001 R703 100 C716 . 001 OPEN SF102 QAX0723-001 VDRBVDRA+ C110 . 1 L101 QQL244K-1R0Z 8. 2K C780 . 1 C750 . 1 R809 0 V_OUT R808 X R807 100 1/2W C804 470/16 MC C001 . 01 Y008 0 C717 SF101 X X TF C718 . 15 R705 39K Vif2 Vsc Iref C749 . 1 Uin/B2/Pb Vin/R2/Pr V5Comb VssComb R728 Ssif/RefIn/Avl/RefOut R815 75 Q801 KTA1267/YG/-T D813 *8 J804 QNN0349-001 R104 100 L002 QQL244J-4R7Z C004 470/16 R001 220 x x R003 3. 9K R102 R107 X D101 X Q101 2SC5397/CD/-T C748 . 1 C809 X C746 . 1 100 R727 R726 27K 560 S_REDUCE OFF_MUTE R_AOUT L_AOUT BASS C003 . 1 R002 220 1. 8K 22 MC C107 X X X X GndIF Sif1 Sif2 V8AudioSwitches IfVo/FmRo/DvbO C109 0 X C747 10/50 L716 *4 L_OUT C802 10/50 R810 390 Y007 R109 R110 GND R_OUT D805 X R811 82K OUTPUT D102 C719 R706 Y003 X .01 220 Hout QssO/AmO/AudeEm MC AGC MC EHT R105 R103 Q102 X Y004 X FbiSo CVBSO/PIP Audio2InR Audio2InL C720 . 001 R707 22K DecsDem Y3/Cvbs R_OUT AgcSsif V_OUT L_OUT SifAgc HP_R HP_L Gnd2 V5P2 C005 . 0022 SVM R724 R778 LC701 X Y703 X X X R722 X Q702 X R725 X C803 10/50 D806 X R812 390 Q103 X A_R A_L PllIf NC R3 R1 R2 C4 C1 V3 MC 47/25 MC .01 V2/Y R813 82K L3 L1 L2 .01 C006 33/16 27 MC R004 27K C105 X MC MC C108 X R708 10K MC C736 . 01 C744 . 1 C739 1 C781 1 C782 1 MC C727 3300p C723 C724 C732 2. 2/50 R723 X H_DRIVE IC601 AN5277 AUDIO AMP NC L_R_MUTE B_MUTE GND_B B_OUT L_OUT ROUT GND VCC STB C103 C104 R106 C102 R108 D710 *8 X D704 *8 C741 . 1 X 1 1 HFB C745 . 1 C735 . 1 C740 . 1 5V D702 *8 C737 . 1 C738 1 U V R715 390 C729 2. 2/50 C742 10/50 Y ABL R709 1M C721 X Q803 *6 Q805 *2 Q804 *6 W-A D606 X Q611 *6 R636 0 R640 1K X R721 R720 R797 X R798 X RIN Y702 X BIN LIN NC NC NC NC NC NC NC NC RF D703 *8 10/50 C730 22/50 R772 2. 2K R773 3. 9K R774 2. 2K R775 3. 9K R710 X C725 . 1 C726 10/50 C728 . 1 R711 2. 2K R712 3. 9K R713 2. 2K R714 3. 9K Y707 0 R007 X C734 L704 R786 75 R769 X R770 X CVBSO/PIP_GND C602 10/50 10K C786 L705 Y1/CVBS1 R719 CVBSO/PIP C1_GND V_OUT Y_GND R_OUT L_OUT V2/Y ABL A_L R3 R1 R2 C1 L3 8V 5V V3 L1 L2 X D S SCL1 A_R R637 5. 6K R604 10K A_R Y005 0 HP_R HP_L Q002 X R601 0 R662 X R602 0 C656 100/50 C601 10/50 R606 C604 2. 2 1/2W . 22 C603 . 22 G R618 R617 X C611 X D SDA1 C743 10/50 R717 R718 R768 100 3. 9K 2. 2K D001 X C733 R008 X G Q001 X S D602 X C605 . 22 OFF_MUTE A_MUTE B_MUTE 12V HP_R A_B A_B C655 X R605 C612 X A_VCC HP_L P_ON/OFF V12A D604 X L651 X CF702 X CF701 X C722 X R767 X D610 C662 10/50 *3 R619 X Y701 X R639 5. 6K R625 X Q701 X R607 2. 2 1/2W Q603 *6 Q604 X Q605 *6 C653 X R659 X C659 X C654 X C608 220/16 Y704 QUY160-075Y Y708 X Y709 BW Y711 QUY160-150Y Y713 X Y714 BW Y716 X Y719 0 Y720 X Y721 X C773 . 1 Y811 X Y812 X C609 33/50 R610 100K D651 X R652 X C651 X C652 R657 X X R658 X D608 x CP Q606 X MAIN PWB ASS'Y (1/4) SCW-1714A-H2 [AV-21MT15/P] SCW-1715A-H2 [AV-21MP15/T] R663 X C665 X R651 X R653 X R654 X IC651 X C660 X R664 X C657 X N D607 *3 R612 100K R613 X R614 100K R615 X R635 X D603 *3 R656 X IC651 X C607 220/16 Q601 *2 R649 1K Q602 *2 R655 X C610 220/16 N C658 X R611 10K Q609 *6 R634 0 R608 X R609 27K D609 x C661 10/50 ! CP650 ICP-N25-T Q607 *1 R623 33K R620 10K R621 2. 2K NOTE) 1. Refer to the part list for the part number of IC701 and IC702. 2. Refer to page 2-21 for voltages of this circuit diagram. 3. Refer to page 2-22 for waveforms of this circuit diagram. Y101 QUY160-075Y Y102 X Y103 X Y106 X Y107 X GND GND K102 QUY160-150Y K104 QQR1114-001Z K105 QUY160-150Y K106 QUY160-150Y K107 QUY160-150Y C112 0 GND GND R622 10K Q608 *1 C613 10/50 C617 x Y722 QUY160-150Y R616 X R624 68K GND GND Q610 X D605 X GND Y006 0 R766 X R638 X C606 . 22 5V 5V A_L CS21177 (No. YA270)2-5 2-6(No. YA270) R814 100K R006 X C731 R716 2. 2K X *4 D701 *3 3. 9K Y710 BW C614 *4 .1 .1 X MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (3/4), (4/4) P_ON/OFF PROTECT 3. 3V_STB BL_GND H_DRIVE VDRA+ A_GND A_VCC V12A VDRB- NECK HFB . 3V ABL 12V 32V 8V 5V EW PW IC351 ABL PROTECT STB TP-47G TP-47R TP-47B TDA6107AJF/N1 ! ! F901 QMF51E2-4R0-S RY901 QSK0061-002 ! PW ABL D956 *3 R963 22K HFB C966 100/16 EW VDRBVDRA+ R964 27K NECK PROTECT D957 *3 D976 X P_ON/OFF H_DRIVE P_ON/OFF HFB EW VDRBX ! R356 QRE121J-222Y CN0PW QGA7901C1-02 MAIN PWB ASS'Y(1/4) CN00T D370 150 150 150 L357 BW S901 QSW0750-001 NECK D594 X R596 X R351 100 ! VA901 QAF0060-621 R910 X ! C910 QFZ9072-224 Q955 *1 CH D595 X Q592 X R595 X Q591 X R355 QRE121J-222Y R357 QRE121J-222Y C351 1000p ! R597 X VDRA+ R358 QRZ0107-152Z R359 QRZ0107-152Z R360 QRZ0107-152Z SG351 X ! SK351 QNZ0536-001 C352 4. 7/250 X X L355 BW LF901 QQR0673-004 IC971 X CONT D593 X L356 BW ! C353 QFKC2EK-104Z AC110V-AC240V 50Hz/60Hz R352 R353 R354 Y901 X Y902 X Y903 X Y904 X GND SUB 32V VIN PROTECT 5V R421 10K Q422 *1 Q421 *1 IC401 LA78040N PROTECT D472 X THERMAL PROTECTION PUMP UP Vcc -Vcc R473 68K C422 QCS32HJ-180Z 2. 2K SG353 X SG352 X R380 R381 D351 FR105SGT-T2 12V 5V 8V C971 D354 D355 C972 C974 X C973 X X R971 X 3. 3V_STB V. OUT D591 X R592 X D592 X R593 C592 X X D356 L971 X X L351 QQL244J-220Z R594 X C593 X VO NC CN *9 *9 *9 ! SK351 QNZ0536-001 CNDEG QGZ5004C1-02 ! 22/50 CN0E1 Y906 X Y905 X Y907 X

McDonald’s Corporation Essay

1.0 Introduction Almost everyone said that customer service is one of the most important managements of the company or organization to run a business. The company don’t have a business if they don’t have customers. If actions are not taken to make sure that company has a good customer service, in the end it will affect overall performance of the company or organization. The commitment on customer service should always begin at first to make a company successful. Time by time, business competition is getting tougher and increasing. If the company or organization cannot provide goods or services when customers wants or needs it, that company or organization market will take over by other companies. To prevent this situation happen, the company’s leaders or management groups must produce and provide goods or services to meet their customer’s expectations. Good customer service is the foundation of any business because it create a platform or idea to helps the company growth and also helps to increase company reputation. If customers are happy and satisfy with the goods or services that company produce or provide, They will becoming repeat customers by continue buying that goods or services. McDonald’s Corporation or McD is the world’s largest chain of hamburger fast food restaurants. McDonald’s headquartered is in the United States and was founded by Ray Kroc in year 1955 after he purchased the rights to a small hamburger chain operated by the eponymous Richard and Maurice McDonald. McDonald’s first filed for a U.S. trademark on the name McDonald’s on May 4, 1961, with the description â€Å"Drive-In Restaurant Services†. McDonald’s major products are hamburgers, different types of meat sandwiches French fries, soft drinks, breakfast, and desserts. In markets, McDonald’s also provide salads and vegetarian sandwiches or hamburgers, wraps and other localized fare. There are local deviation from the standard menu at different country to follow local food taboos such as the religious prohibition of beef consumption in India. Today, McDonald’s become one of the most successful fast food chain because they delivering on the highest levels of quality, service and cleanliness to all of its customers in each and every restaurant. Their key to continued success is always and continually monitoring on the feedback given to them by customers. 2.0 Content 2.1.1 Customer Service Theories The customer service theory is talking about to retaining customer loyalty and loyalty still is the main core. If the company don’t have the principles of customer service to serve their customers, a company cannot survive. Customers will continue support the company products or services if the company cares about customers, their comfort and concerns. Adam Smith’s famous Wealth of Nations (1776) said that customer service is the core of the basic theory of competition. If one company wants to success, that company needs to understand what kind of products or services customers need time by time. If not the customer will go to other companies get what they want to satisfy their need. Customer service is almost same meaning with customer satisfaction and customer loyalty and it links each other in a chain. Customer service can creates customer satisfaction, and at the same time, it also creates customer loyalty. 2.1.2 The concept of customer service Customer service related to the relationship between a product or service provider and customer. An organization need to meet customer expectations and satisfy the customer in order to maintain good image .Customer service relates to understand both the nature of the organization’ customers. An organization need to identify customers according to different group. Customers are vary according to gender, age, social status and personality. Customers maybe one-time customers ,repeat customers or old customers. Each group have specific need for the business in term of service. Customer service behaviours include the factors of providing information, efficiency and following up the customers .The level of service provided depend on how the interaction between the organization and its employee. Therefore, attitude such as friendly, respect, polite, and helpful is important in term of variables. Employee can understand more the role they play in overall customer service within the organization and specific attitudes through employee training. Therefore, training need to refresh regularly to meet the change of customers need in service and competitors activities. Beside that, organization need to get feedback from customers in term of service. Good customer service depend on looking at customer’s perspective. Employee need to focus and discuss service issues on regular basis which can help them improve the standards of services. 2.1.3 Models Of The Improve Customer Service The new customer service model is customer service needs to respond to the social customer no matter it is traditional agent model or a new service community-based model or some combination . The core in customer service is how to minimize the problems and optimist the customer experience had .That is when there is a problem have to solve immediately ,the customer can be a first contact resolution by using multiple channels . Customer service is one of the part of the customer experience that is having the lowest price and the fastest deliver as well as reliable enough so you don’t have to contact anyone . Then your customer service improved. ( Jeff Bezos, CEO of Amazon) Through the study from RightNow & Yougov Plc in 2007 of 2800 British consumers proved that customer service can creates the real challenge because 69% of them complained between at least 1 time to the company .Over half of the respondents expected the problem to be fixed to their satisfaction .27% of the respondents claimed the problem was fixed to their satisfaction however 34% said no action was taken at all.(RightNow & Yougov Plc in 2007).. In this era of globalization ,citizens are relying to the cyber world so the customer service get problems especially communication problem .Therefore ,customer service has to concern about the social customer’s multichannel preferences to communicate . Customer play a important role as king .When they complain ,company must handle them well and provide a excellent customer service exceed the customer expectations . 2.1.4 Assumption For Improve Customer Service Customer service is important for a company. If doesn’t exist of customer service, I think consumer can’t get enough information to do their purchase. So, if hope to achieve successful on yours enterprise, you should more and more improve the customer service to reach the best way. As a worker or employee, attitude is a significant factor to serve your customer. No matter your customer is a child, women, or old people, you should respect them and serve them as well as possible. If not, you will lose the customer and affect reputation of company. Customers will more purchase your product if they feel they are respected by you. Otherwise, a company can offer face to face service. Service worker should be a good listener. Workers are supposed to listening what customer needs and problem patiently. This can help company obtain more information to satisfy customer needs. If workers doesn’t listen what was customer said, the customer will be feel doesn’t respected by you. Then the customer will have a bad impressive to our company. Next, worker training also bring large effect for a company. The worker that got training will be more experience. They can offer good customer service and provide more information about their product for the customer. If company doesn’t provide training for theirs worker, the quality of the customer service will very low. 2.2 McDonald’s practices/operations Employee training Training is a crucial part in McDonald’s with employees to give them the tools and resources they need to settle with complaints effectively. Employees should be encourage to identify customers who are dissatisfied and spread of potential complaints. This initial training is followed throughout the careers of restaurants ensure that they are always aware of the important of care and customers retention .Together with our manager, we also teach employees how to communicate effective on services either within the business . All new employees begin their McDonald’s experience with an induction into the company. Staff trainers should work together with trainees to learn the operations technique necessary for running each of the procedure in each restaurant. All employees will understand how to operate food service equipment and gaining knowledge of McDonald’s operational procedures through the training. Step-by-Step manuals and video tapes cover every detail, from how to learn communicate with customers, and how to provide good service to customers. Employees also learn how to train and supervise others. McDonald’s also act as â€Å"mentor†, to teach the interpersonal and organizational skills necessary for functioning effectively on any job for the first hired employee. McDonald’s business requires teamwork, discipline and responsibility to work out the results in order to improve communications skills as well as self-confidence. For example, The Management Training Centre (MTC) is McDonald’s prime UK training facility, to provide different type of business management and restaurant operations courses to franchise and management employees throughout the United Kingdom. The Management Training Centre also run few courses to give skills required by different levels of management, from restaurant shift management to mid – management. Technology Today, McDonald’s can receive and take note on customer feedback through the latest technology today. These technology also used by others retailers which in the customer service industry by record or take down customer contact either by internet, phone, or letter into a customer service database. By using the technology in the right way, McDonald’s can ensure that every of their customer can receives an accurate, personal and in time response. Based on the chart 1 below, most of the feedback method from customers is the internet. After McDonald’s had introduced the ‘Contact Us’ page at McDonald’s website, and it became the most popular way to let customers provide feedback about the McDonald’s products and services. Chart 1: Feedback method from customer Beside that, in technology field, McDonald’s also introduce free wireless internet access at almost every McDonald’s restaurants. Customers will be able to connect the internet via their mobile phones, laptop, games consoles and more. This free Wi-Fi service will benefit a lot of their customers like business peoples or students who can check their e-mail, surf internet, read news and more. The company’s president and CEO, Steve Easterbrook said: â€Å"We hope that this will be a breath of fresh air and give greater choice for Wi-Fi hotspot users who have had little choice but to pay by the month or hour to access the internet on the move.† Payment Before that, McDonalds do accept cash as a payment method only . Nowadays, technology are getting more advance in business field. McDonald provide a new payment method to convenient customers to make their payment either using debit or credit card for their meals. For example, IBM and McDonald’s Launch New Cashless Payment System in UK. IBM and Mc Donald had launch a new cashless payment system for 1,300 McDonald’s owned and franchised restaurants across the UK and Ireland for three year agreement .This system will operation by the end of 2010 which help McDonald’s cater to the increasing number of customers using credit and debit card payments. By using this system, customer experience have improving by increasing the speed and security of service at McDonald’s restaurant. This new system provide a secure way for payment service at McDonald’s. Security level increased with anti-tamper and fraud detection software installed on hand held chip and pin devices to help protect customer card payment. It can let customers feel safety when using this system for payment. This solution also help McDonald’s find a good way to operate its daily business more efficiently by centralizing business process into database which enable automated settlement and report. In this new era, IBM also provide technology consulting services to link and maintain the payment solution which is being designed and built around the McDonald’s point of sale . 3.1 Problem Encountered By McDonald’s Related To Improve Customer Service French fries of McDonald’s were discovered contain higher content of trans fat. Trans fat can cause cancer and can worsen the quality of milk in breast-feeding mothers as well as increase the risk to get diabetes and obesity .Trans fat also reported cause low birth weight and lower immunity level in babies .The fries is danger to human reproductive function because the trans fat that contained will reduce the quantity of male hormones and effect the quality of semen. From this case, we can know about McDonald’s doesn’t serve theirs customer in a proper way. McDonald’s was received complain from vegetarians that doesn’t stated that inside French fries contain beef oil. McDonald’s just stated the French fries were cooked in 100 percent of vegetable oil. This is not only affect the vegetarians, the Hindu customers also impact by McDonald’s. McDonald’s should not give the wrong information to theirs customer. This is because information very important when the customers make the decisions. Some McDonald’s franchise was provided low quality of foods control. The burger had been complained is hard rock and hard to bite and the patty had lost it’s juicy .Furthermore ,the lettuce that was used is not fresh while the French fries is also hard because of over frying . McDonald’s employee have big problem in the way to serve the customers .Moreover ,the crew are not well trained and low moral values .Some of the crews had been complained that they scolded customer loudly and humiliate the customer in public .The services are unsatisfactory and their attitude is worst .Hygiene of the McDonald’s of franchise also in a bad condition.The McDonald’s transaction accuracy is poor .The crew in McDonald had been complained in transaction accuracy when they gave the customer wrong amount of balance . They show their bad attitude to the customer and some customer was waiting longer time for someone to take order. Otherwise, employee didn’t show theirs smile face and didn’t say thank you to the customers when customer taking theirs food and drinks. Speed of service also is one of the problem that McDonald faced. McDelivery had extend its delivery time to 24 hours yet it still under the poor service .The food that had delivered is out of the consumer expected .The food that had delivered is already cold and not in good condition or the item that included is missing . The playground equipment is complained by the customer .The playground equipment that had in McDonalds is dirty and the lab test proved that the playground equipment is full with the dangerous bacteria , including antibiotic-resistant Staph or MRSA, known to cause potentially life-threatening infections . 4.0 Recommendations Some of the McDonald’s branch should provide enough tables and chairs for the customers to dine in especially in peak time. It is because many of the customers come to McDonald’s for their lunch but don’t have enough place for them to enjoy their meal. The tables and chairs also should spread out so the customers can easily walk through. The branch also should provide some facility to convenient customers like baby changing area, normal separate toilets for male and female, disabled toilet, baby chairs and more so that can improve their customer service and satisfy customers needs. From the customers feedback, they complaint that some of the McDonald’s branch not in clean condition. For example, some customers found out there is cockroach and flies inside the restaurant. McDonald’s also should clean the restaurant and do pest control for each and every restaurant. Employees also need to respond fast to clean the table especially during the peak hours. Employees should do their job responsibility to help customers in term of service to increase the image of McDonald’s. Employees should show their moral value by greeting customer as well as possible. Employees should always be helpful, be patience, courteous and polite. They must listen carefully what customer needs. Besides that, companies are suggest to trained their employees to become fast respond when customers asking some problem. Mcdelivery service should always delivery on time. Employee must to be careful when taking order and quantity and avoid from mistake. McDonalds should improve the food quality .For examples ,the burger and the French fries don’t over frying because it will cause the customer hard to bite it .The lettuce have to serve in fresh and make sure the cheese melt enough before it served . The food also have to serve in hot so that it maintain the good taste . 5.0 Conclusion Until today, McDonald’s continued become one of the most successful fast food chain in the market because McDonald’s keep on monitoring and get the feedback from their customers. From the feedback they got from the customers, they try to increase and delivering better quality of foods and services to the customers including customer service by listening to their customers. That’s why McDonald’s always stay ahead from other competitors. Customers play a important roles as a king .Therefore , the customer service is very important .The company have to serve the customer properly and improve their moral values and attitudes to satisfy the customers. In building strong customer relationships, factors such as trust, knowledge, efficiency, and friendliness are important considerations. These factor are the ways to build and retain customer base. From this assignment ,we had learned the moral values about how to satisfy the customer needs .We should not treat the customers impolitely. We had learned how importance of the customer service to the company. If a company don’t have a good customer service, they might losing customers and also it will affect company reputation and finally the overall company performance also decrease. Furthermore ,we also learned about team works and co operations .Without team works and co operations ,we can’t finished the assignment on time .