3/4/20, 6)48 PMAPUS RCampus - Week 1 - Financial Statements: RCampus Open Tools for Open Minds
Page 1 of 2https://irubric.apus.edu/gradeeditc.cfm?xsite=MainSite
W e e k 1 - F i n a n c i a l S t a t e m e n t s
Grade:
Possible Points: 100.00
Calculated Score:
Adjusted Score:
Percentage: -
! Descriptions ! Comments
Financial Statements
100 %
Innovative
4 pts Exceeds
Dynamic
3.2 pts Meets
Shines
2.8 pts Below
Starting
2.4 pts Well Below
Haven’t started
0 pts Not Aligned
Balance Sheet
25 %
Created balance
sheet
Innovative
Created current
balance sheet for one
calendar year;
assets, liabilities, and
equity present; all
calculations correct;
balance sheet was
balanced.
Dynamic
Created current
balance sheet for less
than one calendar
year; assets,
liabilities, and equity
present; all
calculations correct;
balance sheet was
balanced.
Shines
Created current
balance sheet for one
calendar year;
assets, liabilities, and
equity present; all
calculations not
correct; balance
sheet was not
balanced.
Starting
Attempted to create
current balance
sheet; assets,
liabilities, and/or
equity present but
not all three; all
calculations not
correct; balance
sheet was not
balanced.
Haven’t started
Did not complete.
Income Statement
30 %
Created income
statement
Innovative
Created current
income statement for
one calendar year;
had the following
plus additional items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations correct.
Dynamic
Created current
income statement for
less than one
calendar year; had
the following plus
additional items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations correct.
Shines
Created current
income statement for
one calendar year;
minimally had the
following items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations may not
be correct.
Starting
Attempted to create
current income
statement; did not
minimally have the
following items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations not
correct.
Haven’t started
Did not complete.
Cash Flow
Statement
25 %
Created cash flow
statement
Innovative
Created current cash
flow statement for
one calendar year;
had specific cash
inflow and cash
outflow sections; all
calculations correct.
Dynamic
Created current cash
flow statement for
less than one
calendar year; had
specific cash inflow
and cash outflow
sections; all
calculations correct.
Shines
Created current cash
flow statement for
one calendar year;
had specific cash
inflow and/or cash
outflow sections;
some calculations not
correct.
Starting
Attempted to create
current cash flow
statement; did not
have specific cash
inflow and cash
outflow sections; all
calculations not
correct.
Haven’t started
Did not complete.
Spreadsheet
Software
10 %
Used spreadsheet
software
Innovative
Used spreadsheet
software to crea.
What is Financial Fitness & How is it Measured?milfamln
Financial fitness is a goal for many people, but achieving fitness in terms of money management may require a combination of financial education, coaching, and financial access. After reviewing the components of financial fitness, this session will provide an overview of measures of financial capability and well-being, as well as practical applications of program measures in the field. The session will include discussion, interactive polling and Q&A.
To register, join & for resources: https://learn.extension.org/events/2591/
Speaker: Dr. J. Michael Collins
4220, 8(51 AMAPUS RCampus - Week 6 - Pro Forma Statements R.docxdomenicacullison
4/2/20, 8(51 AMAPUS RCampus - Week 6 - Pro Forma Statements: RCampus Open Tools for Open Minds
Page 1 of 2https://irubric.apus.edu/gradeeditc.cfm?xsite=MainSite
W e e k 6 - P r o F o r m a S t a t e m e n t s
Grade:
Possible Points: 100.00
Calculated Score:
Adjusted Score:
Percentage: -
! Descriptions ! Comments
Pro-Forma Statements
100 %
Innovative
4 pts Exceeds
Dynamic
3.2 pts Meets
Shines
2.8 pts Below
Starting
2.4 pts Well Below
Haven’t started
0 pts Not Aligned
Balance Sheet
25 %
Created pro-forma
balance sheets
Innovative
Created 3 pro-forma
balance sheets based
on pro-forma income
statements; assets,
liabilities, and equity
present; all
calculations correct;
balance sheet was
balanced; one with
revenue increase,
one with capital
funding, and one of
your choice.
Dynamic
Created 2 pro-forma
balance sheets based
on pro-forma income
statements; assets,
liabilities, and equity
present; all
calculations correct;
balance sheet was
balanced; one with
revenue increase,
one with capital
funding, or one of
your choice (not all 3
projections).
Shines
Created pro-forma
balance sheets based
on pro-forma income
statements; assets,
liabilities, and equity
present; most
calculations correct;
balance sheet was
not balanced; one
with revenue
increase, one with
capital funding, or
one of your choice
(not all 3
projections).
Starting
Attempted to create
pro-forma balance
sheets, may not have
been based on pro-
forma income
statements; assets,
liabilities, and equity
present; few or no
calculations correct;
balance sheet was
not balanced; one
with revenue
increase, one with
capital funding, or
one of your choice
(not all 3
projections).
Haven’t started
Did not complete.
Income Statement
30 %
Created pro-forma
income statements
Innovative
Created pro-forma
income statements;
one with a revenue
increase, one with
receipt of capital
funding, and a third
of your choice; had
the following plus
additional items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations correct.
Dynamic
Created pro-forma
income statements,
two of the following:
one with a revenue
increase, one with
receipt of capital
funding, or a third of
your choice (not all 3
projections); had the
following plus
additional items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations correct.
Shines
Created pro-forma
income statements;
one with a revenue
increase, one with
receipt of capital
funding, and a third
of your choice;
minimally had the
following: sales, cost
of goods sold,
expenses, losses,
gross income, taxes,
net income; most
calculations correct.
Starting
Attempted to create
pro-forma income
statements; did not
minimally have the
following items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations not
correct; did not have
3 projections
(revenue, capital
funding, your
choice).
Haven’t started
Did not complete.
Cash.
Hello! I'm Caitlin and I want to bring my presentation, design, and storytelling skills to you— so I've put together this collection of my recent work to show you what I can do. Enjoy!
What is Financial Fitness & How is it Measured?milfamln
Financial fitness is a goal for many people, but achieving fitness in terms of money management may require a combination of financial education, coaching, and financial access. After reviewing the components of financial fitness, this session will provide an overview of measures of financial capability and well-being, as well as practical applications of program measures in the field. The session will include discussion, interactive polling and Q&A.
To register, join & for resources: https://learn.extension.org/events/2591/
Speaker: Dr. J. Michael Collins
4220, 8(51 AMAPUS RCampus - Week 6 - Pro Forma Statements R.docxdomenicacullison
4/2/20, 8(51 AMAPUS RCampus - Week 6 - Pro Forma Statements: RCampus Open Tools for Open Minds
Page 1 of 2https://irubric.apus.edu/gradeeditc.cfm?xsite=MainSite
W e e k 6 - P r o F o r m a S t a t e m e n t s
Grade:
Possible Points: 100.00
Calculated Score:
Adjusted Score:
Percentage: -
! Descriptions ! Comments
Pro-Forma Statements
100 %
Innovative
4 pts Exceeds
Dynamic
3.2 pts Meets
Shines
2.8 pts Below
Starting
2.4 pts Well Below
Haven’t started
0 pts Not Aligned
Balance Sheet
25 %
Created pro-forma
balance sheets
Innovative
Created 3 pro-forma
balance sheets based
on pro-forma income
statements; assets,
liabilities, and equity
present; all
calculations correct;
balance sheet was
balanced; one with
revenue increase,
one with capital
funding, and one of
your choice.
Dynamic
Created 2 pro-forma
balance sheets based
on pro-forma income
statements; assets,
liabilities, and equity
present; all
calculations correct;
balance sheet was
balanced; one with
revenue increase,
one with capital
funding, or one of
your choice (not all 3
projections).
Shines
Created pro-forma
balance sheets based
on pro-forma income
statements; assets,
liabilities, and equity
present; most
calculations correct;
balance sheet was
not balanced; one
with revenue
increase, one with
capital funding, or
one of your choice
(not all 3
projections).
Starting
Attempted to create
pro-forma balance
sheets, may not have
been based on pro-
forma income
statements; assets,
liabilities, and equity
present; few or no
calculations correct;
balance sheet was
not balanced; one
with revenue
increase, one with
capital funding, or
one of your choice
(not all 3
projections).
Haven’t started
Did not complete.
Income Statement
30 %
Created pro-forma
income statements
Innovative
Created pro-forma
income statements;
one with a revenue
increase, one with
receipt of capital
funding, and a third
of your choice; had
the following plus
additional items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations correct.
Dynamic
Created pro-forma
income statements,
two of the following:
one with a revenue
increase, one with
receipt of capital
funding, or a third of
your choice (not all 3
projections); had the
following plus
additional items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations correct.
Shines
Created pro-forma
income statements;
one with a revenue
increase, one with
receipt of capital
funding, and a third
of your choice;
minimally had the
following: sales, cost
of goods sold,
expenses, losses,
gross income, taxes,
net income; most
calculations correct.
Starting
Attempted to create
pro-forma income
statements; did not
minimally have the
following items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations not
correct; did not have
3 projections
(revenue, capital
funding, your
choice).
Haven’t started
Did not complete.
Cash.
Hello! I'm Caitlin and I want to bring my presentation, design, and storytelling skills to you— so I've put together this collection of my recent work to show you what I can do. Enjoy!
International Business WorkEach quiz needs to be answered .docxLaticiaGrissomzz
International Business Work
Each quiz needs to be answered in a four-page minimum APA style research paper. Title page and references page are not included in page count. Don’t worry about adding this page after the title page which is stated in the lower instruction. However, please restate each question in the paper before answering it.
Please answer each question thoroughly. Research must be done where applicable. Your grade is contingent upon the in-depthness of the responses given. The minimum/maximum length of this paper is four pages.
Quiz 1
1. Explain the impact of the recent hurricane/disasters to the import export system.
2. You have a manufacturer company that produces tennis shoes (XY2 Company). You have decided that you would like to market your product to Indonesia. Determine the differences in attitude, values, and norms: relationship with the U.S, regarding business operations, and how to alleviate any barriers that may exist in doing business with your company.
3. You are the CEO of a cough syrup company (666 Cough Syrup). Taking into consideration the legal and political system, the cultural barriers and the language barriers, how would you market your cough syrup to China? Give specific details on
marketing promotion, distribution, and packaging.
Quiz 2
1
. China is the largest country in the world. You are thinking about marketing your product in their country. Your information must be current (NLT 2008). You are to conduct a COMPARATIVE ANALYSIS between China and the United States.
You are to determine the population of China, the mean gross income, the gross national product (GNP). It is suggested that you display your information in a table format however do not forget to cite your source.
2. Choose two countries from Africa and two countries from Asia. Conduct a COMPARATIVE ANALYSIS with inflation rates, interest rates, exchange rates in comparison with the United States. discuss the economic system of these countries. whether they are mixed economies, etc, discuss the economic slowdown and what factors could have contributed to it. discuss whether economies are moving toward private ownership and how.
3. You are the owner of a tennis shoe company. Taken into consideration all the issues presented in question 2, would you expand your market to the four countries in question 2. If so, what steps would you take relating to political policies, legal environment behavioral practices, and economic environment to gain access.
Quiz 3
1. One of the Eastern Bloc countries has resulted in a transition from a command economy to a market economy. Explain the process, incentives, decontrols Hungarian’s government has/had to put in place to transition to a market economy. How long you think this process will take? As a manager, at what stage would you try to market your
product/service to this country? Explain.
2. With regards to the various agreements/treaties discussed: EU, WTO, NAFTA, CARICOM.
Atlas High Performance Economic Development is a Team Sport - Pure MichiganAtlas Integrated
Atlas Advertising and Community Systems CEO Ben Wright presents "High Performance Economic Development is a Team Sport" to Pure Michigan Economic Development team in 2015, in Kalamazoo, Michigan
Ross discussionI attended Southern New Hampshire University (SN.docxhealdkathaleen
Ross discussion:
I attended Southern New Hampshire University (SNHU) for my undergraduate program. My program was a bachelor’s in liberal arts: General Studies. The program outcomes are located at https://www.snhu.edu/online-degrees/bachelors/ba-in-general-studies.
A general studies degree allowed me to bring over credits that I had earned earlier in life, while allowing me to focus on my area of concentration. The program outcomes included learning how to apply critical thinking into the areas of study that were of interest. It provided a broad base of courses that I was able to customize to my needs ("General Degree," 2019).
Southern New Hampshire University’s mission, vision and goals are as follows “SNHU transforms the lives of learners. Our success is defined by our learners’ success. By relentlessly challenging the status quo and providing the best support in higher education, SNHU expands access to education by creating high-quality, affordable, and innovative pathways to meet the unique needs of each and every learner” ("About Us," 2019, para. 2). The SNHU vision states, “Make the world a better and more just place through our work, one learner at a time” ("SNHU Strategic Plan," n.d., p. 9, para.2). Core values are key to the university, exude passion, challenge the status quo, do the right thing every time, exhibit grit and embrace diversity.
The mission and vision and core values can be found at: https://snhu-externalaffairs.app.box.com/s/7k526w442reszti50fdtceyrre2f1il8.
In my experience the university met not only the program outcomes, but it also met it’s mission, vision and core values in my undergraduate program. I was supported by the university, challenged and was offered educational opportunities that were greater than the status quo found at other institutions. The staff and instructors were passionate about the material being taught and always treated me with the utmost respect and when I had concerns or issues with grading or materials they always sought to offer me options that were right for me and my learning disabilities.
Program assessment begins with a clear explanation of the mission, vision, gals and desired learning outcomes of the program. Statements should include what the graduates of the program should know, do and value by the time they complete their studies. The assessment of learning outcomes will help to identify if the program is accomplishing what has benn set to provide and allow for continuous improvement of the program (Banta & Palomba, 2015).
Mark Discussion:
I attended Granite State College for my undergraduate degree in Human Resources Management. The program has since changed the title to Human Resource Administration. As can be seen in many individual program’s outcomes, there is a general failure to tie back to the overall organization’s mission, vision and goals.
Granite State College’s mission and vision can be found at https://www.granite.edu/about/mission/ . From there follow the li ...
Paper #1 SummaryLength 1 ½ - 2 pages typed, double-spaced, one.docxalfred4lewis58146
Paper #1: Summary
Length: 1 ½ - 2 pages typed, double-spaced, one inch margins, 12 pt Times New Roman or similar font.
Citations: MLA in-text citation method
Outside Sources: None, use only the assigned reading and class discussion.
Be sure to review the guidelines for writing a summary in “Summary, Paraphrase and Quotation” in your Writing and Reading Across the Curriculum textbook.
The first paper this semester is a summary of Jib Fowles’ “Advertising’s Fifteen Basic Appeals” (textbook pgs. 551-68). As an analytical summary, the goal of this assignment is to construct a thorough account of Fowles’ argument that identifies its most important features and explains the logical connection of these features to each other and the larger thesis/argument of the piece As summary, your paper will describe, explain, paraphrase and quote significant elements of the text at hand. (Important: the assignment does not call upon you to produce your own original critique on the topic, nor does it call for you to directly evaluate or cast judgment upon the text).
There are four basic writing skills fundamental to the assignment:
1.) Your ability to locate a thesis and its chief supporting evidence and arguments.
2.) Your ability to explain the logical connections between the different parts of the original you deem important and how they fit into the essay’s overarching argument.
3.) Your technical ability to accurately and effectively introduce and incorporate
quotations and paraphrasing. You must be careful not to let any direct language—phrases or sentences—slip into your summary without being quoted.
Along those lines, your summary should remind your reader from time to time, that these are not your ideas or arguments, but those of the author of whatever essay you summarize. Use attributive tags).
4.) Your summary should represent, in miniature, the general shape and argumentative logic of the original and should be readable as a coherent and rationally structured essay itself (with an introduction/first sentence that introduces the essay you summarize and its central thesis, a body that explains the supporting evidence, and a conclusion. AVOID THE “LAUNDRY LIST” error. A summary is much more than a random listing of things taken from the original source.
· Be sure you begin the summary with a topic sentence that states the author’s main thesis.
· Be sure to be as objective as you can be when you restate or describe the author’s argument. There should be no statements or indications of your opinion in the summary.
· Be accurate and fair – make sure you are not distorting the author’s argument.
· Be complete – make sure you mention all of the author’s main points. Give the article balanced coverage.
As with all our papers in this class, a Works Cited page is required. It will have only one source cited – the one you are summarizing. We will work on correct citation format in class before the paper is due.
External & Industry Analysis
.
Program Practical Connection AssignmentAt University of the Cumb.docxstilliegeorgiana
Program Practical Connection Assignment
At University of the Cumberland, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course content and research have connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
bgloss.indd 312 11/26/2015 7:40:39 PM
Managing and Using
Information Systems
A STRATEGIC APPROACH
Sixth Edition
Keri E. Pearlson
KP Partners
Carol S. Saunders
W.A. Franke College of Business
Northern Arizona University
Dr. Theo and Friedl Schoeller Research Center for Business and Society
Dennis F. Galletta
Katz Graduate School of Business
University of Pittsburgh, Pittsburgh, PA
ffirs.indd 1 12/1/2015 12:34:39 PM
VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lise Johnson
DEVELOPMENT EDITOR Jennifer Manias
ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham
SENIOR PRODUCT DESIGNER Allison Morris
MARKET SOLUTIONS ASSISTANT Amanda Dallas
SENIOR DIRECTOR Don Fowley
PROJECT MANAGER Gladys Soto
PROJECT SPECIALIST Nichole Urban
PROJECT ASSISTANT Anna Melhorn
EXECUTIVE MARKETING MANAGER Christopher DeJohn
ASSISTANT MARKETING MANAGER Puja Katariwala
ASSOCIATE DIRECTOR Kevin Holm
SENIOR CONTENT SPECIALIST Nicole Repasky
PRODUCTION EDITOR Loganathan Kandan
This book was set in 10/12 Times Roman by SPi Global and printed and bound by Courier Kendallville.
This book is printed on acid free paper.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people
around the world meet their needs and fulfill their aspirations. Our company is built o ...
OverviewThis Assessment is a Work Product in which you will .docxhoney690131
Overview
This Assessment is a Work Product in which you will research pressing issues in the early childhood field and select one that you are particularly interested in, one for which you have a desire to generate awareness and bring about change. With this issue in mind, you will prepare a communication piece for policymakers or stakeholders to begin the change process. After you receive a response, you will reflect on your efforts to communicate and collaborate with policy-makers and/or stakeholders.
Your response to this Assessment should:
Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated.
Adhere to the required Assignment length.
Use the APA “Course Paper” template available
here
.
Note:
All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Professional Skills:
Written Communication
,
Critical Thinking
, and
Information Literacy
are assessed in this Competency. You are strongly encouraged to use the
Writing Checklist
and to review the rubric prior to submitting.
This Assessment requires submission of one (1) document that includes all three parts of this Assessment. Save this file as
RC004_firstinitial_lastname
(for example, RC004_J_Smith). If you choose to create a PowerPoint for Part II, you may submit two files in total, one Word document and one PowerPoint. When you are ready to upload your completed Assessment, use the
Assessment
tab on the top navigation menu.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
Access the following to complete this Assessment:
National Association for the Education of Young Children (NAEYC). (n.d.). Public policy and advocacy. Retrieved March 11, 2019, from
https://www.naeyc.org/our-work/public-policy-advocacy
Ounce of Prevention Fund. (2009). Early childhood advocacy toolkit. Retrieved from
https://www.theounce.org/wp-content/uploads/2017/03/EarlyChildhoodAdvocacyToolkit.pdf
Trend Lines. (n.d.). Retrieved from
http://blog.childtrends.org
UNICEF. (n.d.). Current issues. Retrieved January 29, 2020, from
https://www.unicef.org/media/current-issues
ZERO TO THREE. (2010). You have what it takes! A tool for identifying your skills as an early childhood advocate [Interactive media]. Retrieved from
http://www.zerotothree.org/public-policy/action-center/advocacy-tool-final-9-7-10.pdf
This assessment has three-parts. Click each of the items below to complete this assessment.
Part I: Research Brief
Select a topic of interest.
What current problems, policies, or .
Foundations of FinanceThe Logic and Practice of Financia.docxshericehewat
Foundations of Finance
The Logic and Practice of Financial Management
Eighth Edition
Bekaert/Hodrick
International Financial Management
Berk/DeMarzo
Corporate Finance*
Berk/DeMarzo
Corporate Finance: The Core*
Berk/DeMarzo/Harford
Fundamentals of Corporate Finance*
Brooks
Financial Management: Core Concepts*
Copeland/Weston/Shastri
Financial Theory and Corporate Policy
Dorfman/Cather
Introduction to Risk Management and Insurance
Eiteman/Stonehill/Moffett
Multinational Business Finance
Fabozzi
Bond Markets: Analysis and Strategies
Fabozzi/Modigliani
Capital Markets: Institutions and Instruments
Fabozzi/Modigliani/Jones
Foundations of Financial Markets and Institutions
Finkler
Financial Management for Public, Health, and
Not-for-Profit Organizations
Frasca
Personal Finance
Gitman/Zutter
Principles of Managerial Finance*
Gitman/Zutter
Principles of Managerial Finance—Brief Edition*
Haugen
The Inefficient Stock Market: What Pays Off and
Why
Haugen
The New Finance: Overreaction, Complexity, and
Uniqueness
Holden
Excel Modeling in Corporate Finance
Holden
Excel Modeling in Investments
Hughes/MacDonald
International Banking: Text and Cases
Hull
Fundamentals of Futures and Options Markets
Hull
Options, Futures, and Other Derivatives
Keown
Personal Finance: Turning Money into Wealth*
Keown/Martin/Petty
Foundations of Finance: The Logic and Practice of
Financial Management*
Kim/Nofsinger
Corporate Governance
Madura
Personal Finance*
Marthinsen
Risk Takers: Uses and Abuses of Financial Derivatives
McDonald
Derivatives Markets
McDonald
Fundamentals of Derivatives Markets
Mishkin/Eakins
Financial Markets and Institutions
Moffett/Stonehill/Eiteman
Fundamentals of Multinational Finance
Nofsinger
Psychology of Investing
Ormiston/Fraser
Understanding Financial Statements
Pennacchi
Theory of Asset Pricing
Rejda
Principles of Risk Management and Insurance
Seiler
Performing Financial Studies: A Methodological
Cookbook
Smart/Gitman/Joehnk
Fundamentals of Investing*
Solnik/McLeavey
Global Investments
Stretcher/Michael
Cases in Financial Management
Titman/Keown/Martin
Financial Management: Principles and
Applications*
Titman/Martin
Valuation: The Art and Science of Corporate
Investment Decisions
Weston/Mitchel/Mulherin
Takeovers, Restructuring, and Corporate
Governance
The Pearson Series in Finance
*denotes MyFinanceLab titles Log onto www.myfinancelab.com to learn more
www.myfinancelab.com
Foundations of Finance
The Logic and Practice of Financial Management
Eighth Edition
Arthur J. Keown
Virginia Polytechnic Institute and State University
R. B. Pamplin Professor of Finance
John D. Martin
Baylor University
Professor of Finance
Carr P. Collins Chair in Finance
J. William Petty
Baylor University
Professor of Finance
W. W. Caruth Chair in Entrepreneurship
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Mon ...
6/5/2020 Originality Report
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport/ultra?attemptId=2ab444ee-13c8-49eb-86f5-578168754de8&course_id=_47058_1&includeDeleted=true&print=true 1/12
%21
%20
%1
SafeAssign Originality Report
Cloud Computing - 202040 - CRN174 - Pollak • Final Project
%26Total Score: Medium risk
Santhosh Muthyapu
Submission UUID: 43a98d6d-211b-6de9-9bf1-1de6250058fd
Total Number of Reports
3
Highest Match
43 %
Bibliography.docx
Average Match
26 %
Submitted on
06/05/20
11:46 AM EDT
Average Word Count
816
Highest: CLOUDMISCONFIGURATION.pptx
%43Attachment 1
Global database (3)
Student paper Student paper Student paper
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Student paper
Internet (1)
fiids
Top sources (3)
Excluded sources (0)
View Originality Report - Old Design
Word Count: 193
Bibliography.docx
1 5 3
2
4
2 Student paper 1 Student paper 5 Student paper
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport?attemptId=2ab444ee-13c8-49eb-86f5-578168754de8&course_id=_47058_1&includeDeleted=true&print=true&force=true
6/5/2020 Originality Report
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport/ultra?attemptId=2ab444ee-13c8-49eb-86f5-578168754de8&course_id=_47058_1&includeDeleted=true&print=true 2/12
Source Matches (6)
Student paper 83%
Student paper 92%
Student paper 94%
Student paper 81%
Bibliography: Baset, S., Suneja, S., Bila, N., Tuncer, O., & Isci, C. (2017). Usable declarative configuration specification and validation for applications, systems, and cloud.
Proceedings of the 18th ACM/IFIP/USENIX Middleware Conference on Industrial Track - Middleware ’17. https://doi.org/10.1145/3154448.3154453
Berger, S., Garion, S., Moatti, Y., Naor, D., Pendarakis, D., Shulman-Peleg, A., Rao, J. R., Valdez, E., & Weinsberg, Y. (2016). Security intelligence for cloud management
infrastructures. IBM Journal of Research and Development, 60(4), 11:1–11:13. https://doi.org/10.1147/JRD.2016.2572462
Duncan, R. (2020). A multi-cloud world requires a multi-cloud security approach. Computer Fraud & Security, 2020(5), 11–12. https://doi.org/10.1016/S1361-3723(20)30052-X
January 15, S. P. on, & 2020. (2020, January 15). Cloud Misconfigurations: The Security Problem Coming From Inside IT. Security Boulevard.
https://securityboulevard.com/2020/01/cloud-misconfigurations-the-security-problem-coming-from-inside-it/ Torkura, K. A., Sukmana, M. I. H., Strauss, T., Graupner, H., Cheng, F.,
& Meinel, C. (2018, November 1). CSBAuditor: Proactive Security Risk Analysis for Cloud Storage Broker Systems. IEEE Xplore. https://doi.org/10.1109/NCA.2018.8548329
1
2 2
3
4 5
1
Student paper
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware ’17.
https://doi.org/10.1145/3154448.3154453
Original source
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware '17
doi:10.1145/3.
International Business WorkEach quiz needs to be answered .docxLaticiaGrissomzz
International Business Work
Each quiz needs to be answered in a four-page minimum APA style research paper. Title page and references page are not included in page count. Don’t worry about adding this page after the title page which is stated in the lower instruction. However, please restate each question in the paper before answering it.
Please answer each question thoroughly. Research must be done where applicable. Your grade is contingent upon the in-depthness of the responses given. The minimum/maximum length of this paper is four pages.
Quiz 1
1. Explain the impact of the recent hurricane/disasters to the import export system.
2. You have a manufacturer company that produces tennis shoes (XY2 Company). You have decided that you would like to market your product to Indonesia. Determine the differences in attitude, values, and norms: relationship with the U.S, regarding business operations, and how to alleviate any barriers that may exist in doing business with your company.
3. You are the CEO of a cough syrup company (666 Cough Syrup). Taking into consideration the legal and political system, the cultural barriers and the language barriers, how would you market your cough syrup to China? Give specific details on
marketing promotion, distribution, and packaging.
Quiz 2
1
. China is the largest country in the world. You are thinking about marketing your product in their country. Your information must be current (NLT 2008). You are to conduct a COMPARATIVE ANALYSIS between China and the United States.
You are to determine the population of China, the mean gross income, the gross national product (GNP). It is suggested that you display your information in a table format however do not forget to cite your source.
2. Choose two countries from Africa and two countries from Asia. Conduct a COMPARATIVE ANALYSIS with inflation rates, interest rates, exchange rates in comparison with the United States. discuss the economic system of these countries. whether they are mixed economies, etc, discuss the economic slowdown and what factors could have contributed to it. discuss whether economies are moving toward private ownership and how.
3. You are the owner of a tennis shoe company. Taken into consideration all the issues presented in question 2, would you expand your market to the four countries in question 2. If so, what steps would you take relating to political policies, legal environment behavioral practices, and economic environment to gain access.
Quiz 3
1. One of the Eastern Bloc countries has resulted in a transition from a command economy to a market economy. Explain the process, incentives, decontrols Hungarian’s government has/had to put in place to transition to a market economy. How long you think this process will take? As a manager, at what stage would you try to market your
product/service to this country? Explain.
2. With regards to the various agreements/treaties discussed: EU, WTO, NAFTA, CARICOM.
Atlas High Performance Economic Development is a Team Sport - Pure MichiganAtlas Integrated
Atlas Advertising and Community Systems CEO Ben Wright presents "High Performance Economic Development is a Team Sport" to Pure Michigan Economic Development team in 2015, in Kalamazoo, Michigan
Ross discussionI attended Southern New Hampshire University (SN.docxhealdkathaleen
Ross discussion:
I attended Southern New Hampshire University (SNHU) for my undergraduate program. My program was a bachelor’s in liberal arts: General Studies. The program outcomes are located at https://www.snhu.edu/online-degrees/bachelors/ba-in-general-studies.
A general studies degree allowed me to bring over credits that I had earned earlier in life, while allowing me to focus on my area of concentration. The program outcomes included learning how to apply critical thinking into the areas of study that were of interest. It provided a broad base of courses that I was able to customize to my needs ("General Degree," 2019).
Southern New Hampshire University’s mission, vision and goals are as follows “SNHU transforms the lives of learners. Our success is defined by our learners’ success. By relentlessly challenging the status quo and providing the best support in higher education, SNHU expands access to education by creating high-quality, affordable, and innovative pathways to meet the unique needs of each and every learner” ("About Us," 2019, para. 2). The SNHU vision states, “Make the world a better and more just place through our work, one learner at a time” ("SNHU Strategic Plan," n.d., p. 9, para.2). Core values are key to the university, exude passion, challenge the status quo, do the right thing every time, exhibit grit and embrace diversity.
The mission and vision and core values can be found at: https://snhu-externalaffairs.app.box.com/s/7k526w442reszti50fdtceyrre2f1il8.
In my experience the university met not only the program outcomes, but it also met it’s mission, vision and core values in my undergraduate program. I was supported by the university, challenged and was offered educational opportunities that were greater than the status quo found at other institutions. The staff and instructors were passionate about the material being taught and always treated me with the utmost respect and when I had concerns or issues with grading or materials they always sought to offer me options that were right for me and my learning disabilities.
Program assessment begins with a clear explanation of the mission, vision, gals and desired learning outcomes of the program. Statements should include what the graduates of the program should know, do and value by the time they complete their studies. The assessment of learning outcomes will help to identify if the program is accomplishing what has benn set to provide and allow for continuous improvement of the program (Banta & Palomba, 2015).
Mark Discussion:
I attended Granite State College for my undergraduate degree in Human Resources Management. The program has since changed the title to Human Resource Administration. As can be seen in many individual program’s outcomes, there is a general failure to tie back to the overall organization’s mission, vision and goals.
Granite State College’s mission and vision can be found at https://www.granite.edu/about/mission/ . From there follow the li ...
Paper #1 SummaryLength 1 ½ - 2 pages typed, double-spaced, one.docxalfred4lewis58146
Paper #1: Summary
Length: 1 ½ - 2 pages typed, double-spaced, one inch margins, 12 pt Times New Roman or similar font.
Citations: MLA in-text citation method
Outside Sources: None, use only the assigned reading and class discussion.
Be sure to review the guidelines for writing a summary in “Summary, Paraphrase and Quotation” in your Writing and Reading Across the Curriculum textbook.
The first paper this semester is a summary of Jib Fowles’ “Advertising’s Fifteen Basic Appeals” (textbook pgs. 551-68). As an analytical summary, the goal of this assignment is to construct a thorough account of Fowles’ argument that identifies its most important features and explains the logical connection of these features to each other and the larger thesis/argument of the piece As summary, your paper will describe, explain, paraphrase and quote significant elements of the text at hand. (Important: the assignment does not call upon you to produce your own original critique on the topic, nor does it call for you to directly evaluate or cast judgment upon the text).
There are four basic writing skills fundamental to the assignment:
1.) Your ability to locate a thesis and its chief supporting evidence and arguments.
2.) Your ability to explain the logical connections between the different parts of the original you deem important and how they fit into the essay’s overarching argument.
3.) Your technical ability to accurately and effectively introduce and incorporate
quotations and paraphrasing. You must be careful not to let any direct language—phrases or sentences—slip into your summary without being quoted.
Along those lines, your summary should remind your reader from time to time, that these are not your ideas or arguments, but those of the author of whatever essay you summarize. Use attributive tags).
4.) Your summary should represent, in miniature, the general shape and argumentative logic of the original and should be readable as a coherent and rationally structured essay itself (with an introduction/first sentence that introduces the essay you summarize and its central thesis, a body that explains the supporting evidence, and a conclusion. AVOID THE “LAUNDRY LIST” error. A summary is much more than a random listing of things taken from the original source.
· Be sure you begin the summary with a topic sentence that states the author’s main thesis.
· Be sure to be as objective as you can be when you restate or describe the author’s argument. There should be no statements or indications of your opinion in the summary.
· Be accurate and fair – make sure you are not distorting the author’s argument.
· Be complete – make sure you mention all of the author’s main points. Give the article balanced coverage.
As with all our papers in this class, a Works Cited page is required. It will have only one source cited – the one you are summarizing. We will work on correct citation format in class before the paper is due.
External & Industry Analysis
.
Program Practical Connection AssignmentAt University of the Cumb.docxstilliegeorgiana
Program Practical Connection Assignment
At University of the Cumberland, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course content and research have connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
bgloss.indd 312 11/26/2015 7:40:39 PM
Managing and Using
Information Systems
A STRATEGIC APPROACH
Sixth Edition
Keri E. Pearlson
KP Partners
Carol S. Saunders
W.A. Franke College of Business
Northern Arizona University
Dr. Theo and Friedl Schoeller Research Center for Business and Society
Dennis F. Galletta
Katz Graduate School of Business
University of Pittsburgh, Pittsburgh, PA
ffirs.indd 1 12/1/2015 12:34:39 PM
VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lise Johnson
DEVELOPMENT EDITOR Jennifer Manias
ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham
SENIOR PRODUCT DESIGNER Allison Morris
MARKET SOLUTIONS ASSISTANT Amanda Dallas
SENIOR DIRECTOR Don Fowley
PROJECT MANAGER Gladys Soto
PROJECT SPECIALIST Nichole Urban
PROJECT ASSISTANT Anna Melhorn
EXECUTIVE MARKETING MANAGER Christopher DeJohn
ASSISTANT MARKETING MANAGER Puja Katariwala
ASSOCIATE DIRECTOR Kevin Holm
SENIOR CONTENT SPECIALIST Nicole Repasky
PRODUCTION EDITOR Loganathan Kandan
This book was set in 10/12 Times Roman by SPi Global and printed and bound by Courier Kendallville.
This book is printed on acid free paper.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people
around the world meet their needs and fulfill their aspirations. Our company is built o ...
OverviewThis Assessment is a Work Product in which you will .docxhoney690131
Overview
This Assessment is a Work Product in which you will research pressing issues in the early childhood field and select one that you are particularly interested in, one for which you have a desire to generate awareness and bring about change. With this issue in mind, you will prepare a communication piece for policymakers or stakeholders to begin the change process. After you receive a response, you will reflect on your efforts to communicate and collaborate with policy-makers and/or stakeholders.
Your response to this Assessment should:
Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated.
Adhere to the required Assignment length.
Use the APA “Course Paper” template available
here
.
Note:
All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Professional Skills:
Written Communication
,
Critical Thinking
, and
Information Literacy
are assessed in this Competency. You are strongly encouraged to use the
Writing Checklist
and to review the rubric prior to submitting.
This Assessment requires submission of one (1) document that includes all three parts of this Assessment. Save this file as
RC004_firstinitial_lastname
(for example, RC004_J_Smith). If you choose to create a PowerPoint for Part II, you may submit two files in total, one Word document and one PowerPoint. When you are ready to upload your completed Assessment, use the
Assessment
tab on the top navigation menu.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
Access the following to complete this Assessment:
National Association for the Education of Young Children (NAEYC). (n.d.). Public policy and advocacy. Retrieved March 11, 2019, from
https://www.naeyc.org/our-work/public-policy-advocacy
Ounce of Prevention Fund. (2009). Early childhood advocacy toolkit. Retrieved from
https://www.theounce.org/wp-content/uploads/2017/03/EarlyChildhoodAdvocacyToolkit.pdf
Trend Lines. (n.d.). Retrieved from
http://blog.childtrends.org
UNICEF. (n.d.). Current issues. Retrieved January 29, 2020, from
https://www.unicef.org/media/current-issues
ZERO TO THREE. (2010). You have what it takes! A tool for identifying your skills as an early childhood advocate [Interactive media]. Retrieved from
http://www.zerotothree.org/public-policy/action-center/advocacy-tool-final-9-7-10.pdf
This assessment has three-parts. Click each of the items below to complete this assessment.
Part I: Research Brief
Select a topic of interest.
What current problems, policies, or .
Foundations of FinanceThe Logic and Practice of Financia.docxshericehewat
Foundations of Finance
The Logic and Practice of Financial Management
Eighth Edition
Bekaert/Hodrick
International Financial Management
Berk/DeMarzo
Corporate Finance*
Berk/DeMarzo
Corporate Finance: The Core*
Berk/DeMarzo/Harford
Fundamentals of Corporate Finance*
Brooks
Financial Management: Core Concepts*
Copeland/Weston/Shastri
Financial Theory and Corporate Policy
Dorfman/Cather
Introduction to Risk Management and Insurance
Eiteman/Stonehill/Moffett
Multinational Business Finance
Fabozzi
Bond Markets: Analysis and Strategies
Fabozzi/Modigliani
Capital Markets: Institutions and Instruments
Fabozzi/Modigliani/Jones
Foundations of Financial Markets and Institutions
Finkler
Financial Management for Public, Health, and
Not-for-Profit Organizations
Frasca
Personal Finance
Gitman/Zutter
Principles of Managerial Finance*
Gitman/Zutter
Principles of Managerial Finance—Brief Edition*
Haugen
The Inefficient Stock Market: What Pays Off and
Why
Haugen
The New Finance: Overreaction, Complexity, and
Uniqueness
Holden
Excel Modeling in Corporate Finance
Holden
Excel Modeling in Investments
Hughes/MacDonald
International Banking: Text and Cases
Hull
Fundamentals of Futures and Options Markets
Hull
Options, Futures, and Other Derivatives
Keown
Personal Finance: Turning Money into Wealth*
Keown/Martin/Petty
Foundations of Finance: The Logic and Practice of
Financial Management*
Kim/Nofsinger
Corporate Governance
Madura
Personal Finance*
Marthinsen
Risk Takers: Uses and Abuses of Financial Derivatives
McDonald
Derivatives Markets
McDonald
Fundamentals of Derivatives Markets
Mishkin/Eakins
Financial Markets and Institutions
Moffett/Stonehill/Eiteman
Fundamentals of Multinational Finance
Nofsinger
Psychology of Investing
Ormiston/Fraser
Understanding Financial Statements
Pennacchi
Theory of Asset Pricing
Rejda
Principles of Risk Management and Insurance
Seiler
Performing Financial Studies: A Methodological
Cookbook
Smart/Gitman/Joehnk
Fundamentals of Investing*
Solnik/McLeavey
Global Investments
Stretcher/Michael
Cases in Financial Management
Titman/Keown/Martin
Financial Management: Principles and
Applications*
Titman/Martin
Valuation: The Art and Science of Corporate
Investment Decisions
Weston/Mitchel/Mulherin
Takeovers, Restructuring, and Corporate
Governance
The Pearson Series in Finance
*denotes MyFinanceLab titles Log onto www.myfinancelab.com to learn more
www.myfinancelab.com
Foundations of Finance
The Logic and Practice of Financial Management
Eighth Edition
Arthur J. Keown
Virginia Polytechnic Institute and State University
R. B. Pamplin Professor of Finance
John D. Martin
Baylor University
Professor of Finance
Carr P. Collins Chair in Finance
J. William Petty
Baylor University
Professor of Finance
W. W. Caruth Chair in Entrepreneurship
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Mon ...
6/5/2020 Originality Report
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport/ultra?attemptId=2ab444ee-13c8-49eb-86f5-578168754de8&course_id=_47058_1&includeDeleted=true&print=true 1/12
%21
%20
%1
SafeAssign Originality Report
Cloud Computing - 202040 - CRN174 - Pollak • Final Project
%26Total Score: Medium risk
Santhosh Muthyapu
Submission UUID: 43a98d6d-211b-6de9-9bf1-1de6250058fd
Total Number of Reports
3
Highest Match
43 %
Bibliography.docx
Average Match
26 %
Submitted on
06/05/20
11:46 AM EDT
Average Word Count
816
Highest: CLOUDMISCONFIGURATION.pptx
%43Attachment 1
Global database (3)
Student paper Student paper Student paper
Institutional database (1)
Student paper
Internet (1)
fiids
Top sources (3)
Excluded sources (0)
View Originality Report - Old Design
Word Count: 193
Bibliography.docx
1 5 3
2
4
2 Student paper 1 Student paper 5 Student paper
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport?attemptId=2ab444ee-13c8-49eb-86f5-578168754de8&course_id=_47058_1&includeDeleted=true&print=true&force=true
6/5/2020 Originality Report
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport/ultra?attemptId=2ab444ee-13c8-49eb-86f5-578168754de8&course_id=_47058_1&includeDeleted=true&print=true 2/12
Source Matches (6)
Student paper 83%
Student paper 92%
Student paper 94%
Student paper 81%
Bibliography: Baset, S., Suneja, S., Bila, N., Tuncer, O., & Isci, C. (2017). Usable declarative configuration specification and validation for applications, systems, and cloud.
Proceedings of the 18th ACM/IFIP/USENIX Middleware Conference on Industrial Track - Middleware ’17. https://doi.org/10.1145/3154448.3154453
Berger, S., Garion, S., Moatti, Y., Naor, D., Pendarakis, D., Shulman-Peleg, A., Rao, J. R., Valdez, E., & Weinsberg, Y. (2016). Security intelligence for cloud management
infrastructures. IBM Journal of Research and Development, 60(4), 11:1–11:13. https://doi.org/10.1147/JRD.2016.2572462
Duncan, R. (2020). A multi-cloud world requires a multi-cloud security approach. Computer Fraud & Security, 2020(5), 11–12. https://doi.org/10.1016/S1361-3723(20)30052-X
January 15, S. P. on, & 2020. (2020, January 15). Cloud Misconfigurations: The Security Problem Coming From Inside IT. Security Boulevard.
https://securityboulevard.com/2020/01/cloud-misconfigurations-the-security-problem-coming-from-inside-it/ Torkura, K. A., Sukmana, M. I. H., Strauss, T., Graupner, H., Cheng, F.,
& Meinel, C. (2018, November 1). CSBAuditor: Proactive Security Risk Analysis for Cloud Storage Broker Systems. IEEE Xplore. https://doi.org/10.1109/NCA.2018.8548329
1
2 2
3
4 5
1
Student paper
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware ’17.
https://doi.org/10.1145/3154448.3154453
Original source
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware '17
doi:10.1145/3.
61Identify the case study you selected. Explain whether the.docxBHANU281672
6:1
Identify the case study you selected. Explain whether the primary offender demonstrates features of a disciplined psychopath or an undisciplined psychopath. Provide examples to support your conclusion. Explain how these features differ from those displayed by individuals with antisocial personalities or narcissism. Explain the challenges a forensic psychology professional might have working with individuals with antisocial personality disorder or psychopathy.
Support your post with references to the Learning Resources and other academic sources.
Case Study #1
FPSY 6201 Psychological Aspects of Violent Crime Week 6 Case Studies
Paul is a 31-year-old man who was recently arrested for shooting a store manager during a robbery. He has a history of aggression and violating the law, including burglary, robbery, assault, and numerous drug charges. He is a high school dropout and has never been able to hold a job. When he first meets someone, he can come across as engaging, funny, and charming. He has been in numerous relationships; however, in those relationships he was emotionally detached and parasitic, as well as verbally and physically abusive. He has a volatile temperament and no sense of obligation or responsibility to anyone. His crimes often display a complete lack of empathy for his victims.
.
60CHAPTER THREEconsistent with the so-called performative app.docxBHANU281672
60 CHAPTER THREE
consistent with the so-called performative approach in social studies (K,apchan, 1995; Schechner, 2002; Warren 2001). According to this approach, to perform is to carry something into effect; hence, intercultural communication can be viewed as a process of carrying meaning, or cultural identity, as such, into effect.
When we speak of performativity or performance in intercultural communi cation, we must remember that "performance is the manifestation of performa tivity. This is to say, performativity refers to the reiterative process of becoming, while performance refers to the materialization of that process-the individual acts by human players in the world" (Warren, 2001: 106; boldface added)
The performative approach suggests that intercultural communication is per formed, like music. There are a variety of verbal and nonverbal elements (notes), with which people create various language games (music). Some games are quite simple (a routine greeting), while others are more complex (business negotia tions). In all cases, though, meanings are performed; that is, they are created and re-created in the process of interaction. People perform various activities repeat edly, and through repetition these movements become symbolic resources making up cultural identity. In intercultural interactions, to use Nietzsche's expression, "the deed is everything" (quoted in Butler, 1990: 25).
,11
I
"I
I
,,
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I,
Introducing the Performativity Principle
Looking at intercultural communication as performance, we will formulate our third principle of intercultural communication: the Perfo.rmativity Principle. There are three parts to this principle, and each deals with intercultural communication as creating and enacting meaning in the process of interaction. First, we will dis cuss the dramaturgy of intercultural performativity, or how people move from rules to roles. Next, we will present intercultural communication as a reiterative process. Finally, we will show the structure of intercultural communication as per formance. We will discuss each part separately and then formulate the Performa tivity Principle as a whole.
The Dramaturgy of Performativity:
From Rules to Roles
Communication as Drama. When people communicate with one another, they try to reach their goals by using various language means. Every act of com munication is a performance whereby people lace each other (either literally or in a mediated fashion, such as via the telephone or the Internet) and, as if on stage, present themselves-their very identities-dramatically to each other.
The theatrical or dramaturgical metaphor for communication does not sug
gest that people perform actions according to predetermined scripts or that per formances are insincere and deceitful. Nor does the theatrical metaphor suggest that people think of themselves as actors, always conscious of performing on stage. What the dramaturgical view of performativity states.
6 pagesThe following sections are in the final consulting .docxBHANU281672
6 pages
The following sections are in the final consulting report: Introduction to the Organization and Entry, Informal Data Collection, Microdiagnosis, and Contracting. Begin composing these sections in a document of 6–9 pages, not including the title page, table of contents, or reference list. Address the following elements:
Introduction to the Organization
Type of organization
Description of and information about the organization (e.g., review Web sites, press, and published documents)
Number of employees or key members
The opportunities that were initially identified or issues the organization faces
Entry, Informal Data Collection, Microdiagnosis, Contracting
Description of the issue or opportunity that served as a starting point for your work with the client
The process of diagnosing the problem and the agreed-upon objectives
The process you used to reach an agreement with the organization
.
600 words needed1. What do we mean by the New Public Administr.docxBHANU281672
600 words needed
1. What do we mean by the New Public Administration? Relatedly, but distictively,
2. what is meant by the New Public Management?
3. How are they related?
4. How has the advent of digital technology helped inspire new emphases on efficiency on the public sector?
.
6 peer responses due in 24 hours Each set of 2 responses wil.docxBHANU281672
6 peer responses due in 24 hours
Each set of 2 responses will have its own instructions.
Respond to at least two of your classmates
TAMMY’S POST:
The differences between mandatory, aspirational, principle and virtue ethics are paramount to ethical practice. The comprehension and implementation of the spheres of each allow for adhesion to policy and a sense of professionalism.
"General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose". (American Psychological Association, 2017)
The literature and the doctrine parameters cause uncertainty due to the conflictual environment and obligations. Questions of conflict about perceptual tension, as an example in
Professional ethics in interdisciplinary collaboratives: Zeal, paternalism, and mandated reporting
(2006) are between an attorney's zeal or client autonomy within the judicial system relationships in contrast to the Social Services scope of interests of humanity and social justice. Since the adaption of roles and environments tend to adjust, concern if responsibility sways in the contention of the differences. Social services render a larger and more diverse "moral community" and their sustainability stemming from virtue. The judicial system attends to the political policy and rules governing lawful adherence versus deviance. Another spectrum is mandatory reporting obligations which are said to be more profound when ethics pursue and in the collaboration still clash. An issue is an act of ethics versus the 'command' according to an agency (Anderson, Barenberg, & Tremblay, 2006. p. 663).
The differences between principle ethics and virtue ethics
The general principles of the APA are considered aspirational. Simultaneously, therapists, psychologists, and psychiatrists, and similar social services are mandated in the ethical codes of conduct to act in the betterment and safety of others, especially those deemed incompetent or incapacitated to do so.
The difference between principle ethics and virtue ethics splits by social normative and subjectivity. Social normative are more definite by culture but still universal and often mandatory. For instance, law-abiding and humane acts from avoiding reckless driving, speeding, or operating under the influence of obligatory care of the elderly, a child, or the disability are mandatory. Virtue ethics are less objective and more diverse to demographics and ethnography. Like integrity, it is a matter of right and wrong based on habits, behaviors rooted in one's upbringing. For example, seeing someone drop money instead of keeping it is returned to the person seen dropping it. Another.
6 page paper onWhat is second language acquisition and why is .docxBHANU281672
6 page paper on
What is second language acquisition and why is it important? The disadvantages of not learning a second language. The benefits of being bilingual and multilingual. When is the best time to learn a second language and why? Why is it important to learn a second language at a younger age rather than an older age?
3 reliable sources.
.
600 Words1) Specify some of the ways in which human resource m.docxBHANU281672
600 Words
1) Specify some of the ways in which human resource management differs significantly in the public sector from the private sector?
2) Specify some of the ways in which all public managers are involved in the areas human resource management?
3) In recent times, organizations have been devoting an increasing amount of the organization's resources toward human resources. This is particularly true in areas such as technical and social training, dispute resolution, and the like. Why do you think this is?
4) What are some of the ways that human resource managers operating in local government agencies (i.e. municipal, county, school districts, and so forth) are addressing the skills shortages caused by massive generational retirements in the public sector?
source
http://www.jstor.org.proxy.li.suu.edu:2048/stable/20447680
.
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Running head: Data MINING 1
Data MINING 8
Data Mining
Student: Avinash Kustagi
University of Cumberlands
Course Name: Business Intelligence
Course number: ITS-531
Professor: Dr. Abiodun Adeleke
05/29/2020
Data mining can be explained as the method to interpret information and hypothesis from large knowledge and data collections like databases or data warehouses.
Data mining popularity is increasing rapidly right now in the world. It is slowly becoming one of the most desired fields of work in the world right now. Data plays a
very big role in developing and shaping a business. It is because of Data mining that an organization comes to know more about what the market has demand for and
what their customers prefer and what they absolutely dislike. Data mining has proven to be extremely helpful in making valuable and important business decisions.
As described in the article” Business data mining — a machine learning perspective”, data mining has become an integral part of business development (Bose &
Mahapatra, 2001). Data mining has several applications in different fields of life. It is used in the field of finance, television industry, education, retail industry, and
telecommunication industry. Data mining is very valuable in the field of finance. Data mining help in data analysis to find a result in loan prediction. It gives an analysis
of the customer’s credit history and fraud detection (Valcheva, n.d.). It also assists in determining the previous money laundering trends and deduces a conclusion
about any unusual patterns in a credit history. It also assists in helping develop targeted marketing. In the field of finance, data mining and analysis helps in deducing
conclusion results from the previous trend in markets to determine what fiscal produc.
61520, 256 PMGlobal Innovation and Intellectual Property.docxBHANU281672
6/15/20, 2:56 PMGlobal Innovation and Intellectual Property
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Print this page
12.1 Innovation as a Tool for Global Growth
LEARNING OBJECTIVE
Identify three types of innovation that can fuel global growth.
Over 93 percent of global executives rate innovation as a key driver of organic global growth. More importantly, research
shows that around 85 percent of a company's productivity gains are related to R&D and other innovation-related
investments.
Innovation is the commercialization of new invention. However, many innovations do not necessarily build on new
inventions. An invention is a new concept or product that derives from ideas or from scientific research. Innovation, on the
other hand, is the combination of new or existing ideas to create something desired by customers, viable in the
marketplace, and possible with technology (see Figure 12.1).
Figure 12.1Primary components of innovation
The inputs used to innovate could be new inventions or they could be old ideas. For example, Henry Ford didn't invent the
automobile. Karl Benz from Germany did. However, Ford combined scientific management concepts with the automobile
production process to build automobiles more efficiently (Figure 12.2). This innovation built on existing inventions to
usher in a new industry with the scale to meet demand.
3
4
5
6
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Figure 12.2Innovation in the auto industryCarl Benz of Mercedes Benz invented the automobile (left). Henry Ford of Ford
Motor Company innovated by combining ideas on assembly lines with car production (right).
Most global managers struggle to get people in their companies to innovate. So far, no one has created a formula or model
that reliably leads companies to increased innovation. Some management approaches are helpful, but none is perfect. As
Dr. Brian Junling Li, vice president of Alibaba Group, puts it, “Innovation doesn't come from organized plans. It comes
from our preparedness to deal with the uncertainty of the future.” To understand how global companies can effectively
deal with the uncertainties of the future, we first need to examine the different types of innovation in which companies can
invest.
Three Kinds of Innovation
Different types of innovation have different implications for company growth. Based on those implications, we can
organize innovations into three types: those that improve performance, those that enhance efficiency, and those that create
a market.
Performance-improving innovations replace old products with upgraded models. Often, the improvements in these models
are consistent worldwide. Performance-improving innovations keep a company growing because they provide .
6 Developing Strategic and Operational PlansIngram Publish.docxBHANU281672
6 Developing Strategic and Operational Plans
Ingram Publishing/Thinkstock
To mean well is nothing without to do well.
—Plautus
Trinummus
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify strategy concepts, including the components of organizational strategy; generic strategies; diversi-
fication, integration, and implementation strategies; and blue ocean strategy.
• Describe the use of strategies for large, multiunit organizations, including the use of the Boston Consult-
ing Group matrix to discern strategic implications from the analysis of existing operations, and the use of
product/market expansion strategies and diversification strategies for organizational growth.
• Discuss tactical issues that are relevant to pursuing participation in a managed-care network.
• Delineate the factors that influence the selection of a strategy by an organization.
• Explain how operational plans support strategic plans, and describe how operational plans are developed.
Section 6.1Strategy Concepts
Introduction
After developing a set of objectives for the time period covered by the strategic plan, the strat-
egy necessary for accomplishing those objectives must be formulated. First, planners must
design an overall strategy, and then define the operating details of that strategy as it relates
to providing services, promoting operations, determining locations, and increasing revenue
sources. This chapter introduces the concept of strategy, and describes strategy elements,
approaches to strategy development, and how operational plans support strategic plans.
6.1 Strategy Concepts
The word strategy has been used in a number of ways over the years and especially so in
the context of business. As we discussed in Chapter 2, strategy means leadership and may
be defined as the course of action taken by an organization to achieve its objectives. It is a
description first in general terms and then, in increasingly greater detail, of the activities
the organization will undertake to meet its goals and fulfill its ongoing mission. Strategy
is the catalyst or dynamic element of managing that enables a company to accomplish its
objectives.
Strategy development is both a science and an art, a product of both logic and creativity. The
scientific aspect deals with assembling and allocating the resources necessary to achieve
an organization’s objectives with emphasis on matching organizational strengths with envi-
ronmental opportunities, while working within cost and time constraints. The art of strat-
egy is mainly concerned with the effective use of resources, including motivating people to
make the strategy work, while being sensitive to the environmental forces that may affect
the organization’s performance and maintaining the ability to adapt the HCO to these chang-
ing conditions.
Components of Organizational Strategy
The focus of strategy varies by the planning level: the organizat.
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Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
1
Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
4
Defense-in-Depth and Awareness Techniques
Vikesh Desai
University of Cumberlands
Defense-in-Depth and Awareness Techniques
Awareness is one of the essential aspects in most of the organization, which requires a high magnitude to address comprehensively in all sections.
The depth in defense is more paramount to ensure that the organizations are comprehensively and effectively protect their system from the cyber-
attack activities. The most crucial strategy to deploy is two strategic systems that enhance the high degree of security instead of implementing one
security system. Various organizations have taken into account the defense in depth very crucial. Still, the organizations demanded to incorporate
their awareness through the provision of comprehensive educations to the employees and the workers in the organizations concerning the vital
measures that should be taken into account to curb security issues and develop holistic values taken into account. Most of the organizations are
known not to take the awareness as pressing issues that demand high consideration for the process of protecting and enhancing the security to be
tight. For any organization to protect their system from the cybercrime attack, they need to embrace situational awareness so that they can compre-
hensively develop strategic interventions that enable them to improve and assist in the detection of the up and coming threats as well as the
1
1
1
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strengthens that countermeasures the cybercrime activities. To me.
6.2 What protocols comprise TLS6.3 What is the difference.docxBHANU281672
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6.2 What protocols comprise TLS6.3 What is the difference bet.docxBHANU281672
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6-3 Discussion Making DecisionsDiscussion Topic Starts Jun 5, 2.docxBHANU281672
6-3 Discussion: Making Decisions
Discussion Topic
Starts Jun 5, 2021 11:59 PM
View
this interactive discussion scenario
and answer the question(s) posed at the end of the presentation.
A transcript for the video
Interactive Discussion Scenario
is available.
.
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUC.docxBHANU281672
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUCTIONS..
Guided Response:
Review your classmates’ posts and choose two posts to respond to.
If you choose a peer that selected the same student as you, address the following prompts:
· Discuss how your plans are similar and how they differ.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
If you choose a peer that selected a different student than you, address the following prompts:
· Share what you appreciated about their plan and suggest at least one additional way to build a relationship with that student.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
BRITTNEY’S POST:
I would work to have a relationship with Olivia just like I would work to have a relationship with any one of my students. I would start every morning by asking her how she is as she comes through door, ask her at some point throughout the day how she is doing, and ask how everyone’s day went at the end of the day. I would also make a point on Mondays to ask everyone what they did over the weekend and Fridays what everyone’s plans are for the weekend. Talking about a child’s day and/or weekend is a great way to build a connection with my students, as well as making it clear that they can talk to me if they need to, and speaking to them with respect, not like they are below you. In addition, it would help to talk about your weekend plans and your day as well. I think each of my strategies will make a positive impact on building a relationship with my students because each one has everything to do with them learning to trust, talk to, and respect me as well.
A few suggestions I would give Olivia’s parents to further build this bond is to suggest one on one time after school a couple times a week or a monthly recap with all the students. One on one time with Olivia would consist of Olivia being able to talk about whatever she wants with homework help and additional tutoring if needed. A monthly recap would consist of one hour a month where the student and their parents can come in for cookies and discuss anything they want. Such as, critiques on my teaching skills/methods, suggestions on material/activities, or just anything I can improve on as an educator. I think it is important to develop a relationship with every child because children do not want to learn from someone they do not like or who does not like them. Rita Pierson, who discusses how she, her parents, and maternal grandparents were educators and the value and importance of human connection. Pierson discusses how everyone is affected by a teacher or an adult at some point in their life. She then goes on to discuss how a teacher said “They don’t pay me to like the kids. They pay me to teach a lesson. The k.
6 peer responses due in 18 hours Each set of 2 responses will ha.docxBHANU281672
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. 3/4/20, 6)48 PMAPUS RCampus - Week 1 - Financial
Statements: RCampus Open Tools for Open Minds
Page 1 of
2https://irubric.apus.edu/gradeeditc.cfm?xsite=MainSite
W e e k 1 - F i n a n c i a l S t a t e m e n t s
Grade:
Possible Points: 100.00
Calculated Score:
Adjusted Score:
Percentage: -
! Descriptions ! Comments
Financial Statements
100 %
Innovative
4 pts Exceeds
Dynamic
3.2 pts Meets
Shines
2. 2.8 pts Below
Starting
2.4 pts Well Below
Haven’t started
0 pts Not Aligned
Balance Sheet
25 %
Created balance
sheet
Innovative
Created current
balance sheet for one
calendar year;
assets, liabilities, and
equity present; all
calculations correct;
balance sheet was
balanced.
Dynamic
Created current
balance sheet for less
than one calendar
year; assets,
liabilities, and equity
present; all
calculations correct;
balance sheet was
balanced.
3. Shines
Created current
balance sheet for one
calendar year;
assets, liabilities, and
equity present; all
calculations not
correct; balance
sheet was not
balanced.
Starting
Attempted to create
current balance
sheet; assets,
liabilities, and/or
equity present but
not all three; all
calculations not
correct; balance
sheet was not
balanced.
Haven’t started
Did not complete.
Income Statement
30 %
Created income
statement
Innovative
4. Created current
income statement for
one calendar year;
had the following
plus additional items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations correct.
Dynamic
Created current
income statement for
less than one
calendar year; had
the following plus
additional items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations correct.
Shines
Created current
income statement for
one calendar year;
minimally had the
following items:
sales, cost of goods
sold, expenses,
losses, gross income,
5. taxes, net income;
calculations may not
be correct.
Starting
Attempted to create
current income
statement; did not
minimally have the
following items:
sales, cost of goods
sold, expenses,
losses, gross income,
taxes, net income;
calculations not
correct.
Haven’t started
Did not complete.
Cash Flow
Statement
25 %
Created cash flow
statement
Innovative
Created current cash
flow statement for
one calendar year;
had specific cash
inflow and cash
outflow sections; all
6. calculations correct.
Dynamic
Created current cash
flow statement for
less than one
calendar year; had
specific cash inflow
and cash outflow
sections; all
calculations correct.
Shines
Created current cash
flow statement for
one calendar year;
had specific cash
inflow and/or cash
outflow sections;
some calculations not
correct.
Starting
Attempted to create
current cash flow
statement; did not
have specific cash
inflow and cash
outflow sections; all
calculations not
correct.
Haven’t started
7. Did not complete.
Spreadsheet
Software
10 %
Used spreadsheet
software
Innovative
Used spreadsheet
software to create all
financial statements;
each statement on a
separate tab; one
spreadsheet file
submitted.
Dynamic
Used spreadsheet
software to create all
financial statements;
did not submit one
spreadsheet file
(multiple files
submitted).
Shines
Used spreadsheet
software to create
most financial
statements; did not
submit one
8. spreadsheet file
(multiple files
submitted).
Starting
Used spreadsheet
software to create
some of the financial
statements; did not
submit one
spreadsheet file
(submitted multiple
files).
Haven’t started
Did not use
spreadsheet
software.
Writing Mechanics
10 %
Innovative Dynamic Shines Starting Haven’t started
close iRubric
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3/4/20, 6)48 PMAPUS RCampus - Week 1 - Financial
Statements: RCampus Open Tools for Open Minds
Page 2 of
9. 2https://irubric.apus.edu/gradeeditc.cfm?xsite=MainSite
Clarity in writing,
spelling, grammar.
The writing was clear
and had no spelling
and grammar errors.
The writing was clear
and had minor
spelling and grammar
errors.
The writing had
minor spelling and
grammar errors;
writing was
somewhat unclear.
The writing had
major spelling and
grammar errors;
writing was unclear.
The writing was
grossly unclear
and/or had major
spelling and grammar
errors.
iRubric and RCampus are Trademarks of Reazon Systems, Inc.
Copyright (C) Reazon Systems Inc. All Rights Reserved
11. database or retrieval system, without the prior written consent
of McGraw-Hill Education, including, but not
limited to, in any network or other electronic storage or
transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components,
may not be available to customers outside the
United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 LWI 21 20 19 18
ISBN 978-1-260-15161-9
MHID 1-260-15161-1
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Compositor: SPi Global
All credits appearing on page or at the end of the book are
considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Names: Peter, J. Paul, author. | Donnelly, James H., author.
Title: A preface to marketing management / J. Paul Peter,
University of
Wisconsin-Madison, James H. Donnelly, Jr., Gatton College
of Business and
Economics, University of Kentucky.
12. Description: Fifteenth edition. | New York, NY : McGraw-Hill
Education, [2019]
Identifiers: LCCN 2017034403 | ISBN 9781260151619 (alk.
paper)
Subjects: LCSH: Marketing--Management.
Classification: LCC HF5415.13.P388 2019 | DDC 658.8—dc23
LC record available at https://lccn.loc.
gov/2017034403
The Internet addresses listed in the text were accurate at the
time of publication. The inclusion of a website does
not indicate an endorsement by the authors or McGraw-Hill
Education, and McGraw-Hill Education does not
guarantee the accuracy of the information presented at these
sites.
mheducation.com/highered
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To Rose, Angie, and my BFF, Chelsea
J. Paul Peter
To Gayla
Jim Donnelly
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About the Authors
J. Paul Peter
is Professor Emeritas at the University of Wisconsin. He was a
member of the faculty at
Indiana State, Ohio State, and Washington University before
joining the Wisconsin fac-
ulty. While at Ohio State, he was named Outstanding Marketing
Professor by the students
and has won the John R. Larson Teaching Award at Wisconsin.
He has taught a variety
of courses including Marketing Management, Marketing
Strategy, Consumer Behavior,
Marketing Research, and Marketing Theory, among others.
Professor Peter’s research has appeared in the Journal of
Marketing, the Journal of
Marketing Research, the Journal of Consumer Research, the
Journal of Retailing, and the
Academy of Management Journal, among others. His article on
construct validity won the
prestigious William O’Dell Award from the Journal of
Marketing Research, and he was a
finalist for this award on two other occasions. He was the
recipient of the Churchill Award for
Lifetime Achievement in Marketing Research, given by the
American Marketing Association
and the Gaumnitz Distinguished Faculty Award from the School
of Business, University of
Wisconsin–Madison. He is an author or editor of 30 books,
including A Preface to Marketing
Management, Fifteenth edition; Marketing Management:
Knowledge and Skills; Consumer
Behavior and Marketing Strategy; Strategic Management:
Concepts and Applications; and
14. Marketing: Creating Value for Customers. He is one of the most
cited authors in the market-
ing literature.
Professor Peter has served on the review boards of the Journal
of Marketing, Jour-
nal of Marketing Research, Journal of Consumer Research, and
Journal of Business
Research and was measurement editor for JMR and professional
publications editor for the
American Marketing Association. He has taught in a variety of
executive programs and
consulted for several corporations as well as the Federal Trade
Commission.
James H. Donnelly Jr.
has spent his academic career in the Gatton College of Business
and Economics at the
University of Kentucky. He received the first Chancellor’s
Award for Outstanding Teach-
ing given at the university. Previously, he had twice received
the UK Alumni Association’s
Great Teacher Award, an award one can only be eligible to
receive every 10 years. He has
also received two Outstanding Teacher awards from Beta
Gamma Sigma, national business
honorary. He received an Acorn Award recognizing “those who
shape the future” from the
Kentucky Advocates for Higher Education. He was selected as
“Best University of Ken-
tucky Professor.” He was one of six charter members elected to
the American Bankers Asso-
ciation’s Bank Marketing Hall of Fame.
During his career he has published in the Journal of Marketing
Research, Journal of
15. Marketing, Journal of Retailing, Administrative Science
Quarterly, Academy of Man-
agement Journal, Journal of Applied Psychology, Personnel
Psychology, Journal of
Business Research, and Operations Research among others. He
has served on the edito-
rial review board of the Journal of Marketing. He is the author
of more than a dozen
books, which include widely adopted academic texts as well as
professional books.
Professor Donnelly is very active in the banking industry where
he has served on the board
of directors of the Institute of Certified Bankers and the ABA’s
Marketing Network. He has
also served as academic dean of the ABA’s School of Bank
Marketing and Management.
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Preface
We have always enjoyed writing and revising this book because
we believe marketing
management is a fascinating field. Not only does it include
elements of economics, psy-
chology, sociology, and anthropology, but also marketing,
finance, and strategic manage-
ment, among other disciplines. Our goal has always been to
blend these into a clear and
concise presentation of the basic principles of marketing
16. management so that the core
concepts and ideas are covered sufficiently to ensure an in-
depth understanding.
Throughout this book’s history, feedback from both students
and instructors supports
our goal. Our book has been used in a wide variety of settings
and is the best-selling book
of its kind. We are proud to introduce the fifteenth edition
knowing that our book and its
eight foreign translations have been used around the world
whenever courses require a
concise overview of the critical aspects of marketing
management.
In this edition, we have maintained the format and features of
the book that make it
a teachable text. We have also updated existing content and
added new content to better
reflect the changes in marketing management and its
environment. We present quality
content and examples and avoid excessive verbiage, pictures,
and descriptions.
Each time we revise this book, there is a strong emphasis on
responding to the feedback
of students and instructors. We tailored the book to their
expressed needs and wants. We
believe a major reason the book has reached its fifteenth edition
is that the marketing con-
cept works.
TEXT FORMAT AND FEATURES
In addition to providing a clear and concise overview of the
basic principles of marketing
17. management, we have designed this book to assist students in
analyzing marketing problems
and cases and developing and writing marketing plans. The text
consists of four sections.
Section I of the book consists of 13 chapters that cover the
essentials of marketing
management. Each chapter has a set of “Marketing Insights” to
provide a deeper under-
standing of the chapter material. Each chapter also has a set of
key terms and concepts at
its conclusion to provide students a quick reference and to
facilitate learning. This section
is divided into four parts that include (1) strategic planning and
marketing management,
(2) understanding target markets, (3) the marketing mix, and
(4) marketing in special
fields. These 13 chapters are designed to provide students with
a clear understanding of
the concepts, techniques, tools, and strategies for effective
marketing management and
marketing strategy development.
Section II of the book provides an approach to solving
marketing problems and cases.
While cases differ in many ways, this approach provides a
starting point in understand-
ing the current situation in the case, finding problems, and
making recommendations to
improve the organization’s situation.
Section III of the book provides an overview of financial
analysis for marketing. It
includes breakeven analysis, net present value analysis, and
ratio analysis. These tools
are useful for evaluating strategic alternatives and the overall
18. financial condition of an
organization.
Section IV of the book provides a framework for developing
marketing plans. It offers
students an approach to setting up a marketing plan and insights
into key issues to consider
at each stage of the development process.
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Taken collectively, we think these four sections provide a sound
foundation for students
to develop and improve their strategic marketing skills. In
addition to the text material, we
also offer students a section of the Online Learning Center
(OLC) at www.mhhe.com/
peterdonnelly15e that contains a number of useful aids for
facilitating learning.
UPDATES AND CHANGES IN THIS EDITION
The following is a summary of updates and changes to this
edition. While some of them
were designed to improve existing content, others were needed
to reflect the dynamic
nature of marketing management
Section I Essentials of Marketing Management
19. Chapter 1 Strategic Planning and the Marketing Management
Process
∙ Revised discussion of the marketing concept
∙ New comparison of market and production orientations
Chapter 2 Marketing Research: Process and Systems for
Decision Making
∙ Expanded discussion of primary and secondary data
∙ New comparison of quantitative and qualitative data
∙ New discussion of some uses of the Internet for marketing
∙ Revised discussion of marketing information systems
Chapter 3 Consumer Behavior
∙ New comparison of American cultural values
∙ New listing of online buying advantages and disadvantages
from the consumer’s point
of view
∙ New discussion of tracking consumer behavior on social
media
Chapter 4 Business, Government, and Institutional Buying
∙ New discussion of online organizational buying
∙ New discussion of social media for organizational buyers and
sellers
Chapter 5 Market Segmentation
∙ Additional discussion of product positioning
∙ Additional discussion of segmentation bases, including a
segmentation of online shoppers
Chapter 6 Product and Brand Strategy
∙ Updated listing of the 20 best global brands
∙ Revised discussion of qualities of a good brand name
Chapter 7 New Product Planning and Development
20. ∙ New discussion of screening new product ideas
∙ Updated discussion of factors associated with new product
success
∙ New discussion of new product failures and their causes
Chapter 8 Integrated Marketing Communication
∙ New listing of the largest global and U.S. advertisers
∙ New discussion of online media for integrated marketing
communication
∙ Updated discussion of advantages and disadvantages of major
advertising media
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Chapter 9 Personal Selling, Relationship Building, and Sales
Management
∙ New listing of factors influencing greater emphasis on
personal selling
∙ Expanded discussion of traits of successful salespeople
∙ Expanded list of measures to evaluate salespeople
Chapter 10 Distribution Strategy
∙ Additional discussion of direct sales
∙ New discussion of successful multichannel marketing
strategies
Chapter 11 Pricing Strategy
∙ Updated discussion of EDLP and high/low pricing strategies
∙ New discussion of deceptive pricing practices
21. Chapter 12 The Marketing of Services
∙ New discussion of customer judgments of service quality
dimensions
∙ New discussion of the Internet as a service
Chapter 13 Global Marketing
∙ New listing of the top U.S. companies and their international
sales
∙ New discussion of tips for entering emerging markets
Section II Analyzing Marketing Problems and Cases
∙ Updated and expanded discussion of the objectives of case
analysis
∙ Updated discussion of SWOT analysis
Section III Financial Analysis for Marketing Decisions
∙ New listing of financial and strategic objectives
Section IV Developing Marketing Plans
∙ Updated figures
INSTRUCTOR SUPPORT
The Preface has been used as a resource in college courses and
professional development
programs that require an overview of the critical “need-to-
know” aspects of marketing
management and marketing strategy development. It has been
used:
∙ As the primary introductory text at the undergraduate level.
∙ At both the undergraduate and MBA level, where several
AACSB core curriculum
courses are team-taught as one multidisciplinary 9- to 12-hour
course.
22. ∙ At the advanced undergraduate and MBA level where it is used
as the content founda-
tion in courses that utilize marketing cases.
∙ In short courses and executive development programs.
The instructor section of www.mhhe.com/peterdonnellyl5e
includes an instructor’s
manual and other support material. It includes two expanded
supplements. They were
developed in response to instructors’ requests. We offer a test
bank of nearly 1,300
multiple-choice, true-false, and brief essay questions. We also
offer PowerPoint slides that
highlight key text material. Your McGraw-Hill representative
can also assist in the deliv-
ery of any additional instructor support material.
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Acknowledgments
Our book is based on the works of many academic researchers
and marketing practitio-
ners. We want to thank those individuals who contributed their
ideas to develop the field
of marketing throughout the years. Indeed, our book would not
be possible without their
contributions. We would also like to thank our teachers,
colleagues, and students for their
many contributions to our education. We would also like to
23. publicly acknowledge those
individuals who served as reviewers of this and previous
editions. We appreciate their
advice and counsel and have done our best to reflect their
insightful comments.
Roger D. Absmire
Sam Houston State University
Anna Andriasova
University of Maryland University College
Catherine Axinn
Syracuse University
Mike Ballif
University of Utah
Andrew Bergstein
Pennsylvania State University
Edward Bond
Bradley University
Donald Brady
Millersville University
Tim Carlson
Judson University
Petr G. Chadraba
DePaul University
Glenn Chappell
Meridith College
24. Pavan Rao Chennamaneni
University of Wisconsin–Whitewater
Newell Chiesl
Indiana State University
Irina Chukhlomina
SUNY Empire State College
Reid P. Claxton
East Carolina University
Larry Crowson
University of Central Florida
Mike Dailey
University of Texas, Arlington
Linda M. Delene
Western Michigan University
Gerard DiBartolo
Salisbury University
Casey Donoho
Northern Arizona University
James A. Eckert
Western Michigan University
Matthew Elbeck
Troy University Dothan
Karen A. Evans
Herkimer County Community College
25. R. E. Evans
University of Oklahoma
Lawrence Feick
University of Pittsburgh
Robert Finney
California State University, Hayward
Stephen Goldberg
Fordham University
David Good
Grand Valley State University
David Griffith
University of Oklahoma
Perry Haan
Tiffin University
Lawrence Hamer
DePaul University
Harry Harmon
Central Missouri
Jack Healey
Golden State University
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26. Acknowledgments ix
Betty Jean Hebel
Madonna University
Catherine Holderness
University of North Carolina–Greensboro
JoAnne S. Hooper
Western Carolina University
David Horne
Wayne State University
Nasim Z. Hosein
Northwood University
Nicole Howatt
UCF
Fred Hughes
Faulkner University
Anupam Jaju
GMU
Chris Joiner
George Mason University
Benoy Joseph
Cleveland State University
Sol Klein
Northeastern University
Robert Brock Lawes
27. Chaminade University of Honolulu
Eunkyu Lee
Syracuse University
Tina Lowrey
University of Texas at San Antonio
Franklyn Manu
Morgan State University
Edward J. Mayo
Western Michigan University
Edward M. Mazze
University of Rhode Island
Donald J. Messmer
College of William & Mary
Albert Milhomme
Texas State University
Chip Miller
Drake University
David L. Moore
LeMoyne College
Johannah Jones Nolan
University of Alabama, Birmingham
R. Stephen Parker
Southwest Missouri State University
Joan Phillips
28. University of Notre Dame
Thomas Powers
University of Alabama at Birmingham
Debu Purohit
Duke University
John Rayburn
University of Tennessee
Martha Reeves
Duke
Gary K. Rhoads
Brigham Young University
Lee Richardson
University of Baltimore
Henry Rodkin
DePaul University
Ritesh Saini
George Mason University
Matthew H. Sauber
Eastern Michigan University
Alan Sawyer
University of Florida
Ronald L. Schill
Brigham Young University
Mark Spriggs
29. University of St. Thomas
Vernon R. Stauble
California State Polytechnic University
David X. Swenson
College of St. Scholastica
Ann Marie Thompson
Northern Illinois University
John R. Thompson
Memphis State University
Gordon Urquhart
Cornell College
Sean Valentine
University of Wyoming
Ana Valenzuela
Baruch College, CUNY
Stacy Vollmers
University of St. Thomas
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x Acknowledgments
It is always easy to work with professionals. That is why
working with the professionals
30. at McGraw-Hill is always enjoyable for us. Laura Hurst Spell,
Senior Product Developer,
and Melissa M. Leick, Senior Content Project Manager, support
what we do and we are
very grateful. Thank you Marla Sussman, development editor,
and welcome to our team.
J. Paul Peter
James H. Donnelly, Jr.
Jacquelyn Warwick
Andrews University
Kevin Webb
Drexel University
Kathleen R. Whitney
Central Michigan University
J. B. Wilkinson
University of Akron
Dale Wilson
Michigan State University
Jason Q. Zhang
Loyola University Maryland
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31. Contents
SECTION I
ESSENTIALS OF MARKETING
MANAGEMENT 1
PART A
INTRODUCTION 3
Chapter 1
Strategic Planning and the Marketing
Management Process 4
The Marketing Concept 4
What Is Marketing? 5
What Is Strategic Planning? 6
Strategic Planning and Marketing Management 6
The Strategic Planning Process 7
The Complete Strategic Plan 16
The Marketing Management Process 16
Situation Analysis 16
Marketing Planning 19
Implementation and Control of the Marketing Plan 20
Marketing Information Systems and Marketing
Research 21
The Strategic Plan, the Marketing Plan, and
Other Functional Area Plans 21
32. Marketing’s Role in Cross-Functional Strategic
Planning 21
Summary 22
Appendix
Portfolio Models 25
PART B
MARKETING INFORMATION,
RESEARCH, AND UNDERSTANDING
THE TARGET MARKET 29
Chapter 2
Marketing Research: Process and Systems
for Decision Making 30
The Role of Marketing Research 30
The Marketing Research Process 31
Purpose of the Research 31
Plan of the Research 32
Performance of the Research 35
Processing of Research Data 35
Preparation of the Research Report 37
Limitations of the Research Process 40
Marketing Information Systems 40
Summary 41
Chapter 3
Consumer Behavior 43
33. Social Influences on Consumer Decision Making 44
Culture and Subculture 44
Social Class 45
Reference Groups and Families 46
Marketing Influences on Consumer Decision
Making 46
Product Influences 46
Price Influences 46
Promotion Influences 47
Place Influences 47
Situational Influences on Consumer Decision
Making 48
Psychological Influences on Consumer Decision
Making 49
Product Knowledge 49
Product Involvement 49
Consumer Decision Making 50
Need Recognition 51
Alternative Search 51
Alternative Evaluation 53
Purchase Decision 54
34. Postpurchase Evaluation 54
Summary 56
Chapter 4
Business, Government, and Institutional
Buying 59
Categories of Organizational Buyers 59
Producers 59
Intermediaries 60
Government Agencies 60
Other Institutions 60
The Organizational Buying Process 60
Purchase-Type Influences on Organizational
Buying 61
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Straight Rebuy 61
Modified Rebuy 61
New Task Purchase 61
35. Structural Influences on Organizational Buying 62
Purchasing Roles 62
Organization-Specific Factors 63
Purchasing Policies and Procedures 64
Behavioral Influences on Organizational Buying 64
Personal Motivations 64
Role Perceptions 65
Stages in the Organizational Buying
Process 67
Organizational Need 68
Vendor Analysis 69
Purchase Activities 69
Postpurchase Evaluation 69
Summary 70
Chapter 5
Market Segmentation 71
Delineate the Firm’s Current
Situation 71
Determine Consumer Needs
and Wants 72
Divide Markets on Relevant Dimensions 72
A Priori versus Post Hoc Segmentation 73
Relevance of Segmentation Dimensions 74
36. Bases for Segmentation 74
Develop Product Positioning 79
Decide Segmentation Strategy 81
Design Marketing Mix Strategy 82
Summary 83
PART C
THE MARKETING MIX 85
Chapter 6
Product and Brand Strategy 86
Basic Issues in Product Management 86
Product Definition 86
Product Classification 87
Product Quality and Value 88
Product Mix and Product Line 89
Branding and Brand Equity 90
Packaging 97
Product Life Cycle 97
Product Adoption and Diffusion 99
The Product Audit 100
Deletions 100
Product Improvement 101
Organizing for Product Management 101
37. Summary 103
Chapter 7
New Product Planning and
Development 105
New Product Strategy 106
New Product Planning and Development
Process 108
Idea Generation 109
Idea Screening 110
Project Planning 111
Product Development 111
Test Marketing 111
Commercialization 112
The Importance of Time 112
Some Important New Product Decisions 113
Quality Level 113
Product Features 114
Product Design 115
Product Safety 115
Causes of New Product Failure 117
Need for Research 117
Summary 118
38. Chapter 8
Integrated Marketing Communications 120
Strategic Goals of Marketing
Communication 120
Create Awareness 120
Build Positive Images 120
Identify Prospects 120
Build Channel Relationships 122
Retain Customers 122
The Promotion Mix 122
Integrated Marketing Communications 123
Advertising: Planning and Strategy 124
Objectives of Advertising 124
Advertising Decisions 126
The Expenditure Question 127
The Allocation Question 128
Sales Promotion 132
Push versus Pull Marketing 132
Trade Sales Promotions 134
Consumer Promotions 135
What Sales Promotion Can and
39. Can’t Do 135
Public Relations 136
Direct Marketing 136
Summary 137
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Appendix
Major Federal Agencies Involved in Control
of Advertising 139
Chapter 9
Personal Selling, Relationship Building,
and Sales Management 140
Importance of Personal Selling 140
The Sales Process 141
Objectives of the Sales Force 142
The Sales Relationship-Building Process 143
People Who Support the Sales Force 147
Managing the Sales and Relationship-Building
Process 148
The Sales Management Task 148
Controlling the Sales Force 149
40. Motivating and Compensating
Performance 153
Summary 155
Chapter 10
Distribution Strategy 157
The Need for Marketing Intermediaries 157
Classification of Marketing Intermediaries and
Functions 157
Channels of Distribution 159
Selecting Channels of Distribution 160
Specific Considerations 160
Managing a Channel of Distribution 163
Relationship Marketing in Channels 163
Vertical Marketing Systems 163
Wholesaling 165
Store and Nonstore Retailing 166
Store Retailing 167
Nonstore Retailing 168
Summary 172
Chapter 11
Pricing Strategy 174
Demand Influences on Pricing Decisions 174
Demographic Factors 174
41. Psychological Factors 174
Price Elasticity 176
Supply Influences on Pricing Decisions 176
Pricing Objectives 176
Cost Considerations in Pricing 176
Product Considerations in Pricing 178
Environmental Influences on Pricing
Decisions 179
The Internet 179
Competition 179
Government Regulations 180
A General Pricing Model 181
Set Pricing Objectives 181
Evaluate Product–Price Relationships 181
Estimate Costs and Other Price Limitations 182
Analyze Profit Potential 183
Set Initial Price Structure 183
Change Price as Needed 183
Summary 184
42. PART D
MARKETING IN SPECIAL FIELDS 187
Chapter 12
The Marketing of Services 188
Important Characteristics of Services 190
Intangibility 190
Inseparability 191
Perishability and Fluctuating Demand 192
Client Relationship 192
Customer Effort 193
Uniformity 193
Providing Quality Services 194
Customer Satisfaction Measurement 195
The Importance of Internal Marketing 196
Overcoming the Obstacles in Service
Marketing 197
Limited View of Marketing 197
Limited Competition 198
Noncreative Management 198
No Obsolescence 199
Implications for Service Marketers 200
43. Summary 200
Chapter 13
Global Marketing 202
The Competitive Advantage of Nations 203
Organizing for Global Marketing 204
Problems with Entering Foreign Markets 204
Organizing the Multinational Company 207
Programming for Global Marketing 209
Global Marketing Research 209
Global Product Strategy 211
Global Distribution Strategy 211
Global Pricing Strategy 212
Global Advertising and Sales Promotion
Strategy 213
Entry and Growth Strategies for Global Marketing 214
Summary 217
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44. SECTION II
ANALYZING MARKETING PROBLEMS
AND CASES 219
A Case Analysis Framework 221
1. Analyze and Record the Current Situation 221
2. Analyze and Record Problems and Their Core
Elements 226
3. Formulate, Evaluate, and Record Alternative Courses
of Action 227
4. Select and Record the Chosen Alternative and
Implementation Details 227
Pitfalls to Avoid in Case Analysis 229
Communicating Case Analyses 230
The Written Report 230
The Oral Presentation 232
Summary 232
SECTION III
FINANCIAL ANALYSIS FOR
MARKETING DECISIONS 233
Financial Analysis 234
Breakeven Analysis 234
Net Present Value Analysis 236
45. Ratio Analysis 238
Summary 242
SECTION IV
DEVELOPING MARKETING PLANS 243
A Marketing Plan Framework 244
Title Page 245
Executive Summary 245
Table of Contents 246
Introduction 246
Situational Analysis 246
Marketing Planning 246
Implementation and Control of the Marketing Plan 248
Summary 250
Appendix—Financial Analysis 250
References 253
Summary 253
Chapter Notes 254
Index 259
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47. M
an
ag
em
en
t
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Se
ct
io
n
I
Es
se
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48. o
f M
ar
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tin
g
M
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Introduction A
Part
1 Strategic Planning and the Marketing Management Process
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Part A
Introduction
Chapter 1
Strategic Planning
49. and the Marketing
Management Process
The purpose of this introductory chapter is to present the
marketing management process and
outline what marketing managers must manage if they are to be
effective. In doing so, it will
also present a framework around which the remaining chapters
are organized. Our first task
is to review the organizational philosophy known as the
marketing concept, because it under-
lies much of the thinking presented in this book. The remainder
of this chapter will focus on
the process of strategic planning and its relationship to the
process of marketing planning.
THE MARKETING CONCEPT
Simply stated, the marketing concept means that an organization
should seek to achieve its
goals by serving its customers. For a business organization, this
means that it should focus
its efforts on determining what customers need and want and
then …