MBA 5501, Advanced Marketing 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Synthesize the use of marketing research and demand forecasting to predict business outcomes, and
contrast the influence of micro and macro environmental factors on marketing strategies.
2.1 Explain the impact of environmental factors with a company using the political, economic,
social, and technological (PEST) analysis tool.
2.2 Describe a company’s marketing history and its evolution to current practices.
3. Compare new product development and competitive product strategies.
3.1 Compare competitors within an industry.
4. Analyze consumer relationships and buying processes by outlining the development and cultivation of
customer relationships considering value, satisfaction, and loyalty.
4.1 Summarize a business’s next step for growth and potential with a focus on customer value,
satisfaction, and loyalty.
Course/Unit
Learning Outcomes
Learning Activity
2 Case Study; Chapters 5, 6, and 7
2.1 Case Study; Chapters 5, 6, and 7
2.2 Case Study; Chapters 5, 6, and 7
3 Case Study; Chapters 5, 6, and 7
3.1 Case Study; Chapters 5, 6, and 7
4 Case Study; Chapters 5, 6, and
4.1 Case Study; Chapters 5, 6, and 7
Reading Assignment
Chapter 5: Creating Long-Term Loyalty Relationships, pp. 127–146
Chapter 6: Analyzing Consumer Markets, pp. 157–179
Chapter 7: Analyzing Business Markets, pp. 189–210
Unit Lesson
Chapter 5: Creating Long-Term Loyalty Relationships
What is a brand that you purchase frequently and will go out of your way to find? What brand will you not only
shop around for but will also travel a distance to find? This practice means that you have created a
relationship with this brand; in the marketing world, this means that you have developed brand loyalty.
Kotler and Keller (2016) discuss customer value through the concept of customer perceived value (CPV),
which is defined as the difference between the customer’s perception of the product/service and the direct
and indirect competitors. A direct competitor is a company that provides the same products/services, while an
indirect competitor is one that provides products/services that do not necessarily provide the same
products/services but provide an alternative that the customer might choose if he or she did not purchase
your product/service. For instance, a direct competitor of Disney World might be Universal Studios, whereas
UNIT III STUDY GUIDE
Understanding the Consumer
MBA 5501, Advanced Marketing 2
both provide similarly themed entertainment. An indirect competitor might be Six Flags amusement parks,
which focus on thrill rides and provide the consumer with an alternative to the Disney World experience.
Marketers are always looking for methods by which they can create trust and commitment with the consumer.
Many times, this leads to a system of brand stra.
Consumer Attitude Formation and Change Learning Objectiv.docxdonnajames55
Consumer Attitude
Formation and Change
Learning Objectives
6.1 To understand how consumers' attitudes influence t heir decision-making.
6.2 To understand the tri-component attitude model.
6.3 To understand how to apply mu ltiattribute models to change consumers'
attitud es.
6.4 To understand how to alter consumers' attit udes by making particu lar needs
prominent .
6.5 To understand cognit ive elaboration and the two routes t o persuasion.
6.6 To understand cognit ive dissonance and resolving cognit ive conflicts.
6.7 To understand how peop le assign causa lity to events.
N ATTITUDE is a learned predisposition to
behave in a consistently favorable or unfavor-
able way toward a g iven object. In t he con-
text of consumer behavio r, an "object" can
be a product, brand, service, price, package, adver-
tisement, p romotional medium, or the retai ler sell ing
the product, among other dimensions of consumer
behavior.
Consumers learn attitudes from direct experi-
ence w it h the product , word-of-mouth, exposure to
mass media, and other information sources. Attitudes
reflect either favorable or unfavorable evaluations of
t he attit ude object and mot ivat e consumers either to
b uy o r not buy part icular products o r brands. Con-
sumers buy product s t oward which they have positive
and f avorable feeli ngs, and market ers m ust ensure
that consumers ma intain these attitudes fo llowing
the p urchase so t hat t hey keep buying their products
repeated ly.
Marketers who introduce new it ems strive to form
favorab le consumer attit udes toward the new p roducts
in order to get consumers to try them, like them, and
continue to b uy them. Doing so is difficu lt because
people are oft en unrecept ive to the unfamiliar, at least
initially. One way to establish positive attit udes towa rd
new products is to capitalize on wel l-establ ished brand
names. For example, Wrangler Traveler Jeans-a new
product featu red in Figure 6. 1-is targeted p rimarily to
millennia Is. Sales of jeans to mil lennials have slowed as
they dress in more comfortable clothing such as leg-
g ings and sweat pants. This ad tells consumers t hat the
traveler jeans are comfo rtable, like sweat pants, and
ca rry t he well-known brand name of Wrangler, so that
consumers can expect a certain level of qual it y.
FIGURE 6.1
Changing Attitudes
attitude
A learned predisposition
to behave in a consistently
favorable or unfavorable way
toward a given object.
CHAPTER 6 • Consum ER ATiiTud E FoRmATion And CHAng E 143
INTRODUCING
TRAVELER .....::::::::•--JEANS
'- U. t•lU. -la.- lt..., u ---·IIWI. o . ......... -
II .,. • lilA I -11:"'-• -)4oi.IO C ,.. t .... T ,. ,_ .. .....,. _ .. l.._•ooc.t
f '-l_II.,.S.WU1....,11aJunJIJ ...... ...,...,...,..._ ,fll "' ... r • .....,_ , P\>to<ltt,tca -PIOU. t.e "'"'_".,.,.
L I .,..n,., ... ...,IC - I' It I .. .ol. - .... ft, t- ,..,. 1111. II t -· -- ..... "" I - Oll&m. " WSit ..... - I .11.
Consumer Attitude Formation and Change Learning Objectiv.docxdonnajames55
Consumer Attitude
Formation and Change
Learning Objectives
6.1 To understand how consumers' attitudes influence t heir decision-making.
6.2 To understand the tri-component attitude model.
6.3 To understand how to apply mu ltiattribute models to change consumers'
attitud es.
6.4 To understand how to alter consumers' attit udes by making particu lar needs
prominent .
6.5 To understand cognit ive elaboration and the two routes t o persuasion.
6.6 To understand cognit ive dissonance and resolving cognit ive conflicts.
6.7 To understand how peop le assign causa lity to events.
N ATTITUDE is a learned predisposition to
behave in a consistently favorable or unfavor-
able way toward a g iven object. In t he con-
text of consumer behavio r, an "object" can
be a product, brand, service, price, package, adver-
tisement, p romotional medium, or the retai ler sell ing
the product, among other dimensions of consumer
behavior.
Consumers learn attitudes from direct experi-
ence w it h the product , word-of-mouth, exposure to
mass media, and other information sources. Attitudes
reflect either favorable or unfavorable evaluations of
t he attit ude object and mot ivat e consumers either to
b uy o r not buy part icular products o r brands. Con-
sumers buy product s t oward which they have positive
and f avorable feeli ngs, and market ers m ust ensure
that consumers ma intain these attitudes fo llowing
the p urchase so t hat t hey keep buying their products
repeated ly.
Marketers who introduce new it ems strive to form
favorab le consumer attit udes toward the new p roducts
in order to get consumers to try them, like them, and
continue to b uy them. Doing so is difficu lt because
people are oft en unrecept ive to the unfamiliar, at least
initially. One way to establish positive attit udes towa rd
new products is to capitalize on wel l-establ ished brand
names. For example, Wrangler Traveler Jeans-a new
product featu red in Figure 6. 1-is targeted p rimarily to
millennia Is. Sales of jeans to mil lennials have slowed as
they dress in more comfortable clothing such as leg-
g ings and sweat pants. This ad tells consumers t hat the
traveler jeans are comfo rtable, like sweat pants, and
ca rry t he well-known brand name of Wrangler, so that
consumers can expect a certain level of qual it y.
FIGURE 6.1
Changing Attitudes
attitude
A learned predisposition
to behave in a consistently
favorable or unfavorable way
toward a given object.
CHAPTER 6 • Consum ER ATiiTud E FoRmATion And CHAng E 143
INTRODUCING
TRAVELER .....::::::::•--JEANS
'- U. t•lU. -la.- lt..., u ---·IIWI. o . ......... -
II .,. • lilA I -11:"'-• -)4oi.IO C ,.. t .... T ,. ,_ .. .....,. _ .. l.._•ooc.t
f '-l_II.,.S.WU1....,11aJunJIJ ...... ...,...,...,..._ ,fll "' ... r • .....,_ , P\>to<ltt,tca -PIOU. t.e "'"'_".,.,.
L I .,..n,., ... ...,IC - I' It I .. .ol. - .... ft, t- ,..,. 1111. II t -· -- ..... "" I - Oll&m. " WSit ..... - I .11.
Write an analysis of the purchasing process conducted by a specijameywaughj
Write an analysis of the purchasing process conducted by a specific enterprise.
Just as consumers have a process by which they purchase products, every enterprise has a process by which it purchases products.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Analyze consumer behavior.
Describe a business that acquires, consumes, and disposes of a product.
Assess how the business acquires products or services, including the purchasing process.
Competency 3: Assess the managerial application of customer behavior concepts.
Explain difficulties of obtaining products and how the process can be improved.
Analyzing how consumers recognize their needs for products and evaluate their alternatives allows companies to determine how many types of products they should offer and how to advertise them. In recent years, when consumers showed a strong interest in healthier living and eating, fast food restaurants began offering alternative menu items. In some cases, such restaurants had difficulty predicting the particular ways that healthy living could be translated into their product offerings. Hamburgers without buns became a short-lived offering at some fast food restaurants. In contrast, healthy alternatives to French fries and soft drinks in kids' meals are still offered by many establishments.
The purchasing of goods and services drives the economy, but many factors influence consumers' purchasing decisions. The price associated with a purchase impacts whether or not a consumer will buy. Many other variables, such as how to pay for the purchase and the timing of the purchase, do as well. Many companies will use incentives such as cash-back, zero percent financing, or discounts to try to influence customers buy sooner rather than later.
Consumers have many choices in the types of goods and services they may purchase. They also have a variety of choices in the means by which to make a purchase. For example:
Retail stores remain a dominant force in the sales of goods to consumers. A great deal of consideration is involved in retail store layout, employee training, and in selecting the location of the stores.
Online shopping continues to increase and evolve, and firms such as eBay and Amazon have become permanent fixtures in the marketing landscape
CUSTOMER BEHAVIOR TERMINOLOGY
AIO Measures
Statements that describe the activities, interests, and opinions of consumers.
Benefit segmentation
Dividing consumers into different market segments based on the benefits they seek from purchasing and consuming products.
Brand
A product or product line, store, or service with an identifiable set of benefits, wrapped in a recognizable personality.
Brand associations
The linkages in memory between the brand and other concepts.
Brand extensions
The extension of a brand name that is well-known and respected in one produc ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
More Related Content
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Write an analysis of the purchasing process conducted by a specijameywaughj
Write an analysis of the purchasing process conducted by a specific enterprise.
Just as consumers have a process by which they purchase products, every enterprise has a process by which it purchases products.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Analyze consumer behavior.
Describe a business that acquires, consumes, and disposes of a product.
Assess how the business acquires products or services, including the purchasing process.
Competency 3: Assess the managerial application of customer behavior concepts.
Explain difficulties of obtaining products and how the process can be improved.
Analyzing how consumers recognize their needs for products and evaluate their alternatives allows companies to determine how many types of products they should offer and how to advertise them. In recent years, when consumers showed a strong interest in healthier living and eating, fast food restaurants began offering alternative menu items. In some cases, such restaurants had difficulty predicting the particular ways that healthy living could be translated into their product offerings. Hamburgers without buns became a short-lived offering at some fast food restaurants. In contrast, healthy alternatives to French fries and soft drinks in kids' meals are still offered by many establishments.
The purchasing of goods and services drives the economy, but many factors influence consumers' purchasing decisions. The price associated with a purchase impacts whether or not a consumer will buy. Many other variables, such as how to pay for the purchase and the timing of the purchase, do as well. Many companies will use incentives such as cash-back, zero percent financing, or discounts to try to influence customers buy sooner rather than later.
Consumers have many choices in the types of goods and services they may purchase. They also have a variety of choices in the means by which to make a purchase. For example:
Retail stores remain a dominant force in the sales of goods to consumers. A great deal of consideration is involved in retail store layout, employee training, and in selecting the location of the stores.
Online shopping continues to increase and evolve, and firms such as eBay and Amazon have become permanent fixtures in the marketing landscape
CUSTOMER BEHAVIOR TERMINOLOGY
AIO Measures
Statements that describe the activities, interests, and opinions of consumers.
Benefit segmentation
Dividing consumers into different market segments based on the benefits they seek from purchasing and consuming products.
Brand
A product or product line, store, or service with an identifiable set of benefits, wrapped in a recognizable personality.
Brand associations
The linkages in memory between the brand and other concepts.
Brand extensions
The extension of a brand name that is well-known and respected in one produc ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
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(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MBA 5501, Advanced Marketing 1 Course Learning Outcom.docx
1. MBA 5501, Advanced Marketing 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
2. Synthesize the use of marketing research and demand
forecasting to predict business outcomes, and
contrast the influence of micro and macro environmental factors
on marketing strategies.
2.1 Explain the impact of environmental factors with a company
using the political, economic,
social, and technological (PEST) analysis tool.
2.2 Describe a company’s marketing history and its evolution to
current practices.
3. Compare new product development and competitive product
strategies.
3.1 Compare competitors within an industry.
4. Analyze consumer relationships and buying processes by
outlining the development and cultivation of
customer relationships considering value, satisfaction, and
loyalty.
4.1 Summarize a business’s next step for growth and potential
2. with a focus on customer value,
satisfaction, and loyalty.
Course/Unit
Learning Outcomes
Learning Activity
2 Case Study; Chapters 5, 6, and 7
2.1 Case Study; Chapters 5, 6, and 7
2.2 Case Study; Chapters 5, 6, and 7
3 Case Study; Chapters 5, 6, and 7
3.1 Case Study; Chapters 5, 6, and 7
4 Case Study; Chapters 5, 6, and
4.1 Case Study; Chapters 5, 6, and 7
Reading Assignment
Chapter 5: Creating Long-Term Loyalty Relationships, pp. 127–
146
Chapter 6: Analyzing Consumer Markets, pp. 157–179
Chapter 7: Analyzing Business Markets, pp. 189–210
3. Unit Lesson
Chapter 5: Creating Long-Term Loyalty Relationships
What is a brand that you purchase frequently and will go out of
your way to find? What brand will you not only
shop around for but will also travel a distance to find? This
practice means that you have created a
relationship with this brand; in the marketing world, this means
that you have developed brand loyalty.
Kotler and Keller (2016) discuss customer value through the
concept of customer perceived value (CPV),
which is defined as the difference between the customer’s
perception of the product/service and the direct
and indirect competitors. A direct competitor is a company that
provides the same products/services, while an
indirect competitor is one that provides products/services that
do not necessarily provide the same
products/services but provide an alternative that the customer
might choose if he or she did not purchase
your product/service. For instance, a direct competitor of
Disney World might be Universal Studios, whereas
UNIT III STUDY GUIDE
Understanding the Consumer
MBA 5501, Advanced Marketing 2
both provide similarly themed entertainment. An indirect
competitor might be Six Flags amusement parks,
4. which focus on thrill rides and provide the consumer with an
alternative to the Disney World experience.
Marketers are always looking for methods by which they can
create trust and commitment with the consumer.
Many times, this leads to a system of brand strategy planning
with the ultimate goal of brand insistence.
Brand insistence suggests that the consumer insists on the brand
and is willing to search for it. A step back
from that is brand preference where the customer chooses the
brand over others but might not be willing to
search for it. Other levels of brand familiarity include brand
recognition (where a customer recognizes the
brand), brand preference (where a customer prefers the brand
but will not put out the extra effort), and, finally,
brand rejection (where the customer will not buy the brand
unless the brand changes). As companies look to
reach brand insistence, the products that contain the following
characteristics are the most likely to reach
brand insistence:
-quality product/service as deemed by the consumer;
-value proposition in the mind of the consumer; and
product/service.
Companies such as Nike, Apple, Coca-Cola, and Google are
perceived as having a high level of brand loyalty
amongst consumers. Take a look at the Interbrand website by
clicking the link below:
Interbrand. (n.d.). Best brands. Retrieved from
http://interbrand.com/best-brands/
5. This website ranks the top global brands each year based upon
three overarching areas including brand
management, strategy/business case development, and financial
performance. Brand management includes
resource allocation, return on investment analysis, sponsorship
evaluations, and senior management key
performance indicators (KPIs). Strategy/business case
development looks at brand positioning and
architectures, brand extensions, brand investment, and co-
branding ventures. The financial section reviews a
series of algorithms including investor relations, mergers and
acquisitions, licensing/royalty rate setting, tax
planning, and balance sheet valuations. Are you surprised by
any of the results? There are a few that
continuously make it to the top including Apple, Google, Coca-
Cola, Microsoft, Toyota, IBM, Samsung, and
Amazon. Up until just this last year, Coca-Cola had maintained
the number one position for many years.
Think about why Apple and Google may have taken over the top
two positions.
Chapter 6: Analyzing Consumer Markets
Think of your personal buying habits as a consumer. While you
have developed certain brand loyalties, are
your buying habits always consistent? Think of the variables in
your life that may create inconsistencies. It
could be a significant other being sick, a child’s soccer game
being rescheduled, or an addition of another
baby into your household. These and many other life events
change a consumer’s buying habits significantly.
Understanding the customer is one of the most important roles
of the marketing manager within an
organization. Whether the customer is a consumer who is
6. reflecting a business-to-consumer (B2C)
relationship or whether the customer is another business
reflecting a business-to-business (B2B) scenario,
understanding the needs of the customer could impact the
bottom line in so many ways.
In looking at the B2C consumer, economic theory states that
consumers decide what to buy based on
economic needs. This suggests that consumers make buying
decisions based upon what is the most efficient
use of their time and money. This could include an economy of
purchase or use, efficiencies in operations,
dependability, lower prices, or simply convenience, which saves
time. Another area of relevance is that of
perception. Consumers select their needs based upon their
perception of the situation and/or product/service
being offered. There are three distinct selective processes to
apply as defined below.
only notices information that interests
them.
the consumer
screens out or modifies messages
that conflict with previously learned attitudes and beliefs.
remembers only the messages they
want to remember.
http://interbrand.com/best-brands/
7. MBA 5501, Advanced Marketing 3
Another factor that impacts consumer buying is that of attitude,
which consists of a person’s point of view
about something. This could be opinions formulated earlier in
their lives as well as brand equity that could
form over time. There are a number of things that impact a
consumer’s attitude to include a belief that is
basically an opinion or point-of-view that a person has about
something. Since research has proven that
attitudes have a tremendous impact on consumer buying,
marketers conduct a significant amount of attitude
research. Related to attitude is psychographics or lifestyle
analysis. This suggests that not only the opinions
referred to earlier affect consumer buying but also the preferred
activities and interests. For example, if a
consumer participates in the sport of pole-vaulting and is
interested in collegiate level Division I track and field
sports as a whole, his or her consumer buying will be impacted
by these interests. Since this is a competitive
sport and a high level of athleticism, his or her food-buying
habits would include a host of protein-rich and
healthy foods and his or her clothing purchases might be
centered around sports-related gear.
Social influences have also been attributed to influencing
consumer spending. This might include the family
life cycle in which the consumer falls into, social class,
reference group, and even the consumer’s ethnic
culture. Beginning with a family life cycle, think about
purchases you made at the age of 13 versus purchases
you made when you were 18 years old. Taking this one step
further, think about those purchases you made
8. or will make at the age of 30, 50, or even 70 years old. A
consumer’s needs continue to change as he or she
moves through the different stages of life such as young and
single, married without children, married with
children, and then into the empty-nester stage. Consumer buying
based upon social class is obvious with the
more affluent having the economic means to purchase costlier
items than those in a lower social class.
Reference groups or opinion leaders are important in that they
can influence a consumer as they look toward
the opinions of these folks. For a host of different reasons,
these reference groups and opinion leaders
provide valued insight on products/services of companies. An
example of this might be Tiger Woods being an
opinion leader when a consumer is purchasing a new set of golf
clubs. A reference group might be a
consumer’s peer group who advises about a restaurant that they
believe has incredible food and service.
Finally, ethnic, religious, and cultural influences have a
significant impact as these strong beliefs are
embedded into certain cultures and drive not only behavioral
but also buying habits.
Another important factor to consider with respect to consumer
buying is that of the purchase situation. In other
words, what is going on around the consumer at the time of the
purchase? Beginning with the purchase
reason, this suggests that the reason for the purchase will
impact the purchase itself. For instance, if you
wake up with a headache and have no Tylenol in your house,
your temperament when visiting the store will
be to purchase the Tylenol no matter the cost or size of the
bottle. There is a sense of urgency in your
purchase behavior, which may not otherwise be the case with a
normal weekly trip to the grocery store.
Another factor involved with purchase situation is time
9. available. An example of this might be shopping for a
prom dress for yourself or a daughter the week before prom
versus six weeks before prom where you have
time to compare styles, prices, and other factors. The final
purchase situation factor to be discussed here is
that of the physical surroundings. Studies have shown that
stores, restaurants, or other organizations that
provide a comfortable atmosphere for their targeted customer
reap benefits in longer and/or repeated visits to
the store. Examples of this might be the famous Bass Pro Shop
that engages in atmospherics within the store
by depicting outdoor scenes comfortable to folks that purchase
items in this store. Another example might be
Hollister (clothing store) that targets teenagers with its
California type of ambiance, loud music, and trendy
atmosphere. Think about the stores you frequent and the
atmospheres they create for you. Also, think about
restaurants that you frequent. Look at the atmosphere in a
McDonalds versus that of a high-end restaurant
such as Wildfire or even that of Cheesecake Factory. All
provide different atmospherics to appeal to different
target markets.
In conclusion, let us look at the case of Dave Carroll and United
Airlines, which clearly demonstrates the
power of the consumer. The story begins with Dave Carroll and
his band traveling to Nebraska via O’Hare on
United Airlines. Dave’s $3,500 guitar was damaged. While
United did not deny the damage, after nine
months, they stated they could do nothing to compensate Dave
for his loss. Dave stated that he would write
and produce three songs/videos about United’s poor customer
service for everyone to view online. Within a
year, the viewer response was so high that United offered Dave
$1,200 in flight vouchers. Since then, the
Times of London wrote that this incident caused United’s stock
10. price to plunge 10%, costing shareholders
$180 million. Take a look at the first of his three videos by
clicking the link below.
Sonsofmaxwell. (2009, July 6). United breaks guitars [Video
file]. Retrieved from
https://www.youtube.com/watch?v=5YGc4zOqozo
Click here to view a transcript of the video
https://www.youtube.com/watch?v=5YGc4zOqozo
https://online.columbiasouthern.edu/bbcswebdav/xid-
73243371_1
MBA 5501, Advanced Marketing 4
Chapter 7: Analyzing Business Markets
B2B is very different than that of B2C previously discussed.
The B2B market is concerned about purchasing
products/materials that will be used to produce the product(s)
that will be sold to the consumer. While these
transactions take on an entirely different focus, Kotler and
Keller (2016) point out that some of the most
valuable brands are included in this B2B classification. These
include Caterpillar, DuPont, Federal Express,
and Intel to name a few.
One of the things that differentiate the B2B purchase is the
quantity purchased. When you, as a consumer,
make a major purchase, many times, you are actually purchasing
just one item. Conversely, in the B2B
11. purchase, tens of thousands of items might be purchased. This,
of course, suggests a high-dollar value of the
order being placed.
This lends itself to the second differentiating factor of the B2B
purchase, which is the fact that there are
usually multiple influences in the buying process. Think about
when you purchase a new laptop. The influence
of people (e.g., significant other, another family member) may
impact your decision.
Click here to access more information on this topic.
Click here to access the transcript for the presentation.
While the involvement of all of these individuals may seem a
bit overboard, remember that the quantities
purchased tend to be extremely high and represent a significant
dollar investment on the part of the company.
Also, the timely delivery of exactly the right component is
important to ensure the designated delivery of the
final product to the customer.
Conclusion
This unit provided insight into how the consumer “ticks,” with
the value of this understanding being
underscored as significantly important both within the B2C- and
B2B-buying scenarios. The development of a
working relationship with the customer can best be seen by
those companies that have nurtured a high level
of brand equity amongst its target market customers. Finally,
the expansion into global markets was reviewed
as more companies look for opportunities abroad.
12. References
Kotler, P., & Keller, K. L. (2016). Marketing management
[VitalSource Bookshelf version] (15th ed.).
Retrieved from
https://online.vitalsource.com/#/books/9781323591512
Suggested Reading
In order to access the following resources, click on the links
below:
In the following article, the author explains how change impacts
consumer spending.
Aarts, D., Braga, M., Castaldo, J., Counter, R., Klingbeil, C.,
Hemmadi, M., . . . Scott, G. F. (2016, November).
2016 change agents. Canadian Business, 89(13), 29–44.
Retrieved from
http://search.proquest.com.libraryresources.columbiasouthern.e
du/docview/1826913436?accountid=
33337
In the article below, the author discusses consumer buying of
automobiles.
Car-buyers hindered by online-dealer showroom disconnect,
Accenture finds. (2016, October 06). News Bites
13. US - NYSE. Retrieved from https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/182596440
7/ED798EB760734E20PQ/1?accoun
tid=33337
https://online.columbiasouthern.edu/bbcswebdav/xid-
73243346_1
https://online.columbiasouthern.edu/bbcswebdav/xid-
73243370_1
http://search.proquest.com.libraryresources.columbiasouthern.e
du/docview/1826913436?accountid=33337
http://search.proquest.com.libraryresources.columbiasouthern.e
du/docview/1826913436?accountid=33337
https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/182596440
7/ED798EB760734E20PQ/1?accountid=33337
https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/182596440
7/ED798EB760734E20PQ/1?accountid=33337
https://search-proquest-
com.libraryresources.columbiasouthern.edu/docview/182596440
7/ED798EB760734E20PQ/1?accountid=33337
MBA 5501, Advanced Marketing 5
In the following article, the process of purchasing a home is
evaluated by past home buyers.
Five notable nuggets from NAR's home buyer and seller
survey's 35-year history. (2016, October 18). PR
14. Newswire. Retrieved from
http://search.proquest.com.libraryresources.columbiasouthern.e
du/docview/1829758616?accountid=
33337
The following resource offers students the opportunity to view
Interbrand’s ratings of the top global brands for
2016. This site is interactive and can provide you with a host of
unique learning opportunities.
Interbrand. (n.d.). Best brands. Retrieved from
http://interbrand.com/best-brands/
In the article below, the role of advertisements in the consumer
buying process is reviewed.
Shateri, F., Nayebzadeh, S., & Roknabadi, A. D. (2016).
Evaluating advertisement: The role of customer's
decision-making style, innovativeness, and ideology.
International Journal of Information, Business
and Management, 8(4), 159–177. Retrieved from
http://search.proquest.com.libraryresources.columbiasouthern.e
du/docview/1814292332?accountid=
33337
http://search.proquest.com.libraryresources.columbiasouthern.e
du/docview/1829758616?accountid=33337
http://search.proquest.com.libraryresources.columbiasouthern.e
du/docview/1829758616?accountid=33337
http://interbrand.com/best-brands/
http://search.proquest.com.libraryresources.columbiasouthern.e
du/docview/1814292332?accountid=33337