Running head WEEK 3 ASSIGNMENT 1 1WEEK 3 ASSIGMENT 12We.docx

Running head: WEEK 3 ASSIGNMENT 1
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WEEK 3 ASSIGMENT 1
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Week 3 Assignment 1
Strayer University
BUS499 Business Administration Capstone
Dr. Grizzell
01/20/2019
April Monk
Introduction
The Nike company is a giant multinational company whose
mission is to produce and market footwear together with other
accessories. Additionally, the company offers services and sells
other equipment. the company is affected by both external and
internal factors. Given that the company is a leading supplier in
athletic apparel and footwear, it records huge revenues. The
company was listed in 2018 as number 89 in the Fortune 500
category of giant companies in the United States. The list is
based on how much revenue a corporation makes. Nike is the
most expensive sportswear company with a net worth of
approximately $29.6 billion as at 2018.the corporation supplies
sportswear worldwide. additionally, the company has embraced
technology which ensures that it maintains its sales. The
company has more than 74,400 employees worldwide. Although
the company makes huge profits, application of industrial-based
model and resource-based model can increase returns to above
average. The company’s vision and mission contribute to its
success (Nike, 2010).
Globalization
Change in global trends has hugely affected the Nike

Corporation. The company has opened a total of 45 offices all
over the world excluding offices located in the United States.
The company has spread it tentacles to other continents
becoming a member of almost all sport events. Nike products
are distributed through the contracted shops spread all over the
world. In total, the company has 700 shops outside United
States. Globalization has expanded the company’s net worth by
increasing sales. This ensures that the company is able to
compete with other similar sportswear firms. The company is
able to reach its customers all over the world due to its
marketing designs. Nike has embraced globalization as a
marketing strategy and this ensures that its products reach all
potential customers. additionally, the company has entered into
marketing agreements with global marketing companies such as
Amazon and Sweatshops. Globalization has also affected the
way this company undertakes its advertisement campaign. The
company has now embraced global trends of advertisement such
as celebrities and international athletic teams. The company has
also entered into official contracts with major leagues such as
the National Basketball Association (NBA) to become their
official uniform supplier.
Technology
Nike has incorporated new technology in its production process.
The company applies new and innovative technology in
manufacturing, marketing and customer services. The company
was among the first global corporations to adopt marketing
using the internet, managing its operations and communications
via email technology and applying advanced communication
technologies such as Broadcast. Application of such
technologies in marketing has been instrumental in increasing
sales. Through internet marketing the company is able to
advertise its brand to potential customers. This advertising
model has also increased the number of purchases since willing
buyers can shop online. The company’s products can be located
and purchased online. The company’s embrace of online

shopping is an integral factor in the evident growth in Nike
brand and increased customer satisfaction.
The manufacturing process at Nike adopts new technology.
Most of the merchandize are in line with global trends such as
incorporation of footwear with Bluetooth. The company also
produces products which can be incorporated with a chip that
efficiently controls numerous functions. The products are
incorporated with new technology such that the new features
allow users to perform less functions. The company simply
makes it easier to enjoy sports while ensuring that the products
control user functionality. Embracing such technology has led
to more individuals preferring Nike products. This has
eventually led to growth in customer base thereby increasing
Nike’s revenue.
Industrial-Based Model
The company strategic actions are influenced by external
factors. These are the factors outside the company which
directly affect the company’s operations. Nike company is
highly influenced by its customers. This is the biggest external
factor affecting this company. The company should come up
with new methods of improving customer satisfaction while
ensuring that it attracts more customers. This can be achieved
through an intensive social media campaign advertising its
brand and attracting potential customers. The company also
operates in different countries thus it is highly affected by
different governmental policies. Nike should understand
government policies in different countries to ensure easy ways
of doing business. The company can also fund some government
projects to improve their marketing strategy in those specific
countries. Nike faces huge competition from similar companies
such as Adidas. The company has embraced new technology to
improve customer satisfaction. The decision-makers in the firms
also ensure that all their designs are such that they improve the
corporation’s social and financial position.
Resource-Based Model

The resource-based model is purposed to look into how a
company can apply its resources and other internal factors so as
to increase returns to above average (Scott, 2016). The model is
founded on the idea that the company’s strategies are based on
its resources and unique features. additionally, the model
assumes that each company has in the past been involved in
developing unique capabilities and resources which improve its
ability to compete with other similar corporations. Nike
company should employ individuals with unique skills and
knowledge which embrace new innovations to increase
competitiveness. The company has numerous resources in terms
of finances, productions lines, management and human resource.
Nike should use this specialized resources within its internal
environment to increase production. The company should also
contract more firms in its manufacturing and marketing
strategy.
Vision
Nike’s vision is an important ingredient to its success. The
vision is an exact representation of the fact that the company is
a giant athletic sportswear company. Nike’s vision statement is
“to remain the most authentic, connected, and distinctive brand
(Nike, 2010).” Nike works around this vision with its major aim
being to continuously grow its brand. The company’s vision has
particular words which shift focus towards brand development.
This statement poses the idea that Nike’s brand is already
authentic and relevant to the customer needs. The company also
poses to continue producing better products. This has catapulted
Nike into increasing sales since customers are satisfied with its
products. The vision statement is central to Nike’s marketing
strategy.
Mission
The mission statement is important in ensuring that a company
competes well and increases its global reach. Nike’s mission
statement is, “to bring inspiration and innovation to every

athlete in the world (Nike, 2010).” the company attracts
individuals into buying its products by positing that every
human being is an athlete. The company’s mission is aimed at
ensuring that individuals are interested in athletics by inspiring
and creative innovative products. This mission statement is
pivotal increasing growth and competition. Nike’s mission is
designed to target every individual as a potential customer
Stakeholders
Company stakeholders determine the level of success. These
individuals are instrumental in supporting the company’s new
and existing policies. Nike’s stakeholders include investors,
management and employees. These individuals act in ways
which favor the growth and development of the company’s
brand (Abiodun, 2010). The stakeholders are also integral in
managing Nik’s resources, marketing finished products and
advertising their Barns. The success in the production process
and marketing is directly proportional to the actions of
stakeholders.References
Abiodun, A. (2010). Interface between corporate vision,mission
and production and operations management. Global Journal of
Management and Business, 10(2), 18-22.
Nike. (2010, May 23). Nice Inc'.s Website. Retrieved from
NIKE: http://www.nike.org
Scott, J. (2016). Empowering your teams will help you
successfully implement your corporate vision. Strategic
Finance, 12-13.
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:

Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
<Name>
Kindergarten
<Date>
Science
Weather Unit
I. Planning
Lesson summary and focus:
Pupils will learn the four seasons using four adjectives
matching with the season and picture cards. They will as well
use the online thermometer to demonstrate the changes in
temperature linking to the adjective word cards.
Classroom and student factors:
All pupils are physically and mentally fit. As such, there will be
no use of special programs such as IEPs, 504s, and ELLs. In
case we had some cases of physical or mental instability among
the pupils, we would consider using the programs because they
would help in the learning of these pupils as well as their
assessment to ensure, thus, ensuring equity and equality in the
lesson for all kids.
National / State Learning Standards:
Pennsylvania Standard - S.K-2.D.2.1.1
Pennsylvania Standard - CC.1.5.K.B
Specific learning target(s) / objectives:
Students should be able name the four seasons. Students should
be able to identify and name four adjectives for temperature.
That is, cool, cold, warm, and hot.
Students should be able to match adjectives with the matching
seasons (hot=summer).
Teaching notes:
Within the unit of study, this lesson falls under people and their
environment.

Agenda:
Start with introducing the four seasons using picture cards to
illustrate their differences. Initiate the brainstorming process by
asking the students the differences they see on the cards (10-15
Minutes).
Then, introduce the four adjectives associates with the seasons
(cold, cool, warm, hot). Check the differences on the online
thermometer. Let students read flashcards with the adjectives
(10 minutes). Afterward, have the pupils match the equivalent
word cards with the correct temperature (5 minutes). Finally let
them match the equivalent word card with the correct season
card (5 minutes).
Formative assessment:
Questioning will be used for assessment. Once the four seasons
have been introduced, the first assessment will be having the
pupils hold up the coordinating cards to match thermometer
changes using the website and projector. . Another assessment
will occur at the end of the lesson to collect what the kids
would have learned. The students will hold up the matching
adjective word card telling what the season is.
Academic Language:
Key vocabulary:
Weather and climate are the main content-specific words in this
lesson.
Use simple language (English) as opposed to the supposed
environmental language. Thus, simplify the terms in the normal
talking language of the students
Function:
With this language, you are able to maximize the understanding
and appreciation of the kids of the lesson. The students will
demonstrate understanding by correctly identifying features of
weather and climate such moon rainy and sunny days and moon
phases respectively
Form:
Describe thestructures or ways of organizing language to serve
a particular function within each subject area. What kinds of

structures will you implement so that your students might
demonstrate their depth of understanding?
Instructional Materials, Equipment and Technology:
Computer for putting pictures of fall, spring, winter and summer
onto the projector Four adjective word cards (cold, cool, warm
and hot) per student. Use the internet website
http://www.mathsisfun.com/measure/thermometer.html Have a
projector have the website onto the smart board. Utilize the
board to move the thermometer up and down so the students can
use their word cards to match the temperature.
Grouping:
Identify grouping strategies that will support your students’
learning needs.
II. Instruction
A. Opening
Prior knowledge connection:
Identify how this lesson connects to previous lessons / learning
(prior knowledge of students) and students’ lives.
Anticipatory set:
Identify how this lesson is meaningful to the students and
connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided
Practice):
I Do
Students Do
Differentiation
1. Introduce the four seasons. Tell the kids there are four of

them in a year. Show them pictures of the seasons like of the
“winter” and ask questions like, “What do you see in the
photograph?” to initiate the brainstorming process. Then show
them the spring word card and have them read and say it loudly.
Do the same for the remaining seasons.
2. Present the adjectives cold, cool, warm, and hot. Use the
word cards to have the students read and say aloud the
adjectives on the card. Open the thermometer website on the
smart board. Using the online thermometer at
http://www.mathsisfun.com/measure/thermometer.html to show
how each adjective relates to the thermometer.
3. He the Paraprofessional distribute cards for each four
adjective to every student. Using the four cards, ask students to
hold up the correct card that goes with the thermometer change.
4. Paraprofessional will place the spring picture card up on the
board. Ask the students “What is the temperature this season?”
and have students answer “It is…” and hold up the
corresponding adjective word card. Repeat for the next three
seasons. Paraprofessional to collect word cards from the
students.
1. Look at the picture of spring and describe what they see
when asked what they see in the picture. Have them read the
spring word card and say it out loud. Repeat for the next three
seasons.
2. Look at the cards for the adjectives and read the card and say
it out loud.
3. Hold up the correct card that goes with the thermometer
change.
4. Answer the teacher out loud by saying “It is…” and holding
up the correct word card.
1. The question allows every child to come up with its own
answer but does not require a higher-level of thinking. Using
pictures will keep students interest and motivated.
2. Allowing children to speak aloud and participate together, as
well as using one-syllable words and giving them enough time

to give the answer.
3. Using the online thermometer is great for keeping students
interest and aids toward visual learners.
4 Giving the students 4 options and a picture to help achieve the
right answer. It allows for students to take their time getting the
answer and the teacher can visually see if one seasons is harder
than others. The use of cards allows for students who may not
even be able to say the words, hold up their card and be
participating.
The pictures allow the students to visually see what the subject
is.
III. ASSESSMENT
Summative Assessment:
N/A
Differentiation:
N/A
Closure:
Students will present presentations of what they have learned in
the lesson to the class according to the course outline. The
closure questions will include how have are you better now in
understanding seasons as compared to how you were before we
started the lesson? In practical, they will go out and try to feel
if the seasons are hot, warm, cool or cold as they learned or not.
Homework:
Drawing the sun in the four seasons. Describing the sky in the
four seasons. Listing the features and characteristics of the four
feature and finding out the dressing codes of each season. The
tasks are both drill and skill-practice-based as they seek to
familiarize students with the four seasons and make them
specialists in identifying them and adjusting to them.
Page 3 of 3

GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. Planning
Lesson summary and focus:
In a few sentences, summarize this lesson, identifying the
central focus based on the content/skills you are teaching.
Classroom and student factors:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, non-
labeled challenged students), and the impact of those factors on
planning, teaching and assessing students to facilitate learning
for all students.
National / State Learning Standards:
Identify the relevant grade level standard(s), including the
strand, cluster, and standard(s) by number and its text.
Specific learning target(s) / objectives:
Specify exactly what the students will be able to do after the
standards-based lesson.
Teaching notes:
Clarify where this lesson falls within a unit of study.
Agenda:
Identify the (1) opening of the lesson; (2) learning and teaching
activities; and (3) closure that you can post as an agenda for the
students that includes the approximate time for each segment.
Formative assessment:

Identify the process and how you will measure the progress
toward mastery of learning target(s).
Academic Language:
Key vocabulary:
Include thecontent-specific terms you need to teach and how
you will teach students that vocabulary in the lesson.
Function:
Clarifythe purpose the language is intended to achieve within
each subject area. Functions often consist of the verbs found in
the standards and learning goal statements. How will your
students demonstrate their understanding?
Form:
Describe thestructures or ways of organizing language to serve
a particular function within each subject area. What kinds of
structures will you implement so that your students might
demonstrate their depth of understanding?
Instructional Materials, Equipment and Technology:
List ALL materials, equipment and technology the teacher and
students will use during the lesson. Add or attach copies of ALL
printed and online materials at the end of this template. Be sure
to address how you will teach the students to use the technology
in Section II. INSTRUCTION.
Grouping:
Identify grouping strategies that will support your students’
learning needs.
II. Instruction

A. Opening
Prior knowledge connection:
Identify how this lesson connects to previous lessons / learning
(prior knowledge of students) and students’ lives.
Anticipatory set:
Identify how this lesson is meaningful to the students and
connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided
Practice):
I Do
Students Do
Differentiation
Your “I Do” instructional procedures should include:
The teaching strategy you will use to teach each step that
includes modeling and formative assessment;
transition statements you will make throughout your lesson and
essential questions you will ask; and academic language of
vocabulary, function, and form.
Script detailed, step-by-step instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Your “Students Do” procedures should describe exactly what
students will do during the lesson that corresponds to each step
of the “I Do.”
Please use a corresponding numbered list.
Describe methods of differentiation, including accommodation
or differentiation strategies for academically, behaviorally and
motivationally challenged students.
Please use a corresponding numbered list.
Also include extension activities: What will students who finish
early do?

III. ASSESSMENT
Summative Assessment:
Include details of any summative assessment as applicable and
attach a copy with an answer key. Explain how the summative
assessment measures the learning target(s)/objectives. If you do
not include a summative assessment, identify how you will
measure students’ mastery of the learning target(s)/objectives.
Differentiation:
Describe methods of differentiation for your summative
assessment, including accommodation or differentiation
strategies for academically, behaviorally and motivationally
challenged students.
Closure:
Explain how students will share what they have learned in the
lesson. Identify questions that you can ask students to begin the
closure conversation. Identify how students will confirm
transfer of the learning target(s)/ objectives to application
outside the classroom.
Homework:
Clearly identify any homework tasks as appropriate. Elaborate
whether the homework is drill- or skill-practice-based and
explain how the homework assignment supports the learning
targets / objectives. Attach any copies of homework.
Page 1 of 2
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6

Week 6 Assignment 2
Student Full Name
Strayer University
BUS499 Business Administration Capstone
Dr. Grizzell
Date
Everything in Blue should be deleted
Due Week 6 and worth 125 points
Using the corporation you chose from Assignment 1, examine
its industry. Research the company on its own Website, the
public filings on the Securities and Exchange Commission
EDGAR database (http://www.sec.gov/edgar.shtml), in the
University's online databases, and any other sources you can
find. The annual report will often provide insights that can help
address some of these questions.
NOTE: Be sure to read Chapters 1-3 in the course textbook and
complete the LEARN E-Activities for Weeks 1-3 as they set the
foundation to this assignment. Be sure to cite your sources!
Begin your paper on Page 2 by writing a four page paper (does
not include Title or Reference pages) in which you:
Week 6 Assignment 2
Write your introduction here: It should be one (1) good
paragraph (not more than 1 paragraph) to introduce the reader to
your topic and it should explain in detail what your paper will
be discussing. Much of your introduction may be taken from the
assignment itself (in your own words). Read the scenario to get
a feel for what the paper is about and explain what your paper
will be discussing – so be sure to review the Assignment
instructions AND Rubric for understanding. Finally, please ask

me any questions about this assignment.
General Environment
Choose the two (2) segments of the general environment that
would rank highest in their influence on the corporation you
chose. Assess how these segments affect the corporation you
chose and the industry in which it operates (for background, be
sure to research and explain the industry in which it operates.
You could also define the general environment (cite your
sources) and could explain the segments you chose using the
textbook/Learn).
Read Chapter 2 in the course text book. Review the Week 2
Learn video/Lecture for supporting content. (cite your sources)
Five Forces of Competition
Considering the five (5) forces (model) of competition, briefly
explain why these are important to a firm.
Item 1
Choose one (1) of the five (5) forces (model) of competition
that you estimate is the most significant for the corporation you
chose (it would help to define your choice from the textbook).
Read Chapter 2 in the course text book and review the Week 1
Learn video Lecture for supporting content. A side note, the
five (5) forces of competition is the same as “Porters 5 Forces
of Competition. (cite your sources)
Item 2
Choose another one (1) of the five (5) forces (model) of
competition that you estimate is the most significant for the
corporation you chose (it would help to define your choice from
the textbook). Read Chapter 2 in the course text book and
review the Week 1 Learn video Lecture for supporting content.
A side note, the five (5) forces of competition is the same as
“Porters 5 Forces of Competition. (cite your sources)
Evaluation

Evaluate how well the company has addressed these two (2)
forces in the recent past. This will require some research.
Future Improvements
With the same two (2) forces in mind, predict what the company
might do to improve its ability to address these forces in the
near future.
Read Chapter 1 in the course text book as each chapter it
provides a solid background and clues on this model that apply
to this section. Review the Week 1 Learn video Lecture for
supporting content. (cite your sources)
External Threats and Opportunities
Assess the external threats affecting this corporation and the
opportunities available to the corporation. Read Chapter 2 in the
course text book as it provides a solid background and clues for
this section. Review the Week 2 Learn video/Lecture for
Threats and Opportunities Strategies
Give your opinions on how the corporation should deal with the
most serious threat and the greatest opportunity. Consider that
Threats and Opportunities are External in origin (hint: external
environments). Justify your answer. Read Chapter 2 in the
Strengths and Weaknesses
Give your opinion on the corporation's greatest strengths and
most significant weaknesses. Consider that Strengths and
Weaknesses are Internal in origin (hint: Internal environments).
Read Chapter 2 and 3 in the course text book as it provides a
solid background and clues for this section. Review the Week 2
and Week 3 Learn video/Lecture for supporting content. (cite
your sources)
Strategy
Choose the strategy or tactic the corporation should select to

take maximum advantage of its strengths, and the strategy or
tactic the corporation should select to fix its most significant
weakness. Justify your choices. Read Chapter 2 and 3 in the
this section. Review the Week 2 and Week 3 Learn
video/Lecture for supporting content. (cite your sources)
Resources, Capabilities, and Core Competencies
Determine the company's resources, capabilities, and core
competencies. Read Chapter 3 in the course text book as it
provides a solid background and clues on mission that apply to
Sources
Use at least three (3) quality references, one of which should be
the course text book.
Note: Wikipedia and other Websites do not quality as academic
resources.
Your assignment must follow these formatting requirements:
List your reference here. The reference page must include all of
the references you used, listed in. All references listed here
must be used (cited) in your paper. After deleting the blue fonts
in this template, make sure your original writing is turned to a
black font.
Note: You will be graded on the quality of your answers, the
logic/organization of the report, your language skills, and your
writing skills.
You will be graded on the quality of your answers, the
logic/organization of the report, your language skills, and your
writing skills.
The specific course learning outcomes associated with this
assignment are:
· Identify how the six segments of the general environment
affect an industry and its firms.
· Identify the five forces of competition.

· Analyze the external environment for opportunities and threats
that impact the firm.
· Analyze the internal environment of a company for strengths
and weaknesses that impact the firm's competitiveness.
· Use technology and information resources to research issues in
business administration.
· Write clearly and concisely about business administration
using proper writing mechanics.
NOTE: Strayer uses SafeAssign – an automated plagiarism
checker. It is advised that you do your own writing and use
external resources (other websites) to support what you have
written in your own words.

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