Month: January 2021

Assignment Description
STRATEGIC MARKETING PLAN
INTRODUCTION
This assignment entails development of a comprehensive strategic marketing plan for a new product or service that is ready to “go to market”. A Project Template is provided that
allows you to organize your work in increments and see how the sections come together to produce a comprehensive plan.

PRODUCT/SERVICE
This assignment requires application of concepts learned to build a strategic marketing plan for a new product or service that is ready to “go to market”. You will not be allowed to
mimic plans or ideas from larger or already “in­place” campaigns. You must develop the business concept in its entirety.
Describe the new product or service.
Discuss the qualities that make this product/service new to the marketplace and the rationale for your decision to pursue the concept. Be sure to pick a product or service
that is ready to market. If you are developing a new product, assume that the development phase is over and you are ready to launch the product into the marketplace.

OBJECTIVES/MISSION STATEMENT
Create a Mission Statement. State your short­term MARKETING objectives (one year). Assume that the product/service is ready to launch at the beginning of the year (planning
and testing have been completed).
Marketing objectives include goals for sales, profits, market share (as examples)
Objectives need to be quantifiable. Use the SMART acronym—simple, measurable, achievable, relevant, and time­specific—in formulating your objectives. An objective
with a 100% goal is not acceptable

TARGET MARKET
Identify your target market. Provide a specific demographic profile and rationale for this decision. Another source that may help you: The US Census Bureau’s American Fact
Finder. Consider the size of the market and its purchasing power. Research is required to back­up your selection and to provide statistics to show that it is a viable market.

COMPETITION
Analyze your competition. Who are they? Who are the biggest players? How large is the market? What are the trends/forecasts in the industry? How does your product/service
fit in? Business Source Complete in the Library is a good tool for this section; it may be accessed under Find Articles & eBooks.

PRODUCT/SERVICE FEATURES
Provide a brief overview of the product or service.
State the features of your product/service. Show how it’s innovative and different. It may be unique because of the area in which you plan to market it.
Discuss legal and ethical implications that could affect the marketing process. This will require research.
CORE STRATEGY
Discuss your Core Strategy and make sure to connect it to your Mission & Objectives. Include a discussion on Product/Service Positioning.

MARKETING MIX: COMMUNICATIONS & PROMOTION
The Marketing Mix is the set of decisions about communications and promotion, price, channels of distribution, and customer relationship management. An integrated marketing
communications (IMC) approach delivers a clear and consistent message to your consumers and is connected to your Core Strategy.

1. Discuss the aspects of the IMC. (The elements of the communication mix include: advertising, direct marketing, sales promotion, publicity/public relations and personal
   selling.) Define each and discuss the pros and cons of the individual elements.
2. Provide a detailed description of your IMC approach. Explain your rationale for choosing or rejecting the specific elements (include applications to the earlier research
   section). What changes do you expect to make as the product/service matures?
3. Describe the message you wish to communicate based on your core strategy. Explain your rationale for the message. Formulate how you will communicate with your
   target market? Be specific. How will the internet be used in your IMC approach?
4. Select and explain the most suitable method for measuring advertising effectiveness. Your decision must include research to back up the selected method. Be sure to
   explain why this is the most effective method to measure the effectiveness of your marketing campaign.
5. 
   MARKETING MIX: PRICE
   Discuss what pricing objectives you would consider for your product/service. The Objectives should be based on the various theories presented in marketing literature and take in
   to account competitor pricing. Including background on value proposition, positioning, and target market is necessary. All of these components provide rationale for the chosen
   pricing scheme.
6. 
   MARKETING MIX: CHANNELS OF DISTRIBUTION
   Channels of Distribution: Specify the type of distribution channel you will use and include rationale.
7. 
   MARKETING MIX; CUSTOMER RELATIONSHIP MANAGEMENT
   Customer Relationship Management ­Detail how you will incorporate CRM into your plan. Be sure to include a discussion on the role of technology that will be used to support
   your CRM.
8. 
   CONCLUSION
   REFERENCES
   The assignment requires the use of ARTICLES from the library’s full­text databases. Articles are found in periodicals. These are not to be confused with eBooks or Reference
   Books. The most popular databases in marketing are: ABI Inform Collection, Academic Search Complete, and Business Source Complete.
   Your report MUST include a reference list. All research should be cited in the body of the paper. In­text citations and corresponding references should be included in your paper.
   For more information on APA, please visit the APA Lab. The paper should be written in third person; this means words like “I”, “we” and “you” are not appropriate. The use of
   direct quotes is discouraged, but may be used sparingly in appropriate situations.
   Grading will be based on content, application, research, mechanics (APA format, spelling grammar, and punctuation), and style (organization, readability, and using your own
   words).
   Please submit your assignment.
   For assistance with your assignment, please use your text, Web resources, and all course materials.
   Grading Rubric
   Grading Criteria Percentage
   Deliverable requirements addressed; understanding of material and
   writer’s message and intent are clear.
   35%
   Scholarly research supports the writer’s position and is properly
   acknowledged, and cited direct quotations may not exceed 10% of
   the word count of the body of the assignment deliverable (excluding
   title page, abstract, table of contents, tables, exhibits, appendices,
   and reference pages). Inclusion of plagiarized content will not be
   tolerated and may result in adverse academic consequences.
   20%
   Critical thinking: Position is well­justified, there is logical flow, and
   there are examples.
   20%
   Structure: Includes introduction and conclusion, proper paragraph
   format, and reads as a polished, academic paper or professional
   presentation, as appropriate for the required assignment
   deliverable.
   10%
   Mechanical: No spelling, grammatical, or punctuation errors. 10%
   APA: Deliverable is cited properly according to the APA Publication
   Manual (6th ed.).
   5%
   Reading Assignment
   Please read the following chapters from Marketing Management:
   Chapters 5,10 & 12
   Please review the course resources from the online MKT640 Library Guide.
   Assignment Objectives
   Analyze marketing decision support systems and their impact upon marketing management systems
   Analyze the appropriate marketing strategies to apply at each stage of the product life cycle
   Assess the key factors, such as demographic, economic, natural, technological, political, and cultural developments, that affect marketing strategies
   Assess the major influences in current consumer and organizational buying decisions
   Construct a strategic marketing plan
   Other Information
   There is no additional information to display at this time.
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   Unit 5 ­ Individual Project
   Assignment Overview
   Unit: Strategic Marketing Plan II
   Due Date: Tue,3/2/21
   Grading Type: Numeric
   Points Possible: 220
   Points Earned:
   Deliverable Length: See assignment details
   Type: Individual Project
   Go To:
   Looking for tutoring? Go to Smarthinking
   Assignment Details
   Learning Materials
   Reading Assignment
   My Work:
   Online Deliverables: Submissions
   9:58 AM (CST)
   Assignment Details
   Assignment Description
   STRATEGIC MARKETING PLAN
   INTRODUCTION
   This assignment entails development of a comprehensive strategic marketing plan for a new product or service that is ready to “go to market”. A Project Template is provided that
   allows you to organize your work in increments and see how the sections come together to produce a comprehensive plan.
   PRODUCT/SERVICE
   This assignment requires application of concepts learned to build a strategic marketing plan for a new product or service that is ready to “go to market”. You will not be allowed to
   mimic plans or ideas from larger or already “in­place” campaigns. You must develop the business concept in its entirety.
   Describe the new product or service.
   Discuss the qualities that make this product/service new to the marketplace and the rationale for your decision to pursue the concept. Be sure to pick a product or service
   that is ready to market. If you are developing a new product, assume that the development phase is over and you are ready to launch the product into the marketplace.
   OBJECTIVES/MISSION STATEMENT
   Create a Mission Statement. State your short­term MARKETING objectives (one year). Assume that the product/service is ready to launch at the beginning of the year (planning
   and testing have been completed).
   Marketing objectives include goals for sales, profits, market share (as examples)
   Objectives need to be quantifiable. Use the SMART acronym—simple, measurable, achievable, relevant, and time­specific—in formulating your objectives. An objective
   with a 100% goal is not acceptable
   TARGET MARKET
   Identify your target market. Provide a specific demographic profile and rationale for this decision. Another source that may help you: The US Census Bureau’s American Fact
   Finder. Consider the size of the market and its purchasing power. Research is required to back­up your selection and to provide statistics to show that it is a viable market.
   COMPETITION
   Analyze your competition. Who are they? Who are the biggest players? How large is the market? What are the trends/forecasts in the industry? How does your product/service
   fit in? Business Source Complete in the Library is a good tool for this section; it may be accessed under Find Articles & eBooks.
   PRODUCT/SERVICE FEATURES
   Provide a brief overview of the product or service.
   State the features of your product/service. Show how it’s innovative and different. It may be unique because of the area in which you plan to market it.
   Discuss legal and ethical implications that could affect the marketing process. This will require research.
   CORE STRATEGY
   Discuss your Core Strategy and make sure to connect it to your Mission & Objectives. Include a discussion on Product/Service Positioning.
   MARKETING MIX: COMMUNICATIONS & PROMOTION
   The Marketing Mix is the set of decisions about communications and promotion, price, channels of distribution, and customer relationship management. An integrated marketing
   communications (IMC) approach delivers a clear and consistent message to your consumers and is connected to your Core Strategy.
9. Discuss the aspects of the IMC. (The elements of the communication mix include: advertising, direct marketing, sales promotion, publicity/public relations and personal
   selling.) Define each and discuss the pros and cons of the individual elements.
10. Provide a detailed description of your IMC approach. Explain your rationale for choosing or rejecting the specific elements (include applications to the earlier research
    section). What changes do you expect to make as the product/service matures?
11. Describe the message you wish to communicate based on your core strategy. Explain your rationale for the message. Formulate how you will communicate with your
    target market? Be specific. How will the internet be used in your IMC approach?
12. Select and explain the most suitable method for measuring advertising effectiveness. Your decision must include research to back up the selected method. Be sure to
    explain why this is the most effective method to measure the effectiveness of your marketing campaign.
    MARKETING MIX: PRICE
    Discuss what pricing objectives you would consider for your product/service. The Objectives should be based on the various theories presented in marketing literature and take in
    to account competitor pricing. Including background on value proposition, positioning, and target market is necessary. All of these components provide rationale for the chosen
    pricing scheme.
    MARKETING MIX: CHANNELS OF DISTRIBUTION
    Channels of Distribution: Specify the type of distribution channel you will use and include rationale.
    MARKETING MIX; CUSTOMER RELATIONSHIP MANAGEMENT
    Customer Relationship Management ­Detail how you will incorporate CRM into your plan. Be sure to include a discussion on the role of technology that will be used to support
    your CRM.
    CONCLUSION
    REFERENCES

Dr. R. P. Datta SACR 3910-30 Winter 2021 p. 1
HANDOUT Essay 1, SACR 3910-30 Winter 2021.
Essay 1, 1250-1500 words excluding references. Must be consistent with course
material, demonstrating a serious engagement with required readings and following
instructions on this detailed handout. SafeAssign checked. Submit PDF via Blackboard.
Weight: 35% of final grade.
Due 5PM, Feb. 12, 2021 (submit PDF via Blackboard).
Note: Students must follow all instructions on this assignment handout.
*Please carefully read through this handout twice and consult the links contained
in it BEFORE beginning to work on your essay.
Students are to write a well-crafted and organised scholarly essay with a clearly stated
and reasoned thesis addressing one of the following topics:

1. Summarise Gramsci, Habermas, and Althusser on the relationship
   between the state and society. Then, make an argument about which
   has the more persuasive theory. Why do you think one is better theory
   than another? See also Dr. Datta’s 2020 piece for criteria used when
   assessing theory.
2. Would Althusser say we’ve been “interpellated” by surveillance capitalism (see also Zuboff; Lafrance)? What might this imply about contemporary forms of
   subjectivity and consumerism (cf. Wolff)?
3. Marx levelled a critique of ontological idealism in his famous “Preface…,” offering
   a materialist alternative. The “Preface” spurred a great deal of debate. Drawing
   on Marx, Gramsci (see Bates), and Althusser, discuss how these thinkers try to
   theorise the connections between the realms of ideas, consciousness,
   subjectivity, and materiality in their respective accounts of social dynamics.
4. Habermas is famous for his theory of four types of crisis but Gramsci also has
   important theoretical insights about crises. Drawing on both Habermas (see
   Pusey) and Gramsci (see Bates) discuss whether the emergence of “surveillance
   capitalism” (see Zuboff; Lafrance) is playing a role in social crises today.
   The essay must demonstrate a serious engagement with the pertinent required course
   readings.
   Dr. R. P. Datta SACR 3910-30 Winter 2021 p. 2
   ELABORATION
   • Not confident about writing an academic essay? Check out this incredibly helpful
   website from Trent University. It covers all the steps in an accessible way.
   https://www.trentu.ca/academicskills/how-guides/how-write-university
   • The assignment asks you to seriously engage with the required readings and
   your study in the course.
   • Your paper is to be based on course material alone. The use or inclusion of
   material external to the course will not be assessed.
   • You are being assessed on your ability to read, understand, summarise and
   apply required course texts. Remember to define key concepts/terms.
   • Do not use “long quotations”; you may sparingly use short quotations of 1-2 lines.
   Instead of long quotations, you are to concisely and accurately summarize
   course material in your own words.
   • Make sure that your paper discusses the required course readings related to
   your chosen topic.
   Citation and Referencing Requirements
   • You must properly cite and reference material used in your essay.
   • When pagination is available, include the page number for specific passages
   used in your in-text citations.
   • You are required to use the ASA/American Sociological Association style guide
   for citations and referencing.
   • For instructions, guidance, and examples, see:
   https://leddy.uwindsor.ca/citation-style-guides#asa
   https://owl.purdue.edu/owl/research_and_citation/asa_style/in_text_citation_references.html
   https://owl.purdue.edu/owl/research_and_citation/asa_style/references_page_formatting.html
   Writing Style Requirements
   • Quality academic writing is expected (avoid spelling mistakes, grammatical
   mistakes, colloquialisms, rambling, errors in citation style, sentence structure,
   word choice etc.).
   • You are free to write in the first person.
   • You are free to use headings (they are optional but they are helpful to your
   reader).
   • Aim for concision and clarity; avoid wordiness and rambling.
   • Readers of academic material want to know what authors think so take that
   authorial license. This does not mean writing your opinion, but your learned and
   reasoned and argued position, based on the course material and themes. (Think
   of arguing a case in a court of law).
   • The paper should be well organised, readable and have an accessible flow
   (connect the building blocks of your argument together for your reader). Not sure
   Dr. R. P. Datta SACR 3910-30 Winter 2021 p. 3
   how to do this? See the advice from Trent University’s very helpful website on
   academic writing for different ways to outline and organise your ideas.
   • Craft concise, clear introductory and concluding paragraphs (see “Sample
   Schema…” below).
   • Remember to edit your work carefully, and several times over—this is the best
   way to improve your writing-craft while also disciplining your thinking. Sloppy,
   disorganised, rambling writing will cost you marks.
   • Remember to be generous to your reader.
   • Not sure about how to start? See this this website from Trent University
   [hyperlink].
   Formatting Requirements
   • Do not include a title page.
   • Include an informative, topical, concise title at the top of your paper.
   • Ensure that your name, course code, semester, year and pagination is placed in
   a footer at the bottom of each and every page. Follow the example of this
   handout.
   • Double space your work, use 1” margins all around, and a size 11 or 12 font.
   • Include a word-count at the end of your essay.
   • The formatting requirements are important for filing and record-keeping practice,
   etc. so follow them strictly. Failure to do so will cost you marks.
   Stuck? Need Help With Your Essay?
   • Review your handout, your course readings, notes, and slides.
   • Take a walk and talk to yourself about your ideas—no kidding, it can help a lot!
   • Carefully review the links on academic writing.
   • Consult the writing resources and supports available through Leddy Library:
   https://www.uwindsor.ca/success/writingsupportdesk
   • Consult with either Dr. Datta or Lauren (GA).
   o For the best experience and advice, please come to office hours well
   prepared having carefully completed course readings, reviewed the
   handout, pertinent webpages, prepared your own notes, etc.
   • The teaching team does not read papers before they are submitted. Need
   another set of eyes for feedback on your paper? Buddy-up with a peer!
   • If you have sent an email but have not received a reply within 1-2 business days,
   this is because the answer is contained in the course readings, this handout, or
   in the content on a website hyperlinked in this handout. Please review the
   material again.
   Helpful tip: Before submitting your paper, go through this handout one more time to
   check to see that you have followed the instructions and satisfied the requirements. (Not
   following the requirements and instructions will cost you marks).
   Dr. R. P. Datta SACR 3910-30 Winter 2021 p. 4
   Sample Schema for Organising Essays:
   Put an informative title at the top, e.g.,
   LEE’S MODEL OF SOCIETY AND FINANCE: A CRITICAL ASSESSMENT
   INTRODUCTION (One Paragraph)
   • Hook: provide a short compelling statement of why your topic is pertinent to
   social theory and advancing the understanding contemporary social life.
   • Topic: clearly state the topic of your work.
   • Thesis: clearly articulate your thesis in one or two sentences.
   • Briefly outline the remainder of what you will be doing in your essay. This helps
   your reader gain a sense of how your argument and analysis will be developed.
   MAIN HEADING 1:
   • Provide a helpful heading title, e.g., LEE’S MODEL OF SOCIETY
   • Supporting paragraph(s): In each paragraph include the following:
   o Thematic focus of paragraph
   o Exegesis of reading(s)
   o Argument pertinent to the question/issue at hand
   o Link to main thesis
   o Transition sentence (clarifying the flow of ideas for your reader)
   MAIN HEADING 2:
   • Provide a helpful heading title, e.g.,
   o LEE’S ANALYSIS OF FINANCE AND CREDIT IN SOCIETY
   • Supporting paragraph(s): In each paragraph include the following:
   o Thematic focus of paragraph
   o Exegesis of reading(s)
   o Argument pertinent to the question/issue at hand
   o Link to main thesis
   o Transition sentence (clarifying the flow of ideas for your reader)
   MAIN HEADING 3:
   • Provide a helpful heading title, e.g.,
   o CRITICAL LIMITATIONS IN LEE’S MODEL
   • Supporting paragraph(s): In each paragraph include the following:
   o Thematic focus of paragraph
   o Exegesis of reading(s)
   o Argument pertinent to the question/issue at hand
   o Link to main thesis
   o Transition sentence (clarifying the flow of ideas for your reader)
   CONCLUSION (One Paragraph)
   • Remind the reader of your focus and themes addressed in your work
   • State how you have addressed the topic directly
   • Tie the key elements of your reflections together
   • Finish on a strong note e.g., with a compelling thought or insight that best reflects your
   research and thinking.

● Chapters 3 & 4 in Contemporary Strategy Analysis

● Chapter 3 PowerPoint slides in Contemporary Strategy Analysis

● Chapter 4 PowerPoint slides in Contemporary Strategy Analysis

● Raharja, S. J., & Arifianti, R. (2018). Competitive strategy in “XYZ” four-star hotel company in Tangerang City, Indonesia. Review of Integrative Business and Economics Research, Supplementary Issue, 1, 7, 117–126.

Critical Thinking: Industry Analysis (105 points)

To prepare for this assignment, review Figures 3.1, 3.2, 3.3, 3.5, and 3.6 from your textbook. Select a Saudi Arabian company, identify the industry in which it competes, and identify its three main competitors. Complete an Industry Analysis by answering the following questions.

1. Analyze and predict industry profitability:
   1. Apply a detailed Porter’s Five Forces framework with a graphic representation (Figure 3.3) and written explanation for your selected company in relation to the Five Forces.
   2. Given the Five Forces analysis outcomes, predict the level of industry profitability expressed as high, intermediate, or low.
2. Implications for strategy:
   1. What strategies can the rival companies adopt to reduce competitive pressure and improve industry profitability?
   2. Which strategies do you recommend for your company to improve its competitiveness, position, and earnings?
3. Identifying Key Success Factors (KSFs)—What are the KSFs of your company?
   1. See Figure 3.6. Who are the customers and what do they want?
   2. See Figure 3.6. How does the company survive competition?
   3. Has your company’s KSFs changed over time?

Your well-written paper should meet the following requirements:

• Be 6 to 7 pages in length, which does not include the required title and reference pages, which are never a part of the content minimum requirements.
• Use Saudi Electronic University academic writing standards and APA style guidelines.
• Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles unless the assignment calls for more.
• It is strongly encouraged that you submit all assignments into the Turnitin Originality Check before submitting it to your instructor for grading. If you are unsure how to submit an assignment into the Originality Check tool, review the Turnitin Originality Check—Student Guide for step-by-step instructions.
• Review the grading rubric to see how you will be graded for this assignment.

Assignment title	Operations Management
Read the following Scenario, and prepare a Report with the guidelines provided.
Scenario:The learner is acting as an internal quality consultant for a chosen organization (preferably where the learner is currently working or any other chosen organization in mutual consultation with the instructor). The learner is required to look to explore supply chain strategies, operations management principles/ strategies and quality management systems within the organization against the organization’s long-term direction.
Assignment Task 1	Report on Chosen Organizational Scenario – [50 Marks]
The report should include the following: Introduction of the Chosen Organization is required. The student must then highlight the operations principles that they think are most important to the enterprise. These principles must be justified. The operations strategy of the firm must be discussed explaining its alignment with the current corporate strategy of the organization. A definition of the inputs, transformation process and output elements of the operations must be presented with a brief overview of the operations challenges the firm now faces.[8 Marks] A review of the operations strategy of the organization, exploring the current and long-term solution to address the challenges the firm is experiencing. The solutions must discuss   the internal and external influences that would have led to the need for such action.  Drawing from the experiences of other organizations here would add value to your answer.[12 Marks] Supply chain management, like other business functions, is a supporting arm of the operations strategy. Here the student must explore at least 3 SCM strategies which are likely to contribute to a successful and or more profitable enterprise. Each recommendation must be justified, considering the current position of the organization.  Again, we encourage students to draw from the examples of other firms, sharing their experiences in relation to the question.[12 Marks] Students must discuss quality management approaches, highlighting various ways, through examples, in which a quality mindset can add value to the operations at their chosen organization. Students are required to explore several quality managements tools (both offline and online) in the discussion, while exploring quality’s contribution towards a leaner enterprise.  Even though you are writing in the context of the organization, you are encouraged to draw from the examples of other firms, sharing their experiences in relation to the question. [10 Marks] Discuss how an AI (big data driven) platform can   further enhance the overall business operations. You must also discuss the business exposure and risks such initiatives could have on the operations strategy of your organization proposing workable solutions to address them. Even though you are writing in the context of the organization, you are encouraged to draw from the examples of other firms, sharing their experiences in relation to the question. [8 Marks]   The report shall not exceed 4,000 words and should include relevant examples and illustrations.
Assignment Task 2	Project Plan for a Business Scenario – [30 Marks]
Propose and design a Project Plan for the implementation of AI software to enhance the chosen organization’s proposals to help improve operations in Task 1. Discuss how the project plan will impact the overall strategic objectives of the organization. The project plan must be an active plan where the student is encouraged to make real life assumptions and not just engage the reader in theory.  The plan should define the following: Project objectives Organizations objectives Project scope Project assumptions Project roles and responsibilities Timeline with Gantt charts Risk management with populated templateStakeholder management with populated matrixProject fundingOther areas can be discussed   Assuming that below are the stages for your project plan re the implementation   of the new software, you must design a PERT diagram showing its Critical path. You must highlight the drawbacks of applying PERT in the project and recommend ways of mitigating them.   Activity Description Immediate predecessors Estimated duration A B C D E F G H I J K L M N   Stakeholder meeting Training of power users Installation of hardware Testing of hardware Certification and approvals Installation of software –P1 Installation of software – P2 Software testing Software configuration Cloud setup Change management exe. SOP changes Going live in stages Post mortem and problem solving – A B C C E D E,G C F,I J J H K,L 2 weeks 4 weeks 10 weeks 6 weeks 4 weeks 5 weeks 7 weeks 9 weeks 7 weeks 8 weeks 4 weeks 5 weeks 2 weeks 6 weeks   The report shall not exceed 2,000 words and should include relevant examples and illustrations.

● Chapters 2 & 3 in International Management: Culture, Strategy, and Behavior

● Chapter 3 PowerPoint slides in International Management: Culture, Strategy, and Behavior

● “Brief Integrative Case 1.2: TOMS Puts Its Right Foot Forward” (p. 102) in International Management: Culture, Strategy, and Behavior.

● Beumer, C., Figge, L., & Elliott, J. (2018). The sustainability of globalisation: Including the ‘social robustness criterion’. Journal of Cleaner Production, 179, 704-715.

● Christ, K., & Schaltegger, S. (2018). Multinational enterprise strategies for addressing sustainability: The need for consolidation. Journal of Business Ethics, 1-22.

● Richter, U., & Arndt, F. (2018). Cognitive processes in the CSR decision-making process: A sensemaking perspective. Journal of Business Ethics, 148(3), 587- 602.

This week’s discussion is about Corporate Social Responsibility (CSR), focusing on the brief case study TOMS Puts Its Right Foot Forward, (p. 102).

As a leader, Blake Mycoskie’s decision to make the “One for One” philosophy the central tenet for his organization brings Corporate Social Responsibility to the forefront of the company. 

Thinking about the goals of the case, if you were to start a company with the “One for One” philosophy, as a leader, what decisions would you make to combine commercial objectives with social goals to improve the impact of corporate social responsibility efforts? How might the two conflict? 

Embed course material concepts, principles, and theories, which require supporting citations along with two scholarly peer-reviewed references supporting your answer.

Be sure to support your statements with logic and argument, citing all sources referenced. Post your initial response early and check back often to continue the discussion. Be sure to respond to your peers’ posts as well.

Create a 12 page complete teaching plan, synthesizing previous work with an assessment plan for the course to create a cohesive whole.

Note: Assessments in this course build on each other and must be completed in sequential order.

Assessment is a key to teaching and learning. In this assessment, you will select meaningful ways to assess the teaching and learning in the course you have been designing, and will tie together each of the parts of your course design.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
  • Apply knowledge of methods of thinking, learning, and communicating to specific learning situations.
  • Consider barriers to learning when designing and developing educational programs.
  • Integrate cultural competence in nursing and healthcare educational offerings.
• Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
  • Apply appropriate theory to optimize the teaching experience and learner outcomes.
• Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
  • Incorporate evidence-based best practices to enhance learner motivation in a selected learning environment and format.
  • Integrate appropriate teaching strategies, techniques, and outcomes for nursing and healthcare education for use in specific situations and populations.
  • Design appropriate and meaningful assessments for a course.
• Competency 4: Integrate best practices for classroom management.
  • Integrate evidence-based best practices for classroom and learner management.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
  • Develop a teaching plan for a selected topic that demonstrates flow, cohesion, and application of best practices.
  • Support identified position with effective written communication using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.

Assessment Four Context

Teaching and Technology

Higher education is shifting from a teaching to a learning paradigm, and technology is an essential part of that paradigm shift (DeYoung, 2015). To support this paradigm shift, faculty must explore the use of media and technology in the learning environment. The National League for Nurses Board of Governors’ (2005) position statement, Transforming Nursing Education, recommends: “Nursing education programs must also be designed to involve students as active participants in the educational enterprise, be flexible to meet constantly changing demands and individual student learning needs, be accessible and responsive to diverse student populations, and be accountable to the public (p. 1).”

Learners today are heavily involved in the search for knowledge on the Internet. Use of wikis, blogs, online databases, and social media are all examples of utilization of technology in education. Since computer use by nurses is expanding rapidly, it is incumbent upon us as nursing faculty to utilize this increased use of technology as a method to teach learners in a “world” they are familiar with and enjoy using (DeYoung, 2015).

Assessment Practices

Assessing student learning is an important component when planning a course. Knowing whether a learning outcome was met is considered paramount to effective teaching. DeYoung (2015) defines assessment of learning as, “Formative feedback that is done to find out what and how well people are learning what we teach” (p. 244). Classroom Assessment Techniques (CATs) provide both the faculty and student feedback related to the teaching and learning process, and include strategies such as one-minute paper, muddiest point, directed paraphrasing, application cards, background knowledge probe, misconception/preconception check, and self-confidence surveys.

The National League for Nursing (2002) proposed recommendations for educators to shift from content-centered teaching to student-centered learning. It is important for you to understand that assessment and evaluation can provide useful feedback for individual student and course improvement.

There are numerous CATs available that assist faculty in evaluating student outcomes. Aligning the right assessment tool to student outcomes is an essential component in the course planning process. Frequent and ongoing classroom assessment enhances the teaching-learning process.

Evidence-Based Teaching

The 2002 position statement of the National League for Nursing (NLN) states that “the teaching of nursing must be evidence-based, with research informing what is taught, how learning is facilitated and evaluated, and how curricula/programs are designed” (p. 3). However, Kalb, O’Conner-Von, Brockway, Rierson, and Sendelbach, (2015) reported that faculty may not be familiar with evidence-based teaching practice although they were familiar with evidence-based nursing practice. Furthermore they were unaware of the necessity to utilize evidence-based research in their teaching or faculty responsibilities.

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Best Practices in Nursing Education

In order to prepare future nurses for evidence-based practice, it is paramount that faculty be taught and mentored into a research-based role for their teaching of the next generation of nurses.

Beyond your work in this course, it is important to keep up-to-date on the hallmarks and best practices of excellence in nursing education and to continue to embrace the rapid changes in healthcare as they shape the future of nursing education. As you finish your final assessment here, consider how your understanding of the teaching-learning process will prepare you as an educator to prepare future nurses and how you can implement evidence-based teaching into your role as a nursing educator and faculty member.

References

Kalb, K. A., O’Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives, 36(4), 212–219.

NLN Board of Governors. (2003). Innovation in nursing education: A call to reform. National League for Nursing. Retrieved from http://www.nln.org/docs/default-source/about/archived-position-statements/innovation-in-nursing-education-a-call-to-reform-pdf.pdf?sfvrsn=4

DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Upper Saddle River, NJ: Pearson Education.

National League for Nurses Board of Governors. (2005). Position statement: Transforming nursing education. Nursing Education Perspectives, 26(3). Retrieved from https://www.questia.com/library/journal/1G1-132963980/position-statement-transforming-nursing-education

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• What criteria would you use to evaluate computer-assisted instruction (CAI) tools?
• How can social media be used to facilitate the educational process? What are some of the potential limits or pitfalls of its use?
• If you are currently a nurse educator, do you routinely conduct course assessments? If so, is that assessment data used for classroom or course improvement?
• How will you as a nurse-educator stay up-to-date on important trends that impact your field?

Note: Assessments in this course build on each other and must be completed in sequential order.

For this assessment, you will build an assessment plan of your own that fits with your course plan. Your assessment plan should blend seamlessly into the course components that you have already designed. To that end, you will consolidate the work you have already completed in earlier assessments with the assessment plan here in order to create a clear, concise, focused teaching plan that meets the needs of the content, learner population, and environment.

Preparation

Take time to reflect on the following questions as you craft your assessment plan for your course, conducting additional research as necessary.

What types of assessment do you believe are most appropriate for your educational topic and intended audience?

• How will you evaluate whether or not learning outcomes were accomplished?
• Do the assessments you selected support cultural competence?
• How will the assessments demonstrate that learning has occurred?
• As you select the assessments that you will use, what is your rationale for the type of assessments you will use? Explain how these assessments support differences in learning styles (visual, auditory, kinesthetic)?

Also, before completing your final, complete course plan, be sure to make any necessary changes or improvements based on what you have learned over the course overall.

(Optional) Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

Instructions

Create a complete teaching plan for your course that fuses together all previous course components and includes the addition of a detailed assessment plan.

Your complete teaching plan should provide:

• An overview of the course topic, environment, and learner population.
• An explanation of the learner outcomes for the course as well as the learning theory or theories that are the foundation of the course.
• An incorporation of evidence-based best practices to enhance learner motivation in your selected learning environment and format.
• An integration of appropriate teaching strategies, techniques, and learner outcomes for nursing and healthcare education for use in specific situations and populations and of evidence-based best practices for classroom and learner management.
• A consideration of barriers to learning when designing and developing educational programs and an integration of cultural competence in nursing and healthcare educational offerings.
• A logical, well-designed assessment plan that addresses these points:
  • A selection of assessment types that are most appropriate for the content, environment, and learner population.
  • An explanation of how you will evaluate whether or not learning outcomes were accomplished in the course, and how assessments will demonstrate that learners have learned as intended.
  • An analysis of how your selected assessment types support cultural competence as well as fit for learners with varied learning styles.

Organize your plan as follows:

• Title page.
• Table of Contents.
• An overview of your course (topic, setting audience, and so on).
• Learning Theories and Diversity (Assessment 1).
• Teaching Strategies (Assessment 2).
• Management and Motivation (Assessment 3).
• Assessment Strategies (designed in this Assessment).
• Summary.
• References.
• Appendices.

Your completed plan should be clear and flow together well. It should show cohesion, understanding, and the application of best practices, and all writing should be professional and free of errors.

Additional Requirements

• Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
• Length: 12 pages, plus a title page and a references page.
• Use correct APA format, including running head, page numbers, and a title page.
• Use and cite at least 10 references, and at least five of them from peer-reviewed journals that are not required for this course.
• Writing should be free of grammar and spelling errors that distract from content.

Critically consider the relationship between child development and crime. What are the implications for crime prevention?

This has long been an interest in the relationship between child development and crime later in life. Developmental provision about mobilising individuals, families, schools and communities to prevent the development of problems later in life. Doing so is not without challenges. In this essay, first identify a set of themes regarding the relationship between development and later crime.  Draw on empirical evidence and think critically. Next, set out what this means for crime prevention practice.

Start with the key reading:

• Homel, R. and Thomsen, L. (2017) Tilley, N. and Sidebottom, A. (eds) The Handbook of Crime Prevention and Community Safety. London: Routledge. 

Have a look at

• McAra, L. and McVie, L. (2017) Developmental and life-course criminology: innovations, impacts, and applications, Lesley McAra and Susan McVie in  Liebling, A.  Maruna, S. and McAra, L. (eds) Oxford Handbook of Criminology. Oxford. Oxford University Press

Have a look at these papers:

• Sampson, R.J. and Laub, J. (2005) ‘A life-course view of the development of crime’. The Annals of the American Academy of Political and Social Science, 602: 12-45
• France, A. and Utting, D. (2005) ‘The paradigm of ‘risk and protection focused prevention’ and its impact on services for children and families’, Children and Society, 19, 77-90.

Here is a government briefing note

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/182548/DFE-RR111.pdf

And another (look at part 1)

https://www.gov.scot/publications/works-reduce-crime-summary-evidence/pages/4/

Study chapter 1 of the Underwood and Chiuni textbook carefully. Then write approximately 3 pages comparing chapter 1 with the loading according to the National Building Code of Canada (2015); omit earthquake and wind
loads. Then, study chapter 2 of the Underwood and Chiuni textbook carefully. Then write approximately 3 pages
comparing LRFD method as explained in chapter 2 with the limit state design according to the National Building
Code of Canada (2015). If available, use references like the CSA S16-09 Limit States Design of Steel Structures
or CSA A23.3-04 Design of Concrete Structures. Search and find a reference on working stress design of
structures and explain the differences in the concepts of the two approaches of working stress design and limit
states design.

You can use Internet resources; however the sites should be attached to an academic or wellknown research institution or organization. Write approximately one page about it. It is important to provide a
full citation for each source.
Textbook: Structural Design: A Practical Guide for Architects, 2nd Edition by James R. Underwood and Michele Chiuini.

Students will evaluate the construct validity for the article “Effectiveness of solution focused therapy for affective and relationship problems in a private practice context.”
For the purpose of evaluating construct validity, the first step is to identify all the variables being studied. How
do researchers define their variables? How do they measure these variables? For example, if researchers are
studying the effectiveness of cognitive therapy on depression, then they need to clearly specify cognitive therapy
(use a manual; identify the competence and adherence of therapists to the manual). They also need to define
depression. Do the researchers use their own measures for depression? If so, did they convince you they have
measured depression well?
The second step of evaluating construct validity is to describe how well the researchers measured their variables
of interest. You could use the ten threats to construct validity:

1. Inadequate preoperational explication – don’t clearly define all relevant variables
2. Mono-operation bias – Single measure is used for the independent and dependent – measure
3. Evaluation apprehension – Faking good
4. Experimenter expectancies – Investigators communicate their expectancies to participants which biases
   outcomes
   5.Confounding constructs and levels of constructs – A specific level of a construct is measured which effects the
   outcome of the study
5. Restricted generalizability across constructs – By narrowly defining constructs, one risks missing important
   relationships among the constructs
   7.Mono-method bias – Using the same method of measuring a construct –Self report measure
6. Hypothesis guessing in the experimental condition – Participants try to figure out what the investigation is
   about and either conform or rebel.
7. Interaction of different treatments – There is a potential confound when participants are exposed to multiple
   treatments –The outcome of the study could be a result from the last treatment in the sequence or a combination
   of the treatments
8. Interactions between testing and treatment – The pretest may educate and sensitize the participant to the
   post-test, therefore, improved performance may be the result of training on the pretest
   1/18/2021 Writers Hub – Freelance Writing
   https://www.writershub.org/writer/orders/694320#instructions 4/5
   The final aspect of evaluating construct validity is to detail your opinion as to the researchers’ methods. That is,
   do you think they did a good job based on step 2?
   Students should use steps 1-3 as headers for their papers, specifically listing each item under step 2. The paper
   should be in Times New Roman, 12 point font and adhere to APA 6th Ed. guidelines. No abstract is needed. The
   paper should be 2-4 pages in length.

• Project Scenario
  You are an online teacher at Future eAcademy who has recently been approached by the execuve director of your school with
  an assignment. She would like you to spearhead an iniave to improve student engagement through the use of interacve
  learning technology. Specifically, she would like to use your course as a model for effecve integraon of impacul learning
  objects and other tools. To that end, she has asked that you develop your next lesson (addressing two of your state standards
  to be delivered in a single, one-hour class session) as an exemplar for the iniave.
  Your online classroom consists of 25 students, including those with the following characteriscs:
  Student A has a vision disability and requires a screen reader.
  Student B has a hearing disability and requires caponed text.
  Students C and D are English language learners and need translaon services.
  Student D also has documented learning disabilies. His 504 plans include the following accommodaons: extended
  me for assessment, read aloud for assessment, and mulple assessment aempts.
  Student E is a gied student with advanced verbal and math skills for the grade.
• 
  Your school employs the learning management system Canvas to host your course content and manage your online classrooms.
  Addionally, your instuon spulates the following technology requirements for all students. You also have been allocated a
  classroom technology budget of $500, but you have already spent $250, leaving you with $250 (or $10/student) for any
  addional technology tools that you may choose to use in this lesson.
  For this next phase of online lesson development, you must plan the implementaon of your selected technology tools to meet
  your students’ needs in your online classroom. Then, you will create the associated student-facing content for building in the
  learning management system. Specifically, you need to develop an online lesson blueprint that builds upon your online lesson
  matrix from the first phase (i.e., Project 1).
• Directions
  You should personalize your online lesson blueprint so that your work applies to your current or ancipated teaching
  assignment. This includes customizing the grade level, subject maer, and specific U.S. state in which you are currently teaching
  or plan to teach online.
  To successfully complete this project, be sure to complete each of the following tasks:

1. Provide a lesson summary, including the grade level, subject area, standards, and lesson tle as well as alignment
   informaon for the content and Internaonal Society for Technology in Educaon (ISTE) standards related to each of
   the learning objecves for the lesson in the provided tables.
2. Define the various lesson elements in an appropriate sequence that demonstrates a scaffolded and pedagogicallysound progression. Be sure that the list of lesson elements is comprehensive, including any pre-assessments, content
   delivery, formave acvies, and assessments for measuring student mastery of the learning objecves.
   Specifically, your lesson must include differenated and equivalent assessment opons using at least two
   different methods. All assessment opons must reflect best pracces for validly and reliably measuring student
   progress toward learning objecves.
   For each lesson element, indicate the applicable feature that would be used to build the lesson element in the
   learning management system. Note: Refer to this Canvas webpage for a list detailing the system’s basic features.
   Note: All lesson materials must be included or linked within your submission for the SNHU assessor to review
   when grading your project. It is recommended that you use exclusively open-educaonal resources (OERs),
   SNHU Shapiro Library resources, or original creaons to deliver your lesson content, so that all lesson materials
   are fully accessible to the project assessor. If your lesson requires the use of copyrighted material that cannot
   legally be shared (e.g., textbook chapter readings), you need to include a detailed summary of that content, so
   that its alignment and relevance can be assessed.
3. Develop the student-facing content that makes up each lesson element. This should include the following:
   Content to be displayed using the rich content editor of the LMS feature – This would include plain text (e.g.,
   “The purpose of this acvity is to…”) and hyperlinked text (e.g., web-hosted arcles, videos, etc.) as well as
   images. This content should be entered into the blueprint table; it is recommended that you hyperlink applicable
   text to conserve space, instead of copying enre URLs into the table.
   Associated files that would not be rendered using the rich content editor of the LMS feature – Examples of
   associated files include quiz queson banks, downloadable templates/worksheets, detailed instrucons
   documents, rubrics, etc. See the instrucons within the template for subming and making references to
   materials that do not fit into the blueprint table.
   Note that you must include student-facing content/documentaon supporng student use of your selected
   technology tools for this lesson. You should assume that this is the first me your students may be using the
   tools, and plan accordingly to ensure that the use of the tool is successful.
4. Jusfy the purpose and alignment of each lesson element using the learning objecves of the lesson, or provide
   alternave reasoning for inclusion, as needed.
5. Provide facilitaon notes that explain how you would differenate the instrucon and/or assessment for each lesson
   element. The notes should:
   Directly address the diverse needs of your students’ learning profiles, as described in the scenario.
   Include consideraon of er 2 and er 3 intervenons, as appropriate.
6. Your final blueprint and all associated files should yield an online lesson that would meet applicable CVC-OEI Online
   Course Design standards were it to be built in the LMS.