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“The Development of Marketing and the Marketing Process”

Required Readings
Read: Ch. 1 and 2 | Kotler, P., & Keller, K. (2011). Marketing Management (14/e Edition) Upper Saddle River, NJ: Prentice-Hall.

Content Folder
Presentations for Unit 1
This folder contains: The unit one lectures.

1. Unit 1 PPT Lecture 1- This is the very first lecture of a series of lectures that you will see and hear throughout the duration of the course. In

this unit you will be introduced to the concept of Marketing. https://herzing.blackboard.com/bbcswebdav/pid-10588080-dt-content-rid-

23824667_1/courses/66-2173-A-BU615-7/MBA%20615%20Unit%201%20Lecture%201%281%29.mp4

2. Unit 1 PPT Lecture 2- In this presentation we learn about the history of marketing. We will see that due to the evolution of marketing that the

marketing concept a long way over the last hundred or so years. We will begin by briefly mentioning the pre-marketing trade era and then proceed from

there. https://herzing.blackboard.com/bbcswebdav/pid-10588083-dt-content-rid-23824669_1/courses/66-2173-A-BU615-7/MBA%20615%20Unit%201%20Lecture%202.mp4

3. Unit 1 PPT Lecture 3- In this presentation we learn the difference between for profit and not for profit

4. Unit 1 Video Lecture 4 – This video presentation introduces the concept of marketing. Moreover, it provides a definition of marketing and also

discusses the marketing process in clear and comprehensive terms.http://www.youtube.com/watch?v=jUoDjnkv5fM

5. Unit 1 Video Lecture 5 – In this video presentation, Brian Tracy discusses the four principles of marketing strategy. He provides clarity on the

concept of marketing as well as dispels some of the misconceptions that are common regarding marketing and the marketing

process.http://www.youtube.com/watch?v=hZLMv5aexto
Item
Unit 4 Project Description
Objective: BU 615 Marketing Midterm Project: See review details and begin to prepare.

Purpose: For the assignment, you are to write an academic paper entitled: “The Development of Marketing and the Marketing Process.” You are to provide

an overview of the concept of marketing from the early stages to current marketing initiatives, strategies, processes, and trends. You are to fully

support the paper with extensive research and text material.
Description: This is an academic assignment and authoritative sources are required and should be retrieved through the University’s research library.

Web sources such as e-how, Wikipedia, or personal blogs are not acceptable. You are expected to discuss the concepts of marketing in a way that

demonstrates graduate-level critical thinking skill, extensive analysis, and evaluation of current research.

 

 

 

You are a state supreme court judge. Before you is the case of Gary L. Sampson, age 41, a man addicted to alcohol and cocaine, was a deadbeat

dad, a two-bit thief, and a bank robber with a long history of violence. On August 1, 2001 he turned himself in to the Vermont State Police

after fleeing from pursuit for a string of three murders he committed in Massachusetts and New Hampshire.

Those who knew Sampson speculated that his murders were a desperate finale to a troubled life. During his early life in New England, he once

bound, gagged, and beat three elderly women in a candy store; hijacked cars at knife point; and had been medically diagnosed as schizophrenic.

In 1977, he married a 17-year-old girl he had impregnated; two months later he was arrested and charged with rape for having ” unnatural

intercourse with a child under 16.” Although he was acquitted of that charge, his wife noticed that Sampson had developed a hair-trigger temper

and had become increasingly violent; their marriage soon ended. As the years passed, Sampson had at least four failed marriages, was an absentee

father of two children, and became an alcoholic and a drug user. He spent nearly half of his adult life behind bars.

Jumping bail after being arrested for theft from an antique store, he headed south to North Carolina and took on a new identity: Gary Johnson, a

construction worker. He took up with Ricki Carter, a transvestite, but their relationship was anything but stable. Sampson once put a gun to

Carter’s head, broke his ribs, and threatened to kill his family. After his breakup with Carter, Sampson moved in with a new girlfriend, Karen

Anderson, and began pulling bank jobs. When the police closed in, Sampson fled north. Needing transportation, he pulled three carjacking’s and

killed the drivers, one a 19-year-old college freshmen who had stopped to give Sampson a hand. In December 2003, Sampson received a sentence of

death from a jury that was not swayed by his claim that he was mentally unfit.

Write an opinion on whether Sampson should receive the death penalty or a sentence of life in prison. Do you believe that Sampson’s crimes were

a product of his impaired development, and if so, should his life be spared?

 

Project and Operations Management

Research an organization that offers a productor a service. You may also exemplify the organization that you work for. Explain the difference between a

project and a process within the chosen organization. Elaborate on efficiency and effectiveness in the operations strategy for both projects and

processes and the expected outcome for the organization.

Personal Work Group Evaluation – Instructions

Overview:

Write an investigative paper that applies group-related communication theories to a selected group.

There are many ways to improve interpersonal effectiveness, and the benefits of doing so are profound. Many studies point to interpersonal

effectiveness as the leading predictor of future success. Derailment studies (Lombardo & McCauley, 1988) found lack of interpersonal communication

skills to be a key factor in the likelihood of a manager to derail, or be removed from his or her job.

• Competency: Analyze the interrelationships of communication within organizational systems.
o Describe the characteristics of a group.
o Analyze the roles of group members.
o Describe the group stages experienced.
o Analyze group norms.
o Describe positive and negative participation behaviors.
o Describe group’s use of technology for communication.
Competency: Communicate effectively.
o Consistently apply appropriate APA style and formatting.

Context:

The Importance of Good Listening Skills

Many misunderstandings occur in organizational communication. One of the reasons for this apparent problem may rest on listening skills.

Are you a good listener? Can you identify a few personal listening skills that you could improve upon? Please reflect for a moment on the following:
• Is the effort you put into listening different depending upon who is doing the communicating and the context?
• Do you listen differently to a police officer than to a salesperson?
• Why do these differences exist?

When we take a moment to think about this, we begin to realize that many of the previously discussed themes regarding shared realities, noise, and

channel are important influences. However, focus for a moment on the effect rather than these communication process components.

When communication takes place, the sender usually intends an effect. This effect is to be achieved through the receiver acting upon the message in

a specific manner. Here is an example:
• There is a car accident on the road and a police officer is stopping traffic.
• The intent of the police officer is to protect those involved with the accident.
• This effect is achieved by communicating “stop” to the other drivers.

If we follow this logic, we see that it is primarily in the sender’s interest to ensure that the receiver is receiving the correct message so that

the desired effect is generated. Good listeners often are found in contexts where the receivers make a specific effort to communicate as effectively

as possible in order to achieve the effect. Additionally, good listeners are genuinely interested in helping receivers achieve their effect; this

relates to the concept of shared realities.

Groups in Organizations

A trend in today’s organizations is a movement toward team-based structures. Organizations form groups to fulfill diverse organizational needs based

on the assumption that the efforts of a group exceed those of individuals for completing certain tasks.

Group Types

There are many types of organizational groups or teams. Some of the most common types of groups include:
• Primary work groups, to which we are assigned to complete our typical job duties.
• Quality teams that identify ways to enhance quality or solve problems associated with products or processes.
• Task force teams that look into specific, limited projects.
• Steering committees that provide guidance and oversight to plans or programs.
• Focus groups that provide perceptions and inputs, often in a non-structured format, to be used to plan and implement projects.
• Geographically diverse groups that are groups linked across distances using technology.

The most important resource in any group is its members. Groups and group members have both social and task concerns. That is, as a group moves

forward on tasks and assignments, there is an interpersonal dynamic present that should be recognized and used to its fullest positive potential.

Group Development

Researchers suggest that groups go through stages of development. These stages are:
• Forming.
• Norming.
• Storming.
• Performing.
• Adjourning.

Individuals’ Roles in Groups

Individuals play roles in groups. There are three types of roles:
• Group task roles promote accomplishment of assigned objectives.
• Group maintenance roles promote and enhance team relations.
• Self-centered roles focus on personal goals and may or may not be compatible with the group goals.

As groups become an increasingly common tool for accomplishing work, it is important to have the key skills required to be a successful group

member.

Oftentimes, opportunities arise to design organizational teams from scratch. Individuals with this task usually have solid skills in organizational

communication, extensive experience within the specific context, and a sound knowledge of the way potential members of the sub-unit perform. Even

with all of this knowledge, performance is not guaranteed. Why might this be? Are there points being overlooked? Are there concepts that need to be

understood about fundamental human behavior, emotions, and interpersonal relationship patterns?

Required Resources (See Separate Attachments)

Instructions:

Complete the following:
• Choose a group in which you are currently involved or have been involved in the past. A group or team associated with a current employer

often works the best, but you may also use group experiences from previous employers or community activities. If possible, choose a group that may

be experiencing communication difficulties.
• Prepare an investigative paper that applies group-related communication theories to your selected group. Include the following in your

paper:
o Describe the characteristics of the group using all of the criteria below:
 Describe whether the team is ongoing (permanent) or ad hoc (temporary).
 Is the group a short-term group that will only exist for 1–12 months or is the group a long-standing group that has or will exist for more

than one year?
 Is the group formal or informal? For example, is the group an official (that is, formal) department or committee at a company or is the

group an informal collection of people such as a book club.
 Is the group self-managing or does the group have a clear consistent leader?
 Is the group best described as a primary work team or a project team? A primary work team generally takes on a variety of tasks (for

example, a Human Resources Department or a Maintenance Department). Project teams typically engage in a narrow set of activities such as organizing

a specific event or a taking on a single project.
o Using the 2007 Benne and Sheats article, “Functional Roles of Group Members,” (Separate Attachment)analyze the formal roles and

communication roles of group members:
 Group members’ task roles.
 Group members’ maintenance roles.
 Group members’ individual roles.
o Using Bruce Tuckman’s (1965) team stages model or Backlund’s 2001 article, “Team Effectiveness,” (Separate Attachment)describe the group

stages experienced by the group.
o Analyze the group norms. Norms are the formal and informal rules groups develop. Many norms are never written down and many are not

discussed openly but are still learned by group members.
o Describe positive and negative participation behaviors.
o Describe the group’s use of technology for communication, such as e-mail, texting, or the Internet.

Additional Requirements
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to APA (6th ed.) style and formatting. Include a properly formatted title

page and references page.
Font and font size: Times New Roman, 12 point.

Cultural and Ethnic Studies

Reading: “Worldview: Cultural Explanations of Life and Death”

(pp 120-171 in Communication between cultures)

1.What do you believe happens to people after they die? Where does your belief come from, and how might it be different if you had been born somewhere else?
2.The book says that perception is constant (chapter 6). What do you think it would take for someone to change your belief about what happens after death? Would it be easy for someone to change that belief, or impossible?
3.The book divides worldview into three sections: religion, secular humanism, and spirituality. What are the differences between those three worldviews? And do you agree with the differences?
4.How are religious views linked to a culture’s lifestyle?
5.What common set of ethics can you identify rom the six religious traditions discussed in the chapter?
6.How are economics and politics influenced by religion?
7.How do religions try to help their members find a peaceful existence.

 

This paper is in connection with classification and division essay writing. This particular paper (essay) is in the prewritting phase so it will need

to be in the form of a graphic organizer. To include, a title, introduction thesis statement, 3 body paragraphs, a conclusion, final statement

restating the thesis statement. If information is used other than your own knowledge, MLA format citation is necessary. Please note- This is a

prewritting essay assignment.

 

Community Based Corrections

Substantive Post:
A substantive discussion posting consists of the following characteristics:
Reflection about meaning: Describe thoughtfully what something means or new insights it provides, or raise a question as a seed for clarification or further discussion.
Analysis: Discuss relevant themes, concepts, main ideas, components, or relationships among ideas, or, identify hidden assumptions or fallacies in reasoning.
Elaboration: Build on ideas of others or ideas found in the readings by adding details, examples, a different viewpoint,. or other relevant information.
Application: Provide examples of how principles or concepts can be applied to actual situations, or discuss the implications of theory for practice.
Synthesis: Integrate multiple views to provide a summary, a new perspective, or a creative refashioning of ideas. Evaluation: Assess the accuracy, reasonableness, or quality of ideas.

The primary answer should have at least 2 scholarly sources, one can be the textbook, no Wikipedia.
A good discussion is at least 100 words in the main answer.

 

Throughout all sections of this assignment, it is important to use (a) the readings from class; (b) the larger literature base from the field of social, emotional, and positive behavior supports; and (c) the needs of your school system (including staff) to guide your decisions. You must substantively draw from (and cite) at least three course readings in your Part III write up. APA rules apply to the citations and references, but they do not apply to the written portions of this paper. Throughout all sections, identify the content (the “what”), the process (the “how”), and the rationale (the “why”) to the best of your ability. You may speculate or predict as necessary for your selected setting and the current phase of implementation of PBIS (e.g., readiness, initial implementation, or ongoing implementation and sustainability). You are encouraged to think creatively and include figures, charts, tables, and appendixes to support your ideas and offer examples. There is no specific structure required for your PBIS plan. Similarly, there is no required length for this assignment. Clear and concise information is preferred, but not at the expense of a comprehensive explanation.

Teaching Expectations (5 points)

First, identify the schoolwide social-behavioral expectations and aligned classroom expectations that you established in completion of Part I of your PBIS plan. Next, draw from evidence-based practices to describe how and when you plan to teach your classroom social-behavioral expectations to your students—including plans to embed them into the curriculum (as possible and appropriate). It is important you provide as much detail and as many concrete examples as possible. Upon reading your plan, the reader should be able to replicate it. Also remember to cite your source(s). Attach a lesson plan using the template provided. In completing this lesson plan, please select a meaningful, operationally defined skill that can be taught and acquired in one lesson.

Encouraging Expectations (5 points)

In this section, describe how you plan to encourage or reinforce the expectations identified in the section above. This typically includes a system of rewards, but rewards are not strictly required. However, it is required that you include examples of effective verbal acknowledgement/praise for students meeting your classroom expectations. Specifically, include at least one example of effective praise per classroom expectation. In selecting your methods, remember to choose only those that are evidence-based, consistent with your personality, and feasible for practical application in a typical, busy classroom. Also remember to cite your source(s). It is important you provide as much detail and as many concrete examples as possible.

Classroom Behavior Expectation Lesson Plan
https://myessaydoc.com/2018/02/05/classroom-positive-behavior-support-plan-iii/

Step 1: Identify the behavior expectation & describe it in observable, measurable terms. Please link this classroom expectation to one of the schoolwide expectations.

Step 2: List a rationale for teaching the behavior: Why is it important to you? Why is it important to your students? How will you explain this rationale to your students?

Step 3: Identify at least 3 examples and 3 non-examples of the desired behavior. Include those murky, ambiguous behaviors, i.e., those behaviors that may be considered “grey areas” or behaviors that are less definitively “appropriate” or “inappropriate.”

Examples

Non-examples

Step 4: Describe the Following Practice/Role Play/Rehearsal Activities

Model expected behavior & lead students through the behavior:

Provide structured practice for the behavior:

Check for comprehension or test to ensure students fully understand the behavior:

Step 5: How will you provide opportunities for practice to promote skill maintenance and promote generalization of skill in other settings? Please remember to include your plan to involve parents/guardians/families.

 

write APA format. ( include cover page) Give an overall summary of the first two years after birth. Pls. view these years from the three domains we

discussed in class, Pls. highlight theories especially Piaget, Freud and Erikson, as they relate to this particular age. Be sure to include various

aspects of language development as it corresponds to the first two years.

 

 

Sociology

What are your thoughts on the topics presented in the article “effective teachers” and “ Downey 2008”?

With what you now know about immigration to the US, what kinds of policy would you suggest? If you were to participate in putting together the immigration reform, how would you envision it? Please read Hernandez.

What do you think about the numbers and trends you have learned about from the “great school revolution”? Is it surprising? Satisfying? Where are the problems? Do we strive to be #1? Is it important? Why or why not? Please also refer to school exam systems in China, South Korea, Finland etc.