From the Marketing Case BWT each student may consider the case from a global perspective or from their own country’s perspective.

BCO211 STRATEGIC MARKETING – FALL, 2020 MID TERM ASSESSMENT Task brief & rubrics
Task
From the Marketing Case BWT each student may consider the case from a global perspective or from their own country’s perspective.
Use official cover provided on Moodle, table of contents and introduction. Each question should be clearly identified as a headline and answered as a separate
section of the paper.
Questions:
• Describe the segment your brand/ product is targeting (demographic, psychographic, geographic and behavioral).
• Analyze the value proposition your brand is offering and how they are creating value.
• Related to their main competitors, is your brand a leader, challenger or follower? Justify your answer with quantitative data and analyze the strategy
they follow.
Formalities:
• Wordcount: 2,000-2,500
• Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
• Font: Arial 12,5 pts.
• Text alignment: Justified.
• The in-text References and the Bibliography have to be in Harvard’s citation style.
• Upload PDF to avoid Turnitin rejection.
Submission: Week 7 – Via Moodle (Turnitin). Due date:22nd November , 11:59 pm (CET)
Weight: This task is a 40% of your total grade for this subject.
It assesses the following learning outcomes:
• Demonstrate understanding of the principles of Marketing and their applicability.
• Understand the processes of interaction between key stakeholders in the domain of Marketing.
• Identify and analyze the major forces in the marketing that impact business operations.
• Describe segmentation, targeting and brand positioning processes.

Imagine you are on a steering committee for your district to research and adopt a character program.

This is a list (not exhaustive) of common character education programs adopted by schools or districts for their curriculum:

  • Second Step
  • Steps to Respect
  • Highly Effective Teaching Susan Kovalik – Lifeskills
  • Heartwood Program
  • Character Counts!
  • Center for the 4th and 5th Rs
  • Wise Skills
  • I CAN Character Curriculum
  • STAR (Success through Accepting Responsibility – K-6)
  • How to be Successful (7-9)
  • Values in Action
  • Positive Action
  • The 4 Rs Program (Reading, Writing, Respect, and Resolution)
  • Character First Education

For this post, do the following:

  1. Conduct and Internet search focused on 3-4 of these programs. Choose one that you could imagine adopting at your school to conduct more in-depth research on for developing a review. (You are not expected to purchase any character education program, but to base your review on what is publicly available on the web and/or available to you through your district/school.)
    • You may elect to review one not included in the list above, however, present the program to your instructor prior to beginning the work.
    • If your school uses a character education program, you may review it to learn more about the nuances and other ideas about it that may exist.
  2. Imagine you are on a steering committee for your district to research and adopt a character program. Compile a PowerPoint or Prezi presentation that will summarize the program of your choice to the committee and teachers for an informative decision.
    • If you have chosen a program your school already uses, you will still follow these steps. Please addresses the following:
      • Target age and demographics
      • Approach of the program—classroom-based for individual teachers, school wide, flexible, etc.
      • Focus of the curriculum/content as well as the intended outcomes
      • If there are research-based reviews about your chosen program, also examine that for another lens on the efficacy of the model.
      • If research is lacking, anecdotal evidence from those that use the program can be used.
      • Include your perceptions of the pros and cons of the approach and program according to teaching character education
      • Include your overall evaluative opinion of why or why not the program will support your school’s character education goal.
  3. Post your PowerPoint PDF or a link to your Prezi on the discussion board, being sure to put the program name in the title of your post.

Note: Saving your PowerPoint presentation as a PDF before uploading to Blackboard reduces the file size and ensures everyone can access your presentation.

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

Peer Responses (Due Saturday)

Read your classmates’ posts. Find at least two who have reviewed something different from what you chose (if possible). Compare and contrast your program with theirs. What do they have in common? How do they vary? What does this distinction offer to teachers and students? Would the program be a good fit for your school culture? Why or why not?

Find one who reviewed the same program you chose (if possible). What information was different form yours? Compare your opinions to discuss the similarities and differences of each of your evaluations of the program.

Support your statements with evidence from the required studies, other research, and experiences. You are required to respond to comments or questions about your posts.

How can training be designed to motivate learning and accommodate trainee differences? Consider learning styles, adult learning theories, and motivation.

Topic #1 – Designing Training to Motivate Learning

How can training be designed to motivate learning and accommodate trainee differences? Consider learning styles, adult learning theories, and motivation. Use at least two resources from the class.

Topic #2 – Your Motivation to Participate in Training

What is your motivation for participating in training and applying training to your job and future development? As you develop your answer, consider need-based theories, process-based theories, and intrinsic vs. extrinsic

* According to the sources you have consulted, do these physical/natural characteristics have played any role in the historical background for this devolutionary process? How?

In terms of its physical landscape, where is the region that is experiencing a devolutionary process located and what type of climate is prevalent? (use Figure 2.5 and 2.4 of the textbook).

* According to the sources you have consulted, do these physical/natural characteristics have played any role in the historical background for this devolutionary process? How?

* How do the people that inhabit the region you are studying speak about their relationship to the land and the environment? Do they express any ideas on biodiversity conservation?

* Do they say anything about their homeland? If the region you are studying has a website (official or not), what role do maps play on their web site/s?

* Is this region located close to or far from the center of power of the country (the national capital city)?

* Does this condition have any impact on the reasons why they would like to gain at-least more autonomy to make their own decisions?

* According to the source/s you have consulted, what are the main reason/s why this population would like to break-up from the country in which they live in?

Do this/these source/s mention any explanation/s based on cultural or ethnic characteristics? For example, speaking a different language? Which one? Professing a different religion? Which one? Economic disparities

Using the advice/guidelines for writing instructions explained in this week’s resources, evaluate the two sets of instructions and determine which set has been written poorly and which has been written effectively.

Assignment: Evaluating Sample Instructions

Read the two sets of sample instructions posted with the week’s resources: Using a Digital Voice Recorder and Preparing a Cello.

Using the advice/guidelines for writing instructions explained in this week’s resources, evaluate the two sets of instructions and determine which set has been written poorly and which has been written effectively.

This discussion should provide the following information:

  • Identify the set of instructions that you feel are poorly written.
  • List three problems with these instructions that do not follow the advice from our readings.
  • Identify the set of instructions that you feel are effectively written.
  • List three characteristics of these instructions that follow the advice from our readings.

 

Critically Assess The Hierarchical Structure Of The Court And Tribunal System In England And Wales. To What Extent Are Appeals Accommodated Within This System?

The objective of this written assignment is for you to provide a comprehensive description of the hierarchy of the English court and tribunal system. You will need to show that you have an understanding of what courts and tribunals have jurisdiction over the different types of civil and criminal disputes. You will also need to show an understanding of the appeals process within the court and tribunal system.

What is Direct Lobbying? Where does it take place? Can lobbyists work in the offices of congress? What is grassroots lobbying? Where does it take place? What are the techniques used in grassroots lobbying?

Read this lecture on interest groups using the text  and  video links.                                                                                                                   INTEREST GROUPS AND THE CHALLENGE OF DEMOCRACY

Publicity about the illegal lobbying efforts by Jack Abramoff has tarnished the role of interest groups in U.S. politics. Although lobbying efforts will come under more intense scrutiny for the short run, once the scandal calms down, it will be back to “business as usual.”

The founders anticipated that factions or interest groups would play an important part in politics. James Madison’s writings show that they believed factions would thrive in an atmosphere of freedom: “Liberty is to faction what air is to fire.” The only way to eliminate factions or interest-group politics was to curtail freedom. The founders were certainly not prepared to abandon the very value for which they had fought the Revolutionary War. So they proposed using factions to combat factions, with the government serving as the mediator.

More recently, pluralist political scientists have resurrected these Madisonian hopes. They have made it clear that American politics is not majoritarian but has interest groups at its center. They also expect interests to counterbalance one another and for the system to provide open access. However, as this chapter indicates, some interests, notably those of business, are much better represented than others. Opportunities for access may often depend on money. The fact that there are no “poor PACs” and no “food stamp PACs” suggests that the interests of the poor may not be adequately represented. Insofar as political equality means “one person, one vote,” Americans are pretty much equal, but if political equality means more than that, then it follows that where contemporary interest group politics are concerned, social inequality leads to political inequality.

So why not limit the activities of interest groups to promote open access and make pluralism function as Madison expected it would? The answer is that limiting interest groups also means limiting the right of the people to petition their government — a fundamental freedom guaranteed under the Constitution.

Chapter 10: Interest Groups 93

Interest Groups and the American Political Tradition

Interest groups, or lobbies—organized bodies of individuals who share some political goals and try to influence policy decisions—have always been a part of American politics. The Constitution itself was designed to preserve freedom by relying on what we now call pluralist politics, or, in Madisonian terms, the use of factions to counteract other factions. But giving people the freedom to organize does not necessarily promote political equality. Thus, the value people place on equality may determine whether they believe that interest groups are bad or good. Interest groups perform a variety of important functions in the American system: they represent their members to the government; they provide channels for citizen participation; they educate their members, government officials, and the public at large; they build the public agenda by putting issues before the government; and they monitor programs important to their members.

How Interest Groups Form

Modern pluralists believe that interest groups further democracy. They believe interest groups form naturally by a process similar to the “invisible hand” in economics. When unorganized people are adversely affected by change, they organize themselves into groups to protect their interests. Yet empirical evidence suggests that this doesn’t always happen—more than a simple disturbance is required. Strong leadership—provided by interest-group entrepreneurs—may be critically important; in addition, social class is also a factor in interest-group formation. Although the poor and less educated do form groups to advance their interests, middle- and upper-class individuals are much more likely to see the value of interest groups and to organize.

Interest Group Resources

An interest group’s strength and effectiveness usually depends on its resources. These resources include members, lobbyists, and money. Interest groups work hard to build their memberships and to combat the “free rider” problem. They also keep their members well informed of group activities. Lobbyists, preferably Washington insiders with previous government experience, present the group’s views to legislators and officials of the executive branch. Currently, an important resource used by interest groups is the political action committee (PAC). This type of organization enables a group to more easily make political campaign contributions in the hope of obtaining better access to officials. PACs may make influence a function of money (thereby reducing political equality), but limiting PACs would amount to a restriction on freedom of expression. Furthermore, PACs also allow small givers to pool their resources to obtain more clout.

Lobbying Tactics

Interest groups may seek help from the legislature, the courts, or the administration. Lobbyists carry out their task in several ways. They may use direct lobbying aimed at policymakers themselves—through legal advocacy, personal presentations, or committee testimony. Alternatively, they may rely on grassroots lobbying by enlisting group members to pressure elected officials through letters or political protests. Lobbyists may also use information campaigns, bringing their views to the attention of the general public through public relations methods. These campaigns may involve publicizing the voting records of legislators or sponsoring research. Lobbyists may exploit a variety of technical innovations, especially the Internet, to organize and communicate with potential supporters. Finally, lobbyists may lobby for each other through coalition building.

Is the System Biased?

Are the decisions made in a pluralist system fair? Perhaps, if all significant interests are represented by lobbying groups and the government listens to the views of all major interests as it makes policy. Yet research shows that interest groups have a membership bias. Some parts of society are better organized than others—namely, the well-educated, the wealthy, and professionals.

In addition to groups motivated by the self-interest of their members, there are also citizen groups or public interest groups motivated for reasons other than economic self-interest; these groups seek to achieve a common good that benefits all citizens. Although only a few of these liberal self-interest groups formed during the early twentieth century, more recently we have seen a distinct rise in their numbers. Organizations pursuing environmental protection, consumer protection, good government, family values, and equality for various groups are all increasing in number and they receive significant coverage in the national press on their issues. Nevertheless, business groups enjoy a substantial advantage in Washington, D.C., especially on broad issues that unite a number of different industries.

Although the First Amendment guarantees the right to organize, interest groups may confer unacceptable advantages on some segments of the community. Thus, some efforts have been made to limit their impact, through federal regulation of lobbying, disclosure laws, gift bans,

Essential Facts for the tests

The definition to learn about interest groups=they are political organizations the come from society that promote a special interest which they further through engaging in politics.

Learn their functions in government and in society= 1. provide a vehicle for participation 2. provide representation in politics, 3. educate congress and the executive department 4. monitor existing programs.

  1. Some basic facts and rights need to be reviewed. The Pluralists state that the main vehicle for getting policy changes is to organize, spend money to finance groups and politicians , develop membership loyalty, retain lobbyists to petition congress and the agencies of government. They insist that this is way to influence congress and the agencies of the national government. Remember, the right to protest and associate with others to get things done is a fundamental right.
  2. We have a diverse society filled with all kinds of people, values, political ideologies, and groups and special interests. We have over 20,000 interest groups and over 13,000 registered lobbyists. some are wealthy and conservative others are liberal. Every sector of our economy has interest groups, including teachers, skilled laborers, professional workers, governments, trade groups, think tanks, manufacturers, consumers, and corporate lobbyists. We can’t outlaw these groups as long as they legally participate. In the last lecture we stated that these groups can give legal contributions.
  3. There are many ways to influence politicians. Some have their own ideologies and values, some are influenced by their constituencies, some are influenced by their party and yes some are influenced by contributions. This is a complex area to study because of the rights we have and because of the competitive nature of these interest groups battling for attention.
  4. There are many negative impacts , look at the Center for Responsive politics website to examine the power and influence of interest groups.Center for Responsive Politics

The negative impacts are the revolving door policy, the close relationship between congress and lobbyists, the increased costs of campaigning, and the increased dependence on PAC money. Let’s examine these factors. First, the revolving door policy means that members of congress when they leave office become lobbyists. They are the perfect candidates for this position because of their former connections in congress. They were on key committees , they met with lobbyists, and developed close friendships in their tenure in congress and in their relationships with regulatory agencies. Second, lobbyists have a close connection with congress. They work on congressional staffs, testify at hearings, and are in offices on a regular basis. This practice is not allowed in many countries. Third, congress persons are constantly fund raising almost 50% of the time. They need fund raisers who will help them set up fund raising events. Lobbyists for these reasons are interconnected with congress and make congress dependent on their legislative agenda. This is the main complaint that congress doesn’t work on Majoritarian concerns because lobbyists sets the agenda. This is the pluralistic side of politics.

  1. Interest Group Types-To simplify things we can divide interest groups into two major categories, economic and public interest groups. Economic interest groups are concerned about trade and manufacturing laws, labor issues, trade groups and professional groups to name a few .The membership of these groups are very dedicated members and stay in these groups for long periods of time. For instance, dentists join the American Dental Association and remain as loyal members. The association will work for them in congress to pass laws that directly benefit them. Their benefits are considered tangible, they see the benefits. Public Interest groups like environmental groups, poverty groups, the Children’s’ Defense Fund, and other groups that work for the general betterment of society, benefit others or the entire society. The perceived benefits to its members are intangible or not noticeable. There are many competing groups in this category so that members don’t stay in these groups very long. Also these members have a bevy of groups to choose from. An example of this would be a member of the Sierra Club who wants to preserve the environment. This altruistic goal is good but many members cancel their membership and join competing organizations. So public interest groups have a variable membership rate and a problem with free riders. Many members don’t see the accomplishments of these groups because they are not evident to members. The economic groups have more resources and a dedicated membership.
  2. What do lobbyists do? Lobbyists as mentioned have experience, connections in government, and expertise, They assist congress in writing bills, testifying before congress as experts, testify about regulations in regulatory hearings, fund raise, and advise clients about how to get benefits from government. This is known as Direct Lobbying when they design bills and attempt to encourage congress to pass favorable legislation. They also work with the public in congressional districts to persuade voters to pressure their congress person to vote for certain bills. This practice is known as grassroots lobbying which is conducting public information campaigns in key districts. They can advertise on behalf of a client, conduct a protest, organize a media event, produce a study to put the spotlight on a policy area.
  3. The main problem with lobbyists is that they can set the legislative agenda. Therefore congress becomes dependent on what they want and sometimes place less attention on matters that pertain to the public in general. They are not corrupt but they do ignore problems because of their focus on what the campaign contributors want.

view at least one of these you tube videos, they are very good in explaining what interest groups do.

Interest Groups

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read the chapter, review the lecture and links to answer these questions

  1. Why are interest groups legal?
  2. What model of government fully supports interest groups? Why do they support this model?
  3. Do interest groups represent many diverse interests in society? Explain your answer?
  4. Why do professional workers like teachers become dedicated members of interest groups?
  5. Why do politicians want to become lobbyists? See the center of responsive government link.
  6. What does it mean when we say that congress develops a dependency on Lobbyists? Why does this happen?
  7. Watch one of the U-tube videos on interest groups and summarize the video on interest groups.
  8. What are interest group types? Why do economic interest groups have a steady membership?
  9. As a majoritarian can you be a pluralist at the same time?

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discussion

Corporate lobbyists have lots of influence in politics. Madison stated that factions can be controlled through federalism and because elected officials come from many different constituencies in a very large and diverse country. Do you think that corporate lobbyists have too much influence in our political system? You need to state specific reasons to support your opinion.

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  1. What is the textbook definition of an interest group and what model does it represent?
  2. What does a citizens interest group or public interest group do? Make a statement about their membership tendencies? Name 3 public interest groups?

 

3.What is Direct Lobbying? Where does it take place? Can lobbyists work in the offices of congress?

 

  1. What is grassroots lobbying? Where does it take place? What are the techniques used in grassroots lobbying?

 

  1. Look up your favorite interest group online. What is their mission and goals? How many members do they have? What specific changes in laws do they want to work for? Do they have a lobbyist? How much money do they have?

1/ Discuss the contributions (both positive and negative) that consultants and employees in business in Saudi Arabia can bring to the change management process.

In most cases, those in senior management are the primary decision makers for organizational change. They often decide what to change, when to change, and why to change. However, some studies indicate that consultants and employees can have a considerable influence on the change management process as well.

1/ Discuss the contributions (both positive and negative) that consultants and employees in business in Saudi Arabia can bring to the change management process.

2/ Include ways in which senior management can effectively engage consultants and employees to collaboratively participate in the process.

3/ Finally, discuss how might the requirements of Saudi Vision 2030 affect these change management processes.

** Embed course material concepts, principles, and theories, which require supporting citations along with two scholarly peer-reviewed references in supporting your answer. Keep in mind that these scholarly references can be found in the Saudi Digital Library by conducting an advanced search specific to scholarly references.

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What infrastructure systems are vital to sustaining everyday life in Miami? How were these infrastructure systems historically produced?

nstructions: A key theme we have covered thus far is the uneven geography of the Anthropocene. We have emphasized how infrastructure systems are socially and spatially uneven: not everyone can access infrastructure systems, and the costs and benefits of these infrastructure systems are uneven distributed throughout the population. This uneven geography of infrastructure in the Anthropocene has been amplified by recent neoliberal governance reforms that intensify the splintering of urban infrastructure systems.

FIU’s location in Miami gives us a unique opportunity to examine how the uneven geographies of infrastructure in the Anthropocene play out in our everyday lives. We are reliant on multiple infrastructure systems (transportation, housing, internet, energy, water), both directly in our everyday lives and indirectly. To name just a few examples, work in the tourism or service industry relies on airport services and shipping ports for cruise lines, airports, sea ports and roadways for retail services. Likewise, we rely on housing systems that build, sell and rent housing through a mix of public and private actors, legal frameworks governing home construction, property rental laws, and so forth. And of course, sea level rise and increasing hurricane intensity introduce a number of challenges to the continued provisioning of these and other infrastructure-based services.  Miami thus offers a unique window on the social, economic, political, cultural and environmental dynamics that are producing uneven geographies of infrastructure and thus shaping the geographies of the Anthropocene.

In this essay, drawing on your own experience, course readings, and independent research, analyze the uneven geography of infrastructure in the Greater Miami region. Specifically, answer the following questions:

  • What infrastructure systems are vital to sustaining everyday life in Miami?
  • How were these infrastructure systems historically produced?
    • What role has the state played? (both the federal (US) and state (Florida) and local (Miami-Dade County, other city governaments) governments)
    • What role has the private sector played?
    • How has responsibility for producing and managing these systems shifted in recent years?
  • What inequalities exist?
    • Inequalities in terms of access and inclusion/exclusion – who can use systems, who can’t?
    • Inequalities in terms of costs and benefits – who benefits, who doesn’t?
  • How have these inequalities shifted in recent years?
    • Are inequalities generally increasing or decreasing in response to the Anthropocene?

In answering these questions, you can focus in detail on one infrastructure system or provide an overview many interlinked systems. Your essay should be 1,000 words (equivalent to two single-spaced, 12-point Times New Roman font, 1” margins).

How has the coronavirus epidemic been facilitated through infrastructurally-mediated social and environmental changes of the Anthropocene?

Write a 1000-word (two pages single spaced, 12-point Times New Roman font, 1-inch margins) essay that discusses the links between coronavirus and core themes we have been studying this term. You can draw on articles posted in the “second essay” link on the group discussion page, as well as course materials and other relevant sources. To give you guidance your essay should answer the following questions:

  1. How has the coronavirus epidemic been facilitated through infrastructurally-mediated social and environmental changes of the Anthropocene?
  2. How are the impacts of the coronavirus epidemic socially and spatially differentiated? In other words, who, if anyone, is disproportionately impacted and why?
  3. How do these differential impacts reflect the uneven power relations that determine the distribution of risks, harms and benefits in the Anthropocene?