Ai chat -demonstrating ai chat applications in business and social

 Objective: The purpose of this assignment is for students to explore  and demonstrate the use of various AI chat tools in different business  fields, such as entrepreneurship, accounting, marketing, information  systems, or social media platforms like TikTok and YouTube. Students  will create a 7-10 minute video showcasing how an AI chat tool can be  applied to a selected area and share it with their classmates for  discussion on an online platform. The video can be longer. You can use  Zoom, your phone, or any camera to record. It can be non-traditional and  not a presentation. 
Instructions:

Group Formation (Optional): Form a group of up to 2 students or choose to complete the assignment individually. 
Understand your topic: Conduct topic research on various AI chat  tools, focusing on their applications in your chosen business field or  social media platform. Identify specific tasks or scenarios where the AI  chat tool can be beneficial. 
AI Chat Interaction: Use the chosen AI chat tool to engage in a  conversation related to the tasks or scenarios you have identified.  Record the conversation or take screenshots to include in your video. 
Video Demonstration: Create a 7-10 minute video demonstrating the use  of the selected AI chat tool in your chosen area. The video should  include: a. A brief introduction to the AI chat tool and its  applications in the selected field or platform. b. A walkthrough of your  interaction with the AI chat tool, highlighting its relevance to the  chosen tasks or scenarios. c. A discussion of potential benefits and  challenges associated with using the AI chat tool in the chosen area. d.  A conclusion summarizing your experience and potential implications for  users in the field or platform. 
Video Description: Write a brief description of your video to  accompany the YouTube upload. This is the only written component of the  assignment. The description should include: a. Title of the AI chat tool  used. b. A link to the AI chat tool. c. Cost of using the AI chat tool  (if applicable). d. Pros and cons of using the AI chat tool in the  chosen area or platform. 
Discussion: Upload your video on YouTube, making sure it is  accessible to your classmates. Share the video link and description in  the designated online class discussion platform. Watch and comment on at  least two other videos uploaded by your classmates. In your comments,  provide constructive feedback, ask questions, or share your own  experiences using AI chat tools in the chosen area or platform.  Encourage a dialogue by responding to comments on your video as well. 

Grading Criteria:

Quality and depth of research on AI chat tools and their applications in the chosen area or platform.
Clarity and relevance of the AI chat interaction in the context of the selected tasks or scenarios.
Effectiveness of the video demonstration in showcasing the use of the AI chat tool in the chosen area or platform.
Analysis of the benefits and challenges associated with AI chat adoption in the chosen area or platform.
Engagement in the class discussion, including the quality of feedback and responsiveness to comments on your video.

Business finance – management week 2 assignment due by mar 19. | BUS 405 Principles of Investments

Investment Analysis
Throughout this course, you will work on different portions of your final paper, which is an investment portfolio based on the scenario described below.
For this week’s assignment, you will identify and examine at least two stocks and one other investment type you are interested in to build your investment portfolio.
Scenario: Imagine you have just won $100,000 in a lottery. You want to invest this money wisely so it can grow over time and help you achieve your overall investment goals.
Prior to beginning work on this assignment,
•  It is strongly recommended that you look ahead to future weeks’ assignments because you will need to plan and prepare to complete all tasks and assignments by the deadlines.
•  Read How to Set SMART Goals for Your Investments Links to an external site. .
•  Read How to Set Investing Goals Links to an external site. .
•  Research stocks of publicly traded companies and other types of investment you want to invest in. Two suggested sites you can use to conduct independent research are Yahoo! Finance Links to an external site. or MarketWatch Links to an external site. .
In your paper,
•  Describe your current financial situation at a high level. For example, consider discussing your current and future income potential, current debt, current investments, and anything else significant that can impact your investment strategy.
•  Create at least two investment goals (Pay off Mortgage $740k and Save for retirement) for yourself that are SMART (specific, measurable, attainable, realistic, and time-bound).
•  Identify a type of investment you would like to consider as part of your investment portfolio that is not a stock (e.g., bonds, mutual funds, real estate, etc.).
•  Explain why you chose or are interested in that type of investment.
•  Identify at least five stocks of publicly traded companies you want to invest in.
•  Explain why you chose those stocks using specific data or information about the company.
•  Explain how your investment choices align with your overall financial goals.
The Investment Analysis paper
•  Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA Style Links to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft Word Links to an external site.
•  Must include a separate title page with the following:
?  Title of paper in bold font
?  Space should appear between the title and the rest of the information on the title page.
?  Student’s name
?  Name of institution (The University of Arizona Global Campus)
?  Course name and number
?  Instructor’s name
?  Due date
•  Must utilize academic voice. See the Academic Voice Links to an external site. resource for additional guidance.
•  Must use at least two scholarly, peer-reviewed or credible sources in addition to the course text. Wikipediaand Investopedia are examples of sources that are NOT acceptable for this assignment.
•  Must document any information used from sources in APA Style. 
•  Must include a separate references page that is formatted according to APA Style.

ART HISTORY 3020 Saving Private Ryan and Goodfellas Discussion

Student a post (180 words response for the post is required)The lighting that I think is in the movie I chose (Saving Private Ryan) is low-key lighting. I say this because in the book it defines low-key lighting as the use of deep shadows with high contrast between the brightest parts of the scene and the darkest parts. Since most of this movie is outside this was the only one that made sense to me. The book also states that low-key lighting is often used in intense dramatic scenes and sense Saving Private Ryan is a movie about war this made the most sense to me. I think the techniques of low key lighting and why it is used is to make your mind think that something bad is about to happen. You see this type of lighting in horror films and other that the music the lighting is what scares you most of the time. The lighting advances the story because it leaves you wondering what is coming next in the case of horror films. It set the mood of the scene as well, if it is bright then you can think that something good is going to happen and if the scene stays dark or you cannot see anything you can assume something bad will happen. I think that if different choices where made then the scene would not be as impactful as it was. I do not know a lot about film but from the little bit that I have read it seems to me that light is a huge part of the movie because I believe that lighting sets the tone.ReferencesGoodykoontz, B., & Jacobs, C. P. (2014). Film: From watching to seeing (Links to an external site.) (Links to an external site.) (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.Eric mack attacks, Student b aus post (180 words response for the post is required)The film I chose to explain the type of lighting is Goodfellas. In the opening scene of the film the use of low-key lighting is very apparent. Three gang members are driving down the street in a vehicle, after hearing banging coming from the trunk they decide to pull over to the side of the road. At this point the scene uses low-key lighting by having the camera focused on the three men facing the trunk of the vehicle, with the only source of light being the tail lights of the vehicle. For a few seconds the scene builds suspense by showing the men covered by a red blanket of light coming from the tail light as they nervously prepare to open the trunk. With the red being the only break in the surrounding darkness the scene creates an ominous feeling, making the viewers anticipate something bad is going to happen. Sure enough the gangsters open the trunk to show a man they intended to kill but only ended up severely injuring, and showing the gangsters finishing what they started. With the opening scene being very dark and using red lighting it signifies events to come later on in the film, as we later find out how the protagonist ended up in the situation, and explains his life that’s surrounding by crime and murder. The scene is very significant because the death of the victim later on leads to the death of one of the main supporting actors, which contributes to the downfall of the tight-knit group of gangsters.Goodfellas – Opening Scene (1080p) (Links to an external site.) ReferencesGoodfellas (2016 Dec 4). Goodfellas- Opening Scene . Retrieved from

How children benefit from family engagement in early childhood settings

   
Overview
For this Performance Task, you will be adopting the role of the  director of Scribbles Early Learning Program who is invested in  supporting family engagement through culturally responsive practices. As  a tool for furthering this goal, you have decided to hold two  workshops—one for staff and one for families. These workshops will be  designed to support staff and families in understanding 1) the  importance of family engagement, and 2) how engagement can be fostered  through culturally responsive strategies. For this Performance Task you  will develop an outline for each workshop.
Submission Length: Two workshop outline templates, 1-2 pages in length each.
Professional Skills: Written Communication and  Engaging Multiple Social and Cultural Perspectives  are assessed in this Competency.
This Assessment requires submission of two files, a completed Family  Engagement Workshop for Staff Outline and a completed Family Engagement  Workshop Outline. Save your files as follows:

Save the completed Family Engagement Workshop Outline for Staff as CL3004_staff_ firstinitial_lastname (for example, CL3004_staff_J_Smith).
Save the completed Family Engagement Workshop Outline as CL3004_families_ firstinitial_lastname (for example, CL3004_families_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.
 
Instructions
Before submitting your Assessment, carefully review the rubric. This  is the same rubric the assessor will use to evaluate your submission and  it provides detailed criteria describing how to achieve or master the  Competency. Many students find that understanding the requirements of  the Assessment and the rubric criteria help them direct their focus and  use their time most productively.
 
Access the following to complete this Assessment:
RUBRIC
 
Promoting Family Engagement at Scribbles Early Learning Program
The Scribbles Early Learning Program is committed to supporting the  development and learning of each child within the program community.  Within each of the classrooms and the larger program, families are  embraced as partners. As the director for the program, your goal is to  work to enhance and strengthen the current model through integration of  evidence-based practices. You have gathered information about the  program, as reflected in the “Scribbles Early Learning Center Program  Description” document. In your conversation with program staff, you have  identified that although there are many opportunities and structures in  place to support family engagement, the majority of families within  Scribbles Early Learning Program are not presently engaged as partners  in the early childhood classroom/program community. You have decided to  develop two workshops, one for staff and one for families, with the goal  of sharing information that will increase and enhance family  engagement.
  
Part 1: Family Engagement Workshop for Staff
 
For this portion of your Assessment, you will complete a workshop  outline for staff that promotes knowledge of culturally responsive  practices that support family engagement. The objectives of your  workshop include explaining:

Benefits of family engagement for families
Culturally responsive communication and collaboration skills that support family engagement
Culturally responsive practices/strategies that can be implemented  in early childhood settings to promote meaningful family partnerships  and support family engagement

   
Part 2: Family Engagement Workshop
 
For this portion of your Assessment, you will complete a workshop  outline for families that is designed to support their engagement within  the early childhood environment. The objectives of your workshop  include explaining:

How children benefit from family engagement in early childhood settings
Culturally responsive ways families can become meaningfully engaged in the Scribbles Early Learning Program

Human resource management human resource management week 4 assignment

Each answer should be at least one paragraph long (500-750 words) and accurately reflect the text’s key points. Your answers should include direct evidence from the reading to support your argument. Please make sure to cite any quotes or paraphrased information. Make sure to proofread your work before submitting it.
Case Study 1. Whirlpool Mixes up Its Managerial Training: Closed-Looped Method Brings Learning Full Circle
Most Americans are familiar with Whirlpool. Whirlpool, which is based in Benton Harbor, Michigan, has been in business for more than century and is perhaps best known for the washers and dryers it makes. In addition, the company makes refrigerators, freezers, and cooking appliances that it sells under various other brand names around the world (Amana, Maytag, KitchenAid, and Roper are some of them).
During the last economic recession, appliance sales plummeted, and Whirlpool was forced to lay off thousands of workers. Although budgets were being slashed, Whirlpool needed to develop managers who could lead the company through the downturn as well as provide training that would have a measurable impact at a lower cost.
Previously Whirlpool University, the company’s 100-acre learning division located at its corporate headquarters, had used mainly classroom learning. The university now has a learning management system and conducts online training. A series of 30-minute modules are used to help familiarize and onboard new hires. In addition, Whirlpool now takes a “closed-loop” approach to training. Instead of just doing the popular types of training that other companies have adopted, it surveys managers to find out what types of training Whirlpool truly needs and what types it doesn’t, and then designs training programs based on those specific needs.
Because managers are central to the training and development of their employees and are in the best position to observe and coach rank-and-file employees, Whirlpool utilizes a 12-month-long intermittent training program for its managers called Leading People. The program consists of blended learning, including prework modules managers do online, followed by classroom training, business projects, and seminars with top managers. A manager’s direct reports provide an initial baseline assessment of the manager’s skills, and then the manager is assessed again following the training. James Crawford, in Whirlpool’s Chicago division, said the training helped him become a better leader: “It helped me pinpoint weak spots in my leadership practices and then gave me a strategy for turning those weaknesses into strengths.” The managers are later surveyed on how well the training is working and what can be done to improve it. In other words, there is a feedback system in place—hence the “closed-loop” moniker. With this approach, the design, delivery, and redesign of the training is a continuous circle and constantly being improved over time.
Its closed-loop feedback system has helped Whirlpool continue to assess and alter its training to adapt to new conditions. For example, today Whirlpool isn’t laying off employees; it’s trying to hire more of them as its older workers retire. To attract Millennials, the company has partnered with high school and colleges to offer an on-site apprenticeship program called “Work, Earn, and Learn.” In 2017, Whirlpool’s CEO, Jeff Fettig, was one of a number of corporate executives who met with President Donald Trump to talk about saving American jobs and encourage government support for the vocational training that today’s high-tech skills manufacturers today. “The jobs are there, but the skills are not,” said one executive at the meeting.
Questions

Why are a needs assessment and ongoing training important for firms like Whirlpool to conduct?
How do you think Whirlpool’s training strategy will need to change in the future?

Week 4 | Biology homework help

 
This Discussion also has two parts. Please respond to both. 
Part 1: Evaluating Web Resources
As regular users of the World Wide Web, both for personal and instructional purposes, we all share a concern over the accuracy of information available on the Internet.  Indeed, one of the Internet’s most powerful and novel features (its ability to provide a world-wide forum for the ideas, opinions and beliefs of anyone with access to a server) can also be one of its biggest liabilities.
Many members of the scientific community have made statements to the effect that scientific information on the Web is often inaccurate, flawed or unreliable.  However, as scientists we are trained to be skeptical of generalizations until we have data to support them.
Many people would argue that a teacher’s most important role is to build/develop a student’s skills in CRITICAL THINKING and CRITICAL READING.  This creates a student who can teach themselves, enabling lifelong learning.
One of the Internet’s potential liabilities (its ability to provide false or inaccurate information at the click of a button) also creates an opportunity to build and reinforce skills in CRITICAL THINKING and CRITICAL READING.
For this week, I want you to do a little web research. Choose a topic, perhaps something like “Smoking and Cancer”. Limit your topics to the sciences. Use your favorite search engine and look at the first several items that come up. For “smoking and cancer” on Google the first item that comes up is a bunch of ads (unfortunately), then this –
Smoking and cancer | Cancer Research UK
www.cancerresearchuk.org/…cancer/…cancer/smoki…
Cancer Research UK
Smoking is the most preventable cause of cancer in the world. Smoking account for more than 1 in 4 UK cancer deaths. Quit smoking and reduce your risk.
?How smoking causes cancer – ?Smoking facts and evidence – ?Passive smoking
On Bing, I get this, after the ads –

smoking causes cancer – National Cancer Institutewww.cancer.gov › … › Causes and Prevention › Risk Factors › TobaccoA fact sheet that lists some of the cancer-causing chemicals in tobacco smoke and describes the health problems caused by cigarette smoking and the benefits of …

I want you to look at the article that comes up for your search and evaluate it for suitability of the reference. Use the following questions to guide your conference post.

Look at the scope of the article (does it cover the subject appropriately)
Who it the targeted to (is it a scholarly article, or is it written for a lay person)
The timeliness of the article (is the information current)
The authority of the article (who is writing it). 
What about the documentation of the article (does it site other good references). 
Finally, is the article objective.

http://www.lib.berkeley.edu/instruct/guides/evaluation.html  This is the reference that inspired these questions and will provide an expanded explanation of the questions. This discussion was inspired by an article on evaluating the accuracy of scientific information on the internet by Dr. Jory Weintraub, as a matter of fact I pulled some of this discussion from Dr. Weintraub’s article.
Part 2: Discussion- Sexual Reproduction
During week 4, cellular division is described for organisms undergoing sexual and asexual reproduction. In addition, the concept of genetic inheritance through Mendel’s work and Morgan’s research on fruit fly are introduced. Answer the following questions on Mitosis, Meiosis, and genetic inheritance.

During the cell cycle, cell progression in that process is tightly regulated. Provide an example of a disorder resulting from errors in Meiosis. Is this disorder inherited? Explain.
There is a database summarizing all genetically inherited disorders. I encourage you to take a look at the database (https://ghr.nlm.nih.gov/condition ). It is a great resource. As you browse the database, you may find that most disorders are recessive. Why do you think there are not many dominantly-inherited disorders? (Think about the individual with a dominantly inherited disorder).

Business finance – operations management 5 assignment – marketing

Overview
This assignment consists of two sections:

Marketing plan and sales strategy (an MS Word document).
Marketing budget (using the Business Plan Financials Excel Template).

To successfully complete this assignment, you must attach both documents to the submission area as separate files
Download A2-Marketing Plan Template Download A2-Marketing Plan Template[DOC]
Download the Tutorial on How to Complete The Business Plan Financials Excel Document [XLSX]Download Tutorial on How to Complete The Business Plan Financials Excel Document [XLSX]
Reminders

Your company, whether it’s a startup you created or one based on the snack food company scenario, will operate in a 100-mile radius from your home address. Your goal is to reach $1 million in sales by the end of the second year.
Be sure to follow the guidelines, whether you chose the snack food company or your own startup company.

Section 1: Marketing Plan and Sales Strategy
In MS Word, write the 3-5 page marketing plan and sales strategy section of your business plan, in which you:

Revise the company’s target market based on the feedback received in the Week 3 discussion thread.

Be sure to include demographic, geographic, lifestyle, psychographic, purchasing patterns, and buying sensitivities in the target market description.

Assess your chosen company’s market competition.

Use the factors listed in the graphic in your textbook labeled “Assess the Competition” (page 125), to assess the company’s market competition.

When assessing the competition, specify the exact company and particular product or service you are competing against. For example, Coca Cola offers a portfolio of products, such as water, fruit juice, and cola. Are you competing against Coca Cola’s fruit juice product? Or its cola product?

Be sure to detail your plan to differentiate yourself from the competition.

Outline the company’s value proposition and create a marketing slogan/tagline for the product.

The value proposition tells your customers why they want to do business with you.
You need to know what message you want to convey in your marketing slogan before selecting the marketing vehicles in the next step.

Specify the marketing vehicles you will use to build your chosen company’s brand and justify the key reasons they will be effective.

Marketing vehicles are ways to promote your product. Examples include social media, sponsored events, trade shows, and sampling. You will use a combination of these tactics.
Planning to use online marketing tactics? Consult the “Online Marketing Tactics” worksheet on page 177 of your textbook to guide your response.

Formatting
Format your assignment according to these requirements:
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.

Typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
You must include headings in your paper for each major topic.
Include a cover page containing the assignment title, your name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
Include a source list page. All sources used must be listed in the source list page and have a corresponding in-text citation. Citations and references must follow SWS format. The source list page is not included in the required page length.

Note: There is no minimum requirement for the number of resources used in this assignment.

Section 2: Marketing Budget
In this portion of your assignment, you will develop a marketing budget. This budget is critical to helping you determine how much it will cost you to reach your market and achieve your sales goals. To create your marketing budget, you will use the Business Plan Financials Excel Template. This is the document you downloaded using the access code you purchased from the Strayer Bookstore.
Reminders

You will complete only the Setup and Marketing Budget worksheets for this assignment; be sure to submit the entire Excel Template, however.
You have already worked on your marketing budget in the Week 5 discussion. Incorporate information from your post and the feedback you received into this section of your assignment.

Instructions
Develop a marketing budget, supporting your marketing plan and sales goals, in which you:

Prepare the Setup worksheet for your selected company based on the appropriate guidelines instructions.
Prepare the Marketing Budget worksheet for your selected company based on the appropriate guidelines instructions. When filling out the Marketing Budget worksheet in the Business Plan Financials Excel Template, do the following:

Begin with the current year and complete a marketing budget for the business’s first two years.
Leave at zero any marketing vehicles you do not plan to use.
Reminder: All marketing activities involve costs. If social media represents a significant portion of your marketing plan, assume you will incur advertising costs; reflect these in your marketing budget. Even if a social media site charges nothing to use it, you will need to use company resources to manage the site, execute your social media marketing campaigns, and most likely pay for ads on that site.
Do not leave the Marketing Budget worksheet blank assuming you will not have any marketing costs.
Do not complete all the rows; only fill in the costs for the marketing vehicles you will actually use. These must match the content you described in Item 4 of Section 1 of this assignment.

Learning Outcomes
The specific course learning outcome associated with this assignment is:

Create a marketing plan for a company that identifies a target market, market competition, a company message, marketing vehicles, and a budget.

Clinical field experience a: collaboration and observation

 
The purpose of an inclusive classroom is to provide the least restrictive environment to students with disabilities. General education teachers, along with special education teachers, work together to ensure that all students are receiving proper instruction. Decisions regarding instructional practices must consider the needs of all students based on formative and summative assessments, as well as IEP goals established for students with disabilities.
Arrange the field experience for this course in a K-12 school setting in which you observe and collaborate with a certified K-12 teacher in a social studies and/or arts inclusive classroom. Prior to the field experience, review the requirements of all clinical field experiences. Create a document to share with your mentor detailing the requirements for all field experiences for this course, and what is being requested of your mentor. This document should include the scheduling required to complete all assignments.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Collaboration with Mentor
Collaborate with and observe a certified teacher in the K-12 inclusive classroom during a social studies and/or arts lesson. Before the lesson, discuss with your mentor teacher the following:

Content and standards the classroom is currently learning.
How the mentor teacher will gather information and determine if students have met the learning objectives, including next steps for student learning and how the teacher plans to remediate students who are struggling.
Strategies the mentor teacher uses to engage students with the content, promote cultural diversity, and address individual student needs.
Any resources, media, and technology being used and how it supports content, skill development, engagement in learning, and individual student needs.
Strategies the mentor teacher uses for teaching cross-curricular content and vocabulary.

Part 2: Observation of Field Experience Classroom
Along with your mentor teacher, identify a student or small group of students with below standard achievement. At least one student in the group should require an Individualized Education Program (IEP). You will work with these students in your future clinical field experiences. Discuss with the mentor teacher effective strategies they have used to engage these students with content and monitor their progress.
During your observation of the lesson, pay close attention to instructional and engagement strategies involving students who require additional support. Take note of strategies you can implement in future clinical field experiences when working with students identified in your small group.
Part 3: Preparation and Reflection for Future Field Experiences
Following the lesson, have a discussion with your mentor teacher to begin preparing for future work with students. Your discussion should include, but not limited to, each of the following:

Did students meet the intended learning objectives and master the content standards? Compare your mentor’s responses to your own observations regarding student achievement and how it was determined.
What are next steps in learning? Will students in the selected group need to be remediated or will learning move to the next topic? Discuss whether the student or group of students you will work with in future clinical field experiences has changed based on these results.
Determine with your mentor teacher how you will work directly with the student or small group of students during Topic 3 Clinical Field Experience B.

Spend any remaining field experience hours observing or assisting the mentor teacher in providing instruction and support to the class.
Additionally, in 250-500 words summarize your observation and discussion with your mentor teacher, including the instructional and engagement strategies involving students who require additional support. Describe how you will work directly with a student or small group of students in future field experiences. Discuss how you will apply what you have learned to your future inclusive classroom.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center. 

Marketing plan [wlos: 1, 2, 3, 4] [clos: 1, 2, 3, 4, 5, 6]

Chapter 9 of the course text, Principles of Marketing
Chapter 10 of the course text, Principles of Marketing
It is recommended you review the course text and other resources read or watched throughout this course.

Instructions:
Throughout this course you have explored all elements of a marketing plan. Now it is time to put your marketing plan together for the company you selected for your marketing manager internship.
Part A – General Information and Situational Analysis
Section 1 – Company Background

Describe the selected company and brand and a brief history.
Summarize the core products and services the company offers.
Identify direct current competitors and explain why they are direct competitors.

Section 2 – SWOT Analysis

Complete a SWOT analysis.
Propose the product or service line you want to develop a marketing plan for.
Justify your proposal with a SWOT-based argument for why it warrants marketing investment.

Section 3 – Macro- and Microenvironment

Analyze at least two elements from each quadrant of Table 8.1 in the course text as the micro- and macroenvironment factors that affect the company’s overall marketing strategy.

Part B – The Marketing Plan
Section 1 – Segmentation, Targeting, and Positioning (STP)

Describe your segmentation approach for your proposed product or service and provide rationale for this approach.
Describe the target audiences or markets.
Create a positioning statement.

Section 2 – The Marketing Mix

Formulate the four Ps for your proposed product or service:

Product

Describe your core product, extended product, and the product concept.
Explain how you plan to achieve competitive differentiation through creating customer value in four areas

Branding
Packaging
Support
Quality

Price
Place
Promotion with a special focus on digital media and integrated marketing communications (IMC)

Section 3 – Global and Ethical Considerations, and Conclusion

Identify three business or sociocultural considerations in translating your marketing plan for use in a foreign market.
Discuss the company’s policy or philosophy on one of the areas below:

corporate social responsibility (CSR
green marketing practices
ethics
ethical marketing
diversity, equity, and inclusion (DEI) practices.

Conclude with a summary of your plan and why it deserves to be funded.

Helpful Tips

Part A

Section 1: Understanding the background of the company will help you complete the SWOT analysis. Use your Week 2 assignment and make sure you incorporated your instructor’s feedback and have improved your previously submitted work.
Section 2: Propose a new idea to market the product or service line. Avoid writing about or proposing the current marketing strategy. This is your idea, so use the SWOT analysis to defend it. Use your Week 2 assignment and make sure you incorporated your instructor’s feedback and have improved your previously submitted work.
Section 3: Use the information you researched and analyzed in the Week 4 video presentation to complete this section. Analyze some micro- and macroenvironment factors that affect the company’s overall marketing strategy globally. You need to provide enough details about the information you included in your slides to incorporate it with the rest of the paper.
Make sure you incorporated your instructor’s feedback.

Part B

Section 1: Use the information you researched and analyzed in the Week 4 discussion forum, Finding and Targeting Your People. You need to beef up the information you discussed in that discussion forum to align it with your overall marketing plan. Also, review and refer to Section 7.3 of the course text, Principles of Marketing.
Section 2: Spend considerable time completing the four P’s of your marketing plan; this is the essence of your plan. Someone should be able to understand your plan just by reading this section only.
Section 3: Research, analyze, and discuss your internship brand at the global level or in a foreign market. Also, discuss its CSR and DEI efforts.

Upload Your Project to Folio
It is recommended that you upload your completed paper to Folio. Skills, that were reviewed in Week 4, can be tagged on your Folio page along with a description of the project’s purpose. For more information on these skills, review the Marketing Skills: Developing Career ReadinessLinks to an external site. module in Week 4. For information on how to set up and use your Folio account as well as tag skills, check out the Folio webpage in the Student Success Center.
Project Submission Instructions

At the end of your marketing plan, add an APA-formatted appendix.

Save your marketing plan as a Word document.
Upload it to Waypoint.

Directions
Click each tab to review the instructions to complete and submit your project.
Formatting Requirements
The Marketing Plan final project paper

Must be 9 to 11 double-spaced pages in length (not including title and references pages or slides) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft Word Links to an external site.resource.
Must include a separate title page and slide with the following:

Title of project in bold font

Space should be between title and the rest of the information on the title page.
Student’s name
Name of institution (The University of Arizona Global Campus)
Course name and number
Instructor’s name
Due date
Must utilize academic voice. See the Academic VoiceLinks to an external site. resource for additional guidance.
Must include an introduction and conclusion paragraph and subject headers for all parts, sections, and subsections. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

Must use at least four scholarly or credible sources in addition to the course text.

Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site. guide.
Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References ListLinks to an external site. resource in the Writing Center for specifications.

W5discuss | Applied Sciences homework help

Real-World Self-Leadership Case: Mount Everest Tragedy
The case study below addresses the 1996 Mount Everest Tragedy. Based on the information presented in that case, please respond to the following questions.

Do you think that better self-leadership among the members of the 1995 Everest expedition teams could have led to better decisions? How?
In what ways might groupthink have played a role in this disaster, and how could a teamthink approach have been beneficial in this situation?
What would you have done if you had been a member of one of the 1996 expedition teams?

Tragedy on Mount Everest
On May 10, 1996, four expeditions of climbers set out to summit Mount Everest, the highest mountain in the world at more than 29,000 feet above sea level and the grandest objective in all of mountaineering. Hours later, eight of the climbers would be dead and several more injured in what would become one of the most disastrous days in the mountain’s history. Climbing Everest is an inherently dangerous undertaking, and hundreds of climbers have perished attempting to reach the summit. Summiting involves careful planning, tight controls, and close coordination. Climbers often leave the highest base camp, Camp IV, at midnight carrying canisters of oxygen that will last 16 to 17 hours. The objective is to summit early in the day, followed by a quick descent in advance of the relatively common afternoon snowstorms and full oxygen depletion, which occurs around 4:00 to 5:00 p.m. A turnaround time of noon is considered conservative, while a return time of 2:00 p.m. is viewed as risky.
By 1996, the Everest experience had been commercialized to the point that four groups of climbers were attempting to summit the relatively overcrowded mountain that day. Of note were two commercial expeditions, the first led by Rob Hall of Adventure Consultants and the second by Scott Fischer of Mountain Madness. Both were skilled and knowledgeable climbers who had experience summiting Everest. Hall’s team was composed of fifteen climbers including clients and professional guides Mike Groom and Andy Harris, while Fischer’s team had twelve members, including clients and guides Neal Beidleman and Anatoli Boukreev. Both teams included local Sherpa guides, whose mountaineering skill and experience are critical to successful Everest expeditions.
As they planned for the final push to the top, Hall and Fischer decided that they would pool their resources and work together. One Sherpa from each team would be dispatched ahead of the main groups to set the fixed ropes necessary to climb a technical area known as “The Balcony.” However, one of the Sherpas, Lopsang Jangbu, was busy assisting a client and did not ascend in advance of the team to assist the second Sherpa, Anj Dorje, in setting the ropes. Dorje refused to work alone and consequently the ropes weren’t set. When the main group of climbers reached The Balcony, a bottleneck ensued that substantially slowed down all the climbers while Anatoli Boukreev and Neal Beidleman worked on getting the ropes in place.
With a nasty storm forming beneath them, the delays and resulting slow climbing made it apparent that the teams would not be able to reach the summit by 2:00 p.m. However, instead of turning their clients around and heading back down the mountain, guides from both teams decided to keep going and attempt to summit. As was his habit, Boukreev climbed ahead of the main groups and reached the summit by himself. Although his boss, Fischer, disagreed with this practice, Boukreev believed that guides should not be responsible for babysitting clients and that anyone attempting to climb the mountain should be able to watch out for themselves. Consequently, Boukreev climbed entirely alone that day and did not help any climbers up or down the mountain, which could have resulted in a faster descent for all ahead of the fierce storm that would soon break.
Around 4:00 p.m., Rob Hall assisted client Doug Hansen in reaching the summit. Moments later as they began their descent, Hansen collapsed with his oxygen supplies exhausted. Hall refused to abandon him there. Meanwhile, Fischer and Jangbu were in serious trouble a few hundred feet lower, while the rest of the climbers, scattered at other locations on the mountain, were being enveloped by the thickening snow storm. In the end, Hansen, Hall, and Fischer would all die, along with five other members of the expeditions. The death toll could have been even worse if Boukreev (who later claimed he descended quickly in order to be fresh if called upon to assist in rescuing other descending climbers) and Beidleman had not literally dragged several of the remaining struggling climbers back to the safety of Camp IV. The 1996 Everest disaster remains one of the darkest chapters in the history of the lonely mountain.