Product Idea and Search Engines/Electronic Marketing 1. Develop a product service idea. A. Describe the product/service including the benefits of using the product/service B. Discuss the potential customers for this product/service
Product Idea and Search Engines/Electronic Marketing
1. Develop a product service idea.
A. Describe the product/service including the benefits of using the product/service
B. Discuss the potential customers for this product/service
2. Based on the nature of the product/service, recommend at least 3 possible ways to market the product electronically. Your suggestions must include at least one search engine. Describe your recommendations and discuss the advantages and disadvantages of each.
Your managers showed you the income statement for your company. The income statement shows a net profit margin of 5.4%, yet your manager says the company will need to borrow money to meet their financial obligations.How is this possible? Please address the following issues in your discussion this week:How can a company make a net profit and still be short of cash?In accrual accounting, we record sales when they occur, not when the cash is collected. How does this affect cash flow?How does the purchase of fixed assets or additional inventory adversely affect cash flow?
Your managers showed you the income statement for your company. The income statement shows a net profit margin of 5.4%, yet your manager says the company will need to borrow money to meet their financial obligations.How is this possible? Please address the following issues in your discussion this week:How can a company make a net profit and still be short of cash?In accrual accounting, we record sales when they occur, not when the cash is collected. How does this affect cash flow?How does the purchase of fixed assets or additional inventory adversely affect cash flow?
Product ExerciseChoose a product that you purchase on a consistent basis. For your chosen consumer product that has competition (i.e. other branded products that are similar to your choice). Go to a retail store and find your product. Describe the product packaging, relative to competing products. How is the product differentiated there on the shelf? Is it a brand extension? How many variations are on the shelf for your brand? How many variations for other brands? Describe several customers who purchase your product. Add anything else that is interesting from a marketing perspective. You might refer back to chapter 8 and chapter 12 for this exercise (Kotler and Keller Marketing Book).
Product ExerciseChoose a product that you purchase on a consistent basis. For your chosen consumer product that has competition (i.e. other branded products that are similar to your choice). Go to a retail store and find your product. Describe the product packaging, relative to competing products. How is the product differentiated there on the shelf? Is it a brand extension? How many variations are on the shelf for your brand? How many variations for other brands? Describe several customers who purchase your product. Add anything else that is interesting from a marketing perspective. You might refer back to chapter 8 and chapter 12 for this exercise (Kotler and Keller Marketing Book).
From the Gospel of John, discuss how faith in Jesus Christ leads to eternal life.Discussion Question 2: Discuss the spread of the gospel in Acts and the ending of Acts. Why are these things significant and what might they mean for our lives?
I’m working on a writing discussion question and need the explanation and answer to help me learn. Discussion Question 1: From the Gospel of John, discuss how faith in Jesus Christ leads to eternal life.Discussion Question 2: Discuss the spread of the gospel in Acts and the ending of Acts. Why are these things significant and what might they mean for our lives?
Epistemology Assignment:Define epistemology and describe the 3 models of how certain we are that our perceptions mirror reality. Which position do you hold, and why? What are the different methods of knowing (see Entwistle chapter 5)? What are the limitations of these (or any) methods of knowing? What methods of knowing are appropriate for Christians, and why?
Epistemology Assignment:Define epistemology and describe the 3 models of how certain we are that our perceptions mirror reality. Which position do you hold, and why? What are the different methods of knowing (see Entwistle chapter 5)? What are the limitations of these (or any) methods of knowing? What methods of knowing are appropriate for Christians, and why?
Explain its relevance or importance in your specialization area and how it might be used.Choose three concepts from your specialization area and use your own words to define these three concepts. Explain their relevance or importance in your specialization area and how each concept might be used.How can knowledge of these concepts help you in the future as a student or in your career field?
Review the Concepts in Psychology document and Openstax index from your reading this week and choose concepts that might be used in your specialization.Index – Psychology 2e | OpenStax. (2020, April 22). Answer the following questions using the Unit 2 Template, which will guide you through writing a cohesive paper:Choose one concept from the general psychology list and use your own words to define the concept. Explain its relevance or importance in your specialization area and how it might be used.Choose three concepts from your specialization area and use your own words to define these three concepts. Explain their relevance or importance in your specialization area and how each concept might be used.How can knowledge of these concepts help you in the future as a student or in your career field?My specialization area is Applied Behavior Analysis, the concepts I want to use are “Behavior Therapy”, “Autism Spectrum Disorder”, and “Behavior”
If you are from a culture where Santa Claus is not a cultural icon think about whether there is a benevolent/magical character in your culture, most cultures have someone who is similar (briefly explain the character to me so I can understand). For each stage include:What might the individual in that stage do when confronted with a Santa Claus, say in a mall?What might the individual in that stage think about Santa Claus and Christmas?What might the individual in that stage tell others about Santa Claus and Christmas?
InstructionsIn this class we primarily look at one age group at a time. Sometimes the changes between age groups gets lost in this process. So, this group assignment lets you compare cognitive development applied to different age groups. Your task is to use what you have learned about each of Piagets major stages: sensorimotor stage, preoperational stage, concrete operational, and formal operational stage. Tell me how an individual in that stage would react to Santa Claus. You do not need to hone in on the substages within the major stages but include as much as seems appropriate from the major ways in which a child in that stage would think about, react to, and experience Santa Claus. Think about the differences as you go. If you are from a culture where Santa Claus is not a cultural icon think about whether there is a benevolent/magical character in your culture, most cultures have someone who is similar (briefly explain the character to me so I can understand). For each stage include:What might the individual in that stage do when confronted with a Santa Claus, say in a mall?What might the individual in that stage think about Santa Claus and Christmas?What might the individual in that stage tell others about Santa Claus and Christmas?
Revelation and science are means available for humans to reach the knowing |(that is to develop and construct knowledge). Why does one find that a confrontation exists between them? Furthermore, science and religion can go hand in hand in some societies while they confront each other in other societies. In an essay, comment on this statement in the light of what we discussed and in the light of the required readings
Revelation and science are means available for humans to reach the knowing |(that is to develop and construct knowledge). Why does one find that a confrontation exists between them? Furthermore, science and religion can go hand in hand in some societies while they confront each other in other societies. In an essay, comment on this statement in the light of what we discussed and in the light of the required readings
Considering political thought of American women from the American Revolution through the twentieth century, which time period(s) do you believe were the most difficult for them? Why?
Considering political thought of American women from the American Revolution through the twentieth century, which time period(s) do you believe were the most difficult for them? Why?
Discuss the potential impact on student learning addressing individual student needs provides. How does the reflective thinking process enhance teacher lesson design and implementation of instructional strategies and practices?
2. Mathematics Education for All Journal (FEAP 2d)Description: Equity in mathematics education requires high expectations and strong support for all students. Clinical experiences that focus on equitable practices promote the development of knowledge, skills, and disposition related to student diversity. In this assignment, the pre-service teacher will participate in a variety of guided clinical experiences in a K-12 mathematics classroom that focus on diversity and reflect on ways in which they can demonstrate respect for students cultural linguistics and family background.
Directions: In this assignment, the pre-service teacher will actively engage in the clinical school settings and complete journal entries following the guided field experiences described. The clinical experiences include:
Observation Entry 1: One Childs Experience
The purpose of this observation is to focus on one child who has a special need (e.g. gifted, LD, ELL) and observe his or her learning in a lesson. Remember to speak with the teacher about the purpose of the observation and have him or her assist in selecting the student. You will need to be careful that in observing the student you do not make him or her feel uncomfortable. You may use the 8.1 Observation Checklist from the Field Experience Guide as a resource (Bay-Williams, 2013, pg. 84).
Observation Entry 2: Culturally Responsive Instruction
Observe a mathematics classroom teacher to consider the extent to which the lesson is culturally responsive. The following are a few questions you may want to consider while observing Does the content include a balance of procedures and concepts? Are students expected to engage in problem solving and generate their own approaches to problems? Are connections made between mathematics topics? In what ways is the content related to familiar aspects of students lives? In what ways is prior knowledge elicited / reviewed so that all students can participate in the lesson? To what extent are students asked to make connections between school mathematics and mathematics in their own lives? How are the interests of students (events, issues, literature, or pop culture) used to build interest and mathematical meaning? In what ways are students invited to include their own experiences within a lesson? Are story problems generated from students and teachers? Do stories reflect the real experiences of students? Are individual student approaches presented and showcased so that each student sees their ideas as important to the teacher and their peers? Are alternative algorithms shared as a point of excitement and pride (as appropriate)? Are multiple modes used to demonstrate knowledge (e.g. visuals, explanations, and models) valued? Are students (rather than just the teacher) justifying the correctness of solutions? Are students invited to (expected to) engage in whole-class discussions where students share ideas and respond to each others ideas? In what ways are roles assigned so that every student feels that they contribute to and learn from other members of the class? Are students given a choice in how they solve a problem? How do they demonstrate their knowledge of the concept? (Bay-Williams, 2013, pg. 86).
Teacher Interview Entry 3: Student Diversity
Create a chart/table that identifies the class learner profile (gender, intellectual disabilities, gifted, culturally/ethnically diverse, English language learners, struggling/reluctant learners). Discuss possible adaptations or instructional strategies that can be implemented to ensure mathematics is accessible and meaningful to all students with the classroom teacher. Include which strategies are used to differentiate a lesson in order to meet the needs of all the diverse learners in the classroom. Include strategies that are used to make the content accessible, but still maintain high expectations for learning the intended objectives (Bay-Williams, 2013, pg. 87).
Teacher Interview Entry 4: Environment and Students
Ask a classroom teacher how they use knowledge of students, family, and community to make decisions for his or her mathematics teaching. Describe how he or she develops an environment with high expectations for all learners. This description might include student cultural or linguistic backgrounds; inclusion and involvement of family learning styles; learning differences; personalities; skills/backgrounds; local community interests/events; interests of individual students; and seasonal considerations (Bay-Williams, 2013, pg. 88).
Teaching Entry 5: Lesson Adaptations
The purpose of this experience is for you to apply what you know about students, what you know about adaptations for various special needs, and your knowledge of mathematics teaching. Adaptations include both accommodations and modifications. Create a three-column chart/table identifying specific accommodations and/or modifications that directly relate to at least five learners in the classroom. Design a task and plan a lesson for a small group of learners. (Bay-Williams, 2013, pg. 89).
Teaching Entry 6: Sheltering a Lesson for English Language Learners
The purpose of this field experience is to identify and incorporate those instructional strategies that can support an English Language Learner (ELL). Using an existing lesson from a textbook or teacher resource you will use the technique called sheltering; in other words you will take each component of the lesson (the objectives; the before, during, and after; and the assessment) and determine the accommodations or modifications necessary to make it accessible to an English Language Learner (Bay-Williams, 2013, pg. 91).
For your School of Education E-Portfolio Reflection, use the following to guide you:
Provide a brief description of the assignment.
Select the FEAPs addressed in this assignment and add them to your portfolio in the Standards section.
Discuss the potential impact on student learning addressing individual student needs provides. How does the reflective thinking process enhance teacher lesson design and implementation of instructional strategies and practices?
Explain how you have grown as an educator as a result of reviewing, evaluating, and designing activities to meet diverse student needs. In other words, explain what you have learned from this assignment. However, do not describe the assignment.
Explain what you will do to improve the lesson.
Include any APA citations and references.
