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ATALS Marketing Strategies of Nike Company for Product Life Cycle Discussion Paper

ATALS Marketing Strategies of Nike Company for Product Life Cycle Discussion Paper.

1 . ASSIGNMENT Semester 1 ( online mode ) 2020-2021 From the list of given products to be assign for each student .2. Identify the brand name for the assigned product classification .3 . Describe the marketing strategies for each stage of the product life cycle .4- Describe the factors influencing buyers ‘ behavior to buy the specific brand of product ( assigned to you ) : Attached one image as an example of each of these type factors4.1 Cultural factors4.2 Social factors4.3 Personal factors5 – Describe how the four types of Promotion – Advertising , Publicity , Personal selling and Sales promotion can be use by the marketing man for this product .Attached one Image as an example of one of these types6- Credit marks : 15 marks7- Due Date : TBA8- Paper size : A4 ; Portrait orientalion ; Margin 1 inch9-Font : Arial size 12 ; Spacing 1.510- Write complete source / references use
ATALS Marketing Strategies of Nike Company for Product Life Cycle Discussion Paper

week-2 Follow the outline provided in the template to develop reasons for and against moving into the country that your group selected. Be sure to include any unconscious bias’s that may be found in the group as well as cultural differences. You may also look at the way you feel other stakeholders in your organization view this country. Each group member should add at least 2 unique statements for moving the factory to the country selected. Each member will also add at least two statements against moving the factory to the country selected. Be careful no to repeat what another group member has already added. You can use sources such as Culture GramsLinks to an external site. and Global Edge (Links to an external site.) for your research. After you have considered the input from all group members, write a proposal that details why your group has selected that country, what bias’s against that country (conscious or unconscious) that members of the group may have, and affirmations that detail why opening a factory in this country would be a good move for your company. week-3 Now that you have a good understanding of why your company wants to set up a factory in the selected country and your initial proposal has been accepted by upper management, your group is ready to do more thorough research in order to help develop a strategy for moving into that country. Each group member should select 3 items to research about the country. There should not be duplicates in the items researched. You can get ideas of what you might want to research by reviewing the 10 cultural value dimensions in Chapter 5 of the Leading With Cultural Intelligence text. You are not limited to these, but it is highly recommended that you at least include some, if not all, of them. It may be useful to assign specific items to each group member to avoid duplicate answers. After you have considered all of the research by your team, each group member should write detail one challenge that your company may face in this country. Be sure you are not duplicating what another team member has discussed. The version history in Google Document will be checked to ensure you have not added your section without reviewing work from another student. week -4 Based on your findings in Weeks 2 and 3, your group will need to develop some strategies for moving into the country that was selected. Each group member should come up with 3 strategies for working with people in the new location. These may include things like who speaks first in a meeting to who would pay for a meal. These should be tailored and respectful to the culture of the country you are moving into. You should also include the importance of each strategy. Once all group members have added their strategy, each group member should a potential plan of action based on what they feel was the most important strategy defined. Each person will need to explain the importance of implementing the plan of action. Do not duplicate what another group member has already written. The version history of the Google Document will be checked to ensure you have not added your section without reviewing work from another student. The country we choose was Germany.
The essay is a summary of a video by Thomas Friedman titled ‘The world is flat’. It is important to note from the onset that the video entails the contents of Thomas Friedman’ bestselling book titled “The World is Flat: A Brief History of the Twenty-First Century” a publication of 2005. In the video, Friedman talks about his perception of globalization. It is believed by many that the concept of globalization has turned the world into a global village characterized by the free movement of capital, goods, services, and human resources. The author contrasts globalization 3.0 from 1.0 and 2.0. The former is where the governments of the respective countries were the protagonist pushing for interconnectedness among countries. The later is where multinational companies actively engaged in expanding their operations to other countries. According to the author, the concept of globalization was heightened by the efforts of governments breaking the walls which blocked free movement of cash, human capital, goods, and services. This coupled with improvements in technology has led to a high level of interconnectedness in the world. From the video, Friedman had a total of 10 factors she believed contributed to globalization 3.0. These factors include the following; the collapse of the Berlin wall which he equates to government efforts to pass laws that encourage globalization, other factors include Netscape, workflow software, uploading, outsourcing, offshore, supply chaining, informing, and the steroids. According to the author, all these factors including tremendous improvement in technology have enabled sharing of knowledge as well as work; irrespective of time, distance, geographical locations as well as differences in language. This allowed the majority of citizens to act to contribute to the global economy. From the video, I agree with the author’s assertion that globalization has indeed gone through several steps. However, he fails to closely link them and to let the readers know that the three steps are an integral part of enhancing future globalization. For instance, with improvement in technology which allows sharing of information instantly, failure of governments to develop an enabling environment where there will be free movement of human capital, cash, goods, and services will jeopardize globalization. Although the world is not yet very flat as asserted, globalization has indeed helped individuals who could not engage in any meaningful businesses to contribute enormously to the global economy. A typical example outside the book is doing business online. Most of these businesses do not call for huge capital investment. Individuals can engage in the online business if they have a computer and reliable internet connection. One negative thing the author asserts concerning globalization is competition. Friedman states that American citizens will have to up their game to remain competitive and a force to reckon in the world of competitive business. From the video, the best solution to the problem will be to continuously improve their skills and knowledge; this will make them employable even in the wake of a fierce and competitive business world. From the video, it is evident that globalization has been presented to be good and without flaws. The author failed to acknowledge that there are some negative consequences associated with globalization. For instance, it is asserted that the world has turned out to be peaceful. However, free movement of people, cash, goods, and services has threatened the national security of several countries. Those who have not read the book should take time to watch the video since it gives more insight into modern globalization.
BUSI 642 Liberty University Human Resource Management Emerging Topics Paper.

To review the assignment information below, you may click the Preview icon next to the document name to view the document or click the document name to download the document.Submit this assignment by 11:59 p.m. on Sunday of Module 4: Week 4. In preparation for the final research paper, the student will select 4 specific human resource topics to research as if preparing to create a Human Resource policy manual. The student will then be required to research reputable, professional, scholarly journals for information dealing with the content/nature of his/her 4 selected topics and create an annotated bibliography containing all 10 of his/her chosen scholarly sources in current APA format (published within the last 5 years). A title page must be included that does not count toward the overall page count. A brief article summary of at least 150 words must be supplied for each citation utilized
BUSI 642 Liberty University Human Resource Management Emerging Topics Paper

The Competitive Position Of A Company

This statement (in the coming referred to as The Statement) holds two different perspectives on the strategy thinking – one based on competitive positioning and the other one based on industry structure and The Statement could to all appearances come from Porter. In Porter’s world it is the industry in which a company operates that is the foundation for the strategic analysis (reference). This is where the rules for competition are being made – something that is well documented in Porter’s earlier work (see box – Black box reference). In his later work (efter 1980?? reference) Porter is more concerned about the resource needed to create a favorable competitive position within the industry. According to Porter every strategic formulation therefore needs to contain the two elements – industry analysis and competitive positioning analyses (reference). My argument in this paper is that the two approaches cannot stand alone and that they are the two sides of the same coin. Taken the word limitations of this assignment into consideration, this is a short version of a huge area of strategic thinking, literature and ideas. How and why the stages of the evaluation has been undertaken I will be evaluating The Statements through two different theoretical approaches to strategy. The industry analyses (outside-in) versus the resource based view (inside-out). I will be working with the two approaches as two opposite poles in strategy thinking. In the industry analyses part I will be focusing on Porters early work (and the positioning school in the coming referred to as P-School) and their approach to strategy thinking. On the other side I will be focusing on the resource based view (in the coming referred to as RVB). This will be done through 2 different aspects A) The two approaches fundamental hypothesis and B) The two approaches key points of criticism. Finally I will compare the two rirections and make the following conclusion/thesis: The main statement of the assignment is too simplistic. In my view it’s a combination of internal and external factors that determines the competitive position of a company. The inside-out and the outside-in approaches have much in common and for strategy development both approaches are relevant. A theoretical approach to evaluation of the statement There have been several attempts in literature to categorize strategy perspectives or schools of thought (e.g. Mintzberg 1990 and Whittington 2001). The two schools I will be looking at here P-school and RVB school each describing one part of a the SWOT framework (Barney 1991). RVB describes the strengths and weaknesses of a company, and the industry analyses are accountable for opportunities and threats as described in Barneys view on strategic framework. In the following I will try to make the correlation between two key views which both are occupied with the concept of competitive advantage through two components (Verdin

Earth Sciences homework help

help me with my homework Earth Sciences homework help. Week 3 Plan of Action ? Integrated Review Outline During Week 3, your Action Plan will focus on crafting a detailed outline of your integrated review paper. This will be your road map to help you craft a focused, thorough review. Your Integrated Review Outline should be in sentence outline format. While it is expected you will adapt and revise your plan as you progress throughout the course, this week you should begin fleshing out the ideas and main points for each section of your paper. Click here to visit the APUS Writing Center for additional guidance and examples for structuring a sentence outline: to give you a sense of the general format of a sentence outline. Your outline should include the main ideas or points you would like to make for each of the following elements: Thesis/Topic Statement (1 point)Introduction (5 points)Background (Why is this topic of interest? What do you know about it already? What do you hope to gain from your review? What is its history or relevance to the field of psychology?)Definitions (What are key terms you are running across in your review of the literature so far that will need defining for your readers? List them here and begin looking up good definitions for inclusion in your final paper.)Identification of four core areas (Reiterate the 4 areas/courses you identified in your topic proposal here.)Relevance of each area to overarching theme (Explain how the four areas overlap and relate to your general topic for the integrated review.)ÿLiterature Review (8 points)Study summaries (Start plugging in studies you have discovered, basic notes and details, methodologies, key information, etc. Key headings for this section for each study might be: purpose, research question/hypothesis, methods, participants, findings, relevance to topic. You will continue to add to this section as you identify the rest of your articles in your annotated bibliography next week.)Similarities and differences among core areas and unifying themes (Begin noting where studies align and don?t align and identify key topics or themes you want to cover in your final paper here.)Conclusion (What conclusions can you draw so far or what questions do you plan to address/answer in your conclusion?)Discussion (8 points)Synthesis of critical analysis of the literature (Reiterate common themes ? what can you learn from what others have studied by looking at the whole picture?)New knowledge gained through integration of literature findings (What new knowledge have you or do you anticipate being able to generate based on your review? What can looking at the studies in the way in which you did add to our understanding of the overall topic? ÿConclusion (3 points)Earth Sciences homework help

Schistosoma Mansoni Tegument Proteins

Tran, M., Pearson, Bethony, J., Smyth, D., Jones, M., Duke, M., Don, T., McManus, D., Correa-Oliveira, R. and Loukas, A. (2006) ‘Tetraspanins on the surface of Schistosoma mansoni are protective antigens against schistosomiasis’, Nature medicine., 12(7), pp. 835-40. Braschi, S., Borges, W. and Wilson, R. (2007) ‘Proteomic analysis of the schistosome tegument and its surface membranes’, Memorias do Instituto Oswaldo Cruz., 101, pp. 205-12. Tetraspanins are family found within the tegument that has shown to be accessible to host immunoglobulin by proteomic analysis (Braschi et al., 2006). The surface membrane of B cells has tetraspanins, it is also found on the suface of the schistosome tegument Schulte et al. (2013). Function of both schistosome tetraspanins and mammalian tetraspanins have similar function (Tran et al. (2013). Tran et al (2006) suggested that expression and purification of the extracellular loop 2 of both TSP- 1 and TSP-2 of S.mansoni with E.coli thioredexin as soluble proteins. This was done by a mice been immunised three times with rTSP-1 which is a recombinant. The count of the worm burdens, liver egg burdens and faecal egg was controlled and reduction was found in the counts. Due to the reduction of faecal egg count, a vaccine for schistosomiasis is achievable in which reduction of all the eggs in the environment is attained thereby reducing re-infection in the society. If the number of burden of faecal egg is reduced, it suggest that the symptoms linked with build up eggs in host is reduced. As seen using recombinant (rTSP-1) showed 34% reduction in worm burden through vaccination. Also r(TSP-2) showed 57% reduction of worm burden with vaccination. Due to screening of of specific antibodies against the recombinant proteins in individual exposed to S. mansoni , levels of IgG3 and IgG1 with TSP-2 showed increased resistance in the individual in which IGe wasn’t recognised. IgE is shown to come into effect when there is parasitic infection; Tan et al. (2006) said that IgG3 and IgG1 with TSP-2 posseses protective characteistics which indicate that it could be an effective vaccine for scistosomiasis. Aquaporin is another molecule found on the surface of schistosomes and there is a lot of the Aquaporin protein within the tegument of S. mansoni ( Castro- Borges et al., 2011). SmAQP is found in both male and female worms whereby it enables nutrient transportation, drug uptake and osmoregulation (Faghiri et al., 2010). This led to scientist studying SmAQP whereby it has a chaacteristics of protecting the mice (Figueiredo et al. 2014). A chimeric form of SmAQP which is cSmAQP was made to conduct immunisation studies, whereby there was a control and mice injected with cSmAQP. This led to no worm burden been reduce and there was no reduction in parasite burden (Figueiredo et al., 2014). Figueiredo et al. (2014) suggested that when binding SmAQP to antibodies it doesn’t stop the protein protein from functioning. The efficacy of S.mansori vaccine candidate Sm-p80 were measured using two methods. A prime boost vaccination strategy and a recombinant protein method. Both methods were carried out in the presence of a synthetic oligodeoxynucleotides (ODN). ODN contains unmethylated CpG dinucleotides as an adjuvant. Firstly, C57BL/6 mice were immunised with a control prime-boost (100ug pcDNA3) and experimental prime boost (100 ug Sm-p80-pcDNA3). Also, Experimental recombinant protein (25ug rSm-p80 mixed with 50ug ODN) or the control recombinant protein (50ug ODN). The results showed a significant worm burden in both groups. Mice immunised with the prime boost strategy had a 57% reduction whilst mice immunised using the recombinant strategy combined with ODN had a 70% reduction. Ahmad et al discovered there was also a 71% reduction in egg production in mice immunised with the prime-boost strategy and 75% reduction in egg production in mice immunised with the recombinant protein and ODN strategy. Also, cercarial radiation attenuated vaccines (RA) has high levels of protection and this has been set as the standard for inducing protein in animal models. Some parts of the S. mansori tegument have been found to induce partial protection against schistosome challenge in animal models. In a recent study conducted by Teixeira de Melo et al 2010, mice were immunised with the whole tegument of S. mantory, (Smteg). Freuds adjuvant was used to immunise C57BL/6 mice. The mice were challenged with cercariae thirsty days’ after the last injection. The results showed a significant reduction in the worm, liver egg and faecal egg burdens compared to the control group. Teixeira de Melo et al. (2010) collected worms from the immunised mice and concluded that the worms were physically impaired indicating that the teguments of schostosomes were damaged. Additionally, all the eggs collected from faeces were dead however, it is unclear as to which of the specific protein contributed towards this protective immunity characteristic. 3.2 In a study perfomed by Cao X. et al (2014), two independent group of BALB/c mice were immunised with recombinant SjPDI with Montanide ISA 206 VG adjuvant and challenged with cercariae. The protective efficacy was evaluated. The result found showed a reduction of 35.32% and 26.19% when compared with control groups. 33.17% and 31.7% decrease in egg counts were also noticed. The protein SjNPP-5 from the family of nucleotide phosphodiesterase family (NPPs) was studied as a vaccine target. This protein is responsible for various types of physiological processes. (Rofatto et all 2009). In further research, Zhang et al (2011) tested the efficiency of this protein as a vaccine target. This was achieved by immunising ten BALB/c mice with recombinant SjNPP-5. The mice were then challenged with cercariae. The result showed a reduction in worm of 29.9% and there was a 26.21% reduction of liver egg count. The test shows that the protein possesses good immunogenicity and an increased level of specific antibodies. Lv et al 2009 tested a calcium-binding protein from the tegument of S japonicum for its ability to protect mice against schistosomiasis infection. Eight mice were immunised with SJCa8 and was dissolved in PBS with Freuds adjuvant. The mice were also challenged with S.janonicum cercariae. Immunised mice were compared to controlled mice. The results showed a reduction of 50.39%. this results could signify that the calcium-binding protein SjCa8 may make a suitable vaccine for the minimization of the pathogenesis of schistosome infection. * Yan et al (2005) used sera from M.fortis to screen and adult japonicum cDNA library for the identification of antigens that evoke protective response in M. fortis. Some of the clones identified by cDNA library screening partially encoded a member of the serine proteinase inhibitor. A full-length sequence encoding this protein was extracted. The S japonicum serpin (Sj serpin) was used to immunise C57BL/6 mice. The mice were also challenged with cercariae 3 weeks after the last boosting. Reduction of 34-36% in worm burdens was noticed. Also, Egg counts had a 39-40% reduction compared to the controlled group. Overall, the test for Sj serpin was lower than 40% therefore is not considered an effective protein antigen. Furthermore, Hong et al 2015 analysed proteins recognised by susceptible (mice) and resistant (M.fortis) antibodies before and after schistosome infection using comparative immunoproteomics. Hong proposed that proteins recognised by the resistant M.fortis sera would be effective vaccines on the other hand, proteins recognized by both resistant and susceptible would be suitable for diagnostic purposes. a heat shock protein known as DnaJ was recognized by sera from the M. Fortis (resistant). Hong et la 2015 conducted a vaccination of mice with the recombinant form of Dnaj derived from schistosome japonicum. The results showed a reduction in worm burdens 34.5% and reduction of liver egg count 48.9% in the immunised mice. This illustrates that this molecule induce partial protection against S.japonicum. overall, it can be concluded that SjDna is not an effective protein antigen. 3.3 Schistosoma haematobium tegument proteins Research into schistosomiasis haematobium vaccine generally has been inconclusive. Moreover, recently, a 23kDa antigen from the member of a tetraspanin family has been analysed for its potential vaccine target in S.haematobium (inal and Bickle 1995). Mice in this study were immunised with large hydrophilic domain of Sh23 as a fusion with glutathione S-transferase. The mice were challenged with cercariae. After 8 weeks, the mice were infused. Evidence of worm burden reduction was not seen. Golden Syrian hamsters were vaccinated with recombinant Sm-p80. When challenged with schistosomiasis haematobium carcariae, there was a reduction of 48% in worm burden and 66% in liver egg burden. 63% reductions in intestinal egg retention were also discovered. Karmakar et al 2014, concluded that this was not a suitable model for studying the pathogenesis of schistosomiasis haematobium. The reason provided was due to the fact that there were no eggs detected in the urinary bladder of the vaccinated or control group. Similarly, baboons were used for immunisation experiments. The baboons were also immunised with the same combination of Sm-p80. The baboons displayed no reduction in urinary bladder egg load. There was a 40% reduction of faecal egg and a 53% reduction of urine egg. This result may indicate that Sm-p80 could be effective against both urinary and intestinal schistosomiasis. Karmakar et al 2014 Tran, M., Pearson, Bethony, J., Smyth, D., Jones, M., Duke, M., Don, T., McManus, D., Correa-Oliveira, R. and Loukas, A. (2006) ‘Tetraspanins on the surface of Schistosoma mansoni are protective antigens against schistosomiasis’, Nature medicine., 12(7), pp. 835-40. Braschi, S., Borges, W. and Wilson, R. (2007) ‘Proteomic analysis of the schistosome tegument and its surface membranes’, Memorias do Instituto Oswaldo Cruz., 101, pp. 205-12. Schulte L. et al. (2013) ‘Tetraspanin-2 localisation in high pressure frozen and freeze-substituted Schistosoma mansoni adult males reveals its distribution in membranes of tegumentary vesicles’, International Journal for Parasitology, 43(10), pp. 785-793. doi: 10.1016/j.ijpara.2013.04.003. Castro-Borges, W., Simpson, D., Dowle, A., Curwen, R., Thomas-Oates, J., Beynon, R. and Wilson, R. (2011) ‘Abundance of tegument surface proteins in the human blood fluke Schistosoma mansoni determined by QconCAT proteomics’, Journal of proteomics., 74(9), pp. 1519-33. Faghiri, Z., Camargo, S.M.R., Huggel, K., Forster, I.C., Ndegwa, D., Verrey, F. and Skelly, P.J. (2010) ‘The Tegument of the human parasitic worm Schistosoma mansoni as an excretory organ: The surface Aquaporin SmAQP is a lactate transporter’, 5(5). Pinheiro, C.S., Ribeiro, A.P.D., Cardoso, F.C., Martins, V.P., Figueiredo, B.C.P., Assis, N.R.G., Morais, S.B., Caliari, M.V., Loukas, A. and Oliveira, S.C. (2014) ‘A multivalent chimeric vaccine composed of Schistosoma mansoni SmTSP-2 and Sm29 was able to induce protection against infection in mice’, Parasite Immunology, 36(7), pp. 303-312. doi: 10.1111/pim.12118. Ahmad, G., Zhang, W., Torben, W., Haskins, C., Diggs, S., Noor, Z., Le, L. and Siddiqui, A.A. (2009) ‘Prime-boost and recombinant protein vaccination strategies using Sm-p80 protects against Schistosoma mansoni infection in the mouse model to levels previously attainable only by the irradiated cercarial vaccine’, 105(6). TEIXEIRA de MELO, T., MICHEL de ARAUJO, J., Do VALLE DURÃES, F., CALIARI, M.V., OLIVEIRA, S.C., COELHO, P.M.Z. and FONSECA, C.T. (2010) ‘Immunization with newly transformed Schistosoma mansoni schistosomula tegument elicits tegument damage, reduction in egg and parasite burden’, Parasite Immunology, 32(11-12), pp. 749-759. doi: 10.1111/j.1365-3024.2010.01244.x. Yan, Y., Liu, S., Song, G., Xu, Y. and Dissous, C. (2005) ‘Characterization of a novel vaccine candidate and serine proteinase inhibitor from Schistosoma japonicum (Sj serpin)’, Veterinary parasitology., 131, pp. 53-60. Hong, Y., Han, Y., Fu, Z., Han, H., Qiu, C., Zhang, M., Yang, J., Shi, Y., Li, X. and Lin, J. (2013) ‘CHARACTERIZATION AND EXPRESSION OF THE SCHISTOSOMA JAPONICUM THIOREDOXIN PEROXIDASE-2 GENE’, The Journal of Parasitology, 99(1), pp. 68-76. doi: 10.2307/23355019. Hong et al., 2013 Hong . et. al. (2015) ‘Screening diagnostic candidates for Schistosomiasis from Tegument proteins of adult Schistosoma japonicum using an Immunoproteomic approach’, 9(2). Inal, J. and Bickle, Q. (1995) ‘Sequence and immunogenicity of the 23-kDa transmembrane antigen of Schistosoma haematobium’, Molecular and biochemical parasitology., 74(2), pp. 217-21. Karmakar, S., Zhang, W., Ahmad, G., Torben, W., Alam, M.U., Le, L., Damian, R.T., Wolf, R.F., White, G.L., Carey, D.W., Carter, D., Reed, S.G. and Siddiqui, A.A. (2014) ‘Cross-species protection: Schistosoma mansoni Sm-p80 vaccine confers protection against Schistosoma haematobium in hamsters and baboons’, 32(11).

Race and Ethnicity in Children’s Cartoons Essay

Race and Ethnicity in Children’s Cartoons Essay. The questions of race and ethnicity have been very popular in the world for decades. The process of globalization has launched a much wider range of interactions between people of different cultures. The interest in traveling rose, huge waves of immigration started all over the world. Most of the countries nowadays have very diverse societies, including multiple ethnical groups and representatives of many cultures. Even though the question of racism in the modern world is not as big as it used to be, even though the modern society has reached certain progress moving towards complete racial equality, there are still several issues that create a lot of discomfort for the people of different ethnicities. For our society to develop and for future improvement in this area, modern people need to pay a lot of attention to the children’s education in the field of ethical and racial diversity. Television plays an enormous role in the process of forming people’s opinions; it creates a serious impact on the way we percept the world around, different events, different individuals, and situations. Television has been proved to influence children’s minds immensely. This is why these days a lot of attention is being paid to what kind of information the children can access on TV, what kind of movies, shows and cartoons they watch and what kind of impact they may create on the children’s ways of thinking and mentality. Lustig and Koester explore the question of impersonal communication across cultures of the world. One of the most important issues highlighted in their work called “Intercultural Competence” is the question of the way the mass media programs reflect cultures and their members (LustigRace and Ethnicity in Children’s Cartoons Essay