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Below is an example of exactly how the Discussion should be set and formatted. Two questions have to be

Below is an example of exactly how the Discussion should be set and formatted. Two questions have to be asked will upload the content for this week that the discussion should pull from.
Post 2 questions Remember that one of the marking criteria is that students need to “post well before the deadline so that others have sufficient time to respond.”
Receiver and channel factors are important when persuading the audience. The message can succeed or fail to persuade an audience due to their receiver characteristics. For example, an commercial about how abortion laws are violating women’s rights and unconstitutional. The target audience is ideally women, however there are women who approves the legal policy to ban abortion. This law is threating women’s freedom of choice, eliciting reactance – when our freedom to do something we value is threated, motivating to restore our freedom. Commercials or advertisements can use controlling languages especially elections to increase the severity of the threat. These words can include “must”, “ought”, and “should.” (pg. 126-127, chapter 6). The greater the threat, the greater the reactance.

Theories suggest the receiver can resist counter-arguments in persuasive messages (inoculation theory). A politician can speak on the anti-abortion laws and point out the counter-arguments from the competitor. This is called supportive message. The audience based on their beliefs and values side with the anti-abortion laws; increasing the resistance of persuasion for the competitor’s arguments for pro-choice laws.

1) What other receiver factors help speakers persuade the audience?

2) Can males be influence to side with abortion laws even if this subject is not affecting them personally?

Answer these two questions posted as well.

Dear Manager, I appreciate your support and giving me the chance to

Dear Manager,

I appreciate your support and giving me the chance to be in your team. I would like to explain my Salesforce and Coupa experiences providing you my notes.

I have learned a lot from Jeremy for the past 3 days. I believe I did a good job through my training with him. I have done some mistakes while I was training with him for the first day but on Tuesday I did not have any mistakes in my 4 tickets that I have worked on. I followed all the instructions and it was slow day since we have not received any reports. He said it might be a mistake through the department that cause the delayed. However, I was asking him questions to make sure I understand the system completely correct so when I finish training I don’t go back and ask him for help.

It was a great experience for me to understand the E-builder system first and then learn Salesforce and Coupa because that how they add all the contracts to the system. Edit contracts on the E-builder projects contracts allows me to understand the contracts systems on Salesforce and Coupa.

eBuilder works with Coupa and then we contact it to Salesforce.

Therefore, Monday we went through Coupa with Jason and Jeremy went through Coupa and Salesforce we were short in time so we did not go through everything.

Tuesday we were working on contracts salesforce and Coupa me and Jeremy. The only mistake that I have done was I did not click new Amendment through the contract and we had to go back and fix it. Everything else with practice on Wednesday I did it right and correctly without even asking questions.

Jeremy was very relaxed with me and I asked him other questions through the process and he always tell me it is fine and the only part I asked questions in was the contacts because I wanted to make sure I am putting the right information’s since they are so many and manager names. He told me by time you will figure this out.

I do have ADD sometimes I forget things but when I recorded it and documented I do not do mistakes. I always like to see myself doing the right thing and not letting anyone to see me doing my job not correctly. That was the reason during the training time making sure I have everything correct.

I just did not have experience in outlook email since I have always used Gmail. I was not expected to see that when I ask for help in outlook. It is very easy to do everything by watching the YouTube and setup the systems by myself if they have told me but since they offered I was watching as training.

To make it fair to you I can do a presentation for you on Salesforce, Coupa and eBuilder what I have learned in this short time.

Marketing Misconceptions When you think of marketing, what sorts of ideas and

Below is an example of exactly how the Discussion should be set and formatted. Two questions have to be Writing Assignment Help Marketing Misconceptions

When you think of marketing, what sorts of ideas and images initially come to mind? Close your eyes and think about the essence of the word. What images flow in? The images will vary depending on your age, your professional background, and whether you have worked in some aspect of the marketing field. Here is a short list of perceptions commonly conjured up about marketing:

Catchy and entertaining advertisements—or perhaps the opposite, incessant and boring advertisements.

Pushy salespeople trying to persuade someone to buy it right now.

Incessant spam in your e-mail inbox and unwelcome solicitations on your smartphone.

Obtrusive tracking and recording of your every click and browsing activity online.

Famous brands and their celebrity spokespeople, such as Nike’s athlete endorsers.

Product claims that turn out to be overstated or just plain false, causing doubt about the trustworthiness of a company.

Marketing departments “own” an organization’s marketing initiative.

Marketing Misconceptions: What Marketing Is Not

MISCONCEPTION NO. 1: Marketing is all about advertising.

THE REALITY: Advertising is just one way that marketing is communicated to potential customers. Advertising is highly visible to the general public, so many people naturally think of advertising when they think of marketing. A famous axiom: Good advertising makes a bad product fail faster.

MISCONCEPTION NO. 2: Marketing is all about selling.

THE REALITY: The general public also experiences a lot of selling. Much of this day-to-day selling is in retail store environments. Selling, or more correctly “personal selling,” is simply another method of marketing communication. Marketers have to decide on a mix of marketing communication approaches that (in addition to advertising and personal selling) might also include public relations/publicity, sales promotion, and direct marketing.

MISCONCEPTION NO. 3: Marketing is all fluff and no substance.

THE REALITY: Yes, some aspects of marketing are inherently fun and glitzy. Hiring Kevin Durant as a celebrity spokesperson had to be a real thrill for everybody at Nike, not to mention the pleasure and fun it gave Nike fans. But marketing also has aspects that involve sophisticated research, detailed analysis, careful decision making, and thoughtful development of strategies and plans. For many organizations, marketing represents a major investment and firms are naturally reluctant to invest major resources without a reasonable level of assurance of a satisfactory payback.

MISCONCEPTION NO. 4: Marketing is inherently unethical and harmful to society.

THE REALITY: Marketing is no more inherently unethical than other business areas. The extreme corporate financial misdeeds that led to the Great Recession of the late 2000s show that to be true. However, when some element of marketing proves to be unethical (or even illegal), it tends to be visible to the general public. Untrue advertising claims, arm-twisting sales tactics, and nonenvironmentally friendly product packaging are a few very visible examples of marketing not behaving at its best.

MISCONCEPTION NO. 5: Only marketers market.

THE REALITY: Everybody does marketing. Everybody has a stake in the success of marketing. Regardless of your position in a firm or job title, learning how to do great marketing is a key professional asset. People with strong marketing skills achieve greater success—both on the job and off. If you’ve never thought of yourself in the context of being a “personal brand” that needs to be effectively communicated, just consider how useful such an approach could be in job seeking or positioning yourself for a promotion.

MISCONCEPTION NO. 6: Marketing is just another cost center in a firm.

THE REALITY: The mind-set that marketing is a cost, rather than an investment, is deadly in a firm because costs are inherently to be reduced or avoided. When management doesn’t view marketing as earning its keep—that is, marketing being able to pay back its investment over the long term—it becomes very easy for firms to suboptimize their success in the long run by avoiding investment in brand and product development in favor of cutting costs. This is the classic argument that successful firms must simultaneously monitor costs to ensure short-term financial performance while also investing in marketing to ensure long-term competitive strength.

Assignment: Marketing Strategy for Good—Part 3 For this Assignment, you will continue

Assignment: Marketing Strategy for Good—Part 3

For this Assignment, you will continue to take on the role of a marketing professional to develop a persuasive marketing strategy for good. Your goal is to help society while being cognizant of the organization’s mission and goals. Your task is to continue designing a social media/social marketing campaign for your organization that would promote diversity and inclusion and could help benefit the company. Your decisions must align with the company’s mission and goals. You will continue using the same company you selected in Week 6 for this week’s Assignment.

With those thoughts in mind, continue constructing your marketing campaign design document with the following sections, being sure to incorporate appropriate examples, where applicable, as well as citations for relevant academic sources from the classroom, the Walden Library, and/or other appropriate scholarly sources to support your work.

Note: In Weeks 6 and 7, you submitted Parts 1 and 2. This week, you will incorporate any revisions to those two parts and will develop and submit your final document that includes Part 3.

To prepare for this Assignment: (Nike)

Return to the Module 3 Assignment Template you utilized in Weeks 6 and 7. With the research and readings from Weeks 6–8 in mind, incorporate any feedback, as needed, into your report as you complete Part 3. 

Submit your completed design document, including the addition of Part 3, as follows:

Part 3: Marketing Strategy Execution for Change (approximately 4 pages)

Based on the identified needs of the target market, sub-groups, and any additional stakeholders, brainstorm a minimum of four ideas for the marketing campaign. Remember that the point of brainstorming is to generate new and creative ideas. Do not spend your time evaluating the ideas or determining their feasibility in terms of costs, resources, time constraints, etc. You will do that next. Simply record the results of your brainstorming session as a section of your design document.

After generating your list of ideas, identify the one you feel is most appropriate for the organization given its positive social change goal. Then do the following:

Briefly summarize the main messaging and steps for execution of your proposed social-change-focused marketing campaign.

Summarize what steps the organization can take to increase the chances of smooth execution of the proposed marketing campaign, including strategic considerations related to the following:

Resources (time, money, personnel, acquisition of materials, technologies, etc.)

Implications for the different stakeholders (i.e., consider multiple perspectives)

Possible risks requiring mitigation (i.e., might there be any potentially negative impact of the organization engaging in this marketing strategy for good?)

Finally, to conclude your campaign design document, synthesize how this marketing campaign will promote diversity and inclusion while influencing positive social change, and provide specific details to support your thoughts.

As part of your synthesis, provide a compelling and persuasive summary of why this campaign is important for the company’s brand/reputation and how the company will benefit from it.

MATH LIFE STORY You will write a “math life story” using the


You will write a “math life story” using the template below to reflect on your own experiences with mathematics as a student, and in life, and to think about how those experiences impacted your attitude towards mathematics as well as your understanding of mathematics. You will also reflect on how your own experiences may impact your work as a teacher.

For each question, think about specific experiences and events that you remember, instead of just generalities. Make sure to address all questions.


What did mathematics feel, sound, and look like in your own prior schooling experiences (at any grade-level)?

Put your response here.

What did your teachers do or not do to connect mathematics to your home/cultural/community experiences? How do you think this impacted your experience?

Put your response here.

How was your mathematics learning supported at home and in your community? Did your parents or other family members engage in activities involving mathematics? Did you do any activities that involved or applied mathematics outside of school (e.g., sports, hobbies, games)? How did these out-of-school experiences impact your in-school experiences?

Put your response here.

If you received mathematics instruction in a language other than your home language, what was your experience like? What did the teacher do or not do to support your learning?

Put your response here.

In what ways were you alike or different from the other students in your mathematics classes? Consider mathematics backgrounds, ethnicity, race, gender, linguistic, and/or socio-economic backgrounds. Please be specific in your own identification(s) and those of others.

Put your response here.


Initial Response

How do you think your past school mathematics experiences impacted your understanding of mathematics today? What experiences made it easier/harder for you to learn mathematics?

Put your response here.


How do you think your school mathematics experiences impacted your feelings about and attitudes towards mathematics today? How do you think these experiences, feelings and beliefs might impact the kind of mathematics teacher that you will be, or the kind of teacher that you want to be?

Put your response here.


What kinds of mathematics instruction have you seen throughout your preparation in USM courses and/or practicum experiences? How are these different or similar from your prior mathematics experiences as student?

Put your response here.


Do you notice (or hear about) any new or persistent trends in current approaches to mathematics teaching and learning? What are they? Do you view these trends as having positive or negative implications for students and society? Why?

Put your response here.


What perspectives and/or media shape your current views on mathematics teaching and learning?

Put your response here.



Initial Response

Having reflected on your past and present mathematics experiences, what do you anticipate adopting, modifying, and/or rejecting in your future practice as an elementary mathematics teacher? How did you come to this decision?

Put your response here.


What practices do you remain unsure, hesitant, and/or curious about? Why? What possibilities and/or limitations are you negotiating?

Put your response here.


What do you hope to accomplish with and/or for your students through your unique approach to mathematics?

Put your response here.


What do you want to learn about mathematics teaching and/or learning?

Put your response here.


What do you want to unlearn about mathematics teaching and/or learning?

Put your response here.


Adapted from: Krause G.H., Maldonado L.A. (2019) Our Linguistic and Cultural Resources: The Experiences of Bilingual Prospective Teachers with Mathematics Autobiographies. In: Bartell T., Drake C., McDuffie A., Aguirre J., Turner E., Foote M. (eds) Transforming Mathematics Teacher Education. Springer, Cham