core values

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For this assignment, write an essay that is a minimum of three (3)Completely full pages in length, analyzing a negative experience you have had as a consumer. Specifically, discuss the following points.
1)     Tell the story, in detail, of a specific negative experience that you had as a consumer.
2)     Discuss the core values espoused by that organization. Incorporate information about that organization’s values using resources about the organization found in an Online Library, the organization’s website, a YouTube video created and posted by the organization, and/or the organization’s social media sites. (If this is a small organization that does not have a website, YouTube, or social media sites, and no library resources are available on this organization, rely on your observations of the organization’s espoused values.)
 
3)     Compare and contrast (a) the core values that the organization espouses and (b) the values reflected by the organization’s actions in your consumer experience.
 
4)     In your analysis, integrate the concepts presented in the unit lesson, and support your analysis with library resources. Incorporate a minimum of five resources in your essay. Of the five resources, include a minimum of three resources from the unit lesson readings. Of the five resources, at least one resource should be a primary source (e.g., website, social media site, or YouTube video posted by the organization), which emphasizes the organization’s espoused values. Use APA style
 
 

Unit Lesson Resources:

 
Argyris, C. (2000). Flawed advice and the management trap. New York, NY: Oxford University Press.
 
Argyris, C. (2004). Reasons and rationalizations: The limits to organizational knowledge. New York, NY: Oxford University Press.
 
Argyris, C. (2010). Organizational traps: Leadership, culture, organizational design. New York, NY: Oxford University Press.
 
 
Argyris, C., & Schön, D. A. (1996). Organizational learning II: Theory, method, and practice. Reading, MA: Addison-Wesley.
 
Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51(2), 269-290.
 
 
Bellah, R. N., Madsen, R., Sullivan, W. M., Swidler, A., & Tipton, S. M. (2008). Habits of the heart: Individualism and commitment in American life (3rd ed.). Berkeley, CA: University of California Press.
 
Friesenborg, L. (2015). The culture of learning organizations: Understanding Argyris’ theory through a socio-cognitive systems learning model. Forest City, IA: Brennan-Mitchell.
 
Kitayama, S., Duffy, S., & Uchida, Y. (2007). Self as cultural mode of being. In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology (pp. 136-174). New York, NY: The Guilford Press.
 
Oyserman, D., & Lee, S. W. S. (2008). Does culture influence what and how we think? Effects of priming individualism and collectivism. Psychological Bulletin, 134(2), 311-342.
 
Palmer, P. J. (2004). A hidden wholeness: The journey toward an undivided life. San Francisco, CA: Jossey-Bass.
 
Schein, E. H. (2010). Organizational culture and leadership (4th ed.). San Francisco, CA: Jossey-Bass.
 
Trompenaars, F., & Hampden-Turner, C. (1998). Riding the waves of culture: Understanding diversity in global business (2nd ed.). New York, NY: McGraw-Hill.
 
Waggoner, M. D. (2011). Sacred and secular tensions in contemporary higher education. In M. D. Waggoner (Ed.), Sacred and secular tensions in higher education: Connecting parallel universities (pp. 1-17). New York, NY: Routledge.

Pricing Considerations

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Cost of goods sold (COGS) is the cost of the products and/or services sold to customers. In general, a retailer’s cost of goods sold includes the cost from its supplier plus any additional costs necessary to get the merchandise into inventory and ready for sale. For example, assume that a bookstore purchases college textbooks from a publisher. If the bookstore’s cost from the publisher is $80 for a textbook plus $5 in shipping costs, the bookstore reports $85 as a portion of the cost of goods sold.
For this Assignment, you calculate the cost of goods sold for a product. Using these calculations, you then develop a pricing strategy for the product.
To prepare:

  • Review the online calculator tools provided in this week’s Learning Resources.
  • Select a product on which to focus for this Assignment. It may be a product that is sold by a company you work for or hope to work for.
  • Using one of the online calculator tools provided in this week’s Learning Resources, calculate the COGS for the product you selected. Keep in mind that the numbers you use will be hypothetical, but be as realistic as possible when producing these estimates. Use the following guidelines:
    • Make an educated guess as to what costs would be involved in producing any given number of the product you selected.
    • Take into account as many costs as you can think of (e.g., manufacturing, shipping, packaging).
  • Once you have calculated COGS, decide how much you want to mark up the pricing of your product in order to create the best gross margin, aligning with the price that fits your brand.
  • Think about the following considerations related to your product pricing:
    • What is the marketing strategy behind the pricing you decided upon?
    • What is the psychology behind the pricing?
    • How do you predict customers might view the pricing?

Submit by Day 7 your completed Week 5 Assignment Template in which you do the following in 250–350 words:

  • Describe the product.
  • Outline the cost of goods sold and pricing.
  • Explain the marketing strategy behind the pricing.
  • Explain the psychology behind the pricing.
  • Predict how customers might view the pricing.
  • Support your work with specific citations from the Learning Resources and any additional sources.

 Required Resources

 

Readings

 

  • Perreault, W. D., Jr., Cannon, J. P., & McCarthy, E. J. (2014). Basic marketing: A marketing strategy planning approach (19th ed.). New York, NY: McGraw-Hill/Irwin.
    • Chapter 15, “Advertising, Publicity, and Sales Promotion” (pp. 384–417)
    • Chapter 16, “Pricing Objectives and Policies” (pp. 418–445)
    • Chapter 17, “Price Setting in the Business World” (pp. 446–473)

Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective given the unique needs of the minority group you have selected.

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Analyze the health status of a specific minority group. Select a minority group that is represented in the United States (examples include: American Indian/Alaskan Native, Asian American, Black or African American, Hispanic or Latino, Native Hawaiian, or Pacific Islander.)
In an essay of 750-1,000 words, compare and contrast the health status of the minority group you have selected to the national average. Consider the cultural, socioeconomic, and sociopolitical barriers to health. How do race, ethnicity, socioeconomic status, and education influence health for the minority group you have selected? Address the following in your essay:
What is the current health status of this minority group? How is health promotion defined by the group? What health disparities exist for this group? Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice. Cite a minimum of three references in the paper.

What remedies might be effective in preventing or reducing incivility?

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• How do nursing students and nurse faculty members contribute to incivility in nursing education?
• What are some of the causes of incivility in nursing education?
• What remedies might be effective in preventing or reducing incivility?
They gathered responses from online surveys with open-ended questions from 36 nurse faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes. They noted four major themes of responses:
• Faculty perceptions of in-class disruption and incivility by students
• Faculty perceptions of out-of-class disruption and incivility by students
• Student perceptions of uncivil behaviors by faculty
• Faculty and student perceptions of possible causes of incivility in nursing education
A total of eight sub-themes were identified among the faculty comments on types of in-class disruptions. Those subthemes were:
• Disrupting others by talking in class
• Making negative remarks/disrespectful comments toward faculty
• Leaving early or arriving late
• Using cell phones
• Sleeping/not paying attention
• Bringing children to class
• Wearing immodest attire
• Coming to class unprepared