Columbia Southern University Population and Geographic Composition of A Community Essay

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Week 9 Information Establishing Points of Distribution Homework Help

Week 9 Information Establishing Points of Distribution Homework Help
Points of Distribution (POD) can be extremely beneficial in disaster situations. They can also create concerns during an operation in regards to transporting supplies, safety, security and finding an optimum site for establishing a POD.Pick one area, either beneficial or detrimental; briefly explain how that would affect a disaster operation, and how you would improve upon the process.Point of Distribution (POD) Training- FEMAView this video to get a better understanding of POD’s.https://www.youtube.com/watch?v=AXw1IROwz_s

ETHIC 240 WK 1 Herzing Strategic Management Telecommunications

ETHIC 240 WK 1 Herzing Strategic Management Telecommunications
Unit 1 Assignment – Building a Consumer Psychological and Cultural ProfileSubmit AssignmentDue Sunday by 11:59pm Points 40 Submitting a text entry box or a file uploadInstructionsIn the New Shoes simulation you will be marketing to three different target markets (home, domestic, and foreign). It becomes important to understand the consumer psychological and cultural profile for each market. Create a PowerPoint presentation to present to the marketing team of your New Shoes company to present a profile for your New Shoes consumer for the domestic and foreign markets using the criteria below.When Creating your Cultural Profile include the following elements:Cultural Types SubcultureSocial classCommunication (verbal and non verbal) that can impact the Marketing processSocial ( networks, family, roles and status)Personal (age and life cycle stage, occupation, economics, lifestyle, personality)When Creating Your Psychological Profile include the following elements:Consumer Perception of the product/serviceWhy do consumers purchase this particular product/service? (motivation)What are your consumers’ needs, wants, desires, and fears?What are your consumers’ beliefs and values that may influence the purchase?Your PowerPoint presentation should be at least 8 slides in length (not including the Title page and Reference page). Ensure that your sources are properly cited using APA formatted guidelines and include professional graphics. An example of a successful reference slide with several web pages and an academic journal article is linked below.You may also use the required and supplementary resources from this unit.Assignment ParametersAccurate description and reference of all concepts and theories learned from course material.Practical examples of concepts that lead to continuing interest in the topic.Synthesis of concepts and theories from other course activities.Well-organized, clearly presented work ( free from excessive spelling and grammatical errors)Properly cited sources using APA 6th edition.Ensure use of the assignment rubric.Assignment ObjectivesExamine how psychological as well as cultural factors influence consumer buying behavior.Apply these factors when creating a marketing strategy for a product or service.Assignment FilesExample Reference Slide [Image] RubricBU220 Unit 1 Assignment – Building a Consumer Psychological and Cultural ProfileBU220 Unit 1 Assignment – Building a Consumer Psychological and Cultural ProfileCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeAnalysis of Knowledge8.0 pts5Connects and extends knowledge (facts, theories, etc.) from one’s own academic study/ field/ discipline to civic engagement and to one’s own participation in civic life, politics, and government.4.0 pts4Analyzes knowledge (facts, theories, etc.) from one’s own academic study/ field/ discipline making relevant connections to civic engagement and to one’s own participation in civic life, politics, and government.3.0 pts3Begins to connect knowledge (facts, theories, etc.) from one’s own academic study/ field/ discipline to civic engagement and to tone’s own participation in civic life, politics, and government.2.0 pts2Begins to identify knowledge (facts, theories, etc.) from one’s own academic study/ field/ discipline that is relevant to civic engagement and to one’s own participation in civic life, politics, and government.1.0 pts1There Is some evidence that knowledge is identified (facts, theories, etc.) from one’s own academic study/ field/ discipline that is somewhat relevant to civics engagement and to one’s own participation in civic life, politics, and government.0.0 pts0There is little to no evidence that knowledge is identified (facts, theories, etc.) from one’s own academic study/ field/ discipline that is somewhat relevant to civics engagement and to one’s own participation in civic life, politics, and government.8.0 ptsThis criterion is linked to a Learning OutcomeDefines Content8.0 pts5Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.7.0 pts4Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed6.0 pts3Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.5.0 pts2Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.4.0 pts1Demonstrates the ability to explain contextual facts but does not provide a defined statement.0.0 pts0There is no evidence of a defined statement.8.0 ptsThis criterion is linked to a Learning OutcomeRelationship to research8.0 pts5Evaluates materials for scholarly significance and relevance within and/or across the various disciplines, evaluating them according to their contributions and consequences.7.0 pts4Examines materials for scholarly significance within and/or across the various disciplines to explore contributions in relation to important questions.6.0 pts3Uses materials in the context of scholarship to develop a foundation of disciplinary knowledge and to raise and explore important questions.5.0 pts2Engages materials with the intention and expectation of building topical and world knowledge.4.0 pts1Approaches materials in the context of assignments with the intention and expectation of finding right answers and learning facts and concepts to display for credit.0.0 pts0There is little to no evidence of engagement with outside materials used in a scholarly manner.8.0 ptsThis criterion is linked to a Learning OutcomeConclusion and related Outcomes12.0 pts5Conclusions (consequences and implications) are logical and reflect informed evaluation and the ability to place evidence and perspectives discussed in priority order.11.0 pts4Conclusions are logically tied to and reflect student’s informed evaluation in priority order and are clearly identified.10.0 pts3Conclusion is logically tied to a range of information and are identified clearly.9.0 pts2Conclusion is logically tied to information (because information is chosen to fit the desired conclusion).8.0 pts1Conclusion is inconsistently tied to some of the information discussed and oversimplified.0.0 pts0Conclusion is either not present, unclear, or does not reflect the information presented.12.0 ptsThis criterion is linked to a Learning OutcomeWriting2.0 pts5The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.1.8 pts4The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics, or spelling and minor error do not impair the flow of communication.1.6 pts3The paper exhibits an acceptable command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.1.4 pts2The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.1.2 pts1The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 pts0The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.2.0 ptsThis criterion is linked to a Learning OutcomeAPA2.0 pts5The required APA elements are all included with correct formatting, including in-text citations and references.1.8 pts4The required APA elements are all included with minor formatting errors, including in-text citations and references.1.6 pts3The required APA elements are all included with multiple formatting errors, including in-text citations and references.1.4 pts2The required APA elements are not all included. AND/OR there are major formatting errors, including in-text citations and references.1.2 pts1Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.0.0 pts0There is little to no evidence of APA formatting. AND/OR there are no in-text citations AND/OR references.2.0 ptsTotal Points: 40.0PreviousNext

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