Objectives / Topics for Case Study

1. Develop a clear understanding of measures needed to ensure coordination between public health and law enforcement agencies, and between federal and state/local agencies, during the pre-event phase of an influenza pandemic.
2. Acquire knowledge about the coordination of public health and law enforcement in declared emergencies.
3. Understand the legal authorities of public health, law enforcement, and other agencies available for implementing pharmaceutical and non-pharmaceutical interventions in both declared and undeclared public health emergencies.
4. Recognize how implementation of selected interventions such as isolation, quarantine, restriction of movement, closure and cancellation of public places or events will be coordinated between public health and law enforcement agencies.
5. Develop a clear understanding of plans for ensuring continuity of operations between public health and law enforcement agencies during the event phase of an influenza pandemic.
6. Identify essential criteria and approaches for assessing agencies’ preparedness for an influenza pandemic.
7. Identify basic personal protective measures and knowledge that will allow law enforcement personnel to function effectively in a pandemic setting

Instructions

1. Complete each question in the case study. It is recommended to answer each question in sequential order since you are performing an outbreak investigation.
2. You can use classroom or online resources to answer the questions, such as CDC or local health departments.
3. You can answer the questions directly in the Word Document (attached to assignment). Please save your file as LastName_FirstName_PBHE426_Case Study 2.
4. Please put your name in the document header.
5. Submit your completed assignment in the Classroom Assignment – Case Study Two.
6. This assignment is to be completed individually.

Services, Pricing and Distribution (Chapters 14-18)  (TurboTax) 

Q5. Discuss possible sources of new product ideas. (Ch. 15)  (TurboTax) 

Q6. Discuss the firm’s new product screening process. (Ch. 15)  (TurboTax) 

Q7. Discuss the firm’s pricing method or methods. (Ch. 16)  (TurboTax) 

Q8. Explain the price adaptations (discounts, promotions, etc.) the firm should use. (Ch. 16)  (TurboTax) 

 Successful value creation needs successful value delivery. Holistic marketers are increasingly taking a value network view of their businesses. Instead of limiting their focus to their immediate suppliers, distributors, and customers, they are examining the whole supply chain that links raw materials, components, and manufactured goods, which shows how they move toward the final consumers. Companies are looking at their suppliers’ suppliers upstream and at their distributors’ customers downstream. They are looking at customer segments and considering a wide range of different possible means to sell, distribute, and service their offerings. 

Instructions:

Each individual assignment must include a title page that has the name of the project topic and the specific questions being addressed, be 6-7 full pages (12-point Times New Roman font, double spaced), and include a separate references page. All content must show direct application to the topic and exclude definitions of terms and general explanations of generic marketing topics.

When completing an assignment for a given module/week, you must view the entire course textbook (all chapters) as a resource for the assignment, meaning it may be necessary to locate assignment-related material in chapters other than those corresponding with the module/week in which the assignment is located. While the effort has been made to ensure that all material necessary for assignment completion is found in the textbook, contact the instructor immediately if information needed to complete the assignment cannot be located in the textbook. The instructor will then provide instructions on locating the required material.

Each of the parts of the Market Management Group Project (MMGP) must follow this format:

• Discussion of the research
• Inclusion of corroborating research about the theory      and/or your product
• Analysis and discussion

Quotes must be minimized and long quotes (40 words or more) avoided. Outside sources to be cited include scholarly marketing journals, practitioner publications, and the course textbook. Assignments must be submitted directly to the Group Discussion Board Forum and contain a Microsoft Word document with the exact same content.

Once the papers are graded and instructor comments are provided, each member will edit his or her paper accordingly.

Required Resources

American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, DC: Author.

Kotler, P. T., & Keller, K. L. (2016). Marketing management (Custom 15th ed.). Upper Saddle River, NJ: Pearson, Inc. ISBN: 9780133856460 

Required Resources
Read/review the following resources for this activity:

• Textbook: Chapter 13, 14
• Minimum of 1 primary or scholarly source (from actor/director or critic – either will count as your scholarly source requirement for discussions)

Initial Post Instructions
Many people would say that the 1999 premier of The Sopranos was a turning point in the development of television as an art form. Choose a television or streaming show that you feel perpetuates the idea that television is indeed a form of art. For the initial post, address the following:

• Include the name of the show and the director.
• Explain why you think this program is art.
• What impact does the example have on viewers’ lives?
• What were some influences of this work?
• Include a statement from an actor, director, or critic of the program that supports your points.

Follow-Up Post Instructions
Respond to at least one peer. Respond to one peer who chose an option different from yours. Further the dialogue by providing more information and clarification.

Follow up post:

Dora

Hello Class and Professor,

I am going to be the stereotypical nursing student here by talking about Grey’s Anatomy. This television show has been airing for 17 seasons. Many shows struggle to maintain approval for further seasons and episodes while this is one that has done so without difficulty. This show proves itself as an art form as it emotionally moves its viewers: as Martin and Jacobus state, “The power of the image to excite a viewer, combined with music and sound, is more and more becoming an intense experience as the technology of the medium develops” (2019, pp. 331). The show emotionally draw’s many in as it expresses a multitude of issues such as health problems, addiction, death of loved ones, racial inequalities. 

This show has impacted viewers’ lives as it provides a relation to such issues and shows people they are not alone in their struggles. They advocate for change and improvement in healthcare and overall in public issues. One professor from the University of Illinois performed a study on the impact of Grey’s Anatomy and stated, “the more episodes viewers watched, the more likely they were to perceive the show as credible, and then the more likely they were to perceive the show as credible, the more likely they were to perceive real world doctors as their doctors to be courageous, which that led to patient satisfaction” (2020). The show recently had its focal point for season 17 set on COVID-19 and I myself found the episodes highly realistic. I saw personal protective equipment shortages, healthcare workers struggling with burnout, healthcare workers emotionally processing the constant deaths of their patients: all of these I had dealt with during the COVID outbreak and it moved me. This moved me to know that someone was shining a light on the difficulties we faced every day when we clocked in.

Grey’s Anatomy has been influenced by many real life diseases and occurrences for episodes. The show has shown real diseases ranging anywhere from cancer to Kawasaki’s disease. Some may be rare and some are ever so common. The show has been a major influence for further medical shows to go on and have a fan base to continue seasons. The show has realistic outcomes and not every episode is a happy ending which furthers the connection viewer’s have with the show. When the creator and executive producer was asked about how the show relates to real world diversity, Shonda Rhimes states, “It’s who is telling the stories,” she says, “because the people telling the stories are the people deciding who you see onscreen, they’re the people who are deciding who are in the writers rooms, they’re the people deciding on the crew” (Shonda Rhimes on Raising the Next Generation of TV Producers, 2021).

Martin, F. D., & Jacobus, L. A. (2019). The humanities through the arts.  New York: McGraw-Hill Education.

Author, G. (2020, September 3). Grey’s Anatomy’s Real World Effect. Prospective Doctor. https://www.prospectivedoctor.com/greys-anatomys-real-world-effect/ (Links to an external site.)

Shonda Rhimes on Raising the Next Generation of TV Producers. (2021). TIME.Com. https://time.com/collection-post/4081997/shonda-rhimes-viola-davis-scandal-kerry-washington/

Writing Requirements

• Minimum of 2 posts (1 initial & 1 follow-up)
• Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
• APA format for in-text citations and list of references

 develop lesson plans for students with mild to moderate disabilities that include differentiated instructional strategies (CLO5/Evaluating) and; 

develop lesson plans that incorporate CCSS, IEP goals, effective assessment practices, and evidence-based strategies for promoting self-determination skills for a variety of classroom settings serving students with mild to moderate disabilities (CLO5/Evaluating).

Content Expectations: Submit each of the following for evaluation:

• Classroom (4 points): Using the lesson plans from prior weeks as a model format, develop a lesson plan downloadthat incorporates differentiated instructional strategies, CCSS, IEP goals, effective assessment practices, and evidence-based strategies for promoting self-determination skills for Bianca in your choice of either Mr. Franklin or Mrs. Mills’ classroom.
• Reflection (4 points): Write a one page rationale for each lesson plan explaining why you chose the differentiated instructional strategies for Bianca in the lesson plan you did instead of other possible choices. Provide your collaborative suggestions to appropriately address content, multiple intelligences, and the learning styles of diverse learners. Consider the additional factors that are evident in real-world classrooms where attention must be given to strategies to differentiate content based on student readiness, interest and learning profile.

Written Expectations:

• Syntax and Mechanics (1 point): Exhibit meticulous use of grammar, spelling, and organization, throughout your submission.
• Organization (.5 points): Use the lesson plan template provided.
• Source Requirement (1 point): Reference at least five scholarly sources, which may include your course textbook, in order to provide credible evidence to support your ideas.
  • The Scholarly, Peer Reviewed, and Other Credible Sources downloadtable offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
• Additional Page Requirement (.5 points): Your submission must include a separate title and reference page.
• APA format (1 point): All in text citations, page format and references must be written in APA 6th edition format.

Text

Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.

Article

American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57(12), 1060-1073. doi:10.1037/0003-066X.57.12.1060

Bremer, C. D., Kachgal, M., & Schoeller, K. (2003). Self-determination: Supporting successful transition (Links to an external site.). Research to Practice Brief: Improving Secondary Education and Transition Services Through Research, 2(1). Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=962

Write a memo announcing employee layoffs.

You are the SVP of human resources for a financial software company that has 7,500 employees. The company has decided to sell AccountSoft, one of its major products. The software has suffered declining sales for the past two years, and it no longer fits with the new mission of the company, which is to sell to small businesses and individuals, rather than larger accounting firms (currently 95% of AccountSoft’s buyers).

You will have individual conversations with employees who are affected by the layoffs, but first you advise the CEO to send an email to all employees to announce the decision to sell AccountSoft and to prepare employees for the downsizing and what will happen next.

As you write this memo for the CEO to send under his name, consider that not all employees from the AccountSoft division will be laid off. The sales and marketing staff (about 150 people) will be leaving the firm, but the software developers will go to the acquiring firm, Accounting Support Services, Inc. This was your agreement with Accounting Support Services, as part of the acquisition deal.

Write the memo to communicate the decision clearly and help employees understand and accept the message.

should be in protocol length and delivers the message effectively and thoroughly.