Author: UniqueWritersBay

Is the Best Yet to Come?

A final case study and strategic plan is due the last class session.

Focus of the Final Case Study and Strategic Plan

Read the Starbucks’ Global Quest 2006: Is the Best Yet to Come? case provided in the Course Materials section.  From the perspective of an executive with the firm, prepare a 10-12 page, three-year strategic management proposal to Starbuck’s managing board of directors. Your proposal must be future-oriented and include an economic assessment, marketing assessment plan, a financial plan, an organizational structure recommendation, and supporting rationale. Use non-course materials to support your contentions and incorporate pro-rata financial statements and supporting documentation. Use APA style and submit your proposal to the instructor by the last day of class.

Writing the Final Case Study and Strategic Plan

The Final Case Study and Strategic Plan:

  •  Must be 10-12 double-spaced pages in length and formatted according to APA style as outlined in the approved APA style guide.
  •  Must include a cover page that includes:

    – Title of paper

    – Student’s name

    – Course name and number

    – Instructor’s name

    – Date submitted

  •  Must include an introductory paragraph with a succinct thesis statement.
  •  Must address the topic of the paper with critical thought.
  •  Must conclude with a restatement of the thesis and a conclusion paragraph.
  •  Must use at least five professional resources, including a minimum of two from ProQuest.
  •  Must use APA style as outlined in the approved APA style guide to document all sources.
  •  Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the approved APA style guide.

Carefully review the  Grading Rubric  for the criteria that will be used to evaluate your assignment

Film analysis – Vivre sa Vie

1)    Provide a context for understanding the film (film movement, director, national cinema, historical events, etc.). This must be more than merely naming a movement and giving its dates. You will need to discuss more fully the political, social, and cultural context of the film. I.e., explicitly connect the film to its movement and/or moment.

2)    Provide basic information about the film and a brief overview of what it is about. Avoid lengthy plot summaries.

3)    Present an argument regarding the film’s meaning or meanings. Be sure to support your argument with details from the film. Your grade will depend on your ability to observe detail.

4)    Include a close analysis of at least two brief sequences from the film, one of which must be the final shots of the film. Your comments on these scenes must also relate them to the meaning of the film that you are discussing (i.e., your overall argument). (Close analysis here means paying attention to visual details, not just plot or theme.)

5)    Use one of the readings for this class as a reference. (The textbook is allowed.)

Further guidelines:

1)    Provide a title for your essay that reflects what you are arguing (vs. just the film’s title).

2)    Underline or italicize all film titles and provide (director, date) when you first mention a film.

3)    Make your overall argument something that isn’t self-evidently obvious or too broadly general.

4)    Proofread your paper for clarity, typos, and writing errors. While this isn’t a writing class, poor or sloppy writing can reduce your grade from 1/3 to a full grade.

5)    Provide a list of “Works Cited” at the end of your essay.

6)    Avoid getting your information from the Internet, which is a notoriously unreliable source for scholarly information. If you do use the Internet, be sure to cross check the information elsewhere. I strongly recommend the library as a more reliable and immediate source of information on films.

7)    Needless to say, plagiarism is unacceptable. (See the syllabus, as well as the University’s guidelines on academic integrity.) Be careful to avoid plagiarism by acknowledging any and every source you have used. Even if you paraphrase someone else’s ideas, be sure to document your source(s). Every quote you use should include a reference to its source (author, title, and page number). If you use ideas from the DVD commentary on the film, you must reference that as well. Err on the side of over-documentation rather than under-documentation. If you do plagiarize on this essay, you will automatically fail this assignment, no exceptions.

8)    Format: 12 pt. standard font, standard margins, double spaced. You essay should be at least 3-4 pages long, which means at least 3 full pages (2.5 pages = 3 sheets of paper, but not 3 pages!). Note that you may write more than 3-4 pages if necessary.

Internet Freedom Of Speech

Internet Freedom Of Speech

This week, we are looking deeper into the practice of communicating online. This term we have talked about the process of communication and ethical communication. Now we are going to apply these concepts to our online communication. This week we discuss the topic of freedom of speech and whether we should be allowed to say anything we want on the Internet.

This week you need to take a stance on this issue. But remember, you also need to practice ethical and responsible communication while doing so. You are being asked to decide which side of the regulation of the Internet issue you agree with and then support your choice with examples and sound reasoning.

To prepare for this Discussion:

  • Go to the COMM 1001 Library Course Guide link from the Week 5 Learning Resources area:
    • In the Week 5 tab, you will find search boxes for the Opposing Viewpoints and CQ Researcherlinks (on the right side for Opposing Viewpoints and on the left side for CQ Researcher).
    • There is a description of how to navigate each database. There is also a video link at the bottom of each section demonstrating how to use the CQ Researcher or Opposing Viewpoints databases.
    • Choose one of the databases and in the search box provided, type “Internet Freedom of Speech” and hit “Search” or “Go.”
    • A list of links to articles and websites will come up on either database. These articles will cover a variety of topics within the subject of “Internet Freedom of Speech.”
    • Choose one topic you find interesting that comes up in articles or websites on the list.
    • Find at least 2 articles, websites, etc. from the list that will help you support your arguments about that topic.
  • Review the document, “How to Build an Argument”
  • Review the document, “How to Apply Terms, Module 2”
  • Review the document, “Week 5 Discussion Rubric.” This will help you make sure you have included all requirements in your discussion assignment.

With these thoughts in mind, your assignment is to:

Post by Day 3 a 200- to 300-word analysis that addresses the following:

Some people believe that we should be able to post anything we want on the internet. Others believe the Internet should be highly regulated. Either way, we have an ethical responsibility when we communicate on the Internet.

  1. Choose one aspect of “Internet Freedom of Speech,” that came up in your research through the library, as an example and describe why the Internet should or should not be regulated in the case you chose.
    • Follow the three step process, explained in the “How to Build an Argument” document, when writing your opinion on the topic.
    • Include at least 2 ideas from the materials (articles, websites, etc.) you found during your library research to support your argument. Use the “How to Apply Terms, Module 2” document to help you do this.
  2. Think about the effects of posting in a public forum such as the Internet. Discuss what you believe your social responsibility is as a communicator who uses this communication channel. Do this by providing at least 2 guidelines you set for yourself when communicating online (such as when using social media, chat rooms, commenting on blogs) and explain why they are important.
  3. You have learned in this class the importance of how you communicate, being careful with the words you choose, and being civil when you communicate. Be sure to practice civility in your post and responses to classmates. Be respectful of other’s rights to their opinions and they in turn will be respectful to you.

Be sure to support your ideas by connecting them to the week’s Learning Resources and something you have read, heard, seen, or experienced.

Strategic Analysis: Organizational & Competitive

The goal of conducting a competitor analysis is to gather information about the company’s competitors and systematically formulate a strategy to become the market leader in the industry. In formulating any strategy, it is imperative that the company understand its organizational structure as well as the internal and external forces which could impact their strategic decisions.

 

Based on the company you chose in the previous module, analyze the organization’s mission, vision, and values, its ability to compete, and the effectiveness of its management team in executing strategy. Some of the factors to be considered in doing this evaluation include the company’s internal resource capabilities, its relative cost position, and its competitive strength.In addition,evaluate the competitive strategy of your selected organization and examine how this strategic approach drives the rest of the strategic actions the company undertakes in terms of product line, production emphasis, marketing emphasis, and the means for sustaining the strategy. Make sure to include at least one analytical tool such as SWOT analysis, Porter’s, BCG, etc. in your analysis.

 

Research your selected organization’s strategy and analyze the following elements:

 

  • The organization’s mission, vision, and values. What does it tell you about the company, their culture, their direction? Does it convey the purpose and primary objectives of the company? If so, how, if not what is missing?
  • The organization’s strategic goals. Based on your research, what are the top three strategic goals of your chosen company?
  • The relative alignment of strategic goals with the organization’s mission, vision, and values. Include at least three examples of how the strategic goals help and/or hinder the organization in achieving its mission, vision, and values.
  • Additions or changes you would recommend to the strategic goals to better achieve the company’s mission, vision, and values. Include at least two additions or changes and justify your response.
  • Describe the relevant external factors and influences (at least 3) which could affect the decisions the company makes about its direction, objectives, strategy, and business model.
  • Describe the Internal factors and influences (at least 3) which could impact the company’s decision making such as the company’s market position and its competencies, capabilities, resource strengths and weaknesses, and competitiveness.
  • Does your selected organization have a focused strategy that differentiates it from other companies in the same marketplace? Explain your answer.
  • Is the organization seeking a competitive advantage by taking the initiative in the marketplace? Explain your answer.
  • Does the organization have a strategy for competing in international markets? Does it appear to have a solid understanding of local customer needs and preferences to create customized products or services? Does it appear to know how to transfer company expertise to initiate actions to compete internationally?
  • Make sure you utilize at least one analytical tool in your analysis of this section.

Write up your findings in a 6 to 8 page MS Word format paper which complies with APA standards, including proper grammar and spelling. Include at least three scholarly resources in your report.

Vulnerability and Attack Analysis Plan

Vulnerability and Attack Analysis Plan
For this course you will assess an organization, collect information, pinpoint vulnerabilities and come up with an attack plan that should work in theory. This project is not meant to be carried out but is meant to build a plan that will be used without actually taking the steps to perform the attack.
This project will be performed in two phases; the first will be an outline of the plan with a summary of tasks to be completed. The second is a group paper that will reveal all of the details of the attack.

The Outline of the Attack Plan
Develop an attack plan that covers these criteria:
1.    Choose a company/organization for analysis/attack.
2.    Give summary information about the organization. Remember, you have to think like an intruder – what information do you think would be relevant?
3.    Find tools on the web that could help you find information about systems/networks, etc.. that could be used to find vulnerable points. Remember, you have to find this info, use tools to look for more information and vulnerabilities that you could exploit. Name these tools and what they can do to help.
4.    Is social engineering an option here? What methods could you use to gather sensitive information? What questions might you ask? What kind of messages could you send? What are some physical security flaws (if any) do you think would be an option or not relevant?
5.    This outline can be presented in a Power Point presentation, complete with illustrations, and references. For illustrations, screenshots can be used to display various techniques you might employ.
6.    This presentation should be at least 12-15 slides, any style you wish and must have references to information you use. Keep in mind, this is not meant to be very detailed, this is just an outline of the plan. The details will go in the paper.

…….

Analyze the role of integrated marketing communications in the marketing of automobiles such as the Mazda Protegé and MAZDA6. How is each IMC element used to market automobiles

This case was written by Professors George E. Belch and Michael A. Belch. It is intended to be used as the basis for class discussion rather than to illustrate either effective or ineffective handling of a management situation.
The case was compiled from published sources.

Discussion Questions

  1. Analyze the role of integrated marketing communications in the marketing of automobiles such as the Mazda Protegé and MAZDA6. How is each IMC element used to market automobiles?
  2. Evaluate Mazda’s decision to drop the “Get In. Be Moved’ tagline for the Protegé and adopt the “Zoom-Zoom” theme for its advertising.
  3. Evaluate the strategy Mazda is using to advertise the new MAZDA6 sports sedan. Do you agree with the decision to use a more mature and less playful approach for the MAZDA6?
  4. What recommendations would you make to Mazda regarding its integrated marketing communications strategy as the company moves forward?

Introduction

Mazda has been selling cars and trucks in the highly competitive U.S. market for more than three decades. The company’s various models have always received high marks from consumers in areas such as styling, performance, reliability, and value. Sporty models such as the rotary engine RX-7, which was introduced in 1978 and was Mazda’s signature car for many years, and the Miata roadster helped the company sell nearly 400,000 cars and trucks per year in the U.S. throughout the decade of the ‘80s and into the early ‘90s. However, during the mid ‘90s Mazda embarked on an expansion program in an attempt to compete directly with Honda, Toyota and Nissan. This plan included the introduction of five new models in less than a year that resulted in a lack of focus in the company’s marketing and advertising plans. From 1994 to 1997 Mazda’s U.S. sales declined by 33 percent and reached their lowest level in 15 years as the various models were positioned primarily on the basis of value for the money. When the new president took over Mazda North American Operations in early 1997, he found an inefficient company with an image that was bouncing all around. Most of the advertising for the various Mazda models touted the prices and functional features of the cars with little attention being given to image and positioning. A change in marketing strategy as well as advertising philosophy was clearly needed if Mazda was to regain its strong position in the U.S. market.

The Road to Recovery

To begin its recovery, a new marketing strategy was developed which called for Mazda to refocus its efforts and target a younger generation of drivers who appreciate cars with sporty features and want to make a statement about themselves with their cars. In the fall of 1997 Mazda parted ways with its advertising agency of 27 years and awarded its business to a new agency, W.B. Doner & Co., now known as Doner. The new agency was given the charge of building an image that would capture Mazda’s overall personality and set it apart from other cars, i.e., to develop a brand DNA. They were also asked to develop an advertising theme that could be used for the Mazda brand rather than trying to establish a separate image for each model. Doner developed a simple but powerful slogan for Mazda, “Get In. Be Moved.” The slogan was seen as more than just an advertising tagline, it was a brand promise. Mazda’s group manager of brand strategy and communication noted that “It’s an invitation to the consumer; a motivation and a promise that you come to Mazda, you get in, and we promise that you’ll be moved by what our cars have to offer.”

Repositioning of the Protegé

One of the first challenges Doner undertook was to develop a campaign to completely reposition Mazda’s subcompact Protegé model for the 1999 model year. T
he Protegé had been positioned as a car that was a step up from a compact sedan but retained compact attributes such as fuel efficiency and price. The dual market for the Protegé included entry level young buyers and older, empty nesters who wanted a smaller second car. However, the new advertising strategy for the Protegé called for positioning it as a cool, fun and hip to drive vehicle for young, individualistic females. The ads targeted young professional women in their early 20s to mid 30s and promoted euro-chic styling, room for friends, value, reliability, and cool features of the car.
To launch the repositioning campaign for the Protegé, Doner developed several television commercials combining computer-generated backgrounds with live action and featuring a group of hip “20-somethings” carpooling in a Protegé. One of the most popular spots was called “Protegé World” and showed the group driving a Protegé through a surrealistic cityscape accompanied by a vocal set to music from the rock group Nails’ “88 Lines About 44 Women,” bemoaning the trials and tribulations of their workday lives. As the car drives off the screen, the voice over describes how the Protegé “is a change from your high-maintenance relationships.”
In addition to the commercials, Mazda also gave the redesigned Protegé a major push on the Internet. Mazda kicked off what it called “the world’s largest online automotive launch party” with banner ads on a number of web sites and portals such as Yahoo!, Excite, America Online’s Autocenter, CarPoint, and MTV. The ads led visitors to the Protegé section of Mazda’s web site, which was created by CKS Group, Mazda’s interactive agency. Once there they could start the Protegé Road Trip where users picked the traits and a photograph of an imaginary travel companion before starting on a cyber journey that included choosing virtual roads to take. Fun facts about the car were offered along the way. While online, travelers could also enter a sweepstakes to win a new Protegé and play trivia games supplied by the game show site Uproar. Mazda also mailed a CD-ROM with music, movie reviews and interviews to people who requested more information while visiting the Protegé web site. The IMC program was extended to dealer showrooms by developing point-of-purchase cubes that used the same imagery and tonality as the television and print messages.
The IMC program developed by Doner was highly successful in repositioning the Protegé and attracting younger buyers. Protegé sales increased 33 percent in the fourth quarter of 1998 and nearly 12 percent in 1999. Imagery perceptions were also used to track and evaluate the effectiveness of the campaign and revealed that the campaign was successful in creating a new image for the Protegé as younger, hipper, and more intelligent. The research also showed an increase in perceptions of the Protegé on key attributes such as overall quality, reliability, and dependability.

Zoom-Zooming in a New Direction

The success of the Protegé campaign prompted Mazda to use the “Get In. Be Moved” as it overall branding theme and as the tagline in campaigns for various other models. However, the company’s marketing executives were still not entirely sold on the tagline. In 1999 Mazda North America hired a new group manager for brand strategy and communications. She felt that Mazda still lacked a strong brand position, as “Get in. Be moved.” was too passive and vague and could just as easily work as a tagline for an airport tram as a car. The new manager was an advocate of the idea of using a unified branding effort as she felt that having a different advertising theme for every model would weaken Mazda’s overall brand image. However, she wanted a theme that could be used to appeal to the driving enthusiast in everyone and build on Mazda’s heritage as the creator of sporty vehicles such as the RX-7 and Miata roadster.
Ironically, when Doner had pitched the Mazda account in 1997, one of the creative ideas that was presented centered on a theme based on the phrase “Zoom-Zoom.” The agency had presented a “brand essence” tape that showed images of children enjoying their “wheels” which included toy cars, tricycles and bicycles. The adults in the pitch tape were shown still expecting and experiencing the same excitement when it comes to their automobiles. In early 2000 Mazda had Doner develop a new branding campaign that would communicate the idea that the company makes fun-to-drive cars for adults who are still in touch with their inner child. The first commercials in the campaign showed a young boy running up to a road and turning to the camera to whisper, “Zoom-Zoom.” Interspersed were images of children laughing and playing with wheeled objects and adults being playful as well (such as a young man riding a shopping cart through a supermarket parking lot). The message also included a bouncy, Jamaican-toned jingle that keeps repeating the “Zoom-Zoom” phrase. The “Get In. Be Moved” tagline still appeared in the ads but was no longer emphasized.
The first Mazda vehicle to use advertising featuring the “Zoom-Zoom” creative platform was the company’s new Tribute sport utility
vehicle which was positioned as an SUV with the “soul of a sports car.” The campaign for the SUV broke in August 2000 and ran through late November. The launch of the Tribute was extremely successful and its strong sales continued into 2001. Mazda had also begun incorporating the “Zoom-Zoom” phrase and music in ads for other models which resulted in increases in brand as well as advertising awareness. By the summer of 2001 Mazda had decided to phase out the “Get In. Be Moved” tagline and replace it with the “Zoom-Zoom” message in all of its advertising. Mazda and the agency refused to characterize it as a new tagline as Simmons described it as more of the “mantra” of the automaker noting that “’Zoom-Zoom’ sums up everything we stand for as a company.”
Extending the Protegé Line
By the summer of 2001, the “Zoom-Zoom” message was integrated into all new Mazda advertising which began carrying a sportier look. Advertising for the new Mazda Protegé positioned it as an agile, fun car to drive, with a sports car heritage. New commercials were developed which began with a shot of the Mazda Miata sports car, and asked the question “Where is it written that only a sports car can behave like a sports car?’ in a not so subtle attempt to associate the Protegé with the sporty Miata. The commercial also showed the new 2.0 liter engine Protegé keeping pace with the Miata on a curvy highway to demonstrate its speed and handling. All other elements of the IMC program reflected this positioning.
In addition to changing its advertising strategy, Mazda North American Operations had embarked on a new corporate strategy as well. Part of the Millennial Plan strategy included the launching of a number of new products including two models that were built on the Protegé platform, the Protegé5 and the MAZDASPEED Protegé. The Protegé5 is a four-door hatchback designed to fit into the growing niche of “crossover” vehicles. While many car buyers had rejected hatchbacks as boring and too much like station wagons, Mazda and other car companies were repositioning them as sporty and youthful, as well as practical. The target market for the Protegé5 is approximately 60 percent male, under 34 years old, college educated, with a college education and annual household incomes of nearly $70,000. From a life style perspective, the target consumer has an active lifestyle, makes time to have fun, loves to drive, and is likely to be a car enthusiast. To appeal to this audience, commercials for the Protege5 took the perspective of someone riding a bike zooming about the city, maneuvering around curves and having fun. A second commercial took a similar perspective from a skateboard. The message being conveyed was that if you think this is fun and exciting, you can now have the same experience in the new Protegé5. Advertising for the Protegé5 also noted that it was the only car to score a perfect 10 in Car & Driver Magazine’s “fun to drive” category and was ranked number one in head-to-head comparisons against other competitors in the category. Examples of some of several ads used for the Protegé5 are provided at the end of the case.
In the fall of 2002 Mazda introduced the MAZDASPEED Protegé, a high performance version of the Protegé sedan model. Mazda had previously positioned the Protegé sedan to appeal to young, college-age and professional women and the goal was to extend the appeal of the car. Mazda added some major “bells and whistles” to the MAZASPEED Protegé from a performance aspect to attract more male buyers in the same age range and appeal to real driving enthusiasts. These included a powerful 170 horsepower turbocharged engine, a sport-tuned suspension, racing inspired front air dam, a lightweight rear wing, and aggressive styling. Attempting to capitalize on a growing trend toward street rods, Mazda positioned the MAZDASPEED Protegé model as an affordable “Pocket Rocket” that appeals to the twenty-something, largely male audience that has made “slamming” (customizing compact cars with lowered suspensions, power infusions, outrageous wheels and ear-splitting sound systems) an American phenomenon. According to Mazda’s vice president of product strategy and development, “MAZDASPEED vehicles are the ultimate expression of Mazda performance. This car takes factory-tuned sport- compact performance to the extreme.”

The MAZDA6

Perhaps the most critical new product introduction from Mazda in more than a decade was the launch of the 2003 MAZDA6, the long awaited successor to the 626 family sedan. Mazda’s marketing vice president referred to the introduction of the MAZDA6 as “one of the most important launches in Mazda’s history” since it competes in the mid-size sedan segment of automobile market where most cars sell for $20,000 to $25,000. This is the most important segment of the market, because of its sales volume and the halo effect that results from having a successful brand in this segment. Mazda’s target customer in this segment is a mid-30s
car enthusiast, although not to the extreme, who lives an active lifestyle.
The advertising strategy for the MAZDA6 departed from the approach used for the Protegé, as it involved what the company describes as a “more mature” effort that is designed to position the car as a refined, sporty alternative to the Toyota Camry, Nissan Altima, and Honda Accord. While the ads still use the “Zoom-Zoom” line, the campaign features a more confident and less playful feel than that used with the Protegé. The commercials are designed to reflect a more “grown-up” approach, with the young boy that appeared in the Protegé ads removed but still delivering the “Zoom-Zoom” phrase in the voiceover. The ads also use more action shots of the car and its workings. Introductory TV spots and print ads focused on attributes such as styling, performance and handling with each calling out mechanical features like zero-loss brake boosters, double-cone synchronizers and/or the car’s double wishbone suspension. A number of the prints ads for the MAZDA6 are also provided at the end of the case.
The promotional strategy for the MAZDA6 utilized a heavily integrated communications program. Print advertising accounted for 12 percent of the overall budget with ads being run in “enthusiast” magazines as well as in lifestyle magazines and newspapers. The broadcast media schedule was heavily weighted to college and pro football and included a marketing deal between Mazda and ESPN. This deal includes advertising of the MAZDA6 through ESPN’s various media including print (ESPN Magazine), TV, radio and the Internet as well as in ESPN Zone restaurants. It also integrates the MAZDA6 into various promotions such as ESPN’s “Pigskin Pick’Em” game and “Exhilarating Moments” along with nationwide exposure through the ESPN Truck. The IMC program for the MAZDA6 also includes an extensive publicity/public relations campaign, direct mail, and the use of interactive media such as online advertising, CD-ROMs, and a mini-web site onwww.MazdaUSA.com. The MAZDA6 also received strong media acclaim including being named one of Car & Driver’s 10 Best Cars for 2003.

Moving Forward

During the 1980s and ‘90s Mazda North American Operations had spent much of its time and effort trying to imitate and keep up with its major competitors in the U.S. market such as Honda, Toyota and Nissan. However, by 2003 Mazda was on its way to returning to its roots as a marketer of sporty, fun-to-drive, stylish vehicles. While overall sales in 2002 had declined by 4.2 percent from the previous year, much of this decline was due to the phasing out of the Mazda 626 and Millenia models. The company had assembled a strong product line with vehicles such as the Tribute SUV, Protegé, and MAZDA6 showing very strong sales. Sales of the Protegé models rose to 83,367 units in 2002, a 5.9 percent increase over the previous year. By July 2003 sales of the MAZDA6 reached 32,297 units as the new flagship sports sedan was on track to exceed the previous year’s sales of the 626, which it had replaced.
In July 2003 Mazda introduced the new RX-8 sports car which had been in development for nearly 10 years and marked the return of the rotary engine. The RX-8 was eagerly anticipated by the automotive community and first few month’s sales were very strong. The success of the RX-8 would be critical to Mazda’s recovery as the senior vice president of marketing and product development referred to it as “our halo car, the one at the top of the mountain.” The launch campaign for the RX-8 included product placements in TV shows and films, including being featured as the escape vehicle for the hero in the movie X-Men 2. One of the launch commercials featured a man’s loving admiration of his RX-8 in his garage being interspersed with his fantasies of open-road driving. At one point he is shown hugging the car and its doors close in such a way that the vehicle seems to be returning his embrace. All of the RX-8 spots feature the “Zoom-Zoom” message.
As Mazda prepared to move forward, the issue now facing the company was to ensure that its advertising, as well as other elements of its integrated marketing communications program, would continue to resonate with consumers and support its positioning platform. Mazda had become identified as the “Zoom-Zoom” brand and a decision had to be made as to whether this was the image that would best serve the company in the highly competitive U.S. automotive market.

Ethics in Contemporary Society

The Prisoners Dilemma; What is in My Best Interest?

We learned in earlier discussions that according to Aristotle and Bentham, one happiness was the highest goal. Enter social contract. How does one ensure one self-interest when one has to compromise with another to achieve the goal? David Gauthier proposes that it is possible, offering the Prisoner Dilemma as an example.

According to the story of the Prisoners Dilemma, two people have been brought in for questioning, conducted separately, about a crime they are suspected to have committed. The police have solid evidence of a lesser crime that they committed, but need confessions in order to convict them on more serious charges. Each prisoner is told that if she cooperates with the police by informing on the other prisoner, then she will be rewarded by receiving a relatively light sentence of one year in prison, whereas her cohort will go to prison for ten years. If they both remain silent, then there will be no such rewards, and they can each expect to receive moderate sentences of two years. And if they both cooperate with police by informing on each other, then the police will have enough to send each to prison for five years. The dilemma then is this: in order to serve her own interests as well as possible, each prisoner reasons that no matter what the other does she is better off cooperating with the police by confessing. Each reasons: If she confesses, then I should confess, thereby being sentenced to five years instead of ten. And if she does not confess, then I should confess, thereby being sentenced to one year instead of two. So, no matter what she does, I should confess. The problem is that when each reasons this way, they each confess, and each goes to prison for five years. However, had they each remained silent, thereby cooperating with each other rather than with the police, they would have spent only two years in prison.

(Note: For additional information, you can read more about Gauthier by copying the URL into your internet browser. (http://www.iep.utm.edu/soc-cont/#SH2a). It will take you to the Internet Encyclopedia of Philosophy. The link takes you to the beginning of a great article on social contract. The outline at the beginning shows that the discussion on Gauthier and the Prisoners Dilemma is in the middle of the article, in the More Recent Theories section, following Rawls. Gauthier comments on the idea that the Prisoners Dilemma shows that it is in an individuals best interest to cooperate, even when it means that they will give up some individual freedom.)

Assignment Requirements:

Write a 3-page (650-750 word) paper addressing the following questions:

  1. Consider the concepts of utilitarianism, egoism, and social contract. What moral theory utilitarianism, egoism, or social contract is consistent with coopering with the other prisoner and rejecting self-interest as the best option? Â What is the recommended course of action for each prisoner in regard to the other two theories?
  2. From your experience, is cooperation always in your best interest? Share an example. Alternatively, to state it negatively, why do selfish, self-centered people seem to prosper if cooperation is always in their best interest?

Post the 3-page (650-750 words) paper to the M2: Assignment 2 Dropbox by Wednesday, March 26, 2014. All written assignments and responses should follow citation rules for attributing sources. Please use Microsoft Word spelling/grammar checker before submitting your paper. Please remember that the plagiarism policy applies.

The Importance of Listening and Responding in Effective Negotiation

The purpose of this assignment is to highlight the importance of listening and responding in negotiations and to identify ways to improve listening and speaking in various negotiation situations.

Consider a situation you observed or participated in where a negotiation occurred. This can be a situation at home as child negotiating a later bed time or a situation at work such as a co-worker negotiating for additional time off. An example of a negotiation is provided in the Webilography and is entitled: Classic Sesame Street: Ernie and Bert Can’t Communicate.  < http://www.youtube.com/watch?v=kjF4rKCR81o&feature=related >

Determine the kind of listening skills used in the interaction of your chosen negotiation.

Prepare a 3-5 page paper which addresses the following:

Respond to the following:

  • Describe the negotiation you observed or participated in.
  • Explain and describe what parts of the interaction employed effective listening and speaking in the negotiation.
  • Explain and describe what parts of the interaction employed ineffective listening and speaking in the negotiation.
  • Suggest and explain at least two alternative strategies which could have been used to improve communication within this negotiation.

Make sure you clearly articulate your chosen negotiation and thoroughly explain each section in your paper. Apply current APA standards for writing style to your work and cite at least 2 references (one of which may be your text book) in your paper.

Use the following file-naming convention: LastnameFirstInitial_M2_A2.doc. For example, if your name is John Smith, your document will be named SmithJ_M2_A2.doc.

By Wednesday, March 26, 2014, submit your assignment to the M2: Assignment 2 Dropbox.

Paid Time Off (PTO) Policies

Paid Time Off (PTO) Policies

PTO policies have become good tools for HR staff to use in terms of organizational incentives. Use the Argosy University online library and your textbooks to read about PTO policies. Now, let us go back to Company A and Company B from Module 1.

While reviewing the information from the two merged companies, the HR Director has found out that each company has two different PTO policies.

Company A has a PTO system in which employees are given 30 days of paid time off each year, which accumulates at the rate of 2.5 days a month. Under this policy, vacation and sick leave are all rolled into one paid leave and any absence whether scheduled, such as vacation, or unscheduled, such as sick leave, are taken from the accumulated leave the employee has earned.

Company B has a more traditional leave system in which employees are given 12 days of vacation, 10 days of sick leave and 10 holidays. The company is closed on those holidays. Vacation is accumulated at a day per month. Sick leave has an unlimited accumulation, but unlike vacation would not be paid out upon termination of employment.

Since the employees of the merged company will be working side by side, the HR Director has asked you to review the situation and make recommendations for a solution.

Instructions:

Prepare a report to send the HR Director addressing the following issues:

  • Identify any additional information you would need to recommend a solution, and explain where you would likely find that information.
  • Discuss any issues you would likely encounter if you were to merge the PTO system to a traditional leave system. Explain which issues would be difficult to solve and why.
  • Explain any problems you see with leaving the two systems in place, and identify which system would be assigned for new employees.
  • Make a recommendation for one common PTO system. Explain your system and why you think this system is the best system for the company.

Include two to three scholarly references in your response.

Write a five-to-seven-page memo to the company’s Chief Executive Officer (CEO). Apply APA standards to citation of sources.

Psychology Paper – The Link between Early Onset Schizophrenia

One way in which psychology examines issues in life-span development is to review current research on related topics. For this assignment you will review current research and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is simply a brief summary and analysis of the journal article reviewed. For more information on the required format of the bibliography please click on annotated bibliography template.

You will need to find research articles located in scholarly journals. Scholarly journal articles are also referred as primary source peer reviewed articles. A scholarly journal article can be found in the South University Online Library. To find more information regarding utilizing the South University Library and accessing scholarly journal articles click on Library Guide. What cannot be used for this assignment are web pages, magazines, newspapers, text books, and other books. Finally, current research for our purposes is an article that was published within the last 5 to 6 years.

Remember this is a course on human development so when looking for articles make sure that it is related to the subject matter covered in the course. Include one or more of the following as topic areas in your search:

  • Major developmental theories across the lifespan
  • Nature of geographic, gender, social, cognitive, emotional, and developmental factors during each period of development
  • Developmental factors that impact one another.
  • Historical and current trends in development
  • Current trends which may differentially impact the future development of populations in the United State
  • Social, and diversity issues related to developmental psychology

For this assignment you will find 2 journal articles for each of these age groups:

  • Adulthood
  • Older Adults

The annotated bibliography should include for each article.

  • Write a 2 paragraph summary for each article.
  • Write a 1-2 paragraph analysis and evaluation for each article found.
  • Make sure to integrate what you learned in your course readings in that analysis

Summary: For week 5 you will also write a summary (1-2 pages) of what you learned from your research on the different age groups (including week 3 age groups) as seen from the life-span perspective. To assist in the development of this summary answer the following questions:

  • After reviewing the current research in the various age groups what similarities did you find in the types of research and what was being studied? What differences did you find?
  • Based on your course readings what developmental theories did you find that were applicable?
  • Explain how the life-span perspective provides a way of better understanding the research reviewed.