Focus of the Marketing Plan Essay Example for Free

Focus of the Marketing Plan Essay †¢Construct an overview of internal and external contingencies, describing at least two internal and three external contingencies and how they impact the sports marketing plan. †¢Justify market selection decisions including the psychological and sociological factors as influences. Include targeting and positioning of the product(s). †¢Generate a Sports Marketing Mix for your organization to address the promotion mix of advertising, public relations, sales promotion, and pricing. †¢Create a plan for the marketing process. Within that plan include a control phase and an implementation strategy. Any unique issues should also be addressed in this section, including the impact on facilities and any specific departments or segments of the organization impacted by the plan. Writing the Marketing Plan The Marketing Plan: †¢Must be eight to ten 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: Student’s name Course name and number Title of paper 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 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.

Critical Issue: Promoting Technology Use In Schools Essay -- essays re

Critical Issue: Promoting Technology Use in Schools ISSUE: Although there has been a strong push to get educational technology into the hands of teachers and students, many obstacles to implementation still exist. Equipment may not be placed in easily accessible locations. Hardware and software often pose problems for teachers in the classroom, and just-in-time technical support may be unavailable. Teachers may lack the time and the motivation to learn technology skills. Professional development activities may not provide ongoing, hands-on training for teachers or practical strategies for implementing technology into lesson plans. Initial technology funding may not be sustained and thus not capable of providing upgrades, maintenance, and ongoing professional development. Fortunately, these obstacles can be addressed and overcome. This Critical Issue provides practical information for promoting technology use in schools. OVERVIEW: The push to provide technology in schools has been successful in recent years. According to Goldman, Cole, and Syer (2000), most schools have computer labs and many have computers in every classroom. More than 90 percent of all schools are connected to the Internet, and more than 33 percent of teachers have Internet access in their classrooms. Yet teachers readily admit that they are not making as much use of technology as they could. According to an Education Week survey, nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all (Trotter, 2001). Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, new roles for teachers, time for ongoing professional development, appropriate coaching of teac hers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology. Placing Computers for Equitable Access Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availabi... ...riodically visit classrooms to determine teachers' technology needs and to observe and encourage their integration strategies.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Provide opportunities for teachers to observe effective technology use in other classes or schools.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Recognize teacher successes with technology. Share these stories with the school and the community. Encourage teachers to share their successes with colleagues at conferences.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Participate in professional development programs, study groups, and other technology activities with teachers and other staff members. REFERENCES Bailey, G., & Pownell, D. (2002, November). Technology staff development and support programs: Applying Abraham Maslow's hierarchy of needs. Learning and Leading With Technology, 26(3), 47-51. Burgos, M. (2001) A successful model for school improvement Glenn, A. D. (2003). Technology and the continuing education of classroom teachers. Peabody Journal of Education, 7(1), 122-128. Goldman, S., Cole, K., & Syer, C. (2000). The technology/content dilemma Trotter, A. (2001, September 23). Preparing teachers for the digital age. Education Week

Current Issues Paper and Class Handout Essay

As one of the most popular religions in the entire world, Buddism is believed to be originated by Siddhattha Gotama, also referred to as Siddhartha Gautama, 2500 years ago in Northern India (â€Å"Religious Tolerance†, 2015). More than 75% of its followers are from the Far East. Burma, Korea, Japan, China and Sri Lanka are places where Buddhism is commonly practiced (Molloy, 2010). Common Characteristics Although Buddhism is a major, strong religion on its own, it does share some similarities with other religions of the world. Hinduism is the one religion Buddhism probably shares the most similarities with. They share commonality on issues of reincarnation, enlightenment, salvation, suffering and yoga practices (Molloy, 2010). Reincarnation: the way you live presently will determine the worth of your reincarnated life. So if you live an honorable life now, you’ll be rewarded in reincarnation, vice versa. Enlightenment: both religion philosophies agree there’s no one path to achieve enlightenment. The paths are vast and can be attained through the mastering of one’s six senses. Salvation: can only be achieved individually and taking full responsibility of your own fate and the actions you take in your life. Suffering: is caused by materialism or becoming attached to things in and of the world we live in excessively. Yoga: both religions believe concentration and meditation promotes liberation and the path to enlightenment. Buddhism also shares a few similarities with Jainism. For example, each religion believes Nirvana is a state of becoming nothing, by freeing yourself from the world and rebirth. However, in state of non-being is referred to as ‘sunya’ in Buddhism and ‘moksha’ in Jainism. Modern World Challenges At the turn of the 19th and 20th centuries, new opportunities, as well as challenges, needed to be addressed by Buddhism as a religion. Cultural and religious patterns were being affected and across regions at the expense of the pre-modern Buddhist world (â€Å"Encyclopedia Britannica â€Å", 2014). Westernization began to settle in a lot of Buddhist countries due to conquests. Economic, political, cultural and religious influence from the west was becoming heavy. All across Asia the everyday life and thoughts of Buddhist communities became infused with notions of socialism and liberal democracy, modern rationalistic and scientific thinking and modern capitalistic economies. Also, Buddhism, as a religion started to reappear in communities it previously flourished many years ago. Buddhism rapidly moved into the west and prospered with new developments, which energized the Buddhism religion back in Asia (â€Å"Encyclopedia Britannica â€Å", 2014). Women In Buddhism Women have fully been permitted to participate in a religious community since the early days of Buddhism. But they were bound by restrictions, since they’ve typically been look upon as being inferior to men (â€Å"Buddhist Studies†, 2008). Discrimination within their religion is an obstacle women have consistently been faced with. In some cases nuns actually have to bow to a monk. Originally, Buddha felt allowing women to be part of the religious institutions, as ordained nuns, decreases the importance of his teachings, as well as how long his teachings would remain relevant (Sri Dhammananda Maha Thera, n.d.). Buddha restricted all ordained nuns to be subordinate to monks once he allowed them  to become nuns. In Buddhism, women continually referred to as the reason for man’s sins and the sins of the world. Often depicted as a temptress and the blame for man’s misfortunes, in Buddhism men are warned about women. Some feel being reincarnated as a man it pr obably the only way a woman will get salvation. Buddha’s radical decision to allow women into the Holy Order allowed women to show they to reach or attain enlightenment, the highest place in the religion, just as a man can (Sri Dhammananda Maha Thera, n.d.). In Buddhist communities, today women are forcibly establishing their roles. Both internationally and within the U.S., a more formal role of women within the Buddhist culture is becoming more of a reality, thanks to the nuns and teachers in Buddhism of today (â€Å"The Pluralism Project†, 2006). Social activism for Buddhist women is an important tool or creative instrument in promoting their connection with other human beings and the earth. Scholarly women are getting their messages and thoughts heard inside and outside of the classroom to inspire other women and young people of Buddhism. Women who are discovering new and innovative ways to communicate and inspire people of the Buddhism community will shape the future of Buddhism around the world. (â€Å"The Pluralism Project†, 2006). References Buddhist Studies. (2008). Retrieved from http://www.buddhanet.net/e-learning/history/position.htm ncyclopedia Britannica . (2014). Retrieved from http://www.britannica.com/EBchecked/topic/83184/Buddhism/68769/Buddhism-in-the-contemporary-world Sri Dhammananda Maha Thera, Venerable K. (n.d.). What Buddhists Believe. Retrieved from http://www.budsas.org/ebud/whatbudbeliev/227.htm The Pluralism Project. (2006). Retrieved from http://pluralism.org/reports/view/46 Religious Tolerance. (2015). Retrieved from http://www.religioustolerance.org/buddhism5.htm Molloy, Michael. Experiencing the World’s Religions. 5th ed. NY: McGraw, 2010. Print.

A Brief History of the Invention of Plastics

The first man-made plastic was created by Alexander Parkes who publicly demonstrated it at the 1862 Great International Exhibition in London. The material, called Parkesine, was an organic material derived from cellulose that once heated could be molded and retained its shape when cooled. Celluloid Celluloid is derived from cellulose and alcoholized camphor. John Wesley Hyatt invented celluloid as a substitute for the ivory in billiard balls in 1868. He first tried using  a natural substance called collodion  after spilling a bottle of it and discovering that the material dried into a tough and flexible film. However, the material was not strong enough to be used as a billiard ball, not until the addition of camphor, a derivative of the laurel tree. The new celluloid could now be molded with heat and pressure into a durable shape. Besides billiard balls, celluloid became famous as the first flexible photographic film used for still photography and motion pictures. Hyatt created celluloid in a strip format for movie film. By 1900, movie film was an exploding market for celluloid. Formaldehyde Resins - Bakelite After cellulose nitrate, formaldehyde was the next product to advance the technology of plastic. Around 1897, efforts to manufacture white chalkboards led to casein plastics (milk protein mixed with formaldehyde) Galalith and Erinoid are two early tradename examples. In 1899, Arthur Smith received British Patent 16,275, for phenol-formaldehyde resins for use as an ebonite substitute in electrical insulation, the first patent for processing a formaldehyde resin. However, in 1907, Leo Hendrik Baekeland improved phenol-formaldehyde reaction techniques and invented the first fully synthetic resin to become commercially successful with the trade name Bakelite. Here is a brief timeline of the evolution of plastics. Timeline - Precursors 1839 - Natural Rubber - Method of processing invented by Charles Goodyear1843 - Vulcanite - Invented by Thomas Hancock1843 - Gutta-Percha - Invented by William Montgomerie1856 - Shellac - Invented by Alfred Critchlow and Samuel Peck1856 - Bois Durci - Invented by Francois Charles Lepage Timeline - Beginning of the Plastic Era With Semi-Synthetics 1839 - Polystyrene or PS - Discovered by  Eduard Simon1862 - Parkesine - Invented by Alexander Parkes1863 - Cellulose Nitrate or Celluloid - Invented by John Wesley Hyatt1872 - Polyvinyl Chloride or PVC - First created by Eugen Baumann1894 - Viscose Rayon - Invented by Charles Frederick Cross and Edward John Bevan Timeline - Thermosetting Plastics and Thermoplastics 1908 - Cellophane  - Invented by Jacques E. Brandenberger1909 - First true plastic Phenol-Formaldehyde (trade name Bakelite) - Invented by Leo Hendrik Baekeland1926 - Vinyl or PVC - Walter Semon invented a plasticized PVC1933 - Polyvinylidene chloride or Saran also called PVDC - Accidentally discovered by Ralph Wiley, a Dow Chemical lab worker1935 - Low-density polyethylene or LDPE - Invented by Reginald Gibson and Eric Fawcett1936 - Acrylic or Polymethyl Methacrylate1937 - Polyurethanes (trade-named Igamid for plastics materials and Perlon for fibers) - Otto Bayer and co-workers discovered and patented the chemistry of polyurethanes1938 - Polystyrene made practical1938 - Polytetrafluoroethylene or PTFE (trade-named Teflon) - Invented by Roy Plunkett1939 - Nylon and Neoprene - Considered a replacement for silk and a synthetic rubber respectively by Wallace Hume Carothers1941 - Polyethylene Terephthalate or Pet - Invented by Whinfield and Dickson1942 - Low-Density Polyethylene1942 - Unsaturated Polyester also called PET - Patented by John Rex Whinfield and James Tennant Dickson1951 - High-density polyethylene or HDPE (trade-named Marlex) - Invented by Paul Hogan and Robert Banks1951 - Polypropylene or PP - Invented by Paul Hogan and Robert Banks1953 - Saran Wrap introduced by Dow Chemicals1954 - Styrofoam (a type of foamed polystyrene foam) - Invented by Ray McIntire for Dow Chemicals1964 - Polyimide1970 - Thermoplastic Polyester this includes trademarked Dacron, Mylar, Melinex, Teijin, and Tetoron1978 - Linear Low-Density Polyethylene1985 - Liquid Crystal Polymers