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Understanding Stimulus and Response

Understanding Stimulus and Response Classes

Complete the readings and the interactive learning activity before you attempt the discussion question.

Stimulus events can be discussed in terms of their features and relationships to behavior (physical, temporal, & functional). Changes in stimuli occur both as antecedent and consequence events, which affect an individual's response. Think about some of your own response patterns that occur. Within a specific example, identify a set of antecedent stimuli that would demonstrate a stimulus class that influences your response(s), clearly explaining what establishes those stimuli as a stimulus class. Next, discuss your current response(s) to that stimulus class that make up a functional or structural response. Are there other responses that would fit to create a response class? Finally, what specific environmental modifications could you make to alter the stimulus-response relationship?

reading: https://kapextmediassl-a.akamaihd.net/artsSCi/Media/PS560/PS560_2405C/Concepts_in_Applied_Behavior_Analysis/story.html

Cultural case study

Hello is there anyone that can assist me with my homework. I will have everything that is needed in the upload below.

CulturalCaseStudy.docx

Cultural Case Study: Morocco's Berber Community

Researching Berber Culture

You have been hired by the Morocco's tourism board to create an informational Google Slide about the Berber People. Students will research their culture to understand the different aspects of the Culture, such as social organization, customs and traditions, language, arts and literature, government, religion, music, food, fashion, architecture, and economic systems. Using the Internet to research and gather information about the traditional Culture of the Berber People. Then create a multimedia presentation (Google Slides) showing your research that includes visuals 10 slide minimum.

Describe Your Ideal Learning Environment

ATTACHED IS THE TEMPLATE THAT WILL BE USED, A TEMPLATE EXAMPLE TO USE AS REFERENCE AND ALSO THE GRADING RUBRIC.

THE GRADE LEVEL IS 5TH GRADE

Using the template provided to begin your 3–5-page constructive response.

Question 1: Describe Your Ideal Learning Environment:

Choose at least 3 research-based strategies to explain how you will create and maintain a respectful and collaborative class of engaged learners.
Discuss how you will respond to student needs and incorporate their strengths and experiences.
Use research to support each of your strategies. Be sure to cite your sources.

Question 2: Building Relationships with Students:

Identify specific research-based strategies to build strong student-teacher relationships.
Explain how these strategies foster trust and collaboration.
Reference research to justify your approach. Be sure to cite your sources.

Question 3: Classroom Organization:

Describe how you will arrange the classroom to support learning.
Explain how the layout will accommodate all students, including those with disabilities.
Discuss the use of flexible spaces and include Fred Jones' Zones of Proximity (all three zones – red, yellow, green – must be accurately explained in plan.)

Continue using the provided template to complete the following sections:

Classroom Rules:

List 3-5 positively worded rules (e.g., raise your hand to ask questions).
Ensure rules are clear, observable, and enforceable.

Expectations:

Develop 3-5 expectations that encourage student accountability (e.g., students are responsible for missed work due to absence).
Expectations should promote both individual and group responsibility.

Classroom Procedures:

Identify 3-5 common tasks (e.g., submitting work, lining up, transitioning between activities).
Indicate numbered, step-by-step procedures for each task. Steps should be simply and clearly written.
Include clear expectations for student behavior during each task ("It is expected that students will…").

Refer to your Behavior Management Plan (rules, expectations, procedures) to complete the question.

Question 4: Connection to Behavior Management Plan:

Explain how your behavior management plan (developed in Part 2) supports your vision.
Ensure clear alignment between your management strategies and your goals for the learning environment.

NAME: TARGETED GRADE LEVEL:

Explain your vision of the ideal learning environment for the age and subject you intend to teach in a 3 – 5 page original paper. You must answer the questions below, using a 12 point font and double spaced. Then, complete the behavior management plan that supports your vision using the form provided.

1. How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how it responds to student needs and incorporates student strengths and personal experiences. You must use research to support your selection of these strategies and identify and explain the research.

2. What strategies will you use to build relationships with students? Use research to support your selection of these strategies and identify and explain the research.

3. How will you physically organize your classroom to ensure flexibility and accommodate the learning needs of all students including those with disabilities? Consider things such as the three zones of proximity and furniture.

4. Explain how your behavior management plan supports your vision for the ideal learning environment.

5. Using the template below, create a behavior management plan designed to create and maintain your ideal learning environment. Your behavior management plan must include:

• 3 – 5 positively worded rules that you can consistently enforce • 3 – 5 expectations that encourage students to take responsibility

for their own learning and instill a culture of individual and group accountability

• Procedures for at least 3 – 5 common classroom tasks, such as returning graded work, turning in make-up work, handing out materials, going to lunch/being dismissed from class, sharpening pencils, going to the restroom, etc

RULES

EXPECTATIONS

PROCEDURES (at least 3) TASK 1: STEP BY STEP PROCEDURE EXPECTATION FOR STUDENT BEHAVIOR

TASK 2: STEP BY STEP PROCEDURE EXPECTATION FOR STUDENT BEHAVIOR

TASK 3: STEP BY STEP PROCEDURE EXPECTATION FOR STUDENT BEHAVIOR

TASK 4: STEP BY STEP PROCEDURE EXPECTATION FOR STUDENT BEHAVIOR TASK 5: STEP BY STEP PROCEDURE EXPECTATION FOR STUDENT BEHAVIOR

,

NAME: New Teacher TARGETED GRADE LEVEL: 8

Explain your vision of the ideal learning environment for the age and subject you intend to teach in a 3 – 5 page original paper. You must answer the questions below, using a 12 point font and double spaced. Then, complete the behavior management plan that supports your vision using the form provided.

1. How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how it responds to student needs and incorporates student strengths and personal experiences. You must support your selection of these strategies and identify and explain the research.

In order to create and maintain a mutually respectful and collaborative class of actively

engaged learners, a teacher must create good relationships with students, and create and clearly

communicate an ethos that sustains participation and cooperation to reach a common goal. That

goal is mastery of the content. Although what exactly constitutes ethos in the classroom is debated

(Donnelly 2000; Solvason 2005) it is agreed that developing and maintaining a classroom ethos is

important in promoting student learning and achieving quality education (McLaughlin 2005). This

foundation supports a teacher to create an environment where all students feel safe, valued, and

ready to learn in collaboration with their teacher and their classmates. According to Solvason

(2005) ethos is not something you can touch, but rather "the feeling” of the classroom." The ethos

of the classroom is the philosophy that guides the creation of classroom management strategies,

classroom organization and expectations for student behavior.

Teacher expectations are also a key part of the classroom management strategy that forms

an ideal learning environment. A teacher must believe that all his students can achieve mastery of

the objectives. Students tend to confirm teacher expectations (Brophy & Good 1974), so believing

and modeling to students that mastery of the objectives is within all students’ grasps is essential

to overall student success. It is also essential that the teacher have high expectations of themselves

as well. “If a teacher does not believe in his job, does not enjoy the learning he is trying to transmit,

the student will sense this and derive the entirely rational conclusion that the particular subject is

not worth mastering” (Csikszentmihalyi 1997).

Clear Communication is also a pillar of a successful classroom. Teachers must be able to

translate jargon filled objectives into student-friendly language. In tandem with high expectations,

clearly communicated behavioral expectations are essential to classroom management. Effective

teachers use classroom management not to control student behavior, but to influence and direct it

in a constructive manner to set the stage for instruction (McLeod, Fisher, & Hoover, 2003).

Consistent routines also lend to effective student learning and the minimization of distraction.

The teacher’s expectation should be that students enter the classroom ready to learn. A good way

to implement this is to have daily bell work. Bell work helps to untether the student’s mind from

what is going on outside the classroom and settle their thinking on the day’s learning objective.

The teacher then transitions to instruction by referencing the contents of the bell work and links it

to the lesson.

2. What strategies will you use to build relationships with students? Use research to support your selection of these strategies and identify and explain the research.

Building positive relationships with students and parents is a good place to start an effective

classroom management strategy. It is important that the teacher get to know each student and

that the students get to know the teacher. Teachers may be tempted to go straight into content

when the school year starts but taking the time to create relationships and community with

students pays dividends later in the year.

Authenticity is an essential component of building positive relationships and teachers must

come across as genuine and caring to parents and students. This requires the teacher to be

passionate, knowledgeable, self-aware, balanced and fair, and consistent. (De Bruyckere and

Kirschner 2016). These characteristics should be modeled by the teacher, and this helps to create

a foundation of the mutual respect that will make the classroom successful.

In a participatory, collaborative classroom, questioning is essential, and students must feel

safe to ask questions and give answers that may be incorrect without fear of intimidation.

Teachers should encourage and model curiosity about the subject matter, thus stimulating

students’ innate curiosity and making it possible for students to generate good questions. The

teacher can provide a powerful model by providing examples of ways that students can support

one another. Each student brings her own personal experience to the class and this enriches

everyone. Teachers must also recognize and praise students’ use of positive collaborative

communication (Bridges, 1995).

3. How will you physically organize your classroom to ensure flexibility

and accommodate the learning needs of all students including those with disabilities? Consider things such as the three zones of proximity and furniture.

The aspects of classroom organization that are utilized are those that focus on the physical

environment. A collaborative classroom consists of tables or individual flat-top desks that can be

arranged in groups of about four students. The classroom is organized such that students know

how to access items like calculators, pencil sharpeners and mini-whiteboards. It may take some

time for students to learn how to access all the materials in the classroom, but – in time –

consistent classroom organization will lend to the optimization of student learning and reduce

distractions. It is almost impossible for students to learn in a chaotic, poorly managed classroom

(Wang, Haertel, and Walberg, 1993). Fred Jones (2007) proposes arranging tables such that an

interior loop is created. This minimizes the number of green zones that are farther from the

teacher, allowing more flexibility in seating students who are more likely to go off task. The most

basic factor that governs the likelihood of student misbehavior is their physical distance from the

teacher. By utilizing both proximity and movement, teachers can optimize the positive impact that

their presence has on students. Simply by moving in the direction of burgeoning misbehavior, a

teacher can quickly reduce the likelihood of escalation and redirect student attention to the task at

hand.

Students with special needs face many challenges when entering the classroom. School

furniture is often inadequate for providing the physical support students need to learn. For proper

learning to occur, high and low seating options should be made available with some desks in a bar

style, higher up off the floor and others at the standard level. Placing high desks in the back of the

classroom prevents students who are sitting there from having to look over and around the

students sitting closer to the front. Teachers cannot always control the sizes of the classroom or

the size of the class. Classrooms should always make space by the door for the entry of

wheelchairs and seats closes to the door made available to students who use wheelchairs.

4. Explain how your behavior management plan supports your vision for the ideal learning environment.

My ideal learning environment is made up of a mutually respectful and collaborative class of

actively engaged learners. Rules 1and 2 help ensure the enviornment is mutually respectful.

Entering a class quietly lends to students being in the mindset for work, leaving other things

outside. Raising your hand to ask a question promotes respect so students do not talk over one

another and do not interrupt the teacher when he is helping someonen else and cannot give his

full attention.

Rule 3 keeps distractions from snacks and drinks to a minimum. Rule 4 supports the teacher’s

seat assignment plan and aids in an efficient check of the attendance record.

Expectation 1 fosters the collaborative nature of the classroom. Students should not

immediately seek help from the teacher when they find an obstacle. Making students responsible

for their missing work promotes responsibility and collaboration. Expectation 3 reuiqres students

to learn to manage his workload and is an important lesson students can learn to promote self-

reliance. Expectation 3 lends to developing mutual respect in the classroom explicitly.

The establishment and maintenance of classroom management strategies, classroom

organization and expectations for student behavior all come together to create a safe, orderly

environment in which students can feel empowered to learn effectively. They come together to

develop trust in the teacher and each other, which in turn, decreases distracting behaviors,

increases time spent engaged in learning, establishes and sustains an orderly classroom, facilitates

independence and responsibility on the part of the student, and social and emotional growth.

Maslow tells us that students need to feel safe in order to attain self-actualization. Only by creating

an environment in which students feel safe can learning take place.

5. Using the template below, create a behavior management plan designed

to create and maintain your ideal learning environment. Your behavior management plan must include:

• 3 – 5 positively worded rules that you can consistently enforce • 3 – 5 expectations that encourage students to take responsibility

for their own learning and instill a culture of individual and group accountability

• Procedures for at least 3 – 5 common classroom tasks, such as returning graded work, turning in make-up work, handing out

materials, going to lunch/being dismissed from class, sharpening pencils, going to the restroom, etc

RULES

EXPECTATIONS

PROCEDURES (at least 3) TASK 1:

Upon returning from an absence, check the ABSENT Tray:

a. If you are absent, it is your responsibility to obtain any missed classwork.

b. Begin by looking for missed handouts in the ABSENT tray pertaining to your class

hour.

c. Then ask your table mates what you missed.

d. Follow-up with the teacher if necessary.

e. Make arrangements to take quizzes and tests immediately. It is your

responsibility to make these arrangements.

f. You will make-up quizzes and exams in a timely manner (before graded quizzes are returned to the students who were present).

It is expected that the student take responsibility for missing work due to absence.

TASK 2:

Pick up after yourself before you leave the class

1. Enter class quietly and on time.

2. Raise your hand to ask questions.

3. No food or drink in the classroom, except water. 4. Sit in your assigned seat only.

1. Ask three then me.

2. Students are responsible for missed work due to absence. 3. Speak respectfully to one another.

a. Take all of your belongings

b. Put away class materials, calculators, markers, whiteboards

c. Pick up any scrap papers around your table

d. Arrange desks the way you found them

It is expected that the students will leave the classroom tidy, putting all materials an furniture where they belong.

TASK 3:

Turn in homework to the proper tray

a. Homework is due at the beginning of the hour when you come to class.

b. Turn in your homework to your hour tray.

c. Turn absent/late work into the absent/late work tray.

It is expected that students will turn in all assignments on time and in the correct tray.

,

NT 700.6PBP: The Learning Environment Rubric CRITERIA EXCEEDS MASTERY: 4

pts.

MASTERS: 3 pts. APPROACHING

MASTERY: 2 pts.

NEEDS IMPROVEMENT: 1

pt.

NOT OBSERVED: 0 pts.

Question 1 – Creating and Maintaining a Positive Classroom Environment InTASC STANDARD 3: LEARNING ENVIRONMENTS CAEP R1.1

Includes 3-5 specific research-based strategies for promoting a positive classroom environment. Collaboration and respect explicitly supported by strategies chosen.

Strategies embrace students’ strengths and experiences as an asset, support social and emotional learning needs of students.

Includes at least 3 specific research-based strategies for promoting a positive classroom environment. Collaboration and respect clearly supported by strategies chosen.

Strategies include

student strengths and

experiences, mostly support the social and

emotional learning needs

of students.

Includes 3 or fewer research-based strategies for promoting a positive classroom environment.

Strategies’ support for collaboration and respect is not clear, may be inferred.

Strategies loosely connect to student strengths and experiences. Some support for social and emotional needs of students.

Includes fewer than 3 strategies for promoting a positive classroom environment. Strategies may not be based on research or best practices.

Strategies do not support collaboration and respect. No connection to student strengths and experiences. Strategies ignore the social and emotional needs of students.

If research is not cited,

then this area will be

scored as a 0.

Question 1 not answered

in submission.

Question 2 – Building Relationships STANDARD 3: LEARNING ENVIRONMENTS CAEP R1.1

Detailed explanation of at least 3 research-based

and effective strategies

for building appropriate

student-teacher

relationships.

1-2 research-based and effective strategies for

building appropriate

student-teacher

relationships explained.

Some strategies for building appropriate

student- teacher

relationships may not be

research-based.

Appropriateness and effectiveness of

strategies are

inconsistent.

Strategies for building student-teacher

relationships lack a

research-base and may not

be effective or

appropriate.

Question 2 not answered in submission.

Question 3 – The Physical Environment STANDARD 3: LEARNING ENVIRONMENTS CAEP R1.1

Plan for arranging the room includes fully elaborated explanation of flexible spaces and justification of the plan. Reflects a full understanding of the needs of learners. Necessary furniture is included in the explanation.

Plan for arranging the room includes explanation of flexible spaces. Reflects an understanding of the needs of learners. Necessary furniture is included in the explanation.

Physical accommodations

Plan for arranging the room includes some explanation of flexible spaces. May not reflect full understanding of the needs of learners. Furniture may not be included in the plan.

Physical

Plan for arranging the room does not address flexible spaces in a way that is helpful to learners. Furniture not included in the plan.

May be lacking physical accommodations for students with disabilities.

Question 3 not answered

in submission.

Physical accommodations for at least 3 different disabilities fully explained.

Fred Jones’ Zones of Proximity fully and correctly explained and included in plan (details red, yellow and green zones).

May include graphic

depiction

for at least 3different disabilities noted.

Fred Jones’ Zones of

Proximity correctly

discussed, and red, yellow

and green zones included in plan.

accommodations for at least 2 disabilities noted. May need more explanation.

Fred Jones’ Zones of

Proximity included in

plan, but may not

demonstrate complete understanding or may

lack differentiation

between three zones.

Fred Jones’ Zones of

Proximity either missing from plan or incorrectly

explained.

CRITERIA EXCEEDS MASTERY: 4

pts.

MASTERS: 3 pts. APPROACHING

MASTERY: 2 pts.

NEEDS

IMPROVEMENT: 1 pt.

NOT OBSERVED: 0 pts.

Question 4 – Supporting the Vision

InTASC NOT MEASURED

Fully detailed

explanation of how the various components of the behavior management plan supports the vision. Connections between plan and vision are explicit. The behavior management plan supports all parts of the vision.

Explanation of how the

various components of

the behavior

management plan

supports the vision

makes connections clear.

The behavior

management plan

adequately supports the

vision.

Connections between the various components of the behavior management plan and the vision are not made clear. The behavior management plan partially supports the vision.

Vague or no connections between the various components of the behavior management plan and the vision. The behavior management plan does not support the vision.

Question 4 not

answered in

Submission

Structure of Paper

INTASC STANDARD 9: PROFESSIONAL LEARNING AND ETHICAL PRACTICE

CAEP R1.4

Paper is well- organized.

Mechanics and

language usage are

excellent with 2 or fewer

errors.

Paper is organized.

Mechanics and language

usage are good with no

more than 5 errors.

Paper is somewhat

organized. Mechanics

and language usage

contain more than 5

errors that do not

detract from the

meaning.

Paper is loosely or not

organized. Mechanics

and language usage are

poor and detract from

meaning.

Submission does not

use template

Procedures InTASC STANDARD 3: LEARNING ENVIRONMENTS CAEP R1.1

Includes at least 3 – 5 procedures for everyday classroom tasks. Procedures demonstrate a full understanding of the need to create classroom structures that help students be successful, explicitly aligned to the environment described in the paper. Procedures are sufficient to proactively prevent

Includes 3 or more procedures for everyday classroom tasks. Procedures demonstrate an understanding of the need to create classroom structures that help students be successful. Aligned to the environment described in the paper. Procedures are sufficient to minimize potential classroom disruption. Procedures are clear and

Includes at least 3 procedures for everyday classroom tasks. Procedures demonstrate some understanding of the need to create classroom structures to help students be successful. May not be fully aligned to the environment described in the paper. Procedures are intended to

Fewer than 3 procedures for everyday classroom tasks. *Procedures demonstrate little or no understanding of the need to create classroom structures to help students be successful. Lacking alignment to the environment described in the paper. Procedures not conducive to classroom management. Procedures are lacking

Submission does not

include Procedures

and minimize potential classroom disruption. Procedures are clear, making every step detailed so that there is no question that students in the targeted age range can follow.

The expectations for

student behavior are

fully explained.

detailed enough

for students at the

targeted age range to

follow. Includes

explanation of the

expectations for student

behavior.

minimize disruption but may not be fully developed. Procedures are lacking

in clarity but

appropriate for

students at the

targeted age range.

Explanation of the

expectations for

student behavior

lacking or incomplete.

in clarity and

inappropriate for

intended student age.

No expectations for

student behavior

included.

CRITERIA EXCEEDS MASTERY: 4 pts. MASTERS: 3 pts. APPROACHING

MASTERY: 2 pts.

NEEDS IMPROVEMENT: 1

pt.

NOT OBSERVED: 0 pts.

Classroom Rules

InTASC STANDARD 3:

LEARNING

ENVIRONMENTS

CAEP R1.1

Includes at least 5 research-informed classroom rules that are appropriate for the targeted age range. Rules are positively and clearly stated (i.e. “Students will stay in their seats”). Rules are observable, enforceable, and contribute to a positive classroom environment.

Includes 3 or more classroom rules that are appropriate for the targeted age range. Rules are clearly stated Rules are observable and enforceable

Includes at least 3 classroom rules that may be appropriate for the targeted age range. Rules are vague or ambiguous Rules are difficult to observe, thus difficult to enforce

Includes fewer than classroom rules or any number of rules that are not appropriate for the targeted age range. Rules are vague or ambiguous. Rules are impossible to observe, thus impossible to enforce

Submission does not include Classroo

Pharm men/womens health case study: What are the errors in the following prescriptions

SCENARIO 1

What are the errors in the following prescriptions (5 total)? Rewrite each prescription correctly. What is each medication classification? What is the mechanism of action (MOA)?

Lupron 3.75 mg Inject SC monthly for endometriosis up to 6 months #1 5RF
finasteride 1 mg PO daily for BPH #30 3RF (Note: women should not handle crushed/broken tablets- teratogenic to male fetus)
erythromycin 0.5% otic ointment Apply a ½ inch ribbon to the affected eye(s) every 4 hours x 5 days #1 tube (3.5g) 0RF
Augmentin (875 mg clavulanate/125 mg amoxicillin) PO every 12 hours x 10 days #20 0RF
rivoraxaban 20 mg PO daily with evening meal #30 0RF

SCENARIO 2

JL is a 65-year-old female seen in the clinic today. She presents with fatigue, brain fog, sore throat and temperature of 99.1. She reports that symptoms began three days ago with a sore throat and have progressively worsened. She also mentions loss of appetite. Oxygen sat 97%, respiratory rate 17, bp 122/73. Her rapid COVID-19 antigen test is positive. Chest x-ray is clear, no signs of pneumonia. Current medication includes atorvastatin 40 mg po daily. What treatment plan would you implement for JL (include complete medication order)? What patient education and monitoring would you provide?

SCENARIO 3

JS is a 23-year-old woman that presents with fatigue, poor concentration and heavy menstrual periods. Her labs today show TSH 20, MCV 76, MCHC 27, ferritin 11, TIBC 421, Hgb 11.8. Current medications include sumatriptan prn for migraine with aura and drospirenone 4mg one tablet po daily prescribed by her pharmacist, as well as kelp, chromium picolinate, turmeric and green tea supplements daily. What treatment plan would you implement for JS? What medication changes would you make? Include complete medication order(s). How would you monitor the effectiveness of this plan, and what patient education would you provide?

SCENARIO 4

A patient is prescribed gentamicin 5 mg/kg IV once dailyfor a 60 kg patient. The pharmacy stocks gentamicin in 80 mg/2 mL vials.

How much gentamicin (mg) should be administered per dose?
How many milliliters of gentamicin solution should be drawn up for each dose?
If the infusion rate is 10 mg/min, how long will it take to administer one dose?
A trough level is drawn 30 minutes before the next dose, and the result is 3 mcg/mL. Is the current dosing regimen appropriate based on the trough level? Would you increase, decrease, or leave the dose the same? Please include a complete medication order. What are risks associated with aminoglycoside therapy?
Why is gentamicin typically administered intravenously rather than orally? How does this relate to bioavailability?

Case Study Week 2: In this short case study, you will apply the principles of supply and demand to a real-world firm of your choice.

In this short case study, you will apply the principles of supply and demand to a real-world firm of your choice.

Business Finance – Management Week 10 Assignment- Marketing for Competitiveness

Marketing Strategy for Good- Part 3

For this Assignment, you will continue to take on the role of a marketing professional to develop a persuasive marketing strategy for good. Your goal is to help society while being cognizant of the organization’s mission and goals. Your task is to continue designing a social media/social marketing campaign for your organization that would promote diversity and inclusion and could help benefit the company. Your decisions must align with the company’s mission and goals. You will continue using the same company you selected in Week 8 for this week’s Assignment.

With those thoughts in mind, continue constructing your marketing campaign design document with the following sections, being sure to incorporate appropriate examples, where applicable, as well as citations for relevant academic sources from the classroom, the Walden Library, and/or other appropriate scholarly sources to support your work.

Note: In Weeks 8 and 9, you submitted Parts 1 and 2. This week, you will incorporate any revisions to those two parts and will develop and submit your final document that includes Part 3.

To prepare for this Assignment:

Return to the Module 3 Assignment Template you utilized in Weeks 8 and 9. With the research and readings from Weeks 8–10 in mind, incorporate any feedback, as needed, into your report as you complete Part 3.

Submit your completed design document, including the addition of Part 3, as follows:

Part 3: Marketing Strategy Execution for Change (Approximately 4 pages)

Based on the identified needs of the target market, sub-groups, and any additional stakeholders, brainstorm a minimum of four ideas for the marketing campaign. Remember that the point of brainstorming is to generate new and creative ideas. Do not spend your time evaluating the ideas or determining their feasibility in terms of costs, resources, time constraints, etc. You will do that next. Simply record the results of your brainstorming session as a section of your design document.
After generating your list of ideas, identify the one you feel is most appropriate for the organization given its positive social change goal. Then do the following:
- Briefly summarize the main messaging and steps for execution of your proposed social-change-focused marketing campaign.
- Summarize what steps the organization can take to increase the chances of smooth execution of the proposed marketing campaign, including strategic considerations related to the following:
  - Resources (time, money, personnel, acquisition of materials, technologies, etc.)
  - Implications for the different stakeholders (i.e., consider multiple perspectives)
  - Possible risks requiring mitigation (i.e., might there be any potentially negative impact of the organization engaging in this marketing strategy for good?)
Finally, to conclude your campaign design document, synthesize how this marketing campaign will promote diversity and inclusion while influencing positive social change, and provide specific details to support your thoughts.
As part of your synthesis, provide a compelling and persuasive summary of why this campaign is important for the company’s brand/reputation and how the company will benefit from it.

Marketing for Competitiveness

Week 10 Learning Resources

Market Segmentation

Identifying subgroups within the target audience in order to deliver more tailored messaging for stronger connections is a critical marketing strategy. The subgroups can be based on demographics such as geographic location, gender identity, age, ethnicity, income, or level of formal education. Through these resources, you will consider market segmentation and subgroups.

· Erhart, A. (2019, October 29). How to identify target market: Target market examples Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=LeIePgFDAQI

· Hurree. (2020, March 25). Introducing niche and micro-market targeting Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=8ylNtv4Y6Xc

· Square. (2021, February 12). How to define your target audience: Digital marketing for small business [class 2] Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=CoBc9tNtVDQ

· Thomas, S. R. (2020, June 23). 4 types of market segmentation with real-world examplesLinks to an external site. . Yieldify . https://www.yieldify.com/blog/types-of-market-segmentation/

Diversity and Inclusion in Marketing

Note: The following resources on diversity and inclusion in marketing were provided in Week 9. Review them as needed to complete this week’s assigned activities.

· The Business Professor. (2021, February 9). Cultural factors impact marketing Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=_1_d5-AGq0Q

· Gynn, A. (2020, June 5). How to do diverse and inclusive content marketing that matters Links to an external site. . Content Marketing Institute. https://contentmarketinginstitute.com/2020/06/diverse-inclusive-content-marketing/

· Lumen Learning. (n.d.). Reading: Cultural factors shaping the global marketing environmentLinks to an external site. . In Principles of marketing . https://courses.lumenlearning.com/vccs-mkt100-17fa/chapter/reading-cultural-factors-shaping-the-global-marketing-environment/

· sociallink. (2020, September 19). Diversity and inclusion in marketing Links to an external site. . https://www.sociallink.com/blog/diversity-inclusion-marketing-agency

· Zalis, S. (2019, November). Inclusive ads are affecting consumer behavior, according to new research Links to an external site. . Think With Google. https://www.thinkwithgoogle.com/future-of-marketing/management-and-culture/diversity-and-inclusion/thought-leadership-marketing-diversity-inclusion/

Marketing for Social Change

The chief errand of “social marketing” is to use traditional marketing tactics and approaches to improve the lives of others and the environment in which they live and operate (often through behavioral change). For example, you may have encountered anti-smoking campaigns or marketing campaigns encouraging people not to litter or pollute the environment. Although this type of marketing is focused on “the good” and typically results in positive outcomes for a company, there can always be a downside, and marketers need to consider any risks involved with launching a campaign focused on a social cause. Through these resources, you will explore how marketing can be used for good.

· Adhikary, P. (2019, September 3). Marketing for good: Tugging at the head and the heart Links to an external site. . Forbes. https://www.forbes.com/sites/forbescommunicationscouncil/2019/09/03/marketing-for-good-tugging-at-the-head-and-the-heart/?sh=6bd571b55c53

· Carmichael, K. (2020, July 1). 10 cause-related marketing campaign examples that inspire usLinks to an external site. . HubSpot . https://blog.hubspot.com/agency/5-tips-to-boost-your-next-cause-marketing-campaigns-reach

· Goodwill, B. (2020, January 8). Cause marketing pros & consLinks to an external site. . Broadcast Café Newsletter . https://www.psaresearch.com/cause-marketing-pros-cons/

· Rodriguez Vilá, O., & Bharadwaj, S. (2017, September 1). Competing on social purpose . Harvard Business Review , 95 (5), 94–101.

· SproutSocial. (n.d.). #BrandsGetReal: Brands creating change in the conscious consumer eraLinks to an external site. . Sprout Blog . https://sproutsocial.com/insights/data/brands-creating-change/

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Prepared by: Lakenya Campbell

Date: October 19th, 2-25

Walden University

MBAX 6060: Marketing for Competitiveness

Part 1: Laying the Foundation for Persuasive Marketing Tactics

In today's competitive and socially conscious market, companies must sell their products successfully and link their marketing tactics with socially conscious principles. By ethically influencing customer behavior and promoting societal change, persuasive marketing helps achieve this dual goal. According to Week 8 learning resources, persuasion works best when it uses credibility, logic, and emotion to inspire rather than manipulate (Lyon, 2020; Pietrzak, 2019). This project creates a persuasive diversity and inclusion marketing strategy for a real-world firm. This campaign shows how marketing can assist society and business by using persuasive communication and digital marketing. These sections explore Starbucks Corporation's mission, social goals, and strategic approach to establish an inclusive social media campaign that supports its goals.

Selected Organization: Starbucks Corporation

Starbucks is known worldwide for its specialty coffee, beverages, and customer service. Starbucks was founded in Seattle, Washington, in 1971 to “inspire and nurture the human spirit—one person, one cup, and one neighborhood at a time.” Through ethical sourcing and social effect, the organization seeks sustainability, inclusion, and community connection. Starbucks serves a diversified customer base that values quality, convenience, and social responsibility at over 38,000 locations.

Young professionals, socially conscious consumers, and ethical brand advocates are the company's main clients. Starbucks' mobile app, rewards program, and social media participation make it well-positioned to launch a persuasive social good marketing campaign.

Positive Social Change Goal: Promoting Diversity and Inclusion

Starbucks is known for its progressive social principles, but current social issues require constant fairness and inclusion investments. The proposed #BrewTogether social marketing campaign promotes community diversity, inclusiveness, and understanding. Starbucks will share true stories of inclusion and belonging from different employees and customers in the campaign.

The program supports the company's objective to “nurture the human spirit” and promote worldwide harmony and acceptance. Starbucks strengthens its ethical commitments and promotes workplace equity and cultural diversity by integrating brand storytelling to societal principles.

Business Opportunities and Campaign Goals

The #BrewTogether campaign aims to boost Starbucks' social responsibility and inclusivity and increase customer emotional engagement and loyalty. Studies suggest that customers expect firms to address social concerns seriously, and authenticity can build brand loyalty (Schillewaert, 2021).

Business-wise, the campaign boosts brand uniqueness, internet engagement, and PR. Persuasion involves empathy and proof, which Grant (2021) says generate credibility and trust. Celebrating actual inclusion stories on social media helps Starbucks humanize its brand and establish neighborhood ties while promoting its mission-driven marketing approach.

Persuasive Marketing Tactics

#BrewTogether will use emotional narrative and ethical influence to persuade. Starbucks will use reciprocity, social proof, and authenticity across digital platforms using Cialdini's persuasion principles (Frazier, 2020).

1. Digital Storytelling: Starbucks staff and customers will share their inclusion stories in short films and posts. Communication specialist Alex Lyon (2020) says good persuasion combines reasoning and emotion to connect. Stories highlight how Starbucks practices inclusivity daily and evoke empathy.

2. Influencer Partnerships: Collaborations with different TikTok, Instagram, and LinkedIn micro-influencers will reach more people. Schillewaert (2021) says that social proof and relevant voices demonstrate authentic support rather than corporate promotion, boosting credibility and persuasion.

3. Interactive Engagement: Starbucks will promote user-generated content with weekly challenges like "Inclusion Fridays," when people celebrate diversity in their areas. Starbucks rewards participants with loyalty points and features top stories on official platforms using reciprocity (Tracy, 2015).

4. Strategic Communication: Transparent, value-aligned communication makes persuasion ethical, according to Pietrzak (2019). Inclusivity will be promoted as a universal advantage rather than a buzzword.

SWOT Analysis

Strengths

Starbucks' global image, digital presence, and successful social initiatives underpin the ad. The company's digital customer interaction spreads messages and encourages participation.

Weaknesses

Racist acts may make people skeptical of inclusion programs. Starbucks must be honest and transparent in its storytelling to overcome this. Internal weaknesses include campaign fatigue and budgetary limits.

Opportunities

Digital marketing lets firms efficiently target specific demographics and personalize engagement, according to Erhart (2019). This can help Starbucks connect various communities, partner with advocacy groups, and lead corporate responsibility. Market potential exists for real, socially conscious brands due to rising consumer demand.

Threats:

Unmanaged backlash or performative activism could damage brand confidence. Competitor brands may copy strategies, limiting campaign originality. Social media misinformation and misinterpretation of campaign messages also jeopardize reputation.

Conclusion

Starbucks remains committed to inclusion and community connection through #BrewTogether. The campaign uses storytelling, reciprocity, and authenticity to encourage meaningful action and brand loyalty through ethical marketing. Emotional, transparent persuasion builds trust and influence. This project promotes Starbucks as a market leader and a social change catalyst, showing how competitive marketing can drive company success and social advancement.

References

Erhart, A. (2019, August 1). What is digital marketing? And how does it work? [Video]. YouTube. https://www.youtube.com/watch?v=NvgJ2mPWHX8

Frasier, R. (2020, January 30). Persuasive techniques to use in marketing with Robert Cialdini. [Video]. YouTube. https://www.youtube.com/watch?v=-jvcIanyPfU

Grant, A. (2021, March 1). Persuading the unpersuadable. Harvard Business Review, 99(2), 131–135.

Lyon, A. (2020, August 25). What is persuasion? [Video]. YouTube. https://www.youtube.com/watch?v=lAxMdswA_-s

Pietrzak, L. (2019, October 26). It’s not manipulation, it’s strategic communication. [Video]. TEDxGeorgetown. https://www.ted.com/talks/lukas_pietrzak_it_s_not_manipulation_it_s_strategic_communication

Schillewaert, N. (2021, February 17). 6 principles of persuasive marketing: How to influence people. InSites Consulting. https://insites-consulting.com/blog/6-principles-of-persuasive-marketing-how-to-influence-people/

Tracy, B. (2015, January 29). Using the law of reciprocity and other persuasion techniques correctly. [Video]. YouTube. https://www.youtube.com/watch?v=n1zNwA61Y7g

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Prepared by: Lakenya Campbell

Date: October 26th, 2025

Walden University

MBAX 6060: Marketing for Competitiveness

Part 2: Marketing With the Customer in Mind

External Stakeholders and Influencers

Starbucks' diversity and inclusion is being promoted by external stakeholders, who are important for the #BrewTogether campaign. Instagram, TikTok, and YouTube video makers engaging around diversity, equity, and inclusion are major influencers. Influencer marketing is successful when companies partner with influencers whose values fit their brand and whose followers match the target market. True interaction can only occur when followers do not just see the influencer as a marketer (Haenlein et al., 2020). LGBTQ+ centers, racial justice groups, and disability advocacy networks lend credibility and grassroots links. Starbucks employees share their honest experiences of inclusivity that are more powerful than the firm’s messages. (Schillewaert, 2020). Media focusing on social justice and corporate responsibility can validate the campaign and help it go viral beyond social media.

Potential New Customer Base

Starbucks can target varied demographics to grow its brands that openly support social causes, attract the Generation Z (18-27 years) age group (TEDx, 2019). Millennials aged 28 to 38 and professionals aged 28 to 43 who identify as Black, Latinx, Asian American, Native American, and multiracial respond to brand messaging that represents them. LGBTQ+ people embrace all year-round inclusion from companies. Disabled people do not get enough representation; thus, the campaign will focus on. Markets are growing in large cities with varied cultural origins of first-generation and second-generation migrants. Positive messaging will attract both ethical consumers and corporate social responsibility consumers. Moorman and McCarthy (2021) found that consumers post-pandemic make brand evaluations based on social effect and values congruence.

Prioritized Consumer Needs

To communicate effectively with consumers through social media, one must understand their perspective. Customers want real commitment towards diversity, not fake activism, with honest stories and visible action taking place to support inclusion (Gynn, 2020). Another perspective customers have is that they want to see people like them and see their experiences across color, ethnicity, age, gender identity, sexual orientation, and handicap (Zalis, 2019). We must learn to accept uncommon cultures and never stereotype them (Lumen Learning, n.d.). Finally, brands that create welcoming environments support consumers in building a connection. (Brand Master Academy, 2020). Fifth, customers value high-quality products and good experiences because social values support the primary value proposition. Customer participation is more valued than mere passive reception of messages. (12 words) (James 2020).

Influencing Customer Behavior and Promoting Buy-In

Considerations for Influencing Behavior

Strategic persuasive marketing while keeping ethics is needed to change customer behavior. The campaign must use emotive storytelling to link diversity and inclusion to universal human sensations of belonging and community (HubSpot, 2020). Social proof is important because customers support efforts, they see others supporting. Use of user-generated content shows support and normalizes inclusive behaviour (Haenlein et al., 2020). Create shareable, visually appealing content designed for several platforms to maximize reach. According to TEDx Talks (2018), social media has transformed marketing by providing two-way discussions between brands and consumers that require genuine listening and responding.

Challenges in Gaining Buy-In

Getting buy-in client can be difficult. Consumers witnessed performative allyship where diversity marketing lacks organizational commitment, which creates doubt in the goals of the company (sociallink, 2020). Starbucks' previous racial bias may increase distrust. The media consumption and messaging response are different for multicultural communities, which creates more issues. It is hard to break through the cluttered social media landscape because of message fatigue and competition for attention. Customers dismiss diversity programs, calling them nothing but political agendas. Some audiences may fully interact with the content due to language and accessibility limitations.

Recommendations for Overcoming Challenges

Starbucks needs to move away from advertising messages to help boost the #BrewTogether initiative and work on authentic collaborations and long-term community involvement. Choose influencers and advocacy groups for a range of backgrounds in advocacy. Starbucks should give these partners creative freedom to tell their stories around inclusion. Haenlein et al. (2020) give a solid reason here: influencer trust comes from real stories. Starbucks ought to coach and encourage workers to be brand ambassadors and share experiences. Firsthand accounts humanize the brand through emotion. When brands share progress indicators, community impact reports, and diversity targets, they prove accountability. It is also a measure to build consumer trust.

Starbucks should enhance consumer engagement and buy-in through the use of data interaction. Analytics may evaluate engagement trends through multiple channels and how it can customize messages to multiple audiences to ensure cultural appropriateness (Moorman & McCarthy, 2021). When people create content for a platform, they feel closer to it and are able to build a community with its other users. Starbucks could combine messages about inclusiveness with content that shows actual behaviours, such as helping a minority-owned coffee supplier or improving accessibility to its shops. By communicating proactively and getting feedback from consumers, backlash will be reduced and brand perception will be sustained, positioning Starbucks as a corporate inclusion leader.

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References

Brand Master Academy. (2020, February 21). Nail your brand messaging strategy with these 6 principles [Video]. YouTube. https://www.youtube.com/watch?v=wZapji2x7QE

Gynn, A. (2020, June 5). How to do diverse and inclusive content marketing that matters. Content Marketing Institute. https://contentmarketinginstitute.com/2020/06/diverse-inclusive-content-marketing/

Haenlein, M., Anadol, E., Farnsworth, T., Hugo, H., Hunichen, J., & Welte, D. (2020). Navigating the new era of influencer marketing: How to be successful on Instagram, TikTok, & co. California Management Review, 63(1), 5–25. https://doi.org/10.1177/0008125620958166

HubSpot. (2020, April 13). How to advertise on the top social media platforms [Video]. YouTube. https://www.youtube.com/watch?v=VNMIb-wOA_A

James, L. (2020, September 11). How to develop a social media strategy step by step [Video]. YouTube. https://www.youtube.com/watch?v=PKUn7wU5sIc

Lumen Learning. (n.d.). Reading: Cultural factors shaping the global marketing environment. In Principles of marketing. https://courses.lumenlearning.com/vccs-mkt100-17fa/chapter/reading-cultural-factors-shaping-the-global-marketing-environment/

Moorman, C., & McCarthy, T. (2021, January 19). CMOs: Adapt your social media strategy for a post-pandemic world. Harvard Business Review Digital Articles, 2–5.

Schillewaert, N. (2020, July 7). Brand religions: The 3 beliefs of the influencer religion. InSites Consulting. https://insites-consulting.com/blog/brand-religions-the-3-beliefs-of-the-influencer-religion/

sociallink. (2020, September 19). Diversity and inclusion in marketing. https://www.sociallink.com/blog/diversity-inclusion-marketing-agency

TEDx. (2019, March 18). How influencers have transformed modern marketing | Rachel David | TEDx Vancouver [Video]. YouTube. https://www.youtube.com/watch?v=gbbEXnRG9d8

TEDx Talks. (2018, October 30). How social media is changing the face of marketing | Teresa Heath-Wareing | TEDxTelford [Video]. YouTube. https://www.youtube.com/watch?v=ekPGf3QeBlE

Zalis, S. (2019, November). Inclusive ads are affecting consumer behavior, according to new research. Think With Google. https://www.thinkwithgoogle.com/future-of-marketing/management-and-culture/diversity-and-inclusion/thought-leadership-marketing-diversity-inclusion/

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Module 2 Assignment: Marketing Strategy for Good

Prepared by: Replace this text with your name.

Date: Replace this text with the submission date.

Walden University

MBAX 6060: Marketing for Competitiveness

Part 1: Laying the Foundation for Persuasive Marketing Tactics

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Part 2: Marketing With the Customer in Mind

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Part 3: Marketing Strategy Execution for Change

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References

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Include appropriately formatted references to support your Assignment. Refer to the Assignment guidelines for further information on the r

Organizational Performance Analysis and Recommendations

Organizational Performance Analysis and Recommendations- Part 3 and Executive Summary

For this final Assignment, you will continue in your role as consultant to the executive team of a midsize copper smelting company in northern Canada. As a reminder, here is a summary of the team’s current situation and need:

Due to some recent changes to the local environmental air quality laws, the company’s large coal-fueled smelting furnace is now operating out of compliance due to high levels of pollutants in the exhaust gases. The regulatory agency has given the company 12 months to demonstrate compliance, after which it will be fined $1,000 per day until the operations meet the regulation. The company has two alternatives. The first alternative is to install air scrubbers to reduce the output pollutant levels. The second alternative is to convert the smelting furnace from coal to natural gas. Both alternatives will meet the current regulatory requirements, but there is a slight concern that the air scrubber solution may not meet future regulatory restrictions. The executive team wants you to perform a financial performance analysis on both alternatives using several different capital budgeting methodologies. The team also is seeking guidance on non-financial considerations regarding the company’s ethical and social responsibilities related to this decision.

Last week, for Part 2 of your report, you provided company leadership with guidance related to the company’s ethical responsibilities related to this decision. This week, you will conclude the report with Part 3, which addresses the company’s social change responsibilities related to the decision. You will also prepare an executive summary in which you will synthesize your findings and recommendations for the company leaders.

As a reminder, you will continue adding on to the report you have been developing during the last 2 weeks. In addition to the requirements that follow, be sure to incorporate references to appropriate academic sources, such as those found in this week’s Learning Resources or those in the Walden Library.

To prepare for this Assignment:

Return to the Module 3 Assignment Template you utilized in Week 8 and Week 9. With the research and readings from Week 8 through Week 10 in mind, incorporate any feedback, as needed, into your report as you complete Part 3 and the executive summary.

Submit your completed business report to the executive team. For this final submission, incorporate Part 3 (approximately 3–4 pages in length, excluding title page and references) and the executive summary (page 1 of your report) as follows:

Part 3: The Tripple Bottom Line and Positive Social Change

For this part of your report, you will explore aspects of the triple bottom line and positive social change that the company should consider when choosing an investment. In addition to the financial information provided, your client wants to be sure that the investment is working toward the greater good for its stakeholders. You will provide that information by showing them, through the triple bottom line, that the company can capture profits and demonstrate protection to people and the planet. You also will show the executive team how this concept can lead to having its decision promote the good of all people through positive social change. To complete this part, address the following:

Define the triple bottom line and analyze its importance within an organization. Give examples of how the organization might address each of the three Ps.
Illustrate how the triple bottom line can lead an organization to have an influence on positive social change. Provide at least two examples of how this can be accomplished.
As part of your discussion with the executive team on the triple bottom line and its potential impact on positive social change, you believe it is important to emphasize the need for the leaders to ask the right questions to ensure effective implementation of the triple bottom line. To help demonstrate the effectiveness of questioning as a means of leading change, propose three to five questions that the executive team members should ask their staff to prompt both a learning mindset and lead to improved collaboration within their organization. Be sure to provide your reasons for choosing these questions and substantiate your position.

Executive Summary

Provide the leadership team with an executive summary of your findings and recommendations. This will serve as the first page of your report. Be sure to address the following in your executive summary:

Clearly identify the purpose of the report.
Concisely summarize your analysis and recommendations for the organization’s leaders related to the financial and nonfinancial considerations that could impact their stakeholders, their bottom line, and their ability to effect positive social change.

Module 3 Assignment: Organizational Performance Analysis and Recommendations

Prepared by: Replace this text with your name.

Date: Replace this text with the submission date.

Walden University

MBAX 6050: Accounting for Management Decisions

Executive Summary

Replace this text with your executive summary.

Part 1: The Financial Performance Analysis

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Insert your calculations of the NPV, payback, IRR, and ARR from Excel. Add or remove headings as necessary. For information on inserting data from Excel into Word, refer to the following: Microsoft. (n.d.). Insert a chart from an Excel spreadsheet into Word. https://support.microsoft.com/en-us/office/insert-a-chart-from-an-excel-spreadsheet-into-word-0b4d40a5-3544-4dcd-b28f-ba82a9b9f1e1

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Part 2: Ethical Responsibility

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Part 3: The Triple Bottom Line and Positive Social Change

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References

[Please delete this note before submitting your Assignment. For more information about formatting your reference list, please visit the following site: https://academicguides.waldenu.edu/writingcenter/apa/references .]

Include appropriately formatted references to support your Assignment. Refer to the Assignment guidelines for further information on the requirements.

Page 5 of 15

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Account for Management Decision Making

Week 10 Learning Resources

Triple Bottom Line

In the language of accounting, the bottom line used to refer to the last line on the income statement. It shows either a profit or a loss. That was the concern of all managers. As companies began to understand that they needed to also be concerned about our planet and the people who work for them as well as those that live in the surrounding communities, the triple bottom line was developed.

· Byars, S. M., & Stanberry, K. (2018). 3.4 corporate social responsibility (CSR)Links to an external site. . In Business ethics . OpenStax. https://openstax.org/books/business-ethics/pages/3-4-corporate-social-responsibility-csr

· Elkington, J. (2018, June 25). 25 years ago, I coined the phrase “triple bottom line.” Here’s why it’s time to rethink it . Harvard Business Review Digital Articles , 2–5. http://hbr.org

· Franklin, M., Graybeal, P., & Cooper, D. (2019). Why it mattersLinks to an external site. . In Principles of accounting, volume 2: Managerial accounting . OpenStax. https://openstax.org/books/principles-managerial-accounting/pages/13-why-it-matters

· Franklin, M., Graybeal, P., & Cooper, D. (2019). 13.1 describe sustainability and the way it creates business valueLinks to an external site. . In Principles of accounting, volume 2: Managerial accounting . OpenStax. https://openstax.org/books/principles-managerial-accounting/pages/13-1-describe-sustainability-and-the-way-it-creates-business-value

· Franklin, M., Graybeal, P., & Cooper, D. (2019). 13.2 identify user needs for informationLinks to an external site. . In Principles of accounting, volume 2: Managerial accounting . OpenStax. https://openstax.org/books/principles-managerial-accounting/pages/13-2-identify-user-needs-for-information

· Franklin, M., Graybeal, P., & Cooper, D. (2019). 13.3 discuss examples of major sustainability initiativesLinks to an external site. . In Principles of accounting, volume 2: Managerial accounting . OpenStax. https://openstax.org/books/principles-managerial-accounting/pages/13-3-discuss-examples-of-major-sustainability-initiatives

· Murphy, S. (2017, April 3). How business can catalyze social change; A triple, bottom-line focus on people, planet and profit will serve progressive companies as they serve humanityLinks to an external site. . The Globe and Mail.

· Walden University, LLC. (2024). The triple bottom line Download The triple bottom line [PDF]. Walden University Canvas. https://waldenu.instructure.com

Questioning

Have you ever asked what to you seems a reasonable question and the response you get is a blank stare, a dismissive answer that shuts down further conversation, or an answer that doesn’t really give you the information you were seeking? Perhaps you were asking the wrong question, or perhaps you were asking the question in a way that put the other person on the defensive. In these resources, you will consider how asking questions appropriately and effectively can create opportunities for open, honest discussion and help you get the answers you need.

· Marquardt, M. J. (2014). Asking the right questionsLinks to an external site. . In Leading with questions: How leaders find the right solutions by knowing what to ask (pp. 83–102). John Wiley & Sons.

· Marquardt, M. J. (2014). The art of asking questionsLinks to an external site. . In Leading with questions: How leaders find the right solutions by knowing what to ask (pp. 103–127). John Wiley & Sons.

· Walden University, LLC. (2024). The art of asking questions Download The art of asking questions [PDF]. Walden University Canvas. https://waldenu.instructure.com

· Wood Brooks, A., & John, L. K. (2018, May 1). The surprising power of questions . Harvard Business Review , 96 (3), 60–67.

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2

Lakenya Campbell

Walden University

Account for Management Decision Making

Dr. Schmidt

October 19th, 2025

Organizational Performance Analysis and Recommendations—Part 1

This report analyzes two capital investment proposals; the Air Scrubbers and the Furnace Fuel Change in order to get the copper smelting enterprise in line with the new environmental laws. The Net Present Value (NPV), Internal Rate of Return (IRR), Accounting Rate of Return (ARR), and Payback Period methodologies were used in evaluating the financial performance for each proposal (Walden University, LLC, 2024c). The calculations were used to decide the most economical option.

Capital Budgeting Results Summary

The comparison made between the calculated metrics shows that the Furnace Fuel Change project is more financially viable, as it produces greater returns in all the discounted cash flow measures.

Metric	Air Scrubbers	Furnace Fuel Change
Net Present Value (NPV)	$835,256	$1,674,358
Internal Rate of Return (1RR)	14%	21%
Accounting Rate of Return (ARR)	20.00%	21.66%
Payback Period (Years)	6.00	4.40

Financial Performance Analysis and Recommendation

The analysis contributes greatly to the choice of the Furnace Fuel Change project. The main technique used to maximize the shareholder wealth is the NPV, and it yielded a positive value of $1,674,358, approximately twice that of the Air Scrubbers project (Walden University, LLC, 2024a). Moreover, the Furnace Fuel Change had an IRR of 21%, greater than the 6% capital cost, which means that the rate of return on the investment is great. Conversely, the Air Scrubbers proposal returned a lower IRR of 14%.

Besides profitability, it is important to evaluate how much time a project would take to recover the initial capital (Walden University, LLC, 2024b). The Payback Period of the Furnace Fuel Change is about 4.40 years and much lower than the 6.00 years of the Air Scrubbers. As a result, the fast recovery decreases the exposure of the company to risk and makes capital available for reinvestment at an earlier point. Although the Accounting Rate of Return is not based on the time value of money, it also prefers the Furnace fuel change at 21.66% (Franklin et al., 2019). With the dominance in all financial indicators, the Furnace Fuel Change project shall provide the maximum return, thus the best option.

References

Franklin, M., Graybeal, P., & Cooper, D. (2019). 11.5 Compare and contrast non-time value-based methods and time value-based methods in capital investment decisions. In Principles of accounting, volume 2: Managerial accounting. OpenStax. https://openstax.org/books/principles-managerial-accounting/pages/11-5-compare-and-contrast-non-time-value-based-methods-and-time-value-based-methods-in-capital-investment-decisions

Walden University, LLC. (2024a). How to calculate NPV and IRR [PDF]. Walden University Canvas. https://waldenu.instructure.com

Walden University, LLC. (2024b). ARR/ROI [PDF]. Walden University Canvas. https://waldenu.instructure.com

Walden University, LLC. (2024c). Net present value, accounting rate of return, internal rate of return, and payback to make investment decisions [PDF]. Walden University Canvas. https://waldenu.instructure.com

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2

Organizational Performance Analysis and Recommendations – Part 2

Lakenya Campbell Walden University

MBAX-6050 Dr. Schmidt October 26th, 2025

Ethical Responsibilities

Upon evaluating both investment options, the Copper Company should maintain ethical requirements of compliance and integrity of data. As the regulatory inspection and possible punishment become stricter, there is the need to maintain ethical management in a bid to have sustainable operations. Managerial accounting results in ethical conduct, obedience, continuity of the company while maintaining trust of the stakeholders, and long-run economic profitability.

Importance of Ethics in Managerial Accounting

Ethical behavior holds the basis of managerial accounting that establishes organizational credibility and financial transparency as its base. It incorporates such standards as integrity, objectivity, and professional competence that contribute to providing employees with the opportunity to make good and legal financial choices (Franklin et al., 2019). The Institute of Management Accountants (IMA) reiterates these values to call on the accounting professionals to be upright and precise in relation to the financial reporting.

Abiding by the ethical standards assists in sustaining the trust of the stakeholders in that they ensure they have the relevant knowledge to formulate reasonable objectives. Similarly, clear records allow proper cost prediction, investment rating, and compliance with the regulations. On the other hand, unethical practices, such as data manipulation and misconduct of noncompliance, negatively affect management decisions and threaten their financial stability. False declarations of emissions can escape the process of scrutiny in the short term; however, this may lead to punishment, tarnished reputation, and loss of organizational credibility in the long run.

On the same note, ethics fill in the profitability as well as the responsibility gap. The ethical companies are more likely to win the loyal investors and customers who appreciate transparency, which, consequently, facilitates profitability and competitive edge (Byars and Stanberry, 2018b). Hence, effective sound managerial accounting practices based on ethical considerations can be the root of credible corporate governance.

Organizational Impact of Ethical and Unethical Behavior

Business ethics are not only restricted to legal and ethical compliance, but also, they affect all the areas of organizational performance. Ethical practices also develop a culture of accountability, which encourages the employees to be responsible and work in line with the corporate values. Unethical behavior, on the other hand, kills internal morale and outside relations. Workers who are subjected to fraud or falsification of data tend to lose their motivation, and this could lead to turnover and a decline in productivity.

Financially, the lack of proper ethics in business may cause short-term and long-term losses. The risk of the regulatory penalty of up to 1000 dollars/day shows how the lack of honesty or timely response to the reports on compliance can be used to directly compromise profits. Moreover, stakeholders are likely to avoid investing if a reputational loss may occur once an organization is regarded as unreliable, and this may ruin the relationship with suppliers. As Gottschalk (2019) points out, the reputation of Fuji Xerox was destroyed due to unethical accounting, and the lack of investor confidence and the rise of oversight costs followed. Hence, unethical behaviors have both actual and non-actual consequences, which go beyond financial records.

Ethical behavior, however, leads to the realization of high achievements of goals in the company. By being honest, the management inspires employees to report discrepancies, audit, and get committed to objectives. The organization is perceived as credible by customers and the regulators, and it creates goodwill and long-term stability. Additionally, ethical decisions create sustainable profitability by decreasing the legal risks and gaining the trust of people. Therefore, robust ethics enhance efficiency, stakeholder relationships, and buoyancy during reputational crises.

Recommendations to Strengthen Ethical Responsibility

The following measures should be implemented in order to instil ethical responsibility throughout the organization.

1. Formal Ethics and Compliance Program.

Implement a written Code of Ethical Conduct that is consistent with IMA standards, make ethics training mandatory at least periodically for all employees and supervisors, and publish disciplinary procedures. Environmental reporting needs to be highlighted in training and the legal implications of falsifying (Walden University, LLC, 2024). Besides this, incorporate scenario-based modules that show rationalization of misconduct and how to resist.

2. Independent Oversight and Dual Authorization.

Form an Ethics and Compliance Committee comprising executive finance board, operation, and environmental representatives. Demand bilateral approval of each regulatory filing and periodic external audits by an independent company of emissions and other financial statements. This multi-layered measure improves the degree of control and responsibility and corporate relations with authorities.

3. Whistleblower Protections and Confidential Reporting.

Combine non-punitive, confidential, and non-retaliatory reporting systems. These avenues must be deployed in the regular discourse of communication to ensure that the employees are aware of how to frame their issues correctly. On the same note, credited reports must be timely and autonomously investigated, and correct resolutions checked and taken.

4. Ethical Performance Metrics and Incentives.

Use ethical standards on performance appraisal and remunerating the executive. As an illustration, internal reporting and rates of audit errors are evaluated through timely and correct reporting of regulators. The incentives are channelled towards ethical performance and, in the process, discourage the urge to give false reports, thus creating an environment of rewarding honesty.

Moreover, the management is expected to model ethical behavior; it should serve as a good example to employees and remind them that honesty and integrity are more important than immediate gains. Hayes and Broughton (2014) confirm that ethical organizations are built bottom-up, and therefore, managerial commitment supports the initiative.

References

Byars, S. M., & Stanberry, K. (2018a). Introduction. In Business ethics. OpenStax. https://openstax.org/books/business-ethics/pages/1-introduction

Byars, S. M., & Stanberry, K. (2018b). 1.1 Being a professional of integrity. In Business ethics. OpenStax. https://openstax.org/books/business-ethics/pages/1-1-being-a-professional-of-integrity

Byars, S. M., & Stanberry, K. (2018c). 1.2 Ethics and profitability. In Business ethics. OpenStax. https://openstax.org/books/business-ethics/pages/1-2-ethics-and-profitability

Franklin, M., Graybeal, P., & Cooper, D. (2019). 1.4 Describe the role of the institute of management accountants and the use of ethical standards. In Principles of accounting, volume 2: Managerial accounting. OpenStax. https://openstax.org/books/principles-managerial-accounting/pages/1-4-describe-the-role-of-the-institute-of-management-accountants-and-the-use-of-ethical-standards

Gottschalk, P. (2019). Evaluation of fraud examinations: The case of inappropriate accounting practices at Fuji Xerox. Deviant Behavior, 40(11), 1421–1427. https://doi.org/10.1080/01639625.2018.1559640

Hess, M. F., & Broughton, E. (2014). Fostering an ethical organization from the bottom up and the outside in. Business Horizons, 57(4), 541–549. https://doi.org/10.1016/j.bushor.2014.02.004

Walden University, LLC. (2024). Unethical accounting practices [PDF]. Walden University Canvas. https://waldenu.instructure.com

A Problem in Communication Mark Chen supervises support staff for an online company that sells furniture over the Internet

Effective Communication

Case: A Problem in Communication

“Mark Chen supervises support staff for an online company that sells furniture over the Internet. Chen has always thought that he should expand his staff. When he was about to approach his boss with such a request, the economy slowed, and other areas of the company experienced layoffs. Thus, Chen’s plans for trying to add to his staff are on indefinite hold. Chen has noticed a troubling pattern of communication with his staff. Ordinarily, when he wants one of his staff members to work on a task, he emails the pertinent information to that person. For the last few months, his email requests have gone unheeded, and his subordinates comply with his requests only after he visits with them in person and gives them a specific deadline. Each time, they apologize for the delay but say that they are so overloaded with requests that they sometimes stop answering their phones. Unless someone asks for something more than once, they feel a request is not particularly urgent and can be put on hold. Chen thinks this situation is dysfunctional and could lead to serious problems in the near future. He realizes, however, that his subordinates have no way of prioritizing tasks, and that is why some very important projects were put on hold until he inquired about them. Knowing that he cannot add to his staff in the short term, Chen has come to you for advice. He wants to develop a system whereby his staff will provide some response to requests within 24 hours, will be able to prioritize tasks, identify their importance, and will not feel so overloaded that they ignore their boss’s requests and don’t answer their phones.”

Discussion Thread Prompt: There is evidence that demonstrates effective communication can reduce organizational conflict and improve supervisor-subordinate relationships. As Mark Chen's management consultant, in this case, recommended to him a strategic management solution for an ongoing communication problem by applying the management functions of planning, organizing, directing, and controlling. Your recommendation should emphasize an operational (not theoretical) communication solution showing how it would be implemented. Share your solution with your peers, supporting your recommendation with peer-reviewed literature, and state what the Bible says about planning, organizing, directing, and controlling. Do not restate the case or summarize it.

Support thread with at least 2 citations from peer-reviewed journal articles without any quoted words. Be sure to include meaningful biblical integration for initial thread. Do not merely quote a Bible verse but explain its relevancy. Ask at least one meaningful question to extend the discussion.

At least 1000 words.

Understanding Stimulus and Response Classes

Effective Communication

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