Author: chris

Answer this question. Discuss what advocacy means pertaining to architecture, through the filter of a case study architect. Find an architectural practice that you believe demonstrates advocacy. Illustrate one of their projects and how it approaches design advocacy. What is advocacy? What are the values of advocacy? How and why is it important? Be specific.
Consider how you might advocate for your future clients. What does it take, besides good intentions?
Use photographs, drawings, and images to illustrate your position and that of your case study.

Describe the role of community and public health in the well-being of populations.
Describe the public health organizational structure.
Examine the legal and ethical dimensions of public and community health services.
Analyze funding of public and community health services.
Discuss the role of communication in community and public health programs.
Creating the Final Project

Atlantic Quench Cranberries Inc.
Atlantic Quench Cranberries Inc. (AQC) is an agricultural co-operative based in the United States. It was formed 80 years ago by three cranberry growers from Massachusetts and New Jersey. Florida grapefruit growers joined the co-operative in 1974. It is now owned by about 630 cranberry and 46 grapefruit farmers. The co-operative is justifiably credited with pioneering and developing the cranberry segment. It has become North America’s leading producer of canned and bottled juices and juice drinks, and has best-selling brand name in the canned and bottled juice category since 1981. It has also enjoyed great success in the UK.
Product Range
Atlantic Quench is best known for its fruit juices but it also sells dried cranberries under the brand name Crantanas. Its product range is classified as either juice or non-juice drinks.
The Cranberry Classic range includes juices and juice drinks with cranberry as the core flavour, including a light juice drink as well as a high juice cranberry cordial. In 2002, the co-operative launched the Cranberry Classic in a 250 ml can to target impulse buyers in the convenience sector. In 2003, Atlantic Quench increased its range of ‘light’ low calorie fruit drinks, which included cranberry and blackcurrant, cranberry and raspberry, and cranberry and mango. A white cranberry juice drink was launched in 2004 and was promoted as a sweeter and smoother alternative to the red cranberry juice drinks. In September 2004, the Cranberry Select Premium Chilled Juice Drink was launched in new 1.75 litre packaging, specifically aimed at the fast-growing chilled drinks sector. A cranberry and mandarin juice drink was introduced to the market in 2005.
Common Stock Equity Quota
There is a close working relationship between the farmers and the organisation. Atlantic Quench has to purchase all the crops that the farmers grow at the highest possible price, together with a dividend reflecting the profits of the Atlantic Quench brand. Although most of the farmers are small producers, their combined produce accounts for about two-thirds of the world’s cranberry harvest. However, each farmer has to commit to an annual quota of production under a scheme called the ‘common stock equity quota’. Farmers can be penalised if they fall short on the agreed quota allowing Atlantic Quench Co-operative to redeem (buy Back) share equal to the shortfall, at the original issue price enabling them to reallocate the quota. For example, the share issue price was $25, equal to one barrel of cranberries, although the current market value is closer to $250 per share. This arrangement instils discipline, not always present on co-operatives, and is likely to have contributed to the organisation’s success.
Organisational Issues
The co-operative has not been without its problems. The market for farm produce is volatile, reflecting changes in climate as well as market trends. As such it is often difficult to predict harvest yields. Overproduction in 2000 resulted in the price of raw cranberries falling from over $60 a barrel to under $20. Atlantic Quench responded to the volatile market by reducing its advertising and marketing budget. In addition to cutting back on expenditure, the co-operative paid the farmers $12 a barrel instead of the $18-a-barrell market price. As a result the relationship between the management of the co-operative and the farmers deteriorated, and the farmers exercised their power as shareholders of the co-operative by voting out four successive Chief Executive Officers (CEOs) between 2000 and 2003.
When Chuck Berrie was appointed CEO in 2003, his immediate priority was to discuss with the farmers whether or not a co-operative approach to managing the business was still an appropriate and preferred option. The CEO had previously spent six years working for another co-operative as Chief Marketing Officer at Welch Foods Inc. During those six years he had contributed to doubling the market share of the organisation. According to Berrie, ‘The beauty of being a co-op is not being judged by quarterly results, but by generations passing on to the next generation.’ Indeed, many Atlantic Quench farmers are third- and fourth-generation owners and one is seventh-generation.
Berrie spent many weeks debating with the farmers, discussing the advantages and disadvantages of remaining as a co-operative. At the same time a buyout offer was presented by Coca-Cola. The farmers voted to reject Coca-Cola’s offer, choosing instead to support Berrie’s vision of a more focused Atlantic Quench that would stay independent. The business plan proposed by Berrie was to retain the successful aspects of the old Atlantic Quench, such as the juice making and innovative new-product efforts, whilst handling over the logistics.
By actively seeking the views of the farmers, Berrie has managed to improve the profitability of the co-operative and also win back their trust.
Strategic Alliances
In 2007, Atlantic Quench and Coca-Cola implemented a long-term strategic alliance in which Coca-Cola North America markets, bottles and distributes single-serve cranberry juice products in the U.S. and Canada under the Atlantic Quench name. The agreement also includes opportunities for the development of the new product innovations across multiple trade channels in the future.
The strategic alliance was viewed as a positive move by both organisations. ‘This is a chance for both Coca-Cola and Atlantic Quench to turn up the dialogue on the health benefits of cranberries,’ said Mary Moore, president and CEO, Coca-Cola North America. ‘Over the past several years, we have built successful, mutually beneficial partnerships with strong brands like Robertsons and Costa, and now we plan to work side-by-side with Atlantic Quench to create a major healthy refreshment business focused on cranberries. When people think of cranberries they think of Atlantic Quench ’
Atlantic Quench President and CEO Chuck Berrie stated ‘As the Atlantic Quench co-operative moves to build its brand, we are seeking out alliances to reach consumers more broadly and powerfully than ever before.’
The UK Market

In 2013 Atlantic Quench signed a licensing agreement with Gerber to manufacture, distribute and market juices and juice drinks under the Atlantic Quench brand in the UK. Gerber is the largest supplier of private-label and branded fruit juice and juice drinks in the UK, with sales exceeding 800 million litres per year.

Atlantic Quench has been very well received by the UK market and has also negotiated three successful contracts with the three largest supermarket groups in the UK to sell all of its product lines.

New Product Development

Atlantic Quench’s creativity in new product development (NPD) has been a contributory factor to the organisation’s success. After encouraging supermarkets in the US to add juice aisles in the 1960’s, Atlantic Quench developed juice boxes, including low-calorie cranberry drinks, and white cranberry juice. Crantanas, the dried fruit snack made from husks that used to be thrown away but are now reinfused with juice, have proved to be very popular too. Other product variations include chocolate-covered Crantanas, ready-to-drink mixed flavoured juices and an energy juice drink called Cranzeal. Atlantic Quench enjoyed annual sales of around $1.7 billion in 2007, of which Crantanas accounts for £150m (source PR Newswire). Sales of this product have doubled in the last two years and are expected to double again over the next ten years.

Niche Market
Cranberries have been promoted for their healthy qualities and for many years Atlantic Quench has had a virtual monopoly in the niche
QUESTIONS

Based on your knowledge of marketing strategy produce an outline marketing plan for the next year for Atlantic Quench.

Your marketing plan should focus on customer attitudes/trends and market growth; therefore segmentation and positioning will be important within your plan

Your plan should also include the application of a range of models theories and concepts from the Principles of Marketing Management course content.

Supporting information can be found in Mintel and Keynote, these databases can be sourced via the online library.

Word Limit: 3000 (+/- 10%)

Objectives

Examine the learning outcomes (a,b,c,d,e,g,h)

Learning outcomes

LERNING OUTCOMES*: (Max of 10)

Knowledge and Understanding

a) Appreciate and integrate the value of the analytical tools and techniques available to marketing professionals when evaluating the marketing environment and developing marketing strategies;
b) Demonstrate and evaluate the vital necessity of focusing on the customer and the marketplace as the foundation of marketing planning;

c) Critically evaluate the marketing mix of an existing organisation contrasting application to theory;
Subject-specific Skills
d) Propose and present an outline marketing plan;
e) Critically appraise tactical marketing decisions based on situation analysis and in line with strategic marketing plans.
f) Exammine and appraciate the tools of Strategic marketing and apply in practise within a global context
g) Explain and appraise marketing concepts, theories and models clearly and apply these critically to existing organisations;
Key Skills
h) Concise dissemination of information relating to investigative actions required for a coherent marketing plan;
i) Produce a written report following academic convention that synthesises clearly theoretical perspectives and distinguishes between conceptual frameworks which focuses on a practical marketing plan application for different scenarios
Mode of working
This is an individual assignment. The University of Northampton policy will apply in all cases of copying, plagiarism or any other methods by which students have obtained or attempted to obtain an unfair advantage.
Format for the submitted work
The assignment should be written for a business audience and presented appropriately in a report format. The word limit is 3000 words (+/- 10%). Harvard referencing must be used throughout.
Hand-in procedure
You must submit your assignment electronically.
You will receive an email confirmation and the system will record the date and time you submit. In the unlikely event of work getting lost, the receipts will show that work has been submitted. Without a receipt there is no evidence to show that the work has been undertaken, and you may be given a “G” grade.
All e-copies must be sent by 11:59pm of the deadline day.
An area to submit your assignment will appear on NILE as the assignments become available.
Grading / feedback guidance
The table at the end of this document serves as a general grading guide for students to assist in the self-assessment of their work. Lecturer feedback will also include specific remarks on strengths and aspects for improvement as well as overall comments on the assignment as a whole.
Weighting
This assignment carries a weighting of 60% for The Principles of Marketing Management module.

in an essay of 3-4 pages (quotation included), provide a focused analysis of what you think are the crucial issues of the story in both its content and its form. Be sure to write a clear Introduction with a carefully focused thesis, an organized sequence of body paragraphs, and a clear and concise conclusion. Avoid making an inventory of literary components at the expense of an analysis of how the story develops its characters, its situations, and its theme(s). Avoid merely re-telling the plot/action of the story; instead, make specific references to elements of plot and action to provide a context for your discussion of significant issues.

Use the short story “The Lifeguard” by John Updike. Write in present tense please.

A report on International Human Resource Management Practices and Processes

Write about the history of single sex and mixed school then when the single sex began and how they moved to mixed school and how the countries now trying to return to the single sex school

This paper will require you to prepare your responses to a series of questions that you have hypothetically been given by the executive management team at a healthcare facility. You are being interviewed by this team for an advanced practice nursing position and your responses should address the following three questions:
How would you envision using information and communication technologies to support and augment your role as an advanced practice nurse in our healthcare facility?
Given the growing net-savvy, empowered consumers, how will you transform your practice to accommodate these patients?
What are the top three human computer interface (HCI) issues that you identify for an informatics tool you expect to use in our organization? And what ideas or suggestions do you have to address these top three HCI issues?
The following critical elements will be used to assess this assignment. Your prepared remarks should cover the following for each of the three major questions:
Question 1:
Description of the role you are applying for in this interview. You get to decide this
Description of how you will use information and communication tools to support this role
Statement as to how these tools will address two pressing issues of safety and the nursing shortage
Pertinent references that support your ideas
Question 2:
Description of how your practice will accommodate the net-savvy, empowered consumer population
Identify creative ideas that will address the numerous characteristics of this population
Pertinent references that support your ideas
Question 3:
Description of the selected tool to answer this question
Identification of the top three human computer interface issues
Suggestions or ideas to address these HCI issues
Pertinent references that support your ideas
Paper should use language that:
Complies with standard English usage and APA guidelines
Is free of errors in grammar, punctuation, word choice, spelling, and format
Reflects language consistent with professional practice and appropriate for the audience
Is focused, well organized, and unified
1-inch margins and 12-point font, 2 spaces after periods
Provides adequate supporting ideas and examples with proper citations

1. Explain two factors (e.g., social, economic, political, institutional) that influence the need for a BSN program.
2. Explain how at least one of the following external forces has informed the decision for a BSN program:
• The Institute of Medicine (IOM)
• The Future of Nursing: Leading Change, Advancing Health
• Magnet hospital recognition
• Patricia Benner’s Educating Nurses: A Call for Radical Transformation
• Contemporary literature on patient outcomes related to academic preparation for nurses
C. Select a recommendation from one of the following organizations or institutions to guide the integration of quality and safety initiatives in the new BSN program:
• Quality and Safety Education for Nurses (QSEN)
• The Institute of Medicine (IOM)• American Association of Colleges of Nursing (AACN)
• National League for Nursing (NLN)
• The Joint Commission
1. Provide a rationale for your selected recommendation.
2. Discuss one possible barrier (e.g., faculty shortage, financial incentives) you may encounter as you implement your selected recommendation.
D. Develop an argument for how a learning theory (e.g., constructivist, cognitivist, humanistic) would support the development of critical thinking skills in the new BSN program.

Almost from its inception, the personal computer marketplace became fragmented around choices about which operating system people thought was best or coolest, or about which choice of systems offered users the best integrated and reliable options versus price. But while that Apple vs. Microsoft debate rages on, look what’s happened: the basic idea of personal computing has profoundly changed. It’s not only about manipulating the contents of files anymore — it’s more about bringing streams of interaction to your fingertips, or to the blink of your eye.

Other portable device makers have entered this marketplace — Linux-based choices, Android-based systems (owned by Google), and other technologies are becoming more and more commonplace. Dual-personality systems (or “dual-boot”) are much easier to buy and operate. And the devices themselves come with the underlying OS buried further and further away from what the user interacts with.For which kinds of computing and information systems do users really need to care about underlying technologies — which is what an operating system is? Which kinds of users ought to pay more attention to how well a variety of devices and applications work together (and how seamlessly)? Which kind of user are you? And… do you want to be the other kind?

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 111 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 112. For instance, one might go to the same museum as done for HUM 112, but this HUM 111 report will focus on entirely different works and displays.
1.Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
2.Write a two to three (2-3) page report (500-750 words) that describes your experience.
◦Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.

◦Provide specific information and a description of at least two (2) pieces (e.g., art, exhibits, music, etc.).

◦Provide a summary of the event and describe your overall reaction after attending the event.
◦Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.

Visiting a Museum
•It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
•If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
•Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.
•Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
•Take notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
•The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums even have benches where you can sit and study a particular piece.
•If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?

Attending a Performance
•Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement.
•A performance that is relevant to a HUM 111 course is more difficult to find than a performance that would be relevant to HUM 112 (which covers from 1600 to the present). However, our course does cover Shakespeare and Greek tragedy and drama, so any performances of those will work. Note: One can sometimes find music performances of music from the Renaissance or Reformation period, or even earlier.
•Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.
•Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
•Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
•Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.
•Most long musical performances have at least one (1) intermission. If the lights start blinking, it is a sign that the performance is about to begin.
•Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.
If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.
Your assignment must follow these formatting requirements:
•Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for reference).
•Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are:
•Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
•Examine the influences of intellectual, religious, political, and socioeconomic forces on social, cultural, and artistic expressions
•Use technology and information resources to research issues in the study of world cultures.
•Write clearly and concisely about world cultures using proper writing mechanics