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Assume yourself as an entrepreneur of a small-scale business in Saudi Arabia.
(In Continuation to the Assignment -1)

4. Products and Services
a. Describe in depth your products or services. (Technical specifications)
b. What factors will give you competitive advantages or disadvantages? Examples include level of quality or unique or proprietary features.

5. Marketing Plan
a. Market Research- Why?
b. Market Research- How? Primary or Secondary Data?
c. In your marketing plan, be as specific as possible; give statistics, numbers, and sources. The marketing plan will be the basis, later on, of the all‐important sales projection.
Product
• Describe the most important features. What is special about it?
• Describe the benefits. That is, what will the product do for the customer?
• Identify your targeted customers, their demographics

Knowledgeable interaction with works of art makes life better: We see more of what can be seen, and we hear more of what can be heard. Our entire existence grows richer and deeper.” (Sporre, 2009, p. 2).

From your studies, you have seen how culture, societal norms, belief systems, and past experiences affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of the overall human experience. Whether analytical skills are applied to a task at work, or a humanistic point of view enables us to grasp an issue from another angle, these methods of looking at the world help us become more aware of our perceptions and provide a deeper and more meaningful existence.

In this task, you will analyze and interpret three creative works from three separate disciplines of the humanities using methods of subjective and objective analysis. Objective statements are based on simple observations and concrete information. Subjective statements are based on personal opinions, judgments, and feelings. These standard methods of analysis will enable you to critically view and interpret works from the humanities. You will use analytical and critical thinking skills to assess how meaning is constructed and imparted to a viewer or audience and will communicate your thoughts in a multimedia presentation (e.g., PowerPoint, Keynote). While the content of your presentation will focus on analyzing, interpreting, comparing, and contrasting three creative works from separate disciplines, your overarching goal will be to explain how the three works you analyze demonstrate the value of the humanities in meaningful ways.

Background:

Develop a multimedia presentation in which you analyze three creative works from three separate disciplines in the humanities. You will need to select works that share a common theme. This theme must relate to a profession within your field of study at WGU. You will share with your audience how being knowledgeable about the humanities and your selected theme is valuable in regards to this profession.

First you must choose one literary work from the given list below. Choose a literary work that has a theme that resonates with you and consider how this theme connects with your chosen profession. Every profession within your field of study at WGU (Business, IT, Nursing or Teaching) will have humanistic considerations. For example, a civil rights lawyer may be concerned with the theme of freedom, a firefighter with determination, a social worker with compassion, or an engineer with integrity. It is the intent of this task to explore the major themes of the humanities and their relevance to our professional lives. Once you have selected a literary work, you will need to select two non-literary works from separate disciplines that share the same theme as the literary work you have selected. Your presentation will show how all three works connect to the theme that you have chosen, and how that theme relates to a profession within your field of study at WGU. The two nonliterary works you select must come from the following disciplines: two-dimensional visual art (e.g., painting, photography, printmaking,), music or film (feature films, documentaries). You should choose works that appeal to you personally, are striking to you in some way, and/or evoke a strong response in you. In the presentation, you will show how exploration of the themes of these works can enhance performance in your profession and deepen your understanding of the human experience.

Note: Your multimedia presentation should contain 25 to 30 slides. This is not a conventional PowerPoint presentation. You may find that the majority of your slides are most effectively presented in paragraph form, with some utilizing the more traditional bullet point format. You are encouraged to use first person narrative (“I” statements) where appropriate. Your presentation should be self contained and all information should be on the slides (do not use speaker notes). Arrange slides in a way that creates cohesion and flow and use images to accentuate and substantiate points.

Note: This presentation should demonstrate the depth of the analysis and reflection that you have done. Your challenge will be to communicate your points through a series of clear, focused, and concise slides that represent your knowledge and convey your unique analytical points and insights.

Select ONE work of literature from the following list (works are available online).

NOVELLAS: Death of Ivan Ilyich by Leo Tolstoy, 1886 The Invisible Man by H. G. Wells, 1897

SHORT STORIES: “The Package” by Kurt Vonnegut, 1952 “Johnny Mnemonic” by William Gibson, 1981 “The Lottery” by Shirley Jackson, 1948 “A Small, Good Thing” by Raymond Carver, 1983 “Silver Water” by Amy Bloom, 1993 “The Third and Final Continent” by Jhumpa Lahiri, 1999 “The Lost ‘Beautifulness’” by Anzia Yezierska, 1920 “The Veldt” by Ray Bradbury, 1950 “The Handsomest Drowned Man in the World” by Gabriel García Márquez, 1968

POEMS: “That the Science of Cartography is Limited” by Eavan Boland, 1994 “A Brave and Startling Truth” by Maya Angelou, 1995 “Invictus” by William Ernest Henley, 1888 “If” by Rudyard Kipling, 1895 “Praise Song for the Day” by Elizabeth Alexander, 2009 “Let America be America Again” by Langston Hughes, 1935

ESSAY: “A Talk to Teachers” by James Baldwin, 1963*

While the essay title addresses teachers, this work has themes that can apply to all professions.

Select two creative works from the following disciplines (each work must be from a different discipline):

• Two-dimensional visual art (e.g., painting, photography, or printmaking) • Music • Film (feature film or documentary) Note: Please do not select a film, artistic, or musical adaptation of your literary choice as one of the non-literary creative works. While it is important to select a literary work and two non-literary works that share a common theme, it is equally important to include variety in your choices. For example, you should not choose The Great Gatsby as your literary work and a film adaptation of this same novel, and a picture of Jay Gatsby.

Task:

Develop a multimedia presentation (suggested length of 25-30 slides) in which you do the following:

A. Introduce the three works you will be analyzing (suggested length of 4–5 slides) by doing the following: 1. Create an introductory slide for each of the three works that includes the author’s or artist’s name, title of the work, and the discipline to which the work belongs. 2. Provide a thesis slide that clarifies for your audience how all three works connect to a common theme and describe how this theme relates to a profession within your field of study.

B. Provide an objective analysis* (suggested length of 6-7 slides) by doing the following: 1. Describe the literary work. Your description should include: • Form (short story, novel, etc.) • Summary of the work (4-5 sentences) • Author’s style, technique and/or characteristics

a. Choose four of the elements of literature outlined in the learning resource and describe how they are used in the literary work.

2. Describe the first nonliterary work of art. Your description should include: • Media, form, or genre • Summary of the work (4-5 sentences) • Artist’s style, technique and/or characteristics

a. Choose four of the elements outlined in the learning resource and describe how they are used in your first non-literary work. (If your selection is music, use the elements of music, if it is a film, use the elements of film, if it is a painting or photograph, use the elements of two-dimensional visual art.)

3. Describe the second nonliterary work of art. (This should be from a different discipline than the work you chose for part B2.) Your description should include: • Media, form, or genre • Summary of the work (4-5 sentences) • Artist’s style, technique and/or characteristics

a. Choose four of the elements outlined in the learning resource and describe how they are used in your first non-literary work. (If your selection is music, use the elements of music, if it is a film, use the elements of film, etc.)

C. Provide a subjective analysis* (suggested length of 6-7 slides) by doing the following: 1. Discuss the literary work, addressing the following: a. The mood(s) of the literary work. Provide relevant details and examples that helped you identify the mood(s). b. The theme(s) (i.e., overarching ideas or concepts) you see in the literary work. Provide relevant details and examples that helped you identify the theme(s). c. Your interpretation of meaning found in the work. Provide relevant details and examples that helped you identify the meaning.

2. Describe the first nonliterary work of art, addressing the following: a. The mood(s) of the first nonliterary work. Provide relevant details and examples that helped you identify the mood(s). b. The theme(s) (i.e., overarching ideas or concepts) you see in the first nonliterary work. Provide relevant details and examples that helped you identify the theme(s). c. Your interpretation of meaning found in the work. Provide relevant details and examples that helped you identify the meaning.

3. Describe the second nonliterary work of art, addressing the following: a. The mood(s) of the second nonliterary work. Provide relevant details and examples that helped you identify the mood(s). b. The theme(s) (i.e., overarching ideas or concepts) you see in the second nonliterary work. Provide relevant details and examples that helped you identify the theme(s). c. Your interpretation of meaning found in the work. Provide relevant details and examples that helped you identify the meaning.

D. Analyze the relationship between the 3 works (suggested length of 3–5 slides). Your analysis should include: • Similarities in mood(s), theme(s), and meaning among the works. • Differences in mood(s), theme(s), and meaning among the works.

1. Explain how analyzing the relationship between the works expanded your understanding of the theme(s).

E. Reflect on the analyses presented (suggested length of 3–5 slides), by addressing the following: 1. How your analysis of these works has enhanced your understanding of the human experience (i.e. what it means to be human). 2. How these themes and meanings relate to you, as a professional within your field of study. 3. How a general knowledge of the humanities is valuable for professionals within your field of study.

F. Summarize your main points in a conclusion (suggested length of 1-2 slides). Note: Your conclusion could include revisiting your thesis statement and should bring closure to your presentation.

G. Create a reference list. Include all in-text citations and references in APA format. You must have a full reference for each work. Please note that each reference must correspond to an in-text citation.
Order Notes

 

 

 

Competition
• What products and companies will compete with you?
• How will your products or services compare with the competition?
Strategy
• Outline a marketing Strategy.
Promotion
• How will you promote your Product?
• What will be your promotional budget?
Distribution Channels
How do you sell your products or services?

 

 

 

 

 

Sample Solution

 

 

 

Presentation

In a prophetically calamitous universe of disorder, lewdness, and devastation, it gets hard to see how people would respond or keep up their mental stability. Kirkman inspires such musings in his anecdotal work, The Walking Dead (1). He makes us wonder who has the guts to take up an administration position in such a world and how he will oversee bunch elements. This contemplative spotlight on human conduct could lead numerous perusers to interrogate numerous things concerning individuals’ activities. For instance, in his work, The Walking Dead, Kirkman leaves his perusers to puzzle over whether individuals are intrinsically self-serving, unfeeling, or unfriendly (2).

In a dystopian network that Kirkman made in The Walking Dead, the perusers will have a knowledge into human conduct by investigating how individuals unwind, or how they respond even with death and threat (1). Besides, the perusers will address which sort of individuals endure and what credits empower them to do as such. Like other comic book authors who have expounded on a prophetically calamitous society, Kirkman doesn’t present a story where “anything goes;” all things being equal, he furnishes us with an occasion to see how individuals would carry on in the wake of death (1). His story exhibits that a few people can keep up their psychosocial solidness, while others seem to lose it through and through.

This paper breaks down the subject of mental stability as a repetitive one in the comic arrangement, The Walking Dead. Mental soundness alludes to individuals’ failure to think legitimately and go about in that capacity (Langley 2). Segments of this paper will exhibit how various characters in the book lose their mental soundness due to a few reasons. Psychological wellness is a relatable subject in the comic book in light of the fact that numerous individuals have encountered rates where they have an inclination that they are “losing their brains.” Langley says such mental shakiness cases happen when reality and craziness begin to show up the equivalent (1-3). Mental problems could transpire. Actually, Langley says they could happen to “model individuals” (2-4).

At the point when individuals’ brains begin to get unhinged, it is consistently observable. Proof of the equivalent could show in various practices, for example, through exceptional dressing, an adjustment in conduct, an adjustment in the organization individuals keep, and contrasts in the things individuals state (among others). This paper contends that the topic of mental soundness shows all through the vast majority of the comic book, The Walking Dead. It shows up in outrageous demonstrations of brutality, demise, self destruction, and visualizations. The areas delineated underneath help this perspective.

Characters Talking to Themselves/Hallucinations

One of the principle signs of madness is self-talk (Fandom). At the point when this occurs, it means that individuals have lost expectation in finding support from others. All things being equal, they tune in to “voices in their minds.” Logically, in any event, when these voices are of others (dead individuals), they seem like they are genuine for most casualties of emotional wellness issues. At the point when individuals begin encountering such contemplations, they erroneously accept they can depend on them. They do so in light of the fact that they can imagine how they are “going insane” and need to spare themselves. A few characters in The Walking Dead showed such considerations. For instance, some of them were conversing with dead individuals and friends and family who had passed on. For instance, Michonne regularly addressed her dead sweetheart as a method of keeping up her mental soundness (Fandom). Andrea adapted to her psychological inconveniences similarly in light of the fact that she often speaked with Dale even after his passing (Fandom).

At the point when Rick loses his significant other, his psychological status additionally disperses. He begins to fantasize in various occasions where he converses with his dead spouse. In a significant number of those cases, he had meaningful discussions with her. In his brain, such conversations appeared to be genuine, however sensibly, that couldn’t be the situation. Notwithstanding, he got motivation from such visualizations, which “propped him up” on the grounds that, in his psyche, there was some feeling of routineness or strength engaged with conversing with individuals who had passed on. It seems as though his dead spouse was as yet alive and making up for a shortcoming that was a center piece of Rick’s emotional wellness. During a similar period, Rick disconnected himself from different individuals from his gathering in a manner that was distinctively suggestive of different characters who were encountering mental issues. This activity could imply that he expected to deal with what he was experiencing without anyone else. He would not like to be upset since he realized that he could lose his rational soundness. Notwithstanding, for some perusers, this time of unsteadiness is troubling in light of the fact that different individuals from his gathering relied upon his authority and direction for endurance.

These activities show that the vast majority of them were engaging emotional wellness issues since they had built up a mutilated adaptation of the real world and were searching for somebody with whom they could converse with numb their contemplations. For instance, they frequently “talked” with dead individuals while daydreaming. Thusly, they comprehended that they couldn’t trust their considerations in their kindred individuals since they were all having a similar issue or encountering it in an unexpected way. In this way, they discovered solace in their considerations. Also, all the while, they expected that they were having discussions with dead individuals who were their partners.

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The zombie end times in The Walking Dead significantly affected how the casualties adapted to horrible accidents. Equals between the characters of the comic book could be drawn with survivors of floods, portrayed by Dai in an article named, “Relationship between Social Support and Recovery from Post-Traumatic Stress Disorder after Flood: A 13–14 Year Follow-Up Study in Hunan, China” (1). Like casualties of the flood, those of The Walking Dead created indications of the problem, which could prompt emotional well-being crumbling whenever left unchecked. Dai depicts such manifestations by saying survivors of the sickness experience visualizations, flashbacks, and bad dreams (1). Similar signs clarify the practices of a portion of the characters in The Walking Dead. For instance, Morgan and Rick displayed a portion of these side effects. Those influenced by flood showed similar signs also (1).

Social emotionally supportive networks develop as helpful apparatuses for the two arrangements of casualties referenced above (flood casualties and The Walking Dead characters) since they mitigate a portion of the psychological well-being issues that influence them. For instance, the flood casualties referenced by Dai displayed an improvement in their psychological wellness conditions in the wake of getting social help from relatives (1). Furthermore, a few characters in The Walking Dead indicated comparable advancement. For instance, Morgan showed an improvement in his emotional wellness status in the wake of meeting Rick who likewise shared his concern. In this way, the two of them appeared to have profited by the social help they gave one another.

Another intriguing perception the perusers could make from the comic book is that the emphasis on center destinations appears to have propelled a considerable lot of the characters to adapt to their issues well. Without a focal mission or individual objective, it was hard to conceptualize a circumstance where they would keep up their mental soundness. Perusers could see similar inspiration in the lives of Michonne and Abraham, who went through a ton of frightfulness and demolition, yet their targets and center objectives kept them rational. For instance, Abraham kept up his rational soundness by remaining zeroed in on the objective of finding a fix to the infection that had influenced humankind (Brockway). The nonappearance of such an objective might have prompted his psychological decay since he had gone through many frightening encounters, which would have negatively affected his emotional well-being. The equivalent is valid for Michonne. In view of their encounters and those of Rick, madness rose as a critical piece of their dystopian world experience.

Passing and Suicide

Passing is a typical event in The Walking Dead. Nonetheless, how the characters responded to its dread demonstrated the principle distinction between the individuals who could keep up their mental soundness and the individuals who couldn’t do as such. Individuals frequently react to death in an unexpected way. As Langley upholds, horrendous accidents, for example, losing a friend or family member or slaughtering an individual person would cause numerous mental issues that could influence individuals’ psychological strength (7). A few reactions incorporate enthusiastic desensitizing and social shirking. Such was simply the situation of Morgan, who secured up a room subsequent to losing his child. He was regularly genuinely whimsical and didn’t have any desire to connect with others. These practices demonstrated the unpredictability of his psychological state. Furthermore, when Rick met him, he saw that he was very nearly being crazy.

Dissatisfactions experienced by a portion of the principle characters in the comic book were the main drivers of most occasions of death and self destruction. For instance, two of Rick’s gathering individuals who went to live with him in jail ended it all due to disappointments with their lives (Brockway). Besides, one of them executed other gathering individuals in view of uneasiness and negative gathering governmental issues. Besides, Carol lost her mental soundness when she endeavored self destruction and endured social seclusion in view of disappointments in her day to day existence (Fandom). These instances of foolish conduct are indications of craziness, which is a typical topic in the book. Also, self destruction is related with franticness in light of the fact that individuals who have their lives to anticipate would not participate in such an activity. Nonetheless, the self destruction endeavors by a portion of the characters in the book underscore the disappointment that the vast majority of them felt by living in a new universe of ailment and demise. Succinctly, some of them accepted that a reality where they generally needed to “watch their backs” was a hopeless one and not worth living. The prophetically catastrophic world was additionally decimating to a large portion of them since they didn’t just need to shield themselves from “walkers,” however from other huma

 

 

 

 

 

 

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