Download Curriculum Guide - Career and Technical Education

21st Century Instructional Guide for Career Technical Education
Marketing II Course
Business and Marketing Cluster
Fashion Marketing Concentration
Hospitality and Tourism Marketing Concentration
Management and Entrepreneurship Concentration
Marketing Concentration
Real Estate Marketing Concentration
Sports, Entertainment and Recreation Marketing Concentration
Title:
Marketing II (WVEIS 0425)
Standard Number:
ME.S.MKT2.1
Essential
Questions:
Objectives:
ME.O.MKT2.1.1
Promotion
Students will demonstrate the principles of promotion.
How does promotion influence your decision to buy a product?
ME.O.MKT2.1.2
distinguish the role of an advertising agency.
Students will
discover promotion and its role in the
economy.
Learning Plan & Notes to Instructor:
Develop a product and link it to the economy, GDP,
and job growth; develop pictographs to define
promotion. Choose five well-known businesses for
students to analyze promotional mix (advertising,
visual merchandising, sales promotion, personal
selling, publicity, public relations). Select products
and/or services for students to analyze the impact on
the economy of the success/failure of the products.
Have students explain how promotional efforts led to
the success/failure of the products.
Conduct a field trip to an advertising agency; divide
class into groups creating advertising agencies with
client, media, research, and creative services to
develop an advertising campaign for a company or a
product/service.
1
ME.O.MKT2.1.3
recognize the nature and scope of public
relations and publicity.
ME.O.MKT2.1.4
demonstrate the promotional mix to products
and services.
ME.O.MKT2.1.5
differentiate among the advantages and
disadvantages of each type of advertising
media.
develop a print advertisement for a product or
service using effective headlines, copy,
illustrations, color, and typeface.
ME.O.MKT2.1.6
ME.O.MKT2.1.7
draw displays using principles of design.
Organize a marketing education open house;
sponsor a charitable event or cultural activity; give
teacher appreciation gifts to promote school store
and/or DECA; participate in DECA’s Public Relations
Project event; write a news release.
Use newspapers to do a news release; create
packaging for soap with a target market; make
packaging for eggs and test presentations on
developed products; research PR scandals. Create a
promotional campaign for a product/service/company
incorporating advertising, sales promotion, visual
merchandising, personal selling, publicity, and public
relations; prepare a PowerPoint presentation
analyzing the promotional mix utilized by local
businesses.
Create charts with advantages and disadvantages;
conduct online research and prepare a presentation
using various types of media; conduct a WebQuest.
Using magazines and newspapers, find ads and
label the parts analyzing the differences between
magazine and newspaper ads; use Publisher or
other software to design print ads; create a billboard
for DECA week; contact local newspapers or
education representatives to give class presentation.
Write various magazines and newspapers requesting
rate cards then analyze the impact of design on the
price of advertisements.
Build displays for a school-based enterprise or a
business in the community utilizing the principles of
design; conduct a field trip to the local mall to have
students meet with a display artist and critique the
effectiveness of displays; create shoe box displays.
2
ME.O.MKT2.1.8
prepare a broadcast advertisement.
ME.O.MKT2.1.9
compute media costs.
ME.O.MKT2.1.10
choose elements of visual merchandising.
Standard Number:
ME.S.MKT2.2
Essential
Questions:
Objectives:
ME.O.MKT2.2.1
Pricing
Students will analyze pricing procedures.
How does pricing procedures affect the economy, consumers’ buying behavior, and how businesses
price products?
Students will
Learning Plan & Notes to Instructor:
determine various pricing techniques.
Develop a scavenger hunt to match pricing
techniques to products; research pricing techniques
using a WebQuest; visit a local mall and have
students photograph examples of pricing techniques
such as unit pricing, price skimming, penetration
pricing, odd/even pricing, promotional pricing, etc.,
then have students use pictures to create a
PowerPoint presentation to compare various pricing
strategies.
demonstrate the factors affecting selling price. Conduct on-line research to find factors which have
affected the upsurge in the price of gasoline, then
prepare reports; graph the impact of price on supply
and demand; invite manager of a local business to
discuss factors affecting prices.
ME.O.MKT2.2.2
Create television and radio commercials; prepare a
podcast; visit a local radio or television station to
record public service announcements or
advertisements for DECA week.
Write to magazines, newspapers, radio and
television stations, billboard companies, and other
media requesting rate cards and then analyze the
cost of different media; prepare a promotional budget
using past sales, future sales, or objective/task
methods; calculate cost per thousand of media.
Create shoe box displays; conduct field trips to
critique displays; use the M&M color research
product and digital camera scavenger hunt; do online
research and prepare reports of Paco Underhill and
his theories as presented in his book, WHY WE
BUY.
3
ME.O.MKT2.2.3
distinguish between market share and market
position.
ME.O.MKT2.2.4
discover the psychological effects of pricing on
the buying behavior of consumers.
ME.O.MKT2.2.5
compute the selling price of a product or
service. (e.g., break-even point, markup, and
markdown)
ME.O.MKT2.2.6
determine how products are priced at different
stages of the product life cycle.
Conduct online research to identify market leaders in
a variety of categories—cookies, laundry detergent,
paper towels, fast food, chips, and computers;
calculate market share and market position.
Team with a local business to conduct marketing
research on the psychological effects of pricing
preparing a report to present to the business;
observe shoppers at a grocery store recording the
possible effects of psychological pricing; interview
fellow students to ascertain the effects of
psychological pricing on their back-to-school and/or
Christmas shopping accumulating data to present a
report.
Calculate price using a variety of methods (on retail
method, on cost method, price lining, discount
pricing, etc.); create a pricing formulas book then use
the formulas to compute price; conduct a fundraiser
and compute break-even point, retail price, markup,
and markdowns; perform pricing calculations to
determine a selling price; and utilize the marketing
math workbook for Marketing Essentials to compute
price. Conduct a class fundraiser setting selling
price, then manipulate the price and track changes in
sales.
Conduct on-line research to identify products at
different stages of the product life cycle and create a
collage of products at various stages; develop a print
ad timeline of a product at various stages in the life
cycle comparing how the product is priced and
promoted in each stage; bring in products from each
stage of the product life cycle; monitor ads/brand
loyalty.
4
ME.O.MKT2.2.7
Standard Number:
ME.S.MKT2.3
Essential
Questions:
Objectives:
ME.O.MKT2.3.1
ME.O.MKT2.3.2
Standard Number:
ME.S.MKT2.4
Essential
Questions:
Objectives:
ME.O.MKT2.4.1
determine how legal and ethical considerations Create a chart of laws and government agencies
affect price.
charged with enforcement explaining their impact on
price; research price-related corporate scandals;
debate the sale of cigarettes and research the
effects of price on sales; do comparative pricing; and
conduct taste tests.
Risk Management
Students will reduce marketing risks.
How can a business reduce its risks?
Students will
characterize types of risks businesses
encounter.
Learning Plan & Notes to Instructor:
Research various types of business risk and prepare
a podcast, PowerPoint, or movie to report on
findings; invite an insurance agent to speak on risks
businesses face; research the impact of Hurricane
Katrina on businesses in Louisiana and Mississippi.
determine methods to prevent, reduce, control, Invite an insurance agent to speak with students on
or transfer risks.
ways businesses can handle risk; use insurance
company provided videos; contact local
police/security companies to speak with class; review
and write policy manuals to include loss prevention;
explore the impact of theft on prices; visit a local
business to observe security measures.
Purchasing
Students will identify purchasing procedures used by a business.
How can a business determine proper levels of inventory to purchase products?
Students will
characterize purchasing.
Learning Plan & Notes to Instructor:
Use a poster project or pictograph; interview
purchasing agent/buyer and contrast duties of each;
create a help wanted ad for a purchasing agent and
buyer detailing duties and qualifications necessary
for the job.
5
ME.O.MKT2.4.2
contrast new-task buying, modified rebuying,
and straight rebuying purchases.
ME.O.MKT2.4.3
choose proper inventory levels for products.
ME.O.MKT2.4.4
compute purchasing discounts (2/10 net 30)
and extensions.
ME.O.MKT2.4.5
prepare purchase orders and invoices.
Standard Number:
ME.S.MKT2.5
Essential
Questions:
Objectives:
ME.O.MKT2.5.1
Finance
Students will identify the principles of finance.
How can a business improve its cash flow?
ME.O.MKT2.5.2
outline the purposes, types, and importance of
credit.
Students will
compare financial statements for a business.
(e.g., balance sheet, income statement, cash
flow)
Invite a purchasing agent/buyer to speak with class;
simulate an activity or use the school store to make
purchases using all three situations.
Invite guest speaker; visit WalMart to learn about
inventory control; turn room into a “school supply
store” tagging students’ desks, chairs, file cabinets,
etc. with prices; have students complete a physical
inventory; perform calculations to maintain a
perpetual inventory; and compute shrinkage or
overage.
Compute pricing/purchasing calculations; prepare
invoices; check school store invoices for payment;
utilize Marketing Essentials marketing math
workbook to make calculations; prepare an invoice
for purchases through the school store or for items
purchased from a business using the purchasing
discount.
Obtain samples from a simulated or school store;
create a flowchart of products through purchasing
fundraisers; and prepare purchase orders and
invoices.
Learning Plan & Notes to Instructor:
Write to a company requesting its most recent
financial report then analyze by computing operating,
current, liquidity, and total debt to net worth ratios.
Prepare financial statements.
Invite a banker to speak with class; research
information contained in a credit report; prepare a
PowerPoint presentation contrasting types of credit;
research laws affecting credit including consumer
rights.
6
ME.O.MKT2.5.3
compute simple interest cost.
Standard Number:
ME.S.MKT2.6
Essential
Questions:
Objectives:
ME.O.MKT2.6.1
Product/Service Planning
Students will identify the aspects of produc/service planning.
How do businesses/ manufacturers determine what products are needed and wanted by consumers
and where to distribute the products?
Students will
Learning Plan & Notes to Instructor:
Watch American Inventor or Big Idea and chart the
determine the purpose of product planning.
process for developing new products; create a
timeline of technology, transportation, and
communications innovations from 1900 to the
present; visit the Coca Cola website to analyze
different product offerings by country; contact a local
speaker; conduct surveys and taste tests.
differentiate product mix, line, item, width, and Utilize Proctor and Gamble website to analyze
depth.
product mix, line, item, width, and depth; invite sales
manager for a local automobile dealership to discuss
the business’s product mix.
point out extended product features such as
Analyze, compare, and contrast product warranties;
warranties and credit.
write a full product warranty and a limited product
warranty; invite store manager to discuss the impact
of offering credit on store sales.
research the functions of product packaging
Analyze labels and research laws which affect
and labeling.
labeling; create egg packaging and test; choose a
product, identify target market, and create a new
package and label; research the negative effects of
“wasteful” packaging.
ME.O.MKT2.6.2
ME.O.MKT2.6.3
ME.O.MKT2.6.4
Have students choose three possible automobiles to
purchase and use a spreadsheet to compute the
payment on each using several interest rates and
terms of payment.
7
ME.O.MKT2.6.5
differentiate the elements of branding.
Create a classroom bulletin board with a collage of
brand names, slogans, logos, and trade characters;
create and produce a prototype of a new product
employing elements of branding; interview store
managers about the impact of
generic/private/national brands on sales and profit;
research trademark, patent, and copyright laws; and
create and play a branding flash card game.
Trace the history and create a timeline of the record
player, stereo, 8 track tape player, cassette tape
player, CD, and mp3 players; research coming
innovations as to how consumers will listen to music;
choose a product and create a chart noting the
impact of various stages of the product life cycle on
advertising, price, and sales.
Create a concentration game with product laws and
agencies; create a PowerPoint presentation
explaining the roles of agencies such as the CPSC,
FDA, FTC, EPA, etc., and other laws such as the
Magnussen-Moss Warranty Act.
ME.O.MKT2.6.6
diagram the various stages of the product life
cycle.
ME.O.MKT2.6.7
research product legislation.
Standard Number:
ME.S.MKT2.7
Essential
Questions:
Objectives:
ME.O.MKT2.7.1
Marketing Research
Students will define the nature and scope of marketing research.
How can market research be used by businesses to determine the types of products and services to
offer to its customers?
Students will
Learning Plan & Notes to Instructor:
Study Teen savings vs. USA Today weekend; create
relate the importance and purpose of
marketing research.
a project on ads and analyze psychological research
factors; invite speaker from a marketing research
company; use the Internet to study how marketing
research is used; find current trends in food, fashion,
automobile, travel, and entertainment.
8
ME.O.MKT2.7.2
debate the function of a marketing information
system.
Prepare reports on ethical issues of maintaining
consumer databases; invite the manager of a local
grocery store to speak on the impact of loyalty cards
on sales; use MySpace or retail zip codes as a
database.
Have students assume the role of marketing
researcher and conduct product, sales, advertising,
or market research using an appropriate technique
such as survey, observation, or experiment. Report
results and recommendations; conduct a taste test
or a focus group.
Divide students into groups giving them a business
problem. Have students compile a list of primary and
secondary data which would help the business to
solve the problem. Report findings. Interview local
business managers/owners to determine how
primary and secondary data is used to solve
problems. Use Census.gov and do research.
Create surveys to determine what products to offer
in the school store or what fundraisers the DECA
chapter should utilize. Administer surveys, tabulate
results, analyze information gathered, and prepare
recommendations.
ME.O.MKT2.7.3
demonstrate various marketing research
techniques.
ME.O.MKT2.7.4
classify examples of primary and secondary
data.
ME.O.MKT2.7.5
use research instruments.
Standard Number:
ME.S.MKT2.8
Essential
Questions:
Objectives:
ME.O.MKT2.8.1
Management Skills
Students will explain the functions of management.
How can a manager utilize the management techniques in order to be an effective leader and motive
the employees to be effective?
Students will
Learning Plan & Notes to Instructor:
diagram the organizational structures of
Illustrate types of organizational structures by
management.
creating organizational charts of businesses with
horizontal and vertical structures; divide the class in
half to organize a fundraiser with one group
employing a horizontal structure and the other a
vertical structure. Report and contrast results.
9
ME.O.MKT2.8.2
demonstrate the functions of management.
ME.O.MKT2.8.3
implement management techniques used by
effective management.
Standard Number:
ME.S.MKT2.9

Essential
Questions:
Objectives:
ME.O.MKT2.9.1
Entrepreneurship
Students will define entrepreneurship.
How is small business ownership reflective of current economic and sociological trends in our society?
ME.O.MKT2.9.2
ME.O.MKT2.9.3
ME.O.MKT2.9.4
Trace bodies on large paper and label each with
effective managerial characteristics; divide class into
groups to open a pizza shop; make planning,
organizing, and controlling decisions for the
business. Report to class.
Survey motivational factors and present findings
classifying factors into Theory X, Y, or Z; conduct an
extracurricular event with assigned duties such as a
golf tournament, fashion show, basket bingo,
haunted house, or silent auction then analyze
effectiveness of managerial techniques.
Students will
differentiate between entrepreneurship and an
entrepreneur.
Learning Plan & Notes to Instructor:
Research entrepreneurs on line and prepare reports;
interview local entrepreneurs; research the
importance of entrepreneurship to West Virginia’s
economy; create new business ideas; modify
existing products.
Play Monopoly or Life then discuss lessons learned
examine risks associated with
entrepreneurship.
about the risks of entrepreneurship; play freeware
online game Lemonade Stand and discuss factors
leading to success or failure in the game.
compare the advantages and disadvantages of Research and debate advantages and
entrepreneurship.
disadvantages.
demonstrate the personal characteristics and
Conduct personality tests and/or assessments to
essential skills entrepreneurs need.
determine entrepreneurial traits; rank and defend
entrepreneurial characteristics; profile famous
entrepreneurs like William Gates emphasizing the
personal traits which made him a successful
entrepreneur.
10
ME.O.MKT2.9.5
report the types of business ownership.
ME.O.MKT2.9.6
determine how entrepreneurship affects the
economy.
Standard Number:
ME.S.MKT2.10
Essential
Questions:
Objectives:
ME.O.MKT2.10.1
Participating in a Local Student Organization
Students will participate in a local student organization.
How could membership in a student organization benefit your career?
ME.O.MKT2.10.2
discover the benefits and responsibilities of
participation in a local student organization as
an adult.
Students will
assess the purposes and goals of a local
student organization.
Categorize local businesses into sole
proprietorships, partnerships, or corporations; create
a chart identifying pros and cons of each
organizational structure; research franchises on line
and create reports; contact a guest speaker.
Divide the room into half having students on one
side create a list of advantages of successful
businesses and on the other side list the
disadvantages of unsuccessful businesses as it
relates to employees, customers, government, and
communities; invite a speaker from the local
economic development agency to speak with the
class on the impact of entrepreneurship on the local
economy.
Learning Plan & Notes to Instructor:
Show DECA membership DVD; invite state officers
or alumni members to speak with class about
opportunities DECA affords; view DECA web page to
learn DECA’s purpose and goals; read DECA
Dimensions; have current students present the
benefits of becoming a member of DECA to other
students; compete in the DECA Promotional Plan
event.
Hold a panel discussion with guests invited from
Rotary, Lions, Jaycees, Moose, Ruritan, etc. to talk
about their involvement in the community; challenge
officers and members from FBLA, Skills USA, FFA,
HOSA, or other student organizations to conduct a
food drive or other charitable activity to benefit the
community.
11
ME.O.MKT2.10.3
21st Century Skills
Information and
Communication
Skills:
demonstrate leadership skills through
participation in local student organization
activities such as meetings, programs, and
projects.
Learning Skills & Technology Tools
21C.O.912.1.LS1
21C.O.912.1.LS2
Student recognizes information
needed for problem solving, can
efficiently browse, search and
navigate online to access relevant
information, evaluates information
based on credibility, social,
economic, political and/or ethical
issues, and presents findings
clearly and persuasively using a
range of technology tools and
media.
Student analyzes and interprets
visuals and recognizes the impact
digital media influences (e.g.,
design, technique, and rate of
speed) have on audiences. The
student’s visual products reflect a
sophisticated understanding of
subject, digital media and design
techniques.
Join DECA; serve as a DECA officer; attend Fall
Leadership Conference, New York or Florida
Academies; WV Career Development Conference,
and the International DECA Career Development
Conference.
Teaching Strategies
Evidence of Success
Culminating Activity
The detailed Culminating
Assessment discussed
below includes teaching
strategies for the
following technology and
entrepreneurship
standards.
12
21C.O.912.1.LS3
21C.O.912.1.TT1
21C.O.912.1.TT4
Student creates information using
advanced skills of analysis,
synthesis and evaluation and
shares this information through a
variety of oral, written and
multimedia communications that
target academic, professional and
technical audiences and
purposes.
Student makes informed choices
among available advanced
technology systems, resources
and services (e.g., global
positioning software, graphing
calculators, personal digital
assistants, web casting, online
collaboration tools) for completing
curriculum assignments and
projects and for managing and
communicating
personal/professional information.
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic documents
and other files to collaborate for
the creation of electronic products
that inform multiple audiences
both inside and outside the school
environment.
13
21C.O.912.1.TT9
21C.O.912.1.TT10
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
21C.O.912.2.LS2
21C.O.912.2.LS3
Student uses advanced
telecommunication tools (e.g.,
email, video conferencing,
interactive websites, newsgroups,
video phones, chats) to create
collaborative projects that are
relevant to real world situations
and contribute to the
communication process among
various groups.
Student implements various
Internet search techniques (e.g.,
Boolean searches, metasearches, web bots) to gather
information; student evaluates the
information for validity,
appropriateness, content, bias,
currency, and usefulness.
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex criteria.
Student draws conclusions from a
variety of data sources to analyze
and interpret systems.
Student engages in a problem
solving process by formulating
questions and applying complex
strategies in order to
independently solve problems.
14
21C.O.912.2.TT1
21C.O.912.2.TT2
21C.O.912.2.TT3
Student knows how to find
information necessary to solve
advanced problems related to
hardware, software, networks,
and connections (e.g., by
accessing online help, Internet
searches, technical
documentation, system utilities,
and communication with technical
experts).
Student collaborates with peers,
experts and others to contribute to
a content-related knowledge base
by using technology to compile,
synthesize, produce, and
disseminate information, models,
and other creative works.
Student uses multiple electronic
sources of information and
multiple technology tools and
resources tools (e.g., digital
cameras, graphing calculators,
probes, mp3 players, handheld
devices, other emerging
technologies, simulations,
models, browsers, word
processing, authoring tools,
spreadsheets, databases) to
collaborate with others, to
formulate a hypothesis, to solve
problems, make decisions, and
present and justify the solutions.
15
Personal and
Workplace Skills:
21C.O.912.3.LS1
21C.O.912.3.LS2
21C.O.912.3.LS3
21C.O.912.3.TT1
Student remains composed and
focused, even under stress,
willingly aligns his/her personal
goals to the goals of others when
appropriate, approaches conflict
from win-win perspective, and
derives personal satisfaction from
achieving group goals.
Student independently considers
multiple perspectives and can
represent a problem in more than
one way, quickly and calmly
changes focus and goals as the
situation requires, and actively
seeks innovations (e.g.,
technology) that will enhance
his/her work.
Student demonstrates ownership
of his/her learning by setting
goals, monitoring and adjusting
performance, extending learning,
using what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
Student protects software,
hardware and network resources
from viruses, vandalism, and
unauthorized use and employs
proper techniques to access, use
and shut down technology
equipment.
16
21C.O.912.3.TT2
21C.O.912.3.TT3
21C.O.912.3.TT4
Student works collaboratively to
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
Student evaluates current trends
in information technology,
discusses the potential social,
ethical, political, and economic
impact of these technologies, and
analyzes the advantages and
disadvantages of widespread use
and reliance on technology in the
workplace and society.
Student adheres to acceptable
use policy and displays ethical
behaviors related to acceptable
use of information and
communication technology (e.g.,
privacy, security, copyright, filesharing, plagiarism); student
predicts the possible cost and
effects of unethical use of
technology (e.g., consumer fraud,
intrusion, spamming, virus setting,
hacking) on culture and society;
student identifies the
methodologies that individuals
and businesses can employ to
protect the integrity of technology
systems.
17
21C.O.912.3.TT5
Student models ethical behavior
relating to security, privacy,
computer etiquette, passwords
and personal information and
demonstrates an understanding of
copyright by citing sources of
copyrighted materials in papers,
projects and multi-media
presentations. Student advocates
for legal and ethical behaviors
among peers, family, and
community regarding the use of
technology and information.
21C.O.9Student uses technology to seek
12.3.TT8
strategies and information to
address limits in their own
knowledge.
Learning Skills & Technology Tools
Entrepreneurial
Skills:
A
B
C
Teaching Strategies
Culminating Activity
Evidence of Success
Student understands concepts
and processes associated with
successful entrepreneurial
performance.
Student understands the personal
traits/behaviors associated with
successful entrepreneurial
performance.
Student understands fundamental
business concepts that affect
business decision making.
18
D
Culminating
Assessment:
Student understands concepts,
strategies, and systems needed
to interact effectively with others.
E
Student understands concepts
and procedures needed for basic
computer operations.
F
Student understands the
economic principles and concepts
fundamental to
entrepreneurship/small-business
ownership.
Culminating Assessment
1. Students will compete at the WV DECA Career Development Conference in a team, individual, or
project event.
2.
Technical Skills Performance Assessment
3.
Students will be divided into groups to create a new restaurant. Activities will include: identifying
a target market, assessing and choosing a location; designing a storefront and building a model
restaurant; detailing a floor plan; preparing a menu and pricing menu items; naming the restaurant
and designing a logo, slogan, trade character; creating a billboard, newspaper, magazine, direct
mail, television, and radio advertisement; designing a restaurant t-shirt to be sold at the gift shop;
spinning off a restaurant product to be sold in local grocery stores and preparing a package,
warranty card, and label for the product. Students will work cooperatively to finish the project and
present their ideas to a panel of local business persons and/or bankers utilizing multimedia
technology such as PowerPoint, Microsoft Moviemaker, website development software, or
Microsoft Publisher.
19
Links and Other Resources
Links and Other
Resources:
Related Websites:
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
A*S*K Institute
www.ASKInstitute.org
CareerOneStop
www.careeronestop.org
Career Voyages
http://www.careervoyages.gov/index.cfm
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Marketing Education Association
www.nationalmea.org
Marketing Education Resource Teaching Cite
www.marketingteacher.com
20
Marketing Education Review
www.marketingeducationreview.com
Marketing Education Teaching Ideas
www.knowthis.com/academic/marketinged.htm
MBA Research and Curriculum Center
www.mark-ed.org
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
National DECA
www.deca.org
National Retail Federation
www.nrf.com
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
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Workforce West Virginia
https://www.workforcewv.org/
Advertising Age
Business Week
Radio Only
Sales and Marketing Management
Contacts:
Contacts
Marketing Teachers: See Marketing/DCT Directory
Marketing Coordinator: Betty Sias, [email protected]
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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