Financial Analysis Project.
On your first job assignment as an equity analyst, you need to analyze one of two companies: Alphabet, Inc. (GOOG) or Facebook (FB).Please complete the following tasks:Download the annual income statements, balance sheets, and cash flow statements for the last 4 fiscal years （2015-2018） from Google of Facebook from either: SEC Website, Annual reports, Google Finance or other site. Enter the company’s stock symbol and then go to “financials”. Copy and paste the financial statements into Excel. You can also use a subscription software, such as CapitalIQ, and utilize the Excel plug-in.Find historical stock prices for the firm (Google and Yahoo! Finance are a couple of sites that have this information). Enter the stock symbol, click on “historical prices” in the left column, and enter the proper date range to cover the last day of the month corresponding to the date of each financial statement. Use the closing stock prices (not the adjusted close). To calculate the firm’s market capitalization at each year-end date (a total of 4 days total, for each of the 4 years), multiply the number of shares outstanding (see “Basic Weighted Shares Outstanding”) by the firm’s historic stock price.For each for the 4 years of statements, compute the following ratios for each firm:Valuation RatiosPrice-earnings ratio (for EPS use diluted EPS total)Profitability RatiosOperating margin (Use operating income after depreciation)Net profit marginReturn on equityFinancial Strength RatiosCurrent ratioDebt-equity ratioObtain industry averages for your respective firm from Reuters.com (https://www.reuters.com). Enter the stock symbol at the top of the page in the “Symbol lookup” and then click on the “Financials” button, and then click on “Search”. Scroll down to “Valuation ratios”, and compare the firm’s ratios to the available industry ratios for the most recent year. (Ignore the “Company” column as your calculations will be different.) Comment on each firm’s valuation compared to its industry.Analyze the performance (from profitability ratios) of your firm versus its industry and comment on any trends in each individual firm’s performance. A few sentence is adequate.Identify any/all strengths or weakness you find in your firm. A few sentences (1 paragraph) is adequate.EACH PART SHOULD BE IN SEPARATE SHEET IN EXCEL
PSY 250 UOPX Erikson Eight Stages of Psychosocial Development Presentation.
Financial Analysis Project
Complete the 13-slide Erikson’s Eight Stages of Psychosocial Development presentation template. Instructions for what to include in the presentation are provided in the speaker notes section for each slide, which can be accessed by clicking the View tab at the top, then clicking Notes. As you work through the presentation template, you will replace the instructions in the speaker notes section with actual speaker notes—that is, sentences that represent what you would say about each slide if you were to give the presentation in person.Notes:Ensure that you have installed Microsoft® Office 365 prior to beginning this assignment. The University provides this for you through PhoenixConnect. If you do not already have this installed, go to Office365 ProPlus & Email Support and follow the 5 steps to install Office365 on your computer.View PC- PowerPoint 2013 – View Speaker Notes or PC- PowerPoint – View Speaker Notes for a brief visual demonstration on adding speaker notes to your presentation.You may conduct a search for PowerPoint tutorials in the Media Library for additional assistance using Microsoft® PowerPoint®.You may add pictures and graphics to enhance your presentation, and you are welcome to change the design layout of the presentation.Submit your assignment.
Porters model Still effective in evaluating competitive strategy. Strategic management is continuously evolving as both an academic discipline and as a reflection of management practice. No one can deny the contribution of Michael Porter to the development of the discipline in the context of the advances that have taken place since the publication of his seminal work Competitive Strategy in 1980. A firm’s competitive behavior has become an important topic for practitioners, theorists, and policy makers since then. Among the explanations of firms’ behavior is Michael Porter’s model, there are several alternative new approaches developed, such as the New Industrial Organization and Game Theory and the Resource-Based Perspective. Those approaches may have some extent of relationships, similarities, and differences relative to Porter’s model. Is Porter’s model still effective in evaluating competitive strategy relative to those approaches? Objectives of the Research Paper: The objective of this research paper is to evaluate the use of Porter’s model comparing with those approaches. The criteria are based on popularity, well-defined structure, feasibility, clarity, simplicity and generality. Literature Review: Given the importance of competition, many literatures focused on the identification of the most successful competitive strategies that firms pursue. A famous framework within this literature, especially among business strategists and industrial economists, is Porter’s model (1980, 1998, and 2004). Porter proposes that firms can outperform competitors if they pursue any of his three recommended generic competitive strategies. His recommended strategies are “lower cost” or “cost leadership,” “differentiation,” and “focus.” “Focus” can be found in three variants-“cost focus,” “differentiation focus,” or “cost and differentiation focus.” Porter’s model of generic competitive strategies is an important synthesis of Porter’s research and teaching experience within strategy and industrial economics. From the firm’s point of view, the most relevant and important aspect of the competitive environment is the industry in which the firm competes. Industries are comprised of firms that produce close substitutes. However, the firms’ competitive environment has a common structure, consisting of five competitive forces. These forces that are viewed as the determinants of the industry’s overall competitiveness and profitability are: potential entry of new competitors intensity of rivalry among existing firms potential development of substitute products bargaining power of consumers bargaining power of suppliers According to Porter, it is the joint influence of these forces that determines the intensity of competition of each industry, where the strength of each competitive force is industry-specific. Profitability, considered as the “rate of return on investment,” is negatively correlated with the overall strength of these forces. Hence, the greater the strength of these forces that affect firms, the lower the expected profitability in the industry. In Porter’s research, analyzing an industry with respect to these five competitive forces would help the firm identify its strengths and weaknesses relative to the actual state of competition. If the firm knows the effect of each competitive force, it can take corresponding defensive or offensive actions in order to place itself in a appropriate position against the pressure exerted by these five forces. Even though a firm defends itself against the competitive forces first, firm can affect the competitive forces by its own actions. This view of competition holds that not only the existing firms in the industry are actual or potential competitors but also additional competitors may arise from “extended rivalry” customers, suppliers, substitutes, and potential new entrants. Given this context, firms should pursue in order to position themselves against the pressure of the main competitive forces and achieve higher profitability than the industry’s average. These strategies are presented in the so-called model of generic competitive strategies (Porter, 1980). The term “generic” would refer to the broadest level of the strategic approach that the firm chooses to pursue, regardless of its business, be it manufacturing, service, etc. The two dimensions in this framework are strategic advantage and strategic target. Strategic or competitive advantage is of two kinds, differentiation or lower cost. Strategic target or competitive scope can be in terms of geographic targets, customer segments served, and the range of products. The combination of these two dimensions creates the three main strategic alternatives: “differentiation”, “cost leadership” (or “lower cost”), and “focus”, where focus can be of three kinds, “cost focus,” “differentiation focus,” or “cost and differentiation focus.” A cost leadership strategy requires a firm to become the lowest cost producer of a product or service so that above-average profits are earned even though the price charged is not above the industry average. A differentiation strategy involves creating a customer perception that a product or services is superior to that of other firms, based on brand, quality, and performance, so that a premium price can be charged to customers. A focus strategy involves the use of either a differentiation or cost leadership strategy in a narrow market segment. While explaining his three main strategic alternatives, Porter emphasizes that total commitment and supporting organizational arrangements are required to implement the strategy effectively. A firm must choose between a differentiation or a cost leadership strategy. He also reinforced that being the lowest cost producer and being truly differentiated and commanding a price premium are rarely compatible. The success of a generic strategy in delivering competitive advantage is dependent on ensuring that the firm’s value chain successfully supports its generic strategy in adding greater value to its products and services than competitors. The value chain includes all those activities that contribute to the final value of an organization’s product. Value added, or margin, is “the difference between the total value and collective cost of performing the value activities” (Porter, 1985a). Value chain analysis is Porter’s technique for understanding an organization’s ability to add value through its activities, and their internal and external linkages, and allows managers to identify where value is currently added in the system and where there is potential to create further value in the future by reconfiguration and improved coordination of activities. The development of the five forces, generic strategy, and value chain frameworks was fundamental to the emergence of strategy as recognized academic discipline and, as well as forming the centerpiece of the competitive positioning paradigm, also provided the major analytical tools of the planning school. New Industrial Organization and Game Theory The new industrial organization approach is closely linked to the concepts of game theory in analyzing firm’s strategic behavior. The term “strategic” in the terminology of game theory implies interdependence-firms’ behavior affecting each other’s performance, such as profits. From a game-theoretic perspective, competitors solve a specified game that has an equilibrium condition in the form of Nash equilibrium or its refinements (sub-game perfection). In the context of firm strategy, the need for this refinement is that while the Nash equilibrium specifies equilibrium conditions based on ex ante evaluations, some of these conditions do not imply rationality (or sub-game Nash equilibrium) in ex post situations. An industry analysis is represented as a simple game in the figure, where a potential entrant, “E”, and an incumbent, “I”, decide on their strategic moves. In this game “E” decides whether to enter the industry or not and “I” decides whether to retaliate by engaging in a price war. The outcomes, say profits, are given on the right of the arrows that end the game, where the first outcome is for “E” and the second one for “I.” Given the setting in the figure, there are two Nash equilibriums, Eq1: (“Not Enter”; “Retaliation”), and Eq2: (“Enter”; “No Retaliation”). Once “E” has entered the industry, both “E” and “I” would prefer to be in Eq2, which specifies “Enter” for “E” and “No Retaliation” for “I”, as opposed to a position where “E” chooses “Enter” and “I” chooses “Retaliation.” Hence, in ex post situations, Eq2 involves rational choices for both players. On the other hand, it might not always be straightforward to see what Eq1 implies for firms’ behavior. Eq1 specifies ex ante evaluations, where “E” stays out of the industry with the belief that “I” will retaliate by engaging in a price war. In the case of the belief that “I” will choose “Retaliation” the rational choice for “E” is to choose “Not Enter” as opposed to “Enter.” However, if “E” would indeed enter the industry, the choice of “Retaliation” by “I” would be based on an irrational behavior because in such case “I” would be better off by choosing “No Retaliation.” For “I”, while “Retaliation” would be rational in ex ante evaluations (or in one-shot game settings), it is not so once “Enter” by “E” is in place since it is “No Retaliation” that is the rational choice in such ex post situations (or in dynamic game settings). This also means that only Eq2 is a sub-game perfect Nash equilibrium. Resource-Based View (RBV) In the resource-based view, firms are considered to differ in terms of efficiency because of the differences in their competitive advantage due to endowed or acquired resources. Since imitation would diminish part of the competitive advantage that firms have, “the very concept of sustained competitive advantage is often defined in equilibrium terms: it is that advantage which lasts after all attempts at imitation have ceased. So, (zero imitation) equilibrium is utilized as a yardstick to define and understand sustained competitive advantage” (Foss and Mahnke, 1998, p. 9). More generally, referring to Demsetz (1973), Barney (1986, 1991), Rumelt (1987), Dierickx and Cool (1989) and Peteraf (1993), a firm’s competitive advantage would be sustained if these criteria are met: resources are heterogeneous enough to account for differences in efficiency resources are ex ante economical resources are ex post non-imitable resources are not perfectly mobile across firms Findings and Analysis: Porter’s Five-Forces Model versus Game Theory In relation to Porter’s analysis, the first type of equilibrium (Eq1) in the figure could be the case when existing firms are credible in their threats to retaliate against the potential entrants, which is relates to his discussion of one of the five competitive forces, i.e. the “potential entry of new competitors.” More generally, Eq1 type of equilibrium would hold if the structure of entry barriers is such that in the event of entry firms believe that everybody, or at least the potential entrant, is worse off. However, when it comes to ex post situations and entry has been made, the second type of equilibrium (Eq2) is likely to be the case. If Porter’s model holds, as long as firms pursue his recommended strategies, for example, “E” and “I” could pursue “lower cost,” but without necessarily engaging in a fierce price war. This would imply Eq2 as the sub-game Nash equilibrium. As long as “E” is able to earn profits when entering the industry, the game illustrated can be easily extended to allow for firms to choose among the other Porter-recommended strategies. In case Porter’s model holds, the pursuit of these strategies would reward firms with higher than average profitability (which directly relates to profits assuming equal capital/investment requirements), though not necessarily with equal profit levels. With entry, Eq2 would be stable for as long as both firms earn more than in a retaliatory situation, which, in another example of Porter’s analysis, could happen if one firm has chosen “differentiation” and the other one “lower cost.” In the case of more than two firms, referring to Porter’s analysis, the situation would translate into choices among the recommended and non-recommended strategies. If Porter is right, those firms that choose recommended options are better off, as long as all firms do not simultaneously choose “Retaliation” type of choices. With firm heterogeneity, firms with superior performance based on Porter’s prescription choose their unit costs, degrees of differentiation, or relevant strategic targets, but not necessarily the same for each firm. While Foss and Mahnke acknowledge the advancement that game theory has brought into the analysis of firms’ competitive behavior through its tools based on logical reasoning, they do criticize this approach on the grounds of the specification of equilibrium. According to their study, since equilibrium is given from the outset (given that games consist of sophisticated players who anticipate each other’s actions) it leaves no room for disequilibrium situations, such as entrepreneurial discoveries or managerial change to create new opportunities. Explicitly, they state that: “Most notably, there is no notion of an entrepreneurial discovery procedure (Kirzner 1973), in the sense that firm managers are not supposed to discover and act on new opportunities in the market. Everything is essentially given from the beginning and specified by the analyst” (Foss and Mahnke, 1998, p. 6). Based on this description of the role of game theory as the core of the new industrial organization, Porter’s model of generic strategies is viewed as an attempt to explain firm competitive behavior at a less aggregate explanatory level. In other words, while game theory explains why some firms are in and some others out of the industry, Porter’s model (1980) tries to provide a more detailed analysis of why some of the firms already in the industry are more successful than others. Porter’s Five-Forces Model versus Resource-based view In RBV, a firm’s competitive advantage would be sustained if these criteria are met: resources are heterogeneous enough to account for differences in efficiency resources are ex ante economical resources are ex post non-imitable resources are not perfectly mobile across firms In relation to Porter’s model, the first two criteria would appear to be met in the efforts that firms make to achieve lower cost or differentiation positioning in the industry. This, when combined with a broad or lower target, is supposed to yield a higher than average performance. Requirements of the “lower cost” or “differentiation” as well as “focus” strategies illustrate such affinity, as, for example, is the case of sufficient spending on advertising and RPorters model Still effective in evaluating competitive strategy
As adults were all have to obey society’s rules and routines, eg pay our bills, wait in queues and not steal others things. As adults, we know these as laws, customs and good manners and learn the consequences of breaking them. Children need to learn how to behave and teachers can use rules and routines to help them do this and consequently create an appropriate learning environment. A simple positive behaviour strategy used in all schools is the use of rules. A rule in the classroom is principle that generally governs the pupil’s behaviour. In schools there are two types of rules, there are whole school rules created to encourage a safe and pleasant environment around the school grounds. There are also classroom rules, which are used to maintain an effective learning environment within the classroom. ‘Effective rules provide pupils with a physically and psychologically safe predictable environment’ (Chapalin 2003 quoted Learning to Teach in the Primary School, by James Arthur et al, page 107) It is vital that a rule is effective in order to create the correct setting. ‘Whatever the rule, it should be established quickly, with firmness and consistency.’ (Yeomans and Arnold 2006). Many schools develop classroom rules within the first week or two of the school year, ‘this helps build a natural readiness and expectation of pupils’ (Classroom Behaviour, by Bill Rogers, page 27). Pupils must be aware and agree with a rule in order for them to respect it. Teachers attempt to achieve this by involving the pupils when creating the classroom rules. Another method often used is to have the pupils’ think of rules for the teacher (e.g. be kind, considerate and helpful). This requires a certain level of maturity from the pupils but, if achieved, the pupils will have a better understanding of why rules are in place, which will, in turn, enforce there respect for them. Discussing the classroom rules with the pupils helps them understand their purpose and that it is in their own benefit to behave in an appropriate manner. It also helps to replace the sense of teacher verses pupil, when the pupils understand that one person misbehaving will affect the learning of the whole class. ‘The ultimate goal is to have a pupil point out that anyone not meeting the expectations is spoiling something for everyone else.’ (The Art of Peaceful Teaching in the Primary School, by Michelle MacGrath, page 128) In this way, teacher and pupil are on the same side, which makes discipline less stressful and unsettling for both. It is vital that the rules are not ignored or forgotten. The teacher needs to constantly reinforce the rules when they are broken otherwise they will become meaningless and the pupils will loose respect and forget about them. As well as reciting the rules to the pupils, the teacher should not assume that children know why they should or should not do something. ‘This is not always the case and it is worth explaining why the expectations are in place; for example, why it is better to stand still when lining up rather than pushing others.’ (The Art of Peaceful Teaching in the Primary School, by Michelle MacGrath, page 129). By illustrating why the rule is in place, it helps to enforce the pupils perception of their own behaviour and may help them remember the rule in future. A method used to help prevent pupils from forgetting the classroom rules is displaying the rules prominently around the classroom for all to see. This has greatest effect if the display is bright, colourful and eye catching. A friendly and attractive display will look less daunting compared to plain black and white words on a wall. If the display is encouraging and captivating, it may help to change the pupil’s perception of the rules from fear of discipline, to a more positive feeling. This works especially well if the display was created by the pupils (during an art lesson ect) as they may feel a sense of pride towards their hard work and the rules it represents, in turn this may encourage more respect for the rules and less chance of the pupils forgetting them. To gain maximum effect the rules should be worded positively, ie telling pupils what they can do, rather than what they cannot do. This makes the rules seem less restricting and dictatorial. ‘Negatively framed words are not effective long term’ (Becker et al 1975 quoted in Learning to Teach in the Primary School, by James Arthur et al, page 107 ). Rules should be short, easy to remember and few in numbers. It is best to keep them general but still focusing on key concerns (e.g. ‘pay attention in class’ rather than ‘do not play with your pencils’ and ‘do not play with your ruler’ ect..). ‘Rules also need to be realistic and enforced consistently.’ (Learning to Teach in the Primary School, by James Arthur et al, page 107). If used correctly, rules can be an effective and powerful positive behaviour management strategy resulting in a productive learning environment. Most schools and classrooms operate on a series of set, secure routines. ‘Whilst the rules provide the framework for the conduct of lessons, they are few in number. The teachers therefore rely on a large number of routines to provide the link between expectations and actions.’ (Learning to Teach in the Primary School, by James Arthur et al, 2006) Like rules, routines both apply around the school and in the classroom. School routines are first encountered when pupils are in minor Nursery/ reception class school. This often involves walking the children around the school to familiarise them with the corridors, and teaches them the appropriate behaviour while walking in single file. ‘School routines are usually developed around the school timetable with fixed times, such as assembly, lunch, break and hall times.’ (Beginning Teaching Beginning Learning in Primary School, third edition by Janet Moyles, page 49). Once these routines are established, more freedom can be given to the pupils (letting them decide when they want to go to the toilet or get a drink) and less time is required from the teacher in enforcing them. This is an important contribution to the successful organisation of the school. I have witnessed well-established routines within a school. I watched as the playground assistant rang the bell and all the children got into the appropriate line to await their teachers, then walked back to class. The routine of lining up after playtime and of getting back to class in a disciplined manner, had the advantage of quieting and calming down the children before leaving the playground and entering the classroom. It also reminded them of the change from playtime to class time. Many teachers spend a considerably amount of time in creating routines during the first week of term, this is often achieved through constant verbal reminder (“Push in your chairs please”) and praise (“Thank you, James, for pushing in your chair”). If effectively practiced these actions will become the children’s dominant habit, so will be preformed automatically with out any need of a reminder from the teacher. ‘Jones and Jones (1990) found that up to 50 per cent of some lessons were lost to non-teaching routines such as getting out equipment and marking work.’ (Learning to Teach in the Primary School, by James Arthur et al, page 111) So decisive and efficient routines provide a real learning bonus of extra time for teaching. The routine of entering the classroom in the morning is a very important one, with lots of advantages if followed correctly. When the children enter the classroom in a well planned routine, it means they enter under their own accord and independently take responsibility for their own actions with only little guidance from the teacher. If the children know what to do as soon as they enter the classroom; for example, put their homework in the homework box, bags under the desk, then sit and read their ongoing class reader, the teacher can deal with any immediate problems, speak to any parents and then commence teaching a class that is settled and ready to begin work. With out such a dominant daily routine, other unwanted behaviour is more likely to occur, especially from the more insecure children in the class. Then, there is less chance of the teacher intervening and telling the children off for bad behaviour, which in turn could set the pattern for rest of the day. With the more insecure children, it is better if the first contact of the day with the teacher is of a positive nature. Routines can be very helpful to the teacher and the classroom learning environment but we must ensure they do not become boring, ‘as a little deviation from the dominant routine helps to keep children and teacher alert and interested.’ (Beginning Teaching Beginning Learning in Primary School, third edition by Janet Moyles, page 176.) For example, taking the children outside on a nice day for reading time. Rules and Routines have a big role to play as positive behaviour management strategies in schools and classrooms as well as preparing the children for adulthood. If used correctly they will save time and energy, resulting in less stressors effecting the teacher allowing him/her to teach more productively and confidently in a well organised and controlled classroom environment.
PSY 250 UOPX Erikson Eight Stages of Psychosocial Development Presentation
ho to interview?
ho to interview?.
1.Who to interview? Select someone in whom you are genuinely interested in learning more about their past or current job. Make sure you able to set up a time to interview this person.2.Make contact. If you are reaching out to a person you found online or someone you don’t know via email, make sure to write a professional, polite email (err on the side of formality). 3.Prepare your questions in advance. Have a neatly written list and a plan to take organized notes.4.If you want to record the session, make sure to ask permission.5.Take notes as carefully as you can, and then, if you haven’t recorded, make sure to type up or rewrite a fuller version of your notes the same day, so you don’t forget information.Developing Your Questions1.What do you want to know? At this point, do not worry about thephrasing; simply brainstorm what you hope to learn from conducting this interviewGeneral Guide to Questions2a.Reword yes/no questions or any question that will lead therespondent to give a really short answer. You want to get them talking.b.Break multi-part questions into separate questions (ex: “Tell meabout the last time you volunteered, how long you volunteered, and what you valued most about the experience.”) Multi-part questions are hard for a respondent to answer.c.Avoid leading questions that give the respondent the sense thatthere’s a certain answer you want. (ex. “Don’t you love helping people find jobs in nursing? What do you love about it?” … the respondent could actually dislike it, but you didn’t leave room forthem to first express an opinion).d.Make sure your questions are specific and not vague.e.Know you may need to ask questions in different ways to fullylearn what you would like to knowf.Be prepared to ask follow-up questions for some of yourquestions, so you can get a dialogue going.Categories—These categories are meant to help you develop questions. Depending on the nature of your interview, you may have more than three insome categories and fewer than three in others.Remember as you develop questions that you can ask questions about the past, present, and the future, though you are likely to get more specific, richer responses to questions about the past and present. Remember too, that this is a brainstorming activity, and not all these questions will make it into your final interview.a.Experience/behavior questions- Basic questions like, “how longhave you been at this job? What is a typical day like?” These questions are generally easy to answer and are often good questions to begin your interview.i.ii.iii.b.Opinion/values- Questions getting at subjects opinions and values about their job. As stated above, avoid leading questions 3like, “why do you love your job?” A better approach would be to ask about both likes and dislikes.i.ii.iii.c.Feeling questions- Questions asking subjects how their job and/orspecific aspects of their jobs make them feel. i.ii.iii.d.Knowledge questions- These questions may be better answered by research than by asking your subject. This includes questions regarding history of the job, future of the job, average salary, etc.i.ii.iii.e.Sensory questions- Questions asking about sights, smells, sounds, etc. i.ii.4iii.f.Hypothetical questions- Questions framed as hypotheticals, e.g. “what advice would you give to a niece considering going into your field? Do members of your profession in general…” These questions can be a good way to ask about more sensitive topics.i.ii.iii. g.Background/demographic questionsi.ii.iii.Consider Question Order- Looking at the questions above, pick at least 12to ask. Keep in mind that with follow up questions, you should end up asking more than 12 questions.Some things to consider when developing question order:1.Which of your questions are easiest to answer? It can be good to start with easy questions to build rapport with your subject. 2.Do any of your questions need to be asked earlier because other questions depend on the answer?3.Are any of the questions related and need to be asked in sequence?4.Do any of the questions need to be asked separately so the answers donot influence each other?55.Should any questions be asked at the end because they are of a summary or culminating nature? Write questions in order below.184.108.40.206.220.127.116.11.18.104.22.168.13.14.Final Question Self/Peer Review Checklist- Be sure to complete this stepbefore interviewing. Go through this checklist for each interview question and revise as needed. The wording of your questions matters!____ This question is not a yes/no question.____ This question does not have multiple parts.____ This question is specific, not vague.____ This question is not leading the respondent to a specific answer____ This question makes sense at this point in the interview.
ho to interview?
Writer’s Choice Essay
online assignment help Writer’s Choice Essay. We talk about Customer Relationship Management systems this week. Every company uses some type of system to interact with clients, many combine sales, marketing, and customer service. Pick your favorite store to shop at, and pretend you manager of a specific location (if it’s a chain, pick a location). Tell us the store and its location, and then tell us how you would use a CRM system to bring in more customers. Feel free to talk about incentives (such as discounts) or strategies, but keep them in a CRM-technology context. For example, I say I would offer 20% discount, and I would send out an e-mail blast with a unique coupon code via the CRM.Writer’s Choice Essay
NetHope Technology: Worldwide Disaster Relief Essay
The reviewed works dwell on the importance of efficient technology sustention under the conditions of natural disasters. Specifically, it summarizes the prevailing advantages of NetHope tool, which assist in connecting communities in catastrophes. According to the writer, the major opportunities, which are provided by the modern technology tool, include the use of worldwide telecommunications, as well as the partnership with global computing organizations, compactness, and accessibility. The providers of help are well aware of the fact that it is critical in emergencies to deliver humanitarian aid in time, for it might save many lives. The opportunity to access some vital assistance is often unrealizable for multiple citizens, which mainly concerns those communities that inhabit hardly approachable districts. Moreover, it is acknowledged that both man-made and natural disasters often hinder the quality of telephone and Internet communication, which prevents the citizens from asking for help. According to the international humanitarian policy, the global society is still challenged by the small quality of disaster management, resilience-building, and providing sustainable partnerships (“Humanitarian Aid: Crises, Trends, Challenges” par. 1). The revolution of disaster handling is primarily conducted through the employment of technological tools. The usage of NetHope, due to my opinion, has a symbolic name. Indeed, it is a progressive tool, which provides life and hope for a rescue. The fact about NetHope, which comes as the most surprising for me is its actual form. Thus, as it might be seen from the picture of the device, the mechanism of NetHope is quite tiny and can be incorporated into a small bag. Despite its low weight, it contains a powerful 2G GSM network, which accounts for transmitting strong signals from long distances. The sustainability of the tool is surprising as well: NetWork can resist water, fire, and any emergency conditions as well as handles sending of more than 1 million text messages. The efficiency of NetHope use may be demonstrated through the variety of practical applications, which are revealed in the case one overview. Specifically, it is claimed that the tool’s success is quite often preconditioned by its active collaboration with the high-quality telecommunication companies. For instance, the rescue of multiple citizens in the tsunami in Japan, which occurred in 2011, accounts for the employment of a cloud-based system of communication. This technique was developed as a follow-up of the joint work with such major cloud computing providers as VSAT and 3G networks. Due to the realized projection, an efficient cloud foundation of food regulation and transportation delivery was developed. Moreover, it was interesting for me to find out that NetHope played a critical role in the liquidation of Haiti earthquake outcomes, which happened in 2010. Since the natural disaster was damaging both to the population and to the property, the NetHope management took a course on the active collaboration with Microsoft so that to launch a new cloud project for donation. Thanks to the joint operation, millions of people received a chance for recovering after the catastrophe, for the fund was daily delivering some consistent aid. Moreover, the partners managed to launch an effective translation tool, which helped the citizens, who spoke only Haitian Creole to communicate to the humanitarian aid providers as well as the representatives of global associations. Today, the NetHope use evolved in the development of a large-scale organization, which specializes in the production of new disaster-directed tools as well as specialists in the sphere of natural catastrophe eradication. The group sustains an active work in Rwanda, Haiti, and Liberia and attracts valuable IT resources from the whole world so that to ensure the future success of the production (“NetHope Academy” par. 2). Get your 100% original paper on any topic done in as little as 3 hours Learn More Works Cited Humanitarian Aid: Crises, Trends, Challenges 2015. Web. NetHope Academy 2015. Web.
Assignment due Sunday Evening
Assignment due Sunday Evening. I don’t understand this Powerpoint question and need help to study.
you will create a new company/product and develop a digital marketing plan for the course.
Create a 2 – 4 slide Microsoft® PowerPoint® presentation with speaker’s notes in which you:
Determine which product you want to use as the final product, describe why you selected this product versus the others, and include a description of the product.
The name I chose is Nature’s Smoothies which will be CBD infused smoothies. I am trying to target the Health conscious people.
Assignment due Sunday Evening