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sale and marketing (lesson 5)

sale and marketing (lesson 5).

Lesson 5Activity 1: Team Discussion on BrandingTeams each will investigate the five key brand elements in depth. These elements will be used for the next activity in designing a brand for the team’s chosen company. Use the Internet, books, library resources, and personal interviews for more information. Make a team graphic that you can refer to as you later design your own brand.Five Key Brand Elements:Brand PositionBrand PromiseBrand PersonalityBrand StoryBrand AssociationsActivity 2: Design Your BrandTeams work to design a brand campaign for their company. Use the key brand elements and all the information learned during the task and from the companies that have been successful in branding. You might also want to look at Brands Create Customers about how Apple brands to get ideas from one successful company.And, Introduction to Brand Strategy: 7 Essentials for a Strong Company BrandDecide what you brand is. Then design a brand strategy for your company. Activity 3: Boden Case StudyAs a team read the Boden case study. Analyze the case looking specifically at the branding by Boden.Think about:What did they do?How did this differ from previous efforts or from the competition?How successful was the branding?What does this example tell you about branding your company?
sale and marketing (lesson 5)

ENGL 201 Utah State University Difference Between Interior & Exterior Design Report.

Dear Writer,Please follow the guidelines. (this order will be 2 Parts) the first 6 Pages including the introduction and the Process A-B -CA topic table is provided, and An Outline is provided too, that shows the parts for this orderThe First Part of the order:Introduction Requirements (please look at the follow file “Sample of a Report Introduction ( ENGL201)”)Then Write the body (outline) The Process parts A,B &C___NOTE_________________The Writing style should be APA ! (I have guide for it if needed)YOU SHOULD ONLY USE THE FOLLOWING SOURCES: USE AS MUCH AS 30%1…2…3…4…5…6…PLEASE PLEASE : let me know if you have any questions
ENGL 201 Utah State University Difference Between Interior & Exterior Design Report

This chapter will explain the background of food tourism. The researcher will explain why food tourism is a niche activity and what the benefits of niche tourism are. This chapter will also outline the interaction between food and tourism. Furthermore, the researcher will describe the trends shaping the tourists interest in food. This chapter will then analyse the recognition of food tourism internationally, most notably within countries such as Canada and Whales. Finally, the researcher will investigate the food tourism industry in Ireland and examine how Ireland measures up as a food destination when compared to international standards. Food tourism, which can also be referred to as gastronomy or culinary tourism is increasing as an area of research among tourism scholars (Hall, Sharples and Mitchell 2003; Smith and Xiao 2008). In 1998, folklorist Lucy Long first defined the relatively new term “food tourism” as “intentional, exploratory participation in the foodways of another – participation including the consumption, preparation and presentation of a food item, cuisine, meal system, or eating style considered to belong to a culinary system not one’s own” (Chrzan 2006; International Culinary Tourism Association 2010; Long 2004). This definition indicates travelling with the intention of experiencing other cultures through their food (Chrzan 2006). However, Smith et al (2008) argue that Long`s definition is exclusive and narrow, limiting food tourism to food experiences belonging to another culture. In contrast to Long`s definition, the International Culinary Tourism Association (ICTA) (2010) define food tourism as “the pursuit of unique and memorable culinary experiences of all kinds, often while travelling, but one can also be a culinary tourist at home”. This definition explains food tourism in its broadest sense and includes all culinary experiences from Michelin star restaurants to local bakeries or cookery schools (Chrzan 2006; ICTA 2010). Furthermore, the ICTA (2010) explain that local residents can be culinary tourists in their own town simply by breaking their routine and trying out new restaurants. Erik Wolf, President and Chief Executive Officer (CEO) of the ICTA explains that “true culinary tourists are perfectly happy at a roadside café in the middle of nowhere, as long as there is something positively memorable about their dining experience” (Wolf 2006, p.2). 2.3 Food Tourism as a Niche Activity According to Novelli (2005) niche tourism or special interest tourism is one of the fastest growing areas within the tourism sector. Douglas, Douglas and Derrett (2001) concur and believe that the growth of niche tourism is seen as a reflection of the increasing diversity of leisure interests among the twenty-first century tourist. The traditional two week sunbathing holiday abroad has given way to niche tours catering for peoples special interests (Collins 1999). The term niche tourism is largely borrowed from the term niche marketing. In marketing terms, niche refers to two inter-related ideas. “First that there is a place in the market for a product, and second, that there is an audience for this product” (Novelli 2005, p.4). Therefore, the clear premise of a niche market is a more narrowly defined group, whereby the individuals in the group are identifiable by the same specialised needs or interests, and are defined as having a strong desire for the products on offer (Novelli 2005). This can be customised to refer to a specific destination tailored to meet the needs of a particular market segment, for example, a wine growing region can position itself as a niche destination offering tours of its specific wines. The size of a niche market can vary considerably, however it allows the market to be broken into relatively large market sectors – macro-niches; for example cultural, rural or sport tourism which can then be divided into precise market segments – micro-niches, for example geo, food or cycling tourism (Deuschl 2006; Novelli 2005). Niche tourism has been frequently referred to in tourism policy and strategy documents in recent years in opposition to mass tourism (Hall et al 2003; Novelli 2005). “The connotations of a more tailored and individualised service carries its own cachet relating to features like the small scale of operations, implied care and selectivity regarding discerning markets, and a suggested sensitivity of tourists” (Novelli 2005, p.6). Such features provide a more suitable fit with planning and development policies relating to environmentally sustainable and socially caring tourism. For these reasons, organisations such as the World Tourism Organisation (UNWTO) and the World Travel and Tourism Council (WTTC) view niche tourism consumption as more of a benefit to the host communities when compared to the more traditional forms of mass tourism (Hall et al 2003; Novelli 2005). Furthermore, niche tourism is also seen as a mechanism for attracting high spending tourists. Take for example the concept of cookery school holidays, a market which is expanding year by year (Sharples 2003). Google Insights (2010) show a consistent web search interest in cookery holidays over the years 2004 to 2010, with particular interest from the United Kingdom (UK) and the United States (US). Ballymaloe Cookery School, located in one of the most scenic areas of Ireland, East Cork is one of Europe’s foremost cookery schools. The school which is run by well known cooks Darina and Tim Allen has attracted people of all ages and abilities, from all over the world since it’s opened in 1983. The courses range from simple one (average price €125) to two day courses (average price €575), based on a certain theme, such as baking, finger food, salads or pasta dishes, to more lengthy week long courses (at an average price of €895). An analysis of their website showed that some cookery courses are booked out with an option to join a waiting list (Ballymaloe Cookery School 2010; Sharples 2003). 2.4 The Interaction between Food and Tourism Although it is agreed that food tourism is a niche activity, Novelli (2005) categorises food tourism as a subset of rural tourism due to its roots in agriculture. Wolf (2006, p.6) contradicts and illustrates food tourism as a subset of cultural tourism because “cuisine is a manifestation of culture”. Everett (2008, p.337) agrees with Wolf and suggests that food tourism provides a “conceptual vehicle for pursuing a more culturally aware tourism agenda”. It can be assumed that food is representative of a culture, take for instance Italy, a country which is known throughout the world for its pizza and pasta dishes. Nevertheless, food tourism is a newly defined niche that intersects and impacts on the long entwined travel and food industries (Wolf 2006). Food is a vital component of the tourism experience. Selwood (2003) suggests that food is one of the most important attractions sought out by tourists in their “craving for new and unforgettable experiences”. A growing body of literature suggests that food can play an important role in the destination choice of tourists’, and more significantly, in visitor satisfaction (McKercher, Okumus and Okumus 2008). The food consumed by tourists in a place is part of the tourists’ memory of their visit to that particular holiday destination (Failte Ireland 2009a; Fitzgibbon 2007). Henderson (2009) explains that food and tourism have a very close relationship as food is a critical tourism resource. Food is vital for physical sustenance and all tourists have to eat when travelling. However, both Henderson (2009) and McKercher et al (2008) declare that the desire to try different foods may act as a primary motivator for some, or part of the bundle of secondary motivators for others. Culinary tourists are drawn by the opportunity to consume, and dining out is a growing form of leisure where meals are consumed not out of necessity but for pleasure (Smith et al 2008). Much of the literature on food tourism refers to the concept of visualism as epitomised by Urry’s “tourist gaze” (Urry (1990) as cited in Everett 2008, p.340). Everett (2008) discovered that viewing windows are being built in food tourism sites in an effort to meet an increasing demand for a more embodied, immersive and authentic food tourism experience. Theses viewing windows bring the producer closer to the consumer and allow the tourist to “gaze” into the “backstage” of food production activity (Everett 2008, p. 340). As previously mentioned, all tourists have to eat when travelling. Therefore, from an economic point of view, 100% of tourists spend money on food at their destination (Wolf 2006). Yet, data on food tourism appears scarce. Selwood (2003, p.178) explains that food is a very much “overlooked and unsung component” of tourism literature. Hall et al (2003, p.1) agree and cite “food, just like tourism, was for many years a fringe academic discipline, and was frowned upon as an area of research by students”. Typically, food is placed together with accommodation in collections of tourism statistics, partly because it is almost always part of another attraction, and also because of it being a necessary element of survival no matter where a person is located (McKercher et al 2008; Selwood 2003). As the ICTA (2010) point out, the more that food is accepted as a main stream attraction by destination marketers, the more research that will be done to further develop and justify this niche activity (ICTA 2010; Wolf 2006). Hashimoto and Telfer (2006) refer to the Canadian Tourism Commission (CTC) who has recognised the growing interest in cuisine and have begun to promote Canada as a food tourism destination. The CTC (2010) highlight local Canadian cuisine as one of the top five unique selling points on offer in the country. Furthermore, dining out is one of the most popular activities undertaken by Canadian tourists (Selwood 2003). Hashimoto et al (2006) cite that Canada has approximately 63,500 restaurants and Canadians themselves spend CAN$39 billion annually in restaurants, eating out on average 4.7 times a week. The contribution of food to the Canadian tourism economy is of considerable importance and, because of their intensive use of labour, food preparation and food services also contribute very heavily to the tourism employment sector. In Canada, nearly a million people work in the foodservice industry and the promotion of local cuisine is therefore an effective way of supporting local economies along with agricultural production (Hashimoto 2006; Selwood 2003). The importance of food to the tourism industry has increased significantly within the last ten years, according to the Welsh Assembly Government (2009). They believe that the availability of high quality, local food has become a key driver for tourists when selecting a holiday destination. A “Food Tourism Action Plan” has been drawn up to promote Wales as a destination where high quality and distinctive food is widely available. Currently visitors on short breaks in Wales spend 18.7% of their holiday spend on food and drink whereas visitors on longer holidays spend 17.8% (Welsh Assembly Government 2009). Research carried out by the Travel Industry Association in conjunction with the Gourmet Tourism Association and the ICTA reported in March 2007 that over the previous three years 27 million travellers engaged in culinary or wine related activities, while travelling throughout the world. Therefore, the Welsh Government believe that there is a clear demand for culinary experiences, and “outlets which promote and market high quality Welsh food and drink for consumption or purchase” (Welsh Assembly Government 2009, p.3). 2.5 Travel Trends As previously mentioned, some tourism agencies such as the CTC have begun to recognise the growing interest in food and have embarked on the promotion of their destination as a food tourism location. However, the question arises as to the trends which are shaping the tourists interest in food. Nowadays, modern food tourists are better educated and have travelled more extensively, therefore they are culinary savvy and want to experience individualism as they search for local, fresh and good quality cuisine that reflects the authenticity of the destination (Chon, Pan, Song 2008; Yeoman 2008). Moreover, the influence of the media and the emergence of niche food programmes have influenced the tourism industry as celebrity chefs such as Gordon Ramsey and Jamie Oliver increase our interest in good quality food. Furthermore, the media is now full of magazines, such as Food
ECON 3341 SMU Labour Economics & Accessing Statistics Canada Data Tables Discussion.

ECON 3341 Labour Economics Due Date:October 14th Submit a PDF copy of your written answers to me before midnight Halifax time on the due date. This assignment is worth 15 marks but will be graded out of 50 points. Read the information carefully. Part 1: Accessing Statistics Canada Data Tables (total 25 points) Statistics Canada maintains an open-access time series database. You can find it by going to Statistics Canada’s main page ( ) and clicking on the ‘Data’ tab near the top of the page. The database contains Canadian data on a wide variety of economic variables including prices, national accounts, financial data and labour data. The data is presented in table format and there are options to customize the tables.You can save the data in worksheet and other formats. You need to retrieve data on two variables (5 points): Consumer Price Index (CPI) for All-items, monthly, not seasonally adjusted, Canada as a whole and a Canadian province of your choice for January 2001-August 2020;Average Hourly Earnings for Employees Paid by the Hour, including overtime and unadjusted for seasonal variation.The data is available for several industries and by province: you want data for the “industrial aggregate excluding unclassified businesses” for Canada as a whole and a Canadian province of your choice for the period January 2001-August 2020. Finding and saving the data: – Once you are on the Statistic Canada site and have clicked on the Data tab you will see that there are a couple of search options: you can type a name in the keyword box and see if you can locate the data, e.g. you could try (entering: ‘Consumer Price Index Monthly’ when looking for the price index data).The keyword search option on the current version of the website seems to work quite well but can go awry if you don’t know the exact series you are looking for. Other keyword options are to use the relevant table number should you happen to know it (you may know this if you are updating figures from a source that cited a specific table); or (2) you can also browse by subject or source dataset. To implement the second method ‘click’ the subject area in list on the left side of the Data page that seems most closely related to the type of data you are looking for e.g. choose “Prices and Price Indexes” when looking for the Consumer Price Index; “Labour” when looking for the Average Hourly Earnings data. Then look through the resulting list of folders or tables for that subject category; click on what seems to be the most appropriate option e.g. you might find “Consumer Price Indexes” for the Consumer Price Index and “Earnings, Wages and non-wage benefits ” for Average Hourly Earnings. You will then be given a list of Table titles. Read the titles of the tables and click on the table number that seems most likely to have what you are looking for and see what it contains. – After clicking the Table number you are given the default version of the relevant Data table.This is typically not what quite you want! To customize the table click the “Add/Remove data” tab.This will give you a set of options that allows you to specify the precise data series you want to retrieve. Let’s look at the particular variables you need for this question. 1) take the Consumer Price Index (CPI) series. You want the table containing monthly data. Click the table number and then under the “Add/remove data” tab choose the appropriate options, i.e. choose Canada under Geography, choose “All-items” as the indicated Product group. Also set the “Reference Period” to the appropriate years (January 2001-August 2020).If you wish you can also change the Layout of the display format (I like to have the ‘Reference period’ as rows). Once you have indicated exactly what you want you can click “Apply” and an “html” version of the results table will be displayed.You can cut and paste the data from this table or click “Download” which will give you a page that allows you to save the table in spreadsheet format (CSV). You can open the saved file with Excel. 2) now take the Average Hourly Earnings series.Find the table entitled: “Average hourly earnings for employees paid by the hour, by industry, monthly, unadjusted for seasonality.’This contains data from the Survey of Employment, Payrolls and Hours (SEPH). Retrieve average hourly earnings series indicated above following the same steps as used to obtain the CPI data, i.e. use ‘Add/Remove Data’ to customize your search. Make sure to select Canadian data for the “industrial aggregate excluding unclassified businesses” and make sure that the series includes overtime.Also specify the appropriate time periods for each table. Before you leave this table also answer part (c) of this question. Use the data in you retrieved (CPI & Average Hourly Earnings) to calculate the real wage in August 2020 dollars (i.e. make August 2020 your base year). Report the wage data in nominal terms and your real wage series in a table and a graph. What has been happening to real hourly wages between January 2001 and August 2020?(10 points)Go back to the Average Hourly Earnings table on the Statistics Canada site and set the NAICS Industry to ‘All’, choose your reference period as August 2020 only and then click ‘Apply’.This will give you wage data for a detailed list of industries (you can get even more detail by clicking the boxes to the right of the ‘All box’. Scan through the wage data for August 2020.Which industries paid the highest wages? Which paid the lowest wages?How much did these industries pay? (10 points) Part 2: Labour Force Survey Questionnaire and survey methods (total 25 points) The Labour Force Survey (LFS) is Canada’s main source of monthly data on labour market outcomes including the level of employment, the unemployment rate and wage levels. Most other national statistical agencies have a similar survey e.g. the Current Population Survey in the United States. The Guide to the Labour Force Survey (see attached in the course website) discusses the survey methods and basic definitions. To get some idea of where the data is coming from you can look at the Labour Force Survey questionnaire (it starts on page 50 of the Guide to the Labour Force Survey)The survey collects information on personal characteristics (age, sex, education, etc. – see pp. 52-54 and labour force information (see p. 55 starting with Question 100).If the person is working in the survey week, a number of questions are asked about their job and working conditions. If the person is not working during the survey week questions are asked that aim to determine if the person is unemployed or not in the labour force.Go through the questionnaire and get a feel for the types of information the survey collects.Based on the questionnaire answer the following questions: 1. Say that a person is employed during the survey week. Provide a list of job characteristics and working conditions that the survey collects data on (be sure to give the numbers of the questions that collect the information as part of your answer).See especially pp. 56-60 of the Guide. (5 points) 2. Go to Section 2 of the Guide. This section discusses labour force status. (i) People surveyed can be classified into three labour force states.What are they? (ii) A particularly difficult state to measure in practice is unemployment.What three groups of people are classified as unemployed? (iii) Have a look at Figure 2.1 which shows the questions and responses to the questions used to classify people into each labour force state.Based on the Figure summarize the paths (sequence of responses to questions) by which someone might end up categorized as unemployed. (iv) The LFS definition of unemployed status in (ii) is quite standard but it is often argued that it leaves out some people who are probably unemployed.Suggest people who you might classify as unemployed but who would not be so classified by Statistics Canada. (10 points)Go to Section 4 of the Guide (starts p.18). The section deals with Survey Methodology. (i) Section 4 claims that: “The LFS plays a central role in the national statistical system in several ways”.Summarize the three key roles it plays. (ii) What groups are excluded from the survey? (iii) The documentation notes that LFS follows a “rotating panel sample design”. What does this mean? (iv) Because the LFS is not a random sample of the population a “weight” variable is included (see Section 6). What is the role of this weight variable? What would a weight of 50 mean? (10 points)
ECON 3341 SMU Labour Economics & Accessing Statistics Canada Data Tables Discussion

The Electoral College An Outdated System Politics Essay

Every fourth calendar year the citizens of the United States participate in one of the greatest displays of Democracy in human history, the election of the President and Vice-President of the United States. However, it is not truly democracy. Instead, the democratic election of the President of the United States is tainted by the current use of the Electoral College. The Electoral College system of electing the President and Vice-President of the United States is an outdated system that needs to be replaced with a method that better represents the will of the American people. In the budding days of the United States of America, the Founding Fathers faced a difficult problem, the election process for the President of the United States. There were numerous factors that needed to be taken into account by the Founding Fathers as they debated the optimal election process. The largest factor taken into account by the Founding Fathers was that the nation was comprised of thirteen states which had only recently joined together to create a singular government and were jealously guarding their individual rights and powers, making them apprehensive to any centralized government ideas. The United States also contained four million citizens whom were separated by thousands of miles of land which was scarcely connected by either transportation or communication. Furthermore, the founders believed that political parties were destructive and counter-productive, an idea borrowed from the British (Kimberling 1). After considering these issues and proposing several options, the Founding Fathers developed the Electoral College which can trace its roots to the Catholic Church’s College of Cardinals and the Roman Republic’s Centurial Assembly (Kimberling 2). The Electoral College as defined by Article Two, Section One of the Constitution, comprises of six points. First, each state is allotted Electors equal to the number of its U.S senators plus the number of its U.S Representatives. Second, the individual State legislatures are allowed discretion in choosing their electors with the constraint that members of Congress and other Federal Servants are prohibited from serving as Electors. Third, State’s Electors must meet in their States rather than in a national meeting. Fourth, Electors are required to cast two votes for president, one of which had to be from a different state than the Elector. Fifth, the Candidate who obtains an absolute majority of the electoral votes becomes president with the runner-up becoming Vice-President. Finally, if no Candidate obtains an absolute majority than the U.S. House of Representatives would choose the president from among the top five. In this case, each state would be allotted only one vote. If a tie was reached in the House than the top two would be voted on by the Senate (Kimberling 3). The Electoral College was both elaborate and appropriate at the time that it was created. However, after two hundred years and an amendment, the 12th (1804), the Electoral College has greatly changed. Currently, the election of the President of the United States and the Electoral College functions as follows. The number of each State’s allotted Electors is equal to the number of State’s Senators plus the number of the State’s Representatives. At the beginning of an election, political parties in each State submit a list of individuals whom will act as the State’s Electors if their candidate wins. Political parties then meet to nominate their presidential and vice presidential candidates, whom are then added to the ballot. On the Tuesday following the first Monday of November, the general populace of each State then votes for the electors representing their presidential and vice-presidential choice. It is a Winner-Take-All System in nearly all States. In a Winner-Take-All System, whichever candidate gets the most votes gets all the Electors. The exceptions to the Winner-Take-All System are Kansas and Maine which allot two Electors based on popular vote and the rest to individual Congressional districts. The winning set of electors then goes on to represent the State in the Electoral College. On the Monday following the second Wednesday of December the State’s Electors meet in their individual capitals and cast their votes for both president and vice president. The Electors still must use at least one of their votes on a candidate from outside their home State. All of the Electoral Votes are then opened by the President of the Senate on January 6th before the houses of Congress. Whichever candidate gains an absolute majority in the Electoral College is declared president. The same is true for the vice-president. If no candidate gets absolute majority for president the top three contenders are voted on in the House of Representatives which each State getting one vote. Similarly, if no vice-presidential candidate gets an absolute majority, the Senate chooses between the top two contenders. Finally, at noon on January 20th, the elected president and vice-president are sworn into office. The Electoral College system is neither fair nor balanced. However, there are many proponents of the Electoral College. They claim that the Electoral College is the only feasible system for fairly electing the president of a nation as large and diverse as the United States. That is not a true statement. Instead, there are is a multitude of alternative ways that the election of the president and vice-president of the United States can occur. The most commonly referred to alternative to the Electoral College is a simple direct majority election in which whoever gained absolute majority in the United States would become president. A simple direct majority vote is greatly beneficial because it better represents the will of the United States as a whole than The Electoral College. Under the Electoral College, the presidency has gone to the candidate with fewer popular votes in one out of every sixteen elections (National Popular Vote). The most noticeable of these cases occurred in the 1824 election between Andrew Jackson and John Q. Adams. Andrew Jackson obtained 60% of the popular vote and yet lost to John Q. Adams whom had gained the necessary electoral votes. Similarly, under the Electoral College, not everyone’s vote is equal. National Popular Vote gives a fantastic example of this: “… Gore won five electoral votes by carrying New Mexico by 365 popular votes in the 2000 presidential election, whereas Bush won five electoral votes by carrying Utah by 312,043 popular votes-an 855-to-1 disparity in the importance of a vote”(National Popular Vote). It is clear that a simple direct majority vote is a far better representation of the will of the American people than the currently implemented Electoral College. There are a multitude of problems with implementing a simple direct majority election. Perhaps the greatest of these problems is the increased likelihood and affiliated problems of a candidate not being able to gain the majority vote (over 50%) that would be associated with a direct majority election. There are however many solutions to this potential problem. The most promising of these solutions is Direct Election with Instant Runoff Voting which is presented by Fair Vote. Under an Instant Runoff Voting system, each voter would rank their presidential preferences versus the standard choosing of only one candidate. National Popular Vote is a bill that suggests each State simply

LASC Covid Pandemic House Rental Charges Persuasive Speech Outline Model Essay

java assignment help LASC Covid Pandemic House Rental Charges Persuasive Speech Outline Model Essay.

Current Event OutlineBelow you find the organizational model I would like you to use for this assignment. Do not use another kind. This model is specific to the type of speech I want you to explore. Here is a blank copy Actionsthat you can download and fill in for your full sentence outline. Below, I have written notes next to each required section so that you can be reminded of what type of information should go there. I have also included a sample speech in the module for reference.IntroductionAttention Gaining Device: open your speech with something that will pull your audience in. You may use a relevant quotation, you may use a short narrative story, statement of fact or use statistics.Background: Provide us with a general overview of your topic area, in other words give us a quick summary of what is happening and why we are even considering your topic area. Your first source citation should go in this section and you can use it either to set up your background section or in your credibility statement. Additionally, this section should include:Credibility statement: use either a piece of evidence you’ve found that tells us this topic is important to consider OR explain to us your personal credibility (what qualifies you to speak about this topic? A simple statement can help: “I have done extensive research on this matter…”Explain why this topic is important and relevent to your audience.Thesis: Read your research question (read/recite it verbatim) and the answer. This will be your thesis.Preview Statement: Briefly list your 2-3 main pointsBODY I. MAIN POINT (This is your first argument goes here. Here you will write the first claim you will make in support of your thesis)a. EVIDENCE (please cite the source which supports your argument)b. REASONING (Explain your why your argument is valid and supported by the evidence)c. LINK (give a statement that explicitly says this argument supports your thesis)Transition statement – “Now that we have discussed (main point 1), let’s turn our attention to (main point 2).”II. MAIN POINT (This is your second argument goes here. Here you will write the second claim you will make in support of your thesis)a. EVIDENCE (please cite the source which supports your argument)b. REASONING (Explain your why your argument is valid and supported by the evidence)c. LINK (give a statement that explicitly says this argument supports your thesis)***Transition statement – “Now that we have discussed (main point 2), let’s turn our attention to (main point 3).” [If you do not have a 3rd point, please go to the conclusion)III. MAIN POINT (Your third argument goes here. It is the final claim you make in support of your thesis, unless you only have two main points)a. EVIDENCE (please cite the source which supports your argument)b. REASONING (Explain your why your argument is valid and supported by the evidence)c. LINK (give a statement that explicitly says this argument supports your thesis.)CONCLUSION RESTATEMENT of your question and thesis beginning with, “Today, we have been posed with the answered the question… and my answer was…”SUMMARY review your main points by simply listing the main points.FINAL THOUGHT (here you can leave your audience with something to further think about. It should be supported by some type of evidence or quotation)
LASC Covid Pandemic House Rental Charges Persuasive Speech Outline Model Essay

Biology homework help

Biology homework help. Activity ContextThis assignment helps you develop the skills to master the following course competencies:Apply theories, models, and practices of marketing.Communicate in a manner that is professional and consistent with expectations for members of the business profession.This assignment helps you develop the skills to master the following objectives:Identify an opportunity to apply the principles of marketing planning methodology.Analyze the fundamental principles of the marketing mix.Revisit the MBA6012 Course Alignment Map to review how all activities assist you in achieving the course competencies and overall program outcomes.Activity InstructionsSubmit the Company Selection and Overview assignment. This assignment requires you to:Select a company.Summarize the company’s marketing mix based on one or several of the following elements crucial to marketing management as discussed in chapters 1, 2, and 15 of your Marketing Management text:Product and branding strategies (appropriate service strategy if the company has a consumer orientation).Pricing strategies.Supply chain strategies (how they place the product in the market).Integrated marketing communications.Promotional strategy.For the company you have selected, provide an explanation for the following:The company’s presence in domestic and international markets.The company’s vision and execution of strategy that set its direction.The company’s plans for growing and servicing its customer base.Note: The company you select for analysis in this course will be the one you have to analyze for the remainder of the course as you build your final project. Take time this week to read the Integrated Global Marketing Case Study course project description to familiarize yourself with its objectives and grading criteria. As you choose your company, carefully consider whether you will be able to have access to enough information that will cater to the research scope required for all the components of your project.Submission RequirementsWritten communication: Written communication should be free of errors that detract from the overall message.APA formatting: Resources and citations should be formatted according to APA (6th edition) style and formatting.Resources: Minimum of 2 sources required.Length: 2?3 typed, double-spaced pages.Font and font size: Times New Roman, 12-point.Biology homework help

Social Awareness Positive and Negative Situations & Experiences Presentation

Social Awareness Positive and Negative Situations & Experiences Presentation.

CompetencyAnalyze the importance of adjusting individual behavior as it relates to personal and professional goals.ScenarioYou
are a member of a high-functioning team and want to apply for an open
management position. Part of the interviewing process involves you
reflecting on your own behavioral growth and development in order to
demonstrate your commitment to relating to others while achieving
personal and professional goals. To do this, you need to identify two
different situations that indicate a focus/change needed to make others
want to work with you as their manager. One situation needs to be a
positive experience while the second is a negative experience.InstructionsCreate
a powerpoint presentation based on your self-awareness of your
behaviors in the workplace and based on each situation you identified
for self-awareness (I ATTACHED THIS). Your presentation will need to include:Details or background on the two situations identified (positive and negative).For each situation, discuss what non-verbal cues were given or used.For each situation, explain what the outcomes were.For
each situation, determine what tools could be used to make improvements
(i.e. listening more, empathy, more information, etc.).Include speaker notes on each slide.PLEASE SEE ATTACHMENTS THAT WERE SUBMITTED PREVIOUS TO THIS ASSIGNMENT SO YOU UNDERSTAND WHAT I SCORED ON MY ASSESSMENT. Please be detailed with this powerpoint and give a ton of examples. This teacher is tough!
Social Awareness Positive and Negative Situations & Experiences Presentation