Principle of selling

Principle of selling.

Final Sales Final Project Instructions You can gain a large amount of information by going into the business world and interviewing salespeople and sales-related employees. This paper outlines your Final Sales Project requirements. First, you will need to set up interviews to acquire the information needed to prepare a report. This project focuses on selling practices in an industry where you may have a career interest. The interviews that you have with industry salespeople provide excellent applications of sales skills taught in the text. For example, you have to make a good telephone contact to get an interview. You have to apply your relationship strategy when you make a business contact during the first part of the interview. You need to ask good questions to get the needed information. Of course, you should follow up with a thank you letter expressing appreciation for the time and information shared. Instructions: 1. A specific company that utilizes salespeople and sales management concepts must be selected. This company will be the focus of this research study. Companies should fit into one of the following categories: retail, wholesale, industrial, or service. The company must have a sales force of at least five salespeople. Read through this set of instructions and then reflect to see if your selected company is a good fit for the project. 2. Please view the example of another student’s work (under modules-important information) so you can have appropriate project expectations. 3. Appointments should be secured with the sales manager and one-to-two sales representatives from the company. 4. Due date: Week 14/15; Saturday, May 11, 2019 5. The title page must list the following information: a. Title of the project, including the company’s name b. Student’s name c. Name of college d. Course name and number 6. Each section of the paper must be separated with a sheet of paper that identifies that the section number and title. 7. The project should contain the following basic sections: a. Preface (why you chose this area of sales, this particular company, and include your major findings in the project). b. Table of contents c. Sections 1 through V. The detailed information you provide should answer all the questions listed for each section. d. Bibliography of interviews and other references 8. Some suggested data-gathering devices for this project might consist of a. Personal interviews with salespeople and sales executives b. Researching trade journals and professional articles c. Reading references and reserve books in the library d. Personal letters requesting information e. Personal observation of selling and sales management 9. This final project will be evaluated for content and mechanics. Content refers to how well your work “answers” the questions. Mechanics refer to organization, formatting, neatness, spelling, grammar, and punctuation. The project must be typed and double-spaced. The entire sales project (all five sections) must be completed and turned in by the end of week 14. Project sections left blank, or noted as not applicable, will have points deducted. 10. The five sections of the strategic selling term project are as follows: Section I – Importance of Selling to the Company Compare the relationship of selling to the other functions of the company. What are the functions of advertising, trade shows, and public relations as they relate to the company’s selling strategies? Describe the product or service and the company. What are the main competitive (selling) advantages the company has over its competition (i.e., price and value-added new technology [relate to Chapters 6 & 7])? What is the general approach to selling – high pressure, consultative, or low key? Describe in detail. How much of the marketing budget is spent on selling versus advertising? How long is the sales cycle? How many calls does it take to close a sale? (Describe each call.) Section II. Description of the Sales Force How many salespeople does the company have? What is the rate of turnover? Describe in detail the type of salespeople the company seeks when filling positions (relate to the material in Chapters 3 and 4). Where do they seek applicants? How do they select people they think will be the most successful? What do they think of testing salespeople? How important is experience? What other items on a resume would be important in making the selection? How important are appearance, attitude, social skills, verbal skills, etc.? Do they ever use “team selling? Who are the members of the sales team? Section III. Training Program for Salespeople Describe in detail the training program for their salespeople. How much emphasis is placed on product training, sales training, sales automation, motivation, company policy training, and customer behavior training? Do they use in-house training (by company people) and/or consultant training? Where and when do they hold training meetings? How much does it cost to train a person? Do they use audiovisual tools, tapes, role-playing classroom presentation, videotape, etc.? How many steps are in the process that they recommend their salespeople use in planning a sales call? What are the steps? Do they train people in relationship skills? Is motivation important to their salespeople? Why? How do they provide motivational training or incentives? Are there support specialists (technicians, computer service personnel, sales managers, etc.) that help in strategically planning sales proposals and presentation strategies for closing key accounts? Do they or are they planning to use electronic catalogs to prepare proposals and presentations? Do they provide salespeople or are they planning to provide them with laptop computers? Section IV – Customer Profiles How are the prospects located? Does the company set up booths at trade shows to attract leads? How are sales territories determined? How much time does the salesperson spend traveling versus time in front of the prospect? How much time is spent away from home at night, on weekends, etc.? Do salespeople travel by car or air? What percent? How many calls does the salesperson make in a day or a week? Have territories ever been reorganized or will they be in the future? Why? How are sales potentials/forecasts determined for each territory? What are buying motives of a typical buyer? What is the biological sketch (detailed) of the typical buyer? Is a computerized contact (prospect) management system used? What kind? Are prospect cards kept? Are there different classes of prospects? Are presentations made to groups? How many in a group? What is the basis for classifying? What are the major buying decisions the customer must make before actually buying? Section V – Performance Standards and Compensation What kinds of performance standards does the company have for salespeople and sales managers? How often are performance standards evaluated? How are quotas set? How often are they revised? Have they been revised recently or will they need to be in the future? Why? How do quotas differ for beginners compared to experienced people? How often are salespeople and sales managers formally evaluated? By whom? What changes have occurred or will occur in the future. Why? How is an evaluation conducted? Describe in detail the compensation package for salespeople and/or sales managers. What is the average (ballpark) annual compensation amount for salespeople and/or sales managers? Beginners versus 10 years of experience? What percent of salary does incentive pay usually amount to? How does compensation relate to performance standards and evaluation? What are the pay periods? When is bonus or commission paid? Do bonuses and commissions provide motivation? How much and why?

Principle of selling

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Professional Presence and Influence

Professional Presence and Influence.

Topic: Professional Presence and Influence – C351

 

Paper details:

Competencies 7001.1.1Self-Awareness & Mindful Presence The graduate utilizes personality tools to identify his/her own personality type and incorporate self-awareness practices to increase mindful presence into his/her own life, practice of health care, and interactions with patients and colleagues. 7001.1.2Leadership through Influence: Influencing the Transformation of Health Care The graduate uses principles of self-knowledge, active listening, authentic leadership, and mentoring in transforming and creating a healing environment. Introduction For this assessment, you will navigate areas of focus that include professional presence, mindfulness practice, and healing environments. These areas of focus will help you to create a professional presence plan that has both personal and professional application. You will be analyzing your inner world (thoughts, beliefs, and values) and your outer world (activities, relationships, and experiences). Each section of this assessment will gauge how you use and interact with those two worlds. To aid you in understanding your inner and outer worlds, you will take the Jung Personality Test, an online personality test. With the test’s results, you will better understand your strengths and weaknesses and how you can be an effective individual and leader. Authentic leadership requires as much care and understanding for yourself as for those you will serve and lead. Your professional presence plan will integrate your insights, goals, and beliefs into a coherent whole. Requirements Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Professional Communications is a required aspect to pass this task. Completion of a spell check and grammar check prior to submitting your final work is strongly recommended. Note: Your submission may take the form of an essay, multimedia presentation, etc. Be sure to cover each prompt in sufficient detail and support no matter what form you use. A. Professional Presence 1. Discuss the differences between two models of health and healing as they relate to what it means to be human. Note: Models may include physical body, body-mind, body-mind-spirit/bio-psycho-social, Eastern model, Western model. 2. Analyze differences between one of the models discussed in part A1 and your professional presence (include your current beliefs, attitudes, and actions regarding health and healing). 3. Discuss how your professional presence (mindful or distracted) influences your nursing practice. B. Personality Preferences 1. Submit your results from the Jung Personality Test. Note: You should paste a screen shot of the Jung Personality Test results into your assessment. 2. Analyze your test results, including areas that may or may not align with how you view yourself. a. Evaluate how the preferences identified by the test align with your relationships, favorite activities, and career choices. b. Discuss two potential challenges or barriers (e.g., barriers in communication, decision-making) that could be minimized by your enhanced self-awareness when working with opposite personality types. C. Mindfulness Practice 1. Develop a mindfulness practice plan consistent with your interests, goals, and beliefs by doing the following: a. Create two specific goals for each of the four Aspects of your whole person (physical, vital/rhythmic, mental/emotional, and biographical/spiritual body) to maintain balance. b. Discuss how you will achieve each of the goals created in part C1a, including how you will adjust to the changing of your whole person. D. Healing Environments 1. Analyze two direct patient care optimal healing environments in healthcare (i.e., 2 healthcare facilities that provide direct patient care) to identify the elements of internal, interpersonal, behavioral, and external environments. 2. Discuss how you intend to apply self-awareness and insights gained from part D1 to promote professional presence in your current healthcare setting. E. When you use sources, include all in-text citations and references in APA format. Rubric Articulation of Response (clarity, organization, mechanics):null Unsatisfactory/Not present The candidate provides unsatisfactory articulation of response. Does Not Meet Standard The candidate provides weak articulation of response. Minimally Competent The candidate provides limited articulation of response. Competent The candidate provides adequate articulation of response. Highly Competent The candidate provides substantial articulation of response. A1:Models of Health and Healing Unsatisfactory/Not present The candidate does not provide a logical discussion of the differences between 2 models of health and healing as they relate to what it means to be human. Does Not Meet Standard The candidate provides a logical discussion, with no detail, of the differences between 2 models of health and healing as they relate to what it means to be human. Minimally Competent The candidate provides a logical discussion, with limited detail, of the differences between 2 models of health and healing as they relate to what it means to be human. Competent The candidate provides a logical discussion, with adequate detail, of the differences between 2 models of health and healing as they relate to what it means to be human. Highly Competent The candidate provides a logical discussion, with substantial detail, of the differences between 2 models of health and healing as they relate to what it means to be human. A2:Models and Professional Presence Unsatisfactory/Not present The candidate does not provide a plausible analysis of the differences between 1 of the models discussed in part A1 and the candidate’s professional presence. Does Not Meet Standard The candidate provides a plausible analysis, with no support, of the differences between 1 of the models discussed in part A1 and the candidate’s professional presence. Minimally Competent The candidate provides a plausible analysis, with limited support, of the differences between 1 of the models discussed in part A1 and the candidate’s professional presence. Competent The candidate provides a plausible analysis, with adequate support, of the differences between 1 of the models discussed in part A1 and the candidate’s professional presence. Highly Competent The candidate provides a plausible analysis, with substantial support, of the differences between 1 of the models discussed in part A1 and the candidate’s professional presence. A3:Influence on Nursing Practice Unsatisfactory/Not present The candidate does not provide a logical discussion of how the candidate’s professional presence influences the candidate’s nursing practice. Does Not Meet Standard The candidate provides a logical discussion, with no detail, of how the candidate’s professional presence influences the candidate’s nursing practice. Minimally Competent The candidate provides a logical discussion, with limited detail, of how the candidate’s professional presence influences the candidate’s nursing practice. Competent The candidate provides a logical discussion, with adequate detail, of how the candidate’s professional presence influences the candidate’s nursing practice. Highly Competent The candidate provides a logical discussion, with substantial detail, of how the candidate’s professional presence influences the candidate’s nursing practice. B1:Personality Assessment Submission Unsatisfactory/Not present The candidate does not provide personal results from the Jung Personality Test. Does Not Meet Standard Not applicable. Minimally Competent Not applicable. Competent Not applicable. Highly Competent The candidate provides personal results from the Jung Personality Test. B2:Test Result Analysis Unsatisfactory/Not present The candidate does not provide a plausible analysis of the test results, including areas that may or may not align with how the candidate views him or herself. Does Not Meet Standard The candidate provides a plausible analysis, with no detail, of the test results, including areas that may or may not align with how the candidate views him or herself. Minimally Competent The candidate provides a plausible analysis, with limited detail, of the test results, including areas that may or may not align with how the candidate views him or herself. Competent The candidate provides a plausible analysis, with adequate detail, of the test results, including areas that may or may not align with how the candidate views him or herself. Highly Competent The candidate provides a plausible analysis, with substantial detail, of the test results, including areas that may or may not align with how the candidate views him or herself. B2a:Preferences Alignment Unsatisfactory/Not present The candidate does not provide a logical evaluation of how the preferences identified by the test align with the candidate’s relationships, favorite activities, and career choices. Does Not Meet Standard The candidate provides a logical evaluation, with no detail, of how the preferences identified by the test align with the candidate’s relationships, favorite activities, and career choices. Minimally Competent The candidate provides a logical evaluation, with limited detail, of how the preferences identified by the test align with the candidate’s relationships, favorite activities, and career choices. Competent The candidate provides a logical evaluation, with adequate detail, of how the preferences identified by the test align with the candidate’s relationships, favorite activities, and career choices. Highly Competent The candidate provides a logical evaluation, with substantial detail, of how the preferences identified by the test align with the candidate’s relationships, favorite activities, and career choices. B2b:Potential Challenges or Barriers Unsatisfactory/Not present The candidate does not provide a logical discussion of 2 potential challenges or barriers that could be minimized by the candidate’s enhanced self-awareness when working with opposite personality types. Does Not Meet Standard The candidate provides a logical discussion, with no support, of 2 potential challenges or barriers that could be minimized by the candidate’s enhanced self-awareness when working with opposite personality types. Minimally Competent The candidate provides a logical discussion, with limited support, of 2 potential challenges or barriers that could be minimized by the candidate’s enhanced self-awareness when working with opposite personality types. Competent The candidate provides a logical discussion, with adequate support, of 2 potential challenges or barriers that could be minimized by the candidate’s enhanced self-awareness when working with opposite personality types. Highly Competent The candidate provides a logical discussion, with substantial support, of 2 potential challenges or barriers that could be minimized by the candidate’s enhanced self-awareness when working with opposite personality types. C1a:Whole Person Goals Unsatisfactory/Not present The candidate does not provide 2 specific goals for each of the 4 aspects of the candidate’s whole person (physical, vital rhythmic, mental/emotional, and biographical/spiritual body) to maintain balance. Does Not Meet Standard The candidate provides, with insufficient detail, 2 specific goals for each of the 4 aspects of the candidate’s whole person (physical, vital rhythmic, mental/emotional, and biographical/spiritual body) to maintain balance. Minimally Competent Not applicable. Competent Not applicable. Highly Competent The candidate provides, with sufficient detail, 2 specific goals for each of the 4 aspects of the candidate’s whole person (physical, vital rhythmic, mental/emotional, and biographical/spiritual body) to maintain balance. C1b:Achievement of Goals

Professional Presence and Influence

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Analyze the historical relationship between Judaism, Christianity, and Islam in order to make an argument about the similarities and differences between the three religions.

Analyze the historical relationship between Judaism, Christianity, and Islam in order to make an argument about the similarities and differences between the three religions..

Analytical Essay

Required Resources
Read/review the following resources for this activity:

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Textbook: Chapter 8, 9, 10

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Lesson

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Molloy, M. (2013). Experiencing the world’s religions (6th ed.). New York City, NY: McGraw-Hill Companies, Inc.

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This textbook is available as an e-book and can be accessed from the module view.

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American Psychological Association. (2010). Publication manual of the American Psychological Association(6th ed.). Washington, DC: Author.

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Minimum of 6 scholarly sources (at least 2 for Judaism, 2 for Christianity, & 2 for Islam)

o   
Please review criteria for scholarly sources. 

Instructions
In a short essay, complete the following:

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Explain the historical relationship between Judaism, Christianity, and Islam. What are their geographical connections? What are their historical timelines?

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Analyze the historical relationship between Judaism, Christianity, and Islam in order to make an argument about the similarities and differences between the three religions. Select one main example from the following list on which to focus your comparison: the nature of God, the nature of Jesus, Holy Books, or Salvation. Your analysis should span multiple paragraphs and utilize specific examples.

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Conclude by examining the current relationship between Judaism, Christianity, and Islam today. How has globalization influenced or affected the current relationship?

Your paper should include an introduction and thesis that clearly states your central claim, thoughtful examples and analysis in your body paragraphs, and a conclusion to finalize your thoughts.

Analyze the historical relationship between Judaism, Christianity, and Islam in order to make an argument about the similarities and differences between the three religions.

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Introduction Draft For US history since 1945

Introduction Draft For US history since 1945.

Submit a COMPLETE introduction for this research paper as per the requirements specified in our class announcement instructions (three paragraphs minimum/five paragraphs maximum). The introduction in many ways is THE MOST important segment of any piece of writing. In a world where no one is required to care what you say or listen to what you have to say, it is in your introduction that you MUST convince your reader of a few basic and crucial things. Number one, you must convince your reader that you are COMPETENT and the only way you can achieve that goal is through your writing. That is why IT IS A NECESSITY that you make ABSOLUTELY sure that what you have written in your first few sentences particularly is both coherently phrased and grammatically correct (the rest too but without ANY doubt in the first few sentences). A basic or careless error here will lose your reader’s confidence in you as a person worth listening to immediately and consequently I will grade harshly any of these type of errors I find in the first few sentences. Of course just convincing your reader not to dismiss you immediately as incompetent is just a preliminary, something largely expected and taken for granted (like bathing or wearing clean clothes). You still MUST ENGAGE your reader and at the same time convince your reader that what you will be talking about and analyzing in this research paper is both important and significant in someway. Showing that it is interesting helps too. After all, history is ‘story’, a narrative, and frequently it is by its nature dramatic. Don’t be afraid to use drama, excitement, or even shock to engage your reader. All this MUST be accomplished in your FIRST paragraph. By the end of this FIRST paragraph you MUST have your RESEARCH QUESTION(S) CLEARLY STATED for your reader, along with an explanation that answering this research question(s) will be your paper’s PRIMARY purpose and goal. Your complete introduction here will have NO FEWER THAN three paragraphs and NO MORE THAN FIVE TOTAL. Once you’ve established your competence and engaged your reader with both your general topic as well as specific research question, you then must then educate them on the BASIC AND ELEMENTARY HISTORY related to this topic and question. Your second paragraph is where you will do this and in this part of the research your will demonstrate your basic research skills by presenting this history in your own words. You want to show clearly that you both know and understand this basic history by explaining it effectively: you do no need citations for historical facts, dates, details, etc, and you should not present any quotes. The ONLY details you want to include here are the essential who, what, where’s and when’s of this topic so that they can understand the controversial issues surrounding your research question which various historians will disagree over. In preparing to put together this paragraph spend some time just jotting down what these crucial events, places, people, or things are. Then go over each one and ask yourself these simple questions: can I understand this historical event without this item? Is this detail crucial to understanding any of my historian’s answers to my research question? If the answer to these questions is no, then leave it out. Once you’ve whittled away your history background to its bare and essential elements, then just experiment with how these pieces best fit together in this brief historical narrative you want to provide for your reader. Developing these crucial skills of concision, clarity, and economy of style and words is the MOST distinguishing trademark of a good writer, not using fancy language or complex sentence structure. They will also be skills that will serve you well in your life as you continue to work and develop them. There are some topics and related research questions, though, that are by their very nature complex, such that explaining the relevant background history and details cannot be done in one paragraph and will require more. You can expand this portion of your introduction for two ADDITIONAL paragraphs, for a maximum total of three, if needed. That said, I have not come across a topic and question that needs more than three so that will be the limit for this relatively short research paper. Once you’ve demonstrated your competence, engaged your reader, established your research question and the general purpose of this paper, and explained the necessary history and details, then you will in your FINAL paragraph for this introduction merely EXPLAIN TO YOUR READER YOUR SPECIFIC PROCESS FOR ANSWERING THIS QUESTION. And by so doing you will, as well, demonstrate you knowledge and understand of what research is in general, how research questions are answered, what kinds of different research sources there are and how they are used differently. Remember the purpose of a research paper is to present your research to some one who knows nothing about it, so it is essential that you properly set up and explain the material that will make up the body and conclusion of your paper. In properly setting up and explaining the research material you will also be demonstrating you basic command of the process of research itself, i.e. what this class is all about. In your final introductory paragraph, therefore, you will simply explain to your reader what exactly you will be doing in this paper to answer your question: that you will rely for the most part on secondary sources in order to see what answers historians have come up with to your research question through their in-depth research. You will also explain that you have DELIBERATELY chosen these FOUR secondary sources not only because they were written by capable and legitimate historians but MOST IMPORTANTLY you have chosen these four to PROVIDE A BROAD RANGE OF ANSWERS TO YOUR RESEARCH QUESTION. Introducing this basic material clearly, concisely, and in a well organized manner will let your reader know that, you understand how to approach and research secondary sources. You will then explain how then you, yourself, will also investigate this question, just as your main historians have done, that you will be examining or testing their answers by researching and analyzing your own primary sources that you have specifically chosen because they can shed light on the specific historical arguments you’ve researched in your secondary source, as well as shed light on the RQ in general. You will explain to your reader that you will do this through your own research analysis, by examining the documentary evidence or primary sources connected to this topic and question, and that you will present TWO primary sources to see what light they can shed on your research question and, specifically, to see if they support or refute any of the arguments and answers provided by your secondary source historians. Finally, you will explain to your reader how at the end of this paper you will offer your OWN CONCLUSIONS as to what you think the correct answer or answers to your research question are and why. Your conclusion will be the ONLY place where you will offer your own conclusions or opinions. I do not expect or want to hear your opinion anywhere else. Also, this introduction, and later your conclusion, are the ONLY places where your reader should EVER see the word ‘I’ (and even there not more than once or twice). Remember, this paper is not primarily about what you think or your opinion (at least that is not what you will largely be judged and graded on), rather it is about the research you’ve done regarding the historians and their interpretation of the evidence and what they say or think based on it, that and your ability to collect, organize, interpret, and present it. Expressing your opinion is not the purpose of a research paper but you will have a chance to do so in the paper’s conclusion but by then it won’t be just an opinion, it will be an informed opinion based on research and evidence. You will also leave room for the reader to make up their own mind as well.

Introduction Draft For US history since 1945

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Gender and sexuality, with a focus on Victoria and the sex trade

Gender and sexuality, with a focus on Victoria and the sex trade.

Description

The general definition of the word Historiography means the study of how historians write history. It most commonly refers to the state of the literature in particular subfields and topics of History.

 

In this assignment, you will be looking at “the state of the literature” about a particular topic in this course by comparing two journal articles or book chapters—one you’ve already read for the course, and one you have not. You will write an essay with a classic intro, body, and conclusion framework (as well as cover page, bibliography, and rigourous use of in-text citations). You are being tested on your ability to read, dissect, and independently compare, contrast and assess two different readings. Your paper will seek to answer such questions as: “How do these two articles tell different histories about the exact same subject?” Or even, “How do they tell similar stories about slightly different topics?”

 

We will strategize how to do this in weeks leading up to the due date. The goal here is not to make overly simplistic observations, or to excessively summarize the documents, but to think analytically about how the two articles treat the same or a similar topic.

 

You can choose from one (1) of the following four topics:

 

Topic 1:

BC, Land Policy and Confederation

Reading from the course list:

Additional reading:

Cole Harris, “The Native Land Policies of Governor James Douglas.” BC Studies, no. 174 (2012): 101-22.

Robin Fisher, “Joseph Trutch and Indian Land Policy,” BC Studies, no. 12 (Winter 1971-72): 3-33.

 

Topic 2:

The Anti-Asian Riots of 1907

Reading from the course list:

Additional reading:

Julie Gilmour, “Interpreting Social Disorder: The Case of the 1907 Vancouver Riots,” International Journal 67, no. 2 (2012): 483-95.

John Price, “’Orienting’ the Empire: Mackenzie King and the Aftermath of the 1907 Race Riots.” BC Studies, no. 156/157 (2007): 53-81.

 

Topic 3:

Gender and sexuality, with a focus on Victoria and the sex trade

Reading from the course list:

Additional reading:

Jean Barman, “Aboriginal Women on the Streets of Victoria: Rethinking Transgressive Sexuality during the Colonial Encounter,” in Contact Zones: Aboriginal & Settler Women in Canada’s Colonial Past (eds. Katie Pickles and Myra Rutherdale), 205-227. Vancouver, UBC Press, 2005

Patrick A. Dunae, “Geographies of Sexual Commerce and the Production of Prostitutional Space: Victoria, British Columbia, 1860–1914.” Journal of the Canadian Historical Association 19, no. 1 (2008): 115-42.

 

Topic 4:

Responses to World War One and Conscription

Reading from the course list:

Additional reading:

Paula Hastings, “Territorial Spoils, Transnational Black Resistance, and Canada’s Evolving Autonomy during the First World War.” Histoire Sociale. Social History 47, no. 94 (2014): 443-70.

James W. St. G. Walker, “Race and Recruitment in World War I: Enlistment of Visible Minorities in the Canadian Expeditionary Force.” Canadian Historical Review 70, no. 1 (1989): 1-26.

Gender and sexuality, with a focus on Victoria and the sex trade

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What are the differences between the United States Supreme Court’s hands-off” doctrine and its later litigation revolution” era regarding lawsuits filed by prisoners?

What are the differences between the United States Supreme Court’s hands-off” doctrine and its later litigation revolution” era regarding lawsuits filed by prisoners?.

QUESTIONS

Question #1

Carefully read the fact pattern below. Then, identify and discuss as many Fourth and Fifth Amendment issues as you can.

Ross, a police officer for the Carol City Police Department—out of uniform—showed up at Jackson’s house, knocked, and asked if he could enter to execute a warrant. The warrant was a search warrant, issued by Judge Judy. The warrant stated that “the first-floor of Jackson’s house will be searched for a gun used in connection with a robbery, as well as two paintings which were stolen.” While looking in Jackson’s house, Ross smelled what he thought to be gunpowder emanating from the second floor, and he quickly—without looking for anything else—walked to the second floor and found a gun at the top of the steps, which he confiscated. The gun had a note attached to it which listed an address. Later that day, police arrived at the address listed on the note, and it turned out that two stolen paintings were found there and were then confiscated. (The address was a known place where stolen paintings were hidden.) While at his house, Jackson stated to Ross that, “I do not know what you are here because I did not rob the Art Museum.” Nevertheless, Ross asked Jackson to accompany him to the station. Ross agreed, and as they walked in, Judge Judy stated loudly, “Is that the guy who stole the paintings?!” To which Jackson replied, “I already told Ross that I did not rob the Museum!”

Question #2

  1. Of the four commonly used sources of law discussed in Chapter 4 of the Hemmens book (Fourth Amendment, Terry v. Ohio (1968), Fourteenth Amendment, and Title 42 U.S.C. §14141), which would likely be the most viable in a racial profiling case, and why?
  2. Is it possible for a police officer to enforce federal immigration law without considering the race or ethnicity of potential suspects?
  3. Given the methodological difficulties associated with estimating the racial/ethnic proportions within the driving population at large, will it ever be possible to accurately measure a disparate impact?

 

Question #3

  1. What were state and federal lawmakers trying to achieve when they adopted sentencing reforms in the 1980s and 1990s?
  2. How did the laws in effect at the time that Charles Apprendi (Apprendi v. New Jersey, 2000), Ralph Blakely (Blakely v. Washington, 2004), and Freddie Booker (United States v. Booker, 2005) were sentenced deprive them of the right to a jury trial?
  3. Several United States Supreme Court decisions strengthen criminal defendants’ Sixth Amendment right to a trial by jury. If that is the case, then why has the rate of criminal trials not increased as a result?

Question #4

A. B.

What are the differences between the United States Supreme Court’s “hands-off” doctrine and its later “litigation revolution” era regarding lawsuits filed by prisoners?

Carefully read the fact pattern below, then answer the questions that follow:

Abby alleged that she was involved with the Floribama Bureau of Investigations in 2015 and that her fellow prisoners learned of this and subjected her to repeated assaults. In July 2016, Abby wrote to the Warden of North Floribama Women’s Prison (NFWP) and requested a transfer to another facility; however, that request was denied. In August 2016, Abby claimed that other prisoners at NFWP attempted to assault her. A week later, she asked the Chief Security Officer Warden of NFWP for a transfer, who forwarded the request to the Warden. Abby was offered protective custody but she refused it. Abby wrote again to the Warden requesting a transfer to another facility, which was denied a second time. On September 22, 2016, Abby learned that other prisoners were planning to place a cocktail bomb in her cell. She notified the Chief Security Officer of the plot, who forwarded the information to the Warden. Abby then requested to be placed in protective custody and sought treatment from the mental health doctor due to fear and mental anguish. Abby saw the doctor on October 10, 2016, but still did not hear back from administration regarding her other request. On October 15, 2016, she spoke with the Chief Security Officer asking protective custody placement and for an investigation to confirm her story about the cocktail bomb plot. Her requests were denied. On November 8, 2016, Abby said that she was slashed in the neck and left wrist by another prisoner. The next day, she was removed from her cell block, D-Block, and placed in another, J-Block; however, Abby alleged that she was still in fear for her safety. Administration then agreed to place her in protective custody, but advised that the transfer would take 3 to 4 days. Abby remained in J-Block for 56 days. While in general population in J-Block, Abby again complained that she was threatened by other prisoners and, as a result, she refused to shower or eat out of fear of retaliation.

  1. What are Abby’s claims based on constitutional rights? Identify those rights.
  2. What is the PLRA, and how might Abby’s claims be limited by the PLRA?
  3. If you were the judge presiding over this case, what would be your ruling? Fully explain the rationale for your decision.

Question #5

  1. Describe cases that upheld and struck down confessions under the Fourteenth Amendment due process clause. What concern did these cases cause among liberal United States Supreme Court justices?
  2. List some of the ways in which the United States Supreme Court, since Miranda v. Arizona (1966), has watered down the protections of suspects during interrogation.
  3. Why might the videotaping of interrogations protect constitutional themes better than Miranda warnings?

What are the differences between the United States Supreme Court’s hands-off” doctrine and its later litigation revolution” era regarding lawsuits filed by prisoners?

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Emerging Application of Technology in a Critical Infrastructure

Emerging Application of Technology in a Critical Infrastructure.



Technology Review : Emerging Application of Technology in a Critical Infrastructure

Objective

The purpose of this technology review is to identify, discuss, and evaluate the cybersecurity implications of an emerging application of technology in the context of a critical infrastructure sector. Your selected technology may be hardware, software, or systems that rely upon both hardware and software. Your research will also include an examination of the cybersecurity implications of using this technology in critical infrastructures. This type of research is also referred to as a survey of the literature. Allowable sources for your literature survey are journal articles, papers published in conference proceedings, and research studies published in dissertations.

Overview

Your audience is a group of senior executives who will be meeting to decide which emerging applications of technologies should be selected for a security-focused, Internal Research & Development projects during the next budget cycle. Each of these executives is responsible for developing products and systems that support next generation systems in the nation’s critical infrastructure sectors.

The high-level visibility for your deliverable means that you need to start from a strong foundation of suitable research-based journal articles, papers published in conference proceedings, and doctoral dissertations. The basic question that must be answered about the selected technology is: what are the cybersecurity implications (good or bad) for the selected critical infrastructure sector?

In addition, the executives have expressed the following information needs, which must be met by the deliverable for this assignment:

(a)   
characteristics of the critical infrastructure,

(b)   
characteristics of the technology, 

(c)    
use of the technology to support or improve cybersecurity,

(d)   
use of the technology to reduce or manage risk,

(e)   
use of the technology to increase resistance to threats/attacks,

(f)     
use of the technology to decrease vulnerabilities in an existing technology application,

(g)   
use or exploitation of the technology by attackers, criminals, terrorists, etc. to accomplish their goals.

Instructions

Format your deliverable as a “descriptive or informative” annotated bibliography. The UMUC library provides information about how to complete this type of assignment. See http://sites.umuc.edu/library/libhow/bibliography_apa.cfm (sub-heading “To get started”). APA style is recommended but, you may use another professional format for your annotated bibliography.

In addition to the list of sources and annotations, you must provide an introductory paragraph.

See the rubric for additional requirements for this assignment. (Attached under files Section “Grading Rubric- Technology Review #2”)

Note: If you have problems accessing any of the library databases, contact the UMUC librarians via the contact methods listed on the library’s home page https://sites.umuc.edu/library/index.cfm . They will be able to assist you with login issues and/or search engine questions (but will not do your research for you).

Choose a Critical Infrastructure Sector

“There are 16 critical infrastructure sectors whose assets, systems, and networks, whether physical or virtual, are considered so vital to the United States that their incapacitation or destruction would have a debilitating effect on security, national economic security, national public health or safety, or any combination thereof” (Department of Homeland Security, 2016, p.1).

Choose a critical infrastructure sector to focus your technology review. For definitions of critical infrastructures, see https://www.dhs.gov/critical-infrastructure-sectors. You may wish to choose your emerging application of technology first and then select an appropriate critical infrastructure in which your selected technology can be applied or deployed. 

Choose an Emerging Application of Technology

Choose an emerging application of technology that can be used in the computers, digital devices, and other electronic / electrical technologies (including networks and network infrastructures) that are deployed in or used to build, operate, support, or maintain a critical infrastructure sector (e.g. utilities, pipelines, transportation, smart cities, etc.).

Suggested technologies include:

·        
Autonomous Vehicles (ground, sea, or air): Transportation Systems Sector

·        
Deep Space Communication Networks: Communications Sector

·        
Implantable Medical Devices: Healthcare and Public Health Sector

·        
Precision Agriculture (integrated systems using satellite imagery, GPS, Sensors, Robots): Food & Agriculture Sector

·        
Robot inspectors for physical infrastructures (buildings, roads, railways, pipelines, etc.): Multiple Sectors

·        
Smart Grid (also called Advanced Metering Infrastructure): Energy Sector

·        
Wearable Sensors for Hazardous Materials Detection (e.g. CBRNE): Emergency Services Sector

Emerging Application of Technology in a Critical Infrastructure

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Royal Mail Case Study

Royal Mail Case Study.

Team projects: Case report submissions due by 2:00pm Fri Sep 13 (Royal case), Fri Oct 25 (Michelin case). All cases should be analyzed using the following Standard Case Study Method, which is also called the Harvard Case Study Method: 1. Description of situation & relevant facts – For example, what are the objectives of the organization involved? Identify any restrictions. State at least four relevant or important facts. Briefly describe the current situation in which the firm is involved. This step is the shortest step in the Harvard Case Method. 2. Problem definition – The problem is best explained as the gap between the actual state of affairs and the desired state affairs. In other words, the problem is not poor net profits, the problem is the gap between current net profit and the desired net profit. The problem is often best stated as a question. For example, how do I close the gap between the current 1% net profit margin and the desired 4% net profit margin? The solution you select in step 4 should answer the problem stated in step 2. 3. Alternatives – For example, state three – four possible alternative plans or solutions that will help the firm solve its problem(s). You may have short-range and long-range alternative courses of action. In the business world there is typically more than one way to solve a problem. Financial considerations often dictate several different possible alternatives. One or more of the alternatives listed in step 3 will become your solution in step 4. 4. Solution – YOUR RECOMMENDATION. First, give your solution(s), then give factual justification and/or logical reasoning in support of your recommended solution(s). Explain how your solution is effective and/or efficient. 5. Implementation of solution & Evaluation of progress – How do you plan to actually solve the problem? Give details in your explanation of your solution. For example, you may have a short-term and long-term solution. Are the desired and the actual solution now the same? How will you evaluate progress over time toward reaching the desired solution? Detailed expectations & requirements for the case reports are found in the Rubrics posted on the Blackboard course site. Both case reports should be single spaced and 5-6 pages max, excl. listing references, endnotes & appendix. Use Word-standard top, bottom, and side margins, 11-point Arial font. You must cite references for all facts, conclusions, analysis, logic, and/or quotations that come from 3rd party/others. 4 You may either use ‘endnotes’ by listing at the end of your paper (not included in the 5-6 pages limit) the full citation incl. the name of the author and/or publication and date within the text (e.g., [Hitt et al 2013]) or formal ‘raised number’ footnotes plus a formal bibliography listing all sources. You may find it helpful to put tables, graphs, maps, etc., into an appendix, which is not part of the 5-6 pages limit either. Please name your case report Sec00#_Team#_Case name_submission date.docx. For example, if you are in Sec002, Team 1, you submit the Royal case on Sep 13th, then name your case report as ‘Sec002_Team1_Royal case_091319.docx’. Please include page numbers in your report in the lower right hand corner. Royal case – Grading rubric & Expectations 1. (10%) Proper format, spelling (avoid typos!), grammar Case study write-ups shall not exceed 5-6 single-spaced pages. Case write-up follows the Harvard Case Study Method. See syllabus for further guidance. 2. (20%) Describe the situation & relevant facts For example, what are the objectives of the organization involved? State at least four relevant or important facts. Also, briefly describe the current situation in which the firm is involved. It will be helpful to examine the context of the assignment. While the case raises sales-related questions, the case is embedded within the organizational buyer behavior chapter. Did the students/team properly classify the buying situation(s) experienced by Mary Jones, and link the buying situations to Royal’s products/services? Did the students/team draw meaningful implications from these classifications? 3. (20%) Did the students/team identify the correct problem that demands a solution? Again, while the case raises sales-related questions, the case is embedded within the organizational buyer behavior chapter. • Hint: Things may not be as they appear on the surface. Think about how you deal with unwanted salespeople, and whether you are forthright with reasons for not purchasing. What are the motivations for each person given the positions they hold and roles they play? • Hint: People naturally seek to preserve their source of income i.e., defend their jobs. 4. (20% ) Did the students/team state at least 3-4 distinct possible alternative plans or solutions that will help the firm solve its problem(s)? Are the potential solutions feasible in light of the facts, situation, and problem statement? In the instances where the case does not provide enough information, did the students/teams list and support (i.e., logically rationalize) necessary assumptions? Were any key facts omitted? 5. (20%) Did the students/team identify their chosen single solution? Is it the optimal solution? Does the solution adequately address the problem? Was the analysis of alternatives appropriate and sufficiently thorough to substantiate the students’/team’s selection? What are the weaknesses & strengths of the solution? Did the students/team explain how the solution is effective and/or efficient? Did the students/team discuss the pros & cons of each alternative solution and explain how they arrived at their decision? Were any key facts omitted? 6. (10%) Did the students/team explain the implementation & evaluation of their solution? How do they plan to actually solve the problem? Were sufficient details provided about how to measure progress over time? Expectations • Use this rubric . • All cases must be analyzed and organized using the Harvard Case Study Method. See syllabus which corresponds to sections 2-6 of the first page of this rubric. • Apply the relevant content from the textbook (chapter 2) to the case. Apply relevant content from the lecture to the case . • Each team member to read the case multiple times before meeting in teams for the first time. • Each team member contributes equally (time, content, quality). Attend team meetings. Schedule is an outcome of setting priorities. Integrate individual inputs into a coherent product. Schedule team meetings early to avoid letting important things become urgent (Eisenhower matrix). • Challenge each team member to contribute adequately & effectively, if necessary. • Start the case early so that you have time to ask questions if needed. • Write in proper grammar while using correct spelling. Avoid casual language. • Write a ‘short letter’ by using the allotted space (5-6 pages max) judiciously. This will likely require several reviews of the [pre]final product in order to prioritize the content. For example, you may need to reconsider dedicating an entire page to describing the situation & relevant facts. Instead, it may be more prudent to save that space in order to elaborate on explaining the alternatives and justifying your chosen solution. • In the problem statement, explicitly mention why Jones cannot sell the CCC. These reasons should tie into content from chapter 2 (which does not cover sales). For example, you may think Jones needs additional sales training. This might be correct, however do look for systemic/underlying root causes. Identify objection(s) that reoccur across prospects (and what does not). For example, you may, as an alternative, suggest that Jones needs to update her customer contact list. However, this issue only applied to one situation – and it’s a sales-centric issue (i.e., not the topic of chapter 2). It won’t solve Jones’ real, underlying problem.

Royal Mail Case Study

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Can fashion corporations be moral agents?

Can fashion corporations be moral agents?.

Business Ethics:

 

Task Details

 

Task The global fashion industry has been the focus of ethics and corporate social responsibility (CSR) discussions as capitalism and globalisation have driven production to developing countries, where social, economic and environmental standards are generally lower compared to higher standards existing in developed economies.

§ The key question is, can fashion corporations be moral agents?

As part of your discussion, address the following points:

Ø Identify and discuss briefly some of the key ethical issues within the fashion industry.

Ø Critically discuss the broad and narrow view of CSR in the context of the fashion industry.

Ø Assess these views of CSR using ethical theory to determine whether each perspective can be morally justified.

Ø Identify a global fashion company that provides CSR information on their website and discuss how this company addresses CSR.

Ø How do you feel about the fashion industry as a consumer? Add

a personal reflection on CSR and ethics with regards to the

fashion industry.

 

In this assessment, you have the opportunity to explore a specific CSR issue (fashion industry) and learn more about ethical perspectives as part of CSR.

Within your essay, please address the above points. You should start your discussion with a brief conversation of some of the main CSR and ethics issues that the fashion industry faces; critically discuss the broad and narrow views of CSR and assess them using ethical theory; overall, address the key question on fashion corporations as moral agents; use a global fashion company as an example to discuss how they address CSR by using information available via their website; and finally, add a personal (/your own) reflection from a consumer perspective.

 

Important specifics on essay writing

As this is an academic essay, you are required to research and use appropriate academic journal articles (at least 8) for your discussion and support your text with in-text citations and a reference list. You can use additional credible non-academic sources (e.g. government websites, CSR reports, credible news articles) to support your discussion. Furthermore, the textbook and other academic sources can be used as a reference, however, your research and focus of discussion should be based on academic journal articles.

Make sure all sources are relevant and current (preferably within the last five years; however, seminal work can be older). The general structure of an essay includes an introduction (what is the essay about; what can the reader expect), the main body (your discussion of the essay task), and a conclusion (what did the essay try to discuss; what were the main aspects/findings). The reference list should follow on a new page, formatted in the CDU Harvard Referencing style.

 

Please note, in addition to following the CDU Harvard Referencing style, you are required to add page numbers to all the in-text citations (where available in the source), as well as a working link to the online source in the reference list. If you use paper-based only sources, you may be asked to provide scanned copies of the pages used.

 

Assessment criteria:

 

Main ethical issues (10%)

Identified and discussed the main ethical issues that exist in the fashion industry based on relevant academic literature and suitable additional credible non-academic resources.

Fashion corporations as moral agents (20%)

Overall critical discussion of fashion corporations as moral agents that demonstrates research skills and understanding of the key aspects.

Demonstrates an ability to interpret, evaluate and formulate arguments and a logical conclusion. Discussion is supported with relevant academic literature and suitable additional credible non-academic resources.

CSR views and ethical theory (30%)

Critically discussed the broad and narrow view of CSR in the context of the fashion industry. Includes an assessment of these views using ethical theory and discussion of a moral justification. Discussion is based on relevant academic literature and suitable additional credible non-academic resources.

Company example (10%)

Researched an existing global fashion company and discussed their CSR approaches based on information available on the company’s website.

Discussion has been linked back to the general CSR and ethics discussion.

Personal reflection (10%)

Provided an overall personal reflection on CSR and ethics with regards to the fashion industry from a consumer perspective.

Written essay (10%)

Written and presented in a professional way with correct spelling and grammar. Structure and flow supports the discussion and readability.

Referencing (10%)

Used appropriate academic journal articles, and other credible academic and non-academic resources, and referenced correctly in-text and in the reference list (CDU Harvard Referencing style + page number and link).

Can fashion corporations be moral agents?

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Why are athletes as a population more prone to developing depression?

Why are athletes as a population more prone to developing depression?.

 

For the end-of-module assessment (EMA) you are required to write a 3000 word literature review that addresses one question from the list below. Refer to the guidance section for advice on how to plan and structure your literature review.

1.   
Why are athletes as a population more prone to developing depression?

 

 

Guidance

A literature review is an organised and methodical search and critical evaluation of the literature in a specific subject or topic area. It synthesises the findings of the literature in relation to the topic area or subject you are focusing on.

You may find it useful to revisit the units relating to your chosen question in the online module materials:

·        
Units 26 and 27 for question 1

 

 

Sections and headings

Your EMA should be organised using sections with headings. Here are the sections/headings that should be included, and a brief description of what each section should contain.

Title of the literature review

For the EMA you are required to select a title from the three choices provided.

Introduction (approx. 300 words)

Include a brief introduction that outlines the aims of your literature review. These will be connected to answering your chosen question and will explain what your literature review is exploring and why this topic is of interest.

This section should also outline how you conducted your search, i.e. how did you find the literature that you included in your EMA? For example, you may have searched particular databases such as SPORTDiscus, Google Scholar or the OU Library.

Literature review (approx. 220 

For the end-of-module assessment (EMA) you are required to write a 3000 word literature review that addresses one question from the list below. Refer to the guidance section for advice on how to plan and structure your literature review.

1.   
Why are athletes as a population more prone to developing depression?

 

 

Guidance

A literature review is an organised and methodical search and critical evaluation of the literature in a specific subject or topic area. It synthesises the findings of the literature in relation to the topic area or subject you are focusing on.

You may find it useful to revisit the units relating to your chosen question in the online module materials:

·        
Units 26 and 27 for question 1

 

 

Sections and headings

Your EMA should be organised using sections with headings. Here are the sections/headings that should be included, and a brief description of what each section should contain.

Title of the literature review

For the EMA you are required to select a title from the three choices provided.

Introduction (approx. 300 words)

Include a brief introduction that outlines the aims of your literature review. These will be connected to answering your chosen question and will explain what your literature review is exploring and why this topic is of interest.

This section should also outline how you conducted your search, i.e. how did you find the literature that you included in your EMA? For example, you may have searched particular databases such as SPORTDiscus, Google Scholar or the OU Library.

Literature review (approx. 2200 words)

In this section you should summarise and review the literature you have found on the topic. Your literature review requires you to demonstrate critical thinking so it is important that you critically evaluate the literature and not just state what it found. You should draw on evidence from three to six studies you have found in academic journals or book chapters. Search the OU Library, explore sport specific databases and other internet search engines (e.g. Google Scholar) to conduct your search. You should evaluate your chosen studies and consider how the author uses evidence they have collected in support of their position. You may find it useful to use the PROMPT criteria (presentation, relevance, objectivity, method, provenance, timeliness) to help you evaluate the articles and/or chapters you find. If you haven’t come across the PROMPT criteria before this Evaluating information activity will explain them to you. The PROMPT checklist is particularly useful.

Conclusion (approx. 500 words)

This section should summarise the findings of the literature review and consider the implications of the research on sport and fitness practice. Most importantly, this section should be used to answer your chosen question.

References

You should clearly reference all of your sources. The reference list is not included in the word count.0 words)

In this section you should summarise and review the literature you have found on the topic. Your literature review requires you to demonstrate critical thinking so it is important that you critically evaluate the literature and not just state what it found. You should draw on evidence from three to six studies you have found in academic journals or book chapters. Search the OU Library, explore sport specific databases and other internet search engines (e.g. Google Scholar) to conduct your search. You should evaluate your chosen studies and consider how the author uses evidence they have collected in support of their position. You may find it useful to use the PROMPT criteria (presentation, relevance, objectivity, method, provenance, timeliness) to help you evaluate the articles and/or chapters you find. If you haven’t come across the PROMPT criteria before this Evaluating information activity will explain them to you. The PROMPT checklist is particularly useful.

Conclusion (approx. 500 words)

This section should summarise the findings of the literature review and consider the implications of the research on sport and fitness practice. Most importantly, this section should be used to answer your chosen question.

References

You should clearly reference all of your sources. The reference list is not included in the word count.

Why are athletes as a population more prone to developing depression?

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