Category: Writing

.wku.edu/webapps/assignment/uploadAssignment?content_id=_3579666_1&course_id=_118849_1&assign_group_id=&mode=view”>Assignment#7 Ch8 Case AvonPlease write 1-2 page answer to the discussion questions for the caseAvon, and submit your answer to Blackboard by June 1, Mon.Please choose four to five questions from two sets of questions: general questions listed in “Case&PaperGuideline” and case specific questions listed below. You don’t have to answer ALL the questions listed. You can write one short paragraph for each question, or use bullet points.Please also post on the discussion forum #7 by June 2, Tue, to discuss your answer with the class.Discussion questions for CaseAvonand Chapter 8 InternationalStrategies:1. What are Avon’s motivations/incentives to expand to overseas market? How can Avon benefit from the expansion?2. What international corporate-level strategy/strategies is Avon using? Multidomestic/localization,Global, or transnational? Is this strategy suitable for Avon’s core competency? Is this strategy suitable for the target overseas market, say Brazil, India, China? Think of the two needs/pressures in the target market (needs to localize and needs to lower cost or integrate globally).3. What political and economic risks will Avon encounter in its overseas expansion? How will these risks affect the way Avon implement its international strategy? Think of regulations on direct selling, product safety, trade barriers such as import quota/tariff, currency fluctuation, etc. How will these risks impact Avon’s profits from overseas subsidiaries?

Trifles
by Susan Glaspell
(1916)
Scene: The kitchen in the now abandoned farmhouse
of John Wright, a gloomy kitchen, and left without having been put in
order—unwashed pans under the sink, a loaf of bread outside the breadbox, a
dish towel on the table—other signs of uncompleted work. At the rear the outer
door opens, and the Sheriff comes in, followed by the county Attorney and Hale.
The Sheriff and Hale are men in middle life, the county Attorney is a young
man; all are much bundled up and go at once to the stove. They are followed by
the two women—the Sheriff’s Wife first; she is a slight wiry woman, a thin
nervous face. Mrs. Hale is larger and would ordinarily be called more
comfortable looking, but she is disturbed now and looks fearfully about as she
enters. The women have come in slowly and stand close together near the door.
COUNTY ATTORNEY (rubbing his hands). This feels good. Come up to the fire,
ladies. MRS. PETERS (after taking a step forward). I’m not cold.
SHERIFF (unbuttoning his overcoat and
stepping away from the stove as if to the beginning of official business).
Now, Mr. Hale, before we move things about, you explain to Mr. Henderson just
what you saw when you came here yesterday morning.
COUNTY ATTORNEY. By the way, has anything been moved? Are things just as you left them
yesterday?
SHERIFF (looking about). It’s just the same. When it dropped below zero last
night, I thought I’d better send Frank out this morning to make a fire for
us—no use getting pneumonia with a big case on; but I told him not to touch
anything except the stove—and you know Frank.
COUNTY ATTORNEY. Somebody should have been left here yesterday.
SHERIFF. Oh—yesterday. When I had to send Frank to Morris Center for that man who went
crazy—I want you to know I had my hands full yesterday. I knew you could get
back from Omaha by today, and as long as I went over everything here myself—
COUNTY ATTORNEY. Well, Mr. Hale, tell just what happened when you came here yesterday
morning.
HALE. Harry and I had started to town with a load of potatoes. We came along the road
from my place; and as I got here, I said, “I’m going to see if I can’t get John
Wright to go in with me on a party telephone.” I spoke to Wright about it once
before, and he put me off, saying folks talked too much anyway, and all he
asked was peace and quiet—I guess you know about how much he talked himself;
but I thought maybe if I went to the house and talked about it before his wife,
though I said to Harry that I didn’t know as what his wife wanted made much
difference to John—
COUNTY ATTORNEY. Let’s talk about that later, Mr. Hale. I do want to talk about that,
but tell now just what happened when you got to the house.
HALE. I didn’t hear or see anything; I knocked at the door, and still it was all
quiet inside. I knew they must be up, it was past eight o’clock. So I knocked
again, and I thought I heard somebody say, “Come in.” I wasn’t sure, I’m not sure yet, but I opened the door—this door (indicating
the door by which the two women are still standing), and there in that
rocker (pointing to it) sat Mrs. Wright. (They all look at the rocker.)
COUNTY ATTORNEY. What was she doing?
HALE. She was rockin’ back and forth. She had her apron in her hand and was kind of pleating it.
COUNTY ATTORNEY. And how did she look? HALE. Well, she looked queer.
COUNTY ATTORNEY. How do you mean—queer?
HALE. Well, as if she didn’t know what she was going to do next. And kind of done up.
COUNTY ATTORNEY. How did she seem to feel about your coming?
HALE. Why, I don’t think she minded—one way or other. She didn’t pay much attention.
I said, “How do, Mrs. Wright, it’s cold, ain’t it?” And she said, “Is it?”—and
went on kind of pleating at her apron. Well, I was surprised; she didn’t ask me
to come up to the stove, or to set down, but just sat there, not even looking
at me, so I said, “I want to see John.” And then she laughed. I guess you
would call it a laugh. I thought of Harry and the team outside, so I said a
little sharp: “Can’t I see John?” “No,” she says, kind of dull like. “Ain’t he
home?” says I. “Yes,” says she, “he’s home.” “Then why can’t I see him?” I
asked her, out of patience. “’Cause he’s dead,” says she. “Dead?” says I. She
just nodded her head, not getting a bit excited, but rockin’ back and forth.
“Why—where is he?” says I, not knowing what to say. She just pointed
upstairs—like that (himself pointing to the room above). I got up, with
the idea of going up there. I walked from there to here—then I says, “Why, what
did he die of?” “He died of a rope around his neck,” says she, and just went on
pleatin’ at her apron. Well, I went out and called Harry. I thought I might need help. We went upstairs, and there he was lying—
COUNTY ATTORNEY. I think I’d rather have you go into that upstairs, where you can
point it all out. Just go on now with the rest of the story.
HALE. Well, my first thought was to get that rope off. I looked… (Stops, his face twitches.)…but Harry, he went up to
him, and he said, “No, he’s dead all right, and we’d better not touch
anything.” So we went back downstairs. She was still sitting that same way.
“Has anybody been notified?” I asked. “No,” says she, unconcerned. “Who did
this, Mrs. Wright?” said Harry. He said it business-like—and she stopped pleatin’
of her apron. “I don’t know,” she says. “You don’t know?” says Harry. “No,”
says she, “Weren’t you sleepin’ in the bed with him?” says Harry. “Yes,” says
she, “but I was on the inside.” “Somebody slipped a rope round his neck and
strangled him, and you didn’t wake up?” says Harry. “I didn’t wake up,” she
said after him. We must ’a looked as if we didn’t see how that could be, for
after a minute she said, “I sleep sound.” Harry was going to ask her more
questions, but I said maybe we ought to let her tell her story first to the
coroner, or the sheriff, so Harry went fast as he could to Rivers’ place, where
there’s a telephone.
COUNTY ATTORNEY. And what did Mrs. Wright do when she knew that you had gone for the
coroner.
HALE. She moved from that chair to this over here… (Pointing to a small chair in
the corner)…and just sat there with her hands held together and
looking down. I got a feeling that I ought to make some conversation, so
I said I had come in to see if John wanted to put in a telephone, and at that
she started to laugh, and then she stopped and looked at me—scared. (The
County Attorney, who has had his notebook out, makes a note.) I dunno,
maybe it wasn’t scared. I wouldn’t like to say it was. Soon Harry got
back, and then Dr. Lloyd came, and you, Mr. Peters, and so I guess that’s all I
know that you don’t.
COUNTY ATTORNEY (looking around). I guess we’ll go upstairs first—and then
out to the barn and around there. (To the Sheriff). You’re convinced
that there was nothing important here—nothing that would point to any motive?
SHERIFF. Nothing here but kitchen things.
(The County Attorney, after again looking around the kitchen, opens the door of a
cupboard closet. He gets up on a chair and looks on a shelf. Pulls his
hand away, sticky.)
COUNTY ATTORNEY. Here’s a nice mess. (The women draw nearer.)
MRS. PETERS (to the other woman). Oh, her fruit; it did freeze. (To the
Lawyer). She worried about that when it turned so cold. She said the fire’d
go out and her jars would break.
SHERIFF. Well, can you beat the women! Held for murder and worryin’ about her preserves.
COUNTY ATTORNEY. I guess before we’re through she may have something more serious than
preserves to worry about.
HALE. Well, women are used to worrying over trifles. (The two women move a little
closer together.)
COUNTY ATTORNEY (with the gallantry of a young politician). And yet, for all their worries, what would we do without the ladies? (The women do not unbend. He goes to the sink, takes dipperful
of water from the pail and, pouring it into a basin, washes his hands. Starts
to wipe them on the roller towel, turns it for a cleaner place.) Dirty
towels! (Kicks his foot against the pans under the sink.) Not much of a
housekeeper, would you say, ladies?
MRS. HALE (stiffly). There’s a great deal of work to be done on a farm.
COUNTY ATTORNEY. To be sure. And yet…
(With a little bow to her.) …I know there are some Dickson county
farmhouses which do not have such roller towels. (He gives it a pull to expose
its full length again.)
MRS. HALE. Those towels

This is a Collaborative Learning Community (CLC) assignment.Refer to “MKT-607 Marketing Management: The Marketplace Simulation.”Your team will create the Final Report to the Board (1,000-1,250 words), which will be a written summary of performance. The Report to the Executive Board should include the following components:Review your financial and market performance during the 2nd year.Highlight the key features of the business plan that was presented to the venture capitalists: Brand Strategy, Pricing Strategy, Advertising Strategy, and Sales Channel.Assess your business strategy and performance during the 2nd year.Compare actions taken in regard to the marketing plan.Discuss departures from the marketing plan, justification, and outcome.Review significant events that affected the company and/or market.Assess your current situation and the market (What are your firm’s strengths and weaknesses?)Summarize how you have prepared your firm to compete in the future.What were the lessons learned and recommendations?Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.MKT 607Marketing Management: The
Marketplace SimulationYour
instructor will assign teams. Go to.marketplace6.com/”>www.marketplace6.com,
click on “sign in as student”. Enter the license number that your
instructor has e-mailed you and follow the prompts to register for your game/simulation.To
underscore the focus of this course, a realistic strategy exercise filled with
tactical detail will allow students to experience the marketing process. Through
computer simulation, this assignment will place you into a very realistic
international business setting where you will run a marketing division for 2
years in compressed time (eight rounds of decision making, representing 8 quarters).Learning ObjectivesThe Marketplace simulation is a
transformational experience. You will learn what it will be like to compete in
the fast-paced, competitive market where customers are demanding and the
competition is working hard to take away your business.In Marketplace, you start up and run your
own marketing division, struggling with marketing fundamentals and the
interplay between produce, price, place, promotion, budgets and financial
performance. You are given control of a simulated business and must manage its
operations through several decision cycles. Repeatedly, you must analyze the
situation, plan a marketing strategy to improve it, select the tactical options
to implement that strategy and then execute the strategy and tactics out into
the future. You face great uncertainty from the outside environment and from
your own decisions. Incrementally, you learn to skillfully adjust your strategy
as you discover the nature of your real-life decisions, including the available
options, linkages to other parts of the business, conflicts, tradeoffs and
potential outcomes.Here is a list of
what players do:·
Analyze
market research data;·
Design
brands to appeal to different market segments;·
Devise
advertising campaigns, sales force incentives, and price option;·
Allocate
scarce funds to R&D, advertising, and distribution;·
Select
and prioritize R&D projects, leading to new product features;·
Plan
and roll out a marketing campaign;·
Manage
cash;·
Compete
head-to-head with other business teams; and·
Adjust
strategy and tactics in response to financial performance, competitive tactics,
and customer needs.The specific goal
of the exercise is to develop your marketing management skills by giving you an
integrated perspective of the entire marketing operation. In terms of
specifics, the exercise can:·
Develop
strategic planning and execution skills within a rapidly changing environment.·
Crystallize
the linkages between marketing decisions and financial performance.·
Instill
a bottom line focus and the simultaneous need to deliver customer value.·
Internalize how important it is to use
market data and competitive signals to adjust the strategic plan and more
tightly focus marketing tactics.·
Develop
teamwork across functions, opening up new communication links.·
Promote
better decision making by helping individuals see how their decisions can
affect the performance of others & organization as a whole.·
Facilitate
learning of important marketing concepts, principles, and ways of thinking.·
Build
confidence through knowledge and experience.
Organization of the ExerciseExhibit 1 contains
a summary of the game scenario and a chronological listing of selected
simulation activities that you and a team of fellow students will encounter
while competing in this exercise. Each quarter or decision period has a
dominant activity and a set of decisions that are linked to it. These dominant
activities take the team through the product and firm life cycle from
introduction, to development, to growth, to near maturity. Each quarter’s
activities not only result in new material being introduced, but also build
upon the prior content so that there is considerable repetition. Business
activities such as leadership, team management, value creation in product
design, pricing, distribution and sales force management, ad copy design, media
planning, budgeting, profit analysis, and strategic planning and management are
not easily absorbed. They require repetitive exercise in order to set them into
your natural thinking. For each new decision, there is supporting material in
the accompanying text and readings. Team EffortYou will team up
with two to four other students to form an entrepreneurial division of an
international electronics firm. During an 8-week period, you will take your
fledgling business through the natural stages of business growth, including
emer­gence, development, and maturity. Along the way, you will learn to develop
and refine your marketing strategies and tactics.Virtual TeamsThe virtual firm
is fast becoming a reality. In business today, you may work out of your home in
Dallas, confer with your management team in London, coordinate shipments from
the factory in Shanghai, all to service the customer in Montreal. You will use
cell phones, email, instant messaging, the World Wide Web and video
conferencing to communicate with everyone up and down the supply chain. Each
team can decide how they wish to communicate. To help you learn
to work within a virtual organization, the Marketplace
exercise will be delivered over the Internet. In logistical terms, a common
data set will be created for the team’s decisions and stored on an Internet-accessible
file server. Thus, your team will be able to work from any location where there
is a PC with an Internet connection. Any member of the
team will be able to log onto the server, review the current situation on the
web, make decisions, and then save them for the next student to work on. As
each team member completes his or her area of responsibility, he or she will
report the analysis and decisions to the rest of the team for their
consideration. You and your team
will still need to confer on your analysis, strategy, and tactics via virtual
meetings. The advantage of this internet system is that each team member will
be able to work on the most up-to-date decision file so that everyone is
looking at the same data set. The file server
setup will also facilitate the coaching role of the instructor. Just as you,
the instructor will be able to log on at any time to review the current
situation with any team or the exercise as a whole. Thus, the instructor can
monitor activity and results, and adjust the content of any team or individual
coaching efforts. It is requested that if communications occur by telephone, face-to-face,
or instant messaging, minutes of the meeting be posted to the Team Forum so
that the Instructor can keep abreast of a team’s activities.Software Demos and Signup
ProceduresThree flash demos have been prepared to introduce you to the Marketplace
software. Please go to the following web page,.marketplace-simulation.com/sample-screens/flash-demo.php” title=”http://www.marketplace-simulation.com/sample-screens/flash-demo.php”>http://www.marketplace-simulation.com/sample-screens/flash-demo.php for 1) Student’s Overview; 2) Student’s Signup; and 3) the simulation specific demo for Advanced Strategic Marketing.ReportsEach team will
deliver a written marketing plan (following Q-4 results, coincident to the Q-5
decisions) and a written Final Report to the Board of the parent company
(following Q-8 results) with a summary/lessons learned.Individual Effort versus Group EffortEach student must
participate equally. Both the individual and the group will be graded on all
assignments. Individuals can raise one letter grade above the group effort or
drop one or more letter grades below the group grade depending upon their
individual contribution to the team, as measured by peer reviews and time
invested in the game.Peer EvaluationsA peer evaluation
will be completed during the course for each person on the team. Significant
deviation in performance above or below the norm will be used to adjust
individual student grades for the activity being evaluated. That is, your grade
on the Final Report to the Board and Simulation performance could be adjusted
up or down depending upon the feedback the instructor receives from the rest of
the team for each assignment. You Can Be FiredIt is permissible
to fire a team member who is not making a substantive contribution to the
success of the team. Missed meetings (e.g., absent from meetings, or not
participating in conference calls, or failing to respond to emails or text
messages, or not participating in the Team Forum, depending on the
communications protocols agreed to by the team), poor preparation, and failure
to complete assignments are all indicative of underperformance. Before a person
can be fired, the team must give the student an opportunity to correct his or
her deficiencies. In terms of
protocol, the team must provide the student with a written statement of the
problems associated with his or her work. A peer evaluation may be used in conjunction
with this statement and submitted to the instructor.A person who is
fired will be assigned to compete in another simulation where the student is
responsible for all the firm’s activities, including weekly decisions and executive
briefings and the preparation of a Business Plan and Report to the Board. This
new simulation will begin in Quarter 1 and continue through the Quarter 8.Being fired will
also limit the student’s maximum potential grade for the simulation by one-and-one-half
letter grades. Specifically, points will be deducted from the student’s final
point score for the simulation assignment. Thus, if the student earned a final
score of 95% (an “A”), then the adjusted final score would be 80% (a “B-“). The
final grade would be based upon the adjusted final score.The same conditions will be
applied if a person quits a team.Odds and EndsQuestions to the InstructorThe HELP files in
the software contain all of the directions you will need to participate in the
marketing strategy simulation. Computation of Simulation
PerformanceA Balanced
Scorecard will be used to measure your firm’s performance. (See the Kaplan and
Norton reading on this subject for more information on the scorecard concept).
The team’s total business performance will be based upon its financial
performance, market effectiveness, marketing performance, investments in the
firm’s future, and creation of wealth. A total score will be computed for each
firm competing in Marketplace, with
the final 4 quarters making up the final score.At the end of the
exercise, each team will be ranked in the order of performance for the total
score. A letter grade can be assigned depending upon your team’s ranking and
how close it is to the team(s) above or below you. A scoring Rubric will be
provided under separate cover.WorkloadThe course
requires a normal workload for any reading and lecture course. Once the
simulation begins, the work on the simulation will vary according to the
activities within the exercise. During the first quarter of play, the work is
fairly light. However, it will increase each week up through the presentation
of the Marketing Plan. Students report spending 3 to 7 hours per week in the
simulation during quarters three and four. During the preparation of the
Marketing Plan, each student might spend as much as 10 hours on the Plan
itself. It is not likely that an individual would gain much from the experience
by spending less than 3 hours per week in the simulation during this time
period. The majority of
students report spending about 2 to 2 ½ hours in the simulation per week
following acceptance of the Marketing Plan. This reduction of time is due to
familiarity with the software, game pro­cedures, market, and having a plan of
action that requires modification rather than creation. That said, some
students spend considerably more time as they dig deeper into the data
available each quarter. There have been students who invested 10 or more hours
per week throughout the simulation. It is noteworthy that there is a very
definite positive correlation between team time invested and final Balanced
Scorecard results. Note that the “time in the simulation” means time working in
the practice or decision files and does not reflect time spent analyzing data
transferred to excel spreadsheets, team meetings (conference calls, etc.), or
the like.Time ManagementTime management
will be vital to your success in participating in the Marketing Strategy game.
There is more work than any one person can do. Also, it is not wise for
everyone to participate in all aspects of the business. Too much time would be
wasted. Therefore, it is necessary to divide up the work. There are suggestions
on how to divide up the responsibility in the help files within the software.
Feel free to depart from these guidelines if individual preferences,
experiences, or workloads would allow a more equitable allocation of tasks.
Also, do not hesitate to reallocate responsibility if conflicts arise or the
workload is unevenly dis­tributed.LeadershipConsistent with
the Ken Blanchard MBA program, one of the goals is to develop the leadership
skills of all students. For this reason, it is suggested that the leadership
position change systematically during the course of the semester. A new leader
could be selected for each of the following time periods and activities: 1)
start-up phase of the business (up through quarter 4), 2) preparation of the
marketing plan, 3) the growth phase of the business (quarters 5 through 8) and
4) preparation of the Report to Executive Board. Changing leaders is not a
requirement but a suggestion. Each team can organize as they see fit.The president
should preside over each executive meeting, making sure that the discus­sion
does not wander from the business at hand. Each team meeting should begin with
an agenda and a timetable. Conference calls or face-to-face meetings should not
last more than 2 hours. Long drawn out meetings are not productive and raise
frustration levels about not getting things done. The meeting should conclude
with a set of action items for each executive. The outcome of these actions
should be reviewed at the start of the next meeting. This may apply to
synchronous Team Forums as well.To facilitate
executive meetings, each team member should prepare his/her work in ad­vance.
The executive should know the ins and outs, problems, and tradeoffs of his/her
area of responsibility. When the executive committee meets as a whole, each
executive should have a plan of action to recommend to the team. The executive
should be prepared to thoroughly discuss the options open to the company and be
flexible on the final deci­sion of the executive team.Exhibit I: Decisions by QuarterQuarter 1: Organize team to do the job.• Focus on process
of working as a team to achieve goals. – Assess team members’ skills,
personalities, and work styles. inappropriate – Set organizational and personal goals. – Organize the work. – Determine how to manage the
organization. – Establish leadership.• Determine
desired image of company.- Designate a company name.Quarter 2:
Evaluate market opportunities, setup operations, and prepare for test market.• Analyze market
opportunities—evaluate segments, geographic markets, and potential competition.• Establish
corporate goals and strategic direction. – Specify and rank order corporate goals. – Write mission statement. – Select target segments. – Establish strategic direction.• Create customer
value—design initial brands for test market. –
Match components to benefits desired (Quality Function Deployment (QFD).• Select test
markets—setup sales offices. Quarter 3: Go to
market to test strategy, and market assumptions.• Marketing
strategy—evaluate tactical options and choose marketing mix. – Pricing and price promotions. – Sales force management—number employed,
training, and incentives. – Advertising—ad copy design, media
placement, and ad frequency.• Market
research—budget collection of information.Quarter 4:
Evaluate test market performance and revise strategy, become a learning
organization.• Evaluate
performance. – Financial performance—profitability
analysis. – Market performance—customer opinion of
brand designs, prices, advertising, and sales force. – Competitor tactics—segments targeted and
selection of marketing tactics. • Revise marketing
tactics as needed, and continue test marketing. Quarter 5: Seek
external funding—prepare marketing plan.• Evaluate
performance—financial, marketing, and competitive.• Develop 2-year
marketing plan (To be submitted to the Instructor). – Goals—marketing and financial – Marketing strategy – Financial strategy • Invest in
R&D for new technology.• Begin roll out
of marketing plan.Quarter 6:
Monitor, improve, and execute.• Evaluate
performance—financial, marketing, and competitive.• Skillfully
adjust strategy.• Marketing—make
incremental changes in tactics. – Use activity based costing (ABC) to
evaluate profitability of brands and sales offices. – Conduct demand analysis to estimate brand,
price, advertising, and sales force elasticity. – Continuously improve brand features
(R&D).Quarters 7 &
8: Monitor, improve, and execute (continue).• Manage strategy.• Skillfully
adjust strategy to unanticipated competitive moves.• Continuously
improve brand features (R&D), pricing, promotions, and sales force.• Adjust strategy
within financial capability.Final Quarter:
Report to the Executive Board.• Report on
operations since presentation of marketing plan (Submit to Instructor). – Market and financial performance – Departures from plan, justification• Present plan for
the future.·
Lessons
learned
Outline for the Marketing
PlanThe Marketing Plan
should include the following components:1. Executive Summary2. Financial & Market Performance – Review
of financial and market performance during the past year3. Situation/SWOT Analysis- Assessment of
current situation and the marketA.
CustomersB.
CompetitionC.
Company’s
strengths and weaknessesD.
Major
problems/opportunities to be dealt with next year4. Marketing Strategy for the next year in
business (What will it take to get ahead or stay ahead?)A.
Brand
StrategyB.
Pricing
StrategyC.
Advertising
StrategyD.
Sales
Channel5. Pro
forma financial
projections (Quarter 1 to 8) (Hint: Copy the pro forma in the simulation for
quarters 1 to 4 into Excel and then add information/data for quarters 5 to 8) 6. Tactical plan (Quarters 1 to 8) Hint: The
tactical plan should articulate in plain language what is planned for each quarter,
e.g., Q6 – open three offices, Paris, London, New York. Staff with 5 each, 1
service and 4 sales personnel, with two sales staff for priority 1 and 2 target
markets, at a cost of $xx,xxx. The reader should then be able to see the cost
entry on the pro forma. In effect, every planned expenditure shown on the pro
forma should have an explanation in the tactical plan. Revenue should be
tied-out: how many units, at what price, are projected? What is cost of goods
sold? The tactical plan can – in fact, should – be an easy-to-read bulletized
presentation.Report to Executive Board of Corporate HeadquartersThe Report to the
Executive Board should include the following components:1. Performance Review-Review your financial
and market performance during the 2nd year.2. Marketing Strategy -Highlight the key
features of the business plan that was presented to the venture capitalists: A.
Brand
StrategyB.
Pricing
StrategyC.
Advertising
StrategyD.
Sales
Channel3. Assess your business strategy and
performance during the second yearA.
Compare
actions taken n regards to the marketing planB.
Discuss
departures from the marketing plan, justification, and outcomeC.
Review
significant events that affected the company and/or market4. Assess your current situation and the
market (What are your firm’s strengths and weaknesses?)5. Investments in the future – Summarize how
you have prepared your firm to compete in the future.6. What were the lessons learned and
recommendations?

The Procedural Problem Does probable cause exist to arrest Joseph for selling marijuana? Argue the merits of the position in favor of probable cause and the position against probable cause to arrest. Determine which position has the better view. Come to a definite conclusion. During his high school years, Joseph had developed a reputation as a dealer in marijuana and amphetamines and his reputation continued as he began to attend a local university. Joseph did have one arrest in high school for possession of marijuana, but his attorney had the case dismissed for lack of evidence. Joseph had no other criminal record. Police noticed that college students tended to make short visits to his apartment and especially around examination time. Police also observed that Joseph made frequent visits to some of the dormitories but he never stayed for long. One officer noticed Joseph’s car parked in a fast-food restaurant parking lot and so the officer walked over to the open window where he smelled the faint odor of burnt marijuana. The car’s ash tray was closed. One high school student at Joseph’s former high school did tell police that a year ago he purchased some marijuana from Joseph in a city park and he had heard that college students bought amphetamines from Joseph to help them cram for final examinations.

The period from 1450 to 1650, witnessed a profound extension of European society beyond the borders of the Continent. What were the factors that facilitated this expansion? What was the motivation, both for the individual European explorers and the states that supported them?300+ wordsWorld Societies before 1650

The lessons for Module/Week 1 have explained many important reasons for Christians to study secular literature. Choose something from the lessons that you agree with or disagree with and explain your reasons. Both your thread and your reply must be well-planned, clearly articulated, and thorough.

The Death of Ivan LLYCH 1.Do you think Tolstoy would have improved the story had he placed the events in chronological order? What would be lost if the opening scene of Ivan Ilych’s colleagues at the law courts and the wake scene were to be given last?” 2.From the opening chapter of The Death of Ivan Ilych, we learn that the protagonist has died. Where, then, does the suspense of the novel originate? 3.Using examples from the text, compose several paragraphs (100 words) explaining how the narrator creates the impression that Ivan Ilych’s associates and family feel inconvenienced by dying and death. Conclude by commenting on the accuracy or inaccuracy of these observations

SPSS Quantitative Assignment 6
Instructions
There
are two SPSS data sets for this week’s SPSS assignment; AT&T and IBM. Don’t forget to review the synopsis of each
data set. You will need to upload each SPPS output separately.
AT&T Deliverables
1.
Run a frequency distribution for all
variables except Identification Number.
2.
Cross tabulate “Do you currently have a
wireless service from a carrier other than AT&T Wireless” (Q3) with the
demographic variables (recoded Q8 through Q11).
3.
Run an independent samples t-test for
variables (Q7A through Q7K).
4.
Do the respondents evaluate AT&T
more favorably on contract requirements (Q7E) than they do on coverage (Q7A)? Run
a two-tailed paired samples t test to
answer this question. Formulate the null and alternative hypotheses.
5.
Do the respondents evaluate AT&T
more favorably on high-quality customer service (Q7I) than they do on lower
prices (Q7K)? Run a two-tailed paired samples t test to answer this question. Formulate the null and alternative
hypotheses.
6.
Do the evaluations of AT&T on
selection of phones (Q7G) exceed 5.0? What are the managerial implications of
these results?
IBM Deliverables
1.
In this survey; participants of what
role (Q1) and what size of companies (Q2) are represented highest? HINT:
crosstab the two variables.
2.
Conduct a crosstab of IT role (Q1) with
dimensions of overall measures of the firm being evaluated (variables Q4, Q5,
Q6 and Q7). Assume role 3 to be IT
3.
Conduct a crosstab of IT role (Q1) with
dimensions of image (variables Q8 through Q17).
4.
Conduct a crosstab of IT role (Q1) with
dimensions of likelihood of purchase (variables Q18 through Q21).
5.
Conduct a crosstab of IT role (Q1) with
dimensions of sales and service (variables Q22 through Q26).