Faculty of Business and Law
aCADEMIC YEAR 2018/19
assessment brief
Module Code:
UMKD6R-15-3
Module Title:
Marketing Services
Submission Deadline:
Wednesday 13th March 2019
Assessment Component
Coursework
Assessment Weighting:
50 per cent of total module mark
Marking and feedback deadline (20 working days)
10th April 2019
Assessment Instructions
This is an individual case-based assignment that requires you to answer a question in relation to the case study below: ‘Woodchurch Furniture’.
Question: Using services marketing theory, analyse and explain Woodchurch’s loss of customersand recommendhow it might improve the customer experience. (100 marks)
General Guidance
· The coursework requires you to select and apply theories, frameworks, and concepts from the first six study units of the module.
· It is your decision as to what theories/frameworks/concepts to use to inform your answer. There is no recommended minimum or maximum number, but generally, quality of application is more important than the quantity of frameworks applied.
· Remember that the requirement is to apply rather than describe theory.
· You may use subheadings in your answer, but avoid excessive use of bullet points.
· Do not reiterate passages from the case study. Obviously, you will need to refer to the case, but do this as succinctly as you can.
· Evidence of relevant reading beyond the lecture slides, with appropriate application of this reading, will be rewarded. Besides textbooks, you may want to explore relevant articles from Journal of Services Marketing,Journal of Service Research, or Service Industries Journal. Other journals will haverelevant articles, but, as implied by their titles, these three focus on services.
· Include a title page, contents, and references. There is no need for an abstract or executive summary. Please number your pages.
Marking Criteria
Please see the grid below:
Criteria
Grading
Analysis (35%)
Recommendations (35%)
Structure (20%)
Literacy, presentation, referencing (10%)
80-100 PASS
Exceptional
Insightful analysis with originality of thought. Identifies underlying issue(s). Excellent application of theory. Demonstrates excellent integration of relevant literature from outside the module reading list.
Highly appropriate, with originality of thought. Consistent with issues raised in the analysis. Exceptional clarity and detail. Supported wherever possible by theory / literature.
Exceptional organization and flow of material with excellent connections between ideas. Introduction is specific and signposts. Conclusion synthesises and may highlight implications of recommendations.
Exceptional standard of literacy and presentation. Near faultless referencing.
70-79 PASS
Excellent
Insightful analysis. Identifies underlying issue(s). Excellent application of theory. Demonstrates excellent integration of relevant literature from outside the module reading list.
Excellent and appropriate, with some originality of thought. Consist.
Assignment Marking Criteria and FeedbackStrengths of this as.docxhoward4little59962
Assignment Marking Criteria and Feedback
Strengths of this assignment and how it might be improved:
Your introduction is not terribly relevant. You would do better to keep it simple and signpost the reader.
Your analysis begins with a generic description of the problems associated with intangibility. Remember that this assignment is about the application of theory rather than description. The remainder of your analysis highlights some of the issues in the case study. However, there is no application of theory. You could have used any one of a number of frameworks to frame your analysis and give it greater depth: Servuction model, Flower of Service, Gaps model, etc. Furthermore, I would like to see you explain the reasons for these problems. In this case study, the lack of service culture is a significant issue.
With regard to recommendations, it would again be better if you approach the task in a more systematic way rather than making random suggestions with no indication as to which problems these activities will resolve. For example, are testimonials a priority? Given that the service being offered is poor, there may not be many customers with anything positive to say. Wouldn’t it be better to fix underlying issues first? You recommend personal selling and communications but there is a lack of detail and no explanation as to what problems these activities would address. You recommend that the company needs to act on the feedback it receives (page 6), but you do not say how. Similarly, recommendations like personalised service might be relevant but you do not say what this means in practice.
Overall, there is a lack of application of theory to this response. You need to look back over the lecture slides and use appropriate models to frame your analysis and recommendations. While what you write is sound, it does not directly address the case study. There is insufficient detail.
Very limited reference list (because of the lack of theory in the response). Remember that references should be in alphabetical order.
assessment brief
Module Title:
Marketing Services
Submission Deadline:
Tuesday 12th July 2019
Assessment Component
Coursework (RESIT)
Assessment Weighting:
50 per cent of total module mark
Marking and feedback deadline (20 working days)
13th August 2019
Assessment Instructions
This is an individual case-based assignment that requires you to answer a question in relation to the case study below: ‘Best Car Hire’.
Question: Using services marketing theory, analyse and explain Best’s loss of customersand recommendhow it might improve the customer experience. (100 marks)
General Guidance
· The coursework requires you to select and apply theories, frameworks, and concepts from the first six study units of the module.
· It is your decision as to what theories/frameworks/concepts to use to inform your answer. There is no recommended minimum or maximum number, but generally, quality of application is more important than the quantity.
1 of 2 Fall 2010 Management Program PowerPoint P.docxjeremylockett77
1 of 2
Fall 2010
Management Program
PowerPoint Presentation Rubric
Presenter (s) ___________________________________
Preparation
76-100 51-75 26-50 0-25 Grading Scheme
Percentage
Organization
(20%)
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
Content
(20%)
Content reflects a high
level of critical thinking;
data is accurate and
strongly supports the
analysis/conclusion.
Content was obtained
from a variety of relevant
resources and was
properly cited. All issues
are fully addressed.
Presentation contained
excellent examples which
were linked to objective.
Content is well thought
out, data is relevant
and supports
conclusions; reflects
critical thinking and
several relevant
sources of data are
used and are properly
cited. All issues are
included in the
presentation and good
examples were linked
to objective.
Content reflects minimal
depth with little
application of critical
thinking; minimal relevant
data sources are used
and minimal citations are
used. Some issues are
omitted and there were
few relevant examples or
the examples were not
well explained.
Content provides no
apparent application of
critical thinking; has weak
or erroneous facts or
misinterpretation; data
does not support
conclusions. Several
issues are omitted. Few
relevant data sources
used and there was poor
citation. There were no or
too few examples or
examples were difficult to
grasp or did not apply
directly to the objective.
Grammar/
Mechanics
(20%)
Presentation has no
misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has four or
more spelling errors and
or grammatical errors.
2 of 2
Fall 2010
Delivery (20%)
9-10 7-8 5-6 0-4 Grading Scheme
Percentage
Use of PowerPoint
(20%)
PowerPoint presentation
is professional and
enhances the
presentation.
PowerPoint
presentation is
professional based on
the grade level.
PowerPoint presentation
does not meet
expectations.
Poor quality of the
PowerPoint presentation
distracts from the
presentation.
Response to Peers
(20%)
Provided feedback to
more than 2 of your
peers’ powerpoint
presentation.
Provided feedback to
2 of your peers’
powerpoint
presentation.
Provided feedback to 1 of
your peers’ powerpoint
presentations.
Did not provide any
feedback to any peers’
powerpoint presentations.
Total Points:
Management ProgramPowerPoint Presentation RubricPresenter (s) ___________________________________
Graduate Writing ...
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Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) 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.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
BUSI 443Case Study 3 Instructions Recruiting and Selecting High.docxRAHUL126667
BUSI 443
Case Study 3 Instructions: Recruiting and Selecting High-Level Managers through the Internet
You will complete the “Recruiting and Selecting High-Level Managers through the Internet” case in the Nkomo et al. text (#35 on pp. 112–113, 2011). You will write a 3–5-page essay (total does not include title page or reference page) that answers the 4 questions (1–4) on p. 113. Do not simply answer the questions. This is an essay and must be written to include an introduction, body, and conclusion. It may prove helpful to use the topic of the questions (advantages and disadvantages of internet recruitment and selection, the three approaches to online recruiting and selection, etc.) as section headers in your essay. Your response must be supported by at least 2 peer-reviewed resources. These resources must have been published within the last 5 years. Do not use other textbooks. The essay must be written in current APA format and include a title page, reference page, and in-text citations.
Note: This case study will not use the “small groups” described on p. 113 to answer the 4 questions.
Submit your assignment through SafeAssign as a draft to check for plagiarism before submitting it for points.
Data Analysis Plan
Details:
After the data are collected and before program evaluators meet with management, the data must be analyzed to ensure that it will provide the right type of information for the evaluation. Of vital importance is ensuring that the data fit the indicators identified for analysis. Then, it must be decided how the data and results will be presented. It is important to present the information in ways that make it easy to understand, demonstrate relationships to other data, and allow the information to be used to support decision-making processes. In this assignment, you will write about the methods of analyzing and reporting the study data.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Locate the data collection procedures you developed in Module 5 to use as reference material for this assignment.
· Locate the mission statement and program description from the existing organization that you referenced in Module 2 to use as examples for this assignment.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
· You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
Based on ...
Top of FormEvidence-Based Practice Project—Intervention Presen.docxturveycharlyn
Top of Form
Evidence-Based Practice Project—Intervention Presentation on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
70.0 %Content
10.0 %Summary of Article (Includes Discussion of Research Performed and Clinical Findings)
Content does not fulfill any of the requirements stated in the assignment criteria.
Some of the requirements stated in the assignment criteria are present. Findings and/ or methods are described but flawed, unrealistic, irrelevant, and/or inaccurate.
Content is complete, but somewhat inaccurate and/or irrelevant. Research lacks relevance, quality, and/or innovation.
Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive and presents ideas and information beyond those presented through the course. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria.
60.0 %Proposed Integration of the New Tool or Intervention Into Practice, and Explanation of the Impact of the New Tool or Intervention on nursing practice.
Neither the integration nor the impact of the new tool or intervention is stated.
The integration into and the impact of the new tool or intervention is stated but not thoroughly explained. Presentation does not demonstrate critical thinking and analysis.
The integration and impact of the new tool or intervention on the nursing practice are stated and explained. Presentation satisfactorily demonstrates understanding and analysis of the basic principles.
Statement is descriptive and reflective. Shows some planning and attention to how various components fit together, but essential elements are not present.
Statement is thorough, descriptive, reflective, and supported with practical and sound research. Shows careful planning and attention to how disparate elements fit together to impact the nursing profession.
30.0 %Organization and Effectiveness
10.0 %Layout
The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.
The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not ...
COURSE CODE MCO 105 COURSE NAME Data Analysis for Managers Ta.docxrobert345678
COURSE CODE MCO 105 COURSE NAME Data Analysis for Managers Task brief & rubrics
Task
• This work can be completed individually or pairs. If done in pairs, the names of both students must be on the cover page of the document, but only one
student uploads.
You must undertake a quantitative research project into any area of business. You may use any data source and any time period you wish, however, the only
condition is that data must include a time series, and that the time series includes year 2021. The aim is to produce a research project that examines a topic,
analyses data and provides recommendations to management about the topic studied.
The following is an orientation of the points to be covered in the document:
Executive summary
Overview of problem to be investigated. Impact of the problem.
Question(s) to be investigated. As results emerged, did you consider new questions? If so which?
Method: Data: What are the sources? How have you obtained/cleaned/prepared the data? It is imperative that your data sources are clearly stated; if using
data obtained from the internet you must include the URL and retrieval date; if you are using internal company data you must state source and date
obtained.
Analysis: What analytical method will be used? With what variables?
Results: Evaluate the results, ensuring you refer back to the original research question. Ensure that the visualization of the results is fit for purpose.
Limitations and constraints of the study.
Recommendations to managers
Conclusion
Formalities:
• Wordcount: approx 2500
• Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
• Font: Arial 12 pts.
• Text alignment: Justified.
• The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission: Week 10 – Via Moodle (Turnitin). Sunday 11th of December, 2022, 23.59.
Weight: This task is a 100% of your total grade for this subject.
It assesses the following learning outcomes:
• demonstrate a knowledge of advanced quantitative business methodologies (principles, theories, and methods) and their applicability.
• analyze and classify different management problems using a variety of quantitative methods.
• apply and use analytical techniques to make recommendations that solve complex business problems.
• analyze business data within business decision making and determine its importance to draw conclusions and produce business reports.
frame and apply different types of decision-making exercises applying the different quantitative business methodologies.
Rubrics
Learning Descriptors Fail Below 83% Fair 83- 85 % Good 85-89% Exceptional 90-100%
Purpose &
Understanding
KNOWLEDGE &
UNDERSTANDING
35%
Very poor coverage of central
purpose, goals, research
questions or arguments with
little relevant information
evident. Virtually no evidence of
understanding or focus.
Mi.
Assignment Marking Criteria and FeedbackStrengths of this as.docxhoward4little59962
Assignment Marking Criteria and Feedback
Strengths of this assignment and how it might be improved:
Your introduction is not terribly relevant. You would do better to keep it simple and signpost the reader.
Your analysis begins with a generic description of the problems associated with intangibility. Remember that this assignment is about the application of theory rather than description. The remainder of your analysis highlights some of the issues in the case study. However, there is no application of theory. You could have used any one of a number of frameworks to frame your analysis and give it greater depth: Servuction model, Flower of Service, Gaps model, etc. Furthermore, I would like to see you explain the reasons for these problems. In this case study, the lack of service culture is a significant issue.
With regard to recommendations, it would again be better if you approach the task in a more systematic way rather than making random suggestions with no indication as to which problems these activities will resolve. For example, are testimonials a priority? Given that the service being offered is poor, there may not be many customers with anything positive to say. Wouldn’t it be better to fix underlying issues first? You recommend personal selling and communications but there is a lack of detail and no explanation as to what problems these activities would address. You recommend that the company needs to act on the feedback it receives (page 6), but you do not say how. Similarly, recommendations like personalised service might be relevant but you do not say what this means in practice.
Overall, there is a lack of application of theory to this response. You need to look back over the lecture slides and use appropriate models to frame your analysis and recommendations. While what you write is sound, it does not directly address the case study. There is insufficient detail.
Very limited reference list (because of the lack of theory in the response). Remember that references should be in alphabetical order.
assessment brief
Module Title:
Marketing Services
Submission Deadline:
Tuesday 12th July 2019
Assessment Component
Coursework (RESIT)
Assessment Weighting:
50 per cent of total module mark
Marking and feedback deadline (20 working days)
13th August 2019
Assessment Instructions
This is an individual case-based assignment that requires you to answer a question in relation to the case study below: ‘Best Car Hire’.
Question: Using services marketing theory, analyse and explain Best’s loss of customersand recommendhow it might improve the customer experience. (100 marks)
General Guidance
· The coursework requires you to select and apply theories, frameworks, and concepts from the first six study units of the module.
· It is your decision as to what theories/frameworks/concepts to use to inform your answer. There is no recommended minimum or maximum number, but generally, quality of application is more important than the quantity.
1 of 2 Fall 2010 Management Program PowerPoint P.docxjeremylockett77
1 of 2
Fall 2010
Management Program
PowerPoint Presentation Rubric
Presenter (s) ___________________________________
Preparation
76-100 51-75 26-50 0-25 Grading Scheme
Percentage
Organization
(20%)
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
Content
(20%)
Content reflects a high
level of critical thinking;
data is accurate and
strongly supports the
analysis/conclusion.
Content was obtained
from a variety of relevant
resources and was
properly cited. All issues
are fully addressed.
Presentation contained
excellent examples which
were linked to objective.
Content is well thought
out, data is relevant
and supports
conclusions; reflects
critical thinking and
several relevant
sources of data are
used and are properly
cited. All issues are
included in the
presentation and good
examples were linked
to objective.
Content reflects minimal
depth with little
application of critical
thinking; minimal relevant
data sources are used
and minimal citations are
used. Some issues are
omitted and there were
few relevant examples or
the examples were not
well explained.
Content provides no
apparent application of
critical thinking; has weak
or erroneous facts or
misinterpretation; data
does not support
conclusions. Several
issues are omitted. Few
relevant data sources
used and there was poor
citation. There were no or
too few examples or
examples were difficult to
grasp or did not apply
directly to the objective.
Grammar/
Mechanics
(20%)
Presentation has no
misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has four or
more spelling errors and
or grammatical errors.
2 of 2
Fall 2010
Delivery (20%)
9-10 7-8 5-6 0-4 Grading Scheme
Percentage
Use of PowerPoint
(20%)
PowerPoint presentation
is professional and
enhances the
presentation.
PowerPoint
presentation is
professional based on
the grade level.
PowerPoint presentation
does not meet
expectations.
Poor quality of the
PowerPoint presentation
distracts from the
presentation.
Response to Peers
(20%)
Provided feedback to
more than 2 of your
peers’ powerpoint
presentation.
Provided feedback to
2 of your peers’
powerpoint
presentation.
Provided feedback to 1 of
your peers’ powerpoint
presentations.
Did not provide any
feedback to any peers’
powerpoint presentations.
Total Points:
Management ProgramPowerPoint Presentation RubricPresenter (s) ___________________________________
Graduate Writing ...
WarningYou do not have permissions to perform this activityA.docxmelbruce90096
Warning
You do not have permissions to perform this activity
Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) 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.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
BUSI 443Case Study 3 Instructions Recruiting and Selecting High.docxRAHUL126667
BUSI 443
Case Study 3 Instructions: Recruiting and Selecting High-Level Managers through the Internet
You will complete the “Recruiting and Selecting High-Level Managers through the Internet” case in the Nkomo et al. text (#35 on pp. 112–113, 2011). You will write a 3–5-page essay (total does not include title page or reference page) that answers the 4 questions (1–4) on p. 113. Do not simply answer the questions. This is an essay and must be written to include an introduction, body, and conclusion. It may prove helpful to use the topic of the questions (advantages and disadvantages of internet recruitment and selection, the three approaches to online recruiting and selection, etc.) as section headers in your essay. Your response must be supported by at least 2 peer-reviewed resources. These resources must have been published within the last 5 years. Do not use other textbooks. The essay must be written in current APA format and include a title page, reference page, and in-text citations.
Note: This case study will not use the “small groups” described on p. 113 to answer the 4 questions.
Submit your assignment through SafeAssign as a draft to check for plagiarism before submitting it for points.
Data Analysis Plan
Details:
After the data are collected and before program evaluators meet with management, the data must be analyzed to ensure that it will provide the right type of information for the evaluation. Of vital importance is ensuring that the data fit the indicators identified for analysis. Then, it must be decided how the data and results will be presented. It is important to present the information in ways that make it easy to understand, demonstrate relationships to other data, and allow the information to be used to support decision-making processes. In this assignment, you will write about the methods of analyzing and reporting the study data.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Locate the data collection procedures you developed in Module 5 to use as reference material for this assignment.
· Locate the mission statement and program description from the existing organization that you referenced in Module 2 to use as examples for this assignment.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
· You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
Based on ...
Top of FormEvidence-Based Practice Project—Intervention Presen.docxturveycharlyn
Top of Form
Evidence-Based Practice Project—Intervention Presentation on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
70.0 %Content
10.0 %Summary of Article (Includes Discussion of Research Performed and Clinical Findings)
Content does not fulfill any of the requirements stated in the assignment criteria.
Some of the requirements stated in the assignment criteria are present. Findings and/ or methods are described but flawed, unrealistic, irrelevant, and/or inaccurate.
Content is complete, but somewhat inaccurate and/or irrelevant. Research lacks relevance, quality, and/or innovation.
Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive and presents ideas and information beyond those presented through the course. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria.
60.0 %Proposed Integration of the New Tool or Intervention Into Practice, and Explanation of the Impact of the New Tool or Intervention on nursing practice.
Neither the integration nor the impact of the new tool or intervention is stated.
The integration into and the impact of the new tool or intervention is stated but not thoroughly explained. Presentation does not demonstrate critical thinking and analysis.
The integration and impact of the new tool or intervention on the nursing practice are stated and explained. Presentation satisfactorily demonstrates understanding and analysis of the basic principles.
Statement is descriptive and reflective. Shows some planning and attention to how various components fit together, but essential elements are not present.
Statement is thorough, descriptive, reflective, and supported with practical and sound research. Shows careful planning and attention to how disparate elements fit together to impact the nursing profession.
30.0 %Organization and Effectiveness
10.0 %Layout
The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.
The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not ...
COURSE CODE MCO 105 COURSE NAME Data Analysis for Managers Ta.docxrobert345678
COURSE CODE MCO 105 COURSE NAME Data Analysis for Managers Task brief & rubrics
Task
• This work can be completed individually or pairs. If done in pairs, the names of both students must be on the cover page of the document, but only one
student uploads.
You must undertake a quantitative research project into any area of business. You may use any data source and any time period you wish, however, the only
condition is that data must include a time series, and that the time series includes year 2021. The aim is to produce a research project that examines a topic,
analyses data and provides recommendations to management about the topic studied.
The following is an orientation of the points to be covered in the document:
Executive summary
Overview of problem to be investigated. Impact of the problem.
Question(s) to be investigated. As results emerged, did you consider new questions? If so which?
Method: Data: What are the sources? How have you obtained/cleaned/prepared the data? It is imperative that your data sources are clearly stated; if using
data obtained from the internet you must include the URL and retrieval date; if you are using internal company data you must state source and date
obtained.
Analysis: What analytical method will be used? With what variables?
Results: Evaluate the results, ensuring you refer back to the original research question. Ensure that the visualization of the results is fit for purpose.
Limitations and constraints of the study.
Recommendations to managers
Conclusion
Formalities:
• Wordcount: approx 2500
• Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
• Font: Arial 12 pts.
• Text alignment: Justified.
• The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission: Week 10 – Via Moodle (Turnitin). Sunday 11th of December, 2022, 23.59.
Weight: This task is a 100% of your total grade for this subject.
It assesses the following learning outcomes:
• demonstrate a knowledge of advanced quantitative business methodologies (principles, theories, and methods) and their applicability.
• analyze and classify different management problems using a variety of quantitative methods.
• apply and use analytical techniques to make recommendations that solve complex business problems.
• analyze business data within business decision making and determine its importance to draw conclusions and produce business reports.
frame and apply different types of decision-making exercises applying the different quantitative business methodologies.
Rubrics
Learning Descriptors Fail Below 83% Fair 83- 85 % Good 85-89% Exceptional 90-100%
Purpose &
Understanding
KNOWLEDGE &
UNDERSTANDING
35%
Very poor coverage of central
purpose, goals, research
questions or arguments with
little relevant information
evident. Virtually no evidence of
understanding or focus.
Mi.
A203IAE – Making Money OnlineSimon Hill.docxransayo
A203IAE – Making Money Online
Simon Hill
*
Critique this website…
Task
What do you expect from an e-commerce site AS A CUSTOMER?
Work in groups and list as many FEATURES as possible
*
E-Commerce for customers
*
Task
What do you expect from an e-commerce site AS A BUSINESS OWNER?
Work in groups of 5 and list as many FEATURES as possible
*
E-Commerce for owners
*
Social-Commerce
http://www.slideshare.net/paulsmarsden/does-my-butt-look-big-in-this-emerging-trends-in-social-commerce
http://www.slideshare.net/paulsmarsden/social-commerce-beyond-transactions
*
Risk Management
What could go wrong?
Political
Economic
Social
Technological
Environmental
Legal
What could go wrong in each of these categories for Google?
Risk Management
Competitors?
Customers?
What are the chances of these things happening?
How can the risks be mitigated?
Cash Flow
Funds
Hosting
Web Design
App Design
Advertising
Laptop
Other Equipment
How much for each?
Discuss options/choice
FAQ’s?
?
*
Faculty of Business, Environment and Society
Assignment Brief
Module Title:
Supply Chain & Operations Management
Assignment Number
CW1 RESIT
Module Code:
240SAM
Assignment Title
Portfolio
Submission Date:
3rd July 2017 at 23:55
Module Leader
Kate Barnett-Richards
Submission
Time and Place:
Submission through Turnitin ONLY
Module Team
Assessment Information
This assignment is designed to assess learning outcomes 1-4 and accounts for 50% of the overall module mark.
This assignment requires you to answer all of the following three questions using appropriate academic referencing (CU Harvard Referencing style) and examples where appropriate.
1) In 650 words discuss how the traditional supply chain can be applied to a single manufactured item of your choosing.
2) In 650 words discuss the evolving role of logistics in light of customer expectations.
3) In 650 words discuss the importance of quality for lean manufacturing.
Each question is equally weighted.
Please refer to the Marking Scheme below for information on how work is assessed and graded.
How to submit your assessment
The assessment must be submitted via Turnitin by 23.55 on 3rd July 2017. No paper copies are required. You can access the Turnitin link through the module web.
· Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Should you submit work on time but fail the assignment, you will be offered a resit opportunity but the resit mark will be capped at 40%.
· All work submitted after the submission deadline without a valid and approved reason (see below) will be given a mark of zero. Please note that a non-submission is not the same as a failed submission; a failed submission counts as an attempt whereas an absent mark does not necessarily allow you to resit the coursework.
· The University wants you to do your best. However we know that sometimes events happen which mean that you can’t submit your cour.
Top of FormBenchmark Assignment - Analysis of a Theoretical Fram.docxturveycharlyn
Top of Form
Benchmark Assignment - Analysis of a Theoretical Framework for Leadership
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
20.0 %Selection of Book About a Leader Who Chose Leadership as a Vocation
Does not select a book about a leader or provide an explanation as to why that person chose leadership as a vocation.
Selection of a book about a leader as well as explanation of why that person chose leadership as a vocation is incomplete or insufficient. Evidence to justify conclusions is vague or irrelevant. Subject knowledge is unclear or inconsistent.
Presents an elemental selection of a book about a leader as well as explanation of why that person chose leadership as a vocation. Some subject knowledge is evident.
Presents a selection of a book about a leader as well as explanation of why that person chose leadership as a vocation. Detailed examples and evidence are included. Subject knowledge is competent.
Presents a thorough and fully-developed selection of a book about a leader as well as explanation of why that person chose leadership as a vocation. Offers detailed evidence that justifies conclusions about the selection and explanation. Includes relevant examples and applicable insight. Demonstrates comprehensive subject knowledge and understanding.
25.0 %Theoretical Framework, Style, and Leadership Traits present in the Work 2.1: Analyze theories of leadership and motivation in order to inspire followership.
Does not examine the theoretical framework, style, and leadership traits that present in the selected work as well as how the individual has adopted leadership as their vocation.
Examination of the theoretical framework, style, and leadership traits that present in the selected work as well as how the individual has adopted leadership as their vocation is incomplete or insufficient. Evidence to justify conclusions is vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Presents an elemental examination of the theoretical framework, style, and leadership traits that present in the selected work as well as how the individual has adopted leadership as their vocation. Some subject knowledge is evident.
Presents an examination of the theoretical framework, style, and leadership traits that present in the selected work as well as how the individual has adopted leadership as their vocation. Detailed examples and evidence are included. Subject knowledge is competent.
Presents a thorough and fully-developed examination of the theoretical framework, style, and leadership traits that present in the selected work as well as how the individual has adopted leadership as their vocation. Offers detailed evidence that justifies conclusions about the examination. Includes relevant examples and applicable insight. Demonstrates comprehensive subject knowledge and understanding.
25.0 %Qualities and Shortcomings of the Selected Leader
Does not ...
Top of Form 1VARK Analysis Paper 1Unsatisf.docxturveycharlyn
Top of Form 1
VARK Analysis Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 % Perceptions of Learning and Teaching
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is missing.
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is present, but may be incomplete, lack relevant information, or not meet assignment criteria. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
A basic discussion of how awareness of learning attributes influences perceptions of teaching and learning is present and mostly relevant. References are mostly appropriate. Some subject knowledge is evident.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thes ...
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docxtangyechloe
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis an.
Number of pages 12 Deadline 42 HoursInstructions This ass.docxhopeaustin33688
Number of pages: 12
Deadline: 42 Hours
Instructions: This assignment includes several different sections and number of pages for each. I've given specific details in the attachment
All instructions/details/guidelines, as outlined and given in the other document, must be followed and adhered to
Paper written must meet all the requirements and parts given/outlined in the other document
Choose a grade level and social studies topic with supporting standards and plan a lesson to present in the classroom. Include grade-level appropriate activities that encourage active student engagement.
Address the following in your lesson plan:
1. Multiple intelligences
2. Authentic literature
3. Depth of Knowledge
4. Assessment of objective- Use three formative assessments during the lesson and one summative assessment at the end.
Teach your social studies lesson to a classroom of students.
In an essay of 1,000-1,250-words, reflect on the lesson and content.
Cite at least four references from educational journals and academic websites to support your teaching strategies.
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Lesson Plan
The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Activities and assessments are not grade appropriate.
The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Activities and assessments are mostly grade appropriate.
The lesson plan consists of all the required components. Activities and assessments are appropriate for grade level and encourage participation.
All lesson plan components are addressed. The thinking skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
All lesson components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to practice. Activities are engaging.
45.0 %Reflection Essay
Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points.
Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.
Content addresses most of the issues stated in the assignment’s criteria. Major points are addressed. Research is evident.
Content is comprehensive, accurate, and definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up-to-date, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated..
Evaluation Criteria for Applications and Formal Papers Level.docxSANSKAR20
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Coursework QuestionsThe coursework comprises of a 2250-word i.docxvanesaburnand
Coursework Questions:
The coursework comprises of a 2250-word individual essay on the below topic:
Using theories of consumer behavior discuss and analyse how cultural values and social class influence pro-environmental consumption.
A penalty of 10% of the mark is applied if the word limit is exceeded more than 10% or is below the limit by more than 10%
Criteria for Assessment
Class
Mark range
Guidelines
Class I
90 – 100%
80 – 89%
70 – 79%
In addition to that for 70 – 79% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects.
In addition to that for 70 – 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate.
Answer entirely relevant to the assignment set. Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written/presented in a clear, well-structured way with clarity of expression. At level 3, evidence of independent, critical thought would normally be expected.
Class II : I
65 – 69%
60 – 64%
Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be mostly accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well organised and clearly written/presented.
A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some reading/research beyond recommended in evidence.
Class II : II
55 – 59%
50 – 54%
Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology. Some reading/research beyond that recommended may be present. Some errors may be present and inclusion of irrelevant material. May not be particularly well-structured, and/or clearly presented.
Answer demonstrating a reasonable understanding of theories, concepts, issues and methodology. Answer likely to show some errors of understanding. May be significant amount of irrelevant material. May not be well-structured and expression/presentation may be unclear at times.
Class III
45 - 49%
40 – 44%
An understanding demonstrated, but may be incomplete and with some errors. Limited use of material with limited reading/research on the topic. Likely to be poorly structured and not well-expressed/presented. Irrelevant material likely to be present.
Basic understanding demonstrated, with some correct description. Answer likely to be incomplete with substantial errors or misunder.
The assignment is to write a paper reflecting on 2-3 topics that w.docxarnoldmeredith47041
The assignment is to write a paper reflecting on 2-3 topics that were interesting in the second half of the semester and how you might apply them in the future to your profession. The reflection paper must be at least minimum 2 pages in length but no longer than 3 pages. The reflection paper must be completed in APA format and must provide at minimum 3 outside resources. Please take a few minutes to review the grading rubic, most of what you will review has to do with content and ensuring you are correct writing style. When completing assignment, please upload the document.
Due Friday August 16th, 2019
TOPICS ARE:
· Ergogenic Aids and Performance
&
· Training at Altitude
FUTURE PROFESSION: Physical Therapy
RUBRIC ~
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeComprehension of Material
10.0 pts
Demonstrates excellent comprehension of the assignment’s key principles and issues.
8.5 pts
Demonstrates good comprehension of the assignment’s key principles and issues.
7.5 pts
Demonstrates fair comprehension of the assignment’s key principles and issues.
6.5 pts
Demonstrates poor comprehension of the assignment’s key principles and issues.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeDevelopment of Main Points
10.0 pts
Develops main points well in a logical, organized manner.
8.5 pts
Ideas are mostly presented in a logical, organized manner.
7.5 pts
Ideas may stray from topic and are presented with little logic and organization.
6.5 pts
Logic and organization are missing.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeCritical Thinking
10.0 pts
Offers thorough constructive critique and/or in-depth analysis, insight, reflection.
8.5 pts
Occasionally offers constructive critique and/or in-depth analysis, insight, reflection.
7.5 pts
Offers insufficient constructive critique and/or in-depth analysis, insight, reflection.
6.5 pts
Lacks constructive critique ad/or in-depth analysis, insight, reflection.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeUse of Resources
5.0 pts
Uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
4.0 pts
Mostly uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
3.0 pts
Sometimes uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
2.0 pts
Rarely uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
0.0 pts
Never uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
5.0 pts
This criterion is linked to a Learning OutcomeSynthesis Through Use of Words
10.0 pts
Always uses own words to synthesize li.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docxrichardnorman90310
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docxbartholomeocoombs
ACC202 - Management Accounting
Trimester 3 2018 GROUP ASSIGNMENT
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Question
Student Mark
Total Assignment
/100
Assessment Mark (out of 20)
/20
Overview
Group Assignment: 3-5 members (or as agreed with your Tutor)
Nature of Assignment: Essay (2000 – 2500 words)
Date Due: Week 10(Friday 10pm)
Worth: 20%
Submission Method: via Moodle / Turnitin (printed copy to Tutor if requested by Tutor)
Instructions
· This is a Group Assignment of 3-5 members (or as agreed with your Tutor). The groups must be finalised prior to the Mid-trimester test in Week 6.
· Write each of your Student Names and Numbers at the top of this page IN THE BOX PROVIDED. Ensure you identify who your group lead is.
The Group lead will be responsible for all correspondence with the Tutor as well as the assignment final submission.
1) Essay Questions:
What are mid-market innovators and what are the overall strategies and pricing approaches used by these innovators in order to develop their business. Why are mid-market innovators successful? Provide examples where appropriate.
Based on your analysis of mid-market innovators in the first part of the essay question, what challenges are there for incumbent companies?
2) Essay Structure:
The following structure is provided to assist you in developing your response.
1) Executive Summary (an overall statement of no more than 200-250 words outlining the topic, approach, summary of key findings and conclusion)
2) Introduction (this should state what the purpose of the report is, what Accounting theme is being explored, which company is being reviewed (if applicable), which standards / criteria are being applied etc.)
3) Literature Review (this is where you include a summary of the literature you reviewed to develop your understanding of the topic and formulate your recommendations)
4) Analysis (this is the main body)
5) Summary of Findings (this section highlights the key findings from your analysis)
6) Recommendations (this section summarises YOUR key recommendations based on your findings and emphasises your JUDGEMENT)
7) Conclusion (this section should reflect upon what you stated in the introduction i.e. what you have done and what you found. The conclusion is about closing the analysis and NOT introducing new material.)
8) Referencing (Harvard Anglia compliant)
You should also use the attached RUBRIC (refer section 3) to self-assess how well your Essay reaches the targeted outcomes. Please feel free to bring a draft copy to your Tutor to help you assess progress.
3. Analysis Rubric
Criteria
HD (>95%)
HD (85-95%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (40-50%)
Fail (<40%)
Executive Summary (5%)
Presented a logical and well-structured executive summary which clearly reflects the assignment requirements, .
Please see the videoVideo on Codinghttpswww.youtube.com.docxmattjtoni51554
Please see the video
Video on Coding:
https://www.youtube.com/watch?v=DRL4PF2u9XA
DIRECTIONS
The first step of the EBP process is to develop a question from the nursing practice problem of interest.
Select a practice problem of interest to use as the focus of your research.
Start with the patient and identify the clinical problems or issues that arise from clinical care.
Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project.
The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).
Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem.
Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article's abstract. The completed assignment should have a title page and a reference list with abstracts.
Suggestions for locating qualitative and quantitative research articles from credible sources:
1. Use a library database such as CINAHL Complete for your search.
2. Using the advanced search page check the box beside "Research Article" in the "Limit Your Results" section.
3. When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative.
To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBRIC
PICOT Statement and Literature Search
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
20.0 %Nursing Practice Problem and PICOT Statement
A nursing practice problem is not clearly described and/or a PICOT statement is not included.
PICOT statement describes a nursing practice problem but lacks reliable sources.
PICOT statement describes .
Two popular methods of financial statement analysis are horizontal.docxwillcoxjanay
Two popular methods of financial statement analysis are horizontal analysis and vertical analysis.
Use the corporation you selected for the Week 4 discussion or another corporation when responding to the two following questions. In your response identify the selected corporation. Please note that substantive responses add new topic related information to help move the discussion forward and do not summarize what was previously posted by another student.
Teachers question below
As a manager, how will you use the horizontal analysis of the income statement and balance sheet for intracompany comparisons? How do managers and investors use the vertical analysis of the income statement and balance sheet compared to competitor corporations when performing intercompany comparisons? Identify at least one competitor corporation and include an explanation as to why or how you selected the competitor.
Reference
Kimmel, P. D. (2013). Financial accounting: Tools for business decision making. Retrieved from University of Phoenix eBook Collection.
Please read INSTRUCTORS instructions carefully and completely
My organization that I choose is Starbucks
Due date 4/21/15 in 4 to 6 hours
No plagiarism in own words
Will run through a plagiarism checker
Will not accept if after due date will dispute
References page must include a valid URL to take the reader to the electronic copy of each source.
If cannot complete with the given instructions do not reply
Please contact me if you have questions
Write as a discussion with another student
Make a question out of the response, or I found the material interesting, or what do you think
I may ask to change some areas at later date
100 to 200 word count
Word count is counted by answer only
Please write with question first followed by answer
Please write clearly simplify
I am in the U.S.
No charts or graphs
Interview a teacher in the elementary grades regarding the teacher's social studies instruction. Include at least eight questions.
Create your own questions such as:
1.Do you use a textbook?
2.What do you think of the standards for social studies?
3.How much time is spent per day in this subject area?
Document the interview questions and answers and submit with the Standards Essay.
Standards Essay
Choose one grade level in the elementary grades. Evaluate the social studies standards on the Arizona Department of Education's website for that grade level for such things as thoroughness, clarity, and two other criteria of your own choosing.
Write an essay of 750-1,000-words as a well-supported, objective, academic response to the interview and standards investigation, analyzing how social studies is currently taught today.
Use the GCU Library to research a minimum of six peer-reviewed articles that support your rationale.
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.
1 ...
Assignment RubricUnit 6 assignment grading rubric. Instructors: Enter total available points in cell H2, and values between 0 and 4 in the yellow cells in the Score column. Total available points =275Content RubricIntroductoryEmergentPracticedProficient/MasteredScoreWeightFinal Score0 - 1.92 - 2.93 - 3.94Professional in appearance and tone. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Reflects thoughtful and meaningful application of the policy argument.The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Proposition of Policy: declares that a certain policy should or should not be created. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Create a convincing argument based on research of the topic. Makes an evaluation or judgment about the issue based on criteria that has been researched. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Declares that a certain policy should or should not be created. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more tho ...
Faculty of Business and LawRESIT Assignment BriefModule Titl.docxssuser454af01
Faculty of Business and Law
RESIT Assignment Brief
Module Title:
Making Money Online
Assignment Number
1 of 1
Module Code:
A203IAE
Assignment Title
E-Business Plan
Release Date:
19/05/2017
Module Leader
Dr Simon Hill
Submission Date:
03/07/2017 @ 23:55
Submission
Time and Place:
Submission through Turnitin ONLY in a PDF file format
Assessment Information
This assignment is designed to assess learning outcomes 1,2,3,4 and accounts for 100% of the overall module mark. The learning outcomes are:
1. reflect on their employability competencies and career management skills and plan for their future development;
2. demonstrate an understanding of the process of trading online;
3. apply the above to a business opportunity or activity;
4. evaluate and reflect upon their own online trading experience(s).
This assignment is an individual assignment.
A 1,750 word plan for an online start-up business or small business operation, which is then implemented. You are only allowed to go above or below this word count by 10% otherwise marks may be deducted.
The word count is 1750. (In accordance with the Faculty Assessment Tariff).
IMPORTANT: You should not use content, business ideas or examples from previously submitted work. You must make a fresh attempt with a new submission.
Criteria for Assessment
This table details the weightings of the eleven criteria by which your work will be assessed.
Criteria
Proportion of overall module mark
1. Introduction to the business idea
5%
2. Overview of your organisation structure
10%
3. SWOT
10%
4. Sales and marketing plan
10%
5. Operational issues – getting your product/service to market
10%
6. Finance (cash flow and start-up funding needs)
10%
7. Risk management
10%
8. Measuring success (SMART Targets)
10%
9. Summary and Recommendations
5%
10. Style and presentation
10%
11. Research and references
10%
Total
100%
Please refer to the Marking Scheme below for information on how work is assessed and graded.
How to submit your assessment
The assessment must be submitted by 23.55 on 3RD JULY 2017. No paper copies are required. You can access the submission link through the module web.
· Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Please take care to ensure that you have fully submitted your work. Further guidance can be found here: How to submit your assignment. Should you submit work on time but fail the assignment, you may be offered a resit opportunity, the resit mark will be capped at 40%. Resit information will be made available by the Module Leader via the course web.
· All work submitted after the submission deadline without a valid and approved reason (see below) will be given a mark of zero.
· Short deferrals (extensions) of up to two calendar weeks can only be given for genuine "force majeure" and medical reasons, not for bad planning of your time. Please note that theft, loss, or failure to keep a back-up file, are not valid reasons. T ...
Discussion - Week 3Elements of the Craft of WritingThe narra.docxmecklenburgstrelitzh
Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
Reflect on the voice in the assigned stories.
How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
Reflect on the similarities and differences in the ways that the authors use dialogue to establish character presence.
Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
section of the instructions. I.
Discussion - Microbial ClassificationGive names of bacteria in.docxmecklenburgstrelitzh
Discussion - Microbial Classification
Give names of bacteria in the genus enterobacteriaceae. How would differentiate enterobacteriaceae from other gram (-) bacteria?
Read the selected scriptures and in your response to the prompt discuss how at least one of the scriptures relates to the discussion topic.
Matthew 8:2-3
"A man with leprosy came and knelt before him and said, 'Lord, if you are willing, you can make me clean.' Jesus reached out his hand and touched the man. 'I am willing,' he said. 'Be clean!' Immediately he was cleansed of his leprosy."
Mark 16:17-18
"'And these signs will accompany those who believe: In my name they will drive out demons; they will speak in new tongues; they will pick up snakes with their hands; and when they drink deadly poison, it will not hurt them at all; they will place their hands on sick people, and they will get well.'”
Respiratory System Disease
Pneumonia is diagnosed by the presence of fluid (dark shadows in an X ray) in the alveoli. Since pneumonia usually is caused by a microorganism, what causes the fluid accumulation? Name a bacterium, a virus, a fungus, a protozoan, and a helminth that can cause pneumonia.
Students will individually examine why pneumonia –an infection of the respiratory tract is among the most damaging. Students are also required to use the information they have learnt from the text, lectures, discussions and/or assignments to describe why the respiratory tract is an important portal of entry to inhaled microorganisms such as viruses, fungal spores and bacteria.
Learners will synthesize their findings in a summary presentation of
at least 10 slides
that will be shared with their peers by the specified due date, when they will then
compare and contrast
the feedback from their research in this discussion forum. Learners will be evaluated against the criteria outlined in the assignment and discussion forum rubric.
.
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Simon Hill
*
Critique this website…
Task
What do you expect from an e-commerce site AS A CUSTOMER?
Work in groups and list as many FEATURES as possible
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Risk Management
What could go wrong?
Political
Economic
Social
Technological
Environmental
Legal
What could go wrong in each of these categories for Google?
Risk Management
Competitors?
Customers?
What are the chances of these things happening?
How can the risks be mitigated?
Cash Flow
Funds
Hosting
Web Design
App Design
Advertising
Laptop
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How much for each?
Discuss options/choice
FAQ’s?
?
*
Faculty of Business, Environment and Society
Assignment Brief
Module Title:
Supply Chain & Operations Management
Assignment Number
CW1 RESIT
Module Code:
240SAM
Assignment Title
Portfolio
Submission Date:
3rd July 2017 at 23:55
Module Leader
Kate Barnett-Richards
Submission
Time and Place:
Submission through Turnitin ONLY
Module Team
Assessment Information
This assignment is designed to assess learning outcomes 1-4 and accounts for 50% of the overall module mark.
This assignment requires you to answer all of the following three questions using appropriate academic referencing (CU Harvard Referencing style) and examples where appropriate.
1) In 650 words discuss how the traditional supply chain can be applied to a single manufactured item of your choosing.
2) In 650 words discuss the evolving role of logistics in light of customer expectations.
3) In 650 words discuss the importance of quality for lean manufacturing.
Each question is equally weighted.
Please refer to the Marking Scheme below for information on how work is assessed and graded.
How to submit your assessment
The assessment must be submitted via Turnitin by 23.55 on 3rd July 2017. No paper copies are required. You can access the Turnitin link through the module web.
· Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Should you submit work on time but fail the assignment, you will be offered a resit opportunity but the resit mark will be capped at 40%.
· All work submitted after the submission deadline without a valid and approved reason (see below) will be given a mark of zero. Please note that a non-submission is not the same as a failed submission; a failed submission counts as an attempt whereas an absent mark does not necessarily allow you to resit the coursework.
· The University wants you to do your best. However we know that sometimes events happen which mean that you can’t submit your cour.
Top of FormBenchmark Assignment - Analysis of a Theoretical Fram.docxturveycharlyn
Top of Form
Benchmark Assignment - Analysis of a Theoretical Framework for Leadership
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
20.0 %Selection of Book About a Leader Who Chose Leadership as a Vocation
Does not select a book about a leader or provide an explanation as to why that person chose leadership as a vocation.
Selection of a book about a leader as well as explanation of why that person chose leadership as a vocation is incomplete or insufficient. Evidence to justify conclusions is vague or irrelevant. Subject knowledge is unclear or inconsistent.
Presents an elemental selection of a book about a leader as well as explanation of why that person chose leadership as a vocation. Some subject knowledge is evident.
Presents a selection of a book about a leader as well as explanation of why that person chose leadership as a vocation. Detailed examples and evidence are included. Subject knowledge is competent.
Presents a thorough and fully-developed selection of a book about a leader as well as explanation of why that person chose leadership as a vocation. Offers detailed evidence that justifies conclusions about the selection and explanation. Includes relevant examples and applicable insight. Demonstrates comprehensive subject knowledge and understanding.
25.0 %Theoretical Framework, Style, and Leadership Traits present in the Work 2.1: Analyze theories of leadership and motivation in order to inspire followership.
Does not examine the theoretical framework, style, and leadership traits that present in the selected work as well as how the individual has adopted leadership as their vocation.
Examination of the theoretical framework, style, and leadership traits that present in the selected work as well as how the individual has adopted leadership as their vocation is incomplete or insufficient. Evidence to justify conclusions is vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Presents an elemental examination of the theoretical framework, style, and leadership traits that present in the selected work as well as how the individual has adopted leadership as their vocation. Some subject knowledge is evident.
Presents an examination of the theoretical framework, style, and leadership traits that present in the selected work as well as how the individual has adopted leadership as their vocation. Detailed examples and evidence are included. Subject knowledge is competent.
Presents a thorough and fully-developed examination of the theoretical framework, style, and leadership traits that present in the selected work as well as how the individual has adopted leadership as their vocation. Offers detailed evidence that justifies conclusions about the examination. Includes relevant examples and applicable insight. Demonstrates comprehensive subject knowledge and understanding.
25.0 %Qualities and Shortcomings of the Selected Leader
Does not ...
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Top of Form 1
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1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Personal Learning Style and Strategies
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Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
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30.0 % Perceptions of Learning and Teaching
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A discussion of how awareness of learning attributes influences perceptions of teaching and learning is present, but may be incomplete, lack relevant information, or not meet assignment criteria. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
A basic discussion of how awareness of learning attributes influences perceptions of teaching and learning is present and mostly relevant. References are mostly appropriate. Some subject knowledge is evident.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
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Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docxtangyechloe
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
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Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
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Number of pages: 12
Deadline: 42 Hours
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Choose a grade level and social studies topic with supporting standards and plan a lesson to present in the classroom. Include grade-level appropriate activities that encourage active student engagement.
Address the following in your lesson plan:
1. Multiple intelligences
2. Authentic literature
3. Depth of Knowledge
4. Assessment of objective- Use three formative assessments during the lesson and one summative assessment at the end.
Teach your social studies lesson to a classroom of students.
In an essay of 1,000-1,250-words, reflect on the lesson and content.
Cite at least four references from educational journals and academic websites to support your teaching strategies.
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
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The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Activities and assessments are mostly grade appropriate.
The lesson plan consists of all the required components. Activities and assessments are appropriate for grade level and encourage participation.
All lesson plan components are addressed. The thinking skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
All lesson components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to practice. Activities are engaging.
45.0 %Reflection Essay
Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points.
Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.
Content addresses most of the issues stated in the assignment’s criteria. Major points are addressed. Research is evident.
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Content is comprehensive, accurate, and persuasive; definitions are clearly stated..
Evaluation Criteria for Applications and Formal Papers Level.docxSANSKAR20
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Coursework QuestionsThe coursework comprises of a 2250-word i.docxvanesaburnand
Coursework Questions:
The coursework comprises of a 2250-word individual essay on the below topic:
Using theories of consumer behavior discuss and analyse how cultural values and social class influence pro-environmental consumption.
A penalty of 10% of the mark is applied if the word limit is exceeded more than 10% or is below the limit by more than 10%
Criteria for Assessment
Class
Mark range
Guidelines
Class I
90 – 100%
80 – 89%
70 – 79%
In addition to that for 70 – 79% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects.
In addition to that for 70 – 79% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate.
Answer entirely relevant to the assignment set. Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written/presented in a clear, well-structured way with clarity of expression. At level 3, evidence of independent, critical thought would normally be expected.
Class II : I
65 – 69%
60 – 64%
Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be mostly accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well organised and clearly written/presented.
A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some reading/research beyond recommended in evidence.
Class II : II
55 – 59%
50 – 54%
Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology. Some reading/research beyond that recommended may be present. Some errors may be present and inclusion of irrelevant material. May not be particularly well-structured, and/or clearly presented.
Answer demonstrating a reasonable understanding of theories, concepts, issues and methodology. Answer likely to show some errors of understanding. May be significant amount of irrelevant material. May not be well-structured and expression/presentation may be unclear at times.
Class III
45 - 49%
40 – 44%
An understanding demonstrated, but may be incomplete and with some errors. Limited use of material with limited reading/research on the topic. Likely to be poorly structured and not well-expressed/presented. Irrelevant material likely to be present.
Basic understanding demonstrated, with some correct description. Answer likely to be incomplete with substantial errors or misunder.
The assignment is to write a paper reflecting on 2-3 topics that w.docxarnoldmeredith47041
The assignment is to write a paper reflecting on 2-3 topics that were interesting in the second half of the semester and how you might apply them in the future to your profession. The reflection paper must be at least minimum 2 pages in length but no longer than 3 pages. The reflection paper must be completed in APA format and must provide at minimum 3 outside resources. Please take a few minutes to review the grading rubic, most of what you will review has to do with content and ensuring you are correct writing style. When completing assignment, please upload the document.
Due Friday August 16th, 2019
TOPICS ARE:
· Ergogenic Aids and Performance
&
· Training at Altitude
FUTURE PROFESSION: Physical Therapy
RUBRIC ~
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeComprehension of Material
10.0 pts
Demonstrates excellent comprehension of the assignment’s key principles and issues.
8.5 pts
Demonstrates good comprehension of the assignment’s key principles and issues.
7.5 pts
Demonstrates fair comprehension of the assignment’s key principles and issues.
6.5 pts
Demonstrates poor comprehension of the assignment’s key principles and issues.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeDevelopment of Main Points
10.0 pts
Develops main points well in a logical, organized manner.
8.5 pts
Ideas are mostly presented in a logical, organized manner.
7.5 pts
Ideas may stray from topic and are presented with little logic and organization.
6.5 pts
Logic and organization are missing.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeCritical Thinking
10.0 pts
Offers thorough constructive critique and/or in-depth analysis, insight, reflection.
8.5 pts
Occasionally offers constructive critique and/or in-depth analysis, insight, reflection.
7.5 pts
Offers insufficient constructive critique and/or in-depth analysis, insight, reflection.
6.5 pts
Lacks constructive critique ad/or in-depth analysis, insight, reflection.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeUse of Resources
5.0 pts
Uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
4.0 pts
Mostly uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
3.0 pts
Sometimes uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
2.0 pts
Rarely uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
0.0 pts
Never uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
5.0 pts
This criterion is linked to a Learning OutcomeSynthesis Through Use of Words
10.0 pts
Always uses own words to synthesize li.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docxrichardnorman90310
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docxbartholomeocoombs
ACC202 - Management Accounting
Trimester 3 2018 GROUP ASSIGNMENT
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Question
Student Mark
Total Assignment
/100
Assessment Mark (out of 20)
/20
Overview
Group Assignment: 3-5 members (or as agreed with your Tutor)
Nature of Assignment: Essay (2000 – 2500 words)
Date Due: Week 10(Friday 10pm)
Worth: 20%
Submission Method: via Moodle / Turnitin (printed copy to Tutor if requested by Tutor)
Instructions
· This is a Group Assignment of 3-5 members (or as agreed with your Tutor). The groups must be finalised prior to the Mid-trimester test in Week 6.
· Write each of your Student Names and Numbers at the top of this page IN THE BOX PROVIDED. Ensure you identify who your group lead is.
The Group lead will be responsible for all correspondence with the Tutor as well as the assignment final submission.
1) Essay Questions:
What are mid-market innovators and what are the overall strategies and pricing approaches used by these innovators in order to develop their business. Why are mid-market innovators successful? Provide examples where appropriate.
Based on your analysis of mid-market innovators in the first part of the essay question, what challenges are there for incumbent companies?
2) Essay Structure:
The following structure is provided to assist you in developing your response.
1) Executive Summary (an overall statement of no more than 200-250 words outlining the topic, approach, summary of key findings and conclusion)
2) Introduction (this should state what the purpose of the report is, what Accounting theme is being explored, which company is being reviewed (if applicable), which standards / criteria are being applied etc.)
3) Literature Review (this is where you include a summary of the literature you reviewed to develop your understanding of the topic and formulate your recommendations)
4) Analysis (this is the main body)
5) Summary of Findings (this section highlights the key findings from your analysis)
6) Recommendations (this section summarises YOUR key recommendations based on your findings and emphasises your JUDGEMENT)
7) Conclusion (this section should reflect upon what you stated in the introduction i.e. what you have done and what you found. The conclusion is about closing the analysis and NOT introducing new material.)
8) Referencing (Harvard Anglia compliant)
You should also use the attached RUBRIC (refer section 3) to self-assess how well your Essay reaches the targeted outcomes. Please feel free to bring a draft copy to your Tutor to help you assess progress.
3. Analysis Rubric
Criteria
HD (>95%)
HD (85-95%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (40-50%)
Fail (<40%)
Executive Summary (5%)
Presented a logical and well-structured executive summary which clearly reflects the assignment requirements, .
Please see the videoVideo on Codinghttpswww.youtube.com.docxmattjtoni51554
Please see the video
Video on Coding:
https://www.youtube.com/watch?v=DRL4PF2u9XA
DIRECTIONS
The first step of the EBP process is to develop a question from the nursing practice problem of interest.
Select a practice problem of interest to use as the focus of your research.
Start with the patient and identify the clinical problems or issues that arise from clinical care.
Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project.
The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).
Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem.
Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article's abstract. The completed assignment should have a title page and a reference list with abstracts.
Suggestions for locating qualitative and quantitative research articles from credible sources:
1. Use a library database such as CINAHL Complete for your search.
2. Using the advanced search page check the box beside "Research Article" in the "Limit Your Results" section.
3. When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative.
To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBRIC
PICOT Statement and Literature Search
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
20.0 %Nursing Practice Problem and PICOT Statement
A nursing practice problem is not clearly described and/or a PICOT statement is not included.
PICOT statement describes a nursing practice problem but lacks reliable sources.
PICOT statement describes .
Two popular methods of financial statement analysis are horizontal.docxwillcoxjanay
Two popular methods of financial statement analysis are horizontal analysis and vertical analysis.
Use the corporation you selected for the Week 4 discussion or another corporation when responding to the two following questions. In your response identify the selected corporation. Please note that substantive responses add new topic related information to help move the discussion forward and do not summarize what was previously posted by another student.
Teachers question below
As a manager, how will you use the horizontal analysis of the income statement and balance sheet for intracompany comparisons? How do managers and investors use the vertical analysis of the income statement and balance sheet compared to competitor corporations when performing intercompany comparisons? Identify at least one competitor corporation and include an explanation as to why or how you selected the competitor.
Reference
Kimmel, P. D. (2013). Financial accounting: Tools for business decision making. Retrieved from University of Phoenix eBook Collection.
Please read INSTRUCTORS instructions carefully and completely
My organization that I choose is Starbucks
Due date 4/21/15 in 4 to 6 hours
No plagiarism in own words
Will run through a plagiarism checker
Will not accept if after due date will dispute
References page must include a valid URL to take the reader to the electronic copy of each source.
If cannot complete with the given instructions do not reply
Please contact me if you have questions
Write as a discussion with another student
Make a question out of the response, or I found the material interesting, or what do you think
I may ask to change some areas at later date
100 to 200 word count
Word count is counted by answer only
Please write with question first followed by answer
Please write clearly simplify
I am in the U.S.
No charts or graphs
Interview a teacher in the elementary grades regarding the teacher's social studies instruction. Include at least eight questions.
Create your own questions such as:
1.Do you use a textbook?
2.What do you think of the standards for social studies?
3.How much time is spent per day in this subject area?
Document the interview questions and answers and submit with the Standards Essay.
Standards Essay
Choose one grade level in the elementary grades. Evaluate the social studies standards on the Arizona Department of Education's website for that grade level for such things as thoroughness, clarity, and two other criteria of your own choosing.
Write an essay of 750-1,000-words as a well-supported, objective, academic response to the interview and standards investigation, analyzing how social studies is currently taught today.
Use the GCU Library to research a minimum of six peer-reviewed articles that support your rationale.
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.
1 ...
Assignment RubricUnit 6 assignment grading rubric. Instructors: Enter total available points in cell H2, and values between 0 and 4 in the yellow cells in the Score column. Total available points =275Content RubricIntroductoryEmergentPracticedProficient/MasteredScoreWeightFinal Score0 - 1.92 - 2.93 - 3.94Professional in appearance and tone. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Reflects thoughtful and meaningful application of the policy argument.The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Proposition of Policy: declares that a certain policy should or should not be created. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Create a convincing argument based on research of the topic. Makes an evaluation or judgment about the issue based on criteria that has been researched. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more thoroughly. Entry well-constructed and demonstrated basic connection to the course materials, the required topic and/or upper-level thinking (application or analysis). Group project demonstrates substantial integration of course materials and/or use of upper level thinking (legal synthesis of malpractice case). 10%0.00Declares that a certain policy should or should not be created. The assignment does not address any or all of this section. The assignment contains some information on this area of focus, but needs more clarity. Topic needs to be developed more tho ...
Faculty of Business and LawRESIT Assignment BriefModule Titl.docxssuser454af01
Faculty of Business and Law
RESIT Assignment Brief
Module Title:
Making Money Online
Assignment Number
1 of 1
Module Code:
A203IAE
Assignment Title
E-Business Plan
Release Date:
19/05/2017
Module Leader
Dr Simon Hill
Submission Date:
03/07/2017 @ 23:55
Submission
Time and Place:
Submission through Turnitin ONLY in a PDF file format
Assessment Information
This assignment is designed to assess learning outcomes 1,2,3,4 and accounts for 100% of the overall module mark. The learning outcomes are:
1. reflect on their employability competencies and career management skills and plan for their future development;
2. demonstrate an understanding of the process of trading online;
3. apply the above to a business opportunity or activity;
4. evaluate and reflect upon their own online trading experience(s).
This assignment is an individual assignment.
A 1,750 word plan for an online start-up business or small business operation, which is then implemented. You are only allowed to go above or below this word count by 10% otherwise marks may be deducted.
The word count is 1750. (In accordance with the Faculty Assessment Tariff).
IMPORTANT: You should not use content, business ideas or examples from previously submitted work. You must make a fresh attempt with a new submission.
Criteria for Assessment
This table details the weightings of the eleven criteria by which your work will be assessed.
Criteria
Proportion of overall module mark
1. Introduction to the business idea
5%
2. Overview of your organisation structure
10%
3. SWOT
10%
4. Sales and marketing plan
10%
5. Operational issues – getting your product/service to market
10%
6. Finance (cash flow and start-up funding needs)
10%
7. Risk management
10%
8. Measuring success (SMART Targets)
10%
9. Summary and Recommendations
5%
10. Style and presentation
10%
11. Research and references
10%
Total
100%
Please refer to the Marking Scheme below for information on how work is assessed and graded.
How to submit your assessment
The assessment must be submitted by 23.55 on 3RD JULY 2017. No paper copies are required. You can access the submission link through the module web.
· Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Please take care to ensure that you have fully submitted your work. Further guidance can be found here: How to submit your assignment. Should you submit work on time but fail the assignment, you may be offered a resit opportunity, the resit mark will be capped at 40%. Resit information will be made available by the Module Leader via the course web.
· All work submitted after the submission deadline without a valid and approved reason (see below) will be given a mark of zero.
· Short deferrals (extensions) of up to two calendar weeks can only be given for genuine "force majeure" and medical reasons, not for bad planning of your time. Please note that theft, loss, or failure to keep a back-up file, are not valid reasons. T ...
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Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
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How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
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Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
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Matthew 8:2-3
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Review and identify the relevant sections of Chapter 22 that support your discussion.
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Read W.E.B. Du Bois The Niagara Movement
The Niagara Movement's "Declaration of Principles" by W.E.B.Du Bois
The Women's Suffrage Movement
Excerpt from How the Other Half Lives by Jacob Riis and the photography of Jacob Riis.
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When it came to the issue of suffrage, did all women agree? Explain.
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waiting for the child's or children's language, response
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scaffolding as assistance
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Faculty of Business and LawaCADEMIC YEAR 201819asse.docx
1. Faculty of Business and Law
aCADEMIC YEAR 2018/19
assessment brief
Module Code:
UMKD6R-15-3
Module Title:
Marketing Services
Submission Deadline:
Wednesday 13th March 2019
Assessment Component
Coursework
Assessment Weighting:
50 per cent of total module mark
Marking and feedback deadline (20 working days)
10th April 2019
Assessment Instructions
This is an individual case-based assignment that requires you to
answer a question in relation to the case study below:
‘Woodchurch Furniture’.
Question: Using services marketing theory, analyse and explain
Woodchurch’s loss of customersand recommendhow it might
improve the customer experience. (100 marks)
General Guidance
· The coursework requires you to select and apply theories,
2. frameworks, and concepts from the first six study units of the
module.
· It is your decision as to what theories/frameworks/concepts to
use to inform your answer. There is no recommended minimum
or maximum number, but generally, quality of application is
more important than the quantity of frameworks applied.
· Remember that the requirement is to apply rather than
describe theory.
· You may use subheadings in your answer, but avoid excessive
use of bullet points.
· Do not reiterate passages from the case study. Obviously, you
will need to refer to the case, but do this as succinctly as you
can.
· Evidence of relevant reading beyond the lecture slides, with
appropriate application of this reading, will be rewarded.
Besides textbooks, you may want to explore relevant articles
from Journal of Services Marketing,Journal of Service
Research, or Service Industries Journal. Other journals will
haverelevant articles, but, as implied by their titles, these three
focus on services.
· Include a title page, contents, and references. There is no need
for an abstract or executive summary. Please number your
pages.
Marking Criteria
Please see the grid below:
Criteria
Grading
Analysis (35%)
Recommendations (35%)
3. Structure (20%)
Literacy, presentation, referencing (10%)
80-100 PASS
Exceptional
Insightful analysis with originality of thought. Identifies
underlying issue(s). Excellent application of theory.
Demonstrates excellent integration of relevant literature from
outside the module reading list.
Highly appropriate, with originality of thought. Consistent with
issues raised in the analysis. Exceptional clarity and detail.
Supported wherever possible by theory / literature.
Exceptional organization and flow of material with excellent
connections between ideas. Introduction is specific and
signposts. Conclusion synthesises and may highlight
implications of recommendations.
Exceptional standard of literacy and presentation. Near faultless
referencing.
70-79 PASS
Excellent
Insightful analysis. Identifies underlying issue(s). Excellent
application of theory. Demonstrates excellent integration of
relevant literature from outside the module reading list.
Excellent and appropriate, with some originality of thought.
Consistent with issues raised in the analysis. Excellent clarity
and detail. Supported wherever possible by theory / literature.
Excellent organization and flow of material. Ideas are well
connected. Introduction is specific and signposts. Conclusion
synthesises and may highlight implications of recommendations.
Excellent standard of literacy and presentation. Referencing is
excellent but there may be one or two slips.
60-69 PASS
Very good / good
Good analysis. Identifies underlying issue(s) though may not
discuss in depth. Good application of theory. Demonstrates
good integration of relevant literature, with some from outside
the module reading list.
4. Good and generally appropriate. Largely consistent with issues
raised in the analysis. Good clarity and detail. Some
recommendations supported by theory / literature.
Good organization and flow of material with ideas that are
mostly well connected. Introduction is largely contextualised
and signposts. Conclusion provides a good summary.
Good standard of literacy and presentation. Just a few errors.
Referencing is good, though there may be a few errors or
omissions.
50-59 PASS
Competent
Competent analysis. May miss underlying issue(s). Reasonable
application of theory though not always systematic or accurate.
Evidence of reading beyond the lecture slides.
Competent and generally appropriate. There may be
inconsistencies with issues raised in the analysis. Some
recommendations lack clarity and detail. Limited theoretical
support.
Competent organization of material but flow may not always be
logical. Ideas not always connected. Introduction is general
with limited signposting. Conclusion provides an incomplete
summary.
Competent standard of literacy and presentation. Referencing is
competent but there may be several errors or omissions.
40-49 PASS
Adequate
Adequate analysis. Misses underlying issue(s). Adequate
application of theory but not systematic and with evidence of a
lack of understanding in places. No evidence of reading beyond
lecture slides.
Adequate though not all appropriate. A lack of consistency with
the analysis. A substantial lack of clarity and detail. Limited or
no theoretical support.
Some attempt to structure the report but not always effective.
Ideas often unconnected. Introduction is superficial with
limited/no signposting. Conclusion is weak or absent.
5. Adequate literacy and presentation but with several areas of
weakness. Many instances of incorrect or missing references.
35-39 FAIL
Inadequate
Superficial analysis. Misses underlying issue(s). Limited and
unsystematic application of theory, demonstrating a lack of
understanding. No evidence of reading beyond the lecture
slides.
Inadequate and with limited appropriateness. A lack of
consistency with the analysis. A substantial lack of clarity and
detail. No theoretical support.
Vague structure with little or no logic to the flow of material.
Ideas unconnected. Introduction and conclusion are superficial
or absent.
Inadequate literacy and presentation, with substantial areas of
weakness. Many instances of incorrect or missing references.
Significantly under or over word count.
0-34 FAIL
Poor
Poor analysis. Misses underlying issue(s). Very limited and
unsystematic application of theory, demonstrating a lack of
understanding. No evidence of reading beyond the lecture
slides.
Very few, and largely inappropriate, recommendations. A lack
of consistency with the analysis. A substantial lack of clarity
and no detail. No theoretical support.
Very disorganized with no logic to the flow of material. Poor
connections between ideas. Introduction and conclusion are
superficial or absent.
Poor literacy and presentation. Many instances of incorrect or
missing references. Significantly under or over word count.
Formative feedback and Support
Formative feedback
Formative feedback provides opportunities to reflect on your
ongoing work and preparation for your assignment. Time will be
6. set aside in every lecture prior to the submission date for you to
ask questions and receive feedback about the assignment. If you
prefer not to ask your question aloud in the lecture, you can
email it in advance to the module leader. Weekly tutorial tasks
are designed to give you the opportunity to apply theory that
you may choose to use in your coursework, thus giving you the
opportunity to receive formative feedback in class. In addition,
a ‘frequently asked questions’ document will be made available
on Blackboard and updated regularly.
Formatting
Please use the following file format: Microsoft Word file with a
.doc or .docx file extension. We cannot ensure that other
formats are compatible with markers’ software.
All work should be word processed in 12-point font Times New
Roman or Arial and single spaced. Please number your pages.
The first page of your coursework must include:
· Your student number
· The module name and number
· Your word count
Word Limit
The maximum word limit for this coursework is 2,500.
· This word count includes everything in the main body of the
text (including headings, tables, citations, quotes, lists, etc.).
· References, title page, contents page, and appendices are NOT
included in the word count.
· There is no direct penalty for exceeding the word count, but
the marker WILL stop reading once the maximum word limit
has been reached and nothing further will be taken into account
in the allocation of marks.
You can view the UWE word count policy here:
http://www1.uwe.ac.uk/aboutus/policies
7. Referencing:
Please adhere to the principles of good academic practice and
ensure you reference all sources used when developing your
assessment, using the UWE Harvard system. Failure to properly
reference your work to original source material can be grounds
for the assessment offence of plagiarism and may result in
failure of the assessment or have more serious implications.
For further guidance on correct referencing go to:
http://www1.uwe.ac.uk/students/studysupport/studyskills/refere
ncing.aspx
Details of what constitutes plagiarism and how to avoid it can
be found here:
http://www1.uwe.ac.uk/students/studysupport/studyskills/readin
gandwriting/plagiarism.aspx
For general guidance on how to avoid assessment offences see:
http://www1.uwe.ac.uk/students/academicadvice/assessments/as
sessmentoffences.aspx
Instructions for submission
You must submit your assignment before the stated deadline by
electronic submission through Blackboard. Notification that the
electronic submission portal is open for your assignment is
displayed (usually two weeks before the submission date) in the
Coursework tab in myUWE, the Coursework tab in Blackboard
and via an announcement in the Blackboard course.
Please allow sufficient time to upload your assignment, noting
that the system becomes busier and slower as the deadline
approaches. Only your final upload will be counted. Ensure all
your information is submitted at one attempt to avoid
‘overwriting’ your intended submission. Always check and
retain your receipts.
8. Late submission in the 24 hours following the deadline will be
accepted but the assignment mark will be capped at 40%.
Submissions after 24 hours will not be accepted. For full
guidance on online submission through Blackboard, see:
http://info.uwe.ac.uk/online/Blackboard/students/guides/assign
ments/default.asp
Submissions of coursework by any other method (including a
paper copy, on disk or by email) are NOT permissible for this
module unless specifically agreed in advance of the submission
date.
Before submitting your work, please ensure that:
· You have proof read you work thoroughly to ensure your work
is presented appropriately
· You have addressed all the required elements of the
assessment
· You have referenced in accordance with the guidance provided
· You have addressed each of the marking criterion
· The submission is in the correct format
Final feedback and marks release
Students will normally receive marks and feedback on their
submission within 20 working days of the submission deadline
(not including any public holidays or university closure days).
Any delay in returning students’ work will be communicated by
the module leader via Blackboard. Feedback on this module is
not limited to the written comments you will receive on
individual written assessment submissions.
Feedback and marks for this module will be available by 10th
April 2019.
For further guidance on feedback, please refer to the module
handbook.
9. Further Guidance and Support
General guidance on study skills is available at:
http://www1.uwe.ac.uk/students/studysupport/studyskills.aspx
Specific study skills pages relating to this module include:
Writing skills:
https://www1.uwe.ac.uk/students/studysupport/studyskills/readi
ngandwriting/writing.aspx
Support from the FBL Academic Success Centre:
http://www1.uwe.ac.uk/bl/bbs/aboutus/studentexperience/acade
micsupportcentre.aspx
Guidance on UWE assessment regulations and terminology:
http://www1.uwe.ac.uk/students/academicadvice/assessments/as
sessmentsguide.aspx
Guidance on using the library:
http://www1.uwe.ac.uk/library/usingthelibrary.aspx
Personal Circumstances
If you are experiencing difficulties in completing a piece of
assessment on time due to unexpected circumstances (for
example illness, accident, bereavement), you should seek advice
from a Student Support Adviser at the earliest opportunity.
Please note the module leader cannot grant personal
circumstances or extensions.
Appointments with a student adviser can be made via an
Information Point or online at:
http://www1.uwe.ac.uk/students/academicadvice/studentadviser
s.aspx
The Student Support Adviser will advise as to whether you
10. should submit an application for ‘Personal Circumstances
(PCs)’, how to do so and what evidence is required to support
the application.
Further details on ECs can be found here:
http://www1.uwe.ac.uk/students/academicadvice/assessments/pe
rsonalcircumstances.aspx
Woodchurch Furniture
We are a medium-sized UK firm that designs and manufactures
functional, but aesthetically pleasing, furniture. Our target
market includes small, office-based businesses, and
independent, premium restaurants and hotels. In the time since
our founding in 1990, we have built a reputation for high
quality and innovative products.
In the period from 2008 to 2010, with the UK in the grip of a
recession, our revenues began to fall. Many of our target
audience regarded high quality furniture as a luxury and
switched to cheaper, and in our opinion inferior, furniture.
While we did our best to reduce our costs and prices, we could
not match the prices of imported, mass-produced furniture. In
an effort to increase our sales revenue, we decided to introduce
a furniture ‘repair and care’ service. The service includes
repairs to damaged furniture, maintenance work to prolong the
life of furniture, and cleaning and re-upholstery of chairs. We
offer this service as an annual contract for our customers. This
comprises twice-yearly visits (we call them ‘audits’) to inspect
furniture and carry out any required maintenance. In addition,
customers can call us, when necessary, for emergency repairs.
Initially, many of our customers signed up for this service. They
were pleased to have their furniture cared for by the firm that
11. manufactured it. However, overall, we have not seen the uplift
in revenue that we expected. In fact, after a couple of years, a
worrying trend developed. Our customers began cancelling their
service contracts.
In order to find out the reason why, we conducted a survey. The
results of the survey suggested that customers were dissatisfied
with our service. We could not understand why, because we
know that we manufacture high quality furniture and that we
have skilled technicians who understand everything there is to
know about maintaining and repairing furniture. We decided to
run a marketing communications campaign to remind existing
and prospective customers that we are one of the UK’s leading,
quality-furniture manufacturers. Yet 12 months later, the
problem persisted – more customers had cancelled their
contracts.
In an effort to ‘dig deeper’, we decided to conduct interviews
with 20 of our customers who had recently terminated service
contracts with us. Below is a summary of the findings, reported
in the words of a respondent.
I realize that you manufacture high quality furniture, and that
you have skilled technicians. In fact, I recently discovered that
many of your Repair and Care technicians are actually furniture
makers from your factory. While I find it reassuring to know
that my furniture is being cared for by the person that made it, I
am sorry to say I am not happy with the way in which you carry
out your service. Up to now, I have resisted complaining, but
since you are asking, I will tell you what I think.
You are often vague about when your technicians will arrive,
and even when you commit to a day and time, you often do not
arrive when expected. I also find that you have restricted
appointment times. I run a small business and need to schedule
repairs and maintenance outside office hours. I find it difficult
to fit in with your appointment calendar. Whenever I call to
make an appointment, I find I am ‘on hold’ for several minutes
before I get to speak to one of your customer service
representatives. Then, when I finally get through to a
12. representative, they ask me questions about the furniture that I
cannot answer, such as the range and model types, date of
purchase, date of last service visit, and so on. This usually
means having to end the call, find the information (which is
difficult and time-consuming to locate), and call back, only to
be put on hold again.
My contract states I am entitled to two audits per year.
However, I find that it is up to me to instigate these visits. I
have never had a call from you to say it is time to book my
furniture audit. There also seems to be an unwillingness to come
out for jobs that you consider small. They may appear small to
you, but if a chair or desk needs repairing, we do not want to
wait up to six months for the next audit.
Although a small number of your technicians are attentive,
many are rather dismissive and show no concern about arriving
late to an appointment. There are times when technicians leave
partway through a job without telling me why. I used to think
they were taking long coffee breaks. Later I discovered that
they left to return to your office to get tools or products
required for the repairs. This clearly lengthens the time required
to finish the work.
While working on the repairs, technicians often receive calls
from your office. From what I can deduce, they are being asked
when they will finish the job and when they will arrive at their
next appointment. I find this rather concerning and irritating.
Will they rush the repairs to get to the next appointment?
Each time I have a problem, you send a new technician that I
have never met before. Sometimes I do not even recognise them
as your employees; do you subcontract work? I also find I have
to repeat all the information about a problem that I told the
customer service representative. This is annoying and makes me
wonder if you talk to each other. I have been a customer of
yours for many years, but I do not feel this is reflected in how I
am treated.
Sure, you know how to manufacture furniture, but as for the
rest…
13. N.B. Woodchurch Furniture is a fictitious company
4
Managing People
Marketing Services 6
Why are service personnel important?
They are service firm and brand
They are marketers
They directly affect customer loyalty
They determine productivity
They affect service quality
They can be a source of competitive advantage
Backstage staff have direct impact on service performance
“Partners are instrumental in all that we do. Our Partners own
our business so have a vested interest in its success. They are at
the heart of our service offering, embodying our values of trust,
respect and fairness and they are the energy and passion that
drives our work to be an evermore responsible and sustainable
business.”
Sir Charlie Mayfield, Chairman, John Lewis Partnership
14. Service personnel as boundary spanners
Operate at the boundary of the firm:
Interact with customers
Interact with colleagues
Link the organization with customers
Represent the firm
Pass information in both directions
Conflict
Person/role conflict
Role inconsistent with individual’s personality
Emotional labour: supressing personal feelings in favour of a
‘public display’ of happiness
Role ambiguity and role overload
Organization/client conflict
Personnel are expected to be efficient but also delight customers
Inter-customer conflict
Being flexible in serving the needs of one customer can lower
service quality for another customer
Mediating between conflicting customers
Reducing role stress
Employee training
Re-design operating procedure
Manage customer expectations
Segment customer groups to minimise conflict
Delivering quality through peopleIntelligent hiringHire for
15. service inclination
Be the preferred employer and compete for the bestIntensive
trainingTrain for technical and interactive skills
Provide supportive technology and equipment
Empower
Promote teamworkIncessant monitoringDevelop service-
oriented internal processes
Measure internal service quality
Gather customer feedbackInspiring rewardsProvide feedback
Reward strong performers to retain the best
Hiring
‘The right people are your most important asset.
The wrong people are a liability that is often difficult to get rid
of’ (anon)
Training
Firm’s culture
Technical skills
Product/service knowledge
Empowerment
Empowering the frontline to make discretionary decisions:
rectify service failures promptly
respond to customer requests promptly
motivates staff
encourages feedback about service design improvements
Most appropriate where:
service is personalized
transactions are extended rather than short-term
service environment is unpredictable
16. employees have good interpersonal skills
But not always appropriate
Low-contact and/or standardized services
Not all employees want empowerment
Requires appropriate attitudes and skills
Likely to result in higher salaries
Can cause inefficiencies and inconsistency
Reward
Extrinsic motivation
Intrinsic motivation
Important to reward quality service provision
Important to reward good discretionary decisions
Important in order to retain staff
Service-profit chain
Internal Service Quality
(employee
selection,
development, motivation)
Employee Satisfaction
Employee Retention,
Competence
and Productivity
Delivery of External Service Value to Customer
(benefits exceed costs)
Customer Satisfaction
Customer Loyalty
(retention & WOM)
Profitability & Growth
(cheaper to retain existing customers than to attract new
17. customers)
Heskett et al. (1994)
Service culture
Where an appreciation for good service exists and where giving
good service to internal as well as external customers is
considered the only way to work
(Grönroos, 2007)
Service culture
Requires
Well-defined and communicated service concepts (what, to
whom, how)
Appropriate organizational structure (cooperation,
communication)
Leadership
Customer-oriented attitude
Customer-oriented attitude
Organizational support
(resources, training, support)
Customer participation
(leading to positive perception of customer)
Deep acting behaviour
(more genuine and authentic)
(Yoo and Arnold, 2016)
Internal marketing
A programme of creating and maintaining internal relationships
between people in the organization so that they feel motivated
to provide services to internal and external customers in a
18. customer-focused way, and have the skills required and support
needed to fulfil their roles as part-time marketers.
(Grönroos, 2007)
Internal marketing
Ensure employees know what is being promised to customers
Ensure employees understand their role in maintaining
relationships with customers and have skills and motivation to
do so
Sell the brand internally
Ensure channels exist for frontline staff to communicate with
senior management
Ensure channels exist for communication across functions
Ensure communication is targeted to back-office personnel
Employees seen as internal customers of the organization who
need to be
attracted, motivated, and retained
Customer participation
Customers often co-produce: customization, convenience,
speed, productivity, cost reduction, enjoyment
Quality of delivery and outcome can be reduced by lack of
knowledge, error, or unwillingness to participate
Customer co-production
Clearly define customer role
Teach customers how to co-produce
Benefits to offset customer resource input
Make participation easy and reliable
Attract appropriate customers
19. Value co-creation
Co-production is one dimension of a concept called value co-
creation (Vargo and Lusch, 2004)
The second dimension is value-in-use, where value is derived
from the experience of using the service offering during or after
the exchange process
The customer inputs and integrates resources (knowledge,
skills, time) with those of the service provider to create value
Customers are ‘partial employees’
References
Grönroos, C. (2007) Service Management and Marketing. 3rd
ed. Chichester; Wiley.
Heskett, J. et al. (1994) Putting the service-profit chain to work.
Harvard Business Review. 2 (March-April), 164-174.
Vargo, S. and Lusch, R. (2004) Evolving to a new dominant
logic for marketing. Journal of Marketing. 68 (1), 1-17.
Yoo, J. and Arnold, T. (2016) Frontline employee customer-
oriented attitude. Journal of Service Research. 19 (1), 102-117
Service Quality and Satisfaction
Part 2: Measurement and management
Marketing Services 5
Difficulties of measurement and management
20. Intangibility of services makes quality difficult to measure. An
abstract construct
Inseparability means that customers co-produce the service and
take some responsibility for quality
Variability means no two interactions will be the same
As well as identifying five dimensions of service quality
(RATER), Parasuraman, Zeithaml, and Berry (PZB) developed:
the SERVQUAL Questionnaire (PZB, 1991) to measure service
quality
a framework commonly called the Gaps model (PZB, 1985) to
show the major causes of service quality shortfalls and how to
remedy them
SERVQUAL
22 items, across the five dimensions
P (perception) and E (expectation scores) scores for each item
are compared to arrive at a quality score for each of the 22
items
Adapt depending on the industry and context to reflect different
service activities
Administer on a regular basis to analyse trends
Criticisms of SERVQUAL
Is it measuring SQ or satisfaction?
SERVQUAL dimensions are not generic
Concentrates on process more than outcome
Excessively long questionnaire
Respondents are required to rate expectations and perceptions at
the same time. Expectations will be biased by experience of
21. service
No indication of importance of each item to customers
The fact that what we experienced is better than we expected
(P>E), doesn’t actually tell us much about the quality of the
service
Performance-only questionnaire
Cronin and Taylor (1992) recommend using only the
performance questions of the SERVQUAL model
Resembles typical customer survey
They also allow for weighting of the 22 items
Service quality Gaps model
Management’s perceptions of customer expectations
Translation of perceptions into service quality specifications
Service Delivery
Perceived Service
Expected Service
External Communications
WOM
Personal needs
Past experience
Gap 5
Consumer
Company
Gap 4
Gap 3
Gap 2
Gap 1
PZB (1985)
22. Gap 1: Not knowing what customers expect
The gap between customer expectations and management
perception of customer expectations
A misunderstanding of what attributes are valued by customers
A market intelligence gap
Causes of gap 1
Gap 2: Inappropriate service standards
The gap between management perception of customer
expectations and service quality specifications
Service designs and standards do not reflect expectations
A design standards gap
Causes of gap 2Lack of management commitment (belief that
customer expectations are unrealistic)Vague, undefined service
designsInadequate task standardizationFailure to develop
physical environment in line with customer expectations
Gap 3: Failure to deliver to standards
The gap between service quality specification and service
delivery
May lack necessary systems, processes, and people
May not encourage and require staff to meet standards
A delivery gap
23. Causes of gap 3Rigid or complicated specificationsPoor internal
marketingEmployee role ambiguity or conflictBreak-down in
technology or systems supportEmployee/customer unwillingness
or inability to performFailure to match supply and demand
Gap 4: Failure to meet promises
The gap between service delivery and external communications
The provider promises one thing and delivers another
A communications or ‘promises’ gap
Causes of gap 4Propensity to over-promise or exaggerateLack
of integration between marketing and operationsLack of
horizontal communication within the firm
Gap 5
The gap between perceived service and expected service.
The customer-perceived gap
The result of one or more of gaps 1 to 4
SERVQUAL measures gap 5 (perceptions versus expectations)
Having administered SERVQUAL, marketers can examine
which of the four gaps is responsible for gap 5
Closing the gapsGap 1: Market intelligence gapMarket research;
customer feedback; interaction between customers and
management; communication between contact personnel and
managementGap 2: Standards gap Specify tasks, sequences, and
timings as tightly as possible; standardize repetitive tasks to
improve consistencyGap 3: Delivery gapImprove recruitment,
24. training, and rewards; clarify roles; empower; improve
technology and equipment; educate customers; monitor
late/inaccurate deliveries; complaints recovery proceduresGap
4: Communications gapDon’t over-promise; seek input from
contact personnel; pre-test advertising; facilitate inter-
functional communication
E-service quality
Parasuraman et al. (2005) developed a measure of service
quality for the internet. Twenty-two items across four
dimensions:
Efficiency (accessibility and speed)
System availability (reliable web site/well functioning)
Fulfilment (items arrive as promised)
Privacy and security
Levels of measurement
Three sets of measures:
Customer measures
Service performance measures
Financial measures
Measuring satisfaction
Organizations create customized measures of satisfaction to suit
their individual needs
Attempts have been made to devise generic models. UKCSI uses
five dimensions:
staff professionalism
quality and efficiency
ease of doing business
problem-solving
25. timeliness
Sainsbury’sCheckoutTrolleys and basketsProductsDeli and fish
counterStaffPricingMisc.Help at checkouts
Enough time to pack purchasesEasy to steer trolleys
Strong bags
Wide range of
Quality fresh fruit and veg
Quick service
High quality productAlways available
Helpful and courteousClearly marked on shelf
Good offersBaby-changing facilities
Not crowded
58 statements across seven categories to rate on a Likert scale.
Research techniques
Questionnaires (SERVQUAL surveys; exit surveys)
Critical incident technique
Customer panels
Mystery customers
Complaint (and compliment) analysis
26. Employee research
Ethnographic research
User-generated content
Lost-customer follow-up
Setting service standards
Q: How far should a firm go in improving service quality?
A: As far as customers are prepared to pay for the enhanced
level of quality
References
Cronin, J. and Taylor, S. (1992) Measuring service quality: a re-
examination and extension. Journal of Marketing. 56 (3), pp.
55-68.
Parasuraman, A., Zeithaml, V., and Berry, L.L. (1985) A
conceptual model of service quality and its implications for
future research. Journal of Marketing. 49 (Fall), pp. 41-50.
Parasuraman, A., Zeithaml, V., and Berry, L.L. (1988)
SERVQUAL: A multiple-item scale for measuring consumer
perceptions of service quality. Journal of Retailing. 64 (1), pp.
12-40.
Parasuraman, A., Zeithaml, V., and Berry, L.L. (1991)
Refinement and re-assessment of the SERVQUAL scale. Journal
of Retailing. 67 (4), pp. 420-450.
Parasuraman, A., Zeithaml, V., and Malhotra, A. (2005) E-S-
Qual: A multiple item scale for assessing electronic service
quality. Journal of Service Research. 7 (3), 213-233.
27. Service Quality and Satisfaction
Part 1: Definitions and dimensions
Marketing Services 4
Different perspectives
Quality is determined by the customer and is the extent to which
the offering serves their needs and expectations
Quality is conformance to internally-specified standards
What is service quality?
The discrepancy [gap] between consumers’ perceptions of
services offered by a particular firm and their expectations
about firms offering such services
(Parasuraman, Zeithaml, and Berry, 1988)
Dimensions of service qualityReliability (delivering on
promises)Dependable and accurate performance. Firm meets its
promises (on delivery, price, problem resolution, service
provision)Assurance (inspiring trust and confidence)Competent,
courteous, credible, offering securityTangibles (representing the
firm physically)Appearance of physical elements (inanimate and
animate)Empathy (treating customers as individuals)Good
communication, customer understanding, and caring
individualised attentionResponsiveness (being willing to
help)Prompt and helpful employees
28. Examples of
dimensionsReliabilityResponsivenessAssuranceEmpathyTangibl
esCar repairProblem fixed first time and ready when
promisedNo waiting. Responds to requestsKnowledgeable
mechanicsAcknowledges customer by name. Remembers
previous problemsWaiting area. UniformsArchitectureDelivers
plans when promised and within budgetReturns telephone calls.
Modifies designs when askedCredentials and reputation.
Knowledge and skillsUnderstands client’s industry (B2B).
FriendlyOffice area, plans, invoices, dress
Alternative view
Grönroos (1984) says quality has two dimensions:
Technical or outcome dimension (‘what’)
Functional or process dimension (‘how’)
Excellent performance in one does not necessarily make up for
failings in another.
Integrated model
Brady and Cronin (2001) attempted to combine previous
models:
Interaction
Quality
Employee attitude
Employee behaviour
Employee expertise
Physical Environment Quality
Ambient conditions
Design
Social factors
Outcome
30. of consumption-related fulfilment
(Oliver, 1997)
Satisfaction is not an absolute. It is relative
Can have transaction-specific satisfaction and cumulative
satisfaction.
Expectancy disconfirmation model
Performance/ experience exceeds expectations
Satisfaction or delight
Positive disconfirmation
Performance/
experience
lower than
expectations
Dissatisfaction
Negative disconfirmation
Performance/
experience meets expectations
Confirmation (zero disconfirmation)
Satisfaction
Based on Oliver (1981)
Satisfaction and service quality
Satisfaction
Service Quality
Service Quality
Satisfaction
31. Satisfaction
Service Quality
OR
OR
Satisfaction and service quality
Confusion because service quality and satisfaction both
conceptualised as a comparison of what is received with what
was expected
Prevailing view (e.g. Cronin and Taylor, 1992; Grönroos, 2007)
is that service quality is a cognitive judgement that contributes
to satisfaction
Satisfaction is influenced by both cognitive judgments of
performance, but also emotions that result from the service
experience (e.g. pleasure, surprise, relief)
Satisfaction and service quality
Service Quality
Product Quality
Value
Reliability
Responsiveness
Assurance
Empathy
Tangibles
Satisfaction
Emotional response
Why is satisfaction important?
Satisfaction or delight
32. Loyalty and/or positive WOM
Dissatisfaction
Switching and/or negative WOM
‘Leaders who do not actively work to increase customer
satisfaction will be responsible for damaging their companies’
future earnings and shareholder value’
(Hart, 2007)
Satisfaction and retention
On average, 65-85% of customers who ‘defect’ to competitors
claim they were satisfied with their previous service provider.
Reichheld (1996) says we fall into the ‘satisfaction trap’,
thinking that satisfaction is the end in itself. What really
matters is loyalty.
Delight
Customer delight means delivering what is unexpected by the
customer (Oliver et al., 1997)
Delight means surprise, excitement, pleasure
However, once customers have been delighted, their expectation
levels are raised
Results in extra effort and cost to the firm
The strategy of under-promising to over-deliver (UPOD) can
backfire. Some customers may go elsewhere because the quality
level signalled by the firm is below what they consider adequate
(Topaloglu and Fleming, 2017)
33. Delight
Surprise
Joy
Employee effort
Employee expertise
Tangibles
Delight
Barnes et al. (2016)
Expectations
Customer expectations are beliefs about service delivery that
serve as standards or reference points against which
performance is judged
Zeithaml et al. (1993) distinguish two levels of expectation:
Desired Service Level
The level of service the customer hopes to receive, consisting of
a blend of what the customer believes can and should be
delivered
Adequate Service Level
The level of service the customer will accept. The minimum
service that can be delivered and still meet a customer’s basic
needs
Zone of tolerance
Zone of tolerance is the difference between desired and
adequate service levels
Zone of tolerance expands and contracts across customers and
even within the same customer (depending on the situation)
34. When service falls below the adequate level customers will be
frustrated. When it is higher than the desired level, customers
will be delighted
Desired Service
(ideal expectation)
Adequate Service
(minimum expectation)
Zone of tolerance
Factors influencing expectations
Predicted service expectations:
Provider promises
WOM
Past experience
Personal needs
Situational factors
Perceived alternatives
References
Barnes, D., Collier, J., Howe, V., and Hoffman, D. (2016)
Multiple paths to custoerm delight. Journal of Services
Marketing. 30 (3), 277-289.
Brady, M. and Cronin, J. (2001) Some new thoughts on
conceptualising perceived service quality. Journal of Marketing.
65 (3), pp. 34-49.
Cronin, J. and Taylor, S. (1992) Measuring service quality: a re-
examination and extension. Journal of Marketing. 56 (3), pp.
35. 55-68.
Grönroos, C. (2007) Service Management and Marketing. 3rd
ed. Chichester; Wiley.
Grönroos, C. (1984) A service quality model and its
implications. European Journal of Marketing. 18 (4), pp. 36-44
Hart, C. (2007) Beating the market with customer satisfaction.
Harvard Business Review. 85 (3), pp. 30-32.
Oliver, R. (1981) Measurement and evaluation of satisfaction
processes in retail settings. Journal of Retailing. 57 (Fall), pp.
25-48.
Oliver, R. (1997) Satisfaction: A Behavioural Perspective on
the Consumer. New York: McGraw-Hill.
Oliver, R., Rust, R. and Varki, S. (1997) Customer delight.
Journal of Retailing. 73 (3), pp. p. 311-336.
Parasuraman, A., Zeithaml, V., and Berry, L.L. (1988)
SERVQUAL: A multiple-item scale for measuring consumer
perceptions of service quality. Journal of Retailing. 64 (1), pp.
12-40.
Reichheld, F. (1996) The Loyalty Effect. Boston: Harvard
Business School Press.
Topaloglu, O. and Fleming, D. (2017) Under-promising and
over-delivering: Pleasing the customer or strategic blunder?
Journal of Services Marketing. 31 (7), pp. 720-732.
Wilson, A., Zeithaml, V., Bitner, MJ., Gremler, D. (2012)
Services Marketing. 2nd ed. Maidenhead: McGraw-Hill.
Zeithaml, V., Berry, L., and Parasuraman, A. (1993) The nature
and determinants of customer expectations of service. Journal of
the Academy of Marketing Science. 12 (1) pp. 1-12.
Service Encounter and
Service Delivery
36. Marketing Services 3
Service encounter
A period of time during which a consumer directly interacts
with a service
(Shostack, 1985)
Personal exchanges between customer and service
employees/other customers (face-to-face)
OR
impersonal interactions with technology, equipment, and
physical surroundings
Moments of truth
How consumers evaluate an encounter is critical to the overall
evaluation of the purchase and potential re-purchase
Every encounter is an opportunity for the customer to evaluate
the service provider:
‘a moment of truth’ (Normann, 1984)
Encounters will be evaluated on the basis of people, physical
evidence, process
Critical incidents
Specific interactions between customers and service firm
employees that are especially satisfying or especially
dissatisfying.
Not all service incidents are classified as critical, only those
that customers find memorable because they are particularly
satisfying or dissatisfying
(Bitner et al., 1990)
37. Servuction model
Customer
Other customers
Contact personnel
Inanimate environment
Operations infrastructure
(Langeard et al.,1981)
Back- stage/office
Front- stage/office
Servuction system
Factory metaphor to describe the service process: emphasises
process, system, structure, inputs, speed and efficiency.
Recognises that several factors contribute to the bundle of
benefits received by customer.
Customers regarded as co-producers with a role to play in the
production of the service. A resource that can increase the speed
and efficiency of production.
Model shows visible and invisible elements in the service
production system, and how they interact and affect the
customer experience
Theatre model
Setting
Actors
Audience
38. (Grove and Fisk, 1992)
Theatre model
Setting (stage and props): service facilities and physical
environment. Affects behaviour of customers/employees and
defines the service experience
Auditioning: hiring appropriate employees
Actors: employees whose attitudes, behaviour, appearance
influence perceptions.
Rehearsal: Training
Audience: customers, with cognitive and emotional responses to
the experience. Other customers (members of audience) affect
experience
Performance: employees and customers each with a role and
‘script’ (sequence of behaviours) to follow
Back-stage production team: support staff who make a crucial
contribution to service planning, production and delivery.
Usually out-of-bounds to audience
Managing encounters: People
Employees trained and empowered to meet expectations,
respond to special requests, and resolve service failure
Customers ‘educated’ to perform role
Customer segments compatible
39. Managing encounters: Technology
Migrate customers from face-to-face to computer-mediated
encounters or technology-based self service (TBSS)
Customer’s own ‘labour’ replaces that of service provider
BUT
has implications for service quality and value perceptions
10
Managing encounters: Technology
Sources of satisfaction
Perceived time/money saving
Ability to solve a problem immediately
More control over process (customization)
Greater reliability than human interaction
Sources of dissatisfaction
Technology failure
Process failure
Customer-driven failure
Insufficient value from resource application
11
40. Pleasure/displeasure in encounters
Critical incident technique
When did the incident happen?
What did the employee do?
What happened that made you feel satisfied/dissatisfied?
What should have been done differently?
Sources of satisfaction/dissatisfaction
Recovery: employee response to service failure
Adaptability: employee response to requests
Spontaneity: unprompted employee actions
Coping: employee response to problem customers
12
Customer experience
A customer’s ‘journey’ with a firm over time during the
purchase cycle and across multiple touch points
(Lemon and Verhoef, 2016)
Extends across pre-purchase, purchase, and post-purchase
Analysis and measurement requires:
Customer journey analysis (from customer perspective)
Multi-channel perspective
41. Customer experience elements
Cognitive
(goal attainment)
Social
(employees and other customers)
Emotional
(level of delight, joy, excitement, etc)
Sensory
(physical environment)
(Keiningham et al., 2017)
Service process
The service process describes the method and sequence of links
of the service system
Process will be designed around contact personnel, back-stage
personnel, customers, and technology
Tug of war between marketing effectiveness and operational
efficiencies
Service process has key influence on customer evaluations of
service quality
Difficult to achieve perfection
Customization and lack of standardization
Variability of the demand cycle
Variability of service demand
Customer and contact personnel mood
Involvement of customer in service process
42. Blueprinting
A graphical approach to depict a ‘map’ of the service ‘system’
showing:
All of the steps, tasks, choices, and support processes required
to make, provide, and consume a service
Those responsible for each task
Sequencing and relationship of tasks or steps
Timing of tasks or steps
Physical evidence at each point of interaction
Seek multiple perspectives: operations, marketing, HR,
employees, and customers
18
A multi-purpose tool
Marketing
Obtain customer feedback at concept and service development
43. stage
Identify competitive advantage
Analyse appropriateness of physical evidence at each point of
customer contact
Human Resources
Analyse staff roles and identify recruitment/training
requirements
Show employees how their roles fit within the total service
delivered to the customer
Operations
Identify potential operational fail points and improvements
Analyse the effectiveness and efficiency of the process
Making services availableFactors to considerPurchase
frequencyCompetitor activityCustomer locationCost of
provisionWillingness to travelStaff commitmentChannel
preferencesPositioning
Making services available
Direct Sales
Build relationships with customers, retain profit, maintain
quality
Intermediaries (e.g. franchising)
Improve accessibility and after-sales service, share costs/risks,
but loss of quality control, and reduced profit
Internet (disintermediation!)
Accessibility, convenience, choice, information,
competitive pricing
44. References
Bitner, M., Booms, B., and Tetreault, M. (1990) The service
encounter: diagnosing favourable and unfavourable incidents.
Journal of Marketing. 54 (January), 71-84.
Grove, S. and Fisk, R. (1992) The service experience as theatre.
Advances in Consumer Research. 19 (1), 455-461.
Keiningham, T., Ball, J., Benoit, S., et al. (2017) The interplay
of customer experience and commitment. Journal of Services
Marketing. 31 (2), 148-160.
Langeard, E., Bateson, J., Lovelock, C. and Eiglier, P. (1981)
Marketing of Services. Cambridge, MA: Marketing Sciences
Institute.
Lemon, K. and Verhoef, P. (2016) Understanding customer
experience throughout the customer journey. Journal of
Marketing. 80 (Nov), 69-96.
Normann, R. (1984) Service Management. New York: Wiley.
Shostack, G.L. (1985) Planning the service encounter. In
Czepiel, J., Solomon, M. and Surprenant, C. eds. (1985) The
Service Encounter. Lexington: Lexington Books, 243-254.
Distinguishing features of services
Marketing Services 2
Four distinguishing features
Intangibility
Inseparability
Variability (heterogeneity)
Perishability
45. These four features have been identified by a variety of authors,
but Zeithaml, Parasuraman, and Berry (1985) provide an
excellent review of the features and a summary of their
implications (you can cite these authors, if you need to, when
discussing the four features)
Intangibility
Abstract experiences, activities, and processes, so can’t be seen
or touched
Probably the most fundamental characteristic
Implications of intangibility
Difficult to evaluate which increases buyer risk
Difficult to promote/communicate
Impossible to build up an inventory
Issues for marketing:
Brand image
Physical cues
Price as a quality proxy
Guarantees and endorsements
Free trials
WOM
Implications of intangibility
The ease or difficulty of evaluating a service depends on its
attributes:
Search attributes (attributes that can be evaluated prior to
purchase)
46. Experience attributes (attributes that can only be evaluated
during/after consumption)
Credence attributes (attributes that can’t be evaluated easily
even after purchase)
Intangibility
(Zeithaml, 1981)
Restaurant Meals
Vacation
Haircut
Entertainment
High In Experience
Attributes
Computer Repair
Education
Legal Services
Complex Surgery
High In Credence
Attributes
Inseparability
Customer consumption often simultaneous with service
production/delivery
Customers interact with service provider
Can include customer co-production
Implications of inseparability
Service providers require different skill set
Co-production can influence service outcome
47. Other customers can be present
Difficulty selling to geographically widespread market
Difficult to correct defective service
Issues for marketing:
Employee and customer management
Multi-site locations
Opportunity for customization
Variability (Heterogeneity)
No two service provisions are ever identical
Affected by personnel delivering service, time of day, other
customers present, etc.
Individual customer perceptions of service delivery will vary
Implications of variability
Consistently perfect quality difficult to achieve
Service delivered to the customer may not match what was
promoted or planned
Implications for brand image
Greater risk for customer
Issues for marketing:
Training and/or technology to reduce variability
Standardise wherever possible
But remember,
customers of more ‘hedonic’ services expect a customized
approach (Ding and Keh, 2015)
Perishability
Cannot be stored or saved, and sold later
48. Little or no inventory
Implications of perishability
Lost revenue (excess capacity)
Lost customers (excess demand)
Issues for marketing:
Managing congestion during peak demand, and unused capacity
during low demand
A Fifth Characteristic?
Lack of ownership
Marketing transactions that do not involve a transfer of
ownership (Lovelock and Gummesson, 2004)
The extended marketing mix
Booms and Bitner (1981) extended mix to 7 ‘Ps’. The
importance of each will vary according to the particular service
Physical Evidence
Process
People
The extended marketing mix
People
All human actors who play a part in service delivery and
influence a buyer’s perceptions
Physical Evidence
49. The environment in which the service is delivered and any other
tangible elements
Process
The procedures, mechanisms, and flow of activities by which
the service is delivered
References
Booms, B. and Bitner, M.J. (1981) Marketing strategies and
organization structures for service firms. In Donnelly, J. and
George, W. eds. (1981) Marketing of Services. Chicago: AMA,
pp. 51-67.
Ding, Y. and Keh, H. (2015) A re-examination of service
standardization versus customization from the consumer’s
perspective. Journal of Services Marketing. 30 (1), 16-28.
Lovelock, C. and Gummesson, E. (2004) Whither services
marketing: in search of a new paradigm and fresh perspectives.
Journal of Service Research. 7 (1), pp. 20-41.
Zeithaml, V. (1981) How consumer evaluation processes differ
between goods and services. In Donnelly, J. and George, W.
eds. (1981) Marketing of Services. Chicago: AMA, pp. 186-190.
Zeithaml, V., Parasuraman, A., and Berry, L. (1985) Problems
and strategies in services marketing. Journal of Marketing. 49
(2), 33-46.
Defining and classifying services
Marketing Services 1
50. Teaching and learning
Lecture: introduction to, and understanding of, key ideas in
services marketing, with practical examples of theory in the
‘real world’
Tutorial: application of theory to practice, with an opportunity
to discuss and debate. Requires preparation and participation
Assessment: opportunity to analyse, evaluate, to make
recommendations, and to apply theory to practice
Independent Study: reading to enhance understanding of key
ideas
Core text book
Palmer, A. (2014) Principles of Services Marketing,
7th edition, Maidenhead: McGraw-Hill
Blackboard
Module handbook
Lecture slides
Announcements
Tutorial preparation materials
Recommended articles (in Reading List content area)
Coursework brief
Module handbook
Contains:
Lecture and tutorial programme
Recommended reading
Brief for each tutorial
51. Bring it to every session
Assessment
Coursework 50%
2,500-word assignment based on a case study
Online submission: Wednesday March 13th 2019
Examination 50%
Two-hour examination in April/May. Essay-style questions.
Answer two questions from a choice of four. Each of the four
questions will focus on one topic, drawn from study units 6 to
11.
Size of the service sector
66% of world GDP
74% of developed countries’ GDP
51% of developing countries’ GDP
(UNCTAD, 2012)
Share of economic output in UK
(Office for National Statistics, 2018)
1948
2016
% of GDP
Services Manufacturing Construction Agriculture 46 42
6 6
52. % of GDP
79%
Services Manufacturing Construction Agriculture 79 14
6 1
Examples of service industries
Supply (retail, energy, transport)
Entertainment
Government and non-profit
Personal and maintenance
Tourism, Hospitality, Recreation
Healthcare
Communication and Information
Education and knowledge
Financial and insurance
What are services?
The production of an essentially intangible benefit, either in its
own right or as a significant element of a tangible product,
which through some form of exchange, satisfies an identified
need
(Palmer, 2014)
What are services?
Services are deeds, processes and performances…economic
activities whose output is not a physical product, is generally
consumed at the time it is produced, and provides added value
in forms (such as amusement, comfort, convenience) that are
essentially intangible
53. (Wilson et al., 2012)
What are services?
Products of economic activity that you can’t drop on your foot,
ranging from hairdressing to websites
(The Economist, 2013)
Product-service continuum
Tangible
Intangible
Tangible dominant
e.g. coffee
Intangible dominant
e.g. consultancy
Restaurant meal
(Shostack, 1977)
Trends in services
Many manufacturers of products now add supplementary service
elements that augment the tangible good
Servitization: Manufacturing firms competing through service
provision. Requires culture change
With increasingly similar products, service becomes the
differentiating factor and source of competitive advantage
Distinction between the marketing of a service where the
service is the core product, and where service is an add-on to a
physical good and adds value to the good.
Customer service is the service provided in support of a
company’s core product. You do not ‘buy’ customer service;
you buy the product or service that a company offers.
54. New business models
Shift in lifestyle: car ownership forecast to decrease in
developed economies (McKinsey, 2017)
Automotive manufacturers introducing service element to
replace reduced revenues from manufacturing
Mercedes (and others) investing in shared mobility services
Molecular model (Shostack, 1977)
Many ‘products’ are a combination of tangible and intangible:
cinema
visit
food and
drink
atmosphere
ticket purchase
and seat
reservation
method
of
delivery
building and
seating
the film –
entertainment
Screen size,
55. sound clarity
Classifying servicesPeople as
recipientsPossessions as recipientsTangible actionsHigh-
involvement
personal servicesGoods maintenance servicesIntangible
actionsServices for
the mindIntangible asset maintenance services
Palmer (2014), based on Lovelock (1983)
Classification criteriaLow or high customizationLow or high
customer participationLow or high level of service provider
judgementOne-time episodes or long-term
relationship/contractUtilitarian or hedonic serviceWide or
narrow demand fluctuationsCapacity constrained or
flexibleCustomer to organization or organization to customer or
remote interaction
Based on Lovelock (1983)
The Flower of Service
Core Service
Payment
Consultation
56. Hospitality
Safekeeping
Billing
Order-taking
Information
Exceptions
Facilitating
Enhancing
Lovelock (1995)
Supplementary servicesInformationHow to obtain and use a
serviceOrder-takingSecure a commitment to service
deliveryBilling
Clear and accuratePayment
Simple and convenient transactions Consultation
Advice tailored to individual customer needs Hospitality
Made welcomeSafekeepingFirm will look after personal
possessionsExceptionsFlexible and responsive to special
requests
References
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