In this chapter we discussed the importance of analyzing the marketing environment. In the next section of the marketing plan exercise, you will analyze the environment you will be entering upon graduation. Your assignment is to prepare a market summary for the job or graduate school program you are interested in pursuing after graduation. If your objective is a specific job or career, you need to answer questions like:

· What is the average salary?

· What are the companies that are best positioned to offer the kind of job you want?

· Are there jobs in this field located where you want to live?

· What is the total size and growth rate of the industry you are planning to enter?

· What is the current unemployment rate in that field, and what percentage of jobs are filled by new college graduates?

If your objective is graduate school, you need to answer questions like:

· What schools offer this program?

· What are those schools’ admission statistics (percentage accepted, tuition and fees, financial aid available, etc.)?

· What are the average Grade Point Average (GPA) and entrance exam (LSAT, GMAT, MCAT, etc.) scores?

· What is the average starting salary for graduates of these programs?

It is important to conduct an honest environmental assessment. Students sometimes have unrealistic expectations of what their first job out of school or a graduate program may be like. The better you understand the environment you are entering, the better you will be able to market yourself and your skills to succeed in it.

 

Your Task: Write at least a two-paragraph marketing summary describing the environment you will face after graduation.

               

 

 

One of the central objectives of the course curriculum is to ensure that students are able to comprehend academic research—essentially understand information that is professionally researched, peer reviewed, and intended for the “academic discourse.”

 

For this essay, students will illustrate their capacity for comprehension and then express that comprehension in a short, explanatory piece of writing.

As the Filene article explains, for decades historians have debated the meaning and accomplishments of the Progressive Movement.  When historians write books/articles they are usually in response to other historians’ books/articles.  Historians either argue against each other, add to the cumulative knowledge of the “conventional wisdom” surrounding the historical topic, or on rare occasions offer breakthrough, novel interpretations.  Filene helps explain the ebbs and flows of the debate on Progressivism.  Your task is to effectively transmit the contents of the Filene article, but also indicate a clear understanding of Filene’s argument.  Demonstrate a clear understanding of a scholar’s argument and how they develop and defend it through a written article summary.

Here are some tasks that should help you complete the larger objectives of the assignment:

Identify the author, title, and year of publication

Situate the topic in the historical context, based on what you know from the textbook and other sources in this class.

Identify and summarize the author’s thesis in YOUR OWN WORDS

State and explain the author’s supporting ideas and evidence

Explain the underlying meaning or goal of the article, not simply the superficial details.

 

For this paper you will demonstrate your ability to read and comprehend a published article and effectively summarizing the main idea(s) of the author in a concise summary.

 

Writing Standards

The essay will be 2 pages long.

Standard margins.

12 point times new roman font.

In-text parenthetical citations.  For example: (Johnson, 25).

The essay needs to reference/cite the Filene article.  The essay also needs to reference at least one of the sources from the module 2 on the Progressive Era.  So, the essay must reference two sources.  To illustrate a sharp command over the reading, you might judiciously incorporate some passages from the Filene article.

All essays need to be submitted to turn-it-in, through canvas.  I will not grade the essay if it’s not submitted to turn-it-in.

Proofread the essay.  If I can’t understand the writing, the grade will be penalized.

The rubric is posted on the course portal.

Every essay needs a formal works cited page.  Remember to cite each individual source.  MLA format for works cited page.

There is no need to consult outside sources.  All of the information needed to complete this essay is found in the module.  Students must reference the Filene text.

 

Essay Due February 19, 11:59 pm

 

 

 

After completing these tasks and objectives, students will be able to:

CO1. Demonstrate understanding of key events, central themes, and questions pertaining to recent United States history.

CO2. Gain experience reading and analyzing written arguments by engaging with a variety of types of sources.

CO 3: Read and condense the central ideas of an author’s work into your own words by identifying the author’s thesis and key evidence used to support it.

 

Rubric

Calvo essay rubric (1) (11)

Calvo essay rubric (1) (11)
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeOverall Impression	20 to >16.8 pts Excellent Author directly addresses the main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. The author has retained nearly all of the knowledge presented in class. He/She is able to synthesize this knowledge in new ways and relate to material not covered in the course. 16.8 to >13.6 pts Proficient Author competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the author has learned a great deal in class and is able to communicate this knowledge to others. 13.6 to >10.4 pts Limited Author attempts to address the main question or issue, but fails. The author has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others. 10.4 to >0 pts Poor Essay does NOT address the main question or issue, and it is obvious that the author has not retained any information from the course.	20 pts
This criterion is linked to a Learning OutcomeArgument	15 to >12.6 pts Excellent Essay contains a clear argument—i.e., lets the reader know exactly what the author is trying to communicate. 12.6 to >10.2 pts Proficient An argument is present, but reader must reconstruct it from the text. 10.2 to >7.8 pts Limited Author attempts, but fails, to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context). 7.8 to >0 pts Poor No attempt is made to articulate an argument.	15 pts
This criterion is linked to a Learning OutcomeEvidence	20 to >16.8 pts Excellent Provides compelling and accurate evidence that convinces reader to accept main argument. The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument. 16.8 to >13.6 pts Proficient Provides necessary evidence to convince reader of most aspects of the main argument but not all. The importance/ relevance of some evidence presented may not be totally clear. Reader must make a few mental leaps or do some additional research to fully accept all aspects of main argument. 13.6 to >10.4 pts Limited Not enough evidence is provided to support the author’s argument, or evidence is incomplete, incorrect, or oversimplified. Information from lectures and readings is not effectively used. 10.4 to >0 pts Poor Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from lectures and readings.	20 pts
This criterion is linked to a Learning OutcomeSources	15 to >12.6 pts Excellent Evidence is used from a wide range of sources. When required, the author also consults scholarly books, websites, journal articles, etc. not explicitly discussed in class. 12.6 to >10.2 pts Proficient Evidence is used from many sources, but the author relies heavily on a more limited set of sources. Some effort is made to go beyond material presented in class when required, but not much. If outside sources are used, they are primarily non-scholarly (i.e., intended for a general audience) and/or web-based. 10.2 to >7.8 pts Limited Uses only a few of the sources provided in class, or does not go beyond what has been provided by professor when required to do additional research. 7.8 to >0 pts Poor Does not use sources, only minimally uses sources provided by instructor, or relies exclusively on non-scholarly outside sources.	15 pts
This criterion is linked to a Learning OutcomeCitations	10 to >8.4 pts Excellent All evidence is properly cited. The essay contains a bibliography. 8.4 to >6.8 pts Proficient All evidence is cited, but there are some minor problems with completeness or format of some citations. 6.8 to >5.2 pts Limited Some pieces are unreferenced or inaccurately referenced. 5.2 to >0 pts Poor No attempt is made to cite evidence.	10 pts
This criterion is linked to a Learning OutcomeOrganization	10 to >8.4 pts Excellent Essay contains an intro, main body, and conclusion. Introduction lays out main argument and gives an outline of what the reader can expect in the essay. The conclusion brings everything together, acknowledges potential shortcomings of the paper, and gives the reader a sense of what further work might be done to advance the subject matter described in the paper. 8.4 to >6.8 pts Proficient Essay contains an intro, main body, and conclusion. The introduction lays out the main argument but gives the reader little idea of what to expect in the essay. The conclusion nicely summarizes the main argument and evidence, but does not move beyond what has already been presented in the paper. 6.8 to >5.2 pts Limited Essay contains an intro, main body, and conclusion. The introduction gives the reader an idea of what to expect in the paper, but does not effectively lay out the main argument. It may begin with a set of rhetorical questions, or an anecdote that is never fully explained. The conclusion does little more than restate the problematic introduction. Intro and/or conclusion may be too wordy or short. 5.2 to >0 pts Poor Essay has no clear organizational pattern.	10 pts
This criterion is linked to a Learning OutcomeClarity and Style	10 to >8.4 pts Excellent All sentences are grammatically correct and clearly written. No words are misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are always explained. All information is accurate and up-to-date. Paper has been spell-checked AND proofread (ideally by you and somebody else), and contains no errors. 8.4 to >6.8 pts Proficient All sentences are grammatically correct and clearly written. An occasional word is misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are usually, but not always, explained. All information is accurate and up-to-date. Paper has been spell-checked AND proofread, and contains no more than a few minor errors, which do not adversely affect the reader’s ability to understand the essay. 6.8 to >5.2 pts Limited A few sentences are grammatically incorrect or not clearly written. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date. Paper has been spell-checked AND proofread, but still contains several errors. Reader’s ability to understand essay may be compromised by these errors. 5.2 to >0 pts Poor Paper is full of grammatical errors and bad writing. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date. Paper has not been spell-checked or proofread, and contains numerous errors. Reader has a difficult time understanding essay because of errors.	10 pts
Total Points: 100

PREVIOUS NEXT

 

 

Filene Article

 

file:///Users/taneishashiree/Downloads/rba09-sb4converted.html

In your Developing Nonprofit and Human Service Leaders textbook, there is a discussion of two tools for effective communication in organizations and teams: active listening and emotional intelligence. As related in the text, the concept of emotional intelligence has been gaining attention over the past two decades, with more research and the emergence of tools for measuring emotional intelligence.

In your initial post, discuss how a leader of a multi-organizational team would use active listening and emotional intelligence skills to help move the team forward in a collaborative project. How would the addition of emotional intelligence skills add to the ability to achieve results beyond those that active listening skills or skills as a subject matter expert alone would achieve? Support your post by citing the article by Mathew and Gupta (2015) from the Studies for this unit or by citing other current literature on emotional intelligence.

NOTE: Minimum of 350 words and 1 scholarly journal

In an investigation being conducted by the state crime lab, senior investigators have called your company, AB Investigative Services, to provide advice concerning the interception of wire, electronic, and oral communications. The current individual suspected to be the source of the crime used a library computer to send and receive e-mails. The librarian walked up on the e-mail account while the suspect was away and found incriminating information in an open e-mail, which was reported to law enforcement.

• Post your advice to the senior investigators addressing the following:
  • Define how the forensic investigator could interpret one aspect of one of the following statutes in relation to the given scenario using:
    • 18 U.S.C. §§ 2510-22 Wire and Electronic Communications Interception and Interception of Oral Communications and,
    • 18 U.S.C. §§ 3121-27 Pen Registers and Trap and Trace Devices
  • In your opinion, how can the interpretation be misconstrued or incorrectly interpreted by a forensic investigator?
• Respond to other students’ posts, by addressing the following:
  • Defend how the First and Fourth Amendments apply or do not apply to the email in this case.
  • What other aspects could be misinterpreted based on current technologies?

You can use this tutorial to help with the completion of this assignment.