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Target Recommendations Paper
You have now completed your target packet on opium production in Afghanistan in accordance with your mandate from ISAF through your superiors. Your packet includes a model of the target threat, information populating the model and recommendations on how to fill intelligence gaps, and a predictive assessment of the target's future at least five years out. Now, it is time to put your target packet to work. Write a brief policy recommendation for ISAF decision makers presenting the results of your work and suggesting future courses of action. Do not focus so much on ISAF's real capabilities on the ground in Afghanistan, but rather make reasonable recommendations with solid foundations in your target packet. You may use highly relevant graphics in your paper provided they are used to increase the efficiency of your presentation. Be logical, organized, and concise, as you are limited to seven double-spaced pages in 12-point font.

Write a critical/argumentative essay of the topic below. Provide at least 6 sources outside of Hockey Night in Canada by Gruneau and Whitson (will be emailed). Use the 6 sources and Hockey Night in Canada to support your thoughts/ideas. Please include a Works Cited page.

TOPIC: Hockey, that is, professional men's hockey, came back after a one year hiatus and all was right in the world...Well, almost. The Carolina Hurricanes won the Staney Cup and for the second time in three years, a Canadian team came up one game short of bringing the cup home to its rightful place-If, of course, you are to believe the Canadian media. During the course of the 2006 playoffs, the following headline appeared:

"Hockey fans stabbed in Edmonton melee"
Two people were stabbed and 49 others were arrested in Edmonton when fans celebrating an Oilers playoff victory turned violent. (Last updated Sat, 13 May 2006 19:31:43 EDT CBC News)

Immediately after this story broke, experts in hockey received calls from Canadian media asking for their comments on "what makes hockey fans go crazy and turn violent." Their only comment was that the violence in the streets of Edmonton had as much to do with hockey as the violence that erupted in the streets of Penticton several years ago during the Okanagan Peach Festival had to do with peaches. As you might expect, this response was followed by a polite: Thank you...click!

The point to this rather protracted introduction to an essay topic is that the Canadian media appear to have a penchant for "fanning the flames" when it comes to stories that link hockey to violence, whether or not it happens on or off the ice, and are always looking for ways to reinforce the stereotypical image of masculinity and testosterone gone awry-player or fan. Please write an essay on the myriad of issues addressed above. WARNING: There are as many opinions about "violence" in hockey as there are people in Canada! Thus, please do NOT write an essay summarizing Hockey Night in Canada Ch 8 regarding violence and then add your opinions on whether or not fighting should be allowed in hockey. Instead, think of ways to address the above without trying to draw a straight line between "fighting" and "violence". There are many ways to approach this, but it is important that you develope a solid thesis statement. If you chose, you can use a segue/hook like the one used at the beginning of this essay topic.

TIPS On Writing Argumentative/Critical Essays:
The opening paragraph of and argumentative/critical essay must contain your thesis.
Each subsequent paragraph needs to make a point that develops from that thesis, and these points
must be supported by evidence from your source material (whatever that material is). The points
should be positioned logically and effectively. For instance, if you analyze the relationship two
characters in a novel or the use of symbolism as a narrative device in your third paragraph, dont drop
it in paragraph four and then return to talk about it again in paragraph seven.
Points are not merely examples of your thesis. If thats all they are, then you end up with an
argument that has only one point and many examples, and thats not the same thing as a thesis thats
developed in a series of different points.
The final paragraph of your essay should be a conclusion, not a restatement of your thesis (or a
restatement of your argument).
Argue your point: dont retell the story. Provide enough narrative information so that your point
makes sense, and omit the rest. If you find yourself using narrative language, e.g., Then she takes
the children home, or He picks up the phone and discovers that it has been disconnected, or The
chief of police is a man named Homer Necessary, youre no longer making an argument ~ youve
reverted to retelling the story.
Thinking and Writing Critically
Taken from Quick Access: Reference for Writers. Lynn Quitman Troyka. Prentice-Hall Canada Inc.
2000.
Thinking is not something you choose to do, any more than a fish chooses to live in water. To be
human is to think. But while the process of thinking may come naturally, awareness of how to think
does not. So, thinking about thinking is the key to critical thinking.
When you think critically, you take control of your conscious thought processes. Without such control,
you risk being controlled by the ideas of others. Indeed, critical thinking is at the heart of a liberal
(from the Latin word for free) education.
The word critical here has a neutral meaning. It does not mean taking a negative view or finding fault,
as when someone criticizes another person for doing something wrong. The essence of critical
thinking is thinking beyond the obvious, just as critical reading is reading beyond the literal level.
Critical thinking is a process of contemplation and deliberation. Within this process, it takes time to
progress from becoming fully aware of something, to reflecting on it, to reacting to it. You use this
sequence often in your life, as when you learn a new job and then evaluate the job itself as well as
your ability to do the work.
The general process of critical thinking, as it is applied in academic settings, is described below. This
process also applies to reading critically and writing critically.
A crucial distinction in critical thinking, critical reading, and critical writing resides in the differences
between summary and synthesis.
Summary comes before synthesis. To summarize is to extract the main message or central point of a
passage. A summary does not include supporting evidence or details. It is the gist, the hub, the seed
of what the author is saying; it is not your reaction to it. Most people summarize informally in
conversation (and more formally in speech).
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1. Analyze: Consider the whole and then break it into its component parts so that you can
examine them separately. By seeing them as distinct units, you can come to understand how
they interrelate.
2. Summarize: Extract and restate the materials main message or central point at the literal level.
3. Interpret: Read between the lines to make inferences about the unstated assumptions
implied by the material. Also evaluate the material for its underlying currents as conveyed by
tone, slant, and clarity of distinctions between fact and opinion; by the quality of evidence; and
by the rigour of its reasoning and logic.
4. Synthesize: Pull together what you have summarized, analyzed, and interpreted to connect it
to what you already know (your prior knowledge) or what you are currently learning. Find links
that help you grasp the new material to create a new whole, one that reflects your ability to see
and explain relationships among ideas.
5. Access critically: Judge the quality of the material on its own and as it holds up in your
synthesis of it with related material.
To synthesize is to weave together ideas from more than one source; to connect ideas from one or
more sources to what you already know from what you have read, listened to, and experienced; to
create a new whole that is your own as a result of your thinking about diverse yet related ideas. Many
techniques can help that thinking along. When you synthesize unconsciously, your mind connects
ideas by thought processes mirrored in the rhetorical strategies discussed.
To synthesize deliberately, consciously apply rhetorical strategies to the material. For example:
# Compare ideas in sources.
# Contrast ideas in sources.
# Create definitions that combine and extend definitions in individual sources.
# Apply examples or descriptions from one source to illustrate ideas in another.
# Find causes and/or effects or other processes described in one source that explain
another.
Unsynthesized ideas and information are like separate spools of thread, neatly lined up, possibly
coordinated, but not integrated. Synthesized ideas and information become threads woven into a
tapestry that creates a new whole. Synthesizing is the core of critical thinking. Synthesis is the
evidence of your ability to tie idea together in the tapestry of what you learn and know and
experience. Put another way. Synthesis provides the proof that the light is on.
Alert: Synthesis by summary a mere listing of who said what about a topic is not true synthesis.
It does not create a new connection among ideas.
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Style (S-)
1. Always use the present tense when talking about a book, play or movie.
2. A broad, blanket-statement opening sentence like War is the most destructive force known to
humans or Shakespeare was the greatest of dramatists is nothing but filler. In papers of this
length, get right to the your subject; the leaner your opening statement is, the better. Similarly,
dont announce what you plan to do in the paper or how you plan to do it ~ just do it. A thesis
statement is not a declaration of your agenda; its the premise of your paper.
3. Avoid using the passive voice. Its usually confusing and tends to make your sentence heavy
and awkward. Happy is told that his father had the wrong dreams is puzzling to readers: we
want to know who told him.
4. Avoid using the second person (you), which is too informal, and the third party (one) which is
too stiff. There are other ways to express the same idea: try using the first person plural
(we/us).
5. Avoid breaking up a subject-verb construction with a comma. Instead of the awkward We,
therefore, know, try We know, therefore . . .
6. Avoid rhetorical questions. They tend to make a writer sound smug because they imply that you
know all the answers.
7. Avoid using this or that as a demonstrative pronoun; it always makes a sentence more
vague than it need be. Instead, use them as demonstrative adjectives and supply a noun for
them (this idea, that stipulation, etc.)
Vague sentence: This weakened his argument.
Precise sentence: This statement weakened his argument.
8. Repetition weakens an argument. So does redundancy. The following are common
redundant phrases: throughout the entire movie, anger and rage, power and control.
9. Its fine ~ even effective ~ to use simple sentences for emphasis, but dont overdo it. Too many
short, basic sentences in one paragraph make for choppy, disjointed reading and give the
impression that the writer isnt capable of more sophisticated thought. Combine some of those
simple sentences to construct a more complex one.
10. Try to keep yourself (the first person singular) out of your paper. This precept may sound
impersonal and overly formal, but avoiding I and me can prevent a lot of awkwardness and
rambling, and expressing your feelings about what youve read or seen isnt the same as
expressing an opinion ~ its usually inappropriate in an argumentative essay. And your opinion
is implied without your drawing attention to the fact thats its your opinion, because in an essay
signed by you, who elses could it be?
11. Use pronouns whenever possible and appropriate. It can drive a reader crazy to read the same
nouns and proper nouns over and over (Macbeth imagined he saw a dagger in the air and the
dagger reminded Macbeth that Macbeth had sworn to kill Duncan with a dagger).
12. Avoid using the noun thing (or something). It doesnt identify clearly enough the object or
quality youre trying to get at.
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13. Link your sentences with connectors like but, however, and therefore, or connective
phrases like on the other hand and as well. Otherwise sentences that you mean to follow
one another in a logical sequence may seem disparate and youre likely to end up with a
non sequitur (a statement that doesnt follow logically from one that precedes it). N.B. Overuse
of these connectors can lead to the ping-pong effect ~ your reader is bounced back and
forth between so many new points that the original idea is long forgotten. Also, avoid using
these connectors and connective phrases to begin paragraphs. Use transition sentences at the
end of one paragraph to set up the one to follow.
14. Avoid split infinitives and other split verbs. In almost all cases, and adverb that interrupts a verb
can be moved to a different place in the sentence, e.g., to finally arrive home reads better as
finally to arrive home or to arrive home, finally.
15. Avoid clichs as much as possible; they make your writing sludgy and predictable. Thats
equally true of popular expressions like up front, in denial, bring closure to, etc. Incredible
and unbelievable are dull, vague, inexpressive adjectives unless you mean them literally, and
depressing is a misleading way of saying downbeat or sad or moving.
16. For similar reasons, avoid obscenity and other kinds of slang unless youre quoting a line or
youre absolutely sure that this is the most effective way to make your point. Im certainly not
puritanical; I think obscenity spices up spoken discourse. But slang of any kind is rarely an
asset in an argumentative essay. Thats because written English is always more formal than
spoken English. So phrases that are not strictly correct but universally understood in speech
dont get by on the page. For example, mad means insane, not angry, and fun is a noun,
not an adjective, so you cant write, It was a fun experience.
17. Try to avoid archaic phrases and unwieldy diction. Angry is a whole lot better than angered,
comedic is just a fancy way of saying comic (youd never write tragedic!), and utilize
always sounds to me like something youd buy in a hardware store. That which would have
made her happy is awkward; what would have made her happy is much cleaner. And there
are usually better ways to introduce a quote besides she states, he says, she tells, or he
continues. Think of all the descriptive synonyms the English language provides for say.
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Grammar (G-)
1. Colons and semi-colons cannot be used interchangeably. Colons are used to introduce
material (a quotation or an idea or a list). Semi-colons are used within lists or to connect
separate ideas in a single sentence. A sentence that employs a comma instead of a semi-colon
to connect separate ideas is a run-on sentence.
Run-on sentence: Beth was unhappy at home, she wanted to assert her
independence but her father prevented her from doing so.
Acceptable sentence: Beth was unhappy at home; she wanted to assert her
independence but her father prevented her from doing so.
2. A connector like and, but, or, that, or yet is not followed by a comma.
3. The terms i.e. and e.g. mean very different things: e.g. means for example, and i.e.
means that is. Either one is always followed by a comma.
4. Dont use a hyphen (one-) when you want a dash (two -- ), or if you must, at least leave a space
before and after. When you write a sentence like Hamlet-and not Laertes-is the character we
admire, youve actually invented two new words: Hamlet-and and Laertes-is.
5. Be careful how you use the word because: the phrase that follows it needs to be the cause of
the phrase that precedes it. This is a cause/effect problem, and I usually denote it papers with
C/E. (See The Shubert Code.)
6. When you are writing in the past tense and want to refer to an action that happened earlier, the
correct tense is the pluperfect, e.g., He told his wife that he had written to his brother. Thats
a construction everyone is familiar with. But remember that when you write about a play or a
movie, youre writing in the present tense and so an action that happened earlier must be
placed in the past tense.
Incorrect sentence: He tells his wife that he had written to his brother.
Correct sentence: He tells his wife that he wrote (or has written) to her brother.
7. When the subject of a phrase is followed directly by a verb, they are not separated by a
comma. So The Captain of the ship ordered his crew to man the hatches is correct but The
Captain of the ship, ordered his crew . . .is not. Similarly, a comma cannot separate a verb
from its object (or objective completion). So He is the first one to arrive is correct but Heis,
the first to arrive is not. And there is no comma between a possessive and its object: William
Shakespeares Hamlet, not William Shakespeares, Hamlet.
8. Apostrophes are used only for possessives and contractions ( dont, didnt theyre, etc.). They
cannot be used for plurals. Therefore:
Incorrect sentence: His sisters came over for coffee.
Correct sentence: His sisters came over for coffee.
Incorrect sentence: His sisters boy friend came too.
Correct sentence: His sisters boy friend came too.
If the word is both plural and possessive, then the apostrophe follows the s:
Incorrect sentence: Her two sons birthdays are both in February.
Correct sentence: Her two sons birthdays are both in February.
9. The only exception to the possessives rule is its, which is a possessive without an
apostrophe. We make this exception in order to distinguish its from its, a contraction that
means it is. This is an oft made mistake in students papers.
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10. A dangling modifier is a phrase that is meant to modify a noun, usually the subject of a
sentence, but fails to do its job. For example, in the sentence, Having worked in this office for
ten years, it seems to me that I deserve more respect, the modifying phrase having worked in
this office for ten years is actually modifying it ~ though of course it hasnt worked in this
office for ten years. There are two ways to fix this sentence. You could alter the modifying
phrase to read (for example), Since I have worked in this office for ten years, or you could
modify the main clause to read ( for example), I deserve more respect, it seems to me.
11. Make sure that your verb agrees with your subject and that all subsequent references to that
subject are also in agreement with it. A compound subject (e.g., two subjects linked with and)
is plural and requires the appropriate verb form. One, each, each one, someone,
everyone, anyone and no one are all singular subjects; they cant be referred to later on in
the sentence as they, them, or their, and they require the appropriate verb form.
Incorrect sentence: Everyone likes to take their time.
Correct sentence: Everyone likes to take his or her time.
Preferable sentence: Everyone likes to take time.
12. As the subject or object of a dependant clause, that is correct only when the antecedent is not
human, e.g., the exam that I passed. (Its even better ~ more succinct ~ if you can eliminate
that altogether, e.g., the exam I passed.) If the antecedent is a person, however, you must
use either who (for the subject of the clause) or whom (for the object of the clause). Who
and whom cannot be used interchangeably: the woman who loves me but the woman
whom I love.
13. Colloquially, we often use how to mean that, but in writing we need to be more precise: only
use how if you mean literally, in what way. So theres nothing wrong with the sentence, He
told me how hed persuaded her to give him the money, but He told me how he used to be a
lifeguard is incorrect. It should read, He told me that he used to be a lifeguard. Also, an
example of is insensitivity is when he boasts about his sexual conquests is grammatically
incorrect because an example cant be when.
14. Always distinguish between a pronoun that operates as a subject of a clause and a pronoun
that operates as an object. Our host poured coffee for she and I doesnt make grammatical
sense, because she and I are subjective, not objective pronouns. The sentence should read,
Our host poured coffee for her and me.
15. Commas are often used to set off a word or phrase in the middle of a sentence that is
supplementary to it, e.g., She didnt believe him, however, and went along her merry way or
The first rule of thumb, should you find yourself stranded on a highway late at night, is not
to panic. Make sure that you provide both commas in this case ~ one before and one after.
16. Some commonly used prepositional phrases are grammatically incorrect. In the beginning of
the movie is incorrect; you want at the beginning of the movie. (On the other hand, in the
beginning sequences of the movie is just fine.) We are concerned about people and paranoid
about the future, not concerned or paranoid of them. And since off is a preposition and
therefore takes a direct object, Please take that picture off of my door is incorrect; the
sentence should read, Please that that picture off my door. The correct word is recurring,
not reoccurring; prophesies. Not prophesizes.
17. If you use a participle as a noun (that is, a gerund), then it must be treated grammatically as a
noun, not as a verb. Therefore she feared him coming is incorrect, because coming is a
noun and the object of the verb feared; the correct phrase would be she feared his coming.
When this construction becomes awkward (e.g., He awaited his friends coming), youre better
off rephrasing (He awaited his friends arrival).
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Quotations (Q-)
1. Use a quotation from the text to back up your point, not to repeat it. And avoid using quotes to
prove plot details: they dont need to be proven.
2. Unless you wish to emphasize it, incorporate a single-line passage from a poem, play, novel,
etc., within quotation marks, as part of your sentence, e.g.,
Biff begs his father to burn that phony dream before its too late
or
Biff begs his father, Why dont you burn that phony dream before its too late?
3. For longer quotations, or quotations you wish to give special emphasis to, block-indent. Set
them apart from the text, no more that two or three lines from the text above and no more
than two or three lines from the text below, five spaces from each margin. When you blockindent
a quotation, single-space and do not enclose it in quotation marks.
4. For quoting verse only: If you incorporate the quotation within your sentence, use a slash to
separate the lines, e.g.,
Here Romeo speaks the famous lines: It is the east, and Juliet is the sun. / Arise,
fair sun, and kill the envious room . . .
If you block-indent the quote, you must preserve the original spacing of the
verse, e.g.,
It is the east, and Juliet is the sun.
Arise, fair sun, and kill the envious moon . . .
5. No quotation can stand on its own as a separate sentence; it must be introduced. Use a colon
(not a semi-colon) if you introduce the quoted passage with a complete sentence, e.g.,
Biff warns Happy not to pursue the same ideals as their father did: He had the
wrong dreams. All, all wrong.
6. When you quote a complete sentence, you must capitalize the beginning of the quote and
introduce it with a comma or a colon, depending on the context, e.g.,
At the end of Death of a Salesman, Linda says, Were free and clear.
or
At the end of Death of a Salesman, Linda addresses her husbands grave: Were
free and clear.
7. However, if youre quoting a phrase to complete your own sentence, eliminate the comma and
dont capitalize the beginning of the phrase, e.g.,
At the end of Death of a Salesman, Linda says that she is free and clear.
or
The Stage Manager in Our Town makes the point that people were meant to go
through life two by two.
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8. Commas and periods are always set inside quotation marks, no matter how illogical it may
seem. Other punctuation is set outside quotation marks if its yours, inside if its the authors,
e.g.,
The old pop song asks the question, Why do fools fall in love?
But
Why does Long Days Journey into Night end with the line, Then I married James
Tyrone and was so happy for a time?
9. When youre quoting a line from a text, make sure that it makes sense out of context ~ that the
antecedents of any pronouns in the quoted passage are clear to a reader, and that everything
in the quote is self-explanatory or immediately comprehensible because youve clarified it
elsewhere.
10. A quoted passage is only effective if it is self-contained and truly illuminates something in your
argument. There is no point in quoting a lie like Its true! or What did you expect? out of
context; it only baffles the reader. And theres no point in quoting a phrase that is banal
and not distinctive, like Shut the door or what you want me to do. (I generally denote this
problem in your essays with NQ. See The Shubert Code.)
11. Theres no point in quoting a long passage from a text when only a small part of it is relevant
your argument. If you quote a long passage, you need to justify the length by annotating it, i.e.,
providing a detailed explication.
12. Use square brackets ( [ and ] ) ~ not parentheses [ ( and ) ] ~ to mark your own editorial
insertions within quotations, e.g.,
Biff explains to Happy, [Willy] had the wrong dreams. All, all wrong.
You can only use parentheses within a quote if the parenthetical statement belongs
to the writer youre quoting.
13. When you leave out a section of a passage you are quoting, use an ellipsis (three dots) to
indicate that youre omitting something.
14. Quotation marks belong around words and phrases only. They cannot be used for emphasis.
15. If a quotation is self-explanatory, it doesnt need to explicated or reiterated in your own words.
On the other hand, lengthy quotes are only appropriate in a paper if you do plan to explicate
them in some way. Be wary of quoting too much; remember that you ~ not Shakespeare or
ONeil ~ are writing the paper.
16. A quotation is the exact words of a source enclosed in quotation marks. You face conflicting
demands when you add quotations to your writing. Although quotations provide support for your
contentions, you can lose control of your paper if you add too many. You want your writing to
be coherent and readable, so use quotations sparingly. If more than one-quarter of your paper
consists of quotations or paraphrases, youve probably written what some people call a
Scotch-tape special. Depending too heavily on quotation gives your readers including
your instructor the impression that you havent bothered to develop your own thinking and are
letting other people do your talking.
17. Here are some basic guidelines for using quotations:
Use quotations from authorities on your subject to support or refute what you have written.
Never use a quotation to present your thesis statement or a topic sentence.
Select quotations that fit your message. Choose a quotation only when
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Its language is particularly appropriate and distinctive
Its idea is particularly hard to paraphrase accurately
The sources authority is especially important to support your thesis or main point
The sources words are open to interpretation
Never compose more than one-quarter of your paper from quotations. Instead, rely on
paraphrasing and summary. Again, be careful not to overdo these either.
Quote accurately. Always check a quotation against the original source and then recheck it.
Avoid plagiarism.
Document quotations carefully.
Unless you incorporate quotations in your own writing skillfully, you may end up with
incoherent, choppy sentences. You can avoid this problem by making the words you quote fit
smoothly with three aspects of your writing: (1) grammar, (2) style, and (3) logic. After writing a
sentence that contains a quotation, read it aloud to hear whether that language flows smoothly
and gracefully. If it doesnt, revise the sentence. Here are some examples of sentences that
dont mesh well with quotations, followed by a revised version.
ORIGINAL MATERIAL: These two minds, the emotional and the rational, operate in tight
harmony for the most part, intertwining their very different ways of knowing to guide us through
the world. SOURCE: Goleman, Daniel. Emotional Intelligence. New York: Bantam, 1995.9.
[These are Golemans exact words.]
Incorrect sentence: Goleman explains how the emotional and rational minds
intertwining their very different ways of knowing to guide us through the world (9).
[Incoherent grammar]
Incorrect sentence: Goleman explains how intertwining their very different ways of
knowing to guide us through the world, the emotional and rational minds work
together (9). [Incoherent style Inverted word order]
Incorrect sentence: Goleman explains how the emotional and rational minds work
together by their very different ways of knowing to guide us through the world (9).
[Incoherent logic]
Correct sentence: Goleman explains how the emotional and rational minds work
together by intertwining their very different ways of knowing to guide us through the
world (9).
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Procedure (P-)
1. Titles for essays should provide more information than Assignment #2, or Major Paper, etc.
This only provides information that is already know and is not, to say the least, very
imaginative. Titles are the first thing your reader sees and should therefore have some
information embedded in them reflecting your thesis statement.
2. Titles of books, plays, movies, newspapers, magazines are either underlined or italicized, not
placed in quotation marks. This is a very common mistake.
3. Please number your pages. It makes it much easier for me to refer to passages in your
papers in my final comments and to locate passages I may want to look at again.
4. You can avoid the confusion about whether to refer to the reader or the audience, as well as
excess verbiage, by just substituting the first person plural pronoun (we or us ), e.g., Orson
Wells shows us Kanes mansion in the opening scene.
5. Remember: this is an argumentative essay, not a review of a book(s), article(s), etc. Avoid
either praising the author(s) or complaining about his, her, or their work.
6. Edit your paper carefully before handing it in. If you give it to someone else to type, edit it
after he or she has finished typing it as well as before.
7. Make sure you spell titles and the names of authors, playwrights, characters, etc.,
correctly. Its your responsibility to double-check to see that youre not making spelling errors.
8. It isnt necessary to define a term we all understand; you can assume some intelligence and
experience in your reader. However, you cant assume that your reader has just finished
reading a specific reference you may be using outside the course literature. If you are making a
point or argument thats dependent on an understanding of something thats not self-evident,
then it needs to be explained, succinctly. A paper thats littered with unexplained references
reads as if it were written in code. Its simply good writing to make your allusions clear.
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Documentation (D-)
1. The most frequently used documentation style in the humanities has been developed by the
Modern Languages Association (MLA). In MLA style, youre expected to document your
sources in two separate, equally important ways:
Within the body of the paper, use in-text citations, as described below.
At the end of the paper, provide a list of sources you used in your paper. Title this list Works
Cited, as described below.
2. In-text citations are information included in the sentences or in parenthetical references within
the paper. They both signal material used from outside sources and enable readers to locate
the original sources.
3. In most in-text citations, a name or a title usually identifies a source, and page numbers usually
show the exact location in that source. In general, put page number information in parentheses
at the end of a quotation, paraphrase, or summary. Try to introduce names of authors and titles
of sources in your own sentences, where they become part of the flow of your writing. If that
isnt possible, put the information in parentheses at the end of a quotation, paraphrase, or
summary.
4. Before trying to integrate sources into your writing, you need to analyze and synthesize your
material. ANALYSIS is the process of breaking ideas down into their component parts, so that
you can think them through separately. Do this while reading and reviewing your notes.
SYTNTHESIS is the process of making connections among different ideas, seeking
relationships that tie them together
5. Your paper can be successful only if it reflects your personal synthesis of the ideas you are
dealing with. The major requirement of an argumentative essay is to demonstrate your ability to
think well. Never simply list or summarize separate ideas. Use either quotations, paraphrasing,
or summary to present your synthesis of the material you have read. Remember, however, that
excessive use of quotes and especially paraphrasing does not enable your essay to reflect your
personal synthesis. Quotes and paraphrasing that are strung together will be denoted in your
papers with SQT or SPT. See The Shubert Code.
6. Here are some examples of citations of paraphrases:
People from the Mediterranean prefer an elbow-to-shoulder distance from each other (Morris
131). [name and page number cited in parentheses]
Desmond Morris notes that people from the Mediterranean prefer and elbow-to-shoulder
distance from each other (131). [name cited in text, page number cited in parentheses]
A parenthetical reference belongs at the end of the material it refers to, usually at the end of a
sentence. If youre citing a quotation enclosed in quotation marks, place the parentheses after
the closing quotation mark but before sentence-ending punctuation:
Binkley claims that artificial light reduced SAD-related depression in 87 percent of patients . .
. within a few days; relapses followed (203-04) when light treatment ended.
Research shows that the number, rate, and direction of time-zone changes are the critical
factors in determining the extent and degree of jet lag symptoms (Coleman 67).
7. Place a parenthetical reference for a long quotation (one you set off from your own sentences
with indentation) outside the punctuation ending the last sentence.
8. There are many different guidelines for citing specific types of material, all of which are covered
in detail in Quick Access: Second Canadian Edition by Lynn Quitman Troyka. It is highly
recommended that you purchase this book, especially if you dont already own a similar
resource.
There are faxes for this order.

Answer the question below, using the introduction and chapter's 1-4 of Hockey Night in Canada by Gruneau and Whitson (this information will be sent via email to [email protected]), by providing a critical discussion:

"Some have argued that hockey's attachment to a hypermasculine vision of 'Canadianness' enabled it to become the core element in Canada's emerging hockey mythology. Given what you have read thus far in the introduction and chapter's 1-4 of Hockey Night in Canada, dicuss this statement and its relevance/importantance to the development of hockey in Canada."

Properly cite any thoughts that are not your own. You do not have to use outside sources, only Hockey Night in Canada to support you. A proper bibliography is required.

On Writing Argumentative/Critical Essays:

The opening paragraph of and argumentative/critical essay must contain your thesis.
Each subsequent paragraph needs to make a point that develops from that thesis, and these points
must be supported by evidence from your source material (whatever that material is). The points
should be positioned logically and effectively. For instance, if you analyze the relationship two
characters in a novel or the use of symbolism as a narrative device in your third paragraph, dont drop
it in paragraph four and then return to talk about it again in paragraph seven.
Points are not merely examples of your thesis. If thats all they are, then you end up with an
argument that has only one point and many examples, and thats not the same thing as a thesis thats
developed in a series of different points.
The final paragraph of your essay should be a conclusion, not a restatement of your thesis (or a
restatement of your argument).
Argue your point: dont retell the story. Provide enough narrative information so that your point
makes sense, and omit the rest. If you find yourself using narrative language, e.g., Then she takes
the children home, or He picks up the phone and discovers that it has been disconnected, or The
chief of police is a man named Homer Necessary, youre no longer making an argument ~ youve
reverted to retelling the story.

Thinking and Writing Critically:

Taken from Quick Access: Reference for Writers. Lynn Quitman Troyka. Prentice-Hall Canada Inc.
2000.
Thinking is not something you choose to do, any more than a fish chooses to live in water. To be
human is to think. But while the process of thinking may come naturally, awareness of how to think
does not. So, thinking about thinking is the key to critical thinking.
When you think critically, you take control of your conscious thought processes. Without such control,
you risk being controlled by the ideas of others. Indeed, critical thinking is at the heart of a liberal
(from the Latin word for free) education.
The word critical here has a neutral meaning. It does not mean taking a negative view or finding fault,
as when someone criticizes another person for doing something wrong. The essence of critical
thinking is thinking beyond the obvious, just as critical reading is reading beyond the literal level.
Critical thinking is a process of contemplation and deliberation. Within this process, it takes time to
progress from becoming fully aware of something, to reflecting on it, to reacting to it. You use this
sequence often in your life, as when you learn a new job and then evaluate the job itself as well as
your ability to do the work.
The general process of critical thinking, as it is applied in academic settings, is described below. This
process also applies to reading critically and writing critically.
A crucial distinction in critical thinking, critical reading, and critical writing resides in the differences
between summary and synthesis.
Summary comes before synthesis. To summarize is to extract the main message or central point of a
passage. A summary does not include supporting evidence or details. It is the gist, the hub, the seed
of what the author is saying; it is not your reaction to it. Most people summarize informally in
conversation (and more formally in speech).

1. Analyze: Consider the whole and then break it into its component parts so that you can
examine them separately. By seeing them as distinct units, you can come to understand how
they interrelate.

2. Summarize: Extract and restate the materials main message or central point at the literal level.

3. Interpret: Read between the lines to make inferences about the unstated assumptions
implied by the material. Also evaluate the material for its underlying currents as conveyed by
tone, slant, and clarity of distinctions between fact and opinion; by the quality of evidence; and
by the rigour of its reasoning and logic.

4. Synthesize: Pull together what you have summarized, analyzed, and interpreted to connect it
to what you already know (your prior knowledge) or what you are currently learning. Find links
that help you grasp the new material to create a new whole, one that reflects your ability to see
and explain relationships among ideas.

5. Access critically: Judge the quality of the material on its own and as it holds up in your
synthesis of it with related material.

To synthesize is to weave together ideas from more than one source; to connect ideas from one or
more sources to what you already know from what you have read, listened to, and experienced; to
create a new whole that is your own as a result of your thinking about diverse yet related ideas. Many
techniques can help that thinking along. When you synthesize unconsciously, your mind connects
ideas by thought processes mirrored in the rhetorical strategies discussed.

To synthesize deliberately, consciously apply rhetorical strategies to the material. For example:
# Compare ideas in sources.
# Contrast ideas in sources.
# Create definitions that combine and extend definitions in individual sources.
# Apply examples or descriptions from one source to illustrate ideas in another.
# Find causes and/or effects or other processes described in one source that explain
another.

Unsynthesized ideas and information are like separate spools of thread, neatly lined up, possibly
coordinated, but not integrated. Synthesized ideas and information become threads woven into a
tapestry that creates a new whole. Synthesizing is the core of critical thinking. Synthesis is the
evidence of your ability to tie ideas together in the tapestry of what you learn and know and
experience. Put another way. Synthesis provides the proof that the light is on.

Alert: Synthesis by summary a mere listing of who said what about a topic is not true synthesis.
It does not create a new connection among ideas.

Style (S-)

1. Always use the present tense when talking about a book, play or movie.
2. A broad, blanket-statement opening sentence like War is the most destructive force known to
humans or Shakespeare was the greatest of dramatists is nothing but filler. In papers of this
length, get right to the your subject; the leaner your opening statement is, the better. Similarly,
dont announce what you plan to do in the paper or how you plan to do it ~ just do it. A thesis
statement is not a declaration of your agenda; its the premise of your paper.
3. Avoid using the passive voice. Its usually confusing and tends to make your sentence heavy
and awkward. Happy is told that his father had the wrong dreams is puzzling to readers: we
want to know who told him.
4. Avoid using the second person (you), which is too informal, and the third party (one) which is
too stiff. There are other ways to express the same idea: try using the first person plural
(we/us).
5. Avoid breaking up a subject-verb construction with a comma. Instead of the awkward We,
therefore, know, try We know, therefore . . .
6. Avoid rhetorical questions. They tend to make a writer sound smug because they imply that you
know all the answers.
7. Avoid using this or that as a demonstrative pronoun; it always makes a sentence more
vague than it need be. Instead, us them as demonstrative adjectives and supply a noun for
them (this idea, that stipulation, etc.)
Vague sentence: This weakened his argument.
Precise sentence: This statement weakened his argument.
8. Repetition weakens an argument. So does redundancy. The following are common
redundant phrases: throughout the entire movie, anger and rage, power and control.
9. Its fine ~ even effective ~ to use simple sentences for emphasis, but dont overdo it. Too many
short, basic sentences in one paragraph make for choppy, disjointed reading and give the
impression that the writer isnt capable of more sophisticated thought. Combine some of those
simple sentences to construct a more complex one.
10. Try to keep yourself (the first person singular) out of your paper. This precept may sound
impersonal and overly formal, but avoiding I and me can prevent a lot of awkwardness and
rambling, and expressing your feelings about what youve read or seen isnt the same as
expressing an opinion ~ its usually inappropriate in an argumentative essay. And your opinion
is implied without your drawing attention to the fact thats its your opinion, because in an essay
signed by you, who elses could it be?
11. Use pronouns whenever possible and appropriate. It can drive a reader crazy to read the same
nouns and proper nouns over and over (Macbeth imagined he saw a dagger in the air and the
dagger reminded Macbeth that Macbeth had sworn to kill Duncan with a dagger).
12. Avoid using the noun thing (or something). It doesnt identify clearly enough the object or
quality youre trying to get at.
13. Link your sentences with connectors like but, however, and therefore, or connective
phrases like on the other hand and as well. Otherwise sentences that you mean to follow
one another in a logical sequence may seem disparate and youre likely to end up with a
non sequitur (a statement that doesnt follow logically from one that precedes it). N.B. Overuse
of these connectors can lead to the ping-pong effect ~ your reader is bounced back and
forth between so many new points that the original idea is long forgotten. Also, avoid using
these connectors and connective phrases to begin paragraphs. Use transition sentences at the
end of one paragraph to set up the one to follow.
14. Avoid split infinitives and other split verbs. In almost all cases, and adverb that interrupts a verb
can be moved to a different place in the sentence, e.g., to finally arrive home reads better as
finally to arrive home or to arrive home, finally.
15. Avoid clichs as much as possible; they make your writing sludgy and predictable. Thats
equally true of popular expressions like up front, in denial, bring closure to, etc. Incredible
and unbelievable are dull, vague, inexpressive adjectives unless you mean them literally, and
depressing is a misleading way of saying downbeat or sad or moving.
16. For similar reasons, avoid obscenity and other kinds of slang unless youre quoting a line or
youre absolutely sure that this is the most effective way to make your point. Im certainly not
puritanical; I think obscenity spices up spoken discourse. But slang of any kind is rarely an
asset in an argumentative essay. Thats because written English is always more formal than
spoken English. So phrases that are not strictly correct but universally understood in speech
dont get by on the page. For example, mad means insane, not angry, and fun is a noun,
not an adjective, so you cant write, It was a fun experience.
17. Try to avoid archaic phrases and unwieldy diction. Angry is a whole lot better than angered,
comedic is just a fancy way of saying comic (youd never write tragedic!), and utilize
always sounds to me like something youd buy in a hardware store. That which would have
made her happy is awkward; what would have made her happy is much cleaner. And there
are usually better ways to introduce a quote besides she states, he says, she tells, or he
continues. Think of all the descriptive synonyms the English language provides for say.

Grammar (G-)

1. Colons and semi-colons cannot be used interchangeably. Colons are used to introduce
material (a quotation or an idea or a list). Semi-colons are used within lists or to connect
separate ideas in a single sentence. A sentence that employs a comma instead of a semi-colon
to connect separate ideas is a run-on sentence.
Run-on sentence: Beth was unhappy at home, she wanted to assert her
independence but her father prevented her from doing so.
Acceptable sentence: Beth was unhappy at home; she wanted to assert her
independence but her father prevented her from doing so.
2. A connector like and, but, or, that, or yet is not followed by a comma.
3. The terms i.e. and e.g. mean very different things: e.g. means for example, and i.e.
means that is. Either one is always followed by a comma.
4. Dont use a hyphen (one-) when you want a dash (two -- ), or if you must, at least leave a space
before and after. When you write a sentence like Hamlet-and not Laertes-is the character we
admire, youve actually invented two new words: Hamlet-and and Laertes-is.
5. Be careful how you use the word because: the phrase that follows it needs to be the cause of
the phrase that precedes it. This is a cause/effect problem, and I usually denote it papers with
C/E. (See The Shubert Code.)
6. When you are writing in the past tense and want to refer to an action that happened earlier, the
correct tense is the pluperfect, e.g., He told his wife that he had written to his brother. Thats
a construction everyone is familiar with. But remember that when you write about a play or a
movie, youre writing in the present tense and so an action that happened earlier must be
placed in the past tense.
Incorrect sentence: He tells his wife that he had written to his brother.
Correct sentence: He tells his wife that he wrote (or has written) to her brother.
7. When the subject of a phrase is followed directly by a verb, they are not separated by a
comma. So The Captain of the ship ordered his crew to man the hatches is correct but The
Captain of the ship, ordered his crew . . .is not. Similarly, a comma cannot separate a verb
from its object (or objective completion). So He is the first one to arrive is correct but He is,
the first to arrive is not. And there is no comma between a possessive and its object: William
Shakespeares Hamlet, not William Shakespeares, Hamlet.
8. Apostrophes are used only for possessives and contractions ( dont, didnt theyre, etc.). They
cannot be used for plurals. Therefore:
Incorrect sentence: His sisters came over for coffee.
Correct sentence: His sisters came over for coffee.
Incorrect sentence: His sisters boy friend came too.
Correct sentence: His sisters boy friend came too.
If the word is both plural and possessive, then the apostrophe follows the s:
Incorrect sentence: Her two sons birthdays are both in February.
Correct sentence: Her two sons birthdays are both in February.
9. The only exception to the possessives rule is its, which is a possessive without an
apostrophe. We make this exception in order to distinguish its from its, a contraction that
means it is. This is an oft made mistake in students papers.
10. A dangling modifier is a phrase that is meant to modify a noun, usually the subject of a
sentence, but fails to do its job. For example, in the sentence, Having worked in this office for
ten years, it seems to me that I deserve more respect, the modifying phrase having worked in
this office for ten years is actually modifying it ~ though of course it hasnt worked in this
office for ten years. There are two ways to fix this sentence. You could alter the modifying
phrase to read (for example), Since I have worked in this office for ten years, or you could
modify the main clause to read ( for example), I deserve more respect, it seems to me.
11. Make sure that yur verb agrees with your subject and that all subsequent references to that
subject are also in agreement with it. A compound subject (e.g., two subjects linked with and)
is plural and requires the appropriate verb form. One, each, each one, someone,
everyone, anyone and no one are all singular subjects; they cant be referred to later on in
the sentence as they, them, or their, and they require the appropriate verb form.
Incorrect sentence: Everyone likes to take their time.
Correct sentence: Everyone likes to take his or her time.
Preferable sentence: Everyone likes to take time.
12. As the subject or object of a dependant clause, that is correct only when the antecedent is not
human, e.g., the exam that I passed. (Its even better ~ more succinct ~ if you can eliminate
that altogether, e.g., the exam I passed.) If the antecedent is a person, however, you must
use either who (for the subject of the clause) or whom (for the object of the clause). Who
and whom cannot be used interchangeably: the woman who loves me but the woman
whom I love.
13. Colloquially, we often use how to mean that, but in writing we need to be more precise: only
use how if you mean literally, in what way. So theres nothing wrong with the sentence, He
told me how hed persuaded her to give him the money, but He told me how he used to be a
lifeguard is incorrect. It should read, He told me that he used to be a lifeguard. Also, an
example of is insensitivity is when he boasts about his sexual conquests is grammatically
incorrect because an example cant be when.
14. Always distinguish between a pronoun that operates as a subject of a clause and a pronoun
that operates as an object. Our host poured coffee for she and I doesnt make grammatical
sense, because she and I are subjective, not objective pronouns. The sentence should read,
Our host poured coffee for her and me.
15. Commas are often used to set off a word or phrase in the middle of a sentence that is
supplementary to it, e.g., She didnt believe him, however, and went along her merry way or
The first rule of thumb, should you find yourself stranded on a highway late at night, is not
to panic. Make sure that you provide both commas in this case ~ one before and one after.
16. Some commonly used prepositional phrases are grammatically incorrect. In the beginning of
the movie is incorrect; you want at the beginning of the movie. (On the other hand, in the
beginning sequences of the movie is just fine.) We are concerned about people and paranoid
about the future, not concerned or paranoid of them. And since off is a preposition and
therefore takes a direct object, Please take that picture off of my door is incorrect; the
sentence should read, Please that that picture off my door. The correct word is recurring,
not reoccurring; prophesies. Not prophesizes.
17. If you use a participle as a noun (that is, a gerund), then it must be treated grammatically as a
noun, not as a verb. Therefore she feared him coming is incorrect, because coming is a
noun and the object of the verb feared; the correct phrase would be she feared his coming.
When this construction becomes awkward (e.g., He awaited his friends coming), youre better
off rephrasing (He awaited his friends arrival).

Quotations (Q-)

1. Use a quotation from the text to back up your point, not to repeat it. And avoid using quotes to
prove plot details: they dont need to be proven.
2. Unless you wish to emphasize it, incorporate a single-line passage from a poem, play, novel,
etc., within quotation marks, as part of your sentence, e.g.,
Biff begs his father to burn that phony dream before its too late
or
Biff begs his father, Why dont you burn that phony dream before its too late?
3. For longer quotations, or quotations you wish to give special emphasis to, block-indent. Set
them apart from the text, no more that two or three lines from the text above and no more
than two or three lines from the text below, five spaces from each margin. When you blockindent
a quotation, single-space and do not enclose it in quotation marks.
4. For quoting verse only: If you incorporate the quotation within your sentence, use a slash to
separate the lines, e.g.,
Here Romeo speaks the famous lines: It is the east, and Juliet is the sun. / Arise,
fair sun, and kill the envious room . . .
If you block-indent the quote, you must preserve the original spacing of the
verse, e.g.,
It is the east, and Juliet is the sun.
Arise, fair sun, and kill the envious moon . . .
5. No quotation can stand on its own as a separate sentence; it must be introduced. Use a colon
(not a semi-colon) if you introduce the quoted passage with a complete sentence, e.g.,
Biff warns Happy not to pursue the same ideals as their father did: He had the
wrong dreams. All, all wrong.
6. When you quote a complete sentence, you must capitalize the beginning of the quote and
introduce it with a comma or a colon, depending on the context, e.g.,
At the end of Death of a Salesman, Linda says, Were free and clear.
or
At the end of Death of a Salesman, Linda addresses her husbands grave: Were
free and clear.
7. However, if youre quoting a phrase to complete your own sentence, eliminate the comma and
dont capitalize the beginning of the phrase, e.g.,
At the end of Death of a Salesman, Linda says that she is free and clear.
or
The Stage Manager in Our Town makes the point that people were meant to go
through life two by two.
8. Commas and periods are always set inside quotation marks, no matter how illogical it may
seem. Other punctuation is set outside quotation marks if its yours, inside if its the authors,
e.g.,
The old pop song asks the question, Why do fools fall in love?
But
Why does Long Days Journey into Night end with the line, Then I married James
Tyrone and was so happy for a time?
9. When youre quoting a line from a text, make sure that it makes sense out of context ~ that the
antecedents of any pronouns in the quoted passage are clear to a reader, and that everything
in the quote is self-explanatory or immediately comprehensible because youve clarified it
elsewhere.
10. A quoted passage is only effective if it is self-contained and truly illuminates something in your
argument. There is no point in quoting a line like Its true! or What did you expect? out of
context; it only baffles the reader. And theres no point in quoting a phrase that is banal
and not distinctive, like Shut the door or what you want me to do. (I generally denote this
problem in your essays with NQ. See The Shubert Code.)
11. Theres no point in quoting a long passage from a text when only a small part of it is relevant
your argument. If you quote a long passage, you need to justify the length by annotating it, i.e.,
providing a detailed explication.
12. Use square brackets ( [ and ] ) ~ not parentheses [ ( and ) ] ~ to mark your own editorial
insertions within quotations, e.g.,
Biff explains to Happy, [Willy] had the wrong dreams. All, all wrong.
You can only use parentheses within a quote if the parenthetical statement belongs
to the writer youre quoting.
13. When you leave out a section of a passage you are quoting, use an ellipsis (three dots) to
indicate that youre omitting something.
14. Quotation marks belong around words and phrases only. They cannot be used for emphasis.
15. If a quotation is self-explanatory, it doesnt need to explicated or reiterated in your own words.
On the other hand, lengthy quotes are only appropriate in a paper if you do plan to explicate
them in some way. Be wary of quoting too much; remember that you ~ not Shakespeare or
ONeil ~ are writing the paper.
16. A quotation is the exact words of a source enclosed in quotation marks. You face conflicting
demands when you add quotations to your writing. Although quotations provide support for your
contentions, you can lose control of your paper if you add too many. You want you writing to
be coherent and readable, so use quotations sparingly. If more than one-quarter of your paper
consists of quotations or paraphrases, youve probably written what some people call a
Scotch-tape special. Depending too heavily on quotation gives your readers including
your instructor the impression that you havent bothered to develop your own thinking and are
letting other people do your talking.
17. Here are some basic guidelines for using quotations:
Use quotations from authorities on your subject to support or refute what you have written.
Never use a quotation to present your thesis statement or a topic sentence.
Select quotations that fit your message. Choose a quotation only when Its language is particularly appropriate and distinctive
Its idea is particularly hard to paraphrase accurately
The sources authority is especially important to support your thesis or main point
The sources words are open to interpretation
Never compose more than one-quarter of your paper from quotations. Instead, rely on
paraphrasing and summary. Again, be careful not to overdo these either.
Quote accurately. Always check a quotation against the original source and then recheck it.
Avoid plagiarism.
Document quotations carefully.
Unless you incorporate quotations in your own writing skillfully, you may end up with
incoherent, choppy sentences. You can avoid this problem by making the words you quote fit
smoothly with three aspects of your writing: (1) grammar, (2) style, and (3) logic. After writing a
sentence that contains a quotation, read it aloud to hear whether that language flows smoothly
and gracefully. If it doesnt, revise the sentence. Here are some examples of sentences that
dont mesh well with quotations, followed by a revised version.
ORIGINAL MATERIAL: These two minds, the emotional and the rational, operate in tight
harmony for the most part, intertwining their very different ways of knowing to guide us through
the world. SOURCE: Goleman, Daniel. Emotional Intelligence. New York: Bantam, 1995.9.
[These are Golemans exact words.]
Incorrect sentence: Goleman explains how the emotional and rational minds
intertwining their very different ways of knowing to guide us through the world (9).
[Incoherent grammar]
Incorrect sentence: Goleman explains how intertwining their very different ways of
knowing to guide us through the world, the emotional and rational minds work
together (9). [Incoherent style Inverted word order]
Incorrect sentence: Goleman explains how the emotional and rational minds work
together by their very different ways of knowing to guide us through the world (9).
[Incoherent logic]
Correct sentence: Goleman explains how the emotional and rational minds work
together by intertwining their very different ways of knowing to guide us through the
world (9).

Procedure (P-)

1. Titles for essays should provide more information than Assignment #2, or Major Paper, etc.
This only provides information that is already know and is not, to say the least, very
imaginative. Titles are the first thing your reader sees and should therefore have some
information embedded in them reflecting your thesis statement.
2. Titles of books, plays, movies, newspapers, magazines are either underlined or italicized, not
placed in quotation marks. This is a very common mistake.
3. Please number your pages. It makes it much easier for me to refer to passages in your
papers in my final comments and to locate passages I may want to look at again.
4. You can avoid the confusion about whether to refer to the reader or the audience, as well as
excess verbiage, by just substituting the first person plural pronoun (we or us ), e.g., Orson
Wells shows us Kanes mansion in the opening scene.
5. Remember: this is an argumentative essay, not a review of a book(s), article(s), etc. Avoid
either praising the author(s) or complaining about his, her, or their work.
6. Edit your paper carefully before handing it in. If you give it to someone else to type, edit it
after he or she has finished typing it as well as before.
7. Make sure you spell titles and the names of authors, playwrights, characters, etc.,
correctly. Its your responsibility to double-check to see that youre not making spelling errors.
8. It isnt necessary to define a term we all understand; you can assume some intelligence and
experience in your reader. However, you cant assume that your reader has just finished
reading a specific reference you may be using outside the course literature. If you are making a
point or argument thats dependent on an understanding of something thats not self-evident,
then it needs to be explained, succinctly. A paper thats littered with unexplained references
reads as if it were written in code. Its simply good writing to make your allusions clear.

Documentation (D-)

1. The most frequently used documentation style in the humanities has been developed by the
Modern Languages Association (MLA). In MLA style, youre expected to document your
sources in two separate, equally important ways:
Within the body of the paper, use in-text citations, as described below.
At the end of the paper, provide a list of sources you used in your paper. Title this list Works
Cited, as described below.
2. In-text citations are information included in the sentences or in parenthetical references within
the paper. They both signal material used from outside sources and enable readers to locate
the original sources.
3. In most in-text citations, a name or a title usually identifies a source, and page numbers usually
show the exact location in that source. In general, put page number information in parentheses
at the end of a quotation, paraphrase, or summary. Try to introduce names of authors and titles
of sources in your own sentences, where they become part of the flow of your writing. If that
isnt possible, put the information in parentheses at the end of a quotation, paraphrase, or
summary.
4. Before trying to integrate sources into your writing, you need to analyze and synthesize your
material. ANALYSIS is the process of breaking ideas down into their component parts, so that
you can think them through separately. Do this while reading and reviewing your notes.
SYTNTHESIS is the process of making connections among different ideas, seeking
relationships that tie them together.
5. Your paper can be successful only if it reflects your personal synthesis of the ideas you are
dealing with. The major requirement of an argumentative essay is to demonstrate your ability to
think well. Never simply list or summarize separate ideas. Use either quotations, paraphrasing,
or summary to present your synthesis of the material you have read. Remember, however, that
excessive use of quotes and especially paraphrasing does not enable your essay to reflect your
personal synthesis. Quotes and paraphrasing that are strung together will be denoted in your
papers with SQT or SPT. See The Shubert Code.
6. Here are some examples of citations of paraphrases:
People from the Mediterranean prefer an elbow-to-shoulder distance from each other (Morris
131). [name and page number cited in parentheses]
Desmond Morris notes that people from the Mediterranean prefer and elbow-to-shoulder
distance from each other (131). [name cited in text, page number cited in parentheses]
A parenthetical reference belongs at the end of the material it refers to, usually at the end of a
sentence. If youre citing a quotation enclosed in quotation marks, place the parentheses after
the closing quotation mark but before sentence-ending punctuation:
Binkley claims that artificial light reduced SAD-related depression in 87 percent of patients . .
. within a few days; relapses followed (203-04) when light treatment ended.
Research shows that the number, rate, and direction of time-zone changes are the critical
factors in determining the extent and degree of jet lag symptoms (Coleman 67).
7. Place a parenthetical reference for a long quotation (one you set offfrom your own sentences
with indentation) outside the punctuation ending the last sentence.
There are faxes for this order.

Essay 2: Analytical Essay
(Reading Advertising and the Media)

For this second essay, you will use the discussion we have had in the last few weeks about reading non-traditional texts to write a Rhetorical Analysis about an advertisement of your choosing.

There are four ideas that you must consider before you write your paper. One of the easiest ways of analyzing an advertisement is by using Aristotles three appeals; the appeals provide a natural organization of the paper. You will use these three elements in addition to a discussion about the target audience to develop your essay.

Aristotles Three Appeals: Ethos, Pathos, Logos
This link provides some good questions for a general rhetorical analysis using Aristotles Three Appeals. For the purposes of this assignment, be sure to carefully read and consider the application of the three appeals to advertisement (below).

1. Ethosthe Ethical Appeal
An advertisement or other visual text uses the trustworthiness and credibility of the author to make its appeal. The ethos many times is the brand name itselfa brand we are familiar with itself may bring credibility. The advertiser may use someone famous or with expertise to present the advertisement. Politicians will often endorsements to provide credibility. Many times the ethical appeal is the weakest in an advertisement, however.

2. PathosAppeal to Emotions
This appeal tries to get the reader to feel a particular emotion through the use of images, or words, or both. An advertisement typically wants us to be motivated to purchase the particular the particular item. The copywriters may do this by presenting images, colors, people, letters, or a combination of the above to evoke feelings of intrigue, happiness, or pleasure in some form. The images are often aimed at reminding us of other ideas or images. The appeal to emotions is often the strongest in an advertisement.

3. LogosAppeal to Reason or Logic
Advertisements will often try to present a logical appeal, using facts of one sort or another. For example, an advertisement might use claims that is the most popular brand or has won the most awards. It might claim the time to purchase the item is sooner rather than later because of the discounts its manufacturer is providing.

4. The Target Audience
When talking about visual texts, you might also talk about who its target audience ishow young or old, how rich or poor, where they are from, and so on.

The book we use for the class is titled: Vietnam: An American Ordeal...6th edition by George Donelson Moss 2010 pearson education inc.

Grading Rubric for Written Assignments

Hello Class,

As you can see, there is a paper due each week through week 6 for this class. All papers are worth 60 points. I thought it could be helpful to see the breakdown of points here so that you have an idea of what I am looking for in your papers.

60 Points Total
25 Points for Content and analysis
This is where the student will receive points for their individual ideas and their ability to back up ideas with sound logic and facts. This is where the student is tested on their ability to know the critical facts of the course. This section can be further broke down into 4 categories
+ Outstanding (20-25 points.) The student clearly knew the critical facts of the argument, and states these facts soundly. Also, it is likely the student is coming up with fresh and new ideas, ones which are not presented to the student in the text.
+ Well (15-19 points). The student knows most of the critical facts of the argument, and states these facts soundly.
+ Satisfactory (9-14 points). The student knows many of the facts, but presents them vaguely or using unclear logic. Or, The student knows few facts, but presents the ones they demonstrate soundly.
+Unsatisfactory (0-8 points). The student does not know enough facts about the argument, and does not use clear logic to support the facts they do know.
10 Points for Formatting
Formatting refers to the students ability to communicate effectively within the paper. This refers to grammar, proper formatting of the document, and syntax. A student also receives credit for having the proper page length (2-3 pages). A paper with three or less mistakes will receive 9-10 points. A paper with multiple minor mistakes will receive anywhere between 3-8 points, while a paper which is presented too poorly to be considered a college level paper will receive anywhere from 0-2 points.
10 Points for Organization
Organization refers to the students ability to present a paper which is organized effectively. A paper should have an introduction, at least three body paragraphs, and a conclusion. The thesis should be determinable in both the introduction and the conclusion. This category can be further divided into:
+Well organized (8-10 points).
+ Satisfactorily organized (5-7 points).
+ Barely organized (3-4 points).
+ Disorganized (0-2 points).
15 Points for Sources
Sources must be formatted properly in APA style. There is no set amount of sources needed, but a student must remember that they should be able to back up each statement with a reliable source. If you are using dates, statistics, or facts that are not common knowledge, it is usually proper to use a citation. Also, the quality of sources will be graded. Remember, Wikipedia and other open encyclopedias are NOT credible sources. Be careful what you cite! The point totals given in this section can be broken down into three sections:
+ Well Cited (12-15 points). The student has avoided making more than a few minor citing mistakes, while showing a close acquaintance with enough sources.
+Satisfactory (6??" 11 points). The student has used citations, but may have made too many errors in APA style, or some of the sources are questionable.
+Needs Work (0-5). The student did not cite properly and is in danger of coming close to plagiarism. The student did not use credible sources.


Also, please turn in the paper in word format, with a filename that has the week and your name in it. IE: Vogelweek1.docx

This is the actual assignment
This is the first of two written assignments that will deal with the lessons to be learned from the American experience of the Vietnam War. This assignment deals specifically with military lessons learned.
By your own orientation to cooperative work in a mission-driven organization like the armed forces, do you consider yourself to be a strategic thinker, a tactical planner, or a logistician? How do you determine that, and how does your own daily life and work demonstrate that?
Then, with your own understanding of what cooperation and support you need from others involved, what do you need from others in their roles to accomplish your own work successfully?
Finally, what strictly military lessons have you learned from the course so far that would help you accomplish your mission more effectively?

Write a 12 page paper modeled as a policy recommendation in which you:
Briefly describe the economic problem you have selected. ECONOMIC PROBLEM is how to decrease unemployment in USA
Discuss the major impact to society of the problem.
Design a proposed economic policy solution to the problem.
Discuss how economic theory predicts the policy would work.
Discuss how the economic policy you propose would impact the market or solve the economic problem.
Provide references to at least five (5) peer-reviewed articles to support your proposed policy.
Your assignment must:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student?s name, the professor?s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
The specific Course Learning Outcomes associated with this assignment are:
Analyze the economic impact of major social problems and issues such as poverty, discrimination, crime, income distribution, the role of government, and other major issues.
Explain how the economic behavior of individuals, businesses, and governments can affect economic growth, social well-being, and the quality of life.
Use economic analysis to describe the social costs and benefits of government and public policy choices.
Identify the relationship between economic activity and the resources available in a society.
Appraise the role of large firms in terms of economic performance and social impact.
Assess the major economic and related social issues associated with production, resource markets, and international trade.
Use technology and information resources to research economic problems and issues.
Write clearly and concisely about economic problems and issues using proper writing mechanics
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.

First, you need to do a strategic analysis of Palm Co. The execs are looking for us to give them an independent, objective view of Palm's current strategic position. They want to get the full nine-yards of Palm's mission, vision, and values. The want to identify its current set of strategic goals. They want an assessment of the competition and the competitive environment. And they want to see the opportunities and threats it is facing, and get a general idea of its strengths and weaknesses. Palm and HP want to know if we think they should make any strategic changes or stay with the status quo. You need to put this into a recommendation and justify your reasoning

THIS IS THE OUTLINE OF THE CONTENTS THAT NEED TO BE IN THE REPORT
Your job is to do a strategic review and analysis of Palm and prepare a report. The report is to include the following aspects.
Current Situation:
Current Mission and Vision
Current Strategy
Goals and objectives
Major Strengths of company that are basis of G&O
Major Weaknesses that are planned for improvement or to compensate
Competitive Analysis
Current major competitors (Top 3)
Product lines
Competitive Strategy ??" ala Porter: cost leadership, differentiation, focus
Major Strengths and Weaknesses
Opportunities or openings: possibilities that might become available from competitors
Threats: possible future changes and challenges from competitors
General Environmental Analysis
General Opportunities
General Threats
Recommendations: Changes or status Quo
Mission, Vision, Goals and Objectives
Justify based on Analysis of S, W, O, T.
The most important part of the report is the final section, Recommendations. I am expecting you to use your expertise at argumentation, logic and analysis to develop a strong case to either maintain status quo or make changes to any, some, or all of the current strategic elements of Palm.

Case Expectations:

You need to do diligent research on Palm, Inc. I have included links to various websites about the purchase by HP, news on Palm, and Palm's website. I have also included a link to their 2009 10K Report.
You need to do additional research to find information on competition and general trends for opportunities and threats. For the competitive analysis, you need to identify three of the top competitive companies and their best selling devices.
The report should follow closely the outline that I have given you. You need to be thorough and complete. The final section is the most important section. I expect you to use good logic and argumentation skills to make your case.

WEBSITES

Article: HP to Acquire Palm for $1.2 Billion-http://www.hp.com/hpinfo/newsroom/press/2010/100428xa.html

Article: BNET: Company News & Executive Profiles - PALM-http://resources.bnet.com/topic/palm+inc.html

Article: HP bought Palm after a five-company bidding war-http://www.engadget.com/2010/05/16/hp-bought.palm-after-a-five company-bidding-war

Palm's website: www.palm.com

Palm's investor site: http://investor.palm.com/releases.cfm



There are faxes for this order.

This is going to be a Marketing Plan on the cell phone company Nokia. Focus on Nokias new NSeries- N95 cell phone. I need a bibliography with at least 15 references in MLA format. Please have different sources on the 15 references. Get sources from different website, not just from google or yahoo.
Please include annual report and 2 academic journals in this marketing plan.
The following MUST include in this Marketing Plan.
Executive Summary:
Presents a brief summary of the main goals and recommendations of the plan for management review, helping top management to find the plans major points quickly. A table of contents should follow the executive summary.
Current Marketing Situation:
Describes the target market and the companys position in it, including information about the market, product performance, competition, and distribution. This section includes:
? A market description that defines the market and major segments, then review customer needs and factors in the marketing environment that may affect customer purchasing. Targeted segment, customer need, corresponding feature/benefit, market environment (i.e. market trend, potential market, market growth rate, market share.)
? A product review that shows sales, prices, and gross margins of the major products in the product line
? A review of competition, which identifies major competitors and assesses their market positions and strategies for product quality, pricing, distribution, and promotion
? A review of distribution that evaluates recent sales trends and other developments in major distribution channels. A list distribution channels, sales trends, developments in major distribution.
Threats and Opportunities Analysis:

The SWOT Analysis [Strengths, Weaknesses, Opportunities(might be competitors weaknesses), and Threats(might be competitors strengths)] assesses major threats and opportunities that the product might face, helping management to anticipate important positive or negative developments that might have an impact on the firm and its strategies. Youll want to highlight and explain each issue within the SWOT. Tips: consider 4Ps, positioning, target market, market environment, etc. of our own company as well as our competitors

Objectives and Issues:
States the marketing objectives that the company would like to attain during the plans term and discusses key issues that will affect their attainment. (Is it mainly a marketing issue or distribution issue or pricing issue orWhere do we put weight on?) For example, if the goal is to achieve a 15 percent market share, this poses a key issue: How can market share be increased?

Marketing Strategy:
Outlines the broad marketing logic by which the business unit hopes to achieve its marketing objectives and the specifics of target markets, positioning, and marketing expenditure levels. It outlines specifics strategies for each marketing mix elements and explains how each response to the threats, opportunities, and critical issues spelled out earlier in the plan. Please include positioning, product strategy, price strategy, distribution strategy, marketing communications strategy, marketing research, marketing organization in the marketing strategy.

Action Programs:
Spells out how marketing strategies will be turned into specific action programs that answer the following questions: What will be done? When will it be done? Who is responsible for doing it? And how much will it cost?
*This is one of the most important components as it is your true test of implementation of your innovative plan.

Budgets:
Details a supporting marketing budget that is essentially a projected profit-and-loss statement. It shows expected revenues (forecasted number of units sold and the average net price) and expected costs (of production, distribution, and marketing). The difference is the projected profit. Once approved by higher management, the budget is the basis for materials buying, production scheduling, personnel planning, and marketing operations.

Controls:
Outlines the controls that will be used to monitor progress and allow higher management to review implementation results and spot products that are not meeting their goals.

Please review all the pages. Please do number one on page one which is headed by TERM 1 PROJECT PROCESS AND RESOURCES (visit the site(s) (of your choice) below and reserarth the Theory of Multiple Intelligences.
Then complete page 2, Section 2 ANALYZING THE LOGIC/REASONING OF AN ARTICLE.
I have attached the results of the personal inventory.
I have picked Benjamin Banneker as my mathmatician.
Research him by using the internet sites listed on page 3, number 7.
Then on page four I have chosen my two project description:
#2. Plan a party for 10 people. Invite your mathematician and nine famous celebrities. Explain why you invited each one,the kind of party it will be, the music that will be played, the food that will be served, the decoration, the location of the party, etc.

Then #5. Conduct an interview with your mathematician for PEOPLE magazine, because he/she has been selected as on the "50 Most Interesting People." Include a design cover for the magazine, the questions you would pose to your mathematician, and the answeres to those questions.
There are faxes for this order.

-Read Dr. Martha Piper??s speech delivered to the Vancouver Board of Trade
-Write an essay detailing your reasons for either agreeing or disagreeing with her assertions, based on your personal experiences and expectations of a university education system.
??I would like to begin by thanking the Vancouver Board of Trade for inviting me to speak to you again today. Having been here just a year ago, I am pleased to have been invited back. It is always a privilege to address the Board, and I would like to acknowledge and thank Farris for their sponsorship of this event.
Although almost a month has elapsed since the closing ceremonies of the 2004 Olympics in Athens, we still feel disappointed when we consider the Canadian performance at this most celebrated of world athletics events. The more so, perhaps, when we contemplate the role we must play on the world stage, right here in Vancouver in 2010. Only a year ago Canada was profiled as a moose in sunglasses on the cover of the Economist. We were described as a country that was ??cool??. But, as the Globe and Mail so aptly stated, ??At the Athens Olympics, Canada has gone cold.?? What then does all of this mean? And what does this have to do with universities in 2010?
Analysts throughout the country have done their best to interpret the Canadian Olympic record. But in the end, let no excuses be heard. As the Globe noted: ??Medals do matter. Not in the fevered way they once mattered to the old East Bloc countries, desperate for legitimacy. And not because, having suddenly arrived as the moose in sunglasses, this country is anxious to stay in the spotlight a while. It matters because Canada should aspire to excellence, not only in athletics but also in the arts, medicine, science and education.??
It is that clarion call for ??excellence???Xexcellence in the arts, medicine, science, and education as well as in athletics?Xthat I would like to speak about today. I want to go beyond making what you might think a predictable pitch for higher education. I want to address a particular kind of education?Xan education that defines excellence in all that we do?Xan education that prepares our students to be true Olympians ?Xan education that creates outstanding citizens for ??Canada??s place in the world.??
As a guide in this discussion, I??d like to enlist the Right Honourable Lester B. Pearson. Few people contributed more to defining Canada in the 20th century than Lester Pearson, Nobel Peace Prize Winner ?V a man whose efforts helped to promote Canada??s worldwide reputation for integrity and moral leadership.
But more than a great statesman, Lester Pearson showed himself to be a man of prescient vision, a man who understood, long before the rest of us, how small the world had already become. In 1946?X58 years ago?XLester Pearson said this:
??Fear and suspicion engendered in Iran can easily spread to Great Bear Lake above the Arctic Circle in Canada and bedevil economic developments there. There is, now, no refuge in remoteness.??
No refuge then; certainly no refuge today; and most definitely no refuge in 2010.
Over the past several years, the foundation of what we believe constitutes a civil society has been shaken?Xproviding us with evidence that we indeed are not able to find refuge in our remoteness. The age of mega-terror that began three years ago on September 11, 2001 with an attack on the World Trade Centre, has moved on to Middle School No. 1 in Beslan, Russia. The murder of innocent children, coupled with events such as the spread of the SARS virus, and the Iraq War, all have underlined the fact that we are not isolated from world events that occur in far-off regions of the globe?Xthat our remoteness as a northern nation can neither protect nor isolate us from political or environmental threats that are geographically distant.
For the inescapable truth is that we all feel vulnerable, wherever we reside, to the kind of fear that is generated by the globalization of terror and the interconnectedness of our economies. What is clear is that the world has been contaminated by conflicts that arise from misunderstanding and mistrust, and is threatened by widespread and deepening political, social and economic disparities.
So what do we do? In the short term, whether it is by fighting a ??War on Terrorism,?? trying to secure our borders, or providing subsidies to protect our ??national interests,?? the powers that be have attempted to either cut out an infected part, or build barriers to protect us from the rest of the world.
What has now become clear, however, is that there must be another solution. If we are to live in one small, interconnected world, we must all assume and fulfill our responsibilities as citizens of that world. For we are not engaged in a conflict in the conventional sense. The opponent is not another country that can be defeated or held at arms?? length. The enemy is ignorance and intolerance; and what these produce is terror and revenge.
We are confronted by a battle in which a university, every university, must lead. The universities of the 21st century, Canadian universities in particular, must meet the challenge posed by ignorance and intolerance by assuming the leading role in educating the new ??global citizens??: that is, citizens who will understand the world in which we live, citizens who will ensure the survival of a civil society?Xa society in which all individuals, regardless of race, ethnicity, intellectual ability, or religious beliefs, can express themselves without fear, exercise their individual human rights and live in healthy, safe, respectful, and economically strong and trusting communities.
What then constitutes a global citizen? As I watched the 2004 Olympic games, I was reminded of the Greek philosopher Diogenes, who when asked where he came from, replied ??I am a citizen of the world.?? He meant by this that he refused to be defined simply by his local origins and group memberships; he argued that each of us dwells, in effect, in two communities?Xthe local community of our birth, and the broader community of human argument and aspiration.
It is these two communities coming together within an individual that I believe constitutes global citizenship; it is these two communities coming together that should inform the spirit of our efforts in 2010. Our goal must be to educate future global citizens who see themselves not simply as citizens of a local region but also as human beings bound to all other human beings by ties of common concern and mutual understanding.
And what if we don??t succeed in meeting this goal? What if we falter in our educational task, or choose other priorities? Why is it essential that universities move boldly in structuring their curriculums and learning environments to foster global citizenship?
Lester Pearson, in the 1950s, warned that humans were moving into ??an age when different civilizations will have to learn to live side by side in peaceful interchange, learning from each other, studying each other??s history and ideals and art and culture, mutually enriching each others?? lives. The alternative, in this overcrowded little world, is misunderstanding, tension, clash, and catastrophe.??
??Misunderstanding, tension, clash and catastrophe:?? While it may have taken us 50 years to understand Pearson??s advice, it is increasingly clear that we no longer have the luxury to wait another 50 years to act. The call for ??learning?? has never before been so compelling. The question now is not ??why?? but rather ??how.??
How do universities and a nation educate global citizens? This is a question that UBC is currently debating as we formulate our vision for 2010, which reads:
The University of British Columbia, aspiring to be one of the world??s best universities, will prepare students to become exceptional global citizens, promote the values of a civil and sustainable society, and conduct outstanding research to serve the people of British Columbia, Canada and the world.??
How shall we identify the knowledge and scholarship that will assist in both defining our Canadian identity and our role as global citizens?
As we grapple with the risks and rewards of global integration, we are challenged to define what it is to be ??Canadian.?? Whether we are speaking of our health-care system, multi-culturalism, Canadian sovereignty, or our role as the host nation for the Olympics in 2010, it is critical that we understand who we are and what we value. We must look to Canadian literature, history, political science and demography; Canadian film, theatre and music; Canadian sociology, geography, and aboriginal studies?V if we are to define a Canadian identity. We must identify what is the best of Canada and share it with the world.
But knowing who we are is not enough?Xwe must also have an understanding of the world that takes us beyond our own Canadian borders.
In thinking about identifying what is distinctively Canadian, I was struck by an article in last week??s Economist that suggested that if social policies were commodities Sweden would have a large surplus on its trade balance. This small nation of nine million people has already exported to Britain active labour market policies, a model for universal childcare and a merged prison and probation service. The Swedes?? success in such matters comes from having determined their own identity, recognized their own distinct strengths, and sharing those strengths with the world.
Thomas Friedman in his best selling book The Lexus and the Olive Tree makes the compelling case for global understanding through the synthesis of knowledge from a variety of perspectives.
He argues that today the traditional boundaries between six disciplines?Xpolitics, culture, technology, finance, national security and ecology?Xare disappearing when it comes to understanding global issues. Friedman equates it to putting on glasses and seeing the world in 6-D or six dimensions.
To be globally literate you have to learn how to synthesize information from each of these disparate perspectives to produce a picture of the world that you could never arrive at if you looked at it from a singular point of view. Simply put, you have to be creative, looking for solutions from a variety of perspectives and using every aspect of your consciousness to be innovative and ingenious.
Innovative and ingenious. The Hilton Hotel chain now offers a totally new type of room called a Creativity Suite. Designed to stimulate creativity, these suites come with sectional sofas that can be easily rearranged for impromptu meetings; they provide plasma screen televisions, a Home Entertainment System, an iMac computer and a full-body massage chair. One of the living-room walls is a chalkboard, and a selection of art supplies is part of each suite??s ??invention box??. The minibar has brain food?XSoy Crisps and energy-boosting Gingseng supplements. Even the shower features a writing board and grease pencils should inspiration strike mid-shampoo.
In many ways, these Suites represent the type of creative learning environment we need to be providing our students. We must encourage students to think creatively and to access and integrate information from a variety of sources. At UBC, the new Irving K. Barber Learning Centre will assist us in doing just that through its provision of the latest forms of learning technologies.
In the 20th century, graduates were expected to leave the university having acquired a command of one discipline; they were secure in the knowledge that with this one discipline they might pursue successful careers as a health professional in a local hospital, or as a financial analyst for a national bank.
But today the scope of practice is the planet Earth, and the global integration of technology, finance, trade, and information is occurring in a way that is influencing wages, interest rates, living standards, culture, job opportunities, wars, weather, environmental and human health all over the world. Our graduates must be able to think laterally and creatively, with an appreciation that the solutions to the most complex issues will come from the inter-connection and overlap of disciplines. For if we are to achieve a civil and sustainable society, rather than ??misunderstanding, tension, clash, and catastrophe,?? we must do as Pearson suggested?X??learning from each other, studying each other??s istory and ideals, art and culture???Xin order to live side-by-side in peaceful interchange.
Peaceful interchange. We prepare for war with energy and vigor?Xeven with intelligence?Xbecause it is a task we can easily grasp and understand. War is what??s left when all the subtlety and complexity has been stripped away from a disagreement among humans; when logic and persuasion seem of no more use. War is what happens when we use advanced knowledge to create and apply missile defense systems and military technologies.
Peace is much harder. Peace tests us. Peace demands tolerance, understanding, and forgiveness. Peace insists that we embrace complexity as we embrace the ideals and art and culture of those whose priorities seem a little different from our own.
Canadians have a long tradition of working for peace, through our role as peace-keepers for the U.N. Today, we have an opportunity to go one step further: to move beyond peace keeping and lead in peace preparation. And I believe that this preparation does indeed belong with and begin in our educational institutions, with universities showing the way.
How should we as a nation support this critical educational effort to promote peace? Let me suggest a two-pronged approach. First, I believe that Canadian governments at every level should increase their support for the kind of research and scholarship that will help inform the public policy and develop the social programs upon which a civil society is built?Xresearch and scholarship that will help Canadians prepare for peace. While university research was deployed in the ??50s and ??60s to form the basis of many military and aerospace advances, university research in the 21st century must focus its efforts and resources on preparing for peace.
Governments must be prepared to invest in such a program. My model here is health research, where the argument has been advanced that a minimum of 1% of the investment made in health expenditures should be invested in health research. Correspondingly, I would suggest that 1% of all public expenditures on ??civil society?? programs be invested in research in the human sciences. Consider the amounts currently invested in social welfare, the corrections system, national defense, foreign affairs, immigration, heritage and culture, and Indian and Northern Affairs, to name a few broad areas. Why would we not consider investing a minimum of 1% of those expenditures into research that would permit us to better understand the values that underpin civility, tolerance, human rights, democracy, and peace?
Second, we need to contemplate a significant role for the federal government in post-secondary education. It is well nderstood that a sound education is the foundation for a strong and prosperous society. But if universities in the 21st century are to educate global citizens, individuals who are able to define Canada??s place in the world, graduates who are active participants in peace preparation, citizens who understand that there is no refuge in our remoteness, then we need to revisit the role of the Canadian government in post-secondary education.
As Jeffrey Simpson pointed out in last week??s Globe and Mail, our future lies in education, and the time has come for the federal government to recognize its legitimate role in funding post-secondary education. While the federal government has always had a role in the funding of university research, it now needs to consider a role in the funding of instruction?Xfunding that goes beyond the provincial mandates and jurisdiction?Xfunding that will address the need to develop and foster curriculums that will result in the education of globally literate and creative Canadians from
Newfoundland to Vancouver Island. Without such an initiative, our efforts to create a sustainable society and prepare for peace will be sporadic at best and non-existent at worse. This to my mind is what is meant by ??Canada??s place in the world??: such a concept goes far beyond diplomacy or foreign aid, it extends beyond international exchanges, summits, or hosting Olympic games for that matter?Xit goes to Canada??s education of future generations of global citizens committed to the preparation of peace and the sustainability of the whole world.
Today, despite criticism of our performance in the Olympic Games of 2004, it is fair to suggest that Canada is still one of the most admired middle powers in the world. But if we look beyond Athens and review the challenges we face both at home and abroad?Xthe environmental threat of climate change; globalization of our economy though outsourcing; the need to review our immigration policies to meet our future labour needs; the political threat of international terrorism; the war in Iraq and possible participation in a missile defense system?Xit is clear that now is the time to revisit our nation??s vision of a civil society and our commitment to global learning.
Last year, in a study conducted by the European Commission, UBC ranked 35th among the top 500 universities in the world. Clearly a remarkable achievement. What is obvious is that we Canadians have the excellence, the scope, depth and diversity to take our place in the world. All we need now is the commitment of our nation, the determination to contribute, and the strength and courage associated with all great Olympians. For truly, British Columbians and Canadians can make a winning difference.
Thank you. ??

2004

Starbucks in 2004 announced that it will increase prices at its stores before the end of year. Analysts expect prices to rise by 4% to 5%. Prices are going up to adjust for increases in dairy products and rents. The firm is seen as the clear leader in the retail coffee market but opinion is split on whether consumers will continue to pay more for their caffeine. Some surveys indicate that people already think they already pay too much for their coffee while others suggest that Starbucks is actually less expensive than many of its competitors.

Now Read and Watch/Listen to the clips on the links below concerning the ?Coffee War? today.

Looks like NPR has removed the clip listed below. The clip describes the closing of as many as 600 stores by Starbucks based on performance and proximity to other stores. If you can't see the clip, read this New York Times article instead.

Fast Forward January 2008

http://www.npr.org/templates/player/mediaPlayer.html?action=1&t=1&islist=false&id=17984599&m=17984563

Current: Starbucks versus Dunkin Donuts

http://abcnews.go.com/video/playerIndex?id=7108261

(1) From the case in 2004, explain the logic for a price increase from Starbuck's perspective.

(2) Can you discuss the effect of operating leverage to why Starbucks had to close about 600 stores in 2008 and why they are being outcompeted by Dunkin Donuts?

I am ordering a dissertation proposal (include questionnaire) now, if this dissertation proposal could pass with my dissertation committees smoothly, I certainly will order my whole dissertation with you very soon (maybe around 160 pages). It is very important to make sure you could have right direction and good thoughts to develop the proposal from the beginning (After you finish, I need to discuss with my committee to make sure this proposal is on the right track); otherwise we will need more time to revise it (I hope not because the limitation of the time). I also request hardcopies of all the sources you have used in the proposal because I need all the references to attend the proposal defense meeting in our school (you told me the hardcopies are free, right? If you have any concern, please contact me ASAP).
.
Thank You!


In my dissertation proposal, I have some RESQUEST as below:

1.My Dissertation Topic is:
The Impact of Web Site Design on Consumers?? Purchase Intentions and Loyalty in the Business-to- Consumer Internet Commerce: A Rhetorical Approach

Please check the article: Wendy Winn & Kati Beck. (2002). The persuasive power of design elements on an e-commerce Web site. Technical Communication, Vol.49, p 17-35. Feb 2002.

My dissertation idea mainly based on this article (Make sure you read and understand this article totally before you start to write the proposal). I would like use the independent variables that the authors mentioned in this article (Logos, Pathos, and Ethos) to measure the dependent variables (Consumers?? Purchase Intentions and Loyalty). This article used qualitative research method (do not follow the methodology of this article); however, I will use quantitative research method to develop my whole research structure. I hope use the online questionnaire survey to understand the relationship between independent variables and dependent variables, and how strong the persuasive power of design elements on an e-commerce Web site, how do design elements carry out the rhetorical function of persuasion, or how design elements appeal to the online shoppers. Please base on these thinking to develop a few research questions for objectives of my dissertation, and then design the research method to answer these research questions.

2.Please make sure you have a Ph.D. level writing

3.Do not plagiarize! (Very Importation!!!)

4.Please develop 30 pages (the references pages should not be included!) for my proposal (include survey questionnaire) in 13 days. Please on time?K

5.Use the APA style during whole writing, APA style will include 23 lines?? words in one page. Do not leave any space between paragraphs. (you do not need to follow the APA style in Survey Questionnaire)

6.My dissertation will use Quantitative Research Method to do the whole study. You must give each variable accurate definition in the proposal.

7.To write the proposal, please make sure you exactly follow every criteria in the GUIDELINE QUANTITATIVE DOCTORAL PROPOSAL below, and make sure that you will mention every parts when you are writing the proposal in order to fit our school??s rules.( It is very important, please make sure mention every details!)

8.The proposal outline would be( you can check more detail below):

I. INTRODUCTION (please write around 4 pages)

II. SCHOLARSHIP (please write around 10 pages)
A.Literature Review
B. Theory
C. Contribution, Originality

III. RESEARCH DESIGN (please write around 10 pages)
A.Research Question
B. Design
C. Instrumentation
D. Population & Sample
E. Data Collection
F. Data Analysis
G. Ethics

IV. Summary (please write around 1 page)

V. Reference

VI. Appendix(ces)
A. Questionnaire (please layout all the questions around 2-3 pages)

9.In this proposal, the most important thing is to develop a future dissertation outline and make sure the content will support the study totally. For example, the outline may like the table of content of the real dissertation. After that, you could follow the outline to write down some important paragraphs for every part in this dissertation proposal to let my professors understand what I am going to do.

10.Please cite at least 60 sources or above in this proposal. Do not cite the same article too many times.

11.After you finish the dissertation proposal, I need the hardcopies of all the references (books or articles) that you have used in this proposal. I need all the references to attend the proposal defense meeting in our school.

12.In this quantitative research proposal, the most important part could be the Charter III: Research Design (My committees will critically review the Chapter III: RESEARCH DESIGN in this proposal.). Please make sure to develop a good research design for future dissertation research. It is very important that you could explain such questions as: how to reduce biases (researcher bias) on data-collection method, source, analyst, or theory in the proposal to show you have good plan.

13.Please develop questionnaire! The questionnaire is a part of proposal; however, it will be included in the Appendix. I hope can use Internet online survey to collect all the data in the future. You must give each variable accurate definition in the proposal, and then develop appropriate survey questions to make sure they can accord with the definition of the variables. You also need to make sure the questionnaire can answer all the research questions in this study after the data is collected. You need to develop around 30-40 questions or more in the questionnaire to measure the different independent and dependent variables for this study. After you develop the questionnaire, you better do the pilot test to make sure this questionnaire can be clearly understand and work?K Do not layout the questionnaire for too many pages because participants may feel too tired to answer all the questions (you do not need to follow the APA style here, and you can use smaller size words, single-spacing to layout the questionnaire.) I hope the visual layout of questionnaire can look professional.

14.In order to develop the future Web survey instrument. There is something you need to have plan in the proposal such as; who will come to the site to do the questionnaire? How many people will come? For how long?

15.Please use an open ended Likert scale rated from one to one hundred to develop the questionnaire. Develop 1 to 100 Likert-scale types for every question in the questionnaire.
For example:
How would you rate your interest in online shopping on a scale of 1 to 100, where 1 means ??Not at all interest, and 100 means ??Very Strongly Interest??. You can use any number from 1 to 100 to indicate the extent of your interest.
________ Number chosen

(This is just an example for you to understand what kind of style I need for the questionnaire; I believe you can develop better than me.)

16.I have some rough idea about my proposal, please read it to understand what I really want (you will find it below). However, you can change some of the content, if you think it is not appropriate for the future development.

17.If you have any extra questions about the proposal, please contact with me as soon as possible. Thank you!




GUIDELINES FOR QUANTITATIVE DOCTORAL DISSERTATION PROPOSALS

I. INTRODUCTION (please write around 4 pages)

The Introduction section provides an overview of your study. It describes the problem area your study will focus on, the rationale or need for an investigation in this area, the need for answering your particular research questions, and a basic overview of the design of your study. You must clearly describe
-The Background of the study (describe the background, including human subject research and references that are relevant to the design and conduct of the study.); -Purpose and key research questions;
-Importance of study;
-Objectives of study (state the objectives of the study as research questions and/or hypotheses, research question is clearly delimited, bounded, specified; has conceptual integrity.);
-Limitations of study;
-Structure of dissertation.

a. Describe the Who, What Where, When, Why and How of the Problem. Be Specific! What is the problem? Why is it a Problem? Who is involved? What is the environmental context? What is the historical context of the problem? Why is it important? (Just a brief overview here but this is more fully done in a later section)? Are there policy implications? Are there practice implications?

b. Enumerate and briefly explain the research question(s) to be answered and identify the policy, practice, or theory issues to be addressed. List specifically the major research questions, and any sub-questions under each major question.

c. Describe the frame of reference & identify the theoretica1/conceptual (or other) frame of reference, which is the context of the study. Summarize the elements of the rationale for the study and its design briefly here.

d. Provide a brief overview of your date sources and data analysis plans (research design), including procedures for collecting, organizing, and analyzing the data. Inclusion and Exclusion Criteria- list specific eligibility requirements for subjects, including those criteria which would exclude otherwise acceptable subjects.

e. State your expected results ?V provide a brief summary of what findings are expected.

f. Fully discuss the significance/importance of the study:
1. Indicate how your research will refine, revise, or extend existing knowledge. Note that such refinements, revisions, or extensions may have both substantive and methodological significance.
2. Almost all studies have two potential audiences: practitioners and professional peers (scholars). Include statements relating the research to both groups.
3. Indicate what the research means for your institution or organization, e.g., it fits in with an institutional research program; it will contribute to renewed interest in research on the part of colleagues, etc.
4. Indicate what significance the research has in your own development.

g. Describe the scope and delimitation of your study (What will it include and why? What will be left out & why?

h. Outline the contents of the rest of the proposal.


II. SCHOLARSHIP (please write around 10 pages)

A. LITERATURE REVIEW
1. Pertinent literature, conceptual & empirical, has been reviewed.
2. If there is little or limited literature on the topic, writer has reviewed material close to the problem.
3. Literature review demonstrates sound knowledge of, synthesis of, and critical thinking about the literature.
4. Diversity issues are documented and discussed as appropriate to the study topic.

B. THEORY
1. An epistemological position is stated and expanded upon.
2. A theoretical framework or perspective is articulated or developed and articulated.
3. Competing theories are identified and a rationale offered for the choice of the selected theory or why a new theory is being developed.
4. Strengths and weaknesses of the selected theory are identified (a critique using relevant literature).
5. The selected theory is appropriate to the research question.
6. Integration of theory and empirical data is evident in the discussion and development of the theoretical framework to be used.

C. CONTRIBUTION, ORIGINALITY
1.The researcher identifies ways the study, substantively or methodologically, will make an original contribution; how the proposed study provides, in the definition of the problem/question, the theoretical perspective, the methods to be employed some contribution that is different from previous work and distinctly reflects the researcher??s own thinking.



III. RESEARCH DESIGN (please write around 10 pages)

B.RESEARCH QUESTION
1. Questions are appropriate to quantitative methods and clearly flow from the literature.
2. Rationale and assumptions underlying the study are explicit.
3. Questions & sub questions clearly articulated.

B. DESIGN
1. Design of study is clearly identified (experiment, cross-sectional survey, longitudinal survey, content analysis, secondary analysis, multi-method, etc.)
2. Design of study is appropriate to research questions/hypotheses and epistemological position.
3. Operational definitions given for all important terms and concepts in hypotheses.
4. Variables used are clearly specified (definition each variable).
5. If independent variables (treatments, interventions, and exposure to programs) are/are to be manipulated, this is clearly described.
6. If a treatment/intervention is the independent variable, there is evidence that it will be/has been delivered in a uniform, standardized way.
7. Confounding variables are identified and methods of control well described.
8. In replication studies, special attention is given to maintaining equivalent conditions for all critical variables.
9. Strengths and limitations of the design are identified and discussed. How to reduce biases (researcher bias) on data-collection method, source, analyst, or theory in the proposal to show you have good plan.
10. Describe the involvement of human subjects including initial evaluation procedures and screening tests, phases, procedures and sequence of the study.
11. Address the experience of investigators if procedures are to be performed for which the investigators have not been specifically credentialed.
12. Describe any costs related to the research procedures that are over and above those incurred by standard treatment, and indicate who will be responsible for them.
13. Analysis of the Study
a.Delineate the precise outcomes (variables) to be measured.
b.Describe how data will be analyzed, including statistical analysis.
c.Describe methods used to estimate the required number of subjects.


C. INSTRUMENTATION

1. Instruments and other measurement devices and procedures are clearly linked to each defined variable.
2. Instruments/measurement protocols are justified as appropriate for the study population (in terms of age and other diversity parameters).
3. Rationale for selection of each instrument is presented, along with supporting literature on the psychometrics of instruments, including reliability and validity.
4. Reliability and validity of standardized instruments will be or is re-established for study sample/population.
5. If instruments are used for which psychometric properties are unknown, a clear rationale for their choice is presented.
6. If original instruments or procedures are used, their development is described and justified.
7. If original scales are to be developed, a plan to establish their psychometric properties (reliability, validity) is developed. (You must describe the reliability and validity about your study. How do you build the reliability and validity about your study?)
8. Monitoring Subjects and Criteria for Withdrawal of Subjects from the Study
a.Describe the types, frequency and duration of tests, admissions (inpatient) outpatient visits. Consider specifying a monitor if the study involves a blinded design.
b. Define stop points and criteria for withdrawing subjects from the study.

D. POPULATION & SAMPLE

1. If a population is used/is to be used, the rationale for its use and its parameters are clearly described.
2. If a sample is used/is to be used, the population (of people, case records, text, etc.), method of sampling and rationale for the sampling method are well described.

3. Rationale for the sample size is indicated, preferably based on a power analysis or other acceptable criterion (e.g., confidence level/confidence interval justification).
4. External validity/transferability/generalizability of the study is addressed.
5. The sampling plan is consistent with the design, method and statistical procedures to be used in the analysis.
6. Sources of and procedures for recruitment of participants are detailed.
7. Procedures to enhance response rates and participant retention in the study are specified.
8. Attrition rate is anticipated and a strategy to handle it is specified.
9. Strengths and limitations of the population/sampling strategy are identified and discussed.

E. DATA COLLECTION

1. Methods/protocols of data collection are clearly described: how data are to be collected, by whom, under what conditions are clear.
2. Methods/protocols of data collection are appropriate to the research questions and design.
3. Methods of data collection are appropriate to the participants on gender, race/ethnicity, sexual orientation and other diversity dimensions.
4. Pre-test/pilot test plan is adequately described and is appropriate.
5. If applicable/appropriate, pilot data results are presented.
6. Strengths and limitations of the data collection strategy are identified and discussed.

F. DATA ANALYSIS
1. The nature/approach of the data analysis is clearly described and justified.
2. Analysis is consistent with questions, hypotheses, level of variable measure, and design.
3. If assumptions of chosen statistical models are violated, protective measures are indicated.
4. Data analysis demonstrates sound knowledge of the techniques used and their alternatives.
5. Strengths and limitations of the data analysis strategy are identified and discussed.

G. ETHICS

1. Research goals are consistent with the principles of working toward improving the situation of individuals and/or groups in society.
2. If this study involves human participants, the benefits and risks are clearly identified and communicated to participants.
3. If this study involves human participants, threats to free & informed consent are addressed.
4. Confidentiality of the data is adequately ensured.
5. The researcher has made provisions to share findings with participants.
6. The research clearly can be expected to receive clearance from the IRB.
7. Ownership of the data is clear.
8. Where the data will be stored and for how long is clear.
Any factors related to participant coercion, even if unintentional, and the researcher-participant power differentials are addressed.

9.Human Subject Protections:
a.Rationale for Subject Selection:
(1). Strategies/procedures for recruitment

b.Evaluation of Benefits and Risks/Discomforts:
(1). Potential Benefits: Describe the potential benefits to subjects or to others (benefits to society) that may reasonably be expected from the research.
(2). Potential Risks: Describe any potential risks -- physical, psychological, social, legal, drug toxicity or other associated with the proposed procedures and assess their likelihood and seriousness.
(3). Risk/Benefit: Discuss why the risks to subjects are reasonable in relation to the anticipated benefits and in relation to the importance of the knowledge that may reasonably be expected to result. Consider the following in your discussion:
a. In research involving an intervention expected to provide direct benefit to the subject, a certain amount of risk is justifiable.

c. Adverse Event Reporting and Data Monitoring
(1).Provide a plan for reporting adverse events to the IRB.
(2).Describe the provisions for monitoring the data collected to ensure the safety of subjects.

d. Consent and Assent Processes and Documents
Consent Procedures: Describe the consent procedures to be followed, including the circumstances in which consent will be sought and obtained, who will seek it, the nature of the information to be provided to prospective subjects, and the method of documenting consent.


IV. Summary (Could also serve as the Abstract) (please write around 1pages)

The final section of your dissertation proposal should provide an overview and summary of your research proposal. You should provide a summary statement of virtually every section of the proposal. The reader should be able to read the summary section and have a good understanding of what you are going to do and why.

V. Reference:

VI.Appendix(ces)(please write around 2-3 pages)
Survey Questionnaire




MY ROUGH IDEA:

1.To successful launch an e-commerce Web site, the question is not just about ??if we build it, will they come??? but also ??if we build it, will they come to purchase and repeat purchase??? A scenario closer to the truth is that many online companies experience disappointment in converting consumers?? clicks into purchases. It means attracting a large number of shoppers to the site is not the only ultimate measure of success. The true measure of success should be included retaining customers and converting them into repeat buyers. Positive shopping experiences on the site can help online buyers make an effective decision. It means positive feeling is the optimal experience that consumers will desire to repeat buying online. Therefore, marketers need to create effective Web sites for winning consumer satisfaction. Since Web sites are often the main contact with consumer in the Internet market, a company??s Web site elements may include some persuasive components that has impact on consumers?? positive experience. To evaluate what visual design elements constitute the persuasive power for the customers to have positive experience on a Web site, it is expected that increased levels of the consumers?? positive experience would lead consumers to have more optimistic attitudes toward Web sites, stronger purchase intention, and loyalty. If consumers ??feel good??, marketers can have better chance to win the battle on an e-commerce Web site. We know shopping online is almost exclusively a visual experience; therefore, there may exist persuasive powers in the visual image of design elements in an e-commerce Web site. Little research, however, directly addresses the issue of visual design- the persuasive power on influencing online consumers?? experience of willing to purchase and loyalty.
Logo+Pathos+Ethos = Positive experience ?? Purchase intention and loyalty. (Positive experience comes from satisfy consumers?? Logo, Pathos, and Ethos. To satisfy these variables can lead to purchase intention and loyalty.

2.Independent Variable(11 independent variables):
-Logo (logic): price, variety, product information, and accessibility.
-Pathos (emotion):playfulness, tangibility, and empathy
-Ethos (credibility):recognizability, assurance, and reliability.

Dependent Variable (2 dependent variables):
-Purchase intention
-Loyalty (repeat purchase and word-of-mouth referrals)

Methodology:
-Use online survey instrument.
-Create a questionnaire to measure variables.
-Create a Website, put questionnaires on it. Sent email to people who I know to announce the information. Ask them send the information to their friends also. (I am not clear about this sample selected procedure, please help me develop a better way to select sample)
-Use one month to do the online survey and collect data.
-The researcher will try to recruit a group of 200 subjects from Internet Web site.
-Participates must have online shopping experiences to do the online survey.
-Use likert scales to evaluate all the factors
- Quantitative Research.

3.In charter 2: LITERATURE REVIEW, I hope you can mention some theoretical background such as: rhetorical theory: three means of persuasion; customer purchase behavior; user-center design?K You also can write some different paragraphs in related literature review such as: the difference between traditional commerce and Internet commerce; the importance of visual design to an e-commerce Web site; the importance of purchase and loyalty to an e-commerce Web site; the benefits and challenge to company and consumer in the B2C commerce?K (These are just my suggestions, you can add more or you can change it, if you think it is not appropriate for the future development!)

4.In charter 3: RESEARCH DESIGN, maybe you can develop a framework of persuasive Web site Design to explain and construct the whole study: (you can check the article: Pairin Katerattanakul (2002). Framework of effective web site design for business-to-consumer Internet commerce. INFOR vol.40, no.1 Feb.2002.)

My idea comes from this article and I changed it little bit. Based on the proposed definition of persuasive Web site in my proposal, my study maybe can propose three persuasive design concepts as a framework of persuasive Web site design for business-to-consumer Internet commerce: (1) Design to support consumer logos (logical) experience. (2) Design to support consumer pathos (emotional) experience. (3) Design to support consumer ethos (credibility) experience. So the outline may look like below:

III.Research Design

A.Research question

B.Design
1. Introduction
Previous research on visual design, customer value, and User-center design;
Characteristics of previous researches (strengths and weakness).

2.The framework of a persuasive Web site design
Persuasive Web site: the three design concept- logos, pathos, and ethos
2.1 Research taxonomy: Framework of a persuasive Web site design for business-to-consumer Internet commerce: (1) Design to support consumer logos (logical) experience. (2) Design to support consumer pathos (emotional) experience. (3) Design to support consumer ethos (credibility) experience

3. Design to support consumer logos (logical) experience
3.1 Prices (price presentation)
3.2 Variety (product structure and display)
3.3 Product information (product information display)
3.4 Effort (Intuitiveness of navigation)

4. Design to support consumer pathos (emotional) experience
4.1 Playfulness (entertainment potential of the site)
4.2 Tangibility (sensory appeal through visual, audio or other means) (visual design)
4.3 Empathy (personalization features)

5. Design to support consumer ethos (credibility-trustworthy) experience
5.1 Recogizability (corporate image and branding)
5.2 Compatibility (community building)
5.3 Assurance (privacy and security)
5.4 Reliability (channels to customer service)

C. Instrumentation
Use online survey instrument. Create a questionnaire to measure variables. Build a Website, put the questionnaire on it. Email the information to related organizations or friends.

D. Population & Sample
The population is the online shoppers.

E. Data Collection
The researcher will collect all the raw data from online survey, and then the researcher will develop a coding system to transfer all of the data to the SPSS.

F.Data Analysis
The techniques for data analysis will include: descriptive statistics, regression analysis, and multiple regression analysis.

Argument Paper

Overview:
For this assignment, you will build off the same topic: Climate Change Changing Our World Man-Made or Environmental Theory or Reality. Your purpose is to take a position on the issue or problem you synthesized and to make a case for a claim about the topic/problem that will influence a reasonably skeptical audience. Because you have worked towards developing a clear understanding of the scope of the problem or issue, you are now in a position to take an informed position on the issue and to argue, for example, for a specific definition of key terms, a specific evaluation of a proposal, a specific analysis of the causes of the problem, or a specific solution to the problem. Your claim must be supportable with observable, measureable, and replicable evidence. Avoid claims that are derived from moral or personal values, or which are simple claims of one person?s or group?s sense of right and wrong, or which are based solely or primarily on emotional appeals.

An effective argument appeals to logic and reason (logos), appeals to how readers and the writer feel about an issue (pathos), and seeks to project that the writer?s argument is fair, just, and honest for all the stakeholders (ethos)

You will need to use at least six sources. As you focus on your specific claim and argument, you may want to do additional research to better support your position.

Your draft must also include a fair and balanced discussion of at least one major counter-argument to your claim?respectfully and accurately summarizing the opposing viewpoint. Be sure your paper includes a clear, fair, and respectful refutation for this counter-argument.

Your claim about a solution to a problem or a position on a topic is your argument. However, it does little good to propose a solution to or an analysis of a situation that your readers are not convinced has anything to do with them. So, do the audience analysis before undertaking your first draft. Your purpose is to influence your readers, not just tell them what you think is right. To do that you need to think about what those readers are like, what motivates and interests them, and why they should care about what you have to say on this topic. Your audience may not agree with you in the end, but they should accept that your position is valid, well-supported, and capable of being held by a rational and credible person.

Specifics:
? 1700 words minimum, double-spaced, using Times New Roman 12-point font
? APA manuscript style with in-text documentation and Works Cited or References page (this page does not count in the minimum word count requirement)
? Clear, arguable claim that is supportable with rational evidence
? Effective use of counter-argument and rebuttal
? Academic tone; observation of the conventions of Standard English
? Audience awareness
? Use of at least six print sources, representing two or more points of view on the position being argued
? First draft must include a minimum 200-word audience analysis. This analysis should appear as the first item in your first draft, before page 1 of the actual paper. Audience analysis is to be removed from the final draft.

Procedure:
1. COLLECT. Review the material that you collected for your Annotated Bibliography and Writing Project. In any event, you will need at least six items. Be sure you know enough about the authors and the organizations the material comes from to establish the authority of these sources; remember you have to say something in your paper to boost your readers? confidence in what you are using as evidence. Be clear about why your topic is of interest to those authors as well as to your readers
2.
Use journaling, brainstorming, branching, reader-response charts, and especially the double-entry log that is explained in the textbook to collect and organize your notes.

Part of the ?collecting? process is to think carefully about your own audience. Make a distinction between the audience/readers that the authors of these readings may have in mind and the audience/readers you have in mind for your audience analysis. Be sure you are talking about your audience and NOT your topic in the audience analysis.

3. SHAPE your writing.

Create a thesis statement. This statement should make an arguable claim about the topic or issue.

Integrate the thesis into an introduction. The introduction should present your main claim/thesis. It should also establish an ?essay map? for your work. This essay map should establish the main supporting reasons for your claim. Be sure each of these reasons can be supported with empirical (observable, measureable, replicable) evidence. Go beyond presenting values and common knowledge as evidence. Finally, an introduction should at least suggest why this issue is significant.


Review and revise your outline. Review and revise your Working Outline. This outline should be consistent with the organizational pattern you already picked. You may find yourself returning to this list to revise it as you write. Edit any new ideas into this list so they don?t get lost or end up in confusing places in your writing.

4. DRAFT your writing using the working outline you created.
? Use APA style in-text citation and bibliographic documentation.
? Use transitions between paragraphs. Solid development may require more than one paragraph to discuss any one particular point from your list. When that happens, effective paragraph transition can give your readers a clear indication that you are still on the same general point or that you are moving on to a new point.
? Be coherent. Be sure the ideas you borrow are necessary in order to make something clear to your readers. Don?t borrow anything beyond what is absolutely needed, and don?t leave a borrowed idea or passage hanging without any discussion of why it is important.
? Review to eliminate obvious errors in grammar, mechanics, syntax, citation, and documentation. Even a first draft should be reasonably clear to your peer editors!



Criteria:
? Effective introduction, including: clear thesis that establishes an arguable and empirically supported claim; essay map that identifies key sub-claims; attempt to establish significance of topic; audience awareness in tone and style
? Fair and accurate discussion of at least one alternate point of view, including respectful, fair, and complete summary as well as logical and evidence-based refutation of that alternate point of view
? Thesis is well-supported with logic and evidence. Evidence should include empirical evidence (facts, statistics, expert opinion) from published sources to support claims; evidence may also include use of first-hand observation, examples from personal experience, interviews, polls, etc.
? Writer?s language discernible from that of source authors. Source information discussed and reasonably connected to the claims you are making
? Effort to establish credibility of sources used
? Effective organization, coherence, and paragraph transitions
? Overall, readers are convinced of the validity of the writer?s claim (whether or not they agree). Writer demonstrates that a reasonable person could rationally hold this position
? Works Cited or References page (minimum of five items) in correct APA style
? Clear control of Standard English conventions for grammar, style, mechanics, and academic format
.



The Audience Analysis

The audience analysis should be minimum 200 words in length, and should appear as the first item in your first draft, before page 1 of the actual paper. Use copy & paste to add your audience analysis to your first draft file before posting.
1. Audience profile. Describe and define your target audience. Who do you want to inform and influence? What are these kinds of people like? What are the characteristics that make this topic useful, interesting, or important to these kinds of people? (approximately 2-4 sentences)
2. Audience-subject relationship. Discuss what your audience probably already knows?if anything?about the topic or problem you are investigating. Think about what they may not know. Think about why they might think your claim is important to them. What attitudes or biases do you expect in your audience? (approximately 2-4 sentences.)
3. Audience-writer relationship. Consider what you may have in common with your audience and what separates you from your audience. Consider whether your audience will trust what you have to say or not. Are you ?one of them,? or do they need to know something you before they are likely to have confidence in you? Discuss the persona you want to project to your readers. (approximately 2-4 sentences.)

The First Draft

First drafts consist of the following elements:
1. A left-hand block header that includes your name, instructor?s name, class/section, and date
2. A separate title for the paper, centered on the title line and in the same size, style, and font as the rest of the document?not underlined. Use an original title that suggests your main point or approach (not ?Argument Paper?).
3. APA formatting, including in-text documentation and a separate Works Cited or References page at the end.
4. Minimum 1275 words for draft stage. (1700 words for the final draft.)
5. A minimum 200-word audience analysis. This analysis should be posted at the beginning of the draft paper, before page 1 of the actual paper. Use copy & paste to add your audience analysis to your first draft file before posting. The audience analysis will not be included in the word-count requirement for the draft itself. The audience analysis must be removed from the final draft that is due in Session 15.



Final Draft
Final drafts must consist of the following elements:
1. Final drafts must clearly be related to the earlier, first drafts. A progression of thinking from one draft to the next must be evident. Major changes in organization, new examples or ideas, or deletion of elements from the first to the final draft are expected, but the final must still be clearly a development of that first draft.
2. No final draft will be accepted until a first draft has been submitted?even if the first draft is late and worth no points, it must precede the final draft.
3. The audience analysis must be removed from the final draft.
4. The final draft must be properly formatted in APA style, must include a title block, and must include both in-text citations in the body of the paper and a Works Cited or References list at the end. The Works Cited or References list is NOT included in the word count requirement.
5. The final draft is to be a minimum of 1700 words in length.

Please write an paragraph on the request below, with inline citations and list references.

1.Performance Apprasials (See attached)
Unfair performance evaluations - lower productive employees getting good reviews because they are friends with management staff.

2.Corporate Decision Making
CanGo is looking at ways to grow its business. How should they approach the decision on how to do it?

3.Weighing Decision Criteria
How do we assign weights to criteria? Is it always based strictly on logic and achieving the best quantitative result and why?

CRJ524 PLEASE LABEL EACH DISCUSSION

Week 1 - Discussion 1

When you examine and create your own personal definition of ethics, ponder the many, varying theories about ethics. How does your personal ethical theory match or draw from established codifications of moral conduct? Are ethics situational? Why or why not?

- Week 1 - Discussion 2

Ethics in a vacuum are meaningless; without moral conduct, ethics are irrelevant meaningless ideals. Examine either personal or news-worthy events, and provide examples of situations were moral actions were required, but failed to be followed. Present how things could have gone better, or difficult situations could have been avoided, through moral actions.


Week 2 - Discussion 1

Examine all of the ethical theories available, and provide a sound analysis of the pros and cons of the theories. Provide a ?best practices? list among the theories you review to provide the best outcomes to produce moral actions

Week 2 - Discussion 2


Are laws and regulations intentionally ethical or written to produce moral actions? If not, does pragmatism and public protection lend itself to non-ethical philosophies or actions? Should criminal justice professionals adhere to a personal code or moral conduct, or should there be a formal code of conduct required for criminal justice professionals?


Week 3 - Discussion 1

As you choose your guidelines, focus on the difficulty of writing policy for all situations. Routinely, inside and outside of the field of criminal justices, organizations and corporations are routinely updated and revised. The need for revisions is often due in large part to the realization that no policy can cover all contingencies. Does drafting your own policy provide you with an appreciation of the difficulties for creating universal, ethical policies?

Week 3 - Discussion 2

Most people involved with the criminal justice system are instinctively suspicious of the privatization of prisons in the United States. Is this distrust warranted? In your examination of the morality of prison privatization, make sure to include analyses concerning accountability, integrity of processes, and the inherent potential conflict of interest for the incentive of private companies to make a profit.

Week 4 DISCUSSION 1

What is a moral guideline? Whenever you present an analysis, it is always a great idea to define your major terms in your presentations. Begin the discussion with a working definition of a moral guideline, and if necessary, explain that term in light of criminal justice issues. Remember, all policies need to focus on maximum effectiveness for the actions sought.


Week 4 - Discussion 2

Your analyses here will be rooted in both logic and ethics. What is the best, rational argument in support of capital punishment? How can the pros to capital punishment overcome the logical fallacy of ?two wrongs make a right??

Week 5 DISCUSSION 1


Examine the implications of a nation continually in a state or war. Do ethical systems become irrelevant in light of a consistent, aggressive foreign policy, or is the need for moral action and rules more imperative in such a culture?

Week 5 - Discussion 2

Morality in criminal justice must be a function of treating all people equally. If this basic premise is true, what does it say about our criminal justice system if people of different races and ethnicities are treated differently? The common symbol for the law is a blindfolded woman holding a balanced scale of justice. Can we say, as a society and as a criminal justice profession that the law is truly blind to such issues in its application?

Week 6 - Discussion 1

Throughout this course, you have examined multiple ethical theories, among them: utilitarianism, deontological, normative ethics, ethical relativism, natural law, virtue theory, and so forth. Chapter 13 in your textbook presents three additional ethical theories: ethical egoism, hedonism, and Stoicism. Explore the normative and analytical philosophies of morality and criminal justice in Duff?s Theories of Criminal Law (2012). Which of the listed theories, or any ethical theory you choose to research, provides the best ?model? for ethical behavior in criminal justice? Carefully explain the major premises of the ethical theory and provide both the positives and negatives of the application of this theory to the field of criminal justice.

A necessary focus of your discussion will be an examination of which areas of the field of criminal justice require the most moral conduct and ethical consideration. Provide an analysis as to which ethical theory will best serve society as a whole, and the field of criminal justice in particular


Week 6 - Discussion 2

Each advance in technology brings with it moral questions about its application in the modern world. The ability of police and other agencies to monitor what were once private conversations and communications raises serious ethical questions about the right to privacy and the government?s ?need to know.? Information Technology and Moral Values explores the relationship between morality and modern technologies (Sullins, 2012). In this discussion, provide the framework for an ethical policy that protects privacy while ensuring security. What are the most important protections from the Bill of Rights to be afforded to modern technological communications?

Please choose option 1 if possible



Final Paper


Utilizing the concepts learned throughout the course, you will write a Final Paper on one of the following scenarios:

1. Option One: You are in the role of a consultant with ten years experience in the health care insurance industry. A group of 20 doctors are considering forming a new medical group and have asked you to prepare a report on whether they should build a facility in an area within 30 miles of the downtown center of your 500,000 population city for $100 million dollars. Prepare a report for the management team of the doctors group on your proposed $100 million expenditure plan reflecting on the key course objectives including the financial, legal, alternative health care models, reinforced by your knowledge of strategic planning and capital budgeting.

2. Option Two: You are in the role of a chief operating officer. A board of directors has requested that you prepare a summary of the issues involved in a $50 million expansion. Because of local political and uncertain national medical care policy, to be elected national officials they may have to scale the expansion back to $25 million. Prepare a report for the management team of the doctors group on your proposed $25 to $50 million dollar expenditure plan reflecting on the key course objectives including the financial, legal, alternative health care models, reinforced by your knowledge of strategic planning and capital budgeting.

3. Option Three: You are in the role of a chief operating officer for a for-profit insurance company. A board of directors has requested that you prepare a summary of the issues involved in a potential reduction in U. S. medical insurance reimbursement of 40%. Prepare a report for the board of directors on how to best meet the impacts of the proposed funding cuts while still being sensitive to the needs and health of the community and your patients. Reflect on the key course objectives including the financial, legal, alternative health care models, reinforced by your knowledge of strategic planning and capital budgeting in preparing your response.

4. Option Four: You are in the role of a chief administrative officer for a large nonprofit health relief organization. A board of directors has requested that you prepare a summary of the issues about how to solve the health needs of an African country. Your organization has limited funding and will need to obtain subsidized medicine from major pharmaceutical companies. They also have the opportunity to get non generic, non USDA approved, alternative stem cell derived medication from foreign sources. Prepare a report for the board of directors on how to best meet the impacts of the proposed funding limitations while still being sensitive to the needs and health of the African nation. Consider the various economic, political, moral and health impacts for both the United States citizens who may have some of the health medication diverted to the African nation. Reflect on the key course objectives including the financial, legal, alternative health care models, reinforced by your knowledge of strategic planning and capital budgeting in preparing your response.

5. Option Five: Your role is as a public official elected at the local city level; 50,000 to 250,000 population. You have a $10 million dollar budget allocated to you by the city manager and can get up to 100% matching federal funds if you meet the federal standards. You have been asked by the mayor to determine how to allocate the budget to best support the needs of the city. These could include but not be limited to supporting capital requirements, operational requirements, and subsidizing nonprofit organizations or used as economic incentives to bring new private concerns into the city. Prepare a report for the mayor and city council on your proposed expenditure plan reflecting on the key course objectives including the financial, legal, alternative health care models, reinforced by your knowledge of strategic planning and capital budgeting.

Your Final Paper must be 15 to 20 double-spaced pages (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. Utilize a minimum of 10 to 12 scholarly and/or peer-reviewed sources that were published within the past five years, including a minimum of five from the Ashford University Library databases.

Writing the Final Paper

The Final Paper:

Must be 15 to 20 double-spaced pages in length (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must have a cover page that includes:

Title of paper
Students name
Course name and number
Instructors name
Date submitted
Must include an introductory paragraph with a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must conclude with a restatement of the thesis and a concluding paragraph.
Must use at least of 10- to- 12 scholarly and /or peer-reviewed sources, including a minimum of five from the Ashford Online Library.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Prepare a Position Paper on the applicability of the Kouzes-Posner Model of Leadership. Make certain to include a discussion on the research foundation of this model and your evaluation of that research.

Position papers should be unbiased (objective), always using supporting logic, facts and/or expert opinion. Emotion-based arguments should not be used. Grounded in personal experiences but support ideas with other theories or perspectives.

Introduction ??" purpose is to capture the readers attention, the paragraph introduces the argument of the paper. The most important factor of intro is to present a clear statement of papers argument. Thesis sentence should reflect both the position that you will argue and the organizational pattern in which you will present and support your argument. What are you arguing and how the strategy is used to present argument.

Body ??" the actual position where you tell the reader something, make sure the reader is able to follow your thoughts. The purpose is to present your point of view to the reader, not to impress him or her with your vast knowledge of the topic.

Conclusion ??" review for the reader what you told them, summarize the main points you wrote and tie the whole paper together with a concluding statement.

Documentation (including parenthetical notations and a works cited page) ??" must include the appropriate parenthetical notations in the body of your paper and a works cited page to document your resources.

*****I notated 3 sources for work cited page however please document whatever resources are used there is no specfic amount indicated.

Subjects: computer science, mathematics, bioinformatics, biology, Bayesian networks, transcription networks.

TOPIC: Bayesian Methods for Data Analysis in Transcription Networks

I need a literature review which presents and analyzes research papers which employ Bayesian methods for data analysis in the Transcription Networks. Most importantly, a few recent research papers which used some of the Bayesian Method to analyze the Transcription Networks should be reviewed here and explained how they used those methods to analyze obtained data in these experiment.
Also the current state of knowledge should be presented and such notions as the 'probabilistic directed acyclic graphical model', 'search methods', 'conditional dependencies', 'probability function' and efficient algorithms that perform learning and inference in Bayesian networks discussed. Moreover the advantages of the Bayesian networks should be presented as they are especially good at handling hidden variables, noisy or missing data and they can easily show locally interesting processes.

# I paid for extra 4 bibliography sources (so 10 altogether) but you may choose to have between 4-10 bibliography sources, the number does not matter, I just wanted you to have a free choice in determining the bibliography sources on your own. I suggest that the introduction explains what the Bayesian methods are, what are its elements (like i.e. 'directed acyclic graphical models') (for 1 page?) than the research papers are presented (4 pages?) and then the conclusion.
Customer is requesting that (FreelanceWriter) completes this order.

Customer is requesting that (FreelanceWriter) completes this order.

I want a referee report on the working paper entitled as "One Player Games versus Two Player Games:
Comparing Agribusiness Cooperatives with Investor-Owned Business Models". ( I will include that in supporting document). The referee report should be consist of following parts:
1.summary of the paper (different from the summary in the paper)

2. Overall evaluation of the paper with your recommendation about the publication decision (significance for the field, originality, publish or encourage of resubmit or reject)

3. Comments about the model and the results

4. Assessment of the exposition
a.The structure of the paper
b. Secondary aspects of the exposition
c. Details of presentation
b

There are faxes for this order.

PhD Research proposal - Cross platform application installation - by Barak Avraham

Introduction
Despite the spread of software development and software usage, we has very few cross-platform applications which run on PC operating system, web browsers and mobile as well. Since technologies are no longer different from each other in todays era, we can develop such application with ease.

Our proposal is to undertake the deployment of one such cross platform application. For web browsers this application will make it possible to install widgets\mobile applications on a websites user view without communicating with the website owner. The application or widgets installed on the site users view will be non modifiable by the user. The widgets installed on one site cannot be used in another site. The user will be able to install mobile applications on Desktop OS as well and vase versa.

Our proposed kind of proposal will expose how it is possible to install these applications and widgets on the users site view without communicating with the site owner by installing a platform on the site users operating system which will provide services to all user web browsers. This platform (micro engine) will set the location, the size and the site user by parsing the incoming HTML stream and reformat it to the desire presentation. The user will have the freedom of choosing the desired applications or widgets from the set of available applications in the markets existing today with no relation to the platform he run on his machine and install them on his own site view. As well for Mobile application installed on Desktop OS. This will open such market to new customers which will consume applications with no relation to the platform he run and increase market monetization. My understanding and experience in Mobile and Web2.0 Applications market will help me to bind them together and to open more monetization options. Unlike developing a cross platform application here we are focus on install cross platform application (deployment) on cross platform environments without changing the or interrupting the application source code.

Specific Objectives of Research

Our Objectives are as follows
1. The researcher wants to expose how it is possible to install the widgets\mobile applications on the web site users view without even communicating with the web site owner. A widget's end user experience is solely controlled by a widget\mobile applications manager which is part of the widget\mobile micro engine manage the applications the user installed on his site view. The widget\mobile application manager will manage the application source and private parameters such as registration username and password if needed.

2. The researcher aims to develop a micro engine which will manage the installed applications, the positions, sources and the conversion from such platform to a web application stream. This micro engine which can be effectively implemented in a cross platform environment will serve the system and the web browsers using the HTTP stream by interpreting to HTML and JavaScript application. The micro engine will bears several advantages such as flexibility, strength, staff, location and operations, hence the same micro engine will be developed for multiple platforms covering web browsers elements, personal computer Operating Systems and mobile Operating Systems speed, resolutions and unique components such as GPS and Rotation.

3. The widgets\mobile applications installed by the users cannot be modified by the other net users and the widgets\mobile applications installed on one users website view cannot be used by the other user in her/his website view over the net. The Choice of the widgets\mobile applications to be installed will be made by the user and will depend upon the set of available widgets\mobile applications in the market with no relation of platform dependences.

4. So instead of having multiple environments the researcher wants to have a common environment for running applications or widgets for almost any platform be it a mobile phone, a web browser or Windows desktop. There will surely be Application Programming Interface (API) and Data Object Model differences (DOM) differences to extend the micro engine system to support more capabilities and new incoming technologies. For example Windows widgets allow access to Windows Management Instrumentation (or WMI) so that an application having all the system functionality provided by WMI can be use these resources, but the mobile is limited to web-services based development and really basic DOM, but even though HTML/JavaScript/CSS can be used as a standard for running cross platform applications.

Related Work

1. The idea of putting web-application as widgets right on the desktop was invented way back by Microsoft in 1994 (in Windows Nashville which was to be released in 1996). You could use an HTML and JavaScript page as you desktop background which would be running in the Internet Explorer. Microsoft even had a set of Active Desktop widgets.

2. One more technology that played a role in inventing desktop widgets is HTA (HTML application) which runs as a standalone application for that you were required to put you VBScript or JavaScript code and style in a single HTML file and rename it to .hta extension.

3. Netvibes has developed its universal widget API (UWA)[6] which is a free and elegant widget framework that uses XHTML for its structure, CSS for styling and JavaScript/AJAX for Data Object Model control. UWA has support for all the major widgets platforms e.g. Netvibes, iGoogle,Windows Vista, Mac OS X, iPhone.

4. The Fox Interactive media has developed a widgets platform called SpringWidgets[9] which works on most of the websites as well as the desktop in contrast to the widget platforms which work today on either websites such as Google Gadgets4, WidgetBox[10] or desktop such as Yahoo Widgets[3].

5. Opera Widgets are also set of widgets which are self-contained and are built using standards such as HTML, CSS and JavaScript. These are cross-platform and cross-device, which means they can be deployed anywhere from desktop to mobiles to TV[3].

6. The Opera has also proposed a draft to W3C (World Wide Web Consortium)[11] called widgets- the concept of small HTML/CSS/JavaScript application running inside a browser.

Research Methodology

1. Literature review on how the other cross platform widgets or applications make use of the available cross platform development techniques and APIs such as Netvibes, FLTK, wxWidgets, iPhone, Android, Google Gadgets, etc.

2. Collect appropriate amount of cross platform application code from open source repositories such as SourceForge.net, Free Software Foundation and Apache Open Source Foundation.

3. Compare the literature on how these cross platform applications make use of the available APIs and toolkits versus how these APIs and toolkits are actually implemented.

4. Identify the problems and opportunities that exist with the way cross platform applications are actually written using several available methodologies, patterns and standards for designing and programming.

5. Evaluation of the tools for deploy the application for different platforms. The mobile may use for example two platforms one will be iPhone for which the researcher will be using objective-c. The reason for which this language is selected by apple for the development of applications for mac and iPhone is justified by a website http://www.roseindia.net/iphone/objectivec/why_objective_c.shtml as it is an object-oriented extension of ANSI C and hence any C program can be used with this framework. It supports an open dynamic binding which will help in creating a simple architecture to interactive user interface.[8] To write an iPhone application, I will have to use Xcode and the iPhone SDK.[16]

6. For another mobile platform which will be Android, the researcher will be using Java. This scenario will make use of the Android SDK which provides tools and APIs necessary to begin developing appications on Android platform using Java programming language. Andriod has the potential for removing the barriers to success in the development and sale of a new generation of mobile phone application software.[15] Here Ill be using the concept of AppWidget host which is a component that can contain widgets. Android allows applications to publish views to be embedded in other applications. [13]

7. These views are called widgets and are published by AppWidget providers.[14] These application widgets will be the set of available widgets in the market from which user can choose the desired ones.

8. The desktop widget application will be developed only for one platform Windows which will be coded using c#. The IE can be proved out to be a perfect host for desktop widget applications. By modifying its User Interface, I can create a generic widget container. The customization of embedded IE browser can be done by removing the scroll bars and 3D border by implementing the IDocHostUIHandler interface[2].

9. For the web widgets or even the desktop widgets (for windows vista or later) a manifest file needs to be created with the gadget settings and the HTML file with the gadget code, CSS styles and JavaScript; then zipping them into one archive and renaming them to .gadget or .wgt extension makes them eligible for getting installed on windows platform, these widgets use Internet Explorer 8 core to run them, so I can get full support for CSS2.1 and the goodness of JavaScript.

10. The standard configuration of the widgets within the micro engine will be maintained by the use of a config.xml file which will specify some configuration information.

11. The cross platform testing of all the widgets will be carried out on each and every platform. The testing strategy will be decided at a later stage, depending upon the design pattern used.

12. Discussion of the testing results will be carried out.

13. Report on the results will be generated by writing a thesis.



References

[1] Retrieved on March 29, 2010, from Boomi Atmosphere website
A Widget end user's experience is completely contained with the Widget Manager. From the Widget Manager they can setup and provision new Widget instances and manage existing Widget instances by editing the configuration and viewing execution activity...
http://help.boomi.com/display/BOD/Widget+End+User+Experience

[2] Retrieved on March 29, 2010, from Code Project website
Desktop Widgets are small applications that provide frequently used functions such as an alarm clock, a calculator, a text box linked to Google etc. They can also decorate the desktop.
http://www.codeproject.com/KB/dotnet/DesktopWidget.aspx

[3] Retrieved on March 29, 2010 from dev.opera website
Opera Widgets are self-contained Web applications built using open Web standards such as HTML, CSS and JavaScript...
http://dev.opera.com/sdk

[4] Retrieved on March 29, 2010 from Google gadgets website
Gadgets powered by Google are miniature objects made by Google users like you that offer cool and dynamic content that can be placed on any page on the web...
http://www.google.com/webmasters/gadgets

[5] Retrieved on March 29, 2010, from NetVibes website
Netvibes has opened its platform to allow publishers and developers to benefit from our technology. Netvibes Universal Widget API (UWA) is a free and elegant widget framework that uses XHTML for structure, CSS for styling and JavaScript/Ajax for behavioral/DOM control ; it can also use iframes and plugins such as Flash.
http://dev.netvibes.com

[6] Retrieved on March 29, 2010, from Ozibug website
The demand for cross platform development and test environments has increased dramatically in recent times. This is due directly to the influence that Java has had on the software development process. Where once an internationalized, multi-platform application was complicated and expensive to develop, Java and the technology available today (and perhaps its cost) has simplified the process.
http://www.ozibug.com/www/cross_platform_devel.html

[7] Retrieved on April 17, 2010, from Droleary Subsume website
Although gcc compiles ObjC as well as C and C++, you don't commonly see ObjC programs out there. As far as I know, AgentD is the first one developed under and released for Linux. What follows is not an indepth comparison between languages, but the reasons I came to use and like ObjC.
http://droleary.subsume.com/agentd/whyobjc.html

[8] Retrieved on April 17, 2010, from Mac OS X Reference Library's website
The Objective-C language is a simple computer language designed to enable sophisticated object-oriented programming. Objective-C is defined as a small but powerful set of extensions to the standard ANSI C language.
http://developer.apple.com/mac/library/documentation/cocoa/conceptual/ObjectiveC/Introduction/introObjectiveC.html

[9] Retrieved on March 29, 2010, from SprigWidgets website
a collection of a spring widgets
http://www.springwidgets.com



[10] Retrieved on March 29, 2010, from WidgetBoxs website
Widgetbox makes the complexities of sharing your ideas and experiences on the web simple...
http://www.widgetbox.com

[11] Retrieved on March 29, 2010, from word press website
Look, Opera has proposed a draft to W3C called Widgets ??" the same concept of small HTML/CSS/JS application but running inside a browser...
http://sharovatov.wordpress.com/2009/05/13/html-css-js-widgets-future-crossplatform-environment

[12] Retrieved on March 29, 2010, from Yahoo Widgets website
Yahoo! Widgets help you save time and stay current by bringing an always-updated, at-a-glance view of your favorite Internet services right to your desktop...
http://widgets.yahoo.com

[13] Retrieved on March 29, 2010, from Androids website
Android API documents, show the packages
http://developer.android.com/reference/packages.html


[14] Retrieved on March 29, 2010, from Androids website
Android allows applications to publish views to be embedded in other applications.
http://developer.android.com/reference/android/appwidget/package-summary.html

[15] Rick Rogers, John Lombardo, Zigurd Mednieks and Blake Meike. (2009). Android Application Development. (chapter 1, page 3).
When Google announced the development of Android, the field of mobile platforms was already well established. Even in the narrower category of open source platforms, a number of viable alternatives were being pushed by proponents.

[16] Stephan G Kochan. (2009). Programming in Objective C (Chapter 21, page 460).
A powerful yet simple object-oriented programming language thats based on the C programming language, Objective-C is widely available not only on OS X and the iPhone/iPad platform but across many operating systems that support the gcc compiler, including Linux, Unix, and Windows systems.

[17] Rajesh Lal and Lakshmi Chava (2009). Professional Web Widgets with CSS, Dom, Json and Ajax (page 120).
Wrox's Professional Widgets with CSS, DOM and Ajax is the first guide to building web widgets - tiny applications that can be embedded in a web page or on the desktop and have exploded in popularity in recent months.

[18] Sterling Udell. (2009). Pro Web Gadgets for Mobile and Desktop (page 96).
The miniature web applications known as gadgets (or widgets) are a key component of the Distributed Web and an ideal way to publish your content far beyond the reach of your own web site.


[19] Jeff Heaton (2007). HTTP Programming Recipes for Java Bots (page 340).
The Hypertext Transfer Protocol (HTTP) allows information to be exchanged between a web server and a web browser. Java allows you to program HTTP directly.

[20] Mark Pilgrim (2010). HTML5: Up and Running (page 114).
If you don't know about the new features available in HTML5, now's the time to find out. The latest version of this markup language is going to significantly change the way you develop web applications, and this book provides your first real look at HTML5's new elements and attributes.

An IT Security Plan & Implementation for a Small Corporation.

Part 1. IT Security Proposal Summary [3 pages (900 words)]
Summarize a project proposal. Describe an existing small business network. 30 computers with 3 servers (web, e-mail, and database application server). Describe its lack of current security on each layer of the OSI model. Describe the need to implement IT security measures and list details. Firewalls, anti- virus, a DMZ are possible requirements.

Part 2. Review of Other Security Implementations (40 words)
Review of other peoples work. Site examples of real life similar projects that have been completed.

Part 3. Rationale and Systems Analysis for IT Security Upgrade [2 pages (600 words)]
Provide a rationale and system analysis of proposed project. Describe of purpose of the project. Describe the details of the project. Describe the importance of IT security. Site real life examples of IT attacks and data lose.

Part 4. Goals and Objectives for Upgrade IT Security [5 pages (1500 words)]
Provide a list of goals and objectives. Describe the list of goals for the project in detail. Describe the objectives to reach each of these goals. Each goal should have objectives. Describe the implementation of every security upgrade in phases.

Part 5. Project Deliverables (Equipment or Services to be Given to Customer) [5 pages (1500 words)]
Provide description of project deliverable. Describe in detail equipment that will be purchased and delivered to the customer business. Describe the problem that each new piece of equipment of software will solve. User training on security can be a deliverable.

Part 6. Project Plan and Timelines [1 Page]
Provide a timeline to implement each phrase of IT security upgrades to customers business network.

Please read carefully and include everything listed under.

Marketing Plan base on Mercedes-Benz

The product I chose for my marketing plan is new C-Class: C300 Sport 4dr Sedan (3.0L 6cyl 6M) My point of view is that from the age range of 25 to 35 year old will intent to buy BMW over Benz, because in general the BMWs products hold inside the younger prospects mind than Benz and Benz seen to made for older more. C300 is a very good product to catch the younger prospects attention. Its look and price are all reasonable. It is around 32000 much cheaper compare to BMW.
Therefore, in order to enlarger Benzs market instead of promoting a super expensive top model car, we will work on the C300, high quality and inexpensive for the age of 25 35.

Introduction of the Mercedes-Benzs Company, its history and performance. Connect them with to new C300 Sport 4dr Sedan

Executive summary
Presents a brief summary of the main goals and recommendations of the plan for management review, helping top management to find the plans major points quickly. A table of contents should follow the executive summary.

Current Marketing Situation:
Describes the target market and the companys position in it, including information about the market, product performance, competition, and distribution.

This section includes:
A market description that defines the market and major segments, then review customer needs and factors in the marketing environment that may affect customer purchasing
Like -Targeted segment, customer need, corresponding feature/benefit, market environment (market trend, potential market, market growth rate, market share.)

A product review that shows sales, prices, and gross margins of the major products in the product line
Like -Function, (corresponding feature/benefit), sales, prices, gross margin

A review of competition, which identifies major competitors and assesses their market positions and strategies for product quality, pricing, distribution, and promotion
Like -List competitors, assess competitors market positions and strategies for product quality, pricing, distribution, and promotion (4Ps), (competitors market share)

A review of distribution that evaluates recent sales trends and other developments in major distribution channels
Like list distribution channels, sales trends, developments in major distribution

Threats and Opportunities Analysis: (A view on Benz and its competitors)
The SWOT Analysis:
Strengths,
Weaknesses,
Opportunities - might be competitors weaknesses,
Threats - might be competitors strengths

assesses major threats and opportunities that the product might face, helping management to anticipate important positive or negative developments that might have an impact on the firm and its strategies. Youll want to highlight and explain each issue within the SWOT.

Objectives and Issues:
States the marketing objectives that the company would like to attain during the plans term and discusses key issues that will affect their attainment. For example, if the goal is to achieve a 15 percent market share, this poses a key issue: How can market share be increased?

Tips: be specific (suggest specific sale volume, market share, revenue, margin, break-even, etc.)

Marketing Strategy:
Outlines the broad marketing logic by which the business unit hopes to achieve its marketing objectives and the specifics of target markets, positioning, and marketing expenditure levels. It outlines specifics strategies for each marketing mix elements, and explains how each response to the threats, opportunities, and critical issues spelled out earlier in the plan.

It must include: Positioning, Product Strategy, Pricing Strategy, Distribution Strategy, Marketing Communications Strategy, and Marketing Organization

Action Programs:
Spells out how marketing strategies will be turned into specific action programs that answer the following questions: What will be done? When will it be done? Who is responsible for doing it? And how much will it cost?
*This is one of the most important components as it is your true test of implementation of your innovative plan.

Tips: think about what are the events or campaigns that can be done to reach the objectives (consider your marketing strategy)


Budgets:
Details a supporting marketing budget that is essentially a projected profit-and-loss statement. It shows expected revenues (forecasted number of units sold and the average net price) and expected costs (of production, distribution, and marketing). The difference is the projected profit. Once approved by higher management, the budget is the basis for materials buying, production scheduling, personnel planning, and marketing operations.

Your answer to each essay question should be complete and between 200 and 300 words.

1. Review the Strategic Management Model (figure 1-2, page 11) and the Strategic Decision-Making Process (figure 1-5, pages 22-23). Compare and contrast the two models, and reconcile the strategic decision-making process with the strategic management model. Do the two models complement each other or do they clash? Explain your answer.

2. The impact of globalization and the Internet presents real challenges for corporate strategic planners across the world. What is the impact of globalization and the Internet on corporations? Why is astute strategic planning a must in today's competitive business world?

3. As the text points out, not only is the Internet changing the way customers, suppliers, and companies interact, it is changing the way companies work internally. Of the seven current world-wide trends most affected by the Internet, which do you believe is viewed by corporations as the most threatening and/or challenging to their strategic management? Justify your answer.

4. As the CEO of a financially stable corporation, explain how you would convince your board of directors that a long-term forecast would benefit your business? How would you adjust your presentation to the board of directors, in the event that your corporation were struggling financially.

5. As CEO of a corporation, what steps would you initiate and/or expect top management to employ, in order to ensure that information about strategic environmental factors gets to the attention of strategy makers?

6. As a member of top management, what kind of internal factors would you use to determine whether your firm should emphasize the production and sales of a large number of low-priced products or a small number of high-priced products? Justify your answer.

7. Discuss the value of the TOWS Matrix in strategy formulation. Do you agree with this way of generating strategic alternatives? Why or why not?

8. Explain the concepts or assumptions that underlie the BCG growth-share matrix. In your opinion, are these concepts or assumptions valid? Justify your answer.

9. What are the advantages and disadvantages of outsourcing? Why is outsourcing such a controversial topic? As a strategic corporate manager would you consider outsourcing or other alternatives? Please justify your answer.

10. Describe the advantages and disadvantages of the devil's advocate, dialectical inquiry, and consensus approaches to making strategic choices. Explain why "programmed conflict" is advocated by strategic managers. Which of the three techniques would you prefer? Why?

There are faxes for this order.

Case Study IV-2 Teletron, Inc.:Read the selected case and answer the following questions:

1. What factors are holding Teletron back from growth? Where are Teletrons growth opportunities?

2. Evaluate the Virtual Analyzer software versus the needs heard in the market.

3. What additional information would be useful to Tim in order to make a final decision?

4. Financially evaluate the proposed change in the business model.

5. What should Tim do now?

6. Prepare the presentation Tim should make to the board.

CSU requires that students use the APA format in writing course papers. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed.

Case Study IV-2

TELETRON, INC.: USING INFORMATION TECHNOLOGY TO TRANSFORM A COMPANY

"Come on in, guys," said Timothy C. Lybrook, founder and chief executive officer of Teletron, Inc., a Bloomington, Indiana, provider of telecommunications expense management services for corporate telecommunications users. It was April 25, 1999, and Teletron was considering the implementation of a new strategy to grow the company from about $10 million in sales to about $100 million, in part through the use of information technology.

"Thanks," replied Robert N. Jonas, director of information technology at Teletron, and Dennis M. Kirin, vice president of client services at the company, simultaneously, as they entered Tim's office.

"We want to show you the plans for the development of Virtual Analyzer and get your approval," said Bob.
"The investment will not be small, but the benefits are huge," said Dennis.

"OK," said Tim. "I am anxious to see your analysis and plan. As you know, this is one of the three legs in the transformation of our company. We gotta get it right'

Expense Management in the Telecommunications Industry

In 1999, there were approximately 6,000 telecommunications providers in the United States. However, only about 45 companies accounted for approximately 95 percent of the dollar value of the telecommunications services provided. The providers signed their customers to various plans or contracts that carried costs for specific services. The providers then invoiced the users each month.

Traditionally, telecommunications invoices from providers were sent to customers on paper-thick stacks of paper for large corporations. Often, these invoices contained internal provider codes that offered little explanation of their exact meaning. Customers were forced to determine what each charge on the invoice was for and to compare the charge to their particular plan or contract. Needless to say, this situation made the process of verifying invoices very time-consuming for the customer. As a result, many corporations merely accepted the invoice as accurate. Even checking invoices sent electronically was very difficult.

Surveys of corporate telecommunications managers often showed major dissatisfaction with the providers' billing practices, especially about errors that seemed "always in the favor of the provider:' Most customers believed that these billing overcharges occurred because of poor record-keeping by the provider, complexity of the contracts, inadequate operational support systems at the provider, lack of time by the customer to verify the invoices, and internal miscommunication within either organization. These mistakes were considered by most telecommunications managers to be significant-telecommunications expenses were often rated as the fifth or sixth largest expense item in corporations, and were growing rapidly.

The size and complexity of the telecommunications expense problem increased significantly during the 1990s, and was forecast to grow significantly during the first decade of the new century. Additional services, such as broadband technology, were enabling enterprises to transfer vast amounts of digital information rapidly. In addition, cell phone use by corporate customers grew rapidly during the 1990s and was forecast to grow substantially in the new century as well. Finally, the old voice-centric telecommunications infrastructure was being replaced with new service offerings that combined voice, data, and video using the Internet Protocol (IP).

According to Gartner-Dataquest, an industry tracking firm, total telecommunications spending by the business market was estimated to grow to $175 billion in 2000 and continue to expand rapidly to over $350 billion by 2005. One reason given for this rapid growth was that many corporations recognized that their telecommunications infrastructure was critical for their company's revenue growth. Yet the cost of errors in operating this infrastructure could well be greater than the revenue benefits.

The expense management environment, characterized by numerous service offerings, frequent errors in billing, and multiple telecommunications providers, created a significant opportunity for service firms to assist enterprises in realizing cost savings and operating efficiencies. Most corporate customers did not consider telecommunications expense management to be a core competency. They typically did not possess the time, expertise, and access to the necessary information that would enable them to analyze their telecommunications bills in-house for accuracy or to investigate money-saving opportunities. According to a recent research report, procuring telecommunications services was "a pain for everyone. The researchers concluded that companies of all sizes were unhappy at every stage of the telecommunications procurement process, from ordering to installation to billing.

In the late 1990s, several experts recognized an opportunity for service firms with expertise in telecommunications billing to review complicated invoices from several providers (each with different codes) for accuracy as well as searching for and negotiating the lowest prices and the highest quality service for a corporation. Furthermore, these experts forecast a large incremental market opportunity for such firms that would go beyond traditional outsourcing to provide software tools that would empower enterprises to analyze easily and proactively their telecommunications services.

Company History

In the 1980s, Tim Lybrook was working as a consultant to the resort industry. His business took him to a variety of resort operations across the United States. As part of his work, he reviewed how his clients were spending their money. While reviewing the cost structure of his clients, Tim often noticed inaccuracies in their telephone bills. Resort operators were consistently being overcharged for their telecommunications services, often by as much as 30 percent.

After seeing this situation existing for several customers, Tim wondered if there was a business opportunity there. During 1990-1991, Lybrook investigated several other industries and found that the same problem existed. Companies were routinely overpaying their local, long distance, data, arid wireless providers. These overpayments were due to the complexity of the bills, the size of the organizations, the diversity of services, and errors of the service providers. So in 1990 Lybrook incorporated Teletron to assist "companies throughout the United States to reduce their telecommunication expenditures by identifying inefficiencies and errors in their phone bills:' He finished a business plan in late 1991, and Teletron started hiring employees in February 1992.

Teletron targeted customers in the United States that spent between $10,000 and $500,000 per month on telecommunications services. An inside Teletron salesperson would call the telecommunications manager, and propose that Teletron audit the company's last 12 months of telecommunications invoices. If Teletron found errors and had them corrected, Teletron would receive 50 percent of the savings. If no savings were found, the company owed Teletron nothing. A typical proposal call went something like:

Mr. Jones, I am Mary Johnson with the Teletron Corporation. We are a telecommunications expense management firm located in Bloomingon, Indiana. In our work with clients, we have discovered that over 95 percent of the telecommunications bills received from carriers or providers contain errors, often in the provider's favor. Have you ever seen that problem? I thought you might have. We provide a no-risk service for our corporate clients-you send us your telecommunications bills for last month. If we find errors in the bills, we will contact the carriers and get them to send the rest of the past year bills. When we correct the errors, you pay us 50 percent of the documented savings. If we don't find anything, you owe us nothing. Therefore, our service is risk-free to you. Would you be interested in talking further?

Teletron then assigned the client to an account manager who in turn often used former telephone company personnel to conduct manual audits of the provider bills. The company maintained a library of relevant telecommunications contracts and tariffs against which the auditors would compare the bills. When errors were found, the Teletron auditor contacted the billing personnel at the telecommunication provider and worked with the provider to adjust the bill. When all the bills were audited, Teletron compiled the savings and invoiced the client for its fee. Teletron personnel also attempted to identify better plans or contracts for their clients. If future savings could be achieved by the client by implementing one of their suggestions, Teletron invoiced the client for a share of the next 12 months of savings.

After the initial engagement with the client, Teletron personnel attempted to build a longer-term relationship with the client, auditing their bills on an ongoing basis. But clients accepted this additional service very rarely. Most client engagements lasted from 6 months to a year. New clients had to be solicited on a continuing basis.

Lybrook considered the core competencies of Teletron to be its ability to interpret telecommunications bills, find errors, compare contracts and t riffs with current invoices, and effectively deal with telecommunications providers. He considered this expertise to apply equally well to the local, long distance, wireless, Internet, and data markets.

Teletron faced strong competition from a few larger firms and hundreds of "mom-and-pop" operations. However, there was no company that held more than 1 percent of the market. Most firms that audited telecommunications invoices were small operations, usually owned by a retired telephone company employee who knew contracts. Others were captives of certain service providers. Likewise, some telecommunications departments of user companies offered to audit the telecommunications invoices of other companies as a way to earn revenue.

Most competitors were privately held. Several of these privately held companies had grown to significant size. They were:

Cost Management Consultants: This company assisted clients in making decisions regarding both energy and telecommunications costs. The company performed both energy and telecommunications invoice audits.
Optimizers: Optimizers helped midsize businesses manage telecommunications expenses via invoice auditing, selecting and integrating telecommunications equipment, providing telecommunications management advice, and negotiating rates for telecommunications needs.

Teledata Control, Inc.: TCI specialized in providing cost control solutions for voice, data, and information services. The company offered invoice auditing among a range of other services. In 1999, TCI had approximately $7 million in revenue and employed 93 people.

Teletron was very successful in its strategy from 1992- 1998, amassing over 5,000 clients that ranged from small businesses to Fortune 500 companies. In addition to selling many well-known clients, Teletron was generally successful from a financial standpoint, achieving a compounded revenue growth of more than 200 percent from 1992 through 1998. In addition, Teletron maintained EBITDA margins on revenue in the 10 to 30 percent range during this period. (See Exhibit 1 for the financial results of Teletron during 1992-1998).

Despite the financial success, in 1998 Lybrook began to question whether the company could continue to grow under its current business model. The company experienced over 90 percent yearly customer "churn," requiring a costly ongoing customer acquisition process. As carriers corrected their billing mistakes, many of Teletron's customers felt that they no longer needed Teletron's services. Other customers hired a person for finding billing errors so as to keep 100 percent of the savings rather than splitting the savings with Teletron. In addition to churn, Lybrook recognized that the auditing process was a labor intensive operation. While the process of searching the contracts for the correct charge for a particular customer could be taught, automating the process would require significant effort. In mid-1998, Lybrook began to wonder how to keep customers longer and how to automate some of his internal processes.


EXHIBIT 1
1992 to 1998 Fiinancial Results Teletroll, Inc.

Year Revenue (in $000) EBITDA (in $000) EBT (in $000) Headcount
1992 $14 $(ll5) ($ll5) 4
1993 76 (143) (143) 4
1994 253 26 26 4
1995 557 106 106 12
1996 1,636 345 345 35
1997 4,107 1,122 1,134 62
1998 7,268 904 854 157

Source: Company records.

A New Business Model

By the end of 1998, Lybrook decided that he wanted to grow the company to become a $100 million business by 2006. He was no longer interested in owning just a "lifestyle" business. He also felt that the existing business model, while profitable, was not scalable to that level. Finally, he believed that merely automating some of Teletron's processes would not result in a profitable $100 million operation-labor costs grew too rapidly as sales increased.

At the January 5, 1999, board of directors meeting, Lybrook presented his new vision for the company. He saw Teletron acting as an intermediary between the providers of telecommunications services and the users of those services. Teletron would help its clients (the users) solve problems, whatever they were. His conversations with many corporate telecommunications managers convinced him that while minimizing invoicing errors and seeking better contracts for customers were important, they were not the only problems these customers had. Teletron would continue to offer consulting and auditing services to clients but would now provide a software product to its clients on a subscription basis.

In order to achieve his vision, Lybrook proposed to the board that three major transformations take place at Teletron. First, the senior management in the company who reported to Tim should be replaced. Teletron needed senior management who had been successful in $100 million companies. Tim immediately hired a new vice president of client services. (Exhibit 2 contains brief biographies of the key management team at Teletron as of April 1999.)

Second, Tim proposed the creation of a new, complex piece of software (called Virtual Analyzer) that could be delivered from Teletron's server in an application service provider (ASP) mode. He believed that the ASP delivery vehicle would be more acceptable to the client than licensing the software. He reasoned that most telecommunications users did not want the upkeep responsibilities of a complex piece of licensed software. This software product had to have a great deal of knowledge imbedded in it, reflecting what highly experienced Teletron employees had formerly done.

Third, Tim knew that he had to change the entire culture at Teletron, especially the way the company went to market. While past growth was impressive on a percentage basis, Teletron needed large increases in dollar revenue to reach the target of $100 million by 2006 from an existing $7.3 million level. In particular, the sales process had to change drastically. From 1992 to 1998, Teletron used a cadre of inside salespeople to sell a service directly to many clients, most of whom did not continue a clients after the initial engagement. This effort had to be replaced with a process that developed long-term relationships in which clients would subscribe to a software solution developed by Teletron that resided on Teletron's server. The size of the call center would be reduced. Different kinds of salespeople would have to be hired-those who could sell complex software to clients not used to buying it. New channels to reach the customer would have to be developed.

EXHIBIT 2
Biographies of Key Management Staff, Teletron, Inc.

Timothy C. Lybrook is Teletron's chairman and chief executive officer. Prior to founding Teletron, he spent 14 years as a consultant in the resort industry, where he implemented call centers, established sales teams, marketed trade shows, developed direct mail programs, and created strategic alliances/partnerships. He founded Teletron in 1990 to take advantage of the inefficiencies in the telecommunications industry which he witnessed in the result industry. Mr. Lybrook serves on the board of directors for the Bloomington Economic Development Corporation and the Greater Bloomington Chamber of Commerce.

William L. Bennett is vice president of finance. He brings more than 7 years of diversified corporate financial experience to Teletron. His background includes work in several positions, ranging from financial analyst to controller to director of financial planning. Mr. Bennett has been instrumental in supporting Te!etron's financial initiatives through its past rapid growth, with sound financial planning and responsible cost management. Mr. Bennett is a CPA.

Mary Ellen Pastor is director of human resources. Mary Ellen provides Teletron with human resource strategies acquired during her 10 years of experience in the telecommunications industry. Ms. Pastor manages recruitment, employee relations, compensation and benefits, and organizational development for Teletron.

Robert N, Jonas is director of information technology. Bob brings technology, business, and leadership skills to Teletron's information technology division. In Mr. Jonas' 16 years of experience, he has held positions as systems analyst, manager of telecommunications, and director of systems development for a series of privately-held companies in the Midwest.

Charles A, Bentley is director of sales. Chuck has more than 13 years of sales execution and leadership in the telecommunications and high technology industries. Most recently, he was the vice president of sales and business development for a Silicon Valley startup. Prior to that, Chuck was a regional sales director, where he increased sales by an average of 16 percent over 5 years.

Dennis M. Kirin joined Teletron in February of 1999. He brings to Teletron more than 10 years of customer service, information technology, and operations management experience. He has designed, built, and managed multi-vendor customer service, training, and maintenance operations for both large and small businesses and is experienced in new products and services, pricing, business models, and operational infrastructure. Mr. Kirin leads Teletron's client services department where his focus is on creating clients for life.

Source: Company records.

Making the New Business Model a Reality

Creating a new software package became a major part of implementing the new business model for Teletron. On February 10, 1999, Lybrook assigned the director of information technology, Robert N. Jonas, and the newly hired vice president of client services, Dennis M. Kirin, to co-chair a task force that would design a new system. Their day-to-day duties were to be delegated to someone in their unit. In his memo, Tim laid out the following goals for the new system:
Expand the range of services that Teletron provided.
Allow the client (purchaser of the software) to manage his telecommunications environment efficiently and effectively.
Meet the broad range of needs of the telecommunications manager in corporations.

Tim asked for a proposal by the end of April 1999. When Bob and Dennis returned with their proposal, Tim opened the meeting by saying:

Thanks for putting all your effort into this project. I realize that you have had to perform double duty for the last 2 months. Even though I asked you to delegate your day-to-day responsibilities to someone else, I know that you still had to run your shop as well as lead this task force. And, Dennis, you were new, but you and I both know that this system is very much the future of the firm. Rather than listen to a formal presentation, let me ask you some questions. Let's start with the size of the market we can go after. Dennis?

Dennis replied,

There is some good news here. The market is huge. Gartner-Dataquest estimates that the addressable telecommunications cost management market will grow from a little under $2 billion now to over $5 billion by 2005, a 26 percent compound annual growth rate. With no dominant player in the market, this market is largely underserved. If we capture just 5 percent of that market, we are talking about a huge sales opportunity. We can easily grow to your $100 million revenue goal in 7 years. And cost management is only one part of the functions that Virtual Analyzer will provide our clients.

"Outstanding! I knew the potential was large, but I had no idea that it was that large," said Tim. "But, let me ask youwhat does your market research show has to be included in a software offering to meet customer needs?"

Bringing up his PowerPoint presentation, Dennis responded,

Let me first describe our research process. We first pulled 1,200 company names of current and past clients from our database. We then designed a four-page questionnaire that asked some questions about their satisfaction with our current services and asked about their needs. The questionnaires were sent to telecommunications managers in medium- to large-size corporations. We got 157 usable responses out of the 1,200 questionnaires sent.

Basically, there are six needs. The first is inventory management. They all have a massive problem determining the equipment and features installed in every part of their telecommunications environment. They want a way to keep track of all of the telecommunications services used at each site. These services include the features, the service provider providing the service, the accounts that the service provider bills for the service, and the equipment used to provide the service.

Second, they want better access to the provider plans and contracts the company is using. Currently, most customers do not have a central database for this kind of information. In short, they don't know exactly what they are buying. They use lots of providers, each with many different plans or contracts. And they want to receive this information electronically. They argued that in order to realize any significant cost savings, a customer must first understand exactly what plans and services they are subscribing to and the extent of their usage of that telecommunications service. For example, many large companies do not take the time to review their paper bills to determine what their long distance charges are to a particular state or country. This is primarily due to the sheer size of their paper bills and the complexity of those bills.

Third was expense management. This is our traditional area of expertise. Even if the customer can organize all their telecommunications data, there is still a level of expertise that is needed to analyze the data fully, and thereby realize significant cost savings. While some companies seem to have this solved by hiring people to do the auditing or by using our service or the services of one of our competitors, most still believe that they are missing lots of opportunities here. In addition to finding problems in current bills, the customers want help in recommending changes to existing plans and services.

Fourth, our customers need help in vendor invoice processing and payment. They need to collect all the bills for analysis first. Once they have analyzed the bils, the company wants to be able to send the corrected bills to accounts payable to issue payment Obviously, they need to do this for each vendor. Many need an interface to the company's accounts payable system.

Fifth, they still have the old standby needs-moves, adds, and changes. Given all the organizational change in our customers these days, services at a particular site change very frequently. They may install a TI line today only to have it removed in 2 months because the demand at that site has changed significantly. The customer needs a central point of contact for making these changes and providing oversight of the day-to-day duties to make sure the move, add, or change occurs on the most economical basis. It would be great if the change were then updated in the overall inventory list of telecommunications services.

Finally, they expressed a need for some analytical capability. Some of the reports they want in dude usage studies, service assessments and recommendations, market comparisons with other companies to determine if they are getting a good rate, vendor analyses to see if they have the best set of vendors, and risk assessment

"OK, that is a good list. I am not surprised by any of those needs," replied Tim. "But will they buy a commercial software product to help them manage these issues? Or will they have their internal systems development department design a home-grown system? Or maybe they will just continue to do it manually? Or use an outside service?"

"Let me handle that question," replied Jonas.

We specifically asked that question in the survey. The first thing that we found is that there is no way that they can get enough staff to perform these functions manually. Most have had staff cuts. And while the telecommunications managers would generally like to have an internal system tailored to their specific needs and processes, they are ready to buy a piece of commercial software. They recognize that with all the Y2K issues capturing the attention of their information technology departments now, they are not going to be successful in getting such a system designed internally. And even when the Y2K issues go away, there is going to be such a backlog of other demands that they don't think they will be successful in getting a system written any time soon.

"I sure hope you are right," replied Tim, 'The people I am talking to tell me that acquisition of anything that is not Y2K related is being delayed. Of course, this product won't be out for 2 to 3 years so maybe that is not a big worry. Tell me, are we the first company to think of this idea or are there competitors out there with software packages they offer to telecommunications managers?"

"Well," replied Bob. "We're not the first, but I think that we can be the best. We found five companies that seemed to represent real competition. If we look at this chart, they are:

QuantumShift: QuantumShift operates a B2B e-commerce business model focusing on outsourcing and cost management. It has an Internet platform called "InterAct" that uses the Internet to automate and accelerate the telecommunications supply chain. QuantumShift also has a professional services team to assist clients with telecommunications equipment selection. The company has recently secured approximately $110 million through three rounds of venture financing, and its revenues are in the $15 to 20 million range. Unlike Teletron, most customers do not see QuantumShift as vendor-neutral as it markets telecommunications services to its customers.

Tenet International: Tenet is a small, independent, cost management service provider. It helps clients control and manages telecommunication expenses through financial analysis and customer service support- Tenet can transmit information with a customized feed to the client based on client specifications. Tenet also offers Web-based management and control reports in addition to a vendor payment service. The company's revenues are estimated to be in the $1 to 5 million range.

Simplexity: Simplexity is an Internet-based trading hub where buyers and sellers of telecommunications services can connect and transact with each other. It targets a broad spectrum of customers ranging from home-based, small, and medium-sized businesses, to telecommunications carriers. Simplexity seeks to help its customers compare and select the best products, plans, and service providers. Simplexity recently raised $53.5 million through three rounds of venture financing. The company has approximately $7 million in revenue and employs about 90 people.

Intera Communications: Intera's Smart Partner platform provides solutions for managing its clients' telecommunications services. It offers an online inventory of a client's telecommunications services, vendors, and equipment. In addition, the client can compare, select, and order voice, data, Internet, and wireless services through Smart Partner. The company has approximately $49 million in annual revenues and 150 employees.

ProfitLine: ProfitLine provides business process outsourcing solutions that manage the life cycle of voice and data services and reduce communications costs for enterprise-level companies. These services include service ordering and optimization, inventory management, bill management and auditing, accounts payable processing, telecommunications contract negotiations, and project management. Delivery of these services is done via a proprietary Web application, providing real-time visibility into their outsourcing services.

"Hmm . . . very interesting," said 11m. "Two out of these five companies recently received venture capital fundingand in large amounts. If we can develop something better, maybe we can go to the VC market as well. But that is for laterafter we decide if we want to develop this package or not. Tell me, given all the competition out there; is what we are planning any better than the others? Or are we just being a 'me too?

'We figured that you might ask that question," replied Dennis. 'We were able to inspect each of the competing products. From that process, we prepared a comparison table (Exhibit 3) that shows what each of these offerings can do compared to what we are planning to put in as features and capabilities of Virtual Analyzer. As you can see from the table, Virtual Analyzer will be the best offering in this market. It looks to us that Tenet is our most robust competitor, but it is targeting a different size market and the company is pretty small. I'm impressed so far," said Tim. "But let's discuss what you are proposing that Virtual Analyzer actually be able to do. What is the functionality you see in the product?"

"OK," said Bob. "Let's answer that question three ways:"

First, Virtual Analyzer will have six major modules corresponding to the needs we found in the market. They are Client Information Management; Move, Add, and Change Processing; Vendor Invoice Processing and Vendor Invoice Payment; Invoice Analyzer; Rate Optimizer; and Industry Information Management.

Second, Virtual Analyzer provides six primary reporting and analysis capabilities. Let me define each one:

1. Inventory management reports show the exact telecommunications services used at each site, including the exact features, the service provider, and any other tracking information desired by the client.

2. Detail tracking reports provide data on costs by site, service provider, and user-defined categories.

3. Cost allocation reports show cost by site, service, service provider, and user-defined categories. Our clients will use this report to charge back costs to groups within their organizations.

4. Usage allocation reports provide the client with a flexible way to allocate usage to projects or entities in case they want to study the actual cost of a project or organization.

5. Trend analysis reports track usage and cost trends by a variety of dimensions, allowing the user to detect abuses and areas for improved services.

6. Variance analysis reports identify any significant changes in cost or usage measures.

Trough these capabilities, our clients will be able to generate many unique and customizable reports, They can create reports based on certain factors they define and produce a report that is specific to their individual needs, The software will reside on our server here in Bloomington, We will be linked electronically to the carriers or providers as well as our clients. As clients update their database, the system will automatically contact the carriers for adjustments. Likewise, when there is a new contract or an invoice for one of our customers, the carrier will send it electronically to us, and Virtual Analyzer will update the customers database.

Third, there is a more detailed and technical description of the features and capabilities of each major routine in the software being designed, If you are interested, I have a handout on the capabilities of each of the major routines- (See Exhibit 4)

"Maybe later," replied Tim, "Right now, I'm more interested in exactly how you are planning to bring Virtual Analyzer to market.'

EXHIBIT 3

Comparison of Virtual Analyzer' to its Competition Teletron, Inc.

Company Teletron QuantumShift Tenet International Simplexity Intera ProfitLine
Service Offerings:
Cost Management Yes Yes Yes Yes Yes Yes

Bill Optimization Yes Yes Yes Yes Yes Yes

Bill Management Yes No Yes Likely Yes Yes

Full Service Yes Some Yes Yes Some Some

Inventory/Infrastructure
Management Yes Yes Yes No Yes Yes
Company Teletron QuantumShift Tenet International Simplexity Intera ProfitLine

Target Market Medium to Medium to Small to Residential, Small to Small t
Large Large Medium SOHO,Medium, Medium Medium
Carriers

Internet Capability Full Nearly Full Nearly Full Some Nearly Some
Full
Name of Platform Virtual InterAct Copyrighted N/A Smart Bill
Analyzer ASP Software Partner Management

Source: Company records.

EXHIBlT 4

Virtual Analyzer's Features and Capabilities, Teltron, Inc.

Client Information Management Report and Analysis

Client Information Management -The Client Information Management System coIIects, processes, and presents all of a client's telecom information. This includes aII of the services they use, who provides the service, locations where the services arc used, what equipment is used to provide the service, how much it costs, and how it is used.

Data Acquisition -Cost and usage data are acquired from service providers in three ways: EDI, CD, and from paper biIIs, EDI is the preferred mechanism and wiII be used whenever possible, CD data wiII be used when ED! is not available, Paper bills wiII be used when they are the only available source.

Data Processing -When the data has been coIIected, it is processed- Processing includes aggregation and aIIocation of cost and usage data into user-defined categories based on user-defined time periods.

Inventory Management -An inventory of the services used, the providers of the service, the locations where the services are used, and the components (equipment) used to provide the services are maintained in the inventory- The inventory provides the basic structure by which aII cost and usage information is aggregated and aIIocated.

Monthly Detail Tracking -All of the cost and usage information provided monthly by the service providers is captured and tracked. This includes translating each service provider's charge codes into standard (Teletron) charge codes. The data can be presented in the form of a "Teletron" invoice that breaks down the data (cost and usage) into easy to read and understandable formats.

Cost Allocation -Costs are aggregated and allocated by location, service provider, type of service, type of component, any user defined code, or any combination of these. For example, Virtual Analyzer can aggregate and allocate by service type by location. Locations are assigned a user-defined code for "Office Type." Virtual Analyzer can aggregate and allocate by service type by office type by type of component, etc.

Usage Allocation -Usage is aggregated and allocated by up to 13 categories that include the basic inventory items (location, service type, service provider, etc,) as well as categories that can be defined by the client. These include time of day, time of month, length of call, type of call, etc- Each client determines the categories into which usage data are aggregated.

Trend Analysis -Trend Analysis is performed and reported on both cost and usage data. The reports will provide the information in both words and graphical representations. Trends analyzed will include month to previous month, other time periods (such as quarter to previous quarter and year-to-date to previous year-to-date), current month to same month of previous year, etc. These reports can be run by location, service provider, service type, user-defined codes, etc.

Variance Reporting -Variance Reporting refers to reports that show changes to the client's information. This includes new accounts/components, missing accounts/components, changes in charges from one month to the next, changes to the inventory, etc.

User-Defined Codes -Users have the ability to assign codes to locations, services, and/or components. The user defines a category for each code, identifies the valid codes for each category, and then assigns the code(s) to the appropriate inventory item. For example, the client may have their locations assigned to "Regions." They can also assign codes that identify the type of location (sales office, distribution center, manufacturing facility, warehouse, etc.).

Chargebacks -Virtual Analyzer will create a standard ASCII delimited file that will contain user-specified data for input into the client's accounting system.

Move, Add, Change (MAC) Processing

MAC Processing -MAC Processing tracks the processing required for implementing a change. It is an external system in that it tracks the work done by the service provider and not work done by Teletron.

Online Request -Users will input their requests for changes to service through a Web-based request system. This will be linked to Virtual Analyzer's inventory so that the user can select the service provider, service, and/or component.

Service Order -Creation Service Orders will be created from the MAC Request. Templates will be developed and used for each type of Service Order. Multiple Service Orders can be generated from a single MAC Request. For example, a client may change its long distance provider from MCI to AT&T. Service Orders are created for AT&T, MCI, and every local service provider. The Service Orders created are sent electronically via e-mail or fax to the service provider.

Service Order Tracking -The progress of every Service Order issued is tracked. Each Service Order type has milestones associated with it that detail what needs to be done and when it should be done. If a milestone date passes, the person assigned to manage the Service Order is notified. As each milestone is completed, the system updates the status of the Service Order. The client can view the status of its requests at any time.

Issue Tracking -Each issue that arises during the completion of a Service Order is logged. The Teletron employee assigned to manage a Service Order, the service provider, and the client can communicate through the Issue Log.

Update Inventory -Virtual Analyzer Inventory will automatically be updated by the MAC system. New services requested will be added to the Inventory. Cancelled services will be marked and tracked until the service provider has sent the final bill.

Reporting -The MAC system will provide multiple reports that will detail information by service provider, by location, by type of MAC, by type of service, etc.

Vendor Invoice Processing (YIP) and Vendor Invoice Payment Program (VIPP)

VIPNIPP Processing -The VIPNIPP Processing system presents each invoice to the client. The client determines which invoice to pay, how much to pay, and when to make the paymets. A payment is made for each invoice from the service providers.

Account Setup -A payment account is set up with the bank that is used to pay the bills for the client. If a service provider accepts electronic payments, the billing accounts are set up for electronic payment.

Payment Authorization -The client views each invoice and enters the amount they authorize to pay and when payment should be released. Multiple payments can be authorized for a single invoice.

Money Transfer -The money to pay the authorized amounts is transferred from an account in the client's bank to the payment account.

Payment Creation -There are two ways payments can be made: electronic and check. Electronic payments are transfers from the payment account directly into an account specified by the service provider. This is the preferred method of payment. Checks are created and mailed to those service providers that cannot accept electronic payments. One payment is created for each invoice received.

Payment Tracking -The date each payment (electronic or check) is processed is tracked, including the dates the payments are created, sent, and cleared in the payment account.

Reporting -The VIPNIPP system has reports that identify the payment accounts, monthly payment log by client by account, outstanding balances, etc.

Invoice Analyzer

Invoice Analyzer -The Invoice Analyzer reviews each invoice against a set of rules that are maintained in a database, then logs every violation for evaluation by an analyst. The client determines what to do with each finding.

Specify Rules -The rules used to analyze an invoice are maintained in a database. The rules are developed by the analysts and can be applied for a specific service provider, type of service, specific billing plan, etc. For example, a rule may be to identify all short calls (i.e., calls that are less than 30 seconds). Another rule may be to identify all long calls (i.e., calls longer than 2 hours).

Review Invoices -The main logic of the system is to apply each rule to an invoice. When invoice data are found to violate a rule, this is logged in the Findings table. It is possible for a single invoice data item (such as a specific call) to violate more than one rule.

Analyze Findings -The violations identified and logged are summarized for the analyst. An analyst reviews the findings and determines whether a specific finding is legitimate or not. Legitimate, it is marked as an "opportunity" for a savings or for a credit. Analysts can review aggregate findings or each specific finding. For example, the review may have found 300 short calls and 25 long calls. All of the short calls can be classified as an opportunity at one time. Alternatively, each long call can be reviewed and only those that are questioned are marked as opportunities.

Authorize Findings -The opportunities are reviewed with the client. The client authorizes which opportunities to pursue and which ones to ignore.

Savings & Credits -Savings and Credits tables are updated with authorized opportunities. The Savings and Credits table is used to track implementation of the findings.

Generate MACs -MACs are generated for the authorized opportunities. Each MAC is for a specific service provider and can contain one or more opportunities. A Teletron analyst determines whether to combine opportunities or to submit them separately. The MAC system is used to track the progress of implementing an authorized opportunity.

Reporting -The Invoice Analyzer has reports that identify the findings, opportunities, authorized opportunities, etc.

Rate Optimizer

Rate Optimizer -The Rate Optimizer system maintains a database of Billing Plans with rates. It is used by the Invoice Analyzer to verify that proper rates were used for an invoice item. It is also used to identify rate plans that can save money. There are two primary types of Billing Plans that are kept, commercial and private. Commercial Plans are plans that are available to the general public. Private Plans are contracts negotiated between a service provider and a company. All Billing Plans must be published.

Database Maintenance -The Billing Plans database can be maintained manually. This includes adding new plans, modifying existing plans, etc. Notes about specific plans, features, rates, etc. can be made by analysts.

Database Population -Most of the data in the Billing Plans database will come from a third party. The system will use this data to populate and maintain the data. It is able to distinguish data between the third party information and the data entered manually.

Build Billing Plan Profile -Rate Optimizer analyzes the Billing Plans and develops a profile that identifies the services covered the qualifications to obtain the lowest rates, the probability that the vendor will give discounts, etc.

Build Client Profile -Rate Optimizer analyzes a client's telecom requirements and builds a profile that identifies the services required the number of sites, components, and the mix of each.

Find Potential Plans -Rate Optimizer will match a client profile against the Billing Plan profiles and identify all Billing Plans that are candidates for supplying the services needed at lower cost.

Calculate Potential Savings -For each candidate Billing Plan, the potential savings are calculated. This is done by applying the client's profile against the qualifications of the potential plans and usage and calculating the cost of the candidate plan.

Reporting Rate -Optimizer generates reports on the Billing Plans, including updates, special offers, etc. The primary report identifies potential plans for saving money with the calculated potential savings.




Industry Information Management

Industry Information Management -The Industry Information Management system aggregates client telecommunication information into a database that views the information by industry rather than by client.

Maintain Aggregation Criteria -The primary criterion for aggregation is the industry. There are additional criteria that can be specified to further refine the data such as annual revenue, number of employees, geographic region, etc.

Data Aggregation -Each client's data is aggregated into the industry database as specified by the criteria established. Once in the industry database, the identity of the client is lost.

Cost Analysis -Costs are analyzed by industry, service type, service provider, component type, time of year, etc., and any combination. It includes calculating average costs by cost category, service type, etc. For example, the average cost of a long distance call by service provider can be calculated.

Usage Analysis -Usage is analyzed by industry, service type, service provider, component type, time of day, time of month, time of year, etc., and any combination.

Service Provider Analysis -Service provider analysis includes analyzing what the actual average cost of a call is for a service provider for different volumes of calls (100 per month vs. 5,000 month vs. 10,000 per month, etc.) for calls from different geographic regions. It also includes an evaluation of performance for completing service orders, annual volume of billing errors, etc.

Trend Analysis -The system also analyzes trends in the industry, such as percent of telecom expense by service type, total expenditures, total costs by service type, etc.

Industry Reports -Virtual Analyzer will provide both standard industry reports and custom reports requested by service providers, industry analysts, and corporations who want to evaluate their performance against industry standards.

Source: Company records.

"OK," replied Dennis. 'That is my area, at least for now. While we want the client to use all of the Virtual Analyzer modules as a single package, we will allow some customers to pick and choose among the various services. However, we believe that a customer must at least subscribe to the Client Information Management and Vendor Invoice Processing and Vendor Invoice Payment modules in order to realize any significant advantages from the Virtual Analyzer system.

"Next," Dennis continued. 'We think that parts of the software are 'protectable'we intend to file a patent application when we finish the beta test in two years.

"Great, greattell me how we are planning to price the product:' asked Tim. "You mentioned the customers will be able to pick and choose between the various serviceshow is that going to be figured into the pricing?" Dennis explained,

Tim, pricing will be based on the size of the company and the number of modules they choose to use. Larger companies using only two modules would be charged about two percent of their monthly telecommunications cost while smaller companies using all the modules would be billed around six percent of their monthly telecommunications expense. So we expect our average customer revenue to be about $25.000 per month which is roughly four percent of their average monthly telecommunications bill.

"Good:' replied Tim. 'Tell me, how do we get to market? We have no experience in selling software. What are the channels?"

"We have three choices," replied Dennis.

We can create a sales force and go after the clients one at a time. Clearly, we will have to do some of that, but it is very expensive. Alternatively, we can use our Web site to sell the software. That method is cheap and will work for some clients, but we think that most customers won't buy our solution by seeing a demonstration package on the Internet. They will want someone to visit them. Finally, we can create a series of channel partners. These are companies who sell complementary services, like help desk companies or information technology consulting companies. Some examples might be IBM, EDS, and some of the large accounting firms. We give them a piece of the revenue in exchange for their selling the product for us. Our guess is that we will have to use all three approaches.

"OK. Well done, you guys. Give my thanks to the rest of your team," replied Tim. "You have clearly thought about the issues from our customers' standpoint. I like what I am hearing. But I can't invest money without a return, despite how good an idea we have here. Have you estimated how much this part of our transformation will cost us?"

"Now comes the bad news," offered Bob.

This is one complex piece of software. I have worked on some big projects before and this one will be among the most complex ones I have seen. We have to imbed the thought processes our auditing analysts have been using for ten plus years into computer code. So the analysis time will be significant. We looked at going outside for the systems development work, but the cost right now is out of sight. And most of the consultants don't have any capacity anyway since they are all working Y2K problems. So we are going to have to hire our own s In addition to designing and testing the software it. There are lots of other costs that have to be considered as I of the investment. We need to buy lots of big servers. And will need to translate all the data tables used by the provider their contracts and invoices into a standard table that our team can use. This task by itself will be huge. We found out that AT&T alone has something like 800 different billing system each with a different data structure. Plus what we worked already-the market research-costs money. And the time is going to spend contacting customers and providers must be considered as part of the investment as well.

Our best estimate is that the project will take the rest this year, all of next year, and be ready for alpha and beta testing by early 2001. We should not count on any revenue fro Virtual Analyzer before 2002. Any revenue we get until then come from operating our old business model.

"Yeah," added Dennis.

We expect the total investment needed to achieve this transformation will cost us over $9 million spread out over 1999 through 2001. Plus, we have to count added costs for enhancements of between $1 million and $3 million each year from then on. That is definitely the bad news. Butwe think that we can definitely hit your revenue target coming from this new business model. Getting to $100 million revenue with nearly $50 million in EBITDA is really doable. After all, look at the size of the market. We only need a tiny percent of the $5 billion market to hit our 2006 target revenue.

"That sucking sound you hear is my gasping for air!" replied Tim. "I had no idea that our transformation would cost this much. Soyou are telling me that to make this part of our transformation work, we have to spend over $9 million. That is quite a load for a $7 million company. We will have to raise that moneyclearly Teletron won't generate that kind of cash internally.

Decision Time

"Guys," said Tim. Again, let me thank you for your effort on this project. I need to consider whether I want to bet this company's future on this idea. AndI have to prepare a presentation for the board of directors that includes the return on investment from this endeavor for them to consider at its May 4 meeting in Bloomington.
'
As the two task force leaders left his office, Tim Lybrook began to construct his presentation to the board. (See Exhibit 5.) He started by listing some of the benefits of the idea. Tim wondered what other benefits he was missing. He then started to make a list of risks. Tim stopped for now. He knew that there were additional risks he had not yet considered. He had to go to a meeting with the builder of his new building. But he knew that he had to finish the presentation. Of course, he first had to decide whether he really wanted to go ahead with the project.

EXHIBIT 5

Preliminary List of Benefits and Risks of Making the Investment, Teletron, Inc.

Benefits

A huge market with generally weak competitors

A steady revenue stream as an application service provider (ASP) remember the value of an annuity.

Simple support process as an ASP with all software directly under Teletrons control.

Ease of initial installation with no on-site activity since an ASP.

Simpler and less expensive EDI/XML connectivity to carriers from one site.

Simple pricing model ($per month per user for each module subscribed to).

An ROI of ? Percent.

High barriers to entry requires expertise and lots of capital.

Risks

Requires reliance on the Internet, but we have no experience using this communication medium.

Relatively untried concept.

Market acceptance is subject to a high level of uncertainty and risk.

Difficulty in predicting future growth rates.

Sales cycle may be long.

Excessive length of time until revenue starts flowing from the offering.

Difficulty in reaching the market have to use the channel partners not under our control.


Copyright 2003 by Daniel W. DeHayes. This case study was developed by Professor Daniel W. DeHayes at Indiana University with the assistance of R. Jase McQuivey.

Managing Information Technology, 5/E (2005) by E. Wainwright Martin, Carol V. Brown, Daniel W. DeHayes, Jeffery A. Hoffer, & William C. Perkins. Prentice Hall.


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Sources:
"The fifth diciplin", Peter Senge
"The service profitt chain", Heskett, Sasser, Schlesinger
"The value profit chain", Heskett, Sasser, Schlesinger
"Good to great", Jim Collins
The competing value framework should be included
Herzberg's Two Factor Theory of Motivation
The Kano model by Noriaki Kano
"Human resource development" , Harrison, Rosemary
"The balanced scorecard : translating strategy into action", Robert Kaplan

There are faxes for this order.