MKTG 223-Summer 2022 SALES PRESENTATION #2 – INDIVIDUAL EVALUATION FORM (15%) – Art History Essay Help - Best History Assignment Help By Professors

MKTG 223-Summer 2022

SALES PRESENTATION #2 – INDIVIDUAL EVALUATION FORM (15%) – 6 Steps of Selling Process

Student Name: __________________Product being Sold: ___________Overall Result: __________/ 15%

Presentation Criteria

Potential Marks

Earned

Professor Observation/Comments

Bridging Statement

“Let me now present my value proposition”

Completed Y/N

Opening Benefit Statement

4 marks per criteria outlined

Is it Simple to Understand: Y/N

Customer Benefit Declared: Y/N

Measures of Success Declared: Y/N

Seller’s product Value Declared: Y/N:

Bridging Statement

“Can I now show you how our product can satisfy your business needs?”

Completed: Y/N

Product Presentation

3 features/3 benefits presented and are linked to client needs verbally each time.

Presented WITHOUT SCRIPT and

No electronic supporting materials

Student must demonstrate product presentation and actually test/use product live.

Feature 1:

Benefit 1:

Linked to need:

Feature 2:

Benefit 2:

Linked to need:

Feature 3:

Benefit 3:

Linked to need:

Bridging Statement

“Do you have any questions or comments about the product?”

Completed: Y/N

Handles 3 Unique Objections Effectively:

Note: No price objections

Follows (L)AARC methodology.

2 marks per step in each objection handled.

Objection 1 Topic: Objection 2 Topic:

___________ _____________

Acknowledged: Y/N: Acknowledge: Y/N

Asked Question: Y/N Asked Question: Y/N

Responds App: Y/N Responds App: Y/N

Concern Met: Y/N Concern Met: Y/N

Objection 3 Topic:

___________

Acknowledged: Y/N:

Asked Question: Y/N :

Responds App: Y/N :

Concern Met: Y/N :

Bridging Statement

“Thank you for your time today – I look forward to our next meeting”

Completed: Y/N

Presentation Duration:

Minimum 6, Max 8 minutes.

Presentation Length Overall: _______minutes

Under (30 secs or less, 50%)______On Time______ Over (30 secs or less 50%)________

Overall Sales Presentation Flow/Quality of Delivery.

2 marks per.

Interactions are:

Conversational: Y/N

Comprehensive: Y/N

Continuous without Pauses: Y/N

Buyer/Seller Flow:

Is Natural: Y/N

Well Prepared: Y/N

Seller:

Uses effective vocabulary: Y/N

Demonstrates confidence: Y/N

Positive Energy: Y/N

Total Marks

Available / Earned:

100

15 /%

Evaluate Web Page Essay Help Writing

A. Visit each of these two Web pages:
1. http://www.dhmo.org/
2. https://www.oncolink.org
B. For each page, start by answering these five basic questions:
1. Who is the author or sponsoring institution?
2. Who is the audience?
3. Is the content accurate, objective, and supported by other sources?
4. What is the purpose of the information listed on this Web page?
5. How current is the information?
C. Then, for each of the two pages, use the answers to those five questions (plus any other
information available to you) to answer these two more difficult questions:
1. What does this page appear or claim to be?
2. Does the reality of this page match its appearance? That is, should it be taken at face
value? Please explain.

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Vocabulary Development Game aqa unit 5 biology synoptic essay help: aqa unit 5 biology synoptic essay help

Create an engaging vocabulary game that utilizes five different teaching strategies for vocabulary development. These strategies should also address Common Core’s three tiers of academic language:

Common      words, which most children acquire in daily conversations in their first      language;
Content      specific technical words, which may be commonly used or rarely used; and
Words      that define written text, generally more sophisticated and precise than      words used in conversation OR academic vocabulary from academic texts

Submit a description of the game materials and instructions on how the game is to be played in a 250-500-word essay.
The vocabulary game should include strategies that can be used as informal assessments. Be sure to allow for differentiation for ELL or special needs students. The game should be one that can be replicated at home by the students and their family members.
APA format is not required, but solid academic writing is expected.
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Theoretical and practical implications essay help writerTheoretical and practical implications
CSE plays the dual roles of mediator and moderated variables in the current study. Reviewing the perspectives of empirical studies, social cognitive theory (Bandura, 1977)marked CSE as an importantmediator between PSSC and IC; componential theory of creativity (Amabile, 1996) suggested that IC is affected by one’s CSE, PSSC, and the interac- tive effects between the two (personal and contextual factors respec- tively). The results of the present study provided empirical support for the forenamed theories.
This study also found that CSE mediates the relationship between PSSC and IC in both students with and without AWE, and that the strength of mediation was higher in students with AWE than in the ones without. It may be inferred that the confirmation and confidence gained through the experience(s) of winning competitions might have the effect of raising the CSE of AWE students, thereby encouraging them to become more devoted while working, persevere through ob- stacles, be more resilient against stress and fatigue, and bemore persis- tent in completing tasks; and therefore result in the higher mediatory effect of their CSE. Based on thefindings of our study,we devised several recommendations for schools: 1. establish systems and methods that encourage the creativity of all schoolmembers so that a creative climate becomes the norm; 2. Design and offer positive psychology courses that may enhance the CSE of students, especially the ones without AWE; 3. Encourage students to participate in school, national, and/or interna- tional creativity competitions to help them gain confidence and enthu- siasm in working creatively; 4. Sponsor intercollegiate creativity exchange events so that the schools and students can be inspired by and learn fromeach other’s creativity. Consequently, the CSE of students might develop and improve continuously by being immersed in the cre- ative climate of the school environment and through the encourage- ment and stimulation of the bountiful opportunities to compete and perform creatively.
5.3. Limitations and future research
Despite the value in its theoretical and educational implications, and our effort in beingmeticulous in the process of its execution, the current study nevertheless has the following limitations: (1) The participants were limited to fourth-year design-major students from universities of science and technology in Taiwan, the results might not be generaliz- able to students of other years, majors, or countries; (2) The mea- sures/scales used were all developed by Western researchers that, in spite of their proven reliability and validity, inevitably are restricted by their social and cultural limitations, thereby opening the door to pos- sible measurement errors; (3) IC was gauged by self-report measures, so the responses were susceptible to social desirability bias. We recom- mend that future studies incorporate information/data from various sources, including objective indicators (such as creative works andwin- ning records from creative competitions, etc.) or evaluations of creative performances (from teachers and team members, etc.), in their assess- ment of IC. This will enable the researchers to obtain a more compre- hensive evaluation of creativity, and to avoid probable measurement error stemming from social desirability bias.
References
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualiza- tion. Journal of Personality and Social Psychology, 45(2), 357–376.
Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview press. Amabile, T. M., & Gryskiewicz, N. D. (1989). The creative environment scales: Work envi-
ronment inventory. Creativity Research Journal, 2(4), 231–253. Amabile, T. M., & Khaire, M. (2008). Creativity and the role of the leader. Harvard Business
Review, 86(10), 100–109. Amabile, T. M., & Pillemer, J. (2012). Perspectives on the social psychology of creativity.
The Journal of Creative Behavior, 46(1), 3–15. Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing thework en-
vironment for creativity. Academy of Management Journal, 39(5), 1154–1184.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist,
37(2), 122–147. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social
psychological research: Conceptual, strategic, and statistical consideration. Journal of Personality and Social Psychology, 51(6), 1173–1182.
Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary stu- dents. Creativity Research Journal, 18(4), 447–457.
Bentler, P. M. (1995). EQS: Structural equations program manual. Encino, CA: Multivariate Software, Inc.
Chang, S. H.,Wang, C. L., & Lee, J. C. (2015). The effects of savoring on individual creativity: Themediatory effects of creative self-efficacy and the moderatedmediatory effects of perceived school support for creativity. Chinese Journal of Science Education, 23(4), 397–419.
Choi, J. N. (2004). Individual and contextual predictors of creative performance: The me- diating role of psychological processes. Creativity Research Journal, 16(2–3), 187–199.
Choi, J. N. (2012). Context and creativity: The theory of planned behavior as an alternative mechanism. Social Behavior and Personality, 40(4), 681–692.
Choi, J. N., Anderson, T. A., & Veillette, A. (2009). Contextual inhibitors of employee crea- tivity in organizations the insulating role of creative ability. Group & Organization Management, 34(3), 330–357.
Chong, E., & Ma, X. (2010). The influence of individual factors, supervision and work en- vironment on creative self-efficacy. Creativity and Innovation Management, 19(3), 233–247.
Csikszentmihalyi, M., & Wolfe, R. (2000). New conceptions and research approaches to creativity: Implications of a systems perspective for creativity in education. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 81–93) (2nd ed ). Oxford: Elsevier.
Diliello, T. C., Houghton, J. D., & Dawley, D. (2011). Narrowing the creativity gap: The moderating effects of perceived support for creativity. The Journal of Psychology, 145(3), 151–172.
Edwards, J. R., & Lambert, L. S. (2007). Methods for integrating moderation and media- tion: A general analytical framework using moderated path analysis. Psychological Methods, 12(1), 1–22.
Florida, R. (2004). Americas looming creativity crisis. Harvard Business Review, 37, 122–134.
Fornell, C., & Lacker, D. F. (1981). Evaluating structural equation models with unobserv- able variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
Gaggioli, A., Mazzoni, E., Milani, L., & Riva, G. (2015). The creative link: Investigating the relationship between social network indices, creative performance and flow in blend- ed teams. Computers in Human Behavior, 42, 157–166.
Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 17(2), 183–211.
Gong, Y., Huang, J. C., & Farh, J. L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-ef- ficacy. Academy of Management Journal, 52(4), 765–778.
Gralewski, J., & Karwowski, M. (2013a). Polite girls and creative boys? students’ gender moderates accuracy of teachers’ ratings of creativity. The Journal of Creative Behavior, 47(4), 290–304.
Gralewski, J., & Karwowski, M. (2013b). Polite girls and creative boys? Students’ gender moderates accuracy of teachers’ ratings of creativity. The Journal of Creative Behavior, 47(4), 290–304.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis: A global perspective (7th ed.). Upper Saddle River, NJ: Prentice Hall.
Hayes, A. F. (2013). An introduction to mediation, moderation, and conditional process anal- ysis: A regression-based approach. New York: Guilford press.
Hennessey, B. A., & Amabile, T. M. (2010). Creativity. The Annual Review of Psychology, 61, 569–598.
Hirst, G., Van Knippenberg, D., & Zhou, J. (2009). A cross-level perspective on employee creativity: Goal orientation, team learning behavior, and individual creativity. Academy of Management Journal, 52(2), 280–293.
Hoy, W. K., & Miskel, C. G. (2001). Educational administration: Theory, research, and prac- tice. New York: McGraw-Hill.
Hsiao, C. C. (2011). The relationship between schools’ climate of creativity, teachers’ intrinsic motivation, and teachers’ creative teaching performance: A discussion of multilevel moderated mediation. Contemporary Educational Research Quarterly, 19(4), 85–125.
Hsu, S. W., & Chiu, Y. T. (2011). A study of organizational justice, employees’ innovative behavior and job performance in the food and beverage department of international tourist hotels-organizational support as a moderator. Journal of Tourism and Leisure Studies, 17(1), 49–74.
Hsu, Y. L., Liang, C. Y., & Hsu, S. K. (2014). Learning model of intrinsic motivation and self- efficacy as a mediator to predict the scientific imagination. Chinese Journal of Science Education, 22(4), 389–412.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure anal- ysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
Hunter, S. T., Bedell, K. E., & Mumford, M. D. (2007). Climate for creativity: A quantitative review. Creativity Research Journal, 19(1), 69–90.
James, L. R., & Brett, J. M. (1984). Mediators, moderators, and tests for mediation. Journal of Applied Psychology, 69(2), 307–321.
Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19(2–3), 247–258.
Judd, C. M., & Kenny, D. A. (1981). Process analysis estimating mediation in treatment evaluations. Evaluation Review, 5(5), 602–619.
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Mediation of creative self efficacy cheap mba definition essay help: cheap mba definition essay helpMediation of creative self-efficacy
Amabile (1983, 1996) stated in her componential theory of creativ- ity that “creativity is best conceptualized… as a behavior resulting from particular constellations of personal characteristics, cognitive ability, and social environment”. For college students, this social/organizational environment would be the college/university they attend. Lubart (2008) has noted the great individual differences in creativity, and that some schools may be better at enhancing student creativity than others. A creative school climate, i.e., a school culture supportive of cre- ativity, can provide the necessary support for the creativity of its stu- dents (Amabile, Conti, Coon, Lazenby, & Herron, 1996; Oldham &
Cummings, 1996). Research has found that the level of trust in the class- room/school (interpersonal component of creative climate) could influ- ence students’ CSE (Karwowski, 2011). Organizational encouragement of idea generation, freedom of expression, and etc. has been shown to have the effect of stimulating its members to engage in creative behav- iors (Amabile & Gryskiewicz, 1989). Both creative school climate and teacher’s intrinsic motivation have significant direct positive effects on teacher’s creative teaching performance (Hsiao, 2011).
When Bandura first proposed the concept of self-efficacy, it was pos- ited as the cognitive mechanism that plays the main role in influencing the psychological functioning of an individual (Bandura, 1977). High self-efficacy was believed to be a prerequisite to creative output or dis- covery of new knowledge (Bandura, 1997). Beghetto (2006) found that higher levels of CSE were linked to students holding more positive be- liefs about their academic abilities in all subject areas. Studies have con- firmed that individual factors and work environment jointly affect an individual’s CSE (Chong & Ma, 2010), and that there is a positive rela- tionship between organizational climate and self-efficacy (Liang & Wei, 2013).
The causation of IC is not limited to the intricate interactive results of psychological processes such as individual cognition, motive, attitude, emotion, and etc.; in the process of self-regulation, the self-efficacy of an individual plays an important role of mediation (Bandura, 1977, 1982). Tierney and Farmer (2002, 2004) observed that CSE is predictive of individual creative performance; and is a significant mediator in the relationships between supervisors’ expectations of employee creativity and employee creativity, supervisors’ creativity-supportive behaviors and employee creativity, and employees’ view of creativity expectations and employee creativity. By integrating the effects of environment and the psychology of college students, it is possible to predict students’ sci- entific imagination via themediation of their self-efficacy (Hsu, Liang, & Hsu, 2014). The mediation of self-efficacy has been found to enable the intrinsic motivation of university science majors to significantly affect their imagination (Liang & Chang, 2014). Self-efficacy also mediates the effects of organizational climate on employee creativity (Liang & Wei, 2013). Contextual factors such as the social influences from super- visors and colleagues can affect individual creative performance through the mediation of CSE (Choi, 2004, 2012). Inferring from the aforementioned findings, this study proposes the following hypotheses:
H1. Students’ PSSC will positively affect their IC. (X→ Y, c).
H2. Students’ PSSC will positively affect their CSE. (X→ M, a1).
H3. Students’ PSSC will affect their IC via the mediation of their CSE. (X、M → Y, c′, b1).
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Comprehensive literacy instruction for 2nd Grade mba essay help

Develop a comprehensive literacy instruction for 2nd Grade.
2-3 Pages
APA Format
No Plagiarism
Now to the second layer of meaning in comprehensive literacy instruction. Comprehensive literacy instruction relies on a sense of balance. Balance usually refers to a multifaceted approach to teaching. It includes such strategies as read/write aloud, shared reading/writing, guided reading/writing, and independent reading/writing.
Describe each approach to reading/writing instruction, the role of each approach, and how to balance the different approaches in your teaching. Your paper should include three parts: What are the approaches to reading/writing instruction? What is the role of each approach? How do you (or would you) balance the different approaches in your teaching?
References: Wharton-McDonald, R., Pressley, M., Rankin, J., & Mistretta, J. (1997). Effective primary-grades literacy instruction equals balanced literacy instruction. The Reading Teacher, 50(6), 518-521.
Tarat, S., & Sucaromana, U. (2014). An investigation of the balanced literacy approach for enhancing phonemic awareness of Thai first-grade students. Theory and Practice in Language Studies, 4(11), 2265-2272

Understanding Differences In Caregiving Practices buy argumentative essay help

In Chapter 4 of Diversity in Early Care and Education, Janet Gonzalez-Mena introduces an individualist-collectivist framework as a means of understanding differences. In your own words, define individualismand collectivism. Then, explain why it would be useful to think of attitudes or behaviors related to the care of infants and toddlers in terms of a continuum—with individualism at one end and collectivism at the other—rather than to think of the people involved as either individualists or collectivists.
Required Resources

Course Text: Diversity in Early Care and Education

Chapter 2, “Communicating across Cultures” (pp. 31–32 only)
Chapter 4, “A Framework for Understanding Differences”

Course Text: How Culture Shapes Social-Emotional Development

Read pp. 13–16, “Exploring and Learning From the Environment”

Article: Phillips, C. B., & Cooper, R. M. (1992). Cultural dimensions of feeding relationships. In The caregiver’s companion: Readings and professional resources – Infants, toddlers, and caregivers (pp. 95–101). Washington, DC: Zero to Three.
Reproduced with permission of Zero to Three in the format Scan via Copyright Clearance Center.

Complete the full reading for this week.

Article: Gonzalez-Mena, J., & Bhavnagri, N. P. (1992). Cultural differences in sleeping practices. In The caregiver’s companion: Readings and professional resources—Infants, toddlers, and caregivers (pp. 103–106). Washington, DC: Zero to Three.
Reproduced with permission of Zero to Three in the format Scan via Copyright Clearance Center.

Complete the full reading for this week.

Ethnicity and Race Discussion law essay help: law essay help

Ethnicity and Race This week, you have examined some of the ways in which ethnicity and race influence the development of school-age children and adolescents. Often, ethnicity and race are the first things that people actively perceive about others, whether because of skin color, clothing style, or even a name. As a result, ethnicity and race inevitably play heightened roles in how all individuals, including children and adolescents, define and perceive themselves. Exploring how ethnicity and race influence children’s and adolescent’s identity formation and considering how to best address racial and ethnic issues with young people thus takes on particular importance. In this Discussion, you will consider the relationship between ethnicity and race, their relative impacts on identity formation, and how racial and ethnic issues are best addressed with children and adolescents. Reflect on the following: •How would you describe the similarities and differences between one’s ethnicity and one’s race? What role does each play in the identity formation of children and adolescents? •Do you think children and adolescents should be encouraged to explore and develop their racial and ethnic identities, or might this put too much emphasis on differences? Why? •How should ethnicity and race be addressed with children and adolescents in order to promote positive self-image and equal respect for others? With these thoughts in mind, follow the instructions below to post your response to this Discussion topic. By Wednesday: Post an explanation of how ethnicity and race influence identity formation in children and adolescents, including if and how they do so in different ways. Then, describe your view on if and how ethnicity and race should be addressed with children and adolescents, including one specific example from a setting (home, school, community, etc.) of your choice. Be sure to use the Learning Resources to support your response.

Vitamin consumed discussion college application essay help onlineUse the reports generated by SuperTracker to answer these questions:

List each vitamin (and the amount consumed) for which your average intake was below the recommended amount (e.g., less than 100% of target intake). If none were below the recommended intake, briefly discuss why you think your vitamin intake is so good.
For at least two vitamins listed in question 1, suggest two foods that you could realistically add to your diet to improve intake. If you were not below the target intake for any vitamins, suggest for at least two vitamins two foods that might be better sources.
List each vitamin (and the amount consumed) for which your average intake was above the recommended amount (e.g., less than 100% of target intake). Did your dietary intake of any of these vitamins reach or exceed the UL?
The UL typically applies to vitamin intake achieved through use of dietary supplements, not food. If you currently take a vitamin supplement, indicate if any vitamins in the supplement exceed the UL. If you do NOT take a vitamin supplement, discuss whether you think you would benefit from taking a supplement of specific vitamins.
Given your own personal risk of heart disease, osteoporosis, anemia, or other conditions, discuss at least two dietary adjustments that would improve your vitamin intake.

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Issues facing Americas educational system essay help us: essay help us

Can You Hear the Melody? This week’s Discussion also is designed to build your skill in locating and responding to the main idea of a reading selection. Remember, the main idea is the melody around which everything else revolves. By Day 4 Respond to any one of the following three main topics. The required reading should be completed prior to this Discussion post and should be referenced, using APA formatting, in the Discussion post. To begin your post, restate the main idea of what you have read. Be sure to provide attribution for any outside sources used, using APA formatting. Topic 3 (American Education): There are many issues facing America’s educational system, from lack of effective support for children who need help with literacy skills in the early grades, to high dropout rates in high school and lack of preparation, to transition from high school to college. Consider any one of the articles on American education. Write a 250-word persuasive paragraph agreeing or disagreeing with the article. Topic 4 (Mental Health): Society often tends to attach a stigma to mental illness. Sometimes families try to hide such issues, or people don’t feel they can come forward about mental illness in the workplace for fear of losing their jobs or being treated differently. Consider any one of the articles on mental health. Write a 250-word persuasive paragraph agreeing or disagreeing with the article. Topic 5 (Multiple Consciousness): You have heard the cliché: “There are two sides to the same coin.” It means that almost anything can be seen in more than one way depending on how each person views it. How do you view yourself—spouse, partner, parent, student, female, male, transgendered, African-American, Hispanic … the list goes on and on. Most of us view ourselves in many roles at the same time. This is called multiple consciousness. Consider any one of the articles on multiple consciousness. Write a 250-word persuasive paragraph about one of the challenges related to the multiple roles each person is required to fill.

Supporting Administrators in Navigating Complex Student Issues history essay help: history essay help

Supporting Administrators in Navigating Complex Student Issues: Communicating Effectively

Directions: As you work through each section of the module, respond to the questions below. Your feedback will be used in the final development phase before the module is made available to Pennsylvania administrators.

Getting to Know You

Yes
No
Comments

Are the questions appropriate?

What should be added/changed?

Surveying Your Knowledge of Communicating Effectively

Are the questions easy to understand?

Are the answer choices appropriate?

Setting the Stage for Learning – Communicating with Families

Did the video set the stage for learning?

Were the questions posed realistic?

Chapter 1 – Communicating Effectively: Overview and Research

What should be added/changed?