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Scenario: In Week 3, you selected a product or service that you believe your organization should invest capital resources to develop the product or service for sale. To speed up the new product investment, you decide to write a memo proposing and advocating for the launch of a new product or service to the company president. 

Create a memo proposal using the AIDA model in a Microsoft® Word in a minimum of 1,400 words.  You will add an introduction and conclusion, and your paper will include the following components:

  • Convince your audience to invest capital resources to develop the product or service you intend to sell and explain your rationale.  See Figure 9.5 – Persuasive Message Using AIDA model.
  • Gain credibility (for yourself and your request) and (2) to make your readers believe that helping your product/service will indeed benefit the company. Close with a request for some specific action, and make that course of action as easy to follow as possible to maximize the chances of a positive response.
  • Include secondary research to support your argument, related to your product and/or service.
    • Explain what you will do in case the selected product or service does not initially sell as much as expected.
    • Indicate potential digital channels for marketing your product or service.
    • Consider cross-cultural and multinational implications.

Note: Main points from this memo will be included in the Week 5 Persuasive Presentation. 

The following guidelines will help you effectively format specific memo elements, Business Communication Essentials, 7/e (Pg. 410):

  • Addressees. When sending a memo to a long list of people, include the notation See distribution list or See below in the position at the top; then list the names at the end of the memo. Arrange this list alphabetically, except when high-ranking officials deserve more prominent placement. You can also address memos to groups of people–All Sales Representatives, Production Group, New Product Team.
  • Courtesy titles. You need not use courtesy titles anywhere in a memo; first initials and last names, first names, or even initials alone are often sufficient. However, use a courtesy title if you would use one in a face-to-face encounter with the person.
  • Subject line. The subject line of a memo helps busy colleagues quickly find out what your memo is about, so take care to make it concise and compelling.
  • Body. Start the body of the memo on the second or third line below the heading. Like the body of a letter, it’s usually single-spaced with blank lines between paragraphs. Indenting paragraphs is optional. Handle lists, important passages, and subheadings as you do in letters.
  • Writer’s initials. Unlike a letter, a memo doesn’t require a complimentary close or a signature, because your name is already prominent at the top. However, you may initial the memo–either beside the name appearing at the top of the memo or at the bottom of the memo.

worksheet

Expository Essay: Brainstorming and Beginning Research

Attention: Please make sure to complete the Navigating the GCU Library worksheet BEFORE completing this worksheet.

Before you begin any writing assignment, it is often necessary to complete several “pre-writing” activities. This worksheet will assist you with several of the pre-writing activities necessary for completing your expository essay including selecting a topic, brainstorming, research strategies, and research. Follow the instructions to complete these pre-writing activities. Make sure you complete all 4 sections of this worksheet.

Part 1 of 4: Select a Topic

Below are lists of possible essay topics to use for the expository essay you will create in this course in week 4. Please highlight/bold your topic choice so your instructor will know your selection.

 

Note: If you do not see a topic that interests you, please contact your instructor for further direction.

 

Describe national security concerns and their impact on the American people.

What are some ways to address the needs of military veterans transitioning into civilian life?

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How does deployment affect the family and loved ones of military servicemen?

 

What challenges do schools face when dealing with budget cuts?

Explain the kinds of security measures currently available to ensure school safety.

How does class size affect learning in the classroom?

What effect does bullying have on children?

What are some ethical guidelines counselors should follow when treating their patients?

How are faith and spirituality used in pastoral counseling?

How does globalization affect the local community?

What are some characteristics of a good leader?

How do wellness programs affect the workplace?

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How do advertisers use psychology to sell products?

Describe the effects pollution has on health.

What are the dangers of extreme diet or exercise?

What effects will an aging baby boomer generation have on the health care system?

Describe the effect a prison sentence has on an inmate’s reintegration into society.

How has the usage of DNA in forensics affected the court system?

In what ways can a Christian church help the local community?

How does technology affect interpersonal communication?

How has social media affected relationships?

What effects does multi-tasking have on a person?

Part 2 of 4: Brainstorming Strategies

Read: Topic 1 Lecture.

 

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Review: “Invention: Finding Your Ideas” section of “The Writing Process” media piece:

https://lc.gcumedia.com/unv104/the-writing-process/index.html

 

Complete: Based on the information you learned from the Writing Process media piece “Invention: Finding Your Ideas,” complete the Brainstorm Method 1 & 2 sections below. In box 1, use the brainstorming method of “Questioning”. In box 2, choose one other method that you would like to use to brainstorm on the topic you selected from part 1 of this assignment.

 

Brainstorm Method #1: Questioning

(Use the “Questioning” brainstorming method to brainstorm the topic you chose in part 1.)

Who: Who can children go to when they are being bullied?

What: What are the feelings children have when they are being bullied?

When: When do we adults intervene, and put a stop to the bully?

Why: Why don’t say anything when they are being bullied?

Where: Where did children learn to be bullies?

How: How can children avoid being bullied?

 

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Brainstorm Method #2: Your Choice Type the name of the method you choose here

Use one of the other brainstorming methods described in the Writing Process media piece “Invention: Finding Your Ideas to brainstorm the topic you chose in part 1. If you choose to use Cubing or Mapping, copy and paste your completed brainstorm using that method directly into this box.

 

Children that are being bullied become unsuccessful in school. They are scared to go to school and lose interest in school. Children that are always being bullied are the ones that suffer from no self-esteem due to the negative attention from the bully. Also, children that are anxious, depressed and with disabilities or special needs. Children that are bullies often grow up to be aggressive and abusive adults.

 

 

 

 

 

Part 3 of 4: Research Strategies

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Step 1: Pull keywords that were generated from your brainstorming activity in part 2. These keywords need to pertain to the topic selected from part 1.

 

Step 2: Come up with synonyms (word/phrase that means nearly the same thing) for those keywords.

 

Step 3: Combine keywords/synonyms to come up with Boolean search terms. Boolean search terms utilize AND/OR phrases. This is covered on page 15 of the course ebook.

 

An example table is provided below to demonstrate how you should complete this. Please do not use any part of the example as part of your own table.

 

Example Tables

 

Keyword pulled from brainstorming

Synonym (word with same or similar meaning)

1. Online Learning

1. Non-traditional learning

2. Education

2. School

3. Higher Education

3. College

4. Academic Achievement

4. Student Success

5. Learning Strategies

5. Study Skills

 

Boolean Search Possibilities:

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1. Online Learning AND Education

4. Online Learning OR Non-traditional Learning

2. Academic Achievement AND College

5. Study Skills OR Learning Strategies

3. Online Learning AND Student Success

 

 

Keyword Pulled from Brainstorming

 

Synonym (word with same or similar meaning)

1.

1.

2.

2.

3.

3.

 

Boolean Search Possibilities:

1.

4.

2.

 

3.

 

 

 

 

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Part 4 of 4: Gather Resources

Step 1: Go to the library website and start a search for peer-reviewed journal articles through Academic Search Complete (see the Navigating the Online GCU Library worksheet for help with this). Please use your keywords/synonyms or Boolean search terms from Part 3 to locate five resources to support your essay topic.

 

Note: The resources or articles you find should be about the topic you chose when completing Part 1 of this worksheet; this will help you work smarter, not harder.

 

Step 2: Complete the table below using the 5 most relevant peer-reviewed journal articles you found on the topic chosen from part 1.

Note: For help navigating the Library, please refer to the Navigating the Library worksheet and the Library Tutorials provided in Course Materials:

 

An example table is provided below to demonstrate how you should complete this portion. Please do not use any part of the example as part of your own table.

 

Example

Source: 5

Your Topic

Title of Resource

Boolean terms/ Keywords Used

Adults and Online Learning

Factors influencing adult learners’ decision to drop out or persist in

Online Learning AND Student Success

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online learning.

 

Permalink

http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=44785109&site=ehost-live&scope=site

Abstract

The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning’s many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners’ decision to drop out or persist. Organizational support and relevance were shown to be particularly predictive. The results imply that lower dropout rates can be achieved if online program developers or instructors find ways to enhance the relevance of the course. It also implies that adult learners need to be supported by their organizations in order for them to finish online courses that they register for. [ABSTRACT FROM AUTHOR]

APA References Citation

Park, J., & Hee Jun, C. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal Of Educational Technology & Society, 12(4), 207-217.

 

 

Peer-reviewed Article 1:

Your Topic

Title of Resource

Boolean terms/ Keywords Used

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Permalink

 

Abstract

 

 

 

 

 

 

APA References Citation

 

 

 

Peer-reviewed Article 2:

Your Topic

Title of Resource

Boolean terms/ Keywords Used

 

 

 

 

Permalink

 

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Abstract

 

 

 

 

 

 

 

 

APA References Citation

 

 

 

 

Peer-reviewed Article 3:

Your Topic

Title of Resource

Boolean terms/ Keywords Used

 

 

 

 

 

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Permalink

 

Abstract

 

 

 

 

 

 

 

APA References Citation

 

 

 

 

 

 

Peer-reviewed Article 4:

Your Topic

Title of Resource

Boolean terms/ Keywords Used

 

 

 

© 2016. Grand Canyon University. All Rights Reserved.

 

 

 

     

 

 

 

 

   

Permalink

 

Abstract

 

 

 

 

 

 

APA References Citation

 

 

 

 

 

 

 

 

Peer-reviewed Article 5:

Title of Resource

Boolean terms/ Keywords Used

© 2016. Grand Canyon University. All Rights Reserved.

 

 

 

     

 

Your Topic

   

 

 

 

 

 

 

Permalink

 

Abstract

 

 

 

 

 

 

APA References Citation

 

 

 

 

 

 

 

Assignment 3: Measures of Crime

Assignment 3: Measures of Crime

Measuring crime can be a difficult process. By its very nature, crime is something that goes undetected. Law enforcement has developed a variety of techniques to track crime, such as police reports and victim reports. The Federal Bureau of Investigation (FBI) uses the Uniform Crime Reporting (UCR) Program for tracking crime; it reports crime in more than one way. All crime reporting and tracking systems categorize crime and have certain limitations.

Measuring crime involves tracking statistics such as demographic information and moderator variables related to the crimes. Moderator variables are any third variable in a correlation that affects the relationship between the first two variables. For example, we may find that gender is related to violent crime with a higher percentage of males engaging in violent behavior. However, a moderator variable would be age, with the highest percentage of violent offenders being below the age of 30.

Research US crime statistics using the Argosy University online library resources and the Internet. You can also use the following:

Select a crime and write a report addressing the following:

  • Summarize the statistics from the last two reporting years. Be sure to include demographic information such as ethnicity, race, age, gender, marital status, employment status, socioeconomic group, etc., and moderator variables related to the crime.
  • Examine the reliability and validity of these statistics. Are they accurate? Why or why not? Be sure to discuss how age, gender, race, ethnicity, and socioeconomic level are related to offending and representation in the criminal justice system.
  • Explain whether certain populations are overrepresented in the statistics. If so, why?

Use the textbook and peer-reviewed sources to support your arguments.

Write a 2–3-page report in Word format. Apply APA standards to citation of sources.