Author: admin

Length: Each e-portfolio should be around 500 words.

Assessment Objectives:
This assessment items relates to course learning outcomes:
1.Articulate the recent developments in e-business industry and its likely future directions.
2.Compare and explain various types of e-business infrastructure technologies, business models, and payment and security systems in a corporate

setting.
3.Formulate and critically evaluate the impact of e-business strategies on organisational processes and outcomes.
4.Demonstrate the technical research skills to assess existing and emerging e-business technologies to transform organisations for competitive

advantages.
5.Develop the ability to work independently and contribute as a member of team employing appropriate interpersonal, professional and technical

communication skills.
6.Interpret the legal, ethical, social and cultural issues that affect the use, design, and implementation of e-business systems.

Assessment Task:

This is an individual assessment. In other words, the e-portfolio is to be maintained by every student individually.
The e-portfolio assignment aims to enhance your weekly learning and teaching as per the weekly topic and maximise your engagement with the

course resources (please see weekly topics under Schedule in this course profile).

As a learning tool, e-portfolio will enable you to accumulate evidence of your learning during the term. In this assignment, you are required to

research at least
three references (two academic and one general; and published within the last 3 years) that are relevant to the topics covered in each week from

teaching Week-3 to Week-8. So the entries will be made in the portfolio on a weekly basis starting from Week-3 until the end of Week-8 (due

date). You will briefly describe and relate the academic sources to the topics covered in that week. You will enrich your weekly e-portfolio

with relevant illustrations, video clips, and other multimedia applications as well. As a total you need to have 6 e-portfolio documents, and

each e-portfolio carries 5 marks. The length of each weekly e-portfolio should be approximately 500 words.

Marking Criteria for E-Portfolio:
• Knowledge and understanding of the topic
• Quality of academic source
• Relevance of the academic source
• Description of the source
• Relating the source with the topic.
• Overall quality of the work

Six Portfolios Topics
1. Building an E-commerce Presence
2. E-commerce security and Payment system
3. E- commerce Business Strategies
4. E-commerce Marketing and Advertising
5. Social, Mobile and Local Marketing
6. E-commerce Retailing and Services.

 

Essay 1: Narrative Argument about Your Education
The Importance of Arguments:
One skill set you will focus on in Writing 101 is how to persuade an audience for your purpose.
Understanding effective strategies of argument can come in handy when you want to persuade your boss
that you deserve a raise or persuade your coworkers that a specific way to do something is better. The
first essay assignment in Writing 101 requires you to practice persuasion by writing an argument using a
narrative — a story — to convince your readers your thesis (the point you are making) is valid, true.
The Importance of Narratives
In Essay 1, you will use a story about an educational experience you had as evidence to support your
argument about that experience. People judge the strength of an argument by the evidence you include
that supports your thesis. Readers need to make sense of an event or events within a context. The context
a story gives us the sense-making perspectives we need. Use your narrative or story to convince your
audience that your point – your thesis — is reasonable given the situation.
Assignment
Education refers to all of the ways we formally and informally learn. Formal education includes
everything learned in school. Informal education includes everything learned outside of a structured
setting, either from family, friends, coaches, mentors, etc., or that you have taught yourself.
Thinking about what you learned in the past can help you get the most out of new experiences. The more
you know about yourself, the more success you are likely to have.
For this essay, you will write a narrative argument about your education.
We will read and analyze published essays that are similar to this assignment. You will be
able to see how other writers have narrated their own educational experiences.
In your essay, you must develop an arguable claim using a personal narrative (a story).
For your narrative to be successful as an argument, your point must be clear.
What do you want your readers to “get” – to understand — from your story

Write about a wonderful or terrible academic (school) experience. What made the
experience so wonderful or terrible? Make an argument about your education based on
this experience. For instance, you could argue that a particular teacher or teaching
method was effective for you and why.Tedlock 2
WRT 101

 

Your readers are your classmates and instructor. You need to provide enough information in
your narrative for your audience to understand where, when, and, how the experience took place,
and also provide enough detail and analysis for us to care about your experience.
Provide Concrete, Vivid Detail
To write a successful narrative, include plenty of vivid, relevant detail. Your goal should be to
make your readers feel as if they were there with you during the experience. Everything you
include must support your argument.
Everything must count.
Include Figurative Language
One way to make a narrative effective is to include figurative language such as metaphors,
similes, personification, etc.
Here is an example of literal language: “The house had three floors and seven bedrooms.”
Here is an example of figurative language: “The seven-bedroom house loomed over Mulberry
Street like a dark god, casting judgment on its neighbors.”
Use Strong Verbs
Notice the difference in the previous example between the verbs “had” and “loomed.” “Loomed”
is much more specific and descriptive.
Use Dialogue (optional)
Including what people said can help readers better understand your experience and your point.
Make Sure Your Story Makes a Point
Have an answer to the reader’s question “So what?”
What central idea or thesis do you want to convince readers is reasonable, true, and insightful.
Requirements
Your essay must be more than three pages long. Be sure your essay goes on to page four, typed
in MLA format.Tedlock 3
WRT 101
Your final essay should:
 Include a title that gets attention and identified the topic or hints at the thesis
 Explain the significance of your story (have a strong thesis)
 Tell a story with specific details and clear examples that support your thesis
 Go onto the 4th page. Essays that do meet the length requirement lose points, possibly
huge points, in the support category.
 Be organized into a logical series of paragraphs
 Include in each paragraph a point you are making
 Have a minimum of grammar, punctuation and spelling errors.
180-200 = A 160-179 = B 140-159 = C 120-139 = D Below 120 = F
Refer to the grading rubric for more information!
You can do this!
Be the rose!

 

 

Child Abuse
As the final assignment for this course, you will prepare a Final Research Paper. Throughout the course, you have written a Thesis Statement and an Annotated Outline. The Final Research Paper will combine and expand upon those two assignments.

The Final Research Paper must include the following elements:

1. Title Page;
2. Abstract;
3. Body (including an Introduction, Body Paragraphs/Argument Section, and Conclusion); and
4. Reference Page

All components of the Final Research Paper must be written using current APA formatting and must be on the same criminal justice topic that you selected for your Thesis Statement and Annotated Outline.

The Final Research Paper must develop an argument that is highlighted in the thesis statement and supported with solid academic research and analysis. Each facet of the thesis statement must be addressed and analyzed throughout the paper.

The title page must use proper formatting as set by the APA style guide. The abstract must be between 150–250 words and provide a clear summary of the paper.

The body of the Final Research Paper must be comprised of 4–6 pages of content. The Title Page, Abstract, and Reference Page are not included in the page count. The introduction must include background information on the criminal justice topic, a well-written thesis statement, and a preview of points. The body must thoroughly support the assertions made in the thesis statement with the use of analysis and comprehensively developed subpoints and academic research. Each paragraph must address one issue and directly relate it to the thesis. The body must also be well-organized and use properly formatted headings. Information must clearly relate to the main topic. The conclusion must summarize the main headings of the paper.

The Reference Page must include at least 5 scholarly sources published within the last five years. The sources must be cited both in the body of the paper as well as in the Reference Page. Biblical references do not count toward the citation requirement.

 

 

Prompts for paper 2

Please use the same guidelines as for paper one regarding structure and organization. (double-spaced, with separate title page, it’s okay if

you happen to write a little more than 4 pages, however, we will stop reading at 5 pages.

The prompt is a general guide to spur your own thinking on the topic. Please do not feel you have to answer any and every question contained in

the prompt; the questions are only meant to catalyze your own thinking
Please use good essay style, organization is paramount, please have a thesis, please link your paragraphs back to your thesis, please have a

conclusion.
Do not summarize or quote any sources from the internet. Only use primary sources given for the class.)

The only difference is the length, 4-6 pages.
You may also write on a topic of your choice, provided you get it approved.
There will be a turnitin link for the paper. Please turn it in as a hard copy in section and through the turnitin link on BB.

1. Please discuss the relationship between violence and the heroic in any two works we have read, Iliad, Gita, or the Odyssey.

2. What do you think the effect of listening to Homer would have been on citizens in the early polis? What life lessons might a citizen of a

burgeoning democracy have drawn from the Iliad, the Odyssey, or both?

3. Who offers a better conception of the hero – Achilles or Odysseus? Why?

4. How do mortals and immortals interact in the Iliad and Odyssey? Is there a difference in this between the two poems?

5. How significant are mortal women in the Iliad ? What roles do they have? What statuses do they occupy? What kinds of stereotypes apply to

them? Do you see a difference between the way women are depicted in the Iliad and Odyssey?

6. Does the mortal realm of women map onto or correspond with the realm of immortal women, i.e. goddesses in the Iliad and Odyssey? Or, to put

another way, what are the differences and similarities between women and goddesses?

7. What role does food play in the Iliad and Odyssey? What is food, where does it come from, how is obtained? How does food serve to define or

demarcate human beings?

 

Comparison of a European-centered perspective with an African-centered perspective
Read “Facilitating African Identity Development” and write a one-page paper comparing a European-centered perspective with an African-centered

perspective.
a. First impressions,
b. Essential message,
c. Significance for African American studies,
d. Points of agreement/dissension,
e. Summary/Closing

 

 

Locate a non web-based source dealing with stress. This resource might be a book, video, or audio from the library or a bookstore. Also, it could be a

stress-related support group. There may be other sources. Based on your chosen resource, develop a critique of approximately 500-600 words, which, at a

minimum, includes the following:

APA style with citations, Three sources required.

1. The purpose or objectives of the source or service; usefulness, appropriateness and credibility.
2. If a book, audio or video, the author, publisher and cost to purchase;
3. If a support group, the sponsor and any rules about access and/or obligation to the Group;
4. Three references to other useful stress-related resource

 

decision making
Allison and James Stewart recently attended a birthday party for their 10-year-old granddaughter, Shirley. During the party, the children were

all given a chance to make their own popcorn and add flavors and colors to the popped corn. The children could add caramel, butter, chili

pepper, cocoa powder, or dried cheese flavoring. The girls were delighted with the idea of mixing the flavors to their taste, which in some

cases were delightful and others not so much. The fun was in the mixing and the girls were delighted. Allison and James, recent retirees, were

looking for a new small business to start and they immediately latched onto this idea: Why not produce popcorn flavors? On second thought why

not produce snack flavors in general? Why not produce flavors for popcorn, pretzels, and potato chips that people could mix and match to their

taste – A gourmet flavor treat for all ages. Flavor “N” Snack (FNS) was born.
FNS makes 18 powdered flavor basics that when heated in a microwave for seconds would add flavor to most snack foods. The powders come in

flavors like masala, Thai green chili, honey and mustard, chili, malt vinegar and sweet flavors like orange chocolate, salty caramel, and honey

apple. The flavors are packaged in plastic jars with shaker lids for easy dispensing. Online instructions for hosting tasting parties are

included in the packaging.
Allison and James do all the product purchasing, mixing, bottling, labeling, packaging and shipping of the product in the basement of their

large home. Their teenage grandson has created a web page for them and helps with online orders. Currently after six months in business FNS is

selling about 875 bottles each month. The couple took the FNS products to a recent Sweets and Snack Expo in California and were surprised at the

response received. They received a contract from several small boutique chains looking for clever food gift ideas. This contract will increase

their output by about 300 bottles per month alone. They also learned from other conventioneers that the holiday season would give them a big

jump in sales as people look for hostess gifts, stocking stuffers, party ideas, and gift guides for new ideas. In fact, the conventioneers

suggested the Stewarts increase their existing production as much three times. Allison and James can increase sales more if they increase

production. Encouraged by positive reactions from the convention sales and a new listing posted in two national gift guides, the company’s July

revenue was $6,500. FNS’’s gross margin ranged from $3 to $5 on each bottle, depending on the ingredients. At this time, the website is doubling

its orders.
The holiday season is upon FNS and Allison and James are at a crossroads in their business. They cannot be sure the products will take off, but

they want to be ready just in case. The idea of not having enough inventory for the season and disappointing customers is unsettling to James

and Allison. The couple cannot be seen as unreliable to first-time customers. It is also true that keeping down expenses is critical because the

company is self-financed and the couple does not want to touch their 401K pension funds to fund FNS.
Allison and James have studied the market and although uncertain that they will reach their sales goals it seems likely that to fill all their

possible sales the couple would have to produce 6,000 bottles per month starting in September through December.
James estimates that he will need two additional full-time workers in October, mainly for production; an extra three and a half workers in

November, for production and shipping; and one and a half workers in December, mainly for shipping. The couple has examined a few options to

meet the huge increase in production:
• One option they considered is asking friends and family to help in exchange for food and laughs. The problem is that other commitments

may diminish the volunteers’ participation as the holidays, school schedules and work demands consume their time. They are likely not to be

reliable as time nears the holiday week. Further, James and Allison know that family and friends cannot be managed like salaried workers, and

hurt feelings may result. Although the most cost-effective measure would cost $1800, easily payable from their bank account, Allison and James

worry they may not meet the goal without losing some family or friends. Depending on family and friends is risky.
• They could hire bonded and vetted temp-workers through an agency. The cost is $25 an hour for a total of $20,000. This sum would tap

into their cash reserve and leave them strapped for other expenses. Although doable, this option leaves no cushion. It is a risk. The workforce

is also not trained and would have to be coached as well as supervised on dealing with food products.
• Another option is a bank loan. This could allow for a more professional workforce and free James and Allison to plan the company’s

future growth. However, the rates may be higher for people their age. Allison called AARP for some advice and was told that age should not be

an issue from a legitimate lender; however they would most likely have to post collateral that means mortgaging their home, which is mortgage

free. The house they feel is off limits. This is a strong no way option for them. They must have a place to live at their age. However, getting

a loan without using the house or their 401K accounts as collateral is possible but they have no idea of the rates.
• Another option is to invest in new equipment that would include turntables, workbenches, shrink wrap machines and fulfillment equipment

that James thinks will cost $11,500. He is uncertain that they will have enough time to install the machines in the basement in time for a

September production. He might have to pay extra for a rush fee of $3,000 more to guarantee a timely installation. The cost is something FNS

can handle without too much strain.
Looking for some advice, the couple turned to some of the small business people they met at the convention. Here are some of the comments they

received:
• Use every personal contact as you must get the orders filled and to the customers on time. The first impression is the best so do it

right the first time. Work 24/7. If you do not want to use family and friends look to other groups that may be willing to help for a small

donation. You may even have previous work buddies who may help for a small fee. Also include with every order a product list and order form.

Happy customers make good long-term customers.
• Do not invest in any equipment if you are not sure the holiday surge will continue in the months afterward. Family and friends will

want to see you succeed while temp workers will consider it just another job.
• Investing in machinery is a real growth move. Find customers that will sustain the expense by going to bigger retailers

The PrOACT model of decision making uses five steps to help make difficult decisions. PrOACT stands for problem, objective, alternatives,

consequences, and tradeoffs. Use the following worksheet to document how the group applied steps of the PrOACT model in making the decision for

the owners.

DIRECTIONS:

1. Before starting this process read and review the course readings:

• PrOACT Design
• Litemind Essential Guide to Creative Decision Making
• LifetoolsPrOACT Introduction

2. In order to apply the model correctly, complete the worksheet step by step.

Students should ask the following questions in examining the explanation sections of this worksheet:

• Was each of the steps of the model followed correctly?
• How did the group come up with their conclusions (e.g. framing the decision, list of objectives etc.)?
• Did we explain it in detail (e.g. was the way the process was applied by the group explained in each step)?
• Did we use course material and case study facts to explain the reasoning behind the conclusions the group drew? Additional research?
• Did we use in text citations to reference the material used to support the logic behind the conclusion?
• Did we look at the grading rubric?

3. Other information in addition to the directions associated with the project.

• Third person writing must be used. Do not use statements such as “the group, I, the team, or the case study” in writing explanations.

• Students are expected to treat the explanation sections of the worksheet similar to a college level research paper. The logic presented

in the worksheet may not be considered as common sense. All explanations must be supported with a source and facts from the case study.

• Use a cover page to include your name.

• Be sure to support the ideas, reasoning and conclusions put forth using the course readings, additional research and in text citations.

The case study facts do not require in text citations. List references at the end of the document.

• Turn in the Worksheet only into the Assignment Submission Folder.

Step One: Frame the Decision

Identify the Decision to be made by framing the decision. Framing the decision means discerning the reason or cause for a decision to be made

and what precisely needs to be decided. Identifying the correct decision to be made is a critical first step. It is important to review the

decision to make sure it is not being framed with bias or prejudice.

Review:
• LifetoolsPrOACT Lesson One
•
Framing the Decision
Fill in here: Identify the decision to be made by the decision maker.

Framing the Decision: explanation of how the group applied the model to the case study
Fill in here: Explain how the group arrived at this framing of the decision. Go through the process covered in the LifetoolsPrOACT Lesson One

in discussing the triggers, constraints, possible biases, and how the group came to choose this formulation. Identify the ideas that were

discussed by the group and the reasons given by its members to finally choose the formulation listed above.
Be sure to include source material from the readings to support the ideas, reasoning and conclusions. Explain in detail the steps you took to

come up with the framing of the decision.

Step Two: Determining the Decision Objectives

The next step is to identify the DecisionObjectives. Objectives are the “wish list” of end results. If the decision maker could have anything

they wanted from the decision choice what would it be? Focus on tangible, quantitative, long and short-term goals or needs the choice would

provide the decision maker. For instance, if safety were a big concern of the decision maker, then safety as it relates to the decision to be

made should appear on the objectives list.
Stakeholders: In formulating objectives, it is important to look at everyone who has an investment in the decision. Who are the stakeholders in

this decision? What end results do they wish to see? Thinking through the objectives that need to be reached and the end results will allow

you to set priorities as you move through the PrOACT process.
Read and Review:
• LifetoolsPrOACT Lesson Two
• Advantages and Disadvantages to including Stakeholders in Decision Making.
• Roles of Stakeholders in Planning Process
Decision Objectives
Fill in here: Identify and list the objectives. There should be at least four from the case study and two that the facts imply. Go through the

process covered in the LifetoolsPrOACT Lesson Two. Objectives: explanation of how the group applied the model to the case study
Fill in here: Explain in detail how the group arrived at the list of objectives. Go through the process covered in the LifetoolsPrOACT Lesson

Two in discussing why these objectives were chosen and others not. Include any possible bias or influences that might have entered into the

choice of objectives by the decision maker as expressed in the group discussion. Identify the ideas that were discussed by the group and the

reasons given to finally choose the objectives listed above.

Potential Stakeholders
Fill in here: Identify and list all potential stakeholders. Review the articles to help you understand and come up with a list of potential

stakeholders.

Explanation of how the group applied the model to the case study
Fill in here: Identify and explain the relationship the stakeholders have to the decision to be made and what influence or bias they may have

with respect to the objectives desired from the decision choice. Identify the ideas that were discussed by the group and the reasons given to

finally choose the objectives listed above.

Explanation of how the group applied the model to the case study
Fill in here: Identify and explain the relationship the stakeholders have to the decision to be made and what influence or bias they may have

with respect to the objectives desired from the decision choice. Identify the ideas that were discussed by the group and the reasons given to

finally choose the objectives listed above.

For Module 4, consider your organization’s mission and strategy from the perspective of its learning and growth (from your work on the case,

your previous course work, and your background reading, you should be reasonably clear what such activities are). In this section of the

assignment you’ll begin to identify objectives and measures relevant to that perspective. Refer back to this presentation on objectives if you

need to.
SLP Assignment Expectations
Once you’re reasonably clear on what’s involved, think about your organization and its learning and growth processes, and then:
• Identify at least three objectives for improving the organization’s learning and growth, and show how they relate to the mission, vision

and strategy of the organization.
• For each objective, develop at least one meaningful performance measure (metric).
• For each objective, identify at least one expected level of performance (target).
• For each objective, identify at least one new action or program that needs to be developed to ensure successful implementation of the

organization’s strategy (initiative).
• Comment briefly on the relationships of the learning and growth objectives that you’ve identified here to the financial objectives that

you identified in the Module 1 SLP assignment, the customer service objectives you identified in Module 2, and/or the internal business process

objectives you identified in Module 3. How do they help to fulfill those objectives? If they don’t (and they don’t have to), what makes them

more important than objectives that would relate to customer service, business processes, or financial operations?
• Finally, do you wish to make any changes to your Module 1, 2, or 3 objective write-ups in light of your Module 4 experience?
Here’s a table that you may wish to copy and fill in (the boxes are expandable – take all the space you need to be complete in your

descriptions. No more than 2-3 pages should be necessary.)
Objective Measure Target Action

Relationships to other objectives

Revisions (if any) to Module 1, 2, and/or 3 Objectives
Objective/Module Measure Target Action

Read Case 6-1, “Evaluating an Appraisal Form Used in Higher Education”, in the text.

Follow the instructions provided to evaluate the appraisal form.
Write a paper detailing what components are present, plus what changes are needed in the form and why.
For those components that are absent, why should they be added and what are the possible negative consequences for not doing adding them?
Be sure to include the attached textbook as a resource for the paper. Chapter 6

 

Several countries around the world are transitioning to market economics, the most significant of these are China and Russia.
What do you think the impact will be on other countries around the world as these two countries become even more significant in the global market?
What are some examples of this impact?