Confronting issues in globalization is a daunting task but it cannot be avoided for anyone living or working in the 21st century.  Today’s business models of Multinational Corporation’s stress the importance of ‘sustainability’ in the global supply chain’ and ‘maximizing global efficiencies’.  These concepts are complex and require a supported network of integrating mechanisms to successfully sell a product that is consumed across the globe.

This project allows you to experience a practical application of the effects of globalization.  You will select a product that you currently use in your home and through an analysis of its manufacturing, sourcing, and sales demonstrate those issues in globalization that affect the product and customer and develop business strategies to address them.

First, find a product you have in your home which is sold in multiple countries.  In order to select this product, look for items that bear markings of multiple countries.  This marking may include references to ‘distributors’, ‘licensors/licensees’, or manufacturer’s with ‘made in’ or ‘made of’ references.  You may also see wording on these products such as ‘Assembled in [country name] from US components’.  Products marked ‘Made in the USA’ may not be used for this project.  These product markings may be in multiple languages.

Next, consult the company web site to see if they have manufacturing or raw material supply operations in two or more countries.  If you select a US company that is publicly traded, you will find this in the 10-K report that they file with the Securities and Exchange Commission (SEC).

Do not write a paper about an existing company but make one up yourself.  You may use a current business that you’re familiar with to model your own company after.

Before starting to write your paper, you must get an outline approved by your instructor.  You will find a dropbox for submission of this outline.  Your outline must include a short description of your product, the country or countries selected to analyze, and an overview of the issues in globalization that you will explore.

It is critical that your paper include what proactive measures your company would undertake to address the risks or challenges in globalization that you have identified.  Be creative, original, and make sure to be very comprehensive in your analysis and evaluation of what issues in globalization impact your company and what solutions you have developed to address those concerns.

At minimum, your paper should be a minimum of 10-15 pages (not including the cover sheet or references but you may exceed that limit without point deduction.   Your final project must be submitted in Microsoft Word, be formatted using the APA style, double-spaced, minimum of 12 inch font, and contain adequate references to support your analysis.

At minimum, your project will contain the following sections:

1. Company background and industry
2. Explanation of the product
3. Customer demographic and profile who consumes your product
4. A detailed explanation of the operations performed in multiple countries.  For example, Toyota Motor Corporation of North America has a automobile manufacturing corridor which spans a from sourcing and/or manufacturing of auto parts in Mexico, to an automobile factory assembly plant in Texas, through distribution of after-market products in North and South Carolina.  You will find some products or industry have like manufacturing corridors.
5. Identify any incentives or subsidies provided by host countries to support the manufacturing operation
6. Analysis of the corporate strategy to maximize global efficiencies.  Examples in this areas may be how the company uses offshoring to support ‘lean manufacturing’ or outsources certain parts of labor for production of the final product.
7. Identification and discussion of the economic integration policies that the involved countries have formed to support manufacturing, sourcing, and marketing of your product.  An example might be the country or countries have joined a common market such as Mercosur, common market formed between some countries in South America.
8. Identification and discussion of any free trade agreement/agreements used by the company to facilitate the movement of the product internationally.
9. Identification of any controls used in the labor markets that would subvert attempts to unionize or manage regional wage rates.
10. An analysis and evaluation of any economic impacts to the communities where manufacturing operations take place.  Your research will probably identify advantages and disadvantages in the host or home country/countries.  An example of an economic impact would be the loss of tax revenues or tax grants from a home to a host country.
11. An analysis and evaluation of any environmental damages in the manufacturing area.
12. An analysis and evaluation of any intellectual property issues that have occurred through doing business in multiple countries.
13. An analysis and evaluation of any laws impacted by the effects of globalization in this industry
14. An analysis of any significant changes to the company’s business model that you can find based upon the effects of globalization.
15. If your country or industry is represented is impacted by any programs, policies, or charters underway through WTO or NGO actions.
16. A closing to your paper which outlines your personal opinion of the effects of globalization for your product.

Digital Marketing Plan
• Your assignment is to write a digital marketing plan for a real company. The goal of this assignment is to enable students to gain familiarity with developing, writing, and presenting a realistic digital marketing plan. The assignment requires students to demonstrate knowledge of specific marketing concepts, such as market segmentation, positioning, consumer behavior, and advertising strategy, and relate that to the specific implications relevant for marketers. • There is no fixed format for the reports but you are encouraged to address the following aspects in your digital marketing plan:
– Introduction to the firm’s strategy & STP (Segmentation, Targeting, and Positioning), competitive position, and SWOT.
– Analysis of the company’s digital presence today
– Traditional marketing tools used
– Identify digital platforms the firm should focus on
– Recommend tactics and experiment some if applicable
– Conclusion and recommendations for next steps
10 single spaced pages including exhibits and figures

rite a 2,100- to 2,800-page paper on your personal model of helping. Incorporate learning from this course and discuss how and why you have, at this point in your development, formed your viewpoints. Include:

• How and why you formed this viewpoint
• Your view of helping
• The relationship between the clinician and the participant
• Techniques or approaches to change
• A coherent model that is consistent, shows adequate understanding of the material presented, and reflects the ability to integrate and synthesize the course material
• The kinds of problems that can be addressed with your model
• Multicultural issues
• Limitations and strengths of the model
• The populations this model can help
• Original thinking

Annotated Bibliography: Effects of Cell Phone Use
Foss, Ph.D., R., & Goodwin, M.A., A. (2014). Distracted driver behaviors and distracting conditions among adolescent drivers: Findings from naturalistic driving study. Journal of Adolescent Health, 54(5), S50-S60. doi:10.1016/j.jadohealth.2014.01.005
Research conducted by Foss, and Goodwin (2014) investigates common driving distractors with adolescent drivers. The study began by using 52 vehicles belonging to high school students and equipping them with “unobtrusive event-triggered data recorders that collect 20 second clips of video, audio, and vehicle kinematic information when triggered” (Foss, Goodwin, 2014) for a period of six months. The findings concluded that cell phone use, grooming, adjusting vehicle controls were common distractors found with the adolescent subjects without passengers. With passengers the young drivers engaged in loud conversations, playing with radio controls, and horseplay were found to be quite common. These common somewhat traditional distractions cause the drivers attention to be diverted elsewhere besides the roadway leading to slower braking response as well as lane shifting, which is what happens generally while talking and texting on a cell phone. This study is important for my paper to show that distractors such as the cell phone, talking to passengers, listening to music all have the same effect on the driver. The method in which the researchers used real world situations with modern technology has reinforced my ideas for my paper.
Haigney, D., Taylor, R., & Westerman, S. (2000). Concurrent mobile (cellular) phone use and driving performance: Task demand characteristics and compensatory processes. Transportation Research Part F: Traffic Psychology and Behaviour, 113-121.
The simulator based study performed by Haigney, Taylor, and Westerman, (2000) used 30 participants; 13 male and 17 female with an average age of 27 years, who had been driving for at least a year, all of which were experienced with hands-free and handheld cell phones. Less than half had admitted to talking on the phone and driving recently. The simulator consisted of both manual and automatic transmission cars with a real life feel. After the participants filled out the basic questionnaire where they were asked simple demographical information they were then to sit in the simulator car and prepare to drive and talk on the phone, hands free and hand held. The results of this study showed an increase in heart rate when certain situations arose while subjects were on the phone. Those subjects who were driving a manual transmission car did not change gears, and those driving automatic were too preoccupied with the conversation that they show slower reaction times in braking and accelerating. This study is pertinent in proving that both hands-free and handheld cell phones give the exact results when used while driving.
KAREKLAS, I., & MUEHLING, D. D. (2014). Addressing the Texting and Driving Epidemic: Mortality Salience Priming Effects on Attitudes and Behavioral Intentions. Journal of Consumer Affairs, 48(2), 223-250. doi:10.1111/joca.12039
Kareklas, and Muehling, (2014) describe distracted driving as any activity that prevents a driver from being fully attentive while operating a motor vehicle. Studies they have investigated shows that drivers who text and drive are more likely to be in an automobile accident then those who talk on a hand held or hands free device, and compare texting and driving to drinking alcoholic beverages and operating a motor vehicle. Kareklas and Muehling conducted two studies, study one consisted of 52 student participants within the age range of 18-49 years of age, living in the South, North East, and the Midwest of Asian, Caucasian, African American, Hispanic and other nationalities; half of the subjects were female and half were male. The participants were asked questions relating to the opinion about texting and driving (behavioral intentions questions) do they text and drive a motor vehicle today? Would they text and drive in the future? Many subjects stated they would text and drive in the future as they felt they were still able to control the vehicle. Some subjects stated they would not due to the dangers associated with texting and driving. The point to this study was to find out if recent advertisements associated with the dangers of texting and driving have an effect on young drivers. Many of the drivers in this study believe that there are dangers and risks involved with texting and driving, but they still feel in control of their car. The study included specific demographics and a range of participants to include a reasonable cross section of the nation. Study two was a follow up to study one, using the same demographics, and number of participants. In study two Kareklas and Muehling, (2014), use images to ignite the fear of texting and driving. The participants were shown images on a screen of the effects of being a distracted driver. They were then asked questions like those in study one to investigate if visualizing the dangers of texting and driving had an effect on the subjects. The answer that was reached in this study is the participants did react to the visual prompts and many agreed that being a distracted driver could result in death. This article would fit in with my paper because the researchers actually investigate the psychological factors that may contribute to this behavior.
Rumschlag, G., Palumbo, T., Martin, A., Head, D., George, R., & Commissaris, R. (2015). The effects of texting on driving performance in a driving simulator: The influence of driver age. Accident Analysis & Prevention, 74, 145-149. doi:10.1016/aap.2014.10.009
Research conducted by Rumschlag, Palumbo, Martin, Head, George and Commissaris examines the influence of the driver’s age and other factors on the disruptive effects of texting and driving on simulated driving behavior. Rumschlag, et al, (2015) stated that driver’s within the age of 31-44 years old experienced drivers are less affected by distractors than younger inexperienced drivers. However older drivers with ages ranging from 60-73 are affected by distractors equal to that of a young unexperienced driver. The study directed by Rumschlag, et al uses participants with ages ranging from 18-24; this age is associated with the texting generation, with 27 females and 23 males each with a different skill level of texting. The study begins in a simulated environment, a fully equipped virtual driving experience. The object of the study was to investigate if the participants were able to stay in their designated lane as they were text messaging. The study revealed that during periods of texting subjects did in fact leave their designated lane. In the beginning of this study the researchers state that mature drivers those in the age range of 31-44 are more experienced and are less affected by distractors. Younger drivers, those as young as 16 years of age were said to be most distracted. According to the simulator the younger drivers deviated less often while texting and driving than the mature drivers. This article would fit in with my paper to respond to different factors that play a part in the distracted driver. To also prove that accidents caused by using a hand held, hands free, cell phone to talk on or text message while driving may not just be caused by a younger generation it is an epidemic that occurs with all ages. In some situations younger and older drivers; those who fit into the 60-73 age range, have a delayed reaction time with their braking abilities, but the younger drivers are able to text and drive, according to this study, and remain more often in their lane. Text messaging comes more natural to teenagers, whereas mature drivers have to look at their phones to type, send and read.
Strayer, D. L., Drews, F. A., & Crouch, D. J. (2006). A comparison of the cell phone driver and the drunk driver. Human Factors, 48(2), 381-91. Retrieved from http://search.proquest.com/docview/216443961?accountid=34899
Research conducted by Strayer, Drews, and Crouch (2006), is very pertinent in proving the point that talking on a hand held or hands-free cell phone has the same effects on a driver as driving while intoxicated at the legal limit of alcohol consumption. The study used forty participants; twenty-five men and fifteen women with ages ranging from early twenties to mid-thirties. Further stipulations were that the participants must have a valid driver’s license with an average of eight years of driving, and subjects must be social drinkers consuming between three and five drinks per week. For this study a simulated environment was used, consisting of a high resolution screen with a one hundred and eighty degree field view, with realistic scenes and traffic conditions. The participants were to follow a pace car, and brake and accelerate as needed while talking on a cell phone; hands free or hand held. To test the comparison of cell phone usage to alcohol consumption participants in a separate demonstration were given an alcoholic beverage, orange juice with vodka (40%). The research determined that there was no difference in performance between the hands-free and hand held device. Reaction time for both cell phone usage was impaired with slower braking reaction, and following distance increased therefore causing more rear-end accidents. Alcohol consumption participants showed a more aggressive approach with their driving; following too close and harsher breaking patterns. The study in my opinion should have used more participants to get a better average for the population. However the study itself did not change my mind or influence any ideas that I might have for my paper. Driving is a serious task, and this research verified my opinion of talking on the cell phone and driving a motor vehicle. Impairment is impairment whether it be from a cell phone or alcohol use either and get behind the wheel of a motor vehicle you are taking the chance of taking someone’s life.

I need you to write about how do i Avoid Dumb Tax?
Setting the Stage
Baby Steps Towards Opportunity
Starting a Company
how to Nail it before you Scale it
Delivering Happiness by tony Hsieh
Building a better Company, not just a bigger one
Core Values And Social Mission
New Headquarters
Sales Technologies and Software
Incentives and Activities
share your Vision Entrepreneur Tips for Success
Conquer your Fears
Learn how to sell
Choose you Employees Wisely
Stand for something better
Time Management- Create loyal Employees raving fans through dependability
Sharpen the Saw

Note: Don’t add voice to the presentation put the exact text of your talk in the “Notes” section.

Module 4 – Case

Presentations

Helping Restaurants Fight Obesity

As consumers become increasingly concerned about obesity and health risks associated with nutrition, many seek more information about restaurant foods. American families are estimated to spend as much as half of their food dollars at restaurants and to consume about one third of their calories outside the home.

One U.S. senator is pushing a bill to require chain restaurants to list nutritional information for all menu items. Although this law has not been passed, your city would like to encourage restaurants to offer more nutritious menu choices.

Assume that you work for Partners for a Healthier Community (PHC), which is part of the City Health and Human Services Department. PHC has been working on a program called Healthy Dining. Its goal is to offer food establishments the opportunity to be recognized as Healthy Dining restaurants. In order to be listed, owners must meet certain criteria.

A PHC team devoted to the Healthy Dining program discussed a number of requirements. The team thought that restaurants ought to offer at least two choices of fruits or vegetables. They wanted choices other than potato dishes. The team was much opposed to french fries. What could be substituted for them? Perhaps salads? In regard to the menu, the team thought that Healthy Dining restaurants should have some low-fat and low-calorie menu items, and when they are offered, customers should know what they are. However, no minimum on the number of such items would be required. The team also thought that Healthy Dining restaurants should try to provide at least some dishes in smaller portion sizes or perhaps half portions. Milk was discussed, and team members suggested that restaurants move away from offering whole milk. Team members preferred 1 percent or nonfat milk when milk was offered as a beverage.

The team gave you the task of giving a PowerPoint presentation to restaurant owners who inquired about the Health Dining rating.

(Adapted from Dr. Guffy case studies)

Case Assignment

Create a PowerPoint presentation with audio to be presented to owners who want to know how to earn the Healthy Dining rating for their restaurants. ” Don’t add voice to the presentation put the exact text of your talk in the “Notes” section”.

Address the presentation as a response to Mr. Adrian Hammersmith and guests, Adrian’s Steak House, 974 South Cobb Drive, Marietta, GA 30060. Explain in your presentation that information about the Healthy Dining program can be found at http://www.healthydiningfinder.com. This page is primarily for diners. A link at the bottom of the page, labeled “Nutrition Services,” takes dietitians and restaurateurs to information about program certification and membership.

Note: Put the exact text of your talk in the “Notes” section.

Use the following oral communication rubric to see how your instructor will assess your speech: Oral Communication Rubric

What if You Have Never Created a PowerPoint Presentation?

Click the link If you have never made a PowerPoint presentation before and need to learn how to use the program.
https://support.office.com/en-us/article/Record-and-add-narration-and-timings-to-a-slide-show-3dc85001-efab-4f8a-94bf-afdc5b7c1f0b?CorrelationId=e31b08e8-5f82-4291-9c2b-757190ca0028&ui=en-US&rs=en-US&ad=US

Submit your PowerPoint presentation with narration by the module’s due date. Narration includes the audio recording of your talk and/or the actual text of your talk in the “Notes” section. There is no need to have an actual audience for the presentation.

Assignment Expectations

Create a PowerPoint presentation and upload it. (PowerPoint presentations should not be over 10MB.)
Basic PowerPoint Guidelines
•Don’t use small fonts. The bigger, the better. Small fonts are harder to read on screen.
•Use “sans serif” fonts like Verdana, which was specifically designed to be readable on computer screens.
•Don’t use “serif” fonts like Times New Roman. The bits at the end of each letter tend to blur when projected.
•Don’t write complete sentences on your slides. Write short phrases. You will be less tempted to read the slide word for word.
•Don’t use more than two fonts per slide. More than two creates visual confusion.
•Keep your slides simple. Try to have an average of four lines per slide, one heading and three bullet points.
•Unless you plan to have a totally dark room (which is not a good idea by the way) use white or light-colored backgrounds with black or dark-colored letters. They are much easier to read than white or light letters on dark backgrounds.
•Create a completely black slide for the beginning and end of your presentation. That way while you are waiting to start, you don’t have to show the first slide and at the end you can fade to black and it can stay black as long as you like.
•Don’t use timed slides. Advance your slides manually with the mouse. You may not be able to keep up with the timed slides or an accident may happen that would throw off your timing.
•Talk to your audience, not the screen.
•Avoid walking in between the projector and the screen.
•If at all possible, practice at least once with the actual machine you will be using in your presentation. If you don’t, you may encounter some unpleasant surprises. (At a presentation during my job interview at UOR, I discovered that the projector I had been assured would work with my Mac laptop didn’t.)
•Don’t assume that the data projector will work. Always make back up visual aids (such as black and white overhead projector slides, printed handouts, etc. At that same UOR job presentation, I had brought overhead slides as a backup and used them instead. I got the job.)
•Use “three slides per page” for printing audience handouts. That way your audience has a copy of each slide you have and has some room to the right of each slide to jot down notes.

Your PowerPoint presentation will be reviewed according to the Oral Communication Rubric (above).

Module 4 – Background

Presentations

Required Material

Rogers, P. TeknoSport: Communicating to Prevent Change.

Readings About Presentations and PowerPoint

The Cognitive Load of PowerPoint: Q&A with Richard E. Mayer

In this short article, Cliff Atkinson interviews University of California, Santa Barbara, Professor Richard Mayer about the conclusions one can draw from his extensive research on multimedia for PowerPoint presentations.

Atkinson, C., (2006). The Cognitive Load of PowerPoint: Q&A with Richard E. Mayer.

Atkinson, C., (2006). Five Experts Dispute Edward Tufte on PowerPoint.

Five Ways to Reduce PowerPoint Overload

This PDF download is the real stuff. This article is radical in its approach to PowerPoint. It is also the single best thing I’ve ever read on PowerPoint. It contradicts almost everything you’ve been told about PowerPoint, including much of what is in this module. Most of what is in this module will help you to do very good PowerPoint presentations—presentations much better than most that are given today. But if you want to go beyond that and make PowerPoint presentations that make your audience’s socks roll up and down, then use this approach. It isn’t easy, but the results are great. Personally, the hardest part of this approach for me is finding images that precisely convey what I’m trying to get across. Notice that the authors do what they say in the article. The headings and graphics in the articles are done in the style they recommend, and the text on the bottom is done using the “notes” function in PowerPoint.

Atkinson, C. & Mayer, R. E., (2004). Five Ways to Reduce PowerPoint Overload.

In addition to the Atkinson & Mayer article above the below readings are used in your Case Assignment.

Tufte, E., (2003). PowerPoint Is Evil. Power Corrupts. PowerPoint Corrupts Absolutely. Wired. February 17, 2011, at http://www.wired.com/wired/archive/11.09/ppt2.html.

Doumont, J. (2005). The Cognitive Style of PowerPoint: Slides Are Not All Evil. Technical Communication. Washington: Feb 2005. Vol. 52, Iss. 1; p.64, 7pgs.

In Defense of PowerPoint. Accessed from http://www.jnd.org/dn.mss/in_defense_of_powerp.html

Presentation Skills. Accessed from http://homepages.wmich.edu/~bowman/c6dframe.html

Basic PowerPoint Guidelines
•Don’t use small fonts. The bigger, the better. Small fonts are harder to read on screen.
•Use “sans serif” fonts like Verdana, which was specifically designed to be readable on computer screens.
•Don’t use “serif” fonts like Times New Roman. The bits at the end of each letter tend to blur when projected.
•Don’t write complete sentences on your slides. Write short phrases. You will be less tempted to read the slide word for word.
•Don’t use more than two fonts per slide. More than two creates visual confusion.
•Keep your slides simple. Try to have an average of four lines per slide, one heading and three bullet points.
•Unless you plan to have a totally dark room (which is not a good idea by the way) use white or light-colored backgrounds with black or dark-colored letters. They are much easier to read than white or light letters on dark backgrounds.
•Create a completely black slide for the beginning and end of your presentation. That way while you are waiting to start, you don’t have to show the first slide and at the end you can fade to black and it can stay black as long as you like.
•Don’t use timed slides. Advance your slides manually with the mouse. You may not be able to keep up with the timed slides or an accident may happen that would throw off your timing.
•Talk to your audience, not the screen.
•Avoid walking in between the projector and the screen.
•If at all possible, practice at least once with the actual machine you will be using in your presentation. If you don’t, you may encounter some unpleasant surprises. (At a presentation during my job interview at UOR, I discovered that the projector I had been assured would work with my Mac laptop didn’t.)
•Don’t assume that the data projector will work. Always make back up visual aids (such as black and white overhead projector slides, printed handouts, etc. At that same UOR job presentation, I had brought overhead slides as a backup and used them instead. I got the job.)
•Use “three slides per page” for printing audience handouts. That way your audience has a copy of each slide you have and has some room to the right of each slide to jot down notes.
•After you have prepared your presentation, practice it several times. Time your practice presentation.