pro 3

/in /by

 

*Please see textbook page 626: “The Country Notebook—A Guide for Developing a Marketing Plan” for more detailed discussion of each of the parts of this project.

PROJECT COMPONENTS

The Country Project is designed to provide the students with experience in analyzing a country’s cultural and economic environment and experience in developing a marketing program for a specific product. The project requires that the student select a country and submit a series of five reports. The first report is determining the country and the product/service to be exported. The second report is a general survey of the country’s culture. The third report covers the economy of the country including a thorough analysis of the distribution and marketing systems. The fourth report is a market audit and competitive analysis of a country market for a specific product. The fifth report students develop a preliminary marketing plan for a product under consideration for marketing in the country they have selected.

Students should view the project from the perspective as if they represent a large multinational company planning to expand operations to a new country. The task is to analyze and tentatively propose a marketing program for the company’s product in a foreign country. After a complete analysis the student will determine to market the product or not to market the product. Under these circumstances, the value of a decision not to market the product in the country is as important as a decision to market. Normally 20 percent of students elect not to market their products. The only word of caution given to students who might elect not to market the product is to be certain that their market analysis is adequate and that they can justify their decision based on the data collected.

The reports include a heading on each page (i.e. date, student name, name of report), page numbers (bottom middle) single spaced paragraphs and double spaced between paragraphs written in style Times Roman 12” pitch. Citations and References are APA guidelines. The length of the reports are as follows:  Part 1 is one page; Parts 2-5 are between three to four papers. Reports have a page limit since most students find enough information to write substantially more than 15 pages. This forces the student to organize, analyze and then present only the most important material from a marketing perspective.

NOTE:  The outline is a checklist of what you could include in your report. If you want you may use bullet points. However, you must write in complete sentences.  Section headings are encouraged as this helps me easily identify the focus of individual sections of your report. At the conclusion of this outline you are asked to write an executive summary. The length of the report is as follows:  Answers to Outline Questions (found in your textbook p. 625 see “The Country Notebook):  3-4 pages not including references; followed by an executive summary 1 page; conclude with references. While researching your country project you will obtain a large amount of information from a variety of sources. Your job is to condense and only keep what is important as I stop reading after 4 pages!

How does your instructor grade the reports?

Grades will be determined in terms of the report analysis adequacy and coverage. Of major importance is how well information gathered in the cultural and economic reports are applied in developing a marketing program. In addition, the application of marketing concepts through instructor lectures and text assignments as well as concepts learned in other marketing and business courses is considered in grading. See grading rubric.

Country Project ReportsCriteriaLevel of Performance Non-AttendingBelow AverageAverageAbove AverageExcellent Below 60%60%-69%70%-79%80%-89%90%-100%Evidence of critical thinking (application, analysis, synthesis and evaluation)NoneBelow average developed, and is missing some of the requirements.Average developed, includes all requirements.Well developed, includes all requirements, identifies opportunities and problem but does not offer innovative recommendations.Well developed, includes all requirements, identifies causes of problems not just symptoms, innovative recommendations.Apply Marketing Concepts or Theories from course readings and instructor lectures and includes citations where appropriate.NoneDoes not include marketing concepts or theories.Includes at least 1 marketing concept or theory. Student is required to document source (i.e., Ch 1, Instructor Lecture PP_slide number, textbook page number).Applies 2 or more marketing concepts or theories. Student is required to document source (i.e., Ch 1, Instructor Lecture PP_slide number, textbook page number).Applies 4 or more marketing concepts or theories. Student is required to document source (i.e., Ch 1, Instructor Lecture PP_slide number, textbook page number).Quality Writing (i.e., spelling, grammar, vocabulary, sentence structure, etc.)Not adequateLacks all elements of quality writing.Sentences and paragraphs are not logically connected; lacks some elements of quality writing.Some sentences and paragraphs are not logically connected; includes most elements of quality writing.Sentences and paragraphs flow logically and Include all elements of quality writing.Research References and Citations:  APA GuidelinesNo references or citationsAt least 1 reference and citation from quality sources.At least 2 references and citations from quality sources.Includes 4 or more references and citations from a quality sources.Includes 6 or more references and citations from quality sources.

Guideline for Economic Analysis – Part 3

Information which is useful in understanding the economy of a country, particularly as it is related to marketing considerations, is highlighted. Of the different sections of the economics paper, those dealing with media and channels of distribution typically provide the most challenge for students in terms of finding the needed information. However, the information contained in these sections is also the most directly relevant to developing the marketing plan.

Project Management Plan

/in /by

 

Unit Outcomes:

  • Identify the difference between projects, programs, and operations.
  • Identify project management process groups and knowledge areas.
  • Examine common project management processes and their interactions.

Course Outcome:

Analyze the Project Management Framework to identify relationships between process groups and knowledge management areas.

Purpose

This assignment calls for you to analyze the relationship among the process groups, knowledge areas, and management processes.

Assignment Instructions

Build a PowerPoint® presentation that will address each of the Project Management Areas of Knowledge, the process groups that use these areas of knowledge, and how the process groups interact with the knowledge area processes. Use table 1-1, Project Management Process Groups and Knowledge Areas Mapping in the PMBOK Text, to help guide your understanding of the ten knowledge areas and how they are related. Write the narrative of your presentations (your script) into the notes section of each of the PowerPoint slides. Organize your presentation to present each process group, and within each process group describe the knowledge areas and the deliverables within the groups and the knowledge areas. For instance, the Initiating process group intersects with the Project Integration Knowledge area and the deliverable is a Project Charter. Provide a brief narrative summarizing your understanding.

You will be graded on your interpretation and understanding of the common project management processes within the knowledge areas and how they relate to other project management processes.

Interview Summary

/in /by

For this assignment, you should be interviewing a person who has expertise about a topic you are interested in. Please note that you should be conducting an actual interview; you should not be summarizing an interview conducted by someone else.

Part #1: Choose a Research Topic and an Interviewee

You do not need to submit this portion in writing, but you do need to accomplish this in preparation for your research assignment. 

In preparation for your research proposal letter in the next topic, you will need to choose a topic for your proposal. This research proposal letter will be directed to an audience who can create change (Congressperson, business administrator, or other similar audience). In the proposal, you need to suggest a change or a solution to a current problem. Examples of strong proposal topics would be things like funding ideas for an animal shelter, starting a recycling program in a community, suggesting a better plan for public transport, or another idea that interests you. You will be proposing solutions for these issues. Choose a topic that you are passionate about and for which you will be able to develop at least one solution. While this information should be enough for you to choose a topic, please consult the assignment sheet within Topic 7 if you have more questions about this assignment. 

Once you choose a topic, it’s time to choose a credible expert to interview on that subject. In other words, you should avoid choosing an interviewee who is a close friend or family member unless that person truly is an expert in the field. This credible expert should have 10+ years of experience in his or her discipline. Choose an interviewee who not only could offer some specific details about the problem but one who may also be able to offer suggestions of a plausible solution. Use the information contained in the lesson presentation to secure and conduct a successful interview.

Part #2: Summarize and Synthesize Your Interview

When you summarize and synthesize, you take the smaller pieces (the sections of the interview) and develop them into one cohesive piece. Doing this exercise will help you prepare for the research proposal letter, where you will need to incorporate at least a few ideas from the interview.

To successfully summarize and synthesize, you might find it helpful to follow this sequence for your essay:

1) Provide Background Information:
In your introductory paragraph, introduce your audience to your interviewee. What is his/her name? What is his/her experience? if relevant, where is the interviewee employed?

2) Summarize the Interview:
While you want to avoid the all-too-predictable question and answer format, you should provide information about what you learned from the interview. Take a look at your original questions, group them into categories, and use those categories to build your body paragraph(s). Also, you may note the interviewee’s reactions in your summary as well. Was the interviewee nervous about answering a question? Did he/she seem knowledgeable in the subject matter? Make this summary work for you by including whatever details and responses you feel are important and will help you when you write the research proposal.

3) Synthesize the Interview:
In the conclusion, synthesize the interview. To synthesize just means that you should consider all of the information you gathered from this interview and draw conclusions. What did you learn from the interview? How did the interviewee and/or the interview help you gain a deeper understanding of your topic? Other findings?

No source citations are required for this assignment, but please review the rubric to get a better idea of how you will be assessed.

The guidelines for this assignment are as follows:
Length: This assignment should be a minimum of 350 words.
Header: Include a header in the upper left-hand corner of your writing assignment with the following information:
Your first and last name

Course Title (Composition II)

Assignment name (Interview Summary)

Current Date
Format:

  • MLA-style source documentation and Works Cited1
  • Your last name and page number in the upper-right corner of each page
  • Double-spacing throughout
  • Standard font (Times New Roman, Calibri)
  • Title, centered after heading
  • 1″ margins on all sides
  • Save the file using one of the following extensions: .docx, .doc, .rtf, or .txt

Underline your thesis statement in the introductory paragraph.

Assignment 3

/in /by

 

Assignment 3: Cultural Activity Report
Due Week 9 and worth 100 points

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.   Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays. 

  1. Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 9. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 
  2. Write a two to three (2-3) page report (500-750 words) that describes your experience.
    • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
    • Provide specific information and a description of at least two (2) pieces.
    • Provide a summary of the event and describe your overall reaction after attending the event.
    • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. 

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area. 

Visiting a Museum 

  • It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
  • If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
  • Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums. 
  • Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
  • Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
  • The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
  • If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?  

Attending a Performance

  • Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement. 
  • Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid’s dance recital, your international friend’s wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc. 
  • Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
  • Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
  • Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
  • Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off. 
  • Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin. 
  • Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.  

Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options.If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.  

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric here.

Agile Methodology

/in /by

 

Agile Methodology

Overview

In this assignment you focus on the process methodology of Section 5, Standards and Procedures of your software development plan (SDP)—choosing, diagramming, explaining and finally applying your choice of Agile development methodology to CapraTek. The choices that you make here drive the rest of the SDP, so it is an appropriate starting point.

Preparation

Use the assignment Resources to complete the following:

  • View the CapraTek scenario in the CapraTek Overview document.
  • Download the Software Development Plan Template. Save it as “CapraTek_SDP_u1” and use it to complete and submit your assignments for this course.

Directions 

Consider the CapraTek scenario and address the items below in Section 5 of the CapraTek SDP document.

  • Select an Agile methodology and briefly justify why your chosen Agile methodology is appropriate for CapraTek.
  • Create a Unified Modeling Language (UML) activity diagram that illustrates the process methodology life cycle.
  • Describe each of the phases depicted in the process methodology diagram with relation to the software development process. Keep your descriptions generic—the point is to explain the processes involved in each phase to illustrate the concept.
    • Partial Example: Scrum initial requirements steps: “During the initial requirements steps, the product owner examines the product backlog and gets feedback from the customer and other stakeholders. The product owner then informs the development team of the items from the product backlog . . .”
  • Select two of the phases and describe how each would manifest itself in the context of CapraTek. Consider CapraTek’s requirements, resources, time constraints, et cetera. 

Save and submit your SDP.

case study

/in /by

This Final Case Study is based on a work scenario. For this scenario, pretend that you are an HR representative and you are preparing a memorandum for the Vice President of Human Resources.  The memo will analyze a set of facts that occurred in your company and conclude with an assessment as to whether your company is liable. This is a role-play assignment, and your objective is to develop a unique scenario and then play the role of the HR representative all the way through your memo, just as if you were the HR representative and this really happened!  For this memo, you may develop any scenario you desire, and the legal issue can be based upon any of the topics that you have reviewed during this course. However, the scenario must include that the supervisor of the employee(s) in question is advocating for the termination of one or more employees. You may or may not agree with the supervisor’s sentiment and will address this in your memo to your boss. You will break your memo into at least five paragraphs (make sure to assess whether termination will lead to any liability in paragraph four, and include in your recommendation paragraph five whether termination is warranted), as follows:  

Paragraph 1: Identify the issue that you are dealing with; present the problem to your boss. Is it a concern about discriminatory treatment? Are the employees engaging in concerted activity? Is an employee being sexually harassed? You decide.  

Paragraph 2: Outline the facts of the case. Tell the story. What did the employee(s) do that is of concern to you and prompted the drafting of this memo? In your scenario, advise your boss that you believe the employee (or ex-employee if the person has quit or has been fired) is preparing to sue the company.  

Paragraph 3: Identify the statute that is in question (is this a potential FMLA, FLSA, ADA, or some other issue?) and a legal case from the textbook that seems similar to your scenario. Look up the case on the Internet and read about it. Be sure you understand the important facts of the case and why (or why not) the court ruled in favor of the employee/employer. Analyze the case in this paragraph of your memo. Explain its relevance and how the facts are similar to the facts involving your scenario. You are not limited to discussing only one relevant case, but do not discuss more than two so that your memo is not too long.  

Paragraph 4: Determine if the company has any legal liability or exposure based upon your comparison of the facts in your scenario with the facts and decision of the court case(s) you analyzed.  

Paragraph 5: Give your boss a recommendation. Whether you think the company might be liable or not, you should have recommendations to your boss relative to how to deal with the situation (defuse it) and how to guard against future situations like this arising.

Response2 DB1

/in /by

The separation of power and Article II of the U S Constitution are the roots of judicial review. It’s the power of the Supreme Court, to say if a legislative or executive act is in violation of the U S Constitution. It also will step in to help ensure states dispute are settled.

Judicial review is often challenged because it’s not in the Constitution. “Some constitutional historians have argued that the central question concerning the courts in the early Republic was not whether they possessed the power of judicial review, which was taken as a given component of judicial power, but how to protect them from political pressure (PG 2.2, Ivers G., 2013) I think what many people in the young country were worried about was undue influence by those in power. The three distinct branches of government help to prevent this and judicial review plays a major role ensuring that separation.

I don’t think they framers of the Constitution intended for the judiciary to have a role in the policy making process. The three parts government system works together to ensure that no one branch had all the power. While I can’t say what the farmers of the Constitution were trying to prevent they made sure that no one part of the government went unchecked. The Supreme Court, uses Judicial Review, in ways that can have an unintended influence on political races which in turn can play a role in policy making. ” The court ruled in Buckley that an individual can spend an unlimited amount of his own money to promote himself for election. Allowing a candidate to say whatever he might choose to say is not enough freedom of speech, the court ruled, if he or she cannot spend an unlimited amount to broadcast his message” (Black E. Par 19, 2012). While that ruling does not change the way people vote the fact that one person may be able to broadcast his message may. When we as voters see something that appeals to us it changes the way we think and feel about something and the way we vote.

Reference

Ivers, G. (2013). Constitutional law: An introduction [Electronic version]. Retrieved from  https://content.ashford.edu/

Black E. Par 19, 2012 How the Supreme Court has come to play a policymaking role. https://www.minnpost.com/eric-black-ink/2012/11/how-supreme-court-has-come-play-policymaking-role

Consultant’s Analysis Report on Enterprise System

/in /by

8-10 pages

Project Selection:

The first step will be to select a project as the target for your analysis. This project will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:

Nontrivial: The selected project should be large enough to allow reasonable exercise of the system analysis and design process.

Domain Knowledge: You should be familiar enough with the organization or system category to allow focus on the planning tasks without significant time required for domain education.

Accessibility: You should have good access to the people and other information related to the organization or system because this will be an important part of the process.

Select an enterprise system project that fits these requirements and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first several days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.

Assignment:

For the assignments in this course you will be developing a comprehensive document entitled Consultant’s Analysis Report on Enterprise Systems. Your first task in this process will be to select a project to use as the basis of your plan. You will also create the shell document for the final project deliverable that you will be working on during each unit. As you proceed through each project week, you will add content to each section of the final document to gradually complete the final project delivery. Appropriate research should be conducted to support the analysis in your plan, and assumptions may be made when necessary.

The project deliverables are:

Submit project proposal to instructor for approval

Consultant’s Analysis Report on Enterprise Systems Shell

Use MS Word

Title page

Course number and name

Project name

Student name

Date

Table of contents

Use autogenerated TOC.

Separate page

Maximum of 3 levels deep

Be sure to update fields of TOC so it is up-to-date before submitting project

Section headings (create each heading on a new page with TBD as content except for sections listed under “New content” below)

Project Outline

System Requirements

Architecture Selection

Resources and Timeline

Security

Final Analysis and Recommendations

New content

Project Outline

Give a brief description of the project.

Information from the assignment description may be used, but additional details should be provided based on assumptions about the company and project that you feel are appropriate. This section should include the reason for the new distributed system, approximate timeframe and budget to complete the project, and some major deliverables of the project.

System Requirements

This section should list the requirements of the system in sufficient detail to allow a design team to create the design document.

Describe the functions the system should perform.

Identify the method of delivery (Web, client software, etc.).

List the types of target users.

Provide any additional information you feel will affect the design of the system, such as projected load on the system, globalization, or regulatory issues regarding the information that will be handled in the system.

Create User Access Policies

/in /by

 

  1. Learning Objectives and Outcomes
    • Create a report detailing user access policies based on research.
    • Explain the details of user policy creation in organizations.
    • Assignment Requirements
      You are a security professional for a large, private health care organization. Users have access to file and application servers, as well as data storage facilities that contain customer health information and personally identifiable information (PII). Your organization needs to create user access policies and provide them to its employees.
      Sean, your manager, asks you to write a report detailing relevant user access policies. He needs you to research a generic template and use that as a starting point from which to move forward.
      For this assignment:
    1. Research existing policy templates and examples from organizations of a similar type.
    2. Write a report detailing at least three relevant user access policies based on your research.
      • Create a table for the policies.
      • Include a short summary explaining why you chose the policies.
      • Include an introduction and conclusion.
      • Provide citations for your sources.
    3. Required Resources
    • Course textbook
    • Internet access
    • Submission Requirements
    • Format: Microsoft Word (or compatible)
    • Font: Times New Roman, size 12, double-space
    • Citation Style: APA
    • Length: 2–3 pages
    • Self-Assessment Checklist
    • I created a table listing policies for the given scenario.
    • I created a professional, well-developed report with proper documentation, grammar, spelling, and punctuation.
    • I provided citations for the policy sources.
    • I followed the submission guidelines.

Integrating Sources

/in /by

 Part 1: 

For the discussion this week, you will discuss the steps of the research process. Specifically, you’ll be sharing how your process went as you established a topic and then completed the research for your annotated bibliography.

  • Who is your audience?
  • What was your thesis statement?
  • Explain how you conducted your productive online searches using academic databases in the Herzing library.
    • What were your Boolean operators?
    • How did you use limiters to yield better results?
    • What databases did you use?
  • What is CRAAP?
    • How did you determine if your sources were suitable using CRAAP?
    • As you sort through your sources, which CRAAP criteria did you use most?
  • Which resources proved most helpful to you as you conducted your research and compiled your annotated bibliography?
  • What challenges did you meet during the process, and how did you overcome them?

Please be sure to validate your opinions and ideas with citations and references in APA format.

Part 2:

 This assignment develops your ability to smoothly and correctly integrate sources into your own written work in APA style.

After reading the original source material, you will read five samples that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, indicate Acceptable. If not, indicate Unacceptable and then write a version that correctly integrates the source. The final prompt, number 6, provides a section of the text that you will paraphrase. 

Your assignment submission should be a Word document that fully adheres to the instructions listed above.