• Debate This: Security Interests

Paul Barton owned a small property-management company, doing business as Brighton Homes. In October, Barton went on a spending spree. First, he bought a Bose surround-sound system for his home from KDM Electronics. The next day, he purchased a Wilderness Systems kayak from Outdoor Outfitters, and the day after that he bought a new Toyota 4-Runner financed through Bridgeport Auto. Two weeks later, Barton purchased six new iMac computers for his office, also from KDM Electronics. Barton bought all of these items under installment sales contracts. Six months later, Barton’s property-management business was failing. He could not make the payments due on any of these purchases and thus defaulted on the loans. Using the information presented in the chapter, answer the following questions. 

1. For which of Barton’s purchases (the surround-sound system, the kayak, the 4-Runner, and the six iMacs) would the creditor need to file a financing statement to perfect its security interest?
2. Suppose that Barton’s contract for the office computers mentioned only the name, Brighton Homes. What would be the consequences if KDM Electronics filed a financing statement that listed only Brighton Homes as the debtor’s name?
3. Which of these purchases would qualify as a PMSI in consumer goods?
4. Suppose that after KDM Electronics repossesses the surround-sound system, it decides to keep the system rather than sell it. Can KDM do this under Article 9? Why or why not?

Debate This: 
A financing statement that does not have the debtor’s exact name should still be effective because creditors should always be protected when debtors default

  

*** Please note that there must be an analysis of each questions which should be accompanied of what US Law supports your response. Why you picked that side.

Social media does foster closer social relationships, making interpersonal communication easier, Social media platform eg. Facebook is most useful because (reason)

 

. This draft will demonstrate the argument and writing techniques studied in the course and will build upon the steps you have taken in all the previous weeks toward developing your Argument Research Paper. This draft is expected to meet all of the Argument Research Essay requirements for writing, content, length, and sources.

Writing Requirements for the Argument Research Essay First Draft, Due in Week 5, and for the Argument Essay Final Draft, Due in Week 7

• Correct use of APA guidelines for the following:
• Headers with pagination
• Title Page
• Margins, spacing, and paragraph indentation
• APA in-text citation and referencing for all sources
• Do not divide your essay into sections.
• Do not use headings within your paper to indicate changes in topic. While longer APA essays and particular types of APA writing, such as scholarly articles, employ APA-style bolded headings to divide portions of the writing, you are writing a shorter academic essay. Your shift from one paragraph to the next should be signaled through your use of the effective transition and topic sentence rules we have practiced.
• 6-8 full pages for the essay itself, not including title page or references
• Effective structure, including your introduction paragraph, your body paragraphs, and your conclusion paragraph
• Use of third-person throughout. Focus on the topic, not on you nor on the essay. In other words: no first-person “I,” and no referring to the essay, such as “In this essay.”
• At least 5 scholarly sources visibly used, cited, and referenced
• Refer to the full Argument Research Essay Rubric

Your instructor will grade and offer feedback on this draft to help set you up toward additional success with your final draft in Week 7. In Week 6, you will post your draft to your peer review group area in discussion to also receive their feedback.

Grading: This activity will be graded using the Argument Research Essay Rubric.

Course Outcomes (CO): 3, 5, 6

Due Date: By 11:59 p.m. MT on Sunday

Rubric

ENGL147 Week 5 Assignment Rubric (90 pts)ENGL147 Week 5 Assignment Rubric (90 pts)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLength5 ptsMeets length requirement (6-8 pages, not including title page or references).4.25 ptsLength is 5 pages, not including title page or references.3.75 ptsLength is 4 pages, not including title page or references.3 ptsLength is 3 pages, not including title page or references.0 ptsLength is fewer than 3 pages, not including title page or references.5 pts
This criterion is linked to a Learning OutcomeAPA Paper Format5 ptsThe essay is formatted in correct APA Style for the following items: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.4.25 ptsThe essay is missing or has errors in 1-2 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.3.75 ptsThe essay is missing or has errors in 3-4 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.3 ptsThe essay is missing or has errors in 5 or more elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeIntroduction and Thesis Statement8 ptsThe introduction paragraph is highly effective and clear. The introduction paragraph begins with a viable, appropriate attention-getting technique, offers a clear but brief overview of the existing debate, and presents a narrow argument thesis in which the writer takes a clear stance within the debate. The writer avoids using first-person and second-person and avoids referring to the paper itself.6.8 ptsThe introduction paragraph includes the necessary components but may be lacking in clarity, strength, or appeal in one of the following areas: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. Or, the writer may use first-person or second-person or may refer to the paper itself.6 ptsThe introduction paragraph does not include one of the required components, or the paragraph needs much work in one or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may use first-person or second-person or may refer to the paper itself.4.8 ptsThe introduction paragraph does not include one or more of the required components, or the paragraph needs much work in two or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may also use first-person or second-person or may refer to the paper itself.0 ptsNo effort8 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Argument12 ptsIn each body paragraph, the thesis argument is forwarded with strong and effective use of multiple argument techniques. Supporting and opposing arguments are richly developed and are presented and analyzed with the writer’s voice as the driving force of each paragraph. The writer avoids using first-person and second-person and avoids referring to the paper itself.10.2 ptsBody paragraphs forward the thesis argument well but could be more effective in one of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force. Or, the writer may sometimes use first-person or second-person or may refer to the paper itself.9 ptsBody paragraphs forward the thesis argument but could be more effective in some of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force. The writer may use first-person or second-person or may refer to the paper itself.7.2 ptsBody paragraphs fall short of fully forwarding the central argument because of notable deficits in the use of multiple argument techniques, in rich development of supporting and opposing arguments, or in the writer’s voice as the driving force. The writer may use first-person or second-person or may refer to the paper itself.0 ptsNo effort12 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Paragraph Development10 ptsThe student’s voice is the driving force of each paragraph. Each paragraph includes all of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.8.5 ptsThe student’s voice is often the driving force of each paragraph, but some paragraphs may be missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.7.5 ptsThe student’s voice is often the driving force of each paragraph, but many paragraphs are missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.6 ptsThe student’s voice is not often the driving force of all paragraphs because most paragraphs are missing much of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.0 ptsNo effort10 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Organization and Flow8 ptsThroughout the essay, the writing flows smoothly with effective transitions. The writing employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay is organized effectively and logically from start to finish.6.8 ptsThroughout most of the essay, the writing flows smoothly with effective transitions. The writing usually employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay reflects that an organizational plan has been employed.6 ptsIn some places throughout the essay, the writing flows smoothly with effective transitions. There is some evidence of clear, varied word choice and sentence variety. The organization of paragraphs may not be optimal.4.8 ptsThroughout the essay, the writing may be choppy due to a lack of sentence variety, word choice, or transitions. The organization of paragraphs from start to finish in the essay might be confusing or otherwise ineffective.0 ptsNo effort8 pts
This criterion is linked to a Learning OutcomeSources: Quality and Number10 ptsFive scholarly sources are visibly used in the essay itself and are all referenced and cited with enough information needed to determine their scholarly nature.8.5 ptsFive sources are visibly used in the essay itself, but some may not include enough information needed to determine their scholarly nature.7.5 ptsFive sources may be used, but 1-2 may not be scholarly. Or, fewer than five sources are used or some are not visibly integrated into the writing.6 ptsFive sources may be used, but 3 or more may not be scholarly. Or, fewer than five sources are used and many or most are not visibly integrated into the writing.0 ptsNo effort10 pts
This criterion is linked to a Learning OutcomeSources: Application and Integration8 ptsEach time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. Each time a source is used, it is highly relevant to the point at hand and is effective in the context of the argument. The student has chosen to paraphrase or quote according to best practices. Sources comprise a small portion of each paragraph and are never used in the topic sentence or final sentence of a paragraph. Sources are cited directly after use, never at the end of the paragraph.6.8 ptsAlmost every time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. The source may not be clearly relevant to the point at hand or in the context of the argument. The student may need to make better choices between paraphrasing or quoting according to best practices. Sources may be over-used in some paragraphs or may be used in the topic sentence or final sentence of a paragraph. Sources may be cited at the end of a paragraph vs. directly after their use.6 ptsSource application and integration may fall short and may require work to meet some of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.4.8 ptsSource application and integration may fall short and may require work to meet many of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.0 ptsNo effort8 pts
This criterion is linked to a Learning OutcomeEssay Conclusion8 ptsThe conclusion is succinct and powerful, avoiding verbatim repetition of material from the introduction or from the paper. The conclusion flows well from the final body paragraph, reiterates the thesis concept in a unique way, and leaves the reader thinking with a look at larger contexts while staying keenly on-topic. The writer avoids using first-person and second-person and does not refer to the essay itself.6.8 ptsThe conclusion is succinct and powerful, but may include a small amount of verbatim repetition of material from the introduction or from the paper. The conclusion may flow well from the final body paragraph and addresses larger contexts, but in a way that may not be effective or powerful. The writer may use first-person or second-person or may refer to the esay itself.6 ptsThe conclusion is ineffective in some of the following areas: power and conciseness, unique wording, smooth flow, a thought-provoking ending, third-person point of view.4.8 ptsThe conclusion is missing multiple required elements or is highly ineffective due to wordiness, repetition, length (too short or too long), choppiness, a lack of impact, and/or the use of first-person or referring to the essay itself.0 ptsSources are not cited.8 pts
This criterion is linked to a Learning OutcomeAPA Citation and Referencing8 ptsAll in-text citations and references are formatted in correct APA Style, and the references page is formatted correctly: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.6.8 ptsIn-text citations and references may have minor errors in APA Style, and the references page may show errors in 1-2 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.6 ptsIn-text citations and references may have persistent errors in APA Style, or the references page may show errors in 3 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.4.8 ptsIn-text citations and references may have major errors in APA Style, may not include enough information to fully identify the source, or 4 or more of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.0 ptsSources are not cited or are cited poorly enough that the nature of the sources is overwhelmingly unclear.8 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage8 ptsThe writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.6.8 ptsThe writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.6 ptsThe writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.4.8 ptsThe writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.0 ptsNo effort8 pts
Total Points: 90PreviousNext
 

 

 

Texas Budget Assignment

Last year, Texas legislators approved a $251 billion biennial budget to fund our state government for the next two years. Amazingly, Greg Abbott did not issue a single line-item veto – the first governor since Allan Shivers in 1955 to sign a budget without a single change.

Take a look at the Texas Tribune’s budget breakdown:

https://apps.texastribune.org/features/2019/house-senate-texas-budgets-2020/ (Links to an external site.)

and Texas Tribune’s article about the passage of the bill:

https://www.texastribune.org/2019/05/26/texas-budget-house-senate-2019/ (Links to an external site.)

For this assignment, you are now a state representative serving on the House Appropriations Committee, which is the budget-writing committee chaired until this year by Rep. John Zerwas (R-Richmond), an anesthesiologist who is retiring this year after 12 years in the House of Representatives. For this assignment, you represent the district where you live, wherever that is. What do you think your constituents want in a state budget? Are they more worried about public education? Higher Education? Health care? Highways? Crime? Are they more worried about keeping their taxes down? Without trying to write an entire budget, explain in our standard 2 – 5 page essay what spending priorities would be important to you and why. For what changes would you advocate?

Note: (This is the important part) Texas is required by its Constitution to have a balanced budget, so if you argue in your essay for a $50 million increase in a program that’s important to your district, make sure you tell where you would either cut $50 million from another program, or how you would raise $50 million in additional revenue.

Submit in Word. Cite your sources.

Additional Resources

How do I know which state representative district I’m in? Click here: https://wrm.capitol.texas.gov/home (Links to an external site.) (Remember, your state representative district is not your congressional district.)

Budget 101, from the Senate Research Center, will tell you WAY more than you need to know about how the state budget is written (but you might want to use it to look something up): https://senate.texas.gov/_assets/srcpub/85th_Budget_101.pdf (Links to an external site.)

The House Research Organization has a document that takes you through the House version in  plain language (more or less): https://hro.house.texas.gov/pdf/focus/2019CSHB_1.pdf (Links to an external site.)

PreviousNext
Note: Im in 7th district

Prior to beginning work on this assignment, please review the article Blended Sentencing Laws and the Punitive Turn in Juvenile Justice(Schaefer and Uggen, 2016). In addition, please review resources included in your Week 3 Annotated Bibliography assignment. Finally, examine the Building a More Just Society (Links to an external site.)  https://iad.scorm.canvaslms.com/RusticiEngine/defaultui/player/modern.html?configuration=sconeID&preventRightClick=false&cc=en_US&ieCompatibilityMode=none&cache=20.1.9.169&playerConfUrl=https%3A%2F%2Fiad.scorm.canvaslms.com%2FRusticiEngine%2FPlayerConfiguration.jsp&package=ApiCourseId%7Cscone_prod.sha256_5cf1ef6215526f5510d4cf431cce5681ffe0ae5e3f4847f8ff8b67db01b85cee%21VersionId%7C0&registration=ApiRegistrationId%7Cscone_prod.assignment.27868870%21InstanceId%7C0&tracking=true&forceReview=false&RedirectOnExitUrl=https%3A%2F%2Fscone-prod.us-east-1.insops.net%2Fpackages%2F158695%2Flaunch_complete%3Flocale%3Den  case scenarios multimedia below.

The Final Paper

You will prepare a four to six-page paper that addresses the questions below which relate to each of the three sections for the case of People v. Joey Juvenile. There are three sections for discussion with two sub-parts that need to be addressed within each section. The best way to present your paper will be with sub-headings which address each of the “Issue and Process Summaries” listed below.

Be sure to include at least three reliable/credible sources other than the textbook, at least one of which must be found in the University of Arizona Global Campus Library.  It is expected that you will draw resources from your Week 3 Annotated Bibliography assignment, but you may select other resources if you choose to do so.

Note: To access the University of Arizona Global Campus Library directly, click on the Writing Center and Library links in your left navigation. Watch the Database Search Tips (Links to an external site.) video for more and see Searching the University of Arizona Global Campus Library document for assignment-specific search tips.

Note: You are encouraged to integrate any feedback from your instructor and upload the assignment to your ePortfolio (Links to an external site.).

Background

You work as a paralegal in a public defender’s office. In a current criminal case, the public defender represents Joey Juvey, a juvenile, and plans to address criminal justice issues, constitutional principles, cultural sensitivity, and diversity awareness  in the criminal trial and hopes to promote social justice goals in local communities. This is a high-profile case, meaning that the press is reporting on every aspect of the charges on both local and national programs. You have been asked to assist the public defender in preparing theories for defense which not only best benefit the defendant but also highlight the societal issues inherent in the case. To this end, you will explore processes, issues  applications for criminology, and relevant critical perspectives toward the goal of building a more just society.

Your Task

The public defender believes that her defense of Joey Juvey highlights significant criminal justice issues that the public needs to be made aware of and address. The defense lawyer sees herself in a dual function in this case; she must defend her client to the best of her abilities while seizing the opportunity to educate the public about current, critical criminal justice issues. To provide context for the public defender’s public exposure and trial strategy.

Section No. 1: Juvenile Justice, Transfer to Adult Court and the 8th Amendment:  Cruel and Unusual Punishment

Case Description (also included in the multimedia content)

The State wants to transferJoey Juvey from the juvenile justice system to the adult criminal justice system for drug related charges. He is being held in juvenile detention pending trial. If convicted as an adult, Juvey could receive a prison sentence in an adult correctional facility. He grew up and still resides in a severely impoverished community.

The public defender will claim that the correctional facility conditions violate Eighth Amendment rights due to cruel and unusual punishment in the form of overcrowded and unsafe cell conditions. She argues that cell conditions are highly unsanitary and unacceptably crowded in violation of Juvey’s constitutional rights.

Issue and Process Summary

For these issues, examine the following:

1. The impact of transferring Juvey from the juvenile justice system to the adult criminal justice system, and
2. Issues in this case include cell conditions within the context of the Eighth Amendment. How will the court examine the Eighth Amendment’s prohibition against “cruel and unusual punishment and apply it to Juvey’s case?

Section No. 2: Juvenile Justice and the 5th Amendment Right Against Self-Incrimination

When in custody, Juvey claims that law enforcement asked incriminating questions about the investigation. While his parents were present during the custodial interrogation, law enforcement did not communicate the right to remain silent in Joey or his parents’  primary language. Everyone agrees that his parents have no understanding of the English language. Think about how cultural sensitivity should impact procedures for officers assigned to communities with diverse languages.

Issue and Process Summary

For these issues, evaluate the following:

1. Can the State prove that Juvey understood the waiver of his Miranda rights, and
2. How should law enforcement interact with the public and the accused in multilingual communities.

Section No. 3: Racial Make Up of Juries

The defense attorney believes that the county court system systematically fails to summon non-Caucasians for jury trials in the jurisdiction where Juvey’s case could ultimately be tried. She wants to assert that the failure to summons minorities to jury service is a violation of constitutional rights and undermines the legitimacy of the trial process. The defense lawyer has data that shows while the community is comprised 42% Caucasian and 58% minority eligible jurors, but routinely over 80% of those issued a summons to appear for jury duty are Caucasian.

Please review the case summary of Batson v. Kentucky (Links to an external site.) (1985) and Foster v. Chatman (2016) available through the webpage link under the “Required Resources” section and consider how the United States Supreme Court addresses the issue of racial discrimination within the context of juror exclusion.

Issue and Process Summary

For these issues, discuss the following:

1. fairness in jury pool and jury selection, and
2. the impacts of juror exclusion by race.

The Building a More Just Society paper

• Must be four to six double-spaced pages in length (not including title and references pages) and formatted according to APA Style (Links to an external site.) as outlined in the Writing Center’s APA Formatting for Microsoft Word (Links to an external site.)resource.
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted

Purpose 

This assignment is intended to help you learn how to apply statistical methods when analyzing operational data, evaluating the performance of current marketing strategies, and recommending actionable business decisions. This is an opportunity to build critical-thinking and problem-solving skills within the context of data analysis and interpretation. You’ll gain a first-hand understanding of how data analytics supports decision-making and adds value to an organization.

Scenario: 

Pastas R Us, Inc. is a fast-casual restaurant chain specializing in noodle-based dishes, soups, and salads. Since its inception, the business development team has favored opening new restaurants in areas (within a 3-mile radius) that satisfy the following demographic conditions:

• Median age between 25 – 45 years old
• Household median income above national average
• At least 15% college educated adult population

Last year, the marketing department rolled out a Loyalty Card strategy to increase sales. Under this program, customers present their Loyalty Card when paying for their orders and receive some free food after making 10 purchases.

The company has collected data from its 74 restaurants to track important variables such as average sales per customer, year-on-year sales growth, sales per sq. ft., Loyalty Card usage as a percentage of sales, and others. A key metric of financial performance in the restaurant industry is annual sales per sq. ft. For example, if a 1200 sq. ft. restaurant recorded $2 million in sales last year, then it sold $1,667 per sq. ft.

Executive management wants to know whether the current expansion criteria can be improved. They want to evaluate the effectiveness of the Loyalty Card marketing strategy and identify feasible, actionable opportunities for improvement. As a member of the analytics department, you’ve been assigned the responsibility of conducting a thorough statistical analysis of the company’s available database to answer executive management’s questions.

Report: 

Write a 650-word statistical report that includes the following sections:

• Section 1: Scope and descriptive statistics
• Section 2: Analysis
• Section 3: Recommendations and Implementation

Section 1 – Scope and descriptive statistics

• State the report’s objective.
• Discuss the nature of the current database. What variables were analyzed?
• Summarize your descriptive statistics findings from Excel. Use a table and insert appropriate graphs.

Section 2 – Analysis 

• Using Excel, create scatter plots and display the regression equations for the following pairs of variables:
• “BachDeg%” versus “Sales/SqFt”
• “MedIncome” versus “Sales/SqFt”
• “MedAge” versus “Sales/SqFt”
• “LoyaltyCard(%)” versus “SalesGrowth(%)”
• In your report, include the scatter plots. For each scatter plot, designate the type of relationship observed (increasing/positive, decreasing/negative, or no relationship) and determine what you can conclude from these relationships.

Section 3: Recommendations and implementation

• Based on your findings above, assess which expansion criteria seem to be more effective.Could any expansion criterion be changed or eliminated? If so, which one and why?
• Based on your findings above, does it appear as if the Loyalty Card is positively correlated with sales growth? Would you recommend changing this marketing strategy?
• Based on your previous findings, recommend marketing positioning that targets a specific demographic. (Hint: Are younger people patronizing the restaurants more than older people?)
• Indicate what information should be collected to track and evaluate the effectiveness of your recommendations. How can this data be collected? (Hint: Would you use survey/samples or census?)