• No results found

2.11 wholesalers-private-enterprise IND Practice

N/A
N/A
Protected

Academic year: 2020

Share "2.11 wholesalers-private-enterprise IND Practice"

Copied!
5
0
0

Loading.... (view fulltext now)

Full text

(1)

Wholesalers in a Private Enterprise System

Independent Practice Assignment Sheet

Wholesale Franchise/Cooperative Research Assignment #1:

Identify and conduct

research on one wholesale franchise or cooperative. Then prepare a report that

identifies when and how the franchise/cooperative was started, the reasons it

was formed, how it has expanded and changed over the years, and future plans

for the organization. A picture of the company’s logo should be included in the

report.

Develop a Sales Presentation Assignment #2:

You are a sales representative for a

full-service merchant wholesaler. You are contacting a new restaurant owner

who does not currently use a wholesaler. The owner purchases fresh foods from

local growers and buys most other products and supplies from a local wholesale

member club or online from other businesses. Prepare a three-minute sales

presentation on the benefits to the owner when using your wholesale business

for all purchases rather than the current practice.

Design a Display for a Wholesaler Assignment #3:

Play the role of a wholesaler and

design an in-store display for a soft drink, potato chips, or other type of snack

food for the Super Bowl. You will show their display in a class presentation. You

may also use a PowerPoint to describe the display provided by the wholesaler.

FUN FACTS DISPLAYED

(2)

Wholesalers in a Private Enterprise System

Wholesale Franchise/Cooperative Research Assignment #1 Rubric

Student Name: _____________________________________________________

CATEGORY

20

15

10

5 or less

Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Quality of

Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Amount of

Information

All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Sources

All sources

(information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately

documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Diagrams &

Illustrations

Diagrams and illustrations are neat, accurate and add to the reader's

understanding of the topic.

Diagrams and illustrations are accurate and add to the reader's

understanding of the topic.

Diagrams and illustrations are neat and accurate and sometimes add to the reader's

understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

(3)

Wholesalers in a Private Enterprise System

Develop a Sales Presentation Assignment#2

Rubric

Student Name: _____________________________________________________

CATEGORY

20

15

10

5 or less

Comprehension

Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Preparedness

Student is

completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more

rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Posture and Eye

Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation

(4)

Wholesalers in a Private Enterprise System

Design a Display for a Wholesaler Assignment #3 Rubric

Student Name: _____________________________________________________

CATEGORY 20 15 10 5 or less

Planning/organization Student can describe the intent and plan of complete display and how his/her part will contribute to the whole. Works with team to come up with general plan of what will be done before beginning.

Student has carefully planned his/her part of the display and can describe how s/he will get the work done and a vision for his/her part. Gets team input on plan for his/her contribution before beginning.

Student has planned his/her part of the display and can describe how s/he will get the work done and a vision for his/her part. Does not solicit much group input when making plan.

Leaps into action without any evidence of planning or focus.

Balance and Use of Space

Use of positive and negative space creates a feeling appropriate to the theme. Objects are placed for best effect. Overall, it just feels right.

Use of positive space is good and the painting is relatively balanced, but negative space could be utilized better to create a more cohesive feel.

The display seems to have a little too much background or seems a little too busy. Balance has not been achieved.

The display seems unfinished (too much empty space) or there is not enough balance between foreground and background causing it to seem much too busy and unfocused.

Color Use The colors in the display work well together and form a strong coherent statement. The color choice is appropriate for the theme and objects represented or is purposely exaggerated in some way to make a point.

The use of color is coordinated across the display and is appropriate for the items and theme.

The overall use of color is ok, but is not as strong or coordinated as it could be. Some attempt at coordinating colors is evident.

Color choice for various items in the display seems inappropriate.

Craftsmanship The display has been crafted with great care. The lines are sharp, colors clear, cutting crisp, and text aligned. No smudges, drips, tears or erasures are seen.

The display has been crafted with some care. Most lines are sharp, colors clear, cutting crisp, and text aligned. Smudges, drips, tears or erasures are few and do not detract.

The display has been completed, but it appears a little messy. Smudges, drips, tears or erasures detract from the overall appearance.

The display looks hastily thrown together or like it was wadded up in a desk. The mural seems quite messy.

Time and Effort Class time was used wisely. Much time and effort went into the planning and creation of the display. It is clear the students worked at home as well as at school.

Class time was used wisely, but it did not appear there was much work done outside of class.

Class time was not always used wisely, but additional work was done at home or other times during the day.

Class time was not used wisely and no additional effort was put in at other times or places

Total Score _______

(5)

FUN FACTS DISPLAYED Rubric

Student Name: _____________________________________________________

CATEGORY

20

15

10

5 or less

Neatness and

Attractiveness

Exceptionally well designed, neat, and attractive. Colors that go well together are used to make the graph more readable. A ruler and graph paper (or graphing computer program) are used.

Neat and relatively attractive. A ruler and graph paper (or graphing computer program) are used to make the graph more readable.

Lines are neatly drawn but the graph appears quite plain.

Appears messy and "thrown together" in a hurry. Lines are visibly crooked.

Type of Graph

Chosen

Graph fits the data well and makes it easy to interpret.

Graph is adequate and does not distort the data, but interpretation of the data is somewhat difficult.

Graph distorts the data somewhat and interpretation of the data is somewhat difficult.

Graph seriously distorts the data making interpretation almost impossible.

Accuracy of

Information

Information displayed very accurately.

Information is within a few percentage points of accuracy.

Some information is accurate while other information is confusing.

Information displayed in a confusing manner.

Presentation

Neat vivid presentation.

Colorful presentation that stays on target 90% of the time.

Colorful presentation that does not highlight all necessary details.

Confusing presentation.

Overall Effort

Extra effort was evident.

Basic amount of effort used.

Effort seemed to be lacking.

Project seemed to be a last-minute effort

References

Related documents

25 and Table 22 seem to indicate that the best concentrations for both biomass production and PHAs accumulation process using slaughterhouse fatty waste were 1 g/L of

Zylinder2 schwarz Quader1 grau Chassis Kabine Quader2 Rad Zylinder1 weiß Karosserie Räder Auto Felge Reifen Welt Sonne Licht1 Kamera1 Kamera.. JMonkey 3 (scene graph based game

We treated SW480 and SW620 cells with lovastatin (5 and 30 µM, respectively) for 48 h, but also included the CRC cell line HCT15 (5 µM), which has been reported to endogenously

Partnership Building for Legislation Change Model Farm Project Global Long Distance Transport Humane Slaughter Trade & Consumers Legislation On-farm welfare Welfare

• With less validations and callbacks, it is much easier to create sample records, making your core model easier to test.. • It becomes easier to navigate through your growing amount

The 540 is a roomy and sociable cruiser with a spacious cockpit complete with co-pilot seat and cushions, a versatile picnic table and, when you really want to relax, there’s a

This disclosure describes the use of augmented reality (AR) glasses with built-in projectors, e.g., diffractive optical element (DOE) projectors to enable users to specify their

In this visualization toolkit, we propose two visualization tech- niques to simplify the navigation of the hierarchical data: 2.5 Di- mensional treemaps to make the