The movie industry is a competitive business. The opening weekend gross sales ($ millions), the total gross sales ($ millions), the number of theaters the movie was shown in, and the number of weeks the movie was in release are common variables used to measure the success of a movie. Data on the top 100 grossing movies released in 2016 (Box Office Mojo website) are contained in the attached Excel file. We will use the numerical methods of descriptive statistics discussed in Chapter 3 to create a report of our findings.

1. Find descriptive statistics, including the mean, median, mode, range, standard deviation, and quartiles, for each of the four variables described above. Discuss what the statistics you find tell us about the movie industry.

2. According to Total Gross Sales, what movies if any, should be considered high-performance outliers? Explain how you arrived at your answer mathematically. (Use the method on p. 134 for detecting outliers.) Round any calculations/data to two decimal values.

3. Compute descriptive statistics showing the relationship between total gross sales and each of the other variables. These need to include the covariance and correlation coefficient. Discuss the relationships.

If this client were to be seen on an ongoing basis, describe the types of change or outcomes one could realistically expect to see in this client, in light of the problems mentioned earlier using the identified approach in therapy. Be specific and show how the process of therapy with this counseling approach would lead to the outcomes intended .Utilize either of the following theories: Gestalt, Behavior, or CBT

Background Data

A brief description of data from the intake form is provided here:

            Age: 39

            Sex: Female

            Race: Caucasian

            Marital Status: Married

            Socioeconomic Status: Middle class

            Appearance: Dresses meticulously, is overweight, fidgets constantly with her clothes,

            avoids eye contact, and speaks rapidly.

            Living Situation: Recently graduated from college as an elementary-education major,

            Lives with husband (John, 45) and her children (Rob, 19; Jennifer, 18; Susan, 17; and

            Adam, 16).

Presenting Problem

Client reports general dissatisfaction. She says her life is rather uneventful and predictable, and she feels some panic over reaching the age of 39, wondering where the years have gone. For 2 years she has been troubled with a range of psychosomatic complaints, including sleep disturbances, anxiety, dizziness, heart palpitations, and headaches. At times she has to push herself to leave the house. Client complains that she cries easily over trivial matters, often feels depressed, and has a weight problem.

History of Presenting Problem

Client’s major career was as a housewife and mother until her children became adolescents. She then entered college part time and obtained a bachelor’s degree. She has recently begun work toward a credential in elementary education. Through her contacts with others at the university, she became aware of how she has limited herself; how she has fostered her family’s dependence on her own life. As a part of the course, she participated in self-awareness groups, had a few individual counseling sessions, and wrote several papers dealing with the turning points in her own life. One of the requirements was to write an extensive autobiography based on an application of the principles of the counseling course to her own personal development. This course and her experiences with fellow students in it acted as a catalyst in getting her to take an honest look at her life. Ruth is not clear at this point who she is, apart from being mother, wife, and student. She realizes that she does not have a good sense of what she wants for herself and that she typically lived up to what others in her life wanted for her. Ruth has decided to seek individual counseling to explore her concerns in several areas:

• A physician whom she consulted could find no organic or medical basis for her physical symptoms and recommended personal therapy. In her words, her major symptoms are these: “I sometimes feel very panicky, especially at night when I’m trying to sleep. Sometimes I’ll wake up and find it difficult to breathe, my heart will be pounding, and I’ll break out in a cold sweat. I toss and turn trying to relax, and instead I feel tense and worry a lot about many little things. It’s hard for me to turn off these thoughts. Then during the day I’m so tired I can hardly function, and I find that lately I cry very easily if even minor things go wrong.”
• Ruth is aware that she has lived a very structured and disciplined life, that she has functioned largely by taking care of the home and the needs of her four children and her husband, and that to some degree she is no longer content with this. Yet she reports that she doesn’t know what “more than this” is. Although she would like to get more involved professionally, the thought of doing so frightens her. She worries about her right to think and act selfishly, she fears not succeeding in the professional world, and most of all she worries about how becoming more professionally involved might threaten her family.
• Ruth’s children range in age from 16-19, and all of them are not finding more of their satisfactions outside the family and the home are spending increasing time with their friends. Ruth sees these changes and is concerned about “losing” them. She is having particular problems with her daughter Jennifer, and she is at a loss how to deal with Jennifer’s rebellion. In general, Ruth feels very much unappreciated by her children.
• In thinking about her future, Ruth is not really sure who or what she wants to become. She would like to develop a sense of herself apart from the expectations of others. She finds herself wondering what she “should” want and what she “should” be doing. Ruth does not find her relationship with her husband, John, at all satisfactory. He appears to be resisting her attempts to make changes and prefers that she remain as she was. But she is anxious over the prospects of challenging this relationship, fearing that if she does she might end up alone.
• Lately, Ruth is experiencing more concern over aging and losing her “looks.” All of these factors combined have provided the motivation for her to take the necessary steps to initiate individual therapy. Perhaps the greatest catalyst that triggered her to come for therapy is the increase of her physical symptoms and her anxiety.

Psychosocial History

Client was the oldest of four children. Her father is a fundamentalist minister, and her mother, a housewife. She describes her father as distant, authoritarian, and rigid; her relationship with him was one of unquestioning, fearful adherence to his rules and standards. She remembers her mother as being critical, and she thought that she could never do enough to please her. At other times her mother was supportive. The family demonstrated little affection. In many ways Ruth took on the role of caring for her younger brother and sisters, largely in the hope of winning the approval of her parents. When she attempted to have any kind of fun, Ruth encountered her father’s disapproval and outright scorn. To a large extent this pattern of taking care of others has extended throughout her life.

      One critical incident took place when Ruth was 6 years old. She reported: “my father caught me ‘playing doctor’ with an 8-year-old boy. He lectured me and refused to speak to me for weeks. I felt extremely guilty and ashamed.” It appears that Ruth carried feelings of guilt into her adolescence and that she repressed her own emerging sexuality.

      In her social relationships Ruth had difficulty making and keeping friends. She felt socially isolated from her peers because they viewed her as “weird.” Although she wanted the approval of others, she was not willing to compromise her morals for fear of consequence.

      She was not allowed to date until she completed high school. At the age of 19 she married the first person that she dated. She used her mother as a role model by becoming a homemaker.

Explain at least three counseling techniques or core principles from the chosen counseling theory that could be used to address the primary and secondary problems of this client. Explain how each of these techniques or principles would be applied in the counseling session and the expected outcome of each.

Utilize either of the following theories: Gestalt, Behavior, or CBT.

Background Data

A brief description of data from the intake form is provided here:

            Age: 39

            Sex: Female

            Race: Caucasian

            Marital Status: Married

            Socioeconomic Status: Middle class

            Appearance: Dresses meticulously, is overweight, fidgets constantly with her clothes,

            avoids eye contact, and speaks rapidly.

            Living Situation: Recently graduated from college as an elementary-education major,

            Lives with husband (John, 45) and her children (Rob, 19; Jennifer, 18; Susan, 17; and

            Adam, 16).

Presenting Problem

Client reports general dissatisfaction. She says her life is rather uneventful and predictable, and she feels some panic over reaching the age of 39, wondering where the years have gone. For 2 years she has been troubled with a range of psychosomatic complaints, including sleep disturbances, anxiety, dizziness, heart palpitations, and headaches. At times she has to push herself to leave the house. Client complains that she cries easily over trivial matters, often feels depressed, and has a weight problem.

History of Presenting Problem

Client’s major career was as a housewife and mother until her children became adolescents. She then entered college part time and obtained a bachelor’s degree. She has recently begun work toward a credential in elementary education. Through her contacts with others at the university, she became aware of how she has limited herself; how she has fostered her family’s dependence on her own life. As a part of the course, she participated in self-awareness groups, had a few individual counseling sessions, and wrote several papers dealing with the turning points in her own life. One of the requirements was to write an extensive autobiography based on an application of the principles of the counseling course to her own personal development. This course and her experiences with fellow students in it acted as a catalyst in getting her to take an honest look at her life. Ruth is not clear at this point who she is, apart from being mother, wife, and student. She realizes that she does not have a good sense of what she wants for herself and that she typically lived up to what others in her life wanted for her. Ruth has decided to seek individual counseling to explore her concerns in several areas:

• A physician whom she consulted could find no organic or medical basis for her physical symptoms and recommended personal therapy. In her words, her major symptoms are these: “I sometimes feel very panicky, especially at night when I’m trying to sleep. Sometimes I’ll wake up and find it difficult to breathe, my heart will be pounding, and I’ll break out in a cold sweat. I toss and turn trying to relax, and instead I feel tense and worry a lot about many little things. It’s hard for me to turn off these thoughts. Then during the day I’m so tired I can hardly function, and I find that lately I cry very easily if even minor things go wrong.”
• Ruth is aware that she has lived a very structured and disciplined life, that she has functioned largely by taking care of the home and the needs of her four children and her husband, and that to some degree she is no longer content with this. Yet she reports that she doesn’t know what “more than this” is. Although she would like to get more involved professionally, the thought of doing so frightens her. She worries about her right to think and act selfishly, she fears not succeeding in the professional world, and most of all she worries about how becoming more professionally involved might threaten her family.
• Ruth’s children range in age from 16-19, and all of them are not finding more of their satisfactions outside the family and the home are spending increasing time with their friends. Ruth sees these changes and is concerned about “losing” them. She is having particular problems with her daughter Jennifer, and she is at a loss how to deal with Jennifer’s rebellion. In general, Ruth feels very much unappreciated by her children.
• In thinking about her future, Ruth is not really sure who or what she wants to become. She would like to develop a sense of herself apart from the expectations of others. She finds herself wondering what she “should” want and what she “should” be doing. Ruth does not find her relationship with her husband, John, at all satisfactory. He appears to be resisting her attempts to make changes and prefers that she remain as she was. But she is anxious over the prospects of challenging this relationship, fearing that if she does she might end up alone.
• Lately, Ruth is experiencing more concern over aging and losing her “looks.” All of these factors combined have provided the motivation for her to take the necessary steps to initiate individual therapy. Perhaps the greatest catalyst that triggered her to come for therapy is the increase of her physical symptoms and her anxiety.

Psychosocial History

Client was the oldest of four children. Her father is a fundamentalist minister, and her mother, a housewife. She describes her father as distant, authoritarian, and rigid; her relationship with him was one of unquestioning, fearful adherence to his rules and standards. She remembers her mother as being critical, and she thought that she could never do enough to please her. At other times her mother was supportive. The family demonstrated little affection. In many ways Ruth took on the role of caring for her younger brother and sisters, largely in the hope of winning the approval of her parents. When she attempted to have any kind of fun, Ruth encountered her father’s disapproval and outright scorn. To a large extent this pattern of taking care of others has extended throughout her life.

      One critical incident took place when Ruth was 6 years old. She reported: “my father caught me ‘playing doctor’ with an 8-year-old boy. He lectured me and refused to speak to me for weeks. I felt extremely guilty and ashamed.” It appears that Ruth carried feelings of guilt into her adolescence and that she repressed her own emerging sexuality.

      In her social relationships Ruth had difficulty making and keeping friends. She felt socially isolated from her peers because they viewed her as “weird.” Although she wanted the approval of others, she was not willing to compromise her morals for fear of consequence.

      She was not allowed to date until she completed high school. At the age of 19 she married the first person that she dated. She used her mother as a role model by becoming a homemaker.

“what’s wrong with the Team?”

What’s wrong with the team? What’s wrong with the team? Nichole Dyer’s words repeated over and over in Henry Rankin’s mind as he boarded the plane from Los Angeles to Chicago. Rankin was responsible for the technical implementation of the new customer re- lationship management (CRM) software being installed for western and eastern sales offices in both cities. The software was badly needed to improve follow-up sales for his company, Reflex Systems. Reflex sold exercise equipment to high schools and colleges, as well as to small and midsize businesses for recreation centers, through a national force of 310 salespeople. The company’s low prices won a lot of sales; however, follow- up service was uneven and the new CRM system promised to resolve those problems with historical data, inquiries, reminders, and updates going to sales reps daily. The CEO of Reflex ordered the CRM system installed with all possible haste. Rankin pulled a yellow pad and pen from the side pocket of his carry-on bag and tossed it in the seat beside the window, stashed the bag in the overhead compartment, and sat down as other passengers filed past. In an effort to shut out his thoughts, he closed his eyes and concentrated on the muffled voices and low whooshing sound of the air vents. His thoughts were suddenly interrupted as a kid around 10 or 11 years old plopped into the seat beside him, shot him one of those pre-teen, “Do I have to ride with you?” looks, opened a Harry Potter book, and started reading. Rankin was grateful to have the kid as his seatmate rather than the non-stop talkers he was sometimes paired with on flights. He needed time to think, and doodling on a pad was his way of sorting his thoughts. He wrote what’s wrong with the team three times and began drawing arrows to circles bearing the names of his team members: Barry Livingston and Max Wojohowski in LA, and Bob Finley, Lynne Johnston, and Sally Phillips in Chicago. He marked through Sally’s name. She had jumped ship recently, taking her less-than-stellar but much-needed talents with her to another company. It was on a previous LA-to-Chicago flight that Sally had pumped him for feedback on her future with Reflex. She had in- formed him that she had another job offer. She admitted it was less money, but she was feeling under pressure as a member of the team and she wanted more “quality of life.” Rankin told Sally bluntly that her technical expertise, on which he placed top impor- tance, was slightly below that of her peers, so future promotion was less likely despite her impressive people and team skills. He wrote quality of life, circled it, and then crossed it out and wrote what the hell? “Why should she get quality of life?” he mused. “I’ve barely seen my wife and kids since this project started.” Rankin’s team was under a great deal of pressure and he had needed Sally to stick it out. He told her so, but the plane had barely touched down when she went directly to the office and quit, leaving the team short-handed and too close to deadline to add another body. What’s wrong with the team? Rankin furiously scribbled as his thoughts raced: (1) The deadline is ridiculously short. Dyer had scheduled a ten-week completion deadline for the new CRM software, including installation and training for both cities. He sud- denly stopped writing and drew a rider and horse, then returned to his list. (2) I feel like some frazzled pony-express rider running back and forth across the country, trying to develop, build, set up, and work the kinks out of a new system that everyone at Reflex is eager to see NOW. He was interrupted by the flight attendant. “Would you care for a drink, sir?” “Yes. Make it a scotch and water. And be light on the water.” The boy beside him shot a grimacing look and for a brief moment, Rankin felt—then squelched—the impulse to stick out his tongue at the kid. Rankin took his drink and continued to write. (3) Thank God for LA. From the outset, Barry and Max had worked feverishly while avoiding the whining and com- plaining that seemed to overwhelm members of the Chicago team. The atmosphere was different. Although the project moved forward, meeting deadlines, there appeared to be less stress. The LA guys focused tirelessly on work, with no families to consider, alternating intense work with joking around. “Those are my kind of people,” Rankin thought. (4) But there is Chicago, he wrote. Earlier in the day, Sam Matheny from sales had e-mailed, then called, Rankin to tell him the two remaining members of the Chicago team appeared to be alternating between bickering and avoiding one an- other. Apparently this had been going on for some time. “What’s with that?” Rankin wondered. “And why did Sam know and I didn’t?” So that morning, before his flight, Rankin had to make time to call and text both Finley and Johnston. Finley admitted he had overreacted to Johnston. “Look, man. I’m tired and stressed out,” Finley said. “We’ve been working non-stop. My wife is not happy.” “Just get along until this project is completed,” Rankin ordered. “When will that be?” Finley asked before hanging up. Rankin thought about Dyer’s persistent complaints to him that the team appeared to have a lack of passion, and she admonished him to “get your people to understand the urgency of this project.” Her complaints only added to his own stress level. He had long considered himself the frontrunner for Dyer’s job when she retired in two years. But had his team ruined that opportunity? The sense of urgency could be measured now in the level of stress and the long hours they had all endured. He admitted his team members were unenthusiastic, but they seemed committed. Rankin scribbled a final note on the pad: Is it too late to turn around and restore the level of teamwork? He tore off the sheet, crumpled it in his hand, and stared out the window.

Discussion Questions 1. How would you characterize Rankin’s leadership approach (task/results versus people/values)? What approach do you think is correct for this situation? Why?

2. What would you do now if you were Rankin? How might you awaken more en- thusiasm in your team for completing this project on time? Specify the steps you would take.

3. How would you suggest that Rankin modify his leadership style if he wants to succeed Dyer in two years? Be specific.

You are an off-duty Chicago Police Department S.W.A.T. Team Commander. You are at National Car Rental, located on Bessie Coleman Drive, returning a rental car as you plan to shuttle to nearby O’Hare International Airport. The line is moving incredibly slow and there are five people in front of you. You look at your watch to check the time- and realize that you are almost late based upon your time estimates. It is 3:30 p.m. and your flight leaves at 4:15.

BOOM! The floor shakes and people scream. You immediately go outside and look towards the source of the blast…and it appears to have come from O’Hare International Airport. You stand there, for a few seconds, with your eyes and ears sharply tuned-in to the direction of the blast. You see nothing.

You open your tactical bag, which you luckily brought with you as a carry-on item, and pull out your binoculars. You survey the visible portions of the airport. Nothing.

You grab your cell phone and call the S.W.A.T. team Lieutenant, Gaven, to see if there have been any reports on the incident.

“Gaven…you there? It’s me.”

“Hey Boss- look man, I hope you had a good flight but we just got a call- it’s GO TIME!” he replied.

“Whoa- hang on! I am still here- I am at National Car Rental on Bessie Coleman Drive- and I just heard a loud boom from O’Hare. I am Northeast of O’Hare, and…”

“Boss!” Gaven interrupted. “Get over to O’Hare now. We got a call that a bomb exploded in the FlyHigh airport terminal and the communications went dead…and we received phone calls from people in the airport saying that this is a mass-casualty event and hundreds of people needing rescue. Meet me at the insertion rally point (IRP), that we use for training there, and you can suite and boot.”

“Roger that!” You reply. I never get a day off…

You grab the rental car and arrive at the IRP quickly. You can now see smoke coming out of a jet bridge linked to the FlyHigh terminal. Your cell phone vibrates and you turn around to see your team driving towards you.

“Hey Boss! Let’s move it!” Gaven said as you approached the S.W.A.T. truck.

“Give me a sit-rep as I gear up” you reply, already knowing that Gaven has all of the known information as of right now. He was good like that.

“Okay Boss- here’s what we got. At 1531 (3:31 p.m. for you civilian types), as FlyHigh was exiting a flight that just arrived, a suicide bomber set off a nitroglycerine bomb…”

You cut him off. “Hang on- liquid explosives? What-”

“No offense Boss, but stay quiet. I will get to that. Anyway, federal authorities have been notified and they are sending in the FBI’s Hostage Negotiation and Hostage Rescue Team (HRT). We don’t know if there are more terrorists or if they have any hostages, yet you know the routine. We were tapped as the first responders…so guess what? You are the Incident Commander.”

“…so we have nothing? REALLY? None of the phone calls that came in told us anything more than mass casualties and hundreds injured?” You reply, fairly flabbergasted.

“Nope. The dispatchers said that the calls were frantic and all they heard was a lot of screaming and noise in the background, and no dispatcher hear gunfire.”

“Alright, Gaven. Let’s rock ‘n roll! Saddle up the Team and follow me.”

Your Team easily enters the FlyHigh terminal. You took a back entrance (Secret Entrance 41, or SE41) that only S.W.A.T. teams, and other federal first-response teams, know exist. Meanwhile, while monitoring the radio chatter in the process of approaching the scene, you hear that people are frantically running out of the airport, cars have clogged up all entrances and exists to the airport, and law enforcement is slowly clearing an entrance point and triaging the known injuries. This out-of-control scene has only allowed for four police units, one firetruck, and two EMS trucks to arrive on location. The remainder of the first responders are stuck in traffic.

You advise dispatch that you don’t know the disposition of the rest of the airport because you are taking SE41 to make initial contact. You advise to prioritize law enforcement securing the remainder of the airport.

Your Team enters the FlyHigh terminal and quickly determines that there are no more existing threats. However, the scene is how you would imagine it to be; the death, carnage, and screams for help is something that no horror movie could replicate.

You provide a sit-rep to dispatch and then hear another loud BOOM from another part of the airport. You make sure everyone on your Team is ‘green’ and get back on the radio to notify dispatch. You didn’t have a chance to say anything- your Team is ordered to the front entrance where the first responders are.

You arrive to the new scene and call in a quick sit-rep.

“This is Boss. The Team has arrived to the second event. There is a second mass-casualty event.”

Your Team surveys the area briefly and gives you a report to call in to the higher command.

“This is Boss. Advise that a second nitroglycerine bomb attack occurred at the second incident location. No surviving first responders. Estimated more than 100 injured. HazMat team and staging area needed.”

Within three hours, a perimeter has been set up around O’Hare International Airport, your command post is in place, HazMat has set up a staging area and is cleaning the area, and all of the casualties and injured have been removed. Hundreds of people have arrived to check on their loved ones and this is creating quite a disturbance to your operations command.

You are then briefed by the HazMat operations commander that the area contaminated by nitroglycerine is larger than thought. HazMat states that they need you push back the scene entrance by 300 feet.

The incident is finally resolved twelve hours later. Boy, are you tired! You begin demobilizing resources and the assessment procedures. You then work with other departments to review your response. You check your timeline to make sure that you have all of the necessary information because you know that there will be countless inquiries…and an internal investigation by the Chicago Police Department.

Instructions:

3. DESIGN a plan for each Outcome (for each Stage: Prevention Preparedness Stage, the Response Stage, and the Recovery & Mitigation Stage. This includes identification of the Crisis, Scene Management, and Executive Management Stages (under the Response Stage)), that Boss failed to meet, that analyzes what Boss could have done to meet each Outcome that he failed to reach in each stage.

Please include 2 or more APA cited credible citations. Thank you

This is a student essay with paragraphs that have been placed out of order. Rearrange the paragraphs into an order that seems logical to you.

A

At a young age, I knew I had to get a good grip on the English language, both on paper and verbally. My parents had it rough trying to find work and getting through school. I saw them struggle so much trying to communicate to the world. English, through my eyes, became this elite world I so badly wanted to be a part of. I was excited to finally understand the language fluently and I was proud to be able to compose summaries and essays throughout grade school. In high school though, I encountered a series of new frustrations with English grammar. Some teachers were lenient but for the most part a lot of my teachers had zero tolerance for grammatical errors. It was incredibly frustrating when I would receive a graded paper back with a less than deserving grade and annoying annotations. This was the result of me not placing appropriate apostrophes or mistakenly used their in place of there. I always wanted to ask my teachers why they couldn’t cut me some slack. If I was a competent student and you knew my intentions, why must I settle for that grade when you were able to follow along and understand me in the assignment?

B

I am a first-generation college student. My parents are refugees from Cambodia and they came to the U.S. when they were about 10 or 11 years old. Our native language is Khmer. In our language, subjunctives do not exist. It was something that was really hard to acclimate to when I started to learn English. Though I was born here, I always spoke my language at home and did not pick up English until I was around 6 years old. In my language there is only what is and what is not. Any kind of wishful thinking or possible outcomes just don’t exist. I struggled learning English but eventually got through it. I was about 9 years old when I finally was able to kick my accent. Boy was I relieved that the teasing was finally going to stop. I felt confident. I felt like I had mastered my second language. But I was wrong. I’m going to share with you my reflection on the subject of the English language, through my experiences.

C

I have learned to embrace all of my grammatical mistakes. I even started to humor my occasional broken English. It is inevitable and I take a lesson from it every time. At the end of the day, what’s important is that we are able to produce a proper paper, right? An articulate paper despite having all these different avenues we can use to communicate English. In a TED Talk titled, “3 Ways to Speak English,” Jamila Lyiscott speaks out poetically about the several ways she speaks English in her community. She talks about the challenges of speaking several completely different styles of English between her friends, her parents and in a classroom setting. A line from her speech that really resonated with me was when she said, “I know I had to borrow your language because mine was stolen, but you can’t expect me to speak ‘your’ history wholly while mine was broken.” How beautiful and powerful is that? As a first-generation student, I really want to make my family proud. Hearing Jamila’s TED Talk gave me a sense of confidence and reassurance in some way. She is letting us know that it is ok to switch things up with your vocabulary. It’s ok to dab in and out of the social norms of English to make sense of the message that you are trying to relay to people on a day to day basis. Just so long as you know the rules and you know when it’s ok to break them. That’s what will set you apart, and that is what will make you articulate.

D

I felt incredibly defeated and thought no way is this fair. Throughout school we’d often get assigned into group projects where we needed to combine all of our research and opinions into a summary. I remember correcting my classmate’s grammar and calling them out for a misspelled word. Where this comma or that apostrophe should or should not go, what needs to be capitalized. I remember coming home and boasting to my mom about these scenarios and one day she said to me, “If you were able to understand what your friends in class are trying to describe, why are you having to tell them that they are wrong?” And in that exact moment, I came to realize that I was a huge hypocrite. Why didn’t I choose to be a little more patient and try to comprehend my classmates? It was then that I realized, it doesn’t matter how we speak or if English was your second language. On paper, there are rules to live up to that everyone should follow because it really is for our own good. A couple weeks ago in class, we read an article called “Opinion Piece on Grammatical Correctness” by Ursula K. Le Guin (33). There was a piece from the reading where she says, “How we talk is important to us all, and we’re all shamed when told in public that we don’t talk correctly. Shame can paralyze our minds.”

E

Her article took me right down memory lane and I started to recall my own journey through the strange world of the English language. From when I was a child, to an adolescent, to an adult. I started to see that there are actually different ways I had to use English. So many ways we had to change things up to make sense of something in whatever social setting we were in.

For school, for work, for our family and for our friends. We even use an entirely different vocabulary for each. To be honest, I was so caught up in learning English, I forgot how to read and write in my own native language. I was no longer able to truly proclaim myself as being bilingual. I became choppy in my first language and started speaking it horribly. So, I enrolled in a Khmer class to freshen up and re learned everything. In the process of that, I came across all these wonderful students from all walks of life. Some were like me and some were learning for the first time. The interactions we had showed me the versatility of language and how we personalize it to communicate and make sense to each other. We must grow and elevate ourselves into your fullest potential. Even if you have to get through the process by speaking a little broken English. Progress is progress no matter what stage you’re in.

Case Study 9—Social Media Is Gateway to eBook Sales Success: Amazon Kindle eBooks Thomas S. Mueller, Appalachian State University The Amazon Kindle eBook brand is one of the most popular forms of digital publishing in today’s social community. As of early 2016, the direct-to-consumer online retailer was selling 1.06 million eBooks (paid downloads) per day. Consumers spent $5.75 million per day during a recent month, with $1.76 million of those sales directed to author royalties. Though it is somewhat undocumented regarding distribution, authors received an additional $140 million in funds from Kindle Unlimited, Amazon’s subscription reading service.32 The industry as a whole is generating over $2.1 billion in sales annually. It is interesting to note that as established publisher sales decreased, eBooks written by independent authors increased.33 During an assessment in 2016, 56 of Amazon’s 100 top-selling eBooks were self-published titles. Topically, the bestselling independent authors write about paranormal activities, romance, thrillers, urban fiction, suspense, and science fiction. With the ascent of digital titles on Amazon and other sources, industry experts posit that printed versions of books will become a niche market, similar to the effect noted in magazine and newsprint.34 Digital publishing strategist Ben Thompson applies aggregation theory to the process, suggesting that sales portals like Amazon eliminate intermediaries, which allows independent publishers to avoid publishers and go direct to consumers.35 With a substantial faction of the social publishing market operating independently, advertising and promotion become the responsibility of the author. One portion of an author’s time is allocated to writing the novel, while the other half of the time is invested in social commerce, which includes marketing to expand the author’s fan base. The challenge is to differentiate an eBook from millions of competitive titles, then convince readers to download the digital offering onto a Kindle reader or other digital device. Pre-selling is essential to assure return on investment for the self-published author. One viable and affordable option is to build a social media marketing plan. Social media platforms provide opportunities to develop leads, generate a follower list, leverage other prominent users, access large topical groups, and promote content “teasers” that showcase your upcoming eBook.36 Most eBook authors develop a social media plan through content generation. These are most often short, concise articles of 250 to 500 words. Most successful social media plans offer shorter posts, with frequent placement. Social media content is usually housed in a blog, such as Google’s Blogger platform, or the highly customizable WordPress.37 It’s important to claim a URL that is unique and specific to the author and her or his work. A strong URL, along with key search words included in blog post titles, can help the author’s social media content climb in ranking on search engines. Social media portals such as LinkedIn and Google+ offer each user a personal landing page, but much more is available through groups and communities, where individuals share common interests. For example, a fashion community in Google+ hosts 557,000 followers.38 A marketing communication group in LinkedIn has collected 621,000 members.39 And, the LinkedIn Book Marketing group has 28,000 members.40 It is essential to identify a topical group to understand the relevance of posts, how interaction and replies work, and who posts the top viewed submissions. Authors can integrate into these platforms by reading posts, replying to posts, and finally crafting content that resonates with potential readers. Some authors incorporate introductory promotional comments on their upcoming eBook. It is important for authors to remember that blatant selling is not admissible; posted content must provide value and prove interesting to other group members.41 Facebook has been the most influential platform for many eBook authors. It has grown to over 1.4 billion users worldwide, with 70% checking their feed multiple times each day. eBook authors create a “landing page” for their profile as an author, or sometimes for a specific title. The challenge is to direct friends from the page to a personal website, and to target specific Facebook users who are profiled as sharing an interest in the eBook topic. Some authors host events or make promotional offers to engage users and increase traffic, which can be measured through social media data management. Mark Dawson initially started writing for a traditional publishing firm. His sales were weak and he transitioned to self-publishing. After learning how to leverage Facebook, Mark invested time and energy and now earns over $450,000 per year.42 Video platforms such as Vimeo and YouTube have been integrated into the social media promotion of eBooks. YouTube, the predominant player, was purchased in 2006 for $1.65 billion by Google. YouTube currently reports that it generates over 1 billion views per month.43 Successful eBook authors have integrated YouTube segments into their social media plans, including interviews or “teasers” that offer special introductory offers at eBook launch time. It’s beneficial to cross-promote YouTube posts across Facebook pages and embedded content in visual sharing sites such as Pinterest and Instagram. Studies indicate that the human brain assimilates images 60,000 times more quickly than text. eBook authors are intentional about visual sharing; Instagram is predominantly 18 to 24 female (56%) and allows space to share images. Pinterest represents a female and male audience, with two thirds between the ages of 18 and 24. One half are located outside the United States. It allows users to aggregate content that appeals to their interests and sensibilities. The author’s challenge is to entice user engagement, create awareness for the latest published eBook, and generate reader feedback, which can channel into digital book reviews. Many authors use the visual advantage to promote their eBook through storytelling in multiple posts.44 A social media platform that serves as the “messenger” for all social media activity is Twitter. Each message is limited to 140 characters, which can in turn be reposted and shared. Twitter now has 320 million monthly users, with over 1 billion monthly visits.45 Savvy eBook authors use Twitter to include “@” user handles to attract other key authors, or hashtags to create topical searches. Twitter can also steer followers to other platforms, where blog or web content has been placed. Some have also leveraged Twitter’s new live video broadcast program Periscope to promote special programs and activities. Some of the most highly successful eBook authors are also prominent podcast hosts. Technology entrepreneur James Altucher has published 11 books, including the Wall Street Journal bestseller Choose Yourself! Altucher’s unique position in the marketplace is that he lost his fortune, earned it back, and then lost it again. He now publishes eBooks such as Reinvent Yourself and promotes his projects on the popular “James Altucher Show” podcast, which is accessible on podbay.fm and iTunes.46 One social media opportunity that is sometimes overlooked is within the Amazon portal itself. An Amazon author page can showcase the author, include a biography, feature a compilation of the author’s Amazon Kindle publications, and link to other social media content such as Twitter or personal blogs. Most anyone can become a digital author, but not everyone can sell books. The holistic author understands how to write, publish, network, create, associate, and entertain. Social media presents the gateway where authors and customers connect in the open and unregulated marketplace.

An eBook author has just self-published an expert’s guide to gardening, with a large array of color photos embedded in the publication. How would you leverage Pinterest and Instagram to announce the launch of the new book?

Case Study 9—Social Media Is Gateway to eBook Sales Success: Amazon Kindle eBooks Thomas S. Mueller, Appalachian State University The Amazon Kindle eBook brand is one of the most popular forms of digital publishing in today’s social community. As of early 2016, the direct-to-consumer online retailer was selling 1.06 million eBooks (paid downloads) per day. Consumers spent $5.75 million per day during a recent month, with $1.76 million of those sales directed to author royalties. Though it is somewhat undocumented regarding distribution, authors received an additional $140 million in funds from Kindle Unlimited, Amazon’s subscription reading service.32 The industry as a whole is generating over $2.1 billion in sales annually. It is interesting to note that as established publisher sales decreased, eBooks written by independent authors increased.33 During an assessment in 2016, 56 of Amazon’s 100 top-selling eBooks were self-published titles. Topically, the bestselling independent authors write about paranormal activities, romance, thrillers, urban fiction, suspense, and science fiction. With the ascent of digital titles on Amazon and other sources, industry experts posit that printed versions of books will become a niche market, similar to the effect noted in magazine and newsprint.34 Digital publishing strategist Ben Thompson applies aggregation theory to the process, suggesting that sales portals like Amazon eliminate intermediaries, which allows independent publishers to avoid publishers and go direct to consumers.35 With a substantial faction of the social publishing market operating independently, advertising and promotion become the responsibility of the author. One portion of an author’s time is allocated to writing the novel, while the other half of the time is invested in social commerce, which includes marketing to expand the author’s fan base. The challenge is to differentiate an eBook from millions of competitive titles, then convince readers to download the digital offering onto a Kindle reader or other digital device. Pre-selling is essential to assure return on investment for the self-published author. One viable and affordable option is to build a social media marketing plan. Social media platforms provide opportunities to develop leads, generate a follower list, leverage other prominent users, access large topical groups, and promote content “teasers” that showcase your upcoming eBook.36 Most eBook authors develop a social media plan through content generation. These are most often short, concise articles of 250 to 500 words. Most successful social media plans offer shorter posts, with frequent placement. Social media content is usually housed in a blog, such as Google’s Blogger platform, or the highly customizable WordPress.37 It’s important to claim a URL that is unique and specific to the author and her or his work. A strong URL, along with key search words included in blog post titles, can help the author’s social media content climb in ranking on search engines. Social media portals such as LinkedIn and Google+ offer each user a personal landing page, but much more is available through groups and communities, where individuals share common interests. For example, a fashion community in Google+ hosts 557,000 followers.38 A marketing communication group in LinkedIn has collected 621,000 members.39 And, the LinkedIn Book Marketing group has 28,000 members.40 It is essential to identify a topical group to understand the relevance of posts, how interaction and replies work, and who posts the top viewed submissions. Authors can integrate into these platforms by reading posts, replying to posts, and finally crafting content that resonates with potential readers. Some authors incorporate introductory promotional comments on their upcoming eBook. It is important for authors to remember that blatant selling is not admissible; posted content must provide value and prove interesting to other group members.41 Facebook has been the most influential platform for many eBook authors. It has grown to over 1.4 billion users worldwide, with 70% checking their feed multiple times each day. eBook authors create a “landing page” for their profile as an author, or sometimes for a specific title. The challenge is to direct friends from the page to a personal website, and to target specific Facebook users who are profiled as sharing an interest in the eBook topic. Some authors host events or make promotional offers to engage users and increase traffic, which can be measured through social media data management. Mark Dawson initially started writing for a traditional publishing firm. His sales were weak and he transitioned to self-publishing. After learning how to leverage Facebook, Mark invested time and energy and now earns over $450,000 per year.42 Video platforms such as Vimeo and YouTube have been integrated into the social media promotion of eBooks. YouTube, the predominant player, was purchased in 2006 for $1.65 billion by Google. YouTube currently reports that it generates over 1 billion views per month.43 Successful eBook authors have integrated YouTube segments into their social media plans, including interviews or “teasers” that offer special introductory offers at eBook launch time. It’s beneficial to cross-promote YouTube posts across Facebook pages and embedded content in visual sharing sites such as Pinterest and Instagram. Studies indicate that the human brain assimilates images 60,000 times more quickly than text. eBook authors are intentional about visual sharing; Instagram is predominantly 18 to 24 female (56%) and allows space to share images. Pinterest represents a female and male audience, with two thirds between the ages of 18 and 24. One half are located outside the United States. It allows users to aggregate content that appeals to their interests and sensibilities. The author’s challenge is to entice user engagement, create awareness for the latest published eBook, and generate reader feedback, which can channel into digital book reviews. Many authors use the visual advantage to promote their eBook through storytelling in multiple posts.44 A social media platform that serves as the “messenger” for all social media activity is Twitter. Each message is limited to 140 characters, which can in turn be reposted and shared. Twitter now has 320 million monthly users, with over 1 billion monthly visits.45 Savvy eBook authors use Twitter to include “@” user handles to attract other key authors, or hashtags to create topical searches. Twitter can also steer followers to other platforms, where blog or web content has been placed. Some have also leveraged Twitter’s new live video broadcast program Periscope to promote special programs and activities. Some of the most highly successful eBook authors are also prominent podcast hosts. Technology entrepreneur James Altucher has published 11 books, including the Wall Street Journal bestseller Choose Yourself! Altucher’s unique position in the marketplace is that he lost his fortune, earned it back, and then lost it again. He now publishes eBooks such as Reinvent Yourself and promotes his projects on the popular “James Altucher Show” podcast, which is accessible on podbay.fm and iTunes.46 One social media opportunity that is sometimes overlooked is within the Amazon portal itself. An Amazon author page can showcase the author, include a biography, feature a compilation of the author’s Amazon Kindle publications, and link to other social media content such as Twitter or personal blogs. Most anyone can become a digital author, but not everyone can sell books. The holistic author understands how to write, publish, network, create, associate, and entertain. Social media presents the gateway where authors and customers connect in the open and unregulated marketplace.

Choose a topic, then create a book title for that topic. What order of social media would you utilize to make the announcement to potential readers?

Item 1

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 2

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 3

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 4

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 5

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 6

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 7

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 8

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 9

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 10

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 1

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 2

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 3

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 4

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 5

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 6

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 7

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 8

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 9

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 10

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism