DB 8002 – Introduction to Doctoral Studies in Business Assignment 1 Marketing – Article Deconstruct

  

DB 8002 – Introduction to Doctoral Studies in Business Assignment 1 Marketing – Article Deconstruction This assignment, your first research paper, builds on the readings in this unit, as well as the information from the second discussion activity in Unit 2. Please use the APA pre-formatted template provided in the Resources. The headings below are mirrored in the pre-formatted APA template. This type of APA formatting for this assignment will include the following sections: Introduction Always begin all doctoral research papers by describing the purpose of the paper including the specifics of what will be covered in the body. Typical length is 150–200 words. Theory–Article Deconstruction Apply MEAL Plan to deconstruct the three assigned articles: Main points for each article. Include at least three but no more than five points. Evidence. What type of data is presented? Is it factually supported or an opinion? What are the sources of data? Analysis. What type of analysis, evaluation, or application are presented in the article? Linking. How well do the authors in each of the articles convey their ideas, facts, analysis and support? This gets at readability of each article. Typical length: 300 words for each article. For more information on this form of deconstruction, consult the MEAL Plan document, linked in the Resources. Case Study Application Please review the MarketLine Report on the Fortune 500 company selected for your second discussion post for Unit 2. Based on your analysis of the three assigned articles compared to the MarketLine Report, present your assessment of the relative marketing effectiveness of the Fortune 500 company selected. Typical length: 300 words. Conclusion What conclusions can be drawn from the theories presented and the evidence applied to your case study organization? The conclusion is typically 200 words. This section of every paper pulls together theory and application. Learner Option For those of you that want to build competencies faster, you have the option of preparing a table in the Theory section of the paper. Insert a table that compares each of the three articles, using MEAL Plan Paragraph Analysis. How are they alike? How are they different? Your faculty instructor will provide feedback on effectiveness. Submission Requirements Your submitted paper must meet the following requirements: Correlate your responses to the text readings and assigned articles. Use all the assigned readings for this unit and the MarketLine Report used for completing second discussion post for Unit 2. Be a minimum of 1200 words in length: this is three double-spaced pages, excluding the cover page and listing of references. Follow current APA guidelines for style and format, including a cover page and headings. Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information. Resources Marketing – Article Deconstruction Scoring Guide. Due Date: Unit 3 Percentage of Course Grade: 15%. CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Deconstruct scholarly articles noting the main points, evidence, analysis, and linking presented in the articles. 20% Does not deconstruct scholarly articles noting the main points, evidence, analysis, and linking presented in the articles. Deconstructs scholarly articles noting the main points, evidence, analysis, and linking presented in the articles, but the deconstruction is incomplete. Deconstructs scholarly articles noting the main points, evidence, analysis, and linking presented in the articles. Deconstructs scholarly articles noting the main points, evidence, analysis, and linking presented in the articles, and provides effective article analysis. Conduct business data base searches using appropriate search engines. 16% Does not conduct business data base searches using appropriate search engines. Conducts limited searches sometimes using appropriate search engines. Conducts business data base searches using appropriate search engines. Conducts business data base searches using appropriate search engines and provides relevant applied key word and search phrases. Assess the relative marketing effectiveness of a selected Fortune 500 or a Global Fortune 500 company. 16% Does not assess the relative marketing effectiveness of a selected Fortune 500 or a Global Fortune 500 company. Assesses the relative marketing effectiveness of a selected Fortune 500 company or a Global Fortune 500, but the assessment is incomplete. Assesses the relative marketing effectiveness of a selected Fortune 500 or a Global Fortune 500 company. Assesses the relative marketing effectiveness of a selected Fortune 500 or a Global Fortune 500 company, and provides relevant examples for a specific context. Describe conclusions drawn from theory and evidence applied to a selected Fortune 500 or a Global Fortune 500 company. 16% Does not describe conclusions drawn from theory and evidence applied to a selected Fortune 500 or Global Fortune 500 company. Describes conclusions drawn from theory and evidence applied to a selected Fortune 500 or Global Fortune 500 company, but the description has inaccuracies. Describes conclusions drawn from theory and evidence applied to a selected Fortune 500 or Global Fortune 500 company. Describes conclusions drawn from theory and evidence applied to a selected Fortune 500 or Global Fortune 500 company, and provides relevant examples for a specific context. Apply relevant APA citations formatting, headings, and reference listing. 16% Does not apply APA form and format. Applies limited and often incorrect use of APA citations, formatting, headings, and reference listing. Applies relevant APA citations formatting, headings, and reference listing. Applies relevant APA citations, formatting, and reference listing with few to no errors. Apply effective writing style in active voice, with correct grammar, syntax, and discussion flow. 16% Does not apply effective writing style, logic, and flow. Applies some effective writing style elements with major gaps in use of active voice, grammar, and syntax. Paper flow is awkward and difficult to follow. Applies effective writing style in active voice, with correct grammar, syntax, and discussion flow. Applies effective writing style in active voice, with correct grammar, and syntax and mastery of flow including effective use of all paper elements from the introduction to the conclusion. The Business Model Canvas | Transcript. https://media.capella.edu/CourseMedia/DB8002/BusinessCanvasModel/wrapper.asp THE BUSINESS MODEL CANVAS 1. Value Propositions What are the critical needs? What value do we deliver? What bundles of products/services? What is the minimum viable product? 2. Customer Segments Who do we help? Who are most important? What are customer personas? 3. Channels How does our product/service get to the customer? Which channels to reach which customer segments? Physical and/or mobile-web? 4. Customer Relationships How do we get, keep, and grow customers? How do we interact? What does the target segment expect? What customer touch point? Social Media? 5. Revenue Streams For what value are customers willing to pay? What revenue model strategy? Pricing strategy? How much does each revenue stream contribute? 6. Key Resources What key resources do our value propositions require? Finance? Physical? Intellectual? Human? 7. Key Partners Who are the key partners and suppliers? What do we need from them? What key activities do they perform? 8. Key Activities What key activities-processes to our value prositions require? Production? Supply chain? Management? Customer relationships? How do we do it? 9. Cost Structure What are the most important costs of the business model? Which resources are the most expensive? Which keys activities are most expensive? APA Style and Format. APA Style and Format Capella requires all students to use APA Style as a tool for formatting scholarly writing. You may use both the APA Publication Guide and Academic Writer to help you with your writing. Learn more about Academic Writer and its benefits. In January 2019, APA Style Central changed its name to Academic Writer. Updates have been made accordingly to the content on this page. New learners will have access to Academic Writer upon the start of their first course. APA at Capella Correct use of APA Style is a required element of scholarly writing at Capella. Learn more about what this means for you. Using Academic Writer Academic Writer integrates the APA Publication Manual in a web-based format that is free for Capella learners. Learn how and when to use Academic Writer for your APA needs. Using the APA Publication Manual Some programs have a heightened focus on APA style and format, requiring use of the APA Publication Manual. Determine if you may need to use the full manual, and begin to build familiarity with the layout. Additional APA Resources Explore additional resources related to APA, and learn about tools to help manage your in-text citations and references. Fortune 500. https://fortune.com/fortune500/ Breakthrough Brands 2017. http://web.a.ebscohost.com.library.capella.edu/ehost/detail/detail?vid=0&sid=8bf7c0d8-2752-479f-b6d3-f4456c53624f%40sessionmgr4008&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=120357398&db=bth Demonstrating the Value of Marketing. http://web.a.ebscohost.com.library.capella.edu/ehost/detail/detail?vid=0&sid=06573901-a46e-4a3a-9fe9-a3623fec8a05%40sdc-v-sessmgr03&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=119129832&db=bth The Metrics that Marketers Muddle. https://search-proquest-com.library.capella.edu/docview/1778414422?accountid=27965 Writing Feedback Tool. Writing Feedback Tool Capella faculty use the Writing Feedback Tool to provide learners with supplemental writing feedback and information about writing resources to develop Writing Skills. The Writing Feedback Tool facilitates assessment of five core writing skills, aligned to Capella’s Writing Standards. These writing skills are known as the POETS writing skills. Address assignment purpose Related Competency: Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt. Develop strong organization Related Competency: Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics. Incorporate appropriate evidence Related Competency: Integrate into text appropriate use of scholarly sources, evidence, and citation style. Use scholarly tone Related Competency: Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone. Develop grammatically sound sentence structure Related Competency: Produce text with minimal grammar, usage, spelling, and mechanical errors. Within your courses or related to specific assignments, you may have seen these five Writing Skills in the Writing Feedback Tool. You can use the information you receive from the tool to create a study plan and work towards your writing goals. Developing these five Writing Skills are important to your success. The tables below illustrate the performance levels associated with each Writing Skill. You may receive other feedback from your instructor in addition to the items below. Purpose Related Competency: Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt. Performance Measurement Faculty Selection Feedback Resources Beginning This text is unrelated to the assignment prompt. It doesn’t look to me like this text addresses the assignment prompt. Please review the assignment prompt and/or upload the correct assignment. It may be helpful to study Capella’s expectations for responding to various prompts. You might also benefit from reviewing the prewriting strategies of the writing process. Respond to Various Prompts: Explore the Prewriting Stage of the Writing Process Developing This text is related to the assignment prompt but does not demonstrate an understanding of the main topic, scope, and purpose. The connection between this text and the assignment prompt is unclear to me. To develop this connection, consider revisiting the prewriting stage of the writing process. It may also be helpful to narrow your focus and develop an outline. Develop Focus and Intent Explore the Prewriting Stage of the Writing Process Learn about Organizational Techniques Skilled This text responds to the assignment prompt and appropriately addresses the main topic, scope, and purpose. This text addresses various parts of the assignment prompt. Continue creating strong texts by making sure your thesis statement addresses the various main and subtopics presented in the assignment description. Develop a Strong Thesis Statement Learn about Organizational Techniques Advanced This text presents a focused response to the assignment prompt and demonstrates a thorough understanding of the main topic, scope, and purpose. This text fully addressed the purpose of the assignment and provided adequate information about all subtopics, creating unity and coherence. Consider revision strategies to further strengthen future texts. Consider Revision Strategies Organization Related Competency: Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics. Performance Measurement Faculty Selection Feedback Resources Beginning This text does not include a thesis statement and is organized inappropriately for the assignment. This text was organized inappropriately for the assignment. It is important that you organize your text into paragraphs with clear main topics. Additionally, make sure to incorporate strong introduction and conclusion paragraphs. It might be helpful to study tactics for organizing a paper. Organize a Paragraph Organize Ideas for Your Paper Developing The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main idea(s) and/or transitional phrases. This text will be strengthened by including a more specific thesis statement and/or further developing the main idea, evidence, analysis, and/or linking information in each paragraph. Consider reverse outlining your text to strengthen your organization. Organize Ideas for Your Paper Explore Paragraphing Techniques Reverse Outline Your Existing Text Skilled This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective transitional phrases. This text includes a thesis statement that supports the organization of the text, and the main topics in each of paragraphs are clear. You might further develop your paragraphs by including more appropriate evidence, analysis, and/or linking information. To develop your paragraphs, study MEAL plan guidelines. Explore Paragraphing Techniques Develop a Strong Thesis Statement Advanced This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into paragraphs with clear main ideas, sufficient evidence, analysis, and linking information. The organization of this text reflects a strong thesis statement. Additionally, the text is organized with skillful transitions into paragraphs with clear main ideas, sufficient evidence, analysis, and linking information. Another step to support strong organization is to consider peer review. Consider Peer Review Evidence Related Competency: Integrate into text appropriate use of scholarly sources, evidence, and citation style. Performance Measurement Faculty Selection Feedback Resources Beginning This text included some plagiarized information. This text includes plagiarized information or language. Please take some time to study Capella’s Academic Honesty policy and make sure you correctly cite all ideas from external sources. It is also important that you ensure the sources you cite are credible. Understand Capella’s Academic Honesty Policy Access APA Style Central Developing This text lacks synthesis of information from sources and/or the credibility of the sources is questionable, with many flaws in APA citation style. This text includes evidence, but the credibility of and/or citation of some of those sources falls short of academic standards. Consider your research strategies by visiting Capella’s library, and study citation guidelines regarding quoting, paraphrasing, or summarizing material from outside sources. Quote, Paraphrase, and Summarize Effectively Learn to Interpret Evidence Get Started with the Library Skilled The included evidence was integrated and synthesized from outside sources, most of which are scholarly, with minimal flaws in APA citation style. The evidence in this text is integrated and/or synthesized, and there were very few errors in APA citation style. It might be helpful to use APA Style Central to polish your in-text citations and reference page format. Access APA Style Central Identify Scholarly Sources Advanced The evidence in this text was integrated and synthesized skillfully. Additionally, the sources chosen are credible. Keep your APA skills up to date by regularly visiting APA Style Central. The evidence in this text was integrated and synthesized skillfully. Additionally, the sources chosen are credible. Keep your APA skills up to date by regularly visiting APA Style Central. Keep Up-to-Date at APA Style C Tone Related Competency: Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone. Performance Measurement Faculty Selection Feedback Resources Beginning Text uses language inappropriate for the intended audience. This text included language that was inappropriate for the intended audience. Consider your academic voice as a scholar at Capella and study the Writing Center’s resources on developing a scholarly voice. Make Academic Connections Develop Your Scholarly Voice Developing This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or tone for the intended audience. This text lacks appropriate voice, person, and/or tone for the intended audience. In your writing process, consider the expectations of your audience. Additionally, it may be helpful to study the Writing Center’s resources on developing a scholarly voice. Develop Your Scholarly Voice Explore Active and Passive Voice Consider Discipline-Specific Tone Skilled This text meets writing conventions for the discipline and there were minimal issues in appropriate use of voice, person, or tone for the intended audience. This text appropriately addressed the intended audience. To polish your text, focus on establishing the appropriate context and incorporate these guidelines into future texts. Consider Your Audience Establish Appropriate Context Advanced This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice, person, and tone for the intended audience. Your text skillfully demonstrates writing conventions for the discipline and uses appropriate voice, person, and tone for the intended audience. Continue developing these skills by incorporating strong context in each of your writing assignments. Continue Developing Strong Context Sentence Structure Related Competency: Produce text with minimal grammar, usage, spelling, and mechanical errors. Performance Measurement Faculty Selection Feedback Resources Beginning Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or mechanics in 75% or more of text. The majority of the ideas in this text were not written in complete sentences. It will be important to participate in a grammar refresher and to study sentence structure guidelines Participate in a Grammar Refresher Revise Your Sentences Developing Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical errors in 25%-75% or more of text. Many of your ideas are communicated in grammatically unsound sentences. So that the meaning of your messages is communicated clearly, study sentence structure guidelines and practice sentence revision to strengthen your text. Consider Sentence Structure and Variety Study Subject-Verb Agreement Revise Your Sentences Skilled Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical errors in 10%-25% of text. The meaning of your text is clear due in large part to the sound grammatical structure of your sentences. I saw very few issues with grammar, usage, spelling, and mechanical errors. To increase readability and flow, consider the revision step in the writing process. Develop Sentence Variety Incorporate Revision Practices Advanced Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or mechanical errors in 10% or less of text. The meaning of your text is clear due in large part to the grammar and mechanics of your sentences. You communicated complex ideas with concision and with very few errors. Continue this skill mastery by fully understanding active voice. Master Active Voice MEAL Plan. MEAL PLAN This guide is a helpful tool when constructing paragraphs and essays. Here’s how the MEAL plan relates to essays and paragraphs. Essay Paragraph Introduction/Thesis Statement Topic Sentence/Main idea Body Evidence and Analysis Conclusion Link/Transition to Next Paragraph Main Idea Every paragraph should have one main idea. An essay or piece of writing similarly focuses on one topic. If you find that your paragraphs have more than one main idea, separate your paragraphs so that each has only one main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph. Evidence Your main idea needs support, either in the form of evidence that supports your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, re-evaluate your idea and see whether you need even to keep it in the paper. This goes the same for writing an essay. The evidence should support the main argument of the writing assignment. If it does not, then your writing may lack focus and need to be revised. Analysis Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the real “meat” of your idea is your interpretation (analysis) of your evidence or examples: • how you break them apart • compare them to other ideas • use them to build a persuasive case • demonstrate their strengths or weaknesses Analysis is especially important if your evidence (E) is a quote from another author. Always follow a quote with your analysis of the quote, demonstrating how that quote helps you to make your case. If you let a quote stand on its own, then the author of that quote will have a stronger voice in your paragraph (and maybe even your paper) than you will. Link or Transition Links help your reader to see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points. Key words that are ‘links’ include: • however • thus, • nonetheless, • so • still, despite, • although Unit 3 APA Assignment Template [DOCX]. Your Paper Title Here Your Name Here • Assignment u3a1 Capella University Your Paper Title Goes Here (a section title, not a level 1 heading and not bold) Introduction starts here and should tell the reader the purpose of the paper and exactly what will come in the body. Replace this text with your own words with an introduction typically 150 to 250 words in length. And the Running head has also been done for you. Running head means short heading and is the header with up to 40 characters including spaces with the page number opposite; this one is 34 characters. On page 2 the words Running head are eliminated. Theory – Article Deconstruction This begins the body of your paper where you begin the discussion in unit 3 of the three articles you are deconstructing. Strong academic writing begins with a transition paragraph, which you would put here telling the reader the articles you will be deconstructing and the technique you will be using. Level 2 Heading used to Break-up into Sub-topics of the Level 1 Heading Here replace the level 2 heading with the article title and level 1 and 2 headings are title case. Then replace this article that is being evaluated applying MEAL. For those of you that are more ambitious, trying using a further heading breakdown using level 3 heading for each part of MEAL Main points. This is a Level 3 heading and here you would type in the content and Level 3 headings are in sentence case. Evidence. This is a Level 3 heading and here you would type in the content and Level 3 headings are in sentence case. Analysis This is a Level 3 heading and here you would type in the content and Level 3 headings are in sentence case. Linking. This is a Level 3 heading and here you would type in the content and Level 3 headings are in sentence case. Case Study Application: _______ Notice back to a level 1 heading. Why? This is signaling the reader they are back to another main heading, applying theory. Replace the underscore with the name of the Fortune 500 company you selected. You choose if you need level 2 headings for the application Conclusion (also a level 1 Heading) Here draw conclusions on the entire paper: theory and application. The conclusion is also150 to 200 words and does not use level 2 or 3 headings. References This is a level 1 heading and goes on a separate page. The three assigned articles from unit 3 have been placed here for you as an illustration. It is your responsibility to list all references cited in the body of the paper. And all references listed must also be cited in the body. Notice the indenting for each reference beginning in line 2 and they are in alpha order by last name of first author listed. You must add in the MarketLine reference for the Fortune 500 company selected from u2d2. Then eliminate this instruction paragraph for your paper submission. Bendle, N. T., & Bagga, C. K. (2016). The Metrics that Marketers muddle. MIT Sloan Management Review, 57(3), 73-82. Gallagher, L., Nusca, A., Kokalitcheva, K., Hackett, R., Lev-Ram, M., Korosec, K., & Rao, L. (2017). Breakthrough brands 2017. Fortune, 75(1), 64-69. Hanssens, D. M., & Pauwels, K. H. (2016). Demonstrating the Value of Marketing. Journal of Marketing, 80(6), 173-190. doi:10.1509/jm.15.0417 APA Style Template With Examples [DOCX]. This is a splendid document to help you in writing your course papers. How a paper should be constructed including the use of level 1, 2, and 3 headings, normal sections of a paper, and proper use of referencing. Complete a Save As and this document is ready for use in your Capella papers. Title of the Paper in Full Goes Here Assignment number ___, DB8xxx – section # Your Name Here Capella University Student_Name@abc.com Instructor:Dr. xxx Introduction (Level 1 heading) Please double space as your paper, indent your work a full one half inch, preferably using the tab button, for each paragraph, and start typing. Once you have considered these formatting issues, you will present the purpose of the paper statement (main point of the paper), something that lets your reader know how you synthesized the literature and your professional experience. This statement will then provide your reader with a lens for understanding the forthcoming research you have decided to present in the body of your paper. An easy template is as follows: 1. Purpose of the paper. 2. Case study application. 3. Explain what will come in the body of the paper. Level 1 — This Starts The Body Heading Should Be In Title Case Centered This will be the beginning of the body of your paper. Even though it has a new heading, you want to make sure you connect this to your previous section so your reader can follow you and better understand your hard work. Remember to make sure your first sentence in each paragraph both transitions from your previous paragraph and summarizes the main point in your paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her attention; it’s much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph. Two sentences do not make a paragraph. Another Level 1 If At Equal Level To The First One for the next related topic. Here is another Level 1 heading. Again, the topic sentence of this section should explain how this is related or a result of what has been discussed in the previous section. You will also want to consider using transitions between your sentences as well. Below are a few examples of how to transition from one statement to another (or in some cases, one piece of literature to another): Level 2 Heading To Be Used to Break-up Level 1 topics Into Sub-topics (This header is left- hand justified as here and uses upper and lower case.) The Level 2 heading here implies that this is a subsection of the previous section. Using headings are a great way to organize your paper and increase its readability, so be sure to review heading rules on APA 3.02 and 3.03 in order to format them correctly. For most papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase). Level 3 heading. The number of headings you need in a particular paper is not set, but for longer papers, you may need another heading level. You would then use Level 3 (indented, bold, lowercase paragraph heading). One crucial area in APA is learning how to cite in your academic work. You really want to make sure you cite your work throughout your paper to avoid plagiarism. This is critical: you need to give credit to your sources and avoid copying other’s work at all costs. Look at APA starting at 6.01 for guidelines on citing your work in your text. Level 1 Heading APA can seem a bit tricky to master, but it is really fairly straightforward once you get the hang of it. There are also plenty of sources to help you—do not be afraid to ask! Onto the conclusion! Conclusion (also a Level 1 Heading) Your conclusion section should recap the major points you have made in your work. However, perhaps more importantly, it should also interpret what you have written and what it means in the bigger picture. In your concluding remarks, think big! Some questions to ask yourself include: What do you want to happen with the information you’ve provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the suggestions in your paper were taken and used? Link back to the introduction. References Alexander, G., & Bonaparte, N. (2013). My way or the highway that I built. Ancient Dictators, 25(7), 14-31. doi:10.8220/CTCE.52.1.23-91 Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 4319-4392. Retrieved from http://www.elephants104.ace.org Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565-582. doi:12.2847/CEDG.39.2.51-71 Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing. Hera, J. (2012). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82 Laureate Education, Inc. (Producer). (2011). How to cite a video: The city is always Baltimore [DVD]. Baltimore, MD: Author. Laureate Education, Inc. (P

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