Fluent Essays

Prior to beginning work on this assignment, read  Chapter 4 ,  Chapter 5 ,  Chapter 6 ,  Chapter 18 , and  Chapter 19  from your textbook; the Week 2 Weekly Lecture;  Making PowerPoint Slides: Avoiding the Pitfalls of Bad Slides PowerPoint presentation    Download Making PowerPoint Slides: Avoiding the Pitfalls of Bad Slides PowerPoint presentation; the article  The Challenge of Exceptional Communication ; and the web page Self Assessment: Learn About Your Personality and Strengths (Links to an external site.). In preparation for the Final Paper as well as having real-world applicability, this week’s assignment is a PowerPoint presentation that will provide you an opportunity to create a career skills inventory and associated gap analysis. Using the article The Challenge of Exceptional Communication as a guide, the goal for this assignment is to professionally present your current skills and identifiable gaps in existing skills to promote yourself as an ideal candidate for the career of your choice. The information derived from this assignment should accurately reflect your existing skills. In your presentation, · Describe the skills you possess that make you an ideal candidate for your chosen career. · Identify any gaps in your existing skill set that an employer may require. · Explain how you plan on honing these gaps in your existing skill set. · Explain how you would effectively and persuasively communicate this gap in a manner that would still qualify you for your career choice. The  Making PowerPoint Slides: Avoiding the Pitfalls of Bad Slides PowerPoint    Download Making PowerPoint Slides: Avoiding the Pitfalls of Bad Slides PowerPointis a good resource to use for tips and guidelines for creating an effective PowerPoint presentation. The Skills Inventory and Gap Analysis presentation · Must be five to six slides in length (not including title and references slides), formatted according to APA style as outlined in the University of Arizona Global Campus Writing Center’s  How to Make a PowerPoint Presentation (Links to an external site.)  resource, and include substantial speaker notes (no less than 100 words per slide in the speaker notes). · Must include a separate title slide with the following: · Title of presentation · Student’s name · Course name and number · Instructor’s name · Date submitted · Must utilize academic voice. See the  Academic Voice (Links to an external site.)  resource for additional guidance. · Must use at least two scholarly or credible sources in addition to the course text. · The  Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)  table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. · To assist you in completing the research required for this assignment, view this  University of Arizona Global Campus Library Quick ‘n’ Dirty (Links to an external site.)  tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. · Must document any information used from sources in APA style as outlined in the University of Arizona Global Campus Writing Center’s  Citing Within Your Paper (Links to an external site.) Must include a separate references slide that is formatted according to APA style as outlined in the University of Arizona Global Campus Writing Center. See the  Formatting Your References List (Links to an external site.)  resource in the University of Arizona Global Campus Writing Center for specifications. 4 Planning Business Messages LEARNING OBJECTIVES After studying this chapter, you will be able to 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f82#P7001012451000000000000000001F86) Describe the three-step writing process. 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FC9) Explain why it’s important to analyze a communication situation in order to de�ine your purpose and pro�ile your audience before writing a message. 3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002026#P700101245100000000000000000202A) Discuss information-gathering options for simple messages, and identify three attributes of quality information. 4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#P700101245100000000000000000207A) List the factors to consider when choosing the most appropriate medium for a message. 5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D2) Explain why good organization is important to both you and your audience, and list the tasks involved in organizing a message. MyBCommLab® Improve Your Grade! More than 10 million students improved their results using the Pearson MyLabs. Visit mybcommlab.com (http://mybcommlab.com) for simulations, tutorials, and end-of-chapter problems. COMMUNICATION CLOSE-UP AT Wolff Olins www.wolffolins.com (http://www.wolffolins.com) What do the following activities have in common: watching a movie, reading a novel, and listening to a friend tell you how she learned about herself during an amazing summer she spent volunteering? The common thread is dramatic tension—the need to know how the story is going to turn out. If you care about the person in the story, chances are you’ll want to stick around to the end. Storytelling might sound like an odd topic for a business communication course, but storytelling is at the heart of some of the most-effective communication efforts, from heart-tugging TV commercials to engaging training materials to rousing motivational speeches. With more and more professionals and companies recognizing the power of storytelling, storytelling techniques have become a hot topic in the business communication �ield. As one of the most respected novelists and essayists of his generation, it’s no surprise that the Pakistani writer Mohsin Hamid is an expert at storytelling. But it might come as a surprise to his many fans that he has a second career as the chief storytelling of�icer (CSO) for Wolff Olins, an international creativity consultancy based in London. In this role Hamid helps business professionals and executives use the art of storytelling as a means to engage with both internal and external audiences. For example, the company heard from a number of top executives about the challenges of conveying to employees a clear sense of their companies’ purpose and empowering them to apply their individual creative energies to achieving that purpose. Hamid explains that’s it unrealistic to expect an executive to give everyone in the organization explicit task assignments. Instead, he or she can tell the company’s story—where it came from, the reason it exists, and where it is heading— to help employees align their efforts in that shared mission. https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f82#P7001012451000000000000000001F86 https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FC9 https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002026#P700101245100000000000000000202A https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#P700101245100000000000000000207A https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D2 http://mybcommlab.com/ http://www.wolffolins.com/ Novelist and essayist Mohsin Hamid has a second career as the chief storytelling of�icer at the London-based creative consultancy Wolff Olins. © D Legakis/Alamy Stock Photo Hamid advises executives to engage in this sort of strategic storytelling at three key stages of a company’s evolution: when it is �irst launched, so that everyone knows where and how the company intends to grow; whenever major changes occur, so that everyone understands how the narrative has changed; and whenever the company’s growth trajectory stalls, to reiterate what the company stands for and how it can overcome the odds. For instance, if a company is facing new competition, the CEO could relate a story from the company’s past about how people came together to �ind better ways to satisfy customers and thereby protect the business. By the way, business storytelling has an important personal angle as well. You can map out your career using storytelling (see page 117 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#page_117) ), and when you’re interviewing for jobs you should be prepared in case an interviewer pops the classic question, “So, what’s your story?” By visualizing a satisfying ending to your own career story, you’ll have a better idea of what it takes to get there.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002426) https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#page_117 https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002426 4.1 Understanding the Three-Step Writing Process LEARNING OBJECTIVE 1 Describe the three-step writing process. The emphasis that Wolff Olins (pro�iled in the chapter-opening Communication Close-Up) puts on connecting with audiences is a lesson that applies to business messages for all stakeholders. By following the process introduced in this chapter, you can create successful messages that meet audience needs and highlight your skills as a perceptive business professional. The three-step writing process consists of planning, writing, and completing your messages. The three-step writing process (see Figure 4.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f82#P7001012451000000000000000001F8D) ) helps ensure that your messages are both effective (meeting your audience’s needs and getting your points across) and ef�icient (making the best use of your time and your audience’s time): Figure 4.1 The Three-Step Writing Process This three-step process will help you create more effective messages in any medium. As you get more practice with the process, it will become easier and more automatic. Sources: Based in part on Kevin J. Harty and John Keenan, Writing for Business and Industry: Process and Product (New York: Macmillan Publishing Company, 1987), 3–4; Richard Hatch, Business Writing (Chicago: Science Research Associates, 1983), 88–89; Richard Hatch, Business Communication Theory and Technique (Chicago: Science Research Associates, 1983), 74–75; Center for Humanities, Writing as a Process: A Step-by-Step Guide (Mount Kisco, N.Y.: Center for Humanities, 1987); Michael L. Keene, Effective Professional Writing (New York: D. C. Heath, 1987), 28–34. Step 1: Planning business messages. To plan any message, �irst analyze the situation by de�ining your purpose and developing a pro�ile of your audience. When you’re sure what you need to accomplish with your message, gather the information that will meet your audience’s needs. Next, select the best combination of medium and channel to deliver your message. Then organize the information by de�ining your main idea, limiting your scope, selecting the direct or indirect approach, and outlining your content. Planning messages is the focus of this chapter. Step 2: Writing business messages. After you’ve planned your message, adapt to your audience by using sensitivity, relationship skills, and an appropriate writing style. Then you’re ready to compose your message by choosing strong words, creating effective sentences, and developing coherent paragraphs. Writing business messages is discussed in Chapter 5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002445#P7001012451000000000000000002445) . Step 3: Completing business messages. After writing your �irst draft, revise your message by evaluating the content, reviewing readability, and editing and rewriting until your message comes across concisely and clearly, with correct grammar, proper punctuation, and effective format. Next, produce your message. Put it into the form that your audience will receive and review all design and layout decisions for an attractive, professional appearance. Proofread the �inal product to ensure high quality and then distribute your message. Completing business messages is discussed in Chapter 6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE) . Throughout this book, you’ll learn how to apply these steps to a wide variety of business messages. OPTIMIZING YOUR WRITING TIME The more you use the three-step writing process, the more intuitive and automatic it will become. You’ll also get better at allotting time for each task during a writing project. Start by �iguring out how much time you have. Then, as a general rule, set aside roughly 50 percent of that time for planning, 25 percent for writing, and 25 percent for completing. https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f82#P7001012451000000000000000001F8D https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002445#P7001012451000000000000000002445 https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE As a starting point, allot roughly half your available time for planning, one-quarter for writing, and one-quarter for completing a message. Reserving half your time for planning might seem excessive, but as the next section explains, careful planning usually saves time overall by focusing your writing and reducing the need for reworking. Of course, the ideal time allocation varies from project to project. Simpler and shorter messages require less planning than long reports, websites, and other complex projects. Also, the time required to produce and distribute messages can vary widely, depending on the media, the size of the audience, and other factors. Start with the 50-25-25 split as a guideline, and use your best judgment for each project. PLANNING EFFECTIVELY As soon as the need to create a message appears, inexperienced communicators are often tempted to dive directly into writing. However, skipping or shortchanging the planning stage often creates extra work and stress later in the process. First, thoughtful planning is necessary to make sure you provide the right information in the right format to the right people. Taking the time to understand your audience members and their needs helps you �ind and assemble the facts they’re looking for and deliver that information in a concise and compelling way. Second, with careful planning, the writing stage is faster, easier, and much less stressful. Third, planning can save you from embarrassing blunders that could hurt your company or your career. For everything beyond brief and simple messages, resist the urge to skip the planning step. 4.2 Analyzing the Situation LEARNING OBJECTIVE 2 Explain why it’s important to analyze a communication situation in order to de�ine your purpose and pro�ile your audience before writing a message. Every communication effort takes place in a particular situation, meaning you have a speci�ic message to send to a speci�ic audience under a speci�ic set of circumstances. For example, describing your professional quali�ications in an email message to an executive in your own company differs signi�icantly from describing your quali�ications in your LinkedIn pro�ile. The email message is likely to be focused on a single goal, such as explaining why you would be a good choice to head up a major project, and you have the luxury of focusing on the needs of a single, personally identi�iable reader. In contrast, your social networking pro�ile could have multiple goals, such as connecting with your peers at other companies and presenting your quali�ications to potential employers, and it might be viewed by hundreds or thousands of readers, each with his or her own needs. The underlying information for these two messages could be roughly the same, but the level of detail to include, the tone of the writing, the speci�ic word choices —these and other decisions you need to make will differ from one situation to another. Making the right choices starts with clearly de�ining your purpose and understanding your audience’s needs. DEFINING YOUR PURPOSE Business messages have both a general purpose and a speci�ic purpose. All business messages have a general purpose (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000231C) : to inform, to persuade, or to collaborate with the audience. This purpose helps de�ine the overall approach you’ll need to take, from gathering information to organizing your message. Within the scope of its general purpose, each message also has a speci�ic purpose (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002331) , which identi�ies what you hope to accomplish with your message and what your audience should do or think after receiving your message. For instance, is your goal simply to update your audience about some upcoming event, or do you want people to take immediate action? State your speci�ic purpose as precisely as possible, even to the point of identifying which audience members should respond, how they should respond, and when. After de�ining your purpose, verify that the message will be worth the time and effort required to create, send, and receive it. After you have de�ined your speci�ic purpose, take a moment for a reality check. Decide whether that purpose merits the time and effort required for you to prepare and send the message—and for your audience to spend the time required to read it, view it, or listen to it. Test your purpose by asking these four questions: Will anything change as a result of your message? Don’t contribute to information overload by sending messages that won’t change anything. For instance, if you don’t like your company’s latest advertising campaign but you’re not in a position to in�luence it, sending a critical message to your colleagues won’t change anything and won’t bene�it anyone. Is your purpose realistic? Recognizing whether a goal is realistic is an important part of having good business sense. For example, if you request a raise while the company is struggling, you might send the message that you’re not tuned in to the situation around you. Is the time right? People who are busy or distracted when they receive your message are less likely to pay attention to it. Many professions and departments have recurring cycles in their workloads, for instance, and messages sent during peak times may be ignored. Is your purpose acceptable to your organization? Your company’s business objectives and policies, and even laws that apply to your particular industry, may dictate whether a particular purpose is acceptable. For example, if you work for a discount stock brokerage, one that doesn’t offer investing advice, it would be inappropriate to write a newsletter article on the pros and cons of investing in a particular company. When you are satis�ied that you have a clear and meaningful purpose and that this is a smart time to proceed, your next step is to understand the members of your audience and their needs. Ask yourself some key questions about your audience: Who are they? How many people do you need to reach? How much do they already know about the subject? What is their probable reaction to your message? DEVELOPING AN AUDIENCE PROFILE Before audience members will take the time to read or listen to your messages, they have to be interested in what you’re saying. They need to know the message is relevant to their needs—even if they don’t necessarily want to read or see it. The more you know about your audience members, their needs, and their expectations, the more effectively you’ll be able to communicate with them. Follow these steps to conduct a thorough audience analysis (see Figure 4.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FF2) ): https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000231C https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002331 https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FF2 Figure 4.2 Using Audience Analysis to Plan a Message For simple, routine messages, you usually don’t need to analyze your audience in depth. However, for complex messages or messages for indifferent or hostile audiences, take the time to study their information needs and potential reactions to your message. MS Of�ice 365, © Microsoft If audience members have different levels of understanding of the topic, aim your message at the most in�luential decision makers. Identify your primary audience. For some messages, certain audience members may be more important than others. Don’t ignore the needs of less in�luential members, but make sure you address the concerns of the key decision makers. Determine audience size and geographic distribution. A message aimed at 10,000 people spread around the globe will probably require a different approach than one aimed at a dozen people down the hall. Determine audience composition. Look for similarities and differences in culture, language, age, education, organizational rank and status, attitudes, experience, motivations, biases, beliefs, and any other factors that might affect the success of your message (see Figure 4.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P700101245100000000000000000201D) on the next page). Gauge audience members’ level of understanding. If audience members share your general background, they’ll probably understand your material without dif�iculty. If not, your message will need an element of education to help people understand it. Understand audience expectations and preferences. For example, will members of your audience expect complete details or just a summary of the main points? In general, for internal communication, the higher up the organization your message goes, the fewer details people want to see. Forecast probable audience reaction. As you’ll read later in the chapter, potential audience reaction affects message organization. If you expect a favorable response, you can state conclusions and recommendations up front and offer minimal supporting evidence. If you expect skepticism, you can introduce conclusions gradually and provide more proof. REAL-TIME UPDATES LEARN MORE BY READING THIS PDF Dig deep into audience needs with this planning tool This in-depth tool can help you analyze audiences for even the most complex communication scenarios. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section. https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P700101245100000000000000000201D http://real-timeupdates.com/bct14 Figure 4.3 Predicting the Effects of Audience Composition As just one example of why it’s important to analyze the composition of your audience, the attitudes and beliefs of individual audience members can have a signi�icant impact on the success of a message. In this scenario, for instance, a seemingly positive message about employee bene�its can generate a wide range of responses from employees with different beliefs and concerns. 4.3 Gathering Information LEARNING OBJECTIVE 3 Discuss information-gathering options for simple messages, and identify three attributes of quality information. When you have a clear picture of your audience, your next step is to assemble the information to include in your message. For simple messages, you may already have all the information at hand, but for more complex messages, you may need to do considerable research and analysis before you’re ready to begin writing. Chapter 13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000004d27#P7001012451000000000000000004D27) explores formal techniques for �inding, evaluating, and processing information, but you can often use a variety of informal techniques to gather insights and guide your research efforts. If a project doesn’t require formal research techniques, or if you need answers in a hurry, you can use a variety of informal techniques to gather the information your audience needs. MOBILE APP The note-taking apps Evernote and Notebook help you collect, organize, and retrieve information for planning writing projects. Consider the audience’s perspective. Put yourself in the audience’s position. What are these people thinking, feeling, or planning? What information do they need to move forward? If you are initiating a conversation in a social media context, what information will stimulate discussion among your target communities? Listen to the community. For almost any subject related to business these days, chances are there is a community of customers, product enthusiasts, or other people who engage in online discussions. Find them and listen to what they have to say. Read reports and other company documents. Annual reports, �inancial statements, news releases, blogs by industry experts, marketing reports, and customer surveys are just a few of the many potential information sources. Find out whether your company has a knowledge management system, a centralized database that collects the experiences and insights of employees throughout the organization. Talk with supervisors, colleagues, or customers. Fellow workers and customers may have information you need, or they may have good insights into the needs of your target audience. Ask your audience for input. If you’re unsure what audience members need from your message, ask them, if possible. Admitting you don’t know but want to meet their needs will impress an audience more than guessing and getting it wrong. UNCOVERING AUDIENCE NEEDS In many situations your audience’s information needs will be obvious, or readers will be able to tell you what they need. In other situations, though, people may be unable to articulate exactly what they want. If someone makes a vague or broad request, ask questions to narrow the focus. If your boss says, “Find out everything you can about Interscope Records,” narrow the investigation by asking which aspect of the organization and its business is most important. Asking a question or two often forces the person to think through the request and de�ine more precisely what is required. Audience members might not be able to describe all the information they need, or you might not have the opportunity to ask them, so you may have to engage in some detective work. In addition, try to think of relevant information needs that your audience may not have expressed. Suppose you’ve been asked to compare two health insurance plans for your �irm’s employees, but your research has uncovered a third alternative that might be even better. You could then expand your report to include a brief explanation of why the third plan should be considered and compare it with the two original plans. Use judgment, however; in some situations you need to provide only what the audience expects and nothing more. FINDING YOUR FOCUS Use free writing and other discovery techniques if you need to the �ind the focus of a new writing project. You may encounter situations in which the assignment or objective is so vague that you have no idea how to get started in determining what the audience needs to know. In such cases you can use some discovery techniques to help generate ideas and uncover possible avenues to research. One popular technique is free writing (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002319) , in which you write whatever comes to mind, without stopping to make any corrections, for a set period of time. The big advantage of free writing is that you silence your “inner critic” and just express ideas as they come to you. You might end up with a rambling mess by any conventional measure, but that’s not important. Within that tangle of expressions, you might also �ind some useful ideas and angles that hadn’t occurred to you yet—perhaps the crucial idea that will jumpstart the entire project. The best discovery option in some cases might not be writing at all, but rather sketching. If you’re unable to come up with any words, grab a sketchpad and start drawing. While you’re thinking visually, your brain might release some great ideas that were trapped behind words. https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000004d27#P7001012451000000000000000004D27 https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002319 The techniques listed under “De�ining Your Main Idea” on page 113 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#page_113) can also be helpful if you don’t know where to start. PROVIDING REQUIRED INFORMATION After you have de�ined your audience’s information needs, your next step is to satisfy those needs completely. One good way to test the thoroughness of your message is to use the journalistic approach (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002322) : Check to see whether your message answers who, what, when, where, why, and how. Using this method, you can quickly tell whether a message fails to deliver. For example, consider this message requesting information from employees: We are exploring ways to reduce our of�ice space leasing costs and would like your input on a proposed plan in which employees who telecommute on alternate days could share of�ices. Please let me know what you think of this proposal. The journalistic approach asks who, what, when, where, why, and how. The message fails to tell employees everything they need to know to provide meaningful responses. The what could be improved by identifying the speci�ic points of information the writer needs from employees (such as whether individual telecommuting patterns are predictable enough to allow scheduling of shared of�ices). The writer also doesn’t specify when the responses are needed or how the employees should respond. By failing to address such points, the request is likely to generate a variety of responses, some possibly helpful but some probably not. Be Sure the Information Is Accurate You have a responsibility to provide quality information to your readers. The quality of the information you provide is every bit as important as the quantity. Inaccurate information in business messages can cause a host of problems, from embarrassment and lost productivity to serious safety and legal issues. You might commit the organization to promises it can’t keep—and the error could harm your reputation as a reliable businessperson. Thanks to the Internet, inaccurate information may persist for years after you distribute it. You can minimize mistakes by double-checking every piece of information you collect. If you are consulting sources outside the organization, ask yourself whether the information is current and reliable. As Chapter 13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000004d27#P7001012451000000000000000004D27) notes, you must be particularly careful when using sources you �ind online. Be sure to review any mathematical or �inancial calculations. Check all dates and schedules and examine your …