Part one of the assignment i must

To polish and revise your presentations, you will participate in a Draft Peer Review. The Review has two stages. In the first stage, you will be "the writer." Please post a link or attach your presentation to your post; it should also include your summary document, the brief assessment of your draft using the provided Rubrics, and three questions or concerns that you would like others to address to the Peer Review forum . This component of the Peer Review Process focuses on the written content of the presentation. You should still be working on your own to improve the delivery of your presentation. 



WILL POST PART 2 AND 3 ONCE PART ONE IS COMPLETED

OBJECTIVES
•	You will demonstrate understanding of global markets and the criteria for selecting target markets.
•	You will conduct target market selection in the selected region of the world.
•	You will critically appraise the environmental factors prevalent in the selected country using, for example, SWOT analysis.
•	You will write a global business plan, as a consulting firm would, providing sufficient information about the country that can be used by firms or individuals interested in doing business there.

l randomly select one of the following regions of the world. Within each region, Student will select TWO countries and develop a business plan. This business plan will indicate what products or services one should be selling to these target countries. 
•	North America OR South America
•	Western Europe OR Eastern Europe

In this activity, you student will explore a variety of environmental factors prevalent in the selected countries to determine their suitability for the introduction of a particular product or service. Among these should be: 
•	Geographic,
•	Socio-cultural,
•	Political and legal,
•	Economic, trade and monetary,
•	Competitive factors
To complete the global business plan, each group will need:
•	The required textbook.
•	Other supplemental sources of your choice.
Access to relevant websites including the following:
•	Geert Hofstede: www.geert-hofstede.com/
•	World Factbook: www.cia.gov/cia/publications/factbook
•	Transparency International: www.transparency.de
•	Foreign Policy: www.foreignpolicy.com/
•	Business Plan handout


Country Group Project and Business Plan Rubric
Criteria	Not Apparent	Beginning	Developing	Accomplished	Exemplary
Content Knowledge 
40%	Learner did not present on the specified content at all.  	Learner did not have a grasp on the basic content.  Learner could not engage questions on the content.	Learner was uncomfortable with the content and only engaged with the subject at a rudimentary level.  Learner attempted to answer questions, though was not always able to formulate accurate or coherent responses.	Learner was at ease with the content, but missed opportunities for greater development and engagement.  Learner answered questions effectively.	Learner had mastery over the content (more than required) and addressed many concerns before they arose.  Learner answered questions expertly with elaboration and explanation, revealing a depth of knowledge of the content.
Organization
20% 	Audience could not understand learner’s presentation because there was no sequence of information.	Audience could follow the learner’s presentation for short periods, but sequencing of information largely made it difficult.	Audience could follow the learner’s presentation for sustained sections, but overall sequence did not complement the effectiveness of the presentation.  	Learner presented information in a logical sequence that the audience could follow.  Organizational structure complemented the presentation.  	Learner presented information in a logical, interesting sequence which the audience could follow.  Organizational structure itself created a significant impact on the effectiveness of the content presented.  
Context and Supportive Evidence 
20%	Learner did not include contextual and supportive evidence.  Learner may have included suspect sources.	Learner relied heavily on the contextual and supportive evidence, frequently not contributing to the understanding of the subject material.  Learner likely did not use the contextual and supportive evidence effectively.  Learner may have confused the existing knowledge of the subject.  Learner may not have consistently used high quality sources.  	Learner relied, at points, on the contextual and supportive evidence, without significantly expanding the understanding of the subject material.  Learner may not have always used contextual and supportive evidence effectively.  Learner did not advance the existing knowledge of the subject.  Learner consistently used high quality sources.	Learner utilized quality contextual and supportive materials at generally appropriate times and expanded the base of understanding for the subject material.  Learner built on existing knowledge of content through the use of outside materials. Learner consistently used high quality sources and proved to be a resourceful researcher.	Learner utilized outstanding contextual and supportive materials expertly and dramatically expanded the base of understanding for the subject material. Learner generated new ways of understanding the content with innovative use of outside materials.  Learner participated with a larger scholarly conversation on this subject. Learner consistently used high quality sources and excelled as a researcher.
Handouts, Slides, Lecture Notes, and Supplemental Material
5%	Learner did not supply any supplemental material for the audience.	Learner provided minimal materials or they were not relevant to the content of the presentation.  Material may have also been chaotic, missing information, or redundant.	Learner provided materials that were occasionally relevant to the content of the presentation.  Learner did not organize the materials effectively to make information accessible, relevant, and helpful.   	Learner provided materials relevant to the content of the presentation.  Materials were organized thoughtfully and complemented the presentation.	Learner provided materials that were exceptionally relevant and supplemented the content of the presentation in innovative ways.  Materials were organized intuitively and significantly contributed to the presentation’s effectiveness.
Interactive, Media, and Visual Components 
2.5%	Learner did not include interactive, media, or visual components, or those components did not work or were not relevant to the presentation.  	Learner included an interactive, media, or visual component that was relevant only minimally to the presentation.  Components did not contribute significantly to audience interaction with or comprehension of the material.  	Learner included an interactive, media, and/or visual component that was relevant in a basic way to the presentation.  Components contributed in a basic way to audience interaction with and comprehension of material.  	Learner included interactive, media, and visual components that were interesting and relevant to the presentation.  Components effectively contributed to audience interaction with and comprehension of material.	Learner included interactive, media, and visual components that were innovative in their capacity to engage the audience and to contribute to comprehension of material.
Delivery
2.5%	Learner did not deliver or complete the presentation.	Learner mumbled, incorrectly pronounced terms, and spoke too quietly for students to hear. Eye contact may have been minimal.  Gestures, posture, and use of space were distracting or unreflective of the content.  Delivery felt unrehearsed.  Delivery distracted the audience’s comprehension of the content.	Learner’s voice was low, with some mispronounced terms.  Narration did not elaborate beyond written material.  Eye contact was inconsistent.  Gestures, posture, and use of space showed minimal signs of reinforcing the content.  Delivery seemed to be minimally practiced.  Delivery assisted in the audience’s basic comprehension of content. 	Learner’s voice was clear with minimal mispronounced terms.  Eye contact was generally consistent.  Gestures, posture, and use of space showed solid signs of reinforcing the content.  Delivery was for the most part smooth and rehearsed. Delivery assisted in the audience’s effective comprehension of content.	Learner used a clear voice and correct, precise pronunciation of terms.  Eye contact was strong and consistent.  Gestures, posture, and use of space reflected thoughtful intention to reinforce content.  Delivery was smooth and natural. Delivery greatly enhanced the audience’s comprehension of content.  
Mechanics 
5%	Reader could not understand the majority of what the learner tried to convey.	Reader was constantly disrupted by major or minor errors in grammar, punctuation, spelling, and word usage.	Reader was frequently disrupted by major or minor errors in grammar, punctuation, spelling, and word usage.	Reader was at times disrupted by major or minor errors in grammar, punctuation, spelling, and word usage.	Reader was not disrupted by major or minor errors in grammar, punctuation, spelling, and word usage.
Attribution, Citation, Style Formatting, and Professional Appearance
5%
	Learner did not include a Works Cited or References page.  Presentation was not professional in its execution.  Learner plagiarized, which may result in failing the assignment or the course, as per College policy.   	Learner did not utilize appropriate and correct style formatting in both parenthetical citations and Works Cited or References pages. No sources were of high quality and credibility. Potential plagiarism and/or misuse of source(s) was likely. Presentation was not professional in its execution.	Learner attempted to utilize appropriate and correct style formatting in both parenthetical citations and Works Cited or References pages. Few sources were of high quality and credibility. Potential plagiarism or misuse of source(s) was possible. Presentation was mostly professional in its execution.	Learner utilized appropriate and correct style formatting in both parenthetical citations and Works Cited or References pages, with only minor issues. Many sources were of high quality and credibility. Potential plagiarism or misuse of source(s) was less likely. Presentation was professional in its execution.	Learner expertly utilized appropriate and correct style formatting in both parenthetical citations and Works Cited or References pages. All sources were of high quality and credibility. Plagiarism was not an issue. Presentation was professional in its execution and could serve as a model for other students to work toward.