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The Dolphin And The Cow
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How to sell more faster with Sales Process Engineering

Short Description:
How to sell more faster with Sales Process Engineering

Long Description:
The Dolphin and the Cow?

Somehow, a memorable metaphor always seems to help me remember core concepts. For better or for worse, I assume that most readers of this book will agree.

The “sales” dolphin shown here represents the traditional, first-rate selling professional – graceful, effortlessly quick, a thing of beauty to watch! But, as we all know, the world has changed and the pace of that change continues to accelerate. We are all too familiar with how the “dot.com” boom become a “dot.bomb,” but not before it permanently and profoundly altered the business world.

The industrial sector has been contracting and will continue to shrink as a percentage of GDP. According to a recent study by Alliance Capital Management, factory employment in the U.S. declined 11% from 1995 to 2002. Most of us are just beginning to realize, however, that something more is happening. That same study also points out a 20% decline in Brazil, a 16% decline in Japan and a 15% decline in China. So I guess our jobs really aren’t just being exported overseas… Something even more fundamental must be going on.

The point here (and the point of this entire book) is that the “sales dolphin” can no longer swim alone. A new and different sort of help is needed. Things like metrics, statistical analysis and control and Sales Process Engineering or “SPE” are becoming more and more essential.

In the 19th century, these disciplines were applied to agriculture. That is why we no longer need 80% of the population to grow food. Since the 1940s, manufacturing executives have been applying them. That is why factory employment is dropping dramatically world-wide. Sales executives are next.

Teaching the “SPE Cows” to swim with the “Sales Dolphins” will become the competitive differentiator for a sales force. Read on. I trust that what follows will help.

Word Count: 13157

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Subject:
Business and Communication
Material Type:
Textbook
Provider:
The YPS Group, Inc.
Date Added:
01/01/2004
An Introduction to the Theory of Numbers
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This book, which presupposes familiarity only with the most elementary concepts of arithmetic (divisibility properties, greatest common divisor, etc.), is an expanded version of a series of lectures for graduate students on elementary number theory. Topics include: Compositions and Partitions; Arithmetic Functions; Distribution of Primes; Irrational Numbers; Congruences; Diophantine Equations; Combinatorial Number Theory; and Geometry of Numbers. Three sections of problems (which include exercises as well as unsolved problems) complete the text.

Subject:
Mathematics
Material Type:
Textbook
Provider:
The Trillia Group
Author:
Leo Moser
Date Added:
02/16/2011
OER-Enabled Pedagogy
Unrestricted Use
CC BY
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OER-Enabled Pedagogy is the set of teaching and learning practices only practical in the context of the 5R permissions characteristic of open educational resources. Some people – but not all – use the terms “open pedagogy” or “open educational practices” synonymously.

The purpose of this page is to provide a list of concrete examples of how OER-enabled pedagogy is implemented in the real world. We’ve kept our descriptions brief and, where possible, linked directly to the artifacts students have created or to articles that provide more information on what they did.

Subject:
Education
Educational Technology
Material Type:
Lesson Plan
Teaching/Learning Strategy
Provider:
Open Education Group
Date Added:
10/01/2017
OER Options for District Adoption Consideration
Unrestricted Use
CC BY
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These are full-course openly licensed resources for districts interested in exploring OER options when considering core instructional materials for district adoption.

Subject:
Education
English Language Arts
Mathematics
Material Type:
Teaching/Learning Strategy
Provider:
Office of Superintendent of Public Instruction and GoOpen Strategic Action Group
Author:
Barbara Soots
Date Added:
09/23/2021
Open Data as Open Educational Resources: Case studies of emerging practice
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CC BY-NC
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Open Data as Open Educational Resources Case studies of emerging practice is a collection of narratives reflecting good practices in the use of open data in teaching and learning.

Subject:
Education
Material Type:
Textbook
Provider:
Open Education Working Group
Author:
Javiera Atenas
Leo Hanneman
Date Added:
11/02/2015
Open Licensing Checklist
Unrestricted Use
CC BY
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Use this checklist to make sure that your resource meets all the requirements for open licensing. Please note that it is very helpful to review this checklist BEFORE you begin development work so that you are designing your resource with open licensing requirements in mind from the beginning.

This link goes to the Strategic Action group on OER Commons where you can download a pdf version of the document or remix the editable version.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
Office of Superintendent of Public Instruction and GoOpen Strategic Action Group
Author:
Barbara Soots
Date Added:
09/23/2021
Open Metadata Handbook
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CC BY-SA
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This book is intended to give the non-expert an overview of standards and best practises related to publishing metadata about works. Its primary focus is metadata from cultural heritage institutions - i.e. GLAM institutions (galleries, libraries, archives and museums).

The book was started to help us get to grips with diverse collections of metadata which we were interested in using to figure out which works have entered the public domain in which different countries. At the OKF, we have been working on the developement of automated calculation to determine the public domain status of a work (see http://publicdomain.okfn.org/calculators), and we soon realized that we often do not have the necessary metadata to accurately determine whether or not a work is in the public domain. We have obtained data from different sources, e.g. BBC, British National Library, but we need to combine this data in meaningful ways in order to achieve a more comprehensive set of metadata. This required us to engage in the process of vocabulary alignment, removing duplicate entries, understanding whether similar fields actually mean the same thing, and figuring out whether different data models are compatible with each others.

Subject:
Applied Science
Career and Technical Education
Information Science
Material Type:
Reading
Provider:
Public Domain Working Group and the Open Bibliographic Data Working Group of the Open Knowledge Foundation
Author:
Public Domain Working Group & Open Knowledge Foundation
Date Added:
03/12/2014
Orthopaedia: Foot & Ankle
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CC BY-NC-SA
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Word Count: 46849

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Subject:
Applied Science
Health, Medicine and Nursing
Material Type:
Textbook
Provider:
CODMAN Group
Date Added:
01/26/2024
Orthopaedia: Hand
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CC BY-NC-SA
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Short Description:
Open Textbook for Hand & Wrist

Long Description:
Open Textbook for Hand & Wrist

Word Count: 45791

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Subject:
Applied Science
Health, Medicine and Nursing
Material Type:
Textbook
Provider:
CODMAN Group
Date Added:
01/26/2024
Orthopaedia: Sports Medicine
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CC BY-NC-SA
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Word Count: 59046

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Subject:
Applied Science
Health, Medicine and Nursing
Material Type:
Textbook
Provider:
CODMAN Group
Date Added:
01/26/2024
Reading Like a Historian: Albert Parsons SAC
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In this lesson, students analyze primary source documents and engage in a Structured Academic Controversy in an effort to answer the central historical question: Was [Haymarket Riot defendant] Albert Parsons a dangerous man? First, the teacher uses a timeline to introduce Haymarket and the 8 men put on trial in its aftermath. Students are then given 6 documents‰ŰÓseveral by Parsons himself, but also a newspaper account of the trial, trial testimony, and a 2006 secondary source‰ŰÓand answer guiding questions. Students then divide into groups of 4 and into pairs within each group. Each pair presents the argument to the other that Parson was/was not “dangerous”; only at the end can students abandon their previous positions, reach consensus in writing as a group, and defend that view in a final class discussion.

Subject:
History
U.S. History
Material Type:
Lesson
Provider:
Stanford History Education Group
Provider Set:
Reading Like a Historian
Date Added:
10/14/2012
Reading Like a Historian: Anti-Suffragists
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In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why did people, including women, oppose women‰ŰŞs suffrage? It is recommended (but not essential) that the teacher begin by screening some of the HBO film Iron Jawed Angels to start a discussion about the motives of anti-suffragists. In groups, students then analyze 3 documents: 1) an excerpt from Molly Seawell‰ŰŞs anti-suffragist book, 2) an anti-suffrage newspaper article, and 3) a speech by Tennessee Congressman John Moon. For each, students answer questions on a graphic organizer. In a final class discussion, students discuss the validity of anti-suffragists‰ŰŞ motives, relate them to the film, and discuss what other sources they might want to read for further corroboration and contextualization.

Subject:
History
U.S. History
Material Type:
Lesson
Provider:
Stanford History Education Group
Provider Set:
Reading Like a Historian
Date Added:
10/26/2012
Reading Like a Historian: Anti-Vietnam War Movement
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In this lesson, students analyze primary source documents in an effort to answer the central historical question: Why did many Americans oppose the Vietnam War? First, students view 2 anti-war images and a timeline of anti-war events. They fill out a graphic organizer and formulate a hypothesis that answers the central question; discussion follows. Students then read 2 documents: a speech by Martin Luther King, Jr. and John Kerry‰ŰŞs testimony before Congress. For both, they complete questions on a graphic organizer. Final class discussion: Why did anti-war sentiment grow? Did only college kinds participate? How do you think supporters of the war might have responded?

Subject:
History
U.S. History
Material Type:
Lesson
Provider:
Stanford History Education Group
Provider Set:
Reading Like a Historian
Date Added:
11/06/2012
Reading Like a Historian: Atomic Bomb
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In this lesson, students analyze primary source documents in an effort to answer the central historical question: How should we remember the dropping of the atomic bomb? First, students are told that they will choose an appropriate photo to accompany a U.N. website commemorating the dropping of the bomb. Students are then introduced to 2 narratives about WWII: “Hiroshima as Victimization” (the Japanese point of view) vs. “Hiroshima as Triumph” (the American point of view). The class is then divided into 2 halves, each of which looks at a variety of source documents‰ŰÓanecdotes, letters, and data‰ŰÓthrough its side‰ŰŞs point of view only. Students then form groups of 4 to choose which image should be used in the ‘website.‰ŰŞ Each group shares its image and explains why they chose it. In a final discussion, the class talks about whether the bomb should have been dropped and whether they can second-guess a decision like Truman‰ŰŞs.

Subject:
History
U.S. History
Material Type:
Lesson
Provider:
Stanford History Education Group
Provider Set:
Reading Like a Historian
Date Added:
10/31/2012
Reading Like a Historian: Background on Women‰ŰŞs Suffrage
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In this lesson, students view and discuss a PowerPoint presentation in an effort to answer the central historical questions: Why did people oppose women‰ŰŞs suffrage? Did anti-suffragists think men were superior to women? As a starter, the teacher displays a photo of a WWI-era suffragette and asks students when they think the picture was taken. Then, using the PowerPoint, students review the history of the suffrage movement, starting with the Seneca Falls convention (the class pauses to read and discuss Mott and Stanton‰ŰŞs “Declaration of Sentiments”) and finishing with Alice Paul‰ŰŞs acts of civil disobedience and the passage of the 19th Amendment. Discussion questions are included throughout.

Subject:
History
U.S. History
Material Type:
Lesson
Provider:
Stanford History Education Group
Provider Set:
Reading Like a Historian
Date Added:
10/26/2012
Reading Like a Historian: Battle of Lexington
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In this lesson, students will study the first outbreak of violence in the American Revolution in an effort to answer the central historical question: What happened at the Battle of Lexington? Through sourcing and contextualization questions students will study a textbook passage on the battle, 2 primary source documents (one from a British soldier and one from a group of minutemen), and 2 paintings of the battle. As a final assessment, students will rewrite the textbook‰ŰŞs account, taking into account the new perspectives they have learned.

Subject:
History
U.S. History
Material Type:
Lesson
Provider:
Stanford History Education Group
Provider Set:
Reading Like a Historian
Date Added:
09/24/2012
Reading Like a Historian: Booker T. Washington and W.E.B. DuBois
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In this lesson, students analyze primary source documents in an effort to answer the central historical question: Who was a stronger advocate for African-Americans, Booker T. Washington or W.E.B. DuBois? The teacher first uses a mini-lecture and a streaming video clip from Discovery Education to explain late 19th-century race relations in the South. Students then analyze an excerpt from Washington‰ŰŞs ‘Atlanta Compromise‰ŰŞ speech as the teacher models‰ŰÓextensively‰ŰÓsourcing, contextualization, corroboration, and close reading techniques, answering questions on a graphic organizer. Students then do the same, on their own, with a selection from DuBois‰ŰŞ Souls of Black Folk. A final class discussion evaluates the 2 men: who was more right in his approach, given the historical context?

Subject:
History
U.S. History
Material Type:
Lesson
Provider:
Stanford History Education Group
Provider Set:
Reading Like a Historian
Date Added:
10/26/2012
Reading Like a Historian: Chicago Race Riots of 1919
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In this lesson, students analyze primary and secondary source documents in an effort to answer the central historical question: What caused the Chicago race riots of 1919? The teacher begins with a mini-lecture on the Great Migration and then streams the video trailer for a documentary film called Up South. Students then read 2 secondary source accounts of the riots: 1 from a generic textbook and another from John H. Franklin‰ŰŞs From Slavery to Freedom. Students analyze with a graphic organizer and discuss: which account is more believable and why? They then do the same for 3 primary sources, drawn from contemporary newspapers and magazines. A final class discussion attempts to identify the real cause of the riots and places them in a larger context of racial violence at the time.

Subject:
History
U.S. History
Material Type:
Lesson
Provider:
Stanford History Education Group
Provider Set:
Reading Like a Historian
Date Added:
10/28/2012
Reading Like a Historian: Chinese Immigration and Exclusion
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In this lesson, students analyze primary source documents in an effort to answer the central historical question: What factors contributed to the Chinese Exclusion Act? After a mini-lecture on the Transcontinental Railroad, students read a timeline and formulate hypotheses as to why Chinese were legally excluded from mainstream society in 1882. They then answer guiding questions on 4 documents: 1) an anti-Chinese play, 2) a Thomas Nast cartoon, 3) an anti-Chinese speech, and 4) the autobiography of a Chinese immigrant. For homework, students write a 1-page answer to the central question using evidence from the documents.

Subject:
History
U.S. History
Material Type:
Lesson
Provider:
Stanford History Education Group
Provider Set:
Reading Like a Historian
Date Added:
10/10/2012
Reading Like a Historian: Civil Rights Act
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In this lesson, students analyze primary source documents in an effort to answer the central historical question: Was JFK a strong supporter of Civil Rights? First, the teacher streams a video clip from Discovery Education on JFK and civil rights. Students form a hypothesis and discuss whether JFK was ‘strong‰ŰŞ on civil rights based on this. Students then read a 1963 JFK speech supporting the Civil Rights Act; as a class, they answer sourcing, close reading and context questions and revisit their hypothesis. Students then read John Lewis‰ŰŞs controversial original draft of the speech he delivered at the March on Washington. They answer guiding questions which corroborate both documents and attempt to reach a conclusion. If there is time, the teacher may bookend the lesson with another clip which shows how LBJ signed the eventual law into action.

Subject:
History
U.S. History
Material Type:
Lesson
Provider:
Stanford History Education Group
Provider Set:
Reading Like a Historian
Date Added:
11/06/2012