Make sure you know as much as possible about the company and individual who will be hearing your sales pitch. Look up your potential customers' profiles on LinkedIn, and read through the company's website. Find out what the business’ specific needs are and how they relate to your product or service. What will they gain by working with you? The person who can decide about using your product or service is the person who should hear your pitch. Find out who makes decisions about buying inventory or using services in the company. Once you’ve identified the most appropriate person to listen to your pitch, schedule an appointment with them. Find out when it is most convenient for them. Be sure to consider the amount of lead time they might need in order to stock your product, or when they will most need your services. For example, if you are selling a holiday-related item, you shouldn’t wait until the beginning of December to deliver your sales pitch. Once you’ve gotten your appointment with the customer, confirm how much time is scheduled with them. Suggest at least 30 minutes for the appointment. Your pitch won’t last the full time; you need to leave time for discussion afterward.
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One-sentence summary -- Research your audience. Pitch to the right person. Make an appointment with your customer. Know how much time you’ve got for the pitch.

Q: Many classroom management plans begin with the teacher's philosophy of motivation. Basically, it lays out what you believe about education and how students should learn. You can talk about the environment you want to create and how you plan to create that environment, both physically and emotionally. Your school will have certain consequences and even certain rewards already in place. You can and should use this system as the basis of your own. Build off these and incorporate your own policies, procedures, and rules to create a positive classroom environment for your students. Most management plans have some type of positive reinforcement. For instance, you can have kids earn stickers or stars towards a certain reward. These types of plans help motivate students to stay on task. Not every child will be motivated by the same reward. If you choose to do so, you can have a system where each kid chooses her own reward.  For instance, some kids may enjoy being rewarded by working in a group, while other kids might enjoy choosing their own activity for a period. Still others may prefer a prize of some sort. Finding what motivates each child can help encourage all personality types. You can also build plans based on age level, as what motivates a second grader will not likely motivate a high school student. One teacher identifies these six groups as the main motivators: praise, power (helping the teacher), projects (deciding what learning activity to do), people (playing outside, working in a group), prestige (recognition in front of the school), prizes, and praise (affirmation from the teacher). While positive reinforcement is the best way to deal with behavior in the classroom, you will also need consequences for negative actions, as well. These consequences should be progressive; that is, each one should be more severe than the last one.  Stick with consequences that are easy for you to enforce; that is, you shouldn't need to stop everything to enforce it. It's often best to start with a warning, as all kids make mistakes.  You can move on to other consequences, such as a time-out, a write-up, or a letter sent home. For instance, you could start with a warning, move on to a write-up, and then go to a letter home. Alternatively, so many write-ups could equal a letter home. For instance, maybe each kid starts fresh everyday with consequences. Alternatively, you could have consequences carry for a week. With rewards, you should generally let them carry over for the whole year, meaning that kids keep earning towards rewards all year. Once one reward is earned, you let the kid move on to earning the next one. You could have the rewards get progressively better or just let each small goal speak for itself. Rules should be simple enough for kids to understand. They should be to the point with little-to-no gray area. You should also be able to enforce them easily. Make the basic rules. If you word them carefully, you'll be able to cover a lot of ground with just a few rules. For instance, one rule could be to "Respect the classroom, your peers, and your teacher," as that covers being nice to other children, not talking back to the teacher, and not trashing the classroom.  Keep it short and simple. Four or five rules is better than 10.  Rules should give instruction about what to do, not what not to do. For instance, "Keep your hands to yourself" is better than "Don't touch others."
A: Determine your philosophy. Start with school policies and procedures. Move on to positive reinforcement. Understand each child's motivation. Figure out negative reinforcement. Decide on a consequence time frame. Decide on rules. Write the rules.

Article: While you may have handled conflict great during a college internship, if you graduated 3 years ago this is not the best example. Employers want to know who you are now, so always pick a recent example.  Preferably, your example should be from a job you've held in the last 12 months. If you've been unemployed for awhile, do you have any non-work related examples? An example from volunteer work can also help showcase your experience. You want to show that you would be an asset to a company, so pick a story that makes you shine. Choose a situation where you produced amazing results and were successful in resolving a conflict.  Do not pick an example where you left a situation bitter or frustrated. Focus on positive experiences, in which a situation was successfully resolved. Results are also important to showcase. You may have smoothed over a disagreement between two co-workers, but maybe the only results were a decent 20 minute presentation. You want bigger results than that. For example, talk about the time you helped smooth out a misunderstanding between a client and employee, which resulted in a huge sale for your company. Never focus solely on teamwork in a team player question. You only have so much time in a job interview to speak to all of your strengths, so make sure to get in as much information as possible.  Think of what other strengths were involved in a team work experience you had. Say you worked with a co-worker on a sales pitch for a client. In addition to working successfully on a team, what other skills did this situation require? For example, you probably had to make a deadline, use great verbal communication skills, and demonstrate great interpersonal skills. Find ways to work in these skills as you outline your experience working on a team. Ask a friend or family member to help you practice for your interview by acting as the interviewer.  Give them the list of sample questions you predicted might be asked. Encourage them to add their own questions too, so you can get comfortable performing under pressure when you haven't crafted the perfect answer beforehand.  The more you practice and become familiar with possible questions and your answers, the easier it will be to stay calm under pressure. Ask your “interviewer” to challenge you with difficult questions and resist offering feedback until the practice is over.  For this exercise, they should consider you one of several strangers they have to meet with to fill the position.
Question: What is a summary of what this article is about?
Pick a recent example. Select an example that makes you look good. Find an example that showcases your other strengths. Perform mock interviews.

Article: To get the pieces of egg back out of the bottle you will need baking soda, vinegar, and a plate. This experiment is essentially the reverse of what you did to get the egg into the bottle. You will increase the air pressure inside the bottle so the egg will get pushed back out. You need about 2 tablespoons (30 ml) of baking soda and 3 tablespoons of vinegar.
Question: What is a summary of what this article is about?
Gather the necessary materials.