...EDL 510 Week 1 DQ 1 EDL 510 Week 1 DQ 2 EDL 510 Week 1 DQ 3 EDL 510 Week 1 Individual Assignment List of Implications for the Future EDL 510 Week 2 DQ 1 EDL 510 Week 2 DQ 2 EDL 510 Week 2 DQ 3 EDL 510 Week 2 Learning Team Assignment International Education Presentation EDL 510 Week 3 DQ 1 EDL 510 Week 3 DQ 2 EDL 510 Week 3 Individual Assignment Paper On Comparative Education EDL 510 Week 4 DQ 1 EDL 510 Week 4 DQ 2 EDL 510 Week 4 Team Project Advocating for Global Knowledge EDL 510 Week 5 DQ 1 EDL 510 Week 5 DQ 2 EDL 510 Week 5 Individual Assignment Paper On Preparing 21st Century Learners EDL 510 Week 6 DQ 1 EDL 510 Week 6 DQ 2 EDL 510 Week 6 Individual Technology Collaboration Tools Matrix EDL 510 Week 6 Learning Team Global Service Learning Project Proposal For More Homework Goto http://www.homeworkbasket.com EDL 510 Week 1 Individual Assignment List Of Implications For The Future Click Below URL to Purchase Homework http://www.homeworkbasket.com/EDL-510/EDL-510-Week-1-Individual-Assignment-List-of-Implications-for-the-Future View the following videos: 1. “State of the Village Report” from Miniature-earth.com. 2. “Mothers Discuss Their Kids’ Digital Lives” from Edutopia.org. 3. “Educating the Digital Generation” from Edutopia.org. Create one of the following options based on the videos, highlighting the implications for the future of education: 1. A bulleted list of five points from each video 2. A video or audio response to the videos...
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...visit www.tutorialrank.com EDL 510 Week 1 Individual Assignment List of Implications for the Future EDL 510 Week 1 DQ 1 EDL 510 Week 1 DQ 2 EDL 510 Week 2 Assignment Preparing 21st Century Learners Survey and Analysis EDL 510 Week 1 DQ 2 EDL 510 Week 2 Assignment Preparing 21st Century Learners Survey and Analysis EDL 510 Week 2 Learning Team Assignment International Education Presentation EDL 510 Week 2 DQ 1 EDL 510 Week 2 DQ 2 EDL 510 Week 3 Individual Assignment Preparing 21st Century Learners EDL 510 Week 3 Individual Assignment Comparative Education Paper EDL 510 Week 3 DQ 1 EDL 510 Week 3 DQ 2 EDL 510 Week 4 Learning Team Assignment Advocating for Global Knowledge Project EDL 510 Week 4 DQ 1 EDL 510 Week 4 DQ 2 EDL 510 Week 5 Individual Assignment Preparing 21st Century Learners Survey and Analysis EDL 510 Week 5 Learning Team Assignment Easy Ways to Use E-Learning EDL 510 Week 5 DQ 1 EDL 510 Week 5 DQ 2 EDL 510 Week 6 Individual Assignment Technology Collaboration Tools Matrix EDL 510 Week 6 Learning Team Assignment Global Service Learning Project Proposal EDL 510 Week 6 DQ 1 EDL 510 Week 6 DQ 2 ---------------------------------------------------------------------- EDL 510 Week 1 DQ 1 (UOP) For more course tutorials visit www.tutorialrank.com In what ways do you anticipate our education system changing at the national, state, and local levels as a result of global society emphasis? --------------------------------------------------------------- ...
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...globalDeveloping the Global Leader of Tomorrow SPONSORED BY Developing the global leader of tomorrow Contents I Overview of research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 I Executive summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 I Chapter 1 Trends in the external environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 I Chapter 2 The organisational response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 I Chapter 3 Implications for knowledge and skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 I Chapter 4 The performance gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 I Chapter 5 Sourcing and developing knowledge and skills . . . . . . . . . . . . . . . . . . . . 20 I Next steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 I Case examples Unilever . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 IBM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Novo Nordisk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 BG Group . . . . . . . . ...
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...International Joint Venture System Complexity and Human Resource Management* Randall Schuler Rutgers University and GSBA Zurich Ibraiz Tarique Pace University Chapter to appear in I. Björkman and Günter Stahl (eds.), Handbook of Research in IHRM. (London: Edward Elgar Publishing, 2005) * The authors wish to thank S. Jackson, M. Moelleney, B. Kugler, G. Bachtold, W. Harry, J. Ettlie, D. Osborn, Y. Gong, and I Björkman for their suggestions and commentary in the development of this chapter. © Randall S. Schuler and Ibraiz R. Tarique. 1 International Joint Venture System Complexity and Human Resource Management An increasing number of organizations are entering new global markets as they seek to develop and sustain a competitive advantage in today’s highly competitive global environment (Taylor, 2004; Ernst & Halevy, 2004). To accomplish this international expansion, organizations can and do use many different market entry strategies (Narula & Duysters, 2004; Briscoe & Schuler, 2004; Beamish & Kachra, 2003; Newburry & Zeira, 1998; Child & Faulkner, 1998). Prior research has shown that cross-border alliances, particularly international joint ventures (IJVs) are perhaps the most popular means of international expansion (Ernst & Halevy, 2004; Briscoe & Schuler, 2004; Schuler, Jackson, & Luo, 2004). Despite their popularity, however, IJVs are difficult to develop, organize, and manage. Research has shown that a majority of IJVs fall short of their stated goals leading...
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...MBA-FP6004 February 02, 2015 Gary Reinke Education Beyond Brick and Mortar Among the technology laden world, financial and professional growth is increasingly linked to skill formation in an effort to raise socioeconomic standards. Global integration and technology have increased the focus on the importance of education and training in the competitive business market. Skill development, technology usage, optimization and frugality of educational programs in this process are becoming increasingly important. Future projections and analysis of educational program delivery systems will lead to increased integration of technology and access over the internet, improvement of financial responsibility and unforeseen ethical implications related to course delivery and student interaction. The current state of spending years on college campuses often leaves people weighed down with big debts, a burden not only on their personal finances but on the overall economy as well as high dropout rates (Carr, 2012). Analysis of financial and technology issues facing education today are inter-rotational. Problems associated with finance and technology include student body volume growth, restrictions in geographical outreach, accessibility of the learning environment, financial frugality, implementation and maintaining technology as well as recruitment of a talented labor pool. Close to 60 percent of Americans believe that the country's colleges and universities are failing to provide students...
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...Global Marketing Level 6 44-6979-00L-A Module handbook 2014 to 2015 Module leader: Giovanna Battiston g.battiston@shu.ac.uk Stoddart 7241 0114 225 5260 Contents 1. | Welcome to global marketing | Page 3 | 2. | Code of conduct | Page 4 | 3. | About your module | Page 5 | 4. | Teaching and learning strategy | Page 6 | 5. | Resources for reading and research | Page 7 | 6. | Assessment | Page 8 | 7. | Lecture and seminar programme | Page 11 | 8. | Module prize | Page 37 | 9. | The SHU Marketing Student Society | Page 38 | 10. | Appendices:Task one assessment criteriaTask two assessment criteria | Page 39Page 41 | Welcome to global marketing Contact details Module leader: Giovanna Battiston g.battiston@shu.ac.uk Stoddart 7241 0114 225 5260 Your seminar tutor: Learning time: On the successful completion of this unit you will receive 20 credit points at level 6. As in all units you are expected to devote 150 hours learning time to this unit, some of which will comprise lectures and seminars. These will be important for introducing and discussing new materials and for you to gauge your level of understanding of the subject. You will need to spend several hours per week in private study getting to grips with the pre-seminar tasks and necessary post-lecture reading and the associated activities. It is expected that the remainder of the time will be spent on assessment related activities such as reading and...
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...374 Week 1 DQs ISCOM 374 Week 1 Individual Assignment Logistics and Supply Chain Article Analysis ISCOM 374 Week 2 Learning Team Assignment Strategic Logistics Report ISCOM 374 Week 2 DQs ISCOM 374 Week 3 Individual Assignment Product versus Service Supply Chain Comparison Paper ISCOM 374 Week 3 Learning Team Assignment Forecasting and Inventory Analysis Paper ISCOM 374 Week 3 DQs ISCOM 374 Week 4 Materials Handling Packaging Field Research Report ISCOM 374 Week 4 Logistics Press Release ISCOM 374 Week 4 DQs ISCOM 374 Week 5 Learning Team Assignment Global Considerations Report ------------------------------------------------------------------------------------ ISCOM 374 Final Exam Test- Use As Study Material For more course tutorials visit www.tutorialrank.com ISCOM 374 Final Exam / Test- Use As Study Material ------------------------------------------------------------------------------------ ISCOM 374 Week 1 DQs For more course tutorials visit www.tutorialrank.com ISCOM 374 Week 1 DQs DQ 1 Pick one article from the course Electronic Reserve Readings (ERR) available in the Course Materials for Week 1. Summarize the main points of either the entire article if it is short or one section of a longer article. Provide your classmates with a concrete discussion of why what you learned is important relative to this week’s learning objectives. Did you learn anything that you could apply some day as you further your career? Be sure to indicate...
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...domestic diversity and run global organizations. An inherent consequence of globalization is an increasingly diverse workforce, bringing with it a multifarious social environment within an organization effecting operations. In addition, an influx of nations engaging in the global marketplace place new social and behavioral demands on leadership. The global environment is very complex, it is far from adequate to simply learn the language or “tap a rising star from the home office to capitalize on an overseas opportunity” (Cabrera & Unruh, 2012, p.3), new strategies are needed for grooming leaders with a global mindset to successfully navigate these multifaceted complexities. Globalization is demanding new leadership competencies. This paper discusses the urgent need for globally savvy leaders and the leadership characteristics associated adopting a global mindset; psychological capital, intellectual capital, and social capital (Cabrera & Unruh, 2012). Urgent Need for Global Minded Leadership Innovations in transportation and technology have enabled an increasing number of countries to enter the world marketplace, creating a diverse and complex global environment (Chin & Gaynier, 2006; Adler, 2008). “This new environment affords challenges and expanded opportunities, while heralding change, competitive pressures, complexities, and confusion” (Fishman, 2005; Friedman, 2005), indeed it has become apparent that many leaders lack the required global skills necessary to address...
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...when applied to learned helplessness in humans, has two major problems: (a) It does not distinguish between cases in which outcomes are uncontrollable for all people and cases in which they are uncontrollable only for some people (univervsal vs. personal helplessness), and (b) it does not explain when helplessness is general and when specific, or when chronic and when acute. A reformulation based on a revision of attribution theory is proposed to resolve these inadequacies. According to the reformulation, once people perceive noncontingency, they attribute their helplessness to a cause. This cause can be stable or unstable, global or specific, and internal or external. The attribution chosen influences whether expectation of future helplessness will be chronic or acute, broad or narrow, and whether helplessness will lower self-esteem or not. The implications of this reformulation of human helplessness for the learned helplessness model of depression are outlined. Over the past 10 years a large number of experiments have shown that a variety of organisms exposed to uncontrollable events often exhibit subsequent disruption of behavior (see Maier & Seligman, 1976, for a review of the infrahuman literature). For example, whereas naive dogs efficiently learn to escape shock by jumping over a barrier in a shuttle box, dogs that first received shocks they could neither avoid nor escape show marked deficits in acquisition of a shuttle escape response (Overmier & Seligman, 1967; Seligman...
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...trends that affect the data communication are market trends in which these they show opportunities on how to grow business successfully and take advantages of the many positive changes and guard against the negative ones. While the market trend does effectively also inform it also save organizations from reacting to late when it comes to surprises that may occur while keeping ahead of the many competitors when developing business growth strategies. The developing market trends goes from changing customer needs with the increasing and decreasing with the products and service usage with changing demographics, pricing, technology, economy and communication increased by use of social media by certain customers. This trend have an effect on future careers by gradually improving jobs and gives you stability with the job search...
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... Table of Contents PART A: COURSE-SPECIFIC INFORMATION 3 1 STAFF CONTACT DETAILS 3 2 COURSE DETAILS 3 2.1 2.2 2.3 2.4 2.5 Teaching Times and Locations Units of Credit Summary of Course Course Aims and Relationship to Other Courses Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3 3 3 4 4 6 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 6 6 4 7 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details INDIVIDUAL ASSESSMENTS 7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6 COURSE EVALUATION AND DEVELOPMENT 15 7 COURSE SCHEDULE 16 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 17 8 PROGRAM LEARNING GOALS AND OUTCOMES 17 9 ACADEMIC HONESTY AND PLAGIARISM 18 10 STUDENT RESPONSIBILITIES AND CONDUCT 18 10.1 10.2 10.3 10.4 Workload Attendance General Conduct and Behaviour Occupational Health and Safety 18 18 18 19 business.unsw...
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...REPORT Corporate Social Responsibility: Innovation and Business Skills Australia March 2011 Better business through innovation... Acknowledgements IBSA wishes to acknowledge the work of the project team who have prepared this report. CSR Sydney www.csrsydney.com David Morrissey Franziska Kleedehn Sustainability Learning Institute Bruce McKenzie Cheryl Hardie Ian Hardie Andrew McKenzie Damian Collins www.sustainabilitylearning.com.au IBSA is grateful to the large number of people and organisations who have supported IBSA in this project and who participated in workshops and in other ways contributed their time and insights. For further information about this report or any other work being undertaken by Innovation & Business Skills Australia Ltd, please visit www.ibsa.org.au. Innovation & Business Skills Australia Ltd Level 11, 176 Wellington Parade East Melbourne VIC 3002 Australia P +61 3 9815 7000 F +61 3 9815 7001 E reception@ibsa.org.au W www.ibsa.org.au This work has been produced with the assistance of funding provided by the Commonwealth Government through the Department of Education, Employment and Workplace Relations (DEEWR). The views expressed in this work do not necessarily represent the views of DEEWR. In addition, DEEWR does not give warranty or accept any legal liability in relation to the content of this work. © IBSA 2011 No material contained within this publication may be reproduced in full or in part without the...
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... Table of Contents PART A: COURSE-SPECIFIC INFORMATION 3 1 STAFF CONTACT DETAILS 3 2 COURSE DETAILS 3 2.1 2.2 2.3 2.4 2.5 Teaching Times and Locations Units of Credit Summary of Course Course Aims and Relationship to Other Courses Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3 3 3 4 4 6 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 6 6 4 7 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details INDIVIDUAL ASSESSMENTS 7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6 COURSE EVALUATION AND DEVELOPMENT 15 7 COURSE SCHEDULE 16 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 17 8 PROGRAM LEARNING GOALS AND OUTCOMES 17 9 ACADEMIC HONESTY AND PLAGIARISM 18 10 STUDENT RESPONSIBILITIES AND CONDUCT 18 10.1 10.2 10.3 10.4 Workload Attendance General Conduct and Behaviour Occupational Health and Safety 18 18 18 19 business.unsw...
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...measured. This paper is based on the notion that sustainability is more than a fad, but rather is creating a permanent shift in the very nature of business. Since the advent of the paradigm of sustainable development in the 1980s, the private sector has been shifting from a narrow economic conception of responsibility toward a comprehensive approach that attempts to balance economic objectives with environmental pressures and changing societal expectations (Robinson, 2000). The Brundtland Commission (World Commission on Environment and Development, United Nations, 1987) is generally credited with introducing "sustainability" in their report, Our Common Future. The report states that "Humanity has the ability to make development sustainable--to ensure that it meets the needs of the present without compromising the ability of future...
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...demographics of your adult learners. 1. Analyze fundamental principles of adult education including biological, physiological, socio-cultural, and cognitive factors that will have an impact on the diverse demographics of your adult learners. Malcolm Knowles pioneered the field of adult learning. He identified the following characteristics of adult learners: · Adults are autonomous and self-directed. · Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. · Adults are goal-oriented. · Adults are relevancy-oriented. · Adults are practical, focusing on the aspects of a lesson most useful to them in their work. · As do all learners, adults need to be shown respect. (see attached resources, which expands on each of these characteristics). According to Kuhne (2000), the following ten characteristics of adult learners will impact how you teach adult learners. Kuhne incorporates the above characterizes stated by Knowles, including biological, physiological, socio-cultural, and cognitive factors. They are: 1. Characteristic #1 - Adults Generally Desire to Take More Control Over Their Learning Than Youth Adults tend to be self-directed in their lives, although responsibilities with jobs, families, and other organizations can remove a degree of their freedom to act. Adulthood brings an increasing sense of the need to take responsibility for our lives and adults...
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