...websites and tools that can assist you in completing assignments, connecting to other students, and searching for careers. Instructions Complete the following Scavenger Hunt Matrix regarding student resources provided by the university. In the first column, list the steps used to locate each resource. In the second column, explain how each resource might contribute to your success. Scavenger Hunt Matrix |Student resource |List the specific steps you used to locate |Explain how you can use each resource to support your | | |each resource. |academic, career, or personal success. | |Course syllabus |The course syllabus is located in the |The class syllabus is useful because it is a listing of| | |classroom. 1st location is on class home |all of the required study materials, tasks to complete,| | |and from the current class list on your |and exercises. It lists your assignments and their due | | |ecampus home page |dates. You can check off completed items. | |Academic policies |These are found on the class home page on |The academic policy has a wide range of very important | | |the right hand side of the screen above the|information. It...
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...LISTENING REACTION PAPER [pic] Speech 100 – all sections. Assignment Instructions: The Listening Exercise takes place in class. You must be in class doing the exercise to be able to write this short paper. Type a double-spaced, two page paper (see ”Format” in the class syllabus for instructions on margins, etc.) Type full pages – don’t skimp! It’s worth points to fill the page. NUMBER your answers and answer the following: 1. As you listened to a classmate in a “duo” or a “trio” in class, were you “empathically” listening? Explain. 2. Discuss your personal “barriers” to listening (p. 29-31 in the workbook “Communicate.”) How well did you listen? Discuss difficulties you may have experienced during the exercise. 3. Consider page 31 in the workbook – what steps did you take while listening to another person? 4. Do page 37-38 in the Communicate workbook, “Analysis of my listening effectiveness” – and tell me what your results were. What did your results tell you? 5. Finally, when it was YOUR turn to talk and have another person listen to you: (a) Discuss how it felt to have someone listen to you – really listen, without judging, without offering advice, or without trying to ”fix” it. (b) How could you tell they were listening to you? 6. What did you think of this exercise? ** This paper is worth 20 points – points are awarded on the QUALITY and also the required length of the paper, as well as...
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...[pic] Assignment 3 / Group Assignment Taylor’s Business Foundation Programme Introduction To Marketing / BUS0313 September Semester 2013 Assignment 3 / Group Assignment (25%): Students are required to work in a group of 3 to 4 members. Students will be allocated one case study to analyse and attempt. The case study comprised of a few questions. Students are strongly encouraged to exhaust relevant syllabus taught and guided throughout the semester to attempt all the questions. Choose either one of the following case study to attempt, please refer to the attachments for the detail of case study. Case study 1: Abou Shakra Restaurant: Creating Customer Value The Old-Fashioned Way Questions: 1. Describe Abou Shakra in terms of the value it provides for customers. (20 marks) 2. Do you think Abou Shakra should develop a high-growth expansion strategy? Why or why not? (20 marks) 3. Should Abou Shakra spend more on advertising than is currently expended? (20 marks) 4. Suggest TWO (2) other methods by which Abou Shakra can provide value to its customers. (40 marks) Or Case study 2: Mavi Jeans: Jeans That Fit Questions: 1. Indicate and explain FIVE (5) factors contributed to the success of Mavi Jeans? (20 marks) 2. How would you define the company’s target market? What is the current...
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...[pic] Assignment 3 / Group Assignment Taylor’s Business Foundation Programme Introduction To Marketing / BUS0313 September Semester 2013 Assignment 3 / Group Assignment (25%): Students are required to work in a group of 3 to 4 members. Students will be allocated one case study to analyse and attempt. The case study comprised of a few questions. Students are strongly encouraged to exhaust relevant syllabus taught and guided throughout the semester to attempt all the questions. Choose either one of the following case study to attempt, please refer to the attachments for the detail of case study. Case study 1: Abou Shakra Restaurant: Creating Customer Value The Old-Fashioned Way Questions: 1. Describe Abou Shakra in terms of the value it provides for customers. (20 marks) 2. Do you think Abou Shakra should develop a high-growth expansion strategy? Why or why not? (20 marks) 3. Should Abou Shakra spend more on advertising than is currently expended? (20 marks) 4. Suggest TWO (2) other methods by which Abou Shakra can provide value to its customers. (40 marks) Or Case study 2: Mavi Jeans: Jeans That Fit Questions: 1. Indicate and explain FIVE (5) factors contributed to the success of Mavi Jeans? (20 marks) 2. How would you define the company’s target market? What is the current...
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...MIB International Marketing Kone MonoSpace Case (for week 8 in-class discussion) For your consideration, but don't limit your exploration, analysis & recommendations to: This is a complex case with a lot of moving parts. It is usually used in the 2nd year of a 2-year MBA program, and often in either the capstone strategy course or an upper level marketing course. We are going to try to limit our analysis and discussion to a few of the key issues. You are not limited to addressing the questions found below, rather include anything else you feel to be important. • • • How important is this product launch in Germany for Kone? What are the implications for the company and it's future? What can be learned and applied from the prior launches in the 3 other countries? How does Germany's market differ and what approaches can be used to better ensure success there? This is a new product, and quite different from existing products. Different is not always better, and some markets are sometimes slow to adopt innovation. Summarize the new features and benefits for each market segment and DMU. How would you position the MonoSpace for launch in the German market? Which (who) are the major customer segments you think will respond favorably? Closely related, how would you price it? What are your pricing objectives and goals? (this is the heart of the case, explain and justify your choices here) How might Kone's competitors react to this product launch (based on your pricing and positioning...
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...[pic] Course Syllabus Managing International Business Graduate Program in General Management Class of Executive July 2008 Course Leader: Handry Satriago Oct 2009 – Feb 2010 IPMI Business School Graduate Program The Indonesian Institute for Management Development Jakarta, Indonesia Course Name : Managing International Business (MIB) Class : Executive Program, July 2008 Facilitators : Handry Satriago (Course Leader) Guest Speakers : Subject to confirmation from the guest speakers - Riri Riza/Mira Lesmana, MILES Film (Session 5) Topic: Indonesia Movie Industry - Richard Matalon, President Director L’Oreal Indonesia (Session 12) Topic: L’Oreal strategy entering Indonesia - Vikram Reddy, GM Four Seasons Hotel Jakarta (Session 16) Topic: Four Seasons Global Strategy Background Companies today confront an increasing array of choices of markets, of locations for value adding activities, and of modes of crossing borders. This course focuses on the international dimensions of strategy and organization, and provides a framework for formulating strategies in an increasingly complex world economy, and for making those strategies work effectively. Operation in an international environment gives the manager access to new markets, additional natural resources, and low-cost-factor...
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...Elements of the law of contract Catharine MacMillan Richard Stone 2009 LLB 2650040 Diploma in Law 2690040 page 2 University of London External System This subject guide was prepared for the University of London External System by: u Catharine MacMillan BA (Victoria) , LLB (Queen’s, Canada), LLM (Cantab), Lecturer in Law, School of Law, Queen Mary, University of London and u Richard Stone LLB (Soton), LLM (Hull), Barrister, Professor and Head of Law, Lincoln Law School, University of Lincoln. In the 2004 edition of this guide Catharine MacMillan was primarily responsible for Chapters 1–2, 4–5, 7–8, 10–14 and 16–17. Richard Stone was primarily responsible for Chapters 3, 6, 9 and 15. Catharine MacMillan was responsible for the 2009 revision. This is one of a series of subject guides published by the University. We regret that owing to pressure of work the authors are unable to enter into any correspondence relating to, or arising from, the guide. If you have any comments on this subject guide, favourable or unfavourable, please use the form at the back of this guide. Acknowledgements Figure 15.1 has been reproduced by kind permission of: u Figure 15.1: © Illustrated London News Picture Library. Photographs © C. MacMillan, 2003 Publications Office The External System University of London Stewart House 32 Russell Square London WC1B 5DN United Kingdom www.londonexternal.ac.uk Published by the University of London Press ©...
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...ELO 6. Discuss curriculum documents related to Language Education Introduction In this unit you are going to study curriculum documents related to Language Education. Upon completion of this unit you should be able to: paraphrase the language policy for schools with specific reference to medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities; discuss academic opinions on the successes and challenges in educational language policy application in Namibia; compare current and alternative policy options critically. 6.1 Paraphrase the language policy for schools with specific reference to the medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities. 6.1.1 The History of the National Language Policy Read the information out of Toward Education for all: Gamsberg Macmillan MEC, (1993): I. CRITERIA FOR LANGUAGE POLICY FORMULATION Language policy formulation in a multilingual society is a difficult task. What is required is a fair balance between the abilities of individuals to choose their medium of communication and the public interest in a common language to facilitate citizen participation and decision making in a democratic society. The Ministry has been guided by the following understandings to develop a language policy for schools in Namibia: • All national languages are equal regardless of the number of speakers or the level of development of...
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...------------------------------------------------- Study on SAP Training Satisfaction of the Students ------------------------------------------------- A Research Paper Presented to The General Education and Accountancy Department In Partial Fulfillment of the Requirements for the Course in Research Submitted by: Ronel Katrina Kishia Marie Nyalyn Reymund Elmer Rennaly Ruby Angelica Mae Anne TABLE OF CONTENTS Title Page 1 Acknowledgment 2 Chapter I Introduction 4-7 Background of the study 8 Framework of the Study 9-11 Statement of the Problem 11-12 Significance 13 Scope and Delimitation 14 Definition of Terms 15 Chapter II Review of Related Literature 17-21 Chapter III Methodology 22-24 Chapter IV Presentation, Interpretation and Analysis of Data 25-32 Chapter V Summary of Findings, Conclusions and Recommendations 33-36 References 37-38 Appendices Appendix 1 Schedule of Expenses 39 Appendix 2 Letter of Approval 40-41 Appendix 3 Letter to Respondents 42 Appendix 4 Questionnaire 43-46 Curriculum Vitae 47-55 CHAPTER I Problem and Its Background INTRODUCTION Companies nowadays use systems that would help them streamline operations and improve their customers’ experience to enhance their competitive position and drive growth. By which the SAP or Systems, Applications...
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...Aalto University School of Business Admissions to Master’s Degree Admission 2014 Guide Admission Guide 2014 Admissions to Master’s degree Master of Science in Economics and Business Applicants with an appropriate Finnish Administration or non-Finnish university or university of applied sciences degree may apply directly to a Master’s degree programme to take the degree of Master of Science in Economics and Business Administration at the Aalto University School of Business. The Master of Science (Economics and Business Administration) degree is a higher academic degree (second-cycle degree) in Finland and equals to 120 ECTS credits which corresponds to two years of full-time This admission guide covers only admissions studying. The student may also be assigned to Master’s degree and gives you information supplementary studies (max. 60 ECTS credabout the Master’s admission requirements, its). Studying towards the Master’s degree does not suit students working full time. the application and selection process and some general information regarding studying Depending on the course, the lectures may be during the daytime or sometimes also in the and living in Finland. The Aalto University evening. reserves the right to make changes to the names, contents and details of the degree programmes to further develop education. Admission criteria for admission round 2014 have been decided and cannot be changed. Application period begins 16 Dec 2013 and ends 31 Jan 2014 at 4:15 pm...
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...1 2 Acknowledgements p.1 tr ©iStockphoto.com/Dennys Bisogno, etc t = top, b = bottom, l = left, r = right, c = centre Computer hardware and software brand names mentioned in this book are protected by their respective trademarks and are acknowledged. Scratch is developed by the Lifelong Kindergarten Group at the MIT Media Lab. See http://scratch.mit.edu Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity. Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser. Photo credits p.1 © peno – Fotolia; p.15 © Dmitrydesigner/Fotolia; p.16 ©iStockphoto.com/Karl Yamashita; p.57 © Romanchuck – Fotolia; p.58 t © C Squared Studios/Photodisc/Getty Images, m ©Dmitriy Melnikov - Fotolia.com, b © Popova Olga/Fotolia; p.59 © picsfive – Fotolia; p.65 © Manfred Schmidt – Fotolia.com; p.67 © dja65 – Fotolia; p.68 © Konstantin Shevtsov – Fotolia; p.69 t © Miguel Navarro/Stone/Getty Images, b © Piero Cruciatti/Alamy; p.73 © Jamdesign/Fotolia; p.78 and 79 © adisa – Fotolia; p.81 © Mykola Mazuryk – Fotolia; p.82 t © Mauro Rodrigues/Fotolia...
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...Don't forget to check out the Online Learning Center, www.mhhe.com/forouzan for additional resources! Instructors and students using Data Communications and Networking, Fourth Edition by Behrouz A. Forouzan will find a wide variety of resources available at the Online Learning Center, www.mhhe.comlforouzan Instructor Resources Instructors can access the following resources by contacting their McGraw-Hill Representative for a secure password. PowerPoint Slides. Contain figures, tables, highlighted points, and brief descriptions of each section. Complete Solutions Manual. Password-protected solutions to all end-of-chapter problems are provided. a Pageout. A free tool that helps you create your own course website. D Instructor Message Board. Allows you to share ideas with other instructors using the text. a o Student Resources The student resources are available to those students using the book. Once you have accessed the Online Learning Center, click on "Student Resources," then select a chapter from the drop down menu that appears. Each chapter has a wealth of materials to help you review communications and networking concepts. Included are: Chapter Summaries. Bulleted summary points provide an essential review of major ideas and concepts covered in each chapter. a Student Solutions Manual. Contains answers for odd-numbered problems. Glossary. Defines key terms presented in the book. Flashcards. Facilitate learning through practice and review. a Animated Figures...
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...Fundamentos del Estudio del Piano, 2a Edición Por Chuan C. Chang 8 de Abril del 2008 Copyright 1991-2008; Ninguna parte de este documento puede ser descargado o copiado sin incluir el nombre del autor: Chuan C. Chang, y esta declaración de derechos de autor. Este sitio Web proporciona lecciones de piano gratuitas, material educativo para el piano, e instrucciones para afinación de pianos. Tu puedes aprender a tocar el piano hasta (¡) 1000 veces más rápido (!) comparado con otros métodos (ver el Capítulo Uno, IV.5). Este es el primer libro jamás escrito sobre cómo estudiar el piano. Por cientos de años, muchos profesores y otros libros te enseñaron que técnica dominar, pero esto es de poca utilidad a menos que conozcas como adquirirla rápidamente, como Mozart, Liszt, etc., lo hicieron. Puedes descargar gratis el libro entero usando las ligas que encontrarás a continuación. ii Información General Fechas de revisión más recientes: Año 2004 Cáp. Uno: II.20 & II.21, adiciones significativas, 25-Ene; III.5, Escalas y Arpegios, adiciones significativas, 25-Ene; III.10, adiciones significativas, 26-Ene; III.20, nueva sección sobre las Invenciones de Bach, 5-Feb; III.5, III.7.d, adiciones menores, 16-Feb; III.4.b, adiciones menores, 3-Mar; III.16.e, nueva sección, 4-Mar; III.5, Escalas y Arpegios, adiciones menores, 5-Mar; agregado III.21, 18-Abr; Cambia mi dirección de Colts Neck, NJ, a Odessa, Florida, 18-Abr; Cambia mi dirección de Odessa, a Tampa, Florida, 15-May; Testimonios:...
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