...I would like to use the Porter five forces to analysis the textbook industry. Threat of new entrants (weak) The threat of new firms is low, because the economies of scale and customer loyalty to established brands create the barriers to entry the industry. Also it needs high capital requirements the buildup the firm. As the most important in this industry is an economy of scale. The profit of sell a book it low, firm gains profit by sell high volume with low profit margin. It means that firms need to lower the per unit cost. The new firm is hard to gain economies of scale. Therefore they would have the power to against the big firms. Also, sell the textbook need good relationship with teacher, school, professors and bookshop. Time is needed to build the relationship and trust for the quality of the book. In the financial part, this industry needs lots of investment. The writing cost, product cost and marking cost are big expenses which need a long time to get return. Firms need cash to continue the operation. Those are the barrier that makes new firms difficult to enter the market. Bargaining Power of Suppliers (weak) There are two major supplies of textbook industry, the author and the printing presses. They have weak bargaining power. On the first hand, there are many printing presses in the world. There were around 3000 painting presses in china. The globalization makes some process move to other country. Mostly...
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...Introduction The learners and teachers of English and EFL (English as a Foreign Language) textbooks are three major inter-related elements in the process of present day education. Hutchinson, 1994 cited in (Evaluating an EFL textbook - A new English Course) states that, “The textbook is an almost universal element of ELT teaching”. Therefore, a textbook can be mentioned as a useful instrument which serves as a guide or an instructional manual for studying a particular subject. Against the common belief that students are the key in this direction, many scholars hold the view that textbooks are the heart of education with regard to the fact that both teachers and students are to a large extent dependent on the books (Sarem, S. N., Hamidi, H., Mahmoudie, R., 2013).Therefore, it is clear that a textbook facilitates the teaching and learning process and thus, is helpful both for the teacher and the students. Textbooks are compiled and developed because they are the most convenient means of providing the structure that the teaching-learning system requires. Textbooks are a good solution to overcome the weaknesses in teaching materials. Ansary and Babaii (2002) cited in (An Evaluation of English Language Textbook 'Say it in English' for first year intermediate Grade in South Arabia, 2012) state that, “Although the textbook is not the only tool for the teaching and learning process, it is still of a significant impact for achieving the language learning objectives...
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...Case Studies Johnnathan Johnson EDU 620 September 30, 2012 Michael Horn Throughout this six week course, Meeting Individual Needs with Technology, we have researched the spectrums of Assistive Technology available for the individual and the classroom, and researched the different types of disabilities and how the Assistive Technology can aid students in navigating life and succeeding as individuals. Case Study #1 Emily is a five-year-old female student who is visually impaired. Emily has low vision and has some independence. She is able to see letters and numbers with amplification. In the past, Emily has been enrolled in a Head Start class with typical peers. Emily experienced great success in her preschool classroom. She had access to assistive technology that assisted her in participating in most activities within the class. Emily will be starting kindergarten in the fall. She will be in a general education class with typical peers. Emily’s parents, and her IEP team, expect her to be fully included in most activities. Please describe assistive technologies that will allow Emily to have access to grade level content and to participate with her peers in the classroom. For Emily’s case, with her weak vision she would be considered to have a sensory disability, or visual impairment which would affect her academics, and keep her from the average experience of a typical student in a day of the average life. Fortunately, for both visual and auditory sensory...
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...| | | | | La Trobe Law School | | LST2BSL: INTRODUCTION TO BUSINESS LAW | | Subject Learning Guide Semester 12015Melbourne (Bundoora) and DandenongSubject Coordinator: Mr. N. Balu Rao | | ENQUIRIESMr. N. Balu RaoSenior LecturerLa Trobe LawLa Trobe UniversityVictoria 3083 | T 03 9479 2824E N.Rao@latrobe.edu.au | Table of Contents Subject Details 3 GENERAL DETAILS 3 ENROLMENT REQUIREMENTS 3 STAFF CONTACTS 3 SUBJECT DESCRIPTION 4 SUBJECT INTENDED LEARNING OUTCOMES (SILOS) 4 FACULTY GRADUATE CAPABILITIES 4 LEARNING ACTIVITY SUMMARY 4 ASSESSMENT AND FEEDBACK SUMMARY 4 LEARNING RESOURCES 5 STUDENT FEEDBACK ON SUBJECT SURVEY 5 ACADEMIC INTEGRITY 5 Schedule of Learning Activities 6 Session Plan: 6 Learning Activity Details 7 Lectures: (Weeks 1-12) 7 Seminars: (Weeks 2-12) 7 Assessment and Feedback Details 8 Learning Resources 11 Readings 11 Academic Language and Learning Unit (ALLU) 11 Learning Management System (LMS) 11 Library 11 Student Support Services 12 Learning Summary 12 SUBJECT INTENDED LEARNING OUTCOMES (SILOS) 12 FACULTY GRADUATE CAPABILITIES (FGCs) 12 Make the most of this subject 13 Work consistently 13 Practise legal problem solving 13 Participate in all the learning activities 13 Lecture notes 13 Allow sufficient time for study 13 Become a member of a private study group 13 Policies, Procedures and Guidelines 14 Academic Integrity 14 Special Consideration 14 Extensions, Late Submissions...
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... | 1 | A) Organizational Structure of Commerce | 1. Define the terms within the organizational structure. 2. Draw up and complete the organizational structure of commerce. | Graphic OrganizerMnemonic Strategies | Question and AnswerIllustrationsBingo | Wall ChartsMini chart print outs Commerce Textbooks: (Listing of texts attached) | Quizzes:-Chart completion-DefinitionsBingo Games | | B) Needs and Wants | 3. Distinguish between needs and wants. 4. Discuss the role played by producers in the satisfaction of consumer needs and wants | SPAR ( Spontaneous Argumentation)Graphic Organizer | DiscussionsQuestion and Answer | Commerce TextbooksPowerPoint PresentationInternetLaptop | Assignment-categorizing needs and wants. | 1 | C) Economic Systems | 5. Identify and explain types of economic systems | Graphic Organizer | Questions and Answers | Chart PrintoutsCommerce Textbooks | Quiz | 1 | D) Direct and Indirect Production | 6. Distinguish between direct and indirect production 7. List and explain the commercial occupations. | Graphic OrganizerCooperative learningMnemonic Strategies | Role playDiscussionsGraphic Organizer | Commerce Textbooks | Assignment-categorizing occupations as either a direct service or indirect service | 2. Production and Distribution | | | | | | 2 | A) Stages of Production | 1. Define the term production 2. Identify the stages of production 3. List and explain the classification of occupations 4...
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...research later. The course aims to provide learners with knowledge and skills in designing and implementing an independent business research project. After the course, students will be able to: 1. Formulate research questions and objectives. 2. Conduct an appropriate literature review. 3. Design and implement appropriate qualitative and/or quantitative research methods. 4. Write a research proposal that can form the basis for their final dissertation. 5. In overall, learners will know necessary steps to carry out a research project and to write a structured report/dissertation. 2) Course Textbook(s)/Resources: a) Mark Saunders, Philip Lewis, and Adrian Thornhill, 2012, Research Methods for Business Students, 6/E, Financial Times Press. (ISBN-10: 0273750755; ISBN-13: 9780273750758) For instructors: Instructor manual with solutions, PPT Transparencies, Test Bank, and additional cases http://wps.pearsoned.co.uk/ema_uk_he_saunders_resmethbus_6/ For students: http://wps.pearsoned.co.uk/ema_uk_he_saunders_resmethbus_6/ b) Coverage: 30 slots with 90 minutes per slot for study 3) Implementation plan in details (FSB-Mỹ Đình-...
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...services it provides, where it locates, and how it organizes resources, people, and processes. The course has two major thrusts: (1) strategic and tactical decision making and (2) standard (mostly quantitative) decision techniques. Writing in Sher- man's course was directed at the strategic and tactical areas. We (Walvoord and Sherman) collaborated in gathering the data and writing the chapter with generous help from McCarthy and other team members, who helped to shape the study, check data, and critique chapter drafts. Like the other classroom chapters that follow, this chapter addresses our research questions (p. 4) through an examination of Sherman's expectations and each of the six areas of difficulty we constructed for all the classrooms, focusing on how Sherman's methods and the students' strategies appeared to have affected the difficulties. (We follow the basic organizational pattern we outlined on p. 15. Our definitions of difficulties and strategies appear on pp. 4-5.) At the end of this chapter, we address two other topics that transcend any single area of difficulty: 1. Students' pre-draft writing (any writing that precedes the first draft that contains two-thirds of what the student intended to be the full paper) 2. Sherman's responses to drafts and students' revisions on the final paper of the course....
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...200087 Strategic Marketing Management School of Business│Learning guide Autumn 2012 HOW TO USE THIS LEARNING GUIDE ICON KEY Activity Checklist Deadline Handout Hint Important information Online activity Reading Toolkit Warning This learning guide supplements the unit outline and is designed to help you navigate through the unit. It will help you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant section of the learning guide as you plan your study – it will highlight the main things that you should be getting out of the resources available and provide guidance on teaching activities and class preparation. The learning guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus on developing the habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve this. A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints for doing them. STAFF Unit Coordinator Peter Cordina Building ED.G.68, Parramatta campus Phone: 9685 9583 Point of first contact Unit administration...
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...classes that are fun and interesting, but completely optional. Then there’s a third kind: required classes that don’t necessarily relate to anything I’m studying, usually called general education or in my case, First Year Experience. The other category is the most frustrating. These are the classes where I usually feel like I’m not having fun or learning anything useful. However, these classes aren’t always the huge waste of time and money that many students think they are. One of my general requirements turned out to be the most rewarding class I’ve taken so far in college. That class was Public Speaking! This class didn’t have things a standard college class would have. I learned far more than I would have in a traditional class were we did a lot of reading, bookwork, and homework assignments. There were no big reading assignments! Nobody likes reading textbooks all the time. They aren’t fun to read, and I usually don’t learn well when I’m bored out of my mind. Public Speaking wasn’t taught out of a textbook, so there were no huge reading assignments for seventy-five percent of the class to blow off. Sure, there were a few small readings, but they were painless enough that students could just share each other’s textbook. Thanks to that many of us didn’t have to buy the textbook. I always showed up to class and actively paid attention. There was no confining schedule. Having a plan isn’t necessary a bad thing, but it can be hazardous when a professor’s guesswork is wrong and...
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...ISFM 300 Case Study, Stage 1 Business Environment Analysis Click Link Below To Buy: http://hwaid.com/shop/isfm-300-case-study-stage-1-business-environment-analysis/ Before you begin this assignment, be sure you have read the “UMUC Haircuts Case Study” and be sure to take a look at the “Walmart Example.” Overview of Business Environment Analysis for UMUC Haircuts UMUC Haircuts has been in business since 1995 and has seen an increase in competition from a variety of competitors, as described in the Case Study. With the news that a Hair Cuttery is likely to open only five miles away, Myra, the owner of UMUC Haircuts, is concerned and has begun analyzing her situation and what could be done to remain competitive in this changing environment. She has recognized that scheduling her employees and her customers is causing her problems, and she thinks she should focus on that first, as it is fundamental to her business. Myra also believes that there must be a technology solution that could help her run her salon, but she has no idea where to start. You are a Systems Analyst, and Myra has asked you to help her with determining how she can improve her business. Myra has requested, specifically, that youverify and provide added support to her own analysis that has resulted in the identification of a Strategy for Competitive Advantage and a Business Process for Improvement. This will be the basis for defining business and systems requirements for an IT solution.This Strategy...
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...Rhetorical Analysis No matter what fields you are in, we as academic writers will be familiar with rhetorical choices. Rhetorical choices play an important role in writing. They’re the “key ingredients” in a paper in order to capture readers’ attention and achieve writers’ purposes. When I was in Human Resource Organization Behaviors 101 class, professor Thomas Shirley assigned an ethics case for each group. I joined a group of five people and we got together for several group meetings. Finally, I was assigned to compose the “Ethical Analysis” section. Toward to the paper deadline, we produced the paper called “Starbucks: Friend or Foe.” The purpose of the assignment was to argue that whether the company’s decision was ethical when Starbucks fired employees for supporting unions and applied the four-component model of ethical decision making to this case. Discourse community is an essential factor when composing a paper. According to “Students Writing Handbook”, discourse community is a unique communication tool which people use to communicate with their readers within their fields (30). Since the paper was written for a required upper division major core course, the discourse community is all business majors. The genre was a general business paper with three sections: case summary, ethical analysis, and recommendations. We are college students are trained to become more professional in our careers. As a result, my group paper’s intended audiences were only Professor Thomas Shirley...
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...MBA 6301, Business Ethics Course Syllabus Course Description Explores the role of individual, business, and government activities related to ethically responsible commerce and socially beneficial business activity. Prerequisites None Course Textbook Stanwick, P. A., & Stanwick, S. D. (2014). Understanding business ethics (2nd ed.). Thousand Oaks, CA: Sage. Course Learning Outcomes Upon completion of this course, students should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analyze the concepts of business ethics from a personal and an organizational perspective. Assess the ethical issues facing business leaders. Evaluate and distinguish between the concepts of social responsibility, integrity, and business ethics. Explain the framework required to make ethical decisions in today's business environment and how it improves the business climate. Summarize how moral philosophies, on a corporate and individual level, influence ethical decision-making in business. Analyze the influence of corporate culture, including leadership, power, and motivation, on business ethics in the workplace. Explain the pressures that influence ethical decision making in the organization. Evaluate the need for ethical standards, codes of ethics and practices in business. Assess the auditing process to assure ethical practices are being followed. Analyze the role that culture plays in global business ethics. Credits Upon completion of this course, the students...
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...Simulations of psycholinguistic phenomena show that LSA reflects similarities of human meaning effectively. To assess essay quality, LSA is first trained on domain-representative text. Then student essays are characterized by LSA representations of the meaning of the words used, and they are compared with essays of known quality in regard to their degree of conceptual relevance and the amount of relevant content. Over many diverse topics, the IEA scores agreed with human experts as accurately as expert scores agreed with each other. Implications are discussed for incorporating automatic essay scoring in more general forms of educational technology. 1. Introduction While writing is an essential part of the educational process, many instructors find it difficult to incorporate large numbers of writing assignments in their courses due to the effort required to evaluate them. However, the ability to convey information verbally is an important educational achievement in its own right, and one that is not sufficiently well assessed by other kinds of tests. In addition, essay-based testing is thought to encourage a better conceptual understanding of the material and to reflect a deeper, more useful level of knowledge and application by students. Thus grading and commenting on written texts is important not only as an assessment method, but also as a...
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...pages 136-151 in your textbook. Introduction As you have seen in your studies through the first six weeks of class, evidence plays a critical role in any argument essay. It’s the evidence, of course, that helps to convince your reader that what you’re saying is true. "Read my lips" just doesn’t cut it. In this lesson, you’ll have the opportunity to learn to examine your use of evidence so that you present your "case" in the best light. In the end, your reader will evaluate your claim based not only on the quality of the evidence you present, but also on your interpretation of it. You will examine your evidence to determine its relevance, validity, and level of detail. Evaluating if you have enough – or too much – evidence and whether the evidence you’re presenting helps or hurts your case will conclude this week’s lesson. Key Questions Textbook Pages What is evidence? Identify the importance of evidence in a winning argument essay. Pages 136-138 How would you identify and utilize various types of evidence to support an argument? Pages 138-143 How would you evaluate supporting evidence? Pages 143-146 How would you analyze a sample argument? Pages 147-150 How would you use debate, dialogue, and deliberation to find evidence for all sides of an issue? NA Week 7 Assignments Major Writing Assignment 6: Who’s to Blame? Reread the article, "Violent Culture: The Media, the Internet, and Placing Blame," by Darren Beals, pages 147-150 textbook. Using all you have...
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...employer, abuses of power, whistle blowing and job discrimination. COURSE OBJECTIVES: 1. Students will improve critical thinking by developing their skills for explaining, critically examining, and responding to theories, uses and claims in the area of business ethics. 2. Students will improve writing skills by explaining, exploring and critically examining theories, issues and arguments in the area of business ethics. 3. Students will improve communication skills by explaining orally ethical issues and arguments that arise in a business context. 4. Students will develop an openness to having their beliefs challenged, will learn to hear and comprehend the views of others, and to entertain objections to their own view. REQUIRED TEXT: William H. Shaw, Business Ethics Thomson Wadsworth, 8th edition, 2014 ISBN: 1133943071 COURSE REQUIREMENTS AND GRADING: Exams: 50%. There will be two major exams, one during the semester and one during finals week. The exams will focus on the material we go over in class, which will be based on the readings. There will be a review session the week prior to each exam Writing Assignments: 50%. There will be six short writing...
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