...fgfgfgf GENERAL INFORMATION Office: RB 338B Phone: 305-348-7050 Office Hours: Tuesday, 3:00to 5:00 p.m. Class Location: CBC 155 Class Times: Wednesday, 5:00 pm - 7:40 pm E-mail: WebCT course e-mail only! Website: http://business2.fiu.edu/1027714/www Please read this syllabus in its entirety. It is a part of the course content. It is important that you understand what is required in this course and the time frames for completing assignments. Class Format: This is a hybrid course, which means that classroom sessions will be held on alternate Thursdays. For the weeks in which no classroom sessions are scheduled, you will have assignments and quizzes based on readings and Web-based. You will also be expected to interact regularly with your fellow classmates (in person and virtually through email and the course discussion forum) to organize and prepare the team project. Since this course uses a significant amount of multimedia content, it is strongly advised that you obtain access to a computer with broadband Internet access and an up-to-date streaming media player (either Windows Media Player or Real Player are recommended). fgfgfgf COURSE DESCRIPTION This is an introductory course designed to help you develop an understanding and awareness of the essentials of managing and of the way organizations behave. By exploring the four pillars of management -- planning, organizing, leading, and controlling -- we will discover how organizations leverage...
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...samenvatting_introduction_to_international_business.pdf Samenvatting Introduction to International Business Rijksuniversiteit Groningen | International Business | Introduction to International Business Verspreiden niet toegestaan | Gedownload door: Dorien De Vries | ID: 118424 INTRO TO IB KEY WORDS AND CONCEPTS Conceptual Foundations of International Business Strategy 1. Internationally transferable FSAs . Tacit knowledge = personal knowledge MNE’s heritage=key routines developed by the firm since its inception. 4 archetypes of administrative heritage: • Centralized exporter=only exporting the standardized product, no activity in host country. • International projector=FSAs from home country copied, no development of new ones. • International coordinator=different parts of the production process in different countries. • Multi-centered MNE=does everything(produce, sell, etc.) in the host country. 2. Non-transferable or location bound FSAs. 4 types of non-transferable FSAs: • Stand-alone resources=linked to location advantages. Such as certain immobile markets. • Other resources=such as local marketing knowledge, don’t have same value abroad. • Local best practices=routines which are highly effective at home, not the same abroad. • Recombination capabilities=taking FSAs/products from home and adapt it to host country. 3. Location advantages. !Strengths of a location, useable for all the firm’s operations in that location. !The reason why an MNE should go there. Foreign...
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...Skyler Orman 2/19/13 People learn for a variety of different reasons, whether it be to itch their curiosity or to better themselves. Just as there are different reasons to learn there as many techniques in which individuals use to understand what they are learning. In the Salman Khan, founder a nonprofit schooling website which provides professionally done educational videos to the public called The Khan Academy, believes that subjects in school should be taught by connecting them to the previously taught subjects in order to allow students consolidate the new information more efficiently as well as better retain previously learned information. Khan suggests that by questioning and exploring topics more in depth learners have the chance to make deeper connections with the information than if it goes completely unrelated to their prior knowledge. Mike Rose tells about his experiences of growing up into his education. By using his curiosity for books as an escape from the reality of his own life Rose transitioned himself into a more critical think and reader. He states “the more an assignment was related to real reading; the better I did; the more analytic, self-contained, and divorced from context, the lousier I did” (Rose 106). The more his assignments appealed to what his personal interests were Rose was able to make the connection from the “real reading” in depth that he read in his personal life and his assignments in school. By making the internal connection of what...
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...Tuskegee University Brimmer College of Business Administration and Information Science Fall 2015 BUSN 0408 Course Syllabus ------------------------------------------------- ------------------------------------------------- Course: BUSN 0408 – Marketing Research ------------------------------------------------- ------------------------------------------------- Instructor: Dr. Jack Crumbly ------------------------------------------------- Office hours: MW 11:00AM - 1:00PM, T: 10:00AM-12:00PM F: 11:00AM-12:00PM or by appointment ------------------------------------------------- Office location: College of Business Room 208 ------------------------------------------------- Phone: 334-727-8733 ------------------------------------------------- Email: crumblyj@mytu.tuskegee.edu ------------------------------------------------- ------------------------------------------------- Textbooks: Basic Marketing Research Using Microsoft Excel Data Analysis, 3rd edition by Alvin C. Burns and Ronald F. Bush; Prentice Hall, Upper Saddle River, NJ: Pearson Education Inc. ------------------------------------------------- ISBN: 978-0-13-507822-8 ------------------------------------------------- ------------------------------------------------- Course Description & Purpose The purpose of this course is to provide you with the knowledge and skills necessary to conduct a market research project from its inception...
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...1.1 (Intro.) CS-M74 Software Product Development (2003-4) 1.2 (Intro.) Roger D Stein BSc PhD MBCS CEng CITP R.D.Stein@swansea.ac.uk Room 302, Faraday Tower 1.3 (Intro.) CS-M74 Pre-requisites • CS-M01 Distributed Programming in Java 1.4 (Intro.) Assessment Report 10% Linux / C 10% Group Project 20% Project Specification 30% Written Examination (May/June) 30% Lectures approx. 20 in total ((plus tutorials)) TB1 Tues. 9.00 Far-L ? Andy Gimblett (3 Linux + 6 C) [with CS-244] Wed. 11.00 Glyn-A ? Roger Stein (start on 5 November) TB2 Lectures Linux /C 9 Introduction 1 Ethics 1 Legal Issues 1 Project Management 2 (Group Project 2) Software Engineering 4 1.4 (Intro.) Books B. Ayres, The Essence of Professional Issues in Computing, Prentice-Hall, 1999 S Baase, A Gift of Fire, 2nd ed., Prentice-Hall, 2003 B. Hughes and M. Cotterell, Software Project Management, 3rd ed., McGraw-Hill, 2002 R. Pressman, Software Engineering: A Practitioner’s Approach, 5th ed., McGraw-Hill, 2000 I. Summerville, Software Engineering, 6th ed., Addison-Wesley, 2001 1.5 (Intro.) Why Software Engineering? “Engineering … to define rudely but not inaptly, is the art of doing that well with one dollar, which any bungler can do with two after a fashion” - Arthur Mellen Wellington, The Economic Theory...
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...Social Mobility Paper Willie J. Williams Jr. University of Phoenix/Sociology 100 Becky Russell December 14, 2009 “Introduction” Citizens can move up or down the social ladder throughout their existence or from one generation to the next. Everyone is offered the same chance and opportunity at improving their lives socially and the way each generation handles adversity lies behind the idea of equal opportunity and how you utilize your god giving talents. Social Mobility Social Mobility is measure in one by seeing whether rich parents give birth to rich kids and poor parents give birth to poor kids, or see if the incomes of parents and their children are distinct. Can children of poor parents become rich? It looks as though the American Dream is far more likely to remain a mirage for Americans than it is for citizens residing in other countries. A larger disparity of results seems to make it effortless for wealthy parents to leave their advantages. While income differences have expanded in the USA as well as Britain, social mobility has slowed up. Bigger incomes contrasts can make it tougher to attain opportunity fairness because they amplify social class segregation and possibly bigotry. Willie James Williams Sr. Willie James Williams Sr.; born the 3rd child of Frank and Alma Williams on the 4th of July, 1939. He didn’t get to know his father like most sons do, because his father was killed on the train tracks of Sylacauga, Alabama. The cause of death was stated in a report...
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...REMINDER: 1. Submit timesheet to team leader by Saturday mid afternoon...if yet anyone is assigned (PLEASE) e-mail them to me, or better yet put it in these threads!! 2. Submit a second copy of your own time sheet to your dropbox 3. Submit the final contract (which I feel we can get done by today evening) to your own dropbox!!! 4. Review the summary/status report that is created by the leader for the week. I suggest that it be completed by early Sunday at the latest and then also make a copy of it to these threads for everyone else to see. Team A Team B Team C Team D . Hi Team, Here is the conference call number and pin # schedule for: Time: 9:00pm EST or 6:00pm PST Date: Thursday, September 6th Dial in Conf. #: 1-866-206-0240 Participant pin#: 969444 Remember to also log into Team A Chat simultaneously. Priority order Strategic management to do mission which thry lack Human resource issues Customer service Online gaming asrs Meeting minutes: Mayhew and I had a 25 minute telecom in which we discussed the major points of the team contract. This is a tentative list of what we thought to be good ideas. Keep in mind that these are open to amendment if anyone has any good ideas. Q: How work will be divided? A: Equally based on content Q: How decisions will be made? A: By consensus, but with the leader making the final call. Q: How disputes will be resolved? A: In a diplomatic fashion...
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...FIRST YEAR SEMINAR SECTION 311 Instructor | Dr. Miriam McMullen-Pastrick | Class Times & Locations | Class ScheduleCAS 100A Section 001 MWF 10:10-11:00AM 124 OBSCAS 100A Section 002 MWF 11:15-12:05PM 124 OBSCAS 100A Section 007 MWF 3:35-4:25PM 121 OBSCAS 101 Section 001 MWF 2:30-3:20PM 144 HML1st YR SMNR Section 311 T 4:00-4:50PM 41 Kochel | Office | 051 Kochel | Phone | 898-6302 | Voicemail | 898-6302 | Office HoursDr. Miriam | Monday, Wednesday 12:45 - 2:00 PM 051 KochelTuesday 2:45 - 3:45 PM 051 KochelAnd by appointment - - please ask!!! | Mr. Zachary Kachaylo | Tuesday 4:00 – 4:50 051 Kochel Wednesday 5:00 – 5:45 | Division Phone | 898-6108898-6151 | Copy & Multimedia Center | 898-6286 | Assignment Assistance Hotline | Sunday 8:30-9:30 PM898-6302 | I will check my voicemail every fifteen (15) minutes and return your call in the order it was received. If this does not occur, please, contact your mentor, give her/him your phone number and your mentor will contact me. Satisfies First Year Seminar Requirement 8/26/13 - 12/13/13 Text Required Gordon, Virginia N and Minnick, Thomas L....
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...ENGLISH 221: Technical Writing Fundamentals PRINT OUT—PRINT OUT-- PRINT OUT—PRINT OUT-- PRINT OUT If you have any questions about the syllabus, please post them in the Main Classroom. Susan Colebank scolebank@email.phoenix.edu (University of Phoenix) susancolebank@gmail.com (back-up; do not CC this address when you e-mail me at my UOP address) COURSE NUMBER: ENG221 COURSE TITLE: Technical Writing Fundamentals COURSE START DATE: 1/17/12 COURSE END DATE: 2/20/2012 FACILITATOR AVAILABILITY I am in the Classroom five days of the week: Sunday, Monday, Wednesday, Thursday, and Friday. I am on in the morning and then again at night, with the afternoon set aside for telecommuting and taking care of my daughter. I provide you with these times to make it easier to communicate with me, and not to limit our contact. I want you to know that, should you need to contact me outside this timeframe, you should not hesitate to do so via my University of Phoenix e-mail. I HIGHLY RECOMMEND e-mailing me with your questions or concerns, since it is best to document our conversations with a paper trail. I have yet, in nine years of being a UOP instructor, found a student who has a question or concern that couldn’t best be discussed via e-mail. If you need to call me, then please e-mail me first to schedule a time and to leave your phone number. For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to...
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...FAMILY THEORIES (HDFS 865) Fall 2010 Tuesdays, 2:25-4:55 pm 1339 Sterling Professor Lynet Uttal Office: 338 Old Middleton Building, 1305 Linden Drive luttal@wisc.edu 306 Ingraham Hall, 1155 Observatory Drive (corner of Charter) 608-263-4026 Office hours: By appointment. Send me an email with 2-3 times you are available. Course Overview HDFS 865 Family Theories is a survey course that examines the interdisciplinary study of families. The course content is organized into two sections: a) theories, ideologies and definitions of families and b) applications of family theories in practice, family programs, and policies. This course will examine “what is theorizing in family studies?” Family theories are explanatory frameworks for different ways of understanding families. Theorizing about families involves conceptualizing the lived experiences of people in relation to their own families as well as developing explanations of the social role of families in society, tracking demographic changes over time, and identifying ideologies and social forces that influence and are influenced by family life. Some theories look at how individuals develop over the life span in the context of families; others define the forms and functions of families as a social unit in society. Some look at “the family” as a unit and focus in on the internal dynamics of relationships between family members, while others look at “the family” as a subsystem or institution in the larger scope of...
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...Nursing 101 The Art and Science of Nursing Spring 2013 PRE-REQUISITES AND CO-REQUISITES: None COURSE CREDITS AND COURSE HOURS: 3 credits (3, 1, 2) GRADING SCALE: Refer to 2011/2012 CNC Calendar, p. 110 COURSE DESCRIPTION: This course introduces the beginning student to the dimensions of professional nursing practice. Through group and individual learning activities, students are introduced to concepts, professional nursing practice, issues & trends in nursing, and the Canadian health care system. This course establishes the foundation for your future nursing career. COURSE STRUCTURE: Classes are delivered using lecture, discussion, group work, and lab and clinical experiences. There is also an online component to the course. Please visit the Nursing 101 Moodle shell regularly for readings and submission of assignments. There are required readings assigned for each week and material from these readings will be applied during class activities. It is expected that students will have completed the required readings, as this will help facilitate each students’ active participation in the course and the achievement of learning outcomes. All required and supplemental readings are testable material. STUDENT REQUIREMENTS: PARTICIPATION IN ALL LAB AND CLINICAL SESSIONS IS MANDATORY. FAILURE TO ATTEND YOUR SCHEDULED SESSION WILL RESULT IN FAILURE OF NURSING 101. (See policy regarding illness in student handbook & CRNBC Fitness to Practice Requirements). You must...
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...LOLA NAME; Password: LOLA PIN Credit Hours: 3 Contact Hours: 3 Maximum Enrollment 24 TEXTBOOK(S): Norton Field Guide to Writing with Readings and Handbook, 3rd Ed MLA Formatted Essay Pages 523-530/ Works Cited: 531-534. MATERIALS: dictionary, loose-leaf notebook paper, pens, pencils, stapler, flash drive, two 2- pocket folders to keep ALL material completed for the class and for a special assignment, 4 large bluebooks for exit exam practice and exit exam final Course Description: Introduces students to the critical thinking, reading, writing and rhetorical skills required in the college/university and beyond, including citation and documentation, writing as a process, audience awareness, and writing effective essays. Students must pass a departmental exit exam to pass the course. | Prerequisites: | Appropriate placement test score or ENGL 091 with a “C” or better. | | Co-requisites: | None | | | Suggested Enrollment Cap: | 24 | | | Learning Outcomes: Upon successful completion of this course, the students will be able to: | 1. Apply fundamental strategies such as invention, drafting, revising, and editing (GELO 1). 2. Construct thesis-driven essays that adhere to a...
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...Goal There are four main worlds within the game which progress in a parallel layout (Adams, E. & Rollings, A. 2007). The four main worlds, Country, Residential, Industrial and City must be saved from the mutant cakes that slowly take over each world. As the player traverses each landscape destroying cakes, the enemy also continues alongside her defying being completely hunted down and destroyed. The player encounters evolved mutant cakes at the end of each world level and must defeat it before gaining access to the next world. The ultimate goal is to stop the mutant cakes from reaching the City World and conquering civilization. _____________________________________________________________________________________________ 2 INFT6300 – Assignment 2: Game Script Report Daniel Michael, 3103360 UoN Trimester 1, 2010 _________________________________________________________________________________________________ The following table describes the high level game progression through each of the four worlds and the required skill level to complete each. Rural World Explore world Residential World Slow Mutant Cake progression by defeating L2 mutant cakes Industrial World Defeat L2 & L3 Mutant Cakes City World City in chaos, defeat L3 Mutants Fight Level 1 Mutant Cakes Fight mutant cakes and uncover new abilities Find advanced weaponry & Master Destroy all L2 Mutants and uncover...
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...TIV The Innovator Game Design Document Group 1 Martin Hannappel (536634) Valerina Hocaku (538514) Ashley Kok (523313) Matthew Simpson (539898) TIV The Innovator Game Design Document Group 1 Martin Hannappel (536634) Valerina Hocaku (538514) Ashley Kok (523313) Matthew Simpson (539898) Contents 1. Game Mechanics 3 1.1.Core Game Play 3 1.2.Game Control 4 1.3.Game Flow (Player Experience) 4 1.4.Characters 6 1.5.Game Play Elements (Alphabetically Ordered) 7 1.6.Game Physics and Statistics 11 1.7.Artificial Intelligence 12 1.8.Game Mode: Ghost Run 13 2 User Interface 14 2.1Flowchart 14 2.2 Functional Requirements 16 2.3 MOCK-UPS 17 3. Art and Video 21 3.1 Style guide/ Overall goals: 21 3.2 2D Art & Animation/ 3D Art & Animation 21 3.3 Game Play Elements 24 3.4 Cinematics/ Video 29 4.Sound and Music 32 4.1 Overall Goals 32 4.2 Game Walkthrough 32 5.Story 37 5.1 Background 37 5.2 Synopsis 37 5.3 Story (3 Levels + The Grand Theft) 37 6.Level Requirements 39 6.1 Level Diagram (Simple linear model) 39 6.2 Asset Revelation Schedule 40 6.3 Level Design Seeds Notes About the Diagrams Below 41 1. Game Mechanics 1.1. Core Game Play Permanent running; the player only stops when falling into a gap between the houses, running into obstacles, falling through sky-windows, getting shot or caught by the persecutors/enemies Preset pathway; no “real” own direction choices possible, though...
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...that since she wrote each essay separately, a certain degree of overlap exists in the collection. I would perhaps recommend that readers space out the essays rather than attempting to digest them all at once; this will allow readers to digest her thoughts before moving on, and will help them avoid becoming frustrated by these overlaps. hooks states that she intends these essays to be “celebratory” (10), and indeed I found that the experience of reading them was often a joyful one. The degree to which she loves teaching and connects with her students is incredibly inspiring. Teaching to Transgress has earned a permanent place on my bookshelf; I anticipate that I will turn to it often as I begin to teach students and create my own pedagogical style. Intro: Teaching to Transgress bell hooks ushers the reader into her collection of essays with a description of the various pedagogies that informed her own education. First, she presents us with the exciting, enlivened learning environment which she experienced as a young girl in an all-black school. She attributes this excitement at least in part to the fact...
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