...addition to the Official Unit outline found on QUT Virtual this document will provide specific information about the unit as it will run this semester. Semester | Semester One, 2016 | Unit CoordinatorLecturer | Name: Associate Professor Rumintha WickramasekeraPhone: 3138 1560Room: GP Z1046Email: bsb119@qut.edu.au | | Name: Dr Alvin TanPhone: 3138 1257Room: GP Z 1051Email: ac.tan@qut.edu.au | Unit Administrator | Name: Ms. Jan HeffernanPhone: 31381850Room: GP Z1018Email: j.heffernan@qut.edu.au bsb119@qut.edu.au | Academic queries | Email: bsb119etutor@qut.edu.au | Administrative queries | Email: bsb119@qut.edu.au | Tutor contact details | Available in Contact Us section of Blackboard | Lecture Schedule Date: Week Beginning | Lecture Topic | Readings from textbook | Week 129 February | Introduction * Overview of Australian Business Environment * Globalisation and interdependencies * Drivers of internationalisation | Ch 1(pp19 to 28 & 43 to 63) | Week 27 March | Introduction to IB Theories and Databases * Models/theories of internationalisation * Country analysis * EIU, GMID Databases | Ch 2 (pp90-108) | Week 314 March | Business environments – Socio-economic characteristics * Country profile and macro-segmentation * Levels of economic and social development * Determinants of market potential | Ch 7 | Week 421 March | Business environments – cultural diversity * Elements of culture * Dimensions of culture...
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...subject of copyright protection under the Act. Do not remove this notice UNIT OF STUDY INFORMATION. UNIT OF STUDY CODE AND TITLE. ANAT 3008. Musculoskeletal Anatomy. UNIT OF STUDY DESCRIPTION AND GOALS. The unit of study is available in semester two of year three in medical science and science degrees and is worth six credit points. The unit provides an opportunity for students to study the macroscopic topographical and systems anatomy of the limbs. The curriculum varies from year to year and other regions and topics are introduced. Emphasis is placed upon the identification and description of structures, the correlation of structure with function and the use of anatomical knowledge in understanding or solving problems in other disciplines. Particular emphasis is given to the innervation of the limbs. The unit also aims to develop the general skills of observation, description, drawing, writing and discussion as they apply to biological structures. The unit builds upon or compliments other macroscopic anatomy units offered by the Department and provides for the development of skills, which could be relevant to a later honours project or higher degree in the field of structural biology. LEARNING COMMITMENTS AND CONTACT. Two one hour lectures per week. Two two hour practical classes per week. LEARNING SITUATIONS. The lecture series aims to give...
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........... 1 Learning Outcomes .......................................................................................................................... 1 Teaching & Support Staff.................................................................................................................. 2 Course Delivery ................................................................................................................................. 3 i. ii. i. ii. iii. iv. Lectures................................................................................................................................ 3 Tutorials ............................................................................................................................... 3 Prescribed textbook ............................................................................................................. 4 Blackboard ........................................................................................................................... 4 Podcast of lectures ............................................................................................................... 5 Student Webmail.................................................................................................................. 5 Course Learning Resources ............................................................................................................... 4 BSNS105 Summer School Course Calendar .......................................
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...How to Find Specific Journal Articles: (by Mark James) This is a step-by-step guide to finding specific research articles that you have been given the complete reference for (e.g. for seminar readings listed on Moodle, or for articles cited in lectures). To find articles when you do not have a full reference for (e.g. when you’re looking for research on a topic/theory/model generally) please refer to the slide “Finding Sources” of the Study Skills slides provided on Moodle. All seminar readings are available to download via the University of Kent library website using the following steps. Example - how to find: Poropat, A.E. (2009). A meta-analytic analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135 (2), 322-38. Step 1: Go to http://www.kent.ac.uk/library/ - click ‘Search for journals” and enter title of the journal (e.g. Psychological Bulletin) here: Step 2: Click on one of the search results: Some journals are accessible through multiple providers (e.g. PsycARTICLES, Academic Search Complete, Wiley-Blackwell Full Collection), with varying levels of access. Check the date of the article you’re searching for was published and select a provider which holds the journal published that year. Step 3: A new window will pop up, and you will be asked to input your Kent username and password. Once provided you will be taken to the journal providers website. Select the year the reading was published (e.g. 2009)...
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...AMB200 Consumer Behaviour Portfolio Purpose The purpose of this assessment is for you to understand consumer behaviour by applying theories to your own behaviour. In this assessment, you will submit three (3) out of six (6) tutorial worksheets as part of a portfolio. You must submit worksheet 1 and then choose any two (2) from worksheet 2 to 6. The tutorial program has been designed to assist your learning and is directly linked to this assessment. You should aim to attend most of the tutorials if you seek a good mark. Consumer Behaviour List In the first tutorial, you will be select ONE consumer behaviour from the list below that you have done in the last three months. You will then complete worksheets in the tutorials of weeks 2 – 7 on that consumer behaviour. Once you have selected a behaviour you cannot change as your assessment requires to submit worksheets on the same behaviour. List of Consumer Behaviours * Buying a PC/laptop/high-technology item * Booking/arranging/going on an overseas holiday * Selecting a university * Going to the movies * Choosing a restaurant for a special occasion * Evaluating and selecting a mobile phone plan * Choosing to do volunteer work * Buying a fashion item * Going to a concert * Changing a bad habit (smoking, reducing alcohol intake, getting fit, eating better) Assignment structure and requirements You must follow this structure, do not change the order of the content of the worksheets...
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...filled in for you convenience:- |C.W. |He / She has been doing C.W. regularly & neatly/nicely/charmingly. | |H.W. |A bit irregular in doing H.W. / Has been doing H.W. with due care. | |Hand-Writing |Can / Can’t write neatly & independently. / Hand Writing still needs improvement. | |Reading |Can / Can’t pronounce letters and words correctly. | |Attention In Class |Listens the lectures with due care. / Careless in attending class lectures. | |Participation in |Is shy but friendly. / Shows reluctance/active participation in group discussions. | |Group Activities |/ is being encouraged to participate in group discussions. | |Games & Sports |Active in sports & games. / Eagerly participate in games. | |Discipline |Well...
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...Why Should Diet For Life Improve Its Website Prepared for Dr. Naji Oueijan General Manager Sassine, Ashrafieh Prepared by Said Richa Ranim Naffouj August 12, 2015 Memorandum Memo To: Dr. Naji Oueijan, GM Memo From: Said Richa, Head of IT department Ranim Naffouj, Head of sales department Date: July 21, 2015 ------------------------------------------------- Subject: Updating our company’s website Enclosed is the report you requested in August on whether we should update our website or not. We believe we should. It could: * Increase our company’s profits. * Increase our company’s reputation * Create an online community for our company * Give our clients better satisfaction Diet for Life should invest into a better website to see a lot of possibilities to grab. We should conduct a research to see which strategies and methods we should apply in order to do so. The information in this report came from print and online sources, as well as a questionnaire distributed along Notre Dame University gym members. We thank them for their time and valuable information. Thank you for the opportunity to conduct this research. We appreciate the chance to give our company a better future. If you have any questions about this report, please ask! Table of Contents * Memo of Transmittal * Executive Summary……………………………………………………………… * Introduction: a) Background b) Purpose c) Scope ...
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...1. Record. During the lecture, record in the main column as many meaningful facts and ideas as you can. Write legibly. 2. Reduce. As soon after as possible, summarize these ideas and facts concisely in the Recall Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. Also, it is a way of preparing for examinations gradually and well ahead of time. 3. Recite. Now cover the column, using only your jottings in the Recall Column as cues or "flags" to help you recall, say over facts and ideas of the lecture as fully as you can, not mechanically, but in your own words and with as much appreciation of the meaning as you can. Then, uncovering your notes, verify what you have said. This procedure helps to transfer the facts and ideas of your long term memory. 4. Reflect. Reflective students distill their opinions from their notes. They make such opinions the starting point for their own musings upon the subjects they are studying. Such musings aid them in making sense out of their courses and academic experiences by finding relationships among them. Reflective students continually label and index their experiences and ideas, put them into structures, outlines, summaries, and frames of reference. They rearrange and file them. Best of all, they have an eye for the vital-for the essential. Unless ideas are placed in categories, unless they are taken up from time to time for re-examination, they will become inert and soon forgotten...
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...mentioned, teaches no class. Class of Professor of Divinity. The duty imposed upon the Professor of Divinity is very arduous. In addition to the Lectures which ne has to deliver, he was in the practice of hearing the numerous Discourses which the Church requires before young men can be admitted to probationary trials. Pre viously to the appointment of Dr. Chalmers as joint Professor with Dr. Ritchie, the whole of the Discourses were heard by the Professor of Theology ; and some conception of the arduousness of the task may be formed from the following account given in the Appendix to the Returns from the University of Edinburgh. The number of Students enrolled each Session, has for these five years past been above 200. The Law of the Church impera tively prescribes that each of them shall deliver five Discourses before being taken on trials for licence. It is obvious, therefore, from this, taken in conjunction with the period during which continuance at the Divinity Hall is necessary, that each Student must deliver at least one Discourse, and many of them two or more in one and the same Session. This necessa rily interfered very much with the lecturing department, the number of Lectures delivered each Session amounting to 40, and the Professor, from the causes stated, finding it impos sible to enlarge the number. Dr. Ritchie's Lectures explained and illustrated the topics, both direct and collateral, suggested by the successive articles contained in the Apostles' Creed ; and the...
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...school. Students should devote a considerable amount of time reviewing information discussed during classroom lectures. It is very difficult remembering specific details from classroom lectures without good notes. These note taking strategies will help you to take better notes: ▪ Make clear and accurate notes Make sure to take legible and accurate notes since it is not uncommon to forget key details discussed in class after it has ended. Frequently, students comprehend the teacher's lecture, so they'll neglect to jot down specific details only to forget them later. Students who keep accurate notes can review them later to fully grasp key concepts during personal study time. Additionally, since during classroom lectures teachers frequently cover many topics, effective notes enable students to concentrate on specific topics. ▪ Come to class prepared Students properly prepared for class usually take better notes. Proper preparation includes completing assigned reading prior to class and reviewing notes from previous lectures. Students who do this can ask questions about confusing concepts and be prepared for new topics. ▪ Compare your notes To ensure your notes are as accurate and detailed as possible, compare them with the notes of other students after class is over. This is useful because your colleagues will frequently write down lecture details that you forgot or missed. This strategy will make classroom notes more thorough and precise. ...
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...TEXTS AND IDEAS: ANTIQUITY AND THE 19TH CENTURY Tentative Syllabus – subject to change Morse Academic Plan: MAP-UA 404 Section 040 New York University, Fall 2013 Teaching Staff Professor Friedrich Ulfers Department of Germanic Languages and Literatures Office: 19 University Place, Rm 329 Drop-in Office Hours: Mon. 4:00-6:00 Teaching Assistants: Susanne Fuchs (sf1363@nyu.edu) Office: 19 University Place, room 336 Office Hours: TBA Jonathan Kassner (jk3218@nyu.edu) Office: 19 University Place, room 336 Office Hours: TBA Class Times & Locations Lectures: Mon & Wed. 2:00 pm – 3:15 pm 12 Waverly Place, G08 (Auditorium) Recitations: Thurs (sec. 041) 8:00 am – 9:15 am GODD B07 Kassner Thurs (sec. 044) 11:00 am – 12:15 pm KJCC BSMT Kassner Thurs (sec. 045) 3:30 pm – 4:45 pm KJCC BSMT Fuchs Thurs (sec. 046) 4:55 pm – 6:10 pm GCASL 375 Fuchs Assigned Texts Sophocles, Antigone in Sophocles I, University of Chicago The Oxford Study Bible, Oxford University Press Plato, Symposium, Hackett Marx, Communist Manifesto, Norton Critical Edition Darwin, Origin of Species (includes The Descent of Man), Norton Critical Edition Nietzsche, The Birth of Tragedy, Cambridge University Press (contains both Birth of Tragedy and “On Truth and Lying in a Non-Moral Sense”) Freud, The Interpretation of Dreams, Perseus Distribution Thomas Mann, Death in Venice, Norton Critical Edition Franz Kafka,...
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...they will be learning; your ELO’s. “The purpose of this period of instruction is to teach you the fundamentals of sword manual. I will do this by explaining the nomenclature of the NCO sword and also the NCO sword manual movements.” -(Conceptual Framework) State how it relates to other POIs. “This class directly relates to Drill.” Or “This class does not relate to any class that you have received up to this point.” 3. LEARNING OBJECTIVES -Read the TLO’s and ELO’s. “At this time, look down at your TLO’s and ELO’s and look back up at me when you’re finished.” 4. METHOD/MEDIA -Explain your method of teaching the class and the media that you will be using. “This class will be taught utilizing the informal lecture method and also by the demonstration method. I will be aided by my PowerPoint presentation and my assistant instructor.” -Explain the Instructional Rating Forms *Students with the IRF’s, at this time set them aside as you will be given ample time at the end of this period of instruction to fill them out. 5. EVALUATION -“You will be evaluated on a knowledge-based exam on TD-5 at 0800 in this classroom.” Or “You will not be evaluated on this POI.” 6. SAFETY/CEASE TRAINING -Point out potential hazards and explain safety measures that will be taken in the event of an emergency. “There are no safety/cease training considerations as we’re in a classroom setting” 7. TRANSITION -At this point...
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...areas of the business, namely operations management, human resource management and marketing within the broader context of the changing organisation and the global economy. MODULE LEARNING OBJECTIVES By the end of this module, through completion of the assessment, attendance at lectures and participation in seminars you will have gained knowledge and understanding of: the changing nature of the global economy and its impact on management, operations management and organisational aspects of the business, the future for managing human resources the changing nature of the market place, marketing and consumer behaviour Also, you will have developed skills in being able to: think critically, conceptually and contextually, select and apply theoretical academic models, search and select appropriate reading material, use case studies to apply theoretical models to real life present material in both written scholarly essays and oral presentations understand the dynamics of group work reflect upon the learning experience to further develop interpersonal skills 1 MODULE ORGANISATION The Module uses Needle’s Business in Context (5th Edition, 2010) as a linked text. Several of the lectures relate to specific chapters in this textbook. It is strongly recommended...
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...TOPICS COVERED | READING MATERIAL | T& L | 17/7- 11/7 | * 1st lecture- Introduction to Module Understanding the concepts of IB * 2nd lecture- Evolution of International Business Globalization and International Business * Tutorial – Debate on the merits and demerits of Globalization | IB by Wall and Rees ch- 1 | LecturesGroup DiscussionsQ&A | 214/7-18/7 | * 1st lecture- Internationalization Process ( Exports, Non-equity and equity based) * 2nd lecture- Factors contributing to International Business Assignment hand over and discussion * Tutorial – Discussion on the factors that contributed for the growth of IB | IB by Wall and Rees ch- 2 | LecturesGroup DiscussionsQ&A | 321/7-25/7 | * 1st lecture- Why Firms invest abroad Gains from Trade Shift from developed countries to developing and emerging countries * 2nd lecture- International Business Strategies * Tutorial – Case study | IB by Wall and Rees ch- 3IB by Alan and Simon Ch- 2 & 9 | LecturesGroup DiscussionsQ&A | 428/7-1/8 | * 1st lecture- International Business Strategies * 2nd lecture- International Institutions and Markets * Tutorial – Case study | IB by Wall and Rees ch- 4 | LecturesGroup DiscussionsQ&A | 54/8-8/8 | * 1st lecture- Regional Strategies * 2nd lecture- Regional Strategies cont * Tutorial – Debate on the shifting production...
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...History 349/LACS 349: Revolutionary Movements in Modern Latin America GSI: Jamie Andreson | Fall 2014 | E-mail: ajamie@umich.edu | Sec 002: Wed 1-2, 2520 CCL | Office hours: Mondays 1-3 pmOffice location: 1621 Haven Hall Mailbox: 1029 Tisch Hall | Sec 003: Wed 3-4, 3556 DANA | | | Section objectives: Section is designed to complement rather than summarize material covered in lecture. Discussion section provides the opportunity to think critically and analytically about the issues raised throughout the course material. In section we will gain further understanding of the readings and their connections to lectures, as well as the relationship between primary and secondary sources. We will also prepare for papers, projects and exams by discussing topics, arguments, and polishing writing skills. Classroom expectations: In order to foster a positive learning environment for everyone, students are required to arrive to class on time, prepared and ready to engage in respectful and collaborative learning. This means abiding by the following codes of conduct: * Do not use cell phones or laptop computers for purposes other than consulting course material. * Be respectful and attentive to your fellow students. Provide space for everybody to talk and listen to varied perspectives during debates and discussion. * Support your statements with evidence. Do not rely on personal opinions or anecdotes but rather connect talking points to course material. ...
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