...Course Study Guide 2011–12 International Business Management BUSI 1493 [pic] Contents 1. Welcome 3 2. Introduction to the Course 4 2.1 Aims 4 2.2 Learning Outcomes 4 2.2.1 Knowledge and understanding of: 4 2.2.2 Intellectual Skills: 4 2.2.3 Subject practical skills: 5 2.2.4 Transferable skills: 5 2.3 Learning and teaching activities 5 3. Contact Details 5 4. Course Content 6 4.1 Session Reading 20 5. Assessment Details 21 5.1 Summary of assessment 21 5.2 Detailed description of assessment 21 6. Other Details 23 1. Welcome Welcome to the exciting world of International Business Management! In this era of globalization, there are very few companies that can say that they are not part of a global network. Every firm has to think of itself as a global company, if for no other reason than because it has to meet competition from global companies. This changes the entire strategy of the firm. In the future, we expect that all of you will be involved in managerial decision making that will take you beyond the realms of your geographical territory. This course on International Business Management will have the focus on helping you make better international decisions. Aside from the opportunities offered by globalisation, there are also many risks in entering into the global market. This course will attempt to address, in a structured format, the ways and possibilities of addressing...
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...ENTRY Authors: Azizi Yahaya, Jamaludin Ramli, Yusof Boon, Mohammed Najib Abd Ghaffar, Zurihanmi Zakariya Copyright: 2009 Title of the article: Relationship between Self Concepts and Personality and Students’ Academic Performance in Selected Secondary Schools Url: http://www.eurojournals.com/ejss_11_2_11.pdf Online Journal: European Journal of Social Sciences Yahaya, A., Ramli, J., Boon, Y., Ghaffar, M.N.A., & Zakariya, Z. (2009). Relationship between self concepts and personality and students’ academic performance in selected secondary schools. European Journal of Social Sciences, 11. Retrieved from http://www.eurojournals.com/ejss_11_2_11.pdf ABSTRACT: The purpose of this research is to determine the relationship between the self-concept and personality of students with academic achievement. The sample consists of 270 students from six secondary schools were chosen by using stratified randomly method in Kluang, Johor. The pilot study was done in order to determine the reliability and suitability of the questionnaires. Meanwhile Cronbach Alpha was used to determine the internal consistency of the questionnaires. The reliability value of Cronbach Alpha for the whole set of questionnaires used was 0.8432. The questionnaire for self-concept was modified from Tennessee Self-concept Scale that was created by Fitts (1971). Meanwhile the questionnaire for personality was modified from the Junior Eysenck Personality Inventory (JEPI) that was created...
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...The Development of Self: A Comparison and Analysis of Child Self-Description Using Rosenberg Locus of Self Knowledge Abstract The concept of self is an ever developing process which begins from childhood. It accounts for the ability to initially identify ourselves using physical attributes and activities, progressing into descriptions which capture emotions and beliefs only privy to the individual. Open ended self-description questionnaires along with semi structured interviews were conducted with two female children aged eight and sixteen years old. Their responses were analysed and compared to identify whether a developmental trend existed. The results supported Rosenberg’s Locus of Knowledge theory; with age and experience children develop a self-reflexive sense of self separate to their caregivers. Although, methodical choices reduce the possibility of ecological validity. Introduction The general consensus amongst western theorists is the concept of ‘self’ as a progressive process. Fundamentally, the acknowledgement of self-existence, which Lewis (1990) refers to as the existential self. The awareness of ‘me’, the person, the ‘self-as-object’ or the ‘categorical self’ as described by James (1892) follows. This stage reflects a child’s ability to identify themselves, identifiable by others and socially categorised according to their relationships, gender and age. Cooley (1902) suggested ‘the looking glass self’ was another way people viewed their identities based...
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...SYLLABUS MGT/448 Global Business Strategies Copyright ©2015 by University of Phoenix. All rights reserved. Course Description The manager's perspective in the fields of international payments, international trade, and investment are analyzed. Emphasis is given to the materials and concepts that illuminate the strategies, structure, practices, and effects of multinational enterprises. Course Dates Jun 30, 2015 - Aug 03, 2015 Faculty Information Name : Email Address : Phone Number : HERB SPALLA (PRIMARY) See Policies Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents (both located on your student website): • Academic Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Academic Resources • Web Links Instructions Review the Web Links. SupportingMaterial Web Links • Interactive World Map Link Instructions Review the Interactive World Map Link. SupportingMaterial Interactive World Map Link • Text Citation Information for Electronic Readings Instructions Review the Text Citation Information for Electronic Readings. SupportingMaterial Text Citation Information for Electronic Readings ...
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...group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of self-assessment that you have undertaken and analyse the evidence you have gathered. Part B is due after week 13 by midnight Sunday 16th November via Turnitin. A hard copy will need to be submitted to BESS by Friday 14th November at 4:30pm. introduction For many aspects of life, accurate self-assessment is an important and valuable skill. This applies to your own personal and...
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...group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of self-assessment that you have undertaken and analyse the evidence you have gathered. Part B is due after week 13 by midnight Sunday 16th November via Turnitin. A hard copy will need to be submitted to BESS by Friday 14th November at 4:30pm. introduction For many aspects of life, accurate self-assessment is an important and valuable skill. This applies to your own personal and...
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...|[pic] |Syllabus | | |School of Business | | |MGT/521 Version 5 | | |Management | | | | | Course Description This course applies the tools available to University of Phoenix graduate students and the competencies of successful managers to understand the functions of business. Students develop an increased awareness of their own perceptions and values in order to manage and communicate with others more effectively. Other topics include MBA program goals, argument construction, decision making, collaboration, and academic research. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You...
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...Syllabus School of Business MGT/521 Version 5 Management Course Description This course applies the tools available to University of Phoenix graduate students and the competencies of successful managers to understand the functions of business. Students develop an increased awareness of their own perceptions and values in order to manage and communicate with others more effectively. Other topics include MBA program goals, argument construction, decision making, collaboration, and academic research. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Hoch, S. J., Kunreuther, H. C., & Gunther, R. E. (Eds.). (2001). Wharton on making decisions. New York, NY: Wiley. Nickels, W. G., McHugh, J. M., & McHugh, S. M. (2010). Understanding business (9th ed.). New York, NY: McGraw-Hill/Irwin. Robbins, S. P. & Judge, T. A. (2011). Organizational behavior (14th ed.). Upper Saddle River, NJ: Pearson/Prentice...
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...ACCOUNTING IN CONTEXT POTTER I LIBBY I LIBBY I SHORT ACCOUNTING IN CONTEXT BRADLEY N. POTTER University of Melbourne ROBERT LIBBY Cornell University PATRICIA A. LIBBY Ithaca college DANIEL G. SHORT Texas Christian University Boston Burr Ridge, IL Dubuque, IA Madison, WI New York San Francisco St. Louis Bangkok Bogotá Caracas Kuala Lumpur Lisbon London Madrid Mexico City Milan Montreal New Delhi Santiago Seoul Singapore Sydney Taipei Toronto Copyright © 2009 McGraw Hill Australia Pty Limited Additional owners of copyright are acknowledged in page credits. Every effort has been made to trace and acknowledge copyrighted material. The authors and publishers tender their apologies should any infringement have occurred. Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the institution (or the body that administers it) has sent a Statutory Educational notice to Copyright Agency Limited (CAL) and been granted a licence. For details of statutory educational and other copyright licences contact: Copyright Agency Limited, Level 15, 233 Castlereagh Street, Sydney NSW 2000. Telephone: (02) 9394 7600. Website: www.copyright.com.au Reproduction and communication for other purposes Apart from any fair dealing for the...
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...Research in Higher Education Journal Development of a multidimensional thinking styles scale based on theory of mental self–government for sixth grade students Niorn Chaiyapornpattana Prachabumrung School, Bangkok Metropolitan Administration,Thailand Suwimon Wongwanich Chulalongkorn University, Thailand ABSTRACT: This study designed 1) to develop a multidimensional thinking styles scale based on theory of mental self-government for sixth grade student 2) to investigate quality of the developed scale 3) to study profile of styles of sixth grade student and a relation of profile of styles of student in each dimension and background of gender and grade with the group sample of 1,545 sixth grade students from schools affiliated with the Office of Basic Education Commission, Education Department Bangkok Metropolitan Administration, and Office of the Private Education Commission. Thinking styles scale for sixth grade student was utilized in this study and received information was analyzed by using Nominal Response Model (NRM), Confirmatory Factor Analysis and Cluster Analysis. The results revealed that: 1) Thinking styles scale comprised 5 dimensions of function, form, level, scope and leaning with reliability at .872, .913, .722, .777 and .799 respectively and construct validity by confirmatory factor analysis found that 5 dimensions of thinking styles scale conformed to the empirical data (CFI were .918 to .975, TLI were .919 to .988 RMSEA were .036 to .046 and SRMR were .060...
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...the same as the syllabus; so please just copy from the syllabus of your program that is available at the Department Website) Social work practice is carried out through interactions between social workers and individuals, families, organizations and society. Social workers are inevitably shaped by their own experiences, beliefs, upbringing and culture, which might affect their interactions with these systems. This course encourages the students to start the reflective journey in visiting issues of self in relation to the perceived identity, intimacy, loss, family, and society. Through reflective exercises, discussions, and assigned readings, the students will develop a deeper understanding of their values, philosophy of life and behaviors, and how these in turn impact social work practice. The course adopts an active-learning and experiential approach. Assessment: 100% coursework. 5. Course Objectives: 1. To increase the reflexivity of the students 2. To enhance the development of self-understanding of the students in relation to their physical sensitivity, perspectives towards intimacy and loss, choices in life, and the value orientation towards broader social issues. 3. 4. To facilitate the students in examining the influences of their...
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...However e-learning is not a panacea [20]. There are inherent problems that need to be addressed like lack of face-to-face interaction of faculty and students and the responsibility of learning now shifted to the learners. Also the faculty’s role changed to content providers and facilitator of learning. The students, faculties and educators should equip themselves to adapt to new roles to harness the benefits of using Technology in education. Many research studies highlight the inadequacies in e-learning systems resulting in disengagement of students from the learning process [1]. The researchers are skeptical about the self directed abilities of learners and report that research gap exists towards finding solutions to these problems [11]. This paper introduces a self regulating e-learning framework that provides solutions to the problems discussed. It is based on a Continuous Improvement Model as proposed by Deming who was instrumental for introducing TQM, a quality management concept in USA and Japan in the post war world. The Model facilitates faculties to design and deploy their course content in an e-learning website. Provisions are given to collect and analyze feedbacks...
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... | | |Summer 2013 | Terance J. Wolfe, Ph.D. Email: terancew@marshall.usc.edu Office: Bridge 307-F Phone: 213.740.0765 FAX: 213.740.3582 Office Hours: by appt Course Overview GOAL: The goal of this course is to enhance participant understanding of the nature and the processes of effective groups, and what it takes to build and lead them as high performance teams. Teams are an endemic aspect of culture and society. Whether playing sports, singing choir, playing in the orchestra, performing ballet, or parenting, one is engaged in team-based activities. Organizations increasingly rely upon teams as a primary work unit. Whether you are in supply chain management, customer relationship management, marketing and sales, new product development, manufacturing engineering, project management, information systems, cross-functional task forces, or consulting, you will inevitably be solicited to contribute to team-based organizational initiatives. Despite their ubiquity and our collective competence in building and leading sports and performance teams, there is often little understanding of what it takes to build a cohesive and effective work team. Members are assigned, objectives are given, resources (if you’re lucky) are allocated, but beyond that there is scant...
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...Project Management in the OSCE A Manual for Programme and Project Managers Organization for Security and Co-operation in Europe Development, Coordination and Design This manual is designed and developed by the OSCE Secretariat’s Conflict Prevention Centre, Programming and Evaluation Support Unit (CPC/PESU). Main Author: Sebnem Lust, Programme and Project Evaluation Officer Co-Authors: Laura Vai, Head of Programming and Evaluation Support Unit Sean McGreevy, Project Co-ordination Officer Editor: Keith Jinks Designer: Nona Reuter Published by the Organization for Security and Co-operation in Europe OSCE Secretariat CPC/PESU Wallnerstrasse 6 1010 Vienna Austria Telephone: +43 1 514 36 6122 Fax: +43 1 514 36 6996 www.osce.org Email: pcc-at@osce.org © 2010 OSCE ISBN: 978-92-9234-301-9 Rights and Permissions: All rights reserved. The contents of this publication may be freely used and copied for educational and other non-commercial purposes, provided that any such reproduction is accompanied by an acknowledgement of the OSCE as the source. ii Acknowledgements This manual contains comprehensive guidance on how the Organization for Security and Co-operation in Europe applies the Project Cycle Management method and the Logical Framework Approach to its project work, as well as essential information on the political, programmatic, regulatory and information technology aspects of project management. The manual’s purpose is to ensure coherence, consistency and transparency...
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...Baggili & Rogers - Self-reported cyber crime: An analysis on the effects of anonymity and pre-employment integrity Copyright © 2009 International Journal of Cyber Criminology (IJCC) ISSN: 0974 – 2891 July - December 2009, Vol 3 (2): 550–565 This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. This license does not permit commercial exploitation or the creation of derivative works without specific permission. Self-Reported Cyber Crime: An Analysis on the Effects of Anonymity and Pre-Employment Integrity Ibrahim Baggili 1 Zayed University, United Arab Emirates (UAE) Marcus Rogers 2 Purdue University, West Lafayette, USA Abstract A key issue facing today’s society is the increase in cyber crimes. Cyber crimes pose threats to nations, organizations and individuals across the globe. Much of the research in cyber crime has risen from computer science-centric programs, and little experimental research has been performed on the psychology of cyber crime. This has caused a knowledge gap in the study of cyber crime. To this end, this research focuses on understanding psychological concepts related to cyber crime. Through an experimental design, participants were randomly assigned to three groups with varying degrees of anonymity. After each treatment, participants...
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