will be required to attempt any four questions. Section B carrying 20 marks will contain one or more cases. Cases prescribed below are only for classroom discussion and internal evaluation and not for end semester examinations Course contents 1. Concept of Management Functions and Responsibilities of Managers, Fayol's Principles of Management, Management Thought The Classical School, the Human Relations School, Systems Theory, Contingency Management, Developing Excellent Managers. Cross cultural
Words: 8599 - Pages: 35
during and after learning with an aim of finding out what they know prior to learning and what they have learnt after the learning process. There different types of assessments each with its role. The pre-assessment is a type of assessment done by the teacher before learning begins to evaluate what the students know. It’s done to find out the skills and strengths and prior knowledge that students have before learning. The formative assessment is a type of assessment done during learning to ensure that
Words: 521 - Pages: 3
VALUE TO MARKETERS ABOUT UNDERSTANDING CONSUMER BEHAVIOR THEORIES AND CONCEPTS Modern day’s business is controlled by Consumers. Large variations in consumer needs and strong competition demands market driven business and marketing plans. It’s the response of Consumers that decides the success of Marketing. Most of the marketers not only avoid theories but also consider them to be irrelevant. They believe that huge experience of Managerial facts and direct observation of consumer’s behavior is
Words: 1842 - Pages: 8
In other words, Ausubel believed that understanding concepts, principles, and ideas are achieved through deductive reasoning.[6] Similarly, he believed in the idea of meaningful learning as opposed to rote memorization. In the preface to his book Educational Psychology: A Cognitive View, he says that “If [he] had to reduce all of educational psychology to just one principle, [he] would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this
Words: 816 - Pages: 4
How can knowledge of comprehensible input and comprehensible output presented in “We Can Talk” be utilized by any grade level ESOL or mainstream classroom teacher on a daily basis? What are some of the instructional implications of putting these concepts into practice? Anticipate the issues that might arise for your and your students as you work toward this end. Comprehensible input , as described in the reading, deals with providing accurate, understandable, and lessons taught using repetitious
Words: 443 - Pages: 2
foreign competition. Governments may also intervene to support home-grown industries or firms. In various ways, government intervention alters the competitive positions of companies and industries, and the status of citizens. (pp. 195-196; concept; Learning Objective 1; moderate; AACSB: Analytic Skills) RATIONALE FOR GOVERNMENT INTERVENTION 2. In a short essay, explain the four main motives for government intervention in international trade and investment activities. Provide examples to clarify
Words: 2623 - Pages: 11
variables like self concept, anxiety and motivation. Me Comb etal (1990) suggested that students learning achievement depends on their attitude, motivation performance for success and study habit or skills that people employ to pursue the desire outcome. Bakare (1975) opines that intelligence accounts for little variance in academic performance. Therefore, more emphases had shifted from intellectual factors to non – intellectual factors such as some personality variables like self concept and study habit
Words: 5863 - Pages: 24
actual condition that has occurred. This account is used as a real life example of a situation that can be analyzed by the students to teach concepts related to course study. Most often teaching with the case method requires facilitation and discussion of the account by the students (Foran, 2002). The aim is to analyze and apply the various course concepts as they pertain to the events in the case study. Some of the tools used by the teacher in the case method may be debate, or collaboration by placing
Words: 1014 - Pages: 5
Introduction ~ ~Concepts of Marketing Management~ Presented by: Frankie Lim Frankie Lim L1 Module Introduction & Concepts of Marketing Management L1-1 Lecture Outline (PGBM 15) • Welcome & Getting to know each other • • Learning Outcomes Teaching & Learning Methods • • • • Assessment Methods Content Synopsis Concepts of Marketing Management Questions & Clarifications L1 Module Introduction & Concepts of Marketing Management L1-2 Frankie Lim LEARNING OUTCOMES • Upon
Words: 1308 - Pages: 6
of 8.079 percent. How many years will it be until these bonds mature? A. 2.50 years b. 3.15 years c. 5.00 years d. 7.85 years e. 10.00 years N = ? = 5/2=2.5; I=8.079;PV=-976;PMT=70/2=35;FV=1000 BLOOMS TAXONOMY QUESTION TYPE: APPLICATION LEARNING OBJECTIVE NUMBER: 2 LEVEL OF DIFFICULTY: BASIC Ross - Chapter 006 #83 SECTION: 6.1 TOPIC: TIME TO MATURITY TYPE: PROBLEMS 2. You own two bonds. Both bonds pay annual interest, have 8 percent coupons, $1,000 face values, and currently have
Words: 4038 - Pages: 17
