Certificate's ‘Marketing Essentials’ module is a walk in the park. But be warned: this is not the case. As the first module usually studied when pursuing a Professional Certificate in Marketing, its three-hour exam demands preparation. The exam is broken into two parts. Part A requires candidates to answer 10 short questions, each carrying four marks. Part B includes three questions based on a case study, each carrying 20 marks. The following tips tell you how to successfully approach and complete
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Use Case Diagrams Tutorial What is a use case? • A requirements analysis concept • A case of a use of the system/product • Describes the system's actions from a the point of view of a user • Tells a story • A sequence of events involving • Interactions of a user with the system • Specifies one aspect of the behavior of a system, without specifying the structure of the system • Is oriented toward satisfying a user's goal How do we describe use cases? • Textual or tabular descriptions •
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the findings and implications to managements.” This means that marketing research is the collection, evaluation and recording of information related to customer needs. Building relationship with clients and customers requires a lot of work. For example a company needs to know the customers need, design excellent product for them while keeping the competitive price to promote
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macro-level and micro-level analyses, particularly in ethnographic research. Ethical issues, difficulties obtaining informed consent in classroom research, and criteria for evaluating qualitative research are then considered. Three qualitative studies that have been deemed exemplary and meritorious by scholars in English language education are then presented and some common themes in current qualitative classroom research with ELLs are identified. The chapter concludes with directions for future
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research study to another depending on the purpose of the research, the industry/ sector of the client company concerned, the research method/ tools used etc. As the research process differs, researcher faces different problems and issues pertaining to the research at almost every stage of the research process. It is important to note that the research problems are more complicated in studies involving subjective issues such as customer satisfaction surveys because in such a study, the quality
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hypotheses or obtain answers to your research questions. It also should state your reasons for undertaking the study. Broadly a research proposal’s two main functions are to: * Outline the operational plan for obtaining answers to your research questions * Specify and ensure the methodology for control of variance. (This is a technical function and is important for those studies that are designed to investigate a causal relationship.) In order to achieve its first function, a research
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Notes on Case Analysis David Robinson, September 2008 Business school cases are quite long and complicated. We study cases not so much to find the right answer, but to train ourselves in systematic analysis so we will be effective decision makers in the business world. Successful case preparation depends on multiple readings of the case and multiple points of view. Multiple Readings of the Case If you attempt to analyze a case by pulling an “all-nighter” (waiting until the last minute, spend
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business contracts. Learners are encouraged to explore the content of these agreements and then develop skills relating to the practical application of business contracts, including offer, acceptance, intention, consideration and capacity. Relevant case law examples will be covered. Learners will consider when liability in contract arises, the nature of the obligations on both sides of the contract, and the availability of remedies when a contract is not fulfilled in accordance with its terms. Additionally
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THE BRITISH COMPUTER SOCIETY Case Study of Successful Complex IT Projects AUGUST 2006 Case Study of Successful, Complex IT Projects Table of Contents Executive Summary .......................................................................................................3 Introduction....................................................................................................................5 Background to the study ...........................................................
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Question 2: The design portrayed in this example is a non-equivalent control group posttest-only design where each exam presented during the semester functions as a posttest measure. The teacher is utilizing one of the classes as a control group and one as the treatment group (for example, the weekly quiz group). The teacher is subsequently taking posttest measures by giving them exams. Since the participants were not randomly assigned to the two conditions and instead preferred the section of
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