Course Description And Purpose International Business is an upper-level undergraduate course covering the international business environment (e.g., economic, political, legal, and cultural aspects), current trends in institutions that provide the context within which a global firm operates (e.g., the World Bank, the United Nations, and various economic

Course Description And Purpose

International Business is an upper-level undergraduate course covering the international business environment (e.g., economic, political, legal, and cultural aspects), current trends in institutions that provide the context within which a global firm operates (e.g., the World Bank, the United Nations, and various economic blocs), the various ways international or global business is conducted, and career strategies for performing in the global or international business environment. Topics included in the course include culture, ethics, strategy, production, logistics, marketing, and human resource management in international business.  Upon completion of the course, students should be able to identify risks and opportunities in international business, recognize cultural and ethical issues in international business, and analyze issues in international business management.

Course Objectives

Students will be able to:

    1. Discuss the impact of globalization on countries, businesses and their citizens.
    2. Analyze socialization, educational systems, and organizational practices in several countries with regard to their impact on economic development and national economies.
    3. Explain the significance of international organizations and agreements that affect business.
    4. Analyze the political, legal, economic, and cultural environment of multinational organizations.
    5. Evaluate the impact of internationalization on strategies and on mode of entry.
    6. Apply knowledge of cultural values and practices to evaluate the management.
    7. Demonstrate an in-depth understanding of sustainability, corporate social responsibility, and corporate citizenship.
    8. Present an overview of functional areas in international business organizations.
    9. Explain functions of trade alliances and supranational organizations.
    10. Demonstrate Excel, PowerPoint, and Publisher skills.

Major & Curriculum Objectives Targeted

    1. Discuss globalization and its impact on countries, businesses and their citizens.
    2. Critically evaluate assumptions and assertions on the benefits and issues of globalization.
    3. Analyze the political, legal, economic, socio/cultural environment of multinational organizations and use this analysis to develop competitive strategies in a global environment.
    4. Apply knowledge of cultural values to select appropriate management and leadership styles and practices and to identify inappropriate attitudes and behaviors.
    5. Evaluate the problems and advantages of various marketing strategies for a global business.
    6. Consider entrepreneurship in global business, its contribution to economic development, and trends in innovation.
    7. Analyze the new opportunities offered by B-business, social enterprise, cooperatives, and other novel forms of business organization.

Teaching Methodology

This is a fully online course in which all of the instructional materials and activities are delivered through Blackboard, and/or other internet-based media. Should you have any questions, please contact the professor.  Any of the following may be used:

    • Internet research
    • Case discussions
    • Selected DVD clips, video, internet files, etc.
    • Discussion of assigned readings on discussion forums
    • Lectures taped by instructor or from internet resources such as the TED lectures
    • Individual assignments and reports
    • Group assignments and reports
    • Use of appropriate technologies including Excel, Power Point, and Publisher presentations

Assurance Of Learning

The College of Business cares about the quality of your education. For more information please visit the Assurance of Learning site to learn more on the College’s commitment to this initiative.

Important Information

Policies

Please review the FIU policies page as it contains essential information regarding guidelines relevant to all courses at FIU and additional information on the standards for acceptable netiquette important for online courses.

Technical Requirements & Skills

One of the greatest barriers to taking an online course is a lack of basic computer literacy. By computer literacy we mean being able to manage and organize computer files efficiently, and learning to use your computer’s operating system and software quickly and easily. Keep in mind that this is not a computer literacy course; but students enrolled in online courses are expected to have moderate proficiency using a computer. Please go to the “What’s Required” page to find out more information on this subject.

This course utilizes the following tools:

    1. Adobe Connect: software used to create information and general presentations, online training materials, web conferencing, virtual meetings, desktop sharing and lectures.
    2. Microsoft Word: graphical word processing program that users can type with.
    3. Microsoft Excel: spreadsheet application that allows for calculations, graphing, and tables.
    4. Microsoft Publisher: similar to Microsoft Word but this software focuses more on the page layout and design rather than on text composition.
    5. iPeer: web application that allows for rubric-based peer evaluations. Students can provide feedback for the performance of their group members.

Please visit our technical requirements page for additional information.

Accessibility And Accommodation

Obtain more detailed information about the specific limitations with the technologies used in this course.

Review Blackboard’s Accessibility Commitment for more information.

For additional assistance please contact our Disability Resource Center.

Course Prerequisites

This course has at least one prerequisite. Review the Course Catalog webpage for prerequisites information.

Proctored Exam Policy

This course does not have proctored exams.

It is the student’s responsibility to determine whether this online course requires proctored exams by carefully reviewing this syllabus. For detailed instructions please visit our Student Proctored Exam Instructions page on the FIU Online website.

Note: This course has chapter quizzes which are considered for participation grade only.  There is one open book, open notes final exam which is tightly timed so that if you do not actually know the material and you need to look up answers you will run out of time.  Therefore, no proctor is needed.

Textbook

International Business (10th edition)

Charles W. L. Hill

McGraw-Hill, 2014

ISBN-10: 007811277X

ISBN-13: 978-0078112775

You may purchase your textbook online at the FIU Bookstore.

Expectations Of This Course

This is an online course, meaning that most (if not all) of the course work will be conducted online. Expectations for performance in an online course are the same as for a traditional course; in fact, online courses require a degree of self-motivation, self-discipline, and technology skills that can make them more demanding for some students.

Students are expected to:

    • Review the how to get started information located in the course content
    • Introduce yourself to the class during the first week by posting a self introduction in the appropriate discussion forum
    • Take the practice quiz to ensure that your computer is compatible with Blackboard and take the syllabus quiz
    • Interact online with instructor/s and peers
    • Review and follow the course calendar
    • Log in to the course at least once per week
    • Respond to discussion boards, blogs and journal postings each week
    • Respond to all communication within 3 days
    • Submit assignments by the corresponding deadline

The instructor will:

    • Log in to the course on a daily basis
    • Respond to discussion boards, blogs and journal postings within 7 days
    • Respond to messages within 7 days
    • Grade assignments within 30 days of the assignment deadline

Course Detail

Course Communication

Communication in this course will take place via Messages.

Messages are a private and secure text-based communication that occurs within a Course and among Course members. Users must log on to Blackboard to send/receive/read messages. The Messages tool is located on the left side Course Menu (Blackboard user interface). It is recommended that students check their messages routinely to ensure up-to-date communication.

Visit our writing resources page for more information on professional writing and technical communication skills.

Discussion Forums

Keep in mind that forum discussions are public, and care should be taken when determining what to post. Participation in discussion forums is considered in the participation allocation for grading.

Students who participate on a weekly basis will receive full credit; students who participate five times or less receive half-credit; other credits are prorated accordingly.

Students must follow current events to be aware of current and potential issues affecting international business. Students are also expected to participate in discussions and exercises on topics that come up during the semester. This is another important element of class participation.

Adobe Connect Pro Meeting

Adobe Connect is an online meeting room where you can interact with your professor and fellow students by sharing screens or files, chat, broadcast live audio, and take part in other interactive online activities. We will be utilizing this tool to review the final exam.

Meetings will be available on the following dates:

    • Meeting 1: September 6th @ 12:00 PM
    • Meeting 2: October 3th @ 12:00 PM
    • Meeting 3: October 31st @ 12:00 PM

Requirements for using Adobe Connect:

    • Disable any window pop-up blocker.
    • Adobe Flash Player is required to successfully run your Adobe Connect meeting. You can test your computer to make sure your computer and network connections are properly configured to provide you with the best possible Adobe Connect meeting experience.
    • Use of a combination headset and microphone with USB connection is recommended to ensure quality sound and reduce technical difficulties.

Reference Adobe Connect (Tutorials & Help) for additional information.

Assessments

In order to mitigate any issues with your computer and online assessments, it is very important that you take the “Practice Quiz” from each computer you will be using to take your graded quizzes and exams. It is your responsibility to make sure your computer meets the minimum hardware requirements.

Assessments in this course are not compatible with mobile devices and should not be taken through a mobile phone or a tablet. If you need further assistance please contact FIU Online Support Services.

Quiz Expectations:

Chapter quizzes are available for each chapter. Taking the quizzes will be counted as an element of your class participation.  Three tries are allowed per chapter quiz, but taking the quiz is what counts, NOT the grade earned. I recommend you take the quiz first BEFORE you read the chapter to get a sense of what is important, then again AFTER you read the chapter to see if you understand the material. The questions on these quizzes come from the publisher’s test bank and they do not generally require a high level of analytical thinking. For the final exam, I construct the questions myself and they require higher level thinking than the chapter quizzes.

Chapter reading assignments and quizzes should be completed during the week assigned. I list the BEGINNING day of the week that you have to do the chapter. The quiz is due by the last day of that week. Chapter reading assignments include opening and closing cases. There are also extra cases after chapters 5, 9, and 15, and an appendix after chapter 6. These should be read along with the chapters that precede them.

    • Chapter quizzes are graded, but three tries are allowed and grades don’t count for calculating the final grade.  Rather, just taking the quizzes is a part of the participation grade.
    • Quizzes are available from Monday through the end of the week. One hour per try is allowed.
    • Students are given quiz grades immediately.
    • All quizzes are opened for review for a brief time before the final exam.

Assignments

Assignment Expectations:

    • Late assignments will receive half credit.
    • Groups and topics will be assigned by instructor.
    • Dropboxes are provided for turning in assignments.
    • Grading rubrics will be provided for each assignment.
    • Written assignments will be graded within 30 days or before the end of the semester.
    • There will be 3 assignments: a group project, an individual project, and a personal essay. Each is described below.

Group Project: Images Of Earth

This assignment is intended to enhance research skills, teamwork skills, communication skills, writing skills, and skills in graphic presentation.

You may have noticed that your textbook has a considerable number of maps. Graphic images are increasingly important in intercultural communication. You will be assigned to a group whose task it is to produce a short newsletter using Word Publisher to deal with a topic assigned by the instructor. Sample topics are (a) The Impact of Global Warming on Agriculture in North America, (b) International Investment Flows into Africa, or (3) Real Estate Values in EU Cities. Following are some interesting websites on maps and mapping:

Use the group forum to develop your project. Any student whose contributions are not present in the group forum will not receive credit for the project. Start out by developing a work schedule and the contribution each person is expected to make in the group. You will need to (a) identify a group convener, (b) do individual research on the topic for a short period of time, (c) formulate a work plan and schedule, (d) develop a draft, (e) critique and edit, and (f) approve and submit in “Group Project Dropbox.” On the first page put the title of the project and the names of everyone who contributes, and on the last page list the sources that your material comes from in APA format on the last page.

The outcome of your project should be a newsletter about four pages long showing a map and at least two other graphic images (bar graphs, pie charts, cartoons, etc.) that illustrate your findings, and a discussion on the most important elements of your research findings.

Submit in the “Assignment Dropbox” section of the course where it says “Group Project – Images of Earth” by September 17th 11PM EST.

Note: Along with the submission of the group assignment, students will be required to assess each other’s group performance/contributions through iPeer. Access to iPeer will be available on the Course Menu through the “Peer Evaluation” section. The outcome of this assessment will contribute to 20% of your individual grade on the assignment. Your individual score will be based on the average of the evaluations from other members of your group. The professor reserves the right to make adjustments and/or changes to the evaluation grade.

Individual Project: Doing Business In____

This assignment is intended to enhance research skills, communication skills, writing skills, and skills in graphic presentation.

Assignment: Review relevant websites as defined in your text, in websites suggested in the syllabus or the text, and through your own research. Develop the following materials:

  1. (Content) Choose those issues, persons, and organizations you will encounter in doing business in this country. Consider the following elements, as well as any other aspects that have particular relevance.
    1. Basis for the economy—demographic and economic statistics
    2. Notable cultural elements
    3. Ties to global business—imports and exports, trade alliances, etc.
    4. Current issues, conflicts, debates
    5. Most important persons or organizations (companies, government authorities, etc.)
    6. Opportunities and problems including political, economic, and environmental risks
    7. Your assessment and recommendations for investors
  1. (Presentation) Make Power Point presentation (12 slides maximum) having following components:
    1. Title slide with name of presentation and your name
    2. Map(s) of country, trade ties, etc.
    3. Global business ties
    4. Current issues, conflicts, debates
    5. Most important persons or organizations
    6. Opportunities and problems
    7. List of references (websites, articles, books, etc.)
  1. Produce a newsletter with the critical elements of the items listed above. Use Microsoft Office Publisher and produce a copy for each of the groups in the class and the instructor.

    Submit in the “Assignment Dropbox” section of the course where it says “Individual Project – Doing Business In__” by November 1st at 11PM EST.

What I Learned Essay

This assignment is intended to enhance the ability to reflect on learning, on the development of research skills, on the advantages and disadvantages of working in teams. Communication skills, writing skills, and skills in graphic presentation will also be developed.

Students should maintain a learning diary throughout the semester with weekly entries about the main topics covered and experiences obtained in the course.  Comments on the formation and operation of teams and on assignments and readings are also encouraged.

The end product will be a final essay of 500 words on “What I Learned” and is to be submitted in the “Assignment Dropbox” section of the course where it says “What I Learned Essay” by December 3rd 11PM EST.

Grading

(Plusses and minuses may be given within general grade brackets. Under 60 is a failing grade.)

Course Requirements Number of Items Points for Each Total Points Available Weight
Group Project 1 50 50 20%
Individual Project 1 50 50 20%
Final Exam 1 50 50 20%
Participation (Includes chapter quizzes, discussion, & sustainability discussion)       20%
Chapter Quizzes 12 2 24
Discussions 12 2 24
Sustainability Discussion 1 2 2
“What I Learned” Essay 1 50 50 20%
Total 29 N/A 250 100%

 

Letter Range
A 90 – 100%
B 80 – 89%
C 70 – 79%
D 60 – 69%
F < 60%

Course Calendar

Weekly Schedule

Please note: This course will run on a Monday to Sunday schedule.

Week

 

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Revolutionary strategies and policies that resulted in rapid and sustained economic growth and modernization in the Asian Pacific Rim. Analysis of the development models of Japan, China, and the Newly Industrialized Economies of East Asia. Places economic

Revolutionary strategies and policies that resulted in rapid and sustained economic growth and modernization in the Asian Pacific Rim. Analysis of the development models of Japan, China, and the Newly Industrialized Economies of East Asia. Places economic development in its cultural/geographic context and critically examines economic institutions, strategies and policies using a multi-disciplinary approach. COURSE OBJECTIVES: The main objective of this course is to provide students with the appropriate perspectives, tools and information for the critical assessment of modern economic development in the Asian Pacific Rim. Upon completion of ECON 311, students will be able to: 1. critically evaluate the development process in the Asian Pacific Rim; 2. discuss the interplay of cultural, sociopolitical, religious, historical, demographic, institutional and economic factors and their effects on economic growth and modernization; 3. make informed judgments on the consequences of rapid economic growth on the noneconomic aspects of development; 4. discuss future prospects in the Asian Pacific Rim and their implications for the U.S.; and 5. complete an independent research activity, discussion postings, and essay exam questions in which students will be asked to: a. identify the major consequences and implications of revolutionary strategies and policies employed by Pacific Rim economies to achieve rapid growth and modernization; b. critically evaluate the major consequences and implications of revolutionary strategies and policies by Pacific Rim economies to achieve rapid growth and development; c. assess the transferability of revolutionary Pacific Rim strategies and policies to other developing areas. 2 ECON 3118 fulfills the requirements of GE Theme R (Revolutionary Ideas and Innovations). The general education goal and expected student learning outcomes of Theme R courses are outlined below: Goal 1: Students will be able to identify and critically evaluate major consequences and implications of a revolutionary idea or innovation. Revolutionary ideas may be economic, social, ethical, cultural, political, and/or scientific, among others. Objective 1A: Students will identify the major consequences and implications of a revolutionary idea or innovation. Objective 1B: Students will critically evaluate the major consequences and implications of a revolutionary idea or innovation. ECON 3118 reinforces the following goals of Area D: Goal D-1. Students will demonstrate an understanding of major principles, theories, and concepts in the social and behavioral sciences. Outcome D-1: Students will define and use basic principles, theories, and concepts in the social and behavioral sciences to predict and explain behavior as it relates to the specific area of study. Goal D-2. Students will demonstrate an understanding of how disciplinary knowledge in the social and behavioral sciences can be used to make sense of the world in which we live. Outcome D-2: Students will apply disciplinary knowledge in the specific area of study to the understanding of individuals and groups as it relates to local, and global issues and problems in their contemporary and historic contexts. Goal D-3. Students will demonstrate an understanding of how knowledge progresses in the social and behavioral sciences by understanding the scientific method and an acceptance of diverse perspectives. Outcome D-3: Students will explain how social and behavioral scientists establish and evaluate theories in the area of study using the scientific method and demonstrate an understanding of the challenges and opportunities in integrating diverse perspectives and achieving epistemological consensus. COURSE REQUIREMENTS: (See Schedule of Classes) Each requirement will be explained in this syllabus. You are also to refer to the “Schedule of Classes” for all submission or due dates for assignments and course requirements. The specific dates for the two required exams are indicated below. Please pay close attention to each deadline. No late submissions will be accepted. Blackboard will lock you out if you miss the submission deadline(s). Exams are taken and submitted online. As a rule, I do not give grades of incomplete. Your final grade will be based on the work you have in as of 9:00 p.m. on December 6, 2016. 3 Exam 1 25% of Final Grade (Friday, Oct. 14, 2016, 7:00 – 9:00 p.m., online) Exam 2 25% of Final Grade (Friday, Dec. 2, 2016, 7:00 – 9:00 p.m., online) Discussions (weekly, the Discussion Board will 25% of Final Grade be locked on Sundays at 9:00 p.m.) Policy Analysis Paper 25% of Final Grade (Due Date: T, Dec. 6, 2016, 9:00 p.m., online) GRADING SCALE: A 95 – 100 B- 80 – 83 D+ 67 – 69 A- 90 – 94 C+ 77 – 79 D 64 – 66 B+ 87 – 89 C 74 – 76 D- 60 – 63 B 84 – 86 C- 70 – 73 F 0 – 59 REQUIRED READINGS: Margaret Malixi (ed.), Growth and Crises in the Asian Pacific Rim, (San Diego: Cognella/ University Readers Inc., 2013) (Revised Edition) Margaret Malixi, Power Point Slides and Notes for Economics 311, (available on the course homepage, click “Slides” icon). Various supplemental readings listed in the Schedule of Classes found on the Blackboard Homepage under “Readings”. MAKE-UP EXAM AND PAPER SUBMISSION POLICIES: Exams are scheduled at the beginning of the semester. As a rule, there are no make-up exams. The weekly discussions must be done on time and cannot be made up. The Policy Analysis Paper is due on Tuesday, Dec. 6, 2016, 9:00 p.m., online. You will receive your country assignments by the second week of the semester. No late papers will be accepted. COURSE SCHEDULE: Please refer to the Course Modules tab on the left-hand side of the Blackboard course homepage. Each module contains the objectives, the links to the notes and readings, the links to the discussion forums and the links to the videos for the week. You can access the course material and activities from the course module folders or alternatively, you can access the same material by using the tabs on the left-hand side of the course homepage. If you choose the latter, please refer to your Course

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Create a written proposal in which you detail the complete design of an employee training program. Write a six to eight (6-8) page paper in which you:

Create a written proposal in which you detail the complete design of an employee training program.

Write a six to eight (6-8) page paper in which you:

  1. Design a two (2) day training program for a group of twenty (20) employees.
  2. Identify two to three (2-3) training needs though a Training Needs Analysis (TNA) and justify an approach for this training.
  3. Develop the training objective for this program based on an analysis of the business.
  4. Determine the training cost for the training program you are proposing. Include a detailed breakdown of time allotted for each piece, the subsequent cost analysis, and the total cost for the project as a whole.
  5. Select key training method(s) to deliver the program to employees, such as an e-Learning module or a one-day face-to-face training program.
  6. Create an agenda of activities for the training program.
  7. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and similar Websites do not qualify as academic resources.
  8. Format your assignment according to the following formatting requirements:
  9. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
  10. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
  11. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Identify when to conduct a Training Needs Analysis (TNA).
  • Analyze the various approaches to performing a Training Needs Analysis.
  • Develop strategies for training design.
  • Use technology and information resources to research issues in training and development.
  • Write clearly and concisely about training and development using proper writing mechanics.

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Assignment Learning Outcomes Build a business plan by designing a strategic plan, conduct a feasibility analysis, understand franchising and how to buy an existing business Develop a marketing plan and how to use e-commerce, create a successful financial plan. T

Assignment Learning Outcomes Build a business plan by designing a strategic plan, conduct a feasibility analysis, understand franchising and how to buy an existing business Develop a marketing plan and how to use e-commerce, create a successful financial plan. This is an individual piece of work. The assignment is business plan writing. The length of the assignment should be about 3000 words (+/-10%). The word limit does not include ‘administrative’ sections of the assignment: the cover or title page, table of contents, table of figures, reference list, list of works cited, bibliography, or any appendices. Use Harvard Referencing for all Harvard related purposes. Task: You are required to write a business plan which will provide direction and increase the probability for success of a business idea within the today contemporary and very competitive market. The business plan should include at least the following contents / elements: Part I – 150-200 words Company overview o Mission statement – the purpose of the business o Vision statement – what the business desires to achieve in the long run o Business Core Values – the operating philosophy and principles that will guide the intern al business conduct as well its relationship with its customers and partners Part II – 800-1000 words Objectives – Specific, Measurable and Motivational, Attainable, Realistic, Time Bound Products Customers – consumer behavior and customers of the industry Industry and market analysis o Industry o PESTLE – Political, Economic, Social, Technological, Legal, Environmental conditions and trends (specify those they are opportunities or threats) o Customer o Competition – direct and indirect competitors, market share, strengths and weaknesses Internal business strengths and weaknesses Part III – 1500-1800 words Business differentiation – how it will be achieved and perceived by customers Competitive advantage – reasons for which customers will choose your business as opposed to other alternatives Marketing Strategy o Target markets strategy o Marketing mix  Product  Price  Promotion and advertising  Placement – distribution system Sales strategy o Sales monthly forecasting – 2 years period Part IV –750- 1000 words Operations Strategy o Business operations model o Buildings, Equipment, Technology, Cars, o Processes – i.e. Imports, Purchases, Production, Marketing, Sales, Warehouse, Accounting, Human Resource Management o Organizational structure o Internal employees and external associates (outsourcing) Part V – 200 – 300 words Financial 2 year projected budgets o Financial model (own capital, loans, external shareholders) – chart o Administrative & Operating expenses – chart o Selling expenses- chart o Financial expenses – chart o Break Even Point Analysis (sales amount, sales units, and period point) o Cash flow management Business Plans Templates Websiteshttp://leeds-faculty.colorado.edu/Moyes; Examples of business plans http://leeds-faculty.colorado.edu/Moyes;Lawrence and Moyes (2008). Writing a Successful Business Plan http://leeds-faculty.colorado.edu/Moyes;Moyes and Lawrence, Financial Projections

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Frankenstein Critical Analysis Evaluation Essay Note: Please review the source guidelines below very carefully. If you do not choose from the provided sources below, this will cause a grading delay and you will need to resubmit the

 

Frankenstein Critical Analysis Evaluation Essay

 

Note: Please review the source guidelines below very carefully. If you do not choose from the

 

provided sources below, this will cause a grading delay and you will need to resubmit the

 

assignment.

 

For this assignment you will write your evaluation essay.

 

Your second draft will be graded.

 

Now that you have completed Mary Shelley’s Frankenstein, you are in a good position to

 

consider what critics have written about the novel. You will need a total of two critiques

 

(also known as critical analysis essays) for this assignment.

 

First, use the selection of links below to locate a critical analysis essay written about the

 

1818 version of Mary Shelley’s novel. You may focus most of your attention on this first

 

critique.

 

Choose from among these sources:

 

 ipl2 Literary Criticism collection: If you use this site, you must choose from the first

 

seven critiques listed as the final two are not scholarly:

 

( http://www.ipl.org/div/litcrit/bin/litcrit.out.pl?ti=fra-63

 

 Professor Sherry Ginn’s critique:1 http://www.clas.ufl.edu/ipsa/2003/ginn.html

 

 Professor Naomi Hetherington’s

 

critique: http://knarf.english.upenn.edu/Articles/hether.html

 

The questions in the study guides should have helped you evaluate this criticism in your

 

head. Now it’s time to write it down!

 

Your evaluation may go more smoothly if you approach the guiding questions in this order:

 

1. Evaluate the critic/author:

 

Who wrote the criticism you read? What credentials does the author have (education,

 

professional career, other publications, etc.)? (If you are using a credible author, you should

 

be able to find her/his credentials fairly easily)

 

2. Find the thesis of the article:

 

What is the thesis of the critical article you’ve chosen? What point does the author want to

 

make about Frankenstein?

 

3. Evaluate the thesis:

 

1 Note: You should avoid reading Ginn’s article too simplistically. A common misperception is that Ginn is arguing in

 

favor of this novel being an autobiography, but if you read her article in full, you will find that this isn’t really the

 

case. If you misinterpret your chosen source, it will affect your own arguments, so please read carefully.

 

Do you agree with this thesis? Why or why not? We’ve covered many ideas in the study

 

guides. Can you find points within the guides that support your agreement or disagreement

 

with the critical writer(s)? Look for new supporting information rather than revisiting the

 

same ones the critics have chosen.

 

4. Evaluate the support:

 

Whether you agree or disagree with the thesis, does the critic provide sufficient research

 

from the text and outside references to make a strong case? What does the article have for

 

support from the text or outside sources? In your opinion, what makes these references

 

valid? Do you feel the author uses this support properly?

 

Next, locate a second critique about the novel, and discuss how this second critique agrees

 

and/or disagrees with the first one. For instance, if the first critic argues that Shelley’s writing

 

is juvenile, does the second critic agree with this assessment? If the first critic believes the

 

novel is autobiographical, does the second critic concur? These are just a few examples of

 

how you can include this second critique in order to have a polished, comprehensive

 

Evaluation Essay of your own.

 

In addition to addressing each of the evaluative components above, develop your essay so it

 

has a clear introduction, body, and conclusion. You must include an evaluative thesis

 

statement both the introduction and the conclusion. Ensure that each of your claims are

 

supported with valid evidence from the literary criticism you have chosen, the

 

novel, Frankenstein, and/or the study guides.

 

Using proper MLA2 style, insert parenthetical citations for all borrowed information in

 

addition to a Works Cited page for Frankenstein and your chosen literary critiques; you are

 

not required to cite the study guides if you use them.

 

Hint: For a thesis statement, try answering a question like: How and how well does this piece

 

of criticism state and support its argument regarding Frankenstein?

 

You might use these as possible guidelines in crafting your thesis statement:

 

(Critic, aka author of the critique) uses (add critic title) to (add an adjective to describe the

 

effectiveness of the argument such as “adequately” or “inadequately”) argue that (add critic’s thesis)

 

by (explain why and/or include your support).

 

OR

 

(Critic)’s (add critique title) (add an adjective to describe the effectiveness of the argument such as

 

“adequately” or “inadequately”) argue that (add critic’s thesis) because (explain why and/or include

 

your support).

 

More specific thesis examples:

 

2 Tip: Review the course topics for MLA resources. Failure to use MLA style will mean a point deduction.

 

John Smith uses “Frankenstein Critique Essay” to adequately argue that Victor’s mother created the

 

first monster by coddling Victor as a boy.

 

OR

 

John Smith’s “Frankenstein Critique Essay” does not effectively argue that Victor’s mother created the

 

first monster because the novel Frankenstein too strongly supports inherent good or bad, which

 

means nurturing roles cannot be held responsible.

 

The guidelines for this assignment are as follows:

 

Length: This assignment should be at least 750 words.

 

Header: Include a header in the upper left-hand corner of your writing assignment with the

 

following information:

 

 Your first and last name

 

 Course Title (Composition II)

 

 Assignment name (Evaluation Essay)

 

 Current Date

 

Format:

 

 MLA-style source documentation and Works Cited3

 

 Your last name and page number in the upper-right corner of each page

 

 Double-spacing throughout

 

 Standard font (TimesNewRoman, Calibri)

 

 Title, centered after heading

 

 1” margins on all sides

 

 Save the file using one of the following extensions: .docx, .doc, .rtf, or .txt

 

Underline your thesis statement in the introductory paragraph.

 

Reminder: You need at least two critiques in addition to the novel in Works Cited in order to

 

receive the highest score.

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A detailed case study (choose a company of your own interest) explains the selected firm’s current supply chain and operational practice, issues they are facing and your suggestions Choose company from: IKEA, Homedepot. It’s a 10 pages paper

A detailed case study (choose a company of your own interest) explains the selected firm’s current supply chain and operational practice, issues they are facing and your suggestions

Choose company from: IKEA, Homedepot.

It’s a 10 pages paper

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Part I. Textbook Questions THE PAGES IN THE ATTACHMENT Chapter 1: Page 12 question 10, 12 Chapter 2: Page 39 questions 4, 6, and 8 Part II. Short Answer 1) Watch the video below: https://www.youtube.com/watch?v=hfuXw_jGhLc 2) Read the article Genetic Strategies to Detect Genes Involved in Alcoholism and Alcohol-Related Traits.

Part I. Textbook Questions THE PAGES IN THE ATTACHMENT

Chapter 1:

Page 12 question 10, 12

 

Chapter 2:

Page 39 questions 4, 6, and 8

 

 

Part II. Short Answer

1) Watch the video below:

https://www.youtube.com/watch?v=hfuXw_jGhLc

 

2) Read the article Genetic Strategies to Detect Genes Involved in Alcoholism and Alcohol-Related Traits.

 

3) Once you have watched the video, and read the short article, please type a 1.5-page double spaced, 12-point font summary on how this article relates to Mendelian genetics (give examples from the article). How can understanding Mendelian genetics enable scientists to gain a better understanding of disease? Include concepts discussed thus far from Chapter 1 & 2. You can only use the article and textbook in your summary, and not the video.

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Perspectives on Student Support Although the article by Karp, et al. (2008) in this week’s Resources addresses support services at community colleges, their message is relevant to many higher education institutions, particularly those that serve diverse student populations. Their work causes us to

Perspectives on Student Support

Although the article by Karp, et al. (2008) in this week’s Resources addresses support services at community colleges, their message is relevant to many higher education institutions, particularly those that serve diverse student populations. Their work causes us to question the nature of “ student support” and its role in student success. The article by Kuh, et al. (2007) further explores the question of student success by highlighting the various ways in which student success can be viewed, using different theoretical perspectives. This Discussion will give you an opportunity to explore the relationship of support services and student success. Consider the following scenario:

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Create a written proposal in which you detail the complete design of an employee training program. Write a six to eight (6-8) page paper in which you: Design a two (2) day training program for a group of twenty (20) employees.

Create a written proposal in which you detail the complete design of an employee training program.

Write a six to eight (6-8) page paper in which you:

  1. Design a two (2) day training program for a group of twenty (20) employees.
  2. Identify two to three (2-3) training needs though a Training Needs Analysis (TNA) and justify an approach for this training.
  3. Develop the training objective for this program based on an analysis of the business.
  4. Determine the training cost for the training program you are proposing. Include a detailed breakdown of time allotted for each piece, the subsequent cost analysis, and the total cost for the project as a whole.
  5. Select key training method(s) to deliver the program to employees, such as an e-Learning module or a one-day face-to-face training program.
  6. Create an agenda of activities for the training program.
  7. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and similar Websites do not qualify as academic resources.
  8. Format your assignment according to the following formatting requirements:
  9. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
  10. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
  11. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Identify when to conduct a Training Needs Analysis (TNA).
  • Analyze the various approaches to performing a Training Needs Analysis.
  • Develop strategies for training design.
  • Use technology and information resources to research issues in training and development.
  • Write clearly and concisely about training and development using proper writing mechanics.

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