Negative Effects Of Social Media Essay Example For Students

Negative Effects Of Social Media Essay Presentation Web based life is any site that offers their clients the chance to trade data. In the time of globalization and quick advancement of science and various gadgets, it is anything but difficult to hang out in web based life. These days pretty much every delegate of young people and youth invests a ton of energy messaging with someone on the opposite side of the screen. It is very alright. Then again, there are cut out of the same cloth, and a few issues may emerge. We cannot preclude the reality from claiming existing of negative impacts of online networking.  We can recognize cyberbullying, online life fixation, absence of social capacities, issues of confidence and training as the most incessant among the clients of web based life. Tormenting Web based life is a tremendous stage for such sort of wrongdoing as cyberbullying. It is a sign of animosity and badgering through cell phones or another mean of web-based social networking whose point is to mishandle the individual or to cause hurt. Around 36 percent of youngsters that were met during the review in 2016 said that had become survivors of cyberbullying. It can happen in various manners, for instance, in pecking, spreading of bits of gossip, coercing or posting individual data. This sort of wrongdoing is run of the mill for adolescents. A ton of them attempt to get some data, cause someone else to accomplish something or lift their confidence in such a manner. The case of cyberbullying outcomes is lost confidence by the person in question. It is to a great extent because of the way that most of adolescents are not adult enough to withstand the weight. Some of them don’t recognize what to do when they are confronting harassing and lean toward staying quiet about it. The more drawn out period this badgering takes, the more regrettable circumstance with confidence is. Cyberbullying may cause misery and drive the individual feel crazy, terrified, and baffled, etc. There are a great deal of situations when harassing has become the purpose behind suicides. Most of guardians believe that their kids have never been casualties of cyberbullying. Guardians should give close consideration to any adjustments in the conduct of their youngsters on the off chance that they need to maintain a strategic distance from conceivable horrendous results. Compulsion Utilizing internet based life can prompt compulsion that is viewed as an exceptionally broad marvel and compared to malady. The vast majority are not used to focusing to what extent time they spend messaging on Facebook or looking over changed photographs on Instagram. These days it is accepted that online networking dependence is a major issue.  It is accepted that right around 240 million individuals everywhere throughout the world are dependent via web-based networking media. As should be obvious, many individuals go through over 4 hours out of every day with their cell phones in their grasp. On the off chance that there is no entrance to the Internet, they feel awkward and anxious. These individuals can not envision their existence without checking all messages. It is alright if the individual is messaging with 4-5 individuals and it doesn’t require some investment to check all answers. Be that as it may, if there are more individuals who an individual speaks with the as sistance of various gadgets, a few issues may emerge. There are a great deal of situations when the individual overlooks everything that occurs around and wants to check the messages or to message with someone. Luckily, there are a ton of methods of managing internet based life fixation, however the initial step to mending must be made by the web based life someone who is addicted. Above all else, they have to acknowledge the way that they invest a lot of energy with their cell phones tallying what number of preferences they have on Facebook and checking all messages. At that point, they have to discover to what explicit sort of online life they are dependent. In the majority of the cases, it isn't as simple undertaking as it might appear from the outset. Generally speaking, individuals don’t even notification how often they take their cell phones in their grasp to check something. .uff8f4d8ed1ae21b9f5ea6a0e11487209 , .uff8f4d8ed1ae21b9f5ea6a0e11487209 .postImageUrl , .uff8f4d8ed1ae21b9f5ea6a0e11487209 .focused content region { min-tallness: 80px; position: relative; } .uff8f4d8ed1ae21b9f5ea6a0e11487209 , .uff8f4d8ed1ae21b9f5ea6a0e11487209:hover , .uff8f4d8ed1ae21b9f5ea6a0e11487209:visited , .uff8f4d8ed1ae21b9f5ea6a0e11487209:active { border:0!important; } .uff8f4d8ed1ae21b9f5ea6a0e11487209 .clearfix:after { content: ; show: table; clear: both; } .uff8f4d8ed1ae21b9f5ea6a0e11487209 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; haziness: 1; progress: mistiness 250ms; webkit-progress: murkiness 250ms; foundation shading: #95A5A6; } .uff8f4d8ed1ae21b9f5ea6a0e11487209:active , .uff8f4d8ed1ae21b9f5ea6a0e11487209:hover { darkness: 1; progress: obscurity 250ms; webkit-progress: darkness 250ms; foundation shading: #2C3E50; } .uff8f4d8ed1ae21b9f5ea6a0e11487209 .focused content territory { width: 100%; position: relative; } .uff8f4d8ed1ae21b9f5ea6a0e11487209 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-design: underline; } .uff8f4d8ed1ae21b9f5ea6a0e11487209 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uff8f4d8ed1ae21b9f5ea6a0e11487209 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe span: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-stature: 26px; moz-fringe sweep: 3px; text-adjust: focus; text-beautification: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .uff8f4d8ed1ae21b9f5ea6a0e11487209:hover .ctaButton { foundation shading: #34495E!important; } .uff8f4d8ed1ae21b9f5ea6a0e1 1487209 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .uff8f4d8ed1ae21b9f5ea6a0e11487209-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uff8f4d8ed1ae21b9f5ea6a0e11487209:after { content: ; show: square; clear: both; } READ: Nitrate Contamination Of Groundwater Poses A Serious Health Threat Nit EssayEducation One of the negative impacts of web based life is the crumbling of training. Most importantly, this issue might be acquainted with understudies. The individual may want to message with someone, check the news and the quantity of preferences they have as opposed to doing their task or getting ready for the test. Thus, the degree of their insight and the nature of training are decaying. Also, being an undergrad a great many people don’t give close consideration to what they are posting on their page on Facebook, for instance. On the off chance that your forthcoming boss chooses to check your action in some online life, utilizing internet based life can influence your future profession. Social capacities The capacity of the person to effectively speak with others in eye to eye discussions likewise falls under the adverse impacts of online life. There are a great deal of situations when an individual invests so much energy flying into various gadgets and speaking with other just with the assistance of Internet that they think that its hard to set up correspondence with a genuine conversationalist during an up close and personal discussion. An individual might be the life and soul of the gathering while at the same time messaging on Facebook, yet with regards to living communication, they feel awkward and unreliable. End Social media is a significant piece of our regular day to day existence. These days, when all circles of our life rely a ton upon the Internet and even business issues should be possible with the assistance of cell phones, we all ought to be cautious with the measure of time we spend browsing our messages. So as to maintain a strategic distance from such issues as cyberbullying, online networking habit and confidence issues we should know about the negative impacts of web based life. We all should give more consideration to how frequently a day we utilize our gadgets and check the messages rather than correspondence with our loved ones. New advancements are exceptionally helpful; nonetheless, it is fundamental not to get lost among them and locate a center ground in utilizing them.

Project on Samsung. Free Essays

Organization PROFILE Samsung Group is a South Korean global combination organization headquartered in Samsung Town, Seoul. It includes various auxiliaries and partnered organizations, a large portion of them joined under the Samsung brand, and is the biggest in South Korean. Samsung Electronics Co. We will compose a custom paper test on Undertaking on Samsung. or on the other hand any comparative subject just for you Request Now , Ltd. primarily occupied with the creation of shopper electronic items. One of the world’s biggest semiconductor producers, Samsung Electronics is likewise South Korea’s top gadgets organization. Samsung Distribution Channel iframe class=wp-installed content sandbox=allow-contents security=restricted style=position: total; cut: rect(1px, 1px, 1px, 1px); src=https://phdessay.com/the-dissemination methodology of-samsung/insert/#?secret=ou82p479vc information secret=ou82p479vc width=500 height=282 title=#8220;Samsung Distribution Channel#8221; #8212; Free Essays - PhDessay.com frameborder=0 marginwidth=0 marginheight=0 scrolling=no/iframe It makes numerous sorts of shopper gadgets, including DVD players, advanced TVs, computerized still cameras; PCs, shading screens, LCD boards, and printers; semiconductors, for example, DRAMs, static RAMs, streak memory, and show drivers; and specialized gadgets going from remote handsets and cell phones to systems administration gear. The organization, which is the leader individual from Samsung Group, additionally makes microwaves, coolers, forced air systems, and clothes washers. About portion of deals originate from the Asia/Pacific area. Organization Vision :- Samsung Electronics’ vision for the new decade is, â€Å"Inspire the World, Create the Future. † This new vision reflects Samsung Electronics’ duty to rousing its networks by utilizing Samsung’s three key qualities: â€Å"New Technology,† â€Å"Innovative Products,† and â€Å"Creative Solutions. † Samsung SWOT investigation Strengths:- 1. Equipment mix with many open source OS and programming 2. Greatness in designing and creating equipment parts and customer gadgets 3. Development and plan 4. Concentrate on condition 5. Low creation costs 6. Biggest offer in cell phones and 2 spot in cell phones deals 7. Capacity to advertise the brand Weaknesses:- 1. Patent encroachment 2. Too low overall revenue 3. Principle contenders are likewise biggest purchasers 4. Come up short on its own OS and programming 5. Concentrate on such a large number of items Opportunities:- 1. Developing India’s cell phone advertise 2. Developing versatile promoting industry 3. Developing interest for quality application processors 4. Development of tablets advertise 5. Getting licenses through acquisitions Threats:- 1. Soaked cell phone advertises in created nations 2. Fast innovative change 3. Declining edges on equipment creation 4. Penetrated licenses 5. Apple’s iTV dispatch 6. Value wars Marketing Mix (4P’S) of samsung advanced mobile phones 4 P’s of Samsung cell phone: What made it workable for Samsung to beat Apple in cell phone deals? Instructions to refer to Project on Samsung., Papers

Helping aspiring teachers reach higher with new Official Praxis® Core Prep

Helping aspiring teachers reach higher with new Official Praxis ® Core Prep Teachers and students are the heart of all that we do at Khan Academy. That’s why it was a no-brainer for us to partner with ETS,  the makers of the Praxis ® exams, to help aspiring teachers enter the profession. Our new Khan Academy Official Praxis ® Core Prep is a free, first-of-its-kind preparation resource which is now available for tomorrow’s educators.  Watch our announcement videoAspiring teachers can use Official Praxis ® Core Prep to create a personalized learning plan to prepare for the Praxis ® Core Academic Skills for Educators (Core) test, a key exam for many candidates entering teacher preparation programs. Using Official Praxis ® Core Prep can strengthen the reading, writing, and math skills needed to succeed on the Praxis ® Core test, in teacher preparation programs, and in the classroom.    There are a lot of resources out there that say they will help you, but they are expensive and you never know if they will really help, said Vivica Foster, an aspiring teache r in Ohio who was part of the Official Praxis ® Core Prep beta test. Not only is it amazing that this program is free, but the number and variety of practice questions available really tested my knowledge and prepared me for test day.            Together, Khan Academy and ETS hope to widen the path to teacher preparation programs and help diversify the teacher pipeline. A recent study by the National Bureau of Economic Research underscores the importance of diversifying the pool of teachers. The study shows that having a Black teacher increases Black students’ high school graduation rates and likelihood of enrolling in college.                  Official Praxis ® Core Prep diagnoses teacher candidate’s strengths and weaknesses. Each learner then receives a personalized study plan to remediate skill gaps and help them succeed on test day. Official Praxis ® Core Prep guides teacher candidates through a series of in-depth instructional materialsâ€"including practice ques tions, videos, and tipsâ€"that meet their unique needs. The program focuses on key subject matter areas and takes into consideration the time available to study for the test.Khan Academy has a proven track record of leveling the playing field by providing access to high-quality test prep resources. Official Praxis ® Core Prep is Khan Academy’s third free and official test prep program for high-stakes standardized exams. In 2015, Khan Academy launched Official SAT Practice with the College Board. Research shows this resource has driven substantial SAT score improvements regardless of gender, family income, race, or ethnicity with similar usage rates across demographics. In 2018 Khan Academy launched Official LSAT Prep, which is being used by more and more by aspiring law students, particularly African Americans, women, and economically disadvantaged students.  To explore Khan Academy Official Praxis ® Core Prep and begin practicing, visit https://www.khanacademy.org/praxis-core.

What Is Quantitative Data in Statistics

In statistics, quantitative data is numerical and acquired through counting or measuring and contrasted with  qualitative data  sets, which describe attributes of objects but do not contain numbers. There are a variety of ways that quantitative data arises in statistics. Each of the following is an example of quantitative data: The heights of players on a football teamThe number of cars in each row of a parking lotThe percent grade of students in a classroomThe values of homes in a neighborhoodThe lifetime of a batch of a certain electronic component.The time spent waiting in line for shoppers at a supermarket.The number of years in school for individuals at a particular location.The weight of eggs taken from a chicken coop on a certain day of the week. Additionally, quantitative data can further be broken down and analyzed according to the level of measurement involved including nominal, ordinal, interval, and ratio levels of measurement or whether or not the data sets are continuous or discrete. Levels of Measurement In statistics, theres a variety of ways in which quantities or attributes of objects can be measured and calculated, all of which involve numbers in quantitative data sets. These datasets do not always involve numbers that can be calculated, which is determined by each datasets  level of measurement: Nominal: Any numerical values at the nominal level of measurement should not be treated as a quantitative variable.  An example of this would be a jersey number or student ID number. It makes no sense to do any calculation upon these types of numbers.Ordinal: Quantitative data at the ordinal level of measurement can be ordered, however, differences between values are meaningless. An example of data at this level of measurement is any form of ranking.Interval: Data at the interval level can be ordered and differences can be meaningfully calculated. However, data at this level typically lacks a starting point. Moreover, ratios between data values are meaningless. For example, 90 degrees Fahrenheit is not three times as hot as when it is 30 degrees.Ratio:  Data at the ratio level of measurement can not only be ordered and subtracted, but it may also be divided. The reason for this is that this data does have a zero value or starting point. For example, the Kelvin temperature scale d oes have an absolute zero. Determining which of these levels of measurement a data set falls under will help statisticians determine whether or not the data is useful in making calculations or observing a set of data as it stands. Discrete and Continuous Another way that quantitative data can be classified is whether the data sets are discrete or continuous -- each of these terms has entire subfields of mathematics dedicated to studying them; it is important to distinguish between discrete and continuous data because different techniques are used. A data set is discrete if the values can be separated from each other. The main example of this is the set of natural numbers. There is no way that a value can be a fraction or between any of the whole numbers.   This set very naturally arises when we are counting objects that are only useful while whole like chairs or books. Continuous data arises when individuals represented in the data set can take on any real number in a   range of values. For example, weights may be reported not just in kilograms, but also grams, and milligrams, micrograms and so on. Our data is limited only by the precision of our measuring devices.

Oppression And Dehumanization Of African Americans Essay

Regardless of race or ethnicity, it is my belief that people in general, will stand up for their rights no matter what they have to do in order to get their rights recognized, they will do it. In this case, African Americans had to fight to mold the country and freedom that they desired. When a group of people become oppressed they will learn to band together to mold their future and the future of their children. I would like to look into this from the point of view that even though we are referring to people of African American descent, other races would have done the same. I hope to touch on topics and keywords that will reflect that in a literary sense. For a little further in-depth look at the oppression and dehumanization of African Americans, I did a little reading on West’s Encyclopedia of American Law through Encyclopedia.com The oppression and dehumanization of African Americans is so evident just by looking at the nature in which they were treated. Being forced to re linquish their seats on the bus if a Caucasian person wanted it, not even if they needed it. They kept African American students from gaining a proper education and even murdered people that could or would potentially oppose them. Among the more popular examples of oppression and dehumanization towards African Americans, we can look at the arrest and fiasco created around Rosa Parks, who was arrested, rather elaborately for not wishing to give up her spot on the bus. However, her arrest wouldShow MoreRelatedOlaudah Equiano, A British Slave, And Frederick Douglass And Harriet Jacobs, American Slaves Essay1737 Words   |  7 PagesJacobs, American slaves, highlight the transition from the institution of British slavery pre-American Revolution to the 18th and 19th century American plantation slavery. The explicit differences between the two systems suggest unique factors that either promoted or hindered each institution. 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While most slaves experienced the dehumanization that slavery thrust upon them, every slave experienced it in a uniqueRead MoreThe Movie The Blind Side 915 Words   |  4 Pagesmuch older and larger than him, was still on the level in terms of privilege and status. 2 - Does this film suggest progress, stagnation or regression in the projection of African American images in 21st century media? Support your position. I think this film promotes the stagnation of the projections of African Americans images in the 21st century. There are many instances that take away from the authenticity of the story and the amount of work that Michael Oher actually put in to becoming theRead MoreAmerican Romanticism As Portrayed By Walt Whitman s Song Of Myself979 Words   |  4 PagesJesha C. Lor Callis Modern Civ-LIT 3/21/16 Song of myself (1855) Narrative (1845) American Romanticism as portrayed by Walt Whitman’s â€Å"Song of Myself† and Fredrick Douglass’s Narrative American Romanticism focuses on the imagination, emotions and idealized perspectives of the world. Romanticism is in opposition to the forms and conventions of Neoclassical Literature and is a reaction to the Age of reason which preceded Romanticism. Reason was ruled out in this era in place of imagination, individuality

Course outline Free Essays

Aims This course will provide students with an understanding of six ancient civilizations through archaeological and documentary sources. These SIX ancient civilizations are Mesopotamia, Egypt, the Indus Valley, northern China, Mesospheric, and the Andes. The course has three related goals: (1 ) to trace the historical formation and collapse of these six societies; (2) to examine explanations that attempt to account for their trajectories; and (3) to explore the methods researchers use to study these topics. We will write a custom essay sample on Course outline or any similar topic only for you Order Now Outcomes By the end of the course it is expected that the student will be able to: locate six major ancient civilizations and their cities on maps; understand and critically analyze the range in current theoretical approaches to the development of violations; recognize and critically evaluate the methods employed to access the past organize material and to articulate arguments effectively Grading Quizzes The quizzes will consist of multiple-choice questions and map identifications. Quiz 1: Quiz 2: Quiz 3: Examinations examination: 30% Final examination: 30% Extra Credit Students may add 5 points to their midterm or final through extra credit work at museums or lectures relevant to this class. Among the suggested exhibits are the permanent Egyptian displays at the Metropolitan Museum of Art and the Brooklyn Museum, and the Micronesian and South American exhibits at the American Museum of Natural History, but many other exhibits may also be appropriate. Students must write one page assessing the exhibit or lecture and provide proof of visit. Knowing them well will allow you to proceed to graduation efficiently and with a strong transcript. Study carefully everything in Brush’s statement about academic honesty. You can access it easily from the Burch College home page, where the link â€Å"For Current Students† leads to a page where you can find a link to â€Å"Academic Honesty Policy’ under â€Å"Resources and information†. Also feel free to ask any instructor for clarification or for explanation of why professors take this issue so seriously. This course has a ‘zero tolerance’ policy on cheating and improper behavior during quizzes and exams. Any student who breaks academic rules in this course has violated the mutual trust on which teaching and learning are based and will receive not only a zero on that assignment, but a grade of F for the course. For serious infractions the instructor will ask the College’s Disciplinary Panel to suspend the violator from all Burch courses. By College policy, all suspected violations, whether infirmed or not, are reported to the Dean of Students. Disruption of class is not permitted. Rude behavior is disruptive. Arriving late/leaving early is also not acceptable and repeated latecomers/early leavers will be penalized. Pods and cell phones off before class. Please do not eat food within the classroom. It is distracting to other students and to yourself (you should focus on the lecture! ). Content Overview The areas that we will study are Mesopotamia, Egypt, the Indus Valley, northern China, Mesospheric, and the Andes, that is, the birthplaces of the pristine states that armed the c ore of early civilizations. Their societies occupy a special place in human history, because they produced the first social classes, economic specialization, state government, and urban settlements. Their populations created the earliest formal philosophies, religions, monumental architecture, legal codes, market economies, institutionalized militaries, and writing systems. Their members began to define separate spheres of secular and religious activities and public and private life. In short, if we want to understand how human societies were transformed from small roofs to diversified empires organized on a grand scale, these are the regions that we study. Brief description of teaching and learning methods: Illustrated lectures requiring preparatory reading. Students will take a midterm and a final. Students have the option of an essay. Blackboard Most lectures in this course are illustrated with a substantial number of visual images, typically maps, site plans, and architectural and artifact photos. Lectures are provided on Blackboard as a resource only; students will not be responsible for a visual identification of any specific image in an exam. All handouts are available on blackboard. You can find the blackboard site for this course on the Burch website. If you miss a class, check blackboard for study sheets and assignments. Check with the Burch Computing and Technology Center (BCC) for information on how to use blackboard. Call the help desk at 646-312-1010. Attendance Class attendance is required and very important as a key part of active participation. Attendance is recorded at the beginning of every class. Freshmen and sophomores (fewer than 61 credits completed) will be dropped if more than four classes are missed. Juniors and seniors (over 60 credits) will be dropped if more than six classes are missed. Absences for medical, religious, family reasons or subway delays are counted as part of the four or six classes missed and will not be excused even with a note. If you have special medical or other ongoing circumstances, please discuss them with the professor ahead of time. If you are absent for whatever reason, please keep the professor informed by calling or emailing her. All class assignments and study sheets will be on blackboard, so please check the website if you are absent so that you will be prepared for the Special Needs Burch College is committed to being fully accessible to all students, including those with disabilities. To establish appropriate accommodations, please alert your instructor to your needs and contact Ms. Barbara Souris, Coordinator of the Office of Services for Students with Disabilities, part of the Division of Student Development and counseling, at NV 2 271 or at (646) 312 4590. Please contact me directly if you require additional aids prior to your lectures. How to cite Course outline, Papers Course Outline Free Essays string(42) " course requires discussion and teamwork\." ENTR 3140 – Entrepreneurial Marketing Course Presentation CRN 31778 Section S10 Fall 2012 Classroom: Fir 118 Time: Mondays 4:00pm – 6:50pm Contents: Instructor Information:! Course Description! Prerequisites:! Co-requisites:! Course Objectives! Learning Activities! Requirements! Transferability ! Required Text Materials! Class Preparation/Attendance/Participation! Assignment Standards Professionalism! Examinations – Mid-Term Quizzes! Use of email! Use of phones/tablets/Recording Devices! Evaluation! Grading! Instructor’s Schedule ! Online Learning Community ! Class Schedule (subject to minor revisions)! University Policies! 1 1 1 1 2 3 3 3 3 3 6 7 8 9 9 11 12 12 13 15 Instructor Information: M. Amanda Bickell Of? ces: Surrey, Cedar 2016, Richmond, 2200, Langley, 1601 Email – amanda. bickell@kwantlen. We will write a custom essay sample on Course Outline or any similar topic only for you Order Now ca, Twitter – @AmandaBickell, Skype -bickella 1. Course Description Students will learn to address complex marketing problems that need to be addressed with limited resources and recognition of the ? nancial, operational, and HR consequences of the chosen strategy. Students will develop their problem solving, decision-making and planning skills through case analyses and applied exercises. They will also complete a marketing project for a local small business or community organization. Students will be required to undertake both individual and group work, drawing from the full range of business courses taken thus far. 2. Prerequisites: None 3. Co-requisites: None NOTE: This syllabus is by way of announcement only and the instructor and KPU reserve the right to make changes, additions or deletions. ENTR3140 – Entrepreneurial Marketing – Course Presentation 4. Course Objectives LEARNING OBJECTIVES/OUTCOMES A student who successfully completes the course will have reliably demonstrated the ability to: †¢ address a real marketing issue with solutions that address ? nancial, operational, and HR consequences †¢ employ qualitative and quantitative marketing and ? nancial analysis †¢ determine relevant information, information prioritization, critical issue identi? cation with respective analysis, decision-making, alternative analysis, and recommendation generation †¢ develop, support and defend their position and recommendations †¢ manage major marketing projects using effective teamwork, time- and project-management skills solve marketing problems using marketing skills and techniques from the perspective of smalland medium-sized businesses †¢ use current marketing technology ef? ciently and effectively †¢ make effective and persuasive marketing presentations in both the written and oral forms †¢ employ business networking skills CONTENT Content will include, but is not restricted to, the following: †¢ Students will: †¢ cover topics including: †¢ target market identi? cation and segmentation †¢ situational analysis †¢ market research †¢ competitive analysis †¢ macro and micro marketing environmental analysis †¢ marketing problem solving and decision making budgeting †¢ ? nancial and cash ? ow analysis †¢ pricing strategy †¢ logistics and channel development †¢ product development †¢ advertising and promotional development †¢ selling strategy and international marketing †¢ employ analysis tools including: SWOT, Porter’s analytical models, PEST. †¢ build upon their understanding of marketing principles using cases †¢ complete a major term-long project working with an outside client/operating business, concluding with an oral presentation and written report. A. Bickell ENTR3140! Page 2 of 16 ENTR3140 – Entrepreneurial Marketing †“ Course Presentation 5. Learning Activities Activities may include, but are not restricted to, the following: †¢ †¢ †¢ †¢ †¢ †¢ attending lectures and taking notes participating in class discussions analyzing case studies individually, and in small and large group settings researching essays and case studies completing weekly assignments completing business networking assignments There will be a combination of in-class exercises and self-directed projects each week that will be focused on case analysis and the major project as well as other projects. The Class Schedule, outlines each class and provides the schedule for team casework. Supplementary activities and information may also be introduced as appropriate and as time permits. You will receive instruction on the case to prepare for the following class. You are required to participate in class discussions as class participation forms a major component of your composite mark for the course. You are also encouraged to share personal job-related experience, additional research, and other information that would bene? t the class discussion and add to the knowledge of the class. 6. Requirements Required for the following credentials: Bachelor of Business Administration Accounting Bachelor of Business Administration Entrepreneurial Leadership Bachelor of Business Administration Marketing Management 7. Transferability Not Transferrable 8. Required Text Materials 1. Strategic Marketing by Todd A. Mooradian, Kurt Matzler, Lawrence J. Ring (2012) Prentice Hall/Pearson ISBN-13: 978-0-13-602804-8, ISBN-10: 0-13-602804-7 2. Note package: ENTR3140 Entrepreneurial Marketing Key Concepts Course Manual (2012 Version, Instructor: Amanda Bickell) 3. Cases (Price is prepaid at the bookstore in conjunction with the Note package. Price of cases is non refundable. ) 4. Calculator (not a cell phone or PDA calculator) must be brought to all classes. Recommended Reference Texts 1. Leenders and Associates Inc. and Erskine Associates Inc. Learning with Cases. IVEY publishing, Richard Ivey School of Business. ( Fourth Edition) 9. Class Preparation/Attendance/Participation Our ENTR3140 class is driven by case discussion and so your attendance and participation in class are critical. You are expected to complete the assigned reading and any relevant assignments prior to each class in order to participate in class discussion and contribute to your own learning rocess as well as that of the class as a whole. Discussion of appropriate practical A. Bickell ENTR3140! Page 3 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation experiences and job-related issues is encouraged and appreciated since the major emphasis of learning in this course is on application to the workplace. Class Preparation The text contains many important ideas tha t will not be covered directly in the class, but will be relevant on assignments and exams. Your course notes, Key Concepts, also contain information that you will require for the course. There is also important and current material that is covered in class and case discussions that does not appear in the readings. Every text is somewhat out of date and limited in scope, therefore, you can expect to cover material in class that the course and reference texts cannot or do not include. You will generally ? nd that if you have done the reading prior to class, the material covered in class will be comprehensible and more easily retained. If you put off reading course materials until just before the exam, your marks will re? ect your lack of planning. Participation This course requires discussion and teamwork. You read "Course Outline" in category "Essay examples" Non-attendance or lateness will impact your ability to participate and affect that mark as well as your marks in other aspects of the course. You will be required to add to class discussions through insightful comments based on case analysis and/or by asking relevant questions based on and supported through case analysis and study of assigned readings. Your participation will be graded on the basis of the quality of your comments, not the quantity. Keep a copy of your written report or short cycle notes for reference in the discussion. Remember, participation means having a dialogue that is meaningful, not one individual subjecting the rest of the class to a monologue. It is also important to respect the ideas of others. You may disagree, however, your comments must always be in the nature of promoting discussion, never in a manner that would show disrespect for the ideas of another student. See the â€Å"Participation† section of the Key Concepts guide for further information regarding expectations and assessment of participation. Attendance Lateness Attendance is not participation, however a student who is not present in class will receive a zero for that day’s participation mark. You will be graded on both the absolute quality and relative quantity of participation during class activities. Punctuality at start of class is essential. A class will be cancelled only if the instructor or university designate does not arrive 15 minutes after class is scheduled to start. In the unlikely event of a class cancellation I will post an announcement through the Moodle News forum. A copy of this will be sent to your Kwantlen email. 0. Assignments/Reports: A) Case Analysis – Individual and Team Case analysis is the primary learning focus of this course. You will be expected to understand the case method and participate individually and with a team in the analysis, written assignments, and presentation of cases. You have received detailed instructions as to the way to proceed with case analysis in your Key Concepts guide. A. Bic kell ENTR3140! Page 4 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation Individual You will be required to write two case analyses as outlined in the course chedule. These cases will be handed out as the semester progresses. You will be expected to prepare one practice case at the beginning of the course prior to the analysis of the assigned cases. On the case where you are not submitting a written report you may be asked to submit your short cycle worksheet/notes in order to be recognized for participation marks. Teams You will form small teams to analyze, write up, challenge and orally present speci? cally assigned cases. The team assignments will assist you to understand the strategy process in a marketing department. The team members will be expected to organize and work together professionally complete assignments. The schedule for your group activities is outlined on the course schedule. You will submit a written team case report on the weeks that you present and challenge. Details for case analysis and presentation expectations are outlined in the Key Concepts Guide. You are encouraged to work with your team members on every case. However, individual case reports must be entirely your own work. Common material will be considered plagiarism. If you have any doubts as to the expectations in this regard, please ask for clari? ation before submitting your work. B) Team Project – Marketing Plan Your team for case analysis and presentation will also be responsible for development, write up and presentation of a marketing plan. Details of this assignment are in the Key Concepts guide. There is a peer evaluation element in the teamwork. Teams must ensure that all individual team members contrib ute evenly to any teamwork. While it is understood that there may be a modest difference in the performance of group members, it is not acceptable for a team member to get a â€Å"free ride†. Under-performing team members can expect to receive less than the assigned mark on team components. Any individual(s) not carrying out their assigned responsibilities or contributing to the team effort as determined by agreement/consensus of all team members will be assigned a reduced mark. In such cases, these individuals could lose up to 100% of the total course value allocated to the project. It will be the responsibility of each team to set out in writing the guidelines for its organization, performance and function. See the Key Concepts Guide â€Å"Team† section for important information and instructions. The guidelines will require that any problems with team member(s) be noted in writing, dated and signed by all the team members as to what discussion took place and the resolution that was agreed upon. C) Networking Assignment You are required to complete a networking assignment, which will mean making contacts in the business sector. This assignment is covered in the Key Concepts notes and will be discussed in class. A. Bickell ENTR3140! Page 5 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation D) Oral Presentations During this course you will make two case presentations as part of your team work, one is a presentation of your case analysis and ? ndings and the other is a challenge of the presentation of another group. As the â€Å"Presenting† or â€Å"Challenge† group you will also submit a team prepared written report of your case. Like the preceding assignments, you can ? nd the details for this assignment in the Key Concepts notes. 11. Assignment Standards Professionalism Assignments will be evaluated as if you are in a work situation and have been given the responsibility by senior management. This applies to both case analysis and the major project. Generally, assignments will be graded on the following criteria: †¢ Quality of analysis †¢ Application of marketing and business terminology/theory †¢ Adherence to the requirements ENTR 3140 is a third year course, therefore, a highly competent standard of presentation, grammar, spelling, and syntax is expected in all work. If a submission is inadequate in this regard, you will have your mark for that assignment reduced by up to 30%. In the event that an assignment is extremely poorly written, or inadequately edited, the instructor may simply reject the assignment, and no marks will be awarded. Note: Many students assume a simple restatement of case facts constitutes an analysis. If this is the substantial basis of a report, you will generally receive a mark of zero. See the â€Å"Learning with Case Studies† section of your Key Concepts guide for instructions on case analysis. Assignments that exhibit a very low quality of analysis, regardless of how well they may be formulated in English, will also receive a zero grade. All assignments, projects and presentations are due on the dates indicated in the Class Schedule and must be submitted digitally according to the directions provided by the instructor. Given the digital nature of submissions, deadlines are ? rm. Assignments received after the deadline will not be considered for grading. Exceptions to expectations will conform to those of the School of Business. †¢ Death in the family supported by a copy of the death certi? cate †¢ Medical reason supported by a formal letter from doctor (not simply a note on a prescription pad) Report Standards All assignments must be submitted as a single pdf ? le through the appropriate link in Moodle. Assignments submitted in any other format will NOT be accepted for grading. Please review the assignment instructions very carefully before you begin working and before you submit your work. Expectations are detailed in the Key Concepts guide. Your name and other identifying information should appear on the title page and not anywhere in the body of the assignment. Assignments that do not follow these instructions will automatically lose 10% of the possible grade. The cover page should be formatted as illustrated below: A. Bickell ENTR3140! Page 6 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation Cover Page Other Pages Team Number! ! ! Page # Assignment Title This submission meets the conditions of my signed Academic Honesty Statement on ? le with the instructor. Name(s) (Team Members or Individuals) Course Number Section Due Date Assigned Team Number Late Assignments All assignments, projects and presentations are due on the dates indicated in the Class Schedule. All reports are to be submitted via the links in Moodle before the beginning of class on the speci? ed due date. ASSIGNMENTS FOR THAT SPECIFIC DATE WILL NOT BE ACCEPTED AFTER THE CLASS HAS BEGUN. The instructor may make exceptions in cases of emergency. Please note that having your assignments completed on time will require you to arrange your time, use of computer facilities, etc. to complete your work and compensate for possible mishaps. Computer problems, hard drive crashes, pets eating homework, etc. are all unfortunate, however, late is late. If you have entrusted your group assignments to be submitted by a group member, and he/she fails to submit it, or submits late, it is late and will be subject to late penalties. In real life, bids close on multi-million dollar contracts every day. Even one second after the stipulated time is late—and the bid will not be accepted. All excuses are equal—and irrelevant. Successful business people are organized and do not miss deadlines. You are expected to keep back-up copies of all individual and team work. Managing your team records is an important responsibility. Expectations are outlined in the Key Concepts guide. The instructor may request to see back-up copies and team records at any time and will provide a minimum of 1 day’s notice. 12. Examinations – Mid-Term Quizzes Quizzes may happen at any time throughout the course so be prepared. There will be no advance notice. In the workplace, you must be prepared to answer questions and solve A. Bickell ENTR3140! Page 7 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation problems which require a base level of knowledge and analytical skills at any time and on command. It is your ability to use your critical thinking skills, not your ability to memorize speci? c answers or your cramming ability that will assist you in becoming a success. You may use ONLY A REGULAR OR BUSINESS calculator on an exam/quiz. NO CELL PHONE, PDA, OR OTHER WIRELESS HANDHELD CALCULATOR CAPABLE DEVICE PERMITTED. A dictionary may be permissible, depending on the format of the exam. A signi? cant portion of your ? nal grade will be based on the mid-term exam. It is critical that you arrive to the exam on time. Latecomers disrupt those already writing the assessment, and interfere with the invigilator’s responsibilities. Therefore, once the exam has begun, latecomers will be expected to ? nish the exam within the original time scheduled. You will not be granted additional exam writing time because you arrived late. There are no make-up quizzes or exams in this course. If you miss an exam or a quiz, you miss the marks assigned. Your grade will be computed as if that particular entry is a zero. The only exceptions to the above regarding absences/lateness are veri? able validated medical excuses. If you will be missing a graded evaluation due to medical reasons, you are required to produce a letter from a physician. The letter must clearly state that in the professional opinion of the physician you were unable to perform reasonably on the dates that you were unable to satisfy course requirements. The University reserves the right to contact the physician’s of? ce, not to discuss con? dential speci? s, but to verify that the note is legitimate. Accommodation may require the student to write an exam in the Testing Centre and the invigilation fee (currently $30) is the student’s responsibility. If you should have a personal or psychological trauma, which is of such magnitude that you would be forced to miss an examination, a written letter of explanation from your psychiatrist, psychologist, or cou nselor must accompany such an excuse. A letter from the attending physician or clergyman must validate absence due to a death in the family. In the absence of such written veri? cation you will not be excused. All medical excuses must be personally presented to the instructor as soon as you are able to return to class for a make up to be scheduled. 13. Use of email The email address for your instructor is amanda. bickell@kwantlen. ca. You may contact the instructor by email to clarify unique details of your assignments and projects, or convey personal circumstances that are impacting your performance in the course. This method of communication is not to be used to obtain information that is already in the course outline, course presentation, Key Concepts guide, posted on the course website or has been discussed in class. To clarify assignments, ask questions regarding the readings or details of projects, please use the â€Å"ENTR3140 Wants To Know† forum in Moodle. A certain professional courtesy is required when using email or posting to class forums. Be aware of the language and tone of the message you are sending. This courtesy is to apply to the instructor and your fellow class members. Included in this courtesy is proper use of your subject line. Use the following format in your Email subject heading: â€Å"ENTR 3140 – S10† then put short subject information thereafter. Be sure to sign your email with your full name. A. Bickell ENTR3140! Page 8 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation All students must have an email address. (If you prefer to use your own email address rather than the Kwantlen email address assigned to you, please forward your Kwantlen email to your primary email address to ensure you receive any and all emails the instructor may send out to the entire class. ) From time to time, the instructor may contact the class through email when this is necessary prior to a class or to make changes to an assignment or make announcements. It is your responsibility to check your Kwantlen email frequently for such correspondence. Assignments may not be handed in by email. All assignments, cases, reports etc. that will be submitted electronically will be done via the links provided in the course website. 14. Use of phones/tablets/Recording Devices Phones, laptops, tablets, etc. , are very convenient communication devices. You are encouraged to bring them to class as they can be useful during some in-class activities. Unfortunately far too many people who choose to use such technology do not demonstrate adequate respect for others or sensitivity to the appropriateness of use in public settings. It is expected that you will manage your electronic devices to ensure that they do not disrupt or interrupt class activities. If you inadvertently leave your device on and it should ring, play a tune, buzz or vibrate, please turn it off immediately. (If you answer the phone or it goes off a second time in class you have elected to forfeit all marks for that day. ) You will not require your phone during any testing. Having a cell phone or similar device turned on during an exam or quiz will be considered cheating and will result in an immediate grade of zero. Use of recording devices of any kind are not permitted in class. This INCLUDES digital PHONE / VIDEO CAMERAS recording classes or downloading classes to such web sites as â€Å"YouTube†, etc. Doing so may subject the student to legal action by the instructor or KPU or both. This rule may be waived for special needs students when appropriate and prior arrangements have been made through Kwantlen’s counseling department. 15. Evaluation This course has two academic components which generate credit, one is individual and the other is group work. In order to receive a passing grade in this course, all students must receive a passing grade for the aggregate of the individual components. A grade for a group project cannot compensate for failure to pass the individual components. In other words, the group work will only be counted for your ? nal grade if you receive an average of 50% for the individual components. The ? nal grade for students meeting the above standard for passing will be all individual work plus the group work. For students who do not meet the standard for passing, their ? nal grade will be the average of the individual components. No group work will be counted. For clari? cation, the standard is a minimum of 60%; grades will NOT be rounded off to meet the standard. A grade of 59. 9 is not passing. The above standard applies to all students enrolled in this course, regardless of major area of academic concentration. Details regarding grading follow: A. Bickell ENTR3140! Page 9 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation Item Marks Comments INDIVIDUAL Individual Work Participation 40 Graded on the basis of quality of contribution and meaningful demonstration of course concepts, critical analysis and insightful comment. See the participation section of this document and the Key Concepts manual for further detail. Case analysis reports (2) 5 First Individual Report (10) Second Individual Report (15) Quizzes (4) 20 5 marks each Mid-Term Exam 25 Based upon assigned readings Networking Assignment 10 See course manual Key Concepts for details Individual Total 120 Students must earn 60/120 to be eligible for team marks. TEAM Team Case Assignments: †¢ Report Presentation †¢ Report Challenge Team Major Projec t 15 15 50 Team Total 80 Total A. Bickell ENTR3140! See course manual Key Concepts for details of both case analysis and major team project 200 Page 10 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation 16. Grading All letter grades assigned to projects and activities in this course correspond to the of? cial Kwantlen Polytechnic University Percent Conversion Scale, (see below). The Kwantlen Polytechnic University Percent Conversion Scale Grade % Scale De? nition A+ 90-100 Exceptional achievement A 85-89 Outstanding achievement A- 80-84 Excellent achievement B+ 76-79 Very good achievement B 72-75 Good achievement B- 68-71 Good achievement C+ 64-67 Satisfactory achievement C 60-63 Satisfactory achievement C- 56-59 Marginal achievement D 50-55 Minimal achievement F 0-49 Unsatisfactory achievement Work that meets expectations earns a C. Performance beyond basic expectations is recognized with grades that re? ect this good, excellent, outstanding or exceptional achievement. It is extremely important, therefore, that you carefully review all course materials, and pay diligent attention to all in class instruction to ensure that you fully appreciate what is expected. Make use of class time, of? ce hours, and the electronic means of communication available to you to clarify any uncertainties you may have. Grades will be posted regularly in the grade book in Moodle. Even more valuable than the grades, is the feedback that will accompany each item. You are expected to review this information frequently to monitor your progress in the course. It is also expected that you will demonstrate acknowledgement of feedback by using these suggestions, insights and queries to improve upon subsequent submissions. Should you have any questions or concerns about grades or feedback, please see me during of? ce hours as soon as is possible after the grade posting. You can also email me to make an appointment. Include in your email a brief outline of the issues you’d like to review so that I may set aside an appropriate amount of time to meet with you. The end of the semester is an inappropriate time to review grades as you have no opportunity to apply the coaching and feedback that accompanies the assessment. Given the very important nature of these conversations, it is inappropriate to discuss grades via email. Take advantage of my of? ce hours and meet with me. A. Bickell ENTR3140! Page 11 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation From time to time a student’s ? nal calculated grade is just shy of the next letter grade. For example, 79. 6, a B+, which is 0. 4 away from 80, an A-. Just as is outlined above regarding the expectations for passing, this grade will not be rounded up. Please be advised that it is not appropriate, under any circumstances, to request that your grade be â€Å"bumped† up arbitrarily. This course presentation sets the expectations for grading in the class. These will be applied to all students in the course, in the same manner, throughout the term. To expect that just because you are â€Å"just shy† of your grade letter goal that I should, or even could, simply â€Å"give† grades to you that you have not earned is simply wrong. It is not only incredibly unfair to the students in the class who have honoured the expectations of the course and performed accordingly, but is also a direct violation of the equitable principles upon which our University stands. Do not make such requests or propositions. 17. Instructor’s Schedule I encourage all students to meet with me throughout the course to discuss course topics and/or get extra guidance on assignments. From an instructor’s standpoint this one on one discussion is most rewarding and I encourage everyone to take advantage of my open of? ce policy. Please see me during my of? e hours or email me and make an appointment for another other time. You can also direct course questions to our â€Å"ENTR3140 Wants to Know† forum on Moodle. If it is more convenient, or if your concern is of a personal nature, you are welcome e-mail me – I will respond to your e-mails promptly. This usually means, given my teaching schedule a response within 1 o r 2 days, not including weekends. Of? ce Hours: Campus Day Time Surrey, Cedar 2016 Mondays Wednesdays 3:00-4:00 pm 7:00-8:00 pm Langley, 1601 Wednesdays Thursdays 1:00-2:00 pm noon-1:00pm 18. Online Learning Community Our class website is hosted on Moodle and can be accessed through https:// courses. kwantlen. ca. Here you will ? nd links to important resources, examples from class, assignment instructions, activities, tools to facilitate group work etc. You will also use this site to submit assignments, monitor grades and receive feedback. The basic utility of Moodle will be demonstrated in class. If you are not familiar with Moodle please do not hesitate to ask for assistance. Moodle is directly linked to your â€Å"myKwantlen† email. All course correspondence created on Moodle will be sent your Kwantlen email. It is expected that you will manage your Kwantlen email/Moodle access professionally and you should expect to access these sites every 24-48 hours. A. Bickell ENTR3140! Page 12 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation 19. Class Schedule (subject to minor revisions) Week Date 1 Sep 10, 2012 †¢ †¢ †¢ †¢ †¢ 2 Sep 17, 2012 †¢ Marketing Overview II †¢ Practice Case due †¢ Review of Case Analysis and Quantitative reasoning †¢ Prepare Case 1 (all) †¢ Study text and key concepts †¢ Practice ? nancial quizzes 3 Sep 24, 2012 †¢ Case 1 †¢ Team Reports: †¢ Group 1 presents †¢ Group 4 challenges, Individual write ups: †¢ Groups 3,6 †¢ Prepare Case 2 (all) †¢ Review text in preparation for midterm †¢ Prepare resume 4 Oct 1, 2012 †¢ Resume due †¢ Case 2 †¢ Team Reports: †¢ Group 2 presents †¢ Group 5 challenges, Individual write ups †¢ â € ¢ Groups 4, 7 †¢ Review text in preparation for midterm 5 Oct 8, 2012 THANKSGIVING no class this week †¢ Review text in preparation for midterm 6 Oct 15, 2012 Midterm Exam †¢ Prepare Case 3 (all) 7 Oct 22, 2012 A. Bickell ENTR3140! In Class Introduction Case methodology Problem Solving Team Formation Marketing Overview I †¢ Case 3 †¢ Team Reports †¢ Group 3 presents Group 6 challenges, †¢ Individual write ups †¢ Groups 1,5 Team Meeting #1 must be †¢ complete before the beginning of this class Preparation for Next Class †¢ †¢ †¢ †¢ †¢ Review Key Concepts Guide Prepare Practice Case Continue to study text Complete practice quizzes Complete team formation meeting. See Key Concept Guide for requirements †¢ Prepare Case 4(all) Page 13 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation Week Date In Class Preparation for Next Class 8 Oct 29, 2012 †¢ Case 4 †¢ Team Reports â € ¢ Group 4 presents †¢ Group 7 challenges, †¢ Individual write ups †¢ Groups 3,2 †¢ Prepare Case 5(all) Nov 5, 2012 †¢ Case 5 †¢ Team Reports †¢ Group 5 presents †¢ Group 2 challenges, †¢ Individual write ups †¢ Groups 7,6 Team Meeting #2 must be †¢ complete before the beginning of this class †¢ Networking assignment †¢ Prepare Case 6 (all) †¢ Work on team project 10 Nov 12, 2012 REMEMBRANCE Day no class this week †¢ Networking assignment †¢ Prepare Case 6 (all) †¢ Work on team project 11 Nov 19, 2012 †¢ Case 6 †¢ Team Reports: †¢ Group 6 presents †¢ Group 3 challenges, Individual write ups †¢ †¢ Groups 1,5 †¢ Networking assignment due †¢ Prepare Case 7 (all) †¢ Groups 3, 5, 6 Complete ?nal draft of project for arking and feedback prior to presentation to client. 12 Nov 26, 2012 †¢ Case 7 †¢ Team Reports: †¢ Group 7 presents †¢ Grou p 1 challenges, †¢ Individual write ups †¢ Groups 2,4 Final drafts of client project †¢ due Groups 3, 5, 6 †¢ Groups 1, 2, 4, 7 Complete ?nal draft of project for marking and feedback prior to presentation to client. †¢ Groups 3, 5, 6 Prepare client presentation and ? nal copy 13 Dec 3, 2012 †¢ Presentation Class #1 †¢ Groups 3, 5, 6 †¢ Final drafts of client project due Groups 1, 2, 4, 7 †¢ Groups 1, 2, 4, 7 Prepare client presentation and ? nal copy 14 Dec 10, 2012 †¢ Presentation Class #2 Groups 1, 2, 4, 7 No Final Exam A. Bickell ENTR3140! Page 14 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation 20. University Policies Students are strongly advised to read the current Kwantlen Polytechnic University Calendar as well as this semester’s Registration Guide Timetable for important information about student rights and responsibilities. Pay particular attention to the sections on counseling service s, the educational calendar, the grading system, graduation requirements, plagiarism and cheating, our President’s honour roll, and withdrawals and refunds. Note: Of? cial Withdrawal Failure to withdraw by the of? cial date will result in a grade of â€Å"F†. It is in your best interest to make certain that you have withdrawn from any class you are not attending to ensure that you do not receive an â€Å"F† on your transcript. Kwantlen Polytechnic University Cheating/Plagiarism Policy Plagiarism and cheating are serious educational offenses, which may result in failure of an assignment, failure of a course and possible suspension from Kwantlen. Some of the details of the Kwantlen policy are outlined below. For complete details, please refer to Kwantlen’s Plagiarism and Cheating policy in the Kwantlen Polytechnic University Calendar. a) Introduction i. Cheating is de? ned as any dishonest or deceptive conduct or attempted conduct by which individuals or teams of individuals use or attempt to use unauthorized aids, assistance, materials and methods to represent their academic work(s), as other than they are. NOTE: Having a cell phone, PDA or similar device turned on during an exam or quiz will be considered cheating and will result in an immediate grade of zero. i. Plagiarism is an act in which an individual submits the work of another person as their own. b) Policy i. Kwantlen, in common with all educational institutions, will not accept cheating or plagiarism. ii. Kwantlen Polytechnic University will enforce this condemnation of any proven case of cheating or plagiarism in any course or any program in the following manner: i. in the event of a ? rst offense, a grade of zero will be awarded for the assignment or test; ii. in the event of a second offense, a failing grade will be assigned in the course; iii. n the event of a third offense, the student(s) will be expelled from the College; iv. in the event, a ? rst or second offense is serious enough to merit stronger disciplinary action, the College may assign a greater level of disciplinary action than outlined above. iii. This policy will be included in all Course Presentations. c) Procedural Guidelines i. When an Invigilator determines that a student is cheating or attempting to cheat, or plagiarizing, the Invigilator will immediately gather all possible evidence, assign a grade of 0, and report the incident to the Divisional Director under whose jurisdiction the course falls. An Invigilator is a faculty member or Director’s designate. A. Bickell ENTR3140! Page 15 of 16 ENTR3140 – Entrepreneurial Marketing – Course Presentation ii. When the Dean is informed by the Invigilator or Dean’s designate that the student has cheated or attempted to cheat, or plagiarized, the Director will contact the Registrar and assign additional disciplinary action which may be required in accordance with penalty schedule descried in the preceding section. iii. Each offense resulting in disciplinary action shall be reported to the Registrar who will maintain a record of it in the student’s ? le. iv. Notwithstanding any of the foregoing, the student may at any time wish to consult with a College Counselor and/or Student Advocate. v. The student may appeal any decision or penalty imposed by appealing to the College Appeal Committee. The decision of the Committee will be ? nal and binding. A. Bickell ENTR3140! Page 16 of 16 How to cite Course Outline, Essay examples Course Outline Free Essays This course aims to equip you with the necessary understanding of IS fundamentals, as they stand, and also equip you with critical thinking tools and techniques that will allow you to understand IS in the future. Information systems are complex things that are an integral part of every business and our society. Information systems are difficult to study in the abstract and are best understood through the use of real world examples and case-studies, room which we then look for theory to explain their behavior. We will write a custom essay sample on Course Outline or any similar topic only for you Order Now Our course takes this approach – lots of cases and examples from which we distill our understanding of what IS are, how they are (and should be) used, and how they are best acquired. During Summer Semester we will cover a lot of material in a short time, so it is vital that you study from Week 1. This means you should read the set chapters in the textbook and prepare for your workshops. The course team will facilitate your learning by providing the guidance as to what you need to study, and working with you on problems you may encounter. It is, however, your responsibility to make a concerted and timely effort to study. If you make this effort you will find the material interesting, the course worthwhile and the interaction with you fellow students stimulating. You should also do well. INFAMOUS – International systems In 5 Business 3. 2 Learning Activities and Teaching Strategies The course involves three key components – lectures, workshops and your private study. Each lecture will focus on the topic outlined for that week (see section 10). The lecture will help you understand the organizational and societal context in which IS are built and utilized, and will roved guidance on how to use workshops, laboratories and private study to improve your understanding. A lecture slide pack for each week will be supplied to you 24 hours before the lecture via the course website. This is a ‘skeleton’ pack only. You are advised to take notes during the lecture to supplement the slides. Workshops will help build your understanding of each course topic through the application of what you have learnt in the lecture to case-study and real-life scenarios. They also give you the opportunity to discuss your work with your colleagues, and hence gain an indication of your own progress. Further information on workshop preparation and participation is provided in section 4, and will be discussed in your first workshop. Your private study is the most important component of this course. The textbook and accompanying website contain self assessment exercises to help you. The self assessment exercises are designed to test your understanding of the topic at hand and include review questions, application questions and discussion questions of varying difficulty. How to cite Course Outline, Papers

Traditional Vs Modern Ideologies free essay sample

R. K Narayan (1906-2001) is one of the most famous and widely known Indian English language author. He has written many short stories and novels but is very well known for his imaginary town Magudi and his novels such as Swami and Friends, The Bachelor Arts, The English Teacher, The Financial Expert and The Guide. Narayan is considered to be a leading figure in Indian English literature along with Mulk Raj Anand and Raja Rao. He wrote around the time when India was colonized by the British during the twentieth century thus a lot of his works are influenced by the events that took place at large during that period. When British colonized India they brought along with them a different culture. The Britishers completely westernized India with their development of English schools, government offices, transportation and much more. As rightly said by Dr. Madhukar Nikam, â€Å"The writer in the colonized country tended to soak up the culture of the colonial power and feel a familiar-ity and some affection for it, even though the experience of colonialism may have demoralized and destabilized his own colonized culture† (Nikam â€Å"R. We will write a custom essay sample on Traditional Vs Modern Ideologies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page K Narayan as a Post-Colonial Novelist† 2012: 25) Narayan’s fictional town Malgudi which is located in South India was created by the author in order to escape the tyrants of the British colonial rule. As Nilufer Bharucha speaks about it in her essay â€Å"Colonial Enclosures and Autonomous Spaces: R. K Narayan’s Malgudi†, â€Å"fictional town of Malgudi was a sovereign space, independent of imperial domination. Malgudi asserted a pre-colonial order and distinct Indian society and culture within the reductiveness of colonialism†. She uses the word â€Å"Utopia† (Bharucha â€Å"Colonial Enclosures and Autonomous Spaces: R. K Narayan’s Malgudi† 129) which is perfectly suitable for this town. Everyone would love to reside in a hassel free town like Malgudi. The stories appear to be very simple yet witty. From Narayan’s very first novel Swami and Friends till The World of Nagaraj (one of his last works) it has been quite a journey, we see Malgudi slowly undergoing through a lot of changes. In his very last novel The World of Nagaraj (1990) we notice transformation taking place in this peaceful town of Malgudi where westernization has come into being. I will be thus exploring how Narayan’s last novel depicts changes in the postcolonial India and its aftermath on the younger generation (in the book) ultimately creating conflicts between two ideologies. The story revolves around the protagonist Nagaraj who calls himself â€Å"a man with mission† (Narayan,The World of Nagraj, 2005: 1) , yet he isn’t clear on what his mission is. He lives comfortably in a large house left by his father on Kabir Street with his wife Sita and his mother. He spends his day walking around the town of Malgudi and meeting people from the neighborhood as he walks by. He lives a very leisurely life working at Coomar’s Boeing Sari Centre during the day for Coomar looking after the accounts. He works there for free because â€Å"this arrangement leaves me free to come and go when I like† (The World, 24). Later he would walk back home and sit on the veranda of his house watching the people pass by and planning to write a book on the celestial sage Narada but is unable to do so. The trouble starts when his nephew Tim (his elder brother Gopu’s son) comes to Malgudi and plans to stay with them. Tim very clearly represents the younger generation who is affected by the urbanization and westernization of the Indian society. He left his father’s house because he called him a â€Å"Donkey† (The World, 37). The author here is probably mocking at the younger lot for having low tolerance level. Nagaraj plans to take full responsibility of Tim and the dilemma starts when Tim doesn’t adhere to Nagaraj’s way of living. During the course of the novel we come to know that Tim has dropped out of the Albert Mission Junior College and works at a club called Kismet in New Extension. Kismet represents the epitome of westernization in a town like Malgudi. Nagaraj who is of the traditional mindset for him the word whiskey itself is a â€Å"horrible word, not for Kabir Street families† and Kismet is â€Å"such a horrible place that one should not be seen there† (The World, 59). In order to get Tim on the right track his father plans to get him married to a suitable young girl. â€Å"Tim was not only impressed but overwhelmed† (The World, 91) with Saroja who had a talent for singing and playing harmonium which Nagaraj found very disturbing. After marriage we see that Tim and Saroja always keet to themselves and soon after when Tim decides to let Saroja work along with him at Kismet Club as a singer this situation totally shocks Nagaraj. He tries not to deal with it by concentrating on his book. Towards the end of the novel Tim and Saroja leave the Kabir Street only because Nagaraj didn’t stand and appreciate Saroja’s singing. The event once more ridicules at the foolishness and impatience of the young people. Narayan depicts in his novel the impact of industrialization, disintegration of the families and the consequences of modern education very well. While reading the narrative we see a lot of instances which hint at the alterations taking place in Malgudi. A noteworthy example was that of the newspaper, â€Å"Only one sheet for ten paise and one side filled with advertisements! † (The World, 2). This clearly shows how newspapers have completely become capitalist, more interested in making money and expanding their business than to actually provide news to the general public. Another illustration is Bari’s stationary shop that prides itself on selling foreign goods as he says- â€Å"â€Å"I import pens the like of which you can’t see anywhere†¦ might have heard of Hamilton Bond. It’s world famous-the best in the world†Ã¢â‚¬  (The World, 23). The author visibly indicates how stocking on imported stationary becomes a selling point for Bari and how the mass become infatuated and impressed by it. This shows the lasting impact that British has created upon us, As Nilufer Bharucha points out- â€Å"the foreign paper and pens reiterate once again the interdependence and concomitant pluralisation and polarization as well as notions of the centre, margins and peripheries in colonial/postcolonial spaces† (Bharucha â€Å"Colonial Enclosures and Autonomous Spaces: R. K Narayan’s Malgudi† 150). Another aspect which goes unnoticed is when Nagaraj decides to start writing his novel regarding the sage Narada he prefers to write it in English considering it is a universal language and would want everyone to know about the sage. â€Å"This maybe an ironic reference to the continuing importance and global presence of the English language, even after the death of the Empire† (Bharucha â€Å"Colonial Enclosures and Autonomous Spaces: R. K Narayan’s Malgudi† 151). The narration also deals with problematic relationship between mother-in-law and daughter-in-law due to the differences in their attitude and beliefs. â€Å"Most of the Narayan’s stories are stories of characters drawn from every walk of life†¦They present a cross section of Indian culture† (Khatri. R. K Narayan:Reflections and Re-evaluation 2006: 13). The partition of kitchen when Gopu married Charu and the whole episode of kerosene stove and mud oven brings out the clashes between younger and older generations. She goes herself to Chettiar’s shop, buys something and comes home. Never heard of any young woman going out to a shop by herself. She has brought from her parent’s house her own stove and vessels, and gives her husband what she likes. I never look at her corner of the kitchen. (The World, 29) Mother believes that food cooked over smoky firewood in the mud oven was healthful while kerosene flame caused throat trouble. To prove it she blew her nose and sneezed when Charu lit her kerosene stove. Charu ignored theses systems and said, ‘Mother, a wood fire leads to cold and eye disease, that’s what my mother used to say†¦Ã¢â‚¬â„¢ (The World, 30) As mentioned by Rajasverrie Naido in his thesis â€Å"R. K Narayan’s Malgudi Novels: A Critical study of Theme and Character†, â€Å"In these charming scenes of domesticity, Narayan captures the tension which arises when older and younger generations function together, and the fragility of such relationships become evident† (Naido â€Å"R. K Narayan’s Malgudi Novels: A Critical study of Theme and Character† 317). The author deals with the breakdown of the joint family as soon as his father dies, when Gopu decides to leave the town of Malgudi and decides to stay alone with his wife. The novel ends on a good note with Tim and Saroja back at the Kabir Street with their elders and dependant on them. We agree with Rajasverrie Naido that, â€Å"The novel ends on an optimistic note, that of reconciliation. Nagaraj and Sita compromise their principles and adapt to accommodate Tim and Saroja whose ultra modern lifestyle has proved to be disastrous. † We also see how the harmonium is back in the room and Nagaraj’s dream of writing the novel remains incomplete. Thus we can conclude by saying that â€Å"The world of Narayan’s short stories is, thus not only fictional, it is at the same time universal. Malgudi is confined world dimensionally but within its limited physical compass it embraces the beast of humanity†.

Chinua Achebe essays

Chinua Achebe essays One of the most highly known African authors today is the Nigerian born Chinua Achebe. Chinua Achebe's main focus in his writings was to tell about the African experience, but in a completely different way previous authors wrote. The works of Achebe painted a picture of how life changed for Africans due to the impact of European culture on African society, and described the struggles of his people to free themselves from European influences. Many critics saw Chinua Achebe as a visionary, while others saw him as a voice for the Nigerian culture, giving him the reputation as the "father of the African novel in English." When England sent colonizers and missionaries to Africa, it had a great effect on African tribal life, and on Chinua Achebe. Achebe became slightly interested in British culture, and began reading English writings; only to be disgusted with the message British authors were trying to get across. Achebe learned that English authors saw Africans as "inhumane savages" that needed to be saved (Carroll 68.) Angry with the English writings, Achebe decided to answer back by writing his first novel, Things Fall Apart, in 1958, to counteract the distortions of English literature about Africa. In Things Fall Apart, Achebe tells the story of an Ibo village of the late 1800s and one of its great men, a warrior named Okonkwo. Okonkwo is a champion wrestler, a wealthy farmer, a husband to three wives, a title holder among his people, and a member of the select egwugwu, whose members impersonate ancestral spirits at tribal rituals. However life changes dramatically for the Ibo society and Ok onkwo with the arrival of British colonizers and missionaries, also known as the "white" man. The order of the Ibo society is disrupted with the appearance of the "white" man in Africa and with the introduction of "white" religion (Carroll 77-78.) Okonkwo, who is looked upon highly by his people, is unable to adapt to the changes that ac...

Awesome Quotes That Will Leave Your Friends Dumbstruck

Awesome Quotes That Will Leave Your Friends Dumbstruck Have you felt the need to impress your colleagues, peers, or friends with your profound wisdom or expansive knowledge? While wisdom cannot be gained overnight, you can impress folks with your insight. A little bit of preparation will do the trick. Post cool profile status updates on Facebook and Twitter every day. Make sure that statements reflect the real you. If you want to use these awesome quotes, make sure to cite the author. Do you have to make a speech on a research topic? Dont be monotonous. Begin your speech with some interesting information. You can also use these awesome quotes to make an impressive start. Once you have grabbed attention, the rest of the speech will become easy. When you send birthday messages to your friends, instead of the boring happy birthday, throw in these awesome quotes. On your birthday, throw a party for friends, and give each friend a party favor with a personalized quote written on the gift. Read a few of these awesome quotes and commit them to memory. Once you have done that, you can simply walk into a group and stun them with your newfound wisdom. Isnt that a brilliant way to grow your fan following? Get started on your path to stardom. Sir James Barrie If you cannot teach me to fly, teach me to sing. ‎Eric Thomas When you want to succeed as bad as you want to breathe, then you’ll be successful. Jerry Seinfeld Its amazing that the amount of news that happens in the world every day always just exactly fits the newspaper. Ruth E. Renkel Never fear shadows. They simply mean theres a light shining somewhere nearby. Oliver Wendell Holmes, Jr. Mans mind, once stretched by a new idea, never regains its original dimensions. J. K. Rowling, Harry Potter and the Sorcerers Stone There are some things you cant share without ending up liking each other, and knocking out a twelve-foot mountain troll is one of them. Ruth E. Renkel Sometimes the poorest man leaves his children the richest inheritance. Will Rogers Everything is funny as long as it is happening to somebody else. Jimmy Carter Go out on a limb. Thats where the fruit is. Jenny Han, The Summer I Turned Pretty Its the imperfections that make things beautiful. George Burns No snowflake in an avalanche ever feels responsible. Rick Riordan, The Lost Hero I don’t try to be awesome. It just comes natural. Sir Winston Churchill A lie gets halfway around the world before the truth has a chance to get its pants on. Antoine de Saint-Exupà ©ry If you want to build a ship, don’t herd people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea. Marilyn Monroe Im selfish, impatient, and a little insecure. I make mistakes, I am out of control and at times hard to handle. But if you cant handle me at my worst, then you sure as hell dont deserve me at my best. Albert Einstein Two things are infinite: the universe and human stupidity; and Im not sure about the universe. Benjamin Franklin A man wrapped up in himself makes a very small bundle. William J. Cameron Money never starts an idea; it is the idea that starts the money. Tao Le Ching It is only by not trusting that you turn someone into a liar. Bertrand Russell The fundamental cause of trouble in the world is that the stupid are cocksure while the intelligent are full of doubt. Chinese Proverb Pearls dont lie on the seashore. If you want one, you must dive for it. Steve Jobs Your time is limited, so don’t waste it living someone else’s life. Alice Longworth If you haven’t got anything nice to say about anybody, come sit next to me. Antoine Saint-Exupery A pile of rocks ceases to be a rock pile when somebody contemplates it with the idea of a cathedral in mind. William Shakespeare The earth has music for those who listen. Rumi Looking up gives light, although at first it makes you dizzy. Anaà ¯s Nin We don’t see things as they are, we see things as we are. Elvis Presley Do something worth remembering. Michelangelo Genius is infinite painstaking. Voltaire The best way to become boring is to say everything. Richard Branson Screw it. Let’s do it! W. C. Fields I am free of all prejudice. I hate everyone equally. Aristotle There is only one way to avoid criticism: do nothing, say nothing, and be nothing. Zen Proverb Sit, walk, or run, but don’t wobble. Epictetus Only the educated are free. Karl Wallenda Life is being on the wire, everything else is just waiting. Thomas Edison The greatest invention in the world is the mind of a child. Zen Saying Leap and the net will appear. Raynor Schein Tears are the rinse water of an unhappy heart. John A. Shedd A ship in harbor is safe, but that is not what ships are built for.

Application of auction theory in the context of the Indian Premier Essay

Application of auction theory in the context of the Indian Premier League - Essay Example This theory is highly essential from a theoretical, empirical and economic perspective. This paper aims to discuss the main principles of the auction theory along with the considerable issues and their solutions associated to the phenomenon of auction market. For this paper, we shall consider an example of the Indian Premier League (IPL) to relate it with the relevant theoretical principles of the auction theory. Auction Theory: Auction theory is a branch of economics which takes a number of concepts into analysis that includes the risks, behaviors, challenges and activities of bidders within the auction processes. The process of auction has been used from earliest traces of economic activities. Economists have contributed in the auction theory including Vickrey (1961), Griesmer, Levitan and Shubik (1967) etc. Extension of Auction theory is referred to as theorem of revenue equivalence (see appendix 1.1). As per the contributions of different economists, there are four standard types of auctions. These bids are commonly known as the English Bid, the descending bid which also known as the Dutch bid, first sealed bid and a second seal bid. Each one is unique and possesses interesting factors, which grasp attention of the interested buyers (Besanko and Braeutigam 2000). Now we shall analyze each type of bid separately supported with relevant examples. English Bid: According to Gul and Stacchetti (1999), English bid is a type of bid that slowly goes higher. Sometimes this type of bidding appears as most simplistic, however at the same time it can create complexities for both buyers and sellers. English auction begins with a bid which is placed by an auctioneer who places the starting bid which is a given price of the product being sold. The bids are then placed one by one in an increasing order. English bid is different from other bids such as sealed bids because it is open to all bidders with no policy of hiding (Gul and Stacchetti 1999). The one who makes the highest bit wins the product. In this type of bid prices increase comparatively with small margins and the buyers intend to win the item at low price than its original value at which the product bidding started i.e. starting bid. For example, there is a likelihood of quick sale of a car during an auction as the standing bid will be lowest, which will be affordable for a sing le buyer, who will finally take the commodity home (Auctus Development, Inc, 2004). It should also be noted that the English auction can be win by the standing bidder which can only be displaced by a competitively higher bid than the standing bid (Jaiswal 2010). Furthermore, Klemperer (1997) noted that English bids or ascending bids are usually used for selling household items such as cars, appliances, furnisher and sometimes properties as well. This type of bid facilitates sellers to make great sum of money and an amazing opportunity for the buyers to win the bid (Klemperer 1997). A reserve or minimum price is charged for house hold commodities in English auction (Auctus Development, Inc 2004). Dutch Bid: According to Besanko and Braeutigam (2000), the Dutch system is entirely

Internationalization in general and the internationalization of Essay

Internationalization in general and the internationalization of Universities in particular - Essay Example Both will continue, with firms increasing globalisation by responding to changing macro and operational markets to increase both efficiency and profits. The primary globalisation drivers are the loss of barriers between nations, allowing new trading relationships to develop and change driven by technology. During the early stages of globalisation, companies actively made the decision to globalise, and did so in small steps. It is now assumed that all firms will globalise unless they have a good reason not to (Yip, 2001, p.358). One of the main reasons for globalising, is the increasing rate of change in technology, especially the Internet. Even the smallest organisation can trade globally as long as they have an appropriate web site and can set up the appropriate supply chain for delivery to the customers. Yip also identified three main forms of multinational companies (MNCs): internationalist, federalist and global maximiser (ibid, pp.359-362). The federalist is the traditional MNC. The global maximiser uses pure strategy when formulating growth plans. For an SME deciding to internationalise, the internationalist strategy appears most suitable. An internationalist strategy is used by a company with a secure position within its home market/nation. Foreign activities are opportunistic rather than strategically planned and intended. The test, according to Yip, is whether or not the company could survive purely on the revenue and profit streams of the domestic business (ibid, p.359). This would also be an appropriate approach for a university seeking to expand overseas for the first time, although the use of the Internet and well-constructed, culturally appropriate learning materials with well-trained teaching staff might negate the need to physically expand overseas at all. Kaarna (2010) makes use of the internationalisation framework when considering whether â€Å"different theories for explaining the accelerated internationalisation† (p.556). He found, a s part of his initial investigations, other researchers’ work, undertaken in 2000-2003, identified two ways that enterprises attained international status by either starting as a global company or using multiple market entry modes simultaneously (ibid). Surprisingly he also identifies a study that found the use of theoretical models in peer-reviewed articles was evident in only 18% of them (32 out of 179 papers) (ibid, p.557). His research revealed that, despite its age, the internationalisation framework still held, some 34 years since its identification by Johnson and Vahlne in 1977 (ibid, p.560), although it is qualified by indicating that some of the underlying assumptions had changed, with new ideas being added based on other theories and models which, Kaarna claims, have enhanced â€Å"the understanding of [the] accelerated internationalisation phenomenon† (ibid). Other aspects affecting the increasing extent and pace of globalisation, are increasing amounts of i nvestment from companies seeking to set up operations in different countries. Restrictions are being reduced and/or removed to facilitate this, increasing the abilities of nations to import and export required goods and services (Hill, 2011, pp.12-13). Trade barriers have also been progressively reduced, although there are often threats of imposing tariffs and quotas when nations disagree with policies and approaches of other nations, resulting

The Psychometric Approach To Child Development Psychology Essay

The Psychometric Approach To Child Development Psychology Essay The psychometric approach is defines as the tradition research to standardized the development test of intelligent. Some of the experts agreed and defines that psychometric approach, triachic theory, multiple intelligence view and processing approach. In the recent advance defines intelligence, is the componential analyses is the test for the childrens test thats in between aspects of intelligence test and the information processing. The IQ test is the main component of the approach from the element on attention, memory and the reasoning strategies. Charles Spearman (1927) had a theory of intelligence which two factors, general intelligence called g, that is the ability in mostly of the intellectual task. The specific intelligence is the second factor which to difference abilities to people have in different activities. For example, some children are good in reading (verbal) and some of them might be good in mathematical reasoning and other like logical thinking and others. Raymond B. Cattell (1971, 1987) and John Horn have proposed two factors, fluid ability is the use of brain actively to solve problem. For example, the child will learn to use the ability to solve verbal analogies and the skills for relationship of the stimuli. The crystallized ability is the knowledge through schooling and experiences from social custom. For example, the children will gain their knowledge from going to school such as the general test information What is the temperature for boil water, then numerical abilities What is 206=? is measured by crystallized intelligence. John Carroll (1993), by using the three-stratum theory of intelligence, such as g, is based on the cognitive abilities. For example, likes spelling ability, spatial scanning, and simple reaction time of the child. The second is broad stratum is the basic of biological components in fluid and crystallized intelligence, learning and memory. The third is narrow stratum which is specific behavior of the people based on the second broad stratum. For example, the child reaction time to the decision for process or speed. Louis Thurstone (1938) had analyzed of the college student test scores, that the important of g (Spearmens Theory). Thurstone had broken Spearmens theory and called primary mental abilities, perceptual speed, numerical reasoning, spatial ability, verbal meaning, memory, and inductive reasoning. For example, when the rain have stop there will be rainbow and lastly the sun will shine again. (From the observation) Robert Sternberg (1985), have developed the information processing theory that is in contrast of the cognitive approach of psychometric approach. Sternbergs Triarchic Theory According to Sternbergs, he believe that the complete theory of intelligence combines of dealing the adapt and changes in nature and nurture the main factors of intelligence from the triacrhical theory of intelligence such as: i) analytics intelligence or componential subtheory, the skills of focus on analyze problem, information-processing and create more solution. Is the component for intelligence acts of applying the strategies, knowledge acquisition, metacognitive and performance. This method is only useful on mental tests which only useful in some potential ways that will different result in the narrow view from the intellectual behavior of the children. In the research the components is showing that human intelligence in children is faster in the information processing by the age. Is the encoding component of the children will decrease in time with age and later increased. For example, a doctor is to (a) patients (b) medicine (c) nurse. From this the children will visualize the step or process of the doctor and to the patients. Knowledge acquisition component is from the process to store and gain used information and for the metacognitive is to control the performance to structure and set up the problem together. For the performance component is the process of the stimuli the perceiving of holding the information such as comparing values, short-term memory, to recall material from long-term memory, total calculating and to differences as well. For the metacognitive is to solving and values for the cause of use in the performance component, needs of the result to known and to evaluate the solution too. For example, when the children (4 years old) at pre-school, the teacher will teach them to plan and they start to write on the piece of paper. (Metacomponents), writing on the paper (performance components) and new things is learned when writing. (knowledge-acquisition components). ii) creative intelligence or experiental subtheory, the ability of action in solving problem. In this theory the success is not depends on the familiar information but from the new problems is by useful solution. This experience role had split in to two categories which is automation and the novelty. The automation which is the process of task that can be completed in several or many times before and is easy to complete by the individual. On the other side of the novel, the task is more difficult and had never encounter before by the people that will find hard to manage the test. The novelty is from the child or people that think creatively with more skillfully than others. When the new task given, they will act actively and the information processing is conscious to respond to it by automatic way or to increase the information-processing in efficiency practice. From this aspect they will quickly moving to high-level performance and for all of us. We will able to think creatively and only few of us able to excel by having the novel solution. According to Sternberg, the familiar of the task, it is crucial for a person to understand before the assessing the behavior of that persons. For example, a test for two group of different culture group of intelligence test. In the testing process the items that are familiar to one of the group and the novel to introduces the culture and is bias to the testing process and is unfair for the other groups assessment that regards of abilities. iii) practical intelligence or contextual subtheory, the application of the understanding skills in what will actually work or is a goal-oriented of the purpose in adapting to, shaping or selecting environments. For intelligence people is adapt with their thinking to adapt the skills to fit in the desire and demands to the better environments. If they cant adapt to the environments they will try to change or shape according to their needs. They will go to a new environment to adapt the success of behavior in new context. This practical intelligence is not a culture free that remind to us in this intelligence behaviors. For some children, because of the background they needed success in the intelligence tests and that will easy for them to adapt to the tasks and testing condition. In the daily life the child often show sophisticated abilities. For example, the children will be interested in stories telling, or some artistic activities such as dancing, drawing or art and to interact with skillfully people like playing golf, riding house and others. According to Sternberg, the underlying of the traditional IQ test is ignoring the produce of intelligence of how people answer to the theories of intelligence the number of answer for the full picture of intelligence is not only includes the right answer from the people but the efficiency of the process in use. In the information-process, the reflection of the behavior will effect on the respond to novelty or automation process in the people or child. From the triarchic model able to carry out the efficiently and effectively to solve the novel and adapt to their environment such as from different context like age, culture, historical background. (Carol K. Sigelman, Elizabeth A. Rider:Pg250) It is also called as theory of successful intelligence to the abilities of people to be need to success in life which based on their own sociocultural context include of analytical, creative and practical intelligence. The ability of the intelligence is not only for do well in school, is measure by the traditional intelligence test for the ability in throughout the life. The success of the smart people is to maximize their strength and to reduce the weakness in them. The environment is selected by their abilities to modify or to extend it, the environment to suit their own profile. The intelligence is still tested widely until now and does not affect the intelligence from the sophisticated view. (Carol K. Sigelman, Elizabeth A. Rider:241) Sternberg had tested on the validity of the triarchic theory with his collaborators that had gave children from Finland, Spain, Russia, and United Stated for a thousand of test item tap of analytics, creative and practical skills. It was repeated indicated in analyzes is clearly indicated the three factor of the intelligence. It was complexity of the triarchic theory in the intelligence test of the intelligence behavior and limitation of the test. According to Sternberg (ET al.2000), the vital to success in life, is through the form of intelligence by the help of cultural thats comes from the behavior as intelligence. From the researcher, the parent cognitive trait is the first grade as describe by the Caucasian Americans. The noncognitive capacities is the minorities such as motivation, self-management and social-skills is by the Cambodian, Filipino, Vietnamese and Mexican immigrant. According by Sternberg, some of the children intelligence strength and can overlook easily test by mentally through the estimation especially in the minorities. ( Luara E.Berk:Pg323) The triarchic theory of intelligence from Sternbergs, is clearly show that a useful way to understand human intelligence and is included the important aspect thats different from the other psychometric approach. The process is focus on human experience which is important and interaction between the surrounding and environment of the human. 2) Language is consists of sound, meaning, and the structure that well be using in our daily. The flexible communication system is the combining thats known as language details. Language is having four parts of component which is:- Phonology , are the system of the sound from language and the combining of rules to produce a meaningful speech sound. Semantics is the meaning from the sentence and words that expressed Grammars in to two parts :- Syntax is the combines of words in arranging the sentence to meaningful sentences. Morphology, different grammatical expression of the children to forming words in to meaning. (e.g number, case, person, active, or passive voice) Pragmatics The principles for engage the effective and appropriate social contexts or communication. The theory of the language development is the have three basic explanation as following, Behaviourist perspective, is through observing from the nurture or environment. Nativist perspective, is from the nature or inherited from the genes Interactionist perspective, between the nature and the nurture is the focus interaction. Phonological Development Is the process that depends on the produce sound, sound sequences and the ability of the child to combine and understand the phases and words. The child will try to talk to people around them to be produce speech like adult. For example, Coco for Coconut or ( Menn and Stoel-Gammon 2009) The early phase The child will start by easies sound of consonant-vowel and repeated syllables words such as Mama, Dada and etc. There is a phonological limitation in the child as they refer to the parent in the first word. As the child looked on the object for longer, they would pronounce the words correctly, if they not focus to the object will lead to mispronounce it. They will increase vocabularies of making new words by using theyll perceptual abilities. Appearance of phonological strategies As the children at age 2 1/2 , from the frequently practice and development on the phoneme in their language that are more accurate and rapidly. Child will use their systemic strategies to challenge difficult words. For some children they will use different way to pronounce the words on the complexity of the words. The range of languages is the children errors such as English, Cantonese, French and others. The conveying meaning is the complexity of language and the certain is important rate of phonological progress. For example, the child might say I turn instead of My turn. The children will greatly improve they pronunciation in the preschool years. The child will actively large responsible in problem-solving efforts and maturation in them in resistant to the phonological errors to adult. Later Phonological Development The phonological is complete by the age of 5 year old, the child will correct themselves of a new words that are hard to understand and difficult to pronounce. Semantic Development Child can produce about 50 words at the age of 18 months. The children comprehension is from the understanding of language and to pronounce from the language they used. From the communication the child can recall memory and recognize new words by picking up more new words. For example, child can follow simple instruction such as Throw this into the dustbin or Go to sleep now. The Early Phase Children are learning based on the labeling and modeling by their parent from the object and events. The early word learning is by emotion influences. By the age of 1 1/2 , to divert the attention of the child to learn they will listen carefully and with strong emotion in better learning of words. For example, the child able to express themselves when there are happy, sad and mad. For toddlers, they will wider their experiences in the object and events to remember such as their will know to mention places like house or store and to mention themselves as mine, me and their own names well. The fast mapping will cause in the process as the children connected to a new words in a real world. For example, when they see a fish, theyll say See is a fish. Fish lives in water. Most children will have their own referential style to refer to the objects in their vocabularies. There also some children who use an expressive style which using more on the social formulas and pronouns. For example, the child will use of words like You wanna play? or bye-bye. Children will often underextension of using too many words or errors. For example, a 2 years old child, use of words of doggie as the furry animal with four legs. On the other errors is overextension that the child used it to refer to more object. For example, will use of words bus, when they saw a lorry, truck and fire engines. Later Semantic Development The children will expand their vocabulary about 400000 words in the primary school from the start to end. Their will start to use more complex words like weapon or equipment. The children will become reflective and analytical knowledge in understanding more definitions or meaning of words includes riddles and humour. Their will improve more on the language as become adolescence by using the words e.g. The children will use complex words like sophisticated or enthusiasms. How semantic development takes place The toddles best learning is that, they receive feedback from the adult but the adult cant always be there to correct each word picked from the child as according the researcher. For example, the parent will point to the bird and teach the child to say bird, when they saw a furry, with two wings animal. The child will need their cognitive process to support them. The influence of memory By using the phonological store, the children fast mapping is supported by the special part of working memory so they can hold the speed-based information. The child using more often nonsense words, there is higher phonological memory skills increase in the present vocabulary and the growth over year. In this concept is able for the child (2 years old) to have good phonological memory transfer new words to the long-term memory to connect with the new concept such as when giving one or two words they can recognize by the initial sounds. From this early development will link to the advance of the phonological memory of the advance vocabulary development for other tasks such as language task include comprehension longer and complex words. The child will keep learning new words and they will rely on the difficult words to detect the new words meaning. For instance, tig or tiger and but or butterfly. Strategies for word learning Children will figure out the meaning by themselves using contrasting word they know and assign it in their new vocabulary gap. For example, when the child got to learn a new object such as square, then master the object by more names like cube or box. Beside children will assign the preliminary meaning and to match the words to conventional use in their language. For instance, when the children know the basic word (bird), they will add names like parrot, crow at the hierarchical level. In this process is not fully understand, the vocabulary growth of the child is by the mutual exclusivity bias which is the referring that the words are by categories and separate (nonoverlapping) entirely. For example, child can refer to the object to categories it belongs, such as a dog is a pet, a mammal and animal). Child mostly refer to the object in well-organize shape. The shape bias is clearly shows they learn the noun based on shape and the attention of the additional shape in the object. The toddlers readily to master more objects name by shape and vocabulary accelerates when they go to preschool to learn more new words and language skills. For example, a shape heart, can be label as love and red color. The child will discover a lot new word from the preschool by observing the used in words or restructure of sentence through syntax which knows as syntactic boostrapping. For example, This is chilli will used the new word to adjective the for a familiar object ( chili) refers to the object and they will used syntactic information generalized and refine the words to other categories like Is red as a chilli. Through the frequent information from the adult is providing advantages of social information to the children. The children will be informed by the adult about meaning of words directly. Is the parent to highlight the meaning adjective and label information to the children of object property saying of words. The adult will use one or two words to explain to the child, e.g. You can call this flower but is better if you say tulip'. The children will growth more if the parent clarify and provide information of vocabularies. Explaining vocabulary development Children will have they own ability to induce words meaning by using mutual exclusivity and syntactic boostrapping, by some theories. This is not sufficient to account to the flexibility to the child. Too many differents word-learning strategies cant learn by child due to used in different language. For example, English-speaking child telling different between object, This is marble, by multiple objects which same Those are marbles and the proper name is This is marble. The alternative of vocabulary growth is another perspective cognitive strategies in children by apply nonlinguistic stimuli. The propose children had the word-learning strategies emerge out of the effort decipher language is called emergentist coalition model. The coalition of the children is through perceptual, social and linguistic important in the swift of the age. For example, the infant will respond to the parent when the parent using a toy to play with them. They will have sensitivity and perceptual towards the toy and in social cues, they will have attention to the gaze and gesture in them. The major role plays in language will develop in linguistic cues like syntax and intonation. Grammatical development Children (18 to 24 months) will use two to three words sentence. They will use telegraphic speech to express themselves that is high-content words, less important ones. In the earlier combination they did follow of the consistence grammar. Refining and generalizing structure is rules using by the children to process two to three words. For example, 2years old child, will say I do it instead of I can do it by myself. To express variety meaning children will use utterances two-three words like adultlike by the children over the world. Children will use the same construction words to express different composition. E.g. children will say Mommy milk, when he is hungry and the mother will give them milk. Due to the limitation of the memory they cant produce a long sentence. From simple sentence to complex grammar Children can produce complex sentence by the age of 3. They start to create sentence by using adjectives, nouns, verbs, article and prepositional phrases. For example, the child will say, He is the boy, who chasing by the dog. At the preschool the children will refine and generalize the grammatical forms. Development of Grammatical Morphemes Grammatical morphemes are structural and semantic complexity is consisting reflects to the English-speaking child. Children will add morphemes like -s, -ing, or -ed to form plurals, present and past tenses. There are two important roles in morphemes, structural complexity that using by the child. E.g. By adding the ending -s or -ing. The child will express correct tense such as I am a student versus They are student the second semantic complexity. Overregularization is regular morphemes rule for the child extent the words that is exceptions the type in errors. For instance, My bag is heavy and We each have two eyes when the child is 2 to 3 years old. Children will have inconsistent patented when hear irregular forms from the adults and they will have irregular morphemes fails on the -ed rule that lead to overregulariazation result. Development of complex Grammatical Forms As the child have master the auxiliary verb, that will lead them to new expressions. Negatives, the learning of negation there are three types : Non-existence, is something that absence remarks for the child. E.g. No sound Is spoiled. Rejection, the child will expresses opposite. E.g. Dont play Denial, denies truthfulness in something by the child. E.g. That not my blanket This is the parental speech causes the early construction in imitation. When the parent tried to express the rejection or non-existence, they will start by no at the sentence: E.g. No, you didnt turn it on the sound. The child will add more auxiliary verb by the age of 3. Question, is the first appear at the preschool years and it an order sequence. Child start their sentence -wh question such as begin with where, which, what, who, why, when and how. For example, What is that?, Where is that. The caregiver will correct the child expression when the sometimes the child have error in auxiliary verbs. Other complex constructions Children will produce a complex construction by using more grammatical structure sentence to increase conforms of rules. First the children will whole sentences, e.g. Dad lets to the shop and we buy some snack to home. The embedded sentence will be produce by the child later on such as (I think he will join us), tag question (Ann wont be coming, isnt she?) and passive sentences (The cat was chasing by the dog). Later Grammatical Development When the children go to school they will improve the master of complex construction such as to produce more passive statements. Child will use full passive voice and statement during the middle childhood and adolescence. For example, (Is no sold out or Is not available) full passive (The cracker is finish by Daddy). Infinitive phrases, is another advance understanding of grammatical achievement of the child to different in the sentence. Eg. Andy is happy to go to school or Andy is eager to go to school Ideas about How Grammatical Development Takes Place Strategies for Acquiring Grammar The basic grammatical regularities are the properties that the children rely on the language. Semantic bootstrapping is the word that the children use to figure out structure sentence. Children will group the words, agent qualities as subject and words action qualities as verbs. Children master grammar by the observation structures that believe by the others. Eg. Understand, think and believe and the basic activity and input. The Chomskys theory is the essence that believes by others theorists the idea of one that accepts is semantic bootstrapping but grammatical categories are innate. Child has special language-making capacity such as the discovery of the grammatical regularities by analyzing in the language they hear. Environmental support for Grammatical Development Adult will feedback to the children by two techniques and maybe used together, recasts, to correct by restructuring inaccurate speech and expansions, to increase complexity children speech by elaborating more. For instance, I gotted a book, the parent will respond, Yes, you got a new stories book. To clarify more questions to the children may encourage them to understand the correction of the grammar. Pragmatic Development Is the used in language to communicate interactive in social such as taking turns, stating of messages, staying in same topic, and to cultural rules. Acquiring conversational skills Children will make eye contact and take turn to interact in a conversation. Additional strategies such as turnabout, which is not only comment by the speaker but also required to request and respond to the partner again. Shading is the changing of topics and motif the discussion focus as a speaker. Illocutionary intent, the acts of speaking of the speaker when is form utterance not perfectly consistence. For example, when the child saying to his mother I am getting bored here, means I want to go home. This is to give the child how to communicate clearly, to express of narrative style which with skills and literacy development. The child will be able to communicate with their siblings such as twins, older siblings and parents that enable participated in exchange longer conversation. The young child will picking up more skills in listening to their sibling interaction such as using of I or you. E.g. I like blue color What is your favorite color? Communicating Clearly Children are using referential communication skills, that is effective in communicate effectively such as deliver clear conversation and clarify the message if is unclear to ask for more information. Child will depend on the situation and demand to interact in the situation such as when they are giving guideline to follow the instruction. For example, when they on the phone conversation they will listen carefully from the caller like Can I speak to your mother please? and therefore the child will ask the mother to answer the calls. Narratives The child will produce brief renditions to jump to another event when the child reaches at 4 years old, called leapfrog narrative. The child will produce chronological narrative such as the temporal sequence. For instance, We went stadium. Then we go to swimming. Later we when to cycling For the preschooler will to narratives evaluations like how and why of the comment events or their feeling and others people thoughts and intentions. Child will connect themselves the powerful actions and pretend props in this event. From this event, the child will master more in reading and comprehension and written development. Sociolinguistic understanding Children will be sensitive to the language adaption of social expectations that called as speech registers. Child will understand the different of the social position in stereotypic features such as dominant male roles, play-roles like teacher, doctor and etc. Meanwhile, for feminine roles likes mother, student with a soft spoken voice. Parents which teach them the voice tone. E.g. to say bye-bye, Hi, parents will teach the child to say please and thank you if the child fail to do appropriate. The parents will teach the child to adapt language style in social context when they turn to teenager. They will learn to be persuasive, well-organize and greater skills in effective communication skills and cognitive self-regulation. For instance, when the child grown up to start working, they use they communicate skills to interact with different level of people. (Luara E.Berk:Pg391)