In what ways may globalization be recognized or found in the Gulf and in UAE cities, business, culture, language or other media?
In what ways may globalization be recognized or found in the Gulf and in UAE cities, business, culture, language or other media?
Order Description
A research about Samsung company with in clouding in effect on the globalization
And the effect on the world from many point of views like politic ,finance …..
Content
(Use these as headings in your report) Marking (see marking criteria attached)
Introduction or Main Idea (What is unique about your example of globalization? Why did you choose to write about it? ) 10
(see Marking Criterion 1)
Research – description (An example, facts and sources must support the main example of globalization you are studying)
Analysis – identify the opportunities/threats that globalization presents to the subject of your study 20
(see Marking Criteria 2)
Conclusion A critical summary that includes your own opinion on the example and problem
Clarity and Accuracy: how careful and clear the writing is 10 (See Marking Criteria 3)
References – include at least two sources in APA style citation, with an in-text citation and References page 10 (See Marking Criteria 4)
Total Marks /50
Related posts:
- Article Review Order Description For this assignment, you will select a research study and write a review/critique. You should provide an overview of the research study, including how the research was conducted and a summary of the findings. Then, you should provide your thoughts on article. What were the strengths of the study? What were the limitations of the study? Attached, you will find a research study/article tracking sheet. You may find this helpful as a way to outline your ideas before writing your review/critique. Also, these are several article review/critique samples: https://www.westga.edu/~kielborn/studentexample.html https://www.sagepub.com/eic/14/Chapter14_Critique2.pdf Article 5 The Nuts and Dolts of Teacher Images in Children’s Picture Storybooks: A Content Analysis References Sandefur, S.J., Moore, L. (2004). The nuts and dolts of teacher images in children’s picture storybooks: A content analysis. Education, 125, 41-55. Sample/ Population 62 children’s books and 96 images of teachers (Titles provided) Purpose How are teachers portrayed in the narratives and images found in children’s storybooks? Hypothesis – a propensity of images painting teachers in an unflattering light may have broader consequences on cultural perceptions of teachers and schooling. Children’s storybooks are not benign. Procedure/ Methodology/Study Type Qualitative – Ethnographic content analysis Variables/Instrumentation/ Definitions Findings Research Parameters – Teacher representation based upon: appearance, language, subject, approach, and effectiveness. Absence of data also noted. Inter-rater used to validate findings. Ethnographic Content Analysis – requires a reflexive and highly interactive relationship between researcher and data with the objective of interpreting and verifying the communication of meaning (34). Apprenticeship-of Observation – images and stereotypes acquired from a person’s experience with literature and media (33). Inter-rater – Professional who works independently of other researchers to validate findings (35). • Teacher in children’s picture storybooks is overwhelmingly portrayed as a white, non-Hispanic woman. • The teacher who is sensitive, competent, and able to manage a classroom effectively is a minority. • The teacher is static, unchanging, and flat. • Teacher is polarized. • Teacher does not inspire the pursuit of critical inquiry (32 – 36). “If those images children and parents see of ‘teacher’ are generally negative, then they will create a ‘world view’ of ‘teacher’ based upon stereotype” (33). “Teachers cannot effectuate positive change in their profession unless and until they are aware of the internal and external influences that define and shape the educational institution” (37). Children’s book list is provided. Detailed report on findings with specific titles used as examples. Limitations Further Research Abstract and purpose was multifold and at times disjointed. Appeared to be strong predisposition toward finding negative stereotypes before research is completed. How are educators portrayed in more advanced literature or in other cultural media genres? Do teachers in other countries face the same stereotyping? What has been the progression over time of teacher images? Promising related references:
- Review 4 articles on children and musicking in early childhood and critically analyse them Assignment – 2000 words due 25 March The places and roles of the arts in young children’s lives can be conceptualised in many ways in the twenty-first century. It is essential for early childhood teachers to understand this variety and position children’s arts learning opportunities appropriately. As you work through this unit, you should be constantly looking for additional readings related to topics in the learning materials, from appropriate, peer-reviewed journals or scholarly books to extend your thinking. Keeping a summary of the bibliographic details and content of each would be a good idea. For this task, you are required to use four journal articles or book chapters that pertain specifically to children and musicking in early childhood and critically analyse them. For each article or chapter, you should: 1. Summarise the content of the article/chapter. 2. Explain how this particular approach to young children and their musical cultures/learning fits with contemporary views of children and childhoods. 3. Outline your reaction as an educator to this article/chapter and link this to changes you might make in your practice. 4. Name one issue that was raised in the article/chapter that has given you pause for consideration. Explain the issues and where and how you are going to find further information to resolve this. This Assessment Task relates to the following Learning Outcomes: • Demonstrate a critical appreciation of the expert body of knowledge focusing on the arts in early childhood. • Demonstrate a sound understanding of the ways in which young children use art forms to explore, create and communicate about their worlds. Please follow these guidelines when you submit each assignment: • Allow a left and right-hand margin of at least 2cm in all assignments. • Please type all assignments using 12-point font and 1.5 spacing. Need to link back to the framework below: Early Years Learning Framework http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf (you will be familiar with this document but please browse through and start to think about working with children 2 -¬- 5 years Excerpt from lecture: Music and the EYLF So far, we've been talking about music learning and teaching in general and how we should be thinking of musick instead of music. But what about the local regulatory context? As you know, there are a number of regulatory considerations regarding early childhood teaching in Australia and in NSW, an important consideration is how we utilise the EYLF. This document will not be something new for you, as you will have become somewhat familiar with it in previous units of study. So now it's time to drill down a little deeper than before, and contemplate where music sits in relation to the EYLF, specifically, what outcomes are related to music and how. Readings relevant to music: Barrett, M. (2012). Belonging, being and becoming musical: An introduction to children’s musical worlds. In S. Wright (Ed.), Children. meaning-making and the arts (2nd ed., pp. 57-84). Frenchs Forest: Pearson. Welch, G. (2006). The musical development and education of young children. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 251-267). Mahwah, NJ: Lawrence Erlbaum Associates. Schiller, W., & Meiners, J. (2012). Dance: Moving beyond steps to ideas. In S. Wright (Ed.), Children, meaning-making and the arts (2nd ed., pp. 85-114). Frenchs Forest: Pearson. Crowther, I. 2011, Creating effective learning environments, 3rd ed., Toronto : Nelson Education, 2011, Chapter 9: Dramatic Play. Relevant journal articles Kim, H. K., & Kemple, K. M. (2011). Is music an active developmental tool or simply a supplement? Early childhood preservice teachers' beliefs about music. Journal of Early Childhood Teacher Education, 32(2), 135-147. McArdle, F. A., & Piscitelli, B. (2002). Early childhood art education: A palimpsest. Australian Art Education, 25(1), 11-15. Thompson, C. M. (2003). Kinderculture in the art classroom: Early childhood art and the mediation of culture. Studies in Art Education, 44(2), 135-146. Vuckovic, A. (2006). Understanding Diversity through Music and Song. Victorian Journal of Music Education, 2004-2006, 45-52. These are some of the readings as a guide to select the 4 articles or chapters. You may select one article from above list. PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT :)
- This assignment will be evaluated in terms of the following criteria: a) Completeness (contents addressing the key areas) b) Correctness (demonstrating research skills by identifying and using relevant sources) c) Presence of relevant information (showing cognitive skills: analysis, evaluation) d) And clarity of expression (showing writing skills: structure, expression, presentation) Assignment Aims and learning objectives This assignment is designed to evaluate students’ understanding about the importance of aligning enterprise IT architecture with its business architecture. Please note that the terms enterprise architecture and business architecture (business plan and model) are used in their broad sense. Specifically the assignment focuses on the “What” and “Why” aspects of an Agile EA and its underlying fundamental concept, principle of practice and theoretical complexity issues. In particular, the assignment requires students to critically think about the relationship among enterprise IT architecture and business strategic and operation goals. Students are also expected to understand how various factors may influence formulation and subsequent implementation of enterprise architecture in organisations. Students are required to consult prescribed e-text books, you-tube and tutorial class presentation materials, published EA articles in the literature, electronic sources (including FIT5133 lecture notes) on enterprise architecture management. 3 of 3 All body text should be in Times New Roman Font size 12 with 1.5 line spacing and the “suggested length” specified for each question. Part A – This section addresses the what and why concepts of EA from lessons 1-3 1. Define what is meant Enterprise Architecture (EA) by concluding what you can discover from 3 academic and 3 field (industry) definitions?. Total 10 marks. 2. Based on your answer to Q1, explain why one can regard EA as a meta and inter-disciplinary enterprise management function. Total 10 marks. 3. Read the Sparx case Study: download case PDF and answer the following: (a) Discuss the business problems of the Sparx's government client that led to starting up an EA program? 10 marks (b) Discuss the business benefits of the Sparx EA program? 10 marks (Total 20 marks) Part B – This section address the how concepts of EA from lessons 2-5 4. EA work consists of two process groups: program management and the specification of EA artefacts. Determine the work breakdown of these two process groups. 10 marks 5. Two questions about service oriented architecture (SoA) concepts: (a) What is a strategic service, a business service and a system service? (3X5=15 marks) (b) Discuss how they can they integrate? (5 marks) (Total 20 marks) 6. Two questions about service abstraction design methods: (a) Explain the concept of service abstraction? 5 marks (b) There can be more than one methods for abstracting SoA services. Describe one such method. 5 marks. (Total 10 marks) 7. Tabulate an evaluative comparison between two EA best practice standards, and describe their similarities and differences against each evaluation criterion. Total 20 marks
- This assignment challenges your ability to identify, capture, sequence, and align process activities in a way that enables clear communication of the process and visibility to all activities, including those that are unseen by the customer. Following the example for an Automotive Service Operation process in Exhibit 7.3 in the text, create a service blueprint that depicts an overnight stay in a nationally-recognized hotel chain. Your blueprint should capture the process, which begins with a client’s call to the reservationist and ends with checkout and departure the following day. In addition to your service blueprint, prepare a brief description of two procedures that prevent or block mistakes in the hospitality service process. These process applications are commonly referred to as ‘poka-yokes’ – roughly translated from Japanese into English as ‘error or mistake-proofing’. Exhibit 7.3 in the text includes at least one ‘poka-yoke’ process for each of the four stages noted in the service blueprint that might serve as examples. Length: Your Service Blueprint should span 1-2 pages and may be built using any program of your choosing. It must be accompanied by a one-page description of your mistake-proofing process enhancements indicated above, including in-text citations. Include a brief introduction that broadly describes the contents of your assignment.
- Assignment: Brief 6: Flashy Flashers Purpose To assess your ability to apply the concepts from readings to a case situation. Action Items Read the Flashy Flashers case at the end of Chapter 16. Case Background: You are to take on the role of Kathryn Marley. You are to address your brief to the president of the company, Johnny Bennett. Download the 5-step critical-thinking decision-making matrix. Complete the questions concerning Step 1: Identify the problem(s) and uncertainties based on the assigned problem. CompleteStep 2: Obtaining Information on the matrix.Specifically, you are required to do A manual MRP explosion for the sidelamps and headlamps for the next 6 weeks (beginning with the current week). Assume that it is now the start of week 1. Fill in the planned order releases form provided in Table 16.15. It should show the planned order releases for all items for the next 6 weeks. Worksheets on the manual MRP explosion and list the actions that planners should consider this week to (1) release new orders, (2) expedite scheduled changes, and (3) delay a scheduled receipt's due date. Complete Step 3: Make predictions about the future on the matrix. Complete Step 4: Make decisions by choosing among the alternatives on the matrix. Review the Sample Business Brief and thegrading rubric for the assignment. Write aone-page analysisaccording to the Business Brief Guidelines.Complete sentences must be used (bullets not acceptable). Your analysis must be written using a concise writing style. Your brief should incorporate all of following instructions: An opening paragraph briefly introducing the case situation. Note: The first half of opening paragraph is to provide a synopsis of the company. The second half of the opening paragraph is state the problem (From Step 1 of the matrix). Analysis header – The analytical section should be based on your personal assessment of the situation. Develop your analysis by addressing the following points. The information for this section of brief should be derived from Steps 2 and 3 of the matrix. Analysis of the data derived when completing Step 2. Identification of the good and bad points of MRP implementation at Flashy Flashers. Conclusion header – This section should include your opinion based on your analysis of the case information and situation outcome. Your recommendation should address the following question and provide only key relevant information and logical discussion in support of your opinion: How can the resource planning process at Flashy Flashers be improved upon? (From Step 4 of the matrix) APA citation(s) and reference(s). Check your writing style by using theGrammarlyapp you downloaded. (See instructions under Week 1 Preparation.) Correct your business brief as needed. Submit your business brief toturnitin.com. Read the Originality Report you receive from turnitin.com and make any modifications as needed to your business brief. This may include adding proper citations or better paraphrasing. Attach the appendices to your paper: Appendix A containing the data information from Step 2. Appendix B containing the completed decision-making matrix. Appendix C containing the grading rubric for the assignment.
