PresentationDescription-IndustryPanels
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Representatives from companies are invited to participate in industry panels for engineering students to discuss their companies and products, the need for creativity, problem solving, and technical expertise from employees, and the need for communication and teamwork skills. If time allows, representatives could also touch on students understanding business cycles and customer relationships, technology's role in society, professional ethics, and a rapidly changing technological world. Each panel would have 3-6 representatives from different companies interacting with 40-50 students in a relaxed conversation, with students prepared with questions to keep discussion flowing.
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COURSE SYLLABUS ADDENDUM INTEGRATED CASE ANALYSIS CRITERIA.docx
COURSE SYLLABUS ADDENDUM
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Management 350: Administrative Communications
Instructor: Anna Phillips
An individual integrative case analysis, which applies pertinent course concepts and theories to illustrate actual organizational issues, will be due on date of presentation.
1. One (1) page, typed, double-spaced DRAFT of Integrative Case Analysis
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· Identify human relations theory, communication issues, intercultural relationships, and ethics as they relate to your organization.
· Explain your role in the organization, if any.
2. The research report will determine 40 points towards the final grade for the course.
3. The written integrative case analysis should be:
a) typed, double-spaced, a minimum of ten (10) pages and a maximum of fifteen (15) pages.
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Overview of paper
Cover Page
Table of Contents
EXECUTIVE SUMMARY
Introduction
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COURSE SYLLABUS ADDENDUM INTEGRATED CASE ANALYSIS CRITERIA.docx
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1 IDS 403 Final Project Part Two Guidelines and Rubric
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IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
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development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
Prompt
For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
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In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
1 IDS 403 Final Project Part Two Guidelines and Rubric
1
IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
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In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
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Running Head: SIMULATION GAMES 1
SIMULATION GAMES 2
Reflections of Simulation Game Starting
Name
Institution
Date
Pedagogical objectives of a simulation game in marketing/ business education
Simulation games in marketing and business education are important as they help in presenting events that occur in real time in the form of a game. Some of the objectives of simulation games are training, to help in predictions and for analysis. Simulation games in marketing enable company’s to change various factors that can affect the penetration of a product to determine the impact it will have on the company sales (In Riis, 2005). They are important in teaching business as they help learners to improve their business skills. It enables to test various scenarios in business sectors such as finance, management, human resources and organizational behavior. These are in various forms such as board games and computer generated simulations. By using simulations, one is prepared for any eventuality that might arise in the course of the business. Learners will know the right strategy and planning that should be used while making business decisions. In marketing, simulations can be used to create an imaginary business environment and then various decisions can be made. Some of the important decisions that can be experimented are on advertising, price, targets and production, all of which are crucial business decisions. An executive or a learner will input their choice, and the simulation will offer feedback. Usually, the game involves a series of interactive steps.
The company’s simulation game objective
Silver Tech produces two brands of voice recognition devices, Core Talk and Core Talk 2. The company can make use of simulation games to help in evaluating which advertising option is most feasible for the two products or and the price level for each of the products. Silver Tech may be wondering whether to set the same price for the two voice recognition devices or to have different prices. The simulation will give the company the opportunity to estimate the demand for the products based on different price levels. Additionally, it will assist in making decisions on the marketing and advertising approach that should be adopted by the organization.
Based on the above factors, simulations will provide Silver Tech can present a financial analysis of the two products. As such, the financial information will provide a platform for the organization to make budgets and financial forecasts (Mayer & Mastik, 2007). It will also know how to allocate the various resources within the two products to maximize the profits of the organization.
References
In Riis, J. (2005). Simulation games and learning in management. London, Angleterre : [s.l.: .
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It my pleasure to be with you all today – thanks to my host for the opportunity to speak with you all today.
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Google Scholar: https://scholar.google.com/citations?user=aUvbsmwAAAAJ&hl=cs
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My hobbies are also trying to understand as much as I can about the system called the universe and mult-verse, and robots to rapidly rebuild civilization including themselves from scratch.
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2015 - Geek Heresy: Rescuing Social Change from the Cult of Technology - https://www.amazon.com/Geek-Heresy-Rescuing-Social-Technology/dp/161039528X
2021 - Humankind: A Hopeful History (Bregman) - https://en.wikipedia.org/wiki/Humankind:_A_Hopeful_History
Humankind - https://www.amazon.com/Humankind-Hopeful-History-Rutger-Bregman/dp/0316418536
Humankind Book Review - https://service-science.info/archives/5654
2022 - Service in the AI Era: Science, Logic, and Architecture Perspectives (2022) by Spohrer, Maglio, Vargo, Warg - https://www.amazon.com/Service-AI-Era-Architecture-Perspectives/dp/1637423039
2023 - Design for a Better World: Meaningful, Sustainable, Humanity-Centered (2023) by Don Norman - https://www.amazon.com/Design-Better-World-Meaningful-Sustainable/dp/0262047950/
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Topic: Industrialization
Grade Level: 8-10
Duration: 2 hrs.
Subject Area: History
Education Standards Addressed: CCSS.ELA-LITERACY.RH.9-10.2
Stage 1 – Desired Results
Established Goals: For students to understand the beginning and progress of the Industrial Revolutions from past history to present day industries.
Understanding(s)/goals:
Students will understand that:
1. Inventions made over the years
1. Development and trade resultant from industrialization
1. Impact of governments to industrialization
1. Progress made over the years
1. Difference in modern day processes in comparison to past years industrialization inventions and equipment’s
Students will know:
1. Key years of industrial revolution
1. Key inventions made
1. Key terms
1. Tools used
1. Progress made in the years before and after the industrial revolution
1. Events that supersede the growth seen today in industrial revolutions and tools such as iron and steel and resultant impact in the span of the years.
Essential Question(s):
1. Why are these events important?
1. What effect did the Industrial Revolution have on people's sense of independence?
1. In what ways did the manufacturing of iron alter during the age of the factory?
1. Why did urban areas expand during and after the advent of industrialization?
Reviewed Questions
1. Explain the impacts of industrial revolution on the people’s sense of independence over the years?
1. Did the manufacturing of iron tools and equipment’s alter the manufacturing during the age of the industrial revolution, in what ways?
1. Explain the reasons for urban and trade expansions after the industrial revolution?
1. viewed Questions
1. alisatial as ofrributes. learning tends to crease a more deheir understandin
1. How did the advent of the industrial age affect families in the working class?
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Students will be able to:
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Describe: describe processes involved in the industrial revolution and dictate the events that supersede the process of industrialization.
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This document provides an overview of the principles of management module. It covers topics such as the environment in which engineers work, human resource management, employment relations, managing people and teams, and contracts. The first chapter defines key terms and discusses the roles and skills of engineers. It explains that engineers need both technical and management abilities to develop infrastructure and oversee projects. The chapter also covers organizational, product, project, and operational lifecycles.
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This document provides guidance for students answering exam questions that require evaluating media productions using theoretical concepts. It discusses rubrics for two questions: 1a) evaluating skills development across media productions over two years, and 1b) evaluating a single production using a theoretical concept. For 1a), it recommends structuring answers around pre-production, production, and post-production stages. For 1b), it breaks down five theoretical concepts - genre, narrative, representation, audience, and media language - and provides sample lessons on applying genre theory, including defining genres and subgenres, and discussing how genres evolve and change over time. The document aims to help students structure strong essay answers within the 30 minute exam timeframe.
Introduction to Creative Technologies week 2
This document provides an overview of the Introduction to CT course, including:
1. Instructions for students to create a blog and register the URL for use over their 3 years in the program.
2. A list of 34 topics and examples of projects, products, and systems developed through creative technologies.
3. Details on course goals, learning outcomes, assessments, and a grading rubric focused on demonstrating creative and critical thinking skills, understanding the creative industries, and analyzing practices in CT.
4. An outline of weekly topics, activities, and key concepts to be covered over the course of the semester.
COURSE SYLLABUS ADDENDUM INTEGRATED CASE ANALYSIS CRITERIA.docx
COURSE SYLLABUS ADDENDUM
INTEGRATED CASE ANALYSIS CRITERIA
Management 350: Administrative Communications
Instructor: Anna Phillips
An individual integrative case analysis, which applies pertinent course concepts and theories to illustrate actual organizational issues, will be due on date of presentation.
One (1) page, typed, double-spaced DRAFT of Integrative Case Analysis
Identify the organization (manufacturing, service, government, import/export, etc)
Identify human relations theory, communication issues, intercultural relationships, and ethics as they relate to your organization.
Explain your role in the organization, if any.
The research report will determine 40 points towards the final grade for the course.
The written integrative case analysis should be:
typed, double-spaced, a minimum of ten (10) pages and a maximum of fifteen (15) pages.
use MLA format.
Do Not use Wikipedia as a resource.
Presentation paper will be accompanied by a 10- minute oral presentation on a business topic to be agreed upon with instructor.
1 page, typed, double-spaced DRAFT of Integrative Case Analysis (see schedule)
Remember to use the RULE of 3. Three (3) theories or concepts and three (3) examples of each theory or concept in the analysis of the case. Clearly you cannot address all of the theories or concepts identified in the text – suggest selecting 3 theories or concepts which relate to your case and then provide 3 examples of how the theory or concept applies to the case
Individual 10 minute oral PowerPoint presentation.
Written and oral report will determine 40% of a student’s final grade for the course. (see individual presentation rating sheet)
Overview of paper
Cover Page
Table of Contents
EXECUTIVE SUMMARY
Introduction
Human Relations Theory
Communication issues
Intercultural
Ethics
Conclusion
Works Cited
Written Analysis will include all of the information on the Rating sheet. The structure of the written assignment is as follows:
Cover Page … with the name of your topic, a list of the students presenting the topic, the date and the course name
The Table of Contents which is a listing of the topics the written paper will cover
The Executive Summary outlines the observations of the organization. The Executive Summary is the first section of the paper however it is the last section to be written.
The reason for writing this section last is that you need to have written the entire document so that you are able to identify the key ideas the reader expects in the paper.
REMEMBER the Executive Summary is for the EXECUTIVE. This means it needs to attract the Executive to either read the rest of the document or, more likely, refer the document to the appropriate staff person to read e.g. marketing, production, legal, etc.
This section can be as long as 1 pages and is clearly longer than a paragraph.
The Body of the written analysis will feature those theories or concepts attached to the case (see the.
Guia parte I
Fiber optics is a technique for transmitting light through transparent glass or plastic fibers. It works using the phenomenon of total internal reflection, where light entering the fiber strikes the boundary and is reflected inward through successive zigzag reflections. Most optical fibers consist of a core that transmits light and a cladding that surrounds the core and prevents light leakage. Optical fibers have numerous applications including use in endoscopes to view inside the body, communication systems, and sensors to measure conditions like temperature and pressure. Fiber optic communication systems have advantages over copper cables like higher information capacity and being unaffected by electrical interference.
Ijciet 10 01_099
In this competitive world engineering graduates are expected to be highly
resourceful for employability. The present day employers give more emphasis to the
employability skills of the potential engineers. There are several discussions and
studies on “What types of skills and abilities are needed in the workplace?” This study
attempts to explore the employability skills needed for the engineers to sustain in this
global job market. This paper also puts forward the list of skills needed by the
engineering graduates. On the whole, this paper suggests that the engineering
graduates should acquire and demonstrate a set of generic skills such as
communication skills, problem solving skills and interpersonal skills.
COM 295 Entire Course NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/com-295-recent
For more classes visit
http://www.uopassignments.com/
28 IEEE POTENTIALS0278-664814$31.00©2014IEEEThis quest.docx
28 IEEE POTENTIALS0278-6648/14/$31.00©2014IEEE
T
his question is posed to experi-
enced engineers: Do you recall
during your days as an engineering
student when you discounted the
importance of English and other com-
munication courses and instead gave all
of your attention to your technical
courses (e.g., electric circuits, program-
ming, or thermodynamics)? But all of us
would realize as we graduated from
engineering school and started working
in the real world that communication is
absolutely critical to making sure that
our engineering projects are a success
since we depend on many different
members of our organization (e.g., bud-
get personnel to get required
funding or seek guidance from
field support people on how sys-
tem will be used by customers)
and outside our group (e.g., cus-
tomers who tell us what features
are important to them). Without
clear lines of communication, our
ideas would stay within our own
small development teams instead
of becoming mature products.
While this is obvious to those of
us who have become experienced
engineers, the real question is:
Why is it lost to us when we are
in engineering students?
Fortunately, in recent years,
there has been a tremendous new
emphasis on enhancing communi-
cations at the engineering school
level. A quick Google search on
communications programs in engi-
neering colleges yields some inter-
esting results:
• North Carolina State Uni-
versity—two professors from the
Industrial Engineering and English De-
partments have formed a partnership
to cross-train their classes to bring the
importance of communications in tech-
nical projects to the students.
• State University at Oswego—in
creating a new electrical/computer en-
gineering program, the college is using
the opportunity to set up new commu-
nications requirements.
• University of Southern Califor-
nia—the college has set up a new writ-
ing program that has been integrated
to all programs from the undergraduate
to the doctoral level. These new initia-
tives are a vast improvement from the
“good old days” when technical profes-
sors stressed almost exclusively the im-
portance of solving difficult engineering
problems while the liberal arts faculty
would be almost apologetic on the im-
portance of their own communication-
intensive classes. Clearly, what was
needed was a clear assertion from the
entire school that engineering students
need to be “well rounded” and have the
ability to not only solve technical prob-
lems but to be able communicate about
it as well.
Taking the first step
My purpose in writing this article was
not to criticize my professors (I believe
that they did an excellent job in educating
my generation of engineers and the need
for robust instruction in communication
had not been fully realized when I was in
school) but to encourage my fellow sea-
soned engineers to help the next genera-
tion of engineers communicate more
effectively. One simpl ...
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2020 summary ui ux resume desarae veit v1
Desarae Veit is a principal user experience architect with over 15 years of experience in user interface design, information architecture, accessibility compliance, user experience design, and front-end development. She leads strategic planning and process implementation for international teams. Her skills include user research, design, development, and management of projects, teams, and clients across many industries.
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This document discusses hacktivism, which is defined as using technology and hacking skills to effect social change. It provides a brief history of hacktivism from the 1980s to present day, including early groups like WANK and more prominent current groups like Anonymous. It then reviews US laws around cybercrimes, particularly the Computer Fraud and Abuse Act, and how these laws have been criticized for being too broad and prosecuting minor crimes harshly. Finally, it discusses the ethics around cybercrimes as crimes increasingly move to an online context.
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1 IDS 403 Final Project Part Two Guidelines and Rubric
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IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
Prompt
For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
elements to communicate your message to an audience.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
1 IDS 403 Final Project Part Two Guidelines and Rubric
1
IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
Prompt
For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
elements to communicate your message to an audience.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
Running Head SIMULATION GAMES .docx
Running Head: SIMULATION GAMES 1
SIMULATION GAMES 2
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Date
Pedagogical objectives of a simulation game in marketing/ business education
Simulation games in marketing and business education are important as they help in presenting events that occur in real time in the form of a game. Some of the objectives of simulation games are training, to help in predictions and for analysis. Simulation games in marketing enable company’s to change various factors that can affect the penetration of a product to determine the impact it will have on the company sales (In Riis, 2005). They are important in teaching business as they help learners to improve their business skills. It enables to test various scenarios in business sectors such as finance, management, human resources and organizational behavior. These are in various forms such as board games and computer generated simulations. By using simulations, one is prepared for any eventuality that might arise in the course of the business. Learners will know the right strategy and planning that should be used while making business decisions. In marketing, simulations can be used to create an imaginary business environment and then various decisions can be made. Some of the important decisions that can be experimented are on advertising, price, targets and production, all of which are crucial business decisions. An executive or a learner will input their choice, and the simulation will offer feedback. Usually, the game involves a series of interactive steps.
The company’s simulation game objective
Silver Tech produces two brands of voice recognition devices, Core Talk and Core Talk 2. The company can make use of simulation games to help in evaluating which advertising option is most feasible for the two products or and the price level for each of the products. Silver Tech may be wondering whether to set the same price for the two voice recognition devices or to have different prices. The simulation will give the company the opportunity to estimate the demand for the products based on different price levels. Additionally, it will assist in making decisions on the marketing and advertising approach that should be adopted by the organization.
Based on the above factors, simulations will provide Silver Tech can present a financial analysis of the two products. As such, the financial information will provide a platform for the organization to make budgets and financial forecasts (Mayer & Mastik, 2007). It will also know how to allocate the various resources within the two products to maximize the profits of the organization.
References
In Riis, J. (2005). Simulation games and learning in management. London, Angleterre : [s.l.: .
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It my pleasure to be with you all today – thanks to my host for the opportunity to speak with you all today.
Host: Leonard Walletzky <qwalletz@fi.muni.cz> (https://www.linkedin.com/in/leonardwalletzky/) +420 549 49 7690
Google Scholar: https://scholar.google.com/citations?user=aUvbsmwAAAAJ&hl=cs
Katrina Motkova (https://www.linkedin.com/in/kateřina-moťková-mba-a964a3175/en/?originalSubdomain=cz)
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I am Jim Spohrer, a retired Apple and IBM Executive, and currently a UIDP Senior Fellow, on the Board of Directors of ISSIP and ServCollab.
I am retired, meaning my primary activities are family-oriented – families are the oldest and most important type of service systems
I volunteer to help non-profits, mentor students, professionals, and retiree (some in retirement communities where the average age is 85) on AI & service science
My hobbies are hiking, reading, programming, and building my AI digital twin and humanoid robots for maintaining farms and farming equipment.
My hobbies are also trying to understand as much as I can about the system called the universe and mult-verse, and robots to rapidly rebuild civilization including themselves from scratch.
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Grade Level: 8-10
Duration: 2 hrs.
Subject Area: History
Education Standards Addressed: CCSS.ELA-LITERACY.RH.9-10.2
Stage 1 – Desired Results
Established Goals: For students to understand the beginning and progress of the Industrial Revolutions from past history to present day industries.
Understanding(s)/goals:
Students will understand that:
1. Inventions made over the years
1. Development and trade resultant from industrialization
1. Impact of governments to industrialization
1. Progress made over the years
1. Difference in modern day processes in comparison to past years industrialization inventions and equipment’s
Students will know:
1. Key years of industrial revolution
1. Key inventions made
1. Key terms
1. Tools used
1. Progress made in the years before and after the industrial revolution
1. Events that supersede the growth seen today in industrial revolutions and tools such as iron and steel and resultant impact in the span of the years.
Essential Question(s):
1. Why are these events important?
1. What effect did the Industrial Revolution have on people's sense of independence?
1. In what ways did the manufacturing of iron alter during the age of the factory?
1. Why did urban areas expand during and after the advent of industrialization?
Reviewed Questions
1. Explain the impacts of industrial revolution on the people’s sense of independence over the years?
1. Did the manufacturing of iron tools and equipment’s alter the manufacturing during the age of the industrial revolution, in what ways?
1. Explain the reasons for urban and trade expansions after the industrial revolution?
1. viewed Questions
1. alisatial as ofrributes. learning tends to crease a more deheir understandin
1. How did the advent of the industrial age affect families in the working class?
Student objectives (outcomes):
Students will be able to:
Compare: To compare tools and equipment used in the industrial revolution in comparison to today’s equipment’s and determine the difference in progress made over the years in over two past centuries
Apply: The grade 8 to 10 students will be able to apply the inventing ideology gained from past history progresses to better their lives in professions they end up in in order to continue the progress to always make work easier and improvements in investments. They will appreciate the progress made over the years and learn on the use of tools and equipment’s at their disposal.
Describe: describe processes involved in the industrial revolution and dictate the events that supersede the process of industrialization.
The worldwide expansion of the economy is largely attributable to industrialization. Performance is up, mass production is possible, and that has raised everyone's level of living.
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Performance Task(s):
1. Document Years and events
1. Create a chart of progresses made during th.
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3. Details on course goals, learning outcomes, assessments, and a grading rubric focused on demonstrating creative and critical thinking skills, understanding the creative industries, and analyzing practices in CT.
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COURSE SYLLABUS ADDENDUM INTEGRATED CASE ANALYSIS CRITERIA.docx
COURSE SYLLABUS ADDENDUM
INTEGRATED CASE ANALYSIS CRITERIA
Management 350: Administrative Communications
Instructor: Anna Phillips
An individual integrative case analysis, which applies pertinent course concepts and theories to illustrate actual organizational issues, will be due on date of presentation.
One (1) page, typed, double-spaced DRAFT of Integrative Case Analysis
Identify the organization (manufacturing, service, government, import/export, etc)
Identify human relations theory, communication issues, intercultural relationships, and ethics as they relate to your organization.
Explain your role in the organization, if any.
The research report will determine 40 points towards the final grade for the course.
The written integrative case analysis should be:
typed, double-spaced, a minimum of ten (10) pages and a maximum of fifteen (15) pages.
use MLA format.
Do Not use Wikipedia as a resource.
Presentation paper will be accompanied by a 10- minute oral presentation on a business topic to be agreed upon with instructor.
1 page, typed, double-spaced DRAFT of Integrative Case Analysis (see schedule)
Remember to use the RULE of 3. Three (3) theories or concepts and three (3) examples of each theory or concept in the analysis of the case. Clearly you cannot address all of the theories or concepts identified in the text – suggest selecting 3 theories or concepts which relate to your case and then provide 3 examples of how the theory or concept applies to the case
Individual 10 minute oral PowerPoint presentation.
Written and oral report will determine 40% of a student’s final grade for the course. (see individual presentation rating sheet)
Overview of paper
Cover Page
Table of Contents
EXECUTIVE SUMMARY
Introduction
Human Relations Theory
Communication issues
Intercultural
Ethics
Conclusion
Works Cited
Written Analysis will include all of the information on the Rating sheet. The structure of the written assignment is as follows:
Cover Page … with the name of your topic, a list of the students presenting the topic, the date and the course name
The Table of Contents which is a listing of the topics the written paper will cover
The Executive Summary outlines the observations of the organization. The Executive Summary is the first section of the paper however it is the last section to be written.
The reason for writing this section last is that you need to have written the entire document so that you are able to identify the key ideas the reader expects in the paper.
REMEMBER the Executive Summary is for the EXECUTIVE. This means it needs to attract the Executive to either read the rest of the document or, more likely, refer the document to the appropriate staff person to read e.g. marketing, production, legal, etc.
This section can be as long as 1 pages and is clearly longer than a paragraph.
The Body of the written analysis will feature those theories or concepts attached to the case (see the.
Guia parte I
Fiber optics is a technique for transmitting light through transparent glass or plastic fibers. It works using the phenomenon of total internal reflection, where light entering the fiber strikes the boundary and is reflected inward through successive zigzag reflections. Most optical fibers consist of a core that transmits light and a cladding that surrounds the core and prevents light leakage. Optical fibers have numerous applications including use in endoscopes to view inside the body, communication systems, and sensors to measure conditions like temperature and pressure. Fiber optic communication systems have advantages over copper cables like higher information capacity and being unaffected by electrical interference.
Ijciet 10 01_099
In this competitive world engineering graduates are expected to be highly
resourceful for employability. The present day employers give more emphasis to the
employability skills of the potential engineers. There are several discussions and
studies on “What types of skills and abilities are needed in the workplace?” This study
attempts to explore the employability skills needed for the engineers to sustain in this
global job market. This paper also puts forward the list of skills needed by the
engineering graduates. On the whole, this paper suggests that the engineering
graduates should acquire and demonstrate a set of generic skills such as
communication skills, problem solving skills and interpersonal skills.
COM 295 Entire Course NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/com-295-recent
For more classes visit
http://www.uopassignments.com/
28 IEEE POTENTIALS0278-664814$31.00©2014IEEEThis quest.docx
28 IEEE POTENTIALS0278-6648/14/$31.00©2014IEEE
T
his question is posed to experi-
enced engineers: Do you recall
during your days as an engineering
student when you discounted the
importance of English and other com-
munication courses and instead gave all
of your attention to your technical
courses (e.g., electric circuits, program-
ming, or thermodynamics)? But all of us
would realize as we graduated from
engineering school and started working
in the real world that communication is
absolutely critical to making sure that
our engineering projects are a success
since we depend on many different
members of our organization (e.g., bud-
get personnel to get required
funding or seek guidance from
field support people on how sys-
tem will be used by customers)
and outside our group (e.g., cus-
tomers who tell us what features
are important to them). Without
clear lines of communication, our
ideas would stay within our own
small development teams instead
of becoming mature products.
While this is obvious to those of
us who have become experienced
engineers, the real question is:
Why is it lost to us when we are
in engineering students?
Fortunately, in recent years,
there has been a tremendous new
emphasis on enhancing communi-
cations at the engineering school
level. A quick Google search on
communications programs in engi-
neering colleges yields some inter-
esting results:
• North Carolina State Uni-
versity—two professors from the
Industrial Engineering and English De-
partments have formed a partnership
to cross-train their classes to bring the
importance of communications in tech-
nical projects to the students.
• State University at Oswego—in
creating a new electrical/computer en-
gineering program, the college is using
the opportunity to set up new commu-
nications requirements.
• University of Southern Califor-
nia—the college has set up a new writ-
ing program that has been integrated
to all programs from the undergraduate
to the doctoral level. These new initia-
tives are a vast improvement from the
“good old days” when technical profes-
sors stressed almost exclusively the im-
portance of solving difficult engineering
problems while the liberal arts faculty
would be almost apologetic on the im-
portance of their own communication-
intensive classes. Clearly, what was
needed was a clear assertion from the
entire school that engineering students
need to be “well rounded” and have the
ability to not only solve technical prob-
lems but to be able communicate about
it as well.
Taking the first step
My purpose in writing this article was
not to criticize my professors (I believe
that they did an excellent job in educating
my generation of engineers and the need
for robust instruction in communication
had not been fully realized when I was in
school) but to encourage my fellow sea-
soned engineers to help the next genera-
tion of engineers communicate more
effectively. One simpl ...
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