Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
In the Euro Disneyland case study (p. 257 in the textbook), many of the issues Disney had from the start related to cultural challenges expanding into France. Using Hofstede’s four cultural dimensions as a point of reference, how would you make the following decisions using the Business Problem Solving Model in the course content?
- Discover-Identify the problem: What were two of the three main issues described in the case that were problematic?
- Investigate-Gather information to define the problem: What were the cultural challenges posed by Disney’s expansion into France?
- Brainstorm-Produce Alternatives: In your opinion, how could Disney have resolved these issues?
- Implement-Put the best solution into effect: Of your alternatives, which one do you think would work out best? Why?
- Review-Assess the effects of the solution: Based on Disney’s experience, what are the lessons the company should have learned about how to deal with cultural issues when expanding? Describe each.
Your well-written paper should meet the following requirements:
- Be 5-6 pages in length, which does not include the title page, abstract, or required reference page, which is never a part of the content minimum requirements.
- Use Saudi Electronic University academic writing standards and APA (7th ed) style guidelines.
- Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Week 1 Discussion 1
Foundations of Building Expertise
This course compares and contrasts theories of how technology is used to help individuals learn effectively to enhance performance improvement. By studying learning theories students use technology to create problem-based training and development opportunities for individuals, teams, and organizations. Students explore the influence of technical integration into learning, specifically training and development for the ultimate aim of improving organizational performance.Clarke, R. C. (2008).
Building Expertise: Cognitive Methods for Training and Performance Improvement (3rd ed.). San Francisco, CA: Pfeiffer (Wiley Imprint).
To prepare for this Discussion:
- Overview of Learning Theories | GSI Teaching & Resource Center (berkeley.edu)
- Three Domains of Learning – Cognitive, Affective, Psychomotor – The Second Principle
Respond to two or more colleagues, “See listed below” in the following way:
- Propose two suggestions on something your colleague can do in the future to positively change the behavior they identified.
- Provide a rationale for your suggestions based on your experience and the Learning Resources for the week.
- 3 – 4 paragraphs
- No plagiarism
- APA citing
1st Colleague – Piper Stewart
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My name is Piper Stewart and I am a Training coordinator for Norwood Clinic in Birmingham, AL. I got my bachelors in 2018 in Health Care Management and decided to pursue my medical career starting from receptionist at an urgent care clinic. I worked my way from receptionist and got my CMA to get cross trained. Once I worked my way around clinic, my manager offered me a training position and from there I found my passion. I truly enjoy training people and making employees jobs easier and making employees feel heard and valued. I grew up in Birmingham with a single mom, who is currently getting her Bachelors in Human Resources. I always knew I wanted to help people and now I get to do just that. I believe I have a good grasp on learning theories in my position but everyone can always learn so I would love to learn more in depth about learning theories.
The three main views of learning I found are behaviorism, cognitive constructivism and social constructivism (GSI). Behaviorism correct behavioral responses that are taught by the teaches and absorbed by the students. The behaviorism view of learning is extrinsic and involves positive and negative reinforcement. The view on learning is promoted repetition and positive reinforcement which helps the learner the best. Cognitive constructivism is more intrinsic and allows the teacher to facilitate learning with an environment that promotes discovery and imagination. The cognitive view means the learners set their own personal goals and motivate themselves to learn the material. Social constructivism is viewed as more of a group and team effort where collaborative learning is guided by the teacher. This view of learning is intrinsic and extrinsic and learning goals and motives are determined by learners.
“Overview of Learning Theories.” GSI Teaching Resource Center, https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/learning-overview/#:~:text=Although%20there%20are%20many%20different,cognitive%20constructivist%2C%20and%20social%20constructivist.
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2nd Colleague – Steve Cole
Cole Discussion- Week 1
Top of Form
Class, Good Day. My name is Steve and I am an Active Guard Reserve (AGR) Solider that is currently stationed in Southern California. I work in the Human Resource field and have worked in all different levels of echelon, the company, battalion, brigade and also the division. I am divorced and have a 13 year old daughter who lives in Texas with her mother. I enjoy traveling, working out, different types of food, and spending time with my daughter. As for this course, I am not sure what exactly all be covered, but whenever I hear the word theories, I similarly relate to that of assumptions. Theories and assumptions are just that, until concrete information, supporting information can provide the theory as a fact. I hope to learn information in this course that can I can apply to work and personal life.
Three views of learning, as defined in our textbook are: absorption, behavioral, and constructive (Clark, 2008). Absorption learning in my opinion is where the learner is in a classroom setting and gains all of the knowledge and information from a specific topic. Usually if it is something that the learner has no information about, the learner is gathering and absorbing all of the new information in order to gain a new found understanding. The behavioral learning, in my opinion, is more of a group or class instruction of material which is then followed by group and class discussion of this information. Shared stories or experiences are often brought up and discussed which can help individuals understand the information easier and also gain a shared understanding based on experiences. Constructive learning can be outlined and defined as current information that is updated or advanced due to technology or our ever changing society that we live in today. For example, items that may have been done the analog way (with paper and pen) can now be done using software and a system which requires the learners to understand the digital platform.
In my opinion, I believe the behavioral learning is used mostly, especially in the Army. In our professional development course, it is encouraged and almost required that group discussion and shared stories and experiences are shared. The thought process and mindset is that thorough the experiences, Soldiers will be able to apply and understand the information better. Realistic past experiences help in understanding the information and maintaining that information for future endeavors or encounters. If a shared experience has already happened, the chances are that it will occur again and because of what you previously learned, you can act accordingly. I personally belive this behavioral learning is the most applicable to businesses as they can use this feedback and learning experience to improve performance, both employee and business as a whole.
Clark, R. C. (2008). Building Expertise: Cognitive Methods for Training and Performance Improvement (3rd Edition). Wiley Professional Development (P&T). https://ambassadored.vitalsource.com/books/9780470378526
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