Course Project Phase III         

RE: This is  the concluding project for this Graduate International Business course.  It offers the students the opportunity to show mastery of all of the key  concepts covered in the course and the mastery of designing a  successful international business strategy. The project  involves a plan for the expansion of business to another country (with  no current presence) and you are required to present the plan to the  Board of Directors for approval. Your plan must incorporate and address the following critical areas in International Business:

1. Global Business Opportunities (Phase I)
2. International Competitors (Phase I)
3. The Economic-Geographic Environment (Phase I)
4. The Social-Cultural Environment (Phase I)
5. The Political-Legal Environment (Phase I)
6. Global Company Structure (Phase II)
7. Financing Sources for Global Business Operations (Phase II)
8. Global Management Information System (Phase II)
9. Human Resources for Global Business Activities (Phase II)
10. International Financial and Business Risks (Phase II)
11. Product and Target Market Planning for Foreign Markets (Phase III)
12. Global Distribution Strategy (Phase III)
13. Global Promotion Strategy (Phase III)
14. International Pricing Strategy (Phase III)
15. Financial Results (Phase III)
16. International Business Success (Phase III)

The project has 3 phases: 

Phases 1 and 2 have independent critical areas in International Business.

Phase 3 also has independent critical areas in International Business  but includes refined phases 1 and 2 (using professor’s feedback),  making one Final Project document.

Key Components of Phase III Paper:

1. Table of contents.
2. Abstract – 

An abstract is a brief summary of the paper, allowing readers to know  the main points, and what was achieved in the paper (written in the  past tense). It must be a single paragraph in block format (without  paragraph indentation), and the appropriate length is typically between  150 and 200 words. Section 2.04 of the APA manual has additional  information about the abstract.

1. Introduction to your paper – Since the first paragraph  or section of a document is assumed to be the introduction of the paper,  the word ‘Introduction’ is not needed. Do not begin a paper with the  word ‘Introduction’ as a heading (APA, 2020, p. 47). The paper’s title  should be the first heading above the first body paragraph of your paper  and must be bolded – Check Sample Student paper (APA, 2020, pp. 61-67)
2. Revised – Introduction of the Company – give an overview of the company, the current international position, and an overview of the proposed country of entry: 
   1. The countries where the company is already available.
   2. The proposed country for entry.
   3. The proposed entry type – FDI or not?
3. Revised – Identifying Global Business Opportunities

• Determine potential international markets for existing or proposed goods and services

1. Revised – Analyzing International Competitors

• Identify domestic and international companies involved in similar business global business activities

1. Revised – Assessing the Economic-Geographic Environment

• Examine geographic and economic factors that affect the business environment of a nation

1. Revised – Assessing the Social-Cultural Environment

• Research social institutions, customs, traditions, and beliefs influencing business

1. Revised – Assessing the Political-Legal Environment

• Research the influence of government and regulations on business activities

1. Revised – Selecting a Global Company Structure

• Suggest objectives and an organizational framework for global business operations

1. Revised – Financing Sources for Global Business Operations

• Project start-up costs and funding sources for international operations

1. Revised – Creating a Global Management Information System

• Identify needed databases and information systems to facilitate international business activities

1. Revised – Identifying Human Resources for Global Business Activities

• Gather information on needed personnel for operating an international enterprise

1. Revised – Managing International Financial and Business Risks

• Identify methods for reducing global business risks

1. Product and Target Market Planning for Foreign Markets

• Identify specific attributes and customer benefits for a proposed international product or service

1. Designing a Global Distribution Strategy

• Analyze distribution channels and intermediaries for global business operations

1. Planning a Global Promotion Strategy

• Suggest advertising messages, media, and other promotional activities for an international enterprise

1. Selecting an International Pricing Strategy

• Recommend a global pricing strategy based on costs, market demand, competition, and economic environment

1. Determining Financial Results

• Estimate revenue and costs based on international business activities

1. Measuring International Business Success

• Suggest potential criteria for global business accomplishments based on financial results and social contributions

1. Conclusion contextualizing your project.
2. Not less than 20 references (12 are already from the two phases)

Course Project Phase III must be in APA format 

 

1. What types of strategic choices do managers have when deciding on recruiting and selection efforts?

2. How can the HR department and line manager collaborate to develop an authentic environment built on trust for a virtual and global workforce?  How do they make it work?

*Post must be a minimum of 250 words

Assignment # 6: Six Components of the Reading Process

Rationale: Every teacher is a reading teacher. Every teacher should understand the six components of the Reading Process (Comprehension, Oral Language, Phonological Awareness, Phonics, Fluency, and Vocabulary) as the foundation of comprehensible instruction in every content area and grade level.

Description:  You will develop a table identifying instructional strategies and student activities that scaffold student learning by applying the principles of research-based reading instruction and integrating the six components in lesson planning and delivery for the field experience classroom.

Directions: 

1. The candidate will use the resources below to read about evidence based instructional  strategies and standards-based activities to teach the six reading components. 

 a. the course textbook 

 b. https://fcrr.org/student-center-activities

 c. https://www.readingrockets.org/strategies

 d. https://www.readnaturally.com/research/5-components-of-reading

2. After, develop a Components of the Reading Process Table that details two instructional strategies, for teachers in a grade level 3RD GRADE , for each of the six reading components: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension and includes the use of writing for at least one of the two activities.

COMPONENTS OF READING PROCESS TABLE

Comprehension

Instructional Strategy/Practices 

Instructional Activity

Systematic discussionsand instructional practices for scaffold higher order thinking, comprehension skills and self-correction, including for students of varying English proficiency.

Use oral language, writing, extended text discussion, to enhance comprehension, provide motivation and student engagement. 

Determine student strengths and needs and select appropriate narrative, informational text, and instructional practices that support student ability to read, comprehend, and synthesize multiple print and digital texts across and beyond texts.

Use appropriatecomprehension assessments to guide instruction.

Oral Language

Instructional Strategy/ Practices

Instructional Activity

Use explicit and systematic instructional practices for scaffolding development of oral/aural language skills.

Use appropriate social and academic language and writing experiences to enhance oral language and use ELL’s home language to support development of oral language in English. 

Use oral language assessments to guide instruction.

Phonological Awareness

Scaffold development of phonological skills.

Use oral/aural language and writing experiences to enhance phonological awareness, and to assist ELLs reading and writing development in English.

Use phonological assessment to guide instruction.

Phonics

Scaffold development of phonics skills. 

Use oral/aural language and writing experiences to enhance phonics, and to use the ELL’s home language as a foundation to support the development of phonics in English. 

Use phonics assessment to guide instruction. 

Fluency

Scaffold accuracy, expression, rate, and reading endurance.

Use oral/aural language and writing experiences to enhance fluency.  

Use fluency assessments to guide instruction.

Vocabulary

Scaffold vocabulary and concept development; develop authentic uses of English to assist ELLs. 

Provide for integration, repetition and use of domain-specific vocabulary to address the demands of academic language. 

Integrate vocabulary instruction in subject areas by using analogies, using a wide variety of print and digital tests, and multiple methods of vocabulary instruction.

Use oral/aural language and writing experiences to enhance vocabulary.

Use vocabulary assessments to guide instruction.

I would like you to complete a Rosetta Stone language course (Arabic) on my behalf. I will provide you with the login and password once an agreement is made.

The course is a bit extensive and takes time to complete so please review it and ask any questions prior to initiating!

Lehighton Chalk Company manufactures sidewalk chalk, which it sells online by the box at $50 per unit. Lehighton uses an actualcosting system, which means that the actual costs of direct material, direct labor, and manufacturing overhead are entered into workinprocess inventory. The actual application rate for manufacturing overhead is computed each year; actual manufacturing overhead is divided by actual production (in units) to compute the application rate. Information for Lehightons first two years of operation is as follows:Year1Sales (in units)Production (in units)Production costs:Variable manufacturing costsFixed manufacturing overhead Year 2