25 August 2015

English and Literature
English 202 Online:  Short Story Essay Directions
Please follow the directions shown below for your Short Story Essay.
General Directions
As is indicated on the Week 4 Assignments page, and in other forums, you should consider this essay a potential first draft of the Research Essay due at the end of the semester, Week 7.  In other words, you should write an essay based on a minimum of two outside sources related to onestory and/or author on our short story reading list through Week 3.  If it helps, think of this essay as two thirds of a Research Essay in terms of the number of required sources.  And, you may use your Research Report 1 or Research Report 2  (or both) as the basis for your essay.  If you have written about the same author and literary work for Research Report 1 and Research Report 2, for instance, then you could combine them for the essay.  In fact, I encourage you to do so.  I'm trying to make your writing in the course as painless as possible by giving you the opportunity to use work you've already completed for subsequent assignments. 
As is the case for the research reports, your sources must be limited to the following:  (1) a biographical source about the author, (2) a critical or scholarly outside source that discusses the literary work, and/or (3) a source about a contemporary theme or issue which relates specifically to the literary work you've chosen. 
You may use any combination of these sources, as long as they are coherently connected in the essay.  The more sources you use in this essay, the less you'll need to worry about for the Research Essay, if you choose to do so.  However, as is the case for research reports, and will be for the Research Essay due at the end of the semester, all sources used must be legitimate.  See the the document titled Using Research Sources, which you'll find in the Course Documents section of the Blackboard site.
Remember, I’m looking for more than merely biographical information, a summary of what a critic has to say about the literary work, or a summary of a source about a contemporary issue.  In other words, whatever sources you choose to discuss, they all must in some way be explicitly connected to one story listed on the Course Calendar
Note:  Always keep in mind the essay’s ultimate purpose.  That is, ask yourself what a reader should learn or gain from reading your essay, and make that purpose clear to the reader.
Audience
Write the essay as though it were being read by a general college-educated audience. Think like an academic writer by providing the necessary context for an educated reader who is not taking this course.
Evaluation Criteria
Review the list of criteria for successful English 202 essays in your syllabus, as well as the Academic Essay Rubric, which is posted in the Course Documents section of the Blackboard site.  Perhaps the most important criterion will be how you've made explicit connections between the research sources and the author and/or literary work you've chosen.
Length
The essay should be a minimum of three double-spaced typed pages, using 12-point Times New Roman font and one-inch margins. 
Format
Please refer to the Short story and drama essays subheading under the Final Grade Percentages heading in your course syllabus.  Your essay, of course, must be formatted using MLA Documentation style for formatting, in-text citations, and the Works Cited page.  Click here to see an explanation and model of an MLA-formatted essay from Purdue University's Online Writing Lab
Sources
Title: Existential Allegory: Joyce Carol Oates 'Where Are You Going, Where Have You Been?'
Publication Details: Studies in Short Fiction. (Spring 1978): p200-203.
Source: Contemporary Literary Criticism. Ed. Dedria Bryfonski. Vol. 11. Detroit: Gale Research, 1979. From Literature Resource Center.
Document Type: Critical essay
Gale
Full Text: COPYRIGHT 1979 Gale Research, COPYRIGHT 2007 Gale, Cengage Learning
Full Text: 
Fifteen-year-old Connie's acquiescence to Arnold Friend's threat-ridden seduction is an appropriate finale to Joyce Carol Oates's “ Where Are You Going, Where Have You Been?” in a narrative which, upon careful analysis, suggests existential allegory. Many critics have classified Oates's work as realistic or naturalistic, whereas Samuel J. Pickering categorizes her short stories as subjective romanticism to a fault [see CLC, Vol. 6]. Most, however, agree she is writing in the tradition of Dreiser, Faulkner , and O'Connor , but few have acknowledged the allegorical nature of her work. Veiling the intent of “Where Are You Going …” in realistic detail, Oates sets up the framework of a religious allegory— the seduction of Eve—and with it renders a contemporary existential initiation theme—that of a young person coming to grips with externally determined fate. (p. 200)
From the outset of the narrative, members of Connie's family recognize their powerlessness and thus their difference from her. Her mother and sister are not attractive, so they do not really count; and her father, who spends most of his time at work, is weak…. Thus, in refusing to attend a family picnic, Connie is rejecting not only her family's company, but the settled order of their existence—in which recognition of “excluded alternatives” is tantamount to acceptance of their lives.
The popular music which permeates “Where Are You Going …” is at the same time the narrative's zeitgeist and leitmotiv, serving as the former in order to maintain plausible realism, and the latter to establish allegorical significance. The recurring music then, while ostensibly innocuous realistic detail, is in fact, the vehicle of Connie's seduction and because of its intangibility, not immediately recognizable as such. Attesting to the significance of the zeitgeist in this narrative, “Where Are You Going…” is dedicated to Bob Dylan, who contributed to making music almost religious in dimension among the youth. It is music—instead of an apple—which lures Connie, quickens her heartbeat; and popular lyrics which constitute Friend's conversation and cadence—his promises, threats, and the careless confidence with which he seduces her. (pp. 200–01)
Oates employs musical metaphor in her description of Friend. “He spoke in a simple lilting voice, exactly as if he were reciting the words to a song.” … Intrinsic to Friend's function is the fact that he himself is a record. While waiting for Connie to accept his ride offer, “he began to mark time with the music from Ellie's radio.” … Even their union is presaged by the sexually pointed observation of Connie listening “to the music from her radio and the boy's blend together.” …
The images which overtly suggest religious allegory while more subtly supporting the existential theme, are interspersed throughout the work. When Connie and her girl friend first enter the local “hang-out” where the girls and boys meet, they feel “as if they were entering a sacred building” where background music seems like that of a “church service.” … The day of the cook-out, which is significant both because it is the day of her defiance of her parents and the day of her capitulation to Friend, is a Sunday. (p. 201)
Friend is a strange syncretism of O'Connor 's Bible-pedaling Manley Pointer in manner, and Satan in appearance. When Connie first observes Friend, she notices his “shaggy black hair,” his “jalopy painted gold,” and his broad grin. As the narrative progresses, his features appear more ominous, his hair like a wig, his slitted eyes “like chips of broken glass” with “thick black tarlike” lashes when not covered by mirrored, but masking sunglasses ; and he looks older. Like Milton's Satan “crested aloft and Carbuncle his Eyes with burnished Neck of verdant Gold, erect,” Friend posited atop his golden jalopy, has a muscular neck which suggests the reptilian, as does the fact that he “slid” rather than stepped out of the car. His feet resemble the devil's cloven hooves: “One of his boots was at a strange angle, as if his foot wasn't in it.” … (pp. 201–02)
Friend's mesmeric influence on Connie further supports my contention that he represents a superhuman force. “Don't you know who I am?” … he asks in an eery fashion, as if she had encountered him before, as one does evil. She is unable to make a telephone call for help because he is watching her; she bumps against a piece of furniture in a familiar room; and when he commands her to do what would otherwise seem an irrational act, to place her hand on her heart to understand its flaccidity, she readily obeys. His directives culminate when he convinces her, “What else is there for a girl like you but to be sweet and pretty and give in.” …
The recurring use of a twentieth-century symbol of irony—the false smile—further veils the existential meaning in realistic narrative. Over the student drive-in hangs a “revolving figure of a grinning boy holding a hamburger aloft.” … And Friend intersperses smiles with threats.” …
In the end, Oates makes it clear that Connie, in capitulating to Friend, is not simply surrendering her virginal innocence, but bowing to absolute forces which her youthful coquetry cannot direct—absolute forces over which she has no control. At this point she thinks for the first time in her life that her heart “was nothing that was hers … but just a pounding, living thing inside this body that wasn't really hers either.” …
In the seduction which Friend engineers, Connie is merely the personification of the female he wishes to dominate, to be taller than, to despoil. The phrases he delivers from his musical repertoire are not even tailored to Connie: “`My sweet little blue-eyed girl' he said in a half-sung sigh that had nothing to do with her brown eyes.” …(p. 202)
In the presentation of this complex narrative, the major characters represent two distinct personifications in the dual levels of the allegory. It is apparent that Friend represents the devil who tempts the chaste yet morally vacuous girl-victim. Yet upon closer analysis, it appears that Connie takes the active part as Everyman experiencing the inevitable realization of her insignificance and powerlessness while Friend, who personifies the Erinyes, is merely the catalyst.
Although Oates uses the trappings of a realist to craft plausible characters—a dreamy teenaged girl, a hypnotic Manson-like man—and renders a facsimile of awkward adolescent behavior and speech, with contemporary youth's devotion to popular music as a convincing zeitgeist, this must not obscure her design. She presents an allegory which applies existential initiation rites to the Biblical seduction myth to represent Everyman's transition from the illusion of free will to the realization of externally determined fate. (pp. 202–03)
Source Citation   (MLA 7th Edition)
Urbanski, Marie Mitchell Olesen. “Existential Allegory: Joyce Carol Oates 'Where Are You Going, Where Have You Been?'.” Studies in Short Fiction (Spring 1978): 200-203. Rpt. in Contemporary Literary Criticism. Ed. Dedria Bryfonski. Vol. 11. Detroit: Gale Research, 1979. Literature Resource Center. Web. 2 July 2014.
Document URL
http://go.galegroup.com/ps/i.do?id=GALE%7CH1100001514&v=2.1&u=milatc_main&it=r&p=LitRC&sw=w&asid=2da23c8f43b1a028c1a78eb88ced6fc8



Gale Document Number: GALE|H1100001514

25 August 2015,
 0

English and Literature English 202 Online:  Short Story Essay DirectionsPlease follow the directions shown below for your Short Story Essay. General DirectionsAs is indicated […]


25 August 2015

The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament

Research Evaluation Worksheet

Title: “The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament”

Full Article Reference (APA style):

Curby, Timothy W.; Rudasill, Kathleen Moritz; Edwards, Taylor; and Pérez-Edgar, Koraly, “The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament” (2011). Educational Psychology Papers and Publications. Paper 122. http://digitalcommons.unl.edu/edpsychpapers/122


 Abstract
The research study is outlined well in the abstract statement. The key terminologies are stated to link the first grades with the quality of learning and the contentious infancy temperaments.

 Introduction
 
a. Is the need for the study clearly stated in the introduction? Explain by using information presented in the literature review. The research is introduced with a clear statement of the reason for the study. The literature review contains content that extensively shows a gap that necessitates the study about quality of class work and temperament of young children.

b. What is the research hypothesis or question?
The research question is
“how do the children’s difficult temperaments in infancy influences their academic and social outcomes in first grade” (Pg. 176).

c. What are the variables of interest (independent and dependent variables)?
The dependent variables are academic outcomes in first grade, while the independent variable is the temperament of the children.

d. How are the variables operationally defined?

Method

a. Sample Size (Total): ____1364____________          Size Per Group/Cell: ____1 group___________

A sample of 1364 children within 15 years age is involved in the study.

b. Were the methods and procedures described so that the study could be replicated without further information?  What information, if any, would you need to replicate or reproduce this study?
The research extensively covers the critical ways that are required such that any other researcher can progress with the study without seeking for more information. An important aspect of this study I feel you need are children of the same age group.

Participants

a. How were participants selected and recruited?
The participants were selected in phases as the children advanced into different grades. The phases were based on the different grades of study and age from 1991 to 2005.

b. Were subjects randomly selected?
The mode of selection is random because the team of data collection comes from various places and the participating children come from various ethnic backgrounds.

c. Were there any biases in sampling? Explain
The data collected about the participants shows that there is no balance between the races, an indication that there was no form of specific selection procedure.

d. Were the samples appropriate for the population to which the researcher wished to generalize?
There is no evident bias in sampling because the population is distributed unevenly; hence the proportion of every race is relative to the population in the region that the study was carried out.
e. What are the characteristics of the sample populations?

The samples were collected from various locations, hence an appropriate representative sample of participants. The collected sample population is made up of children within the same age group in every phase, for the four phases considered in the study.

Research Design (check which design applies)

___x____ Single group, time series study
_______ Multiple baseline (sequential) design: ______________
_______ Single group, no measurement
_______ Single group with measurement: Pre ______ During _____ Post _____
_______ Two groups classic experimental versus control group, randomly assigned
_______ (quasi-experimental) two groups experimental versus control group,
  not randomly assigned
_______ Correlation research, not manipulated, degree of relationship
_______ Descriptive research (qualitative study)            
_______ Natural observation                               
_______ Analytical research
_______ Interview research                                             
_______ Historical study
_______ Survey research                                     
_______ Legal study
_______ Ethnography research                          
_______ Policy analysis
_______ Fieldwork research                                            
_______ Evaluation study
_______ Phenomenology
_______ Grounded theory
_______ Protocol analysis (collection and analysis of verbatim reports)
_______ Case study, no measurement
_______ Case study, with measurement: Pre _________ During _______ Post _________
_______ Developmental research
_______ Longitudinal (same group of subjects over period of time)
_______ Cross-sectional (subjects from different age groups compared)
_______ Cross-sequential (subjects from different age groups, shorter period of time)
_______ Correlation, more than two groups: control, treatment, and other treatment comparisons
_______ Factorial design, two or more groups: other treatment differences, no untreated controls
_______ Two or more dependent variables (MANOVA)
_______ Other design: __________________________________________________________

The research was designed to carry out a single group that was accessed in every grade and age bracket. The research takes a time series design from 1991 to 2007, where the number of participants seems to decrease with time.

Consider the Following Questions:
The research did not use control groups since all the children under study were within the same conditions.

a. Was a control group used?  Yes ______ No ___x___  If yes, complete b, c, and d below.

b. Was the “control” method for the study appropriate? 

c. What variable was being controlled for?

d. In the case of an experimental study, were subject randomly assigned to groups?



Measures

a. Describe the Dependent Measure(s)/Instruments used: Age and grades in the schooling system
b. Describe the Measurement/Instrument Validity Information: specific age and grade levels
c. Describe the Measurement/Instrument Reliability Information: sample identification approach where various methods in different parts were used by researchers.



Consider the Following Questions:

a. For all measures (measures to classify subjects, dependent variables, etc.) was evidence of reliability and validity provided, either through summarizing the data, or by referring the reader to an available source for that information?
Yes, the data in this research is collected from an available source in the following link https://secc.rti.org. The reliability and validity of this research lies on the secondary and primary sources used

b. Do the reliability and validity data justify the use of the measure?  
It is a valid approach since the learners are enrolled with specific age limits; therefore, the measurements are reliable and valid.

c. Are the measures appropriate (if not, why not)?
Yes, the grades and the appropriate age groups are for every phase of measurements considered in this research. There is no use of standard deviations and means since the test is extensively used to show correlations between variables.

d. Are multiple measures used, particularly those that sample the same domains, or constructs but with different methods (e.g., self-report, rating scales, self-monitoring)?
Multiple measures and rations were used to analyze the data such as direct observation.

f. If human observers, judges, or raters were involved, was inter-observer or inter-rater agreement (reliability) assessed?  Was it obtained for a representative sample of the data?  Did the two raters do their ratings independently? Was their reliability satisfactory?
This study is generated entirely by human researchers who had a common guideline of assessing the participant children. The individual researchers pooled their findings for a common analysis and rating to produce reliable results free from bias.

Independent and Dependent Variables

a. What is/are the Independent Variable(s): temperament

b. What is/are the Dependent Variable(s): academic

Data Analysis

Scales of Measurement (check those that apply):

Nominal _______ Ordinal _______ Interval _______ Ratio __x_____

a. What type of statistical techniques are used?
Regression and statistical distributions

b. What type of tables and graphs are used?
Tables and line graphs were used to show the correlation and relationships between the variables.
        
Consider the Following Questions:

a. Were tests of significance used and reported appropriately (e.g., with sufficient detail to understand what analysis was being conducted)?
There was nothing that multiple methods like questionnaires, interviewing, observations and testing were employed to detect the appropriate issues within the children that were appropriate to the qualification for study.


c. Other comments on the reported statistical analyses?
The researchers constructed a reliable and satisfactory representative data set for assessment.

Discussion

Evaluate the Summary and Conclusions of the study (Usefulness):
 
Describe the Strength(s) and Limitation(s) of the Study:

Describe what you learned from the study: 

List any remaining questions you have about the study:

The conclusion comes up with direct answers to the test hypothesis; hence the discussion is relevant to the topic. However, the study is limited to western countries and does not cover the entire world. It is important to learn that characteristics of children have a great influence on their academic achievements.

*Adapted from form created by Dr. Randy Buckner, University of Phoenix Instructor


25 August 2015,
 0

The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament Research Evaluation Worksheet Title: “The Role of Classroom […]


25 August 2015

The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament

Research Evaluation Worksheet

Title: “The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament”

Full Article Reference (APA style):

Curby, Timothy W.; Rudasill, Kathleen Moritz; Edwards, Taylor; and Pérez-Edgar, Koraly, “The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament” (2011). Educational Psychology Papers and Publications. Paper 122. http://digitalcommons.unl.edu/edpsychpapers/122


 Abstract
The research study is outlined well in the abstract statement. The key terminologies are stated to link the first grades with the quality of learning and the contentious infancy temperaments.

 Introduction
 
a. Is the need for the study clearly stated in the introduction? Explain by using information presented in the literature review. The research is introduced with a clear statement of the reason for the study. The literature review contains content that extensively shows a gap that necessitates the study about quality of class work and temperament of young children.

b. What is the research hypothesis or question?
The research question is
“how do the children’s difficult temperaments in infancy influences their academic and social outcomes in first grade” (Pg. 176).

c. What are the variables of interest (independent and dependent variables)?
The dependent variables are academic outcomes in first grade, while the independent variable is the temperament of the children.

d. How are the variables operationally defined?

Method

a. Sample Size (Total): ____1364____________          Size Per Group/Cell: ____1 group___________

A sample of 1364 children within 15 years age is involved in the study.

b. Were the methods and procedures described so that the study could be replicated without further information?  What information, if any, would you need to replicate or reproduce this study?
The research extensively covers the critical ways that are required such that any other researcher can progress with the study without seeking for more information. An important aspect of this study I feel you need are children of the same age group.

Participants

a. How were participants selected and recruited?
The participants were selected in phases as the children advanced into different grades. The phases were based on the different grades of study and age from 1991 to 2005.

b. Were subjects randomly selected?
The mode of selection is random because the team of data collection comes from various places and the participating children come from various ethnic backgrounds.

c. Were there any biases in sampling? Explain
The data collected about the participants shows that there is no balance between the races, an indication that there was no form of specific selection procedure.

d. Were the samples appropriate for the population to which the researcher wished to generalize?
There is no evident bias in sampling because the population is distributed unevenly; hence the proportion of every race is relative to the population in the region that the study was carried out.
e. What are the characteristics of the sample populations?

The samples were collected from various locations, hence an appropriate representative sample of participants. The collected sample population is made up of children within the same age group in every phase, for the four phases considered in the study.

Research Design (check which design applies)

___x____ Single group, time series study
_______ Multiple baseline (sequential) design: ______________
_______ Single group, no measurement
_______ Single group with measurement: Pre ______ During _____ Post _____
_______ Two groups classic experimental versus control group, randomly assigned
_______ (quasi-experimental) two groups experimental versus control group,
  not randomly assigned
_______ Correlation research, not manipulated, degree of relationship
_______ Descriptive research (qualitative study)            
_______ Natural observation                               
_______ Analytical research
_______ Interview research                                             
_______ Historical study
_______ Survey research                                     
_______ Legal study
_______ Ethnography research                          
_______ Policy analysis
_______ Fieldwork research                                            
_______ Evaluation study
_______ Phenomenology
_______ Grounded theory
_______ Protocol analysis (collection and analysis of verbatim reports)
_______ Case study, no measurement
_______ Case study, with measurement: Pre _________ During _______ Post _________
_______ Developmental research
_______ Longitudinal (same group of subjects over period of time)
_______ Cross-sectional (subjects from different age groups compared)
_______ Cross-sequential (subjects from different age groups, shorter period of time)
_______ Correlation, more than two groups: control, treatment, and other treatment comparisons
_______ Factorial design, two or more groups: other treatment differences, no untreated controls
_______ Two or more dependent variables (MANOVA)
_______ Other design: __________________________________________________________

The research was designed to carry out a single group that was accessed in every grade and age bracket. The research takes a time series design from 1991 to 2007, where the number of participants seems to decrease with time.

Consider the Following Questions:
The research did not use control groups since all the children under study were within the same conditions.

a. Was a control group used?  Yes ______ No ___x___  If yes, complete b, c, and d below.

b. Was the “control” method for the study appropriate? 

c. What variable was being controlled for?

d. In the case of an experimental study, were subject randomly assigned to groups?



Measures

a. Describe the Dependent Measure(s)/Instruments used: Age and grades in the schooling system
b. Describe the Measurement/Instrument Validity Information: specific age and grade levels
c. Describe the Measurement/Instrument Reliability Information: sample identification approach where various methods in different parts were used by researchers.



Consider the Following Questions:

a. For all measures (measures to classify subjects, dependent variables, etc.) was evidence of reliability and validity provided, either through summarizing the data, or by referring the reader to an available source for that information?
Yes, the data in this research is collected from an available source in the following link https://secc.rti.org. The reliability and validity of this research lies on the secondary and primary sources used

b. Do the reliability and validity data justify the use of the measure?  
It is a valid approach since the learners are enrolled with specific age limits; therefore, the measurements are reliable and valid.

c. Are the measures appropriate (if not, why not)?
Yes, the grades and the appropriate age groups are for every phase of measurements considered in this research. There is no use of standard deviations and means since the test is extensively used to show correlations between variables.

d. Are multiple measures used, particularly those that sample the same domains, or constructs but with different methods (e.g., self-report, rating scales, self-monitoring)?
Multiple measures and rations were used to analyze the data such as direct observation.

f. If human observers, judges, or raters were involved, was inter-observer or inter-rater agreement (reliability) assessed?  Was it obtained for a representative sample of the data?  Did the two raters do their ratings independently? Was their reliability satisfactory?
This study is generated entirely by human researchers who had a common guideline of assessing the participant children. The individual researchers pooled their findings for a common analysis and rating to produce reliable results free from bias.

Independent and Dependent Variables

a. What is/are the Independent Variable(s): temperament

b. What is/are the Dependent Variable(s): academic

Data Analysis

Scales of Measurement (check those that apply):

Nominal _______ Ordinal _______ Interval _______ Ratio __x_____

a. What type of statistical techniques are used?
Regression and statistical distributions

b. What type of tables and graphs are used?
Tables and line graphs were used to show the correlation and relationships between the variables.
        
Consider the Following Questions:

a. Were tests of significance used and reported appropriately (e.g., with sufficient detail to understand what analysis was being conducted)?
There was nothing that multiple methods like questionnaires, interviewing, observations and testing were employed to detect the appropriate issues within the children that were appropriate to the qualification for study.


c. Other comments on the reported statistical analyses?
The researchers constructed a reliable and satisfactory representative data set for assessment.

Discussion

Evaluate the Summary and Conclusions of the study (Usefulness):
 
Describe the Strength(s) and Limitation(s) of the Study:

Describe what you learned from the study: 

List any remaining questions you have about the study:

The conclusion comes up with direct answers to the test hypothesis; hence the discussion is relevant to the topic. However, the study is limited to western countries and does not cover the entire world. It is important to learn that characteristics of children have a great influence on their academic achievements.

*Adapted from form created by Dr. Randy Buckner, University of Phoenix Instructor


25 August 2015,
 0

The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament Research Evaluation Worksheet Title: “The Role of Classroom […]


25 August 2015

Changing Corporate Behavior to Respond to Changing National Cultures

Changing Corporate Behavior to Respond to Changing National Cultures
Objectives

The aim of this assignment is to assess how a change in the national culture of a company’s operating environment alters how a company conducts business.

Instructor Comments

Just as different demographic profiles can lead to changes in how a company operates and organizes itself so to can operating in locations with different national cultures. This exercise introduces you to three useful online sources of information regarding different national cultures. Each allows users to sort by country and within each country explore different aspects or features of that culture. One important sources of comparative information is hosted on a website titled Geert Hostede.com which is named after the researcher who developed the dataset. A second data source is hosted by the Centre for Intercultural Learning of the Department of Foreign Affairs and International Trade of the Government of Canada. A third source is the website of a U.K. based company, Kwintessential.com.

This assignment helps learners understand how a company’s practices will need to change depending upon the country within which it operates.

Assignment
You should base your responses to the following questions on the insight found on the following websites.

•Newfoundland Capital Corporation http://www.ncc.ca.
•Centre for Cross Cultural Learning http://www.intercultures.ca.
•Geert Hostede.com http://www.geert-hostede.com.
•Kwintessential http://www.kwintessential.co.uk.

In this situation, Newfoundland Capital Corporation has decided to expand from its home market of St. John’s, Newfoundland. It is opening an office in Mexico City, Mexico and Dusseldorf, Germany.

Please answer the following questions:

•How might the training of the company’s sales force need to change in order to conduct business in these two new markets?
•How might the company alter its negotiation practices for each market?
•How would business communications practices need to change for each market?
•How will decision making and the use of hierarchy need to change for the company’s offices in these two markets assuming that local staff be hired to run the offices?

Please limit your response to this assignment to three single spaced, typed pages. Please cite your sources in the text and please reference them at the end of your assignment. Please end your write-up with one paragraph that summarizes what you think is the importance of this assignment.

25 August 2015,
 0

Changing Corporate Behavior to Respond to Changing National Cultures Changing Corporate Behavior to Respond to Changing National CulturesObjectives The aim of this assignment is […]


25 August 2015

The impact of global warming on agriculture in USA
The impact of global warming on agriculture in USA
Paper instructions:
– please be specific and write examples
– 8 pages NOT include the cover and references pages
– 10 sources please for the references

25 August 2015,
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The impact of global warming on agriculture in USA The impact of global warming on agriculture in USA Paper instructions:– please be specific and […]


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