360度旅遊網桃園區旅遊地圖
英坦士製作
桃園旅遊地圖
3/01/2008
2/27/2008
GMM
Globalization has changed the dynamic of business. Irrevocably. Today’s companies must operate on a much larger stage and in an environment of international competitiveness where product development, market needs, consumer targets must take into account multiple cultures, collaborations and regional development factors. How do today’s companies acquire the “global edge” to enable them to extend their marketing efforts internationally, then globally? What are the determinants of successful strategy in a world market? Which skill sets and practices must be accessed if businesses are to manage the marketing function effectively across cultures and borders? What caveats and traps are waiting for the unprepared business? Is internationalization and globalization right for your business – and if so, when? This course takes an integrated and comprehensive approach to the management of international marketing, helping students to enhance their skills and increase exposure to a range of international marketing issues and strategies. Class topics will reflect the current realities and agenda of an international marketplace. In particular, we will examine the marketing process and means through which companies, small or large, old or new economy, can successfully identify, enter and develop world markets. We examine and analyze the determinants of successful strategies and programs in other parts of the world, and the issues involved when companies enter foreign markets and need to develop marketing strategies and programs for those markets. We will emphasize the perspectives and challenges involved in dealing with more than one country. Class topics will include: - International Market Assessment
- Market Entry Strategies and Options for International Markets - Understanding Cultural Differences - Global Product and Global Brand Issues - Product and Service Localization Issues - Developing Global Strategies for o Distribution o Pricing o Communications. - Organizing for Global Markets and Maximizing Marketing Efforts with the Cooperation At the end of this course, you should: 1. Be able to assess the need and potential for marketing products and services in other countries. 2. Understand the considerations involved in developing a global marketing strategy. 3. Be able to make intelligent decisions regarding the organization of global marketing efforts. 4. Understand the mindset, skills and experience necessary to become a global marketing manager. COURSE ORGANIZATION AND PERFORMANCE ASSESSMENT The classes are organized around case studies, followed by mini-lectures and discussions of concepts and theory relevant for that day's topic. Students are expected to come to class prepared to discuss all assigned materials, which will consist of readings and cases. The readings and cases will be available in the course textbook and in a course reader sold through the usual Anderson School procedures. This is an elective class, which offers the opportunity to delve into a subject matter that you may want to know about. Although there is a certain amount of fundamental information that must be communicated, the primary purpose of the class is to facilitate the accomplishment of the student’s own learning goals with respect to the subject. We will also have invited speakers (experienced practitioners) to come to the class to discuss international marketing strategies based on their own experiences. Grades will be assessed based upon a combination of class participation, written cases analyses (done individually), and a group project. There will be no mid-term or final examination. Class Participation (20%). Students are expected to attend all sessions. Contributions to both the case discussions and the lecture/discussion portion of the class are important. I am especially interested in the quality of your analyses and comments. Written Case Analyses /Exercises (30%). There are three written assignments (cases or exercises). I will distribute a specific managerial question to be addressed or a managerial course of action to be argued for or against for each of the assignments. These papers are to be relatively 2
short (500 words of text, plus a maximum of 1 page of exhibits/tables) and should be double-spaced. More details about these assignments will be available on the first day of class. A hard copy of the assignment must be handed in at the beginning of the class on the day the case is discussed. Points will be deducted for late papers. Group Project (50%). Students must organize themselves into small groups by the end of Session 3. The group project for this course is a “global audit.” Each group may select a firm, or where appropriate, a business unit within a firm, and intensively study its strategy of doing business internationally. Students need not obtain inside access to the company, although that is encouraged where possible. Use of publicly available information and your own research is acceptable. The final report should consist of your evaluation of the design and management of the firm’s strategy and your recommendations for changes, if any. Use of concepts and frameworks from the course are important for these papers. Alternatively, groups may also examine the global marketing strategies for an industry, or they may do a thorough analysis of the process and requirements
- Market Entry Strategies and Options for International Markets - Understanding Cultural Differences - Global Product and Global Brand Issues - Product and Service Localization Issues - Developing Global Strategies for o Distribution o Pricing o Communications. - Organizing for Global Markets and Maximizing Marketing Efforts with the Cooperation At the end of this course, you should: 1. Be able to assess the need and potential for marketing products and services in other countries. 2. Understand the considerations involved in developing a global marketing strategy. 3. Be able to make intelligent decisions regarding the organization of global marketing efforts. 4. Understand the mindset, skills and experience necessary to become a global marketing manager. COURSE ORGANIZATION AND PERFORMANCE ASSESSMENT The classes are organized around case studies, followed by mini-lectures and discussions of concepts and theory relevant for that day's topic. Students are expected to come to class prepared to discuss all assigned materials, which will consist of readings and cases. The readings and cases will be available in the course textbook and in a course reader sold through the usual Anderson School procedures. This is an elective class, which offers the opportunity to delve into a subject matter that you may want to know about. Although there is a certain amount of fundamental information that must be communicated, the primary purpose of the class is to facilitate the accomplishment of the student’s own learning goals with respect to the subject. We will also have invited speakers (experienced practitioners) to come to the class to discuss international marketing strategies based on their own experiences. Grades will be assessed based upon a combination of class participation, written cases analyses (done individually), and a group project. There will be no mid-term or final examination. Class Participation (20%). Students are expected to attend all sessions. Contributions to both the case discussions and the lecture/discussion portion of the class are important. I am especially interested in the quality of your analyses and comments. Written Case Analyses /Exercises (30%). There are three written assignments (cases or exercises). I will distribute a specific managerial question to be addressed or a managerial course of action to be argued for or against for each of the assignments. These papers are to be relatively 2
short (500 words of text, plus a maximum of 1 page of exhibits/tables) and should be double-spaced. More details about these assignments will be available on the first day of class. A hard copy of the assignment must be handed in at the beginning of the class on the day the case is discussed. Points will be deducted for late papers. Group Project (50%). Students must organize themselves into small groups by the end of Session 3. The group project for this course is a “global audit.” Each group may select a firm, or where appropriate, a business unit within a firm, and intensively study its strategy of doing business internationally. Students need not obtain inside access to the company, although that is encouraged where possible. Use of publicly available information and your own research is acceptable. The final report should consist of your evaluation of the design and management of the firm’s strategy and your recommendations for changes, if any. Use of concepts and frameworks from the course are important for these papers. Alternatively, groups may also examine the global marketing strategies for an industry, or they may do a thorough analysis of the process and requirements
Technology of Tomorrow (Mgt 274A 01)
Technology of Tomorrow (Mgt 274A 01)
Introduction This course is about the technological environment we will face in the next 20 years and its implications for business, politics, ethics, health, happiness, and everyday life. We will focus less on Technology than Tomorrow, while recognizing that the one confirms and conditions the other. We view technology as the application of science and engineering to the universe of practical affairs –the totality of tools with which we live our lives and conduct our business, and the virtual stage on which we perform and produce. Technology is the Great Facilitator. Given our dependence on the tools of life, it follows that how they will change and transform the space around us should be of utmost concern to us all, especially to young people embarking on the time of their greatest productivity and invention, building careers within, and for a world dominated by technology. The course objective is to prepare students for adaptation to what’s coming through creative exploration of the great what if of technology’s future trajectory. We will take aim primarily at the near yet still unknown future of the 2020’s, a period likely to be as pivotal and accelerating technologically as the 1920’s were culturally, artistically, and socially. Culture, art, and social interaction, of course, are not divorced from technology, but intertwined with it and ignited by it. Consider the instrumental role that automobiles, movies, radios, chemicals, and telephones played in the 1920’s, the growing impact these technologies had on daily life then, and the mutually reinforcing relation they enjoyed with development of electrification, urbanization, mass production, broadcasting, mass circulation, highways, indoor plumbing, sewage systems, and communication networks. What novel symbioses await us in the present century? And what novel disasters? All was not bliss in the roaring twenties. Incipient economic and institutional problems brought about the Great Depression, and health care left much to be desired. Doctors at the bedside with homespun remedies were no match for later drugs curing disease and therapies alleviating chronic conditions. Nutritional deficiencies resulting in rickets, hookworm, and pellagra went untreated in many regions of the country. Even the brilliant, if fortuitous discovery of penicillin in Alexander Fleming’s laboratory in 1928 passed by largely unnoticed until the 1940’s when wartime demand for antibacterial agents began to soar. Soon, doctors would be using antibiotics derived from microorganisms. Infant mortality was already declining, life expectancies were climbing, and the Pap smear, electrocardiograph, iron-lung respirator, and electroencephalograph were making their appearance. Such was the texture of life in the 1920’s.
Content of the Course There are intriguing parallels between the 1920’s and today. One is the exponential growth in shortwave communications starting about 1927 that foreshadowed exploding use of the Internet over the past two decades. A related advance was the transition of long-distance communications from transoceanic cables and long-wave wireless to transoceanic shortwave. Application areas to be highlighted in this new course include medicine, communications, and information systems. Student projects will touch on nanotechnology, global warming, alternative energy sources, driverless highways, zero-emission automobiles, gene-guided diagnosis, personalized medicine, genetic engineering, oil-free economies, and more. We will consider global economic forces, spreading ecological phenomena, and dramatically changing demographics, as in the recent forecast that one in seven people living in the United States will be foreign born by 2020. We will devote special attention to the unexpected effects of technology and its possible long-term consequences. We know that Henry Ford was not thinking about air pollution, automobile congestion, traffic fatalities, and the economic decay of Detroit when designing his assembly line. He was focused on ridding the streets of horse droppings and seeing to it that ever-greater numbers of people would be able to enjoy drives in the country. Problems introduced by technology are an important part of the planning equation. Positively viewed, they present a steady stream of new challenges and recurring opportunities for business, government, and political action. The class will design its own case study recounting the history of computers, the Internet, and the World Wide Web, based partly on an authoritative well-written book by John Naughton – Brief History of the Future: The Origins of the Internet. This is our text. We will use it to take our case study to the end of the 1990’s, then move the clock forward to the present time through discussion and further readings. The few references below are from an extensive bibliography compiled in planning the course, available to students as an aide. Also indicated are useful online resources and an open-ended list of topics for term projects. To assist you, a conceptual framework will be developed to help in making predictions on technological up-and-comers, radical departures, and even pure fantasy. There will be assigned readings, at-home quizzes, and discussions weekly, and a term project due at the end of the quarter. Grades will be based on understanding of the subject matter, self-constructed visions of the future, imagination, creative powers, and critical sense. The breakdown will be: quizzes (25%), participation (10%), class discussion (15%), and term project (50%).
Topic Ideas for Student Projects (open-ended) Revealing Parallels with the Roaring Twenties Whatever Happened to Attention Scarcity and Information Overload? The World Wide Web Makes Good on Vannevar Bush’s Memex The Glorious Future of Google and Wikipedia Reversing Global Warming Renewable Energy and Automotive Efficiency Driverless Highways Stem Cells Advancing to the Clinic Individualized Medicine, Dentistry, Diagnosis, and Treatment Every-Person’s Genome for Under $1,000 a Set Touring Space Colonizing the Galaxy Removing Death and Suffering from Pancreatic Cancer and Other Deadly Diseases Living Better, Living Longer, Living Forever Partial List of Readings and Online Resources Vannevar Bush, As We May Think, The Atlantic Monthly, July 1945 Martin Greenberger, The Computers of Tomorrow, Atlantic Monthly, 1964 Martin Greenberger, ed., Management and the Computer of the Future, MIT Press, 1962 Katie Hafner, Matthew Lyon, Where Wizards Stay Up Late: The Origins of the Internet, 1996 Aldous Huxley, Brave New World and Brave New World Revisited, 1932et al. Michio Kaku, Visions: How Science Will Revolutionize the 21st Century and Beyond, 1999 Ray Kurzweil, Terry Grossman, Fantastic Voyage, Live Long Enough to Live Forever, 2004 *John Naughton, Brief History of the Future: Origins of the Internet, Overlook Press, 2000 M. Mitchell Waldrop, The Dream Machine, Licklider & Personal Computing Revolution, 2001 A Brief History of the Future, http://www.briefhistory.com/da Google, http://www.google.com/ Kevin Kelly, http://www.kk.org/ KurzweilAI.net Weekly Newsletter, news-admin@kurzweilai.net MIT Technology Review, http://www.technologyreview.com Wikipedia. http://wikipedia.org/ Wired, http://www.wired.com
Content of the Course There are intriguing parallels between the 1920’s and today. One is the exponential growth in shortwave communications starting about 1927 that foreshadowed exploding use of the Internet over the past two decades. A related advance was the transition of long-distance communications from transoceanic cables and long-wave wireless to transoceanic shortwave. Application areas to be highlighted in this new course include medicine, communications, and information systems. Student projects will touch on nanotechnology, global warming, alternative energy sources, driverless highways, zero-emission automobiles, gene-guided diagnosis, personalized medicine, genetic engineering, oil-free economies, and more. We will consider global economic forces, spreading ecological phenomena, and dramatically changing demographics, as in the recent forecast that one in seven people living in the United States will be foreign born by 2020. We will devote special attention to the unexpected effects of technology and its possible long-term consequences. We know that Henry Ford was not thinking about air pollution, automobile congestion, traffic fatalities, and the economic decay of Detroit when designing his assembly line. He was focused on ridding the streets of horse droppings and seeing to it that ever-greater numbers of people would be able to enjoy drives in the country. Problems introduced by technology are an important part of the planning equation. Positively viewed, they present a steady stream of new challenges and recurring opportunities for business, government, and political action. The class will design its own case study recounting the history of computers, the Internet, and the World Wide Web, based partly on an authoritative well-written book by John Naughton – Brief History of the Future: The Origins of the Internet. This is our text. We will use it to take our case study to the end of the 1990’s, then move the clock forward to the present time through discussion and further readings. The few references below are from an extensive bibliography compiled in planning the course, available to students as an aide. Also indicated are useful online resources and an open-ended list of topics for term projects. To assist you, a conceptual framework will be developed to help in making predictions on technological up-and-comers, radical departures, and even pure fantasy. There will be assigned readings, at-home quizzes, and discussions weekly, and a term project due at the end of the quarter. Grades will be based on understanding of the subject matter, self-constructed visions of the future, imagination, creative powers, and critical sense. The breakdown will be: quizzes (25%), participation (10%), class discussion (15%), and term project (50%).
Topic Ideas for Student Projects (open-ended) Revealing Parallels with the Roaring Twenties Whatever Happened to Attention Scarcity and Information Overload? The World Wide Web Makes Good on Vannevar Bush’s Memex The Glorious Future of Google and Wikipedia Reversing Global Warming Renewable Energy and Automotive Efficiency Driverless Highways Stem Cells Advancing to the Clinic Individualized Medicine, Dentistry, Diagnosis, and Treatment Every-Person’s Genome for Under $1,000 a Set Touring Space Colonizing the Galaxy Removing Death and Suffering from Pancreatic Cancer and Other Deadly Diseases Living Better, Living Longer, Living Forever Partial List of Readings and Online Resources Vannevar Bush, As We May Think, The Atlantic Monthly, July 1945 Martin Greenberger, The Computers of Tomorrow, Atlantic Monthly, 1964 Martin Greenberger, ed., Management and the Computer of the Future, MIT Press, 1962 Katie Hafner, Matthew Lyon, Where Wizards Stay Up Late: The Origins of the Internet, 1996 Aldous Huxley, Brave New World and Brave New World Revisited, 1932et al. Michio Kaku, Visions: How Science Will Revolutionize the 21st Century and Beyond, 1999 Ray Kurzweil, Terry Grossman, Fantastic Voyage, Live Long Enough to Live Forever, 2004 *John Naughton, Brief History of the Future: Origins of the Internet, Overlook Press, 2000 M. Mitchell Waldrop, The Dream Machine, Licklider & Personal Computing Revolution, 2001 A Brief History of the Future, http://www.briefhistory.com/da Google, http://www.google.com/ Kevin Kelly, http://www.kk.org/ KurzweilAI.net Weekly Newsletter, news-admin@kurzweilai.net MIT Technology Review, http://www.technologyreview.com Wikipedia. http://wikipedia.org/ Wired, http://www.wired.com
2/26/2008
lynch Tiger Woods in a back alley?
Golf Channel anchor apologizes for 'lynch' remark about Tiger
ESPN.com news services
Updated: January 17, 2008, 12:37 PM ET
Golf Channel anchor Kelly Tilghman has apologized after saying during Friday's telecast of the PGA Tour's opening event that today's young players should "lynch Tiger Woods in a back alley," and Woods' agent called the story a "non-issue."
"On Friday during our golf broadcast, Nick Faldo and I were discussing Tiger's dominance in the golf world and I used some poorly chosen words," Tilghman said in a statement. "I have known Tiger for 12 years and I have apologized directly to him. I also apologize to our viewers who may have been offended by my comments."
The story was first reported by New York Newsday.
The Golf Channel also responded to the situation.
"We regret the unfortunate choice of words that Kelly used during the broadcast and apologize to anyone who was offended by her remarks," the network said in its statement. "We take this matter very seriously. She has apologized privately to Tiger and publicly on the air."
Asked for a reaction, Woods' agent Mark Steinberg said: "This story is a non-issue. Tiger and Kelly are friends and Tiger has a great deal of respect for Kelly. Regardless of the choice of words used we know unequivocally that there was no ill-intent in her comments. This story is a non-issue in our eyes. Case closed."
Tilghman, who played college golf at Duke, works as the main play-by-play announcer during The Golf Channel's PGA Tour telecasts.
ESPN.com news services
Updated: January 17, 2008, 12:37 PM ET
Golf Channel anchor Kelly Tilghman has apologized after saying during Friday's telecast of the PGA Tour's opening event that today's young players should "lynch Tiger Woods in a back alley," and Woods' agent called the story a "non-issue."
"On Friday during our golf broadcast, Nick Faldo and I were discussing Tiger's dominance in the golf world and I used some poorly chosen words," Tilghman said in a statement. "I have known Tiger for 12 years and I have apologized directly to him. I also apologize to our viewers who may have been offended by my comments."
The story was first reported by New York Newsday.
The Golf Channel also responded to the situation.
"We regret the unfortunate choice of words that Kelly used during the broadcast and apologize to anyone who was offended by her remarks," the network said in its statement. "We take this matter very seriously. She has apologized privately to Tiger and publicly on the air."
Asked for a reaction, Woods' agent Mark Steinberg said: "This story is a non-issue. Tiger and Kelly are friends and Tiger has a great deal of respect for Kelly. Regardless of the choice of words used we know unequivocally that there was no ill-intent in her comments. This story is a non-issue in our eyes. Case closed."
Tilghman, who played college golf at Duke, works as the main play-by-play announcer during The Golf Channel's PGA Tour telecasts.
2/25/2008
原住民出國短期研究、進修、研習實例
Academic Areas
Faculty Expertise Guide
General Catalog Current Course Descriptions
UCLA course enrollment -spring 08
學位論文及研究資料蒐集 ＊申請資格: 就讀國內各大專院校碩、博士班研究生（含在職研究生），由學校推薦，並經服務機關同意者。 ＊補助期限: 三個月至六個月。 ＊語文能力條件: 依本會補助原住民出國短期研究、進修、研習人員語文能力測驗證明標準表規定。 ＊補助額度: 最高以新台幣三十萬元為限。 ＊名額: 每年十名 ＊備註: 本補助之申請以一次為限。
行政院原住民族委員會補助原住民出國短期研究、進修、研習計畫
Faculty Expertise Guide
General Catalog Current Course Descriptions
UCLA course enrollment -spring 08
學位論文及研究資料蒐集 ＊申請資格: 就讀國內各大專院校碩、博士班研究生（含在職研究生），由學校推薦，並經服務機關同意者。 ＊補助期限: 三個月至六個月。 ＊語文能力條件: 依本會補助原住民出國短期研究、進修、研習人員語文能力測驗證明標準表規定。 ＊補助額度: 最高以新台幣三十萬元為限。 ＊名額: 每年十名 ＊備註: 本補助之申請以一次為限。
行政院原住民族委員會補助原住民出國短期研究、進修、研習計畫
Subscribe to:
Comments (Atom)