Sistema Universitario Ana G. Méndez Schoolfor …...anejo D) en formato APA (6ta edición) y sin errores gramaticales o de sintaxis. También utilizarán una variedad de estrategias

Updated January 12, 2011

Sistema Universitario Ana G. Méndez

Schoolfor Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

INBU 350

INTERNATIONAL BUSINESS

NEGOCIOS INTERNACIONALES

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

INBU 350 International Business 2

Updated: 01-11-2011

Preparado con la colaboración de:

Bernardo Gil, MBA

Chalie Colón, MBA

Juanita Munera, MS

Jacqueline Centeno, MS

Daniel Poremba, MSCIS, MCP, A+


Updated: 01-11-2011

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Guía de Estudio ............................................................................................................................... 4

Study Guide .................................................................................................................................. 15

Taller Uno ..................................................................................................................................... 25

Workshop Two.............................................................................................................................. 32

Taller Tres ..................................................................................................................................... 38

Workshop Four ............................................................................................................................. 45

Taller Cinco/Workshop Five......................................................................................................... 51

Appendix A/Anejo A .................................................................................................................... 57

Appendix B/Anejo B..................................................................................................................... 62

Appendix C/Anejo C..................................................................................................................... 70

Appendix D/Anejo D .................................................................................................................... 72

Appendix E/Anejo E ..................................................................................................................... 74

Appendix F/Anejo F ..................................................................................................................... 76

Appendix G/Anejo G .................................................................................................................... 78

Appendix H/Anejo H .................................................................................................................... 80


Updated: 01-11-2011

GUIA DE ESTUDIO

Título del curso: Negocios Internacionales

Codificación: INBU 350

Créditos: Tres

Duración: Cinco semanas

Pre-requisito: Ninguno

Descripción:

En este curso se presentan a los estudiantes los conceptos y las implicaciones administrativas en

la práctica de los negocios internacionales en la comercialización de productos y servicios

alrededor del mundo. En adición, el curso se enfatiza en los pros y contras de las teorías

económicas, las políticas gubernamentales, las estrategias de negocio y la estructura

organizacional de los negocios internacionales.

Objetivos de Contenido Generales

1. Al finalizar el curso el estudiante estará capacitado para:

2. Comprender el proceso del comercio internacional en el contexto de la

globalización de los negocios.

3. Entender la importancia de los aspectos culturales a la hora de iniciar negocios con los

respectivos países.

4. Entender el por qué el comercio entre países genera riquezas.

5. Conocer los diversos tratados internacionales y los países que participan en cada

uno de ellos.

6. Comprender los movimientos internacionales de mercancías, servicios y

finanzas.


Updated: 01-11-2011

7. Establecer la logística indispensable para la distribución del producto.

8. Entender los conceptos de balanza de pagos, mercados de divisas,

productividad y factores de producción.

9. Entender la teoría de la paridad del poder adquisitivo.

10. Conocer los mecanismos legales para efectuar negocios en países extranjeros.

11. Formular y ejecutar estrategias de mercadotecnia conducentes a penetrar

exitosamente uno o varios mercados exteriores.

Objetivos de Lenguaje Generales

1. Escuchar: Los estudiantes proveerán retroalimentación constructiva luego de escuchar

una selección de videos relacionados a los conceptos del curso o luego de escuchar las

exposiciones del(a) facilitador(a) sobre un tema en particular.

2. Hablar: Los estudiantes deberán discutir el material correspondiente al curso mediante

participación oral en clase utilizando términos y vocabulario adecuados, con

pronunciación clara y fluidez oral tanto en el idioma inglés como el español.

3. Leer: Los estudiantes deberán buscar, leer y retener información en el lenguaje indicado

para ser analizada y utilizada en la preparación sobre los temas discutidos en cada taller

del curso.

4. Escribir: Los estudiantes aplicarán las seis características del proceso de escritura (ver

anejo D) en formato APA (6ta edición) y sin errores gramaticales o de sintaxis. También

utilizarán una variedad de estrategias para escribir textos con fluidez en ambos idiomas,

en las notas, ensayos y en los resúmenes que demuestran la comprensión y la síntesis de

contenido, de los procesos, y de las experiencias de una variedad de medios.

Textos recomendados y recursos


Updated: 01-11-2011

Hill, CharlesW.L. (2010). International Business: Competing in the Global Marketplace

(7th ed.). Boston, MA: McGraw-Hill. ISBN 987-0-07-338-134-3 $90 (valor aproximado)

(también versión electrónica disponible por $49 aprox.)

Libro electrónico

Aneas, Assumpta; Simons, George & Lambert, Junamay (2008). Competencia Global: 50

actividades de formación para lograr éxito en proyectos y negocios internacionales,

Editorial: Ediciones Díaz de los Santos. Recuperado de:

http://site.ebrary.com/lib/bibliosuagmsp/search.action?p00=Competencia+Global

Grath, Anders (2008). Handbook of International Trade and Finance.

Recuperado de:

http://www.netlibrary.com.librarylogin.suagm.edu:84/Details.aspx?ProductId=224389&

Terms=International+TRade+and+Finance&ReturnLabel=lnkSearchResults&ReturnPath

=/Search/SearchResults.aspx

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More, Net

Tutor, WimbaVoice, Biblioteca Virtual y Voice E-mail)

Requisitos mínimos de laboratorio de lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con 20 horas de uso en el laboratorio de lenguaje (10 en inglés y 10

en español) por curso. Esto es igual al uso del laboratorio de lenguaje por dos horas

semanales para cada lenguaje por curso. El facilitador podría requerir más horas de

práctica basada en las necesidades para las destrezas auditivas, orales, de lectura y

escritura en cualquiera de los lenguajes mencionados. El total de horas de práctica en el

laboratorio de lenguaje o e-lab deben de estar integradas en la sección de

actividades del módulo.


http://www.netlibrary.com.librarylogin.suagm.edu:84/Details.aspx?ProductId=224389&Terms=International+TRade+and+Finance&ReturnLabel=lnkSearchResults&ReturnPath=/Search/SearchResults.aspx




Updated: 01-11-2011

Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de lenguaje o

laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas del lenguaje para

escuchar, hablar, leer, y escribir se integran en el avalúo de los estudiantes. Ver Anejo A para las

rúbricas a usarse. Para evaluar trabajos escritos en los dos idiomas, el facilitador deberá usar el

“Writing Process: Six Writing Traits Rubrics” que aparecen en el Anejo B. “Portfolio

Performance Assessment” tiene que ser uno de los instrumentos para evaluar el progreso

lingüístico y académico de los estudiantes. Debido a la naturaleza del modelo bilingüe

instruccional, el facilitador tiene que documentar que el estudiante está progresando hacia la

meta de dominar dos idiomas académicamente. El portfolio tiene que cumplir con los estándares

establecidos.

La evaluación se hará de acuerdo con los métodos y procedimientos establecidos por las Normas

Académicas vigentes que incluye:

Ensayo antes del taller uno 25 puntos 5%

Ensayo antes del taller dos 25 puntos 5%

Ensayo antes del taller tres 25 puntos 5%

Ensayo antes del taller cuatro 25 puntos 5%

Análisis de caso taller cuatro 100 puntos 20%

Examen en taller cinco 100 puntos 20%

Trabajo final (incluye reporte escrito en

español y presentación oral en inglés)

100 puntos 20%

Asistencia a los talleres 50 puntos 10%

Participación y Contribución a la clase 50 puntos 10%

Totales 500 puntos 100%

Escala:

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F


Updated: 01-11-2011

Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, versión 6. Incluya al menos un

libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la Comisión de

Educación Independiente de la Florida.

http://bibliotecavirtualut.suagm.edu/


Updated: 01-11-2011

Descripción de las normas del curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado

en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el idioma propio

todo en inglés o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen

antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la

ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser

necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el

trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.


Updated: 01-11-2011

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos

por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales son

extremadamente importantes pues no se pueden reponer. Si el estudiante provee una

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad a ser repuesta.

6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero

recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se

debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y

citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.

Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.

El servicio de SafeAssignTM

de Blackboard será utilizado por los facilitadores para

verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del

estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,

deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,

refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.


Updated: 01-11-2011

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que

TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en

caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben

observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y

trabajos.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar

copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,

deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de

clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM y el curso.

Nota: Si por alguna razón no pueden acceder las direcciones electrónicas ofrecidas en el módulo,

no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la

búsqueda de la información deseada. Entre ellas están:

www.google.com

www.ask.com

www.pregunta.com


Updated: 01-11-2011

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/(alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/(compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser

necesario.

CUMPLIMENTO DE LA LEY DE INVESTIGACIÓN: Del facilitador o el estudiante

requerir o desear una investigación o la administración de cuestionarios o entrevistas,

deben referirse a las normas y procedimientos de la Oficina de Cumplimiento y solicitar su

autorización. Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar

este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para

la certificación en línea. Estascertificacionesincluyen: IRB Institutional Review Board,

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated: 01-11-2011

Health Information Portability and Accountability Act (HIPAA), y Responsibility Conduct

for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la Oficina

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y metodología educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es una

filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras

experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que utilizamos para

darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de

ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como

facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo

entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza

a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.


Updated: 01-11-2011

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan

para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no

sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona.

Como la educación es intrínsecamente interdisciplinaria, la única forma válida para

asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando

que el mismo provea a los estudiantes con la información sobre la calidad de su

aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples

perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.


Updated: 01-11-2011

STUDY GUIDE

Course Title: International Business

Code: INBU 350

Time Length: Five (5) weeks

Prerequisite: NONE

Description:

In this course students will learn about the concepts and administrative implications that global

organizational practices have on international commerce, and its effect on products and services.

In addition, this course emphasizes the advantages and disadvantages of several global economic

theories, government policies, business strategies and organizational structures.

General Content Objectives

At the end of this course, students will be able to:

1. Comprehend the process of international commerce within the context of business

globalization.

2. Understand the importance of cultural aspects when initiating business with other

countries.

3. Understand why commerce between countries generates wealth.

4. Recognize all related international treaties and the countries participating in these treaties.

5. Comprehend the international movements of goods, services and finances.

6. Establish the basic logistics for product distribution in global business.

7. Understand the concepts of Balance of Payments, Foreign Exchange Market, Productivity

and Factors of Production.

8. Understand the theory of Purchasing Power Parity.


Updated: 01-11-2011

9. Comprehend the legal aspects involved in conducting negotiations with foreign countries.

10. Establish and implement marketing strategies in order to obtain successful access to one

or more foreign markets.

General Language Objectives

1. Listening: Students will provide positive feedback after listening to selected videos

related to the concepts introduced in the course or after the facilitator discusses a specific

topic.

2. Speaking: Student will be able to offer oral discussion about the course material, using

excellent vocabulary clear pronunciation and fluent speech in both English and Spanish.

3. Reading: Students will search, read and retain information related to the subjects

discussed on each of the course workshops.

4. Writing: Students will demonstrate proper writing conventions (refer to Appendix D –

Six Traits for Writing), and by applying APA style format version six (6), without any

grammatical or syntax errors in both English and Spanish. They will write notes, essays,

workshop summaries that demonstrate comprehension, synthesis of content, reflective

journals and experiences from a variety of media.

Recommended Texts and Resources

Hill, Charles W.L. (20010). International Business: Competing in the Global

Marketplace (7thed.). Boston, MA: McGraw-Hill. ISBN 987-0-07-338-134-3 $90

(approximately) also electronic download available for $49

E-Books

Aneas, Assumpta; Simons, George & Lambert, Junamay (2008). Competencia Global:

50 actividades de formación para lograr éxito en proyectos y negocios internacionales,


Updated: 01-11-2011

Editorial: Ediciones Díaz de los Santos. Retrieved from:


Grath, Anders (2008). Handbook of International Trade and Finance.

Retrieved from:

http://www.netlibrary.com.librarylogin.suagm.edu:84/Details.aspx?ProductId=224389&

Terms=International+TRade+and+Finance&ReturnLabel=lnkSearchResults&ReturnPath

=/Search/SearchResults.aspx

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual Library,

& Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with 20 hours of language lab usage for each language (10 in English and 10

Spanish) per course. This equates to the use of the language lab for two hours weekly for

each language per course. The facilitator may require a higher number of hours for

language lab practice based on the language needs for listening, speaking, reading, and

writing skills in either or both languages.

Description of the Evaluation Process: Integrate the use of the language lab and e-lab to all

evaluation rubrics used in the instructional module. The language rubrics for listening, speaking,

reading, and writing provided in Appendix A are integrated to assess student performance in all

courses. The Writing Process: Six Writing Traits Rubrics provided Appendix B must be used to

evaluate all writing activities in both languages in courses. Portfolio Performance Assessment

must be one of the evaluation instruments used in the module and throughout the content of all

workshops and appendices. This instrument must follow established guidelines. Due to the






Updated: 01-11-2011

nature of our dual language instructional model, documentation must be provided on the growth

of students towards mastery of linguistic and academic skills in both languages (English and

Spanish.)

Essay before Workshop One 25 points 5%

Essay before Workshop Two 25 points 5%

Essay before Workshop Three 25 points 5%

Essay before Workshop Four 25 points 5%

Case Study Workshop Four 100 points 20%

Exam Workshop Five 100 points 20%

Final Project ( includes oral presentation

in English and written report in Spanish)

100 points 20%

Attendance 50 points 10%

Participation / Class Contribution 50 points 10%

Totals 500 points 100%

Scale

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a Dual

Language Professional. Workshops will be facilitated in English and Spanish, strictly

using the 50/50 model. This means that each workshop will be conducted entirely in the

language specified. The language used in the workshops will alternate to insure that 50%

of the course will be conducted in English and 50% in Spanish. To maintain this balance,


Updated: 01-11-2011

the course module may specify that both languages will be used during the fifth

workshop, dividing that workshop’s time and activities between the two languages. The

50/50 model does not apply to language courses where the delivery of instruction must be

conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires an

average ten hours of preparation, but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop

must present the facilitator a reasonable excuse. The facilitator will evaluate if the

absence is justified and decide how the student will make up the missing work, if

applicable. The facilitator will decide on the following: allow the student to make up the

work, or allow the student to make up the work and assign extra work to compensate for

the missing class time. Assignments required prior to the workshop must be completed

and turned in on the assigned date. The facilitator may decide to adjust the grade given

for late assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade level

based on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grade

levels based on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student


Updated: 01-11-2011

provides a valid and verifiable excuse, the facilitator may determine a substitute

evaluation activity if he/she understands that an equivalent activity is possible. This

activity must include the same content and language components as the oral presentation

or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work.

However, each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or

paraphrased material must be properly cited, with credit given to its author or publisher.

It should be noted that plagiarized writings are easily detectable and students should not

risk losing credit for material that is clearly not their own. SafeAssignTM

, a Blackboard

plagiarism deterrent service, will be used by the facilitators to verify students’ ownership

of written assignments.It is the student’s responsibility to read the university’s plagiarism

policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you

belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective

manuals.

Ethical behavior is expected from the students in all course related activities. This means

that ALL papers submitted by the student must be original work and that all references

used will be properly cited or mentioned in the bibliography. Plagiarism will not be

tolerated and, in case of detecting an incidence, the student will obtain a zero in the

assignment or activity and could be referred to the Discipline Committee.


Updated: 01-11-2011

8. If the Facilitator makes changes to the study guide, such changes should be discussed

with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it

must be on vibrate or silent mode during ALL class sessions.

11. Children or family members who are not registered in the course are not allowed in the

classrooms.

12. All students are subject to the policies regarding behavior in the university community

established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do not stop your

investigation. There are many search engines and other links you can use to search for

information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.findarticles.com/


http://www.eric.ed.gov/

http://flelibrary.org/



Updated: 01-11-2011

http://www.chegg.com/(rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/(buy)

These are just a few of the many companies where you may buy or rent books.

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web resources, if deemed necessary to reflect current trends in the

course topics.

RESEACRH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required or wants to perform a research or needs to administer a

questionnaire or an interview, he/she must comply with the norms and procedures of the

Institutional Review Board Office (IRB) and ask for authorization. To access the forms from

the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional Review

Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated: 01-11-2011

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense of our

experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences. As teachers, our focus is on making connections between facts

and fostering new understanding in students. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues around

which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on primary

concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world and the assumptions they make to support those models.


Updated: 01-11-2011

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make the

assessment part of the learning process, ensuring it provides students with information on

the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives of

the world.

7. Learning should be internally controlled and mediated by the learner.


Updated: 01-11-2011

TALLER UNO

Objetivos específicos de contenido:

Al finalizar el taller, el/la estudiante podrá:

1. Definir globalización de mercados y globalización de producción.

2. Explicar el origen de las instituciones mundiales.

3. Comprender el proceso del comercio internacional en el contexto de la globalización de

los negocios.

4. Identificar cuáles son los impulsores de la globalización.

5. Entender la importancia de los aspectos culturales a la hora de iniciar negocios con los

respectivos países.

6. Explicar qué se entiende por ética en los negocios internacionales.

Objetivos específicos de lenguaje:


1. Escuchar: Proveer retroalimentación constructiva luego de escuchar un video sobre los

factores de crecimiento de los negocios internacionales.

2. Hablar: Utilizar términos de vocabulario adecuados y pronunciar todas las palabras de

manera clara, durante la discusión de forma oral en clase sobre la importancia de los

aspectos culturales al realizar un comercio internacional.

3. Leer: Comprender y aplicar el concepto de globalización de mercados mediante el uso de

lecturas en español.

4. Escribir: Utilizar el vocabulario correcto y sin errores gramaticales o de sintaxis para la

escritura de un ensayo en formato APA (6ta edición) sobre los negocios internacionales.


Updated: 01-11-2011

Enlaces electrónicos:

Bibliotecas Virtuales del Sistema

Universidad del Turabo


Universidad del Este

http://www.suagm.edu/une/portal%5Fde%5Fbiblioteca/

Universidad Metropolitana

http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp

Producción Internacional

http://www.global-production.com/

Globalización

http://www.ee-iese.com/113/afondo.php

http://definanzas.com/2009/05/14/concepto-de-globalizacion/

Ventaja Competitiva

http://www.eumed.net/libros/2007b/299/44.htm

Implicaciones Culturales

http://www.encolombia.com/economia/Diferenciasculturales2.htm

Ética en negocios internacionales

http://www.revistasice.com/cmsrevistasICE/pdfs/ICE_823_69-

86__43F236286221355AAD287AD969F2222B.pdf


http://www.suagm.edu/une/portal_de_biblioteca/



http://www.ee-iese.com/113/afondo.php

http://definanzas.com/2009/05/14/concepto-de-globalizacion/

http://www.eumed.net/libros/2007b/299/44.htm


Updated: 01-11-2011

Asignaciones antes del taller:

1. Leer cuidadosamente la descripción y los objetivos del curso y de cada uno de los

talleres. Debe venir preparado para hacer cualquier pregunta sobre el módulo al(a)

facilitador(a).

2. Leer y revisar la 6ta edición del estilo de escritura APA. Todos los trabajos escritos

asignados deberán utilizar el estilo de escritura APA (6ta edición) para la redacción de

ensayos, citar y referenciar definiciones y/o conceptos teóricos. Todos los trabajos

escritos deben ser enviados a través de Blackboard al facilitador del curso antes de cada

taller. No se aceptarán trabajos en papel o por correos electrónicos que no sean de

SUAGM.

3. El/la estudiante realizará una investigación utilizando diferentes fuentes de información

sobre el campo de los negocios internacionales y redactará un ensayo en formato APA

que conteste los siguientes puntos:

a. ¿Qué se entiende por negocios internacionales?

b. ¿Cómo cambian las condiciones externas de una empresa que decide operar

internacionalmente?

c. ¿Cuál es la importancia de la misión, objetivos y estrategia de una empresa

que opera internacionalmente?

d. ¿Cuáles son los cuatro factores a los cuales se le atribuye el crecimiento de

los negocios internacionales?

4. El/la estudiante debe estar preparado para compartir su trabajo de ensayo con el resto de

la clase.


Updated: 01-11-2011

5. Tomar el examen de nivel de lenguaje español y en inglés en E-Lab. Entregar copia del

resultado al(a) facilitador(a) al comienzo del taller.

Vocabulario clave de la lección

1. Globalización de los negocios

2. Globalización de mercados

3. Globalización de producción

4. Aspectos culturales en los negocios internacionales

5. Empresas internacionales

6. Economía mundial

Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una marca de

cotejo en la (_√_) en todas las estrategias por componente que se usarán en el taller.

B. Andamiaje

_√_ Modelaje

_√_ Práctica Dirigida

_√_ Práctica Independiente

_√_ Instrucción Comprensible

C. Opciones para Agrupamiento

_√_ Grupo Completo

_√_ Grupos Pequeños

___ Pares

_√_ Trabajo Independiente

D. Integración del

Proceso

_√_ Escuchar

_√_ Hablar

_√_ Leer

_√_ Escribir

E. Aplicación

_√_ Actividades Dinámicas de Aplicación

_√_ Significativas y Relevantes

_√_ Rigurosas

_√_ Alineadas a los Objetivos

_√_ Promueven Participación

A. Preparación

_√_Adaptación de Contenido

_√_ Enlaces al Conocimiento Previo

_√_ Enlaces al Aprendizaje Previo

_√_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_√_ Cognoscitivo

_√_ Meta-cognoscitivo

_√_ Socio/Afectivo


Updated: 01-11-2011

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

1. El/la facilitador/a se presentará y expondrá los objetivos, metodología de facilitación,

expectativas, criterios de avalúo y evaluación del curso INBU 350.

2. El/la facilitador/a indicará canales de comunicación, horario y días de contacto.

3. Luego de que todos los participantes del curso se presenten, se seleccionará el/la

representante estudiantil.

4. El/la facilitador/a explicará la forma de enviar tareas mediante la plataforma de

Blackboard.

5. El/la facilitador/a explicará el foro de discusión en Blackboard y explicará la importancia

de entrar al foro de discusión como parte de los proyectos y asignación de algunos talleres.

6. Se seleccionarán los grupos de trabajo para los casos de estudio (cuarto taller) y el trabajo

final a presentar en el taller cinco. Los grupos no deben exceder de 4 participantes.

7. El/la facilitador/a asignará a cada grupo los casos de estudio para presentar en el taller

cuatro.

8. El/la facilitador/a explicará cuales serán los elementos que debe contener los análisis de

caso y explicará el formato tanto del trabajo escrito como de la presentación oral.

9. El/la facilitador/a asignará a cada grupo una empresa y un país para el proyecto final (ver

instrucciones en el Anejo J).

10. El/la facilitador/a procederá a discutir con las clase los temas asignados antes del taller.

Este seleccionará el método que entienda más adecuado.


Updated: 01-11-2011

11. El/la facilitador/a mostrará un video que explique los factores del crecimiento de los

negocios internacionales. La clase se dividirá en grupos para escribir un mapa conceptual

que resuma estos factores.

12. La clase se dividirá en grupos para ofrecer un resumen en forma oral que explique en

detalle los siguientes factores a tomar en consideración al establecer un negocio

internacional:

a. Aspectos culturales

b. Ética

c. Economía

d. Infraestructura de los países

e. Nivel de educación de los países

13. El/la facilitador/a resumirá los puntos más importantes de los temas presentados durante

la clase. El/la facilitador/a procederá a discutir los temas asignados para el próximo taller.

Avalúo

1. Los estudiantes harán su evaluación del curso llenando el diario reflexivo con el Anejo

E y lo entregarán al facilitador al finalizar el taller.

2. El facilitador utilizará el Anejo H para evaluar los ensayos/trabajos escritos/resúmenes o

abstractos.

3. El facilitador utilizará el Anejo F para evaluar asistencia y participación individual.

4. El facilitador utilizará el Anejo I para evaluar participación en grupo.

5. El facilitador utilizará el Anejo G para evaluar presentación individual.

6. El facilitador utilizará el Anejo A para evaluar el cumplimiento de los objetivos

específicos de lenguaje para el taller.


Updated: 01-11-2011

Cierre del taller

1. El/la facilitador/a repasará con los estudiantes todos los objetivos específicos de contenido

del taller para verificar si éstos fueron cumplidos exitosamente.


Updated: 01-11-2011

WORKSHOP TWO

Specific Content Objectives:

At the end of this workshop, the student will be able to:

1. Explore why business exchange between countries generates wealth.

2. Learn about international treaties and countries that participate in them.

3. Study the meaning of political economics on international business.

4. Recognize what is direct foreign investment.

5. Understand what regional economic integration is.

6. Analyze the following concepts: International Monetary Fund, Foreign Exchange Market,

Productivity, and Factors of Production.

Specific Language Objectives:


1. Listening: Understand the concepts of International Monetary Fund, Foreign Exchange

Market, Productivity, Factors of Production and Purchasing Power Parity after listening

to the facilitator’s presentation.

2. Speaking: Use the basic academic vocabulary to respond to questions from the facilitator

about regional economic integration.

3. Reading: Identify major points after reading about international business and politics.

4. Writing: Demonstrate good control of spelling, punctuation, capitalization, and other

writing conventions when writing an essay on the meaning of political aspects of

international business.


Updated: 01-11-2011

Electronic Links (URLs):










International Treaties

http://www.global-production.com

http://www.natlaw.com/treaties.htm

http://trade.gov/fta/

Direct Foreign Investment

http://www.economywatch.com/foreign-direct-investment/

http://www.going-global.com/articles/understanding_foreign_direct_investment.htm

Regional Economic Integration

http://www.allbusiness.com/economy-economic-indicators/economic-news/11787540-1.html

Assignments Before the Workshop:

1. Each student will write an essay that explains the meaning of political aspects of

international business. This essay will be in word format and APA style version 6. The

essay will be sent to the facilitator through Blackboard platform, prior to beginning






Updated: 01-11-2011

Workshop Two. Students will provide a copy to the facilitator as evidence that the essay

was sent correctly and later it will be used for class discussion.

2. Bring a newspaper article (online Web site is accepted, like www.cnn.com ) related to

international business and politics. Prepare a summary of the article and come prepare to

discuss it during one of the workshop activities.

3. As part of the language study required activities (E-lab), use Tell Me More to read and

pronounce concepts related to international treaties. Students must prepare to participate

in a group activity.

4. In Blackboard platform students will go into Discussion Board and discuss on the

following: How do the economy and the government policies of a country affect the

productivity of an international business? The facilitator will assess this assignment as

part of the grade for participation in class. The facilitator will follow up on the activity

in class.

5. Read about the Foreign Exchange Market. Students must prepare to participate in a group

activity.

Key Vocabulary:

1. Global Economy

2. Direct Foreign Investment

3. Quotas & Tariffs

4. International Politics

5. International Monetary Fund

6. World Trade Organization

7. Purchasing Power Parity

8. Factors of Production

http://www.cnn.com/


Updated: 01-11-2011

SIOP Components - Place a checkmark on the (_√_) for ALL strategies that will be used

in the workshop.

Integrated Activities of Content and Language to Achieve Content and Language

Objectives

1. The facilitator will engage the students in a short review of the last workshop material

and answer any questions or concerns students might have.

B. Scaffolding

_√_ Modeling

_√_ Guided Practice

_√_ Independent Practice

_√_ Comprehensible Input

C. Grouping Options

_√_ Whole Class

_√_ Small Groups

___ Partners

_√_ Independent Work

D. Integration of Processes

_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on

_√_ Meaningful/Relevant

_√_ Rigorous

_√_ Link to Objectives

_√_ Promote Engagement

A. Preparation

_√_ Adaptation of Content

_√_ Links to Background Knowledge

_√_ Links to Past Learning

_√_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_√_ Cognitive

_√_ Meta-cognitive

_√_ Social/Affective


Updated: 01-11-2011

2. After providing a detailed explanation of all the objectives for the workshop, the

facilitator will randomly select several students to perform a brief oral presentation (no

longer than 5 minutes per student) of their assigned essay for the workshop.

3. Students, selected in random order, will share with the rest of the class their newspaper

article from assignment 2.

4. Students will divide into 2 groups, for a class debate. One group will argue that the

economy of a country is the main factor that affects the productivity of an international

business. The other group will have to convince the class that instead of the economy is

the country’s government policies.The subject of this activity will be assigned on

Discussion Board.

5. Class will be divided in 5 groups of no more than 4 students per group. Depending on the

class size, this activity can be done in pairs instead of groups. Each group will discuss an

international treaty related to international business.

6. Same groups that were organized for the prior activity will discuss the meaning of

regional economic integration. Each group will prepare a drawing that represents the

most important points of a regional economic integration and will share it with the rest of

the class. The facilitator must provide relevant feedback to each group.

7. The facilitator and students will discuss the aspects of International Monetary Fund,

Foreign Exchange Market, Productivity, Factors of Production and Purchasing Power

Parity. The facilitator can choose from a variety of alternatives (video, panel discussion,

power point presentation, etc.) for this activity.

8. The facilitator will discuss the assignments for the next workshop.

Assessment:


Updated: 01-11-2011

1. Students will assess the workshop by completing the reflective journal using Appendix E

and then turning it in to the facilitator.

2. The facilitator will use Appendix H to assess essays/written reports/summaries or

abstracts.

3. The facilitator will use Appendix F to assess attendance and individual participation.

4. The facilitator will use Appendix I to assess group participation.

5. The facilitator will use Appendix G to assess individual presentations.

6. The facilitator will use Appendix A to assess the specific language objectives for the

workshop.

Lesson Wrap-Up

1. The facilitator will summarize the workshop by asking questions to verify if each student

understood the objectives and different concepts taught in class.

2. Each group that worked together on the workshop activities will write on the board or on

a chart a bullet-point summary of all the concepts learned in the workshop.


Updated: 01-11-2011

TALLER TRES



1. Analizar cómo las empresas pueden evaluar y seleccionar mercados extranjeros

específicos en los cuales ingresar.

2. Formular y ejecutar estrategias de mercadotecnia conducentes a penetrar exitosamente

uno o varios mercados exteriores.

3. Describir las cuotas y tarifas como mecanismos de control de importaciones y

exportaciones tanto de Estados Unidos como otros países extranjeros.

4. Entender cuáles son las diferentes estrategias de entrada a mercados extranjeros y lo que

son las alianzas estratégicas.

5. Explicar la importancia de la exportación, importación e intercambio.



1. Escuchar: Proveer retroalimentación constructiva luego de escuchar la exposición del

facilitador sobre las estrategias de entrada a mercados extranjeros.


manera clara, durante la discusión de forma oral en clase sobre la importancia de los

aspectos culturales al establecer estrategias de comercio internacional.

3. Leer: Comprender y aplicar el concepto de globalización de mercados mediante el uso de

lecturas en español.


Updated: 01-11-2011

4. Escribir: Utilizar un vocabulario académico correcto y sin errores gramaticales o de

sintaxis para la escritura de un ensayo en formato APA (6ta edición) sobre los negocios

internacionales.











Fondo Monetario Internacional

http://www.imf.org/EXTERNAL/SPANISH/INDEX.HTM

Estrategia Internacional

http://www.bygalicia.eu/es/claves_de_la_internacionalizacion/estrategia_internacional/

http://www.quickmba.com/strategy/global/marketentry/

www.intracen.org





http://www.imf.org/EXTERNAL/SPANISH/INDEX.HTM

http://www.bygalicia.eu/es/claves_de_la_internacionalizacion/estrategia_internacional/

http://www.intracen.org/


Updated: 01-11-2011


1. Como parte de los requisitos de estudio de lenguaje (E-lab), los estudiantes utilizarán

herramientas como Net Tutor, Biblioteca Virtual, y la red cibernética para buscar y leer

información sobre los conceptos y definiciones expuestos en la sección de vocabulario

clave de la lección.

2. Los estudiantes harán un ensayo en formato APA (6ta edición) y no menos de 3 páginas

sobre los riesgos y oportunidades que representa entrar a mercados extranjeros. El ensayo

debe ser enviado al facilitador antes del taller tres (3) a través de la plataforma de

Blackboard. Una copia impresa debe ser presentada al facilitador como evidencia de que

el ensayo fue enviado a tiempo y correctamente. El/la estudiante debe venir preparado

para discutir su ensayo en una de las actividades del taller.

3. Visite la página del “International Trace Centre” (www.intracen.org ). Conduzca un

estudio avanzado en la red cibernética para analizar las posiciones de no menos de 5

países en términos de exportaciones, niveles de educación e infraestructura. Prepare una

tabla comparativa de los cinco países seleccionados y venga preparado para discutirlo en

clase durante una de las actividades del taller.

4. Los grupos que fueron formados para el proyecto final deberán reunirse y preparar un

bosquejo del proyecto, el cual deben entregar al facilitador. Los estudiantes deben venir

preparados para discutir cualquier pregunta que necesiten aclarar con el/la facilitador/a.

5. El/la facilitador/a colocará en la plataforma Blackboard (Discussion Board) la siguiente

pregunta de discusión: ¿Hasta qué punto una empresa debe adaptar sus productos y

estrategias de mercadeo de cada país extranjero? Esta asignación es requisito para el

taller y será evaluada por el/la facilitador/a, por la cual todos los estudiantes deberán

http://www.intracen.org/


Updated: 01-11-2011

participar en la discusión.

Vocabulario clave de la lección (Debe reflejar los objetivos y conceptos claves del taller).

1. Mercados Extranjeros

2. Métodos de Entrada a Mercados Extranjeros:

a. Inversión Extranjera Directa (Vertical vs Horizontal)

b. Licencias

c. Exportaciones / Importaciones

d. Alianzas (“JointVentures”)

e. Manufactura

3. Mercados de la Triada (Estados Unidos, Japón, Comunidad Europea)

4. Estrategias de mercadeo internacional

5. Cuotas / Tarifas


Updated: 01-11-2011

Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una marca de

cotejo en la (_√_) en todas las estrategias por componente que se usarán en el taller.

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. El/la facilitador/a hará un resumen de la clase anterior y aclarará los temas más

confusos para el estudiante.

2. El/la facilitador/a presentará y explicará los objetivos correspondientes al taller.

B. Andamiaje

_√_ Modelaje

_√_ Práctica Dirigida

_√_ Práctica Independiente

_√_ Instrucción Comprensible

C. Opciones para Agrupamiento

_√_ Grupo Completo

_√_ Grupos Pequeños

___ Pares

_√_ Trabajo Independiente

D. Integración del Proceso

_√_ Escuchar

_√_ Hablar

_√_ Leer

_√_ Escribir

E. Aplicación

_√_ Actividades Dinámicas de Aplicación

_√_ Significativas y Relevantes

_√_ Rigurosas

_√_ Alineadas a los Objetivos

_√_ Promueven Participación

A. Preparación

_√_Adaptación de Contenido

_√_ Enlaces al Conocimiento Previo

_√_ Enlaces al Aprendizaje Previo

_√_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_√_ Cognoscitivo

_√_ Meta-cognoscitivo

_√_ Socio/Afectivo


Updated: 01-11-2011

3. La clase se dividirá en dos grupos para hacer un debate. Un grupo tendrá que exponer las

ventajas u oportunidades de una empresa que entra al mercado extranjero y el otro grupo

deberá debatirlo exponiendo posibles riesgos que puede experimentar una empresa que

entra al los mercados extranjeros. El/la facilitador/a servirá de moderador/a y proveerá

retroalimentación y sugerencias sobre los aspectos que surjan de la discusión.

4. El/la facilitador/a procederá a discutir con las clase lo métodos de entrada a los mercados

extranjeros. Este seleccionará el método que entienda más adecuado para su exposición.

5. El/la facilitador/a seleccionará de manera aleatoria y creativa, cinco estudiantes a los

cuales asignará un método de entrada a mercados extranjeros. Cada estudiante compartirá

con el resto de la clase, en forma de presentación oral breve, un resumen del método

asignado de entrada a mercados extranjeros.

6. El/la facilitador/a modelará el proceso de una empresa escoger un país para entrar la clase

en grupos. Este seleccionará el método que entienda más adecuado para su exposición.

7. El/la facilitador/a dividirá la clase en por lo menos cinco (5) grupos no mayores de 4

integrantes. Cada grupo se reunirá durante unos 10 minutos y escogerá uno de los países

analizados en la asignación # 3 del taller. Cada grupo escogerá un integrante para

presentar su análisis al resto de la clase.

8. El/la facilitador/a presentará algunas estrategias de mercadotecnia para competir en los

mercados globales. Este seleccionará el método que entienda más adecuado para su

exposición.

9. El/la facilitador/a seleccionará de manera aleatoria y creativa, algunos estudiantes para

que compartan con el resto de la clase, en forma de presentación oral breve, un resumen


Updated: 01-11-2011

sobre sus hallazgos de lectura relacionados a las cuotas y tarifas de Estados Unidos y

algunos mercados extranjeros.

10. Mientras los estudiantes trabajan en detalles del proyecto final a presentar en el taller

cinco (5), el/la facilitador/a llevará cabo sesiones “uno a uno” con cada grupo para revisar

el bosquejo asignado y aclarar cualquier duda.

11. El/la facilitador/a resumirá los puntos más importantes de los temas presentados durante

la clase. El/la facilitador/a procederá a discutir los temas asignados para el próximo taller.

Avalúo

1. Los estudiantes harán su evaluación del curso llenando el diario reflexivo con el Anejo

E y lo entregará al facilitador al finalizar el taller.


abstractos.

3. El facilitador utilizará el Anejo F para evaluar asistencia y participación individual y el

Anejo I para evaluar participación en grupo.

4. El facilitador utilizará el Anejo G para evaluar presentación individual.

5. El facilitador utilizará el Anejo A para evaluar el cumplimiento de los objetivos

específicos de lenguaje para el taller.

Cierre del taller

1. El/la facilitador/a repasará con los estudiantes todos los objetivos específicos del taller para

verificar si éstos fueron cumplidos exitosamente.


Updated: 01-11-2011

WORKSHOP FOUR

Specific Content Objectives:


1. Analyze the concepts of global production and distribution logistics.

2. Comprehend and differentiate the meaning of a country’s absolute advantage,

comparative advantage and competitive advantage in terms of global production.

3. Understand the different organizational structures of a global operation and the

importance of an effective Global Human Resources Management.

4. Examine new trends related to the use of foreign countries for outsourcing services

and/or organization departments.

5. Demonstrate the major challenges of facing accounting globally.

Specific Language Objectives:

1. Listening: Understand the meaning of a country’s absolute advantage, comparative

advantage, and competitive advantage in terms of global production after listening to the

facilitator’s presentation.

2. Speaking: Use the appropriate vocabulary to support the message of the oral discussion

about outsourcing services to foreign countries.

3. Reading: Understand the main concepts found in the assigned article about Global

Human Resources Management.


Updated: 01-11-2011

4. Writing: Demonstrate a good control of spelling, punctuation, capitalization and other

writing conventions when writing an essay about global distribution logistics.

Electronic Links (URLs):










Absolute Advantage versus Comparative Advantage

http://www.econlib.org/library/Topics/Details/comparativeadvantage.html

Global Human Resources Management

http://www.citehr.com/107160-challenges-operating-globally-increasing-importance-global-

human-resource-unde.html#axzz18btMH9F0

Assignments Before the Workshop:

1. Each student will write an essay that explains the aspects of global production and

distribution logistics. This essay will be in word format and APA style version 6. This

essay will be sent to the facilitator through Blackboard platform, prior to the start of






Updated: 01-11-2011

Workshop Four. Students will print a copy and give it to the facilitator as evidence that

the essay was sent correctly and later it will be used for class discussion.

2. As part of the language study required activities (E-lab), read and look for key vocabulary

concepts using NetTutor, internet and textbooks related to Global Human Resources

Management. Prepare a summary and come prepared to discuss it during one of the

workshop activities.

3. Prepare a list of no less than ten (10) corporations that outsource services or resources.

Bring a copy as evidence and it will be used for class discussion.

4. Also, as part of the e-lab required activities, read and look for key vocabulary concepts

using Virtual Library, Internet, and textbooks related to Global Accounting. Prepare a

summary and come prepared to discuss it during one of the workshop activities.

5. Each group must be prepared to present the Case Study assigned at the first workshop.

6. Each group must continue working on the final project and bring any updates or

questions to the facilitator.

Key Vocabulary:

1. Global Production

2. Global Human Resources Management

3. Absolute Advantage

4. Comparative Advantage

5. Competitive Advantage

6. Opportunity Cost

7. Global Accounting

8. Balance of Payments


Updated: 01-11-2011

SIOP Components - Place a checkmark on the (_√_) for ALL strategies that will be used

in the workshop.

Integrated Activities of Content and Language to Achieve Content and Language

Objectives

1. The facilitator will engage the students in a short review of the curriculum that was

covered at the last workshop, and answer any questions or concerns students might have.

B. Scaffolding

_√_ Modeling




C. Grouping Options

_√_ Whole Class

_√_ Small Groups

___ Partners



_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on


_√_ Rigorous



A. Preparation






_√_ Cognitive




Updated: 01-11-2011

2. After providing a detailed explanation of all the objectives for the workshop, the

facilitator will randomly select the order of groups to present the assigned study case.

3. Each group will have about 15 to 20 minutes for their oral presentation of the case study

assigned at the first workshop.

4. The facilitator will randomly select a few students to share their essay about global

production and distribution logistics with the rest of the class. The facilitator will provide

feedback to the students and clarify any concepts that were not covered by the students

regarding global production.

5. The facilitator will present in detail the meaning of a country’s absolute advantage,

comparative advantage and competitive advantage in terms of global production. The

facilitator will illustrate (with a basic example): Two countries competing for the

production of one or two products, the main differences between absolute advantage,

comparative advantage, and competitive advantage.

6. The class will be divided into 5 groups of no more than 4 students per group. Depending

on the class size, this activity may be done in pairs instead of groups. Each group will

discuss the importance of an effective Global Human Resources Management and

prepare a drawing that illustrates and summarizes their discussion. The facilitator will

provide feedback and present examples of global organizational structures used by

international companies.

7. Each student, in the order randomly selected by the facilitator, will write on the board an

example of a business that is currently outsourcing one or more of their services to or

from a foreign market. The facilitator will engage students in a discussion about the

results of any business losses or gains as a result of their outsourcing.


Updated: 01-11-2011

8. The facilitator and students will discuss basic accounting concepts for international

organizations as well as major global challenges. The facilitator may choose from a

variety of alternatives (video, panel discussion, power point presentation, etc.) for this

activity.

9. The facilitator will review all the concepts that will be included in the final exam during

the next workshop.

Assessment:

1. Students will assess the workshop by completing the reflective journal using Appendix E

and turning it in to the facilitator.

2. The facilitator will use Appendix H to assess essays/written reports/summaries or

abstracts.

3. The facilitator will use Appendix F to assess attendance and individual participation and

Appendix I to assess group participation.

4. The facilitator will use Appendix G to assess individual presentations.


workshop.

Lesson Wrap-Up


understood the objectives and different concepts taught in class.


Updated: 01-11-2011

Taller Cinco/Workshop Five

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad. ¡NO MEZCLE LOS DOS

IDIOMAS!

NOTE: This is a bilingual workshop.

Both the facilitator and student should use

the language assigned for each homework

and activity. DO NOT MIX THE TWO

LANGUAGES!



1. Analizar el efecto de las fluctuaciones del dólar americano en los negocios internacionales.

2. Comprender todos los conceptos sobre negocios internacionales discutidos a lo largo del

curso.

3. Determine the possible threats and opportunities that a company could face when entering

into the global market.

4. Explain how to the determined threats and opportunities them as a base to formulate

strategies for selecting foreign markets to establish business operations.



1. Escuchar: Proveer retroalimentación constructiva luego de escuchar la exposición en

inglés del facilitador sobre el efecto de las fluctuaciones del dólar en el comercio

internacional.


manera clara en inglés, durante las presentaciones orales finales.

3. Reading: Understand and apply the concept of the fluctuations of the dollar by way of

lecturing in English.


Updated: 01-11-2011

4. Writing: Utilize the six characteristics of the writing process (see Appendix B) for the

Final Project editorial in Spanish, using the APA format (6th edition).











Riesgos y Oportunidades en el comercio internacional

http://www.bygalicia.eu/es/claves_de_la_internacionalizacion/gestion_de_riesgos_seguros/riesg

os_en_el_comercio_internacional/


1. Como parte de la preparación para el examen final, escriban un resumen de todos los

conceptos discutidos en los cuatro talleres anteriores.

2. As part of the required activities for the study of English language (E-lab), use tools like

Net Tutor, Internet, and textbooks to read about the effect of fluctuations of the American

dollar on international business. Prepare a summary in English and come prepared to

discuss it during one of the workshop activities.





http://www.bygalicia.eu/es/claves_de_la_internacionalizacion/gestion_de_riesgos_seguros/riesgos_en_el_comercio_internacional/

http://www.bygalicia.eu/es/claves_de_la_internacionalizacion/gestion_de_riesgos_seguros/riesgos_en_el_comercio_internacional/


Updated: 01-11-2011

3. Each group must revise the final written work and oral presentation,-making sure there

are no errors in grammar, and all ideas flow seamlessly.

4. All students must come prepared to describe their personal experience with the course

and how it will enhance their professional development.

Vocabulario clave de la lección

1. Money Market

2. Currency Converter

SIOP Components - Place a checkmark on the (_√_) for ALL strategies that will be used in the

workshop.

B. Scaffolding

_√_ Modeling




C. Grouping Options

_√_ Whole Class

_√_ Small Groups

___ Partners



_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on


_√_ Rigorous



A. Preparation






_√_ Cognitive




Updated: 01-11-2011

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. El/la facilitador/a presentará un breve resumen de los conceptos discutidos a lo largo del

curso. (Español)

2. El/lafacilitador/a explicará los objetivos para el taller y explicará la agenda de actividades

a llevarse a cabo en el taller final. (Español)

3. El/la facilitador/a dará paso al representante estudiantil a llevar a cabo la actividad de

evaluación del facilitador.(Español)

4. El/la facilitador/a distribuirá el exámen final a los estudiantes. El mismo deberá

completarse en un tiempo máximo de 90 minutos. (Español)

5. Once all students have concluded the exam, the facilitator will discuss all the possible

consequences that the American dollar fluctuations could have on the international

businesses. (English)

6. All groups will prepare to perform their oral presentations. Each group should take no

more than 20 minutes for their presentation. (English)

7. After each presentation, the facilitator will conduct a brief Q & A session. (English)

8. The facilitator will lead a closing activity. (English)

Avalúo

1. Los estudiantes evaluarán el desempeño del facilitador, utilizando los formularios

establecidos por la administración.


abstractos.


Updated: 01-11-2011

3. El facilitador utilizará el Anejo F para evaluar asistencia y participación individual en

clase.

4. Students will assess the course by completing the reflective journal using Appendix E

and turning it in to the facilitator.

5. The facilitator will use Appendix I to assess group participation during the oral

presentations.


workshop.

Lesson Wrap-Up


understood the specific content objectives of course.


Updated: 01-11-2011

Anejos/Appendices


Updated: 01-11-2011

Appendix A (English) - Listening Rubric

Level of proficiency Criteria

Beginner

(1 – 2 pts)

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Low Intermediate

(3 – 4 pts)

Draws a picture

Continues to require repetition

Follow verbal dictations

Checks off words that were heard

Repeats information heard to determine comprehension

Able to understand slow speech and multiple repetitions

Intermediate

(5 – 6 pts)

Understands more details of spoken language May need repetition and slow speech Understands basic academic vocabulary which is frequently used in class

discussions Understands class discussions with some difficulty Understands most of what was said

Low advanced

(7 – 8 pts)

May need repetition at normal-speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Advanced

(9 – 10 pts)

Needs no repetition at normal-speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty Demonstrates a native like English speaker’s understanding of what is said


Updated: 01-11-2011

Appendix A (English) - Speaking Rubric


Beginner

(1 – 2 pts)

Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Pronunciation is very poor that listener cannot understand

Speech is broken into parts making comprehension difficult

Little or no vocabulary to support message

Low Intermediate

(3 – 4 pts)

Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Must repeat spoken words or phrases to be understood due to pronunciation flaws

Grammar and word order are incorrect

Some evidence of vocabulary to support oral messages is emerging

Intermediate

(5 – 6 pts)

Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to

thinking of the correct words to say

Better control of grammar and word order

Begins to use basic academic vocabulary which is frequently used in class discussions

and/or oral assignments.

Speaks with some hesitation

Use of vocabulary to support oral messages is evident

Pronunciation of certain words may be difficult, listener must pay close attention

Low advanced

(7 – 8 pts)

Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Social conversations are pretty fluent

Proper use of academic vocabulary is evident in class discussions

Participates in class discussions using academic content with slight hesitation

Occasional mistakes in grammar and word order; however, these may not interrupt

meaning

Pronunciation of most words is accurate and clear

Advanced

(9 – 10 pts)

Speech is fluent

Correct use of elaborate academic vocabulary is present in all class discussions

Participates in class discussion using academic content without hesitation

Use of appropriate vocabulary to support oral messages is evident at all times

Proper use of grammar and word order

Native like pronunciation and intonation


Updated: 01-11-2011

Appendix A (English) - Reading Rubric


Beginner

(1 – 2 pts)

Comprehension of a wide array of written material is not developed

Interpretation of graphs, charts, tables and forms in textbooks is not developed

Use of pre-reading and reading skills is not developed.

Application of reading strategies to guess meanings of unfamiliar words from

context is not developed

Strategic reading skills (plans his/her reading assignments, diagnoses reading

deficiencies, resolves deficiencies independently or with the help of others, etc.) are

not developed

Low Intermediate

(3 – 4 pts)

Comprehension of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short

stories, short novels, etc.) is emerging

Interpretation of basic graphs, charts, tables and forms in textbooks is done

correctly

Application of pre-reading (e.g., activation of prior knowledge, semantic maps,

etc.) and reading skills (e.g., skimming, scanning, inferences, paragraph frames,

DRA, SQ4R, etc.) is emerging

Application of reading strategies to guess meanings of unfamiliar words from

context (e.g., definition, restatement, examples, surrounding words, etc.) is not done

yet

Understanding of the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect) and reading patterns to identify literary genres

(as listed above) is not done successfully yet

Strategic reading skills (as listed above) are emerging

Intermediate

(5 – 6 pts)

Comprehension of a wide array of written material (as listed above) is evident

Interpretation of basic graphs, charts, tables and forms is done correctly

Application of pre-reading and reading skills (as listed above) is evident

Application of reading strategies to guess meanings of unfamiliar words from context (as

listed above) is emerging

Understanding of the relationship between ideas (as listed above) is emerging.

Strategic reading skills (as listed above) are evident

Low advanced

(7 – 8 pts)

Comprehension of a wide array of level-appropriate written materials accurately (as listed

above) is mature

Interpretation of increasingly complex graphs, charts, tables and forms is done accurately

Application of pre-reading and reading skills (as listed above) is strong

Application of strategies to guess meanings of unfamiliar words from context (as listed

above) is evident

Identification of signal words to understand the relationship between ideas (as listed above)

and reading patterns to identify literary genres (as listed above) is emerging

Understanding of the relationship between ideas (as listed above) is evident.

Strategic reading skills (as listed above) are mature

Advanced

(9 – 10 pts)

Comprehension of various types and lengths of level appropriate written materials (as listed

above) is fully developed

Interpretation of complex graphs, charts, tables and forms is done accurately

Application of pre-reading and reading skills (as listed above) is fully developed

Application of reading strategies to determine the meaning of unfamiliar words in a text (as


Updated: 01-11-2011

listed above) is done accurately.

Understanding of the relationship between ideas (time, logical order, comparison/contrast,

cause/effect) Strategic reading skills (as listed above) are fully developed


Updated: 01-11-2011

Appendix A (English) - Writing Rubric Level of

proficiency

Criteria

Beginner (1 – 2 pts)

Writing is very unclear. There is no focus. Details are limited or unclear. There’s no clear distinction to what is important and what is

supported.

No hook and no conclusion. Paper simply starts and ends. Lack of transitions may it difficult to understand the paper.

Writing contains limited vocabulary or specific words to transmit meaning of the essay. Misused part of speech makes it difficult to

understand the writing.

Sentences seem like their rambling. Sentences are incomplete or far too long to understand. Sentences follow a simple structure and

or style.

Little or no control of spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the

writing.

Strategic writing skills [e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for

inquiry, for drafting (such as investigating genre, considering audience, and responding to purpose), and for product (revision)] are not

developed Low Intermediate

(3 – 4 pts)

Writing is still unclear. There seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Writing contains what seem to be an introduction and or conclusion. Attempt of transitions help but paper is in need of more.

Writing contains words that may not work in it. Few vocabulary terms are used appropriately. Greater command of the parts of

speech is okay. Although, many words are utilized incorrectly.

There is an attempt to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Needs improvement control of spelling, punctuation capitalization and other writing conventions. It is difficult to read the writing;

although, at times it’s okay.

Strategic writing skills are emerging Intermediate

(5 – 6 pts) Writing contains an unclear focus. Writing appears to be on one topic but seems to get off topics at times. Support of main idea is

lacking. Reader is left with unanswered questions.

Writing contains an introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times

they distract the flow.

Words are used appropriately; however, they are pretty common and lack oomph.

Sentences are well written; however, there is a repetition of the style and structure of sentences.

Satisfactory control of spelling, punctuation capitalization and other writing conventions. However, the writing can read and sound

better by correcting conventions

Strategic writing skills are evident. Low

advanced (7 – 8 pts)

Writing is showing a focus; however, there is room for improvement. Few relevant details which support the main idea are present.

Some reader’s questions can be answered while others are left hanging.

Introduction and conclusion can be improved. Transition words are used properly although there are times when a transition can help

ideas flow better

Wording is livelier. Words are appropriate. Although, there is common wording which can be changed to improve it.

Style and structure of statements are catchy with a few mistakes or unclear sentences at times.

Good control of spelling, punctuation capitalization and other writing conventions. Mistakes are made but nothing distracting.

Strategic writing skills are mature.

Advanced

(9 – 10 pts) Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s

questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the

reader to connect ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning

of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency

and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


Updated: 01-11-2011

Appendix B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC

(Rubrics must be used to evaluate all written done by student in English and in Spanish.)

Criteria per level

Traits 6 5 4 3 2 1 Ideas &

content

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present.

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general.

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.


Updated: 01-11-2011

Criteria per level

Traits 6 5 4 3 2 1 writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

suited to audience and purpose.

• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

Organization The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main


Updated: 01-11-2011

Criteria per level

Traits 6 5 4 3 2 1 among all elements (sentences, paragraphs, and ideas). • details that fit where placed.

• details that fit where placed.

weaknesses.

numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

point.

Voice The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice.

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.


Updated: 01-11-2011

Criteria per level

Traits 6 5 4 3 2 1 voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

Word choice Words convey the intended message in an exceptionally

Words convey the intended message in an interesting, precise, and

Words effectively convey the intended message. The

Language is quite ordinary, lacking interest, precision and variety, or

Language is monotonous and/or misused, detracting from

The writing shows an extremely limited vocabulary or is so filled with


Updated: 01-11-2011

Criteria per level

Traits 6 5 4 3 2 1 interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used.

writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.

Sentence

fluency

The writing has an effective flow and rhythm.

The writing has an easy flow and rhythm.

The writing flows; however, connections

The writing tends to be mechanical rather than fluid.

The writing tends to be either choppy

The writing is difficult to follow or to read aloud.


Updated: 01-11-2011

Criteria per level

Traits 6 5 4 3 2 1 Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work

Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling.


Updated: 01-11-2011

Criteria per level

Traits 6 5 4 3 2 1 well. • stylistic control; dialogue, if used, sounds natural.

Conventions The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style.

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text.


Updated: 01-11-2011

Criteria per level

Traits 6 5 4 3 2 1 conventions in a sufficiently long and complex piece.

• little or no need for editing.

• skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

block meaning but do distract the reader. • significant need for editing.

readability and meaning. • substantial need for editing.

• capitalization that appears to be random. • a need for extensive editing.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved

from: https://www.ade.state.az.us/standards/6traits/


Updated: 01-11-2011

Anejo C (Español)

Diario Reflexivo

Instrucciones: Escriba sus comentarios sobre los temas a continuación:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________


Updated: 01-11-2011

Appendix C (English)

Reflective Journal

Directions: Please write a journal entry about each topic listed below:

This entry is an example of my strengths:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________


Updated: 01-11-2011

Anejo D (Español)

MATRIZ VALORATIVA PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN EN

CLASE

NOMBRE: _________________________ FECHA: ___________________

1- Asistencia y puntualidad: ______ 2 - Aportación a la clase: ______Puntuación Total: __________

____ 0 = Faltó al taller; _____ 1-5 = Asistió pero llegó tarde al taller; ____ 6-10= Asistió a tiempo

____ 0= Faltó al taller; _____ 1-5 = Participación:Poca a regular; _____ 6-10= Buena a excelente

0-No Cumplió 2-Deficiente 4-Regular 6-Bueno 8-Muy Bueno 10-ExcelenteN/A-No Aplica

CRITERIOS PARA APORTACIÓN A LA CLASE 0 2 4 6 8 10 N/A

1. Participa activamente de todas las actividades de la

clase, especialmente en las actividades de grupo.

2. Demuestra iniciativa y creatividad en las actividades

de clase, incluyendo las de grupos.

3. Demuestra interés en las discusiones presentadas en la

clase.

4. Viene preparado a clase.

5. Contribuye a la clase con material e información

adicional.

6. Demuestra atención y apertura a los puntos y

argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de sus

compañeros.

8. Contribuye frecuentemente a las discusiones en clase

utilizando el idioma del taller.

9. Contesta preguntas del facilitador y sus compañeros


10. Formula preguntas pertinentes al tema de la clase


Comments:_______________________________________________________________________

___________________________________________________________________


Updated: 01-11-2011

Appendix D (English)

RUBRIC TO EVALUATE ATTENDANCE AND CLASS PARTICIPATION

STUDENT’S NAME __________________________ DATE: __________

1- Attendance and Punctuality: ______ 2 - Participation: ______Total Points: __________

____ 0 =absent; ____1-5 = Attended late to workshop; ____ 6-10= Attended on time

___ 0=absent; _____ 1-5 = Good Participation; _____ 6-10= Very good to excellent

0-Not Comply 2-Deficient 4-Regular 6-Good 8-Very Good 10-ExcellentN/A-Not Applicable

CRITERIA FOR CLASS PARTICIPATION 0 2 4 6 8 10 N/A

1. Participates actively in class especially in group

activities.

2. Demonstrates initiative and creativity in class

activities including group activities.

3. Demonstrates interest in class discussions.

4. Comes prepared for the class.

5. Contributes to class with material and additional

information.

6. Demonstrates attention and interest on peers

arguments and discussions.

7. Respects peers expositions and questions.

8. Contributes frequently to class discussions using the

workshop language.

9. Answers facilitators and peers questions using the

workshop language.

10. Formulates questions on the topic discussed in

workshop using the workshop language.

Comments:_______________________________________________________________________

_____________________________________________________________________


Updated: 01-11-2011

Anejo E (Español)

MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL INDIVIDUAL

Nombre del estudiante: ________________________ Fecha:___________

Criterio Puntos Puntuación del

estudiante

Contenido

Realiza una introducción efectiva del tema identificando el propósito,

objetivo e ideas principales que se incluyen en la presentación.

10

La presentación es organizada y coherente que puede seguirse con

facilidad.

10

El presentador demuestra dominio del tema o materia de la

presentación al explicar con propiedad el contenido y no incurrir en

errores.

10

Las ideas y argumentos de la presentación están bien fundamentados

en los recursos presentados, consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o promueve su

participación, según aplique.

10

Proyección efectiva, postura corporal adecuada, manejo de la

audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos,

interpretaciones, aplicaciones y evaluación de procesos o

experiencias en contenido del curso.

10

Lenguaje

Pronunciación de las palabras es clara y de manera correcta para que

se entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma

asignado.

10

Uso correcto del vocabulario para expresar el mensaje

adecuadamente.

10

Total de Puntos

(70% de contenido y 30% lenguaje)

100% Puntuación:

______

Firma de Estudiante: __________________________

Firma de Facilitador: __________________________


Updated: 01-11-2011

Appendix E (English)

RUBRIC TO EVALUATE INDIVIDUAL ORAL PRESENTATIONS

Student Name: _____________________________Date:__________________

Criteria Value Points Student Total

Score

Content

Performs an effective introduction to the theme identifying the

objectives, ideas and principles that are included in the

presentation.

10

The presentation is organized and coherent, and could be

easily followed

10

The presenter demonstrates domain of the theme or subject by

means of properly explaining content without incurring in

errors

10

The ideas and arguments of the presentation are well founded

by the resources presented, consulted or discussed in class

10

Captures of the attention and interest of the audience and/or

promote their participation, as applicable

10

Effective personal projection, captivates audience and uses

time adequately

10

Uses a variety of speaking strategies to define concepts,

interpretation, application and evaluation of processes using

experience on concepts or content of class,.

10

Language

Student pronounces words in a clear andcorrect manner so as

to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation 10

Use of correct vocabulary words to express message 10

Total Points

(70% of content and 30% of language)

100% Total Score:

________

Student’s signature: ___________________ Facilitator’s Signature:___________________


Updated: 01-11-2011

Anejo F (Español)

MATRIZ VALORATIVA PARA EVALUAR ENSAYOS Y TRABAJOS O REPORTES

ESCRITOS

Nombre de Estudiante: ______________________ Fecha: _______________


estudiante

Contenido

Tiene página de cubierta y el párrafo de introducción está claro

y bien redactado.

10

Detalles relevantes discutidos en clase y/o modulo son

expuestos en ensayo.

10

Presenta una tesis, bien redactada y persuasiva presentada en

forma organizada, proveyendo ejemplos relevantes y sigue el

estilo APA citando y utilizando referencia en el escrito y en la

bibliografía.

10

Las oraciones tienen coherencia, las ideas fluyen según se lee el

ensayo y los párrafos están bien escritos con oraciones

conteniendo la idea principal y oraciones que apoyan la idea.

10

El escritor establece una relación con el tema, proveyendo una

perspectiva clara del tema y captando la atención del que lee.

10

Llega a conclusiones que reflejan una relación o resultado de

la discusión.

10

Demuestra un toque comprensivo de ideas que tienen

significado, usándolas apropiadamente para alcanzar un nivel

de entendimiento profesional y escrito de manera organizada.

10

Lenguaje

Demuestra un vocabulario profesional y escrito de manera clara

y correcta utilizando el lenguaje adecuado.

10

Uso correcto de la gramática y conjugación de verbos en el

idioma asignado.

10


adecuadamente.

10

Total de Puntos

(70% contenido y 30% lenguaje)

100% Puntuación:

_______

Firma de Estudiante: ________________________ Firma de Facilitador: ___________________


Updated: 01-11-2011

Appendix F (English)

RUBRIC TO EVALUATE ESSAYS AND WRITTEN REPORTS

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

Uses front page and clear and well stated introductory

statement.

10

Major or relevant details discussed in class/module are exposed

in essay.

10

Presents a thesis, supporting it in a persuasive and sophisticated

way, providing precise relevant examples and following APA

format using citations in the paragraphs and in the bibliography.

10

Sentences are cohesive andideas flow as the essay is read;

paragraphs are well written with topic and supporting

sentences.

10

Establishes a writer's relationship with the subject, providing a

clear perspective on the subject matter and engaging the

reader’s attention.

10

Draws conclusions that reflect the relationships or significant

outcomes of the discussion.

10

Demonstrates a comprehensive grasp of significant ideas, using

them appropriately to reach a higher level of understanding in

an organized manner.

10

Language

Demonstrates a command of standard English (vocabulary

used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly. 10

Manages and uses verbs appropriately and correctly. 10

Total Points

(70% content and 30% language)

100 Student’s total

Score: _______

Student’s Signature: __________________________Facilitator’s Signature:____________________


Updated: 01-11-2011

Anejo G (Español)

MATRIZ VALORATIVA PARA EVALUAR PRESENTACIONES O ACTIVIDADES DE GRUPO

Grupo: ________________________ Fecha:___________


estudiante

Contenido

Realizan una introducción efectiva del tema identificando el

propósito, objetivo e ideas principales que se incluyen en la

presentación.

10

La presentación/actividad es organizada y coherente que puede

seguirse con facilidad.

10

El presentador/grupo demuestra(n) dominio del tema o materia de la

presentación al explicar con propiedad el contenido y no incurrir en

errores.

10

Las ideas y argumentos de la presentación/actividad están bien

fundamentados en los recursos presentados, consultados o discutidos

en clase.

10

Captan la atención e interés de la audiencia y/o promueven su

participación, según aplique.

10

Proyección efectiva, manejo de la audiencia, manejo del tiempo

asignado y sobre todo proyección de trabajo en grupo. Todos los

miembros del grupo trabajan en conjunto.

10

Usan varias estrategias para presentar la idea o definir conceptos,

interpretaciones, aplicaciones y evaluación de procesos o

experiencias en contenido del curso.

10

Lenguaje

Pronuncian las palabras claramente y de manera correctas para que

se entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma

asignado.

10


adecuadamente.

10

Total de Puntos(70% de contenido y 30% lenguaje)

100% Puntuación:

______

Iniciales de Estudiantes en grupo: ________/_________/__________ Firma del Facilitador: ________


Updated: 01-11-2011

Appendix G (English)

RUBRIC TO EVALUATE GROUP PRESENTATIONS OR ACTIVITIES

Group: _____________________________ Date:__________________

Criteria Value Points Student Total

Score

Content

Group performs an effective introduction to the theme

identifying the objectives, ideas and principles that are

included in the presentation/activity.

10

The presentation/activity is well organized, coherent, and

could be easily followed.

10

The presentersdemonstrate domain of the theme or subject by

properly explaining content without incurring in errors.

10

The ideas and arguments of the presentation/activity are well

founded by the resources presented, consulted or discussed in

class.

10

The group captures the attention and interest of the audience

and/or promotes their participation, as applicable.

10

Effective projection, management of the audience, time

management and specially team work projection. The entire

group project team worked and participated on the

presentation.

10

Use a variety of speaking strategies to define concepts,

interpretation, application and evaluation of processes using

experiences on concepts of class content.

10

Language

Students pronounce words in a clear andcorrect manner using

the correct language.

10

Correct use of grammar and verb conjugation 10

Use of correct vocabulary words to express message 10

Total Points

(70% of content and 30% of language)

100% Group Score:

________

Student’s initials: __________/____________/___________ Facilitator’s Signature: ____________


Updated: 01-11-2011

Anejo H (Español)

Instrucciones para Proyecto Final

Trabajo final consta de análisis escrito en español y presentación oral en inglés.

El/la facilitador/a dividirá la clase en grupos no mayores de 4 integrantes.

El/la facilitador/a asignará a cada grupo una de las siguientes industrias:

o Automotriz

o Textil

o Tecnología

o Agricultura

o Farmacéutica

Cada grupo escogerá una empresa perteneciente a la industria asignada y preparará un

análisis de por lo menos dos posibles países a establecer negocios internacionales. El

análisis debe tener como resultado el que uno de los dos países escogidos no será elegido

para establecer negocios internacionales (cada grupo deberá explicar en detalle porqué no se

escogerá uno país y el otro sí).

El trabajo escrito debe incluir lo siguiente (el/la facilitador/a puede añadir otros criterios y

requisitos para el trabajo):

o Análisis de factores demográficos, sociales, culturales, políticos, infraestructura,

nivel de educación de la población de cada país

o Factores económicos, salario mínimo y promedio del país, factores tecnológicos y

recursos naturales de cada país.

o Análisis de estrategia de entrada al país seleccionado para establecer comercio

internacional.


Updated: 01-11-2011

Appendix H (English)

Instructions for the Final Project

Final Project includes a written analysis in Spanish and oral presentation in English.

The facilitator will select groups of no more than 4 students per group.

The facilitator will assign to each group on of the following industries:

o Auto industry

o Textile

o Technology

o Agriculture

o Pharmaceutical

Each group will select a company from the assigned industries and prepare an analytical report of two

countries that can potentially be selected to participate or be part of their international business. The

result of the analysis must include the two countries selected, only one country will be chosen to

establish international business. (Each group will explain in detail why one country was selected and

the other one was not).

Written analysis must include the following (the facilitator may add more analysis criteria or

requirements for the project):

o Analysis of each country’s demographic factors, social, cultural and political aspects,

infrastructure, and education level.

o Economy, minimum and/or average salary, technological aspects, and natural resources of

each country.

o Analysis of the market entry strategy used to select the country chosen to establish

international business.

Documents

Sistema Universitario Ana G. Méndez Schoolfor …...anejo D) en formato APA (6ta edición) y sin errores gramaticales o de sintaxis. También utilizarán una variedad de estrategias