Course Profile Introduction to International Business (BBB4M), Grade 12, University/College, Public
Unit 1: The Global Environment for Business
Time: 30 hours
Activity 1.1 | Activity 1.2 | Activity
1.3 | Activity 1.4
Unit
Description
Students
determine how international business and economic activities increase the
interdependence of nations; analyse ways in which people and domestic
businesses have been affected by international business; evaluate the factors
that influence a country’s ability to participate in international business;
and demonstrate an understanding of international business terminology and
concepts.
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.1 |
GEV.01,
GE1.01, GE1.02, GE1.04 |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
1.
Creating
a Chart 2.
Class
Discussion, Written Report 3.
Internet
Research, Oral Presentation 4.
Debate |
|
1.2 |
BEV.02,
GE2.01, GE2.02, GE2.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
1.
International
Markets vs. Domestic Markets 2.
Debate
on the Benefits of International Agreements 3.
International
Employment Opportunities Scrapbook and Discussion |
|
1.3 |
BTV.01,
GEV.01, BT1.02, GEV.03, GE1.03, GE3.02, GE3.04, GE3.05 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
1.
Comparison
of Domestic and International Businesses 2.
Analysis
of Currency Fluctuations 3.
Invoice
Assignment 4.
Buying
Forward Activity |
|
1.4 |
GEV.03,
BTV.01, GE3.01, GE3.03, GE3.04, GE3.05, BT1.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
1.
Presentation
Software and Internet Usage Review 2.
Website
Assessment 3.
Electronic
Presentation 4.
Conditions
that Impact on Import/Export |
Time: 8 hours
Activity 1.1 focuses on international
interdependence. Students create a chart with the following headings in the
left column: Food Sources; Clothing Sources; and Entertainment Sources. To the
right of each heading, students list goods and services that they commonly
purchase and then identify where these goods and services have been
manufactured or produced. Sharing lists with other classmates and creating a
master list of as many foreign manufacturers and producers as possible
completes this part of the activity. Next, the class discusses interdependence
on a much larger scale, such as trying to achieve global objectives such as
raising living standards. Groups of students can research past Team Canada
missions, which will illustrate the positive impact of going into business with
foreign companies and/or trading abroad. Students then research the impact of
relying on goods and services manufactured in other countries.
Strand(s): The Global Environment for Business
Overall
Expectations
GEV.01 -
determine how international business and economic activities increase the
interdependence of nations;
BTV.01 -
demonstrate an understanding of international business terminology and
concepts.
Specific
Expectations
GE1.01 -
evaluate ways in which global business activity affects the links between, and
interdependence, countries;
GE1.02 -
compare the advantages and disadvantages for a nation as it increases its
interdependence with other nations;
GE1.04 -
identify and explain reasons for the international business relationships that
Canada has established with its major global partners over time.
·
Knowledge
of terms, such as interdependence, domestic business, global economy,
international partnerships, and protectionist.
·
Prepare
a pre-unit test of terms.
·
Teacher
should prepare a chart for students to record data on food, clothing, and
entertainment sources.
·
Teacher
generates a list of topics/issues, such as child labour, labour issues, global
opportunities, and marketing/advertising, to help in student discussion of what
interdependence is all about.
·
Teacher
checks relevant websites listed in Resources for the unit.
·
Teacher
gets up-to-date information on past, present, and future Team Canada missions
at www.tcm-mec.gc.ca. A bulletin board display showing the advantages and
disadvantages of international trade could serve as a useful reference when
studying this unit.
·
Another
approach to the activity could include a survey of students, teachers,
parents/guardians, and friends to find out where Canadians travel while on
vacation. What is the number one destination for travel by Canadians? Since the
U.S. is Canada’s #1 trading partner, do the survey results demonstrate this
close relationship? Note: Students must be instructed to accept “no
comment” as a valid answer to any questions, and to respect that people may
choose not to respond at all.
·
The
teacher reviews the school and board Internet use policy with the class.
1.1.1 Students individually complete the chart on the sources of goods
and services they purchase and record their entries under the headings Food,
Clothing, and Entertainment. Then the whole class generates a master list. The
master list can be organized under the following market headings: European,
North American, Asia Pacific, and Other.
1.1.2
Students
discuss the concept of international interdependence by answering questions
like: Is it possible to address the issues of child labour, literacy, poverty,
and hunger on an international basis without the involvement of many nations?
Could Canada satisfy consumer demand without importing goods and services? How
is marketing of goods or services different in a foreign country? If Canada
closed its borders, what goods and services would disappear from store shelves?
Is it possible to be self-sufficient in our society? Students submit for
evaluation a one-page summary of the class discussion. (See Written Report
Rubric found in BTX4E Public Course Profile.)
1.1.3
Students,
in groups, assess international interdependence by listing the advantages and
disadvantages of international trade. Students research background information
from websites such as, Team Canada. Opportunities exist for both formative and
summative assessment. Assessment/Evaluation tools are found in Appendices for
the presentations of findings in the form of an oral report or a bulletin board
display. (See Appendix 1.1.1, Oral Presentation Checklist.)
1.1.4 Students divide into groups to analyse the issue of the benefits
and downsides of international trade, e.g., ‘consumer choices versus job
opportunities’ on the Canadian economy. A teacher and/or peer assessment
approach could be used to assess group presentations.
Diagnostic:
·
pre-unit
test
Formative:
·
teacher
assessment of students’ in-class work
·
peer/teacher
assessment of debate (Appendix 1.1.1)
Summative:
·
written
summary
·
ESL
students may not be familiar with the use of rubrics and should be given
practice before using them as assessment tools.
·
Students
could be allowed more time to prepare presentations and allowed to pre-tape
spoken segments.
·
Provide
students with a glossary of vocabulary used in the Appendices, if necessary.
See
Overview Resources Unit 1.
Formative Assessment
|
Outstanding |
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q Thorough
treatment of all aspects of the topic |
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q Deep
insight into the topic |
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q Sensitive,
precise use of words with attention to connotative and denotative meanings |
|
q Creative
introduction and interesting hook |
|
q Could
hear all things at all times |
|
q Excellent
pace, no interruptions |
|
q Clear
topic, flowed effortlessly |
|
q Does
not read notes |
|
q Effective
visual aids used effectively |
|
q Exceptionally
organized |
|
Above
Average |
|
q Understood
the topic well |
|
q Communicates
information and ideas with considerable clarity |
|
q Introduction
clear with a hook |
|
q Volume
clear for most of the class |
|
q Good
pace with few interruptions |
|
q Some
reliance on notes |
|
q Visual
aids used intermittently |
|
q Good
organization |
|
Average |
|
q Had
some knowledge of the topic |
|
q Communicates
information and ideas with some clarity |
|
q Introduction
clear, no hook |
|
q Spoken
too quietly at times |
|
q Breaks
in the flow |
|
q Reads
notes for the majority of the presentation |
|
q Visual
aid(s) do(es) not enhance the presentation |
|
q Speech
gets “off track” in places |
|
Needs
Improvement |
|
q Demonstrates
limited knowledge of the topic |
|
q Headline
missing, no hook |
|
q Volume
barely audible |
|
q Starting
and stopping |
|
q Constantly
looking at notes |
|
q Poor
visual aid(s) |
|
q Gaps
in preparation evident |
|
Does
Not Meet Criteria |
|
q Does
not address the topic |
|
q Could
not be heard |
|
q Reads
notes |
|
q No
interaction with the audience |
|
q No
visual aid(s) |
|
q No
organization |
|
Comments
(Strengths and areas for improvement) |
Group
Members:
___________________ _____________________
___________________ ______________________
Examine
your team process.
As a
group, discuss your ideas on the benefits and pitfalls of international trade.
What aspects of your group’s analysis make you feel particularly proud?
Highlight
your thoughts below.
Comment
on individual group members’ contributions.
|
Group
Member |
Knowledge/
Understanding Thorough
understanding of international interdependence |
Thinking/Inquiry (Inquiry Skills) Interprets
and evaluates the benefits and pitfalls to maximize the group’s effectiveness |
Applications (Making Connections) Effectively
uses and applies the concepts. To analyse various international trading
relationships |
Communication Provides thorough, supported
facts and data with clarity and confidence |
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Assessed
by:
Time: 6 hours
Students
examine some of the major effects of international business activities. The
teacher provides organization charts of two businesses operating in the same
major industry; one business concentrates on domestic markets and the other has
a major international/global focus. Students focus on a comparison of global
and domestic organizations. In addition, they conduct an examination of a major
Canadian international business relationship by identifying both its advantages
and disadvantages. A culminating activity involves identifying ways in which
global business has led to changes in jobs and the workplace in general. The
students use the Internet, newspapers, and magazines to prepare a scrapbook of
job advertisements for middle or upper management positions that include
international business responsibilities.
Strand(s): The Global Environment for Business, Business and
Trade, World Markets and Careers
Overall
Expectations
GEV.02 -
analyse ways in which people and domestic businesses have been and are affected
by international business;
BTV.01 -
demonstrate an understanding of international business terminology and
concepts;
BTV.02 -
analyse the impact of international business activity on a country’s economy;
WMV.03 -
describe career opportunities, skills and competencies, and education and
training that relate to international markets.
Specific
Expectations
BT1.01 -
define the basic terminology of international business (e.g., international
trade, multinational enterprise, global company, exports, imports, culture);
BT2.04 -
describe the effects of international business activity on economic conditions
in Canada (e.g., on employment levels, quality and quantity of products,
prices, competition, technological development);
GE2.01 -
compare the features of a multinational company participating in global
business with those of a company focused on domestic business activity;
GE2.02 -
evaluate the advantages and disadvantages of Canada’s international business
relationships and activities;
GE2.03 -
analyse ways in which the workplace, occupations, the nature of work and
working conditions have changed historically as a result of the growth of a
global economy.
·
Understand
the purpose and presentation format of organization charts.
·
Knowledge
of research skills.
·
Knowledge
of debating skills.
·
The
teacher obtains organization charts from one business with international focus
and one with domestic focus. Some organizational charts are quite lengthy and
complex and their presentation may require some adjustment or discussion to
highlight key areas.
·
The
teacher previews job search websites and resources.
·
The
teacher reviews the rules of debate.
·
Teacher
photocopies and distributes the Debate Rubric, Appendix 1.2.1, and the Written
Report Rubric found in BTX4E Public at www.curriculum.org.
·
The
teacher books computers with Internet connections.
1.2.1 Students are provided with the organization charts of two
businesses operating in the same major industry, e.g., manufacturing, resource,
financial services. One business concentrates on domestic markets and the other
has a major international/global focus. Individually, students determine areas
where significant organizational differences occur, e.g., marketing structure,
production structure, management structure, and prepare a written/keyed
analysis. A peer assessment encourages each student to comment on the report of
another student through written/keyed identification of areas of strength and
constructive suggestions for improvement. Draft work (with peer comments) is
included with an edited or an alternative written report that is evaluated by
the teacher. (See Written Report Rubric, BTX4E Public Course Profile at www.curriculum.org.) The teacher reviews the school and
board Internet use policy.
1.2.2 Student groups use an e-search and/or newspaper/magazine
articles to identify and list the “pros and cons” of one major Canadian trading
relationship, e.g., NAFTA. Once this background material is gathered, the class
participates in a formal debate. Two groups debate the resolution (e.g., that
the Agreement is harmful to Canadian economy) and the effectiveness of their
arguments is assessed by a third group of judges using a debate rubric,
Appendix 1.2.1. Peer (judges) assessment is provided. This activity provides
some background information for the class discussion in Activity 1.2.3. (See
Debate Rubric, Appendix 1.2.1.)
1.2.3 Students use an e-search and/or newspaper articles to prepare a
scrapbook of job advertisements for middle or upper management positions that
include international business responsibilities. An analysis of each job
advertisement identifies its necessary qualification and responsibilities.
Using the scrapbook information as a basis, the teacher conducts a class
discussion of how international business has caused changes in occupations, the
workplace, the nature of work, and working conditions. A summary of this
discussion is prepared by each student and included in the scrapbook. The
teacher provides a scrapbook rubric at the beginning of the activity for the
students to use as a formative assessment tool. The teacher uses a scrapbook
rubric as a summative assessment tool.
·
Focus:
Knowledge/Understanding, Thinking/Inquiry, Communication, Application.
·
Involving
students, peer assessment encourages students to participate fully in group
activities. The teacher assigns individual grades.
·
The
timeline for Activity 1.2.1 should provide sufficient time between peer
evaluation and final submission for students to make additions and changes to
their submission.
Formative
Assessment
·
Written
report – peer assessment
·
Peer
assessment using Debate Rubric, Appendix 1.2.1
Summative
Assessment
·
Teacher
evaluation of report and individual students contributions to debate
·
Written
Report Rubric from
BTX4E Public and Debate Rubric, Appendix 1.2.1
·
For
the scrapbook activity, alter the number of advertisements required, where
necessary.
·
ESL
students may benefit from a discussion of the vocabulary used in assignments
and organization charts.
·
ESL
students can read or pre-tape a specific debate argument and to omit the
rebuttal element of the debate format.
·
Provide
extended preparation times for all activities.
See
Overview Resources Unit 1.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/Understanding |
||||
|
Understanding
of effect of international business terms and concepts GEV.02,
BTV.01 |
-
limited understanding demonstrated by the group |
- some
understanding demonstrated by the group |
-
considerable understanding demonstrated by the group |
-
thorough understanding demonstrated by the group |
|
Factual
support of position GE2.02 |
-
identifies limited applicable and factual support |
-
identifies some applicable and factual support |
-
identifies considerable applicable and factual support |
-
identifies a high degree of applicable and factual support |
|
Thinking/Inquiry |
||||
|
Organization
and quality of rebuttal GEV.02,
BTV.01 |
-
demonstrates limited ability to organize a coherent rebuttal |
-
demonstrates some ability to organize a coherent rebuttal |
-
demonstrates considerable ability to organize a coherent rebuttal |
-
demonstrates the ability to organize a coherent rebuttal |
|
Application |
||||
|
Application
of course skills, concepts in the debate BT2.02,
BT2.04 |
-
demonstrates a limited ability to organize and structure ideas |
-
demonstrates some ability to organize and structure ideas |
-
demonstrates considerable ability to organize and structure ideas |
-
consistently presents ideas in an organized and well-structured manner |
|
Communication |
||||
|
Use of
terminology of international business to present a clear argument BT1.01 |
- uses
terminology with limited effectiveness |
- uses
terminology with some effectiveness |
- uses
terminology with considerable effectiveness |
- uses
terminology with consistent effectiveness |
Note: A student whose achievement is below
Level 1 (50%) has not met the expectations for this assignment or activity.
Adjustment to criteria and expectations may be
made to provide for specific requirements as identified by the teacher.
Time: 8 hours
Activity
1.3 requires students to examine the government regulations and international
currency fluctuations that impact foreign trade. Each student will have an
opportunity to act as a government agent and inspector, analysing an invoice
from one of the “shipments” that has just arrived. The teacher creates a series
of invoices, each one for a product that comes under specific Canadian
government regulations and each one from a different country. Students
calculate the value of the shipment, using different tariff and currency
exchange rates. The second part of the activity has the students calculate what
the shipment would have cost had it been ordered a year ago. Students assess the
need for trade restrictions.
Strand(s): The Global Environment for Business
Overall
Expectations
GEV.01 -
determine how international business and economic activities increase the
interdependence of nations;
GEV.03 -
evaluate the factors that influence a country’s ability to participate in
international business.
Specific
Expectations
GE1.03 -
identify barriers to international business activity (e.g., tariffs, non-tariff
barriers, restrictions on currency movements and foreign investment, visa and
passport policies, immigration policies) and describe ways in which countries
can lower the barriers;
GE3.02 -
describe how the value of a country’s currency affects its ability to acquire
products from other nations;
GE3.04 - explain
why governments may develop policies to protect some products or industries
from the international competition that results from global business activity;
GE3.05 -
determine the effect on international business of Canadian government policies
(e.g., related to corporate taxation, tariffs, investment) and initiatives
(e.g., intergovernmental contacts, embassy and consulate networks, government
trade missions).
·
Knowledge
of foreign exchange.
·
Prepare
a quiz to determine students’ prior knowledge of the major currencies in the
world. The business section of any national newspaper will provide a list of
currencies and conversion rates.
·
Photocopy
a class set of the Blank Invoice Form (Appendix 1.3.1). Prepare each invoice.
The invoices should be for a pharmaceutical product, a food product, clothing,
a product that has an environmental impact, a car or bus, a product that is
restricted in Canada, a toy for a young child, meat or fish, livestock, and
honey. Each specific product has been selected because it provides a different
set of import regulations for students to examine. The price of the goods
should be stated in the currency of the country of origin. (As an added
feature, one of the invoices could be from North Korea or another country on
which Canada has placed a trade embargo.) Teachers can either include a tariff
rate or have the students research the rate as part of the activity.
·
Check
all websites to ensure that they are current.
·
Some
students may have samples of currency from another country. They could bring it
to class and discuss the complexity of currency exchange. This can only occur
where security can be provided for this currency.
1.3.1 The teachers should make sure students are familiar with
government rules and regulations regarding the importation of goods (textbook
assignment, match the government department with the type of good that is
restricted, etc.) and where to locate this information electronically. Review
school Internet policy.
1.3.2 The reasons for and impact of international currency
fluctuations should be analysed. The Canadian/U.S. dollar comparison could be
used as a benchmark. Students who have had personal experience with other
currencies could be used as a resource.
1.3.3 Divide the class in half. One half of the class receives an
invoice; the other half acts as Canadian Government inspectors. The inspectors
need to state what government agencies they represent (there will always be
several) and what inspections were made on the product, calculate the value of
the shipment in Canadian dollars, calculate the tariff rate, add the GST and
total the invoice. The other half of the class then exchanges roles with their
partners, using a new invoice. Each invoice is submitted to the teacher and
posted in the classroom. Students are given some time to examine the work of
their classmates. A discussion should follow as to what was learned.
(Note: If students receive their invoices in advance, they can prepare
them using actual businesses. They could also bring in products or pictures of
products to represent the goods to be inspected. See Appendix 1.3.1.)
1.3.4 Each student is to select one of the invoices (not one they have
worked with) and calculate a new value for it based on the currency rate in
effect one year ago. Each student should then move to the left side of the
classroom if their new invoice total is higher than the original, to the right
if the new invoice total is lower than the original, or remain seated if there
is no change. An analysis of the results should follow, mentioning the “buying
forward” principle for invoices in foreign currency. It will be especially hard
on the left-hand side of the class, as their goods all increased in value and
became more expensive. Be sure to point out that many foreign purchases are
made a year in advance.
Focus: Knowledge/Understanding, Thinking/Inquiry,
Communication, Application
Diagnostic
Currency
Quiz (prior knowledge) teacher-generated
Formative
Terminology
quiz (formative) teacher-generated
Matching
exercise (formative) teacher-generated
Students
submit invoices to assess for completion and accuracy.
See
Overview Resources Unit 1.
Ship
From: ____________________________________________________________
____________________________________________________________
Ship To: ____________________________________________________________
____________________________________________________________
Date: _____________________ Currency ____________________________
Item
Description Quantity Cost (each) Total
_______________ ________ __________ $_________
Calculations:
Currency
Conversion
Invoice
Total in Canadian Dollars: $____________________ (a) Tariff Rate: _________% (b) Tariff Amount:(b) ×
(a) $ ___________________
(c)
Invoice
Total: (a) + (c)$ ______________ (d) GST: 7% (e)
GST (e) × (d) $ ___________(f)
Invoice
Total: (d) + (f) $ ______________
Inspections:
Inspected
For: ____________________________________________________________________
Inspected
By: _____________________________________________________________________
(Government agency)
Inspected
For: ____________________________________________________________________
Inspected
By: _____________________________________________________________________
(Government agency)
Inspected
For: ____________________________________________________________________
Inspected
By: _____________________________________________________________________
(Government agency)
Inspected
For: ____________________________________________________________________
Inspected
By: _____________________________________________________________________
(Government agency)
Time: 8 hours
Activity
1.4 requires students to investigate ways in which technology impacts on global
business. Through an e-search activity, students examine several areas in which
technology supports international activities. Each student team selects one
business and examines how that business uses technology to conduct
international business. The team examines the technological infrastructure of
e-commerce, e-banking, distribution, or communication technology. The team
should look at a number of websites of competing businesses and prepare a
report using presentation software. A think/pair/share activity encourages
students to examine a variety of other factors that impact on global
activities. This exercise helps students to develop, refine, and organize their
understanding of the factors that encourage trade and provide them with an
opportunity to present them.
Strand(s): The Global Environment for Business, Business and
Trade
Overall
Expectations
GEV.03 -
evaluate the factors that influence a country’s ability to participate in
international business;
BTV.01 -
demonstrate an understanding of international business terminology and
concepts.
Specific
Expectations
GE3.01 -
describe ways in which technology (e.g., e-commerce, e-banking, distribution
and communication technology) has had an impact on the global business
environment;
GE3.05 -
determine the effect on international business of Canadian government policies
(e.g., related to corporate taxation, tariffs, investment) and initiatives
(e.g., intergovernmental contacts, embassy and consulate networks, government
trade missions);
BT1.03 -
explain the factors that motivate companies to engage in international
business.
·
Obtain
reports on trade and business development missions that Canada has been
involved in.
·
Book
computers.
1.4.1
The
class brainstorms reasons why businesses would wish to operate internationally
(i.e., opportunities not available in domestic markets, exchange rates,
solutions to problems that cannot be solved domestically, enhanced profits, new
markets, access to raw materials, financial assistance, lower labour costs,
skilled labour, etc., economic stability, political stability, etc.) and record
this information for use later in the course.
1.4.2
The
teacher distributes reports on completed trade missions by Team Canada and
other groups engaged in Business Development Missions for Canada to the groups.
Each group reviews and reports on the trade or business development mission
that it reviewed and provides a summary handout to the class.
1.4.3
The
teacher introduces the topic of the impact of technology on the way business is
conducted internationally and leads the class in a discussion, i.e.,
e-commerce, e-banking, communication, distribution.
1.4.4
Students
are put into groups and each group selects one of the following areas to
research: e-commerce, e-banking, communication, distribution, and determine its
impact on the global business environment. (Note: all areas should be
researched by at least one group.)
1.4.5
Each
group makes a presentation to the class on its research and provides the class
with summary sheets.
1.4.6
Students
reflect on the learnings in this unit and write an essay on the topic of the
Global Environment for Business.
Diagnostic
Brainstorming
activities enable the teacher to determine the depth and breadth of students’
knowledge.
Formative
A
formative assessment of the assigned work in the form of roving conferences as
students work on the in-class presentation and do their research.
Summative
Essay on
Global Environment for Business.
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Criteria |
Comments |
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Credibility
of Source Where
does the information come from? |
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Organization Logical
flow |
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Appropriateness Is the
depth of information appropriate for the target market? |
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Type
of site If a
commercial site, are the sponsors provided? Information leading to specific
products/services |
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Up-to-Date Relevance
of information |
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Links Are
useful links offered? |
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Text Legibility |
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Graphics
and Illustrations Are
graphics/animation helpful or just amusing? Explain. |
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Navigation Can the
information be accessed quickly? |
|
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Interactive Does
the site keep you involved and interested? |
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