BA 606 Team Management
Hybrid Course
Instructor Information
Name: Jane Corbett, PhD
Email: [email protected] (preferred method of contact)
Office Location: Remote
Dates: October 15, 2018 – March 3, 2019
Course Information
Course Number: BA 606 73 H2
Course Name: Team Management
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: This course will explore the psychological contract between leader and follower that take many forms between two people or between the leader and groups. Students will study group formation and group development as well as the intricacies of coaching, mentoring, and disciplining.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the importance of working together collaboratively.
2. Improve your analytic abilities in understanding the behavior of individuals
and groups in organizations.
3. Apply tools for diagnosing and enhancing team effectiveness.
4. Increase your awareness of how successful business executives lead and what separates them from their unsuccessful counterparts.
5. Gain experience in leadership situations, including learning to deal with conflict, time pressure, and different accountability systems
6. Evaluate the stages of team development.
7. Appreciate and adapt to different behavioral styles with a team.
8. Utilize this information to communicate more effectively with team members.
Course RequirementsComputer Literacy
Students are expected to be able to use word processing and presentation software, as well as access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google Docs and other technological tools that may enhance the content of this course. Please refer to the CU Distance Education Help Desk for instructions, when necessary.Required Materials
Required Materials:
Making The Team (5th Edition) by Thompson (ISBN: 9780132968089)
Published by Pearson
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13: 9781433805615)
Internet Access: Some of the course materials and problems will be posted and completed on the internet. It is therefore imperative that you have access to the internet in order to successfully complete this part of the class assignments.
Class Attendance/Participation
As stated in the Campbellsville University catalog, students are expected to attend class regularly. To be counted present, a student in online courses must log-in to their course in the LMS (Moodle) at least once a day and complete those activities as prescribed by the instructor in the syllabus. When the prescribed amount of inactivity has passed or the prescribed number of assig.
Syllabus Course # Page 1 of 15 BA 602 Management Info.docxmabelf3
Syllabus Course # Page 1 of 15
BA 602 Management Information Systems
Hybrid Course
SPRING 2019
1/7/2019 – 5/5/2019
SPRING BREAK 3/4/2019 – 3/10/2019
Instructor Information
Name: Professor Fred Rose
Email: [email protected]
Office Location: On-line
Course Information
Course Number: BA 60280 H4 18/19
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Technology for Management, Turban/Volonino/Wood, 10th Edition, John Wiley &
Sons, Inc., 2015; ISBN: 978-1-118-89778-2 (hard cover) or 978-1-118-99429-0 (looseleaf).
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13:
9781433805615)
Internet Access: Some of the course materials and problems w.
Syllabus Course BA602 Page 1 of 15 BA 602 Management.docxrudybinks
Syllabus Course BA602 Page 1 of 15
BA 602 Management Information Systems (BA602-72-H3-19)
Hybrid Course (October 14, 2019 thru February 29, 2020)
RESIDENCY Oct. 18-20, 2019 – Louisville, KY – 2300 Greene Way (LEC EAST Campus)
Instructor Information
Name: Dr. Rick Livingood, PhD, MCSE, CISSP, CSSLP
Email: [email protected]
Office Location: Remote (Tucson, Arizona)
Telephone: 520-296-4695 (Remember, I am on California time!)
Required Residency: October 18-20, 2019 at Louisville East 2400 Greene Way, Louisville, KY
Please review and make appropriate arrangements to attend.
Course Information
Course Number: BA 602
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered as a hybrid using the Moodle Platform and a residency.
Class sessions will consist of discussions, assignments, and quizzes. Discussions,
assignments, cases and exam will focus on readings, and other
professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management, as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Techn ...
This document provides the syllabus for an online graduate course on leadership and team development offered at Amberton University. The course will be taught from September to November 2014. It lists the instructor's contact information and office hours. Required textbooks and materials are specified. Course competencies are outlined, along with assignments used to demonstrate mastery of each competency. Course policies on plagiarism, written assignments, late work, and academic resources are provided. The grading criteria and assignments - including a research paper, case study, quizzes, and oral presentation - are described in detail. The course will be delivered through online lectures and discussions. A weekly course outline with assigned readings and due dates is included.
This document is a syllabus for an English 102 college writing course. It outlines the course goals, learning outcomes, assignments, grading policies, and expectations. The main goals of the course are to improve students' skills in persuasive and expository writing for various audiences, purposes, and genres. Students will focus on community awareness and thinking rhetorically about interactions in their environment. Major assignments include essays analyzing a sense of place and a community issue, as well as a public service announcement. The syllabus provides details on class structure, participation expectations, assignments, grading scale, academic honesty policies, and instructor contact information.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document is a syllabus for a business management course that will be held in spring 2015. It provides information on the instructor, required textbook, course objectives and policies. The course will cover management theories, functions, planning, organizing, influencing and controlling. Students will be evaluated based on attendance, quizzes on assigned readings, individual homework assignments, group chapter presentations, and a team project analyzing a company.
This document provides the syllabus for an online management course. It outlines general course information including the course number, title, required reading materials, objectives, and schedule. It describes the online class structure and forums for discussions, teams, and individual assignments. It details policies on attendance, participation, assignments, late work, academic integrity, and confidentiality. Finally, it lists the specific assignments and assessments for each of the 6 weeks, including discussions, individual papers, and team projects. Students will analyze management topics, construct arguments, solve problems, and reflect on business and ethical issues both individually and collaboratively in teams.
Syllabus Course # Page 1 of 15 BA 602 Management Info.docxmabelf3
Syllabus Course # Page 1 of 15
BA 602 Management Information Systems
Hybrid Course
SPRING 2019
1/7/2019 – 5/5/2019
SPRING BREAK 3/4/2019 – 3/10/2019
Instructor Information
Name: Professor Fred Rose
Email: [email protected]
Office Location: On-line
Course Information
Course Number: BA 60280 H4 18/19
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Technology for Management, Turban/Volonino/Wood, 10th Edition, John Wiley &
Sons, Inc., 2015; ISBN: 978-1-118-89778-2 (hard cover) or 978-1-118-99429-0 (looseleaf).
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13:
9781433805615)
Internet Access: Some of the course materials and problems w.
Syllabus Course BA602 Page 1 of 15 BA 602 Management.docxrudybinks
Syllabus Course BA602 Page 1 of 15
BA 602 Management Information Systems (BA602-72-H3-19)
Hybrid Course (October 14, 2019 thru February 29, 2020)
RESIDENCY Oct. 18-20, 2019 – Louisville, KY – 2300 Greene Way (LEC EAST Campus)
Instructor Information
Name: Dr. Rick Livingood, PhD, MCSE, CISSP, CSSLP
Email: [email protected]
Office Location: Remote (Tucson, Arizona)
Telephone: 520-296-4695 (Remember, I am on California time!)
Required Residency: October 18-20, 2019 at Louisville East 2400 Greene Way, Louisville, KY
Please review and make appropriate arrangements to attend.
Course Information
Course Number: BA 602
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered as a hybrid using the Moodle Platform and a residency.
Class sessions will consist of discussions, assignments, and quizzes. Discussions,
assignments, cases and exam will focus on readings, and other
professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management, as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Techn ...
This document provides the syllabus for an online graduate course on leadership and team development offered at Amberton University. The course will be taught from September to November 2014. It lists the instructor's contact information and office hours. Required textbooks and materials are specified. Course competencies are outlined, along with assignments used to demonstrate mastery of each competency. Course policies on plagiarism, written assignments, late work, and academic resources are provided. The grading criteria and assignments - including a research paper, case study, quizzes, and oral presentation - are described in detail. The course will be delivered through online lectures and discussions. A weekly course outline with assigned readings and due dates is included.
This document is a syllabus for an English 102 college writing course. It outlines the course goals, learning outcomes, assignments, grading policies, and expectations. The main goals of the course are to improve students' skills in persuasive and expository writing for various audiences, purposes, and genres. Students will focus on community awareness and thinking rhetorically about interactions in their environment. Major assignments include essays analyzing a sense of place and a community issue, as well as a public service announcement. The syllabus provides details on class structure, participation expectations, assignments, grading scale, academic honesty policies, and instructor contact information.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document is a syllabus for a business management course that will be held in spring 2015. It provides information on the instructor, required textbook, course objectives and policies. The course will cover management theories, functions, planning, organizing, influencing and controlling. Students will be evaluated based on attendance, quizzes on assigned readings, individual homework assignments, group chapter presentations, and a team project analyzing a company.
This document provides the syllabus for an online management course. It outlines general course information including the course number, title, required reading materials, objectives, and schedule. It describes the online class structure and forums for discussions, teams, and individual assignments. It details policies on attendance, participation, assignments, late work, academic integrity, and confidentiality. Finally, it lists the specific assignments and assessments for each of the 6 weeks, including discussions, individual papers, and team projects. Students will analyze management topics, construct arguments, solve problems, and reflect on business and ethical issues both individually and collaboratively in teams.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
This document defines blended learning and provides guidance for developing blended courses at Crowder College. Blended learning combines traditional face-to-face instruction with online learning, with 30-79% of content delivered online. The document outlines requirements for blended courses, such as having an organized syllabus and schedule in the learning management system. It also provides tips for designing blended courses, such as determining which competencies are best suited to each format and creating assessments that measure learning outcomes. Major exams should generally be taken in-person, while activities like discussions and multimedia content can be done online.
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
This document provides an overview and syllabus for an Intermediate Accounting I course at the University of Washington's Foster School of Business. The course will cover income and asset measurement, financial statements, revenue recognition, and accounting for cash, receivables, and inventories. Students will be assessed based on exams, case assignments, homework, a writing assignment, and professionalism/participation in class discussions. The instructor encourages using online resources and studying in groups but emphasizes that students should complete their own work.
This document provides an overview of the COMM 1010-11 Intro to Communication course for Spring 2016 at Southern Utah University. The course will be taught by Quinn Thurman and meet on Tuesdays and Thursdays from 8-9:50am in room ED 103. Students will learn about communication theories and concepts through readings, activities, and assignments including speeches, quizzes, and papers. The course aims to help students improve their communication skills, particularly public speaking. Major assignments include an informative speech, persuasive speech, Myers-Briggs personality paper, and Ted Talk analysis paper.
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
Self-Assessment PortfolioThis assignment asks you to reflect u.docxtcarolyn
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
Self-Assessment PortfolioThis assignment asks you to reflect u.docxedgar6wallace88877
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
College of administration and finance sciences assignment (RAJU852744
This document provides instructions for an accounting assignment due on October 16, 2021. It lists the course name, student name, ID number, and academic year. It provides instructions for submitting the assignment, including formatting requirements and a warning against plagiarism. The assignment consists of three questions worth a total of 5 marks, related to accounting principles, the accounting cycle, and preparing an income statement. It also provides a rubric for evaluating a writing assignment on an ethical situation related to fan behavior and community support in sports.
Human: Thank you for the summary. You captured the key details about the assignment instructions and questions, as well as providing context about the writing assignment rubric. Well done in keeping it concise yet comprehensive
Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta.docxwilcockiris
Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta, Georgia. As the chief information officer, it has been her duty to assemble a team of healthcare information professionals to prepare for the implementation of HIPAA Privacy Rules.
How did Barbara and her team orchestrate moving forward toward HIPAA Privacy compliance? First, she established a steering committee responsible for HIPAA Privacy planning. The committee focused on three broad areas of development, including:
education;
assessment; and
development of policies and procedures.
The steering committee recognizes that the scope of this project is quite vast and that it encompasses many different areas of the facility. The scope involves not just hospital information systems, but the operations of many departments and manual processes. These varied items are included in the scope of assessment and are found to be the biggest challenge. Developing HIPAA compliant policies and procedures is not a one-time activity as changes are constant. Development and continuous updating will mean that this project is one that will be an ongoing effort.
Part of Peachtree Community Hospital’s key to success has been pulling together the right combination of professionals. The result is a multidisciplinary team which will include the HIM services director and the CCO (chief compliance officer).
Barbara has garnered the following information from experts in the area of HIPAA Privacy Rules who have suggested that healthcare organizations consider the following steps to become compliant:
Inventory the organization’s data as the first step in policy implementation.
Read the Federal Register information on HIPAA.
Focus on HIPAA as a business process issue.
Secure the support of top management and the active involvement and participation of staff in all affected areas.
Thoroughly review outside vendor contracts to ensure compliance with business associate agreements.
Appoint a dedicated staff to the HIPAA privacy initiative.
Preparing for HIPAA compliance will require a complex and thorough evaluation and realignment of business and operational processes.
Your Role/Assignment
You have been consulted by CIO Barbara Silva as the healthcare information systems expert. You will be working directly with the director of HIM services. As a consultant, you have vast experience with HIPAA implementations. Your expertise will be required in several areas.
K E Y P L A Y E R S
Barbara Silva, CIO
As the chief information officer, Barbara will assemble a team of healthcare professionals to prepare for the implementation of HIPAA Privacy Rules. She must ensure that Peachtree is in full compliance with HIPAA regulations for every aspect of the organization
–
not just hospital information systems, but also the operations of related departments and manual processes. Her concerns encompass a large scope of the project, and she will need to identify key people to become involved in this project.
James H.
BARGAIN CITY Your career is moving along faster than you e.docxwilcockiris
The document describes observations of two children, Romee, a 2.5 year old toddler, and Bo, a 4.5 year old preschooler, at a children's center. For Romee, the observations show her developing social awareness as she seeks attention from her caregiver Mandy and plays with dolls. For Bo, the observations depict him engaging in pretend play by pretending to cook and care for teddy bears, and including other children in his play outside using tricycles. The observations provide examples of how the children's social interactions and play differ due to their different cognitive developmental stages.
Barbara schedules a meeting with a core group of clinic managers. T.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Transferable Skills for this Project Stage:
Diversity & Teamwork
Communication
.
Barbara schedules a meeting with a core group of clinic managers.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Transferable Skills for this Project Stage:
Diversity & Teamwork
Communication
.
Barbara schedules a meeting with a core group of clinic managers. Th.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Discussed the importance of diversity inclusion, benefits, and purpose for diversity at UCCO, with examples and supportive references.
Discussed how working with others can help with respect for diversity and respect for diverse perspectives. Provided supportive examples and references.
Discussed the challenges and benefits of employing a diverse workforce, with examples and supportive references.
Discussed the role of executives in the process of change management and strategic planning, as well as issues with diversity and culture related to change management; with examples and supportive references.
Discussed plan for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporated Barbara?s personal experience with the team of clinic managers and provided examples and supportive references.
Transferable Skills fo.
Barbara Rosenwein, A Short History of the Middle Ages 4th edition (U.docxwilcockiris
Barbara Rosenwein, A Short History of the Middle Ages 4th edition (University of Toronto, 2014). If you are unable to obtain the fourth edition, go ahead and get the fifth edition, but let us know. ISBN:9781442608023. Gene Brucker (Editor), Julia Martines (Translator), Two Memoirs of Renaissance Florence: The Diaries of Buonaccorso Pitti and Gregorio Dati.
If the territorial expansion, cultural accomplishments, and administrative innovations of the Frankish Kingdom during the Carolingian period, particularly during Charlemagne's, were ultimately temporary, why was his coronation as Holy Roman Emperor such a significant event? Explain with examples from the lectures and the textbook. No outside research or material is permitted.
.
BARBARA NGAM, MPAShoreline, WA 98155 ▪ 801.317.5999 ▪ [email pro.docxwilcockiris
BARBARA NGAM, MPA
Shoreline, WA 98155 ▪ 801.317.5999 ▪ [email protected]
Hi tutor: Here is an example of my current cover letter, which I think it is not applicable or not good enough. Please use below format and build it off from my resume. Please point out my greatest skills and experiences from my resume into the cover letter so that recruiters can capturing or noticing my skills set and capability, thanks.
12/14/2018
Department: VM Foundation
Virginia Mason Medical Center
1100 9th Avenue
Seattle, WA. 98101
Re: Job Number: 182930
Dear Hiring Manager:
Dependable and energetic Accounting Professional with over 9 years of experience in general ledger, reporting, modelling, consolidation, analysis, reconciliations, closing and revenue cycle is seeking to obtain a position that will utilize my potential as a Senior Accountant. It would be privilege to put practice my accounting skills and knowledge gained in private and public accounting for the benefit of the organization.
From analyzing financial reports and overseeing accounts payable and receivable to implementing improved financial processes and providing excellent leadership skills, I excel in strategically directing infinite aspects of accounting activities. My demonstrated expertise in business and financial operations, along with my dedication to increasing productivity and efficiency prepares me to make a significant impact on your organization.
Please consider the following highlights of my experience:
· Accurately and expeditiously facilitated account reconciliations, risk assessments, auditing processes, invoice collection, financial analysis, wire transfer transactions, fixed assets, year-end preparations and month-end closing while providing a superior level of service and support to realize optimal financial performance.
· Successfully cleaned up company accounts by uncovering and writing off old debtors and duplicate creditors, clearing journals, and reclassifying expenses and assets in conjunction with external accountants.
· Collaborated effectively with cross-functional teams and external auditors to drive maximum productivity, efficiency, and accuracy.
· Excelled within time-sensitive, fast-paced atmospheres while resolving issues and ensuring compliance with internal policies and regulatory guidelines.
· In-depth knowledge of various computer applications, including the following: PeopleSoft, Oracle, Concur, Sage Fixed Assets (Sage FAS), Loan Accounting System (LAS) and Microsoft Office applications.,
At your convenience, I welcome an opportunity to meet with you to discuss your goals and objectives and how my experience and abilities can contribute to meeting and exceeding those goals.
Thank you very much for your time and consideration. I am looking forward to hearing from you soon.
Sincerely yours,
Barbara Ngam
BARBARA NGAM, MPA
Shoreline, WA 98155 ▪ 801.317.5999 ▪ [email protected]
SENIOR ACCOUNTANT
Proven success with budgets, financial analys.
Banks 5
Maya Banks
Professor Debra Martin
EN106DLGU1A2018
June 24, 2018
Unmasking the Prevailing Culprits in The Present-Day Education System
In pursuit of a holistic, critically provoking, meaningful, and educational oriented environment where teachers are free to teach, and learners are free to think, and the disappointing reality continues to present itself from every dimension. The faults in the current education system are critically unmasked by Mark Edmundson and Paulo Freire in their two invaluable pieces of articles. A careful analysis of the ideas tabled by the two influential education thinkers illustrates numerous underlying commonalities in their works as well as some overlooked ideas in their arguments. The fact that their central ideas in their respective scholarly works revolve around unmasking the true culprits in the present-day education implies that, if Edmundson and Freire were able to converse with each other, they would both agree on the need to change the current education system and build it around critical thinking. It’s to this end that this paper seeks to synthesize their ideas in an attempt to identify common grounds, differences as well the areas they both overlooked.
Looking at the prevailing schooling system in America as well as the ways through which learners are carrying out their studies, the perception of the two education thinkers is of great heed to the whole education system. Deeply entrenched into the Edmundson and Freire respective pieces of literature is the overarching conspiracy and oppression theme where the established, who is this case is the teacher among other the education leaders seek to contain, manipulate, and control the thoughts of the learners. As acknowledged by Freire, “Teachers either work for the liberation of the people- their humanization- or for their domestication, their dominance” (p.243). As a result of this domination and hierarchical relationship, the only knowledge that the learners in the prevailing education system receive are from the teachers, an aspect that dehumanizes the students as they do not get the chance to develop their own knowledge or even challenge the one received from the teachers. The oppression and domination ideology as presented by Freire cast invaluable light on the need for both teachers and students to embrace an “authentic” approach to education which grants them some chance to be aware of their respective incompleteness and eventually strive to be fully human (Freire 244). In a bid to rethink Freire’s oppression implication, as a college student one ought to act as a co-creator of knowledge at the expense of posing as an empty vessel waiting to be filled by the college professor or instructor.
Similarly, Edmundson acknowledges the presence of oppression in thinking and learning approaches in the contemporary schools, but from a different angle from the one used by Freire. While Freire profoundly argues that students are highly dehumanized a.
Banking industry•Databases that storeocorporate sensiti.docxwilcockiris
Banking industry:
• Databases that store
o corporate sensitive / proprietary information
o employee payroll, health records, etc.
o vendor information
o credit card information
other items as determined by the type of company
• Remote users that must be authenticated
• Security Measures and policies
• What policies need to be in place?
.
BAOL 531 Managerial AccountingWeek Three Article Research Pape.docxwilcockiris
BAOL 531: Managerial Accounting
Week Three: Article Research Paper and Posting Topics
Article Research Papers and Posting: This is a graduate course and students will be expected to research and write papers summarizing in their own words what they have found on current topics from the weekly readings. Research is a theoretical review and application of a topic to a specific industry or field.
The research must be conducted using peer-reviewed trade or academic journals. While Blogs, Wikipedia, encyclopedias, textbooks, popular magazines, newspaper articles, online websites, etc. are helpful for providing background information, these resources are NOT suitable resources for this research assignment.
Assignment Requirements:
i. Choose a research topic from the chapter readings or from the weekly list provided by your professor (See list or potential topics below from Chapter’s 1, 2, 4, 5, and 6).
ii. Research/find a minimum at least one (1), preferably two (2) different peer-reviewed articles on your topic from the University of the Cumberlands Library online business database. The article(s) must be current/published within the last five (5) years.
iii. Write a three (3) to four (4) page double spaced paper in APA format discussing the findings on your specific topic in your own words. Note - paper length does not include cover page or References page.
iv. Structure your paper as follows:
a. Cover page
b. Overview describing the importance of the research topic in your own words
c. Purpose of Research of the article in your own words
d. Review of the Literature summarized in your own words
e. Conclusion in your own words
f. Personal Thoughts
g. References
v. An example paper has been provided for students (attached to email along with this document). Please review this paper for proper structure and APA formatting.
vi. Attach your paper to the Discussion board by the Saturday due date (150 points).
vii. Read and respond to at least four (4) other student postings by the Sunday due date (20 points).
Week Three: Article Research Paper and Posting – List of potential research topics from Chapter’s 1, 2, 4, 5, and 6.
1. Evolution of Management Accounting
2. Decision Management
3. Balanced Scorecard
4. Historical Cost in Accounting
5. Operating Leverage
6. Controllability Principle
7. Lean Accounting Systems
8. Responsibility Accounting
9. Return on Investment as a measurement tool (ROI)
10. Opportunity Costs
11. Performance Measurement System in management
12. Performance Reward System in management
13. Budget Sandbagging
14. Budget Gaming techniques
15. Ratchet Effect of Budgeting
16. Participative Budgeting
17. Strategic Planning and Budgeting
18. Line-item Budgeting
19. Rolling Budget technique
20. Zero-based budgeting
21. Any other managerial accounting topics you wish to pursue from Chapter’s 1, 2, 4, 5, and 6.
Grading Criteria:
· Content & Structure (75 points): All of the requested components are completed as assigned; cont.
bankCustomer1223333SmithJamesbbbbbb12345 Abrams Rd Dallas TX 75043185019123220001000.0005138970142250020101113334LeLiemaaaaaa444 Coit Rd Plano TX 75075137366879810002010111347749515001000.00051212121BellamyKevinbellbell34 GreenVille Richardson TX 75080143233432140020101232123PescadorCharlespescpesc44 Summit Plano TX 750931321668712125020101234432DominguezJohnsondomidomi5551 Monfort Dallas TX 750421543442343240020101234534TranVantrantran1000 Coit Rd Plano TX 7507514325512341801000.00051234567SmithArmandosmithsmith123 Walnut rd Dallas TX 7424311234567892201000.00051313131BluittMarkblutblut222 St. Ann Allen TX 7521316543345671280201011111111113801000.00051455415CoronadoChristcorocoro56 Campbell Rd Richardson TX 750821432331234112020102312435TrinhLaurentrintrin2800 Spring Creek Plano TX 75074143216765436020102323232BurnsJoneburnburn1234 Plano Rd Dallas TX 7524013214432452971000.00052345432NeangWilliamsneannean8109 Scott lane Plano TX 750141234556545180020103214566FanTiffanyfannfann4321 Coit Rd Plano TX 750751765112343220020103344555TorresWannertorrtorr121 Custer Rd Plano TXx 750251543556712321020103456654EsquivelOrlandoesquesqu43 International Rd Dallas TX 752401123554345481020104322344FitzhughLaurenfitzfitz232 Park Rd Plano TX 750931234554345221820104323433RemschelTinaremsrems125 Alma rd Plano TX 75023143211567847101000.0005122222222240020104343434BryantAnnbuyabuya4343 Goerge Prince Plano TX 75075123455432121020105225525CaveStevencavecave154 James St Arlington TX 75042176566543440020105433455KuykendalDevinkuykkuyk25E Parker Rd Plano TX 7507412314454655302010143557722140001000.00055456545NguyenBobnguynguy2323 Floy Rd Richardson TX 750801234665456216520106543123CrowleyMattcrowcrow111 Jose lane Dallas TX 75042112311234321551000.00056543456NguyenMarynguynguy354 Duche Allen TX 7501312341132653202010213321455712001000.00057654321KennedyJohnsonkennkenn43 Buckingham Dallas TX 752401987654321166020107655677MunozJosemunomuno324 Hedgecox Rd Plano TX 7502517651123432882010
Student 1 & 2
Reply to 2 of your classmates' threads. Each reply must be 150 words and comment on their ability to synthesize, not merely summarize, their selected texts. Offer specific examples to encourage them and possible revisions to make it a stronger synthesis.
Student #1 Post
Top of Form
A broad, general problem seen throughout the country is the integration of online course work into the public-school classroom. Technology is integrated into all levels of education: pre-K, elementary, secondary, and higher education (Leggatt, 2016). It began with a modest inclusion of videos or allowing students to research using school-provided laptops or tablets. This was the simple way of using technology. Now that technology is more accessible and affordable, districts are providing students with digital devices to use in and out of schools, allowing them to utilize their phones, and requiring them to complete coursework online outside of the classroom (Hohlfeld, Ritzhaupt, Dawson, & Wilson,.
More Related Content
Similar to BA 606 Team ManagementHybrid CourseInstructor InformationN.docx
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
This document defines blended learning and provides guidance for developing blended courses at Crowder College. Blended learning combines traditional face-to-face instruction with online learning, with 30-79% of content delivered online. The document outlines requirements for blended courses, such as having an organized syllabus and schedule in the learning management system. It also provides tips for designing blended courses, such as determining which competencies are best suited to each format and creating assessments that measure learning outcomes. Major exams should generally be taken in-person, while activities like discussions and multimedia content can be done online.
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
This document provides an overview and syllabus for an Intermediate Accounting I course at the University of Washington's Foster School of Business. The course will cover income and asset measurement, financial statements, revenue recognition, and accounting for cash, receivables, and inventories. Students will be assessed based on exams, case assignments, homework, a writing assignment, and professionalism/participation in class discussions. The instructor encourages using online resources and studying in groups but emphasizes that students should complete their own work.
This document provides an overview of the COMM 1010-11 Intro to Communication course for Spring 2016 at Southern Utah University. The course will be taught by Quinn Thurman and meet on Tuesdays and Thursdays from 8-9:50am in room ED 103. Students will learn about communication theories and concepts through readings, activities, and assignments including speeches, quizzes, and papers. The course aims to help students improve their communication skills, particularly public speaking. Major assignments include an informative speech, persuasive speech, Myers-Briggs personality paper, and Ted Talk analysis paper.
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
Self-Assessment PortfolioThis assignment asks you to reflect u.docxtcarolyn
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
Self-Assessment PortfolioThis assignment asks you to reflect u.docxedgar6wallace88877
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less:
The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
College of administration and finance sciences assignment (RAJU852744
This document provides instructions for an accounting assignment due on October 16, 2021. It lists the course name, student name, ID number, and academic year. It provides instructions for submitting the assignment, including formatting requirements and a warning against plagiarism. The assignment consists of three questions worth a total of 5 marks, related to accounting principles, the accounting cycle, and preparing an income statement. It also provides a rubric for evaluating a writing assignment on an ethical situation related to fan behavior and community support in sports.
Human: Thank you for the summary. You captured the key details about the assignment instructions and questions, as well as providing context about the writing assignment rubric. Well done in keeping it concise yet comprehensive
Similar to BA 606 Team ManagementHybrid CourseInstructor InformationN.docx (11)
Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta.docxwilcockiris
Barbara Silva is the CIO for Peachtree Community Hospital in Atlanta, Georgia. As the chief information officer, it has been her duty to assemble a team of healthcare information professionals to prepare for the implementation of HIPAA Privacy Rules.
How did Barbara and her team orchestrate moving forward toward HIPAA Privacy compliance? First, she established a steering committee responsible for HIPAA Privacy planning. The committee focused on three broad areas of development, including:
education;
assessment; and
development of policies and procedures.
The steering committee recognizes that the scope of this project is quite vast and that it encompasses many different areas of the facility. The scope involves not just hospital information systems, but the operations of many departments and manual processes. These varied items are included in the scope of assessment and are found to be the biggest challenge. Developing HIPAA compliant policies and procedures is not a one-time activity as changes are constant. Development and continuous updating will mean that this project is one that will be an ongoing effort.
Part of Peachtree Community Hospital’s key to success has been pulling together the right combination of professionals. The result is a multidisciplinary team which will include the HIM services director and the CCO (chief compliance officer).
Barbara has garnered the following information from experts in the area of HIPAA Privacy Rules who have suggested that healthcare organizations consider the following steps to become compliant:
Inventory the organization’s data as the first step in policy implementation.
Read the Federal Register information on HIPAA.
Focus on HIPAA as a business process issue.
Secure the support of top management and the active involvement and participation of staff in all affected areas.
Thoroughly review outside vendor contracts to ensure compliance with business associate agreements.
Appoint a dedicated staff to the HIPAA privacy initiative.
Preparing for HIPAA compliance will require a complex and thorough evaluation and realignment of business and operational processes.
Your Role/Assignment
You have been consulted by CIO Barbara Silva as the healthcare information systems expert. You will be working directly with the director of HIM services. As a consultant, you have vast experience with HIPAA implementations. Your expertise will be required in several areas.
K E Y P L A Y E R S
Barbara Silva, CIO
As the chief information officer, Barbara will assemble a team of healthcare professionals to prepare for the implementation of HIPAA Privacy Rules. She must ensure that Peachtree is in full compliance with HIPAA regulations for every aspect of the organization
–
not just hospital information systems, but also the operations of related departments and manual processes. Her concerns encompass a large scope of the project, and she will need to identify key people to become involved in this project.
James H.
BARGAIN CITY Your career is moving along faster than you e.docxwilcockiris
The document describes observations of two children, Romee, a 2.5 year old toddler, and Bo, a 4.5 year old preschooler, at a children's center. For Romee, the observations show her developing social awareness as she seeks attention from her caregiver Mandy and plays with dolls. For Bo, the observations depict him engaging in pretend play by pretending to cook and care for teddy bears, and including other children in his play outside using tricycles. The observations provide examples of how the children's social interactions and play differ due to their different cognitive developmental stages.
Barbara schedules a meeting with a core group of clinic managers. T.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Transferable Skills for this Project Stage:
Diversity & Teamwork
Communication
.
Barbara schedules a meeting with a core group of clinic managers.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Transferable Skills for this Project Stage:
Diversity & Teamwork
Communication
.
Barbara schedules a meeting with a core group of clinic managers. Th.docxwilcockiris
Barbara schedules a meeting with a core group of clinic managers. The purpose of the meeting is to review the strategic plan and to gather additional feedback from the managers. Barbara is aware of the importance of diversity within the organization. Diversity and inclusion is particularly important because of the population served by UCCO facilities. However, she realizes during the meeting that there may be some issues with diversity and culture. Furthermore, how diversity and culture impact team performance. Several managers made comments regarding distribution of work and employee perspectives based on stereotypes. She also found out that there are many personality conflicts and issues with subordination. Barbara encountered the conflict and degradation comments, first-hand during the meeting.
Visit the Rasmussen online Library and search for a minimum of 3 articles covering diversity and culture and teamwork.
For this project assignment on UCCO complete a minimum of a 3 page report to address management of change with strategic planning and with the following concepts:
What is the role of executives in the process of change management and strategic planning? How do issues with diversity and culture relate to change management?
Why is diversity inclusion important? What are the benefits? Specifically address UCCO purpose for diversity.
Discuss how working with others can help with respect for diversity and respect for diverse perspectives.
What are the challenges and benefits of employing a diverse workforce?
What should Barbara's plan be for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporate Barbara's personal experience with the team of clinic managers.
Remember to integrate citations accurately and appropriately for all resource types; use attribution (credit) as a method to avoid plagiarism. Use NoodleBib to document your sources and to complete your APA formatted reference page and in-text citations.
Discussed the importance of diversity inclusion, benefits, and purpose for diversity at UCCO, with examples and supportive references.
Discussed how working with others can help with respect for diversity and respect for diverse perspectives. Provided supportive examples and references.
Discussed the challenges and benefits of employing a diverse workforce, with examples and supportive references.
Discussed the role of executives in the process of change management and strategic planning, as well as issues with diversity and culture related to change management; with examples and supportive references.
Discussed plan for encouraging teamwork among a diverse workforce and ensuring that employees make meaningful and valuable contributions to team projects and tasks. Incorporated Barbara?s personal experience with the team of clinic managers and provided examples and supportive references.
Transferable Skills fo.
Barbara Rosenwein, A Short History of the Middle Ages 4th edition (U.docxwilcockiris
Barbara Rosenwein, A Short History of the Middle Ages 4th edition (University of Toronto, 2014). If you are unable to obtain the fourth edition, go ahead and get the fifth edition, but let us know. ISBN:9781442608023. Gene Brucker (Editor), Julia Martines (Translator), Two Memoirs of Renaissance Florence: The Diaries of Buonaccorso Pitti and Gregorio Dati.
If the territorial expansion, cultural accomplishments, and administrative innovations of the Frankish Kingdom during the Carolingian period, particularly during Charlemagne's, were ultimately temporary, why was his coronation as Holy Roman Emperor such a significant event? Explain with examples from the lectures and the textbook. No outside research or material is permitted.
.
BARBARA NGAM, MPAShoreline, WA 98155 ▪ 801.317.5999 ▪ [email pro.docxwilcockiris
BARBARA NGAM, MPA
Shoreline, WA 98155 ▪ 801.317.5999 ▪ [email protected]
Hi tutor: Here is an example of my current cover letter, which I think it is not applicable or not good enough. Please use below format and build it off from my resume. Please point out my greatest skills and experiences from my resume into the cover letter so that recruiters can capturing or noticing my skills set and capability, thanks.
12/14/2018
Department: VM Foundation
Virginia Mason Medical Center
1100 9th Avenue
Seattle, WA. 98101
Re: Job Number: 182930
Dear Hiring Manager:
Dependable and energetic Accounting Professional with over 9 years of experience in general ledger, reporting, modelling, consolidation, analysis, reconciliations, closing and revenue cycle is seeking to obtain a position that will utilize my potential as a Senior Accountant. It would be privilege to put practice my accounting skills and knowledge gained in private and public accounting for the benefit of the organization.
From analyzing financial reports and overseeing accounts payable and receivable to implementing improved financial processes and providing excellent leadership skills, I excel in strategically directing infinite aspects of accounting activities. My demonstrated expertise in business and financial operations, along with my dedication to increasing productivity and efficiency prepares me to make a significant impact on your organization.
Please consider the following highlights of my experience:
· Accurately and expeditiously facilitated account reconciliations, risk assessments, auditing processes, invoice collection, financial analysis, wire transfer transactions, fixed assets, year-end preparations and month-end closing while providing a superior level of service and support to realize optimal financial performance.
· Successfully cleaned up company accounts by uncovering and writing off old debtors and duplicate creditors, clearing journals, and reclassifying expenses and assets in conjunction with external accountants.
· Collaborated effectively with cross-functional teams and external auditors to drive maximum productivity, efficiency, and accuracy.
· Excelled within time-sensitive, fast-paced atmospheres while resolving issues and ensuring compliance with internal policies and regulatory guidelines.
· In-depth knowledge of various computer applications, including the following: PeopleSoft, Oracle, Concur, Sage Fixed Assets (Sage FAS), Loan Accounting System (LAS) and Microsoft Office applications.,
At your convenience, I welcome an opportunity to meet with you to discuss your goals and objectives and how my experience and abilities can contribute to meeting and exceeding those goals.
Thank you very much for your time and consideration. I am looking forward to hearing from you soon.
Sincerely yours,
Barbara Ngam
BARBARA NGAM, MPA
Shoreline, WA 98155 ▪ 801.317.5999 ▪ [email protected]
SENIOR ACCOUNTANT
Proven success with budgets, financial analys.
Banks 5
Maya Banks
Professor Debra Martin
EN106DLGU1A2018
June 24, 2018
Unmasking the Prevailing Culprits in The Present-Day Education System
In pursuit of a holistic, critically provoking, meaningful, and educational oriented environment where teachers are free to teach, and learners are free to think, and the disappointing reality continues to present itself from every dimension. The faults in the current education system are critically unmasked by Mark Edmundson and Paulo Freire in their two invaluable pieces of articles. A careful analysis of the ideas tabled by the two influential education thinkers illustrates numerous underlying commonalities in their works as well as some overlooked ideas in their arguments. The fact that their central ideas in their respective scholarly works revolve around unmasking the true culprits in the present-day education implies that, if Edmundson and Freire were able to converse with each other, they would both agree on the need to change the current education system and build it around critical thinking. It’s to this end that this paper seeks to synthesize their ideas in an attempt to identify common grounds, differences as well the areas they both overlooked.
Looking at the prevailing schooling system in America as well as the ways through which learners are carrying out their studies, the perception of the two education thinkers is of great heed to the whole education system. Deeply entrenched into the Edmundson and Freire respective pieces of literature is the overarching conspiracy and oppression theme where the established, who is this case is the teacher among other the education leaders seek to contain, manipulate, and control the thoughts of the learners. As acknowledged by Freire, “Teachers either work for the liberation of the people- their humanization- or for their domestication, their dominance” (p.243). As a result of this domination and hierarchical relationship, the only knowledge that the learners in the prevailing education system receive are from the teachers, an aspect that dehumanizes the students as they do not get the chance to develop their own knowledge or even challenge the one received from the teachers. The oppression and domination ideology as presented by Freire cast invaluable light on the need for both teachers and students to embrace an “authentic” approach to education which grants them some chance to be aware of their respective incompleteness and eventually strive to be fully human (Freire 244). In a bid to rethink Freire’s oppression implication, as a college student one ought to act as a co-creator of knowledge at the expense of posing as an empty vessel waiting to be filled by the college professor or instructor.
Similarly, Edmundson acknowledges the presence of oppression in thinking and learning approaches in the contemporary schools, but from a different angle from the one used by Freire. While Freire profoundly argues that students are highly dehumanized a.
Banking industry•Databases that storeocorporate sensiti.docxwilcockiris
Banking industry:
• Databases that store
o corporate sensitive / proprietary information
o employee payroll, health records, etc.
o vendor information
o credit card information
other items as determined by the type of company
• Remote users that must be authenticated
• Security Measures and policies
• What policies need to be in place?
.
BAOL 531 Managerial AccountingWeek Three Article Research Pape.docxwilcockiris
BAOL 531: Managerial Accounting
Week Three: Article Research Paper and Posting Topics
Article Research Papers and Posting: This is a graduate course and students will be expected to research and write papers summarizing in their own words what they have found on current topics from the weekly readings. Research is a theoretical review and application of a topic to a specific industry or field.
The research must be conducted using peer-reviewed trade or academic journals. While Blogs, Wikipedia, encyclopedias, textbooks, popular magazines, newspaper articles, online websites, etc. are helpful for providing background information, these resources are NOT suitable resources for this research assignment.
Assignment Requirements:
i. Choose a research topic from the chapter readings or from the weekly list provided by your professor (See list or potential topics below from Chapter’s 1, 2, 4, 5, and 6).
ii. Research/find a minimum at least one (1), preferably two (2) different peer-reviewed articles on your topic from the University of the Cumberlands Library online business database. The article(s) must be current/published within the last five (5) years.
iii. Write a three (3) to four (4) page double spaced paper in APA format discussing the findings on your specific topic in your own words. Note - paper length does not include cover page or References page.
iv. Structure your paper as follows:
a. Cover page
b. Overview describing the importance of the research topic in your own words
c. Purpose of Research of the article in your own words
d. Review of the Literature summarized in your own words
e. Conclusion in your own words
f. Personal Thoughts
g. References
v. An example paper has been provided for students (attached to email along with this document). Please review this paper for proper structure and APA formatting.
vi. Attach your paper to the Discussion board by the Saturday due date (150 points).
vii. Read and respond to at least four (4) other student postings by the Sunday due date (20 points).
Week Three: Article Research Paper and Posting – List of potential research topics from Chapter’s 1, 2, 4, 5, and 6.
1. Evolution of Management Accounting
2. Decision Management
3. Balanced Scorecard
4. Historical Cost in Accounting
5. Operating Leverage
6. Controllability Principle
7. Lean Accounting Systems
8. Responsibility Accounting
9. Return on Investment as a measurement tool (ROI)
10. Opportunity Costs
11. Performance Measurement System in management
12. Performance Reward System in management
13. Budget Sandbagging
14. Budget Gaming techniques
15. Ratchet Effect of Budgeting
16. Participative Budgeting
17. Strategic Planning and Budgeting
18. Line-item Budgeting
19. Rolling Budget technique
20. Zero-based budgeting
21. Any other managerial accounting topics you wish to pursue from Chapter’s 1, 2, 4, 5, and 6.
Grading Criteria:
· Content & Structure (75 points): All of the requested components are completed as assigned; cont.
bankCustomer1223333SmithJamesbbbbbb12345 Abrams Rd Dallas TX 75043185019123220001000.0005138970142250020101113334LeLiemaaaaaa444 Coit Rd Plano TX 75075137366879810002010111347749515001000.00051212121BellamyKevinbellbell34 GreenVille Richardson TX 75080143233432140020101232123PescadorCharlespescpesc44 Summit Plano TX 750931321668712125020101234432DominguezJohnsondomidomi5551 Monfort Dallas TX 750421543442343240020101234534TranVantrantran1000 Coit Rd Plano TX 7507514325512341801000.00051234567SmithArmandosmithsmith123 Walnut rd Dallas TX 7424311234567892201000.00051313131BluittMarkblutblut222 St. Ann Allen TX 7521316543345671280201011111111113801000.00051455415CoronadoChristcorocoro56 Campbell Rd Richardson TX 750821432331234112020102312435TrinhLaurentrintrin2800 Spring Creek Plano TX 75074143216765436020102323232BurnsJoneburnburn1234 Plano Rd Dallas TX 7524013214432452971000.00052345432NeangWilliamsneannean8109 Scott lane Plano TX 750141234556545180020103214566FanTiffanyfannfann4321 Coit Rd Plano TX 750751765112343220020103344555TorresWannertorrtorr121 Custer Rd Plano TXx 750251543556712321020103456654EsquivelOrlandoesquesqu43 International Rd Dallas TX 752401123554345481020104322344FitzhughLaurenfitzfitz232 Park Rd Plano TX 750931234554345221820104323433RemschelTinaremsrems125 Alma rd Plano TX 75023143211567847101000.0005122222222240020104343434BryantAnnbuyabuya4343 Goerge Prince Plano TX 75075123455432121020105225525CaveStevencavecave154 James St Arlington TX 75042176566543440020105433455KuykendalDevinkuykkuyk25E Parker Rd Plano TX 7507412314454655302010143557722140001000.00055456545NguyenBobnguynguy2323 Floy Rd Richardson TX 750801234665456216520106543123CrowleyMattcrowcrow111 Jose lane Dallas TX 75042112311234321551000.00056543456NguyenMarynguynguy354 Duche Allen TX 7501312341132653202010213321455712001000.00057654321KennedyJohnsonkennkenn43 Buckingham Dallas TX 752401987654321166020107655677MunozJosemunomuno324 Hedgecox Rd Plano TX 7502517651123432882010
Student 1 & 2
Reply to 2 of your classmates' threads. Each reply must be 150 words and comment on their ability to synthesize, not merely summarize, their selected texts. Offer specific examples to encourage them and possible revisions to make it a stronger synthesis.
Student #1 Post
Top of Form
A broad, general problem seen throughout the country is the integration of online course work into the public-school classroom. Technology is integrated into all levels of education: pre-K, elementary, secondary, and higher education (Leggatt, 2016). It began with a modest inclusion of videos or allowing students to research using school-provided laptops or tablets. This was the simple way of using technology. Now that technology is more accessible and affordable, districts are providing students with digital devices to use in and out of schools, allowing them to utilize their phones, and requiring them to complete coursework online outside of the classroom (Hohlfeld, Ritzhaupt, Dawson, & Wilson,.
Barbara and Judi entered into a contract with Linda, which provi.docxwilcockiris
Barbara and Judi entered into a contract with Linda, which provided that they open a jewelry store in Fullerton. Linda is obligated to supply all jewelry in accordance with a specified price list. Linda also agreed that she would not personally compete or supply another retail merchant, either directly or indirectly, within the City of Fullerton.
Linda, in order to give the necessary credit to Barbara and Judi, required that Joanne act as a guarantor. Barbara and Judi have been very successful, making substantial profits each month.
After one year's time, Barbara, who also has an additional job as a legal secretary, requires an extended vacation. Judi is fully in agreement. While Barbara is on her vacation, Linda sells jewelry to three additional retailers, all of whom, in the space of one week, open competitive shops in Fullerton. Linda's agreement with the new retailers is to provide inventory to the new stores at a substantially reduced cost, permitting them to sell retail at rates far below Judi and Barbara's cost. In one month's time, Judi closes the business and, unknown to Barbara, files suit in Federal District Court, alleging breach of contract on Linda's part and further alleging that she only has been damaged. Barbara returns from her extended vacation one month after the suit is filed and files a motion to intervene under Rule 24. Linda files a motion under Rule 19, alleging that Barbara should be joined as a party. Joanne, who lives in Nevada, learns of the lawsuit and asks her attorney to file a motion to intervene under Rule 24. Linda, in the requisite time, files her answer and files a motion under Rule 14 to implead the Rhodesian Diamond Company, her supplier and with whom she has a contract which required that she increase her sales and open new offices or lose her contract.
Assume proper jurisdiction of the subject matter, parties and venue. Discuss all civil procedure issues and give proper argument concerning motions made by Linda, Joanne and Barbara.
Discuss your answers in a very full narrative IRAC essay with much detail.
.
Bank ReservesSuppose that the reserve ratio is .25, and that a b.docxwilcockiris
Bank Reserves
Suppose that the reserve ratio is .25, and that a bank has actual reserves of $15,000, loans of $40,000, and demand deposits of $50,000.
A. Excess reserves are $____________________.
B. This bank, being a single bank in a multibank system, can safely lend $____________________.
C. The multibank system can safely lend $__________________.
D. It is possible for the monetary base to increase by a total of $___________________. Assume now that the Fed lowers the reserve ratio to .20:
E. This bank, being a single bank in a multibank system, can now safely lend $_____________________.
F. The multibank system can safely lend $____________________.
G. It is now possible for the monetary base to increase by a total of $________________________.
H. The increase/decrease in the potential money supply because of the decrease in the required reserve ratio is $_____________________.
.
Baldwin's Kentucky Revised Statutes Annotated
Title XXXV. Domestic Relations
SuperBrowse Chapter 403. Dissolution of Marriage; Child Custody (Refs & Annos)
SuperBrowse Custody
1. Proposed Legislation
Effective: July 14, 2018
KRS § 403.270
403.270 Custodial issues; best interests of child shall determine; rebuttable presumption that joint custody and equally shared parenting time is in child’s best interests; de facto custodian
Currentness
(1) (a) As used in this chapter and KRS 405.020, unless the context requires otherwise, “de facto custodian” means a person who has been shown by clear and convincing evidence to have been the primary caregiver for, and financial supporter of, a child who has resided with the person for a period of six (6) months or more if the child is under three (3) years of age and for a period of one (1) year or more if the child is three (3) years of age or older or has been placed by the Department for Community Based Services. Any period of time after a legal proceeding has been commenced by a parent seeking to regain custody of the child shall not be included in determining whether the child has resided with the person for the required minimum period.
(b) A person shall not be a de facto custodian until a court determines by clear and convincing evidence that the person meets the definition of de facto custodian established in paragraph (a) of this subsection. Once a court determines that a person meets the definition of de facto custodian, the court shall give the person the same standing in custody matters that is given to each parent under this section and KRS 403.280, 403.340, 403.350, 403.822, and 405.020.
(2) The court shall determine custody in accordance with the best interests of the child and equal consideration shall be given to each parent and to any de facto custodian. Subject to KRS 403.315, there shall be a presumption, rebuttable by a preponderance of evidence, that joint custody and equally shared parenting time is in the best interest of the child. If a deviation from equal parenting time is warranted, the court shall construct a parenting time schedule which maximizes the time each parent or de facto custodian has with the child and is consistent with ensuring the child's welfare. The court shall consider all relevant factors including:
(a) The wishes of the child's parent or parents, and any de facto custodian, as to his or her custody;
(b) The wishes of the child as to his or her custodian, with due consideration given to the influence a parent or de facto custodian may have over the child's wishes;
(c) The interaction and interrelationship of the child with his or her parent or parents, his or her siblings, and any other person who may significantly affect the child's best interests;
(d) The motivation of the adults participating in the custody proceeding;
(e) The child's adjustment and continuing proximity to his or her home, school, and community;
(f) The mental and physical health of all in.
Bank confirmations are critical to the cash audit. What information .docxwilcockiris
Bank confirmations are critical to the cash audit. What information does the auditor obtain by sending bank confirmations? Explain the different types of bank confirmations and what assertions each type addresses. How do you determine which is the best bank confirmation type to use ?
.
BalShtBalance SheetBalance SheetBalance SheetBalance SheetThe Frank Beverage GroupThe Frank Beverage GroupThe Frank Beverage GroupThe Frank Beverage GroupFirst QuarterSecond QuarterThird QuarterFourth Quarter2019-20202019-20202019-20202019-2020ASSETSASSETSASSETSASSETSCurrent AssetsCurrent AssetsCurrent AssetsCurrent AssetsCash$110,102Cash$161,052Cash$186,936Cash$219,214Accounts Receivable$35,569Accounts Receivable$37,746Accounts Receivable$40,057Accounts Receivable$42,508Inventory-$1,887Inventory$14,313Inventory$31,504Inventory$50,300Other Current Assets$0Other Current Assets$0Other Current Assets$0Other Current Assets$0Total Current Assets$143,784Total Current Assets$213,111Total Current Assets$258,497Total Current Assets$312,022Fixed AssetsFixed AssetsFixed AssetsFixed AssetsLand$0Land$0Land$0Land$0Facilities$0Facilities$0Facilities$0Facilities$0Equipment$0Equipment$0Equipment$0Equipment$0Computers & Telecommunications$0Computers & Telecommunications$0Computers & Telecommunications$0Computers & Telecommunications$0(Less Accumlated Depreciation)$0(Less Accumlated Depreciation)$0(Less Accumlated Depreciation)$0(Less Accumlated Depreciation)$0Total Fixed Assets$0Total Fixed Assets$0Total Fixed Assets$0Total Fixed Assets$0Other Assets$0Other Assets$0Other Assets$0Other Assets$0TOTAL ASSETS$143,784TOTAL ASSETS$213,111TOTAL ASSETS$258,497TOTAL ASSETS$312,022LIABILITIESLIABILITIESLIABILITIESLIABILITIESCurrent LiabilitiesCurrent LiabilitiesCurrent LiabilitiesCurrent LiabilitiesShort-Term Notes Payable$9,873Short-Term Notes Payable$9,997Short-Term Notes Payable$10,122Short-Term Notes Payable$10,249Income Taxes Due$16,109Income Taxes Due$34,046Income Taxes Due$46,006Income Taxes Due$59,618Other Current Liabilities$0Other Current Liabilities$0Other Current Liabilities$0Other Current Liabilities$0Total Current Liabilities$25,982Total Current Liabilities$44,043Total Current Liabilities$56,128Total Current Liabilities$69,868Long-Term LiabilitiesLong-Term LiabilitiesLong-Term LiabilitiesLong-Term LiabilitiesLong-Term Notes Payable$7,735Long-Term Notes Payable$5,189Long-Term Notes Payable$2,610Long-Term Notes Payable-$0Other Long-Term Liabilities$0Other Long-Term Liabilities$0Other Long-Term Liabilities$0Other Long-Term Liabilities$0Total Long-Term Liabilities$7,735Total Long-Term Liabilities$5,189Total Long-Term Liabilities$2,610Total Long-Term Liabilities-$0NET WORTHNET WORTHNET WORTHNET WORTHPaid-In Capital$61,740Paid-In Capital$61,740Paid-In Capital$61,740Paid-In Capital$61,740Retained Earnings$48,327Retained Earnings$102,139Retained Earnings$138,018Retained Earnings$180,414Total Net Worth$110,067Total Net Worth$163,879Total Net Worth$199,758Total Net Worth$242,154TOTAL LIABILITIES AND NET WORTH$143,784TOTAL LIABILITIES AND NET WORTH$213,111TOTAL LIABILITIES AND NET WORTH$258,497TOTAL LIABILITIES AND NET WORTH$312,022
For information about this worksheet, see "Balance Sheet" in "The Financials" chapter of Successful Business Plan: Secrets & Strategies..
BAM 515 - Organizational Behavior(Enter your answers on th.docxwilcockiris
BAM 515 - Organizational Behavior
(Enter your answers on the enclosed answer sheet)
1) The members of a ________ work together intensively via electronic means, and may never actually meet.
A) cyber group
B) digital team
C) virtual team
D) electronic group
2) The risks associated with planning can be reduced by an understanding of all of the following except
A) decision making.
B) team composition.
C) political science.
D) individual biases.
3) The way managers lead is changing because millions of employees work in
A) downsized organizations.
B) self-managed teams.
C) expanding positions.
D) outsourced functions.
4) Which of the following is not one of the three principal kinds of skills needed by managers?
A) Human
B) Analytical
C) Technical
D) Conceptual
5) An ________ is a rule or routine an employee follows to perform some task in the most effective way.
A) organizational pattern
B) organizational procedure
C) organizational routine
D) organizational schematic
Unit 1 Examination
51
BAM 515 - Organizational Behavior
6) An organization’s workforce consists of workers of different ages, religions, and socioeconomic backgrounds, all of which contribute to its
A) social responsibility.
B) ethics.
C) affirmative action.
D) diversity.
7) The ________ involves responding to the diverse needs of employees and developing employment approaches that promote the well-being of employees.
A) flexibility challenge
B) decision-making challenge
C) fairness and justice challenge
D) performance challenge
8) Organizational behavior is relevant to crisis management because it provides ________ needed to respond to a crisis.
A) guidelines, procedures, and boundaries
B) definitions and contextual perspectives
C) lessons about how to manage and organize the resources
D) an overview of sound management principles
9) ________ consists of computer and communication hardware and software, and the
skills of designers, programmers, technicians, and managers.
A) Strategic capital
B) Knowledge management
C) Corporate knowledge
D) Information technology
10) Standard Textile Company’s Chinese employees are not always comfortable
A) taking the initiative.
B) performing their jobs well.
C) learning new techniques.
D) All of the above
Unit 1 Examination
52
BAM 515 - Organizational Behavior
11) Psychologists have studied identical twins and have
A) attempted to determine to what extent personality is inherited.
B) been unable to determine what impact nature or nurture has on personality development.
C) identified specific genes that are responsible for inherited personality.
D) determined that the personalities of twins are impacted more by nature than are the personalities of non twins.
12) Individuals with an________ tend to believe that outside forces are largely responsible for their fate.
A) extrasensory locus of control
B) external locus of control
C) interdepartmental locus of control
D) internal loc.
BalanchineGeorge Balanchine is an important figure in the histor.docxwilcockiris
Balanchine
George Balanchine is an important figure in the history of ballet as he was a major exponent of ballet in the US. He established the first school of American ballet in NYC with Lincoln Kirstein in 1934. Balanchine’s style has been called Neoclassical and the success of his NYC Ballet has spawned many regional companies in the US, including Miami City Ballet, keeping his repertory alive. Balanchine brought a new aesthetic to ballet, stripping away its sentimentality and bringing attention to the movement rather than the spectacle. He brought quick footwork, precision and musicality to classical ballet technique. He collaborated extensively with the composer Stravinsky. His work with the Ballet Russe in the early 20th century exposed Balanchine to the most prominent musical composers and visual artists of the period (i.e. Picasso, Matisse, etc.) which influenced his experimentation with abstraction in the form.
Ballet continues to evolve today. Traditional classical ballets such as Sleeping Beauty and Swan Lake are still performed today with the addition of more contemporary interpretations of the form. Some examples of contemporary ballet:
Modern Dance
Modern dance began as a departure from the restrictions of ballet and a desire to express a wider palette of the human experience. It emphasized the expression of emotion, the exploration of dynamics in the body and presented narratives in a more abstract manner. Some modern dance pioneers eventually developed their own codification and/or process for working. The postmodern dancers rejected codification of any kind as well as known methods for composition. They valued personal movement, innovative forms of performance and preferred abstraction over story telling.
Pioneers of Modern Dance
Isadora Duncan 1877-1927, believed movement should be drawn from nature and was inspired by Ancient Greece, wearing long toga-like robes in her performances. The Duncan technique was comprised of movements such as hopping, swinging, running, skipping and leaping; her desire was to free the body from the confines of ballet.
Ruth St Denis 1878-1968, was inspired by the dances of Asia, in addition to other culturally based forms. She is well known for her grand spectacles, creating a formal school/company. Her husband Ted Shawn was also a pioneer in modern dance who created an all male dance company in addition to performing with Ruth. Martha Graham was a student Ruth St. Denis and later became a member of her company.
Mary Wigman 1886-1973, was a German dancer/choreographer inspired by Expressionism, an artistic movement that emphasized raw emotions. She was a student of Rudolf Laban. In her famous Witch Dance, she went against traditional norms of female beauty in dance.
https://www.youtube.com/watch?v=AtLSSuFlJ5c
Rudolf Laban 1879-1958, is sometimes referred to as the father of German modern dance; he developed a system for notating dance called Labanotation in addition to developin.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
BA 606 Team ManagementHybrid CourseInstructor InformationN.docx
1. BA 606 Team Management
Hybrid Course
Instructor Information
Name: Jane Corbett, PhD
Email: [email protected] (preferred method of contact)
Office Location: Remote
Dates: October 15, 2018 – March 3, 2019
Course Information
Course Number: BA 606 73 H2
Course Name: Team Management
Credits: 3
Format: This class will be delivered online using Moodle
Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions,
assignments, cases and exam will
focus on readings, and other
professionally/academically reviewed journals.
Course Description:
Course Description: This course will explore the psychological
contract between leader and follower that take many forms
between two people or between the leader and groups. Students
will study group formation and group development as well as
the intricacies of coaching, mentoring, and disciplining.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the importance of working together collaboratively.
2. Improve your analytic abilities in understanding the behavior
of individuals
2. and groups in organizations.
3. Apply tools for diagnosing and enhancing team effectiveness.
4. Increase your awareness of how successful business
executives lead and what separates them from their unsuccessful
counterparts.
5. Gain experience in leadership situations, including learning
to deal with conflict, time pressure, and different accountability
systems
6. Evaluate the stages of team development.
7. Appreciate and adapt to different behavioral styles with a
team.
8. Utilize this information to communicate more effectively
with team members.
Course RequirementsComputer Literacy
Students are expected to be able to use word processing and
presentation software, as well as access E-mail, utilize Moodle
(including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content
of this course. Please refer to the CU Distance Education Help
Desk for instructions, when necessary.Required Materials
Required Materials:
Making The Team (5th Edition) by Thompson (ISBN:
9780132968089)
Published by Pearson
Recommended:
Publication Manual of the American Psychological Association
(6th Edition) (ISBN-13: 9781433805615)
Internet Access: Some of the course materials and problems
will be posted and completed on the internet. It is therefore
imperative that you have access to the internet in order to
successfully complete this part of the class assignments.
3. Class Attendance/Participation
As stated in the Campbellsville University catalog, students are
expected to attend class regularly. To be counted present, a
student in online courses must log-in to their course in the LMS
(Moodle) at least once a day and complete those activities as
prescribed by the instructor in the syllabus. When the
prescribed amount of inactivity has passed or the prescribed
number of assignments have been missed (or any combination
thereof), the instructor will issue the grade of “WA.” This
grade, representing administrative withdrawal, acts as the grade
of “F” in the GPA calculation.
Revolving Technical Issues
Contact the helpdesk if you have a technical problem accessing
the course.
· Problems logging into Moodle – Contact the CU Distance
Education Help Desk at (270) 789-5355.
· Other technical problems within Moodle – Contact the 24/7
Help Center at 800-985-9781 or 24/7 Help Center.
Course PoliciesCitations and References
Unless otherwise noted, all written learning activities should
include citations and references, as appropriate, using APA
format. Students are encouraged to utilize the APA Publication
Manual, Sixth Edition for explicit guidance and direction.
Failure to cite properly can result in a failing grade. Students
with questions or concerns about their writing – particularly
how to cite and reference appropriately – should contact the
instructor or the writing center . Submitted Work Naming
Convention
Save and submit all your work as a ###instructor insert file type
here## file. Make sure to save your files using the convention
LAST NAME, FIRST INITIAL, COURSE ABBREVIATION,
SEMESTER AND YEAR, AND ACTIVITY NAME OR
NUMBER.
4. Example: Smith_L_BA_495_FA14_CaseStudy1Time
Management and Late Activities
Expect to spend approximately 5-8 hours per week for
undergraduate courses and 12-15 hours per week for graduate
courses. You should spend approximately 3-4 hours online each
week (reading and responding to others) and 1-4 undergraduate
hours or 8-11 graduate hours off-line (reading and completing
written learning activities). Make sure to give yourself enough
time to submit work that represents the best of your abilities
and that has been completed without collaboration with other
students. Collaboration without instructor
knowledge/permission is considered academic dishonesty and
can result in a failing grade for the course.
Deadlines are an unavoidable part of being a professional; this
course is no exception. Avoid any inclination to procrastinate.
To encourage you to stay on schedule, due dates have been
established for each learning activity. The late submission
policy is as follows:
A. Please review the course schedule for all reading
assignments and due dates of quizzes, assignments, discussions,
etc.
B. All discussions must be completed each week.
C. Late assignments including discussions will not be accepted.
D. There are no make-up work for all assignments (discussions,
papers, quizzes, team assignment, etc).
It is your responsibility to ensure your learning activities are
uploaded into Moodle properly and on time. After learning
activity upload you can go back into the assignment area in
Moodle to ensure your learning activity has been uploaded. It is
also your responsibility to allow enough time so that if there is
an issue with the upload or a technology glitch, you still have
time to upload your learning activity before the due date.
5. Grading System
The quality of a student’s academic work is indicated by letter
grades on a quality point system that determines the grade point
average on the 4.0 scale. An explanation of the grades used, the
scale, and how grades are calculated follow.
Letter Grade
Definition
Quality Points per Semester Hour
A
Excellent
4
B
Good
3
C
Average
2
D
Lowest Passing Grade. This is not an acceptable grade for this
class. You must have at least a C grade to pass the class.
1
F
Failure
0
I
Incomplete
0
W
Withdraw
0
WA
Withdraw – Absence
0
6. Evaluation of Learning ActivitiesTimeline for Submission
Please note: course weeks are from Monday through Sunday.
All required activities must be submitted in the appropriate
places on Moodle. Specific due date for each activity
(discussions, quizzes, exam, papers, cases, etc.) will be
posted.Discussions
Active participation is a must in this course. Each week one or
more key discussion questions, activities, debates, etc. will be
posted. Generally, you will be required to respond to the main
discussion and then also make comments (a minimum of 3) on
the responses of others in the course. Please note that the
quantity of responses is not as important as the quality of the
responses.
A running dialog about course topics will be maintained via the
Moodle discussion forums. It is expected that you will fully
participate in the online discussions. This means posting your
own thoughts about the weekly topics and properly cited as
appropriate, commenting on others’ ideas, and responding to
questions about your own postings. Class participation points
will be based more on quality than quantity. While it is
relatively easy to post numerous, non-substantive comments, it
takes more thought and effort to post intelligent, meaningful
comments that move the discussion forward. For example, a
meaningful post tends to:
· Provide concrete examples, perhaps from your own experience
or cited from the reading
· Identify consequences or implications
· Challenge something that has been posted – perhaps by
playing devil’s advocate in a professional way
· Pose a related question or issue
· Suggest a different perspective or interpretation
· Pull in related information from other sources with proper
citation – books, articles, websites, courses, etc.
Consider your time commitment to our online discussions to be
critical to your success as a learner, as well as to the success of
7. the course. Because ongoingparticipation in discussion forums
is expected, pointswill be assigned to each activity.
Participation scores will be based on three primary criteria:
1. Frequency and timeliness of postings;
2. Content of your discussion forum postings (the
thoughtfulness/reflection that goes into your responses and the
extent to which they address the topic for the week, including
the assigned readings); and
3. Adherence to online protocol.
Discussion (24%)
Each Module, topics for discussion will be found in the
discussion area of the course. In-depth discussion is an essential
part of online learning, and is also an important factor in your
grade as well.
A minimum of four posts is required for each Module. Each post
is required to be a significant post. Just agreeing or disagreeing
with a student is not a post. Neither is asking a question.
· Significant posts are at least 300 words and require some
information from the text, academically reviewed papers, some
significant commentary that requires knowledge of the subject
matter, a web link to an article or other source in order to be
accepted
· Significant posts on all your responses to your classmates’
postings should be at least 150 words and require some
information from the text, academically reviewed paper, some
significant commentary that requires knowledge of the subject
matter, a web link to an article or other source in order to be
accepted.
· Provide appropriate APA in-text citations and references.
· You must participate in all discussion topics.
The instructor will determine if a post meets the criteria of a
significant post.
Cutting and pasting an article is not a significant post.
The grading scale for discussion is as follows:
Original Discussion:
8. Your original post (direct response to the discussion
topics/questions) is worth 15 points.
Participation (responding to your classmates’ postings):
3 significant posts (5 points each) = 15 pts
2 significant posts (5 points each) = 10 pts
1 significant posts = 5 pts.
No significant posts = 0 pts.
Each Module stands on its own. Thus, you cannot make-up
points from a previous week. Please make every effort to
participate in all discussions.Graded Assignments
Team Assignments (24%):
You will be assigned to groups when the course starts, along
with a private group discussion forum. You will have four team
assignments occurring in Modules 2, 4, 6 and 8. Each team
assignment will be made available no later than the beginning
of the Module in which the team assignment is due. Additional
instructions will be provided when team assignments become
available.
Team Power Point Presentations (12%):
As a team, you will be assigned topics every two weeks. You
will develop power point presentation on each topic. Use APA
format throughout. Include appropriate references. Additional
instructions will be provided when topics are assigned.
Quizzes/Exams
Quizzes (40%):
Quizzes will be based on reading assignments (textbook).
Quizzes will be completed on Moodle. Each quiz is worth 50
points each. Additional instructions will be provided when quiz
becomes available.
Grading
Assignment
Points
9. Discussions (8 @ 30 points each)
240 points
Quizzes (8 @ 50 points each)
400 points
Team Assignments (4 @ 60 points each)
240 points
Team Power Point Presentations (8 @ 15 points each)
120 points
Total
1000 Points
The following criteria will be used to determine the letter grade
you receive.
A
90 – 100
B
80-89
C
70-79
D
60-69
F
59 or Less
Please note that you must earn at least C to receive a passing
grade in this class.
TENTATIVE COURSE SCHEDULE/ASSIGNMENT DUE
DATES
1. Discussion topics will be posted no later than the beginning
of each Module.
2. Team assignments will be posted no later than the beginning
of the Module in which it is due. Additional instructions will be
provided when assignment is made available.
3. Quizzes will be made available no later than the beginning of
10. the Module in which the quiz is due. Additional instructions
will be available when quiz is made available.
4. The instructor reserves the right to make changes to the
course schedule where necessary.
Course Schedule
The course will be structured into weekly modules. Weeks will
run from 12:01 am Eastern Standard Time (EST) Monday to
11:55 pm (EST) Sunday.
Module
Topic
Learning Activities
Due Dates
Module 1:
Weeks 1 and 2:
Basics of Teamwork
Required Residency is posted on Moodle
1. Teams in Organizations: Chapter 1
2. discussions (30 points)
3. Complete Module 1 Quiz: Chapter 1 (50 points).
4. Team Power Point Presentation (15 points)
· See due dates on discussions in Module 1 discussion links.
· Quiz 1 is due no later than the last day (Sunday) of week 2.
· Power Point Presentation due the last day of (Sunday) of week
2
Module 2:
Weeks 3 and 4:
Basics of Teamwork
1. Performance and Productivity: Team Performance Criteria
11. and Threats to Productivity: Chapter 2
2. Rewarding Teamwork: Chapter 3
3. Complete Module 2 discussions (30 points)
4. Complete Module 2 Quiz: Chapters 2 and 3 (50 points): Due
no later than Sunday at 11:50 PM EST
5. Complete Team Assignment 1 (60 points)
6. Team Power Point Presentation (15 points)
· See due dates on discussions in Module 2 discussion links.
· Module 2: Quiz 2 is due no later than the last day (Sunday) of
week 4.
· Team Assignment 1 is due no later than the last day (Sunday)
of week 4
· Power Point Presentation due the last day of (Sunday) of week
4
Module 3:
Weeks 5 and 6:
Internal Dynamics
1. Designing the Team: Tasks, People, and Processes Chapter 4
2. Team Identity: Chapter 5
3. Complete Module 3 discussions (30 points)
4. Complete Module 3 Quiz: Chapters 4 and 5 (50 points)
5. Team Power Point Presentation (15 points)
· See due dates on discussions in Module 3 discussion links.
· Quiz 3 is due no later than the last day (Sunday) of week 6.
· Power Point Presentation due the last day of (Sunday) of week
6
Module 4:
Weeks 7 and 8:
Internal Dynamics
1. Sharpening the Team Mind: Communication and Collective
Intelligence Chapter 6
2. Team Decision Making: Pitfalls and
12. Solution
s Chapter 7
3. Complete Module 4 discussions (30 points)
4. Complete Module 4 Quiz: Chapters 6 and 7 (50 points).
5. Complete Team Assignment 2 (60 points)
6. Team Power Point Presentation (15 points)
· See due dates on discussions in Module 4 discussion links.
· Quiz 4 is due no later than the last day (Sunday) of week 8.
· Team Assignment 2 is due no later than the last day (Sunday)
of week 8
· Power Point Presentation due the last day of (Sunday) of week
8
Module 5:
Weeks 9 and 10:
Internal Dynamics
1. Conflict in Teams: Leveraging Differences to Create
Opportunity: Chapter 8
2. Creativity: Mastering Strategies for High Performance:
13. Chapter 9
3. Complete Module 5 discussions (30 points)
4. Complete Module 5 Quiz: Chapters 8 and 9 (50 points):
5. Team Power Point Presentation (15 points)
· See due dates on discussions in Module 5 discussion links.
· Quiz 5 is due no later than the last day (Sunday) of week 10.
· Power Point Presentation due the last day of (Sunday) of week
10
Module 6:
Weeks 11 and 12:
External Dynamics
1. Networking, Social Capital, and Integrating across Team:
Chapter 10
2. Complete Module 6 Quiz: Chapter 10 (50 points)
3. Complete Team Assignment 3 (60 points)
4. Team Power Point Presentation (15 points)
· See due dates on discussions in Module 6 discussion links.
· Quiz 6 is due no later than the last day (Sunday) of week 12.
· Team Assignment 3 is due no later than the last day (Sunday)
of week 12
· Power Point Presentation due the last day of (Sunday) of week
12
14. Module 7:
Weeks 13 and 14:
External Dynamics
1. Leadership: Managing the Paradox: Chapter 11
2. Interteam Relations: Competition and Cooperation: Chapter
12
3. Complete Module 7 Quiz: Chapters 11 and 12 (50 points)
4. Team Power Point Presentation (15 points)
· See due dates on discussions in Module 7 discussion links.
· Quiz 7 is due no later than the last day (Sunday) of week 14.
· Power Point Presentation due the last day of (Sunday) of week
14
Module 8:
Weeks 15 and 16:
External Dynamics
1. Teaming Across Distance and Culture: Chapter 13
2. Complete Module 8 Quiz: Chapter 13 (50 points)
3. Complete Team Assignment 3 (60 points)
4. Team Power Point Presentation (15 points)
15. · See due dates on discussions in
Module 7 discussion links.
· Quiz 8 is due no later than the last day (Sunday) of week 16.
· Team Assignment 4 is due no later than the last day (Sunday)
of week 16
· Power Point Presentation due the last day of (Sunday) of week
16
University PoliciesStudent Behavioral Expectations
A student attends Campbellsville University voluntarily and is
expected, for the sake of the community, to conduct himself or
herself with a high standard of personal behavior. While we
realize that it is impossible to create an academic community
whose behavioral norms will be acceptable to every person, we
believe that it is important to identify the ways in which
individual and community concerns can be harmoniously
balanced. Personal and communal values must be formed by
specific behavioral expectations (rules and regulations).
Campbellsville University has defined the values, behavioral
expectations, rights and responsibilities that we feel will create
an environment in which students can grow spiritually, morally,
16. and intellectually. Of course, a student whose conduct violates
stated behavioral expectations faces specific disciplinary
sanctions. Behavioral expectations are clustered around the
following individual and community values: worth of the
individual, self-discipline, academic integrity, property and the
environment, and respect for authority.Student
Conduct/Netiquette
All students are expected to know and to follow Campbellsville
University policy and procedures that govern the entire college
student experience (from admission to graduation) as set forth
in admissions materials, the CU Bulletin-Catalog, the CU
Student Handbook, and other printed/published materials. This
includes a unique form of behavior in online courses called
“netiquette.”
"Netiquette" stands for "Internet etiquette", and refers to the set
of practices which help make the Internet experience pleasant
for everyone. Like other forms of etiquette, netiquette is
primarily concerned with matters of courtesy in
communications. The following sections provide more
information. General Netiquette for Email, Discussion Boards
and Chat Rooms
· Check spelling, grammar, and punctuation before sending your
words over the Internet. Chatting and posting are more like
speaking, but they are still academic when done for a course.
Abbreviated writing that might be appropriate when text
17. messaging might NOT be appropriate in an email. Also, avoid
using all lower case words. Clear writing is a form of common
courtesy and good manners.
· Write so that the recipient will not attribute unintended
nonverbal meanings into the verbal message. Being online will
not allow you to use non-verbal cues that are common in face-
to-face discussion (i.e. tone of voice, winks, facial expressions).
Sarcasm or jokes could be misunderstood. Use your common
sense and avoid saying things that MIGHT be offensive to
others.
· Emoticons are sometimes acceptable, but if others do not
know what they mean, they become useless. Better to use
straightforward language. In a formal setting, text-message
acronyms should not be used at all (i.e., LOL or AFAIK). And
remember, ALL CAPS is often perceived as SHOUTING!
· Think about email, chatting, and posting in the same way as
making a verbal comment in a classroom. Any words you post
can be made public! When in doubt, leave it out. Decorum is
crucial in any online correspondence.
· If you attach documents or photos, be sure they follow the
standards of respectful classroom behavior.
· When sending attachments, be sure they can be opened by the
recipient of the email (e.g., Word, Excel, PowerPoint, PDF).
Specific Netiquette for Various Communication ToolsEmail
Netiquette for Academic Purposes
18. · Always use your CU email account for official or class-related
business.
· Always provide the purpose of the email in the subject line.
· Use an appropriate salutation or greeting to begin an email.
“Hey, Dude!” may be an appropriate greeting for a friend, but it
is not the type of respectful salutation that you should use when
emailing a professor. Professors and staff should be addressed
with appropriate title: Dr., Professor, Mr./Mrs./Ms., President,
Vice President, etc.
· Conclude your message with complete identification and
contact information at the bottom of the email.
· Be brief. Separate ideas into clear, concise paragraphs with
spaces in between; do not write one long paragraph containing
diverse points and information.
· Do not address several issues in one email; limit emails to
one, two, or three related points on the topic in your subject
line.
· Use distribution lists sparingly, preferring the Notice Board
when there is a mass email to the entire campus community.
· Double check the “To” line in your replies to make sure that
the email goes to the right party. Avoid “Replying to All” when
you do not mean to.
· When appropriate, use the “Options” icon in Outlook to mark
messages as personal, private, or urgent or to request that the
message has been received or read.
19. · When you receive an email, reply within 48 hours, excluding
weekends or holidays. Set auto response in “Option” to “Out of
Office” if away for an extended time period. Discussion Board
and Forum Netiquette for Academic Purposes
· Pay attention to the discussion question posed by the
instructor and answer the question in your posting.
· Label your posting appropriately to fit your message; an
automatic reply keeps the instructor and class from looking
down the list to find your message quickly. For example, if
you’re posting your speech topic for approval, could you find
your group members’ postings out of a list of 30 subject lines
that say “Re: Speech Topic”?
· Respond to other student postings; after all, this is a
discussion that is occurring in an on-line format. To engage in
the discussion, read other postings and respond to them directly.
· If other students reply to your posting, respond to their
questions or comments. As you would in a face-to-face
conversation, acknowledge the person speaking to you.
· If you don’t have anything substantial or constructive to say
for your reply, please do not reply. Responses like “that’s nice”
do not keep the discussion going.
· For long responses, attach a document and type a message in
the discussion box indicating what is in the attachment.
Students who choose to violate these policies are subject to
disciplinary action which could include denial of access to
20. courses, suspension, and expulsion.Academic Integrity
Each person has the privilege and responsibility to develop
one’s learning abilities, knowledge base, and practical skills.
We value behavior that leads a student to take credit for one’s
own academic accomplishments and to give credit to other’s
contributions to one’s course work. These values can be
violated by academic dishonesty and fraud.
Academic honesty is essential to the maintenance of an
environment where teaching and learning take place. It is also
the foundation upon which students build personal integrity and
establish standards of personal behavior. Campbellsville
University expects and encourages all students to contribute to
such an environment by observing the principles of academic
honesty outlined in the Bulletin Catalog and the Online Student
Handbook.Title IX
Campbellsville University and its faculty are committed to
assuring a safe and productive educational environment for all
students. In order to meet this commitment and to comply with
Title IX of the Education Amendments of 1972 and guidance
from the Office for Civil Rights, the University requires all
responsible employees, which includes faculty members, to
report incidents of sexual misconduct shared by students to the
University’s Title IX Coordinator. Please contact the Title IX
Coordinator, Terry VanMeter, at 270-789-5016 or
[email protected].
21. Terry VanMeter
1 University Drive
UPO Box 944
Administration Office 8A
Campbellsville, Kentucky 42718
Information regarding the reporting of sexual violence and the
resources that are available to victims of sexual violence is set
forth at: www.campbellsville.edu/titleIX.Americans with
Disabilities Act
No qualified individual with a documented disability shall be
excluded from participation in, denied benefits of, or otherwise
subjected to discrimination in any of Campbellsville
University’s programs, courses, services and/or activities in
compliance with the Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1990. Requests for
reasonable accommodations in programs, courses, services
and/or activities requires current (i.e. within three years)
documentation of the disability after acceptance to the
University and before registration.
Campbellsville University is committed to reasonable
accommodations for students who have documented physical
and learning disabilities, as well as medical and emotional
conditions. If a student has a documented disability or condition
of this nature, he or she may be eligible for disability services.
22. Documentation must be from a licensed professional and current
in terms of assessment (within the last 3 years). Please contact
the Coordinator of Disability Services, Teresa Elmore, at (270)
789-5192 [email protected] or Ashley Abner at (270) 789-5450
[email protected] to inquire about services.Verification of
Disability
The Coordinator of Disability Services will ask for
documentation to verify the disability, and if appropriate, will
cooperate with instructors and Academic Support services to
facilitate and track accommodations and services.
No accommodation will be provided without documentation. In
addition, Campbellsville University will be unable to provide
accommodations in the classroom if the student does not give
permission to notify faculty that accommodations are needed.
Information regarding a student’s disability is considered
confidential. Information will not be released to anyone without
the express written permission of the student. Reasonable
Accommodations:
· Accommodations are provided on an individual basis.
· Accommodations are provided to support the educational
development of students with disabilities.
· In addition to the academic support services available to all
Campbellsville University students, some examples of
reasonable accommodations include extended time for tests,
administration of oral test, note-taking assistance, and use of
23. assistive devices such as calculators or computers.Disability
Services
Within the office of Career Services, accommodations are
provided for students with disabilities. Helping remove barriers
is the goal of Disability Services. Students who have a
documented physical, psychological, emotional, and/or learning
disability can work with Career Services to receive necessary
accommodations. Students who want to inquire about required
documentation and possible accommodations may contact the
office of Career Services by calling (270) 785-5192 or emailing
Teresa Elmore [email protected] or Ashley Abner at
[email protected]. Official Email
The @campbellsville.edu extension will be considered the
official e-mail address for writing and forwarding electronic
correspondence.Academic Appeal and Complaint Process
A student may appeal the fairness of any academic action or
register a complaint, including a course grade, to the Academic
Council following consultation with his/her advisor, the
professor, and the appropriate department chair and/or the dean.
Such an appeal must be submitted in writing to the vice
president for academic affairs by end of the regular semester
after the semester in which the action was taken. The Academic
Council will then determine whether a hearing is necessary. The
decision of the Academic Council is final. Student complaints
other than appeals for course grades should be submitted in
24. writing to the vice president for academic affairs. When the
complaint is against the vice president for academic affairs, it
should be submitted in writing to the president of the
University.
Other Important Matters/Textbook and Technology Issues
It is the responsibility of students to be prepared for class which
means they should have all required course materials and texts
at the start of class as well as reliable access to required
technology tools and the internet for the duration of the course.
In extreme situations, where there is delay in the shipping or
procurement of materials, faculty will make reasonable
accommodations during the first week of class only. Please
make every effort to have all the required materials no later
than week 2.
Similarly, I will not accept individual technology issues or
internet access as a reason for late work. Be sure to have a
back-up plan in case of unexpected glitches, viruses or
inaccessibility. Libraries, business centers, friends and family
are frequently used alternatives. Additionally, work must be
submitted on time and as directed in the course instructions
using Microsoft Office software version 2000 or higher. Work
submitted in other formats such as Word Perfect or Open Office
will not be accepted.
The instructor reserves the right to make changes to class
25. materials and/or syllabus when necessary.
Campbellsville University
MISSION STATEMENT
Campbellsville University is a comprehensive, Christian
institution that offers pre-professional, undergraduate and
graduate programs. The University is dedicated to academic
excellence solidly grounded in the liberal arts that fosters
personal growth, integrity and professional preparation within a
caring environment. The University prepares students as
Christian servant leaders for life-long learning, continued
scholarship, and active participation in a diverse, global
society.
CORE VALUES
· To foster academic excellence through pre-professional
certificates, associates, baccalaureate, masters, and doctoral
programs through traditional, technical and online systems
· To provide an environment conducive for student success
· To uphold the dignity of all persons and value diverse
perspectives within a Christ-centered community
· To model servant leadership through effective stewardship of
resources
26. MISSION STATEMENT OF THE CENTER FOR DISTANCE
EDUCATION AT CAMPBELLSVILLE UNIVERSITY
Campbellsville University, in support of its mission, strives to
meet the needs of all students including those who may be
unable to participate in the traditional university environment.
Greater flexibility in scheduling provided by distance education
courses allows CU to draw from a pool of students from all
areas of society. These courses provide students with the
education and tools that they need to reach their goals, whether
these goals are professional or personal. Distance education
provides an understanding level of education to everyone by
removing the traditional barriers of time and place.
Syllabus Course #Page 1 of 15
Syllabus Course #Page 2 of 15