Bloom’s TaxonomyOriginalRevisedRemembering.docx
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Bloom’s Taxonomy Original Revised Remembering The learner is able to recall, restate and remember learned information.RecognizingListingDescribingIdentifyingRetrievingNamingLocatingFinding Can you recall information? Remembering cont’ListMemorizeRelateShowLocateDistinguishGive exampleReproduceQuoteRepeatLabelRecallKnowGroupReadWriteOutline Choose Listen Group Recite Review Quote Record Match Select Underline Cite Sort Recall or recognition of specific information : Quiz Definition Fact Worksheet Test Label List Workbook ReproductionVocabulary Products Include Classroom Roles for Remembering Teacher rolesDirectsTellsShowsExaminesQuestionsEvaluates Student rolesRespondsAbsorbsRemembersRecognizesMemorizesDefinesDescribesRetell Remembering: Potential ActivitiesMake a story map showing the main events of the story.Make a time line of your typical day.Make a concept map of the topic.Write a list of keywords you know about….What characters were in the story?Make a chart showing…Make an acrostic poem about…Recite a poem you have learned... Understanding The learner grasps the meaning of information by interpreting and translating what has been learned.InterpretingExemplifyingSummarizingInferringParaphrasingClassifyingComparingExplaining Can you explain ideas or concepts? Understanding cont’RestateIdentifyDiscussRetellResearchAnnotateTranslateGive examplesParaphraseReorganizeAssociate Describe Report Recognize Review Observe Outline Account for Interpret Give main idea Estimate Define Understanding of given information Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline Products Include Classroom Roles for Understanding Teacher rolesDemonstratesListensQuestionsComparesContrastsExamines Student rolesExplainsDescribesOutlinesRestatesTranslatesDemonstratesInterpretsActive participant Understanding: Potential ActivitiesWrite in your own words…Cut out, or draw pictures to illustrate a particular event in the story.Report to the class…Illustrate what you think the main idea may have been.Make a cartoon strip showing the sequence of events in the story.Write and perform a play based on the story.Write a brief outline to explain this story to someone elseExplain why the character solved the problem in this particular wayWrite a summary report of the event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book.Paraphrase this chapter in the book.Retell in your own words.Outline the main points. Applying The learner makes use of information in a context different from the one in which it was learned. ImplementingCarrying outUsingExecuting Can you use the information in another familiar situation? Applying cont’TranslateManipulateExhibitIllustrateCalculateInterpretMakePracticeApplyOperateInterview Paint Change Compute Sequence Show Solve Collect Demonstrate Dramatize Construct Use Adapt Draw Using strat ...
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BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docx
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
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Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docx
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docx
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docx
Techtron Corporation is developing a compensation strategy for 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, and 1 computer technician at its new manufacturing facility. As the HR compensation strategist, you must propose compensation bandwidths, benefits plans, and an employee evaluation process for determining compensation adjustments for each of the four job classifications. The proposal should be data-driven, grounded in theory/literature, and consider environmental factors like union status and benefits legislation in the state.
BUS 475 – Business and Society© 2014 Strayer University. All Rig.docx
BUS 475 – Business and Society
© 2014 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
BUS 475 Student Version 1146 (1195 6-4-2014) Final Page 1 of 21
COURSE DESCRIPTION
This course explores the role of primary and secondary stakeholders, both within and outside organizations. Ethics and social responsibility will be investigated and where organizational activities fall within different continuums will be reviewed. The broad forces in business, society, and globalization will be examined and how stakeholders can influence the destiny of both business and society will be discussed.
INSTRUCTIONAL MATERIALS
Required Resources
Lawrence, A. T., & Weber, J. (2014). Business & society: Stakeholders, ethics, public policy (14th ed.). New York, NY: McGraw-Hill Irwin.
Supplemental Resources
Boţa-Avram, C. (2013). Is ethical behavior of companies influenced by governance? International Advances in Economic Research, 19(3), 325-326.
Bundy, J., Shropshire, C., & Buchholtz, A. K. (2013). Strategic cognition and issue salience: toward an explanation of firm responsiveness to stakeholder concerns. Academy of Management Review, 38(3), 352-376.
Cunningham, M. (2012). Privacy in the age of the hacker: Balancing global privacy and data security law. George Washington International Law Review, 44(4), 643-695.
Govil, S. K., & Jain, R. (2013). Globalization of markets. Advances in Management, 6(6), 65-65.
Khan, A., Muttakin, M., & Siddiqui, J. (2013). Corporate governance and corporate social responsibility disclosures: Evidence from an emerging economy. Journal of Business Ethics, 114(2), 207-223.
Lin, C. P., Tsai, Y. H., Joe, S. W., & Chiu, C. K. (2012). Modeling the relationship among perceived corporate citizenship, firms' attractiveness, and career success expectation. Journal of Business Ethics, 105(1), 83-93.
Mohan, V. R. M, & Paila, A. R. (2013). Stakeholder management in infrastructure / construction projects: The role of stakeholder mapping and social network analysis (SNA). Aweshkar Research Journal, 15(1), 48-61.
Mujtaba, B. G., & Cavico, F. J. (2013). Corporate social responsibility and sustainability model for global firms. Journal of Leadership, Accountability & Ethics, 10(1), 58-75.
Strayer Database. Retrieved from http://research.strayer.edu
Note: The following resources, accessible through the Strayer Database, offer helpful business-related information: Business Source Complete, Credo Reference, Data-Planet Statistical Datasets, Mergent Online, ProQuest National Newspapers Premier, Regional Business News, and Research Starters – Business.
Valentine, S., & Hollingworth, D. (2012). Moral intensity, issue importance, and ethical reasoning in operations situations. Journal of Business Ethics, 108(4), 509-523.
Wachsman, Y., & Ji ...
BUS 210 Exam Instructions.Please read the exam carefully and a.docx
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docx
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docx
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docx
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docx
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docx
This syllabus outlines the course objectives, assignments, schedule, and policies for BUS1001 - Integrated Business Perspectives. The course introduces students to the role of business in society and explores career opportunities through team projects, case studies, quizzes, and discussions. Student evaluation is based on participation, assignments, and a final project to demonstrate understanding of business perspectives and principles.
BUMP implementation in Java.docxThe project is to implemen.docx
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docx
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docx
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docx
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
Burn with Us Sacrificing Childhood in The Hunger GamesSus.docx
This document provides a summary and analysis of the novel The Hunger Games by Suzanne Collins. It discusses how the novel depicts the sacrificing of childhood through the Hunger Games, where children are forced to fight to the death for entertainment. It explores themes of childhood, desire, identity formation, and how entering adulthood involves both recognition of culturally defined childhood as well as its loss. A key part of the analysis focuses on how the protagonist Katniss Everdeen develops a sense of self and is able to articulate her identity and desires through her experiences in the Hunger Games arena.
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docx
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.Peer-reviewed articles.Here ar.docx
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docx
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
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- 1. Bloom’s Taxonomy Original Revised Remembering The learner is able to recall, restate and remember learned information.RecognizingListingDescribingIdentifyingRetrieving NamingLocatingFinding Can you recall information? Remembering cont’ListMemorizeRelateShowLocateDistinguishGive exampleReproduceQuoteRepeatLabelRecallKnowGroupReadWri teOutline Choose Listen Group Recite Review Quote Record Match Select Underline Cite Sort Recall or recognition of specific information : Quiz Definition Fact Worksheet Test Label List Workbook ReproductionVocabulary Products Include Classroom Roles for Remembering
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- 5. Analyzing The learner breaks learned information into its parts to best understand that information.ComparingOrganizingDeconstructingAttributingOut liningFindingStructuringIntegrating Can you break information into parts to explore understandings and relationships? Analyzing cont’DistinguishQuestionAppraiseExperimentInspectExaminePr obeSeparateInquireArrangeInvestigateSiftResearchCalculateCrit icize Compare Contrast Survey Detect Group Order Sequence Test Debate Analyze Diagram Relate Dissect Categorize Discriminate Breaking information down into its component elements Products include: Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report Classroom Roles for Analyzing Teacher rolesProbesGuidesObservesEvaluatesActs as a resourceQuestionsOrganizesDissects Student rolesDiscussesUncoversArguesDebatesThinks deeplyTestsExaminesQuestionsCalculatesInvestigatesInquiresA ctive participant
- 6. Analyzing: Potential ActivitiesUse a Venn Diagram to show how two topics are the same and differentDesign a questionnaire to gather information.Survey classmates to find out what they think about a particular topic and analyse the results.Make a flow chart to show the critical stages.Classify the actions of the characters in the book.Construct a graph to illustrate selected information.Make a family tree showing relationships.Devise a role play about the study area.Write a biography of a person studied.Prepare a report about the area of study.Conduct an investigation to produce information to support a view.Review a work of art in terms of form, color and texture.Draw a graph.Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment.CheckingHypothesizingCritiquingExperimentingJud gingTestingDetectingMonitoring Can you justify a decision or course of action? Evaluating cont’JudgeRateValidatePredictAssessScoreReviseInferDetermin ePrioritizeTell whyCompareEvaluateDefendSelectMeasure Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticize Rank Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include: Debate Panel Report Evaluation
- 7. Investigation Verdict ConclusionPersuasive speech Classroom Roles for Evaluating Teacher rolesClarifiesAcceptsGuides Student rolesJudgesDisputesComparesCritiquesQuestionsArguesAssesse sDecidesSelects JustifiesActive participant Evaluating: Potential ActivitiesWrite a letter to the editor.Prepare and conduct a debate.Prepare a list of criteria to judge…Write a persuasive speech arguing for/against…Make a booklet about five rules you see as important. Convince others.Form a panel to discuss viewpoints on….Write a letter to. ..advising on changes needed.Write a half-yearly report.Prepare a case to present your view about...Evaluate the character’s actions in the story. Creating The learner creates new ideas and information using what has been previously learned.DesigningConstructingPlanningProducingInventingDevi singMaking Can you generate new products, ideas, or ways of viewing things?
- 8. Creating cont’ComposeAssembleOrganizeInventCompileForecastDeviseP roposeConstructPlanPrepareDevelopOriginateImagineGenerate Formulate Improve Act Predict Produce Blend Set up Concoct Compile Putting together ideas or elements to develop a original idea or engage in creative thinking. Products include: Film Story Project Plan New game Song Newspaper Media product Advertisement Painting Classroom Roles for Creating Teacher rolesFacilitatesExtends ReflectsAnalysesEvaluates Student rolesDesignsFormulatesPlansTakes risksModifiesCreatesProposesActive participant Creating: Potential ActivitiesInvent a machine to do a specific task.Design a robot to do your homework.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show play, puppet show, role play, song or pantomime about..Design a new monetary system. Develop a menu for a new restaurant using a variety of healthy foods.Design a record, book or magazine cover for...Sell an idea.Devise a way to...Make up a new language and use it in an example.Write a jingle to advertise a new product. EDUC 303 Assessment Assignment Grading Rubric