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 ...
BA 606 Team ManagementHybrid CourseInstructor InformationN.docxwilcockiris
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 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 ...
BA 606 Team ManagementHybrid CourseInstructor InformationN.docxwilcockiris
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.
GANNON UNIVERSITY THE DAHLKEMPER SCHOOL OF BUSINESS .docxAASTHA76
:
GANNON UNIVERSITY
THE DAHLKEMPER SCHOOL OF BUSINESS
GMBA 501-X1 Financial Accounting (3 Credits)
SPRING 2019
Instructor: Terry S. Holmes, J.D., M.B.A.
Office: Virtual & CBI 320
Office Phone: 814-871-7873
Email: [email protected]
Office Hours: Virtual (9:30 – 10:30 PM Wednesdays & by appointment) & Tuesday 4:20 P.M.-5:20 P.M. &
Wednesday 8:30 A.M.-1:30 P.M.
If my door is open, you are welcome to stop in!
Course Objectives: The overarching goal of this course is to introduce you, the student, to financial statements,
their relevance and how accounting events affect them. You will learn how to think more effectively about
business transactions. Specifically, you will learn how to explain how a given business event will affect the
income statement, balance sheet, and statement of cash flows. This thought process will help you learn how
your decisions as a manager will affect the business organization and allow you to communicate more
effectively with other business people.
Specific course objectives are attained by reading assignments, homework and case analysis and are
more measured by examinations, specific case analysis assignments, and participation. The following course
objectives will equip you with the tools necessary to demonstrate the following:
1. Use the basic accounting equation and demonstrate how it applies to the four basic financial
statements and the business events affecting them
2. Discuss the process used in recording accounting events and the various methods used to measure
them
3. Identify and describe the basic components of an annual report
4. Recognize the private and public bodies that regulate accounting and their role in the profession
5. Read financial statements and make meaningful comparisons between companies and between
accounting periods using ratio analysis
6. Understand the accounting treatment for different types of businesses and different types of stock
7. Comprehend the impact of cash flows on a company’s financial position
Course Requirements:
1) Students are expected to read all assigned materials from the text and complete of all assignments
from the text website. Also, students are expected to participate in assigned discussion boards with
proper business communication.
2) Grading Policy. Grades are based upon the total points earned.
mailto:[email protected]
:
Graded Activities
Grade Distribution
Exams 300 60%
Points Grade
Project 100 15%
630-650 A+
Homework (Connect) 120 19%
604-629 A
Discussion Assignments 70 11%
585-603 A-
Learning Assignments 60 9%
565-584 B+
TOTAL 500 100%
539-564 B
520-538 B-
500-519 C+
455-499 C
0-454 F
3) Required Text
Financial Accounting with Connect Plus w/LearnSmart, 4th Edition
J. David Spiceland, UNIV OF MEMPHIS
Wayne M Thomas, UNIV OF OKLAHOMA-NORMAN
Don Herrmann, Oklahoma State Un.
Syllabus
International Business
1168-MAN4602VC1168-91451
General Information | Important Information | Course Detail | Course Calendar
General Information
Professor Information
Instructor:
Dr. Karen Paul
Phone:
(305) 348-6881
Office:
MANGO 435 (MMC)
Fax:
(305) 348-6146
Office Hours:
By Appointment or 2:00 PM - 4:00 PM on Wednesdays
E-mail:
Please use Blackboard course messages
Website:
Instructor Bio
Course Description And Purpose
International Business is an upper-level undergraduate course covering the international business environment (e.g., economic, political, legal, and cultural aspects), current trends in institutions that provide the context within which a global firm operates (e.g., the World Bank, the United Nations, and various economic blocs), the various ways international or global business is conducted, and career strategies for performing in the global or international business environment. Topics included in the course include culture, ethics, strategy, production, logistics, marketing, and human resource management in international business. Upon completion of the course, students should be able to identify risks and opportunities in international business, recognize cultural and ethical issues in international business, and analyze issues in international business management.
Course Objectives
Students will be able to:
1. Discuss the impact of globalization on countries, businesses and their citizens.
2. Analyze socialization, educational systems, and organizational practices in several countries with regard to their impact on economic development and national economies.
3. Explain the significance of international organizations and agreements that affect business.
4. Analyze the political, legal, economic, and cultural environment of multinational organizations.
5. Evaluate the impact of internationalization on strategies and on mode of entry.
6. Apply knowledge of cultural values and practices to evaluate the management.
7. Demonstrate an in-depth understanding of sustainability, corporate social responsibility, and corporate citizenship.
8. Present an overview of functional areas in international business organizations.
9. Explain functions of trade alliances and supranational organizations.
10. Demonstrate Excel, PowerPoint, and Publisher skills.
Major & Curriculum Objectives Targeted
11. Discuss globalization and its impact on countries, businesses and their citizens.
12. Critically evaluate assumptions and assertions on the benefits and issues of globalization.
13. Analyze the political, legal, economic, socio/cultural environment of multinational organizations and use this analysis to develop competitive strategies in a global environment.
14. Apply knowledge of cultural values to select appropriate management and leadership styles and practices and to identify inappropriate attitudes and behaviors.
15. Evaluate the problems and advantages of various marketing strategies for a global business.
16. Consider entrepr ...
Fayetteville Technical Community CollegeSYLLABUSSummer 2020Cou.docxmglenn3
Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
SW 619Infancy and Early Childhood Development of Drug Addicted.docxmabelf3
SW 619
Infancy and Early Childhood Development of Drug Addicted Children
While in the womb fetus is in the it feeds off the food intake and nourishment through the
placenta, which also means that any substances such as drugs, alcohol or tobacco that enters the
mothers system flows through the placenta and is delivered to the fetus as well. From birth to three
years old is the most critical period in a child’s development process. Children of mothers that use
drugs while they are pregnant increase the likelihood that the child will suffer from some form of
birth defect and oftentimes born prematurely. The lasting effects of prenatal cocaine affect the
growth of the fetus physically. The results of the increase of premature birth, and generalized growth
retardation including decreased birth weight, shorter body length, and smaller head circumference
(Bigsby et al, 2011; Covington et al, 2002; Gouin et al, 2011; Mayes et al, 2003).
These toxic chemicals can sometimes have irreversible damage that affect the child’s normal
development process with regards to proper development of organs and brain function.
From the ages of 0-2 months old a child are expected to have develop motor skills that would
include the ability to recognize different colors and shapes, kicking waving, have the ability to
recognize familiar voices and their sleeping patterns would change, meaning that as they grow older
children should be sleeping a little longer than a new born baby. Children from the ages of 2
months old should be able to extend their arm and reach and pick up toys and other objects,
hand coordination by shifting objects from one hand to another. The child should be able to pick up
finger food and bring it to their mouths. Identifying a problem with a child is when they are not able
to perform these age appropriate task.
A toddler ages 3 to 5 years old should be able to perform task such as holding crayons drawing horizontal lines, circles and have the ability to fold and snip paper with scissors. Children that have been exposed to substance may struggle with completing these tasks or will develop these cognitive skills at a slower rate. One study using play behavior (Rodning, Beckwith, & Howard, 1989a) found that preterm toddlers exposed to cocaine
and other drugs to show poorly developed play behaviors, and a lack of interest and motivation in
unstructured situations, in comparison to a group of high risk preterm children. Using play behavior,
one study found preterm toddlers exposed to cocaine and other drugs to show poorly. However, by
3 years of age, there were no changes associated with fine motor performance or behavior observed
with the child externalizing behavioral problems at age 5 years old. Stress and psychological
symptoms of caregivers were found to be in direct correlation with increased child behavioral issues;
indicating that the effected children may have m.
SWK311 Assessment 2 Final EssayWhat is t.docxmabelf3
SWK311 Assessment 2
Final Essay
What is the policy and its impact on vulnerable groups?
Why should/could you influence change?
How can you influence social policy change?
Developing your own practice framework for influencing policy change
What, Why and How
Critical analysis of social policy
Application of theory to practice
Adherence to academic conventions of writing (eg referencing; writing style)
At least 8 references
Assessment Criteria
a) Critically examine the policy or policies that you consider impact upon a client group
Suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
Part 1
What is this?
Not just describing
Critical analysis – a reminder
Critically examine
What is the political and ideological underpinning of the social policy?
What is the intended outcome of the policy? Is it achieving this gaol?
How the policy impacts your client group – both positive and negative impacts
How is the policy implemented – for example income support as delivered through Centrelink
Is it the policy or the service delivery that is the problem
Prompt questions
Consider vulnerable populations/clients you work with or those that interest you.
There are likely to be many policies that impact the group you choose. It is important to acknowledge the ways that economic and social policies intersect.
You can select one main policy or several policies for the purpose of the assignment.
e.g. women – are impacted by economic policy, income support, parenting payments and family tax benefits, child care support and many more.
recap
As you have worked through this unit, there are likely to have been topics or issues that have resonated with your , or really grated you.
For example, do you feel angry that people on income support payments appear to be allowed to just sit around and do nothing? Do you think the government supports them to just do nothing?
What would happen if there was a continued tightening of conditions for receiving income support?
Would anyone suffer? Would this matter? Would this impact society?
Why influence change?
Do you consider the government approach to income support is punitive?
Does the approach of welfare conditionality under a neoliberal government leave vulnerable people at risk?
What would drive your approach to intervene in this area of macro policy compared to the approach you would take if you fully supported government’s tightening of access to income support?
Alternatively
It is important to know your current world view and values as you enter any field of human services practice.
This will ensure that your tactics and strategies for influencing policy are transparent and appropriate.
Do your own values and philosophy align with those of your professional association?
Articulate your own theoretical perspective
Develop a framework that you would adopt for influencing policy change th.
More Related Content
Similar to Syllabus Course # Page 1 of 15 BA 602 Management Info.docx
GANNON UNIVERSITY THE DAHLKEMPER SCHOOL OF BUSINESS .docxAASTHA76
:
GANNON UNIVERSITY
THE DAHLKEMPER SCHOOL OF BUSINESS
GMBA 501-X1 Financial Accounting (3 Credits)
SPRING 2019
Instructor: Terry S. Holmes, J.D., M.B.A.
Office: Virtual & CBI 320
Office Phone: 814-871-7873
Email: [email protected]
Office Hours: Virtual (9:30 – 10:30 PM Wednesdays & by appointment) & Tuesday 4:20 P.M.-5:20 P.M. &
Wednesday 8:30 A.M.-1:30 P.M.
If my door is open, you are welcome to stop in!
Course Objectives: The overarching goal of this course is to introduce you, the student, to financial statements,
their relevance and how accounting events affect them. You will learn how to think more effectively about
business transactions. Specifically, you will learn how to explain how a given business event will affect the
income statement, balance sheet, and statement of cash flows. This thought process will help you learn how
your decisions as a manager will affect the business organization and allow you to communicate more
effectively with other business people.
Specific course objectives are attained by reading assignments, homework and case analysis and are
more measured by examinations, specific case analysis assignments, and participation. The following course
objectives will equip you with the tools necessary to demonstrate the following:
1. Use the basic accounting equation and demonstrate how it applies to the four basic financial
statements and the business events affecting them
2. Discuss the process used in recording accounting events and the various methods used to measure
them
3. Identify and describe the basic components of an annual report
4. Recognize the private and public bodies that regulate accounting and their role in the profession
5. Read financial statements and make meaningful comparisons between companies and between
accounting periods using ratio analysis
6. Understand the accounting treatment for different types of businesses and different types of stock
7. Comprehend the impact of cash flows on a company’s financial position
Course Requirements:
1) Students are expected to read all assigned materials from the text and complete of all assignments
from the text website. Also, students are expected to participate in assigned discussion boards with
proper business communication.
2) Grading Policy. Grades are based upon the total points earned.
mailto:[email protected]
:
Graded Activities
Grade Distribution
Exams 300 60%
Points Grade
Project 100 15%
630-650 A+
Homework (Connect) 120 19%
604-629 A
Discussion Assignments 70 11%
585-603 A-
Learning Assignments 60 9%
565-584 B+
TOTAL 500 100%
539-564 B
520-538 B-
500-519 C+
455-499 C
0-454 F
3) Required Text
Financial Accounting with Connect Plus w/LearnSmart, 4th Edition
J. David Spiceland, UNIV OF MEMPHIS
Wayne M Thomas, UNIV OF OKLAHOMA-NORMAN
Don Herrmann, Oklahoma State Un.
Syllabus
International Business
1168-MAN4602VC1168-91451
General Information | Important Information | Course Detail | Course Calendar
General Information
Professor Information
Instructor:
Dr. Karen Paul
Phone:
(305) 348-6881
Office:
MANGO 435 (MMC)
Fax:
(305) 348-6146
Office Hours:
By Appointment or 2:00 PM - 4:00 PM on Wednesdays
E-mail:
Please use Blackboard course messages
Website:
Instructor Bio
Course Description And Purpose
International Business is an upper-level undergraduate course covering the international business environment (e.g., economic, political, legal, and cultural aspects), current trends in institutions that provide the context within which a global firm operates (e.g., the World Bank, the United Nations, and various economic blocs), the various ways international or global business is conducted, and career strategies for performing in the global or international business environment. Topics included in the course include culture, ethics, strategy, production, logistics, marketing, and human resource management in international business. Upon completion of the course, students should be able to identify risks and opportunities in international business, recognize cultural and ethical issues in international business, and analyze issues in international business management.
Course Objectives
Students will be able to:
1. Discuss the impact of globalization on countries, businesses and their citizens.
2. Analyze socialization, educational systems, and organizational practices in several countries with regard to their impact on economic development and national economies.
3. Explain the significance of international organizations and agreements that affect business.
4. Analyze the political, legal, economic, and cultural environment of multinational organizations.
5. Evaluate the impact of internationalization on strategies and on mode of entry.
6. Apply knowledge of cultural values and practices to evaluate the management.
7. Demonstrate an in-depth understanding of sustainability, corporate social responsibility, and corporate citizenship.
8. Present an overview of functional areas in international business organizations.
9. Explain functions of trade alliances and supranational organizations.
10. Demonstrate Excel, PowerPoint, and Publisher skills.
Major & Curriculum Objectives Targeted
11. Discuss globalization and its impact on countries, businesses and their citizens.
12. Critically evaluate assumptions and assertions on the benefits and issues of globalization.
13. Analyze the political, legal, economic, socio/cultural environment of multinational organizations and use this analysis to develop competitive strategies in a global environment.
14. Apply knowledge of cultural values to select appropriate management and leadership styles and practices and to identify inappropriate attitudes and behaviors.
15. Evaluate the problems and advantages of various marketing strategies for a global business.
16. Consider entrepr ...
Fayetteville Technical Community CollegeSYLLABUSSummer 2020Cou.docxmglenn3
Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
SW 619Infancy and Early Childhood Development of Drug Addicted.docxmabelf3
SW 619
Infancy and Early Childhood Development of Drug Addicted Children
While in the womb fetus is in the it feeds off the food intake and nourishment through the
placenta, which also means that any substances such as drugs, alcohol or tobacco that enters the
mothers system flows through the placenta and is delivered to the fetus as well. From birth to three
years old is the most critical period in a child’s development process. Children of mothers that use
drugs while they are pregnant increase the likelihood that the child will suffer from some form of
birth defect and oftentimes born prematurely. The lasting effects of prenatal cocaine affect the
growth of the fetus physically. The results of the increase of premature birth, and generalized growth
retardation including decreased birth weight, shorter body length, and smaller head circumference
(Bigsby et al, 2011; Covington et al, 2002; Gouin et al, 2011; Mayes et al, 2003).
These toxic chemicals can sometimes have irreversible damage that affect the child’s normal
development process with regards to proper development of organs and brain function.
From the ages of 0-2 months old a child are expected to have develop motor skills that would
include the ability to recognize different colors and shapes, kicking waving, have the ability to
recognize familiar voices and their sleeping patterns would change, meaning that as they grow older
children should be sleeping a little longer than a new born baby. Children from the ages of 2
months old should be able to extend their arm and reach and pick up toys and other objects,
hand coordination by shifting objects from one hand to another. The child should be able to pick up
finger food and bring it to their mouths. Identifying a problem with a child is when they are not able
to perform these age appropriate task.
A toddler ages 3 to 5 years old should be able to perform task such as holding crayons drawing horizontal lines, circles and have the ability to fold and snip paper with scissors. Children that have been exposed to substance may struggle with completing these tasks or will develop these cognitive skills at a slower rate. One study using play behavior (Rodning, Beckwith, & Howard, 1989a) found that preterm toddlers exposed to cocaine
and other drugs to show poorly developed play behaviors, and a lack of interest and motivation in
unstructured situations, in comparison to a group of high risk preterm children. Using play behavior,
one study found preterm toddlers exposed to cocaine and other drugs to show poorly. However, by
3 years of age, there were no changes associated with fine motor performance or behavior observed
with the child externalizing behavioral problems at age 5 years old. Stress and psychological
symptoms of caregivers were found to be in direct correlation with increased child behavioral issues;
indicating that the effected children may have m.
SWK311 Assessment 2 Final EssayWhat is t.docxmabelf3
SWK311 Assessment 2
Final Essay
What is the policy and its impact on vulnerable groups?
Why should/could you influence change?
How can you influence social policy change?
Developing your own practice framework for influencing policy change
What, Why and How
Critical analysis of social policy
Application of theory to practice
Adherence to academic conventions of writing (eg referencing; writing style)
At least 8 references
Assessment Criteria
a) Critically examine the policy or policies that you consider impact upon a client group
Suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
Part 1
What is this?
Not just describing
Critical analysis – a reminder
Critically examine
What is the political and ideological underpinning of the social policy?
What is the intended outcome of the policy? Is it achieving this gaol?
How the policy impacts your client group – both positive and negative impacts
How is the policy implemented – for example income support as delivered through Centrelink
Is it the policy or the service delivery that is the problem
Prompt questions
Consider vulnerable populations/clients you work with or those that interest you.
There are likely to be many policies that impact the group you choose. It is important to acknowledge the ways that economic and social policies intersect.
You can select one main policy or several policies for the purpose of the assignment.
e.g. women – are impacted by economic policy, income support, parenting payments and family tax benefits, child care support and many more.
recap
As you have worked through this unit, there are likely to have been topics or issues that have resonated with your , or really grated you.
For example, do you feel angry that people on income support payments appear to be allowed to just sit around and do nothing? Do you think the government supports them to just do nothing?
What would happen if there was a continued tightening of conditions for receiving income support?
Would anyone suffer? Would this matter? Would this impact society?
Why influence change?
Do you consider the government approach to income support is punitive?
Does the approach of welfare conditionality under a neoliberal government leave vulnerable people at risk?
What would drive your approach to intervene in this area of macro policy compared to the approach you would take if you fully supported government’s tightening of access to income support?
Alternatively
It is important to know your current world view and values as you enter any field of human services practice.
This will ensure that your tactics and strategies for influencing policy are transparent and appropriate.
Do your own values and philosophy align with those of your professional association?
Articulate your own theoretical perspective
Develop a framework that you would adopt for influencing policy change th.
Surname 1
Student's Name
Professor's Name
Course
Date
Kanopy Films Option 6: Arab Invasion of Andalusia
The film, Arab Invasion of Andalusia (AIA), narrates the story that ignited a period of 800 years of what would be the Muslim reign in the region of the Iberian Peninsula. Information regarding the said events has been hard to come by with the available sources lacking the much-needed reliability. However, armed with minimal sources of information, the creators of the documentary set to answer tricky questions on a topic where most people have failed. While AIA presents a fascinating experience for history scholars and other interested parties alike, the film still lacks in terms of the accuracy of the submitted data, making it unreliable to some extent.
The documentary is primarily based on the accounts detailed in a document whose author did not live the said ordeals. A first-hand account experience of events usually is accurate since the narrator can give more details, which are valid and reliable. However, in the mentioned film, the creators rely on data contained in a document known as “The chronicle of 754”. According to Gearon, the author of the material was a native Christian who lived in Iberia, whose real identity was unknown (Gearon, 45). Gearon further highlights that the said author lived in a location far from the center of all the action. Among the unproven details mentioned in The Chronicle of 754 is the inaccurate number of combat participants present in different battles. Other accounts such as that of Abd al-Hakem equally fall short in detail since the author was over 3,000 miles away from the invasion. Therefore, AIA fails in providing accurate data to some of the pressing questions that the audience may have.
The documentary fails to convince the audience if the events qualified to be termed as an ordinary raid or a full-blown invasion. As Gearon points out, Tariq's team that comprised of Berbers had set out on a grabbing spree since they knew the riches that the Iberian Penisula possessed (Gearon 47). Their knowledge was informed by the previous trade engagements they had with the locals. Several accounts on Andalusia, modern-day Spain, confirm that the region was vastly abundant in diverse ways ranging from natural resources to other essentials that were prominent for prosperity (Shamice 129). The area also enjoyed a rich culture championed by its residents. Therefore, personal gain, which topped the agenda of Tariq's troops, most likely quenched their thirst for a proper invasion. Invasions, unlike raids, are meant to achieve a complete takeover of the targeted region.
Two explanations further put to doubt the idea of invasion, as presented in the film. The first one centers on the composition of the invaders and those invaded. For it to qualify to be an Arab invasion of Andalusia (Spain), the invaders had to comprise of individuals solely from an Arab background. If not, a majority of them had to have links t.
SWK 527 -Signature Assignment Social Work Theory and Practice Ass.docxmabelf3
SWK 527 -Signature Assignment: Social Work Theory and Practice Assignment
EPAS 2015 - Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration.
Social workers:
· Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
· Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
· Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
· Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
· Facilitate effective transitions and endings that advance mutually agreed-on goals.
The Signature Assignment: (200 Points)
Signature Assignments are those assignments chosen by the WNMU School of Social Work faculty to evaluate a student’s ability to demonstrate the CSWE-mandated core competencies and related practice behaviors. In addition to measuring student competency, the assignments are used as indicators of program efficacy. Signature assignments are clearly identified in all School of Social Work syllabi. Students must demonstrate competency in order to pass each course. Students must complete all signature assignments throughout their program of study.
This Signature Assignment is an opportunity for you to apply critical thinking to explore topics of your professional interest related to social work theories, areas of social work practice and interventions that help our clients. The goal of the assignment for you to identify 2 theoretical perspectives that interests you and plan to use in your social work practice. Your chosen theories should be presented in relation to related area of practice, client system/population and supporting interventions. In order to optimize your learning, you encouraged to choose new areas of learning, rather than areas in which you hav.
SURNMAE3
Self-assessment
Student name
Professor name
Institution
Course
Date
Introduction
The purpose of my speech is to describe the validity and importance of the social justice warriors group of individuals bringing out the key milestones required for one to be regarded as a real warrior that fought against social injustices in the society which in turn let to increased social justice. My speech explains how these group of individuals have been perceived wrongly despite their efforts to bring into existence cases like civil rights, feminism and anti-racial discrimination. In my speech I unleashed some of the ways in which you can identify these warriors in the and appreciate their actions and support towards fighting social injustices in the society. With the rampant increase in cases of social injustices as well as the lost reputation over this group of people whom some took the advantage to start seeking for self-enrichment like through politics and thus lead to the controversies on how to determine the real warrior of social justice.
Body
To open up my speech I brought in the statistics of the world victims of social justice and an indication of how individuals have risen to fight against social injustices through advocating for feminism, civil rights in the society, demolition of human discrimination based on race and country of origin. These actions have activated the need for such individuals to be termed as the heroes in the support of social justice but since them they have faced strong opposition from the divergent opinions from the public that support the need to have social justice believers and not heroes (Soli.et.al. pg 440). My thesis statement was very clear and supported with visuals where pictures of how victims of social justice beneficiaries portrayed a healthy outlook as compared to how they appeared when injustice was ruling the land. I believe my presentation of the thesis statement was a bit fair since the main points were stated and even attached some illustrations on how these warriors are being despised in the society.
Within my presentation I was able to make clear transitions in terms of visuals and the illustrations with an aim to get in touch with the audience who looked attentive based on their facial expression (Justice.et.al. pg 85). This made me confirm that most of them had gone through different cases of social injustice and were really ready to listen and integrate the ways on how join up the campaign against social injustices where one of the ways is to identify and appreciate the social justice warriors in the society.
Strengths and Weaknesses
My strengths during the presentation were from the personal presentation skills where I could speak with a lot of courage and boldness in that it was difficult for most people to doubt my words. Stage management and audience involvement provided a boost to my presentation since they enabled my audience to be free and could ask questions freely. The main .
Surname 2
Student’s Name
Professor’s Name
Course Code
Date
Turning Point
When growing up, children grow up wishing to be doctors, lawyers, surgeons, engineers or pilots mostly because these careers are regarded as high prestige in the society. However, very few of them desire to be teachers due to the perception that it is tiresome, low paying and requires a lot of work input. However, teaching is one of the most exciting jobs since it gives on a chance to help mold future career paths of different specialists such that in one class, it can consist of over fifty careers. Alternatively, good teachers act as role models due to their constant advice, sharing’s on life experiences and challenging students not to limit themselves to small achievements. As such, even as students go about their daily activities or after school, they always remember the teachings of a particular teacher and relate the activities thus being able to make better choices. Alternatively, the joy of teaching emanates from seeing other people make it in life or achieve their dreams and associating with their success.
The person who led me to consider a turning point was Peter Banks, my high school English teacher. He was inspiring in his lessons which he taught through life experiences and although he lacked technical expertise, when he talked, everyone played attention since he would communicate emotionally and make the whole process exiting using facial expressions, voice variations and using rhetorical questions which led us to think critically. Before he came along, English lessons were boring since we would lead literature books throughout the lessons, a process that had become tiring and monotonous which resulted to fall in grades. By good luck, the board of education showed concern on the issue and terminated the previous teacher. Peter would come to class, ask everyone to close their books and ask us to write what was on our thoughts even though it was ridiculous which would then discuss as a class. One of his major lessons was learning to write based on feelings as a way of being truthful to oneself and aiding the reader to form a connection.
Most teachers want to come to class, give assignments and wait for the time to lapse especially at the beginning of an academic year. However, this was not the case for Peter who would use any available chance to counsel us on what to expect in college and how to cope. He would share stories of his college life and in one particular case, he told us about the first time he was late for an exam because he overslept but he lied to the professor that he had fainted on the way to class and had to be rushed to the campus clinic. As such, Banks taught us on the importance of honest and ways of avoiding misconducts in future which could result in huge implications. For those of us who loved writing, he encouraged us to read most of the books in the library and analyze them amongst ourselves. Peter also supported talented individuals.
Switching costs ____________________________.
Question 1 options:
a)
that are high provide good opportunities for new partners or suppliers to enter this market (picture).
b)
in consumer markets can be high due to investments that partners make in matching buying and ordering.
c)
can be kept lower by utilizing a sole supplier.
d)
are more important for businesses, than for consumer buyers, due to the close buyer-seller relationships that develop.
e)
that are kept high are a good long-term tactic to keep buyers locked into poor quality service.
Question 2
(3 points)
Which of the following applies to Intellectual Property law?
Question 2 options:
a)
copyrights provide protection for trade secrets.
b)
copyrights provide protection for the original works of authors, musicians, and photographers.
c)
confidentiality agreements are only required for customers.
d)
requires a substantiality test to gain property protection.
e)
tends to reduce competition and decrease innovation.
Question 3
(3 points)
Business buyers
are similar
to final consumers in that:
Question 3 options:
a)
They purchase products and services that support the production of other products.
b)
Ensuring that revenues exceed costs always the primaryconsideration when evaluating a product for purchase.
c)
They purchase products to add to and make their own final product
d)
Customer satisfaction is determined by the customer when the product or service is consumed.
e)
Products purchased are often incorporated into the buying organization's offering to its own customers.
Question 4
(3 points)
Based on the Endries Fastener Company video, the goal of the President of Endries Supply Company was to __________________________.
Question 4 options:
a)
save their customers at least 4% of the cost of their fasteners.
b)
not get involved in Endries' customers' buying decisions until the Deliver
Solution
Stage
c)
be the sole supplier of all the fastener needs of Endries' customers by getting involved all the way through their manufacturing processes.
d)
be the number two fastener provider for the U. S. Department of Defense.
e)
be the number one fastener provider for the women's fashion industry.
Question 5
(3 points)
A good example of Natural Law is ______________?
Question 5 options:
a)
behaving naturally and not getting too excited when a crisis occurs in your company.
b)
the belief that some people are just naturally bad and the more of these bad people that we lock up the better.
c)
when executives just naturally look out for themselves and take company funds for their personal use.
d)
a belief that taking anyone's life is wrong, even for the government when terrible mass murders are committed, like those by the young man in Charleston at a church prayer meeting.
e)
protecting the natural environment by restricting access to wilderness areas
Question 6
(3 points)
Which of the following takes place.
swer the following questionsWhy would it be important for you.docxmabelf3
swer the following questions:
Why would it be important for you, an investor and a manager, to be able to read and analyze financial statements?
Do you think it would be important for a nonprofit entity to provide statements. Why?
Do you think statements are relevant given the estimates, assumptions, and biases involved?
.
Swifts A Modest Proposal is one of the most famous examples of sa.docxmabelf3
Swift's "A Modest Proposal" is one of the most famous examples of satire in the English language. Why would he argue for the very behavior that he would want readers to shun?
Make sure you understand what the satire is and who is being criticized. Think about what Swift would want to see changed. Entry should be 350 - 400 words
A Modest Proposal
For preventing the children of poor people in Ireland,
from being a burden on their parents or country,
and for making them beneficial to the publick.
by Dr. Jonathan Swift
1729
It is a melancholy object to those, who walk through this great town, or travel in the country, when they see the streets, the roads, and cabbin-doors crowded with beggars of the female sex, followed by three, four, or six children, all in rags, and importuning every passenger for an alms. These mothers, instead of being able to work for their honest livelihood, are forced to employ all their time in stroling to beg sustenance for their helpless infants who, as they grow up, either turn thieves for want of work, or leave their dear native country, to fight for the Pretender in Spain, or sell themselves to the Barbadoes.
I think it is agreed by all parties, that this prodigious number of children in the arms, or on the backs, or at the heels of their mothers, and frequently of their fathers, is in the present deplorable state of the kingdom, a very great additional grievance; and therefore whoever could find out a fair, cheap and easy method of making these children sound and useful members of the commonwealth, would deserve so well of the publick, as to have his statue of him set up for a preserver of the nation.
But my intention is very far from being confined to provide only for the children of professed beggars: it is of a much greater extent, and shall take in the whole number of infants at a certain age, who are born of parents in effect as little able to support them, as those who demand our charity in the streets.
As to my own part, having turned my thoughts for many years upon this important subject, and maturely weighed the several schemes of our projectors, I have always found them grossly mistaken in their computation. It is true, a child just dropt from its dam, may be supported by her milk, for a solar year, with little other nourishment: at most not above the value of two shillings, which the mother may certainly get, or the value in scraps, by her lawful occupation of begging; and it is exactly at one year old that I propose to provide for them in such a manner, as, instead of being a charge upon their parents, or the parish, or wanting food and raiment for the rest of their lives, they shall, on the contrary, contribute to the feeding, and partly to the clothing of many thousands.
There is likewise another great advantage in my scheme, that it will prevent those voluntary abortions, and that horrid practice of women murdering their bastard children, alas! too frequent.
Sweep up a small area of your floor. Take a look at the trace evide.docxmabelf3
Sweep up a small area of your floor. Take a look at the “trace evidence” that is contained within your home. Write a short 200 word essay detailing what you found and how you could collect known samples from items in your home or outside your home that a lab could compare to your “trace evidence”.
Please use APA format, Times New Roman 12 point font with 1" page margins
.
sweep things under the rug or pre-tend it never happened. in.docxmabelf3
sweep things under the rug or pre-
tend it never happened. in worship
services, take time to share with the
people how rich they are in god’s
grace rather than just telling them
how they should behave. in this sec-
tion of the book, the author does get
very specific on how to make sure
grace is shared publicly. Whether it is
in the worship service or dealing with
visitors as they walk in the door,
making sure people experience christ
is vital.
“Portable grace,” as Eclov calls it,
reveals how to minister outside the
walls of the church through hospital
ministry, death and grief, childbirth
visits, or home and work visitation.
One practical application that pastors
should hear is that one does not need
to be invited to go. As young pastors,
we usually do not go where we are
not invited, but the author recom-
mends challenging that thinking by
going proactively. i have taken this
advice, and it really has been a great
blessing for me and for those i’m
visiting.
Probably one of the most practical
chapters in the book is “March into
the Smoke.” When times are scary,
cloudy and daunting, a leader can
easily experience disorientation and
loss of focus. this section of the book
is for such pastors who are weary and
tired. it emphasizes the importance
of being healthy on the inside so that
you can take care of those on the out-
side. the pastor may project unre-
solved anger onto the congregation
without even realizing it. the things
he brings up are valid, but one thing
he is lacking is the how-to or even
the call to action for the pastor to get
help with anger or depression.
One concluding critique: in the
midst of his stories and encounters,
the author interjects his unique doc-
trinal understandings in the mix of
his stories and illustrations.
consequently, some of the conversa-
tions and interactions with others
would be very different if processed
in different faith tradition contexts.
the reader simply needs to filter and
adapt accordingly.
Pastoral Graces is a good book for
those who need encouragement. i
found the book to be helpful when it
comes to personal connections with
parishioners. As pastors, we can get
burned out and depressed, and feel
very much alone. this book is not a
fix-all, but it is a reminder that god
really does love us and care about us
as his messengers of grace. i cannot
say this book is for every pastor, but i
do recommend it for the young pas-
tors, new pastors, and discouraged
pastors who are on the verge of giv-
ing up. i believe the author accom-
plished what he set out to accom-
plish.
StEPhEN cArLiLE is a student in the Andrews
University Master’s of Pastoral Ministry extension
program and serves as church pastor of Adventist
Fellowship in tulsa, Oklahoma.
CHANGE LEADER:
LEARNING TO DO WHAT
MATTERS MOST
By Michael Fullan
San Francisco, CA: Jossey-Bass/Wiley
(2011)
Hardback, 172 pages
Reviewed by JORGE PEREZ
in Change Leader, Michael Fullan
argues for the importance of practice
as a learning tool for .
Susan serves on the city building commission.The city is plannin.docxmabelf3
Susan serves on the city building commission.
The city is planning to build a new subway system to extend the reach of the subway further out from the city center.
Susan’s cousin, Sam, owns Subway Mobility Co., submitted the lowest bid for the system.
Susan knows that Sam could complete the job for the amount in his bid.
But she also knows that once Sam finishes this job, he will probably sell his company and retire.
Susan is concerned that Subway Mobility’s subsequent management might not be as easy to work with if revisions need to be made on the subway system after its completion.
She is torn as to whether she should tell the city about the potential changes in Subway Mobility’s management.
If the city knew about the potential change in Subway Mobility’s management, it might prefer to give the K to one of Subway’s competitors, whose bid was only slightly higher than Subway’s was..
Does Susan have an ethical obligation to disclose the information about Sam to the city planning commission?
.
Susan serves on the city building commission.The city is plann.docxmabelf3
Susan serves on the city building commission.
The city is planning to build a new subway system to extend the reach of the subway further out from the city center.
Susan’s cousin, Sam, owns Subway Mobility Co., submitted the lowest bid for the system.
Susan knows that Sam could complete the job for the amount in his bid.
But she also knows that once Sam finishes this job, he will probably sell his company and retire.
Susan is concerned that Subway Mobility’s subsequent management might not be as easy to work with if revisions need to be made on the subway system after its completion.
She is torn as to whether she should tell the city about the potential changes in Subway Mobility’s management.
If the city knew about the potential change in Subway Mobility’s management, it might prefer to give the K to one of Subway’s competitors, whose bid was only slightly higher than Subway’s was..
Does Susan have an ethical obligation to disclose the information about Sam to the city planning commission?
How would you apply duty-based ethical standards to this question?
What might be the outcome of a utilitarian analysis?
Discuss each fully
.
SUSAN GLASPELL TRIFLES SCENE The kitchen in the now aba.docxmabelf3
SUSAN GLASPELL: TRIFLES
SCENE: The kitchen in the now abandoned farmhouse of John Wright, a gloomy kitchen, and left without having been put in order—unwashed pans under the sink, a loaf of bread outside the breadbox, a dish towel on the table—other signs of incompleted work. At the rear the outer door opens, and the Sheriff comes in, followed by the County Attorney and Hale. The Sheriff and Hale are men in middle life, the County Attorney is a young man; all are much bundled up and go at once to the stove. They are followed by the two women—the Sheriff’s Wife first; she is a slight wiry woman, a thin nervous face. Mrs. Hale is larger and would ordinarily be called more comfortable looking, but she is disturbed now and looks fearfully about as she enters. The women have come in slowly, and stand close together near the door.
County Attorney (rubbing his hands): This feels good. Come up to the fire, ladies.
Mrs. Peters (after taking a step forward): I’m not—cold.
Sheriff (unbuttoning his overcoat and stepping away from the stove as if to the beginning of official business): Now, Mr. Hale, before we move things about, you explain to Mr. Henderson just what you saw when you came here yesterday morning.
County Attorney: By the way, has anything been moved? Are things just as you left them yesterday?
Sheriff (looking about): It’s just the same. When it dropped below zero last night, I thought I’d better send Frank out this morning to make a fire for us—no use getting pneumonia with a big case on, but I told him not to touch anything except the stove—and you know Frank.
County Attorney: Somebody should have been left here yesterday.
Sheriff: Oh—yesterday. When I had to send Frank to Morris Center for that man who went crazy—I want you to know I had my hands full yesterday. I knew you could get back from Omaha by today, and as long as I went over everything here myself—
County Attorney: Well, Mr. Hale, tell just what happened when you came here yesterday morning.
Hale: Harry and I had started to town with a load of potatoes. We came along the road from my place;and as I got here, I said, “I’m going to see if I can’t get John Wright to go in with me on a party telephone.” I spoke to Wright about it once before, and he put me off, saying folks talked too much anyway, and all he asked was peace and quiet—I guess you know about how much he talked himself;but I thought maybe if I went to the house and talked about it before his wife, though I said to Harry that I didn’t know as what his wife wanted made much difference to John—
County Attorney: Let’s talk about that later, Mr. Hale. I do want to talk about that, but tell now just what happened when you got to the house.
Hale: I didn’t hear or see anything; I knocked at the door, and still it was all quiet inside. I knew they must be up, it was past eight o’clock. So I knocked again, and .
SUSTAINABLE URBAN DEVELOPMENT, GOVERNANCE, AND POLICY A COMPARATIVE.docxmabelf3
SUSTAINABLE URBAN DEVELOPMENT, GOVERNANCE, AND POLICY: A COMPARATIVE OVERVIEW OF EU POLICIES AND PROJECTS
Case Studies – Energy Efficiency
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Susan Wolf thinks that that meaning has both a subjective and an.docxmabelf3
Susan Wolf thinks that that meaning has both a subjective and an objective component. On one hand, a person must enjoy, appreciate, or, in some broad sense, engage positively with something in order for it to contribute to their life’s meaning. On the other hand, they must be making an objective contribution to something that is valuable on its own, not something valuable just for how it benefits them. Meaningful lives participate in something larger than the individual whose life it is. Begin your paper by explaining the "passion view," the "larger than oneself view," and Wolf's own hybrid view of meaning in life.
Then, give your own example of something that does or could ass extraordinary meaning to your life. Do not use Wolf's own examples - be creative! Explain how that thing conforms to Wolf's hybrid theory of meaning in life. Then identify what you think is the biggest obstacle to living a meaningful life in today's society. Why is it such a big obstacle? This can be either an obstacle that you yourself are facing or something that you think prevents other people from living a life that is as meaningful as it could be.
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Sustainable Urban Development, Governance and Policy A Comparative .docxmabelf3
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CHAPTER SUMMARY: Summarize chapter presented during the week. Identify the main point (as in "What's your point?"), thesis, or conclusion of the key ideas presented in the chapter.
SUPPORT: Do research outside of the book and demonstrate that you have in a very obvious way. This refers to research beyond the material presented in the textbook. Show something you have discovered from your own research. Be sure this is obvious and adds value beyond what is contained in the chapter itself.
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SOURCES: Include citations with your sources. Use APA style citations and references.
.
SUSTAINABLE ENERGY
SYSTEMS
1 | P a g e
Table of Contents:
List of Tables: ................................................................................................................................ 1
Introduction: .................................................................................................................................. 2
Energy Audit of New Castle House: .............................................................................................. 2
House Description: .................................................................................................................... 2
Electronic Appliances & Energy Consumption: ......................................................................... 3
Cost of Energy Consumption: ................................................................................................... 5
Potential Saving in Electricity: ....................................................................................................... 5
Energy Saving in Refrigerators: ................................................................................................ 6
Energy Saving in Washing Machine & Dryers: ......................................................................... 6
Energy Saving in Electric Oven: ............................................................................................... 7
Energy Saving in Lighting Load: ............................................................................................... 7
Energy Saving in Water Heating & Space Heating: .................................................................. 7
Summary of Energy and Cost Saving: .......................................................................................... 7
Conclusion: ................................................................................................................................... 8
References: ................................................................................................................................... 9
List of Tables:
Table 1. Household appliances with their wattage and average daily usage ............................... 4
Table 2. Average annual consumption of energy (kWh/year) by the household appliances ........ 4
Table 3. Cost of energy consumption by the appliances annually ................................................ 5
Table 4. Potential saving in energy consumption and saving in energy cost ............................... 8
2 | P a g e
Sustainable Energy System
Introduction:
In any modern societies in the world there are continuously increasing concerns over availability
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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Syllabus Course # Page 1 of 15 BA 602 Management Info.docx
1. 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,
2. 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.
3. 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 &
4. 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
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 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
5. 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.
http://cde.freshdesk.com/support/home
http://kb.learninghouse.com/
Syllabus Course # Page 3 of 15
Course Policies
Citations 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 Word file. Make sure to save
your files using the convention
LAST NAME, FIRST INITIAL, COURSE ABBREVIATION,
6. SEMESTER AND YEAR, AND
ACTIVITY NAME OR NUMBER.
Example: Smith_L_BA_495_FA14_CaseStudy1
Time 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 is no make-up work for all assignments (discussions,
7. 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.
http://www.campbellsville.edu/the-writing-center
Syllabus Course # Page 4 of 15
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.
8. 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
Evaluation of Learning Activities
Timeline 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.
9. 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’
Syllabus Course # Page 5 of 15
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
10. • 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 the course. Because ongoing
participation in discussion
forums is expected, points will 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.
Discussions (36%)
Each Week, topics for discussion will be found in the discussion
area of the course. In-depth
11. discussion is an essential part of online learning, and is also an
important factor in your grade
as well.
A minimum of three (3) posts is required for each week. 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.
12. Syllabus Course # Page 6 of 15
The grading scale for discussion is as follows:
Original Discussion:
Your original post (direct response to the discussion
topics/questions) is worth 20 points.
Participation (responding to your classmates’ postings):
2 significant posts (5 points each) = 10 pts
1 significant posts = 5 pts.
No significant posts = 0 pts.
Each Week 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 (22%):
You will be assigned to groups when the course starts, along
with a private group discussion
forum. You will have two team assignments. Each team
assignment will be made available no
later than the beginning of the week in which the team
13. assignment is due. Additional instructions
will be provided when team assignments become available. Part
of your team assignment will
involve power point presentation. Each team member is required
to participate.
Quizzes/Assessments
Quizzes/Assessment (42%):
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.
Syllabus Course # Page 7 of 15
Grading
Assignment Points
14. Discussions (12 @ 30 points each) 360 points
Quizzes (12 @ 10 points each) 120 points
Assessments (6 @ 50 points each) 300 points
Team Assignments (3) (220 total points) 220 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
the Module in which
15. 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.
Syllabus Course # Page 8 of 15
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.
Required Residency: Date and address of your required
residency is Moodle. Please review
and make appropriate arrangement to attend.
Week1 Learning Activities Due Dates
Week 1:
16. 1. Read Chapter 1-Doing Business in Digital
Times
2. discussions
3. Complete Quiz 1
Sunday January 13
Week 2 Residency January 18, 19, 20
1. Read Chapter 3- Data Management, Big
Data, Analytics, and Records Management.
2. discussions
3. Complete Quiz 2
4. Complete Team Assignment 1:
A. Part 1 Outline
B. Part 2 Draft
Friday, Saturday,
Sunday January
18, 19, 20
Week 3
17. 1. Read Chapter 2-Data Governance and IT
Architecture Support Long-Term
Performance.
2. discussions
3. Complete Quiz 3
4. Complete Assessment 1
Sunday January 27
Week 4
1. Read Chapter 4- Networks for Efficient
Operations and Sustainability.
2. discussions
3. Complete Quiz 4
4. Complete Assessment 2
Sunday February 3
Week 5
1. Read Chapter 5- Cybersecurity and Risk
Management.
18. 2. discussions
3. Complete Quiz 5
4. Complete Group Assignment 1: Part 3 Final
Draft
Sunday February 10
Syllabus Course # Page 9 of 15
Week 6
1. Read chapter 6- Attracting Buyers with
Search, Sematic, and Recommendation
Technology.
2. discussions
3. Complete Quiz 6
4. Complete Assessment 3 (40 points)
Sunday February 17
Week 7 1. Read chapter 7- Social Networking,
Engagement, and Social Metrics.
2. discussions
3. Complete Quiz 7
19. Sunday February 24
Week 8
1. Read Chapter 8- Retail, E-commerce, and
Mobile Commerce Technologies.
2. discussions
3. Complete Quiz 8
4. Complete Assessment 4
Sunday March 3
Week 9
1. Read Chapter 9- Effective and Efficient
Business Functions.
2. discussions
3. Complete Quiz 9
Sunday March 17
Week 10
1. Read Chapter 10- Strategic Technology
and Enterprise Systems.
20. 2. discussions
3. Complete Quiz 10
4. Complete Assessment 5
Sunday March 24
Week 11
1. Read Chapter 11- Data Visualization and
Geographic
2. discussions
3. Complete Quiz 11
Sunday March 31
Week 12
1. Read Chapter 12- Strategy and Balanced
Scorecard.
2. discussions
3. Complete Quiz 12
4. Complete Assessment 6
Sunday April 7
Week 13
21. 1. Read Chapter 13-Project Management and
SDLC
2. Complete Group Assignment 1 Part 3
Sunday April 14
Week 14
1. Read Chapter 14 – Ethics and IM
2. Complete Quiz 14, Assessment 7
3. Week 14 Discussion
Sunday April 21
Week 15
1. Complete Group Powerpoint
Sunday April 28
Syllabus Course # Page 10 of 15
University Policies
Student Behavioral Expectations
22. 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, 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.”
23. "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
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,
24. 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.
http://www.campbellsville.edu/catalog
http://www.campbellsville.edu/Websites/cu/files/Content/24835
73/DE_Student_Handbook_2013-14.pdf
Syllabus Course # Page 11 of 15
• 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 Tools
Email Netiquette for Academic Purposes
• Always use your CU email account for official or class-related
business.
• Always provide the purpose of the email in the subject line.
25. • 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
26. read.
• 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.
27. • 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.
Syllabus Course # Page 12 of 15
Students who choose to violate these policies are subject to
disciplinary action which could
include denial of access to 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
28. 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]
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
29. 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. 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.
http://www.campbellsville.edu/catalog
http://www.campbellsville.edu/Websites/cu/files/Content/24835
73/DE_Student_Handbook_2013-14.pdf
mailto:[email protected]
http://www.campbellsville.edu/titleIX
http://www.campbellsville.edu/disability-services
mailto:[email protected]
mailto:[email protected]
Syllabus Course # Page 13 of 15
Verification of Disability
30. 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 assistive devices such as calculators or computers.
Disability Services
Within the office of Career Services, accommodations are
provided for students with disabilities.
31. 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 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.
32. 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.
http://www.campbellsville.edu/career-services
mailto:[email protected]
mailto:[email protected]
Syllabus Course # Page 14 of 15
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 will not be accepted unless
specifically directed to do so by your professor.
The instructor reserves the right to make changes to class
materials and/or syllabus
33. when necessary.
Syllabus Course # Page 15 of 15
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
34. perspectives within a
Christ-centered community
• To model servant leadership through effective stewardship of
resources
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
BA 602 Management Information Systems
Hybrid Course
SPRING 2019
35. 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
36. 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
37. 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
will be posted and completed on
38. 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 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.
http://cde.freshdesk.com/support/home
http://kb.learninghouse.com/
39. Syllabus Course # Page 3 of 15
Course Policies
Citations 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 Word file. Make sure to save
your files using the convention
LAST NAME, FIRST INITIAL, COURSE ABBREVIATION,
SEMESTER AND YEAR, AND
ACTIVITY NAME OR NUMBER.
Example: Smith_L_BA_495_FA14_CaseStudy1
Time 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
40. (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 is 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.
41. http://www.campbellsville.edu/the-writing-center
Syllabus Course # Page 4 of 15
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
42. grade to pass the class.
1
F Failure 0
I Incomplete 0
W Withdraw 0
WA Withdraw – Absence 0
Evaluation of Learning Activities
Timeline 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
43. 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’
Syllabus Course # Page 5 of 15
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.
44. Consider your time commitment to our online discussions to be
critical to your success as a
learner, as well as to the success of the course. Because ongoing
participation in discussion
forums is expected, points will 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.
Discussions (36%)
Each Week, 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 three (3) posts is required for each week. 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
45. 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.
Syllabus Course # Page 6 of 15
The grading scale for discussion is as follows:
Original Discussion:
Your original post (direct response to the discussion
topics/questions) is worth 20 points.
46. Participation (responding to your classmates’ postings):
2 significant posts (5 points each) = 10 pts
1 significant posts = 5 pts.
No significant posts = 0 pts.
Each Week 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 (22%):
You will be assigned to groups when the course starts, along
with a private group discussion
forum. You will have two team assignments. Each team
assignment will be made available no
later than the beginning of the week in which the team
assignment is due. Additional instructions
will be provided when team assignments become available. Part
of your team assignment will
involve power point presentation. Each team member is required
to participate.
Quizzes/Assessments
Quizzes/Assessment (42%):
Quizzes will be based on reading assignments (textbook).
Quizzes will be completed on
47. Moodle. Each quiz is worth 50 points each. Additional
instructions will be provided when quiz
becomes available.
Syllabus Course # Page 7 of 15
Grading
Assignment Points
Discussions (12 @ 30 points each) 360 points
Quizzes (12 @ 10 points each) 120 points
Assessments (6 @ 50 points each) 300 points
Team Assignments (3) (220 total points) 220 points
Total 1000 Points
48. 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
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.
49. Syllabus Course # Page 8 of 15
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.
Required Residency: Date and address of your required
residency is Moodle. Please review
and make appropriate arrangement to attend.
Week1 Learning Activities Due Dates
Week 1:
1. Read Chapter 1-Doing Business in Digital
Times
2. discussions
3. Complete Quiz 1
Sunday January 13
Week 2 Residency January 18, 19, 20
50. 1. Read Chapter 3- Data Management, Big
Data, Analytics, and Records Management.
2. discussions
3. Complete Quiz 2
4. Complete Team Assignment 1:
A. Part 1 Outline
B. Part 2 Draft
Friday, Saturday,
Sunday January
18, 19, 20
Week 3
1. Read Chapter 2-Data Governance and IT
Architecture Support Long-Term
Performance.
2. discussions
3. Complete Quiz 3
4. Complete Assessment 1
Sunday January 27
51. Week 4
1. Read Chapter 4- Networks for Efficient
Operations and Sustainability.
2. discussions
3. Complete Quiz 4
4. Complete Assessment 2
Sunday February 3
Week 5
1. Read Chapter 5- Cybersecurity and Risk
Management.
2. discussions
3. Complete Quiz 5
4. Complete Group Assignment 1: Part 3 Final
Draft
Sunday February 10
52. Syllabus Course # Page 9 of 15
Week 6
1. Read chapter 6- Attracting Buyers with
Search, Sematic, and Recommendation
Technology.
2. discussions
3. Complete Quiz 6
4. Complete Assessment 3 (40 points)
Sunday February 17
Week 7 1. Read chapter 7- Social Networking,
Engagement, and Social Metrics.
2. discussions
3. Complete Quiz 7
Sunday February 24
Week 8
1. Read Chapter 8- Retail, E-commerce, and
Mobile Commerce Technologies.
2. discussions
3. Complete Quiz 8
53. 4. Complete Assessment 4
Sunday March 3
Week 9
1. Read Chapter 9- Effective and Efficient
Business Functions.
2. discussions
3. Complete Quiz 9
Sunday March 17
Week 10
1. Read Chapter 10- Strategic Technology
and Enterprise Systems.
2. discussions
3. Complete Quiz 10
4. Complete Assessment 5
Sunday March 24
Week 11
1. Read Chapter 11- Data Visualization and
Geographic
54. 2. discussions
3. Complete Quiz 11
Sunday March 31
Week 12
1. Read Chapter 12- Strategy and Balanced
Scorecard.
2. discussions
3. Complete Quiz 12
4. Complete Assessment 6
Sunday April 7
Week 13
1. Read Chapter 13-Project Management and
SDLC
2. Complete Group Assignment 1 Part 3
Sunday April 14
Week 14
1. Read Chapter 14 – Ethics and IM
2. Complete Quiz 14, Assessment 7
55. 3. Week 14 Discussion
Sunday April 21
Week 15
1. Complete Group Powerpoint
Sunday April 28
Syllabus Course # Page 10 of 15
University Policies
Student 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
56. expectations, rights and
responsibilities that we feel will create an environment in which
students can grow spiritually,
morally, 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
57. 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
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.
58. http://www.campbellsville.edu/catalog
http://www.campbellsville.edu/Websites/cu/files/Content/24835
73/DE_Student_Handbook_2013-14.pdf
Syllabus Course # Page 11 of 15
• 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 Tools
Email Netiquette for Academic Purposes
• 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
59. 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.
• 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.
60. • 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.
Syllabus Course # Page 12 of 15
61. Students who choose to violate these policies are subject to
disciplinary action which could
include denial of access to 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
62. University’s Title IX Coordinator.
Please contact the Title IX Coordinator, Terry VanMeter, at
270-789-5016 or
[email protected]
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,
63. he or she may be eligible for
disability services. 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.
http://www.campbellsville.edu/catalog
http://www.campbellsville.edu/Websites/cu/files/Content/24835
73/DE_Student_Handbook_2013-14.pdf
mailto:[email protected]
http://www.campbellsville.edu/titleIX
http://www.campbellsville.edu/disability-services
mailto:[email protected]
mailto:[email protected]
Syllabus Course # Page 13 of 15
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
64. 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 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
65. 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 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.
http://www.campbellsville.edu/career-services
mailto:[email protected]
mailto:[email protected]
66. Syllabus Course # Page 14 of 15
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 will not be accepted unless
specifically directed to do so by your professor.
The instructor reserves the right to make changes to class
materials and/or syllabus
when necessary.
Syllabus Course # Page 15 of 15
Campbellsville University
MISSION STATEMENT
67. 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
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
68. 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.