This document provides information about the Tel. T207 course offered in Fall 2013 at Indiana University. The course will be taught on Tuesdays and Thursdays from 1:00-2:15 PM in Room 251. The instructor is Ryland Sherman and contact information is provided for the instructor and two associate instructors. The course objectives are outlined, including introducing students to major telecommunications and media industries, management practices, and the evolution of different industries over time. Required materials and assignments are listed, along with attendance policies, grading procedures, and an overview of topics to be covered each week.
This document provides information about the HUM/SBS 3970-001 course offered in Spring 2016, including instructors, course description, materials, goals, accommodations, additional guidelines, grading rubric and schedule. The career preparation course is designed to help majors in humanities and social/behavioral sciences develop practical job search skills like personal branding, networking, resume/cover letter writing and interviewing. Students will complete assignments such as journal reflections, creating a LinkedIn profile, conducting informational interviews and doing a final career pitch presentation and mock interview. The course aims to help students transition from university to professional plans or post-graduate programs.
Examiner Comments S 13 BCBS - See what killsMuhammad Ovais
The document provides examiners' comments on student performance on a Business Communication and Behavioral Studies exam. It notes that overall performance was below expectations, with many students lacking preparation across the entire syllabus and unable to express ideas clearly. For individual questions, common issues included not comprehending requirements, providing vague answers, and missing opportunities to score points. The examiners emphasize the need for students to improve writing skills in order to perform better and be effective professionally.
This document provides the syllabus for an online course titled "EDU 261 Teaching, Learning & Technology" taught in the fall of 2010. It outlines the instructor contact information, required materials including Microsoft Office and Adobe Acrobat Reader, recommended textbook, course description and competencies, important dates, policies regarding ADA, communication, academic integrity and the D2L online platform. It also describes the assignments and grading including introductions, weekly discussion questions, projects, and a capstone project. Students are expected to regularly participate in the discussion board and complete projects demonstrating their understanding of integrating technology into teaching.
College of administrative and financial sciences assignment 1RAJU852744
This document provides instructions for an assignment in a Knowledge Management course, including the deadline, submission guidelines, and 3 questions related to concepts from weeks 2-4 of the course material. Students are asked to explain knowledge management and its role, describe knowledge transformations in the Nonaka model and factors influencing it, and compare the Nonaka and Choo models of knowledge management.
This course syllabus outlines a business writing course that will help students build communication skills for the workplace, including problem solving, writing, oral communication, and applying these skills in intercultural contexts. The course projects are designed to prepare students to communicate successfully across various media platforms in today's global business environment. Students will learn conventions of US business writing and adjust them for diverse audiences. The course uses a flipped classroom model, with technology requirements including a laptop, Microsoft Office, and multimedia capabilities. Projects include written and multimedia deliverables, and grades are based on participation and completing the various communication projects.
This document provides an overview of the online sociology course "Sociology of Work and Occupations" being offered in the fall 2016 semester. It outlines course details like the instructor, dates, required materials, and technical requirements. Students will be evaluated based on exams, a discussion participation, an informational interview paper, and potential extra credit for participating in an online community. The responsibilities of both the instructor and students are defined.
This document outlines the course information for the Information Technology Law course at ANU College of Law. The course examines the intersection of law and information technology across five subject areas: intellectual property, censorship, privacy, computer crime and evidence, and e-commerce. Assessment consists of class participation, a compulsory essay, an optional take-home essay, and a final exam. Students will develop their legal research, critical thinking, and understanding of technology through readings, class discussions, and independent online research. The goal is for students to understand both the technology and its challenges and opportunities in relation to the law.
This document provides information about the HUM/SBS 3970-001 course offered in Spring 2016, including instructors, course description, materials, goals, accommodations, additional guidelines, grading rubric and schedule. The career preparation course is designed to help majors in humanities and social/behavioral sciences develop practical job search skills like personal branding, networking, resume/cover letter writing and interviewing. Students will complete assignments such as journal reflections, creating a LinkedIn profile, conducting informational interviews and doing a final career pitch presentation and mock interview. The course aims to help students transition from university to professional plans or post-graduate programs.
Examiner Comments S 13 BCBS - See what killsMuhammad Ovais
The document provides examiners' comments on student performance on a Business Communication and Behavioral Studies exam. It notes that overall performance was below expectations, with many students lacking preparation across the entire syllabus and unable to express ideas clearly. For individual questions, common issues included not comprehending requirements, providing vague answers, and missing opportunities to score points. The examiners emphasize the need for students to improve writing skills in order to perform better and be effective professionally.
This document provides the syllabus for an online course titled "EDU 261 Teaching, Learning & Technology" taught in the fall of 2010. It outlines the instructor contact information, required materials including Microsoft Office and Adobe Acrobat Reader, recommended textbook, course description and competencies, important dates, policies regarding ADA, communication, academic integrity and the D2L online platform. It also describes the assignments and grading including introductions, weekly discussion questions, projects, and a capstone project. Students are expected to regularly participate in the discussion board and complete projects demonstrating their understanding of integrating technology into teaching.
College of administrative and financial sciences assignment 1RAJU852744
This document provides instructions for an assignment in a Knowledge Management course, including the deadline, submission guidelines, and 3 questions related to concepts from weeks 2-4 of the course material. Students are asked to explain knowledge management and its role, describe knowledge transformations in the Nonaka model and factors influencing it, and compare the Nonaka and Choo models of knowledge management.
This course syllabus outlines a business writing course that will help students build communication skills for the workplace, including problem solving, writing, oral communication, and applying these skills in intercultural contexts. The course projects are designed to prepare students to communicate successfully across various media platforms in today's global business environment. Students will learn conventions of US business writing and adjust them for diverse audiences. The course uses a flipped classroom model, with technology requirements including a laptop, Microsoft Office, and multimedia capabilities. Projects include written and multimedia deliverables, and grades are based on participation and completing the various communication projects.
This document provides an overview of the online sociology course "Sociology of Work and Occupations" being offered in the fall 2016 semester. It outlines course details like the instructor, dates, required materials, and technical requirements. Students will be evaluated based on exams, a discussion participation, an informational interview paper, and potential extra credit for participating in an online community. The responsibilities of both the instructor and students are defined.
This document outlines the course information for the Information Technology Law course at ANU College of Law. The course examines the intersection of law and information technology across five subject areas: intellectual property, censorship, privacy, computer crime and evidence, and e-commerce. Assessment consists of class participation, a compulsory essay, an optional take-home essay, and a final exam. Students will develop their legal research, critical thinking, and understanding of technology through readings, class discussions, and independent online research. The goal is for students to understand both the technology and its challenges and opportunities in relation to the law.
This document provides information about an Information Systems in Management course at the University of Michigan-Dearborn College of Business. Specifically:
- The course is ITM 310, which is 3 credits and taught by Peter Filias on Thursdays from 6-8:45PM in room 182 FCS.
- The course provides an overview of information systems in business, covering topics like hardware, software, databases, security and ethics. The goal is to understand how IS are used in organizations.
- Students will be graded based on 3 exams (75% of grade), group quizzes (11%), assignments (9%), and participation (5%). The required textbook is listed.
- A tentative course
This course examines how the judiciary is a political institution in the American system of government. Over the semester, topics will illustrate the political nature of courts at both the state and federal level, including the structure of courts and actors that participate in and affect outcomes. Students will analyze how civil and criminal cases proceed through different courts and the role of appellate courts. The goal is for students to understand how the judiciary is more than a legal institution and is fundamentally part of American politics. Students will complete reading assignments, write weekly syntheses and questions, and take a midterm and final exam.
This document provides an overview of the COMM 1010-11 Intro to Communication course for Spring 2016 at Southern Utah University. The course will be taught by Quinn Thurman and meet on Tuesdays and Thursdays from 8-9:50am in room ED 103. Students will learn about communication theories and concepts through readings, activities, and assignments including speeches, quizzes, and papers. The course aims to help students improve their communication skills, particularly public speaking. Major assignments include an informative speech, persuasive speech, Myers-Briggs personality paper, and Ted Talk analysis paper.
This document provides information about a Consumer Behavior course offered at the University of Dayton in Spring 2017. The key details are:
- The class is online with assignments due on Thursdays by 11:59 pm.
- The instructor is Mr. Wasyl Terlecky and the course focuses on understanding consumer behavior and how it relates to marketing strategy.
- Grades are based on chapter simulations, weekly discussions, homework, and two exams. Students must participate in the discussions and all due dates are fixed.
This document provides instructions for an assignment on proposing nursing interventions for a natural disaster. Students are asked to:
1) Propose one example of a nursing intervention for primary, secondary, and tertiary prevention related to an earthquake in Haiti.
2) Identify which phase of the disaster the three interventions would address.
3) Identify what people or agencies they would work with to implement the interventions and why.
The document also provides additional guidelines on formatting, citations, participation expectations, late policies, and communication for the class.
Faculty of Business and LawAssignment Brief102SAM semester 2 .docxssuser454af01
Faculty of Business and Law
Assignment Brief
102SAM semester 2 2016-17
Coursework 2 - Tort
Module Title:
Legal Aspects of Responsible Leadership
Assignment Number
2
Module Code:
102SAM
Assignment Title
Tort
Submission Date:
7.4.17
Module Leader
Debra Jeffree
Submission
Time and Place:
Submission through Turnitin ONLY
Module Team
See module guide
Assessment Information
This assignment is designed to assess learning outcomes:
Module learning outcomes being assessed
1. ) Demonstrate knowledge and understanding of the range and scope of legal and professional responsibilities within the business sector
2. ) Identify and understand the key concepts of the tort of negligence and how they relate to business organisations and professional behaviour
3.) Demonstrate an ability to use legal authority appropriately and apply relevant law to a range of business scenarios
This assignment is an individual assignment.
This assignment requires you to write a 2000 word original advice to the following scenario
Following last season’s poor quality applicants and low viewing figures for his TV show “You’re Hired” where the winner of the program is appointed as CEO of his TV Production Company, Simon wants to rebrand the show and has appointed American celebrity sisters Kim, Khloe and Kourtney to be on the judging panel each episode and at the finale for a fee of £1,000,000 each. As the global popularity of the sisters is so high Simon knows their appearance is guaranteed to raise applications, viewing figures and advertising revenue worldwide and as a consequence wants to ensure the agreement with them is enforceable.
By way of thanks Kim takes Simon out to dinner and it is agreed she will pay the bill. At the restaurant Kim orders a bottle of champagne to toast success of the new show and asks the restaurant owner to open it. Unfortunately the owner fails to control the cork and it hits Simon in the mouth damaging his teeth and the cost of the dental repairs is £20,000.
Advise Simon of the responsibilities owed to him under the tort of negligence and of any remedy that may be available to him.
Please note that this scenario is fictitious and is to be considered and used only for the purpose of academic debate for this assessment.
Criteria for Assessment
See below
Word Count
The word count is 2000 words.
There will be a penalty of a deduction of 10% of the mark (after internal moderation) for work exceeding the word limit by 10% or more.
The word limit includes quotations, but excludes the final reference list and appendices.
How to submit your assessment
The assessment must be submitted by 23.55:00 7.4.17 No paper copies are required. You can access the submission link through the module web.
· Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Please take care to ensure that you have fully submitted your work.
· All work submitted after the submission deadline without a valid and appr ...
1 Summer 2013 Dr. S.E. Cayleff Email .docxjoyjonna282
This document outlines the course requirements and expectations for a history of American women class from 1880 to the present. The main goals of the class are for students to understand key events in American history through a feminist lens, analyze how women's positions were shaped by race and class, and examine how women challenged social and political institutions over time. The course assignments include weekly reading quizzes, discussion boards, and a final exam. Academic honesty is strictly enforced, and plagiarism is not tolerated.
Review the video The Performance Review Process” then answer the .docxronak56
Review the video “The Performance Review Process” then answer the following two questions using the question and answer (Q&A) format; in other words, include the original question along with your response.
Within your post, support your responses with information from at least one peer-reviewed/scholarly source (not older than 3-5 years) from CSU-Global online library or the Internet, and provide the full citation at the end. Use APA guidelines to format your references.
1. What are the principal components of an effective performance appraisal system?
2. How can a performance appraisal system effectively address employee-related challenges in the workplace such as performance problems, unsatisfactory conduct, and/or violations of policies?
This is the video transcript of video
- Suppose you're an employee who's just been told by your boss that it's time for your annual review. Suddenly, you're overcome with a deep sense of dread and foreboding. You think you've had a pretty good year but suppose the boss doesn't see things the way you do.More importantly, how will the boss's judgment affect the pay raise you're expecting? If pay for performance means anything, it means that there needs to be some judgment by a person in authority about your performance so they can tie that judgment to decisions about pay.
So I want to help you understand how organizations link pay to performance through performance reviews. In the US, about 90% of all organizations use performance reviews as a basis for pay decisions yet over the last decade, there have been vast changes in how reviews are done and how frequently they are done. At a general level, reviews serve as a basis for management decisions such as whom to promote, whom to let go or how to make adjustments in pay and to provide constructive feedback to help employees improve their performance.
Some organizations make performance reviews an annual event. However, when they do that, it's impossible to separate discussions about professional growth and development from discussions about pay adjustments. Employees tend to focus on the pay adjustments and often get defensive when the boss says anything negative about their performance. Today, we recognize that performance reviews for pay purposes are part of a larger, more frequent process of performance management.
Just like coaching in sports, the objective of performance management is to offer feedback about your performance to help you get better.Many companies have moved to more frequent check-ins, daily, weekly or monthly so that there are no surprises. If there are no surprises during employees' pay reviews then there's little reason to get defensive. The discussion can focus exclusively on the reasons for the decision about your pay.
There are practical advantages for managers to provide more frequent feedback including higher employee retention, higher customer satisfaction, higher levels of employee commitment and increased profits. Okay, by no ...
This document is the syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for diverse audiences. The syllabus describes 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID safety, technology requirements, and contact information for the instructor.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
Edward Anderson - syllabus - Business Writing[2]Edward Anderson
The document outlines the requirements and policies for a business writing course, including required materials, course objectives, assignments such as emails, memos, reports and presentations, attendance and late policies, academic honesty, and classroom etiquette. Students will develop professional communication skills through various business-focused writing assignments and are expected to adhere to formatting and citation guidelines.
Syllabus for Fall 2014 version of Social Media Practices, a course I developed in 2012.
Some course materials now available here: http://teachsocialbusiness.com
I'm teaching Social Media Practices for the 4th time this Fall. It's a work-in-progress because of the ever-evolving world of social and mobile media technology. I don't include a course calendar in the syllabus itself, although I do provide readings for each topic distribute those through a shared Google doc and and post the readings on the students' course website: http://socialmediapractices.wordpress.com. I use that site to help each students how to use the basics of WordPress.
If you're interested in connecting on LinkedIn, hit me up: /shereem but please include a reference to how you found me, so I don't think you're a random stranger.
This document discusses expectations for a 3-5 page paper on three medical technologies forecast to change in the future. Students must choose three technologies from a list of 11 options, including computer hardware, wireless technology, and 3D computing. For each technology, students must discuss one example of a potential medical application. The paper must follow APA format and be double-spaced with one-inch margins. Communication with the instructor is emphasized for any questions.
This document provides information about Communication Studies 100, an introductory communication course. It outlines the course objectives to help students explore communication dynamics, recognize how communication impacts identity and relationships, and advocate for themselves and others. The course is taught through a combination of lectures and recitation sections. Students will complete speeches, written reflections, group discussions and quizzes which will be graded and contribute to their overall course grade. Course policies on attendance, academic conduct, special needs and grade disputes are also reviewed.
This document is a syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for culturally diverse audiences. The syllabus details 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID-19 safety and technology requirements, and contact information for the instructor.
Syllabus: JNL-1102, News Reporting and Writing I, Professor Austin, National ...Linda Austin
This is the syllabus for JNL-1102, Reporting and Writing News I, at the National Management College in Yangon, Myanmar. This is Professor Austin's class for the semester beginning June 1, 2015.
This document provides the syllabus for a course on facilitating team communication. It outlines the instructor's contact information, required textbook and digital materials, course description and objectives. Requirements include weekly reading assignments, discussion boards, unit exams, two surveys and a semester-long group project. The grading scale, policies on attendance, emails, academic honesty and disabilities are also detailed. The tentative course calendar lists all assignments and due dates across the semester.
The class already started up to December TMGT471Product.docxrtodd643
The class already started up to December
TMGT
471
Production Planning and Control
Class Time:
Anytime
Class Location:
Online
Department of
Applied Engineering Technology Management
Text
Hopp
WJ, Spearma
n ML (2008) Factory Physics. 3 E
d. Waveland Press, Inc., Long Grove, IL
ISBN:
978-1-57766-739-1
.
Course Description
The main goal of any manufacturing organization is the creation of wealth. In an effort to predict, control
and extract the maximum amount of efficiencies in these organizations flexible, and cost effective manufacturing systems are required. Modern day manufacturing systems are highly intertwined with social, economic
and political systems. This class aims to introduce students to these systems and then explain in detail how manufacturing systems cope in a volatile and global market place.
Course Objectives
1.
Be able to explain the
historical
underpinnings of modern day
production/manufacturing systems
2.
Be able to s
olve
aggregate planning problems
3.
Be able to solve problems associated with control and planning issues using deterministic or stochastic modeling
4.
Demonstrate operation scheduling methods
in a multi-product manufacturing system
Prerequisites
This course assumes a familiarity with
linear equations (which should be covered in MET 215), basic statistics,
and rates
of change
over
time.
Course website
Blackboar
d:
http://blackboard.indstate.edu/webapps/login/
Grading Scheme
Activity
Points
Percentage Allocation
Exam
1
75
15%
Exam
2
75
15%
Final Exam 3
75
15%
Home Work
100
20%
Final Project
150
25%
Participation/Attendance
50
10%
Total Points
500
100%
Grading Scale
Percent
Letter Grade
0.00%
-
59.
99
%
F
59.
99
%
-
62.
99
%
D-
62.
99
%
-
66.
99
%
D
66.
99
%
-
69.
99
%
D+
69.99
%
-
72.
99
%
C-
72.
99
%
-
76.
99
%
C
76.
99
%
-
79.
99
%
C+
79.
99
%
-
82.
99
%
B-
82.
99
%
-
86.
99
%
B
86.
99
%
-
89.
99
%
B+
89.
99
%
-
93.
99
%
A-
93.
99
%
-
97.
99
%
A
97.
99
%
-
100%
A+
Technology Requirements
I would strongly recommend that you all possess the following:
1.
A scientific calculator
2.
Internet access
3.
Microsoft Word, Excel & PowerPoint
Saving & Submitting files
When submitting your assignments in blackboard I you are expected to save your file name as your own name. For example:
AlisterMcLeod.docx
Tentative Schedule of Events
Week
Topic
Assignment
1
Introduction to class
2
Historical development of production/manufacturing systems
Chapter 1
Introduction to Production systems operations
Chapter 1
,
Home Work 1
3
The Science of Manufacturing
Chapter 6
The Science of Manufacturing
Chapter 6,
4
The Science of Manufacturing
Home Work 2
Basic Factory Dynamics (Little’s Law)
Chapter 7
5
Basic Factory Dynamics (Little’s Law)
Chapter 7
Basic Factory Dynamics (Little’s Law)
Chapter 7,
Home Work
3
6
Exam 1
Inventory Control
Chapter 2
7
Inventory Control
Chapter 2
Inventory Control
Chapter 2
8
Inventory Control
Chapter 7,
Home Work
4
9
Material Requirements Planning
Chap.
1 Introduction to the U.S. Legal System Midterm Exami.docxjeremylockett77
1
Introduction to the U.S. Legal System
Midterm Examination Checklist (Fall 2019)
Overview and Purpose: The midterm examination (exam) for GOVT/CRJU 2392 is scheduled
for Monday, Oct. 14, 2019. The exam is designed to assess your comprehension of important
concepts described in the course textbook (Banks and O’Brien), lectures, and in-class
discussions.
Procedure: The exam is closed book and closed notes: Students will not have access to any
resources during the exam session. Students must complete their own work and avoid looking at
their neighbors’ exam booklets. Communication with another student during the exam session
will be considered cheating, resulting in a failing grade and a report filed with appropriate
university authorities.
If possible, students should avoid bringing excess personal belongings to the exam session. All
cell phones must be placed in “silent” mode prior to beginning the exam, and all phones or any
other communicative devices (i.e. Apple Watches) should be stored away in students’ pockets,
backpacks, purses, etc. Similarly, all study aids must be stored away prior to beginning the
exam. Any use of devices during the exam session will be considered cheating and disciplinary
proceedings will be initiated.
Once a student begins the exam, that student will not be permitted to leave the room. If a student
leaves the room, the exam will be considered completed. All university and department policies
concerning cheating and academic honesty are in full effect for the exam session.
Content: Student comprehension of the material covered will be evaluated through objective
response items (20 points; multiple choice) and four short essay prompts (40 points). In the
latter section, students will have the option of choosing from a bank of pre-selected short essay
prompts drawn from textbook and in-class discussion themes. The essays students will be
required to answer are also provided at the end of the PowerPoint slides that guide class
discussions. I am providing these questions to you well in advance of the exam to allow you to
practice drafting answers that effectively communicate knowledge.
2
Content (continued):
Ultimately, students are responsible for any and all material covered in the textbook (Banks and
O’Brien) and weekly lectures/discussions. As mentioned previously, the content provided in
lecture/discussion slides emphasizes the most important, or fundamental, themes of each chapter.
While the exam will draw heavily from the lecture/discussion slides, a few exam items are designed to
assess whether students have actually read textbook chapters. This is inevitable, as our meetings do not
provide enough time to cover all legal system concepts in extreme detail. However, students should pay
particular attention to the following terms and concepts:
Civil Law Systems Common Law Systems
U.S. Institutional Structure ...
This document outlines the syllabus for a technical writing course offered in the spring of 2011. The course focuses on practical types of writing used in business and industry. Students will be divided into four mock organizations and complete writing assignments from the perspective of their assigned organization. Assignments include application materials, writing assignments, exams, and a final portfolio. Students will be evaluated based on their application assignments, writing assignments, in-class exercises, exams, portfolio, participation, and attendance. The course aims to enhance students' writing skills and develop their understanding of technical writing's ethical and cultural implications.
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- The course is ITM 310, which is 3 credits and taught by Peter Filias on Thursdays from 6-8:45PM in room 182 FCS.
- The course provides an overview of information systems in business, covering topics like hardware, software, databases, security and ethics. The goal is to understand how IS are used in organizations.
- Students will be graded based on 3 exams (75% of grade), group quizzes (11%), assignments (9%), and participation (5%). The required textbook is listed.
- A tentative course
This course examines how the judiciary is a political institution in the American system of government. Over the semester, topics will illustrate the political nature of courts at both the state and federal level, including the structure of courts and actors that participate in and affect outcomes. Students will analyze how civil and criminal cases proceed through different courts and the role of appellate courts. The goal is for students to understand how the judiciary is more than a legal institution and is fundamentally part of American politics. Students will complete reading assignments, write weekly syntheses and questions, and take a midterm and final exam.
This document provides an overview of the COMM 1010-11 Intro to Communication course for Spring 2016 at Southern Utah University. The course will be taught by Quinn Thurman and meet on Tuesdays and Thursdays from 8-9:50am in room ED 103. Students will learn about communication theories and concepts through readings, activities, and assignments including speeches, quizzes, and papers. The course aims to help students improve their communication skills, particularly public speaking. Major assignments include an informative speech, persuasive speech, Myers-Briggs personality paper, and Ted Talk analysis paper.
This document provides information about a Consumer Behavior course offered at the University of Dayton in Spring 2017. The key details are:
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- The instructor is Mr. Wasyl Terlecky and the course focuses on understanding consumer behavior and how it relates to marketing strategy.
- Grades are based on chapter simulations, weekly discussions, homework, and two exams. Students must participate in the discussions and all due dates are fixed.
This document provides instructions for an assignment on proposing nursing interventions for a natural disaster. Students are asked to:
1) Propose one example of a nursing intervention for primary, secondary, and tertiary prevention related to an earthquake in Haiti.
2) Identify which phase of the disaster the three interventions would address.
3) Identify what people or agencies they would work with to implement the interventions and why.
The document also provides additional guidelines on formatting, citations, participation expectations, late policies, and communication for the class.
Faculty of Business and LawAssignment Brief102SAM semester 2 .docxssuser454af01
Faculty of Business and Law
Assignment Brief
102SAM semester 2 2016-17
Coursework 2 - Tort
Module Title:
Legal Aspects of Responsible Leadership
Assignment Number
2
Module Code:
102SAM
Assignment Title
Tort
Submission Date:
7.4.17
Module Leader
Debra Jeffree
Submission
Time and Place:
Submission through Turnitin ONLY
Module Team
See module guide
Assessment Information
This assignment is designed to assess learning outcomes:
Module learning outcomes being assessed
1. ) Demonstrate knowledge and understanding of the range and scope of legal and professional responsibilities within the business sector
2. ) Identify and understand the key concepts of the tort of negligence and how they relate to business organisations and professional behaviour
3.) Demonstrate an ability to use legal authority appropriately and apply relevant law to a range of business scenarios
This assignment is an individual assignment.
This assignment requires you to write a 2000 word original advice to the following scenario
Following last season’s poor quality applicants and low viewing figures for his TV show “You’re Hired” where the winner of the program is appointed as CEO of his TV Production Company, Simon wants to rebrand the show and has appointed American celebrity sisters Kim, Khloe and Kourtney to be on the judging panel each episode and at the finale for a fee of £1,000,000 each. As the global popularity of the sisters is so high Simon knows their appearance is guaranteed to raise applications, viewing figures and advertising revenue worldwide and as a consequence wants to ensure the agreement with them is enforceable.
By way of thanks Kim takes Simon out to dinner and it is agreed she will pay the bill. At the restaurant Kim orders a bottle of champagne to toast success of the new show and asks the restaurant owner to open it. Unfortunately the owner fails to control the cork and it hits Simon in the mouth damaging his teeth and the cost of the dental repairs is £20,000.
Advise Simon of the responsibilities owed to him under the tort of negligence and of any remedy that may be available to him.
Please note that this scenario is fictitious and is to be considered and used only for the purpose of academic debate for this assessment.
Criteria for Assessment
See below
Word Count
The word count is 2000 words.
There will be a penalty of a deduction of 10% of the mark (after internal moderation) for work exceeding the word limit by 10% or more.
The word limit includes quotations, but excludes the final reference list and appendices.
How to submit your assessment
The assessment must be submitted by 23.55:00 7.4.17 No paper copies are required. You can access the submission link through the module web.
· Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Please take care to ensure that you have fully submitted your work.
· All work submitted after the submission deadline without a valid and appr ...
1 Summer 2013 Dr. S.E. Cayleff Email .docxjoyjonna282
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Review the video The Performance Review Process” then answer the .docxronak56
Review the video “The Performance Review Process” then answer the following two questions using the question and answer (Q&A) format; in other words, include the original question along with your response.
Within your post, support your responses with information from at least one peer-reviewed/scholarly source (not older than 3-5 years) from CSU-Global online library or the Internet, and provide the full citation at the end. Use APA guidelines to format your references.
1. What are the principal components of an effective performance appraisal system?
2. How can a performance appraisal system effectively address employee-related challenges in the workplace such as performance problems, unsatisfactory conduct, and/or violations of policies?
This is the video transcript of video
- Suppose you're an employee who's just been told by your boss that it's time for your annual review. Suddenly, you're overcome with a deep sense of dread and foreboding. You think you've had a pretty good year but suppose the boss doesn't see things the way you do.More importantly, how will the boss's judgment affect the pay raise you're expecting? If pay for performance means anything, it means that there needs to be some judgment by a person in authority about your performance so they can tie that judgment to decisions about pay.
So I want to help you understand how organizations link pay to performance through performance reviews. In the US, about 90% of all organizations use performance reviews as a basis for pay decisions yet over the last decade, there have been vast changes in how reviews are done and how frequently they are done. At a general level, reviews serve as a basis for management decisions such as whom to promote, whom to let go or how to make adjustments in pay and to provide constructive feedback to help employees improve their performance.
Some organizations make performance reviews an annual event. However, when they do that, it's impossible to separate discussions about professional growth and development from discussions about pay adjustments. Employees tend to focus on the pay adjustments and often get defensive when the boss says anything negative about their performance. Today, we recognize that performance reviews for pay purposes are part of a larger, more frequent process of performance management.
Just like coaching in sports, the objective of performance management is to offer feedback about your performance to help you get better.Many companies have moved to more frequent check-ins, daily, weekly or monthly so that there are no surprises. If there are no surprises during employees' pay reviews then there's little reason to get defensive. The discussion can focus exclusively on the reasons for the decision about your pay.
There are practical advantages for managers to provide more frequent feedback including higher employee retention, higher customer satisfaction, higher levels of employee commitment and increased profits. Okay, by no ...
This document is the syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for diverse audiences. The syllabus describes 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID safety, technology requirements, and contact information for the instructor.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
Edward Anderson - syllabus - Business Writing[2]Edward Anderson
The document outlines the requirements and policies for a business writing course, including required materials, course objectives, assignments such as emails, memos, reports and presentations, attendance and late policies, academic honesty, and classroom etiquette. Students will develop professional communication skills through various business-focused writing assignments and are expected to adhere to formatting and citation guidelines.
Syllabus for Fall 2014 version of Social Media Practices, a course I developed in 2012.
Some course materials now available here: http://teachsocialbusiness.com
I'm teaching Social Media Practices for the 4th time this Fall. It's a work-in-progress because of the ever-evolving world of social and mobile media technology. I don't include a course calendar in the syllabus itself, although I do provide readings for each topic distribute those through a shared Google doc and and post the readings on the students' course website: http://socialmediapractices.wordpress.com. I use that site to help each students how to use the basics of WordPress.
If you're interested in connecting on LinkedIn, hit me up: /shereem but please include a reference to how you found me, so I don't think you're a random stranger.
This document discusses expectations for a 3-5 page paper on three medical technologies forecast to change in the future. Students must choose three technologies from a list of 11 options, including computer hardware, wireless technology, and 3D computing. For each technology, students must discuss one example of a potential medical application. The paper must follow APA format and be double-spaced with one-inch margins. Communication with the instructor is emphasized for any questions.
This document provides information about Communication Studies 100, an introductory communication course. It outlines the course objectives to help students explore communication dynamics, recognize how communication impacts identity and relationships, and advocate for themselves and others. The course is taught through a combination of lectures and recitation sections. Students will complete speeches, written reflections, group discussions and quizzes which will be graded and contribute to their overall course grade. Course policies on attendance, academic conduct, special needs and grade disputes are also reviewed.
This document is a syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for culturally diverse audiences. The syllabus details 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID-19 safety and technology requirements, and contact information for the instructor.
Syllabus: JNL-1102, News Reporting and Writing I, Professor Austin, National ...Linda Austin
This is the syllabus for JNL-1102, Reporting and Writing News I, at the National Management College in Yangon, Myanmar. This is Professor Austin's class for the semester beginning June 1, 2015.
This document provides the syllabus for a course on facilitating team communication. It outlines the instructor's contact information, required textbook and digital materials, course description and objectives. Requirements include weekly reading assignments, discussion boards, unit exams, two surveys and a semester-long group project. The grading scale, policies on attendance, emails, academic honesty and disabilities are also detailed. The tentative course calendar lists all assignments and due dates across the semester.
The class already started up to December TMGT471Product.docxrtodd643
The class already started up to December
TMGT
471
Production Planning and Control
Class Time:
Anytime
Class Location:
Online
Department of
Applied Engineering Technology Management
Text
Hopp
WJ, Spearma
n ML (2008) Factory Physics. 3 E
d. Waveland Press, Inc., Long Grove, IL
ISBN:
978-1-57766-739-1
.
Course Description
The main goal of any manufacturing organization is the creation of wealth. In an effort to predict, control
and extract the maximum amount of efficiencies in these organizations flexible, and cost effective manufacturing systems are required. Modern day manufacturing systems are highly intertwined with social, economic
and political systems. This class aims to introduce students to these systems and then explain in detail how manufacturing systems cope in a volatile and global market place.
Course Objectives
1.
Be able to explain the
historical
underpinnings of modern day
production/manufacturing systems
2.
Be able to s
olve
aggregate planning problems
3.
Be able to solve problems associated with control and planning issues using deterministic or stochastic modeling
4.
Demonstrate operation scheduling methods
in a multi-product manufacturing system
Prerequisites
This course assumes a familiarity with
linear equations (which should be covered in MET 215), basic statistics,
and rates
of change
over
time.
Course website
Blackboar
d:
http://blackboard.indstate.edu/webapps/login/
Grading Scheme
Activity
Points
Percentage Allocation
Exam
1
75
15%
Exam
2
75
15%
Final Exam 3
75
15%
Home Work
100
20%
Final Project
150
25%
Participation/Attendance
50
10%
Total Points
500
100%
Grading Scale
Percent
Letter Grade
0.00%
-
59.
99
%
F
59.
99
%
-
62.
99
%
D-
62.
99
%
-
66.
99
%
D
66.
99
%
-
69.
99
%
D+
69.99
%
-
72.
99
%
C-
72.
99
%
-
76.
99
%
C
76.
99
%
-
79.
99
%
C+
79.
99
%
-
82.
99
%
B-
82.
99
%
-
86.
99
%
B
86.
99
%
-
89.
99
%
B+
89.
99
%
-
93.
99
%
A-
93.
99
%
-
97.
99
%
A
97.
99
%
-
100%
A+
Technology Requirements
I would strongly recommend that you all possess the following:
1.
A scientific calculator
2.
Internet access
3.
Microsoft Word, Excel & PowerPoint
Saving & Submitting files
When submitting your assignments in blackboard I you are expected to save your file name as your own name. For example:
AlisterMcLeod.docx
Tentative Schedule of Events
Week
Topic
Assignment
1
Introduction to class
2
Historical development of production/manufacturing systems
Chapter 1
Introduction to Production systems operations
Chapter 1
,
Home Work 1
3
The Science of Manufacturing
Chapter 6
The Science of Manufacturing
Chapter 6,
4
The Science of Manufacturing
Home Work 2
Basic Factory Dynamics (Little’s Law)
Chapter 7
5
Basic Factory Dynamics (Little’s Law)
Chapter 7
Basic Factory Dynamics (Little’s Law)
Chapter 7,
Home Work
3
6
Exam 1
Inventory Control
Chapter 2
7
Inventory Control
Chapter 2
Inventory Control
Chapter 2
8
Inventory Control
Chapter 7,
Home Work
4
9
Material Requirements Planning
Chap.
1 Introduction to the U.S. Legal System Midterm Exami.docxjeremylockett77
1
Introduction to the U.S. Legal System
Midterm Examination Checklist (Fall 2019)
Overview and Purpose: The midterm examination (exam) for GOVT/CRJU 2392 is scheduled
for Monday, Oct. 14, 2019. The exam is designed to assess your comprehension of important
concepts described in the course textbook (Banks and O’Brien), lectures, and in-class
discussions.
Procedure: The exam is closed book and closed notes: Students will not have access to any
resources during the exam session. Students must complete their own work and avoid looking at
their neighbors’ exam booklets. Communication with another student during the exam session
will be considered cheating, resulting in a failing grade and a report filed with appropriate
university authorities.
If possible, students should avoid bringing excess personal belongings to the exam session. All
cell phones must be placed in “silent” mode prior to beginning the exam, and all phones or any
other communicative devices (i.e. Apple Watches) should be stored away in students’ pockets,
backpacks, purses, etc. Similarly, all study aids must be stored away prior to beginning the
exam. Any use of devices during the exam session will be considered cheating and disciplinary
proceedings will be initiated.
Once a student begins the exam, that student will not be permitted to leave the room. If a student
leaves the room, the exam will be considered completed. All university and department policies
concerning cheating and academic honesty are in full effect for the exam session.
Content: Student comprehension of the material covered will be evaluated through objective
response items (20 points; multiple choice) and four short essay prompts (40 points). In the
latter section, students will have the option of choosing from a bank of pre-selected short essay
prompts drawn from textbook and in-class discussion themes. The essays students will be
required to answer are also provided at the end of the PowerPoint slides that guide class
discussions. I am providing these questions to you well in advance of the exam to allow you to
practice drafting answers that effectively communicate knowledge.
2
Content (continued):
Ultimately, students are responsible for any and all material covered in the textbook (Banks and
O’Brien) and weekly lectures/discussions. As mentioned previously, the content provided in
lecture/discussion slides emphasizes the most important, or fundamental, themes of each chapter.
While the exam will draw heavily from the lecture/discussion slides, a few exam items are designed to
assess whether students have actually read textbook chapters. This is inevitable, as our meetings do not
provide enough time to cover all legal system concepts in extreme detail. However, students should pay
particular attention to the following terms and concepts:
Civil Law Systems Common Law Systems
U.S. Institutional Structure ...
This document outlines the syllabus for a technical writing course offered in the spring of 2011. The course focuses on practical types of writing used in business and industry. Students will be divided into four mock organizations and complete writing assignments from the perspective of their assigned organization. Assignments include application materials, writing assignments, exams, and a final portfolio. Students will be evaluated based on their application assignments, writing assignments, in-class exercises, exams, portfolio, participation, and attendance. The course aims to enhance students' writing skills and develop their understanding of technical writing's ethical and cultural implications.
Similar to T207 Ryland Syllabus V1.2 updated 12.1.13 (20)
1. Tel. T207 (13990), Fall 2013
Tuesdays and Thursdays, 1:00-2:15 PM
Room: Radio-TV 251
Instructor: Ryland Sherman
Contact information
Office: Radio-TV 240 D
Office hours: Monday @ 3:00-4:00 & Thursday @ 2:30-3:30.
Email:rysherma@indiana.edu
Associate Instructors:
Feiran Liu (liufeir@indiana.edu): Tuesday @ 2:00-3:00; Thursday @ 3:30-4:30
Yongwoog Jeon (yongjeon@indiana.edu): Monday@ 4:00-5:00; Wednesday @ 10:00-11:00
(Office hours, held in TV 240F, will be announced soon)
Course Objectives
This class introduces you to major telecommunications and media industries and management practices in them. We will
explore how the music, video, communications, and new media industries have evolved across time, paying particular
attention to the stories behind radio, movies, TV distribution, and computer networks. Due to the diversity of their
products, the complexity of product production, and rapidly changing technologies, the telecommunication and media
industries are easily among the most complex and challenging to understand. They also are among the most fun and
interesting, because as a society, we immerse ourselves in their output for a significant portion of our lives.
No matter whether you (1) intend to work in these industries, (2) want to study their role within the context of a broader
academic framework, (3) learn more about businesses generally, or (4) simply indulge your curiosity about media, this
course is appropriate for you. I hope to teach you a set of skills that will enable you to understand telecommunications and
media industry structures from the perspective of a list of basic business, economic, and legal concepts that influence their
organizational interrelationships and business strategies. You will also learn details about common business practices and
patterns that will be invaluable to a career within these industries. While the course touches upon many legal and policy
issues, it is designed for future businesspeople in mind.
It is my hope that you will be able to:
1. Become a more sophisticated critic and consumer of media and telecommunications products and services,
2. Utilize your knowledge of these industries to understand how to search for jobs within their fluid and increasingly
fragmented networks of business interrelationships,
3. Possess a greater sensitivity to relevant business issues and increase the rate at which you’ll gain valuable
experience once you find yourself in a position within these industries,
4. Begin to open up your own entrepreneurial path with a business model informed by the course’s basic concepts,
and
5. Perform basic industry- or company-level telecommunications and media business research.
Class sessions in this course will be a combination of lecture and discussion about the various media and
telecommunications business issues confronted in class. I greatly value active and lively discussions because it is an
opportunity for each of you to share your various insights and perspectives and essentially teach one another in ways that I
cannot. With this said, the liveliest participants who are willing to actively engage in the class’s topics will tend to do
better, and if their overall course grades are on the cusp between two outcomes, I will round up to reward class
participation. More class participation information is provided in the grading section, below.
2. Required Materials
McGregor, Driscoll, & McDowell, Head’s Broadcasting in America,10th
Ed. [~$84 to buy, ~$31 to rent from Amazon]
The Master Switch: The Rise and Fall of Information Empires,Tim Wu, 2010. [~$14 to buy on Kindle]
Access to “Copyright Criminals” (film) can currently be obtained through Netflix instant streaming or often just through a
YouTube search.
A variety of additional materials will be posted on Oncourse throughout the class.
Attendance
Show up to class on time. I know that there are plenty of reasons beyond your control that may cause you to be late, but
please keep your tardiness to an absolute minimum. Repeated tardiness may require a discussion and lead to a grade
penalty of 2-3% overall for each discussion. Each class period plays its own role in achieving the educational goals of the
course. With this said, missing classes will lead to gaps in your knowledge and understanding that may not be covered in
assigned readings and may lead to lower grades on assignments.
I will not take attendance in every class, but I will give quizzes that cannot be made up. I will drop your lowest quiz. If
you must miss class for a significant reason, including a death in the family or significant illness, you must contact me as
soon as is reasonable to be able to discuss the problem and may be required to provide documentation. If your absence is
previously excused on a day of a quiz, we will work something out to ensure that you have a fair opportunity to complete
the requirements of this class. In place of the quiz, you may be asked to write a 2 page paper (pass/fail grading) on a
recent telecommunications or media industry issue among a set of options I will provide you.
Assignments and Grading
Your grades will be determined as follows:
15% - Quizzes – There will be six, with the lowest dropped. They will be unannounced and consist of 10 questions each.
15% - Basic Business Brief (See Below)
20% - Midterm
25% - Media Industry Analysis (See Below)
25% - Final
Overall course grade averages in T207 have historically been in the 80% range, with a majority of students obtaining
between a C+ and an A-. A straight “A” is typically achieved by less than 5% and is rewarded to students whose writing
assignments look like they can perform business analysis at an internship. These students will often teach me a little
something in their papers, which makes these papers a pleasure to read. In stark contrast, I will also give what I call a “G”
for “garbage” (lower than 50%), which signifies that a student did not meet the very basic requirements of the assignment.
If you turn in half of an assignment, generally do not answer most of the research questions, or give me less information
than the average adult already knows, you show that you did not respect the assignment.
Participation: I will ask frequent questions in class, and from the particularly special, unique, insightful, or brave answers,
I will record the participants’ names. At the end of the semester,these students will be given up to 2% as a bonus, with
proportional value of each participation scaled to the overall number of excellent responses given.
Plagiarism will be treated harshly according to IU’s policy, and at the very least, will result in a zero for the assignment.
See http://www.iu.edu/~code/code/responsibilities/academic/ for details and for more information about citations.
See http://www.iu.edu/~code/bloomington/discipline/academic/index.shtml for more information about the additional
sanctions from the university that can be imposed, including actions by the Dean of Students that may include suspension
from Indiana University.
All grades in the class will use the traditional 90%, 80%, 70%, 60% grading system:
100-93 A; 92.99-90 A-; 89.99-87 B+; 86.99-83 B; 82.99-80 B-; 79.99-77 C+; 76.99-73 C; 72.99-70
C-; and so on.
3. Submission Requirements:
1. Please include your name, the class title, semester,and the date on the top of the front page. You may use a
separate cover page with this information and your title if you would prefer.
2. The body of your papers will have 1.5 spacing, 11 font, and Times New Roman font.
(Note: this is a smaller font and compressed spacing that will make a 4 page paper in this class more comparable
to a 5-6 page paper with other courses’ formatting requirements, but this required formatting is both more
professional looking and paper-saving.)
3. You must include citations in the form of end notes to all information used from other sources. You may use
whichever citation format you have learned. If you are not familiar with one, I suggest looking up the American
Psychological Association (APA) style online. You will not be graded harshly here, so good faith effort to try to
use one of these styles is sufficient. If you acquire information online, please include the article’s title, author, and
source organization in addition to a cut and paste of the hyperlink.
4. You are expected to polish your papers to college writing level and will be penalized for grammatical or writing
errors.
5. Your assignment should be turned in on time. Late assignments will still be accepted,but the grade will decrease
by 5% per day. Significant personal issues and scheduling conflicts are grounds for extensions, but you must
contact me as soon as is reasonable to be able to discuss the possibility and may be required to provide
documentation. Again, I’m willing to work with you to ensure that you have a fair opportunity to complete the
assignments and other parts of the class.
Basic Business Brief – Due on Day 11,October 1st.
You are required to research and write a 3 page paper (NOT 2.5 or less, and observing the other formalities specified
above) about a media and/or telecommunications business that addresses the following questions:
1. How much money does this company make?
2. In what ways does this business make money, and if possible, what proportion of this business’s revenues come
from each revenue source?
3. Who are this business’s competitors in each line of business? How does this company distinguish its products?
4. Are there any demographic or psychographic patterns among the consumers of this business’s product line(s)?
5. Are there any key technological, legal, and/or economic factors that heavily influence how this company can
compete? Are there any disruptive changes on the horizon?
Please provide any significant business statistics that explain and clarify your analysis. More details will be given in
class.
Media Industry Analysis – Due on Day 24, November 14.
You are required to research and write a 4 page paper (with other formalities specified above) about a media and/or
telecommunications industry that addresses the following questions:
1. How do you define this industry and is this industry’s definitional grouping changing?
2. What types of organizations comprise this industry and how are they interrelated?
3. Who are the biggest players in this industry? What strategies do they use to compete against one another? Are
there examples of actions performed by these companies that have reshaped the business landscape?
4. What are the key technological, legal, and/or economic factors that dominate business decision-making and
strategy in this industry?
5. What sorts of changes would you predict will occur in this industry in the next 5-10 years?
Please provide any significant business statistics that explain and clarify your analysis. More details will be given in
class.
4. Course Class Plans
Week 1-Week 3: Disruptive Innovations and Diffusion Patterns in Early Tcom and Media Industries
Day 1, Aug. 27 –Overview
In order to understand the challenges we face in analyzing media and telecommunication industry business
models across time, we will consider how a wide range of technologies can fundamentally change the ways we
work and live. We are setting out to accomplish two separate levels of goals. On one level, we will be covering
many facts and concepts fundamental to media and telecommunications work and further higher-level
coursework. On a more abstract level, we will be exploring some open-ended questions about how technological
development in some industries can cause dramatic changes in other and can create novel legal and policy issues
in the process. This first class is designed to introduce the connection between the two levels and will serve as an
overview of what we will cover throughout the semester.
[reading: this syllabus – read carefully; powerpoint slides will also be provided through Oncourse]
Days 2-3, Aug. 29 & Sept. 3 - Disruptive Innovation and Diffusion of Technology
The existence of a technology does not by itself transform society. Instead,there are patterns to how new
technologies are developed, adopted, and integrated into our working and home lives over the course of time. We
look to historical examples of telecommunication technologies, the telegraph and the telephone, to explore these
themes. From today’s perspective of rapid technological change, the stories behind the telegraph and the
telephone illustrate in relative slow motion the early challenges of bringing a new technology to the market,
various stages of competition, and the impact of disruptive innovation on a previously successfultechnology.
New concepts will include network effects and positive externalities, patents, adoption patterns, basic business
models, and why competition regulation plays a role in telecommunications.
[Readings for day 2 (Telegraph and Telephone): http://en.wikipedia.org/wiki/Technology_lifecycle, Master
Switch: 17-32, scan Textbook, Chapter 1]
[Readings for day 3 (Telephone and intro to regulation/market structures):Master Switch: 45-60, finish up
scanning Textbook,Ch. 1]
Days 4 -7, Sept.5, 10, 12, & 17 - More diffusion – how law, policy,and networks shape the diffusion and businessmodels
The radio and early broadcast television each posed novel questions of resource allocation and network effects
that involved the legislature in new and interesting ways. We will compare and contrast the history of the
diffusion of these technologies to telephone and telegraph, and from the many differences,we will explore how
the law and a new set of economic factors created different dominant business models from these industries. New
concepts will include strategic blind-sightedness, spectrum scarcity, licensing, multiple market business models,
entrance barriers, and format standards.
[Readings for this section generally: scan Textbook, Ch. 2]
[Readings for day 4 (AM Radio): Master Switch: 33-40, 74-85; Textbook, pp. 65-69, 74-75]
[Readings for day 5 (FM Radio): Master Switch: 125-135; Textbook, pp.69-71, 75-78]
[Readings for day 6 (Broadcast TV):Master Switch: 136-156; Textbook, p. 95]
[Day 7: catch-up, esp. on Text Ch 2.]
[Optional: watch ‘Empire of the Air’]
Week 4-6: The Development ofIntellectual Property Concepts Tracked Through the Developments ofPrint and
Music
Day 8, Sept. 19 - How print created abstract property rights and why music was tacked on
The printing press and resulting development of a market for books created a demand for a new legal concept,
property rights over information. Intellectual property has evolved dramatically from its origins, but with each
new medium or form of distribution to be developed, many of the same arguments and issues reappear, offering
5. insight into today’s and tomorrow’s media business models. In this lecture, we will cover the context of copyright
law’s genesis, its early adoption and shortcomings in the United States, and its expansion into new areas as new
technologies created a demand for laws. We will end with a review of early music media, setting the stage for the
next three lectures.
[Readings for day 8 (Print): Piracy: 8-15, 17-19, Selected Copyright Statutes]
[Reminder: Basic Business Briefis due on day 11, October 1st.]
Days 9-12,Sept. 24, 26, Oct. 1 & 3 – Copyright law struggles to keep up with the evolution of music technologies
For almost all of human history, music required live performers. Then over little more than a century, music of
technologies shifted rapidly from player pianos to Girl Talk, creating a confusing thicket of legal rights and an
ever-changing music industry. New concepts will include the basics of copyright law (including covered areas,
the two forms of rights embedded in music, derivative works, the list of restrictive rights and the businesses that
administrate them, licensing practices,and fair use) and a history of media distribution technologies, paying
particular attention to how formats change uses and demands but lead to convergence.
We are then left with a mess of distribution forms!!! Concerts,AM/FM radio, satellite radio, Internet streaming
radio, Pandora, Spotify, Last.FM, Yahoo.Music, CDs,MP3s, DVDs,band websites, YouTube, MTV(1,2,
College, en espanol, etc.),VH1, iTunes, Zune, torrents, streaming media rippers, swapped hard drives, and
somehow the hipster fave . . . vinyl --- how did convergence lead to more options and how can anyone sort
through this mess?
[Readings for day 9: Remix: 11-15, 23-40; and optional: Textbook, pp. 79-84]
[Readings for day 10: Watch ‘Copyright Criminals’ (It’s less than an hour long and often available on Netflix or
sometimes Youtube); and optional: Ripped, pp. 149-71 (sampling) ]
[Readings for day 11: Economist - Digital Dist. (3 pgs), Ripped, pp. 1-4, 25-39, 58-67;; and optional: All you
Need to Know about the Music Business, pp. 62-77]
[Readings for day 12: Ripped, pp. 14-23, 112-130 (Payola and Pitchfork)]
Day 13, Oct. 8 – Midterm – 20% ofOverall Course Grade
This test will be a combination of multiple choice and application-based, critical thinking short answer questions with the
ideal answer ranges of between two and seven sentences to be identified on the test itself. It will be designed to take one
hour on average,with the recognition that some students may experience moderate time pressure on the short answer
section.
Weeks 7-8: Movies
Day 14, Oct. 10 – Origins of the movie industry
The ability to capture and display periods of movement was so overwhelmingly novel that early industry business
models struggled to understand how best to commercialize the technology. Yet within 20 years, the industry was
dominated by vertically integrated oligopolists. We will review why this happened and discuss production and
distribution within this context. We’ll also touch briefly on why antitrust law and competition regulation are so
relevant to media industries.
[Readings for day 14: Master Switch: 63-73, 86-98]
Days 15-17, Oct.15,17,& 17 – The breakup of the Hollywood Star Systemand what replaced it
Legal, technological, and economic factors surrounded the studios and broke them apart into what has evolved to
be a complex distributed network of production, financing, distribution, market research,advertising, and labor
fluidity that have led others to refer to it as “The Hollywood Model.” We will review the range of
interrelationships between the studios, production companies, editing companies, talent agencies, labor unions,
6. entertainment lawyers, and other businesses that exist in this network. In the background, we will also begin to
understand how risk is distributed through these systems.
[Readings for day 15: Master Switch: 157, 162-167, Hollywood’s Road to Riches: 15-32]
[Readings for day 16: Hollywood’s Road to Riches: 33-62]
[Readings for day 17: Master Switch: p. 205-06, 217-37]
Week 9-10: Television
Day 18, Oct. 24 – Broadcasting
New technological developments increased television broadcasting’s potential range, and then became its biggest
competitor. How have both commercial and noncommercial broadcast companies fared?
[Readings for day 18: Textbook: 60-62, 95-97, 122-129]
Days 19-20, 29 & 31 – Cable and Satellite
Roughly 86% of American households have a subscription to one of these two forms of video distribution. We
will explore their initial creation, the development of cable networks, the regulations that govern them, the
challenges they now face,and the strategies that they have used in order to stay relevant.
[Readings for days 19 & 20: Master Switch: 178-186, 207-216; textbook: pp. 41-51, 85-93, 129-144]
Week 11-13: NewMedia technologies
Days 21-22, Nov. 5 & 7 – Video Games
Annual domestic revenues from this industry now dwarf the Hollywood box office, but they’re still just kids
games, right? We explore the history of this industry, its interrelationships with other media industries, and the
strange technological and business issues now shaping its continued development.
[Readings for days 21 & 22: Special Report on Video Games (The Economist)]
[Reminder: Industry Briefis due on day 24, November 14.]
Days 23-26, November 12, 14, 19, & 21 – The Internet and NewMedia Technologies – Is telecom. sexy again?
Google, Facebook, Amazon, eBay,and many other companies did not exist 20 years ago, yet they have
transformed our lives. During the same time, Microsoft and Apple have traded positions of buzz worthiness. The
newspaper industry is on the verge of collapsing in on itself. Bookstores are fading quickly, following music
stores into a lifestyle niche category. The amount of time we spend online continues to increase,and we now have
separation anxiety if we part from our smart phones. We are all suddenly sensitive to bandwidth rates and data
caps,giving those who supply us with our connections to the Internet an increasingly important role in our lives.
We will explore how other media forms have migrated to the Internet, what new media forms that appeared and
how they make money, and how some of the concepts we explored in other media forms apply to Internet
businesses in a new way.
[Readings for day 23: Master Switch: 255-256, 269-298, to be announced]
[Readings for day 24-25: The Long Tail, pp. 15-26, 27-40, 52-57]
[Readings for day 26: to be announced]
Tues., Nov. 12 --- Master Switch: pp. 255-256, 269-298 (Apple, Google, and the new digital world)
Thurs., Nov. 14 --- The Long Tail, pp. 15-26, 27-40, 52-57
Tues. Nov. 19 --- just catch up
7. Thurs., Nov. 21 --- The Economist Special Report on Social Networks,pp. 1-12, 18-19; and
Digital Privacy - The Economist, Nov. 16, 2013 (Only 4 pages and it’s on Google Glass, the wearable ‘smartphone’-esque
glasses) Here are weblinks for this combination of articles:
http://www.economist.com/news/leaders/21589862-cameras-become-ubiquitous-and-able-identify-people-more-
safeguards-privacy-will-be
http://www.economist.com/news/briefing/21589863-it-getting-ever-easier-record-anything-or-everything-you-see-
opens
Week 14: Thanksgiving Break: Nov. 24- Dec. 1
Week 15-16: Bringing It All Together: NewMedia Work and The Future OfTelecommunications & Media
Industries
Days 27-30,Dec. 3, 5, 10, & 12
Up to this point, this class has been about analyzing media and telecommunications business issues and patterns.
This week,we will explore what it may mean to you as you navigate or interact with an industry rife with
fundamental business model changes. A portion of this reflection will be in the form of a review for the final.
[Tues.,Dec. 3 --- Master Switch: 299-319]
[Thurs., Dec. 10 --- scan Textbook: 166-216 (to be used as basis for lecture and review]
[Tues.,Dec. 10 --- Rise of the Creative Class: 67-82, 102-115]
[Note: The back of your textbook contains chapters on Media Theory and Effects,Media Regulation, and Content
Regulation/Constitutional Issues of Media. Media Theory and Effects is introduced in T101, covered very well in T205,
and is the topic of severalmore advanced 300 and 400-level classes in this department. We will analyze media regulation
from an industry and business strategy perspective through the Wu book. Students interested in the regulatory,
constitutional content regulation, and policy perspectives are also able to take severalmore advanced classes in these
topics. It is my hope that we will establish a stronger base of industry knowledge before interested students take these
other classes,rather than a slightly broader version of the class.]
The Final - 25% ofoverall grade – 5:00-7:00 PM, Thursday, December 19
At the end of the last day of class, I will hand out a packet of information (or may simply provide an e-mail with a series
of hyperlinks to articles) that will be used for questions on the final. In some ways the final will resemble the midterm,
and there will be both multiple-choice and short answer questions. The packet will be used in critical thinking and
application questions that will take some of the concepts of the course and ask you to analyze current or near future
business situations in a case studies fashion. The final will not contain any questions pertaining to the histories of the
industries tested on the midterm, but due to the integration of music into other media forms and the presence of the
concepts taught during the beginning of the class within the topics taught during the last half of the class, the final is to
some extent cumulative.
About your Instructor
Like the other people who teach this class, I have a law degree. I am also a few semesters away from finishing a JD/Ph.D. with 2/3rds
of an MBA. As an undergrad, I attended the University of Chicago, where I was an early-graduating double major with honors in
Economics and Psychology while also talking my way into 3 U of C Booth Graduate School of Business courses. Before graduate
school,I spent a little over a year partially as a projects manager at a large MDs’ group and partially as a middle and high school
substitute teacherat my old schoolsystem in Gary, IN. I attended the Indiana University Maurer School of Law and focused on
intellectual property and business law, especially entertainment industries law, while also acquiring a professional minor from Kelley.
Soon after, I acquired my MA from this department, and now continue to pursue a Telecommunications Ph.D. and Kelley business
minor with a research focus on the economics, policy issues,and business strategies ofmedia industries. My personal research has
focused on the economics of online video and the competition regulation of new media technologies,while my paid research has been
eccentrically diverse, touching such areas as the legal and economic issues of human gene patents,demographic workforce patt erns,
and creativity within organizational contexts. With my rate of completion, I will have spent less time in graduate schoolthan many
English and Philosophy Ph.D.s, but the only way I have been to complete this educational journey has been to draw from my intense
8. interest in how technology evolves the media industries.I look forward to trying to share that passion with you in the classroom. More
information is available on the IU Telecom department website and on LinkedIn.
Beyond the academics, I consider myself a gamer and lover of eccentric or taboo movies , TV, and art, yet also enjoy the nature around
Bloomington. I exist on a steady diet of magazines covering a diverse range of topics,including entertainment, technology,g aming,
business,economics, and the automotive industry. Feel encouraged to come to my office hours and talk about how you can explore
your interests while on your own educational journey!
9. Week Day Date Event Master Switch Text Other
1 1 8/27 Read SyllabusCLOSELY
1 2 8/29 17-32 Ch 1
2 3 9/3 45-60 Ch 1
2 4 9/5 33-40; 74-85 65-69;74-75
3 5 9/10 125-35 69-71;75-78
3 6 9/12 136-56 95
4 7 1/17 Ch 2
4 8 9/19 Piracy,CopyrightStat
5 9 9/24 79-84 remix
5 10 9/26 CopyrightCriminals
6 11 10/1 Basic BusinessBrief Econ. Dig.Dist. Ripped1-4,25-39, 58-67
6 12 10/3 Review Ripped14-23, 112-130
7 13 10/8 Midterm
7 14 10/10 61-73; 86-98
8 15 10/15 157; 162-67 Road To Riches
8 16 10/17 Road to Richespt2
9 17 10/22 205-06; 217-37
9 18 10/24 60-62; 95-97; 122-29
10 19 10/29 178-86; 207-16
10 20 10/31 41-51, 85-93; 129-44
11 21 11/5 ‘VideoGames’
11 22 11/7
12 23 11/12 255-56; 269-98
12 24 11/14 IndustryAnalysis Long Tail
13 25 11/19 Long Tail
13 26 11/21 Social Nets,Privacy
14 na 11/26 Thanksgiving Enjoyusingmedia,ratherthanreadingaboutit!!!
14 na 11/28 Thanksgiving
15 27 12/3 299-319
15 28 12/5 Scan 166-216
16 29 12/10 Creative Class
16 30 12/12 Review only
12/19 The Final
See next page for descriptions of Master Switch chapter designations and any special start and stop points.
10. Week Day Date
Master Switch
pages Chapter
Description
1 1 27-Aug
1 2 29-Aug 17-32 1 all
2 3 3-Sep 45-60 3 all
2 4 5-Sep 33-40; 74-85 2, 5 stopat "The Idealsof BritishBroadcasting";readall of 5
3 5 10-Sep 125-35 9 all
3 6 12-Sep 136-56 10 all
4 7 17-Jan
4 8 19-Sep
5 9 24-Sep
5 10 26-Sep
6 11 1-Oct
6 12 3-Oct
7 13 8-Oct 61-73; 86-98 4, 6 all,all
7 14 10-Oct 157; 162-67 11 part 3 intro;"the studios"toend
8 15 15-Oct
8 16 17-Oct 205-06; 217-37 17 part 4 intro;all
9 17 22-Oct
9 18 24-Oct 178-86; 207-16 13, 16 all of both
10 19 29-Oct
10 20 31-Oct
11 21 5-Nov
11 22 7-Nov 255-56; 269-98 20 part 5 intro;all
12 23 12-Nov
12 24 14-Nov
13 25 19-Nov
13 26 21-Nov
14 na 26-Nov
14 na 28-Nov
15 27 3-Dec 299-319 21 all
15 28 5-Dec
16 29 10-Dec
16 30 12-Dec