...[pic] Course Syllabus Law 531 Business Law Course Start Date: 11/13/12 Course End Date: 12/24/12 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Course Description This course prepares students to evaluate the legal risks associated with business activity. Students create proposals to manage an organization’s legal exposure. Other topics include the legal system, alternative dispute resolution, enterprise liability, product...
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...Project 1 – Academic writing Personal Essay If there's one thing you've had a lot of experience with at this point in your life, it's our class topic—education and personal development. You've been through at least twelve years of formal schooling working towards your development, and you've probably had plenty of other life experiences that could be considered educational with development as an end. This first piece is informal. Think of it as a chance to reflect on one of those experiences by writing about it. The key question you'll answer is "How has this experience affected the way I think/feel about school education or learning and how it contribute to your development of abilities?" You're answering the key question for an audience you identify. You might write to your classmates, in which case you could think of this piece as your contribution to our conversation on the topic of education and personal development. You might write to friends who are still in the high school you graduated from recently, in which case you'll need to remember that they haven't been reading and talking about the ideas we have in this class. You might write to a relative or close friend elsewhere, perhaps someone who shared the experience with you. Keep in mind the kinds of things your readers/classmates will understand already and what you'll need to explain and/or describe in greater detail. Please note your target audience at the top of each draft as you revise. Your goals as a writer...
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...resources available to us students at the University of Phoenix and wanted to let you know that I really enjoyed it. You will learn a lot of new things. The best part about it is the library. Personally I love the library. You will learn how to look up an specific article. You can narrow it down by the dates of when it was published or by the author. It’s the best place to go when you have to write a paper and you need the correct information. There’s a place you can go to chat with your fellow class mates or with you instructor. I think you will really enjoy the University of Phoenix. Always remember if you need help just ask your fellow classmates and instructor is there to help and provide answers to all your questions you may have. Sincerely, You asked your facilitator to review your e-mail draft. She liked what you wrote and asked you to write a summary to post in the class forum for the other students to read. Write a 150- to 200-word summary for your class of the resources available to students. Remember to write using an academic tone. Dear Fellow Classmates, The resources you will be using is very easy to navigate through and very understandable. Everything is available to you on your ecampus home page. From your home page you can check on your grades and your class schedules, your program credits and a lot more. If you run across a problem or have forgotten how to do a certain thing ask a...
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...fair-queue ! interface Serial0/1 no ip address shutdown serial restart-delay 0 ! interface Serial0/2 no ip address shutdown serial restart-delay 0 ! interface Serial0/3 no ip address shutdown serial restart-delay 0 ! interface FastEthernet1/0 ip address 10.0.1.1 255.255.255.0 duplex auto speed auto ! interface FastEthernet2/0 ip address 10.0.4.1 255.255.255.0 duplex auto speed auto ! interface FastEthernet3/0 no ip address shutdown duplex auto speed auto ! router bgp 10 no synchronization bgp router-id 1.1.1.1 bgp log-neighbor-changes network 10.0.1.0 mask 255.255.255.0 network 10.0.4.0 mask 255.255.255.0 neighbor 10.0.1.2 remote-as 10 neighbor 10.0.4.2 remote-as 5 no auto-summary ! ip http server no ip http secure-server ! ! ! ! ! ! control-plane ! ! ! ! ! ! ! ! ! ! line con 0 line aux 0 line vty 0 4 ! ! End R2 R2#sh run Building configuration... Current configuration : 1197 bytes ! version 12.4 service timestamps debug datetime msec service timestamps log datetime msec no service password-encryption ! hostname R2 ! boot-start-marker boot-end-marker ! ! no aaa new-model memory-size iomem 20 ! ! ip cef ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! interface Serial0/0 no ip address shutdown serial...
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...IN CLASS GROUP CASE STUDY ANALYSIS ASSIGNMENT – MGMT 6032 – Worth 20% Section 1 – 25 October due at the end of class Section 2 – 26 October due at the end of class IN GROUPS OF A MAXIMUM OF FOUR PEOPLE Please read Case 1 – “Spanning the Globe” in your textbook on pages 418 to 421 Analyze the case as follows, referring to the Case Analysis Rubric. Step 1: Situation Summary This step should provide a brief summary of the case and its key features. It should be ½ to ¾ of a page long. Step 2: Problem Identification The second step in your written analysis is to explicitly identify the major problem(s) in the case in one or two clear and precise sentences. One way to identify a problem is to compare some desired state or objective with the actual situation. In order to define a problem there must be some type of standard for comparison. Possible standards include the organization’s stated objectives or goals, objectives or goals of competing organizations, etc Step 3: Identify the Causes of the Problem In order to identify the root cause, the internal and external environment needs to be analyzed. It is helpful to ask yourself some or all of the following questions - Why did the problem occur? When did it begin? Where does it occur? Where doesn’t it occur? What has the organization failed to do? What else is happening as a result of the problem? The idea here is to probe beyond the symptoms to uncover the root cause(s) of the problem. Step 4: Alternative...
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...communication and the ability to maximize the use of new media to optimize organizational communications. Intranets, Internet, e-commerce, and the impacts upon customer satisfaction of new communications technologies are explored. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Turban, E., King, D., McKay, J., Marshall, P., Lee, J., & Viehland, D. (2008). Electronic commerce 2008: A managerial perspective (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Roebuck, D. B. (2006). Improving business communication skills (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. All electronic materials are available on the student website. |Week One: Overview | | |Details ...
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...anthropology, sociology, information technology, ethics, economics, and psychology, OB provides a foundation for the effective management of people in organizations. Because it explains how organizations work from individual motivation to team dynamics to organizational structure, knowing about OB is essential to being effective at all organizational levels. Because an organization’s people are responsible for gaining and keeping a competitive advantage, understanding how to mobilize and motivate employees is critical to organizational performance. Businesses excel when employees understand how their behaviors influence an organization’s performance and enable strategy execution, and when they are led effectively and are motivated to do their best. Competitors can often copy a firm’s technologies, products, processes, and structures, but it is difficult to duplicate a core of talented, knowledgeable, motivated employees who work together to achieve the firm’s goals and who care about their firm’s success. Understanding and practicing OB concepts is critical to understanding organizations and gives individuals, managers, and organizations the skills and tools they need to be effective. Organizational behavior is also the cornerstone of success for individuals in organizations. Even the most skilled nurse, salesperson, accountant, engineer, or anything else will be ineffective as an employee and as a manager without...
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...BADM 320: Principles of Marketing University of Illinois at Urbana-Champaign Spring 2014 Class Location: 141 Wohlers Hall Instructor: Dr. Mark Wolters Email: mwolter@illinois.edu (badm320uiuc@gmail.com for TAs) Twitter: @woltersworld Mailbox: 350A Wohlers Hall – Professor’s Office: 10 Wohlers Hall Office Hours: Prof. Wolters Tuesday & Thursday 9:30-11:00 & 2:00-3:20 or by appointment. The day preceeding each exam the professor will be in the BIF Atrium answering questions, time TBA. Course Website and Social Media Sites: www.woltersworld.com follow the “Business Courses” link for BADM 320 Principles of Marketing for class slides, summary videos and course information. Additionally, course topic blogs will be posted here. www.youtube.com/woltersworld location of summary videos for class topics. Please subscribe in order to receive new class videos. www.twitter.com/woltersworld for weekly class topics, course updates, in class discussion facilitation, please follow in order to keep up with class room discussions. “Like” Wolters World on Facebook: Class videos will be posted as well as discussion topics and Frequently Asked Questions. The course has a Compass 2G page for slides, documentation and quizes. Lecture Times: Tuesday and Thursday 8:00-9:20. Teaching Assistants’ Information: Hyewon Cho: Office Hours: Mondays 3:30-5:00, Survey Building 202 Yaxian Xie: Office Hours: Wednesdays 1:30-3:00pm, Survey Building Room 202 Email for BADM 320 Questions:...
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...A Critical Review of the Research Vincent Reed EDU 695 Dr. Throne February 28, 2011 A Critical Review of the Research A Critical Review of Hansen-Thomas, 2008, ‘Sheltered instruction: Best practices for ELLs in the mainstream,’ Kappa Delta Pi Record, 44 (4), 165-170. Sheltered instruction is defined as a research-based instructional framework developed to meet the academic needs of ELL. In Sheltered Instruction: Best Practices for ELLs in the Mainstream by Holly Hansen-Thomas, (2008) research done on sheltered instructions includes the use of cooperative learning activities involving appropriate heterogeneous groups of ELL students. It includes the use of the ELL first language to enhance comprehensibility, and focuses in on the use of academic language as a key to the curriculum’s vocabulary. In summary, this research also indicates that the use of hands on activities that includes realistic materials, teacher and student based demonstrations, student modeling and strict teaching implementation of learning strategies (Hansen-Thomas, 2008). A Critical Review of Hill & Flynn, 2007, ‘Classroom instruction that works with English Language Learners’, Issues in Teacher Education.’ 16 (2), 86-89. ELL’s are represented in every state and have increased by as much as 400% in many regional areas of the country. In Classroom Instruction that Works with English Language Learners, by Jane Hill and Kathleen Flynn, (2006) recent reports have indicated ELL...
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...revising, editing, and proofreading. Another skill I have improved on is sentence punctuation strategies: run-ons, comma splices, fragments and comma usage issues. Reading and study of professional essay was one of the skills I learned during the semester. Lastly I had learned how to demonstrate my abilities as a developing writer by: attending class regularly, prepared and on time, and participating actively. The first skill I learned and improved on a lot this semester was the writing process and what it came with such as prewriting, drafting, revising editing, and proofreading. I especially improved on this skill when I wrote my narrative essay. For example I had to write three drafts, first, second and then the finally draft. The first draft was me prewriting and getting all my ideals down. For my second draft I had to go for peer review and get outside help so I can know what to change and how to revise my paper. I had to go for private conference with the teacher where she would help me go over my second draft and point out my mistakes and I will then proofread it for my final draft. The second skill I learned in this class was sentence punctuations strategies: such as run-ons, comma splices, fragments, and common...
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...remind you) we are on or have been in. As we move through the semester, making and understanding connections to government and prior units will be necessary. You will be turning in a three paragraph summary; first paragraph summary, next paragraph connect to government and lastly the third will be YOUR opinion of the article. Also you will need to attach the article underneath the write up. Must be Typed, 12 font Times New Roman. You will get 20 points per an article write up (with article attached) and 15 points for in class discussion. If you fail to have your assignment the day it is due you will receive a zero. 5 Points will be awarded for = Copy of Article Brought In 15 Points = Three paragraphs (5-7) sentence summary properly formatted as indicated above 15 Points = For discussion in class Total for Current Event Wednesday 35 pts Procedure for Group: You will be then be assigned in groups of four (which you will stay in for the semester) to discuss your articles (worth 15 points for participation) and as a group you will pick the article (out of the four) that you feel best exemplifies the current/previous unit of study. Be prepared to really discuss as a group why one article fits better than another. You will keep a journal/notebook for your group with a summary of your article (the one the group selected for that week) and the specific connections to the course....
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...evidence from the text. When students present their completed graphic novels in class, their classmates inevitably make observations that increase everyone’s insights into the character and the novel. Resources/Materials: Colored pencils, crayons, markers, and other art supplies as needed. Computers to type up summary and scene explanations,...
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...know is tested to the standards of the real world and what is expected of you from you future carrier. I believe that Comp at a college has given me a greater grasp on what I need to work on and develop on in my writing. In highschool most of the writing done was about books that were read. At that time they were mostly summaries or opinions about said books but during senior year the development of critical writing was implemented into my curriculum. This is where my journey of writing began and where my collection of knowledge of most writing techniques stems from. This is the class that prepared me for my writing at a college level....
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...your notes. It is a "do it right in the first place" system comprising three steps which may be best described as: 1. Preparation 2. Process 3. Postscript Step One: Preparation Before the class/lecture take a large, loose-leaf notebook. Use only one side of the paper. (you then can lay your notes out to see the direction of class) Draw a vertical line 2 1/2 inches from the left side of your paper. This is the recall column. Notes will be taken to the right of this margin. Later, key words or phrases can be written in the recall column. Step Two: Process During the class record your notes in paragraph form. Capture general ideas, not illustrative ideas. Skip lines to show end of ideas or thoughts. Using abbreviations will save time. Write legibly. Step Three: Postscript After the class/lecture read through your notes and make them more legible if necessary. Now “reduce” your notes using colours. Jot down ideas or key words which give you the idea of the class as you re-read the ideas and add in reflections in your own words. Now cover up the right-hand portion of your notes and recall the general ideas and concepts of the class in the recall column. Overlap your notes showing only recall columns and you have your review. Editing class notes There are several good reasons for organising and reviewing your notes as soon as possible after the class/lecture: • While the lecture is still fresh in your mind, you can fill in from memory examples...
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...University of Phoenix offers financial aid, a variety of courses online or on campus. It is nice to do the online classes because you can make your own schedule and make it work with your school assignments. There is a lot of resources available to use through your E-Campus website such as classroom tab and the library tab. It is also great that you don’t have to dress up for class. You still have classmates and instructors that you can chat with but will not meet in person. You have your family and friends to give you the support when enrolling into college. I hope my information helps you make your decision to enroll into college courses online and better yet join me at University of Phoenix and we can study, and help each other with assignments. Talk to you soon, Anisha Elizabeth. You asked your facilitator to review your e-mail draft. She liked what you wrote and asked you to write a summary to post in the class forum for the other students to read. Write a 150- to 200-word summary for your class of the resources available to students. Remember to write using an academic tone. In summary, I just wanted to share some of the resources that I have used recently and has helped me broaden my knowledge here at the University of Phoenix. I have learned so much and found that this is the perfect type of schooling to fit into my busy...
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