Online

Test.

 

As agreed $60 for B or better.

No money for less than C and $20 for C.

 

Test 1 and 2, but 2 first.

StudyGuide:

Ch 1- Research

· What is research?

· Characteristics/Attributes of high-quality research

· Model of scientific inquiry

· Different types of research

· Difference between basic and applied research

· Dependent Variables

· Independent Variables

· Hypothesis

· Population and population sample

· Statistical significance and level of sig.

· Value of literature review

· Importance of source citation & reference

Ch 2 – Int’l Business

· What is:

· Business

· International Business

· Import and Export

· e-business (e-commerce)

· Globalization

· Forces driving globalization

· What is culture, ethnocentricity, values, attitudes, customs, & social group?

Ch 3 – Team DM

· What is:

· Decision Making

· Rational DM process

· Rational Model of Group DM

· DM pitfalls

Ch 4 – Balanced Team

· Identify the importance of a balanced team

· What are the steps in planning for team balance?

Ch 5 – Dev Intercultural Teams

· Identify:

· – Cultural influences

· – Cultural adjustments

· – Communication in intercultural team meetings

Ch 6 – Diversity in the Workplace

· What is:

· Diversity, culture, cultural landscape

· Alterations of cultural landscape

· Views of diversity

· Dev diversity consciousness

· Cultural encapsulation?

· Steps in dev our diversity consciousness

· Strategies in dev DC

Ch 7 – DV in the Workplace (AA)

· Discus the impact of the Civil Rights Act and Affirmative Action on workplace diversity

Study Guide:

Ch 8 & 9

· What is critical thinking?

· Understand critical thinking as a self-directed, self-disciplined, self-monitored and self-corrective process.

· To
analyze
thinking, what should you do?

· To
evaluate
or
assess
thinking, what should you do?

· To
improve
thinking, what should you do?

· The best critical thinker pays close attention to thinking by _?

· – Analyzing it

· – Evaluating it

· – Improving it

· Thinking critically, what must you do?

· -Examine your thinking and put it to test

· -Take your thinking apart, to see it as something constructed out of parts

· -Identify weaknesses, while recognizing the strengths

· -Creatively reconstruct your thinking to make it better, overcoming the natural tendency of the mind to be rigid

· Universal Intellectual Standards

· Three Kinds of Questions: Question of Fact; Question of Preference; Question of Judgment

· Socratic Thinking

· What are the attributes of critical thinkers?

· -Use theories to explain how the mind works

· -Then apply those theories to the way they live every day

· -CT have: Self-command of the principles of critical thinking; keep alive in the mind; and have continual engagement in everyday life

· What are the standards you should maintain as an effective critical thinker?

· – Become a critic of your thinking

· – Establish new habits of thought

· – Develop confidence in your ability to reason and figure things out

· – Apply intellectual standards to thinking

· – Focus on clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness (avoid sweeping statements that could lead to serious errors)

Ch 10

· What is ethics?

· Describe the ethical process

· What are the characteristics of the ethical process?

· What is the progression of the ethical process?

· What is ethical dilemma?

· What are the advantages and disadvantages of disagreements?

Ch 11

· How would ethics affect business decision making?

· What is economic interest?

· What is operational interest?

· At the business decision making level, ethics in business could affect __?

· – Individual; Organization; Business System

· Relate ethics, economics and law

· What role does ethics play in Management?

Ch 12

· What is the significance of corporate ethics?

· Why is a corporation viewed as a legal entity, but its leaders could be held responsible for their ethical decisions?

· Social responsibility is __?

· Corporate social responsibility is __?

· Identify the following terms relating to corporate governance:

· – Interested groups vs. Corporate goals

· – Stakeholders Theory

· – Property Rights and Social Institutions Theory

· – Contractual Theory

· – Agency Theory

· – Codes of Ethics

Ch 13

· International business is __?

· In what ways can ethics affect international business?

· Multinational Corporations (MNC) are – ?

· Explain the guidelines for MNCs

· What do you understand by the theory of absolutism and relativism?

· Identify and briefly explain some issues of concern in international business:

· – Wages and Working Conditions

· – What is a Justified Wage?

· – Foreign Bribery

· – Cultural Differences

· – Employment Practices

· – Consumer Protection

· – Environmental Protection

· – Political Payments and Involvement

· Identify and briefly explain some issues of concern in international business:
· – Wages and Working Conditions
· – What is a Justified Wage?
· – Foreign Bribery
· – Cultural Differences
· – Employment Practices
· – Consumer Protection
· – Environmental Protection

· – Political Payments and Involvement

COBSTANDARD CORE COURSE SYLLABUS

(Meets PS0

3

.A.

2

9

, 0

1

/0

4

/0

5

standards)

Instructor:

Classroom:
Online

Class Time:
Online

Office Hours:
Online

Phone:

This course is in support of a degree program at the UHD College of Business that has earned professional accreditation by AACSB International. AACSB International is an association of more than 1,

10

0 business educational institutions, and other organizations in

7

0 countries that are dedicated to the advancement of management education worldwide. Only 5

6

8

business programs, or less than 5% worldwide, have earned this distinguished hallmark of excellence in management education. Some institutions accredited in Texas are: The University of Houston, University of Houston Clear Lake, Rice, SMU, TCU, Baylor, Texas Tech, The University of Texas at Austin, Texas A&M, and our own University of Houston-Downtown

CATALOG DESCRIPTION

This course is an introductory course for all business majors. The topics include critical thinking, team development, research methods, business ethics, diversity in the workplace, and international business. The critical thinking component introduces the concepts and techniques of critical thinking. The team development component focuses on the importance and role of teams in business. The research methods component introduces the concepts of primary and secondary sources of information for business research. The ethics component introduces the basic ethical concepts, principles, and techniques of moral reasoning needed in business. The diversity component develops an understanding of the cultural demographic and regulatory aspects of a diverse population of customers and employees. The international component develops an understanding of business operations within a global economy.

Prerequisite

Prerequisites ARE NOT optional; pre-requisites ARE requirements or courses that must be completed PRIOR to taking the course.

 

The pre-requisite(s) for this course are described in the UHD catalog course description as:  Sophomore standing.

It is the students’ responsibility to insure that they meet the pre-requisites prior to enrollment in this course.  If the student enrolls and does not meet the pre-requisites, he/she may be administratively withdrawn from the course at any time.  The administrative withdrawal will result in NO REFUND of tuition and fees because it appears that the student knowingly enrolled in the course in violation of the Catalog requirements.  Any variance in pre-requisite requirements or this policy must be obtained in writing from the Department Chair prior to enrollment in this course.

Required Material

Textbook:
The Business Cornerstone, Building a Solid Foundation, 6th Edition. Boston, MA: Pearson Custom Publishing, 2010.

Other

Materials

:
USB (Flash drive) for storing files

Internet Accessibility

Course Overview

Business Cornerstone is an application-oriented course that utilizes lectures, discussions, collaborative decision-making exercises, case studies, on-line communications, presentations, and written assignments to maximize student involvement in the subject matter. The dynamic nature of the Business Cornerstone course requires an interactive teaching and learning format that utilizes experiential learning activities to enhance each student’s involvement with the course content.

Objectives

At the conclusion of this course, the student will have strengthened the academic skills needed for success as a business major and will have a solid understanding of how ethics, diversity, and globalization affect business operations. Specifically, the student will:

1. Become a better critical thinker and develop well-reasoned solutions to business problems (see Critical Thinking Inference and Evaluation rubric);

2. Demonstrate an awareness of primary and secondary research methodologies and techniques;

3. Be aware of group dynamics and how they are utilized in creating effective teams;

4. Understand the vital role that ethics plays in decision making;

5. Appreciate business opportunities and challenges provided by globalization; and

6. Develop an understanding of diversity in the workplace.

Exams

Three exams—Two Exams and a Final—will be administered during the semester. The exams will consist of true/false, multiple choices, and may include short essay questions. The exams will be held on September 27 and November 7. The Final Exam, to be held on the scheduled date (December 10), is comprehensive. It is important that students write each of these dates in their calendars and be sure to be prepared. No make-up exams will be given. Exams are designed to determine how much the student has mastered the course content.

MAKE-UP EXAMS

If you are absent the day of an exam your only make-up exam option is for your final exam grade to count as your exam grade the day of your absence. In effect, your final exam grade will count not only as your final exam grade, but also as your missed exam grade. This policy applies to all circumstances (e.g., documented illness, traffic accident, family obligation). Your final exam grade may only take the place of one missed exam. Thus, if you are absent for more than one exam you will receive a zero as your grade (no make-up option) on the second (or more) exam(s).

Assignment

s

Assignments and projects must be typed. Assignments will be graded on content, organization, mechanics, neatness, spelling and grammar. Please remember to put your name on all of your work.

Each assignment must be turned in when due. Work submitted after the due date and time will be recorded one grade lower than the actual value for each day that it is late.

Individual Assignments:

Individual assignments are just that, the students’ work without assistance from anyone. It is expected the completed submission is solely the students’ work. Individual assignments will consist of three

(3)

Individual Exercises.

The first individual assignment will cover the Critical Thinking—Inference and Evaluation learning outcomes. Students are to read and evaluate the essay, “Sweatshirts from Sweatshops” located in the textbook. The evaluation will consist of locating errors in the essay that violate the Universal Intellectual Standards and that contain Logical Fallacies.

Writing Competency

Every business student must write professionally. Written assignments are found throughout the business curriculum including courses in every major. In BA3300, you start with a two-page written assignment in which your writing competency is evaluated using the COB writing rubric (incorporated in this syllabus). In addition, your essay must be free of the fundamental writing errors shown in the following bulleted list:

· Misspelled words

· Sentence fragments

· Run-on sentences

· Inaccurate use of words

· Subject – verb tense disagreement

· Punctuation errors

· Grammar errors

You are responsible for proofreading, editing and using software tools, such as spell checking and grammar checking PRIOR to submission.

If this written assignment is rated unacceptable on any criteria, you will be referred to the COB Writing Lab. You will find the COB Writing Lab is listed in your menu of courses when you login to Blackboard Learn. The COB Writing Lab contains resources that you can access any time to improve your writing skills. In addition, you can request to meet via online or face-to-face with a professional writing tutor, Ms. Robin Kessler. See the COB Writing Lab course for more details. Throughout this course, you are encouraged to use the COB Writing Lab to improve your writing skills.

At least two additional written assignments are required of every student. Written assignments (except the last one) containing more than 5 fundamental writing errors are returned to the student ungraded and the student can re-write and re-submit within 24 hours of the returned assignment. 50% of the grade on a written assignment is based on your writing competency.

Group Assignments:

Each student will participate in two (2) team assignments. An important topic discussed in this course is teamwork. There is no better way to learn about teams than to be a team member. Teams will consist of 5-7 members. A 10-page-minimum paper with PowerPoint presentation is a requirement for group assignments.

The last team assignment will cover the Research and International Business module and will satisfy the Effective Written Communications and/or Effective Communications, Core Business Knowledge, and Reality-based Business Education learning outcomes. The teams will be assigned a real corporation and will research the feasibility of conducting or not conducting business in a developing country. Teams will be provided the opportunity to present their decisions via PowerPoint presentation and written paper.

Quizzes

Quizzes will be given at random points throughout the semester. They will be given to assess students’ understanding of concepts, as well as to ensure that they are keeping up with the assigned readings. No make-up quizzes will be given.

Class Participation

Students are expected to fully participate in class discussions (D/P). The discussions will be graded for:
1. Frequency —

Number

and regularity of your contributions. Students are expected to completely answer questions and post at least two responses in each graded Discussion topic on a minimum of three different days a week. Post your initial response to each discussion question in the Assignment Folder and Discussion Folder.
2. Quality-content of your contribution is expected to have quality:

· Writing about 100 words in your responses

· Providing additional information to the discussion

· Elaborating on previous comments from others

· Presenting explanations of concepts or methods to help fellow students

· Presenting reasons for or against a topic in a persuasive fashion

· Sharing your own personal experiences that relate to the topic, and

· Providing a URL and explanation for an area you researched on the Internet

Full credit is awarded when both high quality and required frequency is met. Use complete and correct sentences. Always proofread and Spell-Check your sentences before posting. No credit is given for late entry into the threaded discussion.

BLACKBOARD RULES:

Communication: All written communication between and among students and between students and instructors must be through Blackboard. Blackboard provides an intra-communication system dedicated to this class. The system provides a discussion bulletin board, e-mail, chat rooms, calendar, etc., that greatly facilitate course administration. Individuals/teams should use the bulletin board to post messages of interest to the class as a whole. Individuals/teams should use Blackboard e‑mail to send private messages. Teams should use the private discussion topics (groups) to communicate with each other regarding team projects. The preferred method of communicating is via Blackboard (e-mail or discussion board).

All course assignments and exercises must be submitted via the Assignment tab located within the course website.

Grades: Your grade for each exercise, assignment, quiz, and exam will be posted in the “My Grades” section that contains your grade book. Your course grade will be posted as well.

ADA REASONABLE ACCOMMODATIONS

The University of Houston-Downtown complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of reasonable academic adjustments/auxiliary aids for students with a disability.  In accordance with Section 504 and ADA guidelines, UHD strives to provide reasonable academic adjustments/auxiliary aids to students who request and require them.  If you believe that you have a documented disability requiring academic adjustments/auxiliary aids, please contact the Office of Disability Services, One Main St., Suite 409-South, Houston, TX 77002.  (Office) 713-226-5227 (Website)

www.uhd.edu/disability/

(Email)

disabilityservices@uhd.edu

Statement of Academic Integrity

The UHD academic honesty policy states that students will “be honest in all academic activities and must not tolerate dishonesty.” Students are responsible for doing their own work and avoiding all forms of academic dishonesty. The most common academic honesty violations are cheating and plagiarism. Cheating includes, but is not limited to: Submitting material that is not one’s own, Using information or devices that are not allowed by the faculty member, Obtaining and/or using unauthorized material, Fabricating information, Violating procedures prescribed to protect the integrity of a test, or other evaluation exercise, Collaborating with others on assignments without the faculty member’s consent, Cooperating with or helping another student to cheat, Having another person take an examination in the student’s place, Altering exam answers and requesting that the exam be re-graded, Communicating with any person during an exam, other than the faculty member or exam proctor; Plagiarism includes, but is not limited to: Directly quoting the words of others without using quotation marks or indented format to identify them, Using sources of information (published or unpublished) without identifying them, and Paraphrasing materials or ideas of others without identifying the sources.

Disaster Planning

In the event that the university is officially closed due to natural or manmade disaster, the university may continue online until the university reopens.  The decision for university courses to continue online will be communicated through the same channels that the university uses to communicate with students during disasters.  Adjustments to the syllabus may be made by the professor, as appropriate.

Grading

The course grade will be calculated as follows:

Individual Assignments, Papers, & ppt Presentations (3):

 

30%

1. Write a 2-page Essay about Yourself (See Template)
5%

2. Sweatshirts from Sweatshops

10%

3. Diversity Interview

5%

4. Term Paper on Cross-

Culture

in Global Business
10%

Group (Team) Assignments, Papers & ppt Presentations (2):

20%

1. Go/No-Go Research Project

15%

2. Ethics Case

Analysis

5%

Ch/HW Assgmt, Discussions, Library, Attendance, & Participation
10%

Two Exams (I & II) @ 10% each:

20%

1. Exam I (Ch 8 – 13)

10%

2. Exam II (Ch 1 – 7)

10%

Final Exam (Comprehensive)

20%

Total

100%

Grading Scale:
90 – 100%
=
A

80 – 89%
=
B

70 – 79%
=
C

60 – 69%
=
D

59 and Below
=
F

Class Expectations

Students are expected to read assigned chapter readings prior to posting answers to questions and participating in class discussions. Check Blackboard frequently for any course communication.

 “Your failure to attend class (face to face or hybrid), engage course material (Online only); or make contact with faculty to adequately explain your absence by the 10th class calendar day of the semester will result in your being administratively dropped from this course.  Being dropped from this course may affect your enrollment status and/or your financial aid eligibility.”

Note: I respond to questions between 10:00PM and 11:00PM Monday and Wednesday. I grade submitted Assignments on Saturdays.

Lecture

Topic

s

1. Critical Thinking

2. Ethics in Business

3. Diversity in the Workplace

4. Teams

5. Research

6. Global Business and Cross-Culture

Fall 2013 Schedule

Syllabus may be modified as a result of unplanned circumstances or opportunities.

Date

Topic Assignment

Week 1

Aug 26–30, 2013

ORIENTATION

Introduction

to Blackboard and Cornerstone
Critical Thinking –

Introduction

Read Chapter 8a

Read Chapter 8b

Read Chapter 8c

Critical Thinking – Intellectual Standards

Read Chapter 9a

Begin: Sweatshirts from Sweatshops

Week 2

Critical Thinking – Asking Questions

Read Chapter 9b; Self Essay: Due (Bb)

Sep 2 – 6

Critical Thinking – Fallacies

– On Your Honor/Cromwell College Code

Read Chapter 9c

Ch/Hw Assgmt Due

Sweatshirts from Sweatshops
(Sep 13)

(Indiv Paper & ppt Due: Submit to Bb)

Week 3

Ethics – Introduction to the Ethical Process

Ethics – Current Ethical Issues

Read Chapter 10

Begin Team Paper: Ethics Case

Sep 9 – 13

Ethics – World of Business / Corporations

Ethics – International Ethics

Read Chapter 11; Read Chapter 12

Read Chapter 13; Ch/Hw Assgmt Due

Week 4

Ethics Case Analysis (Sep 20)

(Team Paper & ppt Due: Submit to Bb)

Week 5

Exam I (Sep 27)

(Ch 8 – 13)

Sep 23 – 27

Diversity –An Overview

Read Chapter 6a

Week 6

Diversity – Your Diversity Consciousness

Read Chapter 6b

Sep 30 – Oct 4

Diversity – Workplace

Read Chapter 7; Ch/Hw Assgmt Due

Begin: Diversity Interview (p. 264, Ex. 1)

Diversity Interview (Oct 4)

(Indiv Paper & ppt Due: Submit to Bb)

Week 7

Teams – Team Building Exercise

Teams – Team Contract Exercise

Read Chapter 3

Read Chapter 5

Oct 7 – 11

Teams – Building a Balanced Team

Teams – Team

Decision Making

Read Chapter 4

Read Chapter 3

Teams – Team Decision Making

Read Chapter 5 / Ch/Hw Assgmt Due

Week 8

Research – Introduction & Importance

Read Chapter 1a

Oct 14 -18

Research – The Research Process

Read Chapter 1b

Research- Problem & Reviewing the Research

Read Chapter 1c

Week 9

Oct 21 – 25

Research – Library Res Orientation: Go/No Go

Guest Librarian – Ask the Librarian

Library (2% of Grade); Ch/Hw Asgmt Due

Begin Research Data Collection

Oct 21 – 25

International – Globalization

Read Chapter 2a

Week 10

International- Cross Cultural Business

Read Chapter 2b / Ch/Hw Assgmt Due

Oct 28 – Nov 1

International – Cross Cultural Business

Submit Draft Paper: Go/No Go Decision

Week 11(Nov4-8)

Exam II (Nov 7)

(Ch 1 – 7); Begin Indiv Term Paper

Week 12 – 13

International: Go/No Go Decision (Team)

Correct Go/No Go Draft Paper

Nov 11 – 22

International: Go/No Go Decision (Team) Refine Go/No Go Final Paper

11/26

International:

Go/No Go Decision (11/26)

(Team Paper & ppt Due: Submit to Bb)

Submit Team Member Peer Eval to Bb

1-Point will be lost if not submitted

11/28

Thanksgiving Holiday

Week 14 – 15

Individual Term Paper

Dec 6

Individual Term Paper (Dec 6)

(Indiv Paper & ppt Due: Submit to Bb)

12/08 – 12/09

Study Days / Review for Comprehensive Final Exam

12/10

Final Exam (Comprehensive)

[Date]

[Type the document title]

[Insert your picture below if you choose.]

[Type your abstract here…an abstract is usually a brief 100-200 word summary of the entire document.]

You may use the outline only on a blank sheet. Note that a standard essay has an Introduction, a Body, and a Conclusion.

Who am I? | One

What is my major and why? | Two

What do you plan to do after you graduate from UHD? | Three

BA 3300 Student Handout

Key Criteria for Evaluating Writing Skills

 

 

 

 

 

 

 

 

 

COB Written Communication Rubric
Unacceptable	Acceptable		Excellent
Topic Support	Topic is poorly developed with vague or absent supporting details	Topic is evident with some supporting details.	Topic is well developed and effectively supported with appropriate details.
Organization	Writing is rambling and unfocused.	Writing demonstrates reasonable organization with an adequate beginning, development and conclusion.	Writing is clearly organized with well- structured paragraphs and good transitions in a well-planned framework.
Language	Writing lacks sentence variety. The COB fundamental writing error criterion is not met. Sources, if required, are poorly cited.	Some sentence variety. The COB fundamental writing error criterion is met. Sources, if required, are appropriately and properly cited.	Wide variety of sentence structure. Excellent word usage, spelling, grammar, punctuation and citation.

4-13-2013

Fundamental Writing Errors

Effective written communication begins with the elimination of certain types of writing errors. These fundamental writing errors not only detract from the writer’s message but may also cause the reader to stop reading. As a business major, you are expected to avoid fundamental writing errors.

The fundamental writing errors are:

· Misspelled words

· Run-on/fragment sentences

· Capitalization errors

· Punctuation errors

· Agreement errors

· Inaccurate or misuse of words

There are several steps you can take to eliminate these types of errors. Each of these steps is a best practice which you want to incorporate into academic and business life.

1. Use the software provided tools, such as spell check and grammar check. These tools will not catch everything but they will catch many errors.

2. Proofread your written document. No one writes a perfect first draft. All of the best writers proofread and edit.

3. Use a dictionary. Check the definition to determine if you are using a word correctly and if your spelling of a word does not appear in the dictionary, then you know you have misspelled the word.

4. Use a thesaurus. A thesaurus contains synonyms to help you evaluate whether a word choice you have made could be replaced with another that may more closely reflect your intent.

5. Use

www.grammarbook.com

. This free online resource provides basic rules.

6. If you have a weakness in a particular area, then use the self-paced web tutors (Skillport) provided by UHD.

UHD Skillport offers online tutorials and self-testing on a number of topics, including grammar and writing essentials. Access UHD Skillport via the UHD website.

UHD Homepage > My UHD > eLearning > Training and Documentation > Online Training Resources (Skillport)

Next follow these steps:

1. Use your network ID to logon.

2. Choose catalog.

3. Choose Business Skills Curricula

4. Choose Communication Curriculum

5. Choose a folder

Recommended folders covering fundamental writing topics include:

· Business Grammar Essentials

· Business Writing Essentials

· Business Writing Basics

· Business Grammar Basics

BA 3300 – BUSINESS CORNERSTONE

Assessing Sweatshop Essay

You will use the critical thinking skills you have been developing to identify violations of the Universal Intellectual Standards and Logical Fallacies in the essay, “Sweatshirts from Sweatshops” on pages 406-408 of your textbook.

On pages 387-405 of your textbook, you will meet Tanya, Kevin, Elise, Dalton, and Hope. Tanya encounters a series of discussions—the first with Kevin, the second with Elise, and the third with Hope. The textbook describes how to critically assess the arguments in the first two discussions (Kevin and Elise and Dalton). Use these ONLY as examples for how to use critical thinking skills.

In addition, you will want to review the Universal Intellectual Standards on pages 336-347 and the Logical Fallacies on pages 396-399 in the textbook.

Individual Exercise 1: You are to assess the arguments made in the essay, “Sweatshirts from Sweatshops,” found on pages 406-408.

Instructions:

Read “Sweatshirts from Sweatshops” on pages 406-408 and complete the following:

· Part 1 – Applying the Universal Intellectual Standards

· Provide specific examples from the essay that violate one or more of the Universal Intellectual Standards.

· Specify what is needed to correct the error.

· Minimum of TWO errors must be correctly identified to earn a passing grade (35 points) on this part. To earn an excellent grade (50 points), you must correctly identify FOUR errors and specifically state what is needed to correct each.

· Part 2 – Identifying Logical Fallacies

· Provide specific examples from the essay that are considered logical fallacies from the list provided on pages 396-399 of the textbook.

· Explain WHY the essay is flawed by describing the logical fallacy by name and applying the fallacy to the statement.

· Minimum of TWO logical fallacies must be correctly identified to earn a passing grade (35 points) on this part. To earn an excellent grade (50 points), you must correctly identify FOUR errors and specifically state why each statement is flawed.

Type your answers using MS Word with the following formatting: Maximum length is 2 pages typed, double-spaced, 12-point Times New Roman font, MS Word default margins; cover page with title “Individual Exercise 1,” student’s name, and due date.

You may use the grading form supplied in a different file as a guide for completing this exercise.

All written work will be evaluated based on the UHD College of Business Writing Rubric located on the last page of the course syllabus. Any written work that is deemed to be unacceptable as described in the rubric will receive a failing grade.

Grammar and spelling will be graded in this exercise. A maximum of 10 points will be deducted for grammar and spelling errors.

Submit your completed Individual Exercise 1 by the due date.

Note: Students are responsible for knowing and following instructions given for this exercise.

Student Name:

Assessing Sweatshop Essay

The points allocated are designed to give you the maximum of 70 if you identified correctly and eliminated the error associated with 2 intellectual standards and 2 logical fallacies. You can verify this by adding the points awarded in the excellent column. If you opted to identify 4 additional violations (2 intellectual standards and 2 logical fallacies), then you could have earned 100 points maximum (or an additional 30 if your answer was excellent).

Excellent

(14 points)
Standard correctly applied but error not eliminated

(17.5 points)
Standard correctly applied and error eliminated

(3.5 points)
Standard identified but application is incorrect and error not eliminated.

(5.5 points)
Standard correctly applied but error not eliminated

(7.5 points)
Standard correctly applied and error eliminated

(14 points)
Fallacy correctly applied but not eliminated.

(17.5 points)
Fallacy correctly applied and eliminated.

(3.5 points)
Fallacy identified but not correctly applied or eliminated.

(5.5 points)
Fallacy correctly applied but not eliminated.

(7.5 points)
Fallacy correctly applied and eliminated.

 

Objective/Criteria	Performance Indicators
Poor	Good
Intellectual Standard #1	(10 points) Standard identified but application is incorrect and the error was not eliminated.		(14 points) Standard correctly applied but error not eliminated		(17.5 points) Standard correctly applied and error eliminated
Intellectual Standard #2	(10 points) Standard identified but application is incorrect and the error was not eliminated.
Intellectual Standard #3		(3.5 points) Standard identified but application is incorrect and error not eliminated.		(5.5 points) Standard correctly applied but error not eliminated		(7.5 points) Standard correctly applied and error eliminated
Intellectual Standard #4
Logical Fallacy #1	(10 points) Fallacy identified but not correctly applied or eliminated.		(14 points) Fallacy correctly applied but not eliminated.		(17.5 points) Fallacy correctly applied and eliminated.
Logical Fallacy #2	(10 points) Fallacy identified but not correctly applied or eliminated.
Logical Fallacy #3		(3.5 points) Fallacy identified but not correctly applied or eliminated.		(5.5 points) Fallacy correctly applied but not eliminated.		(7.5 points) Fallacy correctly applied and eliminated.
Logical Fallacy #4
out of 100

Ethics Case Study

1. Johnson & Johnson: The Tylenol Crisis (Case 11.1, p.441)

2. Nike in Southeast Asia (Case 13.1, p. 501)

3. H. B. Fuller in Honduras (Case 13.2, p.528)

4. Merck and AIDS in South Africa (Case 13.3, p.530)

5. Google in China (Case 13.4, p. 532)

6. Starbucks and Fair Trade Coffee (Case 12.2, p. 492)

Case Analysis Format

As assigned. Use external sources in addition to what the case provides.

Use the following outline:

Introduction

Background of the Case    

Problem(s) Identification  

Analysis

Respond to Questions (If any) 

Conclusion & Recommendations

(References or Work Cited on a separate page)

Note:

For the Go/No Go Decision, each team will assume to represent the company analyzed in the case analysis.

Term Paper

(Use APA or MLA Style). 

Show headings, subheadings, and proper in-text citation.

Topic: Cross-Culture in Global Business.

At a minimum, use the following Outline: 

Introductory

Background

Significance

Research Question(s) 

Review of the Literature

Analysis

Conclusion and Recommendations

(References or Work Cited on a separate page)
BA 3300 – BUSINESS CORNERSTONE

TEAM FEASIBILITY STUDY—GO/NO GO DECISION REPORT AND/OR PRESENTATION

Instructions

· Teams are assigned a real corporation and will research the feasibility of conducting or not conducting business in a developing country.

· Each team will have a different country, which will be assigned.

· Scenario: The Corporation for whom you work has assigned you to a team to investigate whether to conduct business in a developing country. The team is to research different aspects of the country they find relevant in making their recommendation.

· Aspects to consider include:

· Economic and/or political conditions

· Competition (local and international)

· Culture (cultural attitudes toward women and children, education level of workers in the country, values and attitudes, religious customs, physical environment)

· Labor conditions (safety and fairness, labor laws, availability of skilled and unskilled workers)

Each team is required to have a minimum of ten sources (at least two from each group of reference material listed below). Teams are not allowed to use Wikipedia as a source.

General Source: Newspaper (i.e. New York Times), magazine, internet sites

Secondary Source: Books or internet sites such as CIA World FactBook or CountryWatch

Primary Source: Abstract or Journal

I. Report

· Minimum length is 10 pages typed, double-spaced, 12-point Times New Roman font, MS Word default margins, excluding appendix material and references; cover page with title of report, team name, member’s names, and due date.

· Minimum of two aspects (culture and labor conditions) must be covered in depth and the remaining aspects must be covered in brief in the introduction

· Minimum of two (2) references for each issue chosen from the “Aspects to consider” above (total of 10) including at least five (5) print references. All references must be cited properly within the report. A minimum of two (2) sources must be cited for each aspect to consider chosen.

· Adherence to MLA 7th edition guidelines in the presentation of the report and Works Cited page.

II. Presentation

· Each team’s presentation will include a (1) brief highlight of their corporation, (2) research of their country and critical analysis (what the research means to the corporation) and (3) a slide explaining the team’s final recommendation (to conduct or not conduct business in the country).

· Each person on the team must research a different aspect of the country and assess what their research means to their corporation.

· Each person will present their own research and assessment in the presentation as a team. The team may choose who presents the brief highlight of their corporation and final recommendation.

· Each team has 15 minutes for their presentation. Due to the time constraint of other teams needing to present, teams will be cut off after 15 minutes! Teams are strongly encouraged to practice as a team to insure they’re within the time limit and that the presentation flows smoothly from person to person and slide to slide.

· Minimum of two (2) references for each issue chosen from the “Aspects to consider” above (total of 10) including at least five (5) print references. All references must be cited properly within the presentation. A minimum of two (2) sources must be cited for each aspect to consider chosen.

· Adherence to MLA 7th edition guidelines is required in the presentation and Works Cited page.

Grading Criteria for Team Research Presentation

Caution: Individual grades will be adjusted downward from the overall team grade based on the quality of your individual work cited page and contributions to the team project.

1. ________ (40pts) to what extent (depth) did you analyze your research? (Critical thinking). What your research means to your corporation? Extent to which your final recommendation reflects that you thought critically about your position

2._________ (20 pts) How much creativity/effort did your presentation have? (Did you exceed—go over and beyond– the assignment at hand?)

3._________ (15 pts)To what extent was the presentation polished and practiced?

(-) Did you speak hesitantly?

(+) Or with confidence and conviction

(-) Did you read too much from notes or slides

(+) Were you comfortable (calm and self-assured)?

(-) Or ill-at-ease (or so nervous that you were ineffective?)

(+) Did you transition from person to person smoothly?

(-) Or did one person speak too long and cut into someone else’s time or cause the rest of the presentation to be rushed

4._________ (15 pts) How effectively did your team use graphical and/or any other type of aids in the presentation?

(+) Did you know the material well enough to look and talk to the audience and only referred to your aids periodically/did NOT mainly read from slides or notes

(-) Did you turn your back to the audience and talk to the screen?

(+) Were your graphics clearly visible to everyone in the room?

(+) Were your slides easy to read (not text heavy).

(+) Slides followed template (research point and what it means to your company)

5. _________(5 pts) Did your team stay focused and within your allotted time? (18 minutes maximum)

(-) Was your time too short or too long?

(+) Did you stay focused on the purpose of the project?

(-) Or did you repeatedly drift away from the topic and/or focus too much on minor/irrelevant points?

6. _________ (5 pts) Did you develop and maintain a rapport and/or hold the attention of your audience?

(+) Did you infuse your personality into your presentation?

(-) Or were you a wooden and/or robot-like

(+) Did you maintain good eye contact with your audience by glancing around the room and encompassing the totality of your audience?

(-) barely look at anyone

BA 3300 – BUSINESS CORNERSTONE

TEAM FEASIBILITY STUDY—GO/NO GO DECISION

Suggested Countries

West Africa: Guinea, Ghana, Nigeria

East Africa: Kenya, Ethiopia, Tanzania

North-Central Africa: Niger, Chad, Cameroon

Southern Africa: Namibia, Botswana, Zimbabwe

Eurasia: Georgia, Armenia, Azerbaijan

Eurasia: Tajikistan, Kazakhstan, Uzbekistan

South Asia: Pakistan, Nepal, Bhutan

East Asia: Vietnam, Cambodia

Southeast China: Guizhou

Central America: Honduras, Nicaragua, El Salvador, Trinidad & Tobago

Group 1:
Nigeria

Group 2:
Kenya

Group 3:
Armenia

Group 4:
Pakistan

Group 5:
Vietnam

Group 6:
Nicaragua

TITLE OF RESEARCH REPORT

Introduction

Include a paragraph under this major section that briefly describes the topic or problem your research addresses. Also include any aspects from the list given that are not covered in depth

Findings

Include a paragraph introducing the points you will be discussing, i.e., the two required aspects: Culture and Labor Conditions and their elements.

Culture

Introduce this aspect.

Cultural attitudes toward women and children. Discuss this element of the Culture aspect with citations.

Education level of workers in the country. Discuss this element of the Culture aspect with citations.

Values and attitudes. Discuss this element of the Culture aspect with citations.

Religious customs. Discuss this element of the Culture aspect with citations.

Physical environment. Discuss this element of the Culture aspect with citations.

Labor Conditions

Introduce this aspect.

Safety and fairness. Discuss this element of the Labor Conditions aspect with citations.

Labor laws. Discuss this element of the Labor Conditions aspect with citations.

Availability of skilled and unskilled workers. Discuss this element of the Labor Conditions aspect with citations.

Conclusions and Recommendations

Include a brief review of the issues and the conclusions and recommendations (go or no go) reached.

Appendix A

Writing Rubric

UHD College of Business

	Criteria	Unacceptable (1)		Almost Acceptable (2)	Acceptable (3)	Superior (4)
	Organization	Writing is not concise and has a tendency to ramble. Lack of focus interferes with understanding.	Number or severity of focus inconsistencies causes direction to wander.	Focus and direction of writing are acceptable and do not interfere with understanding, but could use a little work.	Writing is concise. Information is easy to understand. Focus and direction of the writing are extremely clear.
Sentence Structure	Sentence structure is poor, making understanding difficult. Sentences are awkward or lack structure.	Multiple errors and/or awkward patterns impair understanding.	Sentences are not generally awkward or lacking in appropriate structure. Overall, most sentences clearly express ideas.	Sentences are clear, well developed, and express concise ideas.
Transitions	Connections between topics, ideas, or arguments are confusing.	Connections between one or more topics, ideas, or arguments need strengthening.	Most sentences within a paragraph build upon a single issue. A few ideas lack good transitional sentences.	The writing enhances readability. Sentences build upon singular ideas. Transitions are good.
Background, Evidence	Ideas lack support, or are supported with personal views only (and assignment requires evidence, references, data, etc.). Ideas are not constructed well.	Citations to evidence and references (beyond personal opinion) need expanding in quantity or quality to support arguments adequately.	Ideas are supported with occasional citations or with class lessons. Paragraphs generally support the main idea.	Arguments are supported with cited references or relevant facts. Arguments support ideas which support the premise.
Punctuation and Spelling	Writing contains numerous and/or significant punctuation and spelling errors, distracting from the message.	Errors in punctuation and/or spelling are significant enough to impair the message.	Writing contains occasional errors that do not distract from the message.	Writing is nearly error free.
Professionalism	Document is not professionally written. Tone, word choice, and aesthetics are inappropriate.	Tone, word choice, and/or aesthetics distract the reader and/or diminish the message.	Writer uses familiar but not sophisticated words that are not distracting. Document is fairly professional looking.	Wit, insights, and sophistication provide evidence of due diligence. Tone adds to the writing quality. Document is neat and professional looking.
Content	Content does not satisfy the assignment requirements. Content is too general, off topic, unrelated, or inadequate to satisfy assignment requirements.	Content is related to assignment requirements, but not sufficient in depth and/or breadth.	Content is sufficient in depth and breadth to satisfy the assignment requirements.	Content satisfies assignment requirements and also includes appropriate content beyond the minimum requirements.
Introduction and Conclusion	Main idea is not established in the introduction, and/or the conclusion is weak.	Reader must work to discern the main idea. Intro fails to clearly establish the main idea, and/or the conclusion falls short of satisfactory closure.	Main idea and direction of the paper are established in the introduction. The conclusion is satisfactory.	The introduction not only establishes the main topic and direction, but also has an interesting hook. The writing is brought to closure with justified insight or lasting revelations.

Last updated July 2008.

Appendix B

Oral Presentation Rubric

UHD College of Business

AACSB Assessment

Authored by Assessment Sub-Committee

Criteria

Almost Acceptable (2)

Organization

Unacceptable (1)	Acceptable/ Proficient (3)	Exemplary (4)
Audience cannot understand presentation because there is no sequence of information.	Student generally presents information in a logical, interesting sequence which audience can follow, but occasionally skips around.	Student presents information in a logical, interesting sequence which audience can follow.	Thesis is clearly stated and developed; specific examples are appropriate and support thesis development; well organized, resulting in a logical, engaging flow of information.
Content	Student does not have a grasp of the information; student cannot answer questions about the subject.	Student is somewhat uncomfortable and is able to answer only rudimentary questions about the subject.	Student is at ease with expected answers, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaborations.
Visual Aids/Slides	Visual aids are lacking or inappropriate.	Student occasionally uses some visual aids that support the presentation.	Student’s visual aids are sufficient to support the presentation.	Student’s visual aids explain, enhance, and reinforce the presentation.
Elocution	Student mumbles and/or often mispronounces words; back of audience is unable to hear entire presentation.	Student’s voice is low; audience must work to hear; only occasionally mispronounces words.	Student’s voice is clear; rarely mispronounces words; audience can hear without difficulty.	Student uses clear voice and correct pronunciation; audience can comfortably hear all of presentation.
Audience Engagement	Presentation is repetitive with virtually no creativity and/or originality. Audience is not engaged, displays little interest. Little eye contact displayed.	Presentation has little or no variety/originality resulting in minimal audience engagement. Only minimal eye contact displayed.	Presentation displays some originality and/or creativity. Audience is engaged for most of presentation. Adequate eye contact displayed.	Presentation is creative, original, and/or uses the unexpected. Audience is clearly engaged. Eye contact is maintained throughout the presentation.
Presence/ Enthusiasm	Student’s delivery is monotone, conveying virtually no interest and/or negativity toward topic. Enthusiasm is clearly lacking.	Student reads off slides or notes, conveying some ambivalence toward topic. Minimal enthusiasm displayed.	Student demonstrates confidence and enthusiasm for the topic.	Student embellishes presentation, conveying a high degree of interest in the topic.
Mechanics	Student’s presentation has numerous spelling errors, grammatical errors, or mechanical distractions (such as random acts of capitalization) in the presentation.	Presentation has frequent misspellings, grammatical errors, or mechanical distractions in the presentation.	Presentation has occasional, but noticeable, misspellings, grammatical errors, or mechanical distractions in the presentation.	Presentation has very few or no easily noticeable misspellings, grammatical errors, or mechanical distractions in the presentation.

Appendix C

Critical Thinking Evaluation Rubric

UHD College of Business

Critical Thinking-Evaluation Rubric	1 = Non-Critical Thinking	2 = Pre-Critical Thinking	3 = Critical Thinking	4 = Critically Integrative and Innovative Thinking	How To Improve Your Score:
Accurately identifies key facts	Does not appear to attempt to identify key facts, but rather tends to view all facts as having the same importance	Attempts to identify key facts but is not able to do so with consistent accuracy	Acts to identify key facts and is usually accurate in the activity	Has a refined ability to discern the key facts in any setting and then to incorporate those into the overall critical thinking process	Ask which of the facts before you is most convincing to you. Ask which of the facts before you would seem to convince an expert in this area. Ask which of the evidence before you would be considered most important to someone with opposing views. Ask which of the facts before you is critical to reaching a conclusion.
Accurately identifies the relationships between key facts	Appears to view each key fact as standing alone, and does not appear to fully appreciate that the relationship between key facts are a key component of critical thinking	Understands that the relationships between key facts is important, but is not accurate in identifying those relationships	Can accurately point to relationships between key facts	Accurately identifies and understands that the interplay between key facts is vitally important to creative and innovative problem-solving	Ask what happens if all of these facts are true. Ask what happens if one or several of these facts are not true. Ask whether any of these facts contradict one another. Ask whether several of these facts seem to merge together in a convincing way.
Limits arguments to those which are important to this specific question	Does not appear to understand the value of limiting arguments, or does not try to do so	Understands the need to limit arguments, but is not consistently able to accurately do so	Understands the need to limit arguments and limits them based on their importance to the question	Is able to understand holistically which arguments are critical to the question, and limits the arguments to those which contribute to creative solutions	Ask which arguments do little to address the question at hand. Ask which arguments essentially repeat other arguments. Ask which arguments must be addressed to resolve this question. Ask what the three strongest arguments when used together are.
Weighs the relative importance of each key fact	Does not appear to understand that a key fact has importance relative to the other available key facts	Understands that each key fact has importance relative to the other available key facts, but fails to give each fact a weighting relative to all other key facts	Understands that each key fact has importance relative to the other available key facts, and attempts to give each key fact a weighting relative to all other key facts	Understands that each key fact has importance relative to the other key facts, and accurately gives each key fact a weighting relative to all other key facts	Ask how you would rank order each key fact. Ask on what basis you would decide which key facts are more important than others. Ask which key facts you think are most accurate. Ask what key facts you think are most persuasive.
Weighs the relative importance of each argument	Does not appear to understand that each argument has importance relative to the other available arguments	Understands that each argument has importance relative to the other available arguments, but fails to give each argument a weighting relative to all other arguments	Understands that each argument has importance relative to the other available arguments, and attempts to give each argument a weighting relative to all other arguments	Understands that each argument has importance relative to the other arguments, and accurately gives each argument a weighting relative to all other key facts	Ask how you would rank order each argument. Ask on what basis you would decide which arguments are more important than others. Ask which argument you think is most accurate. Ask which argument you think is most persuasive.
Considers all possible ways of viewing each key fact	Does not seem to understand that each key fact may lead to a number of different and potentially contradictory conclusions	Understands that each key fact may lead to a number of different and potentially contradictory conclusions, but does not attempt to evaluate each key fact in this framework	Understands that each key fact may lead to a number of different and potentially contradictory conclusions, and attempts to evaluate each key fact in this framework	Understands that each key fact may lead to a number of different and potentially contradictory conclusions, and effectively evaluates each key fact in this framework	Ask which key facts contradict other key facts. Ask what are all of the possible conclusions that could be drawn from this set of key facts. Ask whether all of the possible conclusions that could be drawn from each key fact contradict one another. Ask if these key facts fit together to form a coherent picture.
Considers all evidence, key facts, and arguments from a neutral, non-biased point of view	Does not seem to understand the importance of considering each piece of evidence, key fact, and argument in a neutral, non-biased, non-conclusionary manner	Understands the importance of considering each piece of evidence, key fact, and argument in a neutral, non-biased, non-conclusionary manner, but does not follow the chain of thought which results regardless of pre-conceived views	Understands the importance of considering each piece of evidence, key fact, and argument in a neutral, non-biased, non-conclusionary manner, and regardless of pre-conceived views attempts to follow the chain of thought which results	Understands the importance of considering each piece of evidence, key fact, and argument in a neutral, non-biased, non-conclusionary manner, and regardless of pre-conceived views effectively follows the chain of thought which results	Ask at the outset, what are your preconceptions. Ask at the outset, how you can set your preconceptions aside. Ask as you proceed, whether your pre-conceptions are affecting your process. Ask at the conclusion, if you are satisfied that you have not biased the process, and, if the outcome matches you preconceptions, ask the same question again very thoughtfully.
Correctly utilizes qualitative and quantitative decision-making tools in evaluating information, key facts, and arguments	Does not seem to understand that both qualitative and quantitative decision-making tools have strengths and limitations	Understands that both qualitative and quantitative decision-making tools have strengths and limitations, but does not utilize each with careful respect for the limitations so that neither is used to draw conclusions which go beyond those reasonable to that particular tool	Understands that both qualitative and quantitative decision-making tools have strengths and limitations, and attempts to utilizes each with careful respect for the limitations so that neither is used to draw conclusions which go beyond those reasonable to that particular tool	Understands that both qualitative and quantitative decision-making tools have strengths and limitations, and utilizes each with careful respect for the limitations so that neither is used to draw conclusions which go beyond those reasonable to that particular tool	Ask which kinds of decision-making tools are going to be best for this particular process. Ask whether your mix of quantitative and qualitative decision processes seems to be leading you to reasonable outcomes. Ask whether you are giving too much weight to one particular form of decision-making. Ask whether altering the decision-making tools mix significantly changes the outcome.

Appendix D

BBA Learning Objective Matrix

UHD College of Business

Business Cornerstone

BA3300

Number

BBA Learning Objective

Course Activities to Facilitate

Accomplishing Learning Objective

Assessment Methods/Metric/Rubric to Determine if Learning Accomplished

1

Effective written communications

Sweatshirts from Sweatshops Essay

Include informal and formal papers related to reality-based education.

Appendix A—COB Writing Rubric

2

Effective oral communications

Oral presentations of group/individual assignments/exercises, case analysis, etc. using PowerPoint software and other graphics.

Important components of the undergraduate business curriculum that will be addressed directly and indirectly throughout the semester in class discussions and other activities.

Appendix B—Oral Presentation Rubric

3

Critical Thinking – Inductive1

This course does not focus directly on these learning outcomes. However, they are an important component of the undergraduate business curricula, and they will be addressed indirectly throughout the semester in class discussions and other activities.

Critical Thinking – Deduction2

Critical Thinking – Analysis3

Critical Thinking – Inference4

Sweatshirts from Sweatshops Essay

Critical Thinking – Evaluation5

Sweatshirts from Sweatshops Essay

Appendix C—COB Critical Thinking–Evaluation Rubric

4

Core business knowledge6

Strategic planning models and techniques

Feasibility Study – Go/No Go Decision

5

Other course or program specific learning objectives7

6

Reality-based business education8

Feasibility Study – Go/No Go Decision

Use of COB Writing Rubric as a guide to grading of assignments.

Use of COB Oral Presentation Rubric in evaluating live or recorded presentations.

1Inductive Reasoning: Inductive reasoning occurs when the evidence at hand means that a given conclusion is probably true. When predictions about how things will happen in the future are based on past experiences inductive reasoning is being used.

2Deductive Reasoning: Is deciding that, no matter what, it is impossible that the conclusion being considered is false, given that all the premises of the argument are true. For example, “if the batter swings and misses three pitches, the batter is out, and Johnnie just did that, so Johnnie is out” is a deductive inference.

3Analysis: Is used when separating the premises and the assumptions being used from the conclusion that is being reached. For example, someone proposes that that we should”cut our product prices” because the competition is setting their prices to steal market share from us. An analysis of this person’s position would reveal that the person is making assumptions about what the competition is doing (“cutting their prices” ) and about what the competition is intending (“to steal our market share”).

4Inference: When conclusions are based on reasons and evidence. Either deductive or inductive reasoning inference skills may be used. Inference skills may be applied to all sorts of things including beliefs, opinions, facts, conjectures, principles, and assumptions. It is important to keep separate what we know to be true and what conclusions we infer based on what we know.

5Evaluation: When deciding how strong or how weak a person’s arguments are, or when we determine the believability of a given statement evaluation is occurring. Ideas and arguments are evaluated all the time.

6 Refer to ETS Major Field Test Results.

7 Reference major or concentration learning objectives assessment plan developed for SACS.

8 Describe any activities that foster the student’s ability to apply the course theoretical material to actual or “real” situations that can bring about better decisions or more effective operations.

Team – Peer Evaluation

Name: ___________________________

Rate the other members of your team regarding their “Contributions to Team Project & Performance.”

Then, rate yourself. Use the following numerical rating scale:

0 – 4 (no contribution); 5 (poor); 6 (fair); 7 (satisfactory); 8 (good); 9 (very good); 10 (excellent)

1

2

3

4

5

6

Names =>
Understanding of Project Assignment
Application of Course Content to Group Discussions
Relevance of Research Materials
Completion of Assigned Materials
Organization of Materials
Innovation, Creativity, & Decision Making
7	Relationship with other Group Members
8	Tolerance
9	Negotiation Skills
10	Overall Contribution to Group Success
Peer Average Rating
Instructor’s Individual Average Rating
Instructor’s Group Average Rating
Total Average Rating

BA 3300 – CRN 10895

Business Cornerstone

Fall 2013

[Write about who you are here…fill the space with a couple of paragraphs about you, where you’re from, what defines that which makes you “you”.]

[Write about your (intended) major and why you chose it here…be specific in your reasoning.]

[Write about your plans for after graduation here…include both your short and long term goals.]