...Enterprise 19 The Changing World Order 22 The Global Economy of the Twenty-First Century 23 The Globalization Debate 24 Antiglobalization Protests 24 Globalization, Jobs, and Income 26 Globalization, Labor Policies, and the Environment 28 Globalization and,National Sovereignty 29 Globalization and the World's Poor 30 Managing in the Global Marketplace 31 Key Terms 33 Chapter Summary 33 Critical Thinking and Discussion Questions 34 Research Task 34 Closing Case: Legal Outsourcing 35 Introduction and Overview 2 Globalization 3 PART TWO Chapter Two Country Differences 36 National Differences in Political Economy 37 Opening Case: Ghana: An African Dynamo 37 Introduction 38 Political Systems 39 Collectivism and Individualism 39 Democracy and Totalitarianism 42 Economic Systems 44 Market Economy 44 Command Economy 45 Mixed Economy 45 Legal Systems 46 Different Legal Systems 46 Differences in Contract Law 47 Property Rights and Corruption 48 The Protection of Intellectual Property 51 Product Safety and Product Liability 53 Focus on Managerial Implications 54 Key Terms 55 Chapter Summary 55 Critical Thinking and Discussion Questions 55 Research Task 56 Closing Case:The Polish Surprise 56 Chapter Three Political Economy and Economic Development 59 b Opening Case: Who Makes the...
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...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 or 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 Syllabus Course Title: GEN 480 Interdisciplinary Capstone Course BSBM.04-08.BSMB0533A Course Schedule: 04/08/08 to 05/12/08 Required Text: Paul, R., & Elder, L., (2002), Critical thinking: Tools for taking charge of your professional and personal life. Upper Saddle River, NJ, Prentice Hall. Paul, R., & Elder, L., (2003), The Miniature guide to understanding the foundations of ethical reasoning, The Foundation for Critical Thinking, Dillon Beach, CA. Ruggiero, V., (2004), Thinking critically about ethical issues 6th edition, Burr Ridge, IL, McGraw-Hill. Electronic Resources: Note: All required text materials can be found on the GEN/480 course page. The page can be accessed through the University of Phoenix Student and Faculty Website at...
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...Critical Thinking Discussion and Summary June 30,2015 PHL/320 Stephen Mersereau Critical Thinking Discussion and Summary Critical thinking is being able to make a decision with the facts rather than making the decision based on opinions. Having the opportunity with the task at hand making the important decision you must know between right and wrong. You must be able to know the difference between facts and the opinions. I see it first hand that people make decisions based on what facts they are told rather than choosing to educate themselves and learn the true facts. In critical thinking you must be able and understand that it is your choice and responsibility to learn the facts before making an important decision. Being a critical thinker means you are willing to learn and research topics before you are ready to make an important decision. Critical thinking is important because it helps you learn more and allows you to look further into things that you may choose not to. In the past seven months I have been faced with a health decision and I knew that just listening to the doctors wasn’t enough. After leaving the doctor's appointment a few weeks back I knew I had to make a decision and fast. Due to me playing sports growing up and getting a tattoo that got infected I had caused a lot of damage to my ankle and had to choose to either have Reconstruction Surgery within a few weeks or try physical therapy to see if I can try to fix the damage by strengthening. After hours...
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...[pic] School of Business Syllabus MGT/350 Version 5 Critical Thinking: Strategies in Decision Making Lou Ferracane Course Start Date: 10/26/2010 Course End Date: 11/23/2010 Campus/Learning Center: Oklahoma City Campus 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, 2006, 2004, 2003, 2001, 2000 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. Facilitator Information Lou Ferracane ferracal@email.phoenix...
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...plan to spend 10-25 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research. | Faculty Information Name: Phone: CSU-GC Email: Virtual Office Hours: Course Description and Outcomes This required first course for all majors provides an overview of leadership basics. In the context of studying at CSU-Global Campus, students will develop strategies for success in the online learning environment. The course engages students in discussion, exploration and application of leadership skills, principles and practices. Students will learn about the relationships and connections among leaders, individuals, and organizations. Topics include strategy, communication, motivation, power, organizational change, and workplace conflict. Additionally this course relates leadership skill to those skills needed to be a successful lifelong and online learner. Course Learning Outcomes 1. Describe social problems, the various perspectives on problems, and possible solutions. 2. Apply knowledge of a particular major or discipline to pressing contemporary problems. 3. Create empowering environments by inspiring others, building coalitions, and developing a shared vision. 4. Integrate leadership and critical thinking skills through completion of a final project. 5. Analyze and solve problems using strategic thinking, planning, communication, and writing skills in a practical, applied setting. 6...
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...|[pic] |Syllabus | | |School of Business | | |MGT/431 | | |Human Resource Management | Course Description This course focuses on the strategic role of human resource management, personnel planning and job analysis, personnel selection, performance appraisal, compensation, training, and development from the vantage point of the manager. 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...
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...Teaching Critical Thinking with Electronic Discussion Steven A. Greenlaw and Stephen B. DeLoach Abstract: One of the products of a liberal undergraduate education is the ability to think critically. In practice, critical thinking is a skill that economics students are supposed to master as they complete their studies. However, exactly what critical thinking means is generally not well defined. Building on the literature on critical thinking, the authors examine how electronic discussion can be used effectively to teach this skill. Because of the multiplicity of views expressed, the asynchronous nature of the technology, and the inherent positive spillovers that are created, electronic discussion appears to provide a natural framework for teaching critical thinking. Key words: class discussion, critical thinking, distance learning, electronic discussion JEL code; A2 One of the products of a liberal undergraduate education is the ability to think critically. This should be particularly true for economics students who. after all, are ostensibly taught the discipline's version of critical thinking—the economic way of thinking. It is ironic then, that relatively little has been published on effective strategies for teaching critical thinking in economics.' This is not an original criticism. In his seminal article on research in pedagogy, Fels (1969) identified critical thinking as an area ripe for teaching and exploration by economists, Fels's critique, "rarely is a concerted effort...
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...CAW 1100 Thursday, October 8,2015. What is critical reading? * The critical thinking is both: set of activities and a particular frame of mind or set of attitudes * Also about being independent, being able to listen and learn from others and develop your own voice and make your own judgments * To be able to form own questions and point out some of the common assumptions * To create critical questions you must first know the argument * To know the argument (What is the thesis and how do they support it?) You have to do some readings and not rely on personal opinions * You want to understanding and be opened to all aspects of any argument; is not about searching for the right answer * Key point of critical thinking and reading: thinking of it as three levels: Analysis, interpretation and evaluation Summarizing * Distilling essential concepts into a paragraph or two * Create your own notes * A summary has two aims: 1. Give the overarching ideas in a text identifying the general concepts that run through the entire piece Seven steps to summarizing * Use title and author in your first sentence * First two sentences of summary should contain author’s thesis, or central concept, stated in your own words * Omit ideas that are not central- be careful not to misrepresent ideas by omitting important aspects of the author’s discussion * Omit minor details and ONLY include an extended example that is a key part...
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...|[pic] |Syllabus | | |College of Social Sciences | | |BSHS/302 Version 6 | | |Introduction to Human Services | | | | Copyright © 2011, 2009, 2005 by University of Phoenix. All rights reserved. Course Description This course provides a broad overview of the human services discipline using practice settings and social problems as lenses so that the role and function of the human service provider, as well as the clients with whom they work can be understood in context. The course begins with a brief overview of what a human service provider is, and what services these professionals provide. A history of social welfare is provided so that students can gain a historical perspective of how poor and marginalized populations have been cared for in the United States. Generalist practice skills and intervention strategies are introduced generally, but a more in-depth exploration of intervention strategies are discussed...
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...Denise Johnson Class: PHL/320 Instructor: Jose Rodriguez Due Date: 01/25/2016 Title: Critical thinking discussion and summary The way I define critical thinking is to evaluate an issue and determine a conclusion without putting personal judgements and thoughts in to the situation. What makes a person a critical thinker? To be able to think logically and come to conclusions based off facts. Making wise choices also comes from critical thinking because in order to make a wise choice there is a lot of effort and thought behind it. Critical thinking has helped me so much in my life for example I believe it was my critical thinking that had me enroll into college and get a degree. I asked myself how I will be able to have a decent living and good earnings. I am a single mother to three and working three jobs in order to provide for my family. I believe that if I earn a degree and educate myself I will be able to land a good job making way more than minimum wage. My ideal goal is to gain a degree and eventually work only one job that will help me be financially stable and secure. I expect to learn how to be a better critical thinker and to be able to make better choices with the help of this course. I want to be able to think before I act so I do not have to suffer from consequences of my actions because I did not think beforehand. I believe enhancing my critical thinking skills and being better at making decisions will save me disappointment in my future....
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...have in common? Critical thinking is required in each situation to adequately assess the situation and act accordingly. We may not be aware of the frequency with which we employ critical thinking, but it is vital to good decision making. Without critical thinking, managers can fall into the habit of reacting on impulse, responding to gut feelings alone, or relying only on the advice of others when making important decisions. Understanding the relationship between critical thinking and decision making is the first step towards making wise decisions. This week's focus is on critical thinking and how it relates to decision making. Topics include defining critical thinking, benefits of thinking critically, and the relationship between critical thinking and decision making. Week in Relation to the course Good decision making is the backbone of sound management. The University of Phoenix nine-step decision-making model requires a sequence of steps leading to a sound, defensible decision. Critical thinking is a vital component of making good decisions, defining the decision-making strategy by analyzing the thinking process involved. A firm grasp of the critical-thinking components will equip managers to make sound, considered decisions. Discussion of a Key Point, Thread, or Objective Critical Thinking Definition and Benefits "Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully...
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...interdisciplinary approach, we will closely examine the legal and ethical environment of business using a wide variety of materials ranging from the textbook to news reports. In this respect, we will attempt to construct a framework wherein socially responsible business decisions can be made, integrating your current knowledge and experience with content in business strategy, global perspectives, and ethical/legal dimensions, necessary to succeed in the global business arena. Stated differently, you will address the following: • Social responsibilities, legal and ethical duties of business • Forces within and without business which impact management tasks, business operations and stakeholder expectations • Analytical skills, critical...
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...and marginalized populations have been cared for in the United States. Generalist practice skills and intervention strategies are introduced generally, but a more in-depth exploration of intervention strategies are discussed in later chapters as they apply to particular social problems and practice settings. The course concludes with an exploration of macro practice where change is affected on a broader scale, both domestically and abroad. Students should leave this class having a good idea of what a human service worker is, what they do, who they work with, as well as the gaining a deeper understanding of the mission, values and goals embraced by the human service profession. Students will gain knowledge of skills needed to do critical thinking, make oral presentations, function in learning teams, conduct research, and write academic papers in the format of The Publication Manual for the American Psychological Association. Students will be introduced to the university library and learn how to access its resources successfully. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two...
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...Definitions of Red and Blue Oceans Characteristics Summary Success and examples III. Critical reflection of the strategy IV. Discussion and questions 2 I. INTRODUCTION OF AUTHORS W. Chan Kim & Renée Mauborgne Work together at INSEAD (Institut Européen d´Administration des Affair, France) Both as Co‐Director of “INSEAD Blue Ocean Strategy Institute” Kim: Bruce D. Henderson Chair Professor of Boston Consulting Group for Strategy and International Management Mauborgne: Professor for Strategy Member of President Barack Obama’s Board of Advisors Ranked No. 2 in The Thinkers50 listing of the World’s Top Management Gurus 3 II. THE BLUE OCEAN STRATEGY DEFINITION Red Ocean “represent all the industries in existence today ‒ the known market space (…) [where] companies try to outperform their rivals in order to grab a greater share of existing demand.” • Roots in military thinking on strategy • “Structuralist view” or “environmental determinism” • Situation in many industries lead to shrunk profit margins 4 II. THE BLUE OCEAN STRATEGY DEFINITION Blue Ocean “denote all the industries not in existence today (…) [where] , demand is created rather than fought over.” • “reconstructionist view” • Creation ‐ “give rise to completely new industries” ‐ “created from within a red ocean when a company alters the boundaries of an existing industry” 5 II. THE BLUE OCEAN STRATEGY CHARACTERISTICS Strategic thinking • • • Technology innovation not a defining feature ...
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...[pic] Course Syllabus GLG/101 Geology with Lab 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. Facilitator Information Michael Gutierrez gofiguretravel@email.phoenix.edu (University of Phoenix) gofiguretravel@q.com (Personal) 602-301-2633 (mountain) Facilitator Availability I am available from 10 a.m.-10 p.m. Mountain Time on most days, but I attempt to reserve Saturday for my family. On Sundays, I tend to be online in the late evening only. If these times are not convenient for you,...
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