DISCUSSION TOPIC: Chapters 1-4 focus on awareness of the current business enviro
DISCUSSION TOPIC: Chapters 1-4 focus on awareness of the current business environment and issues which affect that environment. Imagine you are thinking of starting a restaurant in your community. Answer the following questions: 1. What type of restaurant will you open and who will be the various stakeholders of your business? 2. What are some of the things you can do to benefit your community other than providing jobs and tax revenue? 3. How will you establish good relationships with your suppliers? With your employees? Community leaders and why is this important? 4. Do you see any conflict between your desire to be as profitable as possible and your desire to pay employees a living wage? 5. Which of the environmental factors might have the biggest impact on your business? How? *SEE RUBRIC IN THE "START HERE FOLDER" FOR GRADING/REQUIREMENTS FOR DISCUSSION BOARD POSTS* Initial posts and replies should be in paragraph form and complete sentences. An initial post should be a minimum of 200 words, and use factual information from the text or other cited sources per 6th edition APA. Replies should be factual and proper sources should be cited to substantiate your point of view. Avoid making assumptions or providing opinion without supporting literature. Rubric for Blackboard Discussion Participation Category Distinguished 5 Proficient 4 Satisfactory 3 Emerging 2 Unsatis-factory 0 Participates in discussion Provides comments and new information in a regular and equitable manner. Interacts with a variety of participants by posting queries, comments, and thoughtful responses Provides comments and some new information in a fairly regular manner. Interacts with a few selected participants by posting queries, comments, and thoughtful responses Sporadically provides comments and some new information. Interacts with only one or two participants by posting queries, comments, and thoughtful responses Provides minimal comments and information to other participants. Participates infrequently in on-line discussions or e-mail; and postings are irrelevant or superficial Does not enter discussion. Content of Posting Postings are accurate, original, and relevant. Even better than telling us something new, they raise new questions that lead to further discussion from a variety of people. Reveals a solid understanding of the topic as evidenced by thoughtful responses and questions. Makes significant contributions to the discussion. Reveals adequate understanding of the topic as evidenced by posts telling us something new. Postings consist largely of personal opinions or experiences. Reveals a restricted understanding of the topic limited to information that could be derived from prior posts. Adds little to the substantive discussion but may contribute to the social aspects of the course. Does not add to the discussion. Critical Thinking as evidenced by post Offers a critical analysis of an existing posted idea or introduces a different interpretation to an existing idea. Agrees or disagrees with existing discussion and provides limited justification/explanation (e.g., text readings, resources). Offers a critical analysis of an existing posted idea or introduces a different interpretation to an existing idea. Provides no evidence of agreement or disagreement with existing discussion. Does not enter posting. Writing response Highly skilled presentation of ideas. Engages reading. Work exceeds expectations for this level of student. Absolutely no errors in spelling, punctuation, or grammar noted. Explicitly presents ideas. Work appropriate for this level of student. No spelling or grammar errors noted. A few minor punctuation errors identified. Highly skilled presentation of ideas. Engages reading. Work exceeds expectations for this level of student. Absolutely no errors in spelling, punctuation, or grammar noted. Limited ability to convey ideas noted. Below expectations of work at this level. Errors noted in spelling, punctuation, and grammar. Does not write response.

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