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Course Overview

Introduction to Business, Grade 9 or 10, Open

Identifying Information

Course Developers: Adrian Della Mora, David DeSantis, Catherine Moynihan, Frank Piddisi, Mary Ann Vangel

Course Title: Introduction to Business

Grade: Nine or Ten

Development Date: February 2000

Course Type: Open

Ministry Course Code: BBI 1O/2O

Credit Value: 1

Description

This first course in business is developed as a survey designed to help students understand and cope with the bewildering array of information they face as they begin to relate and learn about business and its importance to their lives. The functions of operating a business such as marketing, accounting, finance, human resources, and information management are introduced by first focussing on the concept of markets and then further developed by exploring the role of the entrepreneur and skills practised by management. The course then moves from the concept of economics to the concept of finance. First the need to use personal financial products to meet individual and family goals is examined and then the similar but different financial needs of the business enterprise are studied. The course ends where it starts with a focus on markets, this time from a global perspective. The vast opportunities and complex challenges posed by international trade and cultural diversity are explored.

Rationale

The Canadian business environment is changing very quickly in response to conditions in Canada and around the world. The impact of inexpensive and pervasive computing and the ability to communicate globally is causing an upheaval in the way people live, work, and play. These changes are creating a revolution in how companies operate and in many cases the kinds of products they are able to produce. There is a need for business employees and owners to be more entrepreneurial, more knowledgeable, and more skilled. There is a need for knowledge workers (individuals who can create knowledge). Even the nature of business is changing as companies seek partnerships with other companies, community organizations, and governments. There is a need for visionary leadership in business as the interconnectedness and the decisions made by business increasingly affect whole communities and the environment. The opportunities for business to serve emerging needs and wants of the twenty-first century are immense but so is the risk. How students learn to define and create wealth, organize labour, and fulfill leadership roles in this new business environment will largely determine the quality of community and family life.

How This Course Supports the Ontario Catholic School Graduate Expectations

Work, and by extension the world of work which is business, is central to our humanity and integral to who we are as Catholics. We believe that God created us to exercise a specific dominion over the resources of the Earth. As such, human persons are both apart from and a part of the production process as we naturally and purposefully participate in God’s unfolding plan. This is a radical concept for cultures rooted in a philosophy of individualism and secular materialism. Land, labour, and capital, the traditionally managed economic factors of production, cannot be treated as simple variables in an equation meant to maximize production. We are directed as Catholics to consider labour (physical, intellectual, emotional, and spiritual) as a qualitatively different factor. Human beings work to not only produce goods and services but also to express and share their unique gifts in community. Catholic students need to learn to integrate their understanding of the intrinsic value and dignity of human life, created as we all are in the image and likeness of God, with the sound knowledge and skills required to productively manage the resources of business in an ethical and moral way. If we want our students to proclaim the Gospel in any real sense, they must be able to do so in the world as well as in their families and in the Church. Students do not merely participate in the world of business but use it to transform our lives.

Unit Titles (Time + Sequence)

Unit 1	The Marketplace: Challenges and Opportunities	25.00 hours
Unit 2	Anatomy of Business: From Concept to Reality	31.75 hours
Unit 3	The Creation of Wealth: More Than Managing Money	26.25 hours
Unit 4	World Wide Business: Going Global	16.25 hours
Unit 5	The Corporate Profile: Analysing a Business	10.75 hours

Unit Organization

Unit 1: The Marketplace: Challenges and Opportunities

Time: 25 hours

Description

In this unit students develop an understanding of how informed consumers and producers influence the manner in which Canadian businesses conduct their affairs in a competitive global market. Through exposure to e-commerce and international best practices, students examine the diverse current-day factors affecting both Canadian businesses and those abroad. This unit forms the basis for a working knowledge of market forces and introduces students to the reality of competition. They explore and demonstrate how expenditure patterns can promote a proactive approach to the creation of healthy communities in today’s changing society.

Ontario Catholic School Graduate Expectations: CGE1d 2a,b,d,e 3d 4b,c,f 5a,e,g.

Strand(s): The Role and Impact of Business, Conducting Business in a Competitive Marketplace and in the Changing Workplace

Overall Expectations: RBV.01; RBV.02; CCV.02,03.

Specific Expectations: RB1.01, 02, 03; RB2.01; RB3.02,03; CC1.02;CC2.01,02; CC3.03.

Unit 2: Anatomy of Business: From Concept to Reality

Time: 31.75 hours

Description

In this unit students explore the nature, role, and importance of entrepreneurs to Canada and then trace the evolution of a business from its conceptual stage to its start-up. They learn how companies, under the leadership of a skilled management team, apply the functions of business (e.g., production, marketing, accounting, communications, and human resources). By exploring the competitive workplace environment in which businesses operate, students develop an understanding of the demand for highly skilled employees and strong customer service as businesses strive to serve their surrounding communities.

Ontario Catholic School Graduate Expectations: CGE1d, 2a,b,c,e 3b,c,d,f 4a,b,e,f 5a,b,e,g,h 7a,e,i.

Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing Workplace, Entrepreneurship

Overall Expectations: RBV.01, 02,03; CCV.01,02,03,04,05; EPV.01,02,03.

Specific Expectations: RB1.02,03; RB2.02,03; RB3.02,03; CC1.01,02,03; CC2.02,03; CC3.01,02,03; CC4.01,02,03,04,05,06; CC5.01; PF1.02; EP1.01,02,03,04; EP2.01,02,03,04; EP3.01,02,03,04.

Unit 3: The Creation of Wealth: More Than Managing Money

Time: 26.25 hours

Description

In this unit students demonstrate an understanding of the value of money through skill development in personal banking, budgeting, and financial planning. They identify and evaluate the range of products offered by major Canadian financial institutions. Students investigate the impact that businesses have on the quality of life of the individual, the family, and the community. They extend their newly acquired personal financial skills to explore the role that finance has in the operation of a business.

Ontario Catholic School Graduate Expectations: CGE1d, 2a,b,d 3d,e 4a,b,c,e,f,g 5a,b,e,f,g 6a,c 7a,i.

Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing Workplace, Personal Finance

Overall Expectations: RBV.03; CCV.01,03,05; PFV.01,02,03.

Specific Expectations: RB3.01,02,04; CC1.01,03; CC3.01; CC4.05; CC5.02; PF1.02,03, PF2.01,02,03,04,05,06,07,08,09; PF3.01,02,03.

Unit 4: World Wide Business: Going Global

Time: 16.25 hours

Description

In this unit, students demonstrate an understanding of the global interdependence of national economies. They identify growth industries and emerging career opportunities. Students learn that, in the endeavour to satisfy the needs and wants of the international community, market conditions, government regulation, cultural sensitivity, and social responsibility are key elements that must be factored into the decision-making process. They understand that invention and innovation are key factors in customer satisfaction, job creation, resource utilization, and global competitiveness.

Ontario Catholic School Graduate Expectations: CGE1d, h, 2a,b,c,d,e, 3b,c,d, 4f, 5a,c,e,f,g,h, 7f,g,i.

Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing Workplace, Entrepreneurship, International Business

Overall Expectations: RBV.01,03; CCV.01,02,03,05; NBV.01,02,03.

Specific Expectations: RB1.02,03; RB2.02; RB3.03,04; CC1.01; CC2.02; CC3.01,02; CC5.01; EP3.04; NB1.01,02,03; NB2.01,02, NB3.01,02,03.

Unit 5: The Corporate Profile: Analysing a Business

Time: 10.75 hours

Description

Students set up a framework to profile a publicly-traded corporation of their choice. As the course progresses they use and extend this framework to track specific but changing corporate data and to gather facts and opinions related to topics presented during the course. At the end of this course, students present an analysis of their data collection in the form of an investment recommendation based on profitability, corporate values, and social responsibility.

Ontario Catholic School Graduate Expectations: CGE1d, 2a,b,c,d,e, 3c,d,f, 4a,b,c,e,f,g, 5b,e,f,g,h, 7e.

Strand(s): The Role and Impact of Business, Conducting Business in a Competitive and Changing Workplace, Entrepreneurship, International Business

Overall Expectations: RBV.01,03; CCV.01,02,03,04,05; PFV.01,02; EPV.02; NBV.02.

Specific Expectations: RB1.01,03; RB2.02; RB3.01,02,03,04; CC1.01,02,03; CC2.01,02,03; CC3.01,02,03; CC4.01,04,05,06; CC5.01,02; PF1.01,02,03; PF2.01; EP1.02; EP3.04; NB1.03; NB2.01,02, NB3.02,03.

Course Notes

While this course is not a prerequisite for senior level business courses it serves as a foundation for future learning. Examples drawn from the business world make the course current and relevant to students. This can be accomplished using videos, newspapers, and guest speakers.

All expectations in a course are to be taught and assessed. In this Course Profile, v is used at the Unit and/or Activity level to indicate those expectations which are the specific teaching focus of that Unit and/or Activity.

Corporate Profile Project

Students select a publicly-traded corporation of their choice at the beginning of the course. As the course progresses they track specific but changing corporate data and gather facts and opinions related to topics presented during the course. At the end of this course, students present an analysis of their data collection in the form of an investment recommendation based on profitability, corporate values, and social responsibility.

Computer Technology

Periodic access to computer technology, including the standard office productivity tools such as word processors, spreadsheets, databases, e-mail, and the Internet, is a requirement of this course. Ideally, teachers should be able to access a whole computer lab during class time. If whole-class computer access is not possible on a planned basis, teachers should ensure that the Library/Resource Centre or other Internet access points are available after or before class.

Guidance

Throughout this course teachers should make extensive use of the Guidance Department’s resources in the area of career exploration (Choices into Action). Students should be aware of the dynamic nature of business career paths available to them.

Work Experience

Teachers should draw from their own experience as an employee to complement and authenticate unit activities. Teachers should encourage students to relate their own personal experience in the workplace to the course content (e.g., Take Our Kids to Work™, Teacher Advisor Group Activities, etc.) in order to better understand and apply course expectations.

Adults as Students

When teaching adults the teacher draws on their knowledge and experiences. Some forms of assessment strategies may be more fruitful when teaching adults (e.g., panel discussion). Prior assessment of computer literacy skills should be completed prior to using the Internet. Teachers should be sensitive to the possibility of family-oriented time constraints and make adjustments were possible.

Using the Business Community as a Resource

Teachers identify and gain the participation of local businesses wherever possible. Teachers are encouraged to develop an in-class display of community businesses and to highlight existing partnerships. Also, teachers might access a variety of community business links that reflect the diversity of the local school community and complement course content.

Teaching/Learning Strategies

Because the course is diverse and because it is open level, it is imperative that the teacher be equipped with a wide variety of teaching strategies. These strategies fall into three different categories: teacher-centred, learner-centred, and self-directed.

Teacher-Centred Strategies

Teacher-centred strategies are those in which the teacher directs the learning. Teacher-centred strategies have a definite place in this course as students learn to handle a broad range of topics. Teachers may find these strategies useful as ways to model how to set up notebooks or databases, to present complex concepts, or to make the best use of time in some parts of the course.

Learner-Centred Strategies

Learner-centred strategies, which are activity based, provide students with opportunities to actively apply what they have learned. The expectations for the use of these teaching strategies is that students develop problem-solving as well as collaborative skills.

Self-Directed Strategies

Self-directed strategies may be used to promote independence and self-reliance. The benefits of these strategies are that students learn to take responsibility for and manage their own learning.

Teacher-Centred	Learner-Centred	Self-Directed
	Text referencing	Sharing
Teacher-led review	Note making
Work/Task sheet	Collaborative technologies	Displays
Board work	Demonstration	Electronic media research
Note-taking	Audio/Visual	Computer-assisted learning
	Visual organizers
Jigsaw		Questionnaires
Socratic	Group discussion
Video
Overhead	Computer lab work
Mnemonic (trigger recall)	Field trip
	Group project
	Peer helping
	Role playing
	Guest speaker

Assessment/Evaluation Techniques

Teachers should employ assessment techniques frequently throughout the course in order to communicate the expectations of the course to students, make appropriate adjustments to teaching/learning strategies as required, and accommodate the special needs of students. Student input to the assessment process should be welcomed and valued.

Diagnostic

· Informal Observation

· Checklists

· Quizzes

Formative

· Informal and Formal Observation

· Interviews

· Verbal Feedback

· Written Feedback

· Graphic Organizers

· Presentations

· Individual and Group Assignments

· Rubrics

Summative

· Assignments

· Products

· Quizzes

· Tests

· Rubrics

Evaluation

Category	Formative	Summative
Knowledge	40	30
Thinking/Inquiry	30	30
Communication	10	15
Application	20	25
Subtotal Achieved	A	B
Weighting	.70 x A = F	.30 x B = S
Total Achievement	F + S = Total Achievement

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations

Teachers should address exceptional students’ Individual Educational Plans (IEPs) and consult with the appropriate support staff. This allows teachers to effectively implement prescribed modifications. The following are some suggested strategies based on different exceptionalities that could be applied throughout the various activities:

Reading Difficulties

· read questions first

· modify reading requirements

· use reading partners

· pre-teach concepts/ vocabulary

· highlight notes

· use visuals

· use videos

· read instructions

Math Difficulties

· check work after each example

· relate problems to real life

· modify complexity of examples

· review daily

· teach use of diagrams

· teach use of calculator

· use hands-on manipulatives

· adjust number of problems

Memory Difficulties

· teach students to verbalize concepts

· check that daily assignments are recorded in planner

· avoid recall questions

· insist student write things down

· provide lists and/or flow charts

· give visual clues

· give demonstrations

· teach Mnemonics

Oral Language Difficulties

· provide non-threatening environments

· do not ask the students to respond to questions without forewarning

· use co-operative learning

· work one-to-one

· have realistic expectations

· provide choices

· use electronic medium

· permit small groups

Motivation Difficulties

· provide a variety of types of assignments

· create personalized assignments

· set realistic goals and expectations

· avoid public confrontation

· provide praise and positive feedback

· be flexible with timelines

· conference one-to-one basis

· maintain contact with home

Written Language Difficulties

· vary assignments

· give explicit instructions

· allow more time

· provide photocopied notes

· allow point-form notes

· don’t penalize mechanics

· use peer editing

· teach use of spell check

Attention Difficulties

· provide a variety of activities and teaching techniques

· give blocks of information and vary the activities frequently

· use co-operative learning

· ask students to repeat instructions to you

· provide immediate feedback

· move around room

· use visuals

· ensure students see an end in sight

ESL

· pair or group students with English speakers

· provide note making guide

· promote peer tutoring

· encourage use of first language English dictionaries for assignments and assessment

· pair written instructions with verbal instructions

· provide visual and auditory clues

· allow extra time for reading or writing assignments

· ask an ESL/ELD teacher to review questions, assignments, or assessment instruments

Gifted

· independent study

· co-operative education

· Junior Achievement

· Sir Wilfrid Laurier Stock Market Competition

· The Association of Marketing Students (DECA)

· Ontario Business Educators Association (OBEA) contests

· Business Club/School Store

· mentorship programs

Further ESL Accommodations

· The teacher should set the tone for a positive attitude toward helping students with special needs.

· English-speaking students can help their ESL classmates by repeating, rephrasing, and writing words down.

· Bilingual peer tutors, if available, can be helpful, or use classroom groups to facilitate clarification in native language (ESL students benefit from first language help and support).

· Provide peer tutors and give them specific responsibilities up front.

· Give recognition to partners for undertaking responsibilities with students with special needs.

· Avoid “all ESL” groupings.

· Encourage ESL students to use their own language to explain terms in their private notes if it helps them remember.

· Have all concrete items labelled so that every time students sit at the work station they are reminded of the terms.

· Allow speaking in native languages for clarification and explanation.

· Teachers help students decide on the skills and competencies that need work.

· Provide students with a summary sheet that can be used at the end of each class (with teacher assistance) to list main terms or concepts that were the focus of the lesson.

· Make overheads of handouts on which teacher highlights important terms, explains words, clarifies instructions, etc. while students do the same on their copy.

· Provide students with articles to choose from if they are unable to do their own research.

· Assist tutors for ESL students to help with the reading section.

· Provide a glossary of terms for the reading for students with special needs.

Resources

There is a wide, almost limitless number of general business resources available. The list below is intended to facilitate the productivity of both the student and teacher but is not definitive. Resources required for specific unit activities are provided but are presented in generic subcategories to encourage the teacher and students to creatively pursue additional resources when appropriate. Internet sites are not segregated into a list of their own but included in each subcategory. Every effort has been made to check the currency of Internet sites, but teachers are advised to check addresses prior to use as they change from time to time. Very brief annotated descriptions are included for some resources but teachers should check all of the information to determine what references are most appropriate for their students.

Associations

Canadian Banker's Association
http://www.cba.ca

Canadian Foundation for Economic Education
http://www.cfee.org/en/

Canadian General Accountants
http://www.cga-canada.org/

Canadian Institute of Chartered Accountants
http://www.cica.ca/

Canadian Management Association
http://www.cma-canada.org/

Canadian Shareowners' Association
http://www.shareowner.ca

Canadian Youth Business Foundation
http://www.cybf.ca

Credit Counseling Service of Toronto
http://www.creditcanada.com

Credit Union Central of Ontario
http://www.cuco.on.ca

Investment Funds Institute of Canada
http://www.ific.ca

Investor Learning Centre of Canada
http://www.investorlearning.ca

Junior Achievement of Canada
http://www.jacan.org

MLS (Multiple Listing Service) Online
http://www.MLS.ca

Ontario Women's Directorate
http://www.gov.on.ca/owd

Maquila Solidarity Network
606 Shaw Street, Toronto, ON M6G 3L6 (416) 532-8584

Business Books and Textbooks

Axtell, Roger E. Gestures: The DO’s and TABOOs of Body Language Around the World. Toronto, Ontario: John Wiley and Sons Inc., 1998.

Axtell, Roger E. The DO’s and TABOOs of International Trade: A Small Business Primer. Toronto, Ontario: John Wiley & Sons, 1994.

Beckhard Richard, Frances Hesselbein, and Marshall Goldsmith, eds. The Organization of the Future. San Francisco, California: Jossey-Bass Publishers, 1997.

Brand, Margaret and Ann Sparks. Success in the Workplace. Mississauga, Ontario: Copp Clark Pitman Ltd., 1990.

Caetano, R., J. Schermerhorn, and A. Templer. Management For Productivity. Toronto, Ontario: John Wiley & Sons, 1995.

Chilton, David. The Wealthy Barber, Special Gold Edition. Toronto, Ontario: Stoddart Publishing, 1998.
Homespun advice that helps readers take control of their financial future and build wealth slowly and steadily. It provides novice investors with a well-thought-out, basic introduction to the power of compound interest and the importance of financial planning.

Council on Economic Priorities. The Corporate Report Card: Rating 250 of America’s Corporations for the Socially Responsible Investor. Toronto, Ontario: Dutton, Penguin Group, 1998.

Di Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, Ontario: Oxford University Press, 1998.

Doherty, Dennis C. Making Economic Choices. Toronto, Ontario: Copp Clark Pitman, 1992.

James, E. Economics – A Problem Solving Approach. Toronto, Ontario: Prentice Hall, 1996.

Lang, Jim. Making Your Own Breaks. Toronto, Ontario: Trifolium Books, Inc., 1994.

Mariotti, Steve. The Young Entrepreneur’s Guide to Starting and Running a Business. Toronto, Ontario: Random House of Canada, 1996.
A practical guide with many case studies and applications.

McLean, J.W. and William Weitzel. Leadership: Magic, Myth, or Method? New York, NY: American Management Association AMACOM, 1992.
Discusses the current issues in management succinctly and is rooted in an historical and philosophical approach easily transported to the classroom. Topics include transformational leadership.

Moynes, Riley. The Money Coach. Toronto, Ontario: Addison Wesley Longman Ltd., 1997.

Popcorn, Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your Work and Your Business. New York, NY: Harper Collins Publisher, 1996.

Popcorn, Faith and Lys Marigold. Clicking: 17 Trends that Drive Your Business and Your Life. New York, NY: Harper Collins, 1997.
Updated on the eve of the new millennium, Popcorn and Marigold revisit, amend, and add new trends that their research has indicated will become the new reality. This is another excellent resource.

Popcorn, Faith. The Popcorn Report. New York, NY: Doubleday, 1991.
This is the original book published by futurist Faith Popcorn. This book features detailed descriptions of trends such as cocooning which was first identified by the author’s company, BrainReserve. A good background resource book.

Pulver, Lana Marks and Gail Raintree Kennedy. First Class: The Original Financial Guide for High School Students. British Columbia: Communications Inc., 1996.
Provides advice on planning one's financial future. Is intended for background on the entire area of investments, tax planning, and retirement planning.

Rabbior, Gary. Money and Youth. Toronto, Ontario: Canadian Foundation for Economic Education, 1997.
Developed for students, this book helps them to understand money and enable them to take responsibility for their own economic future. Units include Goals, Values and Decisions, In Search of Income, and Working with Money. There is also a substantial teacher's guide available on disk.

Rabbior, Gary. Teaching Strategies for Entrepreneurship Education. Toronto, Ontario: MET, 1998.

Schincariol, David. Start and Run a Profitable Student Business. Vancouver, British Columbia: Self-Counsel Press, 1995.
This book offers entrepreneurs affordable business start-up suggestions.

Secretan, Lance H.K. Reclaiming Higher Ground: Creating Organizations that Inspire the Soul. Toronto, Ontario: MacMillan Canada, 1996.

Textbooks

No single textbook is recommended for this course.

De Jordy, Herve, Michael Lieper, and Michael Schultz. The Entrepreneurial Spirit. Toronto, Ontario: McGraw-Hill Ryerson Limited, 1991.

Hird, H. Richard. Working With Economics: A Canadian Framework. Scarborough, Ontario: Prentice-Hall Canada Inc., 1996.

Kretchman, M. Lily, Lori Cranson, and Bill Jennings. Entrepreneurship Creating a Venture. Toronto, Ontario: John Wiley and Sons Canada Limited, 1991.

Levin, Sandy. Marketing Dynamics. Toronto, Ontario: Copp Clark Pitman Ltd., 1990.

Liepner, Michael and Jane Magnan. Exploring Business: A Global Perspective. Toronto, Ontario: McGraw-Hill Ryerson Limited, 1994.

Murphy, Terry G., Rob Kelley, Roy McMillan, and Jack Wilson. The World of Business: A Canadian Profile, Third Edition. Scarborough, Ontario: ITP Nelson, 1994.

Murphy, Terry G., Rob Kelley, Roy McMillan, and Jack Wilson. The World of Business: A Canadian Profile (Student Workbook), Third Edition . Scarborough, Ontario: ITP Nelson, 1994.

Stewart, Margaret J., Diane Johns, David Notman, and Lynn L. Vos. Marketing: A Global Perspective. Toronto, Ontario: John Wiley and Sons Canada Limited, 1991.

Corporations

The following list of companies may help teachers quickly assign corporations to individual students or student teams in order to complete their Corporate Profile. The companies listed are not all Canadian companies. The list does include a good representation of Canada’s best known companies and have been selected from a variety of industries.

Abitibi-Consolidated	http://www.abicon.com/domino/aciweb2.nsf
Alcan Aluminum Limited	http://www.alcan.com/
Air Canada	http://www.aircanada.ca/
Ballard Fuel Cells	http://www.ballard.com/default.asp
Bank of Montreal	http://www.bmo.com/
Bank of Nova Scotia	http://www.scotiabank.com/
Barrick Gold Corporation	http://www.barrick.com/
Bata Limited	http://www.bata.com
Bell Canada Enterprises	http://www.bce.ca/
Bombardier Inc.	http://www.bombardier.ca/
Canadian Airlines	http://www.cdnair.ca/
Canadian Imperial Bank of Commerce	http://www.cibc.com
Canadian National	http://www.cn.ca/cnwebsite/cnwebsite.nsf/public/splashC
Canadian Tire	http://www.canadiantire.ca/
Coca-Cola Corporation	http://www.coke.com/
Corel Corporation	http://www.corel.ca/
DaimlerChrysler Canada	http://www.chryslercanada.ca/English/AboutChryslerCanada/
Dofasco Inc.	https://www.dofasco.ca/
Fiat Group	http://www.fiat.com/
Ford of Canada	http://www.ford.ca/fordFlash.html
Four Seasons Hotels and Resorts	http://www.fourseasons.com/index.html
Gap	http://www.gapinc.com/
George Weston	http://www.weston.ca/
GM Canada	http://www.gmcanada.com/english/home/home.html
Hudson’s Bay Company	http://www.hbc.com/language.asp
IBM Canada Limited	http://www.ibm.ca/
Imperial Oil Company	http://www.imperialoil.ca/
Inco	http://www.inco.com/
Indigo	http://www.indigo.ca/
Irving Oil Company	http://www.irvingoil.ca/
Irwin Toys	http://www.irwin-toy.com/
Kodak Canada	http://www.kodak.ca/
Labatt	http://www.labatt.ca/
Lego Group	http://www.lego.com/
MacMillan Bloedel Ltd.	http://www.mbltd.com/
Magna International Inc.	http://www.magna.ca/
Manulife Insurance	http://www.manulife.com/corporate1.nsf/public/index.html
McDonald’s Corporation	http://www.mcdonalds.com/
Molson Inc.	http://www.molson.com/home/main.ghtml
Nestle	http://www.nestle.com/
Newbridge Networks	http://www.newbridge.com/
Nike Inc.	http://www.nike.com/
Nortel Networks Inc.	http://www.nortel.ca/
Novopharm Biotech	http://www.novopharmbiotech.ca/
Onex Corporation	http://www.onexcorp.com/
Petro-Canada	http://www.petro-canada.ca/
Petroleum Company of Mexico	http://www.pemex.com/
Qantas Airlines	http://www.qantas.com/
Research in Motion Limited	http://www.rim.net/
Royal Bank of Canada	http://www.royalbank.ca/
Seagram Company	http://www.seagram.com/
Sears Canada	http://www.sears.ca/
Sobey’s Inc.	http://www.sobeys.ca/
Sony Corporation	http://www.sony.com/
Stelco Inc.	http://www.stelco.ca/
Systeme Nationale Chemin de Fer	http://www.sncf.fr/
TD Bank	http://www.tdbank.ca/
Teleglobe Canada	http://www.teleglobe.ca/
Tommy Hilfiger Inc.	http://www.tommy.com/
Toyota Canada	http://www.toyota.ca/
Wendy’s Corporation	http://www.wendys.com/index0.html

Government

Human Resources Development Canada
http://www.toronto-hrdc.sto.org/Includes/Rootdirectory/Common/hrdc.shtml

Industry Canada
http://strategis.ic.gc.ca/sc_ecnmy/engdoc/homepage.html

Revenue Canada
http://www.rc.gc.ca

Statistics Canada
http://www.statcan.ca/start.html

Youth Resource Network of Canada
http://www.youth.gc.ca/

Canada/Ontario Business Services
http://www.cbsc.org/ontario/index.html

Ontario Ministry of Economic Development and Trade
http://www.ontario-canada.com/medtt/edtlib.nsf/504ca249c786e20f85256284006da7ab/
01cecbd5b1b49e6e8525666d004d2dc9?OpenDocument

Online Magazines

Teachers can become familiar with the sites listed below prior to the course and then before the start of each new unit to get ideas for lesson planning. There is a great deal of current information, analysis, archival material, and other relevant links. You may want to assign students the task of summarizing or annotating these publications as one method to cover the vast amount of material available.

Canadian Business Magazine	http://www.canbus.ca
E-Business Magazine	http://www/hp.com/Ebusiness
Entrepreneur Magazine	http://www.entrepreneurmag.com
Fast Company Magazine	http://www.fastcompany.com
Inc. Magazine	http://www.inc.com/incmagazine
Maclean's Magazine	http://www.macleans.ca
Marketing Magazine	http://www.marketingmag.ca
Planning for Profits Magazine	http://www.planningforprofits.com
Profit Magazine	http://www.profitguide.com
Strategy Magazine	http://www.strategymag.com

Online Newspapers

Le Droit d’Ottawa
http://www.ledroit.com/encours/01_actualites/accueil__self.stm

The Globe and Mail
http://www.globeandmail.ca

The Hamilton Spectator
http://www.hamiltonspectator.com/

The Kingston Whig-Standard
http://www.kingstonwhigstandard.com/

The London Free Press
http://www.canoe.ca/LondonFreePress/home.html

National Post
http://www.nationalpost.com

The Ottawa Citizen
http://www.ottawacitizen.com/

The Sault Star
http://www.saultstar.com/

Torstar Corp
http://www.torstar.com

The Windsor Star
http://www.southam.com/windsorstar/

Pedagogy

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me Then Who? Aurora, Colorado: McRel, 1998.
This is an excellent teacher reference. It can be used to develop new, modify, or extend teaching/learning strategies that specifically target literacy.

Buzan, Tony with Berry Buzan. The Mindmap Book: Radiant Thinking. London, England: BBC Books, 1997.
This is a comprehensive guide to Mind Maps, a revolutionary method of accessing intelligence. It suggests ways of using and improving memory, concentration, and creativity.

Cabaj, Hanna and Vesna Nikolic. Am I Teaching Well?: Self-evaluation Strategies for Effective Teachers. Toronto, Ontario: Pippin Publishing Corporation, 2000.
This is a complete self-assessment manual for teachers and their programs.

Clarke, Judy, Ron Wideman, and Susan Eadie. Together We Learn. Scarborough, Ontario: Prentice-Hall Canada, Inc., 1990.
This handbook helps teachers implement small group learning strategies and suggestions for evaluation.

Choices and Decisions: Taking Charge of Your Life. Toronto, Ontario: VISA Canada Association, 1996.
This complete learning module on financial planning, budgeting, and decision-making includes an interactive CD-ROM, a 12-chapter lesson plan, handouts, and activity guide, sponsored by VISA Canada Association. This resource package is available free to Canadian schools and may be obtained by contacting:

Canadian Intramural Recreation Association or VISA Canada Association

Place R. Tait McKenzie 40 King Street West

1600 James Naismith Dr. Suite 3710

Gloucester, ON K1B 5N4 Toronto, ON M5H 3Y2

(613) 748-5639 (phone) or (613) 748-5737 Fax (416) 361-8472

De Bono, Edward. Serious Creativity. New York, New York: HarperBusiness, 1992.

King, Marlane and Joseph Ranello. Teaching and Assessment Strategies for the Transition Age. Vancouver, British Columbia: EduServ Inc., 1995.
This book is full of suggestions for teachers to use as they search for ways to improve instructional, assessment, and evaluation strategies.

McKelevy, Betsy. Demystifying Thinking: A Practical Handbook for Teachers. Scarborough, Ontario: Prentice-Hall Canada, Inc., 1995.
This book deals with critical and creative thinking skills, problem solving/finding, decision making, and metacognition.

Online Projects

Economics for People & The Planet
http://www.chebucto.ns.ca/Environment/SCN/CommLink/EPP.html

Canada's SchoolNet – A site for teachers and students to share resources, enhance learning, develop information and technology skills, and encourage the use of technology in the classroom.
http://www.schoolnet.ca

The Global Community
http://www.chebucto.ns.ca/Environment/SCN/CommLink/TGC.html

The Global Schoolhouse
http://www.gsn.org
Site facilitates the linking of kids and teachers around the world in innovative projects from K-12. It contains informative articles about how teachers can build projects and offers a variety of project-based activities and collaborative learning projects.

Pitsco's Ask an Expert
http://www.askanexpert.com/askanexpert
This is a site for making connections with experts. It is broken down into different categories with more than 300 web sites and e-mail addresses to make it easy to use. Its directory links people who have volunteered their time to answer questions online.

Reference and Online Search

theBizSTOP.com: Business Community
http://www.bmscentre.com/brc_courses/brccourses/MiniCourses/markstra/mod4/m4_sub3/m4_s1-04a.htm

Corporate Social Responsibility Indicators
http://www.abellsgroup.com/welcome/welcome.html

CNNfn The Financial Network
http://www.cnnfn.com/

GlobeInvestor.com
http://www.globeinvestor.com/

Presenting Solutions
http://www.presentingsolutions.com/effectivepresentations.html

CANOE (Canadian Online Explorer)
http://www.canoe.ca

Sympatico News Express
http://www1.sympatico.ca/news

Canada One: A Canadian Business Forum
http://www.canadaone.com

Research a Canadian Company
http://www.fin-info.com

Stock Market, Currency Exchange Web Sites

Toronto Stock Exchange
http://www.tse.com

Australian Stock Exchange
http://www.asx.com.au/

Bombay Stock Exchange
http://www.bseindia.com/

Frankfurt Stock Exchange
http://www.exchange.de/INTERNET/EXCHANGE/index_e.htm

Hong Kong Exchange
http://www.sehk.com.hk/

London Stock Exchange
http://www.stockex.co.uk/

NASDAQ
http://www.nasdaq.com/

New York Stock Exchange
http://www.nyse.com/

Sao Paulo Stock Exchange
http://www.bovespa.com.br/

Tokyo Stock Exchange
http://www.tse.or.jp/eindex.html

Warsaw Stock Exchange
http://www.atm.com.pl/~gielda/

Stock Market Competition
http://www.invest.wlu.ca/nssmc
This is the site for Sir Wilfrid Laurier's national secondary school stock market game. The Competitions can be used in class or as an extracurricular activity for teams of one to five students. The cost per team is $25.

Accu-Rate Exchange
http://www.accu-rate.ca/ratecard1/GRIU.htm

Currency Converter
http://www.xe.net/ucc/

Theology

Kosior, Stan, Peter Petrasek, Colleen Smyth, Bernard Smyth, and Larry Trafford. One World to Share: When Faith and Economics Meet. Toronto, Ontario: Metropolitan Separate School Board (TCDSB), 1990.

Pope John Paul II. On Human Work. Encyclical Letter, 1981.
http://www.catholic.net/RCC/documents/

Pope John Paul II. On the Hundredth Anniversary of Rerum Novarum. Encyclical Letter, 1991.
http://www.catholic.net/RCC/documents/

Pope Leo XIII. On the Condition of the Working Classes. Encyclical Letter, 1891.
http://www.catholic.net/RCC/documents/

Videos, Broadcast, and Online Media

Business Concepts. Toronto, Ontario: International Tele-Film (TVO), 1987.
Business Concepts is an animated and humorous series of short, five-minute programs. Each tape addresses a fundamental business topic. The series includes programs on business ownership, introduction to economics, personal banking, credit, accounting, budgeting, retail selling, and contract law.

Mickey Mouse Goes to Haiti: Walt Disney and the Science of Exploitation. Paris, Ontario: National Labour Committee, 1996. 17 min.

Planning for Success. Video and CD-ROM. Toronto, Ontario: Canadian Foundation for Economic Education, 1994. 20 min.

Spirit of Adventure video series. Toronto, Ontario: Canadian Foundation for Economic Education, 1991. 30 min.

Street Cents Online
http://www.halifax.cbc.ca/streetcents
The site for CBC’s Street Cents series includes two forums, a library archiving all information used on the show for the past three seasons, FAQ’s with answers, and highlights of the week’s program.

Wilson, Jack and David Notman. The World of Business Video Series. Scarborough, Ontario: ITP Nelson, 1997.
This eight-part video series complements the text, The World of Business, Third Edition, but can be used without it.

OSS Policy Applications

Business Studies Ontario Secondary School Curriculum Policy, Choices Into Action, Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools.

Course Evaluation

The success and effectiveness of this or any program requires that teachers consciously collect information that indicates what works and what does not work. Reflective practice should be formative, summative, include an assessment of the intended and actual products, and, ideally, involve the students. Some suggested tools the teacher might consider are: personal reflection (diaries or journals), action research (experimental tasks), checklists, student questionnaires, audio and/or video recording, the development of a course portfolio, and peer observation and feedback.

It is recommended that each teacher modify and document this course profile on an annual basis as part of this process of evaluation.

Coded Expectations Introduction to Business, BBI2O

The Role and Impact of Business

RBV.01

– demonstrate an understanding of how businesses respond to needs, wants, and demand;

RBV.02

– compare types of businesses;

RBV.03

– evaluate the impact of businesses on their community.

Specific Expectations

Needs, Wants, and Demand

RB1.01

– describe the concept of demand and the conditions that give rise to demand;

RB1.02

– explain how needs, wants, and demand create opportunities for business;

RB1.03

– compare the ways in which different companies address similar consumer needs and wants.

Types of Business

RB2.01

– compare the features of sole proprietorships, partnerships, corporations (public, private, and Crown), and cooperatives;

RB2.02

– identify the types of businesses and business sectors that have experienced the greatest growth in recent years;

RB2.03

– explain why a person or group of people may choose to establish one type of business rather than another (e.g., consider start-up costs, availability of financing and skills, level of risk, complexity of production, resource requirements, home-based businesses).

Impact on Community

RB3.01

– describe how businesses can generate wealth, jobs, and incomes, and how they can influence standards of living;

RB3.02

– distinguish the various ways in which business activity can affect the quality of life (e.g., level of income, products available, environmental impact, stress in the workplace);

RB3.03

– investigate issues in their community that have been created or affected by business (e.g., issues concerning land use, the environment, traffic, health and safety, employment);

RB3.04

– analyse the impact that business activity has on the changes occurring in their community.

Conducting Business in a Competitive and Changing Workplace

Overall Expectations

CCV.01

– analyse the major factors influencing the success of Canadian businesses;

CCV.02

– explain how businesses are affected by variations in market conditions and environments for conducting business;

CCV.03

explain how current issues affect Canadian businesses;

CCV.04

explain the importance and role of human resources and sound management in business;

CCV.05

explain the role of marketing and accounting in business.

Specific Expectations

Factors Affecting Business Success

CC1.01

– identify various factors affecting business activity that have contributed to the success of Canadian companies and entrepreneurs (e.g., risk taking, vision, passion, perseverance, teamwork, market niche, ability to respond to change);

CC1.02

– compare levels of customer service and quality of goods and services among a variety of competing companies;

CC1.03

– identify factors that influence employees’ attitudes and the quality of their work (e.g., factors that affect personal health, safety, work enjoyment).

Market Conditions and Business Environments

CC2.01

– analyse the forces of supply and demand and explain how they affect market prices and the willingness of businesses to produce products;

CC2.02

– explain how a business can be affected by the number and quality of competitors in a market;

CC2.03

– describe reasons for government policies and actions relating to regulation of markets and business activity (e.g., environmental concerns, the need for product labelling, health and safety concerns, the need for quality control, the need to ensure agricultural supply).

Issues Affecting Business

CC3.01

– analyse how technology has influenced the Canadian workplace;

CC3.02

– specify ways in which business activity can help or harm the environment;

CC3.03

– determine the importance of ethics and social responsibility in business.

Human Resources and Management

CC4.01

– describe the function of human resources and effective people management;

CC4.02

– identify key employability skills;

CC4.03

– describe a variety of business career paths;

CC4.04

– compare the rights and responsibilities of employees and employers;

CC4.05

– describe the role of management in business;

CC4.06

– describe how different management approaches and styles can influence employee productivity.

Marketing and Accounting

CC5.01

– describe the role and effectiveness of advertising, display, distribution, research, packaging, and selling methods in marketing a product;

CC5.02

– describe how effective accounting and financial statements contribute to the success of a business.

Personal Finance

Overall Expectations

PFV.01

– distinguish the various ways in which individuals and households can acquire income and other benefits;

PFV.02

– develop skills in managing personal income effectively, such as skills in budgeting, planning, saving, and investing;

PFV.03

– analyse the role and importance of consumer credit.

Specific Expectations

Income and Benefits

PF1.01

– summarize the various ways in which individuals and households acquire income (e.g., employment, saving, investing, social programs);

PF1.02

– describe the major factors that can influence a job’s income level (e.g., experience, education, personal performance, uniqueness of abilities, success of the business);

PF1.03

– describe other benefits of a job in addition to income (e.g., skill development, self-fulfillment, pension, health insurance).

Personal Finance Skills

PF2.01

– distinguish the various ways of using income (e.g., spending, saving, investing, donating);

PF2.02

– identify the types of expenses, including taxes, that individuals and households typically incur;

PF2.03

– identify the criteria required for making effective purchasing decisions (e.g., cost, quality, guarantees, service, money available, product information);

PF2.04

– evaluate the products and services offered by major Canadian financial institutions;

PF2.05

– explain how fluctuations in interest rates affect saving, investing, and spending decisions;

PF2.06

– identify various types of investment alternatives (e.g., GICs, stocks, bonds, mutual funds);

PF2.07

– compare the benefits of saving and investing;

PF2.08

– demonstrate an understanding of the factors that will affect the value of money over time (e.g., compounding interest, rate of inflation, saving, investment decisions);

PF2.09

– demonstrate personal-budgeting and financial-planning skills, and produce a personal budget

and a financial plan, using appropriate software.

Consumer Credit

PF3.01

– explain the advantages and disadvantages of consumer credit;

PF3.02

– describe the process of establishing a personal credit rating and applying for and obtaining credit;

PF3.03

– calculate the total cost of credit on a variety of loans.

Entrepreneurship

Overall Expectations

EPV.01

– identify characteristics and skills associated with successful entrepreneurs;

EPV.02

– evaluate the roles and contributions of entrepreneurs;

EPV.03

– analyse the importance of invention and innovation in entrepreneurship.

Specific Expectations

Characteristics and Skills

EP1.01

– describe the characteristics and skills often associated with successful entrepreneurs;

EP1.02

– explain how these characteristics and skills can be applied to any kind of entrepreneurial endeavour;

EP1.03

– describe the lives and accomplishments of a variety of Canadian entrepreneurs;

EP1.04

– analyse their own entrepreneurial strengths and interests.

Roles and Contributions

EP2.01

– describe how entrepreneurs discover opportunities in people’s needs, wants, and problems;

EP2.02

– identify a variety of goods and services produced by entrepreneurs in their community or a nearby community;

EP2.03

– investigate opportunities for entrepreneurship within their school or community, using a variety of techniques and methods (e.g., interviews, questionnaires, research, networking), and evaluate these opportunities;

EP2.04

– identify the human and financial resources necessary to create a venture based on one or more opportunities and ideas discovered within their school or community.

Invention and Innovation

EP3.01

– contrast the role of an inventor with that of an innovator and an entrepreneur;

EP3.02

– describe a variety of Canadian inventions and innovations, and identify characteristics and skills of some Canadian inventors;

EP3.03

– demonstrate how innovation has affected a variety of products over time;

EP3.04

– describe how innovation and invention lead to the development and application of new technologies.

International Business

Overall Expectations

NBV.01

– describe how nations become interdependent through international business;

NBV.02

– analyse the impact of trade on the Canadian economy;

NBV.03

– describe Canada’s key international economic relationships.

Specific Expectations

Interdependence

NB1.01

– identify the differences between the concepts of imports and exports;

NB1.02

– explain why goods and services are traded among nations;

NB1.03

– analyse factors that affect the flow of goods and services among nations (e.g., consumer needs and incomes, currency values, transportation costs, language and culture, trade agreements and pacts, tariff and non-tariff barriers).

Impact of Trade

NB2.01

– summarize the impact of trade on employment and job creation in Canada;

NB2.02

– analyse the impact of trade on the quality and quantity of products available.

International Relationships

NB3.01

– identify Canada’s major trading partners;

NB3.02

– identify ways in which culture affects business activity and Canada’s international economic relationships;

NB3.03

– describe how a company’s profit and growth can be affected by its international business activity and participation in the markets of other nations.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

Acknowledgments

Identifying Information

Description

Rationale

How This Course Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: The Marketplace: Challenges and Opportunities

Unit 2: Anatomy of Business: From Concept to Reality

Unit 3: The Creation of Wealth: More Than Managing Money

Unit 4: World Wide Business: Going Global

Unit 5: The Corporate Profile: Analysing a Business

Course Notes

Corporate Profile Project

Computer Technology

Guidance

Work Experience

Adults as Students

Using the Business Community as a Resource

Teaching/Learning Strategies

Teacher-Centred Strategies

Learner-Centred Strategies

Self-Directed Strategies

Assessment/Evaluation Techniques

Diagnostic

Formative

Summative

Evaluation

Accommodations

Reading Difficulties

Math Difficulties

Memory Difficulties

Oral Language Difficulties

Motivation Difficulties

Written Language Difficulties

Attention Difficulties

ESL

Gifted

Further ESL Accommodations

Resources

Associations

Business Books and Textbooks

Textbooks

Corporations

Government

Online Magazines

Online Newspapers

Pedagogy

Online Projects

Reference and Online Search

Stock Market, Currency Exchange Web Sites

Theology

Videos, Broadcast, and Online Media

OSS Policy Applications

Course Evaluation

The Role and Impact of Business

Specific Expectations

Conducting Business in a Competitive and Changing Workplace

Specific Expectations

Personal Finance

Specific Expectations

Entrepreneurship

Specific Expectations

International Business

Specific Expectations