Taught in Spanish, for students interested in exploring a variety of careers and are:- dual language immersion learners- Spanish language learners who completed AP Spanish - New arrivals who speak Spanish- Heritage language learners Assessment: formative & summative assessments around the various modes of communication: Interpersonal, Presentational, and InterpretiveStudent centered, with lots of time built in for independent exploration, sharing with groups, guest speakers, and site visits in preparation for a career post graduation and pathway to accomplish their goals.Linked to Career or World Language Standards and overlap with business and IT standards. Students will be meeting many different objectives in their coursework. Additionally, participation in this class may help students understand the relevance of their other course preparations and how those subjects contribute to career readiness. 

From New York to Neenah, this industrious innovator’s journey to becoming a leader in the paper products world was marked by his commitment to serving his community and country.

Resources available for exploring this story include:
- A short animated video with captions and transcripts in English and Spanish
- A short biography book accessible as a slide deck, with per-page audio for listening along, and maps of key locations in the story
- Questions that can be used for conversation, reflection, and connection with the story
- A historical image gallery full of primary and secondary sources to explore
- A guide for activating the media with learners that includes story stats, extension activity ideas, and standards supported

This story is part of Wisconsin Biographies, a collection of educational media resources for grades 3-6. Explore the full collection at pbswisconsineducation.org/biographies/about.

William A. Rogers depicts Capital and Labor as evenly matched with Commerce a beleaguered referee on a 1901 cover of Harper's Weekly. Variations on this theme frequently appeared in the Progressive Era's mainstream press. Commerce alternated with other allegorical figures like the nation" or the "public

In an increasingly interconnected world, communicating across cultures is a crucial skill in the international networks of business, science, and technology. Subject examines a range of communication styles and techniques resulting from different cultural norms and traditions. It begins with a general theoretical framework and then moves into case studies. Topics include understanding the relationship between communication and culture, differences in verbal and non-verbal communication styles, barriers to intercultural communication, modes of specific cross-cultural communication activities (e.g. argumentation, negotiation, conflict resolution) and intercultural adjustment. Case studies explore specific ways of communicating in Asian and European cultures. Graduate students are expected to complete additional assignments. Taught in English.It has become commonplace knowledge that globalization is one of the major forces shaping our world. If we look at the spread of information, ideas, capital, media, cultural artifacts--or for that matter, people--we can see the boundaries and borders that have historically separated one country or one group from another are becoming more and more permeable. For proof of this close to home, you need only to look at the composition of the MIT student body: 8 percent of the undergraduates and 37 percent of the graduate students are from 109 different countries. "Communicating Across Cultures" is designed to help you meet the challenges of living in a world in which, increasingly, you will be asked to interact with people who may not be like you in fundamental ways. Its primary goals are to help you become more sensitive to intercultural communication differences, and to provide you with the knowledge and skills that will help you interact successfully with people from cultures other than your own. We hope the course will accomplish those goals by exposing you to some of the best writers and scholars on the subject of intercultural communication, and by giving you a variety of opportunities to practice intercultural communication yourself. As you read the syllabus for this course, we hope you get a sense of our commitment to making this course a rewarding experience for you.

Use the lovable character Curious George to capture your students’ attention while teaching about personal finance and economics. Each lesson features a specific Curious George children’s book and includes fun activities to help your students learn about economics. Economic concepts will include goods and services, natural, capital, and human resources, production, specialization, interdepenence, and saving.

Includes 5 lessons.

Problem based accounting learning activity for notes and interest payable, sales tax payable, and payroll.

This course introduces concepts of supply chain design and operations with a focus on supply chains for products destined to improve quality of life in developing countries. Topics include demand estimation, capacity planning and process analysis, inventory management, and supply chain coordination and performance. We also cover issues specific to emerging markets, such as sustainable supply chains, how to couple product design with supply chain design and operation, and how to account for the value-adding role of a supply chain. A major aspect of class is the student projects on supply chain design or improvement.

Traditional craft production centered around an independent master artisan, his journeymen, and the apprentice helpers who worked together in small shops. Apprentices worked alongside masters and received training in the "mysteries of the craft" in exchange for their labor. Journeymen looked forward to becoming proprietors when they accumulated sufficient capital and skill. In his Sketches of Lynn (1880), David Johnson recalled the masculine work culture and small-scale setting of the shoe industry in early-19th century Lynn, Massachusetts. With transportation improvements and growing commercial activity, manufacturing moved from small shops engaged in custom work to larger-scale production of ready-made goods. No area experienced greater dislocation than Lynn, where shops multiplied, the division of labor increased, and some masters opened larger central shops. Less skilled workers, including women and children, replaced journeymen, apprenticeship declined, and the world that Johnson described faded.

New home construction declined dramatically during the Great Depression as rents rose, reaching an all-time high in 1940. A persistent housing shortage continuing into the early 1950s forced families to separate and apartment dwellers to "double-up." The housing reform movement, largely ineffectual in the 1920s and 1930s, gathered strength in the postwar period. Labor and veteran groups pressured Congress and the White House to enact a comprehensive housing policy with money for public housing and continued wartime rent control. President Harry S. Truman, echoing reformers, wrote to Congress, "A decent standard of housing for all is one of the irreducible obligations of modern civilization." Despite opposition from real estate interests, the Housing Act of 1949 passed. Although the Act called for the construction of 810,000 units of public housing over six years--and two additional housing acts in 1961 and 1965 promised substantial increases--by the mid-1960s, more people lived in substandard housing than in 1949. In addition, many blamed public housing itself for destroying neighborhoods and fostering social problems. In the following 1947 testimony before a joint Congressional committee, including Frank L. Sundstrom, Representative of New Jersey, created by anti-housing reform legislators to stall action, New Jersey spokespersons for tenants quoted the proposed Taft-Ellender-Wagner legislation and described housing conditions, while a number of tenants related their own difficult living situations.

Water supply is a problem of worldwide concern: more than 1 billion people do not have reliable access to clean drinking water. Water is a particular problem for the developing world, but scarcity also impacts industrial societies. Water purification and desalination technology can be used to convert brackish ground water or seawater into drinking water. The challenge is to do so sustainably, with minimum cost and energy consumption, and with appropriately accessible technologies. This subject will survey the state-of-the-art in water purification by desalination and filtration. Fundamental thermodynamic and transport processes which govern the creation of fresh water from seawater and brackish ground water will be developed. The technologies of existing desalination systems will be discussed, and factors which limit the performance or the affordability of these systems will be highlighted. Energy efficiency will be a focus. Nanofiltration and emerging technologies for desalination will be considered. A student project in desalination will involve designing a well-water purification system for a village in Haiti.

In recent years, the redistribution of risk has created conditions for natural and technological disasters to become more widespread, more difficult to manage, and more discriminatory in their effects. Policy and planning decision-makers frequently focus on the impact that human settlement patterns, land use decisions, and risky technologies can have on vulnerable populations. However, to ensure safety and promote equity, they also must be familiar with the social and political dynamics that are present at each stage of the disaster management cycle. Therefore, this course will provide students with: An understanding of the breadth of factors that give rise to disaster vulnerability; and A foundation for assessing and managing the social and political processes associated with disaster policy and planning.

Tobacco was promoted in Europe in the 17th century as a cure for a number of ailments, including toothache, fatigue, and joint pains, as well as a calming agent. Smoking for enjoyment, however, was mainly responsible for the growth of the tobacco industry. By the time the following Collier's article was published in 1950, a campaign to warn smokers--who by then made up more than half of the American population--of potential dangerous effects of smoking was underway. Opposed to these efforts, the author argued that scientific attempts to link tobacco products to lung cancer and heart disease had failed and that the antismoking crusade interfered with needed research into more likely cancer causes. In 1951, an important medical study in London concluded that smoking was "an important factor" contributing to lung cancer. Despite a growing antismoking movement, aided by a 1979 Surgeon-General's report linking smoking to heart disease and the classification of nicotine as an addictive drug by the Food and Drug Administration in 1995, over five trillion cigarettes were sold that year. Threatened with state and local class-action lawsuits, the U.S. tobacco industry agreed in 1998 to a consent decree that settled 37 pending cases, quieted future claims, and ended certain types of tobacco advertising.

The activity will drive home the powerful idea of “give before you get.” It’s also a perfect opportunity to have participants use the internet to research a company they plan to contact for sales purposes.Learning outcome: If participants want people to take an interest in their company, then participants must first show interest in the company they contact.----Special note: you have a sample pack activity that accompanies Danny Rubin's book, Wait, How Do I Write This Email?, a collection of 100+ templates for networking, the job search and LinkedIn.Each book features 40+ additional classroom activities on more in-demand topics, including:Email etiquetteNetworkingInternship/job search emailsResumeLinkedInPhone etiquetteSee the 100+ activities from the Rubin Education online curriculum (covers employability, business promotion and leadership)If you'd like to explore the additional material and learn about pricing, please fill out this short contact form and a Rubin Education learning specialist will follow up with you.

This course examines the choices and constraints regarding sources and uses of energy by households, firms, and governments through a number of frameworks to describe and explain behavior at various levels of aggregation. Examples include a wide range of countries, scope, settings, and analytical approaches. This course is one of many OCW Energy Courses, and it is a core subject in MIT’s underGraduate / Professional Energy Studies Minor. This Institute-wide program complements the deep expertise obtained in any major with a broad understanding of the interlinked realms of science, technology, and social sciences as they relate to energy and associated environmental challenges.

Entrepreneurial Finance examines the elements of entrepreneurial finance, focusing on technology-based start-up ventures and the early stages of company development. The course addresses key questions which challenge all entrepreneurs: how much money can and should be raised; when should it be raised and from whom; what is a reasonable valuation of the company; and how should funding, employment contracts and exit decisions be structured. It aims to prepare students for these decisions, both as entrepreneurs and venture capitalists. In addition, the course includes an in-depth analysis of the structure of the private equity industry.

This seminar introduces students to basic principles of environmental justice and presents frameworks for analyzing and addressing inequalities in the distribution of environmental benefits and burdens from the perspectives of social science, public policy, and law.

I use these Ethical Dilemmas scenarios for roundtable discussions with my Marketing I students.

For workers at the Pullman Palace Car Company in the 1890s, home was the company town of Pullman, Illinois, and rent was deducted from their wages. While owner George Pullman touted it as a model town, the men and women who labored there during the 1893 depression endured starvation wages, deplorable living and working conditions, and, worst of all, Pullman's paternalistic control over all aspects of their lives. Workers appealed to the American Railway Union (ARU), which organized a nationwide strike and boycott against Pullman. This statement from a Pullman striker, delivered at the June 1894 Chicago convention of the ARU, reflected the depth of the strikers' hatred of their employer and their commitment to the union.

This 4-minute video lesson provides insite into the back of the envelope calculation of which office space to rent. [Core Finance playlist: Lesson 123 of 184]