Foundations of Business Law and the Legal Environment is an up-to-date textbook with comprehensive coverage of legal and regulatory issues for your introductory Legal Environment or Business Law course.

The text is organized to permit instructors to tailor the materials to their particular approach.

The authors take special care to engage students by relating law to everyday events with which they are already familiar with their clear, concise and readable style.

Business Law and the Legal Environment provides students with context and essential concepts across a broad range of legal issues with which managers and business executives must grapple. The text provides the vocabulary and legal savvy necessary for business people to talk in an educated way to their customers, employees, suppliers, government officials — and to their own lawyers.

College education was rare in colonial America, mostly intended for young men entering the ministry. Artisans learned the skills and secrets of their trade through an apprenticeship to a master as Benjamin Franklin related in this excerpt about his education as a craftsman from his famous autobiography. After their service they became journeymen, hired for a time while they saved to open a workshop of their own. Franklin's father, with seventeen children, had to plan carefully in order to secure a niche for his youngest child, Benjamin. Printers stood near the top of the mechanical arts because the trade required literacy. Printers, clustered in the port cities, often formed a network of interrelated families; Benjamin's brother James was a master before him. Benjamin quickly learned the printing trade and ventured out into independent activities. Armed with his valuable training and a penchant for independence, he never finished his term of service and instead moved on to ply his trade in Philadelphia and London.

Lesson introduces the "leading" function of management with a popular TED Talk video viewing using a KWL graphic organizer to guide the process.

Knowing the fund structure for state and local governments is a key concept students must master early in their study of governmental accounting. In addition, students must be able to identify which fund would be used to account for various activities in which a government engages. This PowerPoint game is a drill and practice/review activity fashioned after the popular TV game show, Hollywood Squares. The celebrities in the Fund Identification Challenge are past Presidents of the United States. The Presidents have responded to a question, and the game participants either agree or disagree with the response to earn the square. The 27 real-world examples found in the game were derived by examining the Comprehensive Annual Financial Reports (CAFR) of various cities.

This course covers fundamentals of thermodynamics, chemistry, and transport applied to energy systems. Topics include analysis of energy conversion and storage in thermal, mechanical, chemical, and electrochemical processes in power and transportation systems, with emphasis on efficiency, performance, and environmental impact. Applications include fuel reforming and alternative fuels, hydrogen, fuel cells and batteries, combustion, catalysis, combined and hybrid power cycles using fossil, nuclear and renewable resources.

This OER textbook is a remix to provide a shorter version of Stephen Skripak's Fundamentals of Business textbook. It covers business foundations, ethics and social responsibility, economics, business ownership, entrepreneurship, management/leadership, organizational structures, managing human resources, operations management, marketing, and accounting/financial information.

The end of World War II unleashed a new "war" at home--a war that pitted workers against employers. The year following V-J day saw more strikes than any other twelve-month period in American history: 4,630 work stoppages involving 5 million strikers and 120 million days of lost work. One of the most revealing of the postwar confrontations between labor and capital came in the November 1945 strike by 320,000 autoworkers against the nation's largest corporation, General Motors. UAW leader Walter Reuther took a new and radical negotiating stance, arguing that GM could afford to increase wages without increasing prices. In the process, Reuther challenged what had been a fundamental corporate prerogative to set its own prices. GM sharply rejected his demand that they "open the books" and show why they couldn't afford both lower prices and higher wages. That confrontation was captured in this transcript from one of the negotiating sessions.

This course will focus on understanding aspects of modern technology displaying exponential growth curves and the impact on global quality of life through a weekly updated class project integrating knowledge and providing practical tools for political and business decision-making concerning new aspects of bioengineering, personalized medicine, genetically modified organisms, and stem cells. Interplays of economic, ethical, ecological, and biophysical modeling will be explored through multi-disciplinary teams of students, and individual brief reports.

Beginning in the mid-1760s, colonists began taking to the streets in Boston and other port cities. Crowds of artisans and laborers joined the elite in protesting British policies, although their differing points of view revealed the divisions within colonial society. Protests mounted in 1767 when Britain passed the Townsend Act, which included a series of unpopular taxes. In Boston, resentment and tension also grew over the presence of British troops, quartered in town to discourage demonstrations, who were also looking for jobs. A private seeking work at a ropemakers' establishment sparked a confrontation on Boston's King Street. When some in the crowd pelted the assembled British soldiers, the troops opened fire; five colonists were killed and six wounded. George Robert Twelves Hewes, a Boston shoemaker, participated in many of the key events of the Revolutionary crisis. Over half a century later, Hewes told James Hawkes about his presence at the Boston Massacre and the Boston Tea Party.

In this lesson, students will analyze and compare the culture of a chosen country to our country. Using the Hofstede Insights tool and attached rubric, student will write a 5 paragraph essay with their analysis.

Global Entrepreneurship Lab: Latin America, the Middle East, and Africa enables teams of students to work with the top management of global start-ups and gain experience in running, and consulting to, a new enterprise outside the United States. The focus is on start-ups operating in emerging markets throughout the world, with a special focus on Latin America, the Middle East, and Africa. The course combines an internship in a growing firm with in-class discussions of the issues and policies that affect the climate for innovation and start-up success around the world.

This textbook provides an innovative, internationally oriented approach to the teaching of corporate social responsibility (CSR) and business ethics. Drawing on case studies involving companies and countries around the world, the textbook explores the social, ethical, and business dynamics underlying CSR in such areas as global warming, genetically modified organisms (GMO) in food production, free trade and fair trade, anti-sweatshop and living-wage movements, organic foods and textiles, ethical marketing practices and codes, corporate speech and lobbying, and social enterprise. The book is designed to encourage students and instructors to challenge their own assumptions and prejudices by stimulating a class debate based on each case study.

This lesson teaches students about human resources management. First, use the Discussion Guide (found in Task 1) to teach students about this concept. Then, use the activity (found in Task 2) to assess their understanding. This activity gives students the chance to interview working professionals about their experience with HR management. A full lesson module related to this concept can be found on the MBA Learning Center. Visit mba.instructure.com and search for "HR:410" in the Commons. 

The Fair Labor Standards Act, signed into law on June 25, 1938, as the last major piece of New Deal legislation, outlawed child labor and guaranteed covered workers a minimum wage of 40 cents an hour and a maximum 40-hour work week. Although more than 22 million workers benefited, conservative forces in Congress saw to it that the Act exempted many others--including agricultural workers, public employees, and domestic workers--from its provisions. The landmark law, nevertheless, helped establish a precedent for the Federal regulation of work conditions. In the following testimony to a Senate subcommittee, Ruth Green, a worker in an interstate company serving business laundry needs, argued that despite efforts by her union to raise wages, a federal law mandating a minimum wage of at least 75 cents an hour was needed to insure adequate wages during hard times. In addition, she maintained that competition from non-unionized laundries made it difficult for the union to obtain "decent contracts." On October 26, 1949, President Harry S. Truman signed into law the Fair Labor Standards Amendments of 1949, which established the new minimum at 75 cents an hour. Some groups, however, remained excluded from the Act"s protection.

Teacher Kim Guest demonstrates how to add assignments in the Canvas-based MBA Learning Center. To access the MBA Learning Center, visit https://mba.instructure.com

Teacher Jennifer Milke demonstrates how to add student accounts to the new Canvas-based MBA Learning Center. To access the MBA Learning Center, visit https://mba.instructure.com

In the early nineteenth century a woman in the emerging middle class was often dependent on her father or husband's position. Many women, however, chose or were forced to seek independence and autonomy in their work and family lives. Anne Carson was one such person. With an alcoholic father and a timid mother, her middle status in port city Philadelphia was always shaky. She attended one of the first coeducational academies in the new nation but her unemployed father forced the 15-year-old to marry a 41-year-old ship captain. Her husband's frequent abuse and absences left her without financial support, and Anne worked as a seamstress and opened a china shop to support her parents, siblings, and four children. She achieved modest success, but economic distress after the War of 1812 and her involvement in a murder case sent her spiraling into Philadelphia's underclass. In an effort to earn money she published her autobiography, where she recorded the variety of work available to women in the commercial cities of the early Republic.

In colonial America, apprenticeship was the usual means by which young men entered a trade and master craftsmen obtained the labor necessary to staff their workshops. A young man's guardian signed an indenture (contract) for a period of time and the apprentice in turn was to receive food, lodging, and knowledge of "the mysteries of the trade," or traditional craft practices. For young John Fitch of Connecticut in the 1760s, anxious "to learn a trade" and "subsist myself in a genteel way when I came for myself," that exchange was no simple matter. The Cheney brothers, Connecticut clockmakers who were innovated in making moving wooden clocks that were far cheaper than the usual brass ones, were not eager to share either their dinner or their knowledge of clockmaking with Fitch. He found himself caught between his father's and his master's patriarchal expectations of receiving his labor, while he had to worry about how he would support himself when he came of age.

Urban artisans experienced dramatic changes in the second quarter of the 19th century. New York and other cities were destinations of choice for many rural mechanics as well as those coming from overseas. Upon arrival they found workshops in great flux as traditional social relations among master, journeyman, and apprentice were being transformed into an employer-employee relationship. In some crafts, such as cabinetmaking, change came more slowly because of the complexities of fashioning large case furniture. In other trades, such as tailoring, tiny sweatshops started to dot the city streets. A new working class was coming into being, often with a variety of religions and backgrounds, and they organized to contest these and other changes in work conditions and compensation. This anonymous account from a British periodical in 1845 related the experience of a British cabinetmaker in New York in the 1830s; he eventually returned home.

Focus on the key role that information technology plays in enabling organizational change and integration, especially in manufacturing. Topics include: trends in core technologies, including computer hardware, software, communications, and networks; the development and evolution of the internet and web; business models for electronic commerce; reinventing business processes and supply chain management; evaluating and managing the use of advanced information technologies in manufacturing; and new technology-enabled forms of working and organizing. In virtually every industry and every firm, information technology is driving change, creating opportunities and challenges. Leaders who don't understand at least the fundamentals of information systems will be at a strategic disadvantage. This course provides broad coverage of technology concepts and trends underlying current and future developments in information technology, and fundamental principles for the effective use of computer-based information systems. There will be a special emphasis on manufacturing. Information Systems topics that will be covered include networks and distributed computing, including the World Wide Web, hardware and operating systems, software development tools and processes, relational databases, security and cryptography, enterprise applications, B2B, the semantic web and electronic commerce. Sloan LFM students with an interest in Information Systems are encouraged to register for this course.