Financial Planning Business Management 418 Sections 1 & 2

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BM 418 Financial Planning Syllabus



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Financial Planning


Business Management 418
Sections 1 & 2

Winter

Semester
2012



Profes
sor:


Bryan Sudweeks, Ph.D., CFA


Office:


66
6

TNRB Phone:
801
-
422
-
1764
,
E
-
mail:

bryan_sudweeks@byu.edu


Teaching Assista
nt
s
:

Joel Castro
,
Phone:
650
-
269
-
1736

(before 10 PM)
,
E
-
mail:
jcastro.ta@gmail.com
,
Zachary Smith,
Phone:

801
-
380
-
2321


(before 10 PM), E
-
mail:
n.zacharysmith
@gmail.com
.





Class:


Tuesdays and
Thursday
s
:



Section 1: 8:00 to 9:15 a.m., 284 TNRB



Section
2
:
12
:
3
0 to
1
:
4
5 a.m.
,
280

TNRB



For Majors Only, Prerequisite: BM 301

or instructor approval
.


Office Hours:

Office hours are Mondays and Wednesdays from 2:30
-
4:30

p.m. The first hour, from
2:30 to 3:30 p.m., is for
scheduled
a
ppointments

only
.

Please use the signup sheet
outside my office or we can arrange a time via email. The second hour, from 3:30

to
4
:
30

p.m
.
,

is for walk
-
ins.

Please note that I am happy to
discuss
any
personal

or
family

related

personal finance

issues

or job related questions

during regular office
hours.


Re
quired

Text:

Please purchase the
BM418
packet from the
Bookstore, which

includes the
e
-
book
Personal Finance: A

Complete College Course
Manual
, (Sudweeks,
September
20
1
1
), Teaching Tools,

and

Required Readings.

I encourage you to use

Quicken
,
Mint.com,
or other budgeting software.
You can get a printed copy of the ebook at
the BYU Bookstore for a
nominal
printing fee.




In addition to mat
erials on the CD,
the eBook,
PowerPoint slides, readings,
Learning T
ools
, and Class Summaries

can

also
be found at the Marriott School
Personal Finance
website
at
http://personalfinance.byu.edu
.

Quizzes, gra
de
reporting, and
quiz answers
are
found
only
on
Gradebook

only
.



Warning:

This class requires more time than a normal 3 credit hour 400 level class because
of my desire to help you prepare for your financial life ahead.

Please plan your
schedule and yo
ur
time accordingly.


Catalogue Course Description:



BM 418 Financial Planning
: Applying financial principles to household decision making, stressing
integration between areas. Income tax and estate planning, retirement, investments, portfolio managemen
t
and risk management.


Extended Course Description:


BM 418 Financial Planning Syllabus



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This class provides a hands
-
on opportunity to understand

and apply
the key concepts and ideas of financial
planning

as a precursor to getting your own

financial house

more

in order

and to help you as yo
u prepare to
help

and teach

others
. We start with a

gospel
-
centered
perspective

to this
important

topic
.

This adds a
critical dimension to our understanding of personal financial management

it gives direction in certain key
areas.
W
e
then
discuss and
ev
aluate

the key areas in financial planning, including
careers in the industry
.
We
g
ive you the opportunity to utilize this information by preparing y
our own P
e
rsonal Financial P
lan

(PFP)
, as well as teaching others specific concepts of
this important area
.




Course
Purpose:


The purpose of this course is to help you plan and prepare for not only a successful career, but a successful
life as well. There is more to life than your career. You will be very disappointed in life if you achieve
your financial g
oals at the expense of your personal
and spiritual
goals.
Likewise, y
ou will be disappointed
in life if you fail to steward your resources to the extent you are not able to accomplish your personal goals
due to the lack of financial resources. In this cl
ass we will show how the financial decisions you make
impact your abilities to achieve your personal
and spiritual
goals.

President Gordon B. Hinckley wrote:
“Without preservation and cultivation of the things spiritual, our material success will be as a
shes in our
mouths” (
Standing for Some
thing
, T
imes Books,
New York
, p. 112)
.


If you married, I strongly encourage you to work with your spouse as you learn the material and develop
your personal Financial Plan (PFP). Encourage your spouse to participate
in the learning of this material,
and seek his/her help in the preparation of your personal Financial Plan (your spouse can help do the work
and you get the credit!) A recommended reading schedule is available for spouses and friends at the end of
your Cl
ass Schedule. Readings are all available free of charge on the internet. I also recommend you do
the Service Teaching by teaching your spouse areas you think important.


Intended Learning Outcomes:



While we will cover a large amount of information in
this class, my overall
objectives for you are fourfold.

Individually, I want you to:


1.

K
now

what you want to accomplish in life
.
W
rite it down.

You must individually set your
own personal goals and objectives, and write them down. These are your future
“yes
e
s” in life
so you can say “no” to the daily temptations to spend.


2.

D
evelop and
live on a

budget
.

L
ive
below

your means.
Budgeting isn’t constraining

it is
liberating. It helps you to spend your resources on what is important to you

your goals
.
Se
t
and live by your budget.


3.

P
ay the Lord first

and

yourself second
.
S
ave and invest
your

money wisely.

The key is to
put your priorities in order

to always pay the Lord first and yourself second. But paying
yourself is not sufficient

you must learn to
sa
ve and
invest your money wisely. To do this
you must review the basics of investing, invest wisely, and then discipline yourself to set aside
and invest a portion of your gross income every month from the day you graduate

(and I
recommend 20%)
.


4.

L
earn to

giv
e
.
I
f you cannot learn to give when you are poor (which is now), you will never
learn to give when you are rich.
Someone said “We make a living by what we get, but we
BM 418 Financial Planning Syllabus



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build a life by what we give.”

Giving is not determined by your
checkbook
, but by y
our heart.


The rest of the class is just to help you
become
a
wiser

financial steward

by giving you the
perspective and
tools to help you make better financial decisions in regards to saving, investing,
insurance, tax planning, home and auto purchases, e
tc.
Then once you have developed your own
Plan
, you will have the framework to help you work with
and help
others.

In this class we don’t
“learn to teach,” but “teach to learn.”


Since this class is more than a just personal finance class, we need to add

to these objectives

as
some

are
looking
at

possible career
s

in financial planning
. In addition
, you

will
:


1.

D
evelop

and use

a framework for financial planning
. This framework, if followed, will help
you not only make wise financial decisions

and

maint
ain control of your finances
, but also give
you a framework as you teach others
. It’s not what you earn, but what you save

after taxes

and
inflation

that makes you wealthy.


2.
U
se this knowledge and information
to

create your own Personal Financial Plan
.
Your
personal financial plan is your financial roadmap for life.
The better and more thoughtful your
Financial Plan

and the more willing you are to follow it, the more likely you will be to achieve
your personal and financial goals once you leave this c
lass.

This
Plan
, if done carefully and
thoughtfully, will likely be one of the most important projects you will complete here at BYU.



3.
Develop a methodology to help teach
these principles to family
and

friends
.
Personal
Financial Planning is a key a
rea, not just for students, but also for everyone. My goal for you is
not just learn the material, but to learn how to teach the material

and to assess learning
. I want this
knowledge t
o extend beyond the classroom.
You will hopefully become the financial

experts for
your future Wards and Stakes. As such, you will be responsible for
contributing to the learning

in
this class
, a
s well as
the assignment to teach others
through your Service Teaching
.


Once you have a rough idea of your personal and career go
als, we will then work to understand financial
management and planning as it is applied to important household and personal topics. The general
approach will be to help you to be better and more effective stewards over your resources.

To do this we
will e
xamine important areas that affect household wealth such as:


1)

Measuring financial health

2)

Informed budgeting and debt reduction strategies

3)

Income tax planning

4)

Managing c
onsumer credit

5)

Acquisition of big
-
ticket items (home
,

automobile
s, and ed
ucation
)

6)

I
nsurance

and risk management

7)

Investment strategies and asset allocation (stocks, bonds, annuities, and mutual funds)

8)

Retirement planning, and

9)

Estate planning.


While your personal and financial goals will change over time, my purpose
is to help you build a
framework to help you as you go through your life so that you might attain your personal,
family,
career,
and lifetime goals.



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Learning Activities:


Classroom Activities
. We will use a lecture and discussion format, supplemented b
y
case studies and
guest
speakers as the major method of teaching in this class. This requires all of us to come to class prepared to
discuss, request clarification, and answer questions of the assigned reading materials. My role will be to
help you to u
nderstand, to expand upon, and put in perspective the assigned readings and class topics.

Your role is to read the material, listen,
ask questions,
contribute,
and
apply it
to your life
.
Unless you ask

questions
, I will assume you understand the material
. I have found that students generally get out of this
class what they put into it.


This approach requires a maturity and commitment on your part to regularly
read
your assignments
before
hand
and be prepared for class discussion. You are responsible for

everything done in class, as well as for
all study assignments. If you miss a class
,

it is your responsibility to find out from a classmate what we did
in class, any changes in schedule, etc. Keep current on your notes as we may find we need either more
or
less time on certain chapters and the reading assignments may have to be adjusted in class.


Your Personal Financial Plan
. Each of you will
create and develop your own personal
Financial Plan

your financial roadmap for life

during the semester. At the
end of the semester, you will
turn in your PFP

for grading
.
Templates and a grading key for this Plan can be found on the web site (TT1A
-
1
F
)

and on the
class CD
.
This Plan can be thought of as a summary of the major sections of the course, or as your own

personal road map to financial and personal success.
This is a critical part of this course, and f
ailure to
hand in this
Plan

will result in a grade no higher than a C.


Two examples of complete financial plans are
found on your CD and on the web site

(T
T2A,

TT
2B)
.



Key to your personal
Financial Plan

is your own personal and financial goals. Please note that I will not be
grading your goals; rather, I will be grading the effort you have put into developing and articulating those
goals. Since effort is
subjective, you have the option to grade your goals before you hand them in, with the
fin
al grade
being
a weighted average of 3
0% your grade and
7
0% mine.


The format for the Plan should include your current situation, i.e.,
where you are now
, and your a
ction
plan,
where you should be

and
how you intend to get

there for each section.
For example, if the topic is
life insurance, you would discuss in detail what life insurance you currently have,
your

company, limits,
riders, etc. Your action plan would i
nclude

what insurance you should have (if it is different from your
current policy), and what you plan to do to get adequate life insurance coverage. The key is what you need
to do
, and that is covered in your action plan
.

Please note that there is a sep
arate Table of Contents for
international students.


The
Plan

should be typed,
formatted as instructed, well

organized, include applicable spreadsheets, and be
helpful to you as you leave
the B
usiness
S
chool.
A template for the format of each section and e
xamples of
completed financial plans is on your class CD and the Marriott School personal finance website, under the
learning tools section (TT01 and TT02).
There is no specified length for the
Financial Plan
. A Table of
Contents (TT01) is at the back of
this syllabus as well as on the
Personal Finance
website. I strongly
encourage you to work on your
Financial Plan

with your spouse, parent, or trusted friend. In addition, I
strongly encourage you to start working on it now and not put it off until the end

of the semester.


Because of the detail and complexity of y
our
Financial Plan
, I have set up multiple due dates, as
noted in
the syllabus. Since my goal is to help you complete a
Financial Plan

we are
both

proud of, I encourage you
to work on it every
week. If you wait until the last minute, you will find it

difficult

and

time consuming.
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Late PFP’s lose 2
0% per day.


Any sections handed in
before
the
due
date
will be pre
-
graded and returned to you. One advantage of pre
-
grading is that if you did not g
et full credit, you can make the indicated changes and resubmit the section
for full credit

before it is due
. Once a section is graded (it will not show on
Gradebook
), it still must be
included in your
F
inancial
P
lan, but it will not need to be re
-
graded o
nce the
P
lan is handed in at the end of
the semester.

Items handed in after the due date, or items handed in for re
-
grading after t
he due date, can
receive back
5
0
% of the points missed.
It is strongly recommended that
you

take advantage of this
opportun
ity

to have parts of your Plan pre
-
graded
!


Service Teaching.

Since my goal is for you to become better teachers, as part of this class you will find an
opportunity where you can share a part of the things learned in this class with others.
We “teach to l
earn”
in this class
, not “learn to teach
.


You will develop an outline of what you are to teach, prepare using
PowerPoint or other presentation software, present it to your friends/family, and then write up and hand in
the results of that presentation. Y
ou will document what you taught, who you taught it to, the results of
that teaching experience, any learning outcome that the individuals made from your presentation
, and what
you would do differently next time
.
Instructions on Service Teaching are availa
ble on
your class CD
.


This
teaching
should entail at minimum four hours of service teaching (in four separate 50
-
60 minute
periods

which are each to be written up separately
). We have the opportunity to help with the MoneyWise
Financial Seminars which go

to different BYU Student Stakes and teach
personal finance

material. I
strongly recommend that you go and help out with one of these seminars, which will contribute 2 of your
required 4 hours teaching. Dates and location of the seminars will be provided

in class

if available
.
Only
one

seminar

can be used in
fulfill
ing

your teaching requirement.


Grading

Procedures:


Grades in this course will be based on the following:


Attendance
. Consistent, on
-
time attendance is the mark of a professional. As such,

I expect it from you.
While attendance is not something I like to worry about, it does have an impact on your ability to learn the
required material and to contribute to the class discussion.

As such, I weigh it heavily in grading.

If you
are not in cl
ass, others cannot learn from your experience and ideas. You will not only learn from me, but
from each other. In fact, a significant portion of the learning experience will come from one another.
Therefore, I will be grading you on how well you enhance
the learning experiences of each other by being
in class and sharing your experiences.
Unexcused absences are weighted heavily in determining
contribution from attendance.
Please note that seating assignments will be made on the second class day to
help
me learn your names.


Preparation/Participation.

You will get more out of class if you are prepared for the discussions.
Each day
I will hand around the “bowling report” where you will report on your attendance and your preparation for
class by day. Inst
ructions for filling out this report follow (and are on the sheet). An “X” indicates you
were there and prepared
. Being prepared means you read the assigned readings and learning tools for that
day. Please note that you have the option of either reading
the chapters or reviewing the PowerPoints for
that day as preparation for class.

A “/ “ indicates you were there but not prepared, i.e., you had not read all
the material before class. An “M” indicates either you not there on the specific day but you did
prepare
later and read after class, or you were there a previous day but did not prepare, and you went back and
prepared after class.

You are responsible to ensure this “bowling report” is filled out each day.

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If you have experiences that help make impor
tant points, you are invited to write up a case study
of
those experiences
that we can use in class, and this will be counted toward your participation
grade.
These
experiences

may then be
used in the class or on the personal finance website

to help
teach

others
.



Quizzes
. We will also
have

Quiz
zes

which cover

the assigned chapters and readings.
Quizzes

give

you
the opportunity to apply the tools you have learned to real personal finance situations. This process will
refine your capacity to identify pro
blems, develop recommendations, and defend conclusions. Be prepared
to address the goals, calculations, and the conclusions from the case analysis, as well as answer any explicit
questions required in the case.


Quizzes are on
Gradebook
. Please

complete
the
quizzes

prior to coming to class on the day it is assigned.
We may or may not
talk about the quiz/
case study in class, depending on time constraints. The purpose of
the
Quizzes

is to encourage you to keep up to date in class and to give me prompt feed
back on how well
you comprehend the material. If you will be absent due to recruiting or other purposes, please see me
beforehand so that you can take the test
before

it is due.
Quizzes

are closed to all class materials
.


Quiz Review Sessions
.
As a help
with the quizzes, we will have review sessions each Friday

taught by my
Teaching Assistant
s or me
. Review sheets will be made available to help you prepare for the quizzes.



Final Exam
. There will be one final assessment exam in this course. The questi
ons will be taken from the
text, case studies,
quizzes
and class material. The format of the exam will be workout problems

and
case

studies
. Workout problems
and cases
will be direct and self
-
explanatory, similar to
case studies

discussed
in class and fro
m the
Quizzes
. The exam will be closed to all class materials (i.e., book, notes, Teaching
Tools, and PowerPoints).


Grading Criteria
. Grading will be based on the following criteria:


Attendance

5%

Participation
/Preparation

10
%


Final Exam

1
5
%

Service

Teaching

5
%

Quizzes


40
%

Personal Financial Plan

2
5
%


Total

100%


I realize that most of you are taking this class because you feel it will be important for you in your later
life, not because you have to take it for a degree. As such, there is a natura
l self
-
selection bias in this
class, which leads to more “A” students than in a normal class. Please be aware up
-
front that while I will
give as many good grades as you deserve and as I possibly can, grading will be on a curve.

I follow
department grading

guidelines regarding average grades for
a 400
-
level

of

course.


Syllabus Changes
: The course outline and class schedules are subject to change. All necessary changes
will be announced and discussed in class. These changes may be distributed via the emai
l distribution list.

You are responsible for making sure you are aware of any such changes.


Recommended Study Habits:

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To do well in this class, I recommend:


1.
Understand the objectives for each day and read the assigned chapters
. The objectives are
the
things I consider important for you to understand. The assigned chapters support those objectives. I
realize that we all are at different levels of knowledge of personal finance, and only you know where
you are. If you are comfortable with the objec
tives, feel free to skim the assigned chapters and
readings.


2.
Take notes in class and when you read
. Be proactive in your learning. Take notes, ask
questions, and be a part of the class. Remember that you can use a 3”

x

5” note card to help you as
y
ou prepare for the Quizzes, so prepare it
as
you listen and read. You then can
either use your 7
3” x 5” quiz cards printed both sides or
combine your
q
uiz
c
ards together onto one 8.5”

x

11”
sheet of paper
printed one side
for the final exam. Work smart
-
-
together we all can make this a
great class.


3.
At the end of each class, review the class summary and d
o the case studies at the end of each
chapter
.
Review the class summaries at the end of each class to help remember what was taught.
While understa
nding the review,
remember that
the most important area is application. Understand
how to perform the necessary case study calculations and apply the material to real
-
life examples.


4.
Look ahead to know what is due, and don’t put things off
. Many of th
e assignments require
more effort than others, and so the sooner you start, the better off you will be. Other assignments
are self
-
directed, i.e. teaching and group presentations, and will not be discussed much in class.
Please do not put off the teachin
g experience, group presentations, or the PFP until the last few
weeks of class.


5.
Finally, relax,

this is only a class
. Ten years from now you will not remember what we talked
about. But if you will integrate and follow your PFP, you will be well o
n your way to achieving your
personal and financial goals. If you will do what I ask, put in the necessary time, work, and thought,
and follow through on what you are doing, you will not only succeed in this class, but most likely in
life as well.


Marrio
tt School of Management Classroom Policies

(Jan12)


ACADEMIC HONESTY

The first injunction of the BYU Honor Code is the call to "be honest." Students come to the university not
only to improve their minds, gain knowledge, and develop skills that will assist

them in their life’s work,
but also to build character. President David O. McKay taught that “character is the highest aim of
education”(
The Aims of a BYU Education
, p. 6). It is the purpose of the BYU Academic Honesty Policy to
assist in fulfilling that
aim. BYU students should seek to be totally honest in their dealings with others.
BYU students should complete their own work and be evaluated based upon that work. They should avoid
academic dishonesty in all its forms, including:



Plagiarism


Fabricatio
n or Falsification


Cheating


Other Academic Misconduct

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All students, once admitted to BYU, are required to observe the standards of the Honor Code whether on
or off campus.


Plagiarism

Intentional plagiarism is a form of intellectual theft that violates

recognized principles of academic
integrity as well as the Honor Code. Such plagiarism may subject the student to appropriate disciplinary
action administered through the university Honor Code Office, in addition to academic sanctions that may
be applied
by an instructor. Inadvertent plagiarism, whereas not in violation of the Honor Code, is
nevertheless a form of intellectual carelessness that is unacceptable in the academic community. Plagiarism
of any kind is completely contrary to the established pract
ices of higher education, where all members of
the university are expected to acknowledge the original intellectual work of others when it is included in
one's own work. In some cases, plagiarism may also involve violations of copyright law.


-

Intentional

Plagiarism

Intentional plagiarism is the deliberate act of representing the words, ideas, or data of another as one's own
without providing proper attribution to the author through quotation, reference, or footnote.


-

Inadvertent Plagiarism

Inadvertent p
lagiarism involves the inappropriate, but nondeliberate, use of another's words, ideas, or data
without proper attribution. Inadvertent plagiarism usually results from an ignorant failure to follow
established rules for documenting sources or from simply b
eing insufficiently careful in research and
writing. Although not a violation of the Honor Code, inadvertent plagiarism is a form of academic
misconduct for which an instructor can impose appropriate academic sanctions. Students who are in doubt
as to whet
her they are providing proper attribution have the responsibility to consult with their instructor
and obtain guidance.


Examples of plagiarism include:



The verbatim copying of an original source without acknowledging the source.



Paraphrased Plagiarism: Th
e paraphrasing, without acknowledgment, of ideas from another that
the reader might mistake for your own.



Plagiarism Mosaic: The borrowing of words, ideas, or data from an original source and blending
this original material with one's own without acknowled
ging the source.



Insufficient Acknowledgment: The partial or incomplete attribution of words, ideas, or data from
an original source.



Plagiarism may occur with respect to unpublished as well as published material. Acts of copying
another student's work and

submitting it as one's own individual work without proper attribution is
a serious form of plagiarism.


Fabrication or Falsification

Fabrication or falsification is a form of dishonesty where a student invents or distorts the origin or content
of informat
ion used as authority. Examples include:

1.

Citing a source that does not exist.

2.

Attributing to a source ideas and information that are not included in the source.

3.

Citing a source for a proposition that it does not support.

4.

Citing a source in a bibliography w
hen the source was neither consulted nor cited in the body of
the paper.

5.

Intentionally distorting the meaning or applicability of data.

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6.

Inventing data or statistical results to support conclusions.


Cheating

Cheating is a form of dishonesty where a student

attempts to give the appearance of a level of knowledge
or skill that the student has not obtained. Examples include:

1.

Copying from another person's work during an examination or while completing an assignment.

2.

Allowing someone to copy from you during an
examination or while completing an assignment.

3.

Using unauthorized materials during an examination or while completing an assignment.

4.

Collaborating on an examination or assignment without authorization.

5.

Taking an examination or completing an assignment for
another, or permitting another to take an
examination or to complete an assignment for you.


Other Academic Misconduct

Academic misconduct includes other academically dishonest, deceitful, or inappropriate acts that are
intentionally committed. Examples of

such acts include but are not limited to:

1.

Inappropriately providing or receiving information or academic work so as to gain unfair
advantage over others.

2.

Planning with another to commit any act of academic dishonesty.

3.

Attempting to gain an unfair academi
c advantage for oneself or another by bribery or by any act
of offering, giving, receiving, or soliciting anything of value to another for such purpose.

4.

Changing or altering grades or other official educational records.

5.

Obtaining or providing to another an

unadministered test or answers to an unadministered test.

6.

Breaking and entering into a building or office for the purpose of obtaining an unauthorized test.

7.

Continuing work on an examination or assignment after the allocated time has elapsed.

8.

Submitting t
he same work for more than one class without disclosure and approval.

Applicable Actions for the Marriott School and/or the University

Consequences of violating the Academic Honesty Policy range from receiving a failing grade on an
assignment to dismissal
from the University.


MARRIOTT SCHOOL GRAD
E POLICY

The Marriott School has approved the following grade point targets for the various classes offered in the
Marriott School.

Category

Examples

Target GPA

Marriott School major classes

All the Junior Core (4
00
-
level) Classes

3.4


The various programs within the Marriott School will implement these targets in a variety of ways. For
example some programs may use grade distributions, some will simply specify the target.

Some classes may require an exception to
this policy given the nature of the course. Exceptions are granted
by the director of the program of which the class is a part prior to submitting your grades.


PREVENTING SEXUAL HA
RASSMENT

Title IX of the Education Amendments of 1972 prohibits sex discrim
ination against any participant in an
educational program or activity that receives federal funds. The act is intended to eliminate sex
discrimination in education and pertains to admissions, academic and athletic programs, and university
-
sponsored activit
ies. Title IX also prohibits sexual harassment of students by university employees, other
students, and visitors to campus. If you encounter sexual harassment or gender
-
based discrimination,
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please talk to your professor; contact the Equal Employment Offic
e at 801
-
422
-
5895 or 1
-
888
-
238
-
1062
(24
-
hours), or http://www.ethicspoint.com; or contact the Honor Code Office at 801
-
422
-
2847.


STUDENTS WITH DISABI
LITIES

Brigham Young University is committed to providing a working and learning atmosphere, which
reasona
bly accommodates qualified persons with disabilities. If you have any disability which may impair
your ability to complete this course successfully, please contact the Services for Students with Disabilities
Office (422
-
2767). Reasonable academic accommoda
tions are reviewed for all students who have
qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD
Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis o
f
disability, you may seek resolution through established grievance policy and procedures. You should
contact the Equal Employment Office at 422
-
5895, D
-
285 ASB.


DIVERSITY

In the Marriott School we aim to make our classrooms similar to the workplace. In t
he workplace, it is
illegal to discriminate based on race, color, religion, sex, national origin, disability, or age. Furthermore,
we believe Christ would never belittle anyone based on their race, color, religion, sex, national origin,
disability, or age.

We feel strongly that no one in the classroom should be belittled for any reason. If you
experience such an offense in a Marriott School class, you are strongly encouraged to contact your
professor.


POLICY ON THE USE OF

LAPTOP COMPUTERS IN
THE CLASSROOM
8/31/2010

Technology is an essential part of today’s learning environment
-

that is why the Marriott School requires
every student to own a laptop. However, technology, when used inappropriately, can also hinder learning.
Most Marriott School students have
, at some point, sat next to students who use their laptops in class to
check e
-
mail, talk to friends, instant message, search the internet or play on
-
line games. Unfortunately,
every person sitting around such students is distracted by this behavior and c
lassroom learning decreases.


As a result of these distractions, the Marriott School has implemented the following policy effective Fall
semester, 2010:
Each Professor will establish the times when using laptops in class to take notes or work
on class proje
cts is allowed.

These times may be frequent or infrequent depending upon the nature of the
class. Using laptops in class 1) at times other than those established by your Professor or 2) for uses other
than as instructed by your Professor is considered inap
propriate and would affect your Professor's
assessment of your professionalism.


Please respect your fellow students and professors and abide by this Marriott School policy.


MARRIOTT SCHOOL CELL

PHONE AND PDA POLICY

8/31/2010

Students are not allowed to u
se cell phones in classes in the Marriott School. Please turn them off as you
enter the classroom and keep them stored out of sight in your backpack or pocket.


MY COMPUTER POLICY

You may use computers in my classroom when doing assignments, taking notes,
or reviewing PowerPoint
presentations. Because of the distractions to other students, please do not use your computer to c
heck e
-
mail, talk to friends, instant messag
e
, search the internet or play on
-
line games.


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Individual Education Plan

Winter

Semester
2012

To be handed in
at the beginning of
the second day of class


Name: ____________________________

Section: _______

Address: __________________________

E
-
mail: ______________________
__

Phone: ___________________________

Major: _________________________



Course Objectives:

(What
I

want you to accomplish)

1.

To solidify what you want to accomplish in life
. To provide an environment where you can
set your own personal goals and objectives
, and to write them down.


2.

To develop and implement a budget
. My hope is that you will use a budget, in whatever form
you choose, for the rest of your life.

Live on less than you earn.


3.

To pay the Lord first, yourself second, and then to save and invest
your money wisely
. You
should set goals to set aside and invest a portion of your income each month from the day you
graduate.


4.

To learn to give.

If you cannot learn to give when you are poor (which is now), you will never
learn to give when you are ric
h.


The rest
of the class is
to help you become a
wiser

financial steward.



Three Personal Objectives
:

(What learning would help you most personally and professionally?)

1.

__________________________________________________________________________


_
_________________________________________________________________________


__________________________________________________________________________

2.

__________________________________________________________________________


__________________
________________________________________________________


__________________________________________________________________________

3.

__________________________________________________________________________


___________________________________
_______________________________________


__________________________________________________________________________


Is there another question you want answered from this class?



After reviewing the above syllabus, I am willing to commit to the requir
ements of this course. Note: If you are
not able to commit to full attendance or other requirements, please see me.



Signed: __________________________


Date:

_______________