The testbank includes 377 peer-reviewed, multiple-choice questions which correspond to topics taught in introductory-level business open textbook, "Fundamentals of Business." "Fundamentals of Business" is a freely available, openly licensed resource available at: http://hdl.handle.net/10919/84848 .

Between 11-29 multiple-choice items are available for each of the following topics: Teamwork in Business, Foundations of Business, Economics and Business, Ethics and Social Responsibility, Business in a Global Environment, Forms of Business Ownership, Entrepreneurship: Starting a Business, Management and Leadership, Structuring Organizations, Operations Management, Motivating Employees, Managing Human Resources, Union/Management Issues, Marketing: Providing Value to Customers, Pricing Strategy, Hospitality and Tourism, Accounting and Financial Information, and Personal Finances.

The testbank is available to any instructor who has adopted Fundamentals of Business in their course. Please complete the four steps listed at http://hdl.handle.net/10919/93404 to request access to the testbank.

1. View and test the "sample" files at http://hdl.handle.net/10919/93404 in the left hand column to determine which format works best for you. Additional information about each format type is available below under FORMATS.
2. Indicate requested files by clicking on any of the testbank files at http://hdl.handle.net/10919/93404 on the left (marked "permission required") add a note and press submit to request access.
3. Email a copy of the course syllabus to openeducation@vt.edu
4. Complete and submit the User Verification Process Form https://forms.gle/ueaihc96LgNrE9uf9. You will receive a copy of your request via email.

Requested files will be released via email when steps two through four have been completed and reviewed. Note that access approvals are processed only during regular business hours.

Please visit: http://hdl.handle.net/10919/93404 for Terms of Use, license information, and to view or report errata.

SAMPLE QUESTIONS
Sample questions are available for those who wish to test various formats and assess the suitability of the testbank as part of their course material adoption decision-making process. Sample questions are provided in the same formats (XLS, Canvas IMS QTI 1.1.3, XML QTI, and Blackboard formats) as the permission-only testbank files. Sample questions have been removed from the electronically secure testbank.

FORMATS
The testbank and portions thereof are available in multiple formats. Links to external sites regarding uploading different types of QTI files are here: Canvas | Blackboard or on the help pages for your respective learning management system by searching for "QTI". Files marked "IMS QTI 1.1.3" and have been tested to successfully import into Canvas but may work with other LMS/VLE systems. Please use the sample files to determine if one of the export formats will work for your specific situation. Please note that we are unable to provide additional file types, support for uploading, or assistance with reformatting files. Please contact your local learning management system (LMS) manager for additional support.

Distribution
The information in the testbank is of a proprietary nature, produced by or for faculty of public institutions of higher education as a result of collaborative study, research, and peer review. Because it is intended to be used in student assessment the information has not been publicly released or published.

If you become aware of public distribution of the testbank or portions thereof shared outside of a secure electronic environment, assessment context, or other security breach please inform us at: openeducation@vt.edu

LIABILITY
The testbank and testbank items are provided "as is." Users of this resource assume all risks and further agree to hold Virginia Tech, the Commonwealth of Virginia and their employees and agents, and project contributors harmless from any and all actions related to use of this program.

Through a combination of lectures, cases, and class discussions this subject examines the economic and political conflict between transportation and the environment. It investigates the role of government regulation, green business and transportation policy as facilitators of economic development and environmental sustainability. It analyzes a variety of international policy problems including government-business relations; the role of interest groups, non-governmental organizations, and the public and media in the regulation of the automobile; sustainable development; global warming; the politics of risk and siting of transport facilities; environmental justice; equity; and transportation and public health in the urban metropolis. It provides students with an opportunity to apply transportation and planning methods to developing policy alternatives in the context of environmental politics.

As a primary-level teacher, I am responsible for creating a classroom that operates as a community, with everyone’s voice included in the day-to-day environment and provides opportunities for students to learn through literature, science, technology, engineering, art and mathematics. Key components of our school theme include equity and inclusion making social-emotional learning integral to any academic learning that takes place throughout the day. This unit will provide my students the opportunity to build an understanding of how we are all important to help make positive changes the world in the ways that we can.

Il volume rappresenta la tappa finale della prima stagione di implementazione del Progetto ABACUS (giugno 2019 - settembre 2020), sostenuta dal finanziamento pubblico garantito dalla Regione Siciliana e dalla Presidenza del Consiglio dei Ministri. In tal senso, la pubblicazione raccoglie sia una sezione di materiali di discussione critica sul percorso progettuale e sui primi esiti maturati, sia una ricca parte di contributi tematici offerti da referenti istituzionali, studiosi ed esperti, docenti accademici e ricercatori, professionisti e rappresentanti di organismi del Terzo settore Sono state così affrontate ed esaminate differenti tematiche e problematiche socio-culturali e socio-economiche, e prospettive e approcci metodologico-operativi tra loro affini e convergenti, che si sviluppano a cavallo delle politiche sociali, giovanili e culturali, della progettazione sociale e culturale, dell'innovazione sociale e della diversità culturale, in differenti contesti socio-territoriali siciliani e italiani, con una particolare attenzione per quelle iniziative che rappresentano casi paradigmatici in cui le istanze istituzionali, della ricerca, dell'educazione e della formazione si incontrano con le aspettative dei pubblici differenziati e, specialmente, delle giovani generazioni, anche sull'orizzonte della innovazione dell'occupazione giovanile.

Animal shelters euthanize animals when no one adopts them. According to Joyce, the narrator of this segment, 26,000 dogs a year are picked up by Albuquerque Animal Services. To help find homes for the unwanted pets, Joyce, who is also a photographer, takes pictures of the dogs and posts the pictures on the Internet. She hopes when people see the dogs on the Internet they have an added incentive to come to the shelter to take them home. In this video segment from WILD TV, learn more about Joyce and her efforts to find homes for unwanted pets in Albuquerque. For more about animal shelters, see video segment "Animal Shelter".

The reading and writing in this course will focus on the art of self-narrative or autobiographical writing. Such writing can be crafted in the form of a longer autobiography or of separate, shorter autobiographically-inspired essays. The various forms of autobiographical narrative can both reflect on personal experience and comment on larger issues in society.
This course explores, through reading and writing, what it means to construct a sense of self-and a life narrative-in relation to the larger social world of family and friends, education, media, work, and community. What does it mean to see ourselves as embodying particular ethical values or belonging to a certain ethnic, racial, national or religious group(s)? How do we imagine ourselves within larger "family narrative(s)" and friendship groups? In what ways do we view our identities as connected to and expressed by our educational and work experiences, including experiences at MIT? How do we see ourselves as shaping and shaped by the popular media culture of our society? How do we think about our ethical and social responsibility to our friends, families and communities (large and small)? Readings will include autobiographically-inspired nonfiction and fiction.

The course aims to help students better understand how business interacts with society. The dramatic rise in the exchange of goods, information, services and capital around the world makes business a driving force in global society. Yet, the evolving expectations of corporate stakeholders (e.g., customers, investors, governments and civil society groups) are not well understood. Corporations are expected to meet ever-higher standards of care wherever they operate. Stakeholders expect managers to make a profit for their companies in ways that are lawful, socially responsible and contribute to the welfare of society. Tomorrow’s business leaders will need to be equipped with an adequate understanding of the societal issues as well as the business opportunities these developments generate. The course will help students learn to be more effective business leaders in this new era of global interdependence.