...IT’S MY BIKE Debbie Martin was overjoyed when she was selected the new Supplier Quantity Manager for the commercial product division of Cold Air Corporation. In this role, she was responsible for monitoring the quality of component parts for twelve production lines scattered throughout the large manufacturing plant. When she started the new position, Debbie knew she would be faced with many opportunities and conflicts. Her immediate supervisor, the manager of shipping and receiving, was not known as an easy person to work for. He expected his subordinates to have a take charge attitude and to avoid bothering him with trivial issues. What Debbie had not envisioned was just how trivial and non-productive some of the conflicts in her new position would be. She certainly had not expected to be on the verge of a fistfight. Debbie was just starting her shift when she received a telephone call from Ronnie, one of her subordinates. Ronnie was a purchasing parts inspector, and was responsible for inspecting certain incoming parts for all production lines in the plant. He was complaining that the Airhandler Quality team had borrowed “the bike” for a special project and would not return it. He reminded Debbie of his current project and how covering the entire 15-acre plant on foot would only delay completion of the project. Debbie rolled her eyes as she thought about the logistics of inspecting component past’s three separate buildings. She also realized that Ronnie had a...
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...Renaissance Literature December 10, 2012 Should Shakespeare be taught to Minority Students? Shakespeare is a staple in the English curriculum in American schools. Beginning in seventh or eighth grade, students are fed a steady diet of his tragedies, comedies, histories, and sometimes even the sonnets. Before Michael, Madonna or Prince, he was the one-name artist everyone could relate to globally. This wasn’t always the case. The branding of the name is not accidental. Even more than “William Shakespeare play-wright to American school students” the word Shakespeare, has become a trademark representing the culture and values of a nation. I approached this project with the firm belief that teaching Shakespeare to non-white students was harmful to their development. Shakespeare being taught to non-white students is a problem because they are being told that their culture isn’t enough. Is this a message we want to send after the last 40 years of minority groups demanding, and receiving, inclusion into society? Aren’t there any other works that could be substituted for the works of Shakespeare’s? Plenty of good candidates are published every year but they aren’t taken seriously. Why not? One reason is of course the name brand recognition of Shakespeare. He has had 500 years to gain a position in the public eye. Another reason is the many contributions that he has made to the English language. Many of the tried and true turn of phrases used today come from his characters...
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...All About Me ------------------------------------------------- Top of Form Bottom of Form * Home * Contact Us * About * The Author * This Blog David McClelland’s Theory of Needs Posted by emarmabasa on October 20, 2009 · Leave a Comment Over the years behavioral scientists have observed that some people have an intense need to achieve; others, perhaps the majority, do not seem to be as concerned about achievement. This phenomenon has fascinated David C. McClelland. For over twenty years he and his associates in Harvard University studied this urge to achieve. McClelland’s research led him to believe that the need for achievement is a distinct human motive that can be distinguished from other needs. More important, the achievement motive can be isolated and assessed in any group. Also, he developed an Achievement Motivation Theory consisting of the following set of needs: * Achievement * Affiliation * Power The Need for Achievement This need is the extent to which a person wants to perform difficult, challenging, but attainable tasks in a high level. Persons with this need have the following characteristics: * They want to have success and need to receive positive feedback often * They seek to stretch themselves and thus tend to avoid low-risk and high-risk situations. They avoid low-risk situations because the easily attained success is not a genuine achievement. In high-risk projects, achievers see the outcome as...
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...For the exclusive use of B. Bai, 2015. 9-914-509 JANUARY 6, 2014 ROBERT J. DOLAN BENSON P. SHAPIRO ALISA ZALOSH StepSmart Fitness Introduction Ben Cooper opened his laptop and settled in for a weekend of work. It was Friday, September 7, 2012, ten weeks since he’d been unexpectedly promoted to district sales director for the New England region of StepSmart Fitness. On Monday, Cooper was to attend his first quarterly sales meeting with Caitlin Sheridan, the company’s newly appointed regional vice president of sales for the Northeast, and provide a detailed update on his ailing district. Cooper recalled his last conversation with Sheridan from ten days earlier: Ben, I know you’ve had a lot thrown at you these last few months as a result of the reorganization, with no help or information from your predecessor. I’m in the same boat here at the regional level. There’s been a lot of upheaval across the company since Mark Wallace became our CEO six months ago. Wallace hopes that we can improve our sales efforts in faltering districts and regions with high-performing talent like you in place; he is confident that sales revenue, morale, and productivity will soon improve. I was impressed by your success as a salesperson in New York, and enjoyed collaborating with you on the treadmill product last year. Despite your lack of managerial experience, I wanted you on my team because I felt you’d be able to quickly assess what’s wrong with the New England district...
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...Enron: Financial Innovation, Errors and Lessons Elisa S. Moncarz* Raúl Moncarz* Alejandra Cabello** Benjamin Moncarz*** Abstract Recent collapses of high profile business failures like Enron, Worldcom, Parmlat, and Tyco has been a subject of great debate among regulators, investors, government and academics in the recent past. Enron’s case was the greatest failure in the history of American capitalism and had a major impact on financial markets by causing significant losses to investors. Enron was a company ranked by Fortune as the most innovative company in the United States; it exemplified the transition from the production to the knowledge economy. Many lessons can we learn from its collapse. In this paper we present an analysis of the factors that contributed to Enron’s rise and failure, underlying the role that energy deregulation and manipulation of financial statements played on Enron’s demise. We summarize some lessons that can be learned in order to prevent another Enron and restore confidence in the financial markets, as well as in the accounting and auditing professions. Keywords: Enron, Corporate Ethics, Corporate Bankruptcy, Creative Accounting. Introduction T he rise and fall of high profile businesses like Enron, WorldCom, Parmlat and Tyco has been a subject of great debate and research among regulators, investors, government and academics in the recent years. Enron, for one, was the greatest failure *Professor-investigator Florida...
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...The Power of Eye Contact Your Secret for Success in Business, Love, and Life Michael Ellsberg For Jena May I gaze into your eyes forever . . . los ojos . . . mudas lenguas de amorios. ( . . . the eyes, silent tongues of love.) —MIGUEL DE CERVANTES, from Don Quijote1 Contents Cover Title Page Epigraph A Note to Readers Introduction Chapter One - What Bill Clinton Knows About Eye Contact Chapter Two - How to Become a Master of Eye Chapter Three - Eye Flirting, Part I Chapter Four - Eye Flirting, Part II Chapter Five - The Eyes Are the Windows to the Sale Chapter Six - How to Wow a Crowd with Eye Contact Chapter Seven - If Looks Could Kill Chapter Eight - Truth and Eyes Chapter Nine - Eye Love You Chapter Ten - Gazing at the Divine Chapter Eleven - Going Deeper Epilogue Ralph Waldo Emerson on Eyes and Eye Contact Notes Works Cited Interviewees Free Bonus Material for Readers Acknowledgments About the Author Advance Praise for The Power of Eye Contact Copyright About the Publisher A Note to Readers I welcome your comments, questions, critiques, feedback, corrections, stories, experiences, and anecdotes. Please write to me at michael@powerofeyecontact.com. I won’t answer everything personally, but I will read it all and will answer the most interesting questions and queries. I may also post your questions, stories, or anecdotes on the book’s blog, www.powerofeyecontact.com/blog. So when you write, let me know if you’re OK with that, and if so, how you’d...
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...Airbus vs. Boeing in Superjumbos: Credibility and Preemption by Benjamin C. Esty and Pankaj Ghemawat Current Draft: August 3, 2001 Benjamin C. Esty Morgan 381 Harvard Business School Boston, MA 02163 Tel: (617) 495-6159 e-mail: besty@hbs.edu Pankaj Ghemawat Morgan 227 Harvard Business School Boston, MA 02163 Tel: (617) 495-6270 e-mail: pghemawat@hbs.edu Acknowledgements: We would like to thank Ed Greenslet and The Airline Monitor for providing data on and insights about the commercial jet aircraft industry, Mike Kane for assistance with the original teaching case, and the Division of Research at the Harvard Business School for supporting this research. Airbus vs. Boeing in Superjumbos: Credibility and Preemption Abstract In December 2000, Airbus formally committed to spend $12 billion to develop and launch a 555-seat superjumbo plane known as the A380. Prior to and after Airbus’ commitment, Boeing started and canceled several initiatives aimed at developing a “stretch jumbo” with capacity in between its existing jumbo (the 747) and Airbus’ planned superjumbo. This paper provides a strategic (game-theoretic) interpretation of why Airbus, rather than Boeing, committed to the superjumbo, and why Boeing’s efforts to introduce a stretch jumbo have, at least to date, been unsuccessful. Specifically, game theory suggests that the incumbent, Boeing, would earn higher operating profits if it could somehow deter the entrant, Airbus, from developing a superjumbo, but...
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...Harvard Business School Strategy Working Paper Series Working Paper Number: 02-061 Working Paper Date: February 2002 “Airbus vs. Boeing in Super Jumbos: A Case of Failed Preemption” Benjamin Esty (Harvard Business School) Pankaj Ghemawat (Harvard Business School This paper can be downloaded without charge from the Social Science Research Network electronic library at: http://ssrn.com/abstract_id=302452 Airbus vs. Boeing in Superjumbos: A Case of Failed Preemption* August 3, 2001 Rev. February 14, 2002 Benjamin C. Esty Morgan 381 Harvard Business School Boston, MA 02163 Tel: (617) 495-6159 e-mail: besty@hbs.edu Pankaj Ghemawat Morgan 227 Harvard Business School Boston, MA 02163 Tel: (617) 495-6270 e-mail: pghemawat@hbs.edu *Acknowledgements: Ramon Casadessus-Masanell, Bruno Cassiman, Richard Caves, Ken Corts, Tarun Khanna, Julio Rotemberg, Vicente Salas Fumas, Xavier Vives and seminar/workshop participants at Boston University, Copenhagen Business School, Harvard Business School, INSEAD, New York University and Universitat Autonoma de Barcelona provided helpful comments. So did senior executives at both Airbus (Adam Brown, John Leahy) and Boeing (Tim Meskill, Randy Baseler, and Jim Jessup), although their comments do not constitute an endorsement of the material in either the teaching case or this paper. We also gratefully acknowledge help from Ed Greenslet, Don Schenk, and The Airline Monitor in obtaining data and insights about the commercial jet aircraft industry...
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...IMPACT OF SOCIAL MEDIA ON STUDENTS ACADEMIC PERFORMANCE (A STUDY OF STUDENTS OF UNIVERSITY OF ABUJA) By ANJUGU JESSICA NDAKU MC/2009/386 DEPARTMENT OF MASS COMMUNICATION MANAGEMENT AND SOCIAL SCIENCES CARITAS UNIVERSITY AMORJI – NIKE ENUGU AUGUST, 2013 TITLE PAGE IMPACT OF SOCIAL MEDIA ON THE STUDENTS ACADEMIC PERFORMANCE (A STUDY OF STUDENTS OF UNIVERSITY OF ABUJA) By ANJUGU JESSICA NDAKU MC/2009/386 A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF MASS COMMUNICATION MANAGEMENT AND SOCIAL SCIENCES CARITAS UNIVERSITY, AMORJI – NIKE, ENUGU. IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCES (B.Sc.) DEGRESS IN MASS COMMUNICATION, AUGUST, 2013 Declaration I, Anjugu Ndaku .J. hereby declare that this research work was written by me and has not been submitted or received anywhere for the purpose of acquiring a degree in Mass Communication. -------------------------------------------------------ANJUGU NDAKU J --------------------------------------------DATE Certification Page I certify that this study was carried out by Anjugu Ndaku .J. It was approved by the Department of Mass Communication, Caritas University, Amorji – Nike, Enugu as meeting the requirement for the Award of Bachelor of Science, B.Sc. (Hons) Mass Communication. ------------------------------------------------------Dr. (Mrs.) Acholonu (Project Supervisor) --------------------------------------Date --------------------------------------------------------Dr. (Mrs.) Acholonu...
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...Workplace Harassment and Violence Report Jacquie Carr, Community Researcher Audrey Huntley, Community Researcher Barbara MacQuarrie, Centre for Research on Violence Against Women and Children, University of Western Ontario Sandy Welsh, Department of Sociology, University of Toronto Names are listed in alphabetical order and reflect varied, but equal contributions to the overall project and report. We are grateful to Status of Women Canada for funding this project and for the continued sponsorship of the Ontario Coalition of Rape Crisis Centres. We also thank the members of our Advisory Committee for pushing and challenging us throughout this project. We thank the women who facilitated focus groups and helped us contact the women in this study. Finally, this report would not be possible without the contributions of the women who told us about their experiences. © 2004 Centre for Research on Violence Against Women and Children ISBN# 0-9688655-3-4 1 “To understand violence, we have to examine both the personal experience and the terrain of that experience.” Dr. Yasmin Jiawani This report is built on the personal experiences of women who have experienced workplace harassment, but their stories are also about the “terrain” or the context of those experiences. In drawing out the commonalities of their experiences, we have begun to shed light on the terrain. We must transform the terrain if women are to have equality and safety in their workplaces...
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...MANAGEMENT PRACTICE S.A.I.M. S.A.I.M. CASE-STUDY WORKBOOK Prepared by Dr Norris W Dalton. Copyright 2002 SAIM Management Practice 1 Copyright @ 2002 - South African Institute of Management All rights reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from SAIM. Copyright @ 2002 Copyright 2002 SAIM First Edition (2002) Management Practice 2 MANAGEMENT PRACTICE CASE-STUDY WORKBOOK CONTENTS Page 1. Introduction. 5 2. Management in Context. 7 3. Learning to be a manager. 9 4. Case-study analysis. 11 5. Problem-solving and decision-making. 14 6. Caselets: First-line and Middle-management (Tactical/operational levels). 21 7. Case-studies: Executive / Senior management (transitional / strategic level). 119 8. Case-studies: Management failures (Reference studies). 173 9. Lessons: 201 Business {Managerial) Failure. 10. References and Further Reading. Copyright 2002 SAIM 207 Management Practice 3 Copyright 2002 SAIM Management Practice 4 MANAGEMENT PRACTICE Management Principles are easy; Management Practice is difficult. 1. Introduction The Theory of Management (20%) is easy and can be learnt in a classroom setting, since it relates to knowledge acquisition and book-learning...
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...Е. Є. Мінцис О. В. Карбашевська Ю. Б. Мінцис A COMMONSENSE GUIDE TO ANALYTICAL READING AND TEXT INTERPRETATION МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ ПРИКАРПАТСЬКИЙ НАЦІОНАЛЬНИЙ УНІВЕРСИТЕТ ІМЕНІ ВАСИЛЯ СТЕФАНИКА Е. Є. Мінцис О. В. Карбашевська Ю. Б. Мінцис A COMMONSENSE GUIDE TO ANALYTICAL READING AND TEXT INTERPRETATION Навчально-методичний посібник із аналітичного читання та інтерпретації тексту для студентів третього курсу англійського відділення стаціонарної та заочної форми навчання Івано-Франківськ 2009 УДК ББК 81.2 Англ.- М- 62 К- 21 Мінцис Е. Є., Карбашевська О. В., Мінцис Ю. Б. A Commonsense Guide to Analytical Reading and Text Interpretation. Навчально-методичний посібник із аналітичного читання та інтерпретації тексту. – Івано-Франківськ, 2009. – с. Друкується за ухвалою Вченої ради факультету іноземних мов Прикарпатського національного університету Імені Василя Стефаника (протокол № 9 від 26 червня 2008 року) Укладачі: Мінцис Е. Є., старший викладач кафедри англійської філології факультету іноземних мов Прикарпатського національного університету імені Василя Стефаника Карбашевська О.В., аспірант кафедри світової літератури Прикарпатського національного університету імені Василя Стефаника Мінцис Ю. Б., аспірант кафедри англійської філології факультету іноземних мов Прикарпатського національного університету...
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...Assessment and classroom learning By Black, Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or...
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...Assessment and classroom learning By Black, Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or...
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...Listen to This 2 听力文本 Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson 目 录 1 .............................................................................2 2 .............................................................................9 3 ...........................................................................14 4 ...........................................................................20 5 ...........................................................................26 6 ...........................................................................30 7 ...........................................................................35 8 ...........................................................................41 9 ...........................................................................46 10 .........................................................................52 11 .........................................................................55 12 .........................................................................59 13 .........................................................................65 15 .........................................................................73 16 .........................................................................77 17 ................................................
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