...Communication CASE STUDY: The Creamy Creations Takeover 1. The Burger Barn executives see a rosy future ahead for Creamy Creations. Do you see any reasons why they should not be so optimistic? What are the potential future pitfalls they should be watching out for? Creamy Creations has been successful because of the solid customers who enjoy creating their own ice cream. Though Creamy Creations has the capability to be more successful, I think that there are still reasons why Burger Barn should not be optimistic. One is that it is possible The potential future pitfalls they should be watching out for are competitors―since Creamy Creations is very popular, a shop the same with Creamy Creations may open and offer new products; 2. How are the principles of classical management reflected in what has happened at Creamy Creation? Which tenets of Fayol’s Theory of Classical Management, Weber’s Theory of Bureaucracy, and Taylor’s Theory of Scientific Management are in evidence? How have the advantages and disadvantages of the classical approach been played out at this business? Creamy Creations pays little attention to an individual employee’s needs 3. If you were called in as a communication consultant by Burger Barns executives, what kind of information would you gather in making an assessment about the likely future of Creamy Creations? What would you predict your findings might be, and how would these findings influence your recommendations on Burger Barn executives? CASE STUDY:...
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...case study: Teamwork at Marshall’s Processing Plant Marshalls is one large plant I the Midwestern United States that process corn into fructose syrup used in soft drinks. Marshalls run year around for 24hours a day, with two different components, the wet mill and the refinery. Marshall’s plant is a computerized state-of-art plant and most of the work needs to just be monitoring, maintenance, cleanup, and troubleshooting. The wet mill and refinery has about seventy five worker for each 12 hour shift. There are also about thirty employees who work in the office. It states that about 2 years ago Marshall instituted a team management system to enhance productivity in the plant and improve worker morale. They made them have two different types of teams; first teams came on a weekly basis and talked about how improving the plants work process in their own portion of the plant. Within the second team was the “Marshall team” who met on a monthly basis to talk about crisis and decisions of the whole plant. Each team member on the work team elected a member to join the marshal team to put their input into the higher hands. Management started to be concerned about the people who did not participate in the tram program. There were three kinds of employee not taking part of the team meetings. Ones who said there are too many meeting and had too much busy work, the second group who they have to deal with so much of their own work situations, third group who stated no matter...
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...Context and Consequence THOMAS REGINALD (Tom) ROWLES B.Ec (Hons), Dip.Ed (Monash) A THESIS SUBMITED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE SCHOOL OF ACCOUNTING AND LAW OF RMIT UNIVERSITY, MELBOURNE, VICTORIA, AUSTRALIA ii DECLARATION I certify that: Except where due acknowledgement has been made, this thesis is mine alone; and The work has not been submitted previously, in whole or part, to qualify for any other academic award; and The content of the thesis is the result of work that has been carried out since the official commencement date of the approved research programme. THOMAS R. ROWLES iii TABLE OF CONTENTS Chapter Introduction 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 Introduction Purpose of the Study Sombart’s Hypothesis An Alternative Model; Entrepreneurial Decision-making Context: The Industrial Revolution and ‘Profit’ The Changing Nature of ‘Investment’ The Great Depression of 1873-96 Intellectual Introspection Irving Fisher and the Conception of Capital and Income 17 17 17 23 25 26 30 32 34 34 35 36 38 38 38 39 43 46 49 50 51 54 55 1.10 Research Issues Identified 1.11 Summary Derivation of Research Issues 2.1 2.2 Introduction Evidence from Extant Accounts 2.2.1 Fixed Assets in Mercantile Accounting 2.2.2 The East India Company 2.2.3 Fixed Assets and Early Industrial Accounting 2.2.4 Capital Asset Accounting After 1870 2.2.4.i Renewal Accounting 2.2.4.ii Double-Account System 2.2.4.iii A Rejected Hypothesis 2.3 Steam and Iron:...
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...Economic Theory HIGHER SECONDARY- SECOND YEAR Untouchability is a sin· Untouchability is a crime Untouchability is inhuman ·TAMILNADU TEXTBOOK AND EDUCATIONAL SERVICES CORPORATION College Road, Chennai- 600 006. ii CONTENTS Page No 1 Nature and Scope ofEconomics 2 Basic Economic Problems 33 3 Theory of Consumer Behaviour 47 4 Demand and Supply 77 5 Equilibrium Price 103 6 Production 117 7 Cost and Revenue 143 8 Market Structure and Pricing 161 9 Marginal Productivity Theory of Distribution 183 10 Simple Theory oflncome Determination 205 11 229 Monetary Policy 12 Fiscal Policy 247 iii Chapter 1 Nature and Scope of Economics Introduction Economics is a social science which deals with human wants and their satisfaction. It is mainly concerned with the way in which a society chooses to employ its scarce resources which have alternative uses, for the production of goods for present and future consumption. Political economy is another name for economics. “Polis” in Greek means a State. The early writers used the term “Political Economy” for the management of the State. A person who runs a family is expected to make the best use of the income of the household. Similarly, the State is expected to get the maximum benefit for the society. Hence the term “Political Economy”. The existence of human wants is the starting point of all economic activity...
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...3 Study Questions 3 The Fatal Flaw In Flight 51-L 5 Challenger's final hours 6 The history of the flawed joint 7 Certified in spite of the flaws 8 Accepted as acceptable 9 The lesser of two evils 9 The problems grow worse 9 Anatomy of a tragedy 10 Why wasn't the design fixed? 11 Why wasn't erosion seen as a danger sign? 11 Operational and then what? 12 Why no second sources? 12 How did NASA and Thiokol view the odds? 12 What role did NASA's safety office play? 13 Was NASA or Thiokol pressured to launch? 14 Why didn't they talk to each other? 14 How about NASA's past success? 15 What lessons have been learned? 15 Defining terms 16 Figures Figure 1: The Launch Decision Chain 17 Figure 2: Anatomy Of A Booster Field Joint 18 Figure 3: Joint Rotation 18 Figure 4: Titan Joints vs. Shuttle Booster Joints 19 Figure 5: Joint Putty 19 Figure 6: O-Ring Distress 20 Figure 7: Joint Distress vs. Temperature At Launch 20 Figure 8: 7/31/85 Memo, Boisjoly 21 Figure 9: 10/1/85 Memo, Ebeling 22 Figure 10: 10/1/85 Memo, Stein 24 Figure 11: 10/4/85 Activity Report, Boisjoly 25 Instructions On the first day of the workshop, we will discuss the management system failures associated with the Space Shuttle Challenger explosion. Please read the attached article[?],[?] before the workshop and be prepared to discuss the study questions listed below. Study Questions ...
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...Learning with Technology Evidence that technology can, and does, support learning. A white paper prepared for Cable in the Classroom James M. Marshall, Ph.D. San Diego State University May 2002 Executive Summary “We’ve wired the schools — now what?” This question resonates with educators, and troubles them at the same time. After countless local and national efforts have boosted the infrastructure of our schools, the significant issues now arise. Should we continue to pump money into educational technology for our schools? Do computers really help students learn? How can students and teachers best learn from the World Wide Web and its content? These questions are not new, nor unique to the dawn of Internet-connected schools. Earlier technologies, from textbook and illustration to film, television, and multimedia computer, have prompted similar ponderings. If technology is to have a significant role in schools, we need assurance that it works. More emphatically, we need confidence that use of educational technology results in learning. Research, both historical and contemporary, suggests that technology-based instruction can and does result in learning. Witness these examples of television, multimedia, and computer technologies delivering content to support learning: • Watching the television program Blue’s Clues has strong effects on developing preschool viewers’ flexible thinking, problem solving, and prosocial behaviors (Bryant, Mullikin, McCollum...
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...GMO MYTHS AND TRUTHS An evidence-based examination of the claims made for the safety and efficacy of genetically modified crops Michael Antoniou Claire Robinson John Fagan June 2012 GMO Myths and Truths An evidence-based examination of the claims made for the safety and efficacy of genetically modified crops Version 1.3 by Michael Antoniou Claire Robinson John Fagan © Earth Open Source www.earthopensource.org 2nd Floor 145–157, St John Street, London EC1V 4PY, United Kingdom Contact email: claire.robinson@earthopensource.org June 2012 Disclaimer The views and opinions expressed in this paper, or otherwise published by EOS, are those of the authors and do not represent the official policy, position, or views of other organizations, universities, companies, or corporations that the authors may be affiliated with. GMO Myths and Truths 2 About the authors Michael Antoniou, PhD is reader in molecular genetics and head, Gene Expression and Therapy Group, King’s Cols: lege London School of Medicine, London, UK. He has 28 years’ experience in the use of genetic engineering technology investigating gene organisation and control, with over 40 peer reviewed publications of original work, and holds inventor status on a number of gene expression biotechnology patents. Dr Antoniou has a large network of collaborators in industry and academia who are making use of his discoveries in gene control mechanisms for the production of research, diagnostic and therapeutic products...
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...this chapter, you will be able to answer the following questions: 1. Why are information systems vulnerable to destruction, error, and abuse? What is the business value of security and control? What are the components of an organizational framework for security and control? What are the most important tools and technologies for safeguarding information resources? 2. 3. 4. ISBN 1-256-42913-9 232 Essentials of MIS, Ninth Edition, by Kenneth C. Laudon and Jane P. Laudon. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc. C HAPTER O UTLINE Chapter-Opening Case: Boston Celtics Score Big Points Against Spyware 7.1 System Vulnerability and Abuse 7.2 Business Value of Security and Control 7.3 Establishing a Framework for Security and Control 7.4 Technologies and Tools for Protecting Information Resources 7.5 Hands-on MIS Projects Business Problem-Solving Case: Are We Ready for Cyberwarfare? BOSTON CELTICS SCORE BIG POINTS AGAINST SPYWARE While the Boston Celtics were fighting for a spot in the playoffs several years ago, another fierce battle was being waged by its information systems. Jay Wessel, the team’s vice president of technology, was trying to score points against computer spyware. Wessel and his IT staff manage about 100 laptops issued to coaches and scouts, and sales, marketing, and finance employees, and these machines were being overwhelmed by malware (malicious software). Like any sports franchise, the Celtics are on the road a...
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...MKT 533 Branding Strategy Cases Dr. Diane Badame Fall 2015 The price of this reader reflects a 20% discount on production costs, due to the early submittal of material by the instructor. Dear Student: Reproduction of copyrighted material, without prior permission of the copyright owner, particularly in an educational setting, is an issue of concern for the academic community. Unfortunately, the impropriety of much unauthorized copying is all too often overlooked by users in an educational setting. Although copying all or part of a work without obtaining permission may appear to be an easy and convenient solution to an immediate problem, such unauthorized copying can frequently violate the rights of the author or publisher of the copyrighted work, and be directly contrary to the academic mission to teach respect for ideas and the intellectual property that expresses those ideas. With that in mind, the University Bookstore has sought permission and paid royalties for all materials enclosed. The price of your reader reflects those necessary costs. This material comes from "Questions and Answers on Copyright for the Campus Community," Copyright 1993 by National Association of College Stores, Inc. and the Association of American Publishers. MKT 533 – Branding Strategy Dr. Badame, Fall 2015 UNIVERSITY OF SOUTHERN CALIFORNIA MARSHALL GRADUATE SCHOOL OF BUSINESS MKT 533 – BRANDING STRATEGY 1.5 CREDIT COURSE FALL 2015 ___________________...
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...ECONOMIC GEOGRAPHY Y U K O A O YA M A J A M E S T. M U R P H Y SUSAN HANSON KEY CONCEPTS IN key concepts in economic geography The Key Concepts in Human Geography series is intended to provide a set of companion texts for the core fields of the discipline. To date, students and academics have been relatively poorly served with regards to detailed discussions of the key concepts that geographers use to think about and understand the world. Dictionary entries are usually terse and restricted in their depth of explanation. Student textbooks tend to provide broad overviews of particular topics or the philosophy of Human Geography, but rarely provide a detailed overview of particular concepts, their premises, development over time and empirical use. Research monographs most often focus on particular issues and a limited number of concepts at a very advanced level, so do not offer an expansive and accessible overview of the variety of concepts in use within a subdiscipline. The Key Concepts in Human Geography series seeks to fill this gap, providing detailed description and discussion of the concepts that are at the heart of theoretical and empirical research in contemporary Human Geography. Each book consists of an introductory chapter that outlines the major conceptual developments over time along with approximately twenty-five entries on the core concepts that constitute the theoretical toolkit of geographers working within a specific subdiscipline. Each entry provides...
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...Transactions and Strategies Economics for Management This page intentionally left blank Transactions and Strategies Economics for Management ROBERT J. MICHAELS Mihaylo College of Business and Economics California State University, Fullerton Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Transactions and Strategies: Economics for Management Robert J. Michaels Vice President of Editorial, Business: Jack W. Calhoun Publisher: Joe Sabatino Sr. Acquisitions Editor: Steve Scoble Supervising Developmental Editor: Jennifer Thomas Editorial Assistant: Lena Mortis Sr. Marketing Manager: John Carey Marketing Coordinator: Suellen Ruttkay Marketing Specialist: Betty Jung Content Project Manager: Cliff Kallemeyn Media Editor: Deepak Kumar Sr. Art Director: Michelle Kunkler Frontlist Buyer, Manufacturing: Sandee Milewski Internal Designer: Juli Cook/ Plan-It-Publishing, Inc. Cover Designer: Rose Alcorn Cover Image: © Justin Guariglia/Corbis © 2011 South-Western, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means— graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, information storage and retrieval systems, or in any other manner—except as may be permitted by the license terms herein. For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support...
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...Learning with Cases INTRODUCTION The case study method of teaching used in management education is quite different from most of the methods of teaching used at the school and undergraduate course levels. Unlike traditional lecture-based teaching where student participation in the classroom is minimal, the case method is an active learning method, which requires participation and involvement from the student in the classroom. For students who have been exposed only to the traditional teaching methods, this calls for a major change in their approach to learning. This introduction is intended to provide students with some basic information about the case method, and guidelines about what they must do to gain the maximum benefit from the method. We begin by taking a brief look at what case studies are, and how they are used in the classroom. Then we discuss what the student needs to do to prepare for a class, and what she can expect during the case discussion. We also explain how student performance is evaluated in a case study based course. Finally, we describe the benefits a student of management can expect to gain through the use of the case method. WHAT IS A CASE STUDY? There is no universally accepted definition for a case study, and the case method means different things to different people. Consequently, all case studies are not structured similarly, and variations abound in terms of style, structure and approach. Case material ranges from small caselets (a few paragraphs...
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...More Than a Numbers Game A Brief Histor y of Accounting Thomas A. King John Wiley & Sons, Inc. More Than a Numbers Game More Than a Numbers Game A Brief Histor y of Accounting Thomas A. King John Wiley & Sons, Inc. Copyright © 2006 by Thomas A. King. All rights reserved. Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at http://www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability...
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...Fourth Edition Reframing Organizations Artistry, Choice, and Leadership LEE G. BOLMAN TERRENCE E. DEAL B est- se l l i n g a u t h o rs of LEADING WITH SOUL FOURTH EDITION Reframing Organizations Artistry, Choice, and Leadership Lee G. Bolman • Terrence E. Deal Copyright © 2008 by John Wiley & Sons, Inc. All rights reserved. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-6468600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-7486011, fax 201-748-6008, or online at www.wiley.com/go/permissions. Credits are on page 528. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read. Limit of Liability/Disclaimer...
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...ATENEO CENTRAL BAR OPERATIONS 2007 Taxation Law SUMMER REVIEWER PART I – GENERAL PRINCIPLES TAXATION – power inherent in every sovereign State to impose a charge or burden upon persons, properties, or rights to raise revenues for the use and support of the government to enable it to discharge its appropriate functions SCOPE OF TAXATION TAXATION IS: Unlimited, Far-reaching, Plenary Comprehensive Supreme STAGES OF TAXATION: (LAP) 1. Levy 2. Assessment 3. Payment Basic Principles of a Sound Tax System 1. Fiscal Adequacy 2. Theoretical Justice 3. Administrative Feasibility INHERENT LIMITATIONS (SPING) 1) Situs or territoriality of taxation 2) Must be for a Public purpose • Test is whether proceeds will be used for something which is the duty of the State to provide. • Legislature is not required to adopt a policy of “all or none.” • Incidental benefit to individual does not defeat exemption 3) International comity • Property of a foreign State of government may not be taxed by another 4) Non-delegability of the taxing power • Contemplates power to QuickTime™ and a TIFF (Uncompressed) decompressor determine kind,thisobject, extent, are needed to see picture. amount, coverage, and situs of tax; • Distinguish from power to assess and collect • Exemptions: (a) presidential taxing powers; (b) local governments 5) Exemptions of Government agencies • Taking money from one pocket • to the other Applies only to entities exercising government functions (acta jure imperii) CONSTITUTIONAL...
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