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Carefully examine the following works, and read about each one in your textbook, course and video lectures, and through reliable internet resources: Hogarth, Breakfast Scene , 1795 David, Death of Marat , 1793 Delacroix, Liberty Leading the People , 1830 Goya, Third of May , 1808, 1814-15 Courbet, The Stone Breakers , 1849 In an essay of 5-7 well-developed paragraphs, address the following questions, making specific references to the five paintings listed above: How did each painting reflect or inspire social change or revolution? What was the social or revolutionary context of the painting? What additional historical events or social factors may have influenced the creation or interpretation of each painting? Explain how the style and specific visual characteristics of each painting contributed to or reflected its overall content or meaning. Do these paintings have the same impact or meaning to audiences today? Why or why not? Include details about the visual characteristics and content of each painting in your response. Provide proper citations for any information from outside sources included in your essay. .

Education

How did each painting reflect or inspire social change or
revolution? What was the social or revolutionary context of the
painting?
What additional historical events or social factors may have
influenced the creation or interpretation of each painting?
Explain how the style and specific visual characteristics of each
painting contributed to or reflected its overall content or
meaning.
Do these paintings have the same impact or meaning to
audiences today? Why or why not?
Include details about the visual characteristics and content of
each painting in your response. Provide proper citations for any
information from outside sources included in your essay.

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Art for change? It is often taken for granted that art functions as a tool and a vehicle of social change; indeed, it was just this theme that we took up in our first discussion board posting. While the vocal majority seemed to agree that art could foster social change, many of us, when encountering work such as Warhol’s 200 One Dollar Bills or Marcel Duchamp’sFountain might find ourselves wondering exactly what type of change such work could really make. Does a painting that takes money for its subject do anything to unsettle a culture that seems more and more to place the individual pursuit of money above the needs of the community? Does a urinal inscribed with a forged signature (see Duchamp’s work mentioned above) do anything more than offer a paltry challenge to the taste of a leisured class? It was precisely the complicity of market system art like Duchamp’s and the American Pop artists like Warhol, Jasper Johns, and Robert Rauschenberg with the oppressive class that was at the heart of a 1973 protest staged in front of another landmark Sotheby’s auction. On that October day a group of New York City taxi drivers and artists stood before the renowned auction house to call down Robert C. Scull who they claimed made his fortune robbing cabbies and hawking art. Some of the artists marching in solidarity with the taxi cab drivers rushed out to a nearby hardware store to by a snow shovel to sell at exorbitant price, poking fun at Duchamp’s In Advance of the Broken Arm. Is this critique of art’s complicity with big money an apt one? The idea that the art market is synonymous with ‘business as usual’ is an idea that is as pervasive today as ever—if not more so. As Eleanor Heartney reminds us in her lecture on art and labour, one move made by activists of the recent Occupy Wall Street movement was to set up occupations in a number of New York City’s museums. The organizers of the Occupy Museums march declared in a public statement that “for the past decade and more, artists and art lovers have been the victims of the intense commercialization and co-optation or art.” They further claimed that “art is for everyone, across all classes and cultures and communities” and not merely for the cultural elite, or the 1%. The artist activists closed their statement by exhorting museums to open their minds and their hearts: “Art is for everyone!” they claimed. “The people are at your door!” These two protests demonstrate an abiding and perhaps growing suspicion of the received idea that market system art can change things. But while market system art is placed under intense scrutiny, a growing field of artists and educators have been working to disseminate the practices and techniques of art making in order to sow the seeds of change. This community based art (sometimes referred to as ‘dialogical art’ or ‘community arts’) seeks to place in the hands of the marginalized, the worker, or, in the words of the.

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HUM 2590 – 20 th /21 st Century Humanities Instruction Sheet for Major Essay Assignment DUE NO LATER THAN WEDNESDAY, MARCH 19 TH LATE PASSES DO NOT PERTAIN!!! Instructions: Choose one of the two choices provided below to write your paper assignment. Your paper should:  Have a title (no cover page necessary)  Essay Format: Contain five paragraphs (introduction, 3 supporting paragraphs, and conclusion)  Have a minimum of 8 sentences in each body paragraph  Be word-processed, double-spaced, size 12 font (hand written papers will not be accepted), to be handed in as a hard copy  Include a word count of 1,250 - 1,500 words at the top corner of the first page of your paper, along with your name, date and course title  Grading Rubric (located on page 3) must be attached to final copy of your paper assignment  THIS IS NOT A RESEARCH PAPER!!!!! 1. Compare and Contrast: Choose two titled works of art (visual art, literature/poetry, architecture, philosophy/religion, and either or performing arts) discussed in our course from the 20 th century that detail the change in the medium influenced by one of historical contexts discussed in our course on Modernism, the Freudian Revolution, World War(s)/Revolution, Depression, Existentialism, Ethnic/Racial Identity or Globalization. Define three distinct similarities and either or contrasts between these two works and reflect on how they each represent the time period from which they emerged. As you write your essay in which you address each of these comparisons, refer specifically to key points in our readings, films, and discussions to help you formulate and justify your arguments. You may use any of the course material uploaded on Blackboard to help develop a more in depth discussion on the two works of art you have chosen. Use the three comparisons and either or contrasts to help organize the content of your essay (Argument1 = Comparison/ Contrast1, Argument2 = Comparison/ Contrast2, and Argument3 = Comparison/ Contrast3). In your conclusion address how these two specific works of art are important to the culture of the 20 th /21 st century. THIS IS NOT A RESEARCH PAPER!!! 2. Social Realism: Choose one titled piece of social realism modern art that is in your textbook. Really try to find something that evokes thought and either or feeling, whether positive or negative. Thoroughly discuss your piece: Be specific and use descriptive language through applying all of the steps of the art critiquing process; Describe, Analyze, Interpret, and Judge. You must address the following questions in depth while you are critiquing your chosen piece of .

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Impressionism Impression: Sunrise 1874, Claude Monet. About This Module What to expect in Module 4: 1. You will explore the historical and social contexts that surround Impressionist art. 2. You will look more closely at the ideals and values present during the Impressionist period and how some of these values are still present in contemporary society. This will help you start to think about your initial post for Discussion Board 41. 3. Finally, you will explore Impressionist art. Take careful notes of all vocabulary terms and key concepts throughout this module. Use the provided review questions, exercises, and games to test your knowledge. Doing so will prepare you for both the Discussion Board this week and the Module Quiz. Copyright © 2016 MindEdge Inc. All rights reserved. Duplication prohibited. Learning Objectives and Graded Activities The following activities will be graded: Discussion Board 41 Module 4 Quiz These activities support the learning objectives for this module: Discuss the historical context of a work of art Describe the effects or influence of cultural ideologies on a work of art Introduction: Understanding Context Key Concepts: Understanding Context We need to look at the context of a piece of art as well as its formal qualities to understand it. Context can be historical, cultural, social, and political Art is not created in a vacuum. Behind every work of art are layers of context. It is important to look not only at the formal qualities of a work of art but also at the time period in which it was created. What events were taking place at this time and in the location where the art was created? What events were happening in the artist's or writer's life (if it is known) at the time the work of art was created? What were the values and ideals from the time period in which the artwork was created? Context can take many forms: historical, cultural, social, and political. It is important to understand the context in which a work of art was created in order to understand the work of art in its own right and within its own time, but also to understand how the context surrounding the work of art has changed over time. In the process of addressing a work of art's context, you can see how aesthetic values and ideals have also changed, thereby changing a work of art's context over time. This module provides you with the tools needed to identify and then consider the context behind works of art in general and works of Impressionist art. You will then have the chance to apply what you have learned to analyze a work of art through its different contexts. Impact of Political, Social, and Cultural Environments on Art Artists are the product of their world—the historical moment which they inhabit; the cultural heritage they were reared in; the country they call home; the society in which they live and work. It naturally follows that the creative expression of artists would be influenced by their world, such as i.

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1000 words Format: maximum, 2 typed, double-spaced pages; MLA or APA Each question requires that you return to the lectures, videos, class reading assignments, – which it will expect you to reference in your essay – but each question is open ended so as to accommodate your own ideas/research on the issues addressed in the readings. In support of your own ideas about the readings, you will need to associate those ideas with the assigned works you’re discussing in your essay questions AND include 2 or more references to text and/or supplemental references that are specific, relevant. (Include page #s for text citations and URLs for online sources.) PART I PART I: (Write at the beginning of your essay each artist’s name, title of work, materials, date and style.) • Compare Krzysztof Wodiczko “Hirshhorn Museum, Wash. D.C. 1988” with Christo and Jeanne Claude’s “Running Fence, Sonoma/Marin County1972-76.” Collaborative relations between artists and audience have become familiar artistic practices in producing a work of public art. Compare and contrast these two works noting significant similarities or differences in subject or site as well as any factors that explain the artists’ preferences (influences in the art world or encounter with the larger culture/s, politics, history, and/or society of the particular era or region from which it was produced). Krzysztof Wodiczko: Hirshhorn Museum, Washington, D.C., 1988 Christo and Jeanne Claude: Running Fence, Sonoma/Marin County-1972-76 PART II PART II: (Write at the beginning of your essay each artist’s name, title of work, materials, date and style. ) Compare and contrast Clark’s “Six Sensorial Masks,” 1967 with Hamilton’s “Malediction,” 1991. • Discuss the importance of each artist, of the particular work of art, the subject matter, the symbolism, its meaning, and the artist's intentions. • You would want to compare and contrast significant features relating to subject and style, making sure to note any factors that explain the artists’ preferences (influences in the art world or encounter with the larger culture/s, personal experiences or background). Clark, Lygia. Six Sensorial Masks, 1967. Fabric masks, various colors and odors, with different mechanisms to affect hearing, vision, and smell. Ann Hamilton performing Malediction, December 8 1991 – January 4, 1992 at the Louver Gallery, New York. PART III • PART III: (Write at the beginning of your essay the artist’s name, title of work, materials, date and style. ) • Discuss the importance of this artist, of this particular work of art and the impact of this work on future art practices. Provide a description of the formal elements of this work, the subject matter, the symbolism, its meaning and the artist’s intentions. Discuss the use of media (television, radio, newspapers) during this performance. Explain how this work demonstrates feminist values within the objectives and goals of ...

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Week 3 The Visual Arts This week we look at the visual arts and the role of the artist. Sometimes, people look at a painting by Jackson Pollack and say, "My kid could have done that." However, the visual arts are about much more than the actual piece of art itself. Pollack was doing more than just splashing paint on a canvas, much more than a kid could have done. Visual art is not only about what is, so to speak, on the canvas. It can often be about impacting the way we think about the world around us and the world inside of us. After this week, students will be able to: · Describe the possible roles of visual artists within their communities · Identify several significant visual artists, movements and/or styles of visual art · Identify the impact of technological advances on visual art and artists Introduction This week, we will look at the visual arts and the role of the artist. Sometimes, people look at a painting by an artist such as Jackson Pollock and say, "My kid could have done that." However, the visual arts are about much more than the piece of art itself. Pollock was doing more than just splashing paint on a canvas, much more than a kid could have done. Visual art is not only about what is on the canvas. It speaks to the ways in which we think about the world around us and the world inside of us. When you look at this week's materials, think about not only how the works of art appear visually, but what they say about the human condition, as well as how they impacted the communities out of which they emerged. Outcomes After this week, you should be able to · describe the possible roles of visual artists within their communities · identify several significant visual artists, movements, and styles of visual art · identify the impact of technological advances on visual art and artists Cultural Diversity Paper Instructions For this essay, pick a significant of piece of art, literature, or music that represents a particular ethnic or racial group in America. Alternately, you could pick a specific philosopher, religious leader or theologian, political leader or writer who represents an ethnic or racial group in America. Write a 500-800 word essay in which you 1. Offer a brief description of the work or the person's point of view. 2. Argue for the importance and relevance of the work or person's point of view in communicating the experience of a particular ethnic or racial group within the American context. For instance, you could discuss how Elijah Muhammad’s view on race relations expressed the early 19th century post-slavery African American experience, or discuss how an Amy Tan novel represents the female Chinese American experience, or how a sculpture by Hank Willis Thomas communicates something about the history of the African American experience, or how a Sherman Alexie poem communicates the Native American experience. Make sure that your essay has a main point and that you offer enough evidence to support that main point in th.

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Week 3 "American Abstract Expressionism" Question 1 1. Imagine you are a docent or visitor’s guide at an art museum. You are responsible for conducting an international tour of foreign visitors and students through a museum exhibit exploring American Abstract Expressionism. Write a minimum two paragraph summary of what you would say to them about the overall movement and artworks of American Expressionism. Question 2 1. Name an artist that is considered an ‘other’ in typical Abstract Expressionist history? Question 3 1. According to our reading, select the true statements below that illustrates how Abstract Expressionism was not a unified ‘school’ of art? A. The artists didn’t know each other B. The artists varied between realism and abstraction C. The artists valued personal autonomy and had different styles D. The artists rarely exhibited together Question 4 1. Give a brief description of Clement Greenberg’s critical idea where he emphasized "pure" form? Question 5 1. According to our reading, select the true statements below that contribute to the idea that American Abstract Expressionism was not a ‘unified school’ of art? (select all that apply) A. The artists didn’t know each other B. The artists varied between realism and abstraction C. The artists valued personal autonomy D. The artists rarely exhibited together E. The artists had different styles Question 6 1. This style of painting, created by the Chromatic Expressionists, represents one of the two distinct styles of Abstraction Expressionism called . Question 7 1. Read the text on 136-137, and then give a formal analysis of Williem de Kooning’s Woman I, 1950-1952, including a personal interpretation. Question 8 1. What were some of the adjectives that Robert Motherwell used to describe Abstract Expressionist painting? Question 9 1. In your own words, write an essay analyzing the meaning behind the painting Subway, 1950, by George Tooker? Question 10 1. Which artist said “The modern painter cannot express this age, the airplane, the atom bomb, the radio, in old forms of the Renaissance or of any other past culture. Each age finds its own technique”. A. Jackson Pollock B. Clement Greenberg C. Thomas Hart Benton D. Norman Lewis Week 3 "American Abstract Expressionism" QUESTION 1 1. Imagine you are a docent or visitor’s guide at an art museum. You are responsible for conducting an international tour of foreign visitors and students through a museum exhibit exploring American Abstract Expressionism. Write a minimum two paragraph summar y of what you would say to them about the overall movement and artworks of American Expressionism. QUESTION 2 1. Name an artist that is considered an ‘other’ in typical Abstract Expressionist history? QUESTION 3 1. According to our reading, select the true statements below that illustrates how Abstract Expressionism was not a unified ‘school’ of art? A. The artists didn’t know each othe.

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Your Initial Post Please read details on this assignment. please include picture of artwork and reference. Find a good example of a artwork from the early 20th century (ca. 1900-1950) that either reflects the culture or society in which it was created or has affected society in some way. Then choose ONE of the following to discuss: Start a discussion about how the visual appearance of this work reflects its culture/society. (E.g. Many art movements emerged in response to WWI, and the styles and subject matter of the art they created reflect their various opinions of war--did the art movement that your work belongs to have a positive or negative opinion about war? How did they express this opinion through style, subject matter, or choice of materials?) Start a discussion about the ways in which the work itself affected society. (E.g. Did it offend people? Who? Why?Did it influence other artists or lead to other avant-garde styles?) .

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Name FINAL PAPER FEEDBACK Name, Your writing on the New York School in the post-World War II era is filled with good details that help the reader understand the context of the time, the role of art as a means of a new and open vehicle for expression, along with very descriptive areas about each painting’s physical and metaphysical characteristics. I can picture the wet, fluid paint strokes in each artist’s work due to your colorful, descriptive language. Good work. The content of parts A & B could be switched in some areas, but good information is included nonetheless. Part A (4 pts.) provides accurate, interesting facts about the post-World War II era in the United States, but could include just a bit more to inform the reader of the compressed or anarchic context of the world at large. Part B (5 pts.) describes how art functions in this context, and the quote from the Philadelphia Art Museum is an important viewpoint within the surrounds of war and conflict. Part C (5 pts.) offers 3 art elements and 2 design principles to describe the work in full and richly descriptive ways. Part D (5 pts.) offers 3 art elements and 2 design principles to describe the work, and makes necessary connections between the elements/principles and their purpose with the resulting meaning for the artist and viewer. Part E (5 pts.) compares and contrasts these two works using a full range of elements and principles that inform the artist’s intentions, dispositions and the feeling of the resulting paintings and subject matter. Part F (3 pts.) Reference list does include 5 sources in proper APA style. Part F (2 pts.) In-text citations are consistently present. Grade: 29 of 30 (Online Final Paper is worth 30 points) Best to you in your future projects ! Darele Bisquerra [email protected] Abstract Expressionism 2 Abstract Expressionism Aimee Blood Understanding Art April 25 th , 2012 Abstract Expressionism 3 A: Subject/ Historical Era When World War II started, the world went through many changes. (One needs to define what World War II was about, because one can’t assume the reader knows this) Art was not to be left out of these changes. With the start of World War II and a rise in fascism, many artists packed up their lives and moved to the United States (from where?). Many of which ended up in New York City. A movement called Abstract expressionism evolved from the inspiration of Surrealists. Abstract Expressionism helped to revolutionize the face of art. Another name for Abstract Expressionism is the New York School. Most of their early inspirations came from Cubist formalism and Surrealist automatism. Both of these ideas wer ...

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CASE 6B – CHESTER & WAYNE Chester & Wayne is a regional .docx

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"CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervosa 1. Repeated binge-eating episodes. 2. Repeated performance of ill-advised compensatory behaviors (e.g., forced vomiting) to prevent weight gain. 3. Symptoms take place at least weekly for a period of 3 months. 4. Inappropriate influence of weight and shape on appraisal of oneself. (Based on APA, 2013.) Rita was a 26-year-old manager of a local Italian restaurant and lived in the same city as her parents. Her childhood was not a happy one. Her parents divorced when she was about 5 years of age. She and her three older brothers remained with their mother, who often seemed overwhelmed with her situation and unable to run the household effectively. Rita would often refer to her childhood as utterly chaotic, as if no one were in charge. Within a 12-month period, 1 percent to 1.5 percent of individuals will meet the diagnostic criteria for bulimia nervosa; at least 90 percent of cases occur in females (APA, 2013). She nevertheless muddled through. When her brothers were finally all off to college or beyond, Rita entered high school, and the household seemed more manageable. Ultimately, she developed a close relationship with her mother, indeed too close, Rita suspected. Her mother seemed like her closest friend, at times the entire focus of her social life. They were both women alone, so to speak, and relied heavily on one another for comfort and support, preventing Rita from developing serious friendships. The two often went shopping together. Rita would give her mother an update on the most recent fashion trends, and her mother would talk to Rita about “how important it is to look good and be put together in this day and age.” Rita didn’t mind the advice, but sometimes she did wonder if her mother kept saying that as a way of telling her that she didn’t think she looked good. Rita later attended a local public college, majoring in business. However, she quit after 3 years to take a job at the restaurant. She had begun working in the restaurant part-time while a sophomore and after 2 years was offered the position of daytime manager. It was a well-paying job, and since her interest was business anyway, Rita figured it made sense to seize an attractive business opportunity. Her mother was not very supportive of her decision to leave college, but Rita reassured her that she intended to go back and finish up after she had worked for a while and saved some money. Just before leaving college, Rita began a serious relationship with a man whom she met at school. Their interest in each other grew, and they eventually got engaged. Everything seemed to be going well when out of the blue, her fiancé’s mental state began to deteriorate. Ultimately he manifested a pattern of schizophrenia and had to be hospitalized. As his impairment extended from days to months and then to more than a year, Rita finally had to end the engagement; she had to pick up the pieces and go on without him. She felt .

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Case 9: Bulimia Nervosa in Gorenstein and Comer (2014) Rita was a 26-year-old manager of a local Italian restaurant and lived in the same city as her parents. Her childhood was not a happy one. Her parents divorced when she was about 5 years of age. She and her three older brothers remained with their mother, who often seemed overwhelmed with her situation and unable to run the household effectively. Rita would often refer to her childhood as utterly chaotic, as if no one were in charge. Within a 12-month period, 1 percent to 1.5 percent of individuals will meet the diagnostic criteria for bulimia nervosa; at least 90 percent of cases occur in females (APA, 2013). She nevertheless muddled through. When her brothers were finally all off to college or beyond, Rita entered high school, and the household seemed more manageable. Ultimately, she developed a close relationship with her mother, indeed too close, Rita suspected. Her mother seemed like her closest friend, at times the entire focus of her social life. They were both women alone, so to speak, and relied heavily on one another for comfort and support, preventing Rita from developing serious friendships. The two often went shopping together. Rita would give her mother an update on the most recent fashion trends, and her mother would talk to Rita about “how important it is to look good and be put together in this day and age.” Rita didn’t mind the advice, but sometimes she did wonder if her mother kept saying that as a way of telling her that she didn’t think she looked good. Rita later attended a local public college, majoring in business. However, she quit after 3 years to take a job at the restaurant. She had begun working in the restaurant part-time while a sophomore and after 2 years was offered the position of daytime manager. It was a well-paying job, and since her interest was business anyway, Rita figured it made sense to seize an attractive business opportunity. Her mother was not very supportive of her decision to leave college, but Rita reassured her that she intended to go back and finish up after she had worked for a while and saved some money. Just before leaving college, Rita began a serious relationship with a man whom she met at school. Their interest in each other grew, and they eventually got engaged. Everything seemed to be going well when out of the blue, her fiancé’s mental state began to deteriorate. Ultimately he manifested a pattern of schizophrenia and had to be hospitalized. As his impairment extended from days to months and then to more than a year, Rita finally had to end the engagement; she had to pick up the pieces and go on without him. She felt as if he had died. A period of psychotherapy helped ease her grief and her adjustment following this tragedy, and eventually she was able to move on with her life and to resume dating again. However, serious relationships eluded her. Rita knew that she was a moody person—she judged people harshly and displayed irrita.

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Case 8.1 Pros and Cons of Balkan Intervention59 “Must the agony of Bosnia-Herzegovina be regarded, with whatever regrets, as somebody else’s trouble? We don’t think so, but the arguments on behalf of that view deserve an answer. Among them are the following: The Balkan conflict is a civil war and unlikely to spread beyond the borders of the former Yugoslavia. Wrong. Belgrade has missiles trained on Vienna. Tito’s Yugoslavia claimed, by way of Macedonia, that northern Greece as far south as Thessaloniki belonged under its sovereignty. Those claims may return. ‘Civil’ war pitting non-Slavic Albanians against Serbs could spread to Albania, Turkey, Bulgaria, and Greece. The United States has no strategic interest in the Balkans. Wrong. No peace, no peace dividend. Unless the West can impose the view that ethnic purity can no longer be the basis for national sovereignty, then endless national wars will replace the Cold War. This threat has appeared in genocidal form in Bosnia. If it cannot be contained here, it will erupt elsewhere, and the Clinton administration’s domestic agenda will be an early casualty. If the West intervenes on behalf of the Bosnians, the Russians will do so on behalf of the Serbs, and the Cold War will be reborn. Wrong. The Russians have more to fear from ‘ethnic cleansing’ than any people on Earth. Nothing would reassure them better than a new, post-Cold War Western policy of massive, early response against the persecution of national minorities, including the Russian minorities found in every post-Soviet republic. The Russian right may favor the Serbs, but Russian self-interest lies elsewhere. The Serbs also have their grievances. Wrong. They do, but their way of responding to these grievances, according to the State Department’s annual human rights report, issued this past week, ‘dwarfs anything seen in Europe since Nazi times.’ Via the Genocide Convention, armed intervention is legal as well as justified. The UN peace plan is the only alternative. Wrong. Incredibly, the plan proposes the reorganization of Bosnia-Herzegovina followed by a cease-fire. A better first step would be a UN declaration that any nation or ethnic group proceeding to statehood on the principle of ethnic purity is an outlaw state and will be treated as such. As now drafted, the UN peace plan, with a map of provinces that not one party to the conflict accepts, is really a plan for continued ‘ethnic cleansing.’” Case 8.2 Images, Arguments, and the Second Persian Gulf Crisis, 1990– 1991 The analysis of policy arguments can be employed to investigate the ways that policymakers represent or structure problems (Chapter 3). We can thereby identify the images, or problem representations, that shape processes of making and justifying decisions. For example, during times of crisis, the images which United States policymakers have of another country affect deliberations about the use of peacekeeping and negotiation, the imposition of economic sanctions, o.

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CASE 5 Business Performance Evaluation: Approaches for Thoughtful Forecasting Every day, fortunes are won and lost on the backs of business performance assessments and forecasts. Because of the uncertainty surrounding business performance, the man-ager should appreciate that forecasting is not the same as fortune-telling; unanticipated events have a way of making certain that specific forecasts are never exactly correct. This note purports, however, that thoughtful forecasts greatly aid managers in under-standing the implications of various outcomes (including the most probable outcome) and identify the key bets associated with a forecast. Such forecasts provide the manager with an appreciation of the odds of business success. This note examines principles in the art and science of thoughtful financial fore-casting for the business manager. In particular, it reviews the importance of (1) under-standing the financial relationships of a business enterprise, (2) grounding business forecasts in the reality of the industry and macroenvironment, (3) modeling a forecast that embeds the implications of business strategy, and (4) recognizing the potential for cognitive bias in the forecasting process. The note closes with a detailed example of financial forecasting based on the example of the Swiss food and nutrition com-pany Nestle. Understanding the Financial Relationships of the Business Enterprise Financial statements provide information on the financial activities of an enterprise. Much like the performance statistics from an athletic contest, financial statements provide an array of identifying data on various historical strengths and weaknesses This technical note was prepared by Professor Michael J. Schill. Special thanks go to Vladimir Kolcin for data-collection assistance and to Lee Ann Long-Tyler and Ray Nedzel for technical assistance. Copyright © 2015 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send an e-mail to [email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation. Part TwoFinancial Analysis and Forecasting across a broad spectrum of business activities. The income statement (also known as the profit-and-loss statement) measures flows of costs, revenue, and profits over a defined period of time, such as a year. The balance sheet provides a snapshot of business invest-ment and financing at a particular point in time, such as the end of a year. Both state-ments combine to provide a rich picture of a business’s financial performance. The analysis of financial statements is one important way of understanding the mechanics of the systems that make up business operations. Interpreting Financial Ratios Financial ratios provide a useful way to id.

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Case 6-2 Not Getting Face Time at Facebook—and Getting the Last Laugh! In August 2009, Facebook turned down job applicant Brian Acton, an experienced engineer who had previously worked at Yahoo and Apple. More than 4 years later, Facebook paid him $3 billion to acquire his 20% stake of WhatsApp, a start-up he had cofounded immediately after Facebook rejected his job application.(1) WhatsApp Messenger is a proprietary, cross-platform, instant-messaging subscription service for smartphones and selected feature phones that use the Internet for communication. In addition to text messaging, users can send each other images, video, and audio media messages, as well as their location using integrated mapping features.(2) How could Facebook, a highly successful firm, have made such a drastic mistake? Back in 2009, Brian Acton was a software engineer who was out of work for what seemed like a very long time. He believed he had what it took to make a difference in the industry, but his career did not work out as planned. Even though he spent years at Apple and Yahoo, he got rejected many times by Twitter and Facebook.(3) Acton described the details of the interview process that he failed to do well in as follows: First of all, interviewing a person for a job that requires technical skills is difficult for both the interviewer and the interviewee. Facebook is a highly desirable firm to work for and requires the best skills and talents from all of their potential employees. It is therefore not surprising that the selection process rivals, if not tops, any company in the industry. The process starts with an email or a phone call from a recruiter in response to an online application or [to] a recommendation from a friend who may work for Facebook. Sometimes, in the initial chat online, timed software coding challenges are set to find the best performers. If this chat goes well, an applicant will go on to the next level—an initial in-person interview or phone screening.(4) In this next hurdle, the applicant will have a 45-minute chat with a fellow engineer/potential coworker, [with] whom he or she shares the same area of expertise. They will tell you about their job and what their role is in Facebook; then they ask about the applicant’s résumé, motivation, and interests. Additionally, the applicant will be tested about his or her technical skills, coding exercises, and programming abilities.(5) If successful, the applicant will be invited for back-to-back interviews. This part of the process is very grueling and stressful since all the interviews take place throughout a single day. The candidate will also be asked to manually write a program on a whiteboard to make sure that the applicant is knowledgeable about program writing. The goal in this final step is to see how one approaches a problem and comes up with a solution [that] is simple enough to solve in 10–30 minutes and can be easily explained.(6) As a potential coworker, the applicant will be te.

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Case 6.4 The Case of the Poorly Performing Salesperson Ed Markham, the African American sales manager at WCTV, is considering how to handle a problem with one of his salespersons, Jane Folsom, who is White. Ed was promoted to sales manager three months ago after working at WCTV for 2 years. He earned his promotion by exceeding sales goals every month after his first on the job. He developed a research report using secondary data like MRI and the Lifestyle Market Analyst to analyze the market. His former boss praised the report, gave a copy to all salespersons, and included a summary of it in the rate card. When his former boss left for a new job in a larger market, he recommended Ed as his replacement. Jane has been a salesperson at WCTV for 2 years. For most of that time, she has exceeded sales quotas about as much as Ed had. For the past 3 months, she has not met sales quotas. After his second month as sales manager, Ed talked to Jane about her performance. She attributed her below-average performance to the closing of a major advertiser, Anthony’s Fashions. This local clothing store closed because several major retailers, including JC Penney and Dillard’s, had opened at the local mall. Ed listened to Jane’s explanation and then suggested ways to obtain new clients. He asked Jane whether she had set personal sales goals, set up a prospect file of new and inactive advertisers as well as existing businesses that were potential clients, come up with research and data on the market to use in presentations and reports to clients, come up with new ideas or opportunities to advertise for clients, or asked her clients about their needs and goals (Shaver, 1995). Jane said no, she simply telephoned or visited her clients regularly to see if they wanted to run ads. Ed also asked Jane why several of her clients had not paid their bills. He explained that a salesperson must check out a client’s ability to pay before running a schedule. Jane replied that she was not aware of that fact and that no one had ever trained her to sell. She had sold time for a radio station before, but that was all the training she had. Ed’s predecessor had just hired her and cut her loose. Ed gave Jane a memo after their first meeting a month ago asking her to focus on sales training for the next month. First, she should read Shaver’s (1995) Making the Sale! How to Sell Media With Marketing. He gave her a copy, told her to read it, and asked her to contact him if she had any questions. After reading the book, he told her that she should establish written personal sales goals, begin to develop a prospect file (with two new and two inactive clients), and develop three ideas for new advertising opportunities for existing clients. In the memo, Ed told Jane that he would not hold her to sales performance standards that month. He wanted Jane to focus on doing the background work he assigned to help her improve her future sales performance. At the meeting a month later, Ed discovered.

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Case 5.6 Kelo v City of New London 545 U.S. 469 (2005) Yes, Actually, They Can Take That Away From You Facts In 1978, the city of New London, Connecticut, undertook a redevelopment plan for purposes of creating a redeveloped area in and around the existing park at Fort Trumbull. The plan sought to develop the related ambience a state park should have, including the absence of pink cottages and other architecturally eclectic homes. Part of the redevelopment plan was the city’s deal with Pfizer Corporation for the location of its research facility in the area. The preface to the city’s development plan included the following statement of goals and purpose: To create a development that would complement the facility that Pfizer was planning to build, create jobs, increase tax and other revenues, encourage public access to and use of the city’s waterfront, and eventually “build momentum” for the revitalization of the rest of the city, including its downtown area. The affected property owners, including Susette Kelo, live in homes and cottages (15 total) located in and around other existing structures that would be permitted to stay in the area designated for the proposed new structures (under the city’s economic development plan) that would be placed there primarily by private land developers and corporations. The city was assisted by a private, nonprofit corporation, the New London Development Corporation (NLDC), in the development of the economic plan and piloting it through the various governmental processes, including that of city council approval. The central focus of the plan was getting Pfizer to the Fort Trumbull area (where the homeowners and their properties were located) with the hope of a resulting economic boost that such a major corporate employer can bring to an area. Kelo and the other landowners whose homes would be razed to make room for Pfizer and the accompanying and resulting economic development plan filed suit challenging New London’s legal authority to take their homes. The trial court issued an injunction preventing New London from taking certain of the properties but allowing others to be taken. The appellate court found for New London on all the claims, and the landowners (petitioners) appealed. Judicial Opinion STEVENS, Justice Two polar propositions are perfectly clear. On the one hand, it has long been accepted that the sovereign may not take the property of A for the sole purpose of transferring it to another private party B, even though A is paid just compensation. On the other hand, it is equally clear that a State may transfer property from one private party to another if future “use by the public” is the purpose of the taking; the condemnation of land for a railroad with common-carrier duties is a familiar example. Neither of these propositions, however, determines the disposition of this case. The disposition of this case therefore turns on the question whether the City’s development plan serves a “public purpos.

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CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF THE UNITED STATES, 379 U.S. 203 (1964). [After receiving union proposals for contract revisions for the benefit of the maintenance workers at the company’s Emeryville, California, plant, the company advised the union that negotiations for a new contract would be pointless because it had definitely decided to contract out the work performed by the employees covered by the agreement upon the expiration of the agreement. The company planned to replace these employees with an independent contractor’s employees and expected that substantial savings would be effected by this contracting-out of the work. The Board ordered the company to reinstate the maintenance operation with the union employees, reinstate the employees with back pay, and fulfill its statutory bargaining obligation. The court of appeals granted the Board’s enforcement petition, and the Supreme Court agreed to hear the case.] WARREN, C. J.... I. Section 8(a)(5) of the National Labor Relations Act provides that it shall be an unfair labor practice for an employer “to refuse to bargain collectively with the representatives of his employees.” Collective bargaining is defined in Section 8(d) as the performance of the mutual obligation of the employer and the representative of the employees to meet at reasonable times and confer in good faith with respect to wages, hours, and other terms and conditions of employment. “Read together, these provisions establish the obligation of the employer and the representative of its employees to bargain with each other in good faith with respect to ‘wages, hours, and other terms and conditions of employment....’ The duty is limited to those subjects, and within that area neither is legally obligated to yield. Labor Board v. American Ins. Co., 343 U.S. 395. As to other matters, however, each party is free to bargain or not to bargain....” Labor Board v. Wooster Div. of Borg-Warner Corp., 356 U.S. 342, 349. Because of the limited grant of certiorari, we are concerned here only with whether the subject upon which the employer allegedly refused to bargain— contracting out of plant maintenance work previously performed by employees in the bargaining unit, which the employees were capable of continuing to perform—is covered by the phrase “terms and conditions of employment” within the meaning of Section 8(d). The subject matter of the present dispute is well within the literal meaning of the phrase “terms and conditions of employment.” As the Court of Appeals pointed out, it is not necessary that it be likely or probable that the union will yield or supply a feasible solution but rather that the union be afforded an opportunity to meet management’s legitimate complaints that its maintenance was unduly costly. We are thus not expanding the scope of mandatory bargaining to hold, as we do now, that the type of “contracting out” involved in this case—the replacement of employees in the exi.

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Case 4: The McDonald’s China Food Supplier Scandal 1. What were the root causes for Husi’s misbehavior? 2. What are the major challenges faced by the multinationals such as McDonald’s in supply chain management in China? 3. Should McDonald’s be held responsible for the scandal? How could McDonald’s avoid similar situations from happening again? 4. Should OSI be held responsible for the scandal? What should OSI do to prevent similar situations from happening again? .

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Case 3 Neesha Wilson Phoenix Rising Risks, Protective Factors, and Psychological Well-Being Neesha Wilson, a 10-year-old African American girl, was referred for assessment to the school psychologist as a result of a child study team meeting held at the school in May. Presenting problems included poor school progress and escalating behavioral concerns. It was the school’s impression that Neesha might qualify for special education assistance as a child with an emotional disorder. Currently, Neesha has an older brother, Tyrone, who is attending an alternate school program for children and youth with severe emotional disturbance. Developmental History/Family Background The school social worker completed Neesha’s initial work-up just prior to the end of the academic term; intake information is summarized as follows: Neesha lives with her 15-year-old brother, Tyrone, and her mother in a two-bedroom apartment. The social worker described the apartment as tiny but very well kept. Neesha has her own bedroom, and Tyrone sleeps on the couch, which folds out into a bed. The social worker noted that it was difficult to book an appointment with Mrs. Wilson, who was reportedly working two jobs: cleaning offices and working as a hairstylist. Mrs. Wilson graduated from hairstylist classes last year. Although her career as a hairstylist has a lot of potential, she is only beginning to develop clientele. She also works part time cleaning offices. Despite the lack of financial resources, the children were clean, well dressed, and did not miss any meals. The children were on the free-lunch program at the schools. According to Mrs. Wilson, Neesha’s early history was unremarkable and motor and language milestones developed on schedule. An immediate concern of the social worker’s centered on who cared for the children when their mother, Tanya, had to work evenings cleaning offices. Tanya stated that it was not a problem for her because she would either send the children to her sister’s apartment a few blocks away, or have a cousin who lived in the building check in on the kids. Also, Tyrone was 15, so he was capable of watching his sister, although she preferred to have an adult nearby, given Tyrone’s behavior problems. Neesha’s mother described her as an easy baby and said that she never really had any problems with her. She added that it was Tyrone who was giving her all the problems, not Neesha. The family had struggled since her husband, Walt, left the family about 3 years ago, when Neesha was in Grade 1. In the past two years, Walt has had virtually no contact with the children. He moved in with his girlfriend and their one-year-old baby and recently moved to another state. Neesha was very upset with the marriage breakdown and misses her father very much. Neesha visited with her dad and his new family, initially, but was very disappointed that the visits were neither consistent nor more frequent. Neesha did not like Walt’s girlfriend and felt that her father wa.

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Case 48: Sun Microsystems Done by: Nour Abdulaziz Maryam Barifah Shrouq Al-Jaadi Balqees Mekhalfi Yara El-Feki Introduction •In 2009, Oracle was planning to acquire Sun Microsystems. •This acquisition would allow Oracle; •to further diversify their brand, customers and acquire various new platforms that would be added to their portfolio such as MySQL, Solaris and Java. •Oracle originally placed an offer of $9.50 per share price which is considerably higher than Sun Microsystem’s price that is $6.69. •This will cut the production costs and make the company more efficient throughout all the value chain. •Oracle aimed to capitalize on Sun Microsystem’s decline by getting particular assets or the whole company at the deflated price. Is Sun Microsystems a good strategic fit for Oracle? Should Oracle acquire Sun Microsystems? - as it will allow them to achieve their vision of becoming the Apple of the software industry. - it will allow the company to deliver high-quality customer products by combining both hardware and software components, hence reducing the consumer setup process. Continue It will provide Oracle with the needed expansion. -This acquisition fits Oracle’s overall strategy which is to improve through acquiring and effectively integrating other companies Worth of Sun Microsystems and Valuation Approaches To know how much Sun Microsystems worth, we must find the Stand Alone Value of the company. The Stand Alone value represents the present value of Sun Microsystem individually before factoring the synergy that would be created when Oracle acquires Sun. Another method is the value of Sun Microsystem with synergies, which after being acquired by Oracle, must be found. This is done to see whether or not the acquisition was a proper strategic decision or not Another method of valuing the Sun Microsystem is through the comparative company analysis (CCA). That is done through the thorough assessment of rival and peer businesses of similar size and industry. Finally, the acquisition price, which is the price that is paid to the target when it is first acquired, is also used as a separate method of valuation. The value of the acquisition price ranges between the values of the stand-alone and the synergies. USING THE DCF To be able to find the values of both, the Stand Alone and the synergies, we have decided the best way to do so is by calculating the discounted cash flow (DCF) by using the multiples and the perpetuity growth methods and finding the average of both. DCF Using Multiples MethodDCF Using Perpetuity Growth MethodIt does not consider long-term growth rate or the economics of business.This method seems inaccurate as the company assumes a certain growth rate will remains the same 2014 onwards (forever) which is unrealistic.It is considered a challenging method to use as it is very difficult to identify truly comparable companies. USING THE WACC The weig.

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CASE 42 Myasthenia Gravis The immune response turns against the host. The specific adaptive immune response can, in rare instances, be mounted against self antigens and cause autoimmune disease. Injury to body tissues can result from antibodies directed against cell-surface or extracellular-matrix molecules, from antibodies bound to circulating molecules that deposit as immune complexes, or from clones of T cells that react with self antigens. A special class of autoimmune disease is caused by autoantibodies against cell surface receptors (Fig. 42.1). Graves' disease and myasthenia gravis are two well-studied examples . Graves' disease is caused by autoantibodies against the receptor on thyroid cells for thyroid-stimulating hormone (TSH), secreted by the pituitary gland. In this disease, autoantibody binds to the TSH recep tor; like TSH, it stimulates the thyroid gland to produce thyroid hormones. In myasthenia gravis, the opposite effect is observed: antibodies against the acetylcholine receptor at the neuromuscular junction impede the binding of acetylcholine and stimulate internalization of the receptor, thereby block ing the t ransmission of nerve impulses by acetylcholine (Fig. 42.2). In addi tion, the presence of autoantibodies at the neuromuscular junction initiates complement-mediated lysis ofthe muscle endplate and damages the muscle membrane. Myasthenia gravis means severe (gravis) muscle (my) weakness (asthenia). This disease was first identified as an autoimmune disease when an immun ologist immunized rabbits with purified acetylcholine receptors to obtain antibodies against this receptor. He noticed that the rabbits developed floppy ears, like the droopy eyelids (ptosis) that are the most characteristic symptom of myasthenia gravis in humans. Subsequently, patients with this disease were found to have antibodies against the acetycholine receptor. In addition, pregnant women with myasthenia gravis transfer the disease to their newborn infants. As IgG is the only maternal serum protein that crosses the placenta fro m mother to fetus, neonatal myasthenia gravis is clear evidence that myasthenia gravis is caused by an anti-IgG antibody. More recently, patients with myasthenia gravis have been identified who have autoantibodies against muscle-specific kinase (MUSK) rather than the acetylcholine receptor. MUSK is a tyrosine kinase receptor involved in clustering acetylcholine receptors; therefore, these autoantibodies also inhibit signaling through the neuromuscular junction. Topics bearing on this case: Humoral autoimmunity Transfer of maternal antibodies Mechanisms for breaking tolerance This case was prepared by RaifGeha , MD, in collaboration with Janet Chou, MD. ~ Case 42: Myasthenia Gravis Fig. 42.1 Autoimmune diseases caused by antibody against surface or matrix antigens. These are known as type II autoimmune diseases. Damage by IgE-mediated responses (type I) does no.

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Case 4 JetBlue: Delighting Customers Through Happy Jetting In the early years, JetBlue was a thriving young airline with a strong reputation for outstanding service. In fact, the low-fare airline referred to itself as a customer service company that just happened to fly planes. But on a Valentine’s Day, JetBlue was hit by the perfect storm, literally, of events that led to an operational meltdown. One of the most severe storms of the decade covered JetBlue’s main hub at New York’s John F. Kennedy International Airport with a thick layer of snow and ice. JetBlue did not have the infrastructure to deal with such a crisis. The severity of the storm, coupled with a series of poor management decisions, left JetBlue passengers stranded in planes on the runway for up to 11 hours. Worse still, the ripple effect of the storm created major JetBlue flight disruptions for six more days. Understandably, customers were livid. JetBlue’s efforts to clean up the mess following the six-day Valentine’s Day nightmare cost over $30 million in overtime, flight refunds, vouchers for future travel, and other expenses. But the blow to the company’s previously stellar customer-service reputation stung far more than the financial fallout. JetBlue became the butt of jokes by late night talk show hosts. Some industry observers even predicted that this would be the end of JetBlue. But just three years later, the company is not only still flying, it is growing, profitable, and hotter than ever. During a serious economic downturn competing airlines were cut routes, retiring aircraft, laying off employees, and lost money. JetBlue added planes, expanded into new cities, hired thousands of new employees, and turning profits. Truly Customer Focused What’s the secret to JetBlue’s success? Quite simply, it’s an obsession with making sure that every customer experience lives up to the company slogan, “Happy Jetting.” Lots of companies say they focus on customers. But at JetBlue, customer well-being is ingrained in the culture. From the beginning, JetBlue set out to provide features that would delight customers. For example, most air travelers expect to be squashed when flying coach. But JetBlue has configured its seats with three more inches of legroom than the average airline seat. That may not sound like much. But those three inches allow six-foot three-inch Arianne Cohen, author of The Tall Book: A Celebration of Life from on High, to stretch out and even cross her legs. If that’s not enough, for as little as $10 per flight, travelers can reserve one of JetBlue’s “Even More Legroom” seats, which offer even more space and a flatter recline position. Add the fact that every JetBlue seat is well padded and covered in leather, and you already have an air travel experience that rivals first-class accommodations (something JetBlue doesn’t offer). Food and beverage is another perk that JetBlue customers enjoy. The airline doesn’t serve meals, but it offers the best selection of free.

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Case 4-2 Hardee Transportation The Assignment: Answer the four (4) questions at the end of Case 4-2 Resources: Course Textbook, Appendix 4B, Table 4B-1, Attached worksheet (Word or Excel format) Acceptable Length: Show your work for solution to questions 1 and 2 . Well-written responses to question 3 and 4. Formatting Requirements: Enter your name and date Provide well-structured solutions/answers- incomplete answers will receive partial credit Show your work 2. Answer case questions, using the attached word template or excel document . Complete assignment and submit as an attachment using the assignment link when finished. .

Case 4-2 Hardee TransportationThe Assignment Answer the four .docx

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Case 3-8 Accountant takes on Halliburton and Wins! 1. Describe the inadequacies in the corporate governance system at Halliburton. 2. Consider the role of KPMG in the case with respect to the accounting and auditing issues. How did the firms’ actions relate to the ethical and professional expectations for CPAs by the accounting profession? 3. The Halliburton case took place before the Dodd-Frank Financial Reform Act was adopted by Congress. Assume Dodd-Frank had been in effect and Menendez decided to inform the SEC under Dodd-Frank rather than SOX because it had been more than 180 days since the accounting violation had occurred. Given the facts of the case would Menendez have qualified for whistleblower protection? Explain. 4. Some critics claim that while Menendez’s actions may have been courageous, he harmed others along the way. His family was in limbo for many years and had to deal with the agony of being labeled a whistleblower and disloyal to Halliburton. The company’s overall revenue did not change; a small amount was merely shifted to an earlier period. Halliburton didn't steal any money, they didn't cheat the IRS, they didn't cheat their customers or their employees. In fact, they lessened their cash flows by paying out taxes earlier than they should have under the rules. How do you respond to these criticisms? .

Case 3-8 Accountant takes on Halliburton and Wins!1. Descri.docx

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CASE 3.2 A Shift for Lieutenant Colonel AdamsEAM 751 Chapter.docx

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Case 3 Ford’s Pinto Fires: The Retrospective View of Ford’s Field Recall Coordinator Brief Overview of the Ford Pinto Fires Determined to compete with fuel- efficient Volkswagen and Japanese imports, the Ford Motor Company introduced the subcompact Pinto in the 1971 model year. Lee Iacocca, Ford’s president at the time, insisted that the Pinto weigh no more than 2,000 pounds and cost no more than $2,000. Even with these restrictions, the Pinto met federal safety standards, although some people have argued that strict adherence to the restrictions led Ford engineers to compromise safety. Some 2 million units were sold during the 10- year life of the Pinto. The Pinto’s major design flaw— a fuel tank prone to rupturing with moderate speed rear- end collisions— surfaced not too long after the Pinto’s entrance to the market. In April 1974, the Center for Auto Safety petitioned the National Highway Traffic Safety Administration (NHTSA) to recall Ford Pintos due to the fuel tank design defect. The Center for Auto Safety’s petition was based on reports from attorneys of three deaths and four serious injuries in moderate- speed rear- end collisions involving Pintos. The NHTSA did not act on this petition until 1977. As a result of tests performed for the NHTSA, as well as the extraordinary amount of publicity generated by the problem, Ford agreed, on June 9, 1978, to recall 1.5 million 1971– 1976 Ford Pintos and 30,000 1975– 1976 Mercury Bobcat sedan and hatchback models for modifications to the fuel tank. Recall notices were mailed to the affected Pinto and Bobcat owners in September 1978. Repair parts were to be delivered to all dealers by September 15, 1978. Unfortunately, the recall was initiated too late for six people. Between June 9 and September 15, 1978, six people died in Pinto fires after a rear impact. Three of these people were teenage girls killed in Indiana in August 1978 when their 1973 Pinto burst into flames after being rear- ended by a van. The fiery deaths of the Indiana teenagers led to criminal prosecution of the Ford Motor Company on charges of reckless homicide, marking the first time that an American corporation was prosecuted on criminal charges. In the trial, which commenced on January 15, 1980, “Indiana state prosecutors alleged that Ford knew Pinto gasoline tanks were prone to catch fire during rear- end collisions but failed to warn the public or fix the problem out of concern for profits.” On March 13, 1980, a jury found Ford innocent of the charges. Production of the Pinto was discontinued in the fall of 1980. Enter Ford’s Field Recall Coordinator Dennis A. Gioia, currently a professor in the Department of Management and Organization at Pennsylvania State University, was the field recall coordinator at Ford Motor Company as the Pinto fuel tank defect began unfolding. Gioia’s responsibilities included the operational coordination of all the current recall 92 Business Ethics campaigns, tracking incoming information.

Case 3 Ford’s Pinto Fires The Retrospective View of Ford’s Fiel.docx

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Case 3Competition in the Craft Brewing Industry in 2017 John D. Varlaro Johnson & Wales University John E. Gamble Texas A&M University–Corpus Christi Locally produced or regional craft beers caused a seismic shift in the U.S. beer industry during the early 2010s with the gains of the small, regional newcomers coming at the expense of such well-known brands as Budweiser, Miller, Coors, and Bud Light. Craft breweries, which by definition sold fewer than 6 million barrels (bbls) per year, expanded rapidly with the deregulation of intrastate alcohol distribution and retail laws and a change in consumer preferences toward unique and high-quality beers. The growing popularity of craft beers allowed the total beer industry in the United States to increase by 6.7 percent annually between 2011 and 2016 to reach $39.5 billion. The production of U.S. craft breweries more than doubled from 11.5 million bbls per year to about 24.6 million bbls per year during that time. In addition, production by microbreweries and brewpubs accounted for 90 percent of craft brewer growth in 2016.1 The industry had begun to show signs of a slowdown going into 2017, with Boston Beer Company, the second largest craft brewery in the United States and known for its Samuel Adams brand, experiencing a 4 percent sales decline in 2016 that erased two years of of growth. The annual revenues of Anheuser-Busch InBev SA, whose portfolio included global brands Budweiser, Corona, and Stella Artois and numerous international and local brands, remained relatively consistent from 2014 to 2016. However, the sales volume of Anheuser-Busch’s flagship brands and its newly acquired and international brands such as Corona, Goose Island, Shock Top, Beck’s, and St. Pauli Girl allowed it to control 45.8 percent of the U.S. market for beer in 2016.2 Industry competition was increasing as grain price fluctuations affected cost structures and growing consolidation within the beer industry—led most notably by AB InBev’s acquisition of several craft breweries, Grupo Modelo, and its pending $104 billion acquisition of SABMiller—created a battle for market share. While the market for specialty beer was expected to gradually plateau by 2020, it appeared that the slowing growth had arrived by 2017. Nevertheless, craft breweries and microbreweries were expected to expand in number and in terms of market share as consumers sought out new pale ales, stouts, wheat beers, pilsners, and lagers with regional or local flairs.The Beer Market The total economic impact of the beer market was estimated to be 2.0 percent of the total U.S. GDP in 2016 when variables such as jobs within beer production, sales, and distribution were included.3Exhibit 1 presents annual beer production statistics for the United States between 2006 and 2016. Year Barrels Produced (in millions)* 2006 198 2007 200 2008 200 2009 197 2010 195 2011 193 2012 196 2013 192 2014 193 2015 191 2016 189 *Rounded to the nearest million. .

Case 3Competition in the Craft Brewing Industry in 2017John D. Var.docx

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CASE 3.2 "Ethics, Schmethics"-Enron's Code of Ethics In July 2000, Enron Corporation published an internal code of ethics document that ran 64 pages in length (see the Appendix 1).Page 12 of the document proudly announced the company's position on business ethics: Employees of Enron Corp., its subsidiaries, and its affiliated companies (collectively the "Company") are charged with conducting their business affairs in accordance with the highest ethical standards. An employee shall not conduct himself or herself in a manner which directly or indi- rectly would be detrimental to the best interests of the Company or in a manner which would bring to the employee financial gain separately derived as a direct consequence of his or her employment with the Com- pany. Moral as well as legal obligations will be fulfilled openly, promptly, and in a manner which will reflect pride on the Company's name. Products and services of the Company will be of the highest quality and as represented. Advertising and promotion will be truthful, not exagger- ated or misleading. Agreements, whether contractual or verbal, will be honored. No bribes, bonuses, kickbacks, lavish entertainment, or gifts will be given or received . in exchange for special position, price or privilege . . . Relations with the Company's many publics-customers, stockholders, governments, employees, suppliers, press, and bankers-will be conducted in honesty, candor, and fairness." .- ~ ~ ~ - Subsequent investigations into the inner workings of Enron Corp. revealed that the only time this code of ethics received formal attention (other than, presum- ably,when it was created and formally accepted) was when the board of directors voted to waive key provisions of the code in order to allow the off-balance-sheet partnerships that Chief Financial Officer Andy Fastow ultimately used to hide over half a billion dollars of debt from analysts and investors. A more realistic picture of the apparent flexibility of Enron's ethical culture can be found in the extreme conflict of interest represented in its relationship with Arthur Andersen. Andersen provided both consulting and auditing services for fees running into millions of dollars-money that became so critical to Andersen's continued growth that its employees were encouraged to sign off on off-balance-sheet transactions-transactions that were not shown on Enron's publicly-reported balance sheet-that stretched the limits of generally accepted accounting principles (GAAP) to their furthest edges. In addition, Enron hired former Andersen employees to manage the affairs of their former colleagues, which further strengthened the conflict of interest in a relationship that was supposed, at the very least, to be at arm's length, and, at best, above reproach. 1. What is the purpose of a code of ethics? 2. Do you think the employees of Enron Corp. were told about the vote to put aside key elements of the code of ethics? If not, why not? If they had .

CASE 3.2 Ethics, Schmethics-Enrons Code of EthicsIn Jul.docx

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