BMGT 364 Galaxy Toys, Inc. Company ProfileWelcome to Galaxy To.docx
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BMGT 364 Galaxy Toys, Inc. Company Profile Welcome to Galaxy Toys, Inc.! The assessment projects for this course will examine different facets of the management of Galaxy Toys and students will be exploring various scenarios and providing analysis and recommendations from the perspective of a management consultant. Each project has been carefully designed to provide students with opportunities to demonstrate mastery of various management concepts that students have been developing through various learning activities presented in the classroom (both in the face-to-face discussions and online discussions). · In Project 1, students will demonstrate their understanding of the broad role of managers within an organization and how various organizational theories (historical and current) affect these roles. · In Project 2, students are expected to apply course concepts and materials to provide real-world recommendations for managers that relate to the planning process · In Project 3, students will present their analysis and recommendations that demonstrate their ability to organize, lead, and control employees in ways that ultimately support the organization’s vision and strategy for business success. COMPANY PROFILE History Galaxy was founded in 1956 by George Jepson and his wife, Nan after their son Rusty became consumed with the idea of traveling to the moon. Jepson who had worked previously in manufacturing, selling, and advertising of games for a company in Toledo, Ohio, crafted a new spacecraft that delighted his son and his friends. Nan, who had worked in retail toy sales in the local Toledo department store, suggested the idea of producing and selling the toys as a side business. At that time, Nan persuaded her boss, Jack Mercury, to allow her to produce and sell the toys. After approval was given it did not take long before the orders exceeded the Jepson’s ability to produce the product. Seeing the success of the product, Mercury approached the Jepson’s and proposed a partnership to manufacture the spacecraft and other related toy ideas. Galaxy’s fundamental toy-making principles were centered on strong construction, ingenuity, intrinsic playability and action. Early adopted toys were made of heavy steel parts and ponderosa pine, which resisted splintering and held up well to heavy use. The details and charm were added with colorful lithograph labels. Nan Jepson, who had attended art school, was the Art Director and designed push-pull space toys for the opening line of toys for very young children. In 1956, the founders took 8 of their toys to the American International Toy Fair in New York City, and they quickly became a success. The first Galaxy toy ever sold nationally was "Space-IX." in 1957 (The same toy, in excellent condition, would be worth a considerable amount of money in today's collectibles market.) In the early 1960s, Galaxy identified plastic as a material that could help the company incorporate longer-lasting ...
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Galaxy Toys, Inc. Company ProfileWelcome to Galaxy Toys, Inc.!.docx
Galaxy Toys, Inc. Company Profile
Welcome to Galaxy Toys, Inc.! The assessment projects for this course will examine different facets of the management of Galaxy Toys and students will be exploring various scenarios and providing analysis and recommendations from the perspective of a management consultant. Each project has been carefully designed to provide students with opportunities to demonstrate mastery of various management concepts that students have been developing through various learning activities presented in the classroom (both in the face-to-face discussions and online discussions).
· In Project 1, students will demonstrate their understanding of the broad role of managers within an organization and how various organizational theories (historical and current) affect these roles.
· In Project 2, students are expected to apply course concepts and materials to provide real-world recommendations for managers that relate to the planning process
· In Project 3, students will present their analysis and recommendations that demonstrate their ability to organize, lead, and control employees in ways that ultimately support the organization’s vision and strategy for business success.
COMPANY PROFILE
History
Galaxy was founded in 1956 by George Jepson and his wife, Nan after their son Rusty became consumed with the idea of traveling to the moon. Jepson who had worked previously in manufacturing, selling, and advertising of games for a company in Toledo, Ohio, crafted a new spacecraft that delighted his son and his friends. Nan, who had worked in retail toy sales in the local Toledo department store, suggested the idea of producing and selling the toys as a side business. At that time, Nan persuaded her boss, Jack Mercury, to allow her to produce and sell the toys. After approval was given it did not take long before the orders exceeded the Jepson’s ability to produce the product. Seeing the success of the product, Mercury approached the Jepson’s and proposed a partnership to manufacture the spacecraft and other related toy ideas. Galaxy’s fundamental toy-making principles were centered on strong construction, ingenuity, intrinsic playability and action. Early adopted toys were made of heavy steel parts and ponderosa pine, which resisted splintering and held up well to heavy use. The details and charm were added with colorful lithograph labels. Nan Jepson, who had attended art school, was the Art Director and designed push-pull space toys for the opening line of toys for very young children.
In 1956, the founders took 8 of their toys to the American International Toy Fair in New York City, and they quickly became a success. The first Galaxy toy ever sold nationally was "Space-IX." in 1957 (The same toy, in excellent condition, would be worth a considerable amount of money in today's collectibles market.) In the early 1960s, Galaxy identified plastic as a material that could help the company incorporate longer-lasting decoratio ...
BMGT 364 Galaxy Toys, Inc. Company Profile Welcome to Ga.docx
This document provides a company profile for Galaxy Toys, Inc., describing its history, vision, mission, products, sales figures, organizational structure, and current business status. Galaxy Toys was founded in 1956 and is now the largest privately owned toy company in the US, specializing in space-themed toys. It has annual sales over $1 billion and facilities across the US and Mexico.
adm
Funskool is India's leading toy manufacturing company that was established in 1987. It has factories in Goa and Ranipet covering over 100,000 square feet. Funskool has a wide range of toys for infants, children, and families and works to develop toys that support development while being fun. It markets its products across India through regional sales offices and a network of stockists and retailers.
Al Dewar Resume & Samples 2016
The document summarizes the career of a Product Development Director, including overseeing 350 Dr. Who action figures and driving quality and cost improvements. Key accomplishments include transitioning to digital sculpting and tooling to save money. The director strives for innovation, evolution, and transparency within the business. Manufacturing integrates new technologies into existing product lines. Tight development timelines of 5-6 months require focus and attention to detail.
Lego toys
LEGO was founded in 1932 by Ole Kirk Kristiansen and is now owned by his grandson. It is headquartered in Billund, Denmark and is the world's fifth largest toy manufacturer. LEGO began with wooden toys and diversified into plastic toys, which are now sold in over 130 countries. The iconic LEGO brick was launched in 1958 and features an interlocking design that allows for creative building. LEGO has strategies targeting all ages with new products developed every twelve months. It focuses on product development, targeted marketing, and research to stay relevant in a changing market.
LEGO
The document discusses the product life cycle of Lego toys from their introduction in the 1940s through periods of growth, maturity, and decline. In the late 1990s, Lego began facing challenges as it entered the maturity stage, with increasing competition and changing consumer behavior. A series of missteps in the early 2000s, including over-expanding product lines and venturing into unrelated businesses, led to major financial losses. However, under new CEO Jorgen Vig Knudstorp in 2004, Lego implemented a successful turnaround plan focused on profitability, simplifying operations, and refocusing on the core brick-building toy business. These changes helped stabilize the company's decline and set it back on a path of growth.
Case 12 LEGO Group An Outsourcing JourneyMarcus Møller Larsen.docx
Case 12: LEGO Group: An Outsourcing Journey
Marcus Møller Larsen
Torben Pedersen
Dmitrij Slepniov
PROLOGUE
1The last five years’ rather adventurous journey from 2004 to 2009 had taught the fifth-largest toy-maker in the world—the LEGO Group—the importance of managing the global supply chain effectively. In order to survive the largest internal financial crisis in the company’s roughly 70 years of existence, resulting in a deficit of DKK1.8 billion in 2004, the management had, among many initiatives, decided to offshore and outsource a major chunk of LEGO’s production to Flextronics, a large Singaporean electronics manufacturing services (EMS) provider. In this pursuit of rapid cost-cutting sourcing advantages, the LEGO Group planned to license out as much as 80 per cent of its production, besides closing down major parts of the production in high-cost countries. Confident with the prospects of the new partnership, the company signed a long-term contract with Flextronics. “It has been important for us to find the right partner,” argued Niels Duedahl, a LEGO vice-president, when announcing the outsourcing collaboration, “and Flextronics is a very professional player in the market with industry-leading plastics capabilities, the right capacity and resources in terms of molding, assembly, packaging and distribution. We know this from looking at the work Flextronics does for other global companies.”1
2This decision would eventually prove to have been too hasty, however. Merely three years after the contracts were signed, LEGO management announced that it would phase out the entire sourcing collaboration with Flextronics. In July 2008, the executive vice-president for the global supply chain, Iqbal Padda, proclaimed in an official press release, “We have had an intensive and very valuable cooperation with Flextronics on the relocation of major parts of our production. As expected, this transition has been complicated, but throughout the process we have maintained our high quality level. Jointly we have now come to the conclusion that it is more optimal for the LEGO Group to manage the global manufacturing setup ourselves. With this decision the LEGO supply chain will be developed faster through going for the best, leanest and highest quality solution at all times.”2
PhD Fellow Marcus Møller Larsen, Professor Torben Pedersen and Assistant Professor Dmitrij Slepniov wrote this case solely to provide material for class discussion. The authors do not intend to illustrate either effective or ineffective handling of a managerial situation. The authors may have disguised certain names and other identifying information to protect confidentiality.
Richard Ivey School of Business Foundation prohibits any form of reproduction, storage or transmission without its written permission. Reproduction of this material is not covered under authorization by any reproduction rights organization. To order copies or request permission to reproduce materials, contact Ive ...
Assignment 2 Planning the Future at Galaxy (Week 6)Purpose I.docx
Assignment 2: Planning the Future at Galaxy (Week 6)
Purpose:
In the second assignment, students will create a SWOT analysis and provide a detailed explanation of what considerations led to the determination of the SWOT components. Students will then make recommendations and explain what factors were considered in making the recommendations.
Outcome Met by Completing This Assignment:
integrate management theories and principles into management practices
employ effective planning processes to develop strategies, goals, and objectives in order to enhance performance and sustainability
identify the essential characteristics of decision making and indicate the range and types of decisions a manager makes
Instructions:
Step 1: Review “How to Analyze a Case Study” under Week 3 Content.
Step 2: Create a Word or Rich Text Format (RTF) document. This paper should be presented in a professional manner, double-spaced with indented paragraphs. The final product will be between 6-8 pages in length excluding the title page and reference page.
Step 3: Title page with your name, the course name, the date, and the instructor’s name.
Step 4: In writing a case study, the writing is in the third person. What this means is that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person. Do not include personal commentary.
Step 5: In writing this assignment, students are expected to support the reasoning using in-text citations and a reference list. If any material is used from a source, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper under Week 1 content. Step 6: In writing this assignment, students are expected to paraphrase and not use direct quotes. Learn to paraphrase by reviewing this link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
Step 6: In writing this assignment, students will use resources from the course material and no more than 2 external source documents. NOTE: The expectation is that students provide a robust use of the course material.
Step 7: In completing the assignment, students are expected to use the facts from the case study and company profile paired with the weekly courses readings to develop the analysis. View the company profile here: Galaxy Toys, Inc. Company Profile.
Step 8: Review the grading rubric for the assignment.
Step 9: Read critically and analyze the case study provided under Week 6 content. Notate the key points in the case study.
Step 10: Create the introductory paragraph.
The introductory paragraph is the first paragraph of the paper but is typically written after writing the body of the paper (Questions students responded to above). View this website ...
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Galaxy Toys, Inc. Company ProfileWelcome to Galaxy Toys, Inc.!.docx
Galaxy Toys, Inc. Company Profile
Welcome to Galaxy Toys, Inc.! The assessment projects for this course will examine different facets of the management of Galaxy Toys and students will be exploring various scenarios and providing analysis and recommendations from the perspective of a management consultant. Each project has been carefully designed to provide students with opportunities to demonstrate mastery of various management concepts that students have been developing through various learning activities presented in the classroom (both in the face-to-face discussions and online discussions).
· In Project 1, students will demonstrate their understanding of the broad role of managers within an organization and how various organizational theories (historical and current) affect these roles.
· In Project 2, students are expected to apply course concepts and materials to provide real-world recommendations for managers that relate to the planning process
· In Project 3, students will present their analysis and recommendations that demonstrate their ability to organize, lead, and control employees in ways that ultimately support the organization’s vision and strategy for business success.
COMPANY PROFILE
History
Galaxy was founded in 1956 by George Jepson and his wife, Nan after their son Rusty became consumed with the idea of traveling to the moon. Jepson who had worked previously in manufacturing, selling, and advertising of games for a company in Toledo, Ohio, crafted a new spacecraft that delighted his son and his friends. Nan, who had worked in retail toy sales in the local Toledo department store, suggested the idea of producing and selling the toys as a side business. At that time, Nan persuaded her boss, Jack Mercury, to allow her to produce and sell the toys. After approval was given it did not take long before the orders exceeded the Jepson’s ability to produce the product. Seeing the success of the product, Mercury approached the Jepson’s and proposed a partnership to manufacture the spacecraft and other related toy ideas. Galaxy’s fundamental toy-making principles were centered on strong construction, ingenuity, intrinsic playability and action. Early adopted toys were made of heavy steel parts and ponderosa pine, which resisted splintering and held up well to heavy use. The details and charm were added with colorful lithograph labels. Nan Jepson, who had attended art school, was the Art Director and designed push-pull space toys for the opening line of toys for very young children.
In 1956, the founders took 8 of their toys to the American International Toy Fair in New York City, and they quickly became a success. The first Galaxy toy ever sold nationally was "Space-IX." in 1957 (The same toy, in excellent condition, would be worth a considerable amount of money in today's collectibles market.) In the early 1960s, Galaxy identified plastic as a material that could help the company incorporate longer-lasting decoratio ...
BMGT 364 Galaxy Toys, Inc. Company Profile Welcome to Ga.docx
This document provides a company profile for Galaxy Toys, Inc., describing its history, vision, mission, products, sales figures, organizational structure, and current business status. Galaxy Toys was founded in 1956 and is now the largest privately owned toy company in the US, specializing in space-themed toys. It has annual sales over $1 billion and facilities across the US and Mexico.
adm
Funskool is India's leading toy manufacturing company that was established in 1987. It has factories in Goa and Ranipet covering over 100,000 square feet. Funskool has a wide range of toys for infants, children, and families and works to develop toys that support development while being fun. It markets its products across India through regional sales offices and a network of stockists and retailers.
Al Dewar Resume & Samples 2016
The document summarizes the career of a Product Development Director, including overseeing 350 Dr. Who action figures and driving quality and cost improvements. Key accomplishments include transitioning to digital sculpting and tooling to save money. The director strives for innovation, evolution, and transparency within the business. Manufacturing integrates new technologies into existing product lines. Tight development timelines of 5-6 months require focus and attention to detail.
Lego toys
LEGO was founded in 1932 by Ole Kirk Kristiansen and is now owned by his grandson. It is headquartered in Billund, Denmark and is the world's fifth largest toy manufacturer. LEGO began with wooden toys and diversified into plastic toys, which are now sold in over 130 countries. The iconic LEGO brick was launched in 1958 and features an interlocking design that allows for creative building. LEGO has strategies targeting all ages with new products developed every twelve months. It focuses on product development, targeted marketing, and research to stay relevant in a changing market.
LEGO
The document discusses the product life cycle of Lego toys from their introduction in the 1940s through periods of growth, maturity, and decline. In the late 1990s, Lego began facing challenges as it entered the maturity stage, with increasing competition and changing consumer behavior. A series of missteps in the early 2000s, including over-expanding product lines and venturing into unrelated businesses, led to major financial losses. However, under new CEO Jorgen Vig Knudstorp in 2004, Lego implemented a successful turnaround plan focused on profitability, simplifying operations, and refocusing on the core brick-building toy business. These changes helped stabilize the company's decline and set it back on a path of growth.
Case 12 LEGO Group An Outsourcing JourneyMarcus Møller Larsen.docx
Case 12: LEGO Group: An Outsourcing Journey
Marcus Møller Larsen
Torben Pedersen
Dmitrij Slepniov
PROLOGUE
1The last five years’ rather adventurous journey from 2004 to 2009 had taught the fifth-largest toy-maker in the world—the LEGO Group—the importance of managing the global supply chain effectively. In order to survive the largest internal financial crisis in the company’s roughly 70 years of existence, resulting in a deficit of DKK1.8 billion in 2004, the management had, among many initiatives, decided to offshore and outsource a major chunk of LEGO’s production to Flextronics, a large Singaporean electronics manufacturing services (EMS) provider. In this pursuit of rapid cost-cutting sourcing advantages, the LEGO Group planned to license out as much as 80 per cent of its production, besides closing down major parts of the production in high-cost countries. Confident with the prospects of the new partnership, the company signed a long-term contract with Flextronics. “It has been important for us to find the right partner,” argued Niels Duedahl, a LEGO vice-president, when announcing the outsourcing collaboration, “and Flextronics is a very professional player in the market with industry-leading plastics capabilities, the right capacity and resources in terms of molding, assembly, packaging and distribution. We know this from looking at the work Flextronics does for other global companies.”1
2This decision would eventually prove to have been too hasty, however. Merely three years after the contracts were signed, LEGO management announced that it would phase out the entire sourcing collaboration with Flextronics. In July 2008, the executive vice-president for the global supply chain, Iqbal Padda, proclaimed in an official press release, “We have had an intensive and very valuable cooperation with Flextronics on the relocation of major parts of our production. As expected, this transition has been complicated, but throughout the process we have maintained our high quality level. Jointly we have now come to the conclusion that it is more optimal for the LEGO Group to manage the global manufacturing setup ourselves. With this decision the LEGO supply chain will be developed faster through going for the best, leanest and highest quality solution at all times.”2
PhD Fellow Marcus Møller Larsen, Professor Torben Pedersen and Assistant Professor Dmitrij Slepniov wrote this case solely to provide material for class discussion. The authors do not intend to illustrate either effective or ineffective handling of a managerial situation. The authors may have disguised certain names and other identifying information to protect confidentiality.
Richard Ivey School of Business Foundation prohibits any form of reproduction, storage or transmission without its written permission. Reproduction of this material is not covered under authorization by any reproduction rights organization. To order copies or request permission to reproduce materials, contact Ive ...
Assignment 2 Planning the Future at Galaxy (Week 6)Purpose I.docx
Assignment 2: Planning the Future at Galaxy (Week 6)
Purpose:
In the second assignment, students will create a SWOT analysis and provide a detailed explanation of what considerations led to the determination of the SWOT components. Students will then make recommendations and explain what factors were considered in making the recommendations.
Outcome Met by Completing This Assignment:
integrate management theories and principles into management practices
employ effective planning processes to develop strategies, goals, and objectives in order to enhance performance and sustainability
identify the essential characteristics of decision making and indicate the range and types of decisions a manager makes
Instructions:
Step 1: Review “How to Analyze a Case Study” under Week 3 Content.
Step 2: Create a Word or Rich Text Format (RTF) document. This paper should be presented in a professional manner, double-spaced with indented paragraphs. The final product will be between 6-8 pages in length excluding the title page and reference page.
Step 3: Title page with your name, the course name, the date, and the instructor’s name.
Step 4: In writing a case study, the writing is in the third person. What this means is that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person. Do not include personal commentary.
Step 5: In writing this assignment, students are expected to support the reasoning using in-text citations and a reference list. If any material is used from a source, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper under Week 1 content. Step 6: In writing this assignment, students are expected to paraphrase and not use direct quotes. Learn to paraphrase by reviewing this link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
Step 6: In writing this assignment, students will use resources from the course material and no more than 2 external source documents. NOTE: The expectation is that students provide a robust use of the course material.
Step 7: In completing the assignment, students are expected to use the facts from the case study and company profile paired with the weekly courses readings to develop the analysis. View the company profile here: Galaxy Toys, Inc. Company Profile.
Step 8: Review the grading rubric for the assignment.
Step 9: Read critically and analyze the case study provided under Week 6 content. Notate the key points in the case study.
Step 10: Create the introductory paragraph.
The introductory paragraph is the first paragraph of the paper but is typically written after writing the body of the paper (Questions students responded to above). View this website ...
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Pegasus ToyKraft Pvt. Ltd is an Indian toy manufacturing company founded in 2007 that produces educational, art, craft, board games, and construction toys. It has a nationwide distribution network across India and sells internationally. The company aims to expand its production capabilities and obtain an ethical manufacturing certification for its new facility under construction.
Lego
The document discusses the history and product life cycle of Lego toys. It describes how Lego experienced great success from its introduction in the 1940s through the 1960s as it expanded its product line. However, in the late 1990s it began facing challenges as it entered the maturity stage, with increased competition and changing consumer preferences. A series of missteps in the early 2000s diluted the brand and nearly led to bankruptcy. But under new leadership, Lego implemented changes like refocusing on the core brick business, simplifying operations, and regaining profitability, allowing it to halt its decline.
Curious hat deck_dec2012
Digital Exploration Toys for Young Minds is a company that designs mobile apps to engage children's creativity and curiosity about the real world. Their team of over 55 years of experience in computer graphics and design. They have released 4 successful apps in the last 7 months and plan to expand their portfolio while establishing their brand and developing a subscription-based app called Curious Minds. Their goal is to establish a core team, implement a marketing strategy, engage international collaborators to create multiple titles per year, and ultimately pursue an acquisition or IPO as an exit strategy.
toy manufacturers project report.
This document outlines a business project proposal to start a toy manufacturing company called ARCHY. The project aims to produce affordable toys for children, especially in developing countries where financial constraints may limit access to toys. The proposal discusses conducting market research and surveys to identify popular toy types. It then outlines plans to import production equipment, hire and train workers, produce toy samples for testing, and refine the toys based on feedback. Finally, it discusses marketing, advertising, and manufacturing the toys for distribution, with the overall goals of providing joy to children and profitability for the business.
Cluster Final Project 1
This report analyzes the toy industry and key competitors Hasbro and Mattel. It identifies three key success factors for toy companies: capitalizing on emerging markets, acquiring popular licensing rights, and strategizing marketing towards children. Hasbro is better positioned than Mattel according to these factors. Hasbro has a higher score for capitalizing on emerging markets growth, while Mattel has struggled with losing licensing rights to Disney properties and needs to expand internationally to succeed future. The toy industry is diverse but companies must utilize strategies like emerging market expansion and licensing to remain competitive.
Presentation on lego
1. LEGO was facing major financial struggles in the early 2000s, losing hundreds of millions each year.
2. When Jorgen Vig Knudstorp became CEO in 2004, he implemented a new culture focused on profitability rather than just nurturing creativity.
3. Key aspects of the new culture included an emphasis on making money, innovation, and applying new ideas to improve processes and products.
Case Study - Crowd sourcing @ Mattel – Open Innovation & Collaboration with C...
Mattel, known for iconic toys like Barbie and Hot Wheels, had traditionally developed new toys internally through processes like Project Platypus. In 2010, seeking to engage customers, Mattel launched a campaign to crowdsource ideas for Barbie's next career, receiving over 600,000 votes. In 2012, Mattel announced an open innovation initiative with Genius Crowds to crowdsource product ideas for Hot Wheels and Barbie bicycles from customers aged 4-6. Through this platform, Mattel aims to maintain two-way communication with consumers to constantly exchange ideas and meet the needs of kids and parents.
Cross-Cultural Management
The document discusses Cross-Cultural Management at LEGO, including how LEGO's values and corporate identity developed over time prior to LEGO Media International, the challenges LEGO faced when expanding into other cultures through initiatives like LEGO Land parks, and how the cultural homogeneity at LEGO's headquarters influenced their ability to manage cross-culturally as they grew into a global brand organization.
Nm2216 Presentation Group Dw4 04
The document proposes developing a digital building block toy to educate users about Singapore's historical heritage sites. The toy would allow users to build interactive models of heritage buildings that provide historical facts. It aims to foster appreciation of heritage in an engaging way for children and adults by incorporating hands-on play. The digital blocks could potentially be expanded to include other locations, subjects, and games. While offering creative opportunities, concerns include whether instructions will be included and achieving mainstream adoption of a new technology-based educational toy.
Answer this case study questions 1. What were LEGOs main expect.docx
Answer this case study questions
1. What were LEGO's main expectations and learnings from the relationship with Flextronics?
2. What are the key challenges in maintaining a relationship like the one between LEGO and Flextronics?
3. How can LEGO handle the supply chain complexity to improve knowledge sharing, flexibility and coordination?
4. Discuss the key considerations when outsourcing or offshoring production.
LEGO Case study
On March 18, 2011, Jørgen Vig Knudstorp, CEO of the LEGO Group, strode out of the cafeteria at company headquarters in Billund, Denmark, and turned right into the packaging area. He had just witnessed a discussion between Bali Padda, Executive VP of Global Supply Chain, and Mads Nipper, Executive VP of Markets & Products, that had ended without clear decisions. Knudstorp wanted Padda and Nipper to know that he was available to help with the decisions if necessary.
Known among families worldwide for its iconic brick-based toys, the LEGO Group was privately held by the Kirk Kristiansen founding family and had been committed since its early days to developing the imaginations of children. A rocky decade had culminated in a near-death experience in 2004, but the Group had gotten back on track under Knudstorp’s leadership. Between 2004 and 2010, the Group’s revenue had grown by 165% in a stagnant global toy market, making it the world’s fourth largest traditional toy maker. By 2010, its return on invested capital soared above 160%. (See Exhibits 1 and 2 for selected financials and the company’s organization.)
Padda and Nipper had started their annual negotiations on how many new components product designers would have available for their new products. (A “component” was a LEGO® brick of a particular shape in a specific color or with a specific decoration.) Since the 2004 crisis, LEGO Group leaders had tightly controlled the component count; setting the next target was always difficult. Nipper felt that Padda’s target was not compatible with the new products that designers envisioned, especially a proposed line of buildable games. “With that target, we’d have to drop half of our projects, including the new games line. We need to add groundbreaking developments like games to sustain our growth. We can’t achieve that with this target.” But Padda had never been convinced by business-case arguments that tried to justify adjustments to production. In addition, the idea of complex buildable games raised a red flag in his mind; this was not about adding just another brick shape. A number of LEGO employees were convinced that the company should enter the games market with a new product line, but Padda and many others had their doubts.
The Toy Industry
As Knudstorp reflected on the component count and games decisions, he considered the evolution of the global toy market. The industry booked wholesale revenues of $83.3 billion in 2010. The retail market for toys grew at a steady pace of about 4% per year, but demand for spe ...
Answer this case study questions 1. What were LEGOs main expect.docx
Answer this case study questions
1. What were LEGO's main expectations and learnings from the relationship with Flextronics?
2. What are the key challenges in maintaining a relationship like the one between LEGO and Flextronics?
3. How can LEGO handle the supply chain complexity to improve knowledge sharing, flexibility and coordination?
4. Discuss the key considerations when outsourcing or offshoring production.
LEGO Case study
On March 18, 2011, Jørgen Vig Knudstorp, CEO of the LEGO Group, strode out of the cafeteria at company headquarters in Billund, Denmark, and turned right into the packaging area. He had just witnessed a discussion between Bali Padda, Executive VP of Global Supply Chain, and Mads Nipper, Executive VP of Markets & Products, that had ended without clear decisions. Knudstorp wanted Padda and Nipper to know that he was available to help with the decisions if necessary.
Known among families worldwide for its iconic brick-based toys, the LEGO Group was privately held by the Kirk Kristiansen founding family and had been committed since its early days to developing the imaginations of children. A rocky decade had culminated in a near-death experience in 2004, but the Group had gotten back on track under Knudstorp’s leadership. Between 2004 and 2010, the Group’s revenue had grown by 165% in a stagnant global toy market, making it the world’s fourth largest traditional toy maker. By 2010, its return on invested capital soared above 160%. (See Exhibits 1 and 2 for selected financials and the company’s organization.)
Padda and Nipper had started their annual negotiations on how many new components product designers would have available for their new products. (A “component” was a LEGO® brick of a particular shape in a specific color or with a specific decoration.) Since the 2004 crisis, LEGO Group leaders had tightly controlled the component count; setting the next target was always difficult. Nipper felt that Padda’s target was not compatible with the new products that designers envisioned, especially a proposed line of buildable games. “With that target, we’d have to drop half of our projects, including the new games line. We need to add groundbreaking developments like games to sustain our growth. We can’t achieve that with this target.” But Padda had never been convinced by business-case arguments that tried to justify adjustments to production. In addition, the idea of complex buildable games raised a red flag in his mind; this was not about adding just another brick shape. A number of LEGO employees were convinced that the company should enter the games market with a new product line, but Padda and many others had their doubts.
The Toy Industry
As Knudstorp reflected on the component count and games decisions, he considered the evolution of the global toy market. The industry booked wholesale revenues of $83.3 billion in 2010. The retail market for toys grew at a steady pace of about 4% per year, but demand for spe.
Curious Hat Deck - 500 Startups Accelerator Batch 5 Fall 2012
Digital Exploration Toys for Young Minds is a startup that designs educational mobile apps for children ages 2-9. They have a team of over 55 years of experience in computer graphics and design. Their apps use innovative features of mobile devices like cameras, GPS, and augmented reality to engage children's curiosity about the real world. They have released 6 apps, been featured by Apple multiple times, and have over 150k downloads. Their goal is to create a core app called Curious Minds that acts as a mobile playground for parent-child interaction and discovery through other stand-alone apps that focus on innovation, quality, and design.
Case 12 LEGO Group An Outsourcing Journey Marcus Møller.docx
Case 12: LEGO Group: An Outsourcing Journey
Marcus Møller Larsen
Torben Pedersen
Dmitrij Slepniov
PROLOGUE
1 The last five years’ rather adventurous journey from 2004 to 2009 had taught the fifth-
largest toy-maker in the world—the LEGO Group—the importance of managing the global
supply chain effectively. In order to survive the largest internal financial crisis in the
company’s roughly 70 years of existence, resulting in a deficit of DKK1.8 billion in 2004,
the management had, among many initiatives, decided to offshore and outsource a major
chunk of LEGO’s production to Flextronics, a large Singaporean electronics manufacturing
services (EMS) provider. In this pursuit of rapid cost-cutting sourcing advantages, the
LEGO Group planned to license out as much as 80 per cent of its production, besides
closing down major parts of the production in high-cost countries. Confident with the
prospects of the new partnership, the company signed a long-term contract with
Flextronics. “It has been important for us to find the right partner,” argued Niels Duedahl, a
LEGO vice-president, when announcing the outsourcing collaboration, “and Flextronics is
a very professional player in the market with industry-leading plastics capabilities, the right
capacity and resources in terms of molding, assembly, packaging and distribution. We
know this from looking at the work Flextronics does for other global companies.”1
2 This decision would eventually prove to have been too hasty, however. Merely three
years after the contracts were signed, LEGO management announced that it would phase
out the entire sourcing collaboration with Flextronics. In July 2008, the executive vice-
president for the global supply chain, Iqbal Padda, proclaimed in an official press release,
“We have had an intensive and very valuable cooperation with Flextronics on the
relocation of major parts of our production. As expected, this transition has been
complicated, but throughout the process we have maintained our high quality level. Jointly
we have now come to the conclusion that it is more optimal for the LEGO Group to
manage the global manufacturing setup ourselves. With this decision the LEGO supply
chain will be developed faster through going for the best, leanest and highest quality
solution at all times.”2
PhD Fellow
Marcus Møller Larsen, Professor Torben Pedersen and Assistant Professor Dmitrij
Slepniov wrote this case solely to provide material for class discussion. The authors do not
intend to illustrate either effective or ineffective handling of a managerial situation. The
authors may have disguised certain names and other identifying information to protect
confidentiality.
Richard Ivey School of Business Foundation prohibits any form of reproduction, storage or
transmission without its written permission. Reproduction of this material is not covered
under authorization by any reproduction rights orga ...
Business Quiz Finals
Business Quiz held at Department of Business Economics, University of Delhi South Campus on 25th Feb 2017.
www.hbr.orgThis document is authorized for use only .docx
www.hbr.org
This document is authorized for use only by Phenekia Morgan in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring Sem 01/06-04/26-PT2 at Laureate Education - Walden University, 2020.
harvard business review • september 2008 page 2
This document is authorized for use only by Phenekia Morgan in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring Sem 01/06-04/26-PT2 at Laureate Education - Walden University, 2020.
This document is authorized for use only by Phenekia Morgan in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring Sem 01/06-04/26-PT2 at Laureate Education - Walden University, 2020.
Behind Pixar’s string of hit movies, says the studio’s president, is a peer-driven process for solving problems.
How Pixar Fosters
Collective Creativityby Ed Catmull
Included with this full-text Harvard Business Review article:
1 Article Summary
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
2 How Pixar Fosters Collective Creativity
A list of related materials, with annotations to guide further exploration of the article’s ideas and applications
Reprint R0809D
11 Further ReadingThe Idea in Brief
A robot falls in love in a post-apocalyptic world. A French rat sets out to become a chef. A suburban family of superheroes defeats a power-hungry villain. Unexpected ideas, all—yet Pixar Animation Studios is turning these and other novel ideas into blockbuster films.
How? As Catmull explains, Pixar’s leaders have discovered potent practices for structuring and operating a creative organization. For example, they give writers, artists, and other “creatives” enormous leeway to make decisions. They make it safe for people to share unfinished work with peers, who provide candid feedback. And they conduct project post-mortems in ways that extract the most valuable lessons for mitigating risk on subsequent projects.
The effort has paid off. Pixar’s has racked up a unique track record of success: It’s the leading pioneer in computer animation. It has never had to buy scripts or movie ideas from outside. And since 1995, it has released seven films—all of which became huge hits.
How Pixar Fosters Collective CreativityThe Idea in Practice
Catmull suggests these principles for managing your creative organization:
Empower your creatives. Give your creative Craft a learning environment. Reinforce the people control over every stage of idea mind-set that you’re all learning—and it’s fun development. to learn together.
Example: Example:
C
OPYRIGHT © 2008 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
At most studios, a specialized development “Pixar University” trains people in multiple department generates new movie ideas. skills as they advance in their careers. It also Pixar assembles cross-company teams for offers optional courses ...
Project basedlearningresearchunitthehistoryoftoys
This project involves students researching the history and evolution of popular toys over decades. Students will create a timeline showing how toys have changed, examine price increases of toys, and design a new toy for today's market. They will write a persuasive essay marketing their toy and present it to peers. The goals are for students to understand how toys have developed, analyze toy sales data, and design a cost-effective toy for today. Materials needed include internet access and craft supplies. Students will complete a Venn diagram comparing old and new toys and interview someone about toys from their childhood.
Jazwares Inc.
Jazwares is a toy company founded in 1997 based in Florida that designs, manufactures, and sells toys worldwide. Their portfolio includes action figures, plush toys, electronics, and accessories. They hold licenses for popular brands like Adventure Time and Plants vs Zombies. While the toy industry faces challenges like low prices imports and recalls, Jazwares focuses on innovation and works with brands to drive growth. They are aware of trends in gender neutral toys and mature products for older children.
Toy Industry Analysis
Team 1 submitted a report analyzing the key success factors of the toy industry and providing an in-depth look at Mattel, Hasbro, and Jakks Pacific. The three key success factors identified were successful penetration of emerging markets, expansion through licensing, and innovation. Hasbro scored highest based on effectively utilizing these factors, followed by Mattel and then Jakks Pacific. The report provides an overview of each company and recommends ways for Mattel to improve, such as localizing products for emerging markets, regaining entertainment licenses, and increasing research and development.
265Managing New Product Development Teams Skullcandy Developi.docx
265
Managing New Product Development Teams Skullcandy: Developing Extreme Headphones1
In 2001, Rick Alden was riding up a ski lift and listening to music on an MP3 player when he heard his phone ringing, muffled in the pocket of his ski jacket. He fumbled around with his gloved hands, trying to get to the phone before it stopped ringing, and at that moment he thought “ why not have headphones that connect to both a cell phone and an MP3 player?” 2 In January of 2002 he had his first prototype built by a Chinese manufacturer, and by January of 2003 he launched his company, Skullcandy. 3
Building an Action Sports Brand
Alden had an extensive background in the snowboarding industry, having previ-ously founded National Snowboard Incorporated ( one of the first companies to promote snowboarding) and having developed and marketed his own line of snowboard bindings. His father, Paul Alden, had played many roles in the indus-try, including serving as the president of the North American Snowboard Association, which helped open up ski resorts to snowboarders. His brother, David Alden, had been a professional snowboarder for Burton, and a sales repre-sentative for several snowboard lines. Thus when Alden began creating an image and brand for the headphones, it only made sense to create a brand that would have the kind of dynamic edginess that would attract snowboarders and skate-boarders. Alden could also use his deep connections in the snowboarding and skateboarding worlds to line up endorsements by pro riders and distribution by skate and snowboard shops. As Alden notes, “ I’d walk into snowboarding and skateboarding shops that I’d sold bindings to or that I’d known for 15 years, and say, ` Hey, man, I think you ought to sell headphones.’” Soon he was developing headphones that were integrated into Giro ski and snowboard helmets, and MP3- equipped backpacks and watches. The graphic imagery of the brand— which draws from hip- hop culture and features a prominent skull— helped to turned a once placid and commoditized product category into an exciting and important fashion accessory for action sports enthusiasts.
The company grew quickly. By 2005, the company broke $ 1 million in sales, and in the following year sold almost $ 10 million worth of headphones and accessories. By 2007, Skullcandy’s products were selling in Best Buy, Target, Circuit City, and most college bookstores in addition to the core market of action sport retailers, for total revenues of $ 35 million, greatly exceeding even the stretch targets the company was shooting for. In 2008, almost 10 million people purchased Skullcandy headphones for total sales of $ 86.5 million, and as of April of 2009, the company was on track to exceed $ 100 million in sales. 4 The company was careful in its approach to selling to the mass market, care-fully distinguishing between products that were sold to the core channel versus to big box retailers. 5 Alden’s philosophy was that “ Conservative guys b.
Analysis of discovery place
Discovery Place is expanding its educational offerings by opening Discovery Place Kids locations across North Carolina. The first opened in Huntersville in 2010. A new Discovery Place Kids will open in the old McKenzie Furniture building in Rockingham in 2013. It will target an older age group than Huntersville and have more affordable admission. Exhibits will reflect the local community and industries like railroads and NASCAR. The goal is to add educational value and opportunities to the Rockingham community.
(APA 6th Edition Formatting and St.docx
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docx
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
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1. LEGO was facing major financial struggles in the early 2000s, losing hundreds of millions each year.
2. When Jorgen Vig Knudstorp became CEO in 2004, he implemented a new culture focused on profitability rather than just nurturing creativity.
3. Key aspects of the new culture included an emphasis on making money, innovation, and applying new ideas to improve processes and products.
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Mattel, known for iconic toys like Barbie and Hot Wheels, had traditionally developed new toys internally through processes like Project Platypus. In 2010, seeking to engage customers, Mattel launched a campaign to crowdsource ideas for Barbie's next career, receiving over 600,000 votes. In 2012, Mattel announced an open innovation initiative with Genius Crowds to crowdsource product ideas for Hot Wheels and Barbie bicycles from customers aged 4-6. Through this platform, Mattel aims to maintain two-way communication with consumers to constantly exchange ideas and meet the needs of kids and parents.
Cross-Cultural Management
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Nm2216 Presentation Group Dw4 04
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Answer this case study questions 1. What were LEGOs main expect.docx
Answer this case study questions
1. What were LEGO's main expectations and learnings from the relationship with Flextronics?
2. What are the key challenges in maintaining a relationship like the one between LEGO and Flextronics?
3. How can LEGO handle the supply chain complexity to improve knowledge sharing, flexibility and coordination?
4. Discuss the key considerations when outsourcing or offshoring production.
LEGO Case study
On March 18, 2011, Jørgen Vig Knudstorp, CEO of the LEGO Group, strode out of the cafeteria at company headquarters in Billund, Denmark, and turned right into the packaging area. He had just witnessed a discussion between Bali Padda, Executive VP of Global Supply Chain, and Mads Nipper, Executive VP of Markets & Products, that had ended without clear decisions. Knudstorp wanted Padda and Nipper to know that he was available to help with the decisions if necessary.
Known among families worldwide for its iconic brick-based toys, the LEGO Group was privately held by the Kirk Kristiansen founding family and had been committed since its early days to developing the imaginations of children. A rocky decade had culminated in a near-death experience in 2004, but the Group had gotten back on track under Knudstorp’s leadership. Between 2004 and 2010, the Group’s revenue had grown by 165% in a stagnant global toy market, making it the world’s fourth largest traditional toy maker. By 2010, its return on invested capital soared above 160%. (See Exhibits 1 and 2 for selected financials and the company’s organization.)
Padda and Nipper had started their annual negotiations on how many new components product designers would have available for their new products. (A “component” was a LEGO® brick of a particular shape in a specific color or with a specific decoration.) Since the 2004 crisis, LEGO Group leaders had tightly controlled the component count; setting the next target was always difficult. Nipper felt that Padda’s target was not compatible with the new products that designers envisioned, especially a proposed line of buildable games. “With that target, we’d have to drop half of our projects, including the new games line. We need to add groundbreaking developments like games to sustain our growth. We can’t achieve that with this target.” But Padda had never been convinced by business-case arguments that tried to justify adjustments to production. In addition, the idea of complex buildable games raised a red flag in his mind; this was not about adding just another brick shape. A number of LEGO employees were convinced that the company should enter the games market with a new product line, but Padda and many others had their doubts.
The Toy Industry
As Knudstorp reflected on the component count and games decisions, he considered the evolution of the global toy market. The industry booked wholesale revenues of $83.3 billion in 2010. The retail market for toys grew at a steady pace of about 4% per year, but demand for spe ...
Answer this case study questions 1. What were LEGOs main expect.docx
Answer this case study questions
1. What were LEGO's main expectations and learnings from the relationship with Flextronics?
2. What are the key challenges in maintaining a relationship like the one between LEGO and Flextronics?
3. How can LEGO handle the supply chain complexity to improve knowledge sharing, flexibility and coordination?
4. Discuss the key considerations when outsourcing or offshoring production.
LEGO Case study
On March 18, 2011, Jørgen Vig Knudstorp, CEO of the LEGO Group, strode out of the cafeteria at company headquarters in Billund, Denmark, and turned right into the packaging area. He had just witnessed a discussion between Bali Padda, Executive VP of Global Supply Chain, and Mads Nipper, Executive VP of Markets & Products, that had ended without clear decisions. Knudstorp wanted Padda and Nipper to know that he was available to help with the decisions if necessary.
Known among families worldwide for its iconic brick-based toys, the LEGO Group was privately held by the Kirk Kristiansen founding family and had been committed since its early days to developing the imaginations of children. A rocky decade had culminated in a near-death experience in 2004, but the Group had gotten back on track under Knudstorp’s leadership. Between 2004 and 2010, the Group’s revenue had grown by 165% in a stagnant global toy market, making it the world’s fourth largest traditional toy maker. By 2010, its return on invested capital soared above 160%. (See Exhibits 1 and 2 for selected financials and the company’s organization.)
Padda and Nipper had started their annual negotiations on how many new components product designers would have available for their new products. (A “component” was a LEGO® brick of a particular shape in a specific color or with a specific decoration.) Since the 2004 crisis, LEGO Group leaders had tightly controlled the component count; setting the next target was always difficult. Nipper felt that Padda’s target was not compatible with the new products that designers envisioned, especially a proposed line of buildable games. “With that target, we’d have to drop half of our projects, including the new games line. We need to add groundbreaking developments like games to sustain our growth. We can’t achieve that with this target.” But Padda had never been convinced by business-case arguments that tried to justify adjustments to production. In addition, the idea of complex buildable games raised a red flag in his mind; this was not about adding just another brick shape. A number of LEGO employees were convinced that the company should enter the games market with a new product line, but Padda and many others had their doubts.
The Toy Industry
As Knudstorp reflected on the component count and games decisions, he considered the evolution of the global toy market. The industry booked wholesale revenues of $83.3 billion in 2010. The retail market for toys grew at a steady pace of about 4% per year, but demand for spe.
Curious Hat Deck - 500 Startups Accelerator Batch 5 Fall 2012
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Case 12 LEGO Group An Outsourcing Journey Marcus Møller.docx
Case 12: LEGO Group: An Outsourcing Journey
Marcus Møller Larsen
Torben Pedersen
Dmitrij Slepniov
PROLOGUE
1 The last five years’ rather adventurous journey from 2004 to 2009 had taught the fifth-
largest toy-maker in the world—the LEGO Group—the importance of managing the global
supply chain effectively. In order to survive the largest internal financial crisis in the
company’s roughly 70 years of existence, resulting in a deficit of DKK1.8 billion in 2004,
the management had, among many initiatives, decided to offshore and outsource a major
chunk of LEGO’s production to Flextronics, a large Singaporean electronics manufacturing
services (EMS) provider. In this pursuit of rapid cost-cutting sourcing advantages, the
LEGO Group planned to license out as much as 80 per cent of its production, besides
closing down major parts of the production in high-cost countries. Confident with the
prospects of the new partnership, the company signed a long-term contract with
Flextronics. “It has been important for us to find the right partner,” argued Niels Duedahl, a
LEGO vice-president, when announcing the outsourcing collaboration, “and Flextronics is
a very professional player in the market with industry-leading plastics capabilities, the right
capacity and resources in terms of molding, assembly, packaging and distribution. We
know this from looking at the work Flextronics does for other global companies.”1
2 This decision would eventually prove to have been too hasty, however. Merely three
years after the contracts were signed, LEGO management announced that it would phase
out the entire sourcing collaboration with Flextronics. In July 2008, the executive vice-
president for the global supply chain, Iqbal Padda, proclaimed in an official press release,
“We have had an intensive and very valuable cooperation with Flextronics on the
relocation of major parts of our production. As expected, this transition has been
complicated, but throughout the process we have maintained our high quality level. Jointly
we have now come to the conclusion that it is more optimal for the LEGO Group to
manage the global manufacturing setup ourselves. With this decision the LEGO supply
chain will be developed faster through going for the best, leanest and highest quality
solution at all times.”2
PhD Fellow
Marcus Møller Larsen, Professor Torben Pedersen and Assistant Professor Dmitrij
Slepniov wrote this case solely to provide material for class discussion. The authors do not
intend to illustrate either effective or ineffective handling of a managerial situation. The
authors may have disguised certain names and other identifying information to protect
confidentiality.
Richard Ivey School of Business Foundation prohibits any form of reproduction, storage or
transmission without its written permission. Reproduction of this material is not covered
under authorization by any reproduction rights orga ...
Business Quiz Finals
Business Quiz held at Department of Business Economics, University of Delhi South Campus on 25th Feb 2017.
www.hbr.orgThis document is authorized for use only .docx
www.hbr.org
This document is authorized for use only by Phenekia Morgan in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring Sem 01/06-04/26-PT2 at Laureate Education - Walden University, 2020.
harvard business review • september 2008 page 2
This document is authorized for use only by Phenekia Morgan in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring Sem 01/06-04/26-PT2 at Laureate Education - Walden University, 2020.
This document is authorized for use only by Phenekia Morgan in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring Sem 01/06-04/26-PT2 at Laureate Education - Walden University, 2020.
Behind Pixar’s string of hit movies, says the studio’s president, is a peer-driven process for solving problems.
How Pixar Fosters
Collective Creativityby Ed Catmull
Included with this full-text Harvard Business Review article:
1 Article Summary
The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
2 How Pixar Fosters Collective Creativity
A list of related materials, with annotations to guide further exploration of the article’s ideas and applications
Reprint R0809D
11 Further ReadingThe Idea in Brief
A robot falls in love in a post-apocalyptic world. A French rat sets out to become a chef. A suburban family of superheroes defeats a power-hungry villain. Unexpected ideas, all—yet Pixar Animation Studios is turning these and other novel ideas into blockbuster films.
How? As Catmull explains, Pixar’s leaders have discovered potent practices for structuring and operating a creative organization. For example, they give writers, artists, and other “creatives” enormous leeway to make decisions. They make it safe for people to share unfinished work with peers, who provide candid feedback. And they conduct project post-mortems in ways that extract the most valuable lessons for mitigating risk on subsequent projects.
The effort has paid off. Pixar’s has racked up a unique track record of success: It’s the leading pioneer in computer animation. It has never had to buy scripts or movie ideas from outside. And since 1995, it has released seven films—all of which became huge hits.
How Pixar Fosters Collective CreativityThe Idea in Practice
Catmull suggests these principles for managing your creative organization:
Empower your creatives. Give your creative Craft a learning environment. Reinforce the people control over every stage of idea mind-set that you’re all learning—and it’s fun development. to learn together.
Example: Example:
C
OPYRIGHT © 2008 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
At most studios, a specialized development “Pixar University” trains people in multiple department generates new movie ideas. skills as they advance in their careers. It also Pixar assembles cross-company teams for offers optional courses ...
Project basedlearningresearchunitthehistoryoftoys
This project involves students researching the history and evolution of popular toys over decades. Students will create a timeline showing how toys have changed, examine price increases of toys, and design a new toy for today's market. They will write a persuasive essay marketing their toy and present it to peers. The goals are for students to understand how toys have developed, analyze toy sales data, and design a cost-effective toy for today. Materials needed include internet access and craft supplies. Students will complete a Venn diagram comparing old and new toys and interview someone about toys from their childhood.
Jazwares Inc.
Jazwares is a toy company founded in 1997 based in Florida that designs, manufactures, and sells toys worldwide. Their portfolio includes action figures, plush toys, electronics, and accessories. They hold licenses for popular brands like Adventure Time and Plants vs Zombies. While the toy industry faces challenges like low prices imports and recalls, Jazwares focuses on innovation and works with brands to drive growth. They are aware of trends in gender neutral toys and mature products for older children.
Toy Industry Analysis
Team 1 submitted a report analyzing the key success factors of the toy industry and providing an in-depth look at Mattel, Hasbro, and Jakks Pacific. The three key success factors identified were successful penetration of emerging markets, expansion through licensing, and innovation. Hasbro scored highest based on effectively utilizing these factors, followed by Mattel and then Jakks Pacific. The report provides an overview of each company and recommends ways for Mattel to improve, such as localizing products for emerging markets, regaining entertainment licenses, and increasing research and development.
265Managing New Product Development Teams Skullcandy Developi.docx
265
Managing New Product Development Teams Skullcandy: Developing Extreme Headphones1
In 2001, Rick Alden was riding up a ski lift and listening to music on an MP3 player when he heard his phone ringing, muffled in the pocket of his ski jacket. He fumbled around with his gloved hands, trying to get to the phone before it stopped ringing, and at that moment he thought “ why not have headphones that connect to both a cell phone and an MP3 player?” 2 In January of 2002 he had his first prototype built by a Chinese manufacturer, and by January of 2003 he launched his company, Skullcandy. 3
Building an Action Sports Brand
Alden had an extensive background in the snowboarding industry, having previ-ously founded National Snowboard Incorporated ( one of the first companies to promote snowboarding) and having developed and marketed his own line of snowboard bindings. His father, Paul Alden, had played many roles in the indus-try, including serving as the president of the North American Snowboard Association, which helped open up ski resorts to snowboarders. His brother, David Alden, had been a professional snowboarder for Burton, and a sales repre-sentative for several snowboard lines. Thus when Alden began creating an image and brand for the headphones, it only made sense to create a brand that would have the kind of dynamic edginess that would attract snowboarders and skate-boarders. Alden could also use his deep connections in the snowboarding and skateboarding worlds to line up endorsements by pro riders and distribution by skate and snowboard shops. As Alden notes, “ I’d walk into snowboarding and skateboarding shops that I’d sold bindings to or that I’d known for 15 years, and say, ` Hey, man, I think you ought to sell headphones.’” Soon he was developing headphones that were integrated into Giro ski and snowboard helmets, and MP3- equipped backpacks and watches. The graphic imagery of the brand— which draws from hip- hop culture and features a prominent skull— helped to turned a once placid and commoditized product category into an exciting and important fashion accessory for action sports enthusiasts.
The company grew quickly. By 2005, the company broke $ 1 million in sales, and in the following year sold almost $ 10 million worth of headphones and accessories. By 2007, Skullcandy’s products were selling in Best Buy, Target, Circuit City, and most college bookstores in addition to the core market of action sport retailers, for total revenues of $ 35 million, greatly exceeding even the stretch targets the company was shooting for. In 2008, almost 10 million people purchased Skullcandy headphones for total sales of $ 86.5 million, and as of April of 2009, the company was on track to exceed $ 100 million in sales. 4 The company was careful in its approach to selling to the mass market, care-fully distinguishing between products that were sold to the core channel versus to big box retailers. 5 Alden’s philosophy was that “ Conservative guys b.
Analysis of discovery place
Discovery Place is expanding its educational offerings by opening Discovery Place Kids locations across North Carolina. The first opened in Huntersville in 2010. A new Discovery Place Kids will open in the old McKenzie Furniture building in Rockingham in 2013. It will target an older age group than Huntersville and have more affordable admission. Exhibits will reflect the local community and industries like railroads and NASCAR. The goal is to add educational value and opportunities to the Rockingham community.
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Case Study - Crowd sourcing @ Mattel – Open Innovation & Collaboration with C...
Case Study - Crowd sourcing @ Mattel – Open Innovation & Collaboration with C...
Answer this case study questions 1. What were LEGOs main expect.docx
Answer this case study questions 1. What were LEGOs main expect.docx
Answer this case study questions 1. What were LEGOs main expect.docx
Answer this case study questions 1. What were LEGOs main expect.docx
Curious Hat Deck - 500 Startups Accelerator Batch 5 Fall 2012
Curious Hat Deck - 500 Startups Accelerator Batch 5 Fall 2012
Case 12 LEGO Group An Outsourcing Journey Marcus Møller.docx
Case 12 LEGO Group An Outsourcing Journey Marcus Møller.docx
www.hbr.orgThis document is authorized for use only .docx
www.hbr.orgThis document is authorized for use only .docx
265Managing New Product Development Teams Skullcandy Developi.docx
265Managing New Product Development Teams Skullcandy Developi.docx
More from AASTHA76
(APA 6th Edition Formatting and St.docx
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docx
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docx
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docx
The document provides instructions for students on completing Assignment 1 for an online history course. It explains how to access and submit the assignment through the ecree online platform. Students are instructed to write a 2-page paper in 4 parts addressing how diversity was dealt with in America from 1865 to the 1920s. The document provides a sample paper format and emphasizes including an introduction with thesis, 3 examples supporting the thesis, consideration of an opposing view, and conclusion relating the topic to modern times. Sources must be cited within the paper and listed at the end using the SWS format.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docx
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docx
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docx
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docx
This document summarizes Jean Anyon's observations of 5 elementary schools that served different socioeconomic classes. In working-class schools, classroom activities focused on rote memorization and following procedures without explanation of underlying concepts. Work involved copying steps and notes from the board. In contrast, more affluent schools emphasized conceptual learning, creativity, and preparing students for professional careers through activities like experiments and projects. Anyon concluded schools were preparing students for different roles in the economy and society based on their social class.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docx
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docx
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docx
Quantum cryptography eliminates eavesdropping by using the principles of quantum mechanics, where any interception of encrypted information can be detected. However, quantum cryptography has limitations in the distance over which it can be effectively implemented and requires specialized equipment. Developments in both theoretical and applied cryptography will be influenced by advances in computing power, communication technologies, user needs for security and privacy, and socioeconomic or geopolitical factors.
#transformation10EventTrendsfor 201910 Event.docx
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docx
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
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NVIC.HardFault_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.MemoryManagement_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.NonMaskableInt_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.PendSV_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.PriorityGroup=NVIC_PRIORITYGROUP_4
NVIC.SVCall_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.SysTick_IRQn=true\:0\:0\:false\:false\:true\:false
NVIC.UsageFault_IRQn=true\:0\:0\:false\:false\:true\:false
PA0.GPIOParameters=GPIO_PuPd,GPIO_Label
PA0.GPIO_Label=JOY_C
PA0.GPIO_PuPd=GPIO_PULLDOWN
PA0.Locked=true
PA0.Signal=GPIO_Input
PA1.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA1.GPIO_Label=JOY_L
PA1.GPIO_Mode=GPIO_MODE_INPUT
PA1.GPIO_PuPd=GPIO_PULLDOWN
PA1.Locked=true
PA1.Signal=GPIO_Input
PA2.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA2.GPIO_Label=JOY_R
PA2.GPIO_Mode=GPIO_MODE_INPUT
PA2.GPIO_PuPd=GPIO_PULLDOWN
PA2.Locked=true
PA2.Signal=GPIO_Input
PA3.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA3.GPIO_Label=JOY_U
PA3.GPIO_Mode=GPIO_MODE_INPUT
PA3.GPIO_PuPd=GPIO_PULLDOWN
PA3.Locked=true
PA3.Signal=GPIO_Input
PA5.GPIOParameters=GPIO_PuPd,GPIO_Label,GPIO_Mode
PA5.GPIO_Label=JOY_D
PA5.GPIO_Mode=GPIO_MODE_INPUT
PA5.GPIO_PuPd=GPIO_PULLDOWN
PA5.Locked=true
PA5.Signal=GPIO_Input
PB2.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PB2.GPIO_Label=LD_R
PB2.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PB2.GPIO_PuPd=GPIO_PULLDOWN
PB2.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PB2.Locked=true
PB2.PinState=GPIO_PIN_RESET
PB2.Signal=GPIO_Output
PCC.Checker=true
PCC.Line=STM32L4x6
PCC.MCU=STM32L476V(C-E-G)Tx
PCC.PartNumber=STM32L476VGTx
PCC.Seq0=0
PCC.Series=STM32L4
PCC.Temperature=25
PCC.Vdd=null
PD5.GPIOParameters=GPIO_PuPd
PD5.GPIO_PuPd=GPIO_PULLUP
PD5.Locked=true
PD5.Mode=Asynchronous
PD5.Signal=USART2_TX
PD6.Locked=true
PD6.Mode=Asynchronous
PD6.Signal=USART2_RX
PE8.GPIOParameters=GPIO_Speed,PinState,GPIO_PuPd,GPIO_Label,GPIO_ModeDefaultOutputPP
PE8.GPIO_Label=LD_G
PE8.GPIO_ModeDefaultOutputPP=GPIO_MODE_OUTPUT_PP
PE8.GPIO_PuPd=GPIO_PULLDOWN
PE8.GPIO_Speed=GPIO_SPEED_FREQ_LOW
PE8.Locked=true
PE8.PinState=GPIO_PIN_RESET
PE8.Signal=GPIO_Output
PinOutPanel.RotationAngle=0
ProjectManager.AskForMigrate=true
ProjectManager.BackupPrevious=true
ProjectManager.CompilerOptimize=6
ProjectManager.
#include string.h#include stdlib.h#include systypes.h.docx
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docx
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include stdio.h#include stdlib.h#include pthread.h#in.docx
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#include customer.h#include heap.h#include iostream.docx
#include "customer.h"
#include "heap.h"
#include <iostream>
using namespace std;
int comparisonWay = 0; // 0 for arrival time, 1 for processing time
bool Customer::operator>(const Customer& c) {
return comparisonWay ? processing_time < c.processing_time : arrival_time < c.arrival_time; // a customer is "greater" if his time is shorter
};
void customerQueueTest(int n_cust) {
int current_time = 0;
int totalWaitingTime = 0;
int i;
int WT = 0; // waiting time for each customer
Heap<Customer> queue;
Customer* custList = new Customer[n_cust];
cout << endl << endl << "Setup" << endl;
cout << "List of customers and their arrival and processing times" << endl;
for (i = 0; i<n_cust; i++)
{
custList[i].setAT(i);
custList[i].setPT((n_cust - i) % (n_cust / 2) + 1 + (i % 2)*(n_cust / 2));
cout << "Customer " << i << " will arrive at time " << custList[i].AT() << " with PT=" << custList[i].PT() << endl;
}
cout << endl;
for (int round = 0; round<2; round++) {
// you may need a big modification within this for-loop
cout << endl << endl;
cout << "Test Round " << round + 1 << endl;
cout << (round == 0 ? "First come first serve" : "Customer with the least PT served first") << endl;
comparisonWay = round;
current_time = 0;
totalWaitingTime = 0;
queue.insert(custList[0]);
cout << "Customer arrives at time " << custList[0].AT() << " with PT=" << custList[0].PT() << endl;
while (!queue.empty()) {
// you should change all of the code here inside
Customer c = queue.extractMax();
cout << "Customer arrives when no one is waiting" << endl;
cout << "Customer is served at time " << current_time << " with AT=" << c.AT() << " and PT=" << c.PT() << " after waiting for "
<< WT << " min." << endl;
}
cout << "Total Waiting Time: " << totalWaitingTime << endl;
cout << "Average Waiting Time: " << totalWaitingTime / (float)n_cust << endl;
}
delete[] custList;
}
#pragma once
#include <math.h>
#include <iostream>
using namespace std;
#ifndef HEAPHPP
#define HEAPHPP
template <class T>
void Heap<T>::_bubbleUp(int index) {
}
template <class T>
void Heap<T>::_bubbleDown(int index) {
}
template <class T>
void Heap<T>::insert(T item) {
}
template <class T>
T Heap<T>::extractMax() {
return T();
}
template <class T>
void Heap<T>::printHeapArray() {
for (int i = 0; i < _n; i++)
cout << _heap[i] << " ";
cout << endl;
}
template <class T>
int Heap<T>::_lookFor(T x){ // not a very good implementation, but just use this for now.
int i;
for(i=0;i<_n;i++)
if (_heap[i] == x)
return i;
return -1;
}
template <class T>
void Heap<T>::decreaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::increaseKey(T from, T to)
{
}
template <class T>
void Heap<T>::deleteItem(T x)
{
}
template <class T>
void Heap<T>::printTree() {
int parity .
#Assessment BriefDiploma of Business Eco.docx
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include stdio.h#include stdint.h#include stdbool.h.docx
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
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BMGT 364 Galaxy Toys, Inc. Company ProfileWelcome to Galaxy To.docx
- 1. BMGT 364 Galaxy Toys, Inc. Company Profile Welcome to Galaxy Toys, Inc.! The assessment projects for this course will examine different facets of the management of Galaxy Toys and students will be exploring various scenarios and providing analysis and recommendations from the perspective of a management consultant. Each project has been carefully designed to provide students with opportunities to demonstrate mastery of various management concepts that students have been developing through various learning activities presented in the classroom (both in the face-to-face discussions and online discussions). · In Project 1, students will demonstrate their understanding of the broad role of managers within an organization and how various organizational theories (historical and current) affect these roles. · In Project 2, students are expected to apply course concepts and materials to provide real-world recommendations for managers that relate to the planning process · In Project 3, students will present their analysis and recommendations that demonstrate their ability to organize, lead, and control employees in ways that ultimately support the organization’s vision and strategy for business success. COMPANY PROFILE History Galaxy was founded in 1956 by George Jepson and his wife, Nan after their son Rusty became consumed with the idea of traveling to the moon. Jepson who had worked previously in manufacturing, selling, and advertising of games for a company in Toledo, Ohio, crafted a new spacecraft that delighted his son and his friends. Nan, who had worked in retail toy sales in the local Toledo department store, suggested the idea of producing and selling the toys as a side business. At that time, Nan
- 2. persuaded her boss, Jack Mercury, to allow her to produce and sell the toys. After approval was given it did not take long before the orders exceeded the Jepson’s ability to produce the product. Seeing the success of the product, Mercury approached the Jepson’s and proposed a partnership to manufacture the spacecraft and other related toy ideas. Galaxy’s fundamental toy-making principles were centered on strong construction, ingenuity, intrinsic playability and action. Early adopted toys were made of heavy steel parts and ponderosa pine, which resisted splintering and held up well to heavy use. The details and charm were added with colorful lithograph labels. Nan Jepson, who had attended art school, was the Art Director and designed push-pull space toys for the opening line of toys for very young children. In 1956, the founders took 8 of their toys to the American International Toy Fair in New York City, and they quickly became a success. The first Galaxy toy ever sold nationally was "Space-IX." in 1957 (The same toy, in excellent condition, would be worth a considerable amount of money in today's collectibles market.) In the early 1960s, Galaxy identified plastic as a material that could help the company incorporate longer-lasting decorations and brighter colors into its toys. By the end of the 1960s, Galaxy manufactured 39 toys incorporating plastics. During the 1960s, with America’s entering the Space Race the “Space Rocket” product line was introduced and soon overtook popularity of the earlier toys. The Jepson and Mercury children took over the running of the company in 1970, when George, Nan and Jack retired. The children hold the company shares equally and now occupy both Board and functional positions, making Galaxy Toys the largest privately owned toy company in the USA. The headquarters for the company is still located in Toledo, Ohio with factories in Daytona, Florida, Huntsville, Alabama and White Plains, and Juarez, Mexico. Company vision: To create toys that inspire children all over the globe to dream
- 3. of space exploration and provide a yearning to achieve that dream Mission: We create both classic and contemporary space-related toys for all ages. All products will be safe. We are committed to using sustainable processes and materials in making our products. Galaxy’s fundamental toy-making principles center on strong and durable construction, ingenuity, intrinsic playability, and action while providing toys that are affordable for all. Products: Galaxy Toys has created approximately 2500 different toys since the early 1950s. One of the best-known product lines is the Apollo Space Rocket line that includes launchable rockets of various sizes and NASA vehicles that are replicas of the earlier ones used at Cape Canaveral. In addition to the Apollo product line, some of the toys and toy brands that have remained popular for many years include the Canaveral building set, Create a Moon Surface Kit, Astronaut Training Center, and the Curious George in Space book and character set. In 2000 Galaxy Toys joined forces with NASA to sponsor the First Annual International Rocket Launch Meet to encourage children’s interests in space exploration. In 2009, Galaxy landed the exclusive right to manufacture and sell all NASA toys sold in the United States and in 2012, this exclusive right extended to all NASA toys manufactured and sold overseas. Current Business Status Current Business Philosophy: In desiring to remain on the cutting edge of space exploration and toy design, the owners of Galaxy Toys have decided that “long term” planning is limited to the span of a two-year timeframe, which will allow for them to remain agile in the current business environment. The needs for innovation and implementation of cutting-edge ideas are the main focus for the next two years. The owners acknowledge that incorporating
- 4. state-of-the-art technology in both toy design and production is crucial in meeting its two-year goals. The use of 3D printing as a means of production, reducing material and labor costs while shortening production time is the innovative competitive-edge technique. Sustainability is also a concern because current sales are slowing. Technology “action” in the toys must augment the current proprietary toy designs to increase sales and surpass the NASA sales making the company less dependent on that sector for sales. Growth is achieved through innovation. The use of “green-friendly” shipping materials and toy recycling programs are under consideration. Integration of these two ideas, sustainability and innovation, in new product line development is the current business driver. Since the change, Galaxy Toys treats its employees like family. Employees are valued for their input in the business and measures are taken to assure their success. The result is the current small business clan culture atmosphere. The expansion of the business to Mexico and the possibility for more global expansion has caused the company to adapt a new hybrid flat functional structure. This change has pushed the clan culture to a mixture with a collaborative culture. This new structure and culture is bringing the company’s decision making closer to those who have to implement the decisions, thus empowering more workers and motivating others. Galaxy Toys, Inc. 2015 Sales Figures: · · Gross Toy Sales Per Branch: · Toledo- $400 million · Daytona- $225 million · Huntsville- $200 million · White Plains- $175 million · Juarez- $125 million · Anticipated Sales for 2017 are estimated at 15% over 2016 sales due to a new product line roll out.
- 5. Organizational Structure CEO and President George Jepson, Jr. Bart Aldrin Shipping Manager Daytona Millicent Marsden Shipping Manager White Plains Justin Winter Production Manager Dayton Julio Rodriquez, Production Manager Juarez Jordan Yaffe Production Manager White Plains Itza Yu Production Manager Toledo Maris Baker Manager White Plains Jordan Miles
- 6. Production Manager Huntsville Mark Willis Manager Juarez Ann Southern Shipping Manager Huntsville Kelly McConnell Manager Dayton Samuel Studebaker Manager Huntsville Jessica Hare Manager Toledo Juan Valdez Manager Juarez Martin Martinelli Manager Huntsville Henrick Huber Manager White Plains Board of Directors Carol Gallay Manager Administration Vice President Shared Services Rusty Jepson CFO Edward Mercury Vice President Marketing Nan Jepson Vice President Sales Jose Fuentes Vice President Quality Control
- 7. Terry Mercury Vice President Production and Shipping Keith Wisternick Atsushi Hashmi Manager Dayton Alex Beaumont Manager Toledo Marilyn Moos Manager Human Resources Leroy Jethro Disney Manager Design & Engineering Chris Leibowitz Manager Finance Sheldon Cooper Manager IT Alonso Quijano Manager Juarez Randy Eberhart Manager Huntsville Allison McKinsey Manager Dayton Jillian Michaels Manager Toledo George Washington, Jr. Manager White Plains Hernando Gonzalez Shipping Manager Juarez Ursula Andress Shipping Manager Toledo
- 8. Sales Percentage of Sales Nasa Rocket Classic 55 25 15